ELAR: Origin Myths & Continuing Personal Narratives

Suggested Time Frame: 5 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; 

5.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures; -S
(B) describe the phenomena explained in origin myths from various cultures;

Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
(D) make inferences about text and use textual evidence to support understanding; -R -S
(E) summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts; -R -S
(F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. -R

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:
(ii) collective nouns (e.g., class, public)
(iii) adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative
and superlative forms (e.g., good, better, best);
(vii) subordinating conjunctions (e.g., while, because, although, if)
(B) use the complete subject and the complete predicate in a sentence; and
(C) use complete simple and compound sentences with correct subject-verb agreement.

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:
(B) recognize and use punctuation marks including:
(i) commas in compound sentences; and
(ii) proper punctuation and spacing for quotations;

5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A)  spell words with more advanced orthographic patterns and rules:
(i)  consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician);
(ii)  vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in legality, legal);
(iii)  silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation);