2019-20 5th Grade LA_SS Yearly Itinerary

5th Grade LA/SS Yearly Itinerary 2019 - 20   August 20 - October 19  1st Nine Weeks Reading  Grammar  Writing  Social Studies  Notes &      Vocab/Spelling    Resources  Dates  Aug 20 - 23  Realistic Fiction  WTW spelling inventory  Writing Baseline - use  Geography  academic  (8) Multiple genres:    writing pathways on  Essential questions:  vocab:   listening, speaking,  demand assessment  How do geographers  reading, writing, and  make sense of our  thinking using multiple  world?  texts--literary elements.    The student recognizes  5.6 A,B: The student  and analyzes literary  uses geographic tools  elements within and  to collect, analyze,  across increasingly  and interpret data.  complex traditional,  The student is  contemporary, classical,  expected to:  and diverse literary texts.  (A) apply geographic  The student is expected  to: (C) analyze plot  tools, including grid  elements, including rising  action, climax, falling  systems, legends,  action, and resolution;    symbols, scales, and  (B) analyze the  relationships of and  compass roses, to  conflicts among the  characters;   construct and    6(A) establish purpose for  interpret maps; and  reading assigned and  self-selected texts;   (B) translate    (6) Comprehension skills:  geographic data into  listening, speaking,  reading, writing, and  a variety of formats  thinking using multiple  texts. The student uses  such as raw data to  metacognitive skills to  graphs and maps. 

5th Grade LA/SS Yearly Itinerary 2019 - 20 both develop and deepen  comprehension of  increasingly complex  texts. The student is  expected to:   (B) generate questions  about text before, during,  and after reading to  deepen understanding  and gain information;   Aug 26 - Aug 30  Realistic Fiction  Grammar baseline  Creative writing  Geography      through writing task    5.7 A-D: The student  TEKS above     understands the     Introduce grammar    concept of regions in    self-paced system w/    the United States. The  caps pretest and lesson  student is expected      to:  Vocab:     (A) describe a  variety of regions in  the United States  such as political,  population, and  economic regions  that result from  patterns of human  activity;  (B) describe a  variety of regions in  the United States  such as landform,  climate, and  vegetation regions  that result from  physical  characteristics such  as the Great Plains, 

5th Grade LA/SS Yearly Itinerary 2019 - 20 Rocky Mountains,  and Coastal Plains;    (D) locate on a map  important physical  features such as the  Rocky Mountains,  Mississippi River, and  Great Plains.    5.8C?  Sept 3 - 6  ISIP BOY  Grammar:  Reader’s Response  Geography    (Labor Day)     Italics/underlining titles  letters   5.7 A-D: The student  Poetry   and emphasis  18 (B) write formal and  understands the  informal letters that  concept of regions in  9(B) explain the use of  convey ideas, include  the United States. The  sound devices and  important information,  student is expected  figurative language and  demonstrate a sense  to:  distinguish between the  of closure, and use  (C) locate on a map  poet and the speaker in  appropriate  poems across a variety of  important political  poetic forms; (double  conventions (e.g., date,  features such as the  check SE)   salutation, closing);  and  ten largest urban  (6) Comprehension skills:  areas in the United  listening, speaking,    States, the 50 states  reading, writing, and  (C) write responses to  thinking using multiple  literary or expository  and their capitals,  texts. The student uses  texts and provide  and regions such as  metacognitive skills to  both develop and deepen  evidence from the text  the Northeast, the  comprehension of  to demonstrate  increasingly complex  understanding.  Midwest, and the  texts. The student is    expected to:   27 (A) listen to and  Southwest; and  interpret a speaker's  5.8 A-C: The student  (D) create mental images  messages (both verbal  understands the  to deepen understanding;  and nonverbal) and  location and patterns  (I) monitor  ask questions to clarify  of settlement and the  comprehension and  the speaker's purpose  geographic factors  make adjustments such  or perspective;  that influence where  people live. The   

5th Grade LA/SS Yearly Itinerary 2019 - 20 as re-reading, using  (B) follow, restate, and  student is expected  background knowledge,  give oral instructions  to:  asking questions, and  that include multiple  (A) identify and  annotating when  action steps  understanding breaks  describe the types of  down.   (F) make inferences and  (29) Listening and  settlement and  use evidence to support  Speaking/Teamwork.  patterns of land use  understanding;   Students work  in the United States;  productively with  (B) explain the    others in teams.  geographic factors  Students continue to  that influence      apply earlier standards  patterns of  with greater    settlement and the    complexity. Students  distribution of  are expected to    participate in  population in the    student-led discussions  United States, past  by eliciting and  and present; and    considering  (C) analyze the      suggestions from other  reasons for the  group members and  location of cities in    by identifying points of    agreement and  the United States,  disagreement. including capital    cities, and explain      their distribution, past  (21) Oral and Written  and present.  Conventions/Handwriti ng, Capitalization, and  Punctuation. Students  write legibly and use  appropriate  capitalization and  punctuation  conventions in their  compositions. Students  are expected to:   (A) use capitalization  for:  (i) abbreviations;  (ii) initials and 

5th Grade LA/SS Yearly Itinerary 2019 - 20 acronyms; and   (iii) organizations;    (B) recognize and use  punctuation marks  including:  (i) commas in  compound sentences;  and  (ii) proper punctuation  and spacing for  quotations;    (C) use proper  mechanics including  italics and underlining  for titles and emphasis.  Sept 9 - 13  Poetry    Poetry  Geography      Essential questions:  (4)  (15) Writing/Writing  What is the  Reading/Comprehension  Process. Students use  relationship between  of Literary Text/Poetry.  elements of the writing  conflict and change?  Students understand,  process (planning,  5.1 The student  make inferences and  drafting, revising,  understands the  draw conclusions about  editing, and publishing)  causes and effects of  the structure and  to compose text.  European  elements of poetry and  Students are expected  colonization in the  provide evidence from  to:  United States  text to support their  beginning in 1565, the  understanding. Students  (A) plan a first draft  founding of St.  are expected to analyze  by selecting a genre  Augustine. The  how poets use sound  appropriate for  student is expected  effects (e.g., alliteration,  conveying the intended  to:  internal rhyme,  meaning to an  (A) explain when,  onomatopoeia, rhyme  audience, determining  where, and why  scheme) to reinforce  appropriate topics  groups of people  meaning in poems.  through a range of  explored, colonized,  (E) make connections to  strategies (e.g.,  personal experiences,  discussion, background  and settled in the  ideas in other texts, and  reading, personal  United States, 

5th Grade LA/SS Yearly Itinerary 2019 - 20 society;   interests, interviews),  including the search    and developing a  (7) Response skills:  thesis or controlling  for religious freedom  listening, speaking,  idea;   reading, writing, and  and economic gain  thinking using multiple  5.1(​ B) describe the  texts. The student  accomplishments of  responds to an  (B) develop drafts by  significant individuals  increasingly challenging  choosing an  during the colonial  variety of sources that  appropriate  period, including  are read, heard, or  organizational strategy  William Bradford,  viewed. The student is  (e.g., sequence of  Anne Hutchinson,  expected to:   events, cause-effect,  William Penn, John  (A) describe personal  compare-contrast)  Smith, John Wise, and  connections to a variety  and building on ideas  Roger Williams   of sources, including  to create a focused,  (14) Government. The  self-selected texts;   organized, and  student understands  (F) make inferences and  coherent piece of  the organization of  use evidence to support  writing;  governments in  understanding;   (C) revise drafts to  colonial America. The  clarify meaning,  student is expected  enhance style, include  to:  simple and compound  (A) identify and  sentences, and  compare the systems  improve transitions by  of government of  adding, deleting,  early European  combining, and  colonists, including  rearranging sentences  representative  or larger units of text  government and  after rethinking how  monarchy; and   well questions of    purpose, audience, and  (B) identify examples  genre have been  of representative  addressed;  government in the  American colonies,  (D) edit drafts for  including the  grammar, mechanics,  Mayflower Compact  and spelling; and  and the Virginia  (E) revise final draft in  House of Burgesses.  response to feedback  from peers and  teacher and publish 

5th Grade LA/SS Yearly Itinerary 2019 - 20 written work for    appropriate audiences.     16(B) write poems    using:    (i) poetic techniques  (e.g., alliteration,  onomatopoeia);  (ii) figurative language  (e.g., similes,  metaphors); and  (iii) graphic elements  (e.g., capital letters, line  length)  22(C) differentiate  between commonly  confused terms (e.g.,  its, it's; affect, effect)  (E) know how to use  the spell-check  function in word  processing while  understanding its  limitations.  Sept 16 - 20  Literary Nonfiction -    Poetry      Biography  TEKS above  not specific, but examine    across knowledge & skill  9    7(D) retell, paraphrase, or  summarize texts in ways  that maintain meaning  and logical order;    

5th Grade LA/SS Yearly Itinerary 2019 - 20   Sept 23 - 27  Biography    Expository  TEKS above      15(B) develop drafts    by choosing an  appropriate  organizational strategy  (e.g., sequence of  events, cause-effect,  compare-contrast)  and building on ideas  to create a focused,  organized, and  coherent piece of  writing     (C) write responses to  literary or expository  texts and provide  evidence from the text  to demonstrate  understanding        Sept 30 - Oct 4  Biography  Global Read Aloud    American Revolution    (3) Developing and      Expository  TEKS fabove 

5th Grade LA/SS Yearly Itinerary 2019 - 20 sustaining foundational  (2) History. The  language skills: listening,  student understands  speaking, reading, writing,  how conflict between  and thinking--vocabulary.  the American  The student uses newly  colonies and Great  acquired vocabulary  Britain led to  expressively. The student  American  is expected to:   independence. The  (C) identify the meaning  student is expected  of and use words with  to: (A) identify and  affixes such as trans-,  analyze the causes  super-, -ive, and -logy  and effects of events  and roots such as geo  prior to and during  and photo;   the American    Revolution, including  6(D) create mental  the French and Indian  images to deepen  War and the Boston  understanding; (I)  Tea Party; (B) identify  monitor comprehension  the Founding Fathers  and make adjustments  and Patriot heroes,  such as re-reading, using  including John  background knowledge,  Adams, Samuel  asking questions, and  Adams, Benjamin  annotating when  Franklin, Nathan  understanding breaks  Hale, Thomas  down.   Jefferson, the Sons of  (F) make inferences and  Liberty, and George  use evidence to support  Washington, and their  understanding;  motivations and  contributions during    the revolutionary    period; and (C)  summarize the results    of the American    Revolution, including  the establishment of  the United States and  the development of  the U.S. military. 

5th Grade LA/SS Yearly Itinerary 2019 - 20       Oct 7 - 11  Drama  GRA  Drama  Revolution      (5)  16(A) write imaginative  TEKS above  Reading/Comprehension  stories that include  of Literary Text/Drama.  (i) a clearly defined  Students understand,  focus, plot, and point of  make inferences and  view;  draw conclusions about  (ii) a specific,  the structure and  believable setting  elements of drama and  created through the  provide evidence from  use of sensory details;  text to support their  and  understanding. Students  (iii) dialogue that  are expected to analyze  develops the story  the similarities and  differences between an    original text and its    dramatic adaptation.  3(C) explain the effect of    a historical event or    movement on the theme  of a work of literature    F19(E) summarize and    paraphrase texts in ways    that maintain meaning  and logical order within a  text and across texts  Oct 14 - 18  Drama  GRA  Drama???  Revolution    (conference day & end of  TEKS above &   grading period)  2(B) use context (e.g.,  (15) The student  in-sentence restatement)  understands  to determine or clarify  important ideas in the  the meaning of unfamiliar  Declaration of  or multiple meaning 

5th Grade LA/SS Yearly Itinerary 2019 - 20 words  Independence, the  6(A) describe incidents  U.S. Constitution, and  that advance the story or  the Bill of Rights. The  novel, explaining how  student is expected  each incident gives rise to  to: (A) identify the  or foreshadows future  key elements and the  events  purposes and explain  6(B) explain the roles  the importance of the  and functions of  Declaration of  characters in various  Independence; (B)  plots, including their  explain the purposes  relationships and conflicts  of the U.S.  F19(B) ask literal,  Constitution as  interpretive, evaluative,  identified in the  and universal questions  Preamble; and (C)  of text  explain the reasons    for the creation of the  Bill of Rights and its  importance.    October 22 - Dec 20    Reading  Grammar/Vocab  Writing  Social Studies  Notes & Resources  2nd Nine Weeks   Spelling        Informational  Parts of Speech  Expository  Revolution  Dates  11 (​ A) summarize the main  (20) Oral and  (15) Writing/Writing  Continue TEKS above  ideas and supporting  Written  October 21 - 25  details in a text in ways  Conventions/Conve that maintain meaning and  ntions. Students  logical order  understand the  Process. Students use  11(B) determine the facts  function of and use  elements of the writing  in text and verify them  the conventions of  process (planning,  through established  academic  drafting, revising,  methods  language when  editing, and  11(E) synthesize and make  speaking and  publishing) to  logical connections  writing. Students  compose text.  Students are expected  to: 

5th Grade LA/SS Yearly Itinerary 2019 - 20 between ideas within a text  continue to apply  (A) plan a first draft  and across two or three  earlier standards  by selecting a genre  texts representing similar  with greater  appropriate for  or different genres.  complexity.  conveying the  F19(F) make connections  Students are  intended meaning to  (e.g., thematic links, author  expected to:  an audience,  analysis) between and  (A) use and  determining  across multiple texts of  understand the  appropriate topics  various genres and  function of the  through a range of  provide textual evidence  following parts of  strategies (e.g.,  speech in the  discussion,    context of reading,  background reading,    writing, and  personal interests,  speaking:  interviews), and    (i) verbs (irregular  developing a thesis or    verbs and active  controlling idea; voice);    (ii) collective nouns      (e.g., class, public);  (B) develop drafts by    (iii) adjectives (e.g.,  choosing an  descriptive,  appropriate    including origins:  organizational    French windows,  strategy (e.g.,  American cars) and  sequence of events,    their comparative  cause-effect,    and superlative  compare-contrast)  forms (e.g., good,  and building on ideas    better, best);  to create a focused,    (iv) adverbs (e.g.,  organized, and    frequency: usually,  coherent piece of  sometimes;  writing;  intensity: almost, a  (C) revise drafts to  lot);  clarify meaning,  enhance style, include    simple and compound  sentences, and  improve transitions by  adding, deleting,  combining, and  rearranging sentences 

5th Grade LA/SS Yearly Itinerary 2019 - 20 or larger units of text    after rethinking how  well questions of  purpose, audience,    and genre have been  addressed;    (D) edit drafts for  grammar, mechanics,      and spelling; and    (E) revise final draft in  response to feedback  from peers and  teacher and publish  written work for  appropriate  audiences.  (23)  Research/Research  Plan. Students ask  open-ended research  questions and develop  a plan for answering  them. Students are  expected to:  (A) brainstorm,  consult with others,  decide upon a topic,  and formulate  open-ended questions  to address the major  research topic; and  (B) generate a  research plan for  gathering relevant  information about the  major research  question. 

5th Grade LA/SS Yearly Itinerary 2019 - 20 24 (A) follow the  research plan to  collect data from a  range of print and  electronic resources  (e.g., reference texts,  periodicals, web  pages, online sources)  and data from experts  (D) identify the source  of notes (e.g., author,  title, page number)  and record  bibliographic  information  concerning those  sources according to a  standard format  (E) differentiate  between paraphrasing  and plagiarism and  identify the  importance of citing  valid and reliable  sources.   (25)  Research/Synthesizin g Information.  Students clarify  research questions  and evaluate and  synthesize collected  information. Students  are expected to:  (A) refine the major  research question, if  necessary, guided by  the answers to a 

5th Grade LA/SS Yearly Itinerary 2019 - 20 secondary set of  questions; and  (B) evaluate the  relevance, validity, and  reliability of sources  for the research  (26)  Research/Organizing  and Presenting Ideas.  Students organize and  present their ideas  and information  according to the  purpose of the  research and their  audience. Students are  expected to synthesize  the research into a  written or an oral  presentation that:  (A) compiles  important information  from multiple sources;  (B) develops a topic  sentence, summarizes  findings, and uses  evidence to support  conclusions;  (C) presents the  findings in a consistent  format; and    (D) uses quotations to  support ideas and an  appropriate form of  documentation to  acknowledge sources 

5th Grade LA/SS Yearly Itinerary 2019 - 20 (e.g., bibliography,  works cited).   (28) Listening and  Speaking/Speaking.  Students speak clearly  and to the point, using  the conventions of  language. Students  continue to apply  earlier standards with  greater complexity.  Students are expected  to give organized  presentations  employing eye  contact, speaking rate,  volume, enunciation,  natural gestures, and  conventions of  language to  communicate ideas  effectively.   (29) Listening and  Speaking/Teamwork.  Students work  productively with  others in teams.  Students continue to  apply earlier  standards with greater  complexity. Students  are expected to  participate in  student-led  discussions by eliciting  and considering  suggestions from  other group members  and by identifying 

5th Grade LA/SS Yearly Itinerary 2019 - 20 points of agreement  and disagreement.  October 28 -  Informational  Parts of Speech  Letter Writing  3 Branches/Checks &    November 1  TEKS above  20(A)    18(B) write formal and  Balances/National   (v) prepositions  informal letters that  (16) Government. The student  and prepositional  convey ideas, include  understands the framework  phrases to convey  important information,  of government created by the  location, time,  demonstrate a sense  U.S. Constitution of 1787. The  direction, or to  of closure, and use  student is expected to:  provide details;  appropriate  (A) identify and explain the    conventions (e.g., date,  basic functions of the three  (vi) indefinite  salutation, closing);  branches of government;  pronouns (e.g., all,  (B) identify the reasons for  both, nothing,    and describe the system of  anything);    checks and balances outlined      in the U.S. Constitution; and  (vii) subordinating    (C) distinguish between  conjunctions (e.g.,    national and state  while, because,    governments and compare  although, if); and    their responsibilities in the U.S.      federal system.  (viii) transitional    words (e.g., also,      therefore);  (18) Citizenship. The student  understands the importance    of individual participation in  the democratic process at the    local, state, and national  levels. The student is expected    to: (A) explain the duty    individuals have to participate  in civic affairs at the local,  state, and national levels; and  (B) explain how to contact  elected and appointed  leaders in local, state, and  national governments.    19(B) identify past and  present leaders in the 

5th Grade LA/SS Yearly Itinerary 2019 - 20   national government,    including the president and  various members of    Congress, and their political  parties;     (20) Citizenship. The student  understands the fundamental  rights of American citizens  guaranteed in the Bill of  Rights and other  amendments to the U.S.  Constitution. The student is  expected to: (A) describe the  fundamental rights  guaranteed by each  amendment in the Bill of  Rights, including freedom of  religion, speech, and press;  the right to assemble and  petition the government; the  right to keep and bear arms;  the right to trial by jury; and  the right to an attorney; and  (B) describe various  amendments to the U.S.  Constitution such as those  that extended voting rights of  U.S. citizens.  15(B) explain the purposes of  the U.S. Constitution as  identified in the Preamble;  and (C) explain the reasons  for the creation of the Bill of  Rights and its importance.  (3) History. The student  understands the events that  led from the Articles of  Confederation to the creation  of the U.S. Constitution and  the government it established. 

5th Grade LA/SS Yearly Itinerary 2019 - 20 The student is expected to: (A)  identify the issues that led to  the creation of the U.S.  Constitution, including the  weaknesses of the Articles of  Confederation; and (B)  identify the contributions of  individuals, including James  Madison, and others such as  George Mason, Charles  Pinckney, and Roger Sherman  who helped create the U.S.  Constitution.  November 4 - 8   Procedural Texts  Grammar:  (18)  Flex Week    2(E) use a dictionary, a  20 (B) use the  Writing/Expository  glossary, or a thesaurus  complete subject  and Procedural Texts.  (printed or electronic) to  and the complete  Students write  determine the meanings,  predicate in a  expository and  syllabication,  sentence; and  procedural or work-  pronunciations, alternate    related texts to  word choices, and parts of  (C) use complete  communicate ideas  speech of words.  simple and  and information to  13(A) interpret details from  compound  specific audiences for  procedural text to  sentences with  specific purposes.  complete a task, solve a  correct  Students are expected  problem, or perform  subject-verb  to:    procedures;  agreement.  (A) create  11(A) summarize the main  multi-paragraph  ideas and supporting  essays to convey  details in a text in ways  information about the  that maintain meaning and  topic that:   logical order  (i) present effective  19(B) ask literal,    introductions and  interpretive, evaluative,  concluding  and universal questions of  paragraphs;  text    (ii) guide and inform    the reader's    understanding of key  ideas and evidence;    (iii) include specific 

5th Grade LA/SS Yearly Itinerary 2019 - 20   facts, details, and    examples in an    appropriately  organized structure;  and  (iv) use a variety of  sentence structures  and transitions to link  paragraphs  November 11-15  Procedural    (18)  War of 1812    TEKS above  Writing/Expository  4(A) describe the causes and    and Procedural Texts.  effects of the War of 1812;  Students write  (B) sing or recite \"The  expository and  Star-Spangled Banner\" and  procedural or work-  explain its history;  related texts to    communicate ideas  and information to  specific audiences for  specific purposes.  Students are expected  to   (A) create  multi-paragraph  essays to convey  information about the  topic that:   (i) present effective  introductions and  concluding  paragraphs;  (ii) guide and inform  the reader's  understanding of key  ideas and evidence;  (iii) include specific  facts, details, and  examples in an  appropriately  organized structure; 

5th Grade LA/SS Yearly Itinerary 2019 - 20 and  (iv) use a variety of  sentence structures  and transitions to link  paragraphs   November 18 - 22  Informational    Continue TEKS above  National    Symbols/Landmarks  11(B) determine the facts  17(A) explain various patriotic  in text and verify them  symbols, including Uncle Sam,  through established  and political symbols such as  methods;  the donkey and elephant;  (C) recite and explain the  (C) analyze how the  meaning of the Pledge of  organizational pattern of a  Allegiance to the United  text (e.g., cause-and-effect,  States Flag  compare-and- contrast,  (D) describe the origins and  sequential order, logical  significance of national  order, classification  celebrations such as  schemes) influences the  Memorial Day, Independence  relationships among the  Day, Labor Day, Constitution  ideas    Day, Columbus Day, and  Veterans Day  (E) synthesize and make  (E) explain the significance of  logical connections  important landmarks,  between ideas within a text  including the White House, the  and across two or three  Statue of Liberty, and Mount  texts representing similar  Rushmore.  or different genres.  (10)  Reading/Comprehension  of Informational  Text/Culture and History.  Students analyze, make  inferences and draw  conclusions about the  author's purpose in  cultural, historical, and  contemporary contexts  and provide evidence from  the text to support their  understanding. Students 

5th Grade LA/SS Yearly Itinerary 2019 - 20 are expected to draw  conclusions from the  information presented by  an author and evaluate  how well the author's  purpose was achieved.  19F(F) make connections  (e.g., thematic links, author  analysis) between and  across multiple texts of  various genres and  provide textual evidence.   Dec 2-6  Informational    Continue TEKS above  Lewis & Clark    TEKS above  5(D) identify significant  events and concepts  associated with U.S. territorial  expansion, including the  Louisiana Purchase, the  expedition of Lewis and Clark,  and Manifest Destiny  Dec 9-13  Expository    Diary on the trail  Manifest Destiny    11(A) summarize the main  5(C) identify reasons people  ideas and supporting  moved west;  details in a text in ways  (D) identify significant events  that maintain meaning and  and concepts associated with  logical order  U.S. territorial expansion,    including the Louisiana  (B) determine the facts in  Purchase, the expedition of  text and verify them  Lewis and Clark, and Manifest  through established  Destiny  methods      (E) synthesize and make  logical connections  between ideas within a text  and across two or three 

5th Grade LA/SS Yearly Itinerary 2019 - 20 texts representing similar  or different genres    F19(F) make connections  (e.g., thematic links, author  analysis) between and  across multiple texts of  various genres and  provide textual evidence.  Dec 16 - 19  Expository      Contributions of    End of grading period  TEKS above  Indians/Immigrants  5(F) explain how industry and  the mechanization of  agriculture changed the  American way of life;   (G) identify the challenges,  opportunities, and  contributions of people from  various American Indian and  immigrant groups.    January 7 - March 15      Reading  Grammar/Vocab  Writing  Social Studies  Notes &    Spelling    Resources  3rd Nine Weeks     Biography (focus paired texts)    Research Project  Industrial     23    Revolution/inventions  Dates  (6) Reading/Comprehension of  January 7-10  Literary Text/Fiction. Students  understand, make inferences  and draw conclusions about the  Research/Research  PBL project  structure and elements of fiction  Plan. Students ask  and provide evidence from text  open-ended    to support their understanding.  research questions  5(B) identify and explain  and develop a plan  how changes resulting  for answering them.  from the Industrial  Students are  Revolution led to conflict 

5th Grade LA/SS Yearly Itinerary 2019 - 20 Students are expected to:  expected to:  among sections of the  (A) describe incidents that  (A) brainstorm,  United States  advance the story or novel,  consult with others,  (12) Economics. The  explaining how each incident  decide upon a  student understands the  gives rise to or foreshadows  topic, and  impact of supply and  future events;  formulate  demand on consumers  (B) explain the roles and  open-ended  and producers in a free  functions of characters in  questions to  enterprise system. The  various plots, including their  address the major  student is expected to: (A)  relationships and conflicts;  research topic; and  explain how supply and  F19(D) make inferences about  (B) generate a  demand affects  text and use textual evidence to  research plan for  consumers in the United  support understanding  gathering relevant  States; and revised August  F19(F) make connections (e.g.,  information about  2017 23 (B) evaluate the  thematic links, author analysis)  the major research  effects of supply and  between and across multiple  question.  demand on business,  texts of various genres and    industry, and agriculture,  provide textual evidence.  (24)  including the plantation  3(C) explain the effect of a  Research/Gatherin system, in the United  historical event or movement on  g Sources. Students  States.  the theme of a work of literature.  determine, locate,  (13) Economics. The  2(A) determine the meaning of  and explore the full  student understands  grade-level academic English  range of relevant  patterns of work and  words derived from Latin, Greek,  sources addressing  economic activities in the  or other linguistic roots and  a research question  United States. The student  affixes  and systematically  is expected to: (A)    record the  compare how people in  information they  different parts of the  gather. Students  United States earn a living,  are expected to:  past and present; (B)  (A) follow the  identify and explain how  research plan to  geographic factors have  collect data from a  influenced the location of  range of print and  economic activities in the  electronic  United States; (C) analyze  resources (e.g.,  the effects of immigration,  reference texts,  periodicals, web  pages, online  sources) and data  from experts; 

5th Grade LA/SS Yearly Itinerary 2019 - 20 (B) differentiate  migration, and limited  between primary  resources on the economic  and secondary  development and growth  sources;  of the United States; (D)  (C) record data,  describe the impact of  utilizing available  mass production,  technology (e.g.,  specialization, and division  word processors) in  of labor on the economic  order to see the  growth of the United  relationships  States; and (E) explain the  between ideas, and  impact of American ideas  convert  about progress and  graphic/visual data  equality of opportunity on  (e.g., charts,  the economic  diagrams,  development and growth  timelines) into  of the United States.  written notes;  11(B) describe how the free  (D) identify the  enterprise system works in  source of notes  the United States; and (C)  (e.g., author, title,  give examples of the  page number) and  benefits of the free  record  enterprise system in the  bibliographic  United States.  information  concerning those  sources according  to a standard  format; and  (E) differentiate  between  paraphrasing and  plagiarism and  identify the  importance of  citing valid and  reliable sources.    (25)  Research/Synthesiz ing Information.  Students clarify 

5th Grade LA/SS Yearly Itinerary 2019 - 20 research questions  and evaluate and  synthesize collected  information.  Students are  expected to:    (A) refine the major  research question,  if necessary, guided  by the answers to a  secondary set of  questions; and    (B) evaluate the  relevance, validity,  and reliability of  sources for the  research.    (26)  Research/Organizi ng and Presenting  Ideas. Students  organize and  present their ideas  and information  according to the  purpose of the  research and their  audience. Students  are expected to  synthesize the  research into a  written or an oral  presentation that:    (A) compiles  important  information from  multiple sources; 

5th Grade LA/SS Yearly Itinerary 2019 - 20 January 13-17  Biography (focus paired texts)        TEKS above  (B) develops a    topic sentence,  summarizes  findings, and uses  evidence to support  conclusions;    (C) presents the  findings in a  consistent format;  and    (D) uses  quotations to  support ideas and  an appropriate  form of  documentation to  acknowledge  sources (e.g.,  bibliography, works  cited).    TEKS above  January 21-24  Literary Fiction  2(C) produce    Flex week  6(A) describe incidents that  analogies with known  advance the story or novel,  antonyms and  explaining how each incident  synonyms  gives rise to or foreshadows  future events    (C) explain different forms of    third-person points of view in  stories    2(D) identify and explain the  meaning of common idioms, 

5th Grade LA/SS Yearly Itinerary 2019 - 20 adages, and other sayings        F19(F) make connections (e.g.,    thematic links, author analysis)  between and across multiple  texts of various genres and  provide textual evidence  January 27 - 31  Literary Fiction  2(D) identify and    Civil War    February 3-7  TEKS above  explain the meaning of    4(E) identify the causes of    common idioms,  the Civil War, including    adages, and other  sectionalism, states' rights,    sayings  and slavery, and the  (move to match A​ Long  effects of the Civil War,  Walk To Water)​ including Reconstruction  and the 13th, 14th, and 15th    amendments to the U.S.    Constitution;  Expository      Continue TEKS above      2(E) use a dictionary, a glossary,  or a thesaurus (printed or  electronic) to determine the  meanings, syllabication,  pronunciations, alternate word  choices, and parts of speech of  words.  (10) Reading/Comprehension of  Informational Text/Culture and  History. Students analyze, make  inferences and draw conclusions  about the author's purpose in  cultural, historical, and  contemporary contexts and  provide evidence from the text  to support their understanding.  Students are expected to draw  conclusions from the information  presented by an author and  evaluate how well the author's 

5th Grade LA/SS Yearly Itinerary 2019 - 20 purpose was achieved.  11(E) synthesize and make  logical connections between  ideas within a text and across  two or three texts representing  similar or different genres.  F19(F) make connections (e.g.,  thematic links, author analysis)  between and across multiple  texts of various genres and  provide textual evidence  February 10-14  Expository      Continue TEKS above    TEKS above  February 17-21   Persuasive    (19)  Women’s Rights/Vote     (conference day)  (14) Reading/Media Literacy.  Writing/Persuasive    Students use comprehension  (5) History. The student  skills to analyze how words,  Texts​. Students  understands important  images, graphics, and sounds  issues, events, and  work together in various forms  write persuasive  individuals in the United  to impact meaning. Students  texts to influence  States during the 20th and  continue to apply earlier  the attitudes or  21st centuries. The student  standards with greater depth in  actions of a specific  is expected to:  increasingly more complex texts.  audience on  (A) analyze various issues  Students are expected to  specific issues.  and events of the 20th  (A) explain how messages  Students are  century such as  conveyed in various forms of  expected to write  industrialization,  media are presented differently  persuasive essays  urbanization, increased  (e.g., documentaries, online  for appropriate  use of oil and gas, the  information, televised news); audiences that    establish a position  Great Depression, the  (B) consider the difference in  and include sound  world wars, the civil rights  techniques used in media (e.g.,  reasoning, detailed  movement, and military  commercials, documentaries,  actions;  news);   and relevant    evidence, and  (C) identify the  accomplishments of  consideration of  individuals and groups  alternatives 

5th Grade LA/SS Yearly Itinerary 2019 - 20 (C) identify the point of view of    such as Jane Addams,  media presentations; and  Susan B. Anthony,   (D) analyze various digital    media venues for levels of  formality and informality.      February 24- 28  ?  *March Madness Poetry    WWI      Month  March 2 - 6  Procedural (paired text)      WWI/Flex    13(A) interpret details from  procedural text to complete a  task, solve a problem, or  perform procedures;      11(E) synthesize and make  logical connections between  ideas within a text and across  two or three texts representing  similar or different genres.     (10) Reading/Comprehension of  Informational Text/Culture and  History. Students analyze, make  inferences and draw conclusions  about the author's purpose in  cultural, historical, and  contemporary contexts and  provide evidence from the text  to support their understanding.  Students are expected to draw  conclusions from the information  presented by an author and  evaluate how well the author's  purpose was achieved.  14(A) explain how messages  conveyed in various forms of 

5th Grade LA/SS Yearly Itinerary 2019 - 20 media are presented differently  (e.g., documentaries, online  information, televised news)  F19(F) make connections (e.g.,  thematic links, author analysis)  between and across multiple  texts of various genres and  provide textual evidence.  March 9 - 13  Continue TEKS above      Great Depression    End of grading period  Grammar/Vocab  Writing    Spelling      4th Nine Weeks March 25 - May 24  Social Studies    Flex  Dates  Reading  Notes &    Resources    March 23 - 27  Literary Fiction      6(B) explain the roles  and functions of  characters in various  plots, including their  relationships and  conflicts  (C) explain different  forms of third-person  points of view in stories  (3)  Reading/Comprehensi on of Literary  Text/Theme and  Genre. Students  analyze, make  inferences and draw 

5th Grade LA/SS Yearly Itinerary 2019 - 20 conclusions about  theme and genre in  different cultural,  historical, and  contemporary contexts  and provide evidence  from the text to  support their  understanding.  Students are expected  to:  (A) compare and  contrast the themes or  moral lessons of  several works of fiction  from various cultures;  (B) describe the  phenomena explained  in origin myths from  various cultures; and  (C) explain the effect  of a historical event or  movement on the  theme of a work of  literature.  2(A) determine the  meaning of grade-level  academic English  words derived from  Latin, Greek, or other  linguistic roots and  affixes;  March 30 - April 3  Amazing Race      WW II  Hitler’s rise    WW II  to power -  April 6 - 10  STAAR    TedEd vid   

5th Grade LA/SS Yearly Itinerary 2019 - 20     April 13 - 17  Literary Fiction    (16):(A) write imaginative  (​23) Science, technology, and  compare/co stories that include:  society. The student understands  ntrast new  6(B) explain the roles  (i) a clearly defined focus,  the impact of science and  innovations.  and functions of  plot, and point of view;  technology on society in the  How are  characters in various    United States. The student is  innov  plots, including their  (ii) a specific, believable  expected to:  different  relationships and  setting created through the  now?  conflicts  use of sensory details; and    (iii) dialogue that develops  (A) identify the accomplishments  (C) explain different  the story  of notable individuals in the fields  forms of third-person  of science and technology,  points of view in stories    including Benjamin Franklin, Eli    Whitney, John Deere, Thomas  (3)  Edison, Alexander Graham Bell,  Reading/Comprehensi   George Washington Carver, the  on of Literary    Wright Brothers, and Neil  Text/Theme and  Armstrong;  Genre. Students    (B) identify how scientific  analyze, make    discoveries, technological  inferences and draw    i​nnovations, and the rapid growth  conclusions about  of technology industries have  theme and genre in  advanced the economic  different cultural,  development of the United States,  historical, and  including the transcontinental  contemporary contexts  railroad and the space program  and provide evidence  (C) explain how scientific  from the text to  discoveries and technological  support their  innovations in the fields of  understanding.  medicine, communication, and  Students are expected  transportation have benefited  to:  individuals and society in the  United States; and  (A) compare and  (D) predict how future scientific  contrast the themes or  discoveries and technological  moral lessons of  innovations could affect society in  several works of fiction  the United States.  from various cultures;  (B) describe the 

5th Grade LA/SS Yearly Itinerary 2019 - 20 phenomena explained    in origin myths from    various cultures; and  (C) explain the effect    of a historical event or    movement on the  theme of a work of    literature.    2(A) determine the    meaning of grade-level  academic English  words derived from  Latin, Greek, or other  linguistic roots and  affixes;    April 20 - 24  I​nformational      Flex    11(C) analyze how the    organizational pattern  of a text (e.g.,  cause-and-effect,  compare-and-  contrast, sequential  order, logical order,  classification schemes)  influences the  relationships among  the ideas  (E) synthesize and  make logical  connections between  ideas within a text and  across two or three  texts representing  similar or different  genres  (10)  Reading/Comprehensi

5th Grade LA/SS Yearly Itinerary 2019 - 20 on of Informational  Text/Culture and  History. Students  analyze, make  inferences and draw  conclusions about the  author's purpose in  cultural, historical, and  contemporary contexts  and provide evidence  from the text to  support their  understanding.  Students are expected  to draw conclusions  from the information  presented by an author  and evaluate how well  the author's purpose  was achieved.  F19(F) make  connections (e.g.,  thematic links, author  analysis) between and  across multiple texts of  various genres and  provide textual  evidence.   April 27 - May 1  TEKS above      Korea/Vietnam          May 4- 8  Poetry/Drama    Civil Rights  (4)    Reading/Comprehensi on of Literary  Text/Poetry. Students  understand, make  inferences and draw  conclusions about the 

5th Grade LA/SS Yearly Itinerary 2019 - 20 structure and elements  of poetry and provide  evidence from text to  support their  understanding.  Students are expected  to analyze how poets  use sound effects (e.g.,  alliteration, internal  rhyme, onomatopoeia,  rhyme scheme) to  reinforce meaning in  poems.  (8)  Reading/Comprehensi on of Literary  Text/Sensory  Language. Students  understand, make  inferences and draw  conclusions about how  an author's sensory  language creates  imagery in literary text  and provide evidence  from text to support  their understanding.  Students are expected  to evaluate the impact  of sensory details,  imagery, and figurative  language in literary  text.  F19(D) make  inferences about text  and use textual  evidence to support  understanding  (F) make connections 

5th Grade LA/SS Yearly Itinerary 2019 - 20 (e.g., thematic links,  author analysis)  between and across  multiple texts of  various genres and  provide textual  evidence  May 11 - 15  Poetry/Drama      Terrorism    TEKS above    Flex  Flex    May 18- 22  Flex          May 26 - 28