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Copyright Wooster School 2006
5th Grade
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WRITING
Unit One - Launching the
Writer’s Workshop
Rationale: This unit of study is used to set the tone and establish teacher, self, and
peer guidelines and expectations for the Writer’s Workshop. Students learn routines and expectations and
understand their roles during mini-lessons, writing time, and conferences. They
are expected to implement short-term goals quickly and to sustain attention to
the Writer’s Workshop.
Unit Two- Historical
Fiction
Rationale: Students are asked to put the
pieces of their social studies learning together with their creative writing to
create a short story. This piece will
also reflect the elements studied in the reading unit on historical fiction.
Unit Three- Persuasive
Writing
Rationale: Students write persuasive pieces about topics which they feel strongly
about and/or topics for which they originally held no opinion. Students learn
that words can be used to steer people’s thinking. They learn about nuances of word choice. The goal is for the student to be able to
write persuasively on any given topic appropriate for their grade, age, and
level of ability.
Unit Four - Parody
Rationale: Students learn to look at published
work critically in order to create a parody. This unit continues to move
students towards being able to write with focus and point of view.
Unit Five – Classical
Tales
Rationale: Students apply all that they have
learned about story elements to create their own classical tales. They consider
how the text elements work together to create meaning for the reader. Developing a plan for their writing is a key
step in this process.
Unit Six - Poetry
Rationale: Students read various types of poems and identify and imitate a poet’s
style. This practice leads to the
incorporation of some of the poet’s teachings into their own writing of poems.
Unit Seven - Expository
Rationale: Students learn the importance of research and organization in their
writing. Every child wants to know more about something. Each child will have
an opportunity to pursue one particular line of inquiry. They then learn to “talk back” to the facts
they have collected so that their piece is a balance of information and
reflection.
Unit Eight - Writing
Projects
Rationale: Students reflect on the units
covered during the year and write creatively incorporating the skills they have
learned.
WRITING
MECHANICS
Capitalization
Titles
of works
The
pronoun I
First
words in a sentence and in quotations
Proper
nouns: people, animals, places, months, titles of people, days and holidays
Proper
nouns: organizations, religions, languages, and nationalities
Proper
nouns: family relations, regions
Punctuation
Ending
marks with declarative and interrogative sentences, and exclamations
Commas
for items in a series
Underlining
of titles
Periods
with abbreviated months, days, and titles
Commas
in dates, addresses, introductory material, and with quotations
Quotation
marks with direct quotations and titles
Periods
with initials
Commas
with coordinating conjunctions
End
marks with imperatives
Hyphens
with divided numbers
Colons
between hours and minutes
Grammar
and Usage
Articles
a vs. an, the vs. a/an
Double
negatives
Agreement
of subject and verbs
Run-on
sentences
Sentence
fragments
Regular
past tense
Pronouns:
possessive vs. contractions
Order
of pronouns
Irregular
past tense
Helping
verbs with present participles and past participles
Irregular
plurals
Double
comparison
Adjectives:
them vs. those
Comparison:
superlative degree, irregular
Agreement
with subjects in unusual positions
LIFETIME
WORDS
addition/subtraction/division/multiplication,
all right, America, angle/angel, anxious/anxiety, bicycle, cereal,
character/characteristic, chocolate, clothes, Connecticut, culture, country,
decide/decision, describe/description, directions, disease, double, education,
example, experience, familiar, height/weight, history/historical, hospital, imagine,
mathematics, medicine, mystery, nuisance, occasionally, ordinal numbers,
probably, purpose, quit/quite/quiet, religion, restaurant, scissors, separate,
significant, similar, spaghetti, straight, strength/strengthen, surround,
thorough/through, tomorrow/yesterday, tonight, vegetables, young
Unit One – Deepening
Comprehension
Rationale: Students look beyond the literal interpretation and investigate the
written word for author intent and inference.
As they respond to text, students are asked to consider the purpose of
the text and its essential features.
Unit Two - Historical
Fiction
Rationale: Through the
critical reading of historical fiction, students learn that they can expand
their understanding of factual history with a fictional perspective.
Unit Three - Nonfiction
Rationale: Students explore the genre of nonfiction. They use the titles, photos,
section headings, illustrations, captions, etc. to gather relevant information
before reading the text. The emphasis is
on good comprehension which results in the ability to comprehensively answer
three types of questions relating back to the text and their own understanding
of the world.
Unit Four - Science
Fiction
Rationale: Fifth graders are ready to
discriminate among the many types of fiction.
After defining a genre, they are able to read for support of the
classification. They continue to
consider story elements within each text read.
Unit Five – Fantasy/Classical
Tales
Rationale: Fantasy provides a wonderful vehicle to continue to explore themes within
texts and interpret authors’ messages. Dramatic characters, action-filled plots,
and fantastic situations hold the reader’s attention. Within this study,
students further develop their ability to analyze and interpret text.
Unit Six - Poetry
Rationale: Fifth graders recite poetry
regularly. They are exposed to the
classics appropriate to their age and comprehension. Realizing there is poetry beyond childhood
favorites, students extend their repertoire.
They apply their analysis of daily quotations by applying their
knowledge of literal and figurative meaning to poems. .
Unit Seven - Mysteries
Rationale: Fifth
graders love puzzles. They love solving
mysteries. As readers they are ready to
apply the higher level thinking skills necessary for solving mysteries. This genre allows them to read for
entertainment and fully involves them in reading critically to predict the outcome
before the story's final AHA! moment.
Building on students' innate curiosity and need to know, mysteries
require discrimination. What's important
to the solution of the story? What is
not? Too, the endings give the
fairness-minded fifth graders a sense of just deserts.
Unit Eight - Short
Stories
Rationale: All of the elements necessary for a
great story are heightened in the writing of a short story. Students will learn to immerse themselves in
a story in order to analyze and later evaluate the characters, conflicts, and
events of the story. As a reader, it is
essential to understand the dimensionality of characters to fully appreciate
their stories. Students will read numerous selections, contrasting and comparing
themes, characters, settings, and plots.
WORD STUDY
Homophone
Pairs and Not Homophone Pairs
Two and
Three-Syllable Compound Words
Contractions
by Families
Contractions
and Compound Words
"Ed"
and "Ing"
Doubling
the Final Consonant in CVC Words when adding "Ed" and "Ing"
Dropping
the Final "E" when adding "Ed" and "Ing"
Doubling
the Final Consonant and E-Drop when adding "Ed" and "Ing"
Introduction
to Prefixes
Common
Prefixes: mis, pre, re, un
Common
Suffixes: er, est, ful, less
Common
Suffixes: ly, ness, y
Adding
"able" And "ible" to Base and Root Words
Adding
"ion" and "sion" to "se" and "te"
Endings
Adding
"able" to Base Words ending in "e, "ate", or
"y"
Doubling
the Final Consonant in Multisyllabic Words when adding "ing"
Adding
Prefixes: anti, auto, cata, circum
Adding
Prefixes: inter, intra, mal, peri,
Using
Common Greek Root Words I: aer, arch, aster, bio, centr, chron
Using
Common Greek Root Words II: graph, hydr, ology, meter, micro, phon
Using
Common Latin Root Words I: aud, bene, cap, cide
Using
Common Latin Root Words II: lit, loc, man, mem, miss, mob
Using
Common Latin Root Words III: numer, ped, pens, port, pos, prim
Using
Common Latin Root Words IV: quer, scrib, sent, sist, spec, tain
Prepositions:
Their Role and their use as First Words in Sentence, Necessitating a Complex
Sentence Structure.
I
Before E Rule and Words
More
Homophones
Onomatopoeic
Words
Portmanteau
Words
Words
with double consonants in the middle
Abbreviations
RECONSTRUCTING
GOALS
Students continue their study of American history
by focusing on the early 1900's through the Civil War. By working with primary
and secondary sources, students look at changes in our country and construct a
timeline. They investigate the Reconstruction Era, the African-American
experience, economics, the Dust Bowl, the Depression, World Wars,
Constitutional amendments, the
OBJECTIVES
Discuss the three branches of government. Debate the strength of states' versus federal rights and powers.
Identify industrialists and their impact on society and the nation.
Explain the necessity for added amendments of the Constitution, particularly #13, #14, and #15.
Describe the role, necessity, and impact of child labor.
Draw a timeline of women's struggle for franchise and equality under the law.
Define the great depression and explain its ramifications for the nation.
Investigate the causes and effects of the two World Wars.
Trace the progress of the civil rights movement.
Discuss the necessity for and significance of the
THE MIDDLE AGES
GOALS
Students study the Middle Ages and the Renaissance in western Europe. Through research, reading, writing, speaking, and thinking students synthesize all the information gathered and consider all the ramifications and implications and the effect on the colonization of the new World.
OBJECTIVES
Construct a three-dimensional castle or cathedral which accurately display the structures of the period
Locate the empires of
Identify Crusade and trade routes
Recognize the role of the church at this time
Explain what miracle plays teach about the culture of the Middle Ages
Diagram and explain feudalism
Explain the reason behind creating family shields and banners
Use primary and secondary sources to create a timeline for 500 to 1500 AD
Differentiate between Gothic and Roman architecture
Discuss class distinctions and the roots of the Middle Ages
Investigate the lives of saints and heretics
Explain chivalry and its history
Create a sonnet or prologue with a Canterbury Tale
Design gargoyles reflecting the artistic influences of the period
FIFTH GRADE FRENCH
Program Philosophy
This class provides exploration of the French language and culture designed to introduce students to a language they may wish to study in the middle or upper school. The class meets twice a week for 45 minutes. The Total Physical Response method ( James Asher) is an integral part of this class, as is the use of many varied props and manipulatives to enhance comprehension of the language. The main focus of the class is speaking and listening but students will also read authentic children’s poetry and sing songs from the target culture. They will write on the sentence level about familiar topics using language they have memorized largely through classroom exposure. An environment of positive reinforcement encourages all children to participate in all class activities.
GOALS
To foster awareness and appreciation
of the culture of
To familiarize students with French pronunciation
To develop vocabulary recognition in both aural and written forms
To encourage the students to use the new vocabulary and functions in speaking activities
RESOURCES
Films: Global Friends,
Authentic children’s books from the target culture
Poems, rhymes and songs from the target culture
LANGUAGE OUTCOMES
CULTURE AND GEOGRAPHY - ACTIVITIES
Various authentic French songs and games to reinforce outcomes
Learning about crępe-making; how and when crępes are made, and what cultural
perspectives they represent.
Mardi Gras project (research, mask making and celebration)
Project on Medieval times: Learn about La dame ŕ la licorne tapestries, and create and describe a mythical beast composed of body parts of various animals.
Create a booklet entitled Mon Autoportrait to describe one’s self.
ASSESSMENT
Assessment will be on-going through teacher observation of the students in
both whole group and paired activities.
Students will be assessed at the end of each unit of study on their listening,
speaking, and word recognition. There will be an oral test at the end of the
second semester.
SKILLS TO BE MASTERED
Arithmetic
Identify prime and composite numbers.
Understand how square numbers and their square roots are related.
Draw arrays to model multiplication.
Identify odd and even numbers.
List the factors of a number.
Write and solve open sentences for number stories.
Add, subtract and multiply multi-digit numbers and decimals.
Know place value to billions and to hundredths.
Find quotient and remainder of a whole number divided by a 2-digit whole number.
Interpret the remainder in division stories.
Convert between fractions and mixed numbers.
Find equivalent fractions.
Add and subtract fractions with common denominators.
Subtract mixed numbers with like denominators.
Find common denominators.
Data Analysis
Identify the maximum, minimum, mode, median, and mean for a data set.
Geometry
Understand the concept of area of a figure.
Understand a formula to find the area of polygons and circles.
Know properties of geometric solids.
Determine angles measures based on the relations between angles.
Know properties of polygons.
Plot ordered pairs on a one-quadrant coordinate grid.
SKILLS INTRODUCED AND PRACTICED
Arithmetic
Rename numbers written in exponential notation.
Understand and apply scientific notation.
Use divisibility tests.
Find the greatest common factor of two numbers.
Interpret the remainder in division number stories.
Determine the value of a variable; use this value to complete a number sentence.
Order and compare fractions.
Use an algorithm to multiply fractions.
Find a percent of a number.
Use an algorithm to add and multiply mixed numbers.
Convert between fractions, decimals, and percents.
Add and subtract fractions with different denominators.
Write algebraic expressions to describe situations.
Represent rate problems as formulas, graphs, and tables.
Solve ratio and rate number stories.
Divide decimal numbers by whole numbers.
Understand and apply order of operations.
Add and subtract integers.
Data Analysis
Draw, measure, and interpret circle graphs for a set of data.
Understand how sample size affects results.
Construct, read, and interpret stem and leaf plots.
Use tree diagrams to find all possible ways a sequence of choices can be made.
Compute the probability of outcomes when choices are equally likely.
Use the Counting Principle.
Geometry
Use a formula to find the volume of a prism.
Identify the base and height of triangles and parallelograms.
Distinguish between circumference and area of circles.
Understand the relationship between the volume of pyramids and prisms, and the volume of cones and cylinders.
Find the surface area of prisms and cylinders.
Understand the concept of volume and capacity and how to calculate it.
Measure an angle to the nearest .
Identify types of angles and triangles.
Define and create tessellations.
Plot ordered pairs on a four-quadrant coordinate grid
SPACE EXPLORATION
The mystery associated with the exploration of any unknown invites hypotheses and research. Our universe, our solar system, other universes, and other solar systems engender wonderings and testing of ideas. Space exploration may provide information vital to Earth's inhabitants. As learners and residents, we have an obligation to make ourselves knowledgeable about the universe in which we live.
OBJECTIVES
Students will:
become familiar with the various explanations of the origin of earth, the solar system, and the universe (religious, cultural, mythological, scientific);
develop a lifelong, informed, invested interest in the need for space exploration;
understand earth and its relationship to the plants, the universe, and other universes;
gain perspective of size, relativity, and magnitude of planets and distances within our solar system;
appreciate the necessity of mathematics for scientists (radius, diameter, scientific notation, scale, temperature, measurement, Richter scale);
understand the role of the sun and the moon within our solar system;
make a timeline of the history of space exploration;
identify the major constellations;
compare the scientific theories for the origin of the solar system: nebular hypothesis, planetesimal theory, and other contemporary theories;
consider extra solar planetary systems; and
apply understanding of revolution and rotation of the earth.
ENERGY
The essential nature of energy makes it a topic of great importance for experimentation, observation, study, and understanding. This unit provides the means for students to study the scientific principles related to energy, the history of energy, and the social issues associated with the topic. The students bring first-hand knowledge and experience to a subject that is a vital component of their lives and are then able to extend that knowledge for a clearer understanding. This unit addresses the history of energy from early man to the new technologies being developed for more efficient use of energy today.
OBJECTIVES
Students will:
observe through demonstration and experimentation the difference between potential and kinetic energy;
recognize that energy can neither be created nor destroyed;
demonstrate that convection, conduction, and radiation can transfer heat;
discuss solar energy and its role in our lives;
understand that a complete circuit is necessary in order for electric current to flow;
recognize that energy exists in many forms (light, heat, chemical, electrical and mechanical) and that energy can be transformed from one form to another;
use a stopwatch for timed trials and produce a graph of the results;
understand that all physical changes require energy;
recognize that the sun produces energy in a range of wavelengths within the electromagnetic spectrum;
understand the difference between conductors, nonconductors, and insulators;
use a stopwatch for times trials and produce a graph of the results;
identify that waves can transfer energy between two points;
demonstrate that objects have inertia and momentum;
recognize that the motion of one object can be described by measuring its position, direction, and speed in relation to another object;
illustrate that changes in the speed and direction of an object are due to forces that have magnitude and direction;
investigate static electricity; and
investigate several stored energy toys and observe how energy can be stored as elastic potential energy.
In fifth grade, students are fluent with most of the lower school art materials; the fifth grade art curriculum reaps the benefits of all the learning that has taken place in the earlier grades.
Fifth graders are ready to think about composition and content, and to learn more sophisticated drawing techniques. They can begin to plan for an aesthetically pleasing result. They are ready to explore concepts such as metaphor and social significance in art, use art terms, and implement instructions spanning the entire project.
OBJECTIVES
Over the course of the school year, fifth graders learn to:
Painting:
Mix colors on a palette
Darken or lighten a color
Match the brush to the task
Layer using a ground first and details later
Use basic perspective to determine placement on the surface
Understand and use foreground, middle ground, and background
Use contrasting colors, cool and warm colors, complementary colors
Add texture using brushes and printing techniques
Drawing:
Draw and shade basic shapes
Draw simple still lifes from observation, adding shading and highlights
Draw organic forms with a contour line
Draw a face in proportion
Use one-point perspective
Collage, Assemblage, and Mixed Media:
Cut and assemble paper cutouts using pattern, rhythm, and negative space
Construct imaginative free-standing assemblages using fantasy and/or metaphor
Book Arts: sew bindings
Clay and Sculpture:
Make high-relief sculptures with volume, texture and detail
Use clay tools
Clean-up and General Behavior:
Help set up and put away materials.
Wash some cups and brushes, and individual palettes
Help with tarps, sweeping, and capping paints
MAJOR AREAS OF INSTRUCTION
Painting:
Different painting media: tempera, watercolor, latex, acrylic
Painting a ground for work in other media
Large-scale murals with under-painted areas (medieval panels)
Different kinds of brushstrokes
Highlights and shading by blending wet paint
Detail work
Drawing:
Still life and portrait work with charcoal and pastels
Shading and highlights to make three-dimensional forms (gargoyle drawings)
Facial proportions (self-portraits)
Figures in action (astronauts, musicians)
Collage, Assemblage, Mixed Media:
Pattern and value studies in paper collage (Matisse-Jazz)
Found object assemblages (space stations, astronauts, utopias)
Independent work
in conjunction with museum trips and the study of modern and contemporary art;
social awareness and metaphor in art (
Clay and Sculpture:
High relief sculpture, modeling with tools (gargoyles)
FIFTH GRADE MUSIC
Singing
Sing accurately within the range of B flat to E2 while striving for proper breathing, diction, phrasing, and posture
Sing with a clear and pleasing vocal quality
Reproduce a melody of four phrases
Become increasingly aware of his/her own vocal intonation alone and in a group
Sing a varied song repertoire
relating to the
general
relating to special seasons and events
Sing rounds, descants, canons, and more difficult two-part songs.
Rhythm
Demonstrate an understanding of: 2/4, 3/4, 4/4, 5/4, 6/8, and 3/8 meters
Count rhythm patterns numerically
Reading and Notation
Understand the function of the staff, ledger lines, treble clef, measure, bar lines, double bar lines, meter signature, key signature, accidentals, repeat sign, first and second ending and "D.C. al Fine".
Interpret the dynamic marking, ff, f, mf, mp, p, pp
Name the symbols
Follow multiple verses under the music notation
Follow his/her vocal line in two-part music
Listening
Listen to an expanded repertoire of orchestral and choral literature
Identify the instrumental colors of strings, brass, woodwinds, percussion, keyboard, folk instruments, and contemporary electronic instruments
Discriminate between duple, and triple meters
Recognize AB, ABA, and rondo form
Differentiate between major and minor
Movement
Move freely with spatial awareness
Follow directions in moving to specific patterns
Conduct in 2/4, 3/4, 4/4 and 6/8 meters
TOPICS
Each student:
Defining
develops appropriate questioning techniques to clarify requirements of task
analyzes and clarifies a given task with guidance
draws on prior knowledge to brainstorm and cluster ideas
identifies and interprets key words in task
develops focus questions
prepares a simple search plan which lists:
key words and possible search terms
focus questions
Locating
is aware of layout of library
differentiates between fiction and nonfiction sections of the library
uses the spine label to identify resources
is aware that nonfiction resources are shelved according to classification order
finds resources in school library with assistance:
fiction
non-fiction
is aware of secondary resources as a source of information, e.g., book, pictures, databases, magazines
begins to use contents and index pages of nonfiction books using key words
follows a search plan using key words and related terms, modifying where necessary
determines the type of resource most appropriate for the topic
identifies and locates book and non-book resources including:
understanding organization of resources in school and local libraries
recognizing the value of fiction for specific topics, e.g., historical fiction
searching for information using given Internet addresses
accesses periodical indexes
identifies appropriate resources by:
using skimming and scanning techniques in electronic and print resources
using contents, index and text headings for all types of resources
uses key words, volume, index, and cross-references to find information in print and non-print encyclopedias
Selecting/Analyzing
selects books appropriate to interest and reading ability using browsing techniques
makes selections using simple scanning techniques involving cover, title and illustrations
listening, observing and viewing in response to focus questions
identifying the main idea and key words
distinguishing between narrative and information texts
asks questions appropriately with guidance
listing key words
writing sentences using identified key words
selects resources by:
skimming and scanning
using contents, index, text headings, key words, and key phrases
records information by:
using a note-taking strategy
clustering notes under subheadings
records bibliographic sources of information using author, title, publisher, date, http, date of download
citing basic sources: book, encyclopedia, magazine
Organizing/Synthesizing
organizes ideas and information logically
categorizes information according to a framework of headings and subheadings
decides on an appropriate presentation format
organizes ideas and information logically, e.g., time order, simple cause and effect
presents information using appropriate organizational frameworks with assistance, e.g. written and word-processed reports, recounts, procedures and lists
Creating/Presenting
uses information appropriate to the task and the audience
organizes ideas and information logically
presents a solution to a problem using:
simple oral and written descriptions
drawings
constructions such as models or displays
presents a solution to a problem that:
demonstrates understanding and simple interpretations of information
presents ideas and information logically, e.g., time order, simple cause and effect
make simple generalizations and draw simple conclusions
use information appropriate to the task and the audience
create written and oral reports, graphic, pictorial and dramatic presentations of similar complexity
create presentations exhibiting synthesis of information
Evaluating
respects the rights and opinions of others
reflects on and evaluates effectiveness of process used
responds constructively to assessment by teachers
evaluates understanding and implementation of the set task criteria
acknowledges personal and group achievements
FIFTH GRADE COMPUTER CLASS
TOPICS REINFORCED
Basic Operations and Concepts
Log on/off network
Printing correctly and efficiently
Communicate using computer terminology
Open, use, and quit programs
Use and care for media
Keyboarding and mouse skills
Hardware, software and connectivity
Saving and retrieving files
Social, Ethical and Human Issues
Network access and use
Appropriate use and productivity
Efficient use of resources
Copyright and plagiarism issues
Netiquette and safety issues
Equipment and work area maintenance
Respect the work and files of others
Technology Productivity Tools
Word Processing
Desktop Publishing
Multimedia and on-line resources
Design applications
Problem solving applications
Spreadsheet
Database
Technology Communications Tools
Graphics (Paint tools, clip art, images)
Word Processing
Desktop Publishing
Presentations
Digital imaging (cameras, scanners, etc.)
Technology Research Tools
Use appropriate resources to solve problems
Navigate Internet sites for find information
Gather, evaluate and organize information
Search engines and on-line resources
Use citation for sources
Technology Problem-Solving and
Decision-Making Tools
Hardware, software and connectivity
Storage formats
File management
Systems and operation
Peripherals
TOPICS MASTERED
Basic Operations and Concepts
Saving and retrieving files
GREAT BODY SHOP –
FIFTH GRADE
Injury Prevention
& Personal Safety
Define First Aid
Helping others
Rules for emergencies
Decision-making steps
First Aid skills
Major vs. minor emergencies
Avoiding risk
Personal safety
Sexual harassment
Assertiveness
Refusal skills
Locating resources for help
Nutrition
Nutrition in the community
Good food handling practices
Responsible approach to food choices
Individual family & personal values
Predicting results of good nutrition
Life cycle & changes in nutritional needs
Preventing illness & disease
Shopping, health policy
Eating disorders
Dietary guidelines
Functions of the Body
Brain structure & functions
Thinking, reflex vs. conscious
Respiratory system
Breathing problems & response to emergencies
Endocrine, nervous, circulatory, reproductive, muscular/skeletal systems
Respect for self & others, self care responsibility
Growth &
Development/Cycle of Family Life
Growing up
Endocrine system
Role of hormones
Scientific careers
Hormone disorders
Biological differences between boys & girls
Responsibilities of maturing adolescent
Decision-making in at-risk situations
Social skills
HIV/AIDS and Illness
Prevention
Circulatory system
Consequences of smoking
Excess fats & salt
Drugs & alcohol
Blood & immune system
Immunization
Effects of HIV on immune system
Setting goals
Refusal skills
AIDS care
Respiratory disease
Empathy
Substance Abuse
Prevention
Use, misuse & abuse of drugs
Short & long term effects by drug category
Why drugs won’t solve problems
Practicing positive values (self-respect, responsibility, honesty) vs. yielding to drugs
Media Influences
Positive social behaviors
Famil