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ELAR: Building Meaning in Literary Nonfiction & Polishing Personal Narratives

Suggested Time Frame: 10 Instructional Days

        
Genre Focus
5.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; -R
(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words
(C) produce analogies with known antonyms and synonyms; -S
(D) identify and explain the meaning of common idioms, adages, and other sayings;

5.7 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to:
(A) identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person’s life. -S

5.8 Reading/Comprehension 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:
(A) evaluate the impact of sensory details, imagery, and figurative language in literary text. -R

5.14 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news);
(B) consider the difference in techniques used in media (e.g., commercials, documentaries, news);
(C) identify the point of view of media presentations; and
(D) analyze various digital media venues for levels of formality and informality. -S

Writing –
5.17 Writing. Students write about their own experiences. Students are expected to:
(A) write a personal narrative that conveys thoughts and feelings about an experience.

Oral & Written Conventions

5.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(i) verbs (irregular verbs and active voice);
(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot)
(vi) indefinite pronouns (e.g., all, both, nothing, anything)
(viii) transitional words (e.g., also, therefore)

5.21 Oral and Written Conventions/Handwriting, 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;
(B) recognize and use punctuation marks including:
(ii) proper punctuation and spacing for quotations;
(C) use proper mechanics including italics and underlining for titles and emphasis.

5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) spell words with:
(i) Greek Roots (e.g., tele, photo, graph, meter);
(iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist) ; and
(C) differentiate between commonly confused terms (e.g., its, it’s; affect, effect);