5th Language Arts Unit

Outdoor Adventures: having courage and

bravery

to try new things

Micaela Burnett and Regina Wroblewski

Table of contents: Description – Adventures in Language Arts Page 3 Literature – Mentor Texts Page 4 Timeline Page 5 Teaching strategies

Reading – Elements of a Story Page 6 Listening – Note Taking Page 11 Writers Workshop – Figurative Language/ Metaphors Page

16 Speaking – Public Speaking Page 18 Viewing – Symbols Page 23 Visually Representing – Making Brochures Page 27 Writing – Voice and Ideas Page 30

Performance Assessment Page 33 Connecting with Parents Page 40 Community Activity Page

43 Journal Articles Page 45

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Adventures in Language ArtsThis is a language arts unit designed for 5th graders to explore outdoor

adventures and discover the courage and bravery one must have to take on such adventures. This courageousness can be used not only for planned

expositions, but in everyday life as well. Living and growing up in itself is an adventure, and there are certain skills and strategies we need to help us do

our best on this journey. We explore several different forms of literature including videos, articles and chapter books. Our journey through this unit helps us develop the skills to identify elements in a story, take notes and summarize information, understand figurative language, use our voices

appropriately to deliver information to an audience, understand how pictures can remind us of other unrelated things by being symbols of qualities of others, and create a brochure to advertise for our own adventure! All of

these are completed through a variety of writing exercises that will help the students strengthen their written communication skills.

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Mentor Texts Here is a list of the literature used in this unit. As well as additional resources related to the theme that could be

incorporated as well. Videos: How to get into and out of a kayak smoothlyProper technique for paddling a kayakThe forward Stroke and reverse stroke3 golden rules of recreational kayakingFound at oldtowncanoe.com/resources/kayak_paddling_skills/

Books: Snow Treasure by Marie McSwiganIsland of the Blue Dolphins by Scott O’DellThe Sign of the Beaver by Elizabeth George SpearePaddle to the Sea by Holling C. Holling

Additional Books: Treasure Island by Robert Louis StevensonThe Witch of Blackbird Pond by Elizabeth George Speare Swiss Family Robinson by Johann David Wyss

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TimelineUnit Objectives:

1. Students will be able to identify elements of a story including the characters, plot, point of view, and sequence of events.

2. Students will be able to quote text to support their ideas. 3. Students will be able to use a variety of techniques to add interest to the way

they communicate. 4. Students will be able to summarize information and convey it through

multiple mediums. 5. Students will be able to add details to their writing by using figurative

language. 6. Students will be able to understand that lines, colors and symbols change the

way messages are received. DAY

Objective #

Instruction and Activities

1 1, 2 Read chapters 1-3 of Snow Treasure Practice identifying elements of a story Do the reading teaching strategy – elements of a story

2 4 Read chapters 3 -8 Listening – Note taking Lesson

3 3, 5 Read chapters 8 -11 Writers Workshop- Figurative Language

4 3 Read chapters 12 -14 Speaking teaching strategy

5 6 Read chapters 15 - 16 Viewing teaching strategy

6 6 Viewing and visually representing teaching strategy7 3, 4 Read chapters 17 - 19

Sharing pictures of adventures day! 8 3, 4, 6 Read chapter 20

Visual representation – creating brochures 9 1, 2, 4 Read chapters 21 – 25

Discuss what has been happening in the story10 1, 3, 5 Writing teaching strategies – voice and ideas11 1, 3, 5 Writing day to develop stories 12 1, 3, 5 Finish snow Treasure, chapters 26 -30

Complete full story map for the book13 all Jeopardy Review game! 14, 15

all Performance Assessment

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Lesson PlansTopic:  Reading – Elements of a Story

Grade Level:  5th

Brief description: In this lesson students will learn about the elements of a story and get to create story maps based off of readings.

Objectives:Unit -

1. Students will be able to identify elements of a story including the characters, plot, point of view, and sequence of events.

2. Students will be able to quote text to support their ideas.

Core Curriculum State Standard:

CCSS.ELA.Reading.05.01: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA.Reading.05.06: Describe how a narrator’s or speaker’s point of view influences how events are described.

Time Needed: 45 minutes

Materials:

Snow Treasure by Marie McSwiganThe Sign of the Beaver by Elizabeth George SpeareIsland of the Blue Dolphins by Scott O’DellWhite BoardMarkersColored sticky notesLarge sheets of paper or posters

Each student will need:PencilAssessment

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Mentor Text: Snow Treasure by Marie McSwiganThe Sign of the Beaver by Elizabeth George SpeareIsland of the Blue Dolphins by Scott O’DellPicture of Story Plots: https://wellplacedink.files.wordpress.com/2012/06/plot1.png

These books provide vivid details and straightforward examples of point of view. There are several characters in each and the settings are very different.

Procedures:

Preparation: Label each of the posters or large sheets of paper with one element of a story. (Setting, Characters, Plot, Theme, Point of View) Place around the classroom

To: (15 minutes)

Define the elements of a story and give some examples of each. Setting – location, time weatherPlot: - use picture found at https://wellplacedink.files.wordpress.com/2012/06/plot1.pngPoint of View – telling about myself, about another person, or outside people. Characters – who are the people involved in the story. Theme – what is the message or lesson included in the story.

Read the first 3 paragraphs of Island of the Blue Dolphins. Identify the point of view and setting. Use examples from the text. I remember…. My brother and I. This is first person. The story starts on an island. List the two characters.

Next read the first paragraph of The Sign of the Beaver and identify the point of view and setting for this story. List the two characters.

Be sure to show students how to quote text.

With: (10 minutes)Come up with exact examples of possibilities for different settings and characters. Talk about the main character, protagonist and antagonist. Explain that the characters in the story are a very important element and the one we will be focusing on for this lesson.

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Setting – beach, mountains, house, living room, morning, evening, outside, rainy dayCharacters – Harry from Harry Potter, Goldilocks from goldilocks and the three bears.

Use any examples you can think of and take suggestions from the kids.

By: (20 minutes)Divide students into small groups of 3-4 Assign each group to one color of sticky notesHave students decide on a story that they will use for this exercise as a group. Have each student pick an element of their story and write as many details as they can about it on the sticky not and place it on the appropriate poster. When they are completed with the posters, allow students to walk around and look at the other group’s projects as well.

Assessments: (Take home or next day) Have students complete the included assessment based on the first 3 chapters of Snow Treasure. This will have them describe the setting, list some characters, identify the point of view and explain the beginning of the story.

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Name______________________________________ Date _________________List 6 different characters in Snow Treasure:

________________________ _____________________

________________________ _____________________

________________________ _____________________

What is a protagonist? __________________________________

In Snow Treasure, who is the protagonist?__________________________

What is the point of view this story is told in?________________________

Give an example from the text to explain your reasoning:

__________________________________________________________________

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Describe the setting of this story. Give 3 details.

1. _____________________________________________________________

2. _____________________________________________________________

3. _____________________________________________________________

Draw a picture to illustrate the setting:

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Topic:  Efferent Listening – Note-taking

Grade Level:  5th

Brief description: In this lesson the students will be watching a series of instructional videos and the students will be asked to take notes and use effective listening skills to write down details and directions.

Objectives:Unit-

4. Students will be able to summarize information and convey it through multiple mediums.

Additional -1.      Students will be able to listen for and identify important information effectively.3.      Students will be able to efficiently take notes by shortening and summarizing oral instructions.4.      Students will be able to create organized and efficient notes.5.      Students will be able to use note-taking as a comprehension strategy for efferent listening.

Core Curriculum State Standard:

CCSS.ELA.SL.05.02:  Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Time Needed: 45 minutesMaterials:Videos on http://www.oldtowncanoe.com/resources/kayak_paddling_skillsA few copies of the articleWhiteboard (for teacher use)Dry erase markers (for teacher use)

Each student will need:Guided Notes Worksheet

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PencilA Sheet of lined notebook paperExit Slip

Mentor Text: Snow Treasure by Marie McSwiganVideos provided on: http://www.oldtowncanoe.com/resources/kayak_paddling_skills/getting_in_a_kayak/Article on: http://www.oldtowncanoe.com/resources/kayak_paddling_skillsProcedures:1.      Begin the lesson by telling the students we are going to learn how to kayak!2.      Show Youtube video without explaining what to do.3.      At the end of the video, ask students the following series of questions. Instruct them to give a “thumbs up” if they know the answer and a “thumbs down” if they missed that information.“Who knows how to get into a kayak?”“Where do you hold the paddle?”“What does it mean to ‘Keep your hands in command?’”4.      After receiving the students answers to your questions…. Ask them if they could tell a friend exactly what to do to kayak. Ask if they were LISTENING?5.      Begin a discussion by talking about some types of listening…. We can hear sounds (like music, birds chirping or a car driving by), we can listen to our best friend talk to us about his/her weekend or we can listen to try to learn a lesson from what we hear. When we are listening for information, we need to use some strategies in order to help us remember what was said so that we can learn from it and potentially repeat it.6.      Explain that we are going to learn how to take effective notes when listening to these instructional videos today.To:

1.      Ask students how many of them know how to sled. We want to teach younger kids how to sled so we need to figure out the steps of how to safely sled down a hill. (Like the children in the first chapter of Snow Treasure) 2.      Let students describe what to do in order to sled down a hill. 3.      As the students are talking, the teacher should take notes on the whiteboard about what they are saying.

With:1.      Next have students use the guided note-taking worksheets to practice.2.      As the teacher, describe how to sled. Have your own worksheet projected on the overhead and fill it out as you go along. Explain that notes can be very short and concise, even abbreviated if necessary. The point is that you can understand what you said and be able to read the information to summarize what was said. Encourage students to use their own words.

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By:1. Re-watch the videos presented at the beginning of class but this

time, have students take notes on a blank sheet of paper.

Assessments:1. Have students can peer review each other’s directions by exchanging

notes with a partner.2. The teacher should post the correct directions on the board and allow

students to self-assess the effectiveness and accuracy of their own note taking.

3. Compare notes with the article. Once they have compared their own notes to peers and the article, have students fill out exit slips (List three things that you noticed were similar and different between your notes and either your partners or the article).

4. We will be evaluating the effectiveness of their note taking again in a later lesson.

Closing Procedure:1. Ask students “Why is note taking important?”2. Discuss that note taking is not only used for instructional purposes, but

we can use it to write down anything that is important that we might need to remember. Explain that this semester when we are reading, students will be encouraged to take notes about the actions of the characters to help them remember the story line.

Accommodations: Provide struggling students with an additional guided note taking worksheet to use instead of a blank sheet of paper.

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Name_____________________________________________

My Exit Slip3 things that were similar about my notes

and my partner’s or the article that I reviewed:

3 things that were different from my notes and my partner’s or the article that I

reviewed: 1). 1).

2).

2).

3).

3).

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Name__________________________________________ Date _______________________________

Guided Notes WorksheetLocation:

Equipment:

Directions: 1.

2.

3.

4.

5.

6.

7.

8.

9.

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10.

Writer’s WorkshopTopic: Metaphors and SimilesGrade: 5th

Objectives: 3. Students will be able to use a variety of techniques to add interest to

the way they communicate. 5. Students will be able to add details to their writing by using figurative

language.

Mini - lesson (5 - 10 minutes of instruction)

Ask students: “Does anyone know what a metaphor is?”Ask students: “Does anyone know what a simile is?”

Metaphors and similes are ways to compare words, actions or objects to others. It requires us to use our knowledge of things and transfer concept because this is figurative language. We do not really mean what we say. We simply use it as a comparison to make our writing more interesting and to be creative.

Define terms:

Literal - representing the exact words of an original text and taking them in their usual or most basic sense

Figurative - not literalMetaphor - 1.a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. Renaming something using a figurative example. Simile - a figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid. Uses like or as to compare.

Write examples on the board. Read each one as a class.

Examples -

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Metaphors:

The sun was a furnace.My dad is a knight in shining armor. My dog is a teddy bear. He is a pig.You are my sunshine!Her heart is gold.

Similes:

The thunder was as loud as fireworks and the lightning was a bright as the sun!The basketball player looked as tall as a giraffe. On Christmas morning, we creep down the stairs as quiet as a mouse. Yesterday the clouds in the sky were fluffy like cotton candy. The darkness of the night is as black as a cauldron.Paper is as light as a feather.  

Ask the class if they can think of any examples that they would like to share.

Writing and Conferencing: (20 minutes)

Have students refer to their notes from their note taking lesson. (Teaching strategy 1 - Efferent Listening - Note Taking) Ask them to elaborate on the descriptions by adding metaphors and similes to their writing. For each step they choose to modify, have them create an illustration of their example.

Sharing: Allow students to share their pictures and writing with the class and explain the reasoning behind their choices. Have students ask questions.

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Creator: Regina Wroblewski

Topic: Efferent Speaking – Oral Report

Grade: 5th grade

Brief description: Students will use their voice to describe an activity and give detailed information about it using public speaking strategies to make their speech interesting and engaging for the audience.

Objectives:Unit –

3.Students will be able to use a variety of techniques to add interest to the way they communicate.

Additional - 1. Students will be able to vary speaking by including changes in

intonation, speed and rhythm. 2. Provide the audience with facts and information

Core Curriculum State Standards:

CCSS.ELA-L.05.04 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

CCSS.ELA-SL.05.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation

Time needed:55 minutes

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Materials:ArticlesWorksheets

Mentor text: Articles, Magazines and blog posts from the following:

https://skyaboveus.com/extreme-sports/Skydiving-Priceshttps://www.adventureinyou.com/skydiving/7-reasons-why-you-should-go-skydiving-at-least-once-in-your-life/http://www.wheretojump.com/mi/http://www.howmuchisit.org/how-much-does-snorkeling-cost/http://www.scuba-monkey.com/scuba-diving-vs-snorkeling-understanding-differences/http://www.escapehere.com/inspiration/worlds-top-10-snorkeling-destinations/?utm_medium=cpc&utm_source=bing&utm_campaign=EH_BNG_US_DESK&utm_content=search&utm_term=best%20snorkeling%20spots

https://thebillfold.com/the-cost-of-climbing-f1b34ad05112#.5c4d3lrqihttp://climbing.about.com/od/letsgoclimbing/a/WhyClimb.htmhttp://www.healthfitnessrevolution.com/reasons-to-try-rock-climbing/ http://www.rockclimbing.com/routes/http://www.theactivetimes.com/best-rock-climbing-spots-us http://www.sandiegomagazine.com/San-Diego-Magazine/January-2013/Top-10-Reasons-to-Visit-Hawaii/

Procedures:

To: (5 minutes) With students seated in their desks, give the following speech to “persuade them to want to go on a trip. Be sure to be dramatic and focus on your tone, volume and use tips like pausing, elongating and emphasizing.

Use the following tips to help:

Carefully articulate and pronounce your words Speak slowly and deliberately; it should seem too slow to you. Can slow down to add emphasis Elongate to add variety Pause between ideas. Vary the pitch and volume of your voice to add interest Avoid filler sounds like "Um" and "ah"

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Vary the pitch and volume of your voice to add interest

Taken from http://www.colorado.com/activities/colorado-skiing:

Colorado Ski VacationsI love to ski, being out on the slopes is an exhilarating feeling for me! Skiing is also great exercise for your lower body!

“ Need more reasons to choose Colorado for your ski or snowboard adventure? Here are three:

1. Most years, Colorado’s 26 ski and snowboard resorts open earlier and stay open later in the season than anyone else (roughly early October to late April). 2. Colorado has some of the largest ski resorts in the nation, but we also treasure the hidden-gem ski areas, which still offer great snow and plenty of space to perfect your skills. 3. And we have the highest altitude lift-served terrain in the country — a factor that contributes to massive amounts of our famous, incredibly dry, fluffy Colorado snow.

All of this adds up to the undeniable fact that Colorado ski slopes offer some of the most epic trails and thrilling rides you’ll find in North America.

But for those seeing a slower snow experience, a simple pair of cross-country skis can launch you into thickets of snow-laden trees, silent white meadows and tracks running parallel to frozen creeks. Colorado’s more than 20 Nordic centers (many of which are attached to ski resorts), 42 Colorado State Parks and 11 national parks and forestland are another way to get on the snow quickly and start discovering the state’s winter wonderland.

No matter your skill level, budget or desire for adventure, Colorado has a downhill ski, snowboard or cross-country route to suit you. Find the ski area that fits your group’s desires and plan the Best. Ski. Trip. Ever.

Colorado would be the perfect place to go on an adventure this winter! “

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With: (15 minutes) Post KWL charts around the classroom for each of the three adventures (Rock Climbing, Skydiving, Snorkeling) Fill out KWL charts for each adventure as a group. Allow children to walk around the classroom and write down their suggestions. Ask students to respond in full sentences. Take some examples from the charts to write on the board. Read the sentences as a class focusing on your voice. Highlight words to elaborate on. Underline words to over articulate. Put quotation marks around words to change your voice.Included extra spaces for pauses.

By: (25 minutes) Assign students to small groups of 3 – 5 students each. Give each group one of the following adventures; Skydiving, Snorkeling or Rock Climbing.Have each student decide what “role’ they will play in this adventure research. (Cost, Thrill, Location, Personal Opinion) If groups are larger than 4, have multiple people talk about their own personal opinion or split thrill into unique experiences and health benefits. Give students the articles that relate to their activity.

Have students write out there facts and opinions on the worksheet.

Highlight words that they want to elaborate on. Underline words that you plan to over articulate. Put quotation marks around words where you plan to change your voice.Included Extra spaces for pauses.

Assessment: (3 minutes per group)Give each group the opportunity to “persuade” you to go on their adventure. Give students 1 point for each speaking skill they use and for each point they make. Award up to two additional points for extras. Grade out of 8.

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Name_________________________________ Group Activity_______________________________My information:

PROS CONS

My speech: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Review your speech and add 5 of the following: Highlight words to elaborate on.

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Underline words to over articulate. Put quotation marks around words to change your voice.Included extra spaces for pauses.

Creator – Micaela Burnett Topic- Viewing- SymbolismGrade Level: 5th gradeBrief: During this lesson students will students will be looking at landscapes across Michigan and write how the picture is symbolic of themselves.Objective: Unit -

6. Students will be able to understand that lines, colors and symbols change the way messages are received.

Additional - 1. Students will be able to define symbolism through text.2. Students will be able to provide examples of symbols along with

explanation of how an object is a symbol.

Common Core Standard:CCSS.ELA-LITERACY.W.5.1.AIntroduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.

Time Needed: 45 MinutesMaterials:White BoardWhite Board markersPicture of Landscape in Michigan SmartboardBrochures of sites in MichiganEach Student will need:

iPads Pencil

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Activity Sheet Exit Slip

Mentor Text:Paddle to the Sea by Holling Clancy HollingProcedure:

1. Discuss what symbols are and examples of symbols. A symbol in literature is when you use a figure of speech, an object, or a scenario to describe or represent another idea. It's not literal but it can be very powerful. For example, the eagle is a symbol for the United States. The eagle is a representation of “great strength” and we built the country on the idea that we are strong.

2. Ask students if they know or have any examples of symbols.3. Now that we understand symbols we are going to create a symbolic

landscape that represents ourselves. Briefly discuss with students about different landscapes they know of or like.

4. Read first 10 pages of the book to students.To (10 minutes) -

1. Show students the picture of the lighthouse. With each object tell students what it represents (for example, the snow represents my sister because that is her favorite season).

2. Write down what each object represents on the whiteboard. With (15 minutes)-

1. Show a picture of Tahquamenon falls and ask students what they notice about the landscape (colors, objects, etc.)

2. As they are talking write on the board what students notice about the landscape.

3. Ask students what different objects in the picture could symbolize (waterfall, trees, etc.) and write it on the board with their observations.

4. Develop an overall theme of the picture to create what the picture symbolizes.

By (20 minutes)-1. Students can look through picture books or online with iPads of

landscapes across Michigan.2. As students pick a landscape they must write down 5 objects in the

picture along with what the object could represent about themselves. 3. Once students are finished they can share in small groups of 4 or 5

why the landscape they picked is symbolic to them.Assessments

1. Exit slip (define symbol and provide 2 examples of a symbol).2. Ask students to show “thumbs up” or “thumbs down” if they

understand directions.3. Activity Sheet will show if students are using appropriate words as an

example of symbols.Closing Procedure

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1. Allow a few students to share to the class what landscape picture they chose and how it is symbolic to them.

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Picture Example of Landscape:

Lighthouse in St. Joseph, MI

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Before You Go!What is a symbol?

_____________________________________________________________________________

_____________________________________________________________________________

Give two examples of symbols you know.

1.____________________________________________________________________________

2.____________________________________________________________________________

_____________________________________Name

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Creator – Regina WroblewskiTopic:  Color and Viewing/Visually Representing

Grade Level:  5th

Brief description: In this lesson the students will learn about the effects line, color and contrast can have on designs and the things we look at.

Objectives:Unit –

6.Students will be able to understand that lines, colors and symbols change the way messages are received.

Additional - 1. Students will be able to name all 12 colors on the color wheel. 2. Students will be able to identify complementary colors3. Student will be able to select color themes that use analogous colors4. Students will be able to contrast colors in a design.

Core Curriculum State Standard:

CCSS.ELA.SL.05.02:  Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Art integration - NCAS.VA.Re9.1.6a Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.

Time Needed: 45 minutes

Materials:Picture or poster of color wheelDesign and What we See PowerPoint (found on website)Sample color wheel project

Each student will need:

PaperCompass or large circular objectPencil

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Color scheme worksheets

Mentor Text: Any brochures A color wheel

Procedures:To:

Read through the PowerPoint that defines color, line and contrast.

With:Give students the chance to come up with color themes that they can use for their adventures! Use the included worksheets to help guide them.

By:Students will create their own color wheel to help them in the design process. Have students draw a circle by tracing a large circle or using a compass. Divided the circle into quarters and then divide each quarter into 3 parts. Use markers, crayons or colored pencils to color each section of the circle the appropriate color.

Assessments:Will be assessed after students complete their group brochures for their adventures.

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Name ______________________________

Adventure_________________________I like: Warm Colors Cool Colors

My main color is going to be:________The analogous colors are:

________________ & ________________The opposite color is: __________________Fill in the squares with your colors.

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Topic:  Visually Representing – Creating Brochures

Grade Level:  5th

Brief description: Students will summarize the information that they have gathered about an adventure and visually represent it by creating a brochure.

Objectives:Unit –

3.Students will be able to use a variety of techniques to add interest to the way they communicate. 4.Students will be able to summarize information and convey it through

multiple mediums. 6.Students will be able to understand that lines, colors and symbols

change the way messages are received. Additional -

1. Students will be able to design a brochure2. Students will be able to summarize information

Core Curriculum State Standard:

CCSS.ELA.SL.05.02:  Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Time Needed: 45 minutesMaterials:PaperMarkers/Crayons/Colored PencilsGlueLaptops

Mentor Text: Articles used in the Speaking teaching strategy

Procedures:

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To:Show students brochures and point out things from the last lesson, like the different fonts, colors and contrast. Talk about the type on information included in the brochure and the placement of the various pictures and headings, sentences and bullet points.

With:Make a plan for a brochure design together. Come up with a color theme. Appropriate pictures and bullet pointed information.

Color Picture Information Blue/green/purple

Mountains, skis, ski lift, snow

- Great exercise

- Pretty views- Family

Friendly

By:Have each group create their brochure. Students have the option of either using paper or doing an electronic version depending on the resources. Be sure to give students the checklist

Assessments:Use the grading rubric to assess the student’s projects.

Brochure checklist

Front cover: PictureTitleDescription of the activity.

Inside:A page on costA page on thrillEach page includes at least 3 bullet points with informationThe inside includes at least 3 pictures

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Back cover:Personal opinions from each group memberAt least one picture

RubricCondition 3 points 2 points 1 pointUses analogous colors

3 colors 2 colors 1 color

Front cover has a good picture

Yes Yes, but not related

Cant tell what the picture is

Good title good ok poorDescription good ok poor3 bullets of cost information

yes Only 2 Only 1

3 bullets of thrill information

yes Only 2 Only 1

Back cover has a good picture

yes Yes, but not related

Cant tell what the picture is

Personal opinions from all group members

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Creator – Micaela Burnett Topic- Writing- Voice and IdeasGrade level- 5th gradeBrief: Students will write their own adventurous narrative.Objectives:Unit –

1. Students will be able to identify elements of a story including the characters, plot, point of view, and sequence of events.

3. Students will be able to use a variety of techniques to add interest to the way they communicate.

5. Students will be able to add details to their writing by using figurative language.

Additional - 1. Students will be able to create a story that entails a plot, characters,

and sequence of events.2. Students will be able to use writing techniques (metaphors, symbols,

similes, etc.) and descriptive words to build a storyline.3. Students will be able to write a story with a clear beginning, middle,

and end.4. Students will be able to use appropriate words to develop a story.

Common Core StandardCCSS.ELA-LITERACY.W.5.3.AOrient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.CCSS.ELA-LITERACY.W.5.3.DUse concrete words and phrases and sensory details to convey experiences and events precisely.CCSS.ELA-LITERACY.W.5.3.EProvide a conclusion that follows from the narrated experiences or events.

Time needed:50 minutesMaterials needed:

Smartboard Smartboard pens Story map and story example

Each student will need: Lined paper Story map sheet

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Pencil Eraser Peer review sheet

Mentor text:Island of the Blue Dolphin

Procedure:1. Start the lesson by asking students, “Do you know the different

components that make up a story?” Discuss the student's answer as a class and explain each component mentioned.

2. Explain to the students that we can’t have a good story without the character(s), problem, resolution, setting, theme, beginning, middle, and end. Refer to Island of the Blue Dolphin as an example to explain each part of a story.

3. Tell students that we have been talking about adventures so now it’s time for them to tell their own! We will spend time in class for the next couple of days to write their story.

To (10 minutes)-1. Demonstrate an example of a story map sheet. Show students how

each box has a specific title to fill in ideas to help create their story. Talk about how each box needs to have details so that when they go to write they have a clear sense of what their story will look like.

2. Next, show them the short story that was written. Make sure to note the details used in the story, the characters, the plot, and the sequence of events.

With (15 minutes)- 1. Using a blank story map, ask the students to help fill out each part of

the box one by one referring to the book Island of the Blue Dolphin. Make sure as they share ideas that they are giving details with each idea.

By (25 minutes)- 1. Give students a story map and have them start filling out the box with

their own ideas for an adventure story they want to write.2. Once students have finished the story map they can peer review the

stories with one other peer. This will help students check whether there are enough details to start a story.

3. After they have their story map reviewed, the students can begin to write their story.

4. When they have finished their story the students can have two other peers review it. As students are reviewing have them fill out the peer review sheet to give to the author so that revisions can be made.

Assessments1. Story map will help show the development of students writing.2. Peer review will allow students to evaluate peers work and self-reflect

on their own.

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3. Rubric will help show areas of writing students may need to improve and areas they are doing well in.

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Peer ReviewName of Author _______________________________

Name of Peer Reviewer ______________________________________

Two things that was great about your story…

1.____________________________________________________________________________

______________________________________________________________________________

2.____________________________________________________________________________

______________________________________________________________________________

One thing you could do to improve your story…

1.____________________________________________________________________________

______________________________________________________________________________

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Name _________________________ Date____________

Writer’s Rubric

Outstanding!4

Great Work!3

Could Do Better2

Need to Improve1

Story has a clear plot, beginning, middle and end.

Story entails a sequence of events that is easy to follow.Use of descriptive words and other techniques (similes, metaphors, etc.)

Creativity

x

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Creator – Micaela Burnett Title – Performance Assessment Grade level- 5th gradeBrief: Students present on their own adventure using all the skills taught in the unit Objectives:Unit Objectives:

1. Students will be able to identify elements of a story including the characters, plot, point of view, and sequence of events.

2. Students will be able to quote text to support their ideas. 3. Students will be able to use a variety of techniques to add interest to the way

they communicate. 4. Students will be able to summarize information and convey it through

multiple mediums. 5. Students will be able to add details to their writing by using figurative

language. 6. Students will be able to understand that lines, colors and symbols change the

way messages are received. Time needed:Approximately 90 minutesMaterials needed:Travel the world checklist Materials as determined by each student

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Name_____________________________________Date_______________

Travel the World!

Think of a place you have always wanted to go…Now create a poster board of a place you would like to visit. The poster board should contain the following

______ Title______ 5 Facts about the place______ 1 Paragraph description of the place______ 1 Persuasive paragraph of why others should visit this

place______ 1 Paragraph of why you want to visit ______ 3 Pictures

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Connecting with ParentsClass Dojo –

Create your 5th Grade Language Arts adventure class on Class Dojo, A social Media App that allows parents to see what is going on in the classroom. It

has an option for the teacher to post class stories that only the members of the class can view. You can also keep track of the attendance of the

students, awards them points based on any category the teacher determines, or even deduct points for tardiness, missing homework

assignments or bad behavior. All of the options are customizable for the teacher. Parents may also message the teacher through the app, which helps

prevent having to share personal phone numbers or emails. It is great for reminders for the class and helps create a fun community for all! Share videos of the students speaking, pictures of them creating brochures, or

even some of the things students brought in the share on sharing day! You can print invitation from the website to send home with students so that the

families can join, or invite them through email or text. All for free! To get started and find more information please visit:

www.classdojo.com

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Sharing Day! - Give students the opportunity to bring in guest family members, pictures and

or adventure equipment to share with the class. Each can talk about what they got to do, or how one can use the equipment. Things like tents for

camping, fishing poles from fishing, kayak paddle, life vest, skis, snowboards, helmets, scuba diving gear or anything else that would be safe

for students to use. Encourage home videos and pictures as well.

Newsletters – Class reports and newsletters can be sent home or through emails to the

parents to help keep them updated on what is going on in class, not only just in language arts, but the school as a whole. The following newsletter would

be used during this unit:

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MATHA test is coming up so we will spend time reviewing math

skills that we have been learning. Please use the study guide to help you prepare for

the test.

This week we have a lot going on. There is a math test coming up so please encourage your child to study and do his/her best on the test. We will also fundraising for our Canoeing Field Trip so please bring in any extra pop cans or bottles to help us raise money! On Friday we will have a local police officer come in to teach the entire school about safety.

WORLD CLASS NEWS!!

September 29th – October 6th

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SCIENCEIn Science we will be

continuing our study on the sun and Solar

System. We all have been so amazed at all we have been finding in our

system!

LANGUAGE ARTSWe will be going on a series of adventures in our upcoming unit. Students will have

the chance to explore adventures in literacy and create an adventure of their

own.

EXTRA EXTRAOctober 2nd School

AssemblyOctober 14th PTA MeetingOctober 19th Field trip Slips

are dueOctober 24 Canoeing Field

TripOctober 31st School Wide

Trick-or-Treat

Community Activities! Let’s go on an adventure! –

Now it is time for students to go on their own adventure to actually get to experience the activities we have been discussing the last few weeks!

Try to find a local kayak/canoe rental facility and see how much it will cost to go on a field trip as a class. If the weather in the area is not cooperative, look for the chance to go rock climbing at a local gym or skiing for a few hours at a local resort. Then have students plan fundraisers to help raise the money for the trip. For our class, we decided to have a bake sale, can and bottle

drive and organize a fishing tournament. For the bake sale, each student will get to choose the role that they would like to play in the fundraising based on the ability of their family. Options include; donating loose change to the

base sale fund, creating posters to advertise for the bake sale, donating baked goods to sell at the bake sale. After, we will organize a fishing

tournament at a local park. Students, families and community members will be encouraged to participate. Try to get donations from local businesses to

have a prize for the winner. Students can decide if participants will be required to catch the biggest fish or the most fish to be the winner. Charge an entry fee that will go towards the field trip for the students. This will help the students connect with the community and encourage others to go out exploring and having their own adventures, just like we have been talking

about in class. Options for students include; getting donations, fishing in the tourney, selling tickets and creating posters to advertise. Collect all the funds

after the two fundraisers and take the students out on the lake for a class adventure!

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COME GET YOUR GOODIES!

Help our 5th grade class go on a

Canoeing trip! Buy a yummy treat or

donate money to help your fellow students

embark on an adventure!

You can buy cookies, brownies, cupcakes, or muffins during lunch time! The bake sale start October 1st and ends October 15th.

PRICES OF GOODIESBrownies $0.75Cookie $0.50Cupcake $1.50Muffin $1.25

ArticlesDressman, M. m. (2016). Reading as the Interpretation of Signs. Reading

Research Quarterly, 51(1), 111-136.

Viewing is seen as a form of reading and interpreting in this study. This shows that things we see, whether it be text, pictures, videos or another other visual representations, can be interpreted in many ways and the way we read a sign will vary greatly from the way others do.

Graham, S., Berninger, V. & Abbot, R. (2012). Are Attitudes Toward Writing and Reading separable Constructs? A Study with Primary Grade Children. PubMed Central. 28(1), 51-69. doi:  10.1080/10573569.2012.632732

It is important to continue to keep our students excited and engaged in all subjects. Although many developments of skills through reading and writing are linked together it is helpful to understand if attitudes towards reading and writing are linked as well. As teachers we want your children to thrive and this article serves as a resource to help us understand your child and how to alter our teaching techniques so they can grow and develop.

Reading Research Quarterly, 49(4)Guthrie, J. T. & Klauda, S. L. (2014). Effects of Classroom Practices on Reading

Comprehension, Engagement and Motivation for Adolescents. Reading Research Quarterly, 49 (4), 387 – 416. doi: 10.1002/rrq.8

Concept oriented reading instruction is explains and demonstrate that students are more likely to be engaged when reading is related to familiar materal. It is important to make the connections across different subjects to help create a big picture and keep students motivated to learn.

Holliman, A.J. & Wood, C. (2010). Does Speech Rhythm Sensitivity Precit Children’s Reading Ability 1 year later? Journal of Educational Psychology. 102(2), 356-366.

Holiman, Wood and Sheehy look into whether speech rhythm sensitivity is related phoneme awareness, vocabulary, and if it is related to reading comprehension. With a group of students their progress is tracked and observed over a span of one year in their reading fluency, word reading, and speech. Through a series of tests they determine that speech rhythm sensitivity is related to phoneme awareness, vocabulary and is even more significant in a child’s reading development.

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Korat, O. & Schiff, R. (2005). Do Children Who Read More Books Know “What is Good Writing” Better Than Children Who Read Less? A Comparison Between Grade Levels and SES Groups. Journal of Literacy Research. 37 (3), 289 – 324

Reading and writing are very closely connected and crucial for the success of all other academic subjects. Although they are still commonly taught separately, there is a need to make the connection more clear and use one to guide the other. Many students have a harder time comprehending writing strategies and applying their skills, but perhaps this could be improved if students engaged in more outside reading.

Whitin, P. (2005). The Interplay of Text, Talk, and Visual Representation in Expanding Literary. Research in the Teaching of English, 39(4), 365-397

The world today is vastly different than the world 15 years ago. There is so much technology and the younger generations use it so much that it can be pose an issue to connect with them. Whitin goes into depth about theoretical learning practices in the classroom to determine what the “relationships are between metaphorical representations, exploratory talk, and literary interpretation”. While answering these questions, Whitin also addresses what the “teacher’s role is in developing students’ effective use” of each previously mentioned.

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