5th Grade Growing Block
Week #35 Date 5/14- 5/19
Standard:
M- CORE Assessment
T- CORE Assessment
W- CORE Assessment
T- CORE Assessment
F- CORE Assessment
Standard:
M- CORE Assessment
T- CORE Assessment
W- CORE Assessment
T- CORE Assessment
F- CORE Assessment
Week #34 Date 5/7- 5/11
Standard:
M- CORE Assessment
T- No Group (pen pals and middle School Tour)
W- Math Camp
T- Math Camp
F- Math Camp
Standard:
M- CORE Assessment
T- No Group (pen pals and middle School Tour)
W- Math Camp
T- Math Camp
F- Math Camp
Week #33 Date 4/30- 5/4
Standard: 4-ESS1-1 4-ESS2-2 Students analyze and interpret data from recent volcanic eruptions. They use their findings as evidence for an argument that volcanoes are (or are not) likely to erupt in their backyard.
M- Continue Mystery Science on Volcanoes.
T- Mystery Science
W- 5th grade field trip
T- Kahoot Incentive Day and Treats
F- No Mrs. Jerke
Standard: 4-ESS1-1 4-ESS2-2 Students analyze and interpret data from recent volcanic eruptions. They use their findings as evidence for an argument that volcanoes are (or are not) likely to erupt in their backyard.
M- Continue Mystery Science on Volcanoes.
T- Mystery Science
W- 5th grade field trip
T- Kahoot Incentive Day and Treats
F- No Mrs. Jerke
Week #32 Date 4/23- 4/27
Standard: 5.R.I.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 5.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context.
M- Practice 3: Use Domain Specific words to Understand Concepts. Have student helper read Spg180. Ask what the paragraphs are about? Create a column chart with the headings, Words I Don't Know, Words I Know a Little, Words I Know Really well. Model filling out the chart using one domain specific word from the text. Ask, what words do you need to know well to figure out the passage? Student will fill out their chart with words from the text. The words they know a little or well, write sentences for.
T- No Group. Arbor Day event.
W- Continue writing sentences for the domain specific words from yesterday.
T- test AR
F- no group
Standard: 5.R.I.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 5.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context.
M- Practice 3: Use Domain Specific words to Understand Concepts. Have student helper read Spg180. Ask what the paragraphs are about? Create a column chart with the headings, Words I Don't Know, Words I Know a Little, Words I Know Really well. Model filling out the chart using one domain specific word from the text. Ask, what words do you need to know well to figure out the passage? Student will fill out their chart with words from the text. The words they know a little or well, write sentences for.
T- No Group. Arbor Day event.
W- Continue writing sentences for the domain specific words from yesterday.
T- test AR
F- no group
Week #31 Date 4/16- 4/20
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.R.I.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 5.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context.
M- No School
T- Board game Day. Play Chunks!
W- Identify Domain Specific Words. Spg 178 Have student helper read paragraphs 4 and 5. Student helper will also write down characteristics of this standard. Point out that domain specific words often appear in bold. Definitions to domain specific words can be found near signal words such as or, that is, which or before or after commas. Try to understand the meaning of Volcanology, geology, volcanologists and seismograph by using characteristics from the text. Have student use a glossary to confirm their meaning.
T- No Group
F- Practice Understanding Domain Specific words. Using Spg179, have helper student read Paragraphs 6-7. Model looking for unfamiliar words or terms I haven't seen in other types of texts. (plate tectonics) Next. look for clues about it's meaning using the clues we talked about on Wed. Finally, think about what else the author includes to help readers understand the text. Have students practice this routine with the term plate boundaries. Watch a Mystery Science video if time.
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.R.I.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 5.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context.
M- No School
T- Board game Day. Play Chunks!
W- Identify Domain Specific Words. Spg 178 Have student helper read paragraphs 4 and 5. Student helper will also write down characteristics of this standard. Point out that domain specific words often appear in bold. Definitions to domain specific words can be found near signal words such as or, that is, which or before or after commas. Try to understand the meaning of Volcanology, geology, volcanologists and seismograph by using characteristics from the text. Have student use a glossary to confirm their meaning.
T- No Group
F- Practice Understanding Domain Specific words. Using Spg179, have helper student read Paragraphs 6-7. Model looking for unfamiliar words or terms I haven't seen in other types of texts. (plate tectonics) Next. look for clues about it's meaning using the clues we talked about on Wed. Finally, think about what else the author includes to help readers understand the text. Have students practice this routine with the term plate boundaries. Watch a Mystery Science video if time.
Week #30 Date 4/9- 4/13
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.R.I.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 5.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context.
M- Spg 174 Assessment on cause/effect, main idea, summaries and comparison/contrast.
T- Incentive party with compare and contrast Kahoot and treats.
W- No Group
T- Lesson 26- Understand Domain-Specific Vocabulary Read Tpg175 and 176. Explain to students that some words are specific to a particular domain or area of study. Sometimes these words are difficult or uncommon. Many authors help readers by defining the word in the text. Use Spg177. Have student helper read P1-3. Ask: What does the text tell you about? Focus on Magma. Look for a definition in the text for Magma. Explain Similes. Try to find 2 similes on this page.
F- Snow Day
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.R.I.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 5.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context.
M- Spg 174 Assessment on cause/effect, main idea, summaries and comparison/contrast.
T- Incentive party with compare and contrast Kahoot and treats.
W- No Group
T- Lesson 26- Understand Domain-Specific Vocabulary Read Tpg175 and 176. Explain to students that some words are specific to a particular domain or area of study. Sometimes these words are difficult or uncommon. Many authors help readers by defining the word in the text. Use Spg177. Have student helper read P1-3. Ask: What does the text tell you about? Focus on Magma. Look for a definition in the text for Magma. Explain Similes. Try to find 2 similes on this page.
F- Snow Day
Week #29 Date 4/2- 4/6
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
M- No School
T- Continue combining compare and contrast signal words on chart paper. Read the 2 stories from Tpg177 and 178 out loud to the group.
W- Demonstrate comparing and contrasting between a pen and a pencil using compare and contrast signal words. Glue in Venn Diagram. Helper student reads Spg169. Teacher models locating comparing signal words and what they are comparing. Add the comparisons to Venn diagram. Do that with contrasting words as well. Let students find the remaining.
Th- Practice 1: Using Spg170, have a student read sentence 1 and determine the signal word. Is it comparing or contrasting? What does the signal words convey? Repeat the process with sentences 2-4 together. Sentences 5-8 do in 6:00 partners. Write down on chart..
F- Practice 2: Using Spg171, have student helper read paragraph 1. Using Explain Everything and in 6:00 partners, have students take a picture of the paragraph, locate signal words and phrases with highlighter,with voice determine what the words or phrases signals (compare or contrast), then describe the relationship being conveyed. Upload to YouTube when finished.
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
M- No School
T- Continue combining compare and contrast signal words on chart paper. Read the 2 stories from Tpg177 and 178 out loud to the group.
W- Demonstrate comparing and contrasting between a pen and a pencil using compare and contrast signal words. Glue in Venn Diagram. Helper student reads Spg169. Teacher models locating comparing signal words and what they are comparing. Add the comparisons to Venn diagram. Do that with contrasting words as well. Let students find the remaining.
Th- Practice 1: Using Spg170, have a student read sentence 1 and determine the signal word. Is it comparing or contrasting? What does the signal words convey? Repeat the process with sentences 2-4 together. Sentences 5-8 do in 6:00 partners. Write down on chart..
F- Practice 2: Using Spg171, have student helper read paragraph 1. Using Explain Everything and in 6:00 partners, have students take a picture of the paragraph, locate signal words and phrases with highlighter,with voice determine what the words or phrases signals (compare or contrast), then describe the relationship being conveyed. Upload to YouTube when finished.
Week #28 Date 3/26- 3/30
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
M- Students will make up their own cause effect, cause effect story (continued).
T- (15 minute Bullying talk). Students present their cause and effect story. Use paragraph 2 on Spg163 to complete a cause-effect chain graphic organizer. Work through it together as one group.
W- In 6:00 partners, students will use Spg166 to identify a cause and effect chain in paragraph 8. Make sure students explain the cause-effect relationship using details from the text.
Th- When you compare, you tell how two or more people, events, ideas or things are alike. When you contrast, you tell how two or more people, events, ideas, or things are different. Understanding signal words makes it easy to identify when the author wants you to see comparisons or differences. With your 9:00 partner, research signal words that show comparisons or differences. Make a t-chart in your notebooks that you can refer back to. On one side of your t-chart, write comparison words. On the other side of your t-chart, write contrast words. Write down as many as you can. Combine the words on chart paper.
F- No School
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
M- Students will make up their own cause effect, cause effect story (continued).
T- (15 minute Bullying talk). Students present their cause and effect story. Use paragraph 2 on Spg163 to complete a cause-effect chain graphic organizer. Work through it together as one group.
W- In 6:00 partners, students will use Spg166 to identify a cause and effect chain in paragraph 8. Make sure students explain the cause-effect relationship using details from the text.
Th- When you compare, you tell how two or more people, events, ideas or things are alike. When you contrast, you tell how two or more people, events, ideas, or things are different. Understanding signal words makes it easy to identify when the author wants you to see comparisons or differences. With your 9:00 partner, research signal words that show comparisons or differences. Make a t-chart in your notebooks that you can refer back to. On one side of your t-chart, write comparison words. On the other side of your t-chart, write contrast words. Write down as many as you can. Combine the words on chart paper.
F- No School
Week #27 Date 3/19- 3/23
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
M- Have students research cause and effect signal words and list them on the boards as they are finding them. (5 minutes) Read the paragraphs on Spg164. Have the student helper read paragraph 3 and pick another to read paragraph 4. Get into 12 o'clock partners. Highlight the signal words in yellow or orange. Highlight the cause in green and the effect in blue. Get with another group and discuss what you chose and why.
T- Using Spg165 help students understand that a cause can have more than one effect. Also, explain that sometimes cause and effects aren't stated directly, you have to infer and use context clues. Helper student reads paragraph 5 and 6. Students determine the signal word and the effects that go with the given cause.
W- Continue finding the effects to the cause on Spg165
Th- Review inferred cause and effects. Explain that a cause leads to an effect and that effect might lead to another effect. It's like a chain reaction. Read the book, If You Give a Mouse a Cookie. Students will make up their own cause effect, cause effect story.
F- No Mrs. Jerke
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
M- Have students research cause and effect signal words and list them on the boards as they are finding them. (5 minutes) Read the paragraphs on Spg164. Have the student helper read paragraph 3 and pick another to read paragraph 4. Get into 12 o'clock partners. Highlight the signal words in yellow or orange. Highlight the cause in green and the effect in blue. Get with another group and discuss what you chose and why.
T- Using Spg165 help students understand that a cause can have more than one effect. Also, explain that sometimes cause and effects aren't stated directly, you have to infer and use context clues. Helper student reads paragraph 5 and 6. Students determine the signal word and the effects that go with the given cause.
W- Continue finding the effects to the cause on Spg165
Th- Review inferred cause and effects. Explain that a cause leads to an effect and that effect might lead to another effect. It's like a chain reaction. Read the book, If You Give a Mouse a Cookie. Students will make up their own cause effect, cause effect story.
F- No Mrs. Jerke
Week #26 Date 3/12- 3/16
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
M- Read the Non-fiction story called The Nile and Ancient Egypt aloud to students. Begin Lesson 24 Understanding Cause-Effect Relationships. Explain that a cause is why something happened, and an effect is what happened. Using Spg163, guide students to look for words that signal the relationship between causes and effects (so, because). Have students use 3 colored highlighters, one for the cause, one for the effect and one for the signal words and model highlighting those parts in the paragraphs.
T- Students will cut out the cause and effect sentence on Spg163. There are 3. Students will cut up the sentence into three parts, the cause, the effect and the signal word. Using a cause and effect graphic organizer, students glue the parts where they go.
W- Point out terrain in paragraph 1. Knowing Greek and Latin roots can help you understand word meanings. The Latin root terr means "land" and Terrain describes the type of land around the Nile. Agri means "field". Have students use the Latin meaning to understand Agriculture. Play the dictionary game using other words that begin with agri and terr. Students will read their meaning.
Th- No School
F- No School
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
M- Read the Non-fiction story called The Nile and Ancient Egypt aloud to students. Begin Lesson 24 Understanding Cause-Effect Relationships. Explain that a cause is why something happened, and an effect is what happened. Using Spg163, guide students to look for words that signal the relationship between causes and effects (so, because). Have students use 3 colored highlighters, one for the cause, one for the effect and one for the signal words and model highlighting those parts in the paragraphs.
T- Students will cut out the cause and effect sentence on Spg163. There are 3. Students will cut up the sentence into three parts, the cause, the effect and the signal word. Using a cause and effect graphic organizer, students glue the parts where they go.
W- Point out terrain in paragraph 1. Knowing Greek and Latin roots can help you understand word meanings. The Latin root terr means "land" and Terrain describes the type of land around the Nile. Agri means "field". Have students use the Latin meaning to understand Agriculture. Play the dictionary game using other words that begin with agri and terr. Students will read their meaning.
Th- No School
F- No School
Week #25 Date 3/5- 3/9
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
M- No School
T- No School
W- (Take new Picture) Incentive Day. Play Dr. Seuss Kahoot!
Th- CORE testing for new student
F- CORE testing for new student
Standard: 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
M- No School
T- No School
W- (Take new Picture) Incentive Day. Play Dr. Seuss Kahoot!
Th- CORE testing for new student
F- CORE testing for new student
Week #24 Date 2/26- 3/2
5.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
M- Olympian project
T- Olympian project
W- Olympian project
Th- Finish Olympian project
F- Play: Olympian Kahoot!
5.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
M- Olympian project
T- Olympian project
W- Olympian project
Th- Finish Olympian project
F- Play: Olympian Kahoot!
Week #23 Date 2/19- 2/23
5.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
M- No School
T- Olympian project
W- No Mrs. Jerke
Th- No Mrs. Jerke
F- Olympian project
5.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
M- No School
T- Olympian project
W- No Mrs. Jerke
Th- No Mrs. Jerke
F- Olympian project
olympian_project.docx |
Week #22 Date 2/12- 2/16
5.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
M- New student. Go over rules and procedures. Make new Round the clock partners and take a new group picture.
T- Explain Olympian project. Don't forget to have students keep track of their sources and list them on their file folder projects.
W- Give out Treats for Valentine's Day. Continue work on Olympian project.
Th- Olympian project.
F- No School
5.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
M- New student. Go over rules and procedures. Make new Round the clock partners and take a new group picture.
T- Explain Olympian project. Don't forget to have students keep track of their sources and list them on their file folder projects.
W- Give out Treats for Valentine's Day. Continue work on Olympian project.
Th- Olympian project.
F- No School
Week #21 Date 2/5- 2/9
Standard: 5.R.I.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
M- Continue Summarizing using the time line.
T- Continue Summarizing.
W- Use Explain Everything App to read Milton Hershey text, focusing on reading fluency.
Th- Beginning of Winter Olympics. Read: Olympic Winter Sports Explained from NewsELA.com. Highlight the main idea for each sport shown.
F- After reading the article, answer the following question in your notbook: What new or surprising information did you learn from this article? What does this information make you wonder about?
Standard: 5.R.I.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
M- Continue Summarizing using the time line.
T- Continue Summarizing.
W- Use Explain Everything App to read Milton Hershey text, focusing on reading fluency.
Th- Beginning of Winter Olympics. Read: Olympic Winter Sports Explained from NewsELA.com. Highlight the main idea for each sport shown.
F- After reading the article, answer the following question in your notbook: What new or surprising information did you learn from this article? What does this information make you wonder about?
Week #20 Date 1/29- 2/2
Standard: 5.R.I.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
M- No Mrs. Jerke
T- Students will try to write 100 words in 10 minutes. Afterwards, have students begin to summarize the Milton Hershey multi-paragraph article in their 9:00 partners. Use a time line to help.
W- Continue summarizing
Th- 10 in a Row Incentive Day. Bring treats and play a Valentine's Kahoot
F- No Mrs. Jerke Students can go to the library to work. Bring a book.
Standard: 5.R.I.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
M- No Mrs. Jerke
T- Students will try to write 100 words in 10 minutes. Afterwards, have students begin to summarize the Milton Hershey multi-paragraph article in their 9:00 partners. Use a time line to help.
W- Continue summarizing
Th- 10 in a Row Incentive Day. Bring treats and play a Valentine's Kahoot
F- No Mrs. Jerke Students can go to the library to work. Bring a book.
Week #19 Date 1/22- 1/26
Standard: 5.R.I.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
M- Pre-Assessment on Main idea. Students will read a multi paragraph informational text about Polar Bears. Then they will write their own paragraph, identifying the main ideas and how they are supported by key details.
T- Begin Lesson 23 on Tpg155 and 156. Teacher reads the text while students close their eyes (optional) and listen. Before reading, ask them to listen for more than one main idea and the key details that match. After reading, explain that informational texts have ore than one main idea. When you read, pay attention to what the author says in each paragraph and in the text as a whole. Student helper reads Spg157. Ask: What does the author talk about in the paragraph? This IS the main idea. After guiding students to understand multiple main ideas, focus on the vocabulary word, trade, found in paragraph 2.
W- Tell students that each main idea, supports the central message of the text as a whole. Spg158. Student helper reads the page aloud. Ask students if Milton Hershey was always successful? Have students find details to support this idea. Then have students work in groups to determine the main idea of paragraph 4. Share.
Th- Continue on to Spg 159. Work on what makes a key detail. How does it support the main idea?
F- Spg 160 Summarize the text. Have students determine the main idea and the key details. Use that to write a short summary.
Standard: 5.R.I.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
M- Pre-Assessment on Main idea. Students will read a multi paragraph informational text about Polar Bears. Then they will write their own paragraph, identifying the main ideas and how they are supported by key details.
T- Begin Lesson 23 on Tpg155 and 156. Teacher reads the text while students close their eyes (optional) and listen. Before reading, ask them to listen for more than one main idea and the key details that match. After reading, explain that informational texts have ore than one main idea. When you read, pay attention to what the author says in each paragraph and in the text as a whole. Student helper reads Spg157. Ask: What does the author talk about in the paragraph? This IS the main idea. After guiding students to understand multiple main ideas, focus on the vocabulary word, trade, found in paragraph 2.
W- Tell students that each main idea, supports the central message of the text as a whole. Spg158. Student helper reads the page aloud. Ask students if Milton Hershey was always successful? Have students find details to support this idea. Then have students work in groups to determine the main idea of paragraph 4. Share.
Th- Continue on to Spg 159. Work on what makes a key detail. How does it support the main idea?
F- Spg 160 Summarize the text. Have students determine the main idea and the key details. Use that to write a short summary.
Week #18 Date 1/15- 1/19
Standard: RL.5.9 Compare and Contrast stories in the same genre on their approaches to similar themes and topics.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
M- No School
T- Identify Genres: Spg150. Have student helper read paragraphs 2-6. Have students summarize the plots of the stories and identify words and phrases that show the stories belong to the mystery genre and highlight in workbooks. Write a paragraph that explaining how they know that the two stories are a mystery.
W- Compare and Contrast within a Genre. Students will compare and contrast each story Jules is Missing and the Snack Bandit using a Central Message Diagram. If students have trouble have them review important topics, central message, characters, story events or descriptions in the story.
Th- Continue to use the Diagram to compare and contrast the two stories.
F- No Group (PBL with 5B kids) Students report to the library and complete the Lesson 21-22 assessment.
Standard: RL.5.9 Compare and Contrast stories in the same genre on their approaches to similar themes and topics.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
M- No School
T- Identify Genres: Spg150. Have student helper read paragraphs 2-6. Have students summarize the plots of the stories and identify words and phrases that show the stories belong to the mystery genre and highlight in workbooks. Write a paragraph that explaining how they know that the two stories are a mystery.
W- Compare and Contrast within a Genre. Students will compare and contrast each story Jules is Missing and the Snack Bandit using a Central Message Diagram. If students have trouble have them review important topics, central message, characters, story events or descriptions in the story.
Th- Continue to use the Diagram to compare and contrast the two stories.
F- No Group (PBL with 5B kids) Students report to the library and complete the Lesson 21-22 assessment.
Week #17 Date 1/8 - 1/12
Standard: RL.5.9 Compare and Contrast stories in the same genre on their approaches to similar themes and topics.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
M- Take new picture of group. Watch Movie Trailers and show rubrics
T- Kahoot (too many missing group members to start a new lesson)
W- No Group (Spelling Bee in classrooms)
Th- Go over STAR testing and where they fall, within grade level, above or below. Highlight so they can see where they need to improve.
F-Lesson 22: Compare and Contrast Literature. Read Jules is Missing! and The Snack Bandit. Review the term compare and contrast. Consider how they are alike and different thinking about the central message, important topics, genres, key words, story events and characters. Spg149- Have student daily helper read paragraph 1 and 2. Pick someone else to read 3, 4 and 5. How do you know that both stories are mysteries? Contrast the two stories by pointing out some differences.
Standard: RL.5.9 Compare and Contrast stories in the same genre on their approaches to similar themes and topics.
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
M- Take new picture of group. Watch Movie Trailers and show rubrics
T- Kahoot (too many missing group members to start a new lesson)
W- No Group (Spelling Bee in classrooms)
Th- Go over STAR testing and where they fall, within grade level, above or below. Highlight so they can see where they need to improve.
F-Lesson 22: Compare and Contrast Literature. Read Jules is Missing! and The Snack Bandit. Review the term compare and contrast. Consider how they are alike and different thinking about the central message, important topics, genres, key words, story events and characters. Spg149- Have student daily helper read paragraph 1 and 2. Pick someone else to read 3, 4 and 5. How do you know that both stories are mysteries? Contrast the two stories by pointing out some differences.
Week #16 Date 1/1- 1/5
Standard:
M- No School
T- No School
W- CORE testing and movie trailer/Phonics packet
Th- CORE testing and movie trailer-FINISH!!!
F- No Mrs. Jerke
Standard:
M- No School
T- No School
W- CORE testing and movie trailer/Phonics packet
Th- CORE testing and movie trailer-FINISH!!!
F- No Mrs. Jerke
Week #15 Date 12/18- 12/22
Standard:
M- CORE testing and movie trailer. If finished, students can work on Phonics packets.
T- CORE testing and movie trailer (Kahoot Christmas party if they get it).
W- CORE testing and movie trailer/Phonics packet
Th- No Group (Christmas in the classrooms)
F- No School
Standard:
M- CORE testing and movie trailer. If finished, students can work on Phonics packets.
T- CORE testing and movie trailer (Kahoot Christmas party if they get it).
W- CORE testing and movie trailer/Phonics packet
Th- No Group (Christmas in the classrooms)
F- No School
Week #14 Date 12/11- 12/15
Standard: RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (ex. graphic novel, multimedia presentation of fiction, folktale, myth or peom.) L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
M- CORE testing and movie trailer
T- CORE testing and movie trailer
W- CORE testing and movie trailer
Th- CORE testing and movie trailer
F- CORE testing and movie trailer
Standard: RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (ex. graphic novel, multimedia presentation of fiction, folktale, myth or peom.) L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
M- CORE testing and movie trailer
T- CORE testing and movie trailer
W- CORE testing and movie trailer
Th- CORE testing and movie trailer
F- CORE testing and movie trailer
Week #13 Date 12/4- 12/8
Standard: RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (ex. graphic novel, multimedia presentation of fiction, folktale, myth or peom.) L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
M- Students will understand how visuals convey meaning. Have the student helper read Spg147 aloud. Explain that changes in a story such as feelings and actions can change the tone and are clues to meaning and theme. Using the entire text, summarize how each visual contributes to the meaning of the story.
T- Watch the movie trailer for Wonder. Students will analyze the movie trailer and explain how it contributes to the meaning or beauty of a text. Write some key words or phrases that help you understand the meaning of the movie.
W- CORE testing and movie trailer
Th- CORE testing and movie trailer
F- CORE testing and movie trailer-SD
Standard: RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (ex. graphic novel, multimedia presentation of fiction, folktale, myth or peom.) L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
M- Students will understand how visuals convey meaning. Have the student helper read Spg147 aloud. Explain that changes in a story such as feelings and actions can change the tone and are clues to meaning and theme. Using the entire text, summarize how each visual contributes to the meaning of the story.
T- Watch the movie trailer for Wonder. Students will analyze the movie trailer and explain how it contributes to the meaning or beauty of a text. Write some key words or phrases that help you understand the meaning of the movie.
W- CORE testing and movie trailer
Th- CORE testing and movie trailer
F- CORE testing and movie trailer-SD
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Week #12 Date 11/27- 12/1
Standard: RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (ex. graphic novel, multimedia presentation of fiction, folktale, myth or peom.) L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
M- Teach 2nd person and have students write a 2nd person sentence to go with all three baby pictures. When finished each child can share their 1st, 3rd and 2nd person sentences/paragraphs.
T- Talk about the tone of a story being the author's attitude about a subject. Authors create tone by choosing specific adjectives to describe what the character sees and feels. Have the helper student read paragraph 9 on Spg143. Look at the lily and ask students why the author chose the lily. Talk about synonyms and have students use a thesaurus to look up the words 1. muted 2. silent 3. hushed. List the synonyms in their journal.
W- Visuals have an impact on the reader's experience. Have the student helper Read Stpg144 aloud. Think about what the author is trying to convey through tone. Underline the words and phrases that help you understand tone. Answer this question in a complete sentence: What is the tone of these paragraphs?
Th- No Mrs. Jerke Students meet in the library and work on 1st/2nd/3rd person stories.
F- First, check on 1st/2nd/3rd person stories. Students will understand how the story visuals convey beauty. Have the student helper read Stpg145 aloud. Have students reread the paragraphs silently. How has the tone of the story changed just in these 2 paragraphs? How has the tone changed from the first part of the story to this part? How does the illustration of the lily convey beauty?
Standard: RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (ex. graphic novel, multimedia presentation of fiction, folktale, myth or peom.) L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
M- Teach 2nd person and have students write a 2nd person sentence to go with all three baby pictures. When finished each child can share their 1st, 3rd and 2nd person sentences/paragraphs.
T- Talk about the tone of a story being the author's attitude about a subject. Authors create tone by choosing specific adjectives to describe what the character sees and feels. Have the helper student read paragraph 9 on Spg143. Look at the lily and ask students why the author chose the lily. Talk about synonyms and have students use a thesaurus to look up the words 1. muted 2. silent 3. hushed. List the synonyms in their journal.
W- Visuals have an impact on the reader's experience. Have the student helper Read Stpg144 aloud. Think about what the author is trying to convey through tone. Underline the words and phrases that help you understand tone. Answer this question in a complete sentence: What is the tone of these paragraphs?
Th- No Mrs. Jerke Students meet in the library and work on 1st/2nd/3rd person stories.
F- First, check on 1st/2nd/3rd person stories. Students will understand how the story visuals convey beauty. Have the student helper read Stpg145 aloud. Have students reread the paragraphs silently. How has the tone of the story changed just in these 2 paragraphs? How has the tone changed from the first part of the story to this part? How does the illustration of the lily convey beauty?
Week #11 Date 11/20- 11/24
Standard: RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. RL.5.5b Recognize and explain the meaning of common idioms.
M- Assessment on lessons 19 and 20. RL.5.5 and RL.5.6
T- Finish up Assessment today. Begin Lesson 21 Analyze visual elements in Literature. Read aloud to students: A New Life on Tpg 141 and 142
W- Print off 3 copies of babies doing funny things. Have students write in the 1st and 3rd person.
Th- No School Happy Thanksgiving!!!
F- No School
Standard: RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. RL.5.5b Recognize and explain the meaning of common idioms.
M- Assessment on lessons 19 and 20. RL.5.5 and RL.5.6
T- Finish up Assessment today. Begin Lesson 21 Analyze visual elements in Literature. Read aloud to students: A New Life on Tpg 141 and 142
W- Print off 3 copies of babies doing funny things. Have students write in the 1st and 3rd person.
Th- No School Happy Thanksgiving!!!
F- No School
Week #10 Date 11/13- 11/17
Standard: RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. RL.5.5b Recognize and explain the meaning of common idioms.
M- no Mrs. Jerke
T- no Mrs. Jerke
W- Student pg. 137 and 138. Have one student read the passages. Describe how point of view influences descriptions. What details does the narrator reveal in each paragraph? How does the point of view affect what you know about the character and events?
Th- Assessment on lessons 19 and 20. RL.5.5 and RL.5.6
F- No School
Standard: RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. RL.5.5b Recognize and explain the meaning of common idioms.
M- no Mrs. Jerke
T- no Mrs. Jerke
W- Student pg. 137 and 138. Have one student read the passages. Describe how point of view influences descriptions. What details does the narrator reveal in each paragraph? How does the point of view affect what you know about the character and events?
Th- Assessment on lessons 19 and 20. RL.5.5 and RL.5.6
F- No School
Week #9 Date 11/6- 11/10
Standard: RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. RL.5.5b Recognize and explain the meaning of common idioms.
M- Read An Alabama Bus to students. Begin Lesson 20 Student pg. 135 Distinguish between first and third point of view in a text. Build vocabulary by explaining the Idiom stormed off in paragraph 8. Have students highlight key words for 1st person and 3rd person. How are the key words different?
T- Student pg. 136. Have students get into their 12:00 partners and read the passage together. Then identify the narrator's point of view and explain how they know. What does the narrator tell you? What feelings does the narrator express? Discuss in your small group. Whole group: Get together and share.
W- Using page 136 text, have students get into their 3:00 partners and rewrite the paragraph in 3rd person point of view. If needed, make a T-chart to help students understand 1st person pronouns vs. 3rd person pronouns.
Th- Continue rewriting text in 3rd person. If finished early, using the poems the students have created, make a book.
F- Read the poem book today and students can take it home.
Standard: RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. RL.5.5b Recognize and explain the meaning of common idioms.
M- Read An Alabama Bus to students. Begin Lesson 20 Student pg. 135 Distinguish between first and third point of view in a text. Build vocabulary by explaining the Idiom stormed off in paragraph 8. Have students highlight key words for 1st person and 3rd person. How are the key words different?
T- Student pg. 136. Have students get into their 12:00 partners and read the passage together. Then identify the narrator's point of view and explain how they know. What does the narrator tell you? What feelings does the narrator express? Discuss in your small group. Whole group: Get together and share.
W- Using page 136 text, have students get into their 3:00 partners and rewrite the paragraph in 3rd person point of view. If needed, make a T-chart to help students understand 1st person pronouns vs. 3rd person pronouns.
Th- Continue rewriting text in 3rd person. If finished early, using the poems the students have created, make a book.
F- Read the poem book today and students can take it home.
Week #8 Date 10/30- 11/3
Standard: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.W.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
M- Take a break from poetry writing and teach PicCollage. Have students mostly work on adding text. Tell students that their goal for finishing their poetry is Thursday.
T- Add poems to PicCollage
W- Continue adding poems to PicCollage
Th- Finish up with Poems and put them together to make a class book.
F- Those who are finished can read a book they brought or go on EPIC.
Standard: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.W.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
M- Take a break from poetry writing and teach PicCollage. Have students mostly work on adding text. Tell students that their goal for finishing their poetry is Thursday.
T- Add poems to PicCollage
W- Continue adding poems to PicCollage
Th- Finish up with Poems and put them together to make a class book.
F- Those who are finished can read a book they brought or go on EPIC.
Week #7 Date 10/23- 10/27
Standard: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.W.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
M- After analyzing The Season's poem last week, students decided they wanted to create their own Season's poem. Use the original Season's poem as a guide. Have students share their ideas on how to organize their thinking. Use Pic Collage app to publish. Make a class Poem book called Season's.
T- Work on Poems
W- No Group (Assembly)
Th- Work on Poems
F- Work on Poems. Teach the author's use of semi-colons. Next week you will need to teach the Pic Collage app.
Standard: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.W.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
M- After analyzing The Season's poem last week, students decided they wanted to create their own Season's poem. Use the original Season's poem as a guide. Have students share their ideas on how to organize their thinking. Use Pic Collage app to publish. Make a class Poem book called Season's.
T- Work on Poems
W- No Group (Assembly)
Th- Work on Poems
F- Work on Poems. Teach the author's use of semi-colons. Next week you will need to teach the Pic Collage app.
Week #6 Date 10/16- 10/20
Standard: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
M- 10 in a row Incentive Day- Students can play Metaphor Kahoot. Hand out treats.
T- Students complete their Assessment work in 3:00 partners.
W- Lesson 19 Analyze structure in Literature. Teacher read the poem called Seasons to students. Students close their eyes to visualize the poem. Explain to students that texts such as poems, short stories, and dramas usually have a structure that helps develop ideas or move events forward. Using S129- Teacher identifies the poem's topic and the purpose of the stanza. See if students can point out the similie. Using a T-chart have students find details in the text that indicate the topic of the Stanza (pleasant details and unpleasant details.) Using S130-Students will identify its topic and purpose of stanza 2. Monitor Progress: How do the two stanzas fit together? What do you notice about the structure of each stanza? Add to the t-chart.
Th- Lesson 19 S131 Have students read the 3rd and 4th Stanza and identify the topic. What words helped you determine the topic? What is the purpose of this stanza? How does the Stanza fit with the two that came before? What do you notice about the structure of this stanza? Again, add to the t-chart.
F- Lesson 19 S132
Standard: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
M- 10 in a row Incentive Day- Students can play Metaphor Kahoot. Hand out treats.
T- Students complete their Assessment work in 3:00 partners.
W- Lesson 19 Analyze structure in Literature. Teacher read the poem called Seasons to students. Students close their eyes to visualize the poem. Explain to students that texts such as poems, short stories, and dramas usually have a structure that helps develop ideas or move events forward. Using S129- Teacher identifies the poem's topic and the purpose of the stanza. See if students can point out the similie. Using a T-chart have students find details in the text that indicate the topic of the Stanza (pleasant details and unpleasant details.) Using S130-Students will identify its topic and purpose of stanza 2. Monitor Progress: How do the two stanzas fit together? What do you notice about the structure of each stanza? Add to the t-chart.
Th- Lesson 19 S131 Have students read the 3rd and 4th Stanza and identify the topic. What words helped you determine the topic? What is the purpose of this stanza? How does the Stanza fit with the two that came before? What do you notice about the structure of this stanza? Again, add to the t-chart.
F- Lesson 19 S132
Week #5 Date 10/9- 10/13
Standard: RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
M- No School
T- Explain Personification and then read S124. Watch the Personification video on YouTube. (Or have students insert metaphors they created from last week into the Giant and the Villagers excerpt by typing them on Google Docs.)
W- Explain Allusions and read S124. Watch the Allusions video on YouTube.
Th- No Mrs. Jerke--Students will complete group work in the Library. In 12:00 partners, complete the metaphor work from last week. After that work on Lesson 17-18 Assessment. Students read the story called Neighbors by Nora Weiss. Read questions 1-3 and have students respond. 1. Compare and Contrast how Maria feels about the neighborhood near the old house at the beginning and at the end of the story. 2. What figurative language appears in paragraph 1? What does it add to the description? 3. What figurative language appears in paragraph 3? What does it add to the description? Encourage students to read the passage again before answering the questions in their journal. Students can work in their 6:00 partners.
F- No Mrs. Jerke--Complete work in groups in the Library. Continue Assessment from yesterday.
Standard: RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
M- No School
T- Explain Personification and then read S124. Watch the Personification video on YouTube. (Or have students insert metaphors they created from last week into the Giant and the Villagers excerpt by typing them on Google Docs.)
W- Explain Allusions and read S124. Watch the Allusions video on YouTube.
Th- No Mrs. Jerke--Students will complete group work in the Library. In 12:00 partners, complete the metaphor work from last week. After that work on Lesson 17-18 Assessment. Students read the story called Neighbors by Nora Weiss. Read questions 1-3 and have students respond. 1. Compare and Contrast how Maria feels about the neighborhood near the old house at the beginning and at the end of the story. 2. What figurative language appears in paragraph 1? What does it add to the description? 3. What figurative language appears in paragraph 3? What does it add to the description? Encourage students to read the passage again before answering the questions in their journal. Students can work in their 6:00 partners.
F- No Mrs. Jerke--Complete work in groups in the Library. Continue Assessment from yesterday.
Week #4 Date 10/2- 10/6
Standard: RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
M- Using a large piece of chart paper, combine each groups compare and contrast Venn diagrams and discuss.
T- No Mrs. Jerke (students report to the library to read)
W- Lesson 18 Stories: Excerpt from "Daffodils" and The Blind Men and the Elephant Teacher pages 119-120 Introduce Similies. Read S page 121. Highlight the similies and circle like or as in each similie. In 9:00 partners, create your own similies. If students are struggling, then show them a Similies video on YouTube. Share Similies with each other. Ticket out the Door: Share one Similie we talked about today. Introduce Metaphors. Read S123, the Shakespear excerpt. Try to find a few metaphors in the text.
Th- Continue Lesson 18 Metaphors. Show the Metaphor YouTube video on songs with Metaphors. Discuss. Read the Giant and the Villagers excerpt S123. In 12:00 partners, have students write 2 metaphors into the story and explain why they chose each metaphor for the story. Which part of the story would they put there metaphor.
F- Continue work with Metaphors from yesterday.
Standard: RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
M- Using a large piece of chart paper, combine each groups compare and contrast Venn diagrams and discuss.
T- No Mrs. Jerke (students report to the library to read)
W- Lesson 18 Stories: Excerpt from "Daffodils" and The Blind Men and the Elephant Teacher pages 119-120 Introduce Similies. Read S page 121. Highlight the similies and circle like or as in each similie. In 9:00 partners, create your own similies. If students are struggling, then show them a Similies video on YouTube. Share Similies with each other. Ticket out the Door: Share one Similie we talked about today. Introduce Metaphors. Read S123, the Shakespear excerpt. Try to find a few metaphors in the text.
Th- Continue Lesson 18 Metaphors. Show the Metaphor YouTube video on songs with Metaphors. Discuss. Read the Giant and the Villagers excerpt S123. In 12:00 partners, have students write 2 metaphors into the story and explain why they chose each metaphor for the story. Which part of the story would they put there metaphor.
F- Continue work with Metaphors from yesterday.
Students using Venn Diagrams, working with their 6:00 partners to help them compare and contrast a story.
Week #3 Date 9/25- 9/29
Standard: RL.5.3 Compare and Contrast two or more characters, settings, or events in the story or drama, drawing on specific details in the text
M- Lesson 17 Story: Seasons Greetings Teacher pages 113-114. Have students read through the entire story first highlighting words they don't know the meaning to. Use context clues to help them understand the unknown vocabulary.
T- Lesson 17 Compare and Contrast Characters, Settings and Events Teacher and Student pages 115-116. With support, students will create a time of Mel and Charlie's day.
W- Lesson 17 pages 117-118. Students will use a Venn Diagram to compare and contrast Events.
Th- In 6:00 partners and using the whole story Seasons Greetings students will begin working to compare and contrast all character traits, events and settings.
F- Continue Venn Diagram
Standard: RL.5.3 Compare and Contrast two or more characters, settings, or events in the story or drama, drawing on specific details in the text
M- Lesson 17 Story: Seasons Greetings Teacher pages 113-114. Have students read through the entire story first highlighting words they don't know the meaning to. Use context clues to help them understand the unknown vocabulary.
T- Lesson 17 Compare and Contrast Characters, Settings and Events Teacher and Student pages 115-116. With support, students will create a time of Mel and Charlie's day.
W- Lesson 17 pages 117-118. Students will use a Venn Diagram to compare and contrast Events.
Th- In 6:00 partners and using the whole story Seasons Greetings students will begin working to compare and contrast all character traits, events and settings.
F- Continue Venn Diagram
Week #2 Date 9/18- 9/22
Standard: RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
M- Lesson 15 Draw Conclusions. Teacher pages 101-102 and Student pages 101-102. Read The Play, The Mess and It Happens Every Winter
T- Lesson 15 Draw Conclusions. Teacher pages 103-104 and Student pages 103-104. Read Amy and Tina and My Favorite Place
Standard: RL.5.2 Determine a theme of a story, drama, poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
W- Lesson 16 Determine Theme. Teacher pages 107-108 and Student pages 107-108.
Th- Lesson 16 Determine Theme. Teacher pages 109-110 and Student pages 109-110.
F- Lesson 15-16 Assessment on Standards RL.5.1 and 5.2.
Standard: RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
M- Lesson 15 Draw Conclusions. Teacher pages 101-102 and Student pages 101-102. Read The Play, The Mess and It Happens Every Winter
T- Lesson 15 Draw Conclusions. Teacher pages 103-104 and Student pages 103-104. Read Amy and Tina and My Favorite Place
Standard: RL.5.2 Determine a theme of a story, drama, poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
W- Lesson 16 Determine Theme. Teacher pages 107-108 and Student pages 107-108.
Th- Lesson 16 Determine Theme. Teacher pages 109-110 and Student pages 109-110.
F- Lesson 15-16 Assessment on Standards RL.5.1 and 5.2.
Week #1 Date 9/11- 9/15
M- Introduction to class, Data folders and expectations
T- Watch the 2 Learn Storm videos from Activity 1: The truth about your brain. Begin Paper Crumple Activity.
W- Continue Paper Crumple Activity. Read Bubble Gum Brain by Julia Cook.
Th- Establish Round the Clock Partners. Students read You Can Grow Your Intellegence (in Round the clock partners).
F- No Mrs. Jerke (students go to the library and complete the writing task that goes with the article from yesterday)
M- Introduction to class, Data folders and expectations
T- Watch the 2 Learn Storm videos from Activity 1: The truth about your brain. Begin Paper Crumple Activity.
W- Continue Paper Crumple Activity. Read Bubble Gum Brain by Julia Cook.
Th- Establish Round the Clock Partners. Students read You Can Grow Your Intellegence (in Round the clock partners).
F- No Mrs. Jerke (students go to the library and complete the writing task that goes with the article from yesterday)