Quarter 1 Week 9 and 10 Lesson Plans (Oct. 9-Oct.20)

TeacherDesiree Drager
Subject AreaELA/Social Studies
Grade Level5
Week #9
Unit of InstructionModule 1
Standard(s) Taught

ELA (Reading and Writing)

Students will quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (LAFS.5.RL.1.1)

Students will identify two or more main ideas in a text. (LAFS.5.RL.1.2/LAFS.RI.1.2)

Students will use context as a clue to the meaning of a word or phrase (LAFS.5.L.3.4a)

(NEW) Students will 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). (LAFS.5.RL.1.3)

(NEW) Students will analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel; multimedia presentation of fiction, folktale, myth, poem). (LAFS.5.RL.3.7)

(NEW) Students will 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.1.2)

Students will write opinion pieces on topics of texts, supporting a point of view with reasons and information. (LAFS.5. W.1.1)

Students will demonstrate the command of the conventions of standard English grammar and usage when writing or speaking. (LAFS.5.L.1.1)

Students will engage in a range of collaborative discussions on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. (LAFS.5.SL.1.1)

 

Social Studies

Student will construct maps, charts, and graphs to display geographic information. (SS.5.G.1.4)

Students will interpret current and historical information using a variety of geographic tools. (SS.5.G.1.1)

 

Learning Targets and Learning Criteria

Reading

Students will identify and use context clues to identify the meanings of unknown words.

Students will identify two or more main ideas in a text in 1-2 sentences. Students will select 3-4 details from the text to support the main ideas.

Students will close reading strategies to monitor their comprehension when reading fiction and nonfiction texts.

Students will identify visual elements found in a text (e.g., photographs, drawings, cartoons), analyze how visual elements add meaning, create tone, and contribute to the beauty of a text.

Students will compare (determine similarities) and contrast (determine differences) between two or more characters, settings, or events in a story or drama using specific details from the text.

Students will identify the theme (lesson or moral) of a fiction text and support it using text evidence.

Writing

Students will identify and describe characteristics of opinion and argumentative writing.

Students will identify the difference between paraphrasing, quoting, and summarizing and will practice each skill using informational or literary text.

Students will use evidence terms to cite information from the text correctly when writing.

Students will identify and describe the purpose, task, and audience when reading a writing prompt.

Students will create a thinking map in order to plan out a piece of writing.

Students will write a draft of an argumentative essay in which they state whether Pluto should be classified as a planet or dwarf planet.

 

Social Studies

Students will interpret information from maps based on historical events.

Students will explain and describe geographic features on a physical map and information found on a political map. Students will also compare information on physical, political, and thematic maps.

Students will identify the regions of the United States and locate them on a map.

Students will list the states, capitals, and abbreviations of the Southeast region.

Students will identify and describe the characteristics of the Southeast region (landforms, climate, products, culture, landmarks)

Classroom Activities
  • Whole Group Instruction- Students will complete interactive ELA notebook pages on “Theme”. Students will go through the prewriting and drafting process with their Pluto essay as a whole class. Students will also participate in a discussion about the weekly homework article topic. Students will complete their ThinkCERCA argumentative writing lesson on the computers.

 

  • Small Group Instruction- Students will participate in centers that cover the standards for the week. There will be 6 centers: small group, independent reading, writing, comprehension, technology, and nonfiction. Small groups will also meet with the teacher during RTI to review concepts from last week. Students will also continue individual conferencing with the teacher about the self-selected book they are reading for homework.
Assignments Due

In Class:

·         Students will read, text mark, and answer comprehension questions about a nonfiction article. They will be focusing on key words to help them identify the main ideas and supporting details.

·         Students will read two fiction stories and will create a Venn diagram comparing and contrasting the characters, settings, plots, and themes.

·         Students will complete a ThinkCERCA comprehension/writing assignment on the computers.

·         Students will complete a prewriting thinking map and a draft of their Pluto essay.

·        Students will complete a quiz on identifying the theme of a text on Mastery Connect.

Homework:  

Students need to be reading 20 minutes each night (Monday through Thursday). They should be reading a chapter book that can be used to complete their book report. New directions went home Monday, October 9th. 

Students need to read their article of the week and use the text marking strategy we have been practicing. Students also need to answer the comprehension questions attached to the article. This article will be due on Friday, October 13th. We will be having a whole class discussion on the article in class on Friday. 

 

Additional Resources

5th grade is getting ready for our Kennedy Space Center field trip on November 9th! If you have not sent in your student’s permission slip yet, please do so as soon as possible. Please email (dragerd@ivyhawnschool.org) if you have any questions.

Sincerely,

Ms. Drager