Q3W6 March 1

TeacherDanielle Bartlett
Subject AreaELA & Social Studies
Grade Level5
Week #24
Unit of InstructionModule 3
Standard(s) Taught

Standards Addressed in Lesson:
• LAFS.5.RL.2.4 – Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similies.
• 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.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
• LAFS.5.L.3.4 – Use Greek and Latin affixes and roots as clues to the meaning of a word.
• LAFS.5.L.3.6 – Acquire and use academic and domain-specific words and phrases.
• LAFS.5.W.1.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
• LAFS.5.W.3.9b – Draw evidence from informational texts to support analysis and reflection.
• SS.5.A.5.1 – Identify and explain significant events leading up to the American Revolution.
• SS.5.A.5.2 – Identify significant individuals and groups who played a role in the American Revolution.
• SS.5.A.5.3 – Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.
• SS.5.A.5.4 – Examine and explain the changing roles and impact of significant women during the American Revolution.
• SS.5.A.5.5 – Examine and compare major battles and military campaigns of the American Revolution.
• SS.5.A.5.6 – Identify the contributions of foreign alliances and individuals to the outcome of the Revolution.
• SS.5.A.5.7 – Explain economic, military, and political factors which led to the end of the Revolutionary War.
• SS.5.A.5.8 – Evaluate the personal and political hardships resulting from the American Revolution.
• SS.5.A.5.9 – Discuss the impact and significance of land policies developed under the Confederation Congress (Northwest Ordinance of 1787).
• SS.5.A.5.10 – Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in American democracy.

Learning Targets and Learning Criteria

• Students will determine the meanings of figurative language to better understand and enjoy texts.
• Students will describe the causes of the war and the battles of Lexington and Concord.
• Students will explore and discuss the major battles of the war leading up to the Declaration of Independence.
• Student will explain what the Declaration of Independence was.
• Students will explore and discuss the major battles of the war happening after the Declaration of Independence.

Classroom Activities

• American Revolution Lesson 13
• Figurative Language
• American Revolution Review
• Daily language review
• Vocabulary – practice
• iready

Assignments Due

• Vocabulary test – 3/5
• Spelling Test – 3/5
• Language Quiz – 3/5
• Figurative Language Assessment – 3/3
• AR Lesson 13 3/1
• American Revolution Summative – 3/4
• Reading Summative – 3/5 – Figurative Language, analyzing accounts of the same topic,

Additional Resources

Know how to spell all words as well as the definition for each word.
Roots –
Ject – throw
1. Eject – to push something out; to force someone to leave.
2. Injection – the act of process of forcing a liquid into something; the act or process of forcing a liquid medicine or drug into someone by using a special needle.
3. Interjection – a spoken word, phrase, or sound that expresses sudden or strong feeling.
4. Project – (1) to cause light, a picture, or a movie to appear on a surface. (2) to plan, calculate, or estimate something for a time in the future.
5. Reject – to refuse to believe, accept, or consider something.

Affixes –
-ish, -ive – having character/nature of
1. Selfish – having or showing concern only for yourself and not for the needs or feelings of other people.
2. Squeamish – afraid to deal with or do things that might hurt or offend people; having an unpleasantly nervous or doubtful feeling; having a sick feeling in the stomach.
3. Combative – having or showing a willingness to fight or argue.
4. Impressive – deserving attention, admiration, or respect; making a good impression.
5. Intensive – involving very great effort or work.

ALL IEP and ESOL accommodations will be provided daily.
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