Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697798328222.pdf (Dominica)
GRADE 5 CONTENT PAGE Acknowledgements 2 Introduction 3 Curriculum Guide Overview 4 Note to the teachers 5 Terms used in Guide 6 General Learning Outcomes for Grade 7 Curriculum themes 8 Success Criteria – Term 1 Term 1 Unit 1- Theme 1 Term 1 Unit 2- Theme 2 Success Criteria – Term 2 Term 2 Unit 1- Theme 3 Term 2 Unit 2- Theme 4 Success Criteria – Term 3 Term 3 Unit 1- Theme 5 Term 3 Unit 2- Theme 6 Appendix 2 ACKNOWLEDGEMENT The Curriculum Development Unit is grateful to the following for their contribution in the development of the New Grade 5 Language Arts Curriculum Guide.
Mr. Nicholas Goldberg (SEO Curriculum Measurement & Evaluation Unit) John Bleau (consultant), Mornlight Nanthan & Ernie Jno Finn - Learning Support advisors Members of the Language Arts sub-committee who assisted in the writing and editing of the Language Arts Curriculum: - Roosevelt Douglas Primary Jeanette Carriere - Portsmouth Secondary School Sylvia Valerie - Isaiah Thomas Secondary School Cyrilla Anslem - St Martin Primary Anita Williams - Roseau Primary Joyce Celestine Nadia Prevost - - Wesley primary Rosemund Isamael - Mahaut Primary Jacinta Marcellin - Penville Primary Mitchelin Bruno - Atkinson Primary Davina Dupigny - Paix Bouche Primary General Editor- Raymond Henderson Secretaries of the unit Shermine Bardouille – Coordinator of the Grade 5 Language Arts Curriculum Guide (2010) 3 INTRODUCTION English as part of Dominica’s Cultural Heritage Historically, English has been the officially recognized spoken and written language of Dominica since its colonial link with Britain, and now as a full member of the British Commonwealth of Nations and it represents the linguistic and cultural lifeblood of that grouping.
Dominica plays an important role in this linguistic, cultural and economic world of diversity and therefore, communication, trade and cultural exchange are essential within a global context.

Dominica is a founding member of the Caribbean Examinations Council (CXC), the agency charged with the administration of formal examinations at the regional level.

With English being the language of instruction, it is also the language of educational assessment.
A vast majority of Dominican children speak a dialect or some form of Creole to communicate with others, to express thoughts, feelings and experiences.

Such diverse linguistic repertoire, in many ways, poses certain challenges (e.g.

grammar and comprehension) for the student the school system.

This guide is designed to enable all students to be competent in the use of English at local, regional and international level.
The “Thematic Approach” has been incorporated to present the children with structures in meaningful contexts, while integrating language with other subject areas, viz.

Social Studies, Science, Visual and Performing Arts etc.
In Language Arts, at the Key Stage 1-6 level, students should: • Listen to, read, and view a range of grade-level appropriate oral, print and other media texts in a variety of situations for a variety of purposes; and speak, write, and represent to express their thoughts, feelings, and experiences, in a variety of forms, for a variety of purposes and audiences.

• Learn about and practice the skills and strategies of effective listeners, speakers, readers, writers, (viewers, and presenters).
• Assess their own personal language growth and set goals for future growth.

The learning outcomes listed in this curriculum guide describe the specific language knowledge, skills, and strategies that students should develop.

These outcomes, through success criteria form a developmental continuum and guide the teacher in planning units, daily instruction, and classroom activities.

The success criteria also guide student/teacher assessment and evaluation.
4 Curriculum Guide Overview The English Language Arts (LA) Curriculum emphasizes the role of language in communication and learning.

Students need to become confident and competent users of all three language arts strands, with opportunities to listen, speak, read and write.

Success criterias are listed to help teachers to meet the requirements of the Learning Outcomes in each strand of the Programme of Study.
It is important that unit plans are based and developed on curriculum criteria that address the needs, interests, and strengths of students.

The content is so developed in this curriculum to reflect the main action areas: • Attainment Targets • Learning Outcomes • Success Criteria • Suggested Activities • Assessment Strategies 5 A NOTE TO THE TEACHER The proposed National Curriculum suggests that Language Arts be given a minimum of 5 hours of instructional time per week.
It also allows the teacher to dedicate at least one hour blocks for the teaching of the subject.

Instructional units of study weave language learning and opportunities to use language within specific topics or themes.

Relevant units can be planned based on curriculum objectives and a thorough assessment of students' interests and needs.

Organizing the school year into manageable blocks of time by using cohesive units provides both a focus and a sense of direction.
However, it is important to remain flexible to allow for any necessary changes in either focus or direction, according to individual student interests and needs, as each unit progresses.

Opportunities to individualize some activities or instructional and assessment strategies emerge in response to feedback and continuous assessment of students.

Each theme is sub-divided into three topics from which sample activities are derived.
These activities reflect the integration of the different language strands listening & speaking, reading and writing.

The sample activities are intended to give guidance to the teachers but they should not be limited by them.

Teachers are therefore encouraged to make necessary changes and/or adjustments to cater to the needs of the pupils.

A few resource material were suggested however teachers are encouraged to use additional resources (newspaper, subject text, other informational text, poems etc. )
The assessment procedures are in the form of oral and written product and process and may be used to gather information about students’ progress and assist teachers to adapt their teaching to cater for the individual needs of students.

Teachers are advised to refer to the Programme of Study to ensure that success criteria are covered and Learning Outcomes in each strand are achieved.
Suggestion to teachers in teaching the Units Read through the entire unit Consider students' needs, interests, and abilities: Plan and modify activities/lesson Identify appropriate initial and culminating activities to begin/end each unit Select appropriate success criteria from those stated in the curriculum guide: Choose the instructional and assessment strategies to be used during the course of the unit Ensure the desired learning outcomes are achieved Identify and gather appropriate resources: Identify possibilities for student reflection: Identify possibilities for teacher reflection: 6 TERMS USED IN THE CURRICULUM GUIDE Attainment target includes the knowledge, skills and understanding which students of different abilities and maturities are expected to demonstrate at the end of Key stage 4.
Learning Outcomes basic levels that a student should achieve at the end of each grade level and key stage Successes Criteria describes what the learner must know, be able to do, attitude they must display to indicate that they have attained the learning outcome Skills the capacity to do something well.

(technique/ability) They are usually acquired or learned.

They are what pupils will be able to do during the unit Strategy is a plan of action designed to achieve a particular goal.
Assessment It is used to determine what student know or can do.

It measures progress toward established learning outcomes, and provides a basis for reflection, and feedback to improve teaching and learning.

Resources anything used by teachers and students to assist in the learning process.

e.g.
people, equipment, facilities, reading text Key vocabulary & Concepts some of the key terms that will be discussed during the course of the unit and it is hoped they will become part of pupils written and oral vocabulary 7 General Learning Outcomes for Grade 5 Listening and speaking COMMUNICATING PERSONAL IDEAS, EXPERIENCES & FEELINGS Locate and exchange information, ideas, opinions and feelings confidently in group and class discussions on different issues PRODUCING TEXTS FOR DIFFERENT PURPOSES & AUDIENCES Use sounds, words and grammar of IAE to create and interpret different oral texts for selected audiences.
Focus on explanation and argument Reading MAKING MEANING AT TEXT LEVEL Writing PRODUCE PERSONAL TEXT Use vocabulary and grammar to read view and understand the meaning of print and visual text.
Focus on explanation and argument MAKING MEANING USING CONTEXT Use background knowledge and experiences to recognize analyze social, moral and cultural values in materials used in grade 5 classes and relate to own life Produce and share visual print texts for everyday use and to express personal experiences, ideas and feeling.
PRODUCING TEXTS FOR DIFFERENT PURPOSES & AUDIENCES Use graphics, grammar and vocabulary to develop, organize and write legible, well designed texts with increasing accuracy and interpret them.

Focus on explanation and argument.
COMMUNICATING FOR DAILY LIVING MAKING MEANING AT WORD LEVEL TRANSFERRING DATA Use questions, instructions and Use context clues, phonic and sight Transfer data in written texts, used in messages and explanations in IAE to give, receive and respond to information recognition skills to read letter combinations and Grade 5 sight words including some personally significant and high frequency words Grade 5 from one form into another for different purposes and audiences DEVELOPING A POSITIVE ATTITUDE TO ORAL LANGUAGE DEVELOP POSITIVE ATTITUDE TO READING Listen, respond, perform, create, talk and discuss a wide range of oral texts from global cultures that are appropriate to the interest of Grade 5 students.
LISTENING AND SPEAKING ACROSS THE CURRICULUM Use vocabulary and grammar of Grade 5 subjects to talk, think, solve problems, process & use information for learning across the curriculum.

 Demonstrate enjoyment in selecting, reading, discussing and responding to literature and information texts recommended by others.

READING ACROSS THE CURRICULUM Read and view Grade 5 text to think, reason, solve problems, process and use information for learning across the curriculum.
DEVELOP POSITIVE ATTITUDE TO WRITING Demonstrate initiative to design and produce a range of texts in a variety of forms for self and other audiences.
PRODUCING TEXTS ACROSS THE CURRICULUM Use vocabulary and grammar of Grade 4 subjects to talk, think, solve problems, process and use information for writing across the curriculum 8 GRADE 5 YEAR SUMMARY Themes Topic Term 1 My Island September – December Exploring my creativity • Being a good citizen • Interesting things about my island • Growing up in my community • Poetry • Story • Visual and Performing Arts Duration 6weeks 6weeks 2 • Plants and animals in the 6weeks The Rainforest rainforest January – March/April Communication 3 Healthy Living April – July • People in the rainforest Interacting with the • rainforest • Function & values in communication • Communicating with sounds & prints • Using signs/symbols to communication • Taking care of my body • Keeping a clean environment • Making the right choices 6weeks 6weeks Our Changing Planet • Natural disasters • Effects of disasters • Preparing for disasters 6weeks 9 Grade Five Language Arts Term 1 Unit 1 THEME 1: My Island Topics Being a good citizen Interesting things about my island Growing up in my community Unit 2 Duration: Six Weeks THEME 2: Exploring My Creativity Duration: Six Weeks Topics Poetry Story Visual and Performing Arts 10 Grade 5 Success Criteria term 1 By the end of term 1 pupils will be able to: Reading Read and evaluate a range of instructional text in terms of their purposes, organization and layout, clarity and usefulness Writing Analyze the features of good openings and compare a number of story openings Vocabulary/Word Study Transform words e.g.
changing tenses: ed, ing, making comparatives: er, est, ish; changing verbs to nouns, e.g.
– ion, -ology; nouns to verbs: - ise, -ify, -en Recognize spelling of word and the meaning of the prefixes: in-, im-, ir-, pro-, sus- Work out the meaning of an unknown word or expression by using visual clues, context and knowledge of the word Organize words into alphabetical order or under a theme and refer to them as a resource for checking spelling or meaning Use root words and affixes to interpret the meaning of complex words they encounter in their reading Confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose (e.g., locate guide words, word meanings, spelling charts, pronunciation keys, schwa symbol, idioms, inflected forms, and information about word origins in online or print dictionaries; Language structure Use punctuation appropriately to help communicate their intended meaning, with a focus on the use of: a comma before and or but in compound sentences Use quotation marks for direct speech; and the placement of commas, question marks, and exclamation marks inside quotation marks in direct speech Use abstract nouns and collective nouns (e.g., courage, hope); collective nouns (e.g., flock of birds); Use adjectives and adverbs including comparative adjectives (e.g., bigger, more expensive); adverbs modifying verbs (e.g., when, where, how); comparative adverbs (e.g., faster, slower) Use “-ing” nouns or noun phrases to refer to activities e.g.
I enjoy singing.

My brother likes collecting stamps Use the impersonal pronoun “it” to describe a situation It is quiet here.

Read a range of explanatory text, investigating and noting features of impersonal style e.g.

complex sentences: use of passive voice; technical vocabulary; hypothetical language (if, then , might, when, the ); use of words/phrases to make sequential, causal , logical connections, e.g.
while, during, after, because, due to, only when, so; Identify the point of view from which a story is told and how this affects the reader’s response Read and evaluate letters, e.g.

from newspapers, magazines, intended to inform, protest, complain, persuade; Considering (1) how they are set out (2) how language is used e.g.

to gain attention, respect and manipulate Distinguish between different text types (e.g.

narrative , expository, descriptive) Distinguish between different genres (e.g.
fiction, non-fiction, poetry, drama, autobiography, biography) Identify values, attitudes and beliefs expressed in texts Write own play script, applying conventions learned form readings Gather and share information and ideas by using strategies such as brainstorming, questioning and interviewing Develop a paragraph using a topic sentence, presenting a main idea and details/evidence to support it Use appropriate transitional expressions to link paragraphs and to develop the ideas clearly from one paragraph to another Write a clear introductory paragraph that presents the topic and an effective concluding paragraph that summarizes the information or closes the composition in an appropriate way Select words that are best suited to their purpose for writing and for the intended audience Write telephone and other messages Narrative: Writes fictional narratives establishing plot, point of view, setting and conflict providing a context in which the action takes place and well-chosen concrete sensory details that show events of the story.
11 Grade 5 Success Criteria term 1 Reading Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation Understand intention, attitudes and feelings conveyed in a text by recognizing features such as the choice and use of language Distinguish between main idea and supporting details in a text Use background knowledge and information given in a text to make inferences and draw conclusions about it Ask questions of the text and of themselves as they read to help them understand it Make predictions about text outcomes based on explicit and implicit information given Distinguish between facts and opinions in a text Identify the main events of the plot and discuss the ways in which the actions of characters influence these events and the story outcomes Writing Write notices, announcements and simple newspaper articles Write invitations, recipes thank you notes and letters Write notes based on an oral presentation Use well formed, grammatical sentences in Standard English to express their ideas Maintain a journal to record ideas for their writing and as a resource for their creative writing Fill out forms for a different purpose (e.g.
library membership, immigration entry forms) Write poems, rhymes, lyrics of original songs Select the text types best suited to the writing purpose and audience Write down clear instructions & directions for others to follow Use various sources for locating information that they need for their writing (e.g.
the dictionary, other textual features such as end notes, bibliography, glossary) Discuss the resolution of the plot in relation to the other main event Use library classification systems to find specific reading materials Present good and satisfying beginnings & endings for the narratives Compare and contrast ideas to find similarities and differences Vocabulary/Word Study Use a dictionary to check and learn the meaning and learn other features of unknown words, and a thesaurus to determine related words and concepts.
Use spelling rules to figure out the correct spelling of words that require changes when suffixes are added (e.g.

hope hoping) Convey feelings, reflections or moods in a poem through the careful choice of words and phrases Use words for their denotative and connotative meanings Language structure Use the reflexive pronouns “myself, ourselves, yourself, yourselves, himself, herself, itself, oneself, themselves” e.g.

The boy cut himself when he was cooking.


You must finish the work yourself The children must find the way home themselves.

Use the reciprocal pronouns “each other, one another” e.g.

My twin brother and I are proud of each other.

Our classmates often help one another.

Recognize the functions of parts of speech that are modified when certain prefixes and suffixes are added Understand the difference between direct and indirect speech e.g.

she said, “I am going”, She said she was going.


Use commas in dates, locations and addresses, items in a series, in forming compound sentences and in direct quotations Develop information skills, skim and scan through texts to locate relevant information and ideas Read a report/text and talk about its language structure e.g.

tense, sentence patterns and usage of parts of speech e.g.
pronouns, nouns verbs, adverbs, adjectives, prepositions Read and make connections to text, within the text and among texts across the subject areas.

Find and interpret information found in maps, diagrams, charts, tables, and graphs.

Follow multi step directions e.g.


completing an experiment or activity or for using a product Read grade level narrative (story) and expository (informational) texts aloud with fluency and accuracy and with appropriate pacing, intonations and expressions Read to distinguish between main ideas and supporting details, inferences and opinions, and relevant and irrelevant information.
12 Convert personal note into notes for others to read, paying attention to appropriateness of style, vocabulary and presentation Respond to texts they have read by writing about them in several ways (e.g.

reports, skits, stories poems) Understand the organization of e.g.
almanacs, newspapers and periodicals and how to use those printed materials Produce and interpret information from other subjects using both print and visuals Produce an informational text/book for the class library in groups or as an individual Write with sense of style (varied sentence length, type; good word choice) Use colons to separate hours and minutes, and to introduce a list of items Plan and organize information, and express own ideas and feelings by identifying purpose and audience for a writing task, deciding on the sequence of content Use appropriate formats, conventions and language features when writing a variety of text types, e.g.
journals, e-mails, procedures 13 Key concepts and vocabulary Patriotic Loyalty Good citizen Being a good citizen Interesting things about my island My Island Consequences City Citizenship Favourite pastimes Growing up in my community Reform citizen Migrate National scenery Flora Citizen Celebration Village National symbols Celebrations Fauna Theme 1: My Island 14 Topics: • Being a good citizen • • Growing up in my community Interesting things about my island Grade 5 Term 1 Unit 1 Theme 1: My Island - Being a Good Citizen Sample Activities 15 Listening & Speaking Discuss the term “good citizen” Talk about qualities of good/bad citizens Reading/Viewing Read text e.g.
“The Kind Stranger” Reading & Writing Everyday Bk.
5, pg 87 Focus on adjectives, adverbs and synonyms/antonyms, metaphors Writing/Representing Write an essay about being a good citizen Write a paragraph about someone you know who is a good citizen Participate in drama scenes using correct expression, volume, pace and gestures Identify main idea and supporting details Make journal entries highlighting good citizenship Compare and contrast character traits Write a paragraph to compare and contrast characters Listen to a resource person or interview a police man on “being a good citizen” Discuss rules and consequences of breaking rules Discuss pictures in text and talk about values, attitudes and consequences Listen to a reformed citizen e.g.
anyone involved in breaking the law Ask questions based on his/her experiences.

Discuss experience to enlighten pupils that crime does not pay Listen to a song e.g.

Isle of Beauty or patriotic calypsos Find meaning of words using thesaurus or dictionary View story in pictures e.g.
Pg 30 Swing into English Bk.4 Draw conclusion, make inferences, identify cause and effect Sequence ideas and story events Create leads in writing that will attract reader’s interest Complete the picture story Imagine you’re any character in the story and write about your experience.

Compile notes from resource person for reading Pretend you are the person who got caught.

Write about your experience.

Establish consistent point of view e.g.

first or third person Read text e.g.


Pg 86- 95 Caribbean Social Studies Bk.

4 Identify details, facts and opinions Write a biography about someone you know who is a good citizen.

Discuss the words of the national anthem of Dominica.
Focus on biography of citizens Write a poem, song or pledge about being a good citizen Recite national pledge, school or character count pledge Explore prepositions, adjectives Highlight meaning of new words Teaching/Learning Skills & Strategies Reading / Comprehension Main ideas/ details Cause and effect Drawing conclusion Figurative lang.
Making Inferences Facts and Opinions Making value judgments Compare & contrast Language Structure Adjectives, adverbs Subject/verb agreement preposition Vocabulary/ Word Study Antonyms/synonym Dictionary/thesaurus skills Spelling and word meaning Sight words (level 5) Writing Biography Writing process Poetry, song Stories -Imaginary/ fantasy Note-taking Main idea supporting details Listening and Speaking Listen to participation in discussion Interviewing Oral expression Fluency, intonation, pace Grade 5 Term 1 Unit 1 Theme 1 My Island - Interesting things about My Island Sample activities 16 Listening & Speaking 1) Listen to patriotic songs e.g.
Lovely Dominica, Dominica I love you, oh Dominica Reading/Viewing View video/ documentary based on your country Writing/Representing Write a descriptive paragraph Talk about places of interest that is unique to Dominica Explore proper/common nouns Make inferences, interpret information Talk about what is special about Dominica Make valued judgments Write about an interesting place in Dominica Write songs/poems about Dominica Write a letter inviting someone to visit your country Talk about how they feel about their country Have a LEA activity after visit from a place of interest in Dominica.
Use of dictionary to identify meaning of new vocabulary words.

Read LEA descriptive paragraphs written about a place of interest visited Record and organize relevant facts/ideas and use as part of prewriting activities Write an account of LEA activity Talk about sites/ creative scenes.
(floral/fauna) Identify vocabulary and how used in sentences Discuss historical background Identify facts and opinions Write a letter to a friend describing the visit Design a poster of sites and write labels/captions/sentences Take pictures and write about them Read LEA chart fluently Explore main idea and supporting details Write complex sentences Talk about celebrations e.g.
carnival, village feasts, independence Have a cultural group come in to perform cultural dances Talk about likes and interest Choral read song with expression Focus on -direct and indirect speech -past tense of verbs -punctuation marks Read words of song e.g ‘O Island in the Sun(see appendix) Identify: the authors purpose, the audience, feelings -rhyming words Make inferences, draw conclusion Find meaning of unfamiliar words Focus on phrases and sentences Use descriptive words and proper punctuation in writing Write a poem or letter describing a particular celebration Compile a scrape-book on interesting things in Dominica Create a similar song/poem about your island Use information and ideas from personal experience to form and experience opinion in writing Teaching/Learning Skills & Strategies Reading Comprehension Compare and contrast Identification of : facts and opinions main idea author's purpose Language Structure Common/proper nouns Subject/verb agreement Direct and indirect speech past and present tense punctuation marks Vocabulary/ Word Study words that pertain to places of interest/ celebrations in Dominica Writing Letter poetry scrape-book Paragraph - Compare/contrast descriptive Listening and Speaking Listen for social interaction Choral speech Sing Discussing Grade 5 Term 1 Unit 1 Theme 1 My Island - Growing up in my Community Sample activities 17 Listening & Speaking Talk about life growing up in your community e.g.
likes and dislikes, Reading/Viewing Read text e.g.

pg 30 New Caribbean Junior English BK 4, Language Tree bk.

5 pg.18 Writing/Representing Describe your home in response to stories read Share special memories Talk about aspects of community life that is enjoyable e.g.

playing cricket on the road, bathing in river, going for mangoes or to the movies etc.

View a video that shows unique aspects of different communities.
Compare and contrast communities Use QAR strategy to make meaning of text Focus on quotation/exclamation marks Use word recognition skills and strategies to Identify unknown words Identify moods, feelings of characters with reasons Draw conclusions make judgments Read text e.g.

Language Tree bk.
Language Tree bk.

4 pg.11; Caribbean Social Studies BK 4.pg 18 Make personal connections Make inferences/predictions & draw conclusions Compare and contrast information Focus on adjectives, past tense of regular/irregular verbs Talk about feelings leaving your community to move to another community Read text e.g.
“Autobiography of Shanti”part 1&2 Reading & Writing Everyday 5 pg.36 and 54 Write about your experience growing up in your community Write about the community you would like to live in Establish consistent point of view in writing Write a poem on 'My Community" Create a poster on the theme 'Sunday in my Community' Write expository piece on life in the country vs. life in the town.

Write a letter to a friend stating why you prefer to live in town/ country.
Create scrap book/poster on important scenes in village/town Make scrap book about your city/village.
Create a map of your community Use media to publish work on my village (scrap book, booklet) Write a summary of the text read Read story orally Listen to persons who have changed communities share their experiences Focus on structure of autobiography text Focus on the past tense of verbs Pretend you are the main character journal on a day in your new village Use spelling rules to spell words with double letters, use synonyms for new words Draw a sketch of your village/ community in the future.
Edit own writing and that of peers Teaching/Learning Skills & Strategies Reading/Comprehension QAR Mood, feeling Reasoning, Drawing conclusions Making valued judgment Making connections Predictions Making Inferences Compare/contrast Language Structure Adjectives Past tense Regular and irregular verbs Quotation marks Exclamation marks Vocabulary/ Word Study Double consonants Synonyms Context clues Writing Autobiography Journal entries Scrapbook compilation Poster design Listening and Speaking Listen to compare & contrast & make judgment Oral reading Debating 18 Compare and contrast living in different environment Write an autobiography of e,g, your life, a book, bag, shoe etc.
Assessment Participate effectively and meaningfully in a debate Compose a song or poem Dramatize / role-play Write paragraph/ essays Edit own write Spell and use sight words at grade level Make journal entries Keep an updated portfolio Write a letter Write for different audiences Answer questions at different levels Complete cloze passages Listen to and record dictation Follow multiple step instruction Write biography and autobiography Make critical judgment based on material viewed or read Resources NEW Caribbean Junior English bk.
4 Caribbean Social Studies bk.4; page 18, 86-95 Reading and Writing Everyday 5 page 36, 54, 28, 87 Swing Into English Bk.

4 Language Tree bk.

4 page 11 Language Tree bk.
5 page 18 Theme 2: Exploring my creativity 19 Topics • Poetry • Story • Visual and Performing Arts 20 Key concepts and vocabulary Alliteration Technique Haiku Choral speech Literary devices Narrative Myths Folktale Story elements Poetry Onomatopoeia Fairytale Tone Attitude Limerick Figurative language Choreography Diamante Exploring my creativity Ballet Reader’s theatre Story Visual & performing Arts Tap dace Rhythm Personification Metaphor Fable Idioms Rhymes Imagery Mood Grade 5 Term 1 Unit 2 Theme 2 Exploring My Creativity - Poetry Sample Activities 21 Listening & Speaking Discuss the features of a poem e.g.
meaning, sounds, lines, patterns, Figurative language e.g.

imagery, metaphor, onomatopoeia, personification, simile, rhetorical devices.

Highlight features in poems and their effectiveness Have a poetry reading session Use creativity to clap to rhythm of poems e.g.
Listen to the poem “Nature” using different tones Read other samples of poems Recite favourite poem/nursery rhymes and nonsense and humorous poems Talk about likes/dislikes Orally review the features in poems Choral read or rap different types of poems e.g.

haiku, cinquain, acrostic, limerick, Present choral speech on poem e.g.

‘The Fringe of the Sea” Language Tree Bk.

5 page84 ‘The Flattered Flying Fish- New Caribb.

Jun.

Eng.

4 pg.
Jun.

Eng.

4 pg.

85 Teaching/Learning Skills & Strategies Reading Comprehension Literary devices Interpret Identify theme Reading/Viewing Read Keskidee 6 pg.

69 Read poem “e.g.

Nature” New Caribbean Junior English 4 pg 47 Writing/Representing Write a poem.

Focus on the features of a poem.

Include figurative language Identify the different features of the poem e.g.
lines, patterns, sounds, central theme, tone, mood, author’s purpose , imagery, personification, words that appeal to the senses Differentiate between sentences and phrases Explore homophones Read poem e.g.

Lang.

Tree bk 5 pg 138 Identify/ interpret the message(s) conveyed in the poem Identify and focus on adverbs of time, manner and place -comparative and superlative forms of adverbs -rhyming words Focus on onomatopoeia Use spelling rules to spell new words, Read e.g.
‘The Flattered Flying Fish- New Caribb.

Jun.

Eng.

4 pg.

85 Identify the central theme, tone rhyming words, figurative language and their effectiveness, Observe and compare the use of punctuation marks in poems Write poems defining abstract nouns e.g.

Love , peace, friendship Make chain poems each adding a piece Language Structure Sentences/phrase Homophones Adverb Adjective Write a poem on your favorite topic/ topic of interest.
(fisherman, mother policeman) Make a class collection of poems.

Write different types of poems e.g.

cinquain, haiku etc.

Vocabulary/Word Study Spelling rules Homophones Similes Synonyms Rhyming words Persuasive words Write a review of the poem read Write different types of poems Write a similar poem e.g.
‘The Flattered Shark’ Writing Poems-acrostic, haiku, cinquain, limerick etc Listening and Speaking Listen to evaluate quality of speaker’s presentations Create a similar poem using rhyming words, adjectives and figurative language Choral reading Read aloud Rap Observe and discuss the features of the poems Make predictions, draw conclusions Write a summary of the poem Focus on adjectives and synonyms Explore vocabulary words used to persuade 22 Grade 5 Term 1 Unit 2 Theme 2: Exploring My Creativity - Story Sample Activities Listening & Speaking Discuss important elements in building a story e.g.
Characters, plot, climax, resolution , literary devices/figures of speech Discuss parts of the story e.g.

beginning, middle and end Identify and talk about these elements and parts in sample stories Talk about different genres of stories researched Listen to stories e.g.

fables, folktales, myths, fairytales Reading/Viewing Read text e.g.

Keskidee bk.
Keskidee bk.

6 pg 36 (Growing up) Find a title for the story Writing/Representing Write an ending for the story listened to, using literary devices, in writing Identify adverbs of time place and manner Identify story elements & literary devices e.g.

onomatopoeia Focus on the present continuous tense.

Make cartoon strips e.g.

about the boy’s journey to the tap.

Change story to the present continuous tense Use illustrations where possible Recognize and spell words with double consonants.

Read story e.g.
Read story e.g.

‘The Otter and the Wolf’ pg 54 Lang.

Tree bk.

5 Write stories from the point of view of different characters.
Identify the type of story & features Create own fable Teaching/Learning Skills & Strategies Reading/Comprehension Facts and opinions Value judgments Predictions Idioms QAR strategy Literary devices/figures of speech Language Structure Past tense of nouns Direct and indirect speech Perfect tense Speech marks Adverbs and adjectives Abbreviations Vocabulary a/Word study Discuss the characteristics of the types of stories Make predictions/ valued judgments Explore elements of the story Retell stories using tones, voice appropriately Focus on use of idioms & homonyms Use Venn diagrams compare/ contrast characters Use speech bubbles to create dialogue based on story Syllabication Words with double consonants Homophones From story ‘The Otter and the Wolf’ -discuss favourite characters and lesson learnt -orally summarize main points in stories -express opinion and ways of conflict solution Listen to storyteller to retell, predict, summarize and dramatize story events Discuss literacy genre and preferences Identify direct and indirect speech Write the story from a different perspective Writing Focus on the perfect tense Use graphic organizers to assist in writing stories e.g.
story maps, story boards, Venn diagram etc Realistic fiction Cartoon Summary Read text e.g.

pg 144, Lang.

Tree 5 Identify setting, characters, conflict, climax etc.

Make judgments on behaviour of Developing personal voice in writing Write realistic fiction stories Write a response to the story read Rewrite the story from the point of view of e.g.

the officer View picture on pg.
149 Language Tree 5 and tell story orally 23 certain characters Focus on structure of text- fiction/non fiction/realistic fiction Focus on direct and indirect speech focus on suffix and prefix to build new words Use pre-writing strategies to aid writing Listening & Speaking Listen for critical analysis Write leads in stories that attracts reader’s interest Focus on introduction, setting, plot conclusions, paragraphs and evaluation Retelling Dramatizing Readers theatre Read aloud Focus on joining words e.g.
who, whose, which where Use illustrations in stories Focus on the traits of writing Identify different parts of speech from text Edit own writing using a checklist Grade 5 Term 1 unit 2 Theme 2:Exploring My Creativity - Visual and Performing Arts Sample Activities 24 Listening & Speaking Talk about the experience in creating art items Engage in show and tell activity about items created Reading/Viewing Read text e.g.
The Kite Competition from ‘Read Awhile’ Series Focus on sequencing and the use of transitional words Use of QAR strategy to make meaning Writing/Representing Engage in procedural writing Write an explanatory essay/ paragraph on something you have created Do descriptive writing Engage in sequencing activities Dramatize a play e.g.

New Caribb.

Jun .Eng.

4 pg.


45 Discuss the moral in the story Discuss moral of and character traits in stories Invite a dancer to talk about dances Have dance performances by individuals or groups ( use music of choice) Describe, discuss, analyze the process used by choreographers to create a dance Focus on the use of the present continuous tense & subject verb agreement Read play e.g.

pg 45 New Caribb.

Jun.

Eng.

Reader bk.
4 Identify story elements Identify cause and effect relationship Explore meaning of words and phrases in text Analyze conclusions to find supporting evidence Assess and derive meaning from performances of dancers Give reason for the dance Identify the messages and ideas communicated by dancers by their moods, feelings, expressions, gestures, posture and movement Use appropriate dance vocabulary to describe dancers Talk about the form, movement and purpose of dance Use dance vocabulary to describe characters of dancers observed e.g.
rhythm, choreography, tap dance, ballet, technique, attitude Write a summary based on the play Write own play in groups Write about specific characters.
Write about specific characters in play Write a letter to a character, giving personal opinion Write about your experience in doing a dance Express your feelings about dancing in an essay Write about your favourite dance giving reasons Research about the benefits of dancing and write a report for your classmates to read Show & tell Drama Discussion Teaching/Learning Skills & Strategies Comprehension Story elements Cause and effect Analyze and critique Interpret QAR strategy Text features Sequencing Understanding body lang, Research Language Structure Present continuous tense Sentences and phrases Subject/verb agreement Vocabulary/Word Study Transitional word Grade level sight words Syllabication Dance vocabulary Writing Procedural writing Descriptive writing Write a play (narration) Invitation/ letter writing Writing biographies Expository writing Listening & Speaking Assessment Resources 25 Write different types of poems Listen to gather relevant information Write a play Write invitations, thank you letters, biographies etc Write realistic fiction Write different types of stories Write dialogues Compile word bank Keep a journal/portfolio Create/ present art work 26 Grade Five Language Arts Term 2 Duration: Six Weeks Unit 1 : THEME 3: The Rainforest Interacting with
 the rainforest Topics • • Plants and animals in the rainforest • People in the rainforest Unit 2 THEME 4: Communication Duration: Six Weeks Topics • Function & values in communication • Communicating with sounds & prints • Using signs/symbols to communication 27 Grade 5 Success Criteria Term 2 By the end of the units pupils will be able to: Reading Identify stereotypes and exaggeration in text Writing Find out, organize and classify information on familiar topics Identify and explain the structures of drama Analyze drama as a source of information, persuasion, or transmitter of culture Identify and explain the effect of rhyme, rhythm, word pictures in poems Use different parts of a text (e.g.
glossary, table of content, index, blurb) to help them locate information easily Identify a variety of purposes for reading and choose reading materials appropriate for those purposes (e.g., an online or print encyclopedia article for background information, dictionaries to clarify word meanings, print and online, newspapers/magazines for information on current issues, e-mail and text messages from friends) Identify the speaker or narrator in fiction and non fiction texts Identify the main ideas in a text and the information given by the author to support these ideas Keep a portfolio to select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choices Adapt writing for different readers and purposes by changing vocabulary, tone an sentence structures Correctly use parenthesis to explain something that is not considered of primary importance in a sentence Design a book cover that attracts the intended audience Look at survey results and make a chart, graph to display information Use a range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout (e.g., use legible printing and cursive writing; include a labeled diagram, photographs,) Draft and write individual, group or class letters for real purposes Vocabulary/Word Study Spell unfamiliar words using a variety of strategies that involve understanding of sound-symbol relationships, word structures, word meanings, and generalizations about spelling (e.g., pronounce the silent letters in words: p-neumonia; divide polysyllabic words into syllables; visualize irregular plurals; apply rules for adding -ed, -ing and -er, -est to base words Spell words using phonetic and structural rules applicable to grade e.g.
ie and ei – thief, receive, words with hard and soft c and g e.g.

ginger, city Use knowledge of antonyms, synonyms, homophones, homographs and idioms and to determine the meaning of words and phrases Explore spelling patters of consonants and formulate rule e.g.

ll in full becomes l when used as suffix, words ending with a single consonant preceded by a short vowel double the consonant before adding -ing, e.g.

hummed, sitting wetter, c is usually soft when followed by I e.g.
circus, accident Language structure Use the general determiners “a few, a little, both, each, enough, several, too many, too much, plenty of” to show quantities e.g.

A few pupils in my class wear glasses.

Both my sister and I will come to see you.

Some people stood because there were not enough chairs.

Use comparative adjectives or adjective phrases to make comparisons e.g.

John’s hair is longer than Tom’s.

Peanut butter is better than butter.

This dress is more beautiful than that one.


Use the simple present, past and past continuous tense e.g.

If it rains, we shall stay at home.

I had a cold last week.

They were watching TV when the fire broke out.

Distinguish between Creole and Standard English usage according to place and circumstance and between formal and informal usage 28 Vocabulary/Word Study Spell correctly root or bases of words, suffixes and prefixes, contractions, syllable construction (in-for-ma-tion) and common homophones e.g.
two, to, too, where, wear, where, whether, weather, etc.

and words with more than one acceptable spelling e.g.

color/colour, advisor/adviser Use the meaning of common prefixes and suffixes to understand and spell new words) Language structure Use subject/verb agreement with collective nouns Use the apostrophe in contractions and possessives Use punctuation marks – semi colon, quotation mark Use superlative adjectives or adjective phrases to make comparisons e.g.

John is the tallest boy in the class.


Mary is the best reader in the class.

This is the most comfortable chair.

Use negatives correctly in sentences Grade 5 Success Criteria Term 2 Reading Recognize the format and language features of a variety of text types, e.g.

journals, letters, menus, reports Use own knowledge and experiences to interpret new and unfamiliar information e.g.
images, patterns or symbols to determine understated ideas and concepts , and analyze evidence to predict content in the text with teacher support Discuss how the actions of the characters contribute to the complication of the plot Identify and describe the characters in a work of fiction Identify an appropriate form to suit the specific purpose and audience for a media text they plan to create, and explain why it is an appropriate choice (e.g., a pamphlet or newsletter to inform parents, teachers, and students about environmental initiatives taken Recognize and analyze characteristics of persuasive text e.g.
opening point of view, supportive arguments reiteration of points of conclusion Understand the difference between literal and figurative language e.g.

through e.g.
put a point of view, comment on an emotive issue Writing Present the events of the story by showing (not telling) what happened Write own versions of legends, myths, and fables using structures and themes identified in reading Establish an appropriate voice in their writing, with a focus on modifying language and tone to suit different circumstances or audiences (e.g., use a serious tone in a letter to the editor, a humorous tone in a letter to a friend) Discuss, proof-read and edit their own writing for clarity and correctness e.g.
by creating more complex sentences, using a range of connectives, simplifying clumsy constructions Write from another character’s point of view e.g.
retelling an incident in letter form Identify their point of view and other possible points of view, and determine, when appropriate, if their own view is balanced and supported by evidence Use the computer to create a simple document Use appropriate referencing skills to indicate quotations and 29 discussing the effects of imagery in poetry and prose Automatically read and understand most words in common use (e.g., words from grade-level texts, subject- specific, words from shared- and guided-reading texts and some regularly used resource materials in the curriculum subject areas) Identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts (e.g., activate prior knowledge through asking questions; use visualization to clarify details; make predictions based on reasoning and related reading; Understand how structural features make information more assessable and usable e.g.
illustrations, charts, graphs, captions, diagrams, tables, glossaries, indexes, chapter headings, titles, table of contents.
Compare the structure of different stories to discover how they differ in pace, build-up, sequence, complication and resolution Recognize and solve simple problems with reasons sources of information they use in their compositions Use appropriate connectives and subordinating conjunctions to link sentences effectively and to extend the meaning logically from one sentence to the next Persuasive: Write persuasive letters or compositions that state a clear position in support of a proposal with relevant evidence, follows a simple organizational pattern and addresses the reader’s concerns Write material to persuade others (e.g.
posters, flyers notices, advertisements) Use a journal for recording personal information Writes for self (e.g.
lists, signs and notes) to accomplish everyday tasks Write personal greetings, messages, friendly letters, personal apologies, sympathy letters to family and friends, articles for school/class newspaper Produces comic strips, cartoons to tell a story or in response to a heard or viewed text Use the electronic media to research a topic Write simple dialogue and use them in narratives to reveal character 30 Write fluidly and legibly in cursive or manuscript Term 2 Theme 3 : The Rainforest Interacting with the rainforest Topics • • Plants and animals in the rainforest • People in the rainforest 31 Key concepts and vocabulary Hammocks Rainforest Blowpipes Canopy layer Interacting with the rainforest Plants and animals in the rainforest The Rainforest Way of life Tribes Ancient Traditions Endangered species People in the rainforest Peru Understory Indigenous Medicine Brazil Hunter-Gatherers Logging Body paint Sustainable farming 32 Grade 5 Term 2 unit 1 Theme 3: The Rainforest - People in the rainforest Sample Activities Listening & Speaking Talk about information researched about people in the rain forest.
Participate in oral discussion Compare and contrast different life styles Reading/Viewing Read materials e.g.

National Geographic magazines, via the internet about people in the rain forest Use text features e.g.
headings, captions, and titles to understand and interpret informational text Use KWL strategy to obtain information Identify details, draw conclusions based on selection read Compare/ contrast information Focus on subject/verb agreement Highlight words pertaining to people in the rainforest Read story e.g.

New Junior English Bk.

4 page 114.


Use background knowledge to talk about people in the rainforest Writing/Representing Write about the lifestyle of people in the rainforest Do a scrape-book on people in the rain forest Write paragraphs to compare and contrast way of life of people who live in and out of the rainforest Create a poster depicting people and way of living in the rain forest Write a summary based on information read or viewed.
Use context clues to find meaning of unfamiliar words Make journal entries Pretend you are an Indian living in the rain forest; write a letter/essay giving information about your way of life.

Identify information that is implied rather that stated Focus on synonyms and root words Identify the past tense of verbs.
Locate rainforest areas on Use QAR strategy to make meaning View a documentary on the way Write summaries based on Teaching/Learning Skills & Strategies Reading/Comprehension Text features KWL Identify details Draw conclusion Compare and contrast QAR Make judgments Facts and opinion Language Structure Subject verb agreement Past tense Punctuation for writing Writing Expository Create poster Summary Letter Scrap book Vocabulary/ word Study Root words Words relating to theme Synonyms Listening and Speaking Listen to participate meaningfully in discussion Oral discussion Answer questions various maps and answer questions based on information gleaned.
of life of any group of people in the rain forest rainforest.

Use graphic organizers to compare and contrast rain forests 33 Compare life in the rainforest with life outside Write expository paragraphs/passages.

Make judgment, draw conclusion, Differentiate between facts and opinion Read text e.g.

New Caribbean Junior English Bk.


4 Pg 48 Compare characters to persons own life Identify synonyms for other words Grade 5 Term 2 Unit 1 Theme 3: The Rainforest - Plants/Animals in the rainforest Sample Activities 34 Listening & Speaking Name and describe animals found in the rainforest.

Talk about a visit to the rain forest e.g.
Syndicate Give thank you speech Reading/Viewing Research and read for information about animals in the rain forest Read text ‘Our planet Our Home’ (Read Awhile) pg 1-8) Focus on the character & purpose of specific animals -the animals and their young Writing/Representing Write stories that involve imaginary characters Write about a favourite forest animal giving details of its uses Writ a paragraphs to compare/ contrast two rain forest animals Identify details, gather factual information Write a summary about any animal in the rainforest Name and describe (from research ) strange plants in the rainforest Discuss the uses of certain plants in the rainforest View pictures or film depicting plants in the rainforest and talk about the plants Identify plural form of nouns /names pertaining to animals Use spelling rules to spell the names of animals Research and read about plants and their uses in the rainforest.
See text eg.

New Junior English 3 page 88 Write paragraphs about strange plants.

Write summaries.

Find names and uses of strange plants.e.g.

New Caribbean Junior Reader 4 pg, 82 Write riddles / limericks about plants.

Compile a scrapbook based on forest plants.
Pick a specific plant and write about it giving details of its uses Collect local medicinal plant and label with scientific names Focus on word ending –ough -- -reflexive pronouns -vocabulary – names of plants Examine elements of expository writing, draw conclusion Identify cause and effects relationship Use dictionary to find meaning of unfamiliar words Teaching/Learning Skills & Strategies Reading/Comprehension Details Research Cause & effect Story elements Question strategy Language Structure Plural nouns Reflexive pronouns Direct/indirect speech Preposition Adverbs Writing Short stories Paragraphs- compare & contrast, expository, Summary Riddles Poems Label Vocabulary/ word Study Plural nouns Spelling rules Names of animals/young Names of plants Words ending ‘ough’ Listening and Speaking Talk about pictures Retelling Vote of thanks Summarize information orally 35 Retell stories based on the forest as the main setting Read text e.g.
The Jaguar and the deer; Keskidee Reader 5 pg.

54.

Write a story using the forest as the setting Dramatize stories Use question strategy to make meaning of text Write a poem about plants/animal in the rain forest Identify story element Write a response to the story read Focus on direct and indirect speech Focus on prepositions and adverbs Grade 5 Term 2 Unit 1 Theme 3: The Rainforest - Interacting with the rainforest Sample Activities 36 Reading/Viewing Read text e.g.

Language Tree 6 pg.
Language Tree 6 pg.

14 & 15 Analyze the report, identify details Writing/Representing Pretend you were on a trip to the rainforest, write a report on your trip Use information from the story to draw a map giving directions Write a factual report on about an event Listening & Speaking Have discussion on the rain forest to review information.
Ask questions and respond to questions for clarification Talk about any experiences on a trip to a rainforest or a documentary viewed Discuss helpful and harmful practices that people engage in, in the rainforest.

Conduct debate about helpful and harmful practices: Suggested topic: ‘Cutting trees is an evil, but a necessary evil’ Identify cause and effect relationship Identify and use present/past tense of regular and irregular verbs Focus on the negative form of verbs Spell words with silent letters e.g.
k, w, g, h Use the question strategy to make meaning of text Read text e.g.

Comprehension Practice, page 86 level 5 or Use the internet to research information based on practices in the rainforest.

Create a word bank.

Create posters/slogans.

Write an article for a newspaper Use text features to understand and interpret information e.g.

heading, content, blurb, titles, glossary, Write a report Write formal persuasive letters to Minister of Agriculture or PM concerning use/abuse of the rainforest.
Draw conclusions Analyze text critically to gather necessary information for debate Identify implicit / explicit main idea.
Find meaning of unknown words Distinguish facts from opinions Identify details Teaching/Learning Skills & Strategies Reading/Comprehension Analyze Cause and effect Question strategy Text features Draw conclusion Facts and opinion Making inferences Main idea Language Structure Present/past tense of verbs Punctuation- exclamation mark Writing Report Draw map Write notes Letters Rules Making poster Poem Vocabulary/ word Study Silent letters- k , w, g, n Words associated to the theme Listening and Speaking Debate Choral reading Discussion Write notes to report for debate.
Negative forms of verbs 37 Observe and discuss guidelines for effective use of the rainforest.

Read magazines, internet, and other text media to gather information.

Write a set of rules that would be applicable to the use of the rainforest.

 Ask questions Choral read a poem.

Read poem e.g.

Reading and Writing Everyday Bk.


4. pg 18 Identify author's purpose, tone, lines, repetition Write a poem following similar pattern Create a poster Make inferences Identify cause and effect Focus on exclamation marks Write about how the action of man affects the rainforest Assessment Resources Keskidee Reader 5, page 51,54 National geographic magazines Practicing Comprehension level 5 page 86 Language Tree level 5, page 120 Language Tree level 6 pages 14 and 15 Reading and Writing Every Day bk.


4; page 18 Our Planet Our Home from the Read Awhile series New Caribbean Junior Reader bk.

4 38 New Junior English Bk.
4 pg 80 Term 2 Theme 4: Communication Topics • Function & values in communication • Communicating with sounds & prints • Using signs/symbols to communication 39 Key concepts and vocabulary Listening & speaking Inform Entertain Storytelling Functions and values in communication Email COMMUNICATION Gesture Formal Sign Communicating with sounds and prints Using signs/symbols to communicate Environmental prints Informal Media Tone Text Message Gesture Symbol Inquire Questioning Argue Internet Information Transmitting Narrate Persuade 40 Grade 5 Term2 Unit 2 Theme4: Communication - Functions and values in communication Sample Activities Listening & Speaking Discuss different ways one can communicate Reading/Viewing Read text “e.g.
Reading and Writing Everyday 5 pg.
65 Talk about different reports or programmes viewed or listened to Compare and contrast four methods of communications Focus on purpose of text e,g, for information etc Discuss the functions of each means or communication Focus on text that inform Listen to and discuss news items Focus on the use of the present tense and subject/ verb agreement Writing/Representing Write a paragraph to compare/contrast any two means of communication Summarize information based on a news report Write a factual report for any medium Write simple notes for various audiences e.g.
sympathy , apologies, permission notes for lateness, etc Present a story, newspaper report, flyer, note etc.

for oral reading and discussion Have information read aloud using proper tone, fluency, pitch Discuss the reason why each one was written Tell riddles and jokes Identify main idea and supporting details & facts and opinions Highlight words pertaining to communication e.g.

transmit Read story, newspaper report, flyer, note etc.

from texts.

E.g.

Language Tree bk.

5 pg.


114-115, Keskidee Reader bk.

5 pg.

24 Reading and Writing Everyday bk5 pg.22 Focus on text to persuade and entertain Identify the author’s purpose Identify the possible audience Identify details in text Focus on vocabulary used to communicate the message Write a persuasive piece e.g a report or letter on issues such as homework, uniforms, use of cell phones etc.
Write entertaining stories Write/ design placards Choose audience(s) for writing Write riddles Write a report Teaching/Learning Skills & Strategies Reading/Comprehension Compare and contrast Understanding text structure & purpose Main idea/details Facts and opinion Make inferences/prediction Make judgments Detect bias Language Structure Subject/verb agreement Past tense of verbs Direct /indirect speech Nouns Adjectives Punctuation Past and past continuous tense Writing Report Essay- persuasive, informative Letter of apologies/permission Narratives Signs Riddles/poems Vocabulary/ word Study Suffix Sight vocab.
from text Listening and Speaking Read aloud Dramatize Discussion Reasoning Talk about values in communication e.g.
when one is speaking we listen, taking turns to speak, responding courteously to persons who have communicated to us, Discuss how an author takes into consideration persons feelings in written text Dramatize different ways in which people communicate courteously Critique performances Analyze newspaper reports and have discussions about any possible biasness 41 Focus on the use of the past tense and direct speech Read text e.g.
Language Tree bk.5 page 24 Detect bias in text Use suffixes to identify words Draw conclusions Make inferences, predictions and valued judgments Identify facts and opinions Form adjectives from nouns Focus on simple past and continuous tense Focus on end punctuation marks Write reports for a newspaper Write summaries Write poems Write simple rules for communicating with friends Write an eye witness account of an incident e.g.
a fight, a traffic accident, Rewrite newspaper reports or articles 42 Grade 5 Term 2 Unit 2 Theme 4: Communication Communicating with prints and sounds Sample Activities Listening & Speaking Discuss prints that carry a message e.g.

food labels, medications, print on t-shirt, posters etc Reading/Viewing Read e.g.

food and medicine, clothes labels Writing/Representing Write a label e.g.

for a food product Read text e.g.

Keskidee Pupil’s bk.

6 pg.

64 and 75 and Keskidee reader bk.

5 pg.


22 Make/Design slogans for t-shirts etc Interpret and analyze information from text Create posters Teaching/Learning Skills & Strategies Reading/Comprehension Interpret Analyze Draw conclusion Make judgments Details Reasoning Determine audience/purpose Draw conclusions, make judgments Identify details, adjectives Answer questions giving reasons Identify the purpose of the text Read text e.g.
New Jun.

Eng.

Bk.

Pg.

100, Language Tree bk.

4 pg.

71 Identify factual information Dramatize to show use of mobile phones to communicate i.e.
Talking/texting Make judgments Create a similar listing for a television or radio programe for a day Language Structure Apostrophe Synonyms Translate text messages to IAE- International Accepted English Write an email message using the computer Listen to audio stories or read along stories on computer Determine the audience and purpose of text Interpret text message Write formal letters for various audiences Read news items Use context clues to identify unknown words Orally compare and contrast email and hand written letters Use synonyms for words in passages Write about an experience using the cell phone Recite popular advertisement seen/heard on television or radio Focus on apostrophe in contraction and to show possession Read/view advertisements e.g.
New Jun.

English bk.4 Pg.

63 Identify the author’s purpose e.g.

to Formulate questions e.g.

to gain further information e.g.


to real estate agent Writing Labels Advertisement Posters Formal letters Slogans Expository Vocabulary/ word Study Persuasive words Synonyms Context clues Text messages Listening and Speaking Dramatizing Communicating using different media Discussion Recite own advertisement persuade, inform etc.
Discuss hidden messages in advertisements Identify the audience Identify details in text 43 Write advertisements targeting specific audiences Write slogans focusing on the school’s environment Focus on vocabulary used to convey messages Focus on language structure used in advertisements 44 Grade 5 Term 2 Unit 2 Theme 4: Communication - Communicating with signs/symbols Sample Activities Listening & Speaking Talk about signs/symbols at home that give a message e.g.
on television, computer, detergent Reading/Viewing View pictures of different symbols at home Interpret symbols viewed Writing/Representing Draw alternative symbols Write safety rules Give rational for the use of various symbols Use of other synonyms to describe symbols Focus on safety words e.g.

caution, danger, flammable etc Write a story/essay to show functions of symbols Talk about environmental signs e.g.
on street, wash room, parks, for the physically challenged and other international signs/symbols Dramatize using signs e.g.
miming while others interpret Use various gestures, facial features in dramatization whilst other interpret with reasons Do sign language of words whilst other interpret Identify root words and find meaning Focus on synonyms Change nouns to adjectives View signs and symbols including international signs/symbols Interpret signs and give rational for the use of each Generate words related to signs/ symbols and safety Focus on elements on informational writing Research sign language Read text e.g.

New Jun.
New Jun.

Reader2pg.

73-78, 48, 59 Make inferences, judgments, draw conclusion Interpret hidden messages Identify and organize details Summarize ideas from text Create signs/symbols Make journal entries highlighting an experience involving ignorance about signs Write a poem or song about signs Write a letter to the authorities about the neglect of signs e.g.
road signs Write sentences from sign language Rewrite words/sentences from code Write about negative signs in the environment Write a report on communicating with signs Write a summary Write your feelings about someone who is blind and dumb Teaching/Learning Skills & Strategies Reading/Comprehension Interpret Summarize Make inferences Judgments Organize Research Language Structure Nouns Adjectives Writing Rules Story Essay Poems/songs Signs Report Vocabulary/ word Study Synonyms Root words Safety words Listening and Speaking Dramatize Discussion Assessment Create advertisements using various media Write a summary 45 Resources Language Tree bk.
4 Language Tree bk.

5 Keskidee Pupil's bk.

Write letters (invitations, letters of apology) New Caribbean Jun.

English bk.

4 Write persuasive letters Write reports Write journals Write poems Answer questions of various levels New Caribbean Jun.

Reader bk.

Reading and Writing Everyday bk.
5 46 Grade Five Language Arts Term 3 Duration: Six Weeks Unit 1 THEME 5: Healthy living Topics • Taking care of my body • Keeping a clean environment • Making the right choices Unit 2 THEME 6: Our Changing Planet Duration: Six Weeks Topics • Natural disasters • Effects of disasters • Preparing for disasters 47 Grade 5 Success Criteria term 3 By the end of the units pupils will be able to: Reading Focus on important information in reading materials through a variety of emphasis techniques such as underlining, or colour coding Use stated and implied ideas in texts to make inferences and construct meaning e.g.
What will happen based on what the author has told you so far?” “What is the author suggesting ’between the lines’?” Extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them Read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose (e.g., read a poem aloud with appropriate phrasing and emphasis) Identify most common figures of speech (e.g.
simile, metaphor, personification, hyperbole, onomatopoeia) and talk about their use and effectiveness in the text Writing Write reports based on -simple experiments they do in the science lesson -conversations or interviews they carry out -articles or other material that they read out etc, Edit and proofread one’s own writing and that of others, using the writing conventions and an editing checklist or list of rules with specific examples Write multiple paragraph composition using traditional writing conventions including introductory paragraphs, establishing and supporting the central idea, topic sentences, supporting facts and detail sentences, transitions to link paragraphs and concludes with a paragraph that summarizes the main point.
Respond to texts they have read by writing about them in several ways (e.g.

reports, skits, stories poems) Letters: Write business letter to request information e.g.

for school reports Vocabulary/Word Study Distinguish and interpret words with multiple meanings by using context clues e.g.
quarter Identify commonly used synonyms and antonyms and discuss their meanings Use their knowledge of word relationships to determine the meaning of specialized vocabulary and to understand precise meaning of grade-level appropriate words.

Use knowledge of root words and affixes to determine the meaning of unknown and complex words (e.g., circumnavigate).
Recognize inflectional endings (- s, -es, -ed, -ing, -ly), note comparisons (-er, -est), recognize common prefixes (e.g., dis, in, un, ir, il, non, anti, pro, pre, post), recognize common suffixes (e.g., ish, en, ance), Write friendly letters of more than one paragraph Write letters of invitation and Work out the meaning of an unknown word or expression by using visual clues, context and knowledge of the world Language structure Use the indefinite pronouns “someone, anyone, everyone, no one, somebody, anybody, everybody, nobody, something, anything, everything, nothing” to refer to people, events and objects in a general and indefinite way and with the correct verb e.g.
Somebody has left an umbrella in the music room.

There’s no one outside.

Is there anything in that box?

Everyone is going to the party.

Use the present perfect tense to relate past events to the present e.g.

I have done my homework already.

Mary hasn’t sent the letter yet.

Use the future tense to talk about future events, actions and processes e.g.

He will go swimming tomorrow.
Use the modals “can, could, may, might, must, ought, shall, should, will, would” Use adverbs or adverb phrases to express degree and frequency, describe manner, express time and general practice Use prepositions or request prepositional phrases 48 Grade 5 Success Criteria term 3 Reading Express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions (e.g., explain why they think the coverage of an event by one media news source is more interesting Describe in detail the main elements of some media forms (e.g., television talk show: host, studio audience, guests, commercial breaks; news broadcast: news anchor, reporters, video clips, Identify the themes in fiction and non fiction, understanding that the theme refers to the lesson, moral or meaning of a selection whether it is implied or stated directly Draw inferences, conclusions, or generalizations about a text and support with textual evidence and prior knowledge Identify and use information at the a) literal level e.g.
main ideas, comparison, b) inferential level e.g.

‘reading between the lines,’ c) critical level e.g.
evaluation, analysis Compare and contrast stories and story themes from diverse Writing Identify the topic, purpose, and audience for a variety of writing forms (e.g., a poem or song on a social issue; a formal letter to the teacher; Write longer and more complex texts using a variety of forms (e.g., a a report, including research notes, using pictures, captions, ; a review of or commentary on something viewed Use some vivid and/or figurative language and innovative expressions to add interest (e.g., some comparative adjectives; similes or personification; comparative adverbs: more slowly Use available technology and self instructional programmes to improve writing in different subjects Identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and explain how they will use the conventions and techniques to help communicate their message Plan and organize information, and express own ideas and feelings by – identifying purpose and Vocabulary/Word Study Recognize recurrent patterns in language structure, such as word structure, word order, sentence structure Understand and explain frequent use of synonyms, antonyms and homographs and clearly identify specific words or wordings that are causing comprehension difficulties Language structure Correctly use commas in dates, locations and addresses, items in a series, in forming compound sentence and in direct quotations Correctly place commas and periods inside quotation marks Use colons to separate hours and minutes, and to introduce a list of items Correctly uses parenthesis to explain something that is not considered of primary importance in a sentence Correctly uses apostrophes to show possession and in contractions Use the connectives “because, since, although, so, so that, when, while, therefore, first, next, then, if, unless, either... or, neither... nor” e.g.
Although Jane is shortsighted, she does not wear glasses.

Wendy ate all the chips while her grandfather was sleeping.

Neither Man Yee nor I enjoyed the movie.

You can have either soup or salad.

Correctly use verbs that are often misused e.g.

lie/lay, sit/set, raise/rise, Correctly uses modifiers e.g.

words that describe, limit or qualify another word: well/good: Use the relative pronouns “which, who, that, whose, where” to link ideas or add information to a noun or noun phrase e.g.
The boy who usually waters the plants is called John.

Use the general determiners “another, other” to show the same type of things or people e.g.

Please give me another pencil.

You may also read other pages of the book.

49 cultures and tell why they are similar tales in diverse cultures Recognize recurrent patterns in language structure, such as word structure, word order, sentence structure Respond to print and draw upon a variety of comprehension strategies as needed e.g.
re- reading, self correcting, summarizing, generating and responding to essential questions, making predictions and comparing information from several sources Contrast two characters in a work of fiction (appearances, actions, motives etc.)
Use overt and implied messages to draw inferences and construct meaning in media texts (e.g., overt message in an advertisement showing the product’s user surrounded by friends Identify various elements of style – including word choice and the use of similes, personification, comparative adjectives, and sentences of different types, lengths, and structures – and explain how they help communicate meaning Identify and classify the features of myths, legends and fables e.g.
the moral in a fable, fantastical beasts in legends audience for a writing task – deciding on the sequence of content Use traditional structures for conveying information e.g.
chronological order, cause and effect, similarity and differences, posing and answering a question Report: Writes research report about an important idea, invention or event using a framework of questions to direct the investigation which develops and supports the topic with simple facts, details, examples and/or explanations using citations, foot/end notes Produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a pamphlet on a socially relevant topic a flyer/poster, created using software, to advertise a school event, a mock television commercial for a food product, a news broadcast about a topic – from a cross-curricular unit of study, a breakfast, lunch, or dinner menu Identify and order main ideas and supporting details and group them into units that could be used to develop several linked paragraphs, using a variety of strategies (e.g., making jot notes; following a writing framework) and organizational patterns (e.g., chronological order, comparison, cause and effect) 50 Term 3 Theme 4 Healthy living Topics • Taking care of my body • Keeping a clean environment • Making the right choices 51 Key concepts and vocabulary Diet Cleanliness Peer pressure Calories Deportment Obese Hygiene Taking care of my body Self esteem Keeping a clean environment Healthy living Making the right choices Exercise Junk Mental health Garbage disposal Recycle 52 Grade 5 Term 3 Unit 1 Theme 5: Healthy Living - Taking care of My Body Sample Activities Listening & Speaking Discuss the importance of being/looking neat/tidy (deportment) View film/video based on good hygiene and give opinions Role play different scenarios based on the story ‘Dirty Dilly Dinosaur’, and predict story outcome.
Have a resource person e.g.

nurse talk about proper hygiene Ask questions to gather and clarify information Read aloud with fluency Recite poem ‘good hygiene’ Reading/Viewing Read text e.g.

Dirty Dilly Dinosaur Reading Skills bk 2 pg 22 Writing/Representing Write a letter advising a friend about proper hygiene.
Teaching/Learning Skills & Strategies Reading/Comprehension Predict story outcomes Make inferences and draw conclusions from the story Identify double negatives and contractions Use QARs to make meaning Focus on common/proper nouns Identify alliterations, similes and metaphors Identify adjectives of comparisons Focus on suffixes to identify new words Read suitable text related to hygiene e.g.

charts, leaflets medical/health care books, note taken from discussion Recite poem e.g.
‘Good Hygiene’ (see appendix) Make inferences /valued judgments Draw conclusions Highlight words pertaining to proper hygiene Focus on author’s purpose and Create and present chart based on information gleaned from text read.
Create word walls Write interpretive essays that describe character (Dilly) Make predictions Make inferences Draw conclusion Figurative language QAR Make judgment Summarize Use similes /metaphors in writing Language Structure Adjectives Proper/common nouns Punctuation/capitalization Writing Letter Chart Word wall Journal Brochure Poster Persuasive writing Vocabulary/ word Study Suffix Similes Grade level words pertaining to theme Write a paragraph about good hygiene practices Create word walls using words that relate to hygiene.
Make journal entries Create a brochure, poster or booklet on good hygiene practices Write a similar poem for a different audience Discuss the benefits of exercise and explain why children should get more exercise/physical education at school.

View a video and follow directions for exercising activity Have a panel discussion on the importance of P.E .

53 audience Research the types of exercises e.g.

aerobics.

Cycling, etc.

Scan / skim for information, summarize information and compile to do a report.
Write a persuasive text on the benefits of exercise targeting a specific audience Do a fitness plan for a class including a variety of exercises Draw inferences about information read.
Make a poster ‘Healthy Me’ Listening and Speaking Read aloud Recite poetry Role play Panel discussion Listen to follow instruction Use internet to assist Identify cause and effect, focus on verb tenses, punctuation and capitalization Use test features to understand and interpret information Compare, contrast and categorize information 54 Grade 5 Term 3 Unit 1 Theme 5: Healthy Living - Keeping a Clean Environment Sample Activities Listening & Speaking Talk about experiences in keeping the home clean Reading/Viewing View and interpret pictures of untidy home environment Writing/Representing Study pictures and write compositions Identify the main idea implicitly and explicitly stated Identify problem situations to give solution Write a composition giving advantages and disadvantages of keeping the home clean Write solutions to problems Focus on adjective/adverb and use of reflexive pronouns Keep daily logs View a documentary on the environment and give opinion Role play different scenarios depicting environmental pollution Use context clues, dictionary skills to make meaning of unfamiliar words Focus on fact and opinion Read e.g.
pages from the internet about environmental issues or read text & Reading and Writing Everyday 5 pg.
84 Recognize organizational format of the text Express facts and opinions about an untidy environment Participate in a panel discussion Focus on: facts and opinion -cause and effect -making inference -prepositions Identify: main idea and supporting details with examples -the author, the authors purpose, tone, the audience, figurative language Use context clues and dictionary to identify unknown words Write about experiences at home in keeping e.g.
your room clean Write guidelines for keeping a home clean Create a word bank Write a report giving facts and opinions about e.g.

garbage in your environment Design a poster encouraging person to take care of the environment Create cartoon strips Write informational text on the effects of human activities on the environment Think of an environmental situation that affects you.
write a letter to the person(s) who you think can change the situation Teaching/Learning Skills & Strategies Reading/Comprehension Main idea/details Context clues Facts and opinion Cause and effect Inferencing Figurative language Visualize Language Structure Adjective/adverb Preposition Writing Picture composition Word bank Report Cartoon Expository essay Letter Songs/poems/jingles slogans Vocabulary/ word Study Context clues Rhyming words Dictionary skills Idioms Listening and Speaking Poetry Raps Free talk Role play Listen to express Write responses to the text read opinion Recite raps, poems, slogans and jingles Talk about and plan clean-up campaigns 55 Read text e.g.
Litter Rap Keskidee Reader 6 pg.

48-49.

( see appendix) Identify rhyming words in the poem Write poems, jingles, raps, songs Write stanzas in songs Identify speaker's tone, mood, imagery Use back ground knowledge to visualize the environment Identify main idea and supporting details with examples Make meaning of terms (idioms) Write slogans on decorated bins Write a report about any cleaning experiences Write persuasive letters to e.g.
principal 56 Grade 5 Term 3 Unit 1 Theme 5: Healthy Living - Making the Right Choices Sample Activities Listening & Speaking Talk about foods eaten at snack time and food options that are available Listen to a resource person talk about healthy eating Ask questions to clarify and gain information Dramatize scenes highlighting the results of peer pressure Talk about experiences e.g.

a time when someone forced you to do something Reading/Viewing Read text e.g.
Language Tree 4 page 41 Identify format of realistic fiction text Generate, read and spell names of food Focus on story elements -nouns and verbs -subject and verb agreement Identify speech marks -prefixes to form new words -main idea Read a story focusing on peer pressure or Read e.g.
poem ‘life choices’( see appendix) Make valued judgment and character judgments Writing/Representing Engage in persuasive writing encouraging peers to eat healthy snacks Make posters and slogans Write a letter to a vendor suggesting types of snacks they should sell and why Write a report on the benefits of healthy eating Focus on process writing Write drama scripts Write solutions to problems Write different endings to stories Give the values, message or moral conveyed in text Write fiction/nonfiction stories about experience dealing with peer pressure Draw conclusions Make personal connections Write a poem similar to the one read Discuss the impact of negative/ positive choices on people's well-being e.g.
drug use, violence, poor nutrition Identify words in context Read text e.g.

Keskidee Pupil's Bk.
6 pg.76, Make predictions and inferences Write an ending to the story Draw (before and after) and describe the character (Sharlo) Dramatize scenes to show how to empathize with persons who have made poor choices Identify cause and effect relationship Write to convey the effects of poor choices made by an individual in your community Teaching/Learning Skills & Strategies Reading/Comprehension Fiction Story elements Make judgments Values Draw conclusion Make prediction/inferences Make connection Literary devices Language Structure Nouns Verbs Speech marks Subject/verb agreement Writing Persuasive writing Report Solutions Realistic narratives Poems Scripts Descriptive essay Vocabulary/ word Study Names of food Prefix Listening and Speaking Drama Interview Discussion Listen to ask questions and clarify information 57 Use questioning strategy to make meaning Identify literary devices from the and story Describe an individual in your community whose life has been affected by drug use/ abuse, violence, crime etc.
Assessment Resources Our Planet Our Home from (Read Awhile) Series pg.
11-15 58 Term 3 Theme 6 Our changing planet Topics • Natural disasters • Effects of disasters • Preparing for disasters 59 Key concepts and vocabulary Red Cross Disaster Drought Donation Hurricane watch /warning Hurricane Disaster preparedness committee Tidal wave Eruption Tsunami Natural disasters Floods Effects of disasters Landslide Destructive forces of nature Earthquake Our Changing Planet Preparing for disasters Volcanic ash Volcano Tornado Eruption Hazards 60 Grade 5 Term 3 Unit 2 Theme 6: Our Changing Planet - Natural Disasters Sample Activities Listening & Speaking Discuss the concept ‘disaster’ Share stories of disasters that they have experienced or seen on television Talk about major disasters that have happened in the country in the past few years View a video based on any disaster in action Talk about feelings and emotions Give their views about the disaster making personal connections Read aloud text Dramatize a disaster situation in a community Reading/Viewing Research various disasters e.g.
hurricane, earthquake, tsunami, tornado, floods etc.

Writing/Representing Create a bar graph to show natural disasters and occurrence in the Caribbean or country over a 5yr period Read text “Natural Disasters” Reading and Writing Everyday” pg.

39 & Language Tree 5 pg.

72 Create a time-line showing occurrence of any disaster Compile a booklet using research information about some disasters answering specific questions e.g.

What is it?

How was it formed?


What caused it to happen, etc Write an informative essay about any disaster.

Use information and pictures from text to support ideas Summarize a disaster situation with a main idea and elaborate with details Write a story fiction or non fiction about a similar situation to the story read.
If possible connect response to personal experiences Write a personal narrative about a disaster situation experienced or witnessed Focus on cause and effect Highlight facts/myths about any specific disaster Compare and contrast information Form nouns from verbs e.g.
erupt, eruption and find meaning of the words using a dictionary Identify details from video Make inferences based on what was viewed and prior knowledge Read text – Reading and Writing Everyday pg 42 or pg45 Make personal connections to what was viewed and read Focus on: story elements - past tense of irregular verbs Identify whether story could be fiction/non fiction Use a dictionary and spelling strategy to find meaning and spell unfamiliar Teaching/Learning Skills & Strategies Reading/Comprehension Research Cause and effect Compare and contrast Main idea/details Fiction/non-fiction Story elements Figurative language Making connection Inference Language Structure Nouns Verbs Past/present tense Subject/verb agreement Writing Bar graph Expoitory essay Summary Narratives-fiction/non- fiction Create flyer/brochure Writing process Poems Journal Create a flyer or brochure giving information about any disaster Create brochure for children or adults to read Vocabulary/ word Study Spelling strategies Change verbs to nouns Words pertaining to theme words Use the writing process in writing 61 Choral reading of poems about disasters Engage in show and tell using models e.g.
volcano Read the poem – Reading and Writing Everyday pg.

49 Write a poem about any disaster.

Focus on: descriptive, rhyming words, - -figurative language e.g.

metaphor, onomatopoeia, idioms etc.
Use imagery, onomatopoeia, idioms and metaphors Make journal entries based on personal experiences Listening and Speaking Read aloud Dramatize Show and tell Choral reading Give personal views Focus on: the use of the present tense -subject/verb agreement Focus on a tone for writing a poem Journal experiences during a hurricane Maintain a writing portfolio with sample informational writing 62 Grade 5 Term 3 Unit 2 Theme 6: Our Changing Planet - Effects of Disasters Sample Activities Listening & Speaking View pictures/videos showing after effects of natural disasters And talk about observations Reading/Viewing Research and read about effects of disasters from the internet, books, newspapers etc Discuss the positive/negative effects on the environment Read the text “Newspaper reports” Reading and Writing Everyday 5pg.
69 Read aloud reports from newspapers and give explanation Talk about how natural disasters affect the lives of people Categorize the effects of the disasters mentioned Identify main idea, details and cause and effect relationship Focus on the structure of the reports e.g.
sentences structure , choice of words used, tense etc, Identify the use of figurative language in the texts Find meaning of unfamiliar words Read about the effects of natural disasters on the lives of people from newspaper reports/internet etc.
Listen to a resource person talk about the effects of disaster on the lives of people Identify and read factual information from text and differentiate from opinion Talk about the after effects of disaster in a general manner Compile information from resource person for reading Teaching/Learning Skills & Strategies Reading/Comprehension Categorize Main idea/details Cause and effect Figurative language Literary devices Language Structure Adjective Adverbs Imaginative writing Writing Report Compile notes Scrap book songs Vocabulary/ word Study Dictionary skills Similes Listening and Speaking Read aloud Questioning Discussion Writing/Representing Imagine you are a news reporter and write a report on the effects of any disaster on the environment (realistic fiction/nonfiction Use a camera/phone to take pictures for report writing Go through various newspapers and pick out reports about any disaster Make changes to the reports for a different audiences Compile notes taken in a form for reading Write paragraphs highlighting positive effects of natural disasters Write complex sentences Use punctuation marks appropriately Identify details from text Focus on comparative adjectives and adverbs Write a report for the country’s newspaper on the effects of any disaster 63 Read poems and sing songs about natural disasters e.g.
‘David blow down whole Roseau’ Use dictionary to find meaning of unknown words Read and interpret poems Compile a scrapbook Identify tone, feeling, message of the author 's message, tone, rhyme and rhythm and their effectiveness in text Compose songs/raps using familiar tunes Write and rewrite poems Differentiate between similes and metaphors and their effectiveness 64 Grade 5 Term 3 Unit 2 Theme 6: Our Changing Planet - Preparing for disasters Sample Activities Reading/Viewing Read information from country’s newspaper or magazine on how the country prepares for a disaster Writing/Representing Compile a report about the country’s or family preparation for a disaster Listening & Speaking Discuss how the country prepares for a disaster Listen to a talk from resource person from the disaster preparedness committee Ask questions to obtain and clarify information Read text e.g.
‘Hurricane Coming’ Lang.

Tree 4 pg.

76 Make inferences and prediction Support answers with evidence from text List orally items needed in preparation for e.g.

a hurricane Make personal connections Talk about how the family prepares for a disaster e.g.

hurricane Role play what occurs in a family before and during a disaster Focus on: adjectival and adverbial phrase -indefinite pronouns with the correct verb e.g.
everyone, someone, somebody -direct and reported speech Use spelling strategies to spell words Read text “Hurricane Allen’ Reading & Writing Everyday 5 pg.

45 Identify details about disaster preparation Focus on: text written e.g.

in a diary -sequencing activities -making predictions and inferences -adjectives and prepositions -subject verb agreement -use of the present tense Identify elements of literary devices e.g.
rhymes, rhythm, similes, personification and their effectiveness Teaching/Learning Skills & Strategies Reading/Comprehension Literary devices Make prediction/inferences Making connection Author’s message Language Structure Relative pronoun Indefinite pronoun Direct and reported speech adjectival& adverbial phrase preposition subject verb agreement present tense Writing Advertisement Poem Letter Poster Report Write in diary Vocabulary/ word Study Spelling strategies Words relating to theme Similes Listening and Speaking Read aloud ads.
/poems Write a letter e.g.
to the government or disaster committee telling how disaster any preparations can be improved Write telling someone from another country about your country’s preparation for any disaster Design a poster giving important information before, during, after a hurricane Write information in a diary form in sequence using time and events Write a letter telling of an experience before and during a storm Choose a suitable audience to write to Write a poem telling about an experience during a storm.
Use adjectives, similes, personification 65 in the text Read content of advertisements Identify important details Focus on specific words that are meant to persuade Identify author’s message Focus on phrases and sentences Focus on direct speech and quotation marks Ask questions Listen critically Discussion Write an advertisement persuading people in a country to prepare for a disaster Write a poem about preparation for a natural disaster Create a flyer giving information on preparation for a disaster Listen to and discuss various advertisements about preparation for any disaster Talk about the dangers of ignoring disaster warnings Read poems Make valued judgment about ads Recite the poem/advertisement using proper tone and clarity e.g.
“Hurricane” Lang.

Tree 3 pg.
121 Assessment Resources 66 Appendix Life's Choices by Rose Life is full of choices Make sure you pick the right one Don't listen to the voices Hear only yours and you have won Many people will tell you You need to change your looks Don't take to heart their view Fabulous bods are found only in books There is only one voice That you should listen to It will help make the right choice That is perfect just for you Your looks are your own Someone will always love you You will never be alone Look in the mirror and you'll see who GOOD HYGIENE A funny thing happens, as we get a little older.... we get a little stronger, and smell a little bolder!
So we use deodorant, and bathe everyday.... and put on clean clothes, so the smell goes away!

We need to brush our teeth, and learn how to "floss".... it prevents bad breath, and possible tooth loss!

We practice "good-hygiene" habits, it's easier than it seems...... it's all part of growing-up, and building "self-esteem"!

Coach Akren 67 The Town Child I live in the town in the street; It is crowded with traffic and feet; There are buses and motors and trams; I wish there were meadows and lambs.
The houses all wait in a row, There is smoke everywhere I go.

I don’t like the noises I hear- I wish there were woods very near.

There is only thing that I love, And that is the sky far above, There is plenty of room in the blue For castles of clouds and me too!
Island In the Sun Artist: Harry Belafonte This is my island in the sun Where my people have toiled since time begun I may sail on many a sea Her shores will always be home to me CHORUS Oh, island in the sun Willed to me by my father's hand All my days I will sing in praise Of your forest, waters, your shining sand As morning breaks the heaven on high I lift my heavy load to the sky Sun comes down with a burning glow Mingles my sweat with the earth below CHORUS I see woman on bended knee Cutting cane for her family I see man at the waterside Casting nets at the surging tide CHORUS I pray the day will never come When I can't awake to the sound of drum Never let me miss carnival With calypso songs philosophical CHORUS 68 Grandma she’s so good She reuses what she can She teaches me ‘Be careful Don’t be wasteful, little man’ Our lovely world keeps turning It’s beautiful and bright But we need to do our bit To keep the rubbish out of sight.
LITTER RAP A little bit of litter Makes a great big mess A little bit of litter Is an eyesore, I confess.

People throwing rubbish They toss it from their car.

I would like to pick them up And throw them on a star!

Children drop their wrappers I see them everyday.

I hate to see them do it ‘Cos the mess don’t go away.

Litter on the beach It floats in from the sea From ships and boats I guess Well bin it!

That’s my plea.

How come people see it As someone else’s job To tidy up the litter?
It makes me want to sob.

Rubbish in the bin That’s all we have to do.

Recycle what we can By many, not a few.

69 Dirty Dilly Dinosaur Tropical Rain Forest Dilly didn’t wash. Dilly didn’t brush his teeth either.

Dilly just got dirtier and dirtier and dirtier.

He played in the dirt all day.

In the evening, Father called him in.

‘Now Dilly,’ said father.

‘Are you going to have a shower tonight or not?’ Dilly looked disgusting.
There was food all around his mouth and down his front, and his teeth looked dreadful.

But he still didn’t want to have a shower.

‘Okay Dilly, said Father.

‘Have it your way.

No shower tonight.

But you’ll be sorry!’ Dilly just smiled.

The next day, Dilly’s best friend, Dixie was coming to play.

Dixie loved water – but dilly didn’t want anything to do with it!

He wanted Dixie to play his new favorite game – rolling in the dirt.

Dixie didn’t want to.


After awhile she began to look at Dilly in a strange way.

She looked and she looked and she looked and she looked.

And she sniffed too.

‘Dilly,’ she said, ‘you look very funny.

You’re all dirty.’ Dilly smiled proudly.

Dixie didn’t smile ‘Dilly, you’re smelly too’ she said ‘and I don’t want to play with you today.’ Dilly stopped smiling Not long after Dixie said she wanted to go home.

Dilly didn’t say anything – but he had a strange look on his face.
That evening, Mother called him in.

She didn’t say anything about showers, or dirt or washing.

It was Dilly himself who brought up the subject.

‘About water,’ he said all of a sudden.

‘Yes Dilly,’ said Mother.

‘I think its all right.

I’ve decided I like it again.’ ‘Oh really?’ was all that Mother said.

‘In fact, water is my favorite thing.’ said Dilly.

‘Could I have a shower – right now?’ A tropical rain forest is an amazing place.
Thousands of different kinds of plants and animals make their home there.

Some are not found anywhere else in the world.

If the rain forests are not protected, some species of plants and animals could disappear forever taking their resources with them.

Scientists have known for a longtime that medical cures can come from plants.

The rain forest is the perfect habitat for many diverse types of plants.

They compete for space, sunlight, water and nutrients.

The plants that survive are strong and hardy.


They also contain many types of chemicals.

These chemicals are part of plants’ defense system.

They can help protect it from fungus, bacteria, insects, disease and other threats.

Experts believe that some of these chemicals might be useful to human beings too.

The native people of the rain forests have healers who help those who are sick.

For hundreds of years they have known which leaves, roots and berries can be used to treat different illnesses.
Western scientists have begun working with these native healers.

They learn about different plants, cures, and treatments.

Then, they can perform tests on these plants to see what chemicals they contain and how they might be useful.

When they do find something important, it goes through more and more tests.

Lots of experiments must be done over a long period of time before something can be safely sold as a drug.

Scientists want to be sure that it works and that the risk of using it isn’t too high.
Mother looked at him very hard, trying not to smile.

‘Okay Dilly,’ she said at last.

‘Have it your way.’ 70 American scientists have set up labs in the countries where the rain forests are.

They do studies and research there.

They also hire scientists and workers who live in these countries to help them.

This allows the local people to benefit from rainforest research.

They can make money from the rainforests without destroying it, which is very important.
If the rainforest is valuable to them, they will help protect it.

The more people who are trying to conserve the rainforests, the better.

Just imagine the cures that might be found there.