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ELAR: Understanding Elements of Drama; Expressing Ideas Through Imaginative Stories

Suggested Time Frame: 13 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
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. -R

As connected to 5.5A –
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

5.5 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:
(A) analyze the similarities and differences between an original text and its dramatic adaptation. -S

As connected to 5.5A –
5.6 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events; -R
(B) explain the roles and functions of characters in various plots, including their relationships and conflicts; -R
(C) explain different forms of third-person points of view in stories. -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

Writing –
5.16 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that include:
(i) a clearly defined focus, plot, and point of view;
(ii) a specific, believable setting created through the use of sensory details; and
(iii) dialogue that develops the story;

Oral & Written Conventions

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:
(ii) proper punctuation and spacing for quotations;

5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) spell words with:
(ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict);
(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence);
(C) differentiate between commonly confused terms (e.g., its, it’s; affect, effect);