Core Knowledge Language Arts (CKLA)
Our main language arts program is CKLA. This program is designed to bolster students' understanding of grammar, morphology, analyzing text, and constructing written responses. The program is divided into nine units, each covering a unique form of literature:
- Personal Narrative
- Early American Civilizations - Maya, Aztec, Inca (non-fiction unit)
- Poetry
- Contemporary Fiction (highlights vignettes from The House on Mango Street by Sandra Cisneros)
- The Adventures of Don Quixote
- The Renaissance (non-fiction unit)
- The Reformation (non-fiction unit)
- A Midsummer Night's Dream (Shakespearean drama)
- Native Americans (non-fiction unit)
Current Unit: The Renaissance
This week (April 20-24, 2020), students are going to be finishing up the Renaissance unit.
A. Reading
They will be reading Chapter 9: Popular Prose on Page and Stage. There are videos on Canvas to introduce the chapter and vocabulary. They also have a glossary at the end of the reader for definitions.
They will answer the following questions about this chapter:
1. What words or phrases in the text let you know that The Adventures of Don Quixote was a popular novel that transformed literature?
2. What does the word transformed mean?
3. Who was William Shakespeare?
4. Why are some things about Shakespeare's life known and other things are unknown?
5. How was Shakespeare's Globe Theater different from theaters where plays are performed today?
B. Assessment
On Canvas, there is the final assessment for the Renaissance unit, as well. The module is called Renaissance Unit Assessment/Enrichment Reading “Music in the Renaissance” Complete the assessment and submit it.
C. Writing
There is also a link to a module on Canvas called Renaissance Virtual Tours. Please have your child go to that link and complete the writing prompt in this module. The link from here is above this section. Here is the prompt: Describe your virtual tour experience of the Sistine Chapel and Raphael’s Rooms. Use lots of details, especially details using your senses!
If your child hasn’t finished writing about “My Aspirations,” they need to complete that, as well.
My Aspirations and Dreams
My dreams and hopes:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
My aspirations for my future:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What I hope to be when I grow up (jobs/careers):
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
How I plan to achieve my aspirations/hopes/dreams/goals (steps I’m going to take):
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
People who can help me achieve my aspirations and how they can help me:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Helps:
If you haven’t yet downloaded the reader for the Renaissance, it is available on www.ehfifthgrade.weebly.com under the Language Arts tab. Please watch the videos on Canvas and do the assignments listed under the modules for those lessons. If you haven’t completed the work for Chapters 1-8 (which were previously assigned) please write a brief 2-3 sentence "This is what I learned" for those chapters. We are happy to modify assignments as needed.
A. Reading
They will be reading Chapter 9: Popular Prose on Page and Stage. There are videos on Canvas to introduce the chapter and vocabulary. They also have a glossary at the end of the reader for definitions.
They will answer the following questions about this chapter:
1. What words or phrases in the text let you know that The Adventures of Don Quixote was a popular novel that transformed literature?
2. What does the word transformed mean?
3. Who was William Shakespeare?
4. Why are some things about Shakespeare's life known and other things are unknown?
5. How was Shakespeare's Globe Theater different from theaters where plays are performed today?
B. Assessment
On Canvas, there is the final assessment for the Renaissance unit, as well. The module is called Renaissance Unit Assessment/Enrichment Reading “Music in the Renaissance” Complete the assessment and submit it.
C. Writing
There is also a link to a module on Canvas called Renaissance Virtual Tours. Please have your child go to that link and complete the writing prompt in this module. The link from here is above this section. Here is the prompt: Describe your virtual tour experience of the Sistine Chapel and Raphael’s Rooms. Use lots of details, especially details using your senses!
If your child hasn’t finished writing about “My Aspirations,” they need to complete that, as well.
My Aspirations and Dreams
My dreams and hopes:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
My aspirations for my future:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What I hope to be when I grow up (jobs/careers):
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
How I plan to achieve my aspirations/hopes/dreams/goals (steps I’m going to take):
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
People who can help me achieve my aspirations and how they can help me:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Helps:
If you haven’t yet downloaded the reader for the Renaissance, it is available on www.ehfifthgrade.weebly.com under the Language Arts tab. Please watch the videos on Canvas and do the assignments listed under the modules for those lessons. If you haven’t completed the work for Chapters 1-8 (which were previously assigned) please write a brief 2-3 sentence "This is what I learned" for those chapters. We are happy to modify assignments as needed.
The big idea of the Renaissance unit is that the Renaissance was a cultural movement that began in Italy and swept through Europe. During the Renaissance, increased trade between European countries led to increased wealth, power, and influence of the middle class. This increased wealth allowed merchants and businessmen to support artists as their patrons. Scholars, philosophers, and artists turned to the works of the ancient Greeks and Romans for inspiration. This unit provides students with a broad exposure to the art and literature of the time period, through the works of renowned masters such as Leonardo da Vinci, Michelangelo, Raphael, Donatello, Brunelleschi, Botticelli, Bruegel, Durer, Van Eyck, Machiavelli, Castiglione, Cervantes, and Shakespeare.
CKLA-The Renaissance Teacher's Guide
STATE STANDARDS-READING INFORMATIONAL TEXT
Standard RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Standard RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Standard RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 5 topic or subject area.
Standard RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/ solution) of events, ideas, concepts, or information in two or more texts.
Standard RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Standard RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Standard RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Standard RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Standard RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 4–5 text complexity band independently and proficiently.
CKLA-The Renaissance Teacher's Guide
STATE STANDARDS-READING INFORMATIONAL TEXT
Standard RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Standard RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Standard RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 5 topic or subject area.
Standard RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/ solution) of events, ideas, concepts, or information in two or more texts.
Standard RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Standard RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Standard RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Standard RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Standard RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 4–5 text complexity band independently and proficiently.
The reformation Unit
For the first chapter of this unit, I am going to read the chapter to your child and then your child is going to choose a chapter to read from the reader. They are going to submit one paragraph about the chapter they choose to read to their teacher. Please make sure your paragraph is detailed and well-written.
Here are the vocabulary words for Chapter 1: secular, parchment, bind, clergy, revolutionize, doctrine.
Here are the vocabulary words for Chapter 2: contraption, mechanism, lever, descend, rhythm, shame.
Here are the vocabulary words for Chapter 3: institution, congregation, recant, heresy bequeath, sin, confess, reform, devout, salvation, persecution.
Here are the vocabulary words for Chapter 4: ponder, theology, superior, thesis, intervene, extravagance, defy, sect, self-disciplined.
Here are the vocabulary words for Chapter 5: contradict, theory, contemporary, condemn, speculation.
Here are the vocabulary words for Chapter 6: embrace, convert, cardinal, order, calling, spiritual, decree, revitalize, censor, immoral, persecute.
Chapter 1 Questions:
Answer these questions:
1. Why was Gutenberg's invention of the printing press so important?
2. What is your favorite book? Why is it your favorite?
3. What would you imagine your life would be like without being able to read a book?
Reformation Video: https://youtu.be/iVBeZGPt33A
For your chapter reading:
Choose ONE other chapter from the Reformation reader and write a paragraph about what they learned from that chapter. In their paragraph, your child needs to include the reformer they are reading about and what they did.
Here are the vocabulary words for Chapter 1: secular, parchment, bind, clergy, revolutionize, doctrine.
Here are the vocabulary words for Chapter 2: contraption, mechanism, lever, descend, rhythm, shame.
Here are the vocabulary words for Chapter 3: institution, congregation, recant, heresy bequeath, sin, confess, reform, devout, salvation, persecution.
Here are the vocabulary words for Chapter 4: ponder, theology, superior, thesis, intervene, extravagance, defy, sect, self-disciplined.
Here are the vocabulary words for Chapter 5: contradict, theory, contemporary, condemn, speculation.
Here are the vocabulary words for Chapter 6: embrace, convert, cardinal, order, calling, spiritual, decree, revitalize, censor, immoral, persecute.
Chapter 1 Questions:
Answer these questions:
1. Why was Gutenberg's invention of the printing press so important?
2. What is your favorite book? Why is it your favorite?
3. What would you imagine your life would be like without being able to read a book?
Reformation Video: https://youtu.be/iVBeZGPt33A
For your chapter reading:
Choose ONE other chapter from the Reformation reader and write a paragraph about what they learned from that chapter. In their paragraph, your child needs to include the reformer they are reading about and what they did.
Student Readers:
Unfortunately, there is not an online reader available for every unit. Here is what is available for download:
Unfortunately, there is not an online reader available for every unit. Here is what is available for download:
maya_aztec_inca_reader.pdf |
renaissance_reader.pdf |
reformation_reader.pdf |
midsummer_nights_dream_reader.pdf |
Literature circles:
Students were given Literature Circle books and assignments to complete. These assignments will be due April 30, 2020.