Q2W6 November 18

TeacherDanielle Bartlett
Subject AreaELA & Social Studies
Grade Level5
Week #15
Unit of InstructionModule 2
Standard(s) Taught

Standards Addressed in Lesson:

·         LAFS.5.RL.1.2 – 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.

·         LAFS.5.RL.1.3 – 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 act)

·         LAFS.5.RL.2.5 – Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

·         LAFS.5.RL.2.6 – Describe how a narrator’s or speaker’s point of view influences how events are described.

·         LAFS.5.W.2.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

·         LAFS.5.W.3.9 – Draw evidence from a literary or informational texts to support analysis, reflection, and research.

·         LAFS.5.W.4.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

·         LAFS.5.SL.1.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

·         LAFS.5.L.2.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

·         LAFS.5.L.3.4 – 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.

·         LAFS.5.L.3.6 – Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)

·         SS.5.A.4.2 – Compare characteristics of New England, Middle, and Southern colonies.

·         SS.5.A.4.4 – Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.

 

Learning Targets and Learning Criteria

·         Students will describe the most important details of a story to summarize a literary text.

·         Students will explain aspects of the different colonial regions.

Classroom Activities

·         Spelling/Vocabulary

·         Ready reading – Lesson 9 – Summarizing a literary text

·         iReady – 40 minutes/week

·         ixl – D.1, B.1

·         Among the Hidden – Novel study

·         Social Studies – Explorers Simulation

·         Writing – Final draft of class essay

·         Colonial Regions

Assignments Due

·         Among the hidden questions

·         Vocab quiz

·         Ready reading – Lesson 9

·         Ixl

·         Iready

·         Colonies packet

Additional Resources

Spelling/vocab words:

Vocabulary Words –

Roots:

Jacio/jactum – throw

Pono/positum – lay, put, place

Words:

1.       Eject – (e, ex – out) – throw out

2.       Interject – (inter – between) – throw between

3.       Object – (ob – against) – throw against

4.       Project – (pro – forward) – throw forward

5.       Reject – (re – back, again) – throw back

6.       Pose – position or attitude

7.       Postage – payment for messages sent from post to post

8.       Position – established place

9.       Deposit – (de – down, away from) – lay away; put aside

10.   Component – (con – together) – put together

 

ALL IEP and ESOL accommodations will be provided daily.

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