5 Grade Curriculum Map: Literacy & Integrated Content grade 1st quarter 2016... · 5th Grade...

5th Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt CLLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department 5th Grade Curriculum: Literacy & Integrated Content Revised 2016

Unit 1 Lesson 1 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

CC5RL4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors & similes. CC5RL6 Describe how a narrator’s or speaker’s point of view influences how events are described. CC5RL2 Determine a theme of a story, drama, or 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.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Summarize Genre: Humorous Fiction Establish Ritual and Routines

Anchor Lesson A Package for Mrs. Jewels CLLG Story Structure p. 40 EXT U1 p. Student Sheet p. C20 EXT U1 pp. C12-13, Student Sheet p. C20 “What About Me”, Student Magazine p. RA19 EXT U1 p. C15 Student Sheet p. C23 Reference (Use as Needed): The Daily 5 (Day 1-5) p. 119 Café (ch. 3) pp. 27-47 “The First Days of School” SUW pp. 1.12 & 1.13 pp. 18-19 Use Lesson EXT G5U5 pp.C4-C5 “Compare & Contrast Text Structures” as a model to teach TEU1 p. T35 “Text to Text” Establish Rituals and Routines Introduce classroom library and share books that relate to the first unit in social studies and science. Have a wide selection of both fiction and nonfiction books. Introduce historical fiction and legends and discuss the characteristics of these type of literature and how they might provide content on the first unit of study in social studies on Pre-Columbian groups of people. Choose books to use as you teach story structure and summarization.

Refer to the "LRSD Elementary Literacy Assessment Plan" (Released the second week of school)

SOCIAL STUDIES


C.1.5.4 Examine how social organizations and institutions make rules and create responsibilities (e.g., workplace, families) C.2.5.1 Evaluate various ways of fostering citizenship and civic virtues

Unit: Pre Columbian Compelling Question: What does a Social Studies classroom look like? Guiding Question(s):

ADDITIONAL CONTENT LESSONS Why Do Communities Need Rules? Lesson BEFORE READING: Introduce Vocabulary. Discuss using word walls and learning logs in the

Taking Informed Action: Service Project: Rules for Schools---What can we do to make sure everyone knows the rules and how important they

http://ssfifthgrade.wikispaces.com/file/view/Lesson+1Why+Communties+Need+Rules+Lesson.pdf



C.2.5.4 Evaluate various ways of fostering citizenship and civic virtues at the local, state, and national level

What rules and procedures are needed in our classroom? Setting up Classroom Environment Establishing Classroom Rules

social studies classroom. Group Work: Identify issues/problems that arise in the classroom and possible rules to address these issues. Create five rules that will create the ideal learning environment. DURING READING: Use textbook and other resources to read about the U.S. Constitution (Preamble and Bill of Rights) Preamble to the Constitution/Fluency Activity Fluency Activities: Early America pp. 87-91 (Shell Education). Resource provided to 5th grade teachers 2010-11. Contact the Social Studies Department if you don’t have the resource. 447-3398 AFTER READING: Student defines and illustrates phrases from the Preamble. Create classroom Constitution and Preamble. Social Studies Classroom Using Word Walls: Lesson One Words Introduce Learning Logs

are? Decide as a class on a project to complete to make sure everyone knows the rules and how important they are. Possible projects: Poster campaign Skits on rules performed for younger students Picture rule book for younger students Rap the rules

SCIENCE


5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Essential Question: How does the scientific method apply to problem solving and decision making? STRATEGY: Main Idea F1.3

ADDITIONAL CONTENT LESSONS Fusion F1.3 What are some types of investigations? F1.3 Study Jam Scientific Theory and Evidence Language Arts Connection: TE38A "Write a Summary" SUW 4-7a *new E2-43b Plan for paragraph with informal outline

Fusion 1.3 Sum It Up, SE 36 Brain Check, SE 37 Lesson Quiz, AG 3 Notebook: Unit 1 Prompts

http://ssfifthgrade.wikispaces.com/file/view/Preamble%20to%20the%20Constitution%20Fluency%20Activity.pdf/555608433/Preamble%20to%20the%20Constitution%20Fluency%20Activity.pdf

http://ssfifthgrade.wikispaces.com/file/view/Word%20Wall%20Week%20One.doc/444164976/Word%20Wall%20Week%20One.doc

http://ssfifthgrade.wikispaces.com/file/view/Lesson+1Learning+Logs.pdf



WORD STUDY

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENT

CC.5.L.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. CC5L6 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).

STRATEGY: Using Context ACADEMIC: story structure, summarize, conflict, resolution, rising action, simple subject, simple predicate, fragment, foreshadow SOCIAL STUDIES: equality, freedom, rights, rules, society, order, liberty, justice, Constitution, Preamble, domestic tranquility, constitution, Bill of Rights, preamble, geography, history, economics, government SCIENCE: investigation, science, evidence, opinion, scientific method, experiment, variable, control, microscope, balance, spring scale accurate TARGETED CLUSTERS/CATEGORIES: Features of people and things

Use as Needed The Daily Five (Day 1-5) p. 119 CAFÉ (chapter 3) pp. 27-47 “The First Days of School"

Demonstrate understanding of

academic language through

proper applications in writing.

Refer to SUW, Section 3

"Practicing and Expanding

Vocabulary."

Social Studies vocabulary

should be used in context within

SS assessments.

CC5RF3.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.

SPELLING/ENCODING Short Vowels: breath, wobble, blister, crush, direct, promise, grasp, numb, hymn, shovel, gravity, frantic, swift, feather, comic, bundle, solid, weather, energy, stingy

WSG p. 46 Model the Sort

WSG p. 46 Guess my Category

WSG p. 47 Open Sort

Spelling Assessment: Section 3,

SUW

WRITING WORKSHOP

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENT

GRAMMAR 5L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. 5L3a Expand, combine, & reduce sentences for meaning, reader/listener interest, & style.

Complete Sentences & Fragments Simple Subject & Predicate

SUW 3-1 Fragments and Sentences p. 96; Tools 3-1a & 3-1b SUW 3-6 Better Sentences p. 103; Tool 3-6a

Comprehensive Screening Assessment pp. 3–4 (Language Arts)

PROCESS WRITING WRITING TYPE Sentences

SUW LESSONS & TOOLS Writing Prompt Social Studies Prompt:



5.L.3a Use knowledge of language and its conventions when writing, speaking, reading or listening. a) Expand, combine, and reduce sentences for meaning, reader/listener interest, and style

SUW 3-5 Sentences Using Who, What, Where, When, Action, and How Use as Needed The Daily Five (Day 1-5) p. 119 Focus lesson p. 82 10-10 Quick Check for Sentences and Topic Sentences* *Use as a lesson

Why are rules and procedures important to have in our social studies classroom?





CC5RI1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. CC5RI2 Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text. CC5RI3 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. CC5RI2 Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficient

COMPREHENSION/FLUENCY Skill: Text & Graphic Features Strategy: Question Genre: Science Fiction

CLLG Text and Graphic Features: Importance of Captions, Headings and Features p.42 Profile of a Spacewalker “Ultimate Field Trip 5: Blasting Off to Space Academy” T90—T105; SB 45—59 CLLG p. 42 Text and Graphic Features: Importance of Captions, Headings, and Features CLLG p. 43 “Profile of a Spacewalker” Text & Graphic Features – Questions 1- 3 Reader’s Journal Entry p. T109 “Text to World” SUW 1-24 Collecting and Organizing Facts Tool 1-24a Reference: Use as Needed THE DAILY FIVE (Day 1-5) pg. 119 CAFÉ (chapter 3) pg. 27-47 “The First Days of School” Anchor Lesson BEFORE READING Introduce the Social Studies Textbook DURING READING CLLG p. 42 Text and Graphic Features Use Social Studies Text p. 62 – 87 to identify text features and to collect data on information it gives readers on Native American people groups. Text Features Chart AFTER READING Land Bridge Story Harcourt Textbook p. 53-54. Write a summary of how the first people arrived in North America. Text Features Lesson Text Features Handout Other Migration Theories Background information for teacher

Comprehensive Screening Assessment p 9-21 WRAP for a reading level (Do not complete writing portion) Completed “Text & Graphic Features Chart” TE pp. 90-91 SB 45* *use as lesson

SOCIAL STUDIES

STANDARDS SOCIAL STUDIES FOCUS ADDITIONAL CONTENT LESSONS ASSESSMENTS

http://ssfifthgrade.wikispaces.com/file/view/Text%20Features%20Chart.pdf/555607849/Text%20Features%20Chart.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+1Text+Features+Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+1Text+Features+Handout.pdf

http://www.nps.gov/bela/learn/historyculture/other-migration-theories.htm



C.1.5.4 Examine how social organizations and institutions make rules and create responsibilities (e.g., workplace, families) C.2.5.1 Evaluate various ways of fostering citizenship and civic virtues C.2.5.4 Evaluate various ways of fostering citizenship and civic virtues at the local, state, and national level H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples)

Unit: Pre Columbian Compelling Question: What tools and skills are needed to read social studies content? Is geography important to understanding the history of the United States? Guiding Question(s): How are text features used to add meaning to social studies content (informational text)? Setting up Classroom Environment Surveying Social Studies Textbook Historical Thinking Skills Land Bridge Story

Bully Proofing Your School lessons 1-6 will be taught during the first nine weeks Geography Introduce Regions of the United States TE pp. 16-17 Preview other maps in textbook on pp 18-45 and discuss how they differ and what information they provide. Have students read chapters 2-3 to answer the following question: Imagine that you are traveling through the five regions of the United States. Write a narrative describing one major landform or body of water in each region. Suggestion: Create an illustrated student booklet of geographical terms. Illustrated Glossary of Landforms and Bodies of Water http://www.enchantedlearning.com/geography/landforms/glossary.shtml

SCIENCE


STANDARDS 5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

How does the scientific method apply to problem solving and decision making? How do you perform a controlled experiment? (F1.4) Flipchart or Digital Lab What are some science tools? (F1.5) STRATEGY: Compare and Contrast

ADDITIONAL CONTENT LESSONS Lesson 1.4 Study Jams: Scientific Methods, Identify Outcomes and Make Predictions, Investigations to Collect Data SpongeBob Experiments - Smart Notebook Lesson - samples to evaluate Lesson 1.5 Arkansas Science Teachers Association Lab Safety Guide Find the broken safety rules activity. Study Jams - Tools of Measurement

Lesson 1.4: Lesson Quiz, AG 4 Notebook: Unit 1 Prompts Lesson 1.5: Sum It Up, SE 52 Brain Check, SE 53 Lesson Quiz, AG 5

http://www.enchantedlearning.com/geography/landforms/glossary.shtml

http://www.enchantedlearning.com/geography/landforms/glossary.shtml

http://www.arkscience.org/downloads/ASTA_Science_Safety_Guide_and_Standards.pdf

http://www.arkscience.org/downloads/ASTA_Science_Safety_Guide_and_Standards.pdf

http://sciencespot.net/Media/scimthdsafety.pdf

http://studyjams.scholastic.com/studyjams/jams/math/measurement/tools-measurement.htm

http://studyjams.scholastic.com/studyjams/jams/math/measurement/tools-measurement.htm



WORD STUDY


CC.5.L.4.bUse common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). CC5L6 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) CC5L2e Spell grade-appropriate words correctly, consulting references as needed. CC5RF3a Use combined knowledge of all letter sound correspondences, syllabication patterns & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words

STRATEGY: Prefixes non-,un-, dis-, mis-, ACADEMIC: graphic features, features,

questions, caption, imperative &

exclamatory sentences, setting

SOCIAL STUDIES: Equality, freedom, rights, rules, society, order, liberty, justice, Constitution, Preamble, domestic tranquility, constitution, Bill of Rights, preamble, geography, history, economics, government SCIENCE: Lesson 1.4: no new vocabulary Lesson 1.5: microscopic, balance, spring scale, accurate TARGETED CLUSTERS/CATEGORIES: Machines

Vocabulary Strategies TE: T114-T115, Projectable 2.5 WSG Word Pairs p. 104

Demonstrate understanding of

academic language through

proper applications in writing.

Refer to SUW, Section 3

"Practicing and Expanding

Vocabulary."

Social Studies vocabulary

should be used in context

within SS assessments.

CC5L2e Spell grade-appropriate words correctly, consulting references as needed. CC5RF3a Use combined knowledge of all letter sound correspondences, syllabication patterns & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING/ENCODING: Long a & Long e: awake, feast, stray, greet, praise, disease, repeat, display, braces, thief, ashamed, sleeve, waist, beneath, sheepish, release, remain, sway, training, niece

WSG p. 46 Model the Sort WSG p. 46 Guess my Category WSG p. 47 Open Sort

Spelling Assessment: Section 3, SUW

WRITING WORKSHOP


GRAMMAR CC.5.L.3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. a) expand, combine,

Kinds of Sentences

Projectable 2.8 SUW 3-8 Kinds of Sentences; Tool 3-8a (repeat if needed)

Comprehensive Screening Assessment pp. 3–4 (Language Arts)



& reduce sentences for meaning, reader/listener interest, and style

PROCESS WRITING CC.5.L.3a Use knowledge of language and its conventions when writing, speaking, reading or listening. A. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style

WRITING TYPE Sentences

SUW LESSONS & TOOLS SUW 4-18 Defining a Topic Sentence pp. 164-165 Tools 3-18a 4-19 Topic Sentence Variety: Action Verb Topic Sentences p.166 Tool 4-19a Where or When Plus What’s happening? Topic Sentences p.167 Tool 4-19b And, But, Or, & So Topic Sentences pp. 168-169 Tool 4-19d 10-10 Quick Check for Sentences and Topic Sentences* p.426, Tools 10-10 e, 10-10g *Use as a lesson

Writing Prompt Social Studies Prompt: Reflection – After surveying the social studies units, describe what unit or topic you are most interested in studying.


STANDARDS FOCUS TASK/RESOURCES/MATERIALS ASSESSMENTS

CC5RL3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact). CC5RI1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text.

COMPREHENSION/FLUENCY Skill: Compare & Contrast

CLLG: p. 44 Compare & Contrast Off and Running (Realistic Fiction) TE pp. T166-T179; SB pp. 72-85 SUW 1-19 Using Two-Column Notes for Character Analysis p.29 Tool 1-17c TE p. 179 “Oral Language” Anchor Lesson Over the next few weeks in social studies, students will be comparing/contrasting the impact of geography on the daily lives of early Pre-Columbian groups of people in North America. Students will begin by reading different Native American legends (available through school library, and various free websites.) Students will be gathering information on one native group to write a historical fiction account on the

Stop & Think SB p. 78 TE p.173* – Use Venn Diagram or 2 Column Notes *use as lesson



impact of geography on that group. They will be developing characters as a component of this writing prompt so character analysis through comparing and contrasting will be important. Use the article "Native Americans" from ReadWorks to compare and contrast different native groups. Questions about the reading are included.

SOCIAL STUDIES


H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion)

Unit: Pre Columbian Compelling Question: How does geography – physical features, natural resources, and culture influence the settlement of early Native American groups and the creation of communities? Guiding Question(s): What was the physical geography of each Native American group? How did the environment of the Inuit/Kwakiutl/Sioux/Pueblo/Iroquois influence their way of life?

ADDITIONAL CONTENT LESSONS Bully Proofing Your School lessons 1-6 will taught during the first nine weeks Introduce Pre-Columbian groups and use Days One/Three/Four of the following lesson to collect evidence on how geography impacted their lives. Defining U.S. Lesson “The Story of the American Indian” BEFORE READING: Day One of Lesson: Introduce legends as a type of literature that can be used to learn about early Native American groups. Introduce a teacher chosen Native American legend that will be read aloud to students. Tell them to listen for evidence of how geography affected the lives of early people and reflected what they valued. Suggested reading: The Rough Face Girl by Rafe Martin. Explain to students that throughout the week, they will be introduced to different Pre-Columbian groups to explore where they lived. DURING READING: Day 3 of Lesson: Five Pictures AFTER READING: Days 4 & 5: Introduce Native American Tribe Project Blank Map---U.S.Map---Culture Chart--Information Organizer--- Assessment Picture Analysis

American Indians Picture Analysis—Attachment F Defining U.S. Lesson Assessment Picture Analysis

http://ssfifthgrade.wikispaces.com/file/view/The%20Story%20of%20American%20Indian%20Defining%20U.S.%20-%20Lessons.pdf/555733131/The%20Story%20of%20American%20Indian%20Defining%20U.S.%20-%20Lessons.pdf

http://ssfifthgrade.wikispaces.com/file/view/The%20Story%20of%20American%20Indian%20Defining%20U.S.%20-%20Lessons.pdf/555733131/The%20Story%20of%20American%20Indian%20Defining%20U.S.%20-%20Lessons.pdf

http://ssfifthgrade.wikispaces.com/file/view/American%20Indian%20Pictures.pdf/555733101/American%20Indian%20Pictures.pdf

http://ssfifthgrade.wikispaces.com/file/view/North%20America%20Map.pdf/555733125/North%20America%20Map.pdf

http://ssfifthgrade.wikispaces.com/file/view/U.S.%20Map.pdf/555733139/U.S.%20Map.pdf

http://ssfifthgrade.wikispaces.com/file/view/Culture%20Group%20Organizer.pdf/555733113/Culture%20Group%20Organizer.pdf

http://ssfifthgrade.wikispaces.com/file/view/Information%20Organizer.pdf/555733115/Information%20Organizer.pdf

http://ssfifthgrade.wikispaces.com/file/view/Information%20Organizer.pdf/555733115/Information%20Organizer.pdf

http://ssfifthgrade.wikispaces.com/file/view/American%20Indians%20Picture%20Analysis.pdf/555733109/American%20Indians%20Picture%20Analysis.pdf

http://ssfifthgrade.wikispaces.com/file/view/American%20Indians%20Picture%20Analysis.pdf/555733109/American%20Indians%20Picture%20Analysis.pdf



Resources/Additional Lessons Features Fiction/Nonfiction Pre Columbian Book List Pre Columbian Websites Native American Research Foldable Rubric Native American Group Project

SCIENCE



How can one plan and carry out fair tests in which variable points are controlled and failure points are considered? Reading Strategy Problem-Solution TE 63

ADDITIONAL CONTENT LESSONS Fusion Unit 2 - Lesson 1

Notebook Prompts - Unit 2 Formative Assessment Sum It Up, SE 74 Brain Check, SE 75 Summative Assessment Lesson 1 Quiz, AG 14 Summative Assessment Lesson Check - Assessment Guide, AG 15

WORD STUDY


CC5L2e Spell grade-appropriate words correctly, consulting references as needed. CC.5.L.4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 5 reading & content, choosing flexibly from a range of strategies. CC5L6 Acquire & use accurately grade appropriate general academic & domain specific words & phrases, including those that signal contrast, addition, & other logical relationships.

STRATEGY: multiple-meaning words ACADEMIC: compare, contrast, infer, compound sentence, complete subject, complete predicate, dialogue, point of view, exaggerated, contradictory, misleading SOCIAL STUDIES: Eastern Woodlands Iroquois Great Plains Southwest West Northwest Arctic SCIENCE: Lesson 2.1: engineering, technology, prototype, criteria TARGETED CLUSTERS/CATEGORIES: Places and Dwellings

Vocabulary Strategies TE: T188-189 Context Multiple Meaning Words

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW, Section 3 "Practicing and Expanding Vocabulary." Social Studies vocabulary should be used in context within SS assessments.


CC5RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology to

SPELLING/ENCODING Long i & Long o: sign, groan, reply, thrown, strike, mighty, stroll, compose, dough, height, excite, apply, slight, define,

WSG pp. 44-45, model the sort, etc. Spelling Assessment: Section 3, SUW

http://ssfifthgrade.wikispaces.com/file/view/Pre-Columbian%20Book%20List.pdf/444164036/Pre-Columbian%20Book%20List.pdf

http://ssfifthgrade.wikispaces.com/file/view/PreColumbian%20Websites.pdf/555733545/PreColumbian%20Websites.pdf

http://ssfifthgrade.wikispaces.com/file/view/Native%20American%20Research%20Foldable%20Rubric.pdf/555733539/Native%20American%20Research%20Foldable%20Rubric.pdf

http://ssfifthgrade.wikispaces.com/file/view/NA%20Indian%20Group%20Project.pdf/555733521/NA%20Indian%20Group%20Project.pdf



read accurately unfamiliar multisyllabic words in context & out of context.

odor, spider, control, silent, brighten, approach



WRITING WORKSHOP HMH Unit 1 Lesson 3


GRAMMAR CC5L1a Explain the function of conjunctions, prepositions, & interjections in general & their function in particular sentences

Compound Sentences

Weekly Plan T194-T197 Practice Book p.31-33 (pick and choose) SUW, E2-35, E2-36

Demonstrate appropriate use of compound sentences within the social studies writing prompt. Score separately for a grade.

PROCESS WRITING CC5W2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. CC5W2a Introduce a topic clearly, provide a general observation & focus, & group related information logically... CC5W2d Provide a concluding statement or section related to the information or explanation presented.

WRITING TYPE Informative

SUW LESSONS & TOOLS SUW 4-10 The Organization Game pp. 154-155 #1-7 Tools 4-10a, 4-10b p. 155 Additional Ideas, 1st Bullet Tool 4-10c SUW 4-11 Informal Outlines of Various Lengths pp. 156-157 Tool 4-9a, 4-11a, 4-11b SUW 10-14 Information Expository Paragraphs Scoring Guide** pp. 431-436 Tools 10-14a, 10-14b, 10-14c, and 10-15a, 10-15b, 10-15c SUW Tool 4-11b

Social Studies Prompt: Describe the land of one of the Pre-Columbian groups and how the people in that group built their homes. Use geographic terms and descriptive words.

HMH Unit 1 Lesson 4 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING


CC5RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CC5RI5 Compare & contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in 2 or more texts. CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities & differences in the point of view they represent.

COMPREHENSION/FLUENCY Skill: Sequence of Events Strategy: Monitor/Clarify

“Double Dutch” (Narrative Nonfiction) T240-T251; SB 98-109 CLLG: p. 46 Sequence of Events Graphic Organizer 4 T245 Target Skill Graphic Organizer CLLG p. 47 “Learning the Ropes” Graphic Organizer 4 Anchor Lesson Teach skill: Sequence of Events as students are reading different Native American Legends (available in school library and on various free websites).

CLLG p. 12 “Writing About Reading” Prompt * SUW 1-36 Great Short Answers pp. 54-55; Tools 1-36a & 1-36b SUW 10-11 Quick Check for Short Answers 10-11c *Use as a lesson



SOCIAL STUDIES


H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment

Unit: Pre Columbian Compelling Question: How does geography – physical features, natural resources, shelter, language, influence the settlement of cultures and the creation of communities? Guiding Question(s): How do artifacts help us understand cultures of the past? How did the environment influence the food, clothing, shelter, and overall culture of different Native American groups?

ADDITIONAL CONTENT LESSONS Bully Proofing Your School lessons 1-6 will taught during the first nine weeks BEFORE READING: Introduce Social Studies Textbook pp. 60-61 “Use a Cultural Map” DURING READING: Defining U.S. Learning about Native Americans through Artifact Analysis and Artwork (Day Five Only) Use this lesson to introduce students to the five groups of Pre-Columbians that they will be studying: Eastern Woodlands-Great Plains-Northwest Coast-Arctic- and Southwest using books you have in the classroom and the textbook. Indian Artifacts PowerPoint Study Guide Key to Artifacts Picture Analysis Self-Assessment AFTER READING: Introduce Native American Research Chart to collect data that can be used for final writing assignment. (Historical Narrative) Choose one of the two charts provided to use. Native American Research Chart Research Chart Rubric Research Chart with Pictures Additional Lessons/Resources Shelter in a Bag Lesson—Harcourt Text pp 40-43 “People and the Environment” Could be used to introduce the essential question. Rules and Laws Extension Lesson (Adventures in Law and History – ask Laura Beth in Social Studies department if you don't have this book)

The Land and Early People Complete Document 1-Map of Cultural Region—Final Question will be answered at end of unit. Harcourt Resource—Document Based Questions United States History pp 4-10. Use the documents and Research Chart to answer the question “Describe how their environment affected the lives of Native Americans. Complete documents throughout the unit. Historical Narrative Students will choose a group of Native Americans and write a historical narrative story that relates to the essential question. i.e. Woodland Use the resources below to plan and write a historical fiction story over the next few weeks. They should begin collection research on their group. Historical Narrative Assignment Native American Narrative Writing Project Story Plan Model Story Student Rubric Teacher Rubric

http://ssfifthgrade.wikispaces.com/file/view/Defining%20U.S.%20-%20Native%20American%20through%20artifactsLessons.pdf/555733267/Defining%20U.S.%20-%20Native%20American%20through%20artifactsLessons.pdf



http://ssfifthgrade.wikispaces.com/file/view/CardSort_IndianArtifacts.pptx/555733261/CardSort_IndianArtifacts.pptx

http://ssfifthgrade.wikispaces.com/file/view/Native_American_Attributes_Study_Guide.pdf/555733279/Native_American_Attributes_Study_Guide.pdf

http://ssfifthgrade.wikispaces.com/file/view/Key_to_Artifacts_for_Card_Sort.pdf/555733273/Key_to_Artifacts_for_Card_Sort.pdf

http://ssfifthgrade.wikispaces.com/file/view/Picture_Analysis.pdf/555733285/Picture_Analysis.pdf

http://ssfifthgrade.wikispaces.com/file/view/Native_American_Attributes_Self-Assessment.pdf/555733275/Native_American_Attributes_Self-Assessment.pdf

http://ssfifthgrade.wikispaces.com/file/view/Research+Chart+Native+American.pdf

http://ssfifthgrade.wikispaces.com/file/view/Research+Chart+with+Pictures.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+1+Rules+and+Laws+ExtentionLesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Unit+DBQ+Assessment.pdf

http://ssfifthgrade.wikispaces.com/file/view/HistoricalFictionStoryAssignment.pdf

http://ssfifthgrade.wikispaces.com/file/view/Native%20American%20Narrative%20Writing%20Project.pdf/555445169/Native%20American%20Narrative%20Writing%20Project.pdf

http://ssfifthgrade.wikispaces.com/file/view/Native%20American%20Narrative%20Writing%20Project.pdf/555445169/Native%20American%20Narrative%20Writing%20Project.pdf

http://ssfifthgrade.wikispaces.com/file/view/Historical+Story+Plan.doc

http://ssfifthgrade.wikispaces.com/file/view/Historical+Story+Model.pdf

http://ssfifthgrade.wikispaces.com/file/view/STUDENT+RUBRIC+HistoricalFiction.pdf

http://ssfifthgrade.wikispaces.com/file/view/TEACHER+RUBRICHistorical+Story.pdf



G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion)

SCIENCE



How can one plan and carry out fair tests in which variable points are controlled and failure points are considered? Reading Strategy Problem-Solution TE 63

ADDITIONAL CONTENT LESSONS Fusion Unit 2 - Lesson 2 TE 79

Summative Assessment Lesson Check - Assessment Guide, AG 15

WORD STUDY HMH UNIT 1 LESSON 4


CC5L4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. CC5L6 Acquire & use accurately grade appropriate general academic & domain specific words & phrases, including those that signal contrast, addition, & other logical relationships.

STRATEGY: Suffixes –ion, -tion ACADEMIC: sequence of events, initials monitor, clarify, chronological order, acronym, abbreviation, exact details SOCIAL STUDIES: Eastern Woodlands, Great Plains, Northwest Coast, Artic, Southwest, Artifacts, Environment, Culture, Natural Resources SCIENCE: Lesson 2.2: no new vocabulary TARGETED CLUSTERS/CATEGORIES: Features of Things Places and Dwellings Natural Environment

Vocabulary Strategies T260-T261 WSG p. 108 Relating Words Questions”


CC5L4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

SPELLING/ENCODING Vowel Sounds: /oo/, /yoo/: glue, flute, youth, accuse, bruise, stew, choose, loose, lose, view, confuse, cruise, jewel, execute, route, cartoon, avenue, include, assume, souvenir

WSG p. 46 Model the Sort WSG p. 46 Guess my Category WSG p. 47 Open Sort

Spelling Assessment: Section 3

SUW





CC5RI1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. CC5RL2 Determine a theme of a story, drama, or 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. CC5RL9 Compare & contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

COMPREHENSION/FLUENCY Skill: Determining Author’s Message or Theme Strategy: Visualize myON NATIVE AMERICAN BOOK REFERENCES: 1) Arctic Peoples 2) Arctic Communities Past and Present 3) American Indian Stories and Legends 4) Igloos 5) Longhouses 6) Pueblos 7) Teepees 8) Plank Houses 9) Wickiups 10) Desert Communities Past and Present 11) Great Basin Indians 12) Plains Indians 13) The Sioux: The Past and Present of

“Elisa’s Diary” (Realistic Fiction) TE pp. T312-T323; SB pp. 122-133 CLLG: p. 48 SUW 1-19 Using Two-Column Notes for Character Analysis Tool 1-17c CLLG p. 49 “From Tragedy to Triumph” T-Map in Reader’s Journal T334 Read to Connect – Share and Compare Texts - Graphic Organizer 8 Use Lesson EXT G5U3 pp.C4-C5 “Compare & Contrast Points of View” as a model to teach TEU1 p. T327 under “Text to Text”

Arkansas Lesson 5 Tab “Open Response” Draw a time line of Elisa’s thoughts and actions. Along the time line, note how the actions of others helped Elisa change. Reference: *SUW 1-36 Great Short Answers pp. 54-55; Tools 1- 36a & 1-36b SUW 10-11 Quick Check for Short Answers10-11c

WRITING WORKSHOP


GRAMMAR CC5L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

Capitalization: Common & Proper Nouns

TE pp. T266 – T267 Check for mastery of skill in students’ writing samples (See SUW scoring guides)

PROCESS WRITING CC.5.W.2 Write informative/ explanatory texts to examine a topic & convey ideas & information clearly. A. Introduce a topic clearly, provide a general observation & focus, & group related information logically; include formatting (e.g. headings), illustrations, & multimedia when useful to aiding comprehension. D. Provide a concluding statement or section related to the information or explanation presented.

WRITING TYPE Informative

SUW LESSONS & TOOLS SUW 4-6 Color-Coding & the Five Elements of Information Writing pp. 144-145 Tools 4-6a, 4-6b SUW 4-7 Planning with an Informal Outline pp. 146-148 Tools 4-5c & 4-7a SUW 4-13 Practice Guides for Writing Accordion Paragraphs pp. 158-159 Tool 4-9a, 4-13a

Social Studies Prompt: Describe the land of one of the Pre-Columbian groups and how the people in that group built their homes. Use geographic terms and descriptive words.



CC5RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CC5RI2 Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text.

the Dakota, Lakota and Nakota 14) California Indians 15) Northwest Indians 16) Northwest Coast Indians 17) Plateau Indians 18) Southwest Indians 19) Secrets of the Mesa Verde: Cliff Dwellings of the Pueblo 20) The Iroquois: The Past and Present of the Haudenosaunee 21) Daily Life in the Maya Civilization

Anchor Lesson As students read various Native American Legends (available in school library or on various free websites) have students determine Author's Message or Theme.

SOCIAL STUDIES


H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (food dwellings, culture, beliefs, land use, clothing) of major pre-Columbian groups in N. America using variety of sources E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period

Pre Columbian: Northwest/Arctic

Compelling Question: How do natural resources and geography

influence the settlement of cultures and

the creation of communities?

Guiding Question(s): How does history define a community?

ADDITIONAL CONTENT LESSONS Bully Proofing Your School lessons 1-6 will taught during the first nine weeks BEFORE READING: Locate the Northwest Coast (also known as the Pacific Northwest) on a map/globe. It stretches between the Pacific Ocean and the mountains to the east. Discuss the climate, vegetation, and landforms of the area the Northwest Peoples may have encountered. Do the same thing for the Arctic Peoples by finding the region near the North Pole and discuss the climate, vegetation, and landforms of the area the Arctic Peoples may have encountered. DURING READING: Discuss how the peoples of the Pacific Northwest and the Arctic adapted to their environment and used the area's resources to meet their needs. Also identify the political and social structure of the groups, any ceremonies or particular beliefs they held, jobs, foods, and artifacts important to the peoples. Use content: Soc. Studies Text p. 82 – 87 and links below to teach about text and graphic features. Totem Pole Diagram Diagram of Plank House/Longhouse/Lodge for

Northwest Native Americans

1. Totem Pole Diagram 2. Plank House 3. Research Chart---

Northwest/Arctic 4. DBQ Essay---Complete

work on Document 2: Table of NA Groups and Document 4: Diagram of a Dugout and CLLG p. 42 T-Map

Continue working on Historical Fiction story introduced in Lesson 1. Students should have chosen the Native American group they plan to research and write a historical fiction story. This week the research should focus on the geography and land. They can focus on writing a description paragraph about where the Native American group lives. Complete final draft of the paragraph from last week.

http://ssfifthgrade.wikispaces.com/file/view/Lesson+2+TOTEM+POLE+Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+2+Plank+House.pdf


http://ssfifthgrade.wikispaces.com/file/view/Lesson+2+TOTEM+POLE+Lesson.pdf





G.9.5.3 Analyze ways climate & environmental characteristics influenced where groups lived & how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements & the location & use of natural resources in the early Americas

AFTER READING: Students can use 3 Column Notes with Summaries: SUW 1-23 p. 34 (Content: Soc. Studies Text pp. 82 – 87) Continue filling in Research Chart for Native American History (Used throughout entire Pre-Columbian Unit) Additional Lessons/Resources Pre Columbian Websites (see resources link)

Cornbread Enrichment

Text Feature Handout

SCIENCE



How can you use engineering to solve a problem?

ADDITIONAL CONTENT LESSONS Fusion Unit 2 - Lesson 4 TE 95 The Great Desert STEM Challenge

Notebook Prompts Unit 2 Assessment Lesson Quiz - Assessment Guide, AG 17 Unit Assessment Unit 2 Review, SE pp. 97-100 Unit 2 Vocabulary Kahoot! - from SE 97 Unit 2 Test - Assessment Guide - AG pp. 18-22

WORD STUDY


CC.5.L.4.b Use common, grade-appropriate Greek & Latin affixes & roots as clues to the meaning of a word (e.g., photograph, photosynthesis). CC5L6 Acquire & use accurately grade appropriate general academic & domain specific words & phrases, including those that signal contrast, addition, & other logical relationships (e.g., however,

STRATEGY: Suffixes –ly, -ful ACADEMIC: theme, visualize, collective nouns, singular noun, plural noun, voice, point of view SOCIAL STUDIES: harpoon, clan, economy, barter, potlatch, kayak, igloo, totem pole, plank house, longhouse SCIENCE: no new vocabulary TARGETED CLUSTERS/CATEGORIES: Tools and Machines

Vocabulary Strategies TE 332-T333 #1 and #3




http://ssfifthgrade.wikispaces.com/file/view/Lesson+2+Corn+Bread+Enrichment+Lesson+.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+1Text+Features+Handout.pdf

https://www.dropbox.com/s/hdqlhfhslqeet87/The%20Great%20Desert%20Island%20STEM%20Challenge.pdf?dl=0

https://play.kahoot.it/

https://play.kahoot.it/



although, nevertheless, similarly, moreover, in addition)

Places and Dwellings

CC5RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context and out of context

SPELLING/ENCODING Vowel sounds: /ou/, /o/, /oi/: ounce, sprawl, launch, loyal, avoid, basketball, moist, haunt, scowl, naughty, destroy, saucer, pounce, poison, August, auction, royal, coward, awkward, encounter

WSG pp. 48-49 Model the Sort WSG p. 48 Pattern Sort WSG p. 49 Word Hunt

Spelling Assessment: Refer to Section 3; SUW

WRITING WORKSHOP


GRAMMAR CC5L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

SKILL Singular & Plural Nouns (Review of 3rd grade CCSS)

TE pp. T338 – T341 SUW E2-18, Tool E2-18a

Check for mastery of skill in students’ writing samples (See SUW scoring guides)

PROCESS WRITING 5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. 5Wa Introduce a topic or text clearly, state an opinion, & create an organizational structure in which ideas are logically grouped to support the writer's purpose.

WRITING TYPE Opinion Writing

SUW LESSONS & TOOLS See Opinion Writing, SUW 4th Edition

Opinion Writing Scoring Guide



Unit 2 Lesson 6

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING


CC5RI3 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. CC5RI2 Determine 2 or more main ideas of a text & explain how they are supported by key details; summarize the text. CC5RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities & differences in the point of view they represent. CC5RL4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors & similes

COMPREHENSION/FLUENCY Skill: Cause and Effect Strategy: Question Genre: Myth myON NATIVE AMERICAN BOOK REFERENCES: 1) Arctic Peoples 2) Arctic Communities Past and Present 3) American Indian Stories and Legends 4) Igloos 5) Longhouses 6) Pueblos 7) Teepees 8) Plank Houses 9) Wickiups 10) Desert Communities Past and Present 11) Great Basin Indians 12) Plains Indians 13) The Sioux: The Past and Present of the Dakota, Lakota and Nakota 14) California Indians 15) Northwest Indians 16) Northwest Coast Indians 17) Plateau Indians 18) Southwest Indians 19) Secrets of the Mesa Verde: Cliff Dwellings of the Pueblo 20) The Iroquois: The Past and Present of the Haudenosaunee 21) Daily Life in the Maya Civilization

Interrupted Journey (Informational) T20-T32 SB: 150-163, CLLG p. 50 Cause & Effect TE p. 25 Stop & Think SUW 8-12 Stand Up & Sound Off Possible Topic: Saving Endangered Animals “Skywoman and Turtle” (myth) pp. T34-T36; SB pp. 164-167 Making Connections: Text to Text pp. T37; SB167 Anchor Lesson Social Studies this week is studying the Woodland groups. As students read about the groups have them determine the effects the environments had on the native groups. Make reference to the Social Studies compelling question: How do natural resources and geography influence the settlement of cultures and the creation of communities?

CLLG p. 14 “Writing About Reading” Prompt: Interrupted Journey tells how one endangered sea turtle is saved. Write a speech to tell others why you think it is important to save endangered sea turtles. Use evidence to support your answer. Reference: *SUW 1-36 Great Short Answers pp. 54-55; Tools 1-36a & 1-36b SUW 10-11 Quick Check for Short Answers 10-11c

SOCIAL STUDIES

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a

Unit: Pre – Columbian Eastern Woodlands Compelling Question: How do natural resources and geography influence the settlement of cultures and the creation of communities? Guiding Question(s): How does history define a community?

Bully Proofing Your School lessons 1-6 will taught during the first nine weeks BEFORE READING: Locate the Woodlands cultural region (see map pg. 61) which stretched east of the Mississippi all the way to the Atlantic Coast. Discuss the climate regions, vegetation, and landforms of the area the Woodland tribes may have encountered.

1. Document Based Questions Essay—Complete Document 3: Quotation

2. Research Chart--Woodlands

3. Pre-Columbian Native American Unit Assessment: Historical Fiction Story








variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples) E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion)

DURING READING: Discuss how the Woodlands People adapted to their environment. Also identify the political and social structure of the groups, any ceremonies or particular beliefs they held, jobs, foods, and artifacts important to the peoples. 1. Compare and Contrast (Content: Soc. Studies

Text pp. 64 – 67 comparing Iroquois and Algonquian)

2. Three Column Notes with Summaries: SUW 1-23p. 34 (Content: Social Studies Text p. 62 – 67)

3. Research Chart for Native American History (Used throughout entire Pre-Columbian Unit) Harcourt SE pp 62-67, 24, and 38.

Pre-Columbian Document Based Questions: The Land and Early People DBQ Documents 1 – 5 Write a conversation between two or more Natives from one of the Native American groups you are studying. Conversation should relate to how natural resources and geography are important to the group. If writing a historical fiction, this can be a part of their story.

4. Continue working on Historical Fiction story introduced in Lesson 1.

5. Students should have chosen the Native American group they plan to research and write a historical fiction story. This week students should focus on character development. (Possible resource to help character development follows. SUW is a great resource as well):

Creating a 3D Character Lesson Creating a 3D Character Student Planning NA Dialogue Lesson Reading Dialogue: Whose Talking

SCIENCE





http://ssfifthgrade.wikispaces.com/file/view/NA%20Character%20Lesson.pdf/555733505/NA%20Character%20Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/NA%20Character%20Lesson.pdf/555733505/NA%20Character%20Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/CreatingACharacterChart.pdf/555734601/CreatingACharacterChart.pdf

http://ssfifthgrade.wikispaces.com/file/view/CreatingACharacterChart.pdf/555734601/CreatingACharacterChart.pdf

http://ssfifthgrade.wikispaces.com/file/view/NA%20Dialogue%20Lesson.pdf/555733511/NA%20Dialogue%20Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/NA%20RdgDialogue.pdf/555733525/NA%20RdgDialogue.pdf

http://ssfifthgrade.wikispaces.com/file/view/NA%20RdgDialogue.pdf/555733525/NA%20RdgDialogue.pdf



5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, & to maintain body warmth) was once energy from the sun. 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

How do scientists classify living things? How are living things grouped?


Study Jams - The Kingdoms of Life Dichotomous Key Video Animal Prints – Dichotomous Key Activity

Notebook Prompts Unit 4

Assessment Sum It Up, SE 186 Brain Check, SE187

WORD STUDY


CC.5.L.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each word. CC5L6 Acquire & use accurately grade appropriate general academic and domain specific words & phrases, including those that signal contrast, addition, & other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)

STRATEGY: Antonyms ACADEMIC: cause, effect, infer, antonyms, main verb, helping verb, linking verb, transition words SOCIAL STUDIES: division of labor, palisade, longhouse, wampum, confederation, wigwam SCIENCE: classification, dichotomous key, domain, genus, species TARGETED CLUSTERS/CATEGORIES: Places and Dwellings

Vocabulary Strategies: T42-T43 Antonyms, Projectable 6.5 SUW E3-14 Vocabulary Strategies T42-T43 Antonyms, Projectable 6.5 Target Vocabulary WSG p. 112 Intro Target Vocab. WSG p. 112 “Because” Sentences


CC5L2.e Spell grade-appropriate words correctly, consulting references as needed. CC5RF3.a Use combined knowledge of all letter sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

SPELLING/ENCODING Vowels + /r/ sounds: glory, aware, carton, adore, aboard, dairy, ordeal, pardon, warn, vary, barely, torch, barge, soar, beware, absorb, armor, stairway, perform, former

WSG p. 50-51 Spelling Assessment: Refer to Section 3 of SUW.

http://studyjams.scholastic.com/studyjams/jams/science/animals/kingdoms-of-life.htm

https://youtu.be/M51AKJqx-7s



WRITING WORKSHOP


GRAMMAR CC5L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC5L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

Plural Nouns (irregular plural nouns & adding –es to form plurals)

T22, T42, T50, T66-T67 SUW E2-18

Check for mastery of skill in students’ writing samples (See SUW scoring guides)

PROCESS WRITING CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. CC5W1a Introduce a topic or text clearly, state an opinion, & create an organizational structure in which ideas are logically grouped to support the writer's purpose.

WRITING TYPE Opinion Writing

SUW LESSONS & TOOLS Opinion Section, 4th Edition SUW (Contact Facilitator)

Social Studies Prompt: Natural resources and geography were the most important factor that influences where the groups settled. Do you agree or disagree? Site evidence to support your argument.


DS=The Daily 5 HMH= Houghton Mifflin Harcourt CLLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS=Common Core State Standards SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department 5th Grade Curriculum: Literacy & Integrated Content Revised 2016



CC5RL1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. CC5RL6 Describe how a narrator’s or speaker’s point of view influences how events are described. CC5RL9 Compare & contrast stories in the same genre (e.g., mysteries & adventure stories) on their approaches to similar themes & topics. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy Visualize Genre: Persuasive Text

“Old Yeller” (Historical Fiction) T94- 104; SB 176-186 CLLG p. 52 Reasons for Character’s Actions TE p. 105 Your Turn “Illustrate It” Anchor Lesson Use lesson below for writing Historical Fiction: Historical Content Lesson Content Organizer Content Organizer Example Students should be working on a rough draft from the Historical Content Lesson this week.

*SUW 1-36 Great Short Answers SUW 10-11 Quick Check for Short Answer

SOCIAL STUDIES


H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources (e.g., mound builders, cliff dwellers, Southwest, Great Plains, Pacific Northwest, Woodland peoples)

Social Studies Focus: Pre-Columbian Native Americans: Plains Compelling Question: How do natural resources and geography influence the settlement of cultures and the creation of communities? Guiding Questions: How does history define a community? myON NATIVE AMERICAN BOOK REFERENCES: 1) Arctic Peoples 2) Arctic Communities Past and Present 3) American Indian Stories and Legends 4)

ADDITIONAL CONTENT LESSONS Bully Proofing Your School Lessons 1-6 will be taught during the first nine weeks BEFORE READING: Locate the Interior Plains between the Mississippi River and the Rocky Mountains. Discuss the climate, vegetation, & landforms of the area the Plains Peoples may have encountered. DURING READING: Discuss how the Plains People adapted to their environment. Also identify the political and social structure of the groups, any

1. Document Based Question Essay---Document 5: Illustration of Plains Indian Nomads

2. Pre-Columbian Native American Unit Assessment: Historical Fiction Story

3.

http://ssfifthgrade.wikispaces.com/file/view/Lesson+4+Historica+lContent+Lesson+Assessment+Narrative.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+4+Planning+Content+Narrative.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+4+Planning+Content+Narrative+Example.pdf








E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources G.8.5.1 Describe locations of societies and their cultural and environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate and environmental characteristics influenced where groups lived and how they adjusted to the environment G.10.5.1 Examine relationships between human settlements and movements and the location and use of natural resources in the early Americas (e.g., early people groups, Native Americans, Westward Expansion)

Igloos 5) Longhouses 6) Pueblos 7) Teepees 8) Plank Houses 9) Wickiups 10) Desert Communities Past and Present 11) Great Basin Indians 12) Plains Indians 13) The Sioux: The Past and Present of the Dakota, Lakota and Nakota 14) California Indians 15) Northwest Indians 16) Northwest Coast Indians 17) Plateau Indians 18) Southwest Indians 19) Secrets of the Mesa Verde: Cliff Dwellings of the Pueblo 20) The Iroquois: The Past and Present of the Haudenosaunee 21) Daily Life in the Maya Civilization

ceremonies or particular beliefs they held, jobs, foods, and artifacts important to the peoples. AFTER READING: 1. Native American Comic Strip Activity 2. 3 Column Notes with Summaries: SUW 1-23p.

34 (Content: Social Studies Text p. 70 – 75) 3. Research Chart for Native American History

LINK (Used throughout entire Pre-Columbian Unit) Harcourt SE pp 70-75, 24, and 38.

4. Buffalo Picture Lesson 5. Buffalo Uses Additional Resources/Lessons Informal Outline to Plan non-fictional piece of writing: SUW 4-7 Tool 4-5C, research chart on Native Americans, poster size Tool 4-5C. Lesson on writing an information piece that relates to essential question. Sequence the Steps of Native American Games

SCIENCE


http://ssfifthgrade.wikispaces.com/file/view/Native%20American%20Comic%20Strip.pdf/555445107/Native%20American%20Comic%20Strip.pdf


http://ssfifthgrade.wikispaces.com/file/view/Lesson+4+Bufalo+Diagram+Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+4+Buffalo+Uses+Handout.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+4+Informal+Outline+Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+4+Sequence+Steps+Game+Lesson.pdf



5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion & to maintain body warmth) was once energy from the sun. 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

How can you use models to describe that energy in animals' food was once energy from the sun?

ADDITIONAL CONTENT LESSONS Fusion Unit 5 - Lesson 1 TE 247 Abiotic and Biotic Factors Video pair with Flipchart 26 Study Jams - Ecosystems Careers in Science - Now You Be the Surveyor, SE 259, 290


https://youtu.be/E1pp_7-yTN4

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosystems.htm



WORD STUDY Unit 2 Lesson 7


CC5L5.b Recognize & explain the meaning of common idioms, adages, & proverbs. CC5L4a Use context (e.g., cause/effect relationships & comparisons in text) as a clue to the meaning of a word or phrase. CC5L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal contrast, addition, & other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)

STRATEGY: Idioms ACADEMIC: motive/motivation, traits, visualize, analyze behavior, compound direct object, figurative language SOCIAL STUDIES: lodge, sod, scarce, tepee, travois, council, ceremony SCIENCE: Lesson 5.1: environment, ecosystem, population, community, habitat, niche TARGETED CLUSTERS/CATEGORIES: Emotions and Attitudes

Vocabulary Strategies T114-T115; Projectable 75 Word Associations WSG p. 115

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW, Section 3 "Practicing and Expanding Vocabulary" Social Studies vocabulary should be used in context within SS assessments.

CC5RF3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context

SPELLING/ENCODING More Vowel + /r/ Sounds: earth, peer, twirl, burnt, smear, further, appear, worthwhile, nerve, pier, squirm, weary, alert, murmur, thirsty, reverse, worship, career, research, volunteer

WSG pp. 52-53 Spelling Assessment: Refer to Section 3 of SUW.

WRITING WORKSHOP


GRAMMAR CC5L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

Direct & Indirect Objects Weekly Plan T120-T121 Projectables 7.6-7.8 Direct & indirect objects will be monitored with the SS prompt.

PROCESS WRITING CC5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. CC5W3a Orient the reader by establishing a situation & introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

WRITING TYPE Imaginative Narrative

SUW LESSONS & TOOLS SUW 6-7 Quick Sketch & Quick Note Planning Tools 6-7a, 6-7b, and 6-7c Planning a Story Using Quick Sketches & Quick Notes #1-7 (repeat this lesson to practice & internalize planning - incorporating additional ideas on p. 264) Tool 6-7c Reference Lessons: SUW 6-6 Six Steps for Planning & Writing a Story/Narrative

Social Studies Prompt: Write a dialogue between two or more characters in your historical fiction story.


D5=The Daily 5 HMH= Houghton Mifflin Harcourt CLLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS=Common Core State Standards SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department 5th Grade Curriculum: Literacy & Integrated Content Revised 2016



CC5RL1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. CC5RI3 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. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

COMPREHENSION/FLUENCY Skill: Persuasion Strategy: Analyze/Evaluate Genre: Narrative Nonfiction myON NATIVE AMERICAN BOOK REFERENCES: 1) Arctic Peoples 2) Arctic Communities Past and Present 3) American Indian Stories and Legends 4) Igloos 5) Longhouses 6) Pueblos 7) Teepees 8) Plank Houses 9) Wickiups 10) Desert Communities Past and Present 11) Great Basin Indians 12) Plains Indians 13) The Sioux: The Past and Present of the Dakota, Lakota and Nakota 14) California Indians 15) Northwest Indians 16) Northwest Coast Indians 17) Plateau Indians 18) Southwest Indians 19) Secrets of the Mesa Verde: Cliff Dwellings of the Pueblo 20) The Iroquois: The Past and Present of the Haudenosaunee 21) Daily Life in the Maya Civilization

“Everglades Forever” (Narrative Non- Fiction)T166-T179; SB 200-213 CLLG p. 54 Persuasion SUW 1-4 Sticky Note Responses to mark supporting Details “Your Turn”, Turn &Talk T179; SB 213 “National Parks of the West” (Informational)T180- T183; SB 214-216 “Making Connections” Text to Self T183; SB 217 Use Lesson EXT G5U3 pp.C4-C5 “Compare & Contrast Points of View” as a model to teach TEU2 p. T183 “Text to World" Anchor Lesson Go back to the Social Studies compelling question: How do natural resources and geography influence the settlement of cultures and the creation of communities? For the lesson, use the following statement: Physical geography and natural resources influenced where Native American groups settled. Cite evidence to present a persuasive argument that this is a true statement.

SOCIAL STUDIES


H.12.5.1 Develop claims about pre-Columbian societies in North America by analyzing artifacts, artwork, charts, graphs, digital, and print sources H.12.5.2 Compare characteristics (e.g., dwellings, culture, beliefs, land use, food, clothing) of major pre-Columbian people groups within North America using a variety of sources

Unit: Pre-Columbian: Southwest and West (and Arkansas Native Americans) Compelling Question: How do natural resources and geography influence the settlement of cultures and the creation of communities? Guiding Questions: How does history define a community?

ADDITIONAL CONTENT LESSONS Bully Proofing Your School lessons 1-6 will taught during the first nine weeks BEFORE READING: Locate the desert Southwest (see map SS text pg. 61. Discuss the climate, vegetation, and landforms of the area the Southwest Peoples may have encountered. Do the same for the peoples of the West. Locate the area that

ASSESSMENTS The Land and Early People Documents 1 – 5 Use documents completed during the unit to answer the essay.

Unit Assessment:




E.4.5.1 Explain ways trade-offs have allowed societies to get the most out of scarce resources G.8.5.1 Describe locations of societies & their cultural & environmental characteristics within the early Americas through the 1820’s using geographic representations of different scales G.8.5.2 Explain relationships between physical and human characteristics and changes over time using a variety of geographic representations G.8.5.3 Synthesize information from a variety of sources to construct maps and other geographic representations G.9.5.2 Analyze ways cultural characteristics influenced population distribution in the early Americas through the post-Revolutionary period G.9.5.3 Analyze ways climate & environmental characteristics influenced where groups lived & how they adjusted to the environment G.10.5.1 Examine relationships between human settlements & movements & the location & use of natural resources in the early Americas.

stretched from the Rocky Mountains to the Pacific Ocean. DURING READING: Discuss how the Southwest (and West) People adapted to their environment. Also identify the political and social structure of the groups, any ceremonies or particular beliefs they held, jobs, foods, and artifacts important to the peoples. AFTER READING: 1. Three Column Notes with Summaries: SUW 1-

23 p. 34 (Content: Social Studies Text p. 76 – 80)

2. Levels of Questioning, SUW 1-39, p. 58-61 (Content: Social Studies Text p. 76 – 80)

3. Native American Dateline: Arkansas 4. Arkansas Native American Map Activity 5. Research Chart for Native American History

(Used throughout entire Pre-Columbian Unit) Harcourt SE pp 76-70, 24, and 38. Complete the Southwest/West Section of Chart

Additional Resources/Lessons Three Sisters Lesson---Introduce 2 types of texts to compare and contrast. This lesson gives information about the use of corn, beans, and squash as staples. Shelter in a Bag

Pre-Columbian Research Writing Prompt

Multimedia Project - students can use technology to create power points or prezis that compare and contrast the Native American groups and their ecosystems Rubric

SCIENCE


http://ssfifthgrade.wikispaces.com/file/view/Lesson+5+Native+American+Dateline.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+5+Arkansas+NA+Map+Activity.pdf


http://ssfifthgrade.wikispaces.com/file/view/Lesson+1Three+Sisters+Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+5+Shelter+in+a+Bag+lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+5+PreColumbian+Research+Writing+Prompt.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+5+PreColumbian+Research+Writing+Prompt.pdf

http://ssfifthgrade.wikispaces.com/file/view/Native%20American%20Technology%20Notes%20Rubric.pdf/555445183/Native%20American%20Technology%20Notes%20Rubric.pdf



5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, & to maintain body warmth) was once energy from the sun. 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, & the environment

How can you use models to describe that energy in animals' food was once energy from the sun?


Study Jams - Symbiosis Study Jams - Changes in Ecosystems Study Jams - Population Growth


WORD STUDY


CC5RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, &morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context CC5L6 Acquire & use accurately grade -appropriate general academic & domain-specific words & phrases, including those that signal contrast, addition, & other logical relationships

STRATEGY: prefixes: en-, re-, pre-, pro- ACADEMIC: author’s viewpoint, persuade, assumption, evaluate, conjunctions, goal, opinion, reason SOCIAL STUDIES: adapt, staple, surplus, adobe, hogan, trade, network SCIENCE: Lesson 5.2: no new vocabulary TARGETED CLUSTERS/CATEGORIES Communication

Vocabulary Strategies T188-T189 Projectable 8.5

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW Section 3 "Practicing and Expanding Vocabulary." Social Studies vocabulary should be used in context within SS assessments.

CC.5.L.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. CC5L2e Spell grade-appropriate words correctly, consulting references as needed.

SPELLING/ENCODING HOMOPHONES: steel, steal, aloud, bury, allowed, ring, wring, lesson, lessen, who’s, whose, manor, manner, pedal, peddle, berry, hanger, hangar, overdo, overdue

WSG pp. 54-55 Spelling Assessment: Refer to Section 3 of SUW.

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/symbiosis.htm

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/changes-ecosystems.htm



WRITING WORKSHOP


GRAMMAR CC5L1a Explain the function ,prepositions, & interjections in general & their function in particular sentences.

Conjunctions

Weekly Plan T194-T197; SB 218-219 Projectables 8.6-8.8 SUW p.145-147, Tools: E2-24a, E2-24b

Application of correct use of conjunctions will be assessed in the SS prompt.

PROCESS WRITING CC5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. CC5W3aOrient the reader by establishing a situation & introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CC5W3b Use narrative techniques, such as dialogue, description, & pacing, to develop experiences & events or show the responses of characters to situations.

WRITING TYPE Narrative-Imaginative

SUW LESSONS & TOOLS SUW 6-9 Creating &Developing Characters SUW 6-12 Ways to Begin a Story, pp. 272-273 Tools 6-7a &6-7d, 6-12c &6-12d, p. 274 #1-6 Tool 6-12c &6-12d SUW 6-17 Options for Writing the End of a Story Tools 6-17a Looking at More Endings #1 Tool 6-17c

Social Studies Prompt: Pre-Columbian Native American Unit Assessment: Historical Fiction Story: This Assessment will assess the students’ understanding of the Pre-Columbian content taught during this Soc. Studies Unit. During the next 3 weeks of writing in literacy, this assessment will be used as a foundational piece to teach the steps & process of narrative writing.




5 Grade Curriculum Map: Literacy & Integrated Content grade 1st quarter 2016... · 5th Grade...

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