5th+grade+ELA

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5th grade texts from LDOE and Common Core.

This file lets you know what's available in the PWE library and what has been ordered.

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= = Unit 1 LDOE Sample Unit Plans =

//The Birchbark House//, Louise Erdrich (Literary, [|Appendix B] Exemplar) This is on order. || **Related Texts** //__Literary Texts__// //__Informational Texts__// //__Nonprint Texts__// //(e.g., Media, Website, Video, Film, Music, Art, Graphics// Anchor text
 * **Anchor Text**
 * “Columbus,” Joaquin Miller (Poem)
 * //Pedro’s Journal//, Pam Conrad This is on order.
 * Excerpts from //Before Columbus: The Americas of 1491//, Charles C. Mann ([|Appendix B] Exemplar) This is on order.
 * Chapters from //The First Americans: Prehistory-1600 (A History of US, Book 1)//, Joy Hakim (Informational, [|Appendix B] Exemplar) This is on order.
 * Clips from //Ice Age,// Michael J. Wilson (Film) ||  ||

Erdrich, Louise. //The Birchbark House//. New York: Hyperion, 1999. (1999)

From Chapter 1: “The Birchbark House”

She was named Omakayas, or Little Frog, because her first step was a hop. She grew into a nimble young girl of seven winters, a thoughtful girl with shining brown eyes and a wide grin, only missing her two top front teeth. She touched her upper lip. She wasn’t used to those teeth gone, and was impatient for new, grown-up teeth to complete her smile. Just like her namesake, Omakayas now stared long at a silky patch of bog before she gathered herself and jumped. One hummock. Safety. Omaykayas sprang wide again. This time she landed on the very tip-top of a pointed old stump. She balanced there, looking all around. The lagoon water moved in sparkling crescents. Thick swales of swamp grass rippled. Mud turtles napped in the sun. The world was so calm that Omakayas could hear herself blink. Only the sweet call of a solitary white-throated sparrow pierced the cool of the woods beyond.

All of a sudden Grandma yelled.

“I found it!”

Startled, Omakayas slipped and spun her arms in wheels. She teetered, but somehow kept her balance. Two big, skipping hops, another leap, and she was on dry land. She stepped over spongy leaves and moss, into the woods where the sparrows sang nesting songs in delicate relays.

“Where are you?” Nokomis yelled again. “I found the tree!”

“I’m coming,” Omakayas called back to her grandmother.

It was spring, time to cut Birchbark.

Related text
Literary text

“Columbus,” Joaquin Miller (Poem) Edmund Clarence Stedman, ed. (1833–1908). An American Anthology, 1787–1900. 1900.


 * 798. Columbus by Joaquin Miller ||
 * BEHIND him lay the gray Azores, ||  ||
 * Behind the Gates of Hercules; ||  ||
 * Before him not the ghost of shores, ||  ||
 * Before him only shoreless seas. ||  ||
 * The good mate said: “Now must we pray, || 5 ||
 * For lo! the very stars are gone. ||  ||
 * Brave Admiral, speak, what shall I say?” ||  ||
 * “Why, say, ‘Sail on! sail on! and on!’” ||  ||
 * “My men grow mutinous day by day; ||  ||
 * My men grow ghastly wan and weak.” || 10 ||
 * The stout mate thought of home; a spray ||  ||
 * Of salt wave washed his swarthy cheek. ||  ||
 * “What shall I say, brave Admiral, say, ||  ||
 * If we sight naught but seas at dawn?” ||  ||
 * “Why, you shall say at break of day, || 15 ||
 * ‘Sail on! sail on! sail on! and on!’” ||  ||
 * They sailed and sailed, as winds might blow, ||  ||
 * Until at last the blanched mate said: ||  ||
 * “Why, now not even God would know ||  ||
 * Should I and all my men fall dead. || 20 ||
 * These very winds forget their way, ||  ||
 * For God from these dread seas is gone. ||  ||
 * Now speak, brave Admiral, speak and say”— ||  ||
 * He said: “Sail on! sail on! and on!” ||  ||
 * They sailed. They sailed. Then spake the mate: || 25 ||
 * “This mad sea shows his teeth to-night. ||  ||
 * He curls his lip, he lies in wait, ||  ||
 * With lifted teeth, as if to bite! ||  ||
 * Brave Admiral, say but one good word: ||  ||
 * What shall we do when hope is gone?” || 30 ||
 * The words leapt like a leaping sword: ||  ||
 * “Sail on! sail on! sail on! and on!” ||  ||
 * Then, pale and worn, he kept his deck, ||  ||
 * And peered through darkness. Ah, that night ||  ||
 * Of all dark nights! And then a speck— || 35 ||
 * A light! A light! A light! A light! ||  ||
 * It grew, a starlit flag unfurled! ||  ||
 * It grew to be Time’s burst of dawn. ||  ||
 * He gained a world; he gave that world ||  ||
 * Its grandest lesson: “On! sail on!” || 40 ||
 * Of all dark nights! And then a speck— || 35 ||
 * A light! A light! A light! A light! ||  ||
 * It grew, a starlit flag unfurled! ||  ||
 * It grew to be Time’s burst of dawn. ||  ||
 * He gained a world; he gave that world ||  ||
 * Its grandest lesson: “On! sail on!” || 40 ||

"Christopher Columbus" [1446? - 1506] by R. and S. Benet There are lots of queer things that discoverers do

But his was the queerest, I swear.

He discovered our country in One Four Nine Two

By thinking it couldn't be there.

It wasn't his folly, it wasn't his fault,

For the very best maps of the day

Showed nothing but water, extensive and salt,

On the West, between Spain and Bombay.

There were monsters, of course, every watery mile,

Great krakens with blubbery lips

And sea-serpents smiling a crocodile-smile

As they waited for poor little ships.

There were whirlpools and maelstroms, without any doubt

And tornadoes of lava and ink.

(Which, as nobody yet had been there to find out,

Seems a little bit odd, don't you think?)

But Columbus was bold and Columbus set sail

(Thanks to Queen Isabella, her self),

For he said "Though there may be both monster and gale,

I'd like to find out for myself."

And he sailed and he sailed and he sailed and he SAILED,

Though his crew would have gladly turned round

And, morning and evening, distressfully wailed

"This is running things into the ground!"

But he paid no attention to protest or squall,

This obstinate son of the mast,

And so, in the end, he discovered us all,

Remarking, "Here's India, at last!"

He didn't intend it, he meant to heave to

At Calcutta, Rangoon or Shanghai,

There are many queer things that discoverers do

But his was the queerest. Oh my!

Benet, Rosemary and Stephen Vincent. A Book of Americans. NY: Holt, 1961.

"King Ferdinand's Remarks" by Bobbi Katz

"My lovely Queen, dear Isabella, who is this crass Columbus fellow,  hanging out here at our palace,  drinking from the royal chalice?  Is that pompous paragon  some relative from Aragon?  A distant cousin from Castille  freeloading for a royal meal?

His accent is too strange to place. His manners lack a courtly grace. He argues with our scientists: "The world is round!" so he insists. "The world is round!" Imagine that - - when everybody knows it's flat!

My lovely Queen, dear Isabella, let's rid Spain of this pesky fells. Equip the scamp to sail the sea - - give him a ship or two or three. Then when he reaches the world's edge, his ships will cower on the ledge. Sea serpents, dreadful to behold, will make Columbus far less bold.

And if he's lucky he'll return humble, modest, and taciturn. "The world is round." Imagine that - - when everybody knows it's flat!"

Lansky, Bruce. A Bad Case of the Giggles: Kid's Favorite Funny Poems. NY: Meadowbrook, 1994.

Informational texts Mann, Charles C. //Before Columbus: The Americas of 1491//. New York: Atheneum, 2009. (2009)

From Chapter 2

If you asked modern scientists to name the world’s greatest achievements in genetic engineering, you might be surprised by one of their low-tech answers: maize. Scientists know that maize, called “corn” in the United States, was created more than 6,000 years ago. Although exactly how this well-know plant was invented is still a mystery, they do know where it was invented—in the narrow “waist” of southern Mexico. This jumble of mountains, beaches, wet tropical forests, and dry plains is the most ecologically diverse part of Mesoamerica. Today it is the home of more than a dozen different Indian groups, but the human history of these hills and valleys stretches far into the past.

From Hunting to Gathering to Farming

About 11,500 years ago a group of Paleo-Indians was living in caves in what is now the Mexican state of Puebla. These people were hunters, but they did not bring down mastodons and mammoths. Those huge species were already extinct. Now and then they even feasted on giant turtles (which were probably a lot easier to catch than the fast moving deer and rabbits.) Over the next 2,000 years, though, game animals grew scarce. Maybe the people of the area had been too successful at hunting. Maybe, as the climate grew slowly hotter and drier, the grasslands where the animals lived shrank, and so the animal populations shrank, as well. Perhaps the situation was a combination of these two reasons. Whatever the explanation, hunters of Puebla and the neighboring state of Oaxaca turned to plants for more of their food.

Hakim, Joy. //A History of US//. Oxford: Oxford University Press, 2005. (2005)

From Book 1: The First Americans, Prehistory to 1600; Chapter 7: “The Show-Offs”

In case you forgot, you’re still in that time-and-space capsule, but you’re not a baby anymore. You’re 10 years old and able to work the controls yourself. So get going; we want to head northwest, to the very edge of the land, to the region that will be the states of Washington and Oregon. The time? We were in the 13th century; let’s try the 14th century for this visit. Life is easy for the Indians here in the Northwest near the great ocean. They are affluent (AF-flew-ent –it means “wealthy”) Americans. For them the world is bountiful: the rivers hold salmon and sturgeon; the ocean is full of seals, whales, fish, and shellfish; the woods are swarming with game animals. And there are berries and nuts and wild roots to be gathered. They are not farmers. They don’t need to farm. Those Americans go to sea in giant canoes; some are 60 feet long. (How long is your bedroom? Your schoolroom?) Using stone tools and fire, Indians of the Northwest cut down gigantic fir trees and hollow out the logs to make their boats. The trees tower 200 feet and are 10 feet across at the base. There are so many of them, so close together, with a tangle of undergrowth, that it is sometimes hard for hunters to get through the forest. Tall as these trees are, there are not as big as the redwoods that grow in a vast forest to the south (in the land that will become California).

Media Text Nonprint texts (please preview these links before showing them to your students)

“American Indians of the Pacific Northwest Collection,” a digital archive of images and documents hosted by the University of Washington.

“Columbus Controversy,” History.com (Read Aloud)

“Images of Christopher Columbus and His Voyages,” Library of Congress

= Unit 2 LDOE Sample Unit Plans Text Exemplars =

//Wonderstruck//, Brian Selzinck This is on order. || **Related Texts** //__Literary Texts__//
 * **Anchor Text**
 * //The Phantom Tollbooth//, Norton Juster We have a class set.
 * //Maniac Magee//, Jerry Spinelli We have a class set.
 * // Frindle //, Andrew Clements This is on order.

//__Informational Texts__// This is available on the public domain, but I also ordered one copy. //The Handmade Alphabet//, Laura Rankin (Worldless Picture Book) We do have one copy. ||  ||
 * //The Story of My Life//, Helen Keller

Literary text


 * "Whatif" Kids liked Poetry: Shel Silverstein in the Classroom ||
 * by [|Michele Ben]

Ations - by Shel Silverstein If we meet and I say, "Hi," That's a salutation. If you ask me how I feel, That's consideration If we stop and talk a while, That's a conversation. If we understand each other, That's communication. If we argue, scream and fight, That's an altercation. If we later apologize, That's reconciliation. If we help each other home, That's cooperation. And all these ations added up Make civilization. ||

Informational texts The Story of My Life, Helen Keller (on order, but it's public domain)

Media Nonprint texts (please preview these links before showing them to your students) Information on communication and history Information on communication and history

= Unit 3 LDOE Sample Unit Plans Text Exemplars =

// Coming to America: The Story of Immigration //, Betsy Maestro This is on order. || ** Related Texts ** //__ Literary Texts __// //__ Informational Texts __// //__ Nonprint Texts __//// (e.g., Media, Website, Video, Film, Music, Art, Graphics) //
 * ** Anchor Text **
 * // Seedfolks //, Paul Fleischman This is on order, but I have one copy.
 * “The New Colossus,” Emma Lazarus ([|Appendix B] Exemplar, Poem)
 * // The View from Saturday //, E.L. Konigsburg We have 2 copies at PWE.
 * // Coming to America: A New Life in a New Land //, edited by Katharine Emdsen This is on order.
 * Excerpts from //Shutting Out the Sky//, Deborah Hopkinson This is on order.
 * // The Arrival //, Shaun Tan (Wordless Novel) This is on order. ||

Literary texts

Lazarus, Emma. “The New Colossus.” Favorite Poems Old and New. Edited by Helen Ferris. New York: Doubleday, 1957. (1883)

Not like the brazen giant of Greek fame

With conquering limbs astride from land to land;

Here at our sea-washed, sunset gates shall stand

A mighty woman with a torch, whose flame

Is the imprisoned lightning, and her name

Mother of Exiles. From her beacon-hand

Glows world-wide welcome; her mild eyes command

The air-bridged harbor that twin cities frame.

“Keep, ancient lands, your storied pomp!” cries she

With silent lips. “Give me your tired, your poor,

Your huddled masses yearning to breathe free,

The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tossed to me,

I lift my lamp beside the golden door!”

Media Nonprint texts (please preview these links before showing them to your students) Virtual tour of the Statue of Liberty, hosted on the National Parks Service’s Web site. “Paul Robeson,” Gwendolyn Brooks The Eagle Alfred Lord Tennyson I Hear America Singing Walt Whitman I, Too, Sing America Langston Hughes The Star Spangled Banner Francis Scott Key “[|Both Community and Garden Grow in Seedfolks]” All Things Considered, NPR (Full text with radio broadcast) “[|United States Immigration Before 1965]”

= Unit 4 LDOE Sample Unit Plans Text Exemplars =

// The Lion, the Witch, and the Wardrobe //, C.S. Lewis We have a class set. || ** Related Texts ** //__ Literary Texts __// //__ Informational Texts __// // Media, Website, Video, Film, Music, Art, Graphics // associated with special effects ||
 * ** Anchor Text **
 * // Mrs. Piggle-Wiggle’s Farm //, Betty MacDonald There are 3 copies.
 * // The Invention of Hugo Cabret //, Brian Selznick This is on order.
 * // The Secret Garden //, Frances Hodgson Burnett([|Appendix B] Exemplar) We have a class set.
 * // Alice’s Adventures in Wonderland //, Lewis Carroll ([|Appendix B] Exemplar) We have 2 copies.

Literary text

Burnett, Frances Hodgson. //The Secret Garden//. New York: HarperCollins, 1985. (1911) From “There’s No One Left”

When Mary Lennox was sent to Misselthwaite Manor to live with her uncle everybody said she was the most disagreeable-looking child ever seen. It was true, too. She had a little thin face and a little thin body, thin light hair and a sour expression. Her hair was yellow, and her face was yellow because she had been born in India and had always been ill in one way or another. Her father had held a position under the English Government and had always been busy and ill himself, and her mother had been a great beauty who cared only to go to parties and amuse herself with gay people. She had not wanted a little girl at all, and when Mary was born she handed her over to the care of an Ayah, who was made to understand that if she wished to please the Mem Sahib she must keep the child out of sight as much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of the way, and when she became a sickly, fretful, toddling thing she was kept out of the way also. She never remembered seeing familiarly anything but the dark faces of her Ayah and the other native servants, and as they always obeyed her and gave her her own way in everything, because the Mem Sahib would be angry if she was disturbed by her crying, by the time she was six years old she was as tyrannical and selfish a little pig as ever lived. The young English governess who came to teach her to read and write disliked her so much that she gave up her place in three months, and when other governesses came to try to fill it they always went away in a shorter time than the first one. So if Mary had not chosen to really want to know how to read books she would never have learned her letters at all.

One frightfully hot morning, when she was about nine years old, she awakened feeling very cross, and she became crosser still when she saw that the servant who stood by her bedside was not her Ayah.

“Why did you come?” she said to the strange woman. “I will not let you stay. Send my Ayah to me.”

The woman looked frightened, but she only stammered that the Ayah could not come and when Mary threw herself into a passion and beat and kicked her, she looked only more frightened and repeated that it was not possible for the Ayah to come to Missie Sahib.There was something mysterious in the air that morning. Nothing was done in its regular order and sever al of the native servants seemed missing, while those whom Mary saw slunk or hurried about with ashy and scared faces. But no one would tell her anything and her Ayah did not come. She was actually left alone as the morning went on, and at last she wandered out into the garden and began to play by herself under a tree near the veranda. She pretended that she was making a flower-bed, and she stuck big scarlet hibiscus blossoms into little heaps of earth, all the time.

Excerpts from “[|The Robin Who Showed the Way],” The Secret Garden, Frances Hodgson Burnett and/or “[|Chapter I: Down the Rabbit-Hole]” and “[|Chapter XII: Alice’s Evidence],” Alice’s Adventures in Wonderland, Lewis Carroll

Carroll, Lewis. //Alice’s Adventures in Wonderland//. Illustrated by John Tenniel. New York: William Morrow, 1992.

(1865)

From Chapter 1: “Down the Rabbit-Hole”

Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, ‘and what is the use of a book,’ thought Alice ‘without pictures or conversation?’

So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her.

There was nothing so VERY remarkable in that; nor did Alice think it so VERY much out of the way to hear the Rabbit say to itself, ‘Oh dear! Oh dear! I shall be late!’ (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but when the Rabbit actually TOOK A WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge.

In another moment down went Alice after it, never once considering how in the world she was to get out again.

“[|Adventures of Isabel],” Odgen Nash (Poem) “[|Bilbo’s Adventure Song]” J.R.R. Tolkien (Poem)

Informational/media text

Nonprint texts (please preview these links before showing them to your students)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">“[|The History of Special Effects],” NOVA Online, PBS.org <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">“[|How Special Effects Artists Work],” Dave Roos <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">[|A Brief History of Special Effects],” TIME (Photo Essay) and “[|The History of Special Effects]” (Website) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">“[|Peter Jackson Shows Off ‘Hobbit’ Special Effects],” TODAY <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">“[|Brief History of Special Effects in Film],” (Electronic Presentation)

Appendix B