Language Arts:

Transcription

1 Language Arts: 1.03 Increase reading and writing vocabulary Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary Interact with the text before, during, and after reading, listening, and viewing Read a variety of texts, such as fiction Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s) Explain and evaluate relationships 2.09 Listen actively and critically 2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message Make informed judgments about television, radio, video/film productions, other electronic mediums and/or print formats Integrate main idea and supporting details from multiple sources to expand understanding of texts Conduct research (with assistance) from a variety of sources for assigned or selfselected projects Make informed judgments 4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose Use oral and written language 4.03 Make oral and written presentations to inform or persuade selecting vocabulary for impact Select a self-evaluated composition for publication and justify rationale for selection Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content Compose a variety of fiction, nonfiction, poetry, and drama using selfselected topic and format Focus revision on target elements Produce work that follows the conventions of particular genres Use technology as a tool to enhance and/or publish a product Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences) Elaborate information and ideas in speaking and writing Determine the impact of word choice on written and spoken language Spell most commonly used words accurately using a multi-strategy approach to the

2 learning of new spellings Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors Edit final product for grammar, language conventions, and format Create readable documents through legible handwriting (cursive) and word processing.

3 Connections Language Arts #1 Grade 5 Objectives: 2.02 Interact with the text before, during, and after reading, listening, and viewing Read a variety of texts Explain and evaluate relationships Listen actively and critically by Respond to fictional, nonfictional, poetry, and drama using interpretive, critical, and evaluative processes Make oral and written presentations to inform or persuade selecting vocabulary for impact Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline Focus revision on target elements Produce work that follows the conventions of particular genres 5.07 Edit final product for grammar, language conventions, and format Create readable documents through legible handwriting (cursive) and word processing. Folk Tales with a Twist Essential Question: How is a skit written? After reading many versions of the Three Little Pigs story as a class, individually, or a combination of the two, students will work cooperatively to create and perform a skit for the class. As a group, students will choose a character to base their point of view on. A script will be written by the students and revised as the process continues. Props and costumes may be brought into class for the performance. Created by Jessica Summer

4 Group Members The Three Little Pigs Skit 1. Whose point of view will your group tell the story from? 2. The group will change the story by 3. The group would love it if.. was available to enhance our skit. (props) 4. The students in this group are And the role they will play is 6. Using another sheet of paper or a computer, write a script for your group s skit. Make a copy for each person. Practice this skit and perform your skit to the class on.

5 Language Arts #2 Grade 5 Objectives: 2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary Interact with the text before, during, and after reading, listening, and viewing Read a variety of texts, such as fiction Explain and evaluate relationships 2.09 Listen actively and critically 2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes Make informed judgments about television, radio, video/film productions, other electronic mediums and/or print formats Conduct research (with assistance) from a variety of sources for assigned or selfselected projects Make informed judgments 4.02 Use oral and written language 4.03 Make oral and written presentations to inform or persuade selecting vocabulary for impact Select a self-evaluated composition for publication and justify rationale for selection Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content Compose a variety of fiction, nonfiction, poetry, and drama using selfselected topic and format Focus revision on target elements Produce work that follows the conventions of particular genres Use technology as a tool to enhance and/or publish a product Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences) Elaborate information and ideas in speaking and writing Determine the impact of word choice on written and spoken language Spell most commonly used words accurately using a multi-strategy approach to the learning of new spellings Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors Edit final product for grammar, language conventions, and format Create readable documents through legible handwriting (cursive) and word processing.

6 Newspaper Article Essential Question: How is a newspaper compiled? Students will write a newspaper article about what they believe happened with the three pigs and the wolf. A name will be created for the newspaper by the class as a whole using correct capitalization and punctuation. Be Creative! The news article should take the point of view of one of the three pigs, the wolf, or a witness. News articles should answer at least six questions: who, what, where, when, why, and how. Embellishments may be made to the story in order to convince readers of your point of view. A newspaper may be compiled by the class using construction paper or a computer program such as Microsoft Publisher. Send copies home to parents and guardians for family connections and involvement. They will enjoy seeing their student s published work! Created by Jessica Summer

7 Language Arts #3 Grade 5 Objectives: 2.03 Read a variety of texts Listen actively and critically 4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose. Reader s Theater Essential Question: What are the main points of the story? This reader s theater can be read as a refresher after a day or weekend away for the story or simply as another reading. Reading aloud with many parts may address different learning styles than one person reading a story to a student. Reading without illustrations may also allow from students to envision a scene different from that illustrated in the book. If a skit or play is not being created through another activity, one group of students may want to perform this reader s theater for their classmates. Reader s theater was written by Bridget Scofinsky and found at: _Pigs.pdf

8 The True Story of the 3 Little Pigs! by A. Wolf as told to Jon Scieszka Reader's Theater by Bridget Scofinsky Characters: Wolf, Officer 1, Officer 2, Officer 3, Narrator 1, Narrator 2, Narrator 3, Narrator 4, Second Pig, Third Pig, Reporter 1 and Reporter 2 Scene 1 Wolf: Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I'll let you in on a little secret. Nobody knows the real story, because nobody has ever heard my side of the story. Officer #1: Name? Wolf: I'm the wolf. Alexander T. Wolf. You can call me Al. I don't know how this whole Big Bad Wolf thing got started, but it's all wrong. Officer #2: I see. And what makes you so sure? Wolf: Maybe it's because of our diet. Hey, it's not my fault wolves eat cute little animals like bunnies, sheep and pigs. That's just the way we are. Officer #3: Can we stick to the story, please? Wolf: If cheeseburgers were cute, folks would probably think you were Big and Bad, too. But like I was saying, the whole Big Bad Wolf thing is wrong. The real story is about a sneeze and a cup of sugar. Scene 2 Narrator #1: Way back in Once Upon a Time time, A. Wolf was making a birthday cake for his dear old granny. Wolf: I had a terrible sneezing cold. Narrator # 2 : He ran out of sugar. Wolf: So I walked down the street to ask my neighbor for a cup of sugar. Narrator #3: Now this neighbor was a pig.

9 Wolf: And he wasn't too bright either. Narrator #4: He had built his whole house out of straw. Wolf: Can you believe it? I mean who in his right mind would build a house of straw? Narrator #1: So of course the minute he knocked on the door, it fell right in. He claimed he didn't want to just walk into someone else's house. Wolf: So I called, "Little Pig, Little Pig, are you in? Narrator #2: No answer. Narrator #3: He was just about to go home without the cup of sugar for his dear old granny's birthday cake. Wolf: That's when my nose started to itch. I felt a sneeze coming on. Well I huffed. And I snuffed. And I sneezed a great sneeze. Narrator #4: The whole darn straw house fell down. And right in the middle of the pile of straw was the First Little Pig-dead as a doornail. Wolf: He had been home the whole time. Narrator #1: It seemed like a shame to leave a perfectly good ham dinner lying there in the straw. Wolf: So I ate it up. Think of it as a big cheeseburger just lying there. Narrator #2: He was feeling a little better. Wolf: But I still didn't have my cup of sugar. Narrator #3: So he went to the next neighbor's house. Narrator #4: This neighbor was the First Little Pig's brother. Wolf: He was a little smarter, but not much. Narrator #1: He had built his house of sticks. Wolf: I rang the bell on the stick house. Narrator#2: Nobody answered. Wolf: Mr. Pig, Mr. Pig, are you in?

10 Mr. Pig: Go away wolf. You can't come in. I'm shaving the hairs on my chinny chin chin." Narrator #3: He has just grabbed the doorknob when he felt another sneeze coming on. Wolf: I huffed. And I snuffed. An I tried to cover my mouth, but I sneezed a great sneeze. Narrator #4: You're not going to believe it, but this guy's house fell down just like his brother's. Wolf: When the dust cleared, there was the Second Little Pig-dead as a doornail. Wolf's honor. Narrator #1: Now you know food will spoil if you just leave it out in the open. Wolf: So I did the only thing there was to do. Narrator #2: He had dinner again. Wolf: Think of it as a second helping. Narrator #3: He was getting awfully full. Narrator #4: But his cold was feeling a little better. Wolf: But I still didn't have that cup of sugar for my dear old granny's birthday cake. Narrator #1: So he went to the next house. Narrator #2: This guy was the First and Second Little Pig's brother. Wolf: He must have been the brains in the family. Narrator #3: He had built his house of bricks. Wolf: I knocked on the brick house. Narrator #4: No answer. Wolf: I called, "Mr. Pig, Mr. Pig, are you in? And do you know what that rude little porker answered? Third Pig: "Get out of here, Wolf. Don't bother me again." Wolf: Talk about impolite! He probably had a whole sackful of sugar.

11 Narrator #1: And he wouldn't give him even one little cup for dear sweet old granny's birthday cake. Wolf: What a pig! Narrator #2: He was just about to go home and maybe make a nice birthday card instead of a cake, when he felt his cold coming on. Wolf: I huffed. And I snuffed. And I sneezed once again. Narrator #3: Then the Third Little Pig yelled, Third Pig: And your old granny can sit on a pin! Wolf: Now I'm usually a pretty calm fellow. But when somebody talks about my granny lie that, I go a little crazy. Officer #1: When we drove up, of course he was trying to break down this Pig's door. Officer #2: And the whole time he was huffing and puffing and sneezing and making a real scene. Wolf: The rest, as they say, is history. Reporter #1: My partner and I found out about the two pigs he ate for dinner. Reporter #2: We figured a sick guy going to borrow a cup of sugar didn't sound very exciting. Wolf: So they jazzed up the story with all of that "Huff and puff and blow your house down." And they made me the Big Bad Wolf. Narrator #4: That's it. Narrator #1: The real story. Narrator #2: He was framed. Wolf: But maybe you could loan me a cup of sugar.

12 Language Arts #4 Grade 5 Objectives: 2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary Interact with the text before, during, and after reading, listening, and viewing Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s) Explain and evaluate relationships Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message. Who Says What? Essential Question: What are similarities and differences between versions of a story? As a class or in small groups, students will gather to compare two stories. One story would be The True Story of the Three Little Pigs by John Scieszka and the other any version of The Three Little Pigs (versions can be found in the resource section). Use a Venn Diagram to note the differences and similarities of the two stories. Another story may be added by adding another overlapping circle. Other graphic organizers can be created easily at Created by Jessica Summer

13 Name Teacher: Subject: Date: Traditional Both True Story of the Three Little Pigs Powered by TeAch-nology.com-

14 Language Arts #5 Grade 5 Objectives: 2.09 Listen actively and critically Compose a variety of fiction, nonfiction, poetry, and drama using selfselected topic and format (e.g., poetry, research reports, news articles, letters to the editor, business letters) Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences) Determine the impact of word choice on written and spoken language Create readable documents through legible handwriting (cursive) and word processing. Live at 5! Essential Question: What the details of a story if told by another character? One student will pretend to be a news anchor. Another classmate will be a character in the story. The new anchor will ask the wolf questions about his interactions with the pigs. As a news anchor, one must take detailed notes from the interview and be sure to ask detailed questions that are relevant to the wolf and pigs interactions. Roles played by partners will then be switched. The news anchor will now act as a character of their choice and the character will become a news anchor. Another interview will take place. Following the interviews, students will transcribe the interviews using legible handwriting or word processing. Extension activity may include students learning to use a video camera and record their interviews. Interviews may be presented to the class if time allows. If a list of questions needs to be provided. Questions for the interview may include: Where were you on day at time? How do you know the pigs? Have you seen this wolf before? Why were you baking a cake? Why did you need sugar if you eat meat? Created by Jessica Summer

15 Language Arts #6 Grade 5 Objectives: 3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter) Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences) Demonstrate understanding in speaking and writing Elaborate information and ideas in speaking and writing Determine the impact of word choice on written and spoken language Spell most commonly used words accurately using a multi-strategy approach to the learning of new spellings Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors Edit final product for grammar, language conventions, and format Create readable documents through legible handwriting (cursive) and word processing. Happy Birthday Dear Granny Essential Question: What is the format of a friendly letter? In The True Story of the Three Little Pigs, the wolf is in need of sugar for Granny s birthday cake. When celebrating a birthday, it is always night to have a card. Students will pretend it is one of their family member s birthdays. A card will be made for that family member that includes a friendly letter telling about what they have done since talking to them last. Suggestions for card and letter creations are by using construction paper, stamps, stickers, and other decorations or by using a card making program such as PrintMaster. Letters may be sent to family members if desired. Created by Jessica Summer

16 Language Arts #7 Grade 5 Objectives: 2.02 Interact with the text before, during, and after reading, listening, and viewing Read a variety of texts Listen actively and critically Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message Select a self-evaluated composition for publication and justify rationale for selection Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline Focus revision on target elements Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter) Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences) Demonstrate understanding in speaking and writing Elaborate information and ideas in speaking and writing Determine the impact of word choice on written and spoken language Spell most commonly used words accurately using a multi-strategy approach to the learning of new spellings Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors Edit final product for grammar, language conventions, and format Create readable documents through legible handwriting (cursive) and word processing. What Would You Do? Essential Question: What would a turkey say about Thanksgiving? Students will read two versions of The Three Little Pigs, one being The True Story of the Three Little Pigs. These stories will act as examples to illustrate point of view and the effect it can have on a story. Using a Venn Diagram, organize the class thoughts and feeling about the celebration of Thanksgiving, first from the class point of view and second from a turkey s point of view. Highlight how extremely different one celebration can be viewed from two different groups. Students will create a plan for a story from a turkey s point of view and how they escape being eaten on Thanksgiving. In order to help generate ideas about animal escape, read Piggie Pie by Margie Palatini and Twas the Night Before Thanksgiving by Dav Pilky. Students will write stories from their plan making sure to have clear beginning, middle, and end. Self, peer, or teacher editing may be applied. Finally, a published copy may be shared with the class by posting or

17 reading aloud. This lesson can be completed using a variety of celebrations and points of view (Easter Bunny; toothfairy; birthday cake; etc.). Activity created by Laura Beeler and found at tm.

18 Language Arts #8 Grade 5 Objectives: 2.03 Read a variety of texts Identify strategies used by speaker or writer to inform, entertain, or influence an audience Use oral and written language Elaborate information and ideas in speaking and writing Determine the impact of word choice on written and spoken language. Essential Question: What is personification? Personification! Students will read a version of The Three Little Pigs. The definition of personification will be given to each student or written on the board. (Personification is giving human characteristics to everyday ideas, objects, and animals.) Pass out the handout of sentences containing examples of personification and have students work in cooperative groups. Students will underline the object, animal, or idea being personified. They will circle what they're doing that makes it an example of personification. Directions are provided on the worksheet below as a reference for students. Allow time for students to complete this activity, and then go over each sentence as a class asking different students to give the example of personification in each sentence. Lesson plan created by Debbie Aubert and found at

19 Personification Worksheet Name Directions: Underline the idea, object, animal being personified and circle what they're doing that makes it an example of personification. 1. The sun danced across the sky on the hot summer day. 2. The big full moon guided me through the forest. 3. The mountain listened to the rumbles beneath its surface. 4. As the rain pounded to the ground, everyone ran for cover. 5. The old man sat at the edge of the sea as the waves crashed on the shore. 6. The old car groaned as it made its way down the long open road. 7. The wind whispered lonely sounds as it blew through the old creaky windows. 8. The leaves raced to the ground as the children ran across the playground. 9. The pencil moaned as the boy turned the handle on the pencil sharpener. 10. The tornado pranced across the field and wiped away everything in its path.

20 Language Arts #9 Grade 5 Objectives: 3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter) Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences) Demonstrate understanding in speaking and writing Elaborate information and ideas in speaking and writing Determine the impact of word choice on written and spoken language Spell most commonly used words accurately using a multi-strategy approach to the learning of new spellings Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors Edit final product for grammar, language conventions, and format Create readable documents through legible handwriting (cursive) and word processing. Essential Question: What is point of view? What Would Others Say? Ask children to think about other fairy tales that might change if they were told from a different point of view. For example, how would The Daily Wolf cover the story of Little Red Riding Hood? How would Cinderella's stepsisters tell her famous story? How would Snow White's stepmother explain what happened to her? Have children write their own versions of famous fairy tales with a twist. Work may be posted online using the URL below and clicking on the link publish their work online at the bottom of the page.

21 Language Arts #10 Grade 5 Objectives: 3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter) Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences) Demonstrate understanding in speaking and writing Elaborate information and ideas in speaking and writing Determine the impact of word choice on written and spoken language Spell most commonly used words accurately using a multi-strategy approach to the learning of new spellings Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors Edit final product for grammar, language conventions, and format Create readable documents through legible handwriting (cursive) and word processing. Friendly Letters Essential Question: How are friendly letters organized? First, read the story of The True Story of The Three Little Pigs. Discuss the differences in this story with the original version that the kids remember. If there is time, the teacher can also then read the original version for the kids and they will probably be able to pick out more differences. Discuss with the students what perspective means. Discuss whose perspective the original story was written by and whose perspective The True Story of the Three Little Pigs was told by. Are they different or the same? What were the lessons learned in these stories? Who learned some valuable lessons? If the Wolf did not die in the story, what do you think should happen to him? Do you think he should have to do community service? Write apology letters to everyone? Go to jail for 5 years? What do you think would be appropriate punishment? Pass out a copy of a sample of a friendly letter. (The example included from ubric_files/friendly%20letter.htm may be used.) Show the children where everything goes in this kind of a letter and how nice and neat it makes the letter look. Explain to the class that this kind of letter is a friendly letter and there are many different kinds of letters such as formal memo, cover letter, and business letter. Explain to the class that they are going to write a letter to the wolf from whichever character they want. They can pretend to be Red Riding Hood, the Huntsman, Grandma, or another creature in the woods that might have seen the whole story unfold from his perch on a branch. They can make up a character if they relate well to the story. The letter can be about how this character felt

22 about what the wolf did and what they think should be his punishment. Tell the kids to be creative and talk about it with each other a few minutes before they start writing. Remind the students to use their best handwriting and to take their time. Have them turn in their work when they are done or take it home if they do not get done, and at the end of the next day read them out loud. The stories and punishments the kids come up with are really funny and very creative!

23 411 West 8th Street Washburn, WI September 9, 2004 Dear Mrs. Washnieski, I have been enjoying reading Frindle by Andrew Clements. It is about a creative, fifth grade boy named Nick who invents a new word. He decides to call a pen a 'frindle.' His new word begins to spread throughout the school, but he gets into some trouble for it. His teacher, Mrs. Granger, is very upset about this and starts to give out detentions to kids who use the word. The principal even visits Nick's parents. I have often wondered why objects are named what they are. It would really sound strange to start calling something by a new name, but I guess anything is possible! In the next part of the book, I predict that Nick will become famous for his word and probably make some money from his invention. Sincerely, Tommy P.S. Have you ever had a really inventive student like Nick?