5th Grade English Term 3: Fantasy, Escapism, and Dealing with Loss Ms. Marybeth Anderson manderson@daltonschool.

kr (last check at 7:30 pm, Sunday-Thursday) Class Website: http://andersoncds.weebly.com

Interest Packet
Outcome: Through reading, discussing, and writing about poems, a novel, and other sources, you will be able to express your feelings on escapism and dealing with loss. You will also be able to make connections between your life and different readings in the fantasy genre. Term Introduction: Sometimes life can be dull or difficult for all of us. We create ways to escape boredom, sadness, or other negative emotions. Sometimes, people write fantasy stories to create a new world where seemingly impossible things can happen. This term, we will spend our class periods reading works about the themes mentioned above. We will compare different media (e.g., music, visual art, poetry, prose, a novel, short stories, etc.) to determine how people create new worlds and deal with loss. Topic Overview Family Dynamics Life in the American South Story Elements: Plot, Character, Setting Figurative Speech: Similies Bullying and Abuse Friendship Gender Roles Death and Dealing with Loss Essential Questions How are families alike and different? How does your family compare with the ones discussed in our class novel? What makes all families alike or different (what are the causes)? How can we use similes to enhance our writing and speaking? Why do people get bullied? What are appropriate responses to bullying and abuse? Why are friendships important, and how can they influence our lives? 1

How can gender impact our lives and the lives of others? How do different people deal with death and loss?

Skills List These are the skills we will focus on developing this term. All skills are identified according to their number within the CDS English Language Arts Standards. To see the skills in full, please consult these standards. In addition: Please note that certain skills, such as those related to language and vocabulary, are not listed among the goals of specific lessons because they are not the primary aims of these lessons. While not mentioned specifically, respect for others, following directions, arriving to class promptly and fully prepared, and behaving with integrity are all skills that are essential to success in this class and in life. Reading Literature RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Writing W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Speaking and Listening SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Language L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. o Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Please note that for all classes you must bring the following six (6) items*:

All class handouts from this term, kept in a BINDER or FILE Reading Log AND independent reading book (every day!) Notebook for taking notes and doing in-class writing, for English class ONLY Pencil or pen Class novel: Bridge to Terabithia by Katherine Paterson

*Failure to bring any of these items will result in a one-point deduction of your citizenship credit.

Day by Day
Week One: From January ________ until January _________, 2014
1. Review and Preview Goal: Reviewing the previous term, previewing this terms materials and themes; Standards: RL.5.9, SL.5.6 Class discussion of the last term: Where the Red Fern Grows, themes, likes, and dislikes Anticipation guide for Bridge to Terabithia Overview of this terms syllabus Journal writing: What is fantasy? Class discussion/notes: genres in literature Homework: None 2. Mechanics: Capitalization Due: Nothing Goal: Understanding proper capitalization in written language; Standards: RL.5.4, SL.5.6, L.5.3 Handout: Introduction to Bridge to Terabithia Capitalization: Highlight all capitalized words. Discuss which words are capitalized, and why. Look at the important title words and find patterns. Make a chart in your notebook with the title of each chapter (13 total) of the class novel. Notes: Capitalization rules Homework: Find a recent news article, summarize it, and prepare a presentation (any topic) 3. Introduction to Katherine Paterson Due: News article and summary (any topic) Goal: Learning about the author of the class novel and her reasons for writing the book Standards: SL.5.1, L.5.5 Presentation of news stories (4-5 students) Read about Katherine Paterson (Handout: Introduction to Bridge to Terabithia); prepare a summary Preview words from the upcoming chapters (see glossary in anticipation guide) Homework: None

Week Two: From January ________ until January _________, 2014

4. The American South: Dialects and Post-Vietnam America Due: Nothing Goal: Learning about the American South, the dialects spoken there, and the background for the setting of the story; Standards: RL.5.4, SL.5.6, L.5.3, L.5.5 Discussion: Stories youd like to write Read about the American South and its dialects (handout). Practice reading some passages with an American Southern accent. Discuss dialect differences in parts of the world. Build background for the class novel: What was the U.S. South like after the Vietnam War (in the late 1970s)? What types of people were there?

Writing: What are YOU like? How would you describe yourself in 10-15 adjectives? Homework: Find and summarize a news article about language. 5. Character analysis: Jesse Oliver Aarons, Jr. Due: News summary and presentation: language AND 5-10-sentence summary of self Goal: Analyzing different aspect of peoples personalities; Standards: SL.5.1, SL.5.6, L.5.3 Presentations of news stories (4-5 students) Share summaries of self, then make an acrostic poem for your name (first, [middle,] and last) Read Chapter 1 together, taking note of any difficult vocabulary Summarize Chapter 1 Homework: Make an acrostic poem for Jesses character. Write 1 sentence for EACH word/phrase you chose, explaining WHY you chose what you did. 6. Character analysis: Leslie Burke Due: Jesses acrostic poem and reasons why you chose the words/phrases Goal: In-depth character analysis of two characters and comparison; Standards: SL.5.6, L.5.3, L.5.5 Share acrostic poems about Jesse; discuss how Jesse seems so far Read Chapter 2 together Do an in-depth character analysis of Jesse and Leslie as theyre portrayed at the beginning of the book. Compare and contrast the characters. Write a brief (10-sentence) essay about how Jesse and Leslie are alike and different so far Homework: None

7. Gender Roles I and the Importance of a Name Due: Nothing Goal: Discuss gender roles in a novel and the significance of character names; Standards: SL.5.1, SL.5.6 Begin notes on Gender Roles in Bridge to Terabithia Read Chapter 3, pausing to update gender role notes Discuss the meanings of the characters names at this point in the book Homework: Write a 5-10 sentence response: What is your name, and why did your parents choose it? What does your name mean? Would you want a different name? Why or why not? Why are our names important (or are they)?

Week Three: From January ________ until January _________, 2014

8. Creating a New World Due: 5-10-sentence response on names Goal: Understanding how and why people create alternate realities; Standards: RL.5.4, SL.5.6 Discuss meanings of different names, reviewing the characters in the book Read the first half of Chapter 4 together Discuss: why do people get upset or feel that their real-life world is bad? Why would people need to escape their own life? How can they create another world? In-class writing: If you had to create your own world, what would it look like? Where would it be, how would you get there, and how would it be different from real life? (5-10 sentences) Homework: Study for Quiz #1 (Chapters 1-4), which is the next class.

9. Quiz #1 (Chapters 1-4) and Terabithia: A New World Due: Preparing for the quiz! Goal: Identifying the alternate reality created in the class novel; Standards: W.5.9, L.5.3

Read the second half of Chapter 4 Quiz #1: Chapters 1-4 (If time permits: post-quiz writing: identify 10 or more words in chapters 1-4 that are challenging for you.) Homework: Find 10 words in chapters 1-4 that are challenging for you. Write them down with: page number, meaning, and a new sentence (YOU WRITE) with the word.

10. Causes and Effects of Bullying Due: 10 words from chapters 1-4 with: page number, meaning, & a sentence YOU WROTE Goal: Explaining how and why people get bullied, and what to do about it; Standards: SL.5.1, SL.5.6, L.5.5 Review last terms lesson on bullying (from Where the Red Fern Grows): What is bullying? Why does it happen? What can we do about it? Discuss and make a chart about appropriate versus inappropriate responses Read Chapter 5 together and discuss the characters reactions to bullying Homework: Find and summarize a news article about bullying

Week Four: From February ________ until February _________, 2014

11. The Importance of Friendship Due: News article and summary: bullying Goal: Recognizing the role of friendship in our lives and the lives of others; Standards: SL.5.1, SL.5.6 Present news article (all students) Discuss proper responses to bullying, then read Chapter 6 Writing: Why is friendship important? Who are some of your friends? How can you make new friends, and what can you do for people who dont have a lot of friends? Homework: Finish the in-class writing, which should have 10-20 sentences. 12. Abuse and What to do About It Due: Written response about friendship Goal: Recognizing signs of abuse and what actions to take; Standards: SL.5.1, SL.5.6 Discussion on the importance of friendship and tolerance Identifying Abuse (handout) Discussion about what to do if you recognize someones abuse Read the first half of Chapter 7 together, the locate and define any new words, taking notes in notebook Homework: None 13. Soliciting and Giving Information Due: Nothing Goal: Writing responses to difficult situations; Standards: RL.5.5, L.5.3, L.5.5 Read the second half of Chapter 7 together Look at Dear Abby columns (handout); examine a few difficult situations and write responses to each Share responses with the class, finding the best solution for each situation (If time permits, begin reading Chapter 8) Homework: Study for Quiz #2 (Chapters 5-8), which is the next class. 14. Quiz #2 (Chapters 5-8) and Parent/child Relationships Due: Studying for the quiz Goal: Examining the relationships in families; Standards: W.5.9, SL.5.6 Finish reading Chapter 8 together Quiz #2 (Chapters 5-8)

Post-quiz writing (5-10 sentences): How do Jesss parents treat him? How do they treat Jesss sisters? How do Leslies parents treat her? How do your parents treat you and your siblings? What relationships do we have with our families? Homework: Finish the post-quiz writing (5-10 sentences about families; see above).

Week Five: From February ________ until February _________, 2014

15. Evil Curses and How to Dispel Them Due: News article and summary Goal: Identifying bad luck/curses in the class novel and how to have better luck Standards: RL.5.4, L.5.3, L.5.5 Share writings about families Read Chapter 9 together Discussion: examples of curses and bad luck in the novel and in your life (for example: Have you been cursed in your life [had bad luck]? If yes, how so? If not, what would you do if you had a lot of bad luck? What can you do about these types of bad situations?) Look at chapters 5-9, taking note of 10 challenging or difficult words (begin the homework). Homework: Find 10 words in chapters 5-9 that are challenging for you. Write them down with: page number, meaning, and a new sentence (that YOU WRITE) with the word. 16. A Perfect Day Due: 10 words from chapters 5-9 with: page number, meaning, & a sentence YOU WROTE Goal: Identifying and expressing what a perfect day might look like; Standards: RL.5.5, L.5.3, L.5.5 Share vocabulary words, and review some of the words together Write a response with 5-10 sentences: What does your perfect day look like? What would you do? Where would you go? Who would be there? Read Chapter 10 together, then discuss what Jesss perfect day was, and summarize it in your class notebook Homework: Find and summarize a news article about something really good or fun

17. Death and Dying Due: News article Goal: Exploring ways people can die and how we can help prevent death; Standards: RL.5.5, SL.5.6 Presentations of news articles (3-4 students) Discussion with note-taking: what are the main ways people die? Which deaths are preventable? Which are not? Why? How can we help prevent some deaths? Read Chapter 11 together Discussion about a characters death in the book, how it happened, and how it might have been prevented Homework: Find 5 words in chapters 10-11 that are challenging for you. Write them down with: page number, meaning, and a new sentence with the word.

18. Dealing with Loss and Culture Differences with Handling Death Due: 5 words from chapters 10-11 with: page number, meaning, & a sentence YOU WROTE Goal: Explaining different ways people deal with death and loss; Standards: RL.5.7, SL.5.6 Add more vocabulary words to study list Read Chapter 12 Discussion on how characters in the book deal with loss, and how death is dealt with in different countries Begin writing a response: How do different countries deal with death? (You may have to do research.) Homework: Finish written response (10-15 sentences). Quiz #3 (Chapters 9-13) is next class.

Week Six: From February ________ until February _________, 2014

19. Quiz #3 (Chapters 9-13) and New Beginnings Due: Written response about death in some countries Goal: Expressing how, out of tragedy, new hope can spring; Standards: RL.5.5, W.5.9 Brief discussion about other countries dealing with death Read Chapter 13 together Quiz #3: Chapters 9-13 Look at chapters 10-13, taking note of 10 challenging or difficult words (begin the homework). Homework: Find 5 words in chapters 12-13 that are challenging for you. Write them down with: page number, meaning, and a new sentence (that YOU WRITE) with the word. 20. Bridge to Terabithia: AR Quiz and Gender Roles II Due: 5 words from chapters 12-13 with: page number, meaning, & a sentence YOU WROTE Goal: Understanding how the two main genders are portrayed in the class novel; Standards: RL.5.9, SL.5.6 Share some of the words you studied from chapters 12-13; study some together Discuss the ending of the book Introduce the Final Project (handout), which is due Class 24 Take the AR quiz for Bridge to Terabithia Finish handout: Gender Roles in Bridge to Terabithia. Discuss the difference of how gender is portrayed in the three books read this year. Take notes about major differences in each book. (Make a chart in your notebook.) s Homework: Find and summarize a news article about the topic of your choice. (Last one this term!) 21. Comparing a novel to the film adaptation I Due: News article and summary Goal: Comparing a film adaptation to the original novel; Standards: RL.5.7, RI5.3, W5.1, W5.2, SL5.1 Presentations of the news (3-4 students) Write an anticipation of the movie: How do you think it will be? (Think about: how the characters look, the atmosphere, music, landscape, voices, etc Will it be the same as the book? How might it be different?) View first part of the movie Bridge to Terabithia, stopping periodically for notes and discussion Homework: None (except to work on your project) 22. Comparing a novel to the film adaptation II Due: Nothing Goal: To continue comparing a movie adaptation to the book on which its based Standards: RL.5.7, RI5.3, W5.1, W5.2, SL5.1 Discussion of how the book and movie differ thus far Finish the movie, stopping throughout for notes and discussion Reflect on the movie and book, comparing: plot, setting/mood, characters (in your notebook) Homework: Finish the reflection of the movie, with 10-20 sentences.

Week Seven: From February ________ until February _________, 2014

23. Writing an Epitaph, a Eulogy, and a Letter of Loss Due: 10-20 sentences comparing the book and the movie of Bridge to Terabithia Goal: Understanding the language used at funerals; Standards: RL.5.7, W.5.6, Final discussion of book vs. movie, using homework essays and text/notes Debate: which was better: the book or the movie? (Use text & notes for backup!)

Write an epitaph, a eulogy, and a letter of loss, all from Jesss point of view Share these documents together in a dramatized funeral. Homework: The FINAL PROJECT is due next class!!!! 24. Final Project: Part I Due: Final project Goal: Presenting final projects; Standards: RI5.2, W.5.6, W5.8 Presentations of news (3-4 students) Discussion on expectations for final project presentations Final project presentations: first half of the class Homework: None, aside from the final project 25. Final Project: Part II Due: Nothing specific due in this class, aside from the final project Presenting final projects; Standards: RI5.2, W5.6, W5.8 Discussion on expectations for final project presentations Final project presentations: other half of the class Discussion about overarching themes in the class novel Write 2-3 paragraphs explaining what you DID and DID not like about the book, and then about the movie. Homework: Your reading log is due NEXT CLASS!! 26. End of Term 3 Due: Reading log Goal: Wrapping up the term and the class novel Standards: SL5.1, SL5.4, SL5.5, SL5.6, L5.1, L5.2 Turn in reading logs Wrap-up discussion, final AR quizzes for independent reading Write book reports in class Looking ahead: preview of the next term

(Week Eight: From March ________ until March _________, 2014) Notes:

Assessments and Projects

As is always the case for middle school English at CDS, your grade each term is based on: Projects: 30% (presentations and written projects) In-Class Quizzes: 20% (on Bridge to Terabithia and vocabulary) Citizenship: 20% (based on daily participation, preparation, and good behavior) Homework: 20% (reflections/responses, 30 vocabulary words, and 5 news articles) Independent Reading: 10% (Reading log, AR quiz, and book report) Important Due Dates and Assessment Dates Class #9: Quiz 1 (Chapters 1-4) Class #14: Quiz 2 (Chapters 5-8) Class #19: Quiz 3 (Chapters 9-13) Class #24: Final Project Final Day of Term: Book Report and Reading Log Due

In Class Assessments (Quizzes) Class #9, Class #14, and Class #19 The quizzes in this term are designed to assess: Your ability to analyze story elements (plot, characters, setting), determine themes, and refer to a text (RL 5.1, RL5.2, RL5.3, RI5.2) Your ability to make and support arguments, explain ideas in texts (W5.1, W5.4) The following instructions apply to all quizzes: Quizzes will consist of questions that must be answered in the form of analytical paragraphs specifically using evidence from the text. There will also be basic questions on plot, characters, setting, and vocabulary. Quizzes will be entirely open book. You must bring the required reference materials (dictionary, pen, notebook, all handouts, and class novel) with you on ALL days. No talking whatsoever is allowed during quizzes. All instructions will be read at the beginning of the quiz. After that, no questions are permitted. Students may silently raise their hands either to request permission to use the restroom or to request additional paper. All other communication is prohibited. Homework Responses Grading will be on a 1-5 scale, based on the inclusion of each of these sentences in a coherent and grammatically correct form reflecting the norms of American English. You may write or e-mail your responses to me: manderson@daltonschool.kr These assignments assess CDS Writing Standards 5.1, 5.2, 5.3, 5.4, and 5.5. Final Project due class #24 You will be creating a fantasy world of your own for the final project. Substantive Requirements: This new world should include: -A name, location, and picture (drawn, printed, painted, 3D model, etc.) -Who may go to this world, how, and why -Rules for this new world -How this world is different from the one we live in now -Any other elements youd like to include about your new world You may use these formats for your project: book (typed or handwritten), poster, PowerPoint or Prezi presentation (computer), or pamphlet/brochure. If you have another idea for how to create your project, ask the teacher. These responses are designed to assess your understanding of this terms material, your writing ability, and your ability to develop a piece. These assignments assess CDS Writing Standards 5.1, 5.2, 5.4, 5.4, and 5.5. Technical Requirements: Each of these responses should be a minimum of 300 words and a maximum of 2,000 words with a word count. Per English Department policy, your responses must be written in 1.5 or double spacing in an easy to read font such as Times New Roman, Helvetica, or Arial. You must have your name on the first page and your pages numbered. Failure to include any of these elements will result in a loss of credit. Grading Rubric: Your written assignment will be graded holistically on a scale of 1-100. You will be graded based upon a combination of the following elements: A clear introduction that establishes the structure for the tasks at hand At least 20 sentences The 6 Traits rubric (sentence fluency, ideas, word choice, voice, conventions, and organization)

Observing the standards of English grammar and punctuation

Expansion Pack
Tangential Topics Creating a new world Fantasy and escapism Utopia and dystopia Art exploration Dealing with death Recommended Reading Crispin: The Cross of Lead by Avi A Single Shard by Linda Sue Park A Year Down Yonder by Richard Peck Bud, Not Buddy by Christopher Paul Curtis Holes by Louis Sachar Out of the Dust by Karen Hesse The View from Saturday by E. L. Konigsburg The Midwifes Apprentice by Karen Cushman Walk Two Moons by Sharon Creech Missing May by Cynthia Rylant The Lion, the Witch, and the Wardrobe (as well as the whole Chronicles of Narnia series) by C.S. Lewis Please speak with the teacher for further reading recommendations based on your interests.

Term 3 ENGLISH Calendar/Due dates/Class numbers: January 2014

Monday 13 x- no class today: 14 Winter Vacation Tuesday 15 Wednesday 16 Thursday Friday 17 x- No English class today

20

21

22

23

24

x- No English class today 27 28 29 30 x- no class today: 31 x- no class today: Lunar New Year Lunar New Year Holiday! Holiday!

February 2014
Monday 3 4 Tuesday 5 Wednesday 6 Thursday Friday 7 x- No English class today

10

11

12

13

14 x- No English class today

17

18

19

20

21 x- No English class today

24

25

26

27

28 x- No English class today

March 2014
Monday 3 4 Tuesday 5 Wednesday Thursday Friday 6 x- no class today: 7 x- no class today: Spring break!! Spring break!!

END OF TERM 3!!

Spring break: Thursday, March 6 Wednesday, March 12, 2014 (Term 4 starts Thursday, March 13, 2014.)