Syllabus 2015-2016

SYLLABUS 2015'-2016'
Teacher
E-mail
Phone
Conference
Hours
Mrs. Natalie Guzelian

natalieguzelian@hotmail.com
818-892-7991
By appointment only
Course Name
Course Number
Grade Level
Textbooks
Fifth Grade Language Arts/Writing

E250/E251
5th Grade
HSP California Excursions
Resources
Dictionary, Internet, Thesaurus
Required
Materials
Journal for daily reflections, two pocket writing folder, single subject
notebook
Course Description:
Students will be exploring and analyzing text from various writing genres. In the course of
the year students will reflect and compare other types of writing and work on developing
their own piece. All writing pieces will have multiple drafts and revisions. Peer editing will
be demonstrated and implemented.
Using the required text students will be developing their vocabulary and character analysis.
Comprehension will be practiced and assessed biweekly. Students will be introduced to
various comprehension skills to enhance their understanding of text. Character development
and comparison of two texts will be performed as individual and group based assignments.
In addition to the required anthology students will be reading various novels throughout the
year. We will read aloud and deconstruct grade appropriate novels that deal with life and the
human strength.
ESLRs Addressed
1a 1b 1c
2a 2b 2c
3a 3b 3c
4a 4b 4c
5a 5b 5c
Re-enter in the following boxes the designated ESLRs numbers, which are addressed
by this course
1a
1c
3b
4b
5a
Are proficient in Use Technology Apply academic Collaborate with Demonstrate
oral and written effectively and
knowledge to
others and
awareness of
English
responsibly.
real-life
contribute to the worldwide
language skills.
situations.
community.
issues.
Content Standards
The following is the California Department of Education Content Standards of this
Course.
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical
and literary context clues, to determine the meaning of specialized vocabulary and to
understand the precise meaning of grade-level-appropriate words.
Word Recognition
1.1
Read aloud narrative and expository text fluently and accurately and with
appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.2
Use word origins to determine the meaning of unknown words.
1.3
Understand and explain frequently used synonyms, antonyms, and homographs.
1.4
Know abstract, derived roots and affixes from Greek and Latin and use this
knowledge to analyze the meaning of complex words (e.g., controversial).
1.5
Understand and explain the figurative and metaphorical use of words in context.
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect
the essential ideas, arguments, and perspectives of the text by using their knowledge of text
structure, organization, and purpose. The selections in Recommended Literature,
Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to
be read by students. In addition, by grade eight, students read one million words annually on
their own, including a good representation of grade-level-appropriate narrative and
expository text (e.g., classic and contemporary literature, magazines, newspapers, online
information). In grade five, students make progress toward this goal.
Structural Features of Informational Materials
2.1
Understand how text features (e.g., format, graphics, sequence, diagrams,
illustrations, charts, maps) make information accessible and usable.
2.2
Analyze text that is organized in sequential or chronological order.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3
Discern main ideas and concepts presented in texts, identifying and assessing
evidence that supports those ideas.
2.4
Draw inferences, conclusions, or generalizations about text and support them with
textual evidence
and prior knowledge.
Expository Critique
2.5
Distinguish facts, supported inferences, and opinions in text.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature. They
begin to find ways to clarify the ideas and make connections between literary works. The
selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the
quality and complexity of the materials to be read by students.
Structural Features of Literature
3.1
Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and
explain the
appropriateness of the literary forms chosen by an author for a
specific
purpose.
Narrative Analysis of Grade-Level-Appropriate Text
3.2
Identify the main problem or conflict of the plot and explain how it is resolved.
3.3
Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and
appearances of
characters in a work of fiction and discuss the importance of the
contrasts to the plot or theme.
3.4
Understand that theme refers to the meaning or moral of a selection and recognize
themes
(whether implied or stated directly) in sample works.
3.5
Describe the function and effect of common literary devices (e.g., imagery,
metaphor, symbolism).
Literary Criticism
3.6
Evaluate the meaning of archetypal patterns and symbols that are found in myth and
tradition by using literature from different eras and cultures.
3.7
Evaluate the author's use of various techniques (e.g., appeal of characters in a picture
book, logic
and credibility of plots and settings, use of figurative language) to influence
readers' perspectives.
Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students'
awareness of the audience and purpose. Essays contain formal introductions, supporting
evidence, and conclusions. Students progress through the stages of the writing process as
needed.
Organization and Focus
1.1
Create multiple-paragraph narrative compositions:

a. Establish and develop a situation or plot.
b. Describe the setting.
c. Present an ending.
1.2
Create multiple-paragraph expository compositions:

a. Establish a topic, important ideas, or events in sequence or chronological
order.
b. Provide details and transitional expressions that link one paragraph to another
in a clear line of thought.
c. Offer a concluding paragraph that summarizes important ideas and details.
Research and Technology

1.3
Use organizational features of printed text (e.g., citations, end notes, bibliographic
references) to locate relevant information.
1.4
Create simple documents by using electronic media and employing organizational
features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell
checks).
1.5
Use a thesaurus to identify alternative word choices and meanings.
Evaluation and Revision
1.6
Edit and revise manuscripts to improve the meaning and focus of writing by adding,
deleting,
consolidating, clarifying, and rearranging words and sentences.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700
words in each genre. Student writing demonstrates a command of standard American
English and the research, organizational, and drafting strategies outlined in Writing Standard
1.0.
Using the writing strategies of grade five outlined in Writing Standard 1.0, students:
2.1
Write narratives:
a. Establish a plot, point of view, setting, and conflict.
b. Show, rather than tell, the events of the story.
2.2
Write responses to literature:

a. Demonstrate an understanding of a literary work.
b. Support judgments through references to the text and to prior knowledge.
c. Develop interpretations that exhibit careful reading and understanding.
2.3
Write research reports about important ideas, issues, or events by using the following
guidelines:
a. Frame questions that direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.
2.4
Write persuasive letters or compositions:

a. State a clear position in support of a proposal.
b. Support a position with relevant evidence.
c. Follow a simple organizational pattern.
d. Address reader concerns.
If need be please use additional pages
Common Core Standards

(If available)
The following is the Common Core Standards
1.
Text Types and Purposes:

CCSS.ELA-Literacy.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
CCSS.ELA-Literacy.W.5.1.a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writer's purpose.
CCSS.ELA-Literacy.W.5.1.b
Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-Literacy.W.5.1.c
Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
specifically).
CCSS.ELA-Literacy.W.5.1.d
Provide a concluding statement or section related to the opinion presented.
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.5.2.e
Provide a concluding statement or section related to the information or explanation
presented.
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences
and events or show the responses of characters to situations.
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events
precisely.
CCSS.ELA-Literacy.W.5.3.e
Provide a conclusion that follows from the narrated experiences or events.
2.
Production and Distribution of Writing:

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.)
With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions
should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
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.
3.
Research to Build and Present Knowledge:

Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
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.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more
characters, settings, or events in a story or a drama, drawing on specific details in the text
[e.g., how characters interact]").
Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses
reasons and evidence to support particular points in a text, identifying which reasons and
evidence support which point[s]"").
4.
Range of Writing:
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.
If need be please use additional pages
Syllabus Content
Semi-quarter syllabus includes the textbook chapters, additional resources and other
relevant information.
Week 1
Week 2
Week 3
Week 4
Week 5
Week 1
Week 2
Week 3
Semi-Quarter 1
Genre: Personal Narrative
Plot: Conflict & Resolution
Spelling/Grammar: Words with closed syllable patterns. Complete,
Declarative, and Interrogative sentences.
Writing: Character description.
Genre: Biography
Spelling/Grammar: Long vowel/Vowel digraphs, Imperative,
Exclamatory sentences.
Writing: Autobiographical Composition
Genre: Narrative Nonfiction
Comprehension: Characters Motive
Spelling/Grammar: Words with Variant Vowels/ Vowel Diphthongs,
Subject/Predicates
Writing: Autobiographical Narrative
Subject/Predicates
Genre: Theme Review and Exam
Readers Theater
Building Fluency/Vocabulary
Writing: Revise and publish Narrative
Semi-Quarter 2
Genre: Realistic Fiction
Comprehension: Theme/ Ask Questions
Spelling/Grammar: Words with consonant le, Compound subjects
and predicates
Writing: Descriptive Essay
Genre: Expository Nonfiction
Comprehension: Theme/ Ask Questions
Spelling/Grammar: Words with VCCV: Same Medial Consonants,
Simple/Compound Sentences
Writing: Personal Narrative
Genre: Biography
Comprehension: Text Structure/ Graphic Organizer
Spelling/Grammar: Words with VCCV: Same Medial Consonants,
Week 4
Week 5
Week 1
Week 2
Week 3
Week 4
Week 5
Week 1
Week 2
Prepositions and Prepositional phrases

Writing: Biography
Genre: Expository Nonfiction
Comprehension: Text Structure/ Graphic Organizer
Spelling/Grammar: Words with VCCV: Clauses and Phrases:
Complex Sentences
Writing: Summary
Readers Theater
Semi-Quarter 3
Genre: Biography
Subject/Predicates
Subject/Predicates
Readers Theater
Semi-Quarter 4
Genre: Biography
Week 3
Week 4
Week 5
Week 1
Week 2
Week 3
Week 4
Week 5

Subject/Predicates
Subject/Predicates
Readers Theater
Semi-Quarter 5
Genre: Biography
Subject/Predicates
Subject/Predicates
Readers Theater
Week 1
Week 2
Week 3
Week 4
Week 5
Semi-Quarter 6
Genre: Biography
Subject/Predicates
Subject/Predicates
Readers Theater
Week 1
Week 2
Week 3
Week 4
Week 5
Week 1
Week 2
Week 3
Week 4
Semi-Quarter 7
Genre: Biography
Subject/Predicates
Subject/Predicates
Readers Theater
Semi-Quarter 8
Genre: Biography
Subject/Predicates
Week 5
Subject/Predicates
Readers Theater
Classroom Rules
This section includes the rules set by the teacher and the consequences of violating
these rules.
Please help your child understand that s/he is not to bring personal items to school. These
items include toys, jewelry, unnecessary money, candy etc. If these items are brought to
school they will be taken away and may only be retrieved when accompanied by a parent.
While in school students are to follow the classroom and school rules, they are expected to
complete all their work on time, and they are expected to conduct themselves in a
respectable manner.
Students will be reminded about specific rules in class. We will be working cooperatively
and every student is expected to actively participate in our classroom community.
1. Follow directions the first time.
2. Keep hands, feet, and objects to yourselves.
3. Listen when the teacher or a classmate is speaking.
4. Use your "inside" voice-talk softly.
5. Raise your hand to speak.
6. Walk in the classroom.
7. Be kind and respect each other.
8. Always do your best work!!!
Assessment Method
This section includes rules set by the school administration
Test/Quiz Policy
Students take at least TWO tests and two quizzes per class or course per semi-quarter. Two
to four quizzes may be counted as one test. It is up to the individual teacher to adopt a
policy to drop the lowest test grade of a student in calculating the quarter grade. No more
than two tests are scheduled on the same day. The test scheduled last will be automatically
dropped.
Test/Quiz Make-Up
Students with excused absences shall have the opportunity to complete missed class work
and make up all tests receiving full credit. The student is responsible to arrange for the
make-up.
Students who miss a test/quiz because of an unexcused absence will receive a failing grade
on that test/quiz, except when the teacher decides to offer the chance for make-up.
If a student misses a test/quiz while on suspension, he/she will not have the opportunity to
make up the test/quiz and will receive an "F".
Cheating
Acts of cheating or plagiarism will result in suspension and the student will receive an "F"
(20/100) on the test or the assigned work.
This section includes grade percent distribution and additional rules set by the teacher
Grades for Language Arts

40% Comprehension Exams
25% Quizzes/Vocabulary
15% Homework (completion and accuracy)
20% Classwork and Participation
Grades for Writing
30% Published Drafts
20% Short Writing Reflections/Journal
20% Exams/Spelling/Dictation
15% Classwork and Participation
15% Homework
Department Rubrics
This section includes rules set by the school administration

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SYLLABUS 2015'-2016'

Mrs. Natalie Guzelian

Fifth Grade Language Arts/Writing

Dictionary, Internet, Thesaurus

and prior knowledge.

Create multiple-paragraph narrative compositions:

Create multiple-paragraph expository compositions:

Research and Technology

Write responses to literature:

Write persuasive letters or compositions:

If need be please use additional pages

Common Core Standards

Text Types and Purposes:

Production and Distribution of Writing:

Research to Build and Present Knowledge:

If need be please use additional pages

Prepositions and Prepositional phrases

Plot: Conflict & Resolution

Writing: Revise and publish Narrative

Grades for Language Arts

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