Grade 5 ELA Curriculum

The Grade 5 ELA Curriculum board has six modules that are aligned with fifth grade ELA standards and thus designed to address CCSS ELA outcomes during a…
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(Module 1) Students develop their ability to read and understand complex texts. Reading, Literacy, Texts, English Language Arts, Writing, Language, Knowledge, Readers, Instruction
Becoming a Close-Reader and Writing to Learn: Stories of Human-Rights
(Module 1) Students develop their ability to read and understand complex texts.
(M1 U1) What are human rights? Why do we have them and how are they protected? Physical Adaptations, The Unit, Ccss, Ccls, What Are Human Rights
Building Background Knowledge on Human Rights
(M1 U1) What are human rights? Why do we have them and how are they protected?
(M1 U2) Students explore how a fictional character responds to human rights challenges. Challenges, English Language, Literacy Skills, Development
Case Study: Esperanza’s Story
(M1 U2) Students explore how a fictional character responds to human rights challenges.
(M1 U3) Students create scripts for a Readers Theater performance. Theatre, Humour, Ideas, Readers Theater, Benchmark, World Literature, Scripts, Literature
Culminating Project: Readers Theater: Esperanza Rising, From Novel Script
(M1 U3) Students create scripts for a Readers Theater performance.
(Module 2A) Students focus on reading scientific and technical text as well as writing to inform and explain. Public, Opinion Writing, Public Speaking, Student Focus, Disasters
Biodiversity in Rainforests of the Western-Hemisphere
(Module 2A) Students focus on reading scientific and technical text as well as writing to inform and explain.
(M2A U1) Students explore the question: “What is unique about living things in the rainforest?” Curriculum
How Scientist Communicate About the Living Things of the Rainforest
(M2A U1) Students explore the question: “What is unique about living things in the rainforest?”
(M2A U2) Students learn about the process scientists use to conduct research in the natural world. Learning, Process, Student Learning, Natural World
The Most Beautiful Roof in the World/Work of Rainforest-Scientist Meg-Lowman
(M2A U2) Students learn about the process scientists use to conduct research in the natural world.
(M2A U3) Students focus on literacy skills that scientists need.
Observing Nature, Conducting Research, and Creating a Field-Journal Entry
(M2A U3) Students focus on literacy skills that scientists need.
(Module 2B) Students learn about new or improved technologies that have been developed to meet societal needs. Inventions, Close Reading
Inventions That Changed People’s Lives
(Module 2B) Students learn about new or improved technologies that have been developed to meet societal needs.
(M2B U1) Students begin to build background knowledge about the process of scientific inquiry. Teaching, Research
Researching to Build Knowledge/Teaching Others: Inventions That Changed People’s Lives
(M2B U1) Students begin to build background knowledge about the process of scientific inquiry.
(M2B U2) Students understand how new or improved technologies are developed to meet the needs of society.
Researching to Build Knowledge and Teaching Others: Inventions That Changed Lives
(M2B U2) Students understand how new or improved technologies are developed to meet the needs of society.
(M2B U3) Students will return to the genre of the graphic novel.
Inventions That Changed People’s Lives
(M2B U3) Students will return to the genre of the graphic novel.
(Module 3A) Students read 'Promises to Keep: How Jackie Robinson Changed America.' Perspective, Student Reading
Considering Perspectives/Supporting Opinions: Sports and Athletes’ Impact on Culture
(Module 3A) Students read 'Promises to Keep: How Jackie Robinson Changed America.'
(M3A U1) Students build knowledge about the importance of sports in American culture. Competing
Considering Perspectives-Supporting Opinions: Sports and Athletes’ Impact on Culture
(M3A U1) Students build knowledge about the importance of sports in American culture.
(M3A U2) Students read the book "Promises to Keep: How Jackie Robinson Changed America." Nonfiction, 5th Grades
Considering Perspectives and Supporting Opinions: Sports/Athletes' Impact on Culture
(M3A U2) Students read the book "Promises to Keep: How Jackie Robinson Changed America."
(M3A U3) Students choose to research about either Roberto Clemente or Althea Gibson.
Considering Perspectives and Supporting Opinions: Sports/Athletes’ Impact on Culture
(M3A U3) Students choose to research about either Roberto Clemente or Althea Gibson.
(Module 3B) Students explore how native Inuit and other people of Canada have used the natural resources.
Considering Perspectives and Supporting Opinions: Balancing Competing Needs in Canada
(Module 3B) Students explore how native Inuit and other people of Canada have used the natural resources.
(M3B U1) Students read "The Inuit Thought of It: Amazing Arctic Innovations"
Considering Perspectives and Supporting Opinions: Balancing Competing Needs in Canada
(M3B U1) Students read "The Inuit Thought of It: Amazing Arctic Innovations"
(M3B U2) Students learn about how resources found in Canada today are used.
Considering Perspectives and Supporting Opinions: Balancing Competing Needs in Canada
(M3B U2) Students learn about how resources found in Canada today are used.
(M3B U3) Students conduct a case study of the Mary River Iron Mine proposal on Baffin Island.
Considering Perspectives and Supporting Opinions: Balancing Competing Needs in Canada
(M3B U3) Students conduct a case study of the Mary River Iron Mine proposal on Baffin Island.
(Module 4) Focus on point of view in literature, research, opinion writing, and public speaking.
Natural Disasters in the Western Hemisphere
(Module 4) Focus on point of view in literature, research, opinion writing, and public speaking.
(M4 U1) Students will build their background knowledge about the science behind natural disasters. Natural Disasters, Nature, Science
Building Background Knowledge: The Science behind Natural Disasters
(M4 U1) Students will build their background knowledge about the science behind natural disasters.
(M4 U2) Students read short fiction that are set in a time and place where a natural disaster is occurring. Inference
Analyzing Literature about Natural Disasters: Inferring about Impact on Survivors
(M4 U2) Students read short fiction that are set in a time and place where a natural disaster is occurring.
(M4 U3) Students build their background knowledge about the earthquake that struck Haiti in 2010. Speech
Learning about the Red-Cross, and Writing an Opinion Speech
(M4 U3) Students build their background knowledge about the earthquake that struck Haiti in 2010.