Curriculum / ELA / 5th Grade / Unit 6: Adapting to Survive: Short Stories and Poems / Lesson 18
ELA
Unit 6
5th Grade
Lesson 18 of 18
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Write a continuation of one of the stories from the unit.
Book: Julie of the Wolves by Jean Craighead George (pp. 5-25)
Book: Endangered by Eliot Schrefer (pp. 76–83, 90–95, 98–103)
Book: Hatchet by Gary Paulsen (pp. 113–120, 161–170)
Rubric: Grade 5 Narrative Writing Rubric
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Write a continuation of one of the stories in the unit.
Your narrative should:
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W.5.3 — Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3.a — Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3.b — Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W.5.3.c — Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3.d — Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3.e — Provide a conclusion that follows from the narrated experiences or events.
Standards that are practiced daily but are not priority standards of the unit
L.5.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1.a — Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.5.1.b — Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.1.c — Use verb tense to convey various times, sequences, states, and conditions.
L.5.1.d — Recognize and correct inappropriate shifts in verb tense.
L.5.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2.c — Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
L.5.2.e — Spell grade-appropriate words correctly, consulting references as needed.
L.5.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
W.5.4 — Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.5.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 17
Explain what steps can be taken to prepare for a wilderness emergency.
RL.5.2
Describe what makes the tundra a unique habitat, why the author includes so much description about the tundra, and how it contributes to the overall structure of the story.
RL.5.3 RL.5.5
Compare and contrast Miyax’s actions with those of the wolves and analyze how Miyax was able to integrate herself into the pack.
Discussion & Writing
Write a summary of the excerpt from Julie of the Wolves that includes the theme of the excerpt.
RL.5.2 RL.5.3 RL.5.5 W.5.1 W.5.9
Identify and explain the speaker’s perspective on choices in life by analyzing how the speaker in a poem reflects upon a topic.
Compare and contrast the perspective on choices of the speaker in the poem with Miyax from Julie of the Wolves.
RL.5.2 RL.5.5 RL.5.9
Describe bonobos.
RL.5.3
Explain how the events on pp. 80–81 contribute to the overall structure of the story.
RL.5.3 RL.5.5 RL.5.6
Analyze how each interaction between Anastasia and Sophie contributes to the overall structure of the story.
RL.5.5
Summarize the excerpt from Endangered by identifying a theme and explaining how the characters in the story respond to the main challenges.
Compare and contrast the excerpts from Julie of the Wolves and Endangered by analyzing the way they both approach the theme and topic of survival.
RL.5.2 RL.5.9
Describe Brian’s current predicament and how he responds.
RL.5.2 RL.5.3
Analyze how Brian’s “figuring out food” contributes to the structure of the story.
RL.5.2 RL.5.5
Analyze how the author builds suspense and how it contributes to the structure of the story.
Writing
Summarize the excerpt from Hatchet.
Identify and explain the speaker’s perspective on choices in life.
Compare and contrast the perspectives on choices of the speaker in the poem and Brian.
Discussion
Compare and contrast the excerpts from Hatchet, Julie of the Wolves or Endangered by analyzing the way they both approach the theme and topic of survival.
RL.5.2 RL.5.9 SL.5.1 SL.5.3 SL.5.6
Writing – 2 days
Write a multiple-paragraph essay that compares how Brian, Sophie, and/or Miyax approached survival.
L.5.2.d RL.5.2 RL.5.3 RL.5.9 W.5.1 W.5.9
Assessment
Narrative Writing – 4 days
W.5.3 W.5.3.a W.5.3.b W.5.3.c W.5.3.d W.5.3.e
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