3rd 9 Weeks Learning Goals 5th-2

TF S PS

Reading: Literature RL5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Will Know: *That the theme of a story or drama is a result of how the main character responds to challenges and the outcome that is produced. *That the theme of a poem is determined by analyzing the author’s feelings toward a topic (seashells, tornado, dogs) or toward a universal theme (poverty, heroism, compassion). *The components of a summary of literature.

Will be Able to: (Story or Drama) *Retell the structure of the story including conflict, resolution, and main events. *Describe how the main characters in a story or drama respond to challenges. *Analyze the characters response to the challenge and determine or infer the theme. (Poem) *Recognize the author’s approach to the topic of the poem. *Describe the author’s feelings toward the topic. *Analyze the relationship between universal themes in poetry and the author’s approach towards a theme. (Both) *Compose a summary of a story, drama or poem that includes the theme of the work.

Pitt County Schools 5th Grade ELA Power Standards 3rd 9 Weeks: Learning Goals Reading: Informational Text

Language

RL5.6: Describe how a narrator's or speaker's point of view influences how events are described.

RI5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)

RI5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

L5.4: Determine and/or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.

Will Know: *Narrators or speakers in a text use a POV in which they feel a certain way about a character, setting, or event. *A narrator’s or speaker’s point of view impacts how the reader perceives a character, setting, or event. Will be Able to: *Identify the tone and feeling in which the narrator or speaker describes a character, setting, or event. *Describe how the POV influences the way the events are described. *Evaluate the effectiveness of the narrator or speaker in influencing the reader.

Will Know: *An author uses reasons and evidence to support points. *Authors often give multiple points and are required to support each one. Will be Able to: *Identify the points given within a paragraph and the text as a whole and the support that follows. *Organize each point along a graphic organizer and provide the textual support that corresponds with the points. *Explain how each piece of evidence and support relates to the point. *Determine and evaluate how well the support or evidence given validates the points.

Will Know: *Multiple accounts of a topic or event reflect different points of views or attitudes towards the event or topic. *Words that allude to types of attitudes, biases, or POV. Will be Able to: *Identify the same event described from multiple accounts. *Paraphrase the event using the perspectives of the authors. *Compare all accounts using a graphic organizer and identify the similarities and differences. *Compare the similarities and differences between the perspectives (attitudes, feeling, biases, etc.) of the event.

Will Know: *Words often have dual meanings *Authors sometimes use phrases figuratively to engage the reader.

Alan Becker (District Specialist for Elementary Education ELA)

Will be Able to: *Recognize that the meaning of a word or phrase is unknown to the reader. *Determine which context clues to use to help identify the meaning of the unknown word or phrase. *Explain the meaning of the unknown word or phrase in their own words and check to see if it makes sense in the context of the story or informational text.