Q3W6 – March 1-5

TeacherBarbara Perdisatt
Subject AreaELA/Social Studies
Grade Level5
Week #Q3W6
Unit of InstructionModule 2
Standard(s) Taught

• 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.
5.w.3.9a – Draw evidence from literary texts to support analysis and reflection
5.L.3.6 – Acquire and use academic and domain-specific words and phrases
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• SS.5.A.5.3 – Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.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 figure out the meanings of figurative language in literary texts to better understand and enjoy them.
Students will use figurative language including similes, metaphors and personification in their writing.
• Students will explain what the words loyalist and patriot mean and how these groups attributed to the American Revolution.
• Students will describe 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 is.
• Students will explore and discuss the major battles of the war happening after the Declaration of Independence.

Classroom Activities

American Revolution Packet and Scoot activity
Ready Reading Lesson 15– Figurative Language
Daily Language Review
I Ready
Spelling/Vocabulary Lesson 22

Assignments Due

Spelling and Vocabulary(lesson 22) formative– 3/5
ELA summative assessment – 3/4
FSA Opinion Writing practice
Am.Revolution Lesson 11,12
American Revolution summative 3/5

Additional Resources

Greek and Latin Lesson 22
ject (throw)
eject – to push something out; to force someone to leave
injection – the act or process of forcing a liquid into something, the act or process of forcing a liquid medicine into someone by using a special needle.
interjection – a spoken word, or phrase, or sound that expresses sudden or strong feeling
project – (1)to casue light, a picture, or a movie to appear on a surface
(2) to plan, calculate, or estimate something for a time in the future
reject – to refuse to believe, accept, or consider something

-ish, -ive (having character/nature of)
selfish – having or showing concern only for yourself and not for the needs or feelings of other people
squeamish – afraid to deal with or do things that might hurt or offend people; having an unpleasantly nervous or doubtful feeling
combative- having or showing a willingness to fight or argue
impressive – deserving attention, admiration, or respect; making a good impression
intensive – involving very great effort or work