Standards Addressed in Lesson:
• ELA.5.V.1.1 – recognize/use academic vocabulary in speaking and writing
• ELA.5.V.1.3 – apply knowledge of Greek and Latin Roots and affixes, recognizing the connection between affixes and parts of speech, to determine meaning.
• ELA.5.R.1.1 – Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.
• ELA.5.R.1.3 – Describe how an author develops a characters perspective in a literary text.
• ELA.5.R.2.1 – explain how text structures and/or features contribute to overall meaning.
• ELA.5.R.2.2 – explain how relevant details support the central idea(s)
• ELA.5.R.2.3 – Analyze an author’s purpose and/or perspective in an informational text.
• ELA.5.R.2.4 – track the development of an argument, identifying the specific claim(s), evidence, and reasoning
• ELA.5.R.3.2b – summarize an information test to enhance comprehension; include central idea(s) and relevant details
• ELA.5.F.1.3 – apply knowledge of letter-sound correspondences, syllabication patterns, and morphology to read/write unfamiliar single-syllable and multisyllabic words
• ELA.5.F.1.4 – read with accuracy, automaticity, and prosody or expression
• ELA.5.C.1.1 – demonstrate fluent and legible cursive writing skills
• ELA.5.C.1.4 – write expository texts about a topic using multiple sources including an organizational structure, relevant elaboration, and varied transitions
• ELA.5.C.1.5 – improve writing by planning, revising, and editing
• ELA.5.C.2.1 – write personal or fictional narratives using a logical sequence/use techniques: dialogue, description, transitional words and phrases
• ELA.5.C.3.1 – Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
• ELA.5.C.4.1 – conduct research to answer a question, organize information about a topic and using multiple reliable and valid sources.
• SS.5.A.2.1 – Compare cultural aspects of ancient American civilizations (Aztecs/Mayas; Mound Builders/Anasazi/Inuit).
• SS.5.A.2.2 – Identify Native American tribes from different geographic regions of North America.
• SS.5.A.2.3 – Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
• Students will analyze characters of a story using details to support their analysis.
• How do we decide which resources we should develop?
• Students will describe the cultural aspects of various ancient American civilizations.
• Students will identify similarities and differences between two different civilizations.
• Students will describe how Native Americans arrived in North America.
• Students will be able to discuss each Native American region including its natural resources, types of homes, clothing, transportation, and other features specific to each region.
• Read The Wild Robot
• Classroom discussion of chapters read each day
• Grammar morning work
• Centers – writing, spelling/vocab, research, reading fluency, specific skill practice
• Writing an expository essay
• Research project – in class
• Native Americans lesson 3 – Region Exploration
Root: port – carry
Prefix: com, con, co – with
1. Export – to send a product to be sold in another country.
2. Import – to bring a product into a county to be sold.
3. Portable – easy to carry or move around.
4. Teleport – an imaginary phenomenon in which a person or object is moved across a distance instantly.
5. Transport – to take or carry people or goods from one place to another by means of transportation.
6. Complement – something that completes something else or makes it better.
7. Compatible – able to exist together without trouble or conflict; able to be used together.
8. Converge – to move toward one point and join together; to come together and meet; to come together and have one interest, purpose, or goal.
9. Conspire – to secretly plan with someone to do something that is harmful or illegal; to happen in a way that produced bad or unpleasant results.
10. Coordinate – to make arrangements so that two or more people or groups of people can work together properly and well; to look good with another color, pattern, style, etc.
*all plans are subject to change
ALL IEP and ESOL accommodations will be provided daily.
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