Content-Standards

__**CONTENT STANDARDS:**__

**__Grade Level: __** 5th grade **__Subject Areas:__** Social Studies, English/Language Arts, and Reading

 **__Standards:__**

b. Explain the key events and people of the Civil Rights movement; //include Brown v. Board of Education// (1954), the Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr.
 * SS5H8 The student will describe the importance of key people, events, and developments between 1950-1975. **


 * ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.**

For literary texts, the student identifies the characteristics of various genres

and produces evidence of reading that:

a. Identifies and analyzes the elements of setting, characterization, and conflict in plot.

b. Identifies and analyzes the structural elements particular to dramatic literature

(e.g., scenes, acts, cast of characters, stage directions) in the plays read, viewed,

written, and performed.

d. Relates a literary work to information about its setting (historically or culturally).

For informational texts, the student reads and comprehends in order to

develop understanding and expertise and produces evidence of reading that:

a. Locates facts that answer the reader’s questions.

b. Identifies and uses knowledge of common textual features (e.g., paragraphs,

topic sentences, concluding sentences, glossary).

c. Identifies and uses knowledge of common graphic features (e.g., charts, maps,

diagrams, captions, and illustrations).

d. Identifies and uses knowledge of common organizational structures

chronological order, logical order, cause and effect, classification schemes).

e. Distinguishes cause from effect in context.

f. Identifies and analyzes main ideas, supporting ideas, and supporting details.

g. Makes perceptive and well-developed connections.

h. Relates new information to prior knowledge and experience and makes connections

to related topics or information.


 * ELA5W2 The student demonstrates competence in a variety of genres.**

The student produces a narrative that:

a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest.

b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events.

c. Creates an organizing structure.

d. Includes sensory details and concrete language to develop plot and character.

f. Develops complex characters through actions describing the motivation of characters and character conversation.

The student produces a response to literature that:

a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.

b. Advances a judgment that is interpretive, evaluative, or reflective.

d. Develops interpretations that exhibit careful reading and demonstrate an understanding of the literary work.

The student produces a persuasive essay that:

a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.

b. States a clear position in support of a proposal.

c. Supports a position with relevant evidence.

d. Creates an organizing structure appropriate to a specific purpose, audience, and context.

e. Addresses reader concerns