Language Arts
	In the fifth grade, students continue to advance in reading and writing, as well as to formally study grammar, spelling, and vocabulary. Students meet for language arts in two fluid groups which are determined by ability. Throughout the year, students read self-selected books outside of class and analyze various novels and other types of literature in the classroom. They complete two book reports per trimester, each on a different genre of literature. Our in-class study of literature is divided into five major units: Short stories—emphasis on basic literary terms such as conflict, theme, and character Maniac Magee (Jerry Spinelli)—emphasis on themes of racism and homelessness Poetry—emphasis on poetic elements such as simile, metaphor, imagery Stealing Freedom (Elisa Carbone)—emphasis on social studies connection with the Underground Railroad Shades of Gray (Carolyn Reeder)—emphasis on social studies connection with Civil War and applicability of issues to modern war The Phantom Tollbooth—emphasis on creative use of language, puns, and imaginative phrasing Our study of vocabulary is ongoing and relies primarily on the Wordly Wise series (level 5). We also supplement with a study of roots, suffixes, and prefixes, so that students can learn patterns of vocabulary rather than simply memorizing words. Spelling work is likewise ongoing. We begin with the Houghton Mifflin Spelling and Vocabulary series (level 6) and then supplement with words culled from daily writing. Finally, and perhaps most importantly, fifth graders write a great deal throughout the year. Our goal in writing is to make students comfortable with multi-paragraph, multi-page essays and research papers. Students journal on a regular basis to encourage comfort with the writing process. On formal writing assignments, the emphasis is on the writing process: pre-writing/organizer, rough draft, revision, editing, and final draft. Over the course of the year, students write comparison and contrast papers, persuasive essays, personal narratives, creative writing stories, and formal research papers (with Works Cited lists).

	Mathematics
	In fifth grade the students will being using the Prentice Hall Mathematics textbook. Listed below are the topics that will be covered this year. Decimals Algebra: Patterns and Variables Number Theory and Fractions Adding and Subtracting Fractions Multiplying and Dividing Fractions Ratios, Proportions, and Percents

	Social Studies
	In fifth grade, students continue to study United States history as they did in fourth grade. The curriculum is ordered chronologically; we begin with the development of our government following the Revolutionary War and continue through to Civil War Reconstruction. Because students will study these topics and this era in much more detail in later grades, we use fifth grade as a time to motivate students and hopefully to instill an ongoing interest in history and politics. The approach to teaching history is simple: we present history as a “story”—his, hers, theirs, and ultimately, ours. Children always love a good story! The year is divided into roughly three general units of study that correspond with the trimesters. In the first trimester, we focus on the development of the United States government, with particular attention devoted to the Constitutional Congress, the Bill of Rights, and the rise of patriotism. Students participate in a mock Congress, develop booklets explaining the rights granted in the first ten amendments, and create new patriotic symbols. We also visit key government buildings in Washington, D.C. as we learn about the three branches of government. In the second trimester, we study the expansion of our country between 1800 and the Civil War. Students research key figures in the Industrial Revolution, abolitionism, the women’s rights movement, and the decline of Native American power. Westward expansion, the travels of Lewis and Clark, the concept of Manifest Destiny, the Mexican War, and the gold rush are all introduced and discussed. During this trimester, students examine the impact of geography, the economy, and politics on the developing country. We study in depth the institution of slavery and the development of the Underground Railroad. In the third trimester, we learn about the most destructive war in our history: the United States Civil War. Students find this time fascinating as we avail ourselves of the rich history in our local area. We travel to Antietam, Gettysburg, Harpers Ferry, and the National Civil War Medical Museum in order to bring history alive. We invite a Civil War re-enactor to the classroom so that students can see the trappings of 1860’s military life in person, and we make hardtack and “mush” in the classroom. Students end the year by coming full-circle and once again examining a country destroyed by war and badly in need of healing. Finally, we devote one class period per week to analyzing and discussing current events, emphasizing how they relate to historical events. Students will see that history is cyclical. By first developing AWARENESS, we will try to instill in our children a desire to better our country and ultimately, our world. Objectives: to highlight main ideas in expository text to outline expository text to write comparison/contrast essays to write persuasive/opinion essays to take on the viewpoint of a historical figure and journaling to develop Power Point presentations to research and write multi-page papers using a variety of sources (reference books, books, and Internet sources) to evaluate the reliability of Internet sources to develop complete Works Cited lists to create and deliver oral presentations with flair! to recognize the impact of geography on our country’s development to recognize the impact of humans on the environment to identify key figures in United States history to underestand the plight of the disenfranchised, particularly African-Americans, Native Americans, women, and immigrants to think and writing critically to recognize the impact of the Industrial Revolution on the United States to recognize the impact of the Civil War on the United States to make connections across disciplines to relate historical situations to current situations Resources: We the People, the Citizen and the Constitution (Center for Civil Education) Build Our Nation(Houghton-Mifflin) Variety of DVD’s Primary source journals Scholastic Newsweekly (student news) Library resources, include reference books and Internet sources

	Science
	The fifth grade science year is designed to provide the students with an introduction to physical science. Major topics include: chemical and physical changes in matter, magnetism, electricity, heat light and sound, flight and transportation technology. The students participate in hands-on activities, interactive class discussions, class labs and presentations. The students take part in a school wide science fair completing traditional experiments that fit the parameters of the disciplines that are studied. Science incorporates all subjects from language arts to music. The students work on technical reading comprehension skills, note taking, and test taking strategies; as well as critical thinking skills. By the end of the year the students become comfortable reading and using science based texts and have begun to use the scientific thought process when analyzing concepts and data. The students complete both technical and creative writing pieces and projects to go along with traditional lab exercises. Objectives: to understand what matter is, the difference between chemical and physical properties, and how matter reacts chemically. to develop an understanding of atoms, elements, and compounds. to explain the affects of forces on objects (gravity and magnetism) and how forces are balances or unbalances (simple machines). to discuss work and how it is measured. Resources: Harcourt Science (5th grade) 2005 Ed.

	Spanish
	Fifth Grade is introduced to the Paso a Paso “A” learning system. This course is designed to expose children to the Spanish language and culture. Major topics will include Spanish speaking countries and cultures. Active participation for practicing basic communication skills such as greetings, commands, short dialogues, is expected. The main objective of this course is the development of the four basic skills such as: writing, speaking, listening, and reading in the target language. It is in fifth grade where the transition from concrete to abstract teaching skills of the foreign language takes place. Students will continue to benefit from concrete experiences, extensive use of visuals, and contextualization of meaning. The curriculum includes interactive class participation, individual and team work, projects and quizzes based on material reviewed in class and homework assignments. The different assessments will provide a successful learning environment for students. Introducing the Spanish language as a positive, non threatening process similar to the way first language is acquired is the main goal. Students will gain an understanding of how the language is structured and how they use this knowledge to express their own needs and talk about the world around them. Objectives: to understand the widespread influence of the Spanish language and Spanish-speaking countries cultures. to introduce themselves and say how they are and where they are from. to tell their age, their phone number and the date. to greet people, ask how they are and where they are from, and say good-bye. to use the Spanish alphabet to spell. to describe themselves and tell about some of their likes and dislikes. to find out what other people are like. to compare their and other people likes and dislikes. to talk about teen activities and the concept of friendship in Spanish-speaking countries Resources: Paso a Paso A, Student Book. Prentice Hall. Paso a Paso 1 Workbook. Prentice Hall. Spanish/English Dictionary

	Physical Education
	Fifth grade focuses on developing perceptual motor effiency in many movement forms and proficiency in a few movement forms. Concentration is on life long recreational activities; volley continuously with a partner with the use of a ball; consistently strike a ball as it travels in it's intended direction; demonstrate sensory awareness of one's own physical being associated with body movements; demonstrate the acquisition of a functional repertoire of movement activities; correctly apply and utilize all the basic skills while participating in organized games, lead-up games, recreational games, and gymnastics; without hesitating travel into and out of a rope turned by others; are some of the many skills taught in the fifth grade. The fifth grade learns the rules, and demonstrates etiquette and team-building skills. Technically correcting form in skill attainment and appropriate practice are learned concepts. Speed changes and changes in level and force are demonstrated. Along with skills and strategies in individual, dual and team sports. Tumbling skills of forward roll, backward roll, frog stand and cartwheel are demonstrated. Jump rope movements are both aerobic and varied. Maintaining a target heart rate in endurance is encouraged, along with warm-ups, conditioning and cooling down. Each student is responsible for goal-setting (shirt, mid and long term setting) to evaluate one's won performance. AAPHER fitness test are completed twice a year. Participation is encouraged through enjoyment and self-fulfillment rather than through extrinsic rewards. The demonstration of self-direction, self-control, and initiative are values that are taught in lessons. Cooperation and leadership qualities are encouraged, and students are to respect the officials in all games. Fifth graders show respect for persons of all skill levels, and appreciate differences and similarities in other's physical ability. Expressing positive aspects of another's performance is encouraged. The identification of activities that contribute to personal feelings of joy, personal successes and celebrating achievements of others is a developing awareness that is encouraged. Fifth graders are encouraged to consciously note the risks of each physical activity and understand what constitutes playing by the rules, not playing by the rules and what is fair play in sport or recreational activity. Understanding and applying interrelated concepts connects (e.g. math, science, social studies, reading/language arts, music and art) to the learning of movement skills. Most importantly physical education will help the learner to utilize optimal effort on all tasks for personal best. Objectives: to demonstrate perceptual motor efficiency in many movement forms and proficiency in a few movement forms. to apply knowledge, etiquette, skills and strategies to group, team, and recreational activities. to attain knowledge, skills and strategies that better enable participation in individual and dual recreational activities. to create and demonstrate rhythmical patterns and dance. to increase muscular strength, cardiorespiratory endurance, flexibility, body awareness and agility through physical activity. to achieve and maintain a health-enhancing level of physical fitness. to demonstrate responsible personal and social behavior in physical activity settings. to develop awareness that physical activity provides opportunities for challenge, enjoyment, and self-expression. to develop a positive self-concept, respect for self and others, and positive social and interpersonal skills. to demonstrate an understanding of interdisciplinary approach to movement science and its application

	Art
	Fifth grade art explores themes of art in 19th century America and educates about diversity in American art by learning about art done by women, Latinos, African Americans and if time permits other immigrant groups. Some of the artists highlighted are Winslow Homer, Georgia O’Keeffe, Jacob Lawrence and Romare Bearden. Graphic design is also introduced in the fifth grade. The last part of the year involves a team teaching project helping students to write, layout and illustrate their own book. Fifth grader goes on a field trip to see American art at the Smithsonian. This may be a specific special art exhibit focusing on an American artist or a general look at a collection of American art. Formalized art training is 50 minutes per week. Students may also do structured art assignments during Arts Rotation and Exploratory periods. Objectives: to encourage the development of imagination, creativity, and personal styles and sensibilities. to develop an appreciation for 19th century American art and 20th century art done by minority groups such as women, blacks and Latinos. to learn how to create art specific to a culture or artist’s style after seeing examples. to be able to verbally explain art using, cultural and artistic terminology. to explore a plentiful variety of materials and methods when making personal art or learning about the art of individuals. to do research as part of developing an art project. to learn drawing through demonstration, copying and observation to make two and three-dimensional art. to teach the importance of time management and meeting deadlines when doing an extended art project.

	Music
	The content skills which constitute the basis of fifth grade music class are: Expressive Qualities Dynamics/Tempo/Articulation Vocal/Instrumental Tone Color Beat/Meter Rhythm Melody/Harmony Tonality Major/Minor Texture/Form/Structure Style/Background Instructional strategies include imitation, repetition, demonstration, listening and student participation/creativity. Objectives: to read music. to hear a variety of tempos to compare pitch instruments from different cultures to tap to the beat to recognize syncopated rhythms to echo-pat rhythms to sing in a call-and-response style to sing music from differing cultures, countries and musical styles. Resources: Share the Music – MacMillan, McGraw-Hill – 5th grade edition

	Library
	The fifth grade student is an independent library user who enjoys the full range of electronic and print resources in the library and is encouraged to read for pleasure or for class assignments. The Fifth Grader enjoys weekly library classes and a six-week rotating Middle School Exploratory class to aid in their Civil War research project during the third term. Classes begin with reinforcement of previously learned skills. They look more closely at each class in the Dewey Decimal system and participate in a Bingo game that challenges their knowledge of subject areas within each classification. In response to their monthly fiction book report assignment the students discover the characteristics of each genre of fiction. Students begin using a note-taking sheet to learn to read, think, and record information. They learn the value of the outline in a research project. Objectives: to be effective listeners and library users. to make selections of books for book reports and for personal reading. to recognize favorite authors and illustrators and the awards given to notable books to better understand the Dewey Decimal classification system to use a note taking sheet to gather information from almanacs, encyclopedias, and non-fiction books to understand the value of keywords in research to cite works used in preparing reports