Q3W1

TeacherBarbara Perdisatt
Subject AreaELA/Social Studies
Grade Level5
Week #Q3W1 Jan 26-29
Unit of InstructionModule 2
Standard(s) Taught

• LAFS.5.RL.2.5 – Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts
LAFS.5.RL.2.5 – Compare and contrast chronology and problem-solution text structures
LAFS.5.RL.2.5 – Recognize words that signal particular structures
• 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.
• 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• SS.5.A.5.3 – Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.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 compare and contrast how information in texts is structured to better understand the purpose of each text.
Students will identify the clue words that help determine the specific text structure an author is using.
Students will identify how knowing a text structure supports each author’s purpose for writing.
Students will determine how and why text structures are different.

Classroom Activities

American Revolution Packet
Ready Reading Lesson 12 – Comparing text structures, Part 1: Chronology, Problem-Solution
I Ready diagnostic – Growth Check
Spelling/Vocabulary Lesson 17

Assignments Due

Spelling and Vocabulary(lesson 17) fromatives– 1/29
Opinion Writing prompt
Lesson 12 formative = 1/29
I Ready Diagnostic Growth Check

Additional Resources

Spelling and Vocabulary: Lesson 17
Therm(heat)
Geothermal – of, relating to, or using the natural heat produced inside the Earth.
Hypothermia – a condition in which the temperature of the body is very low.
Thermal – of, relating to, or caused by heat; designed to keep you warm by preventing heat from leaving your body
Thermos – a container that keeps liquids hot or cold for long periods of time
Thermostat – a device that automatically adjusts the temperature in a room to a desired level

Hyper-, super-(above) and hypo-, sub-(below)
Hyperactive – extremely active or too active
Hypersensitive – having feelings that are very easily hurt; very strongly and easily affected or harmed by something
Superintendent – a person who directs or manages a place, department, or organization
Hypodermic – going under the skin
Subconscious – existing in the part of the mind that a person in not aware of; existing in the mind but not consciously known or felt