North Carolina Language Arts Standard Course of Study: Grade 5 Unit Activity NC Language Arts Grade 5 Students define Tier 2 vocabulary with Increase reading and writing their student packet and complete various vocabulary through: vocabulary. The student’s knowledge of wide reading. the vocabulary words is assessed at the word study. end of the unit using a multiple choice knowledge of homophones, synonyms, final vocabulary test. Students also antonyms, homonyms. examine the author’s craft by knowledge of multiple meanings of investigating similes and onomatopoeia words. within the novel, Walk Two Moons. writing process elements. Then, students create an artistic writing as a tool for learning. representation of two similes found within seminars. the text in order to compare the two. book clubs. During “Discussion Director” students discussions. create text based on discussion examining the author's craft. questions for their small groups. Before, during and after reading Interact with the text before, students will complete a K-W-L. I will use during, and after the reading, this to assess what the students know listening, and viewing by: before, want to know and learned from making predictions. reading the texts. Students also interact formulating questions. with the text and make inferences and supporting answers from textual evaluations by perusing and browsing information, previous experience, three different areas full of books and and/or other sources. information on travel. Students will use drawing on personal, literary, and an Internet workshop to seek additional cultural understandings. information about travel and travel seeking additional information. destinations. Students will also complete making connections with previous
North Carolina Language Arts Standard Course of Study: Grade 5 Unit Activity NC Language Arts Grade 5 Students define Tier 2 vocabulary with their student packet and complete various vocabulary. The student’s knowledge of the vocabulary words is assessed at the end of the unit using a multiple choice final vocabulary test. Students also examine the author’s craft by investigating similes and onomatopoeia within the novel, Walk Two Moons. Then, students create an artistic representation of two similes found within the text in order to compare the two. During “Discussion Director” students create text based on discussion questions for their small groups. Increase reading and writing vocabulary through: wide reading. word study. knowledge of homophones, synonyms, antonyms, homonyms. knowledge of multiple meanings of words. writing process elements. writing as a tool for learning. seminars. book clubs. discussions. examining the author's craft. Before, during and after reading students will complete a K-W-L. I will use this to assess what the students know before, want to know and learned from reading the texts. Students also interact with the text and make inferences and evaluations by perusing and browsing three different areas full of books and information on travel. Students will use an Internet workshop to seek additional information about travel and travel destinations. Students will also complete Interact with the text before, during, and after the reading, listening, and viewing by: making predictions. formulating questions. supporting answers from textual information, previous experience, and/or other sources. drawing on personal, literary, and cultural understandings. seeking additional information. making connections with previous
walk-two-moons-multi-text-study-20081.docx