5th Grade Historical Literacy Curriculum outlines the content of social-studies integrated units …
5th Grade Historical Literacy Curriculum outlines the content of social-studies integrated units taught within the readers' and writers' workshop framework and taught daily for 90 minutes. Each six week unit contains standards, teaching points, vocabulary, and assessments. Readers' and writers' workshop naturally differentiates for all learners. By June of 2020, each unit will have a slide deck associated with it that contains the teaching points, integrated grammar work, vocabulary, and strategies for partner practice. Our district places careful emphasis on vocabulary, as we have a high percentage of English Language Learners.
In this eight-week module, students explore the idea of adversity of people …
In this eight-week module, students explore the idea of adversity of people across time and place, and through multiple modes of writing. Students begin this module with a research-based unit on the Middle Ages. They read informational articles about various aspects of medieval life, learning and practicing the skills of summarizing an article, analyzing how ideas are developed across a text, and describing how a part of a text contributes to the whole. Students then break into expert groups to read closely about one demographic group. They practice the informational reading skills they have learned and explore the adversities faced by that group. In the second half of Unit 1, students write an informational essay based on their research as their end of unit assessment. In Unit 2, students use their background knowledge built during Unit 1, but move to reading literature: Good Masters! Sweet Ladies! Voices from a Medieval Village. This is a book of monologues told from the perspective of children living in the same village during the Middle Ages. Students have dual tasks: First, they identify the various adversities faced by this cast of characters; secondly, they examine the author’s craft, specifically by identifying and interpreting figurative language in the monologues as well as analyzing how word choices affect the tone of the text. In the second half of Unit 2, students write a literary argument to address the question “Do we struggle with the same adversities as the people of Good Masters! Sweet Ladies!?” In Unit 3, students move into modern voices of adversity by reading concrete poems in the books Blue Lipstick and Technically, It’s Not My Fault. These concrete poems highlight adversities faced by the speakers of the poems, an adolescent girl and her younger brother. Students apply the same reading skills they learned in the reading of Unit 2, but this unit is discussion-based, allowing teachers to assess students’ speaking and listening skills in small group discussions about the texts. For their performance task, students choose a writing format—narrative, like the monologues of Good Masters! Sweet Ladies!, or concrete poem—and write their own text about adversities faced by sixth-graders. Students then perform their writing for a group of their peers.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
Students explore the concept of fair use, apply it to case studies, …
Students explore the concept of fair use, apply it to case studies, and create an original work of fair use. Students learn how to judge whether something is protected by fair use by using the Four Points of Fair Use Student Handout. They apply the four points of fair use to two case studies, a remixed video and a mash-up song, to judge whether or not they fall under fair use. Students then create an original work of fair use by reworking copyrighted material to create a collage or a remix video.
A mini-poetry project allows students to practice public speaking, listening, and critical …
A mini-poetry project allows students to practice public speaking, listening, and critical analysis skills. Students practice formative assessment throughout the unit by participating in peer assessments. Students use accountable talk to provide classmates with constructive feedback based on anecdotal notes taken during the podcast. Students also participate in self-assessment and think about what skills they need to practice to meet proficiency.
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