5_2

** Grade: 5 Unit: 2 Week: 1 Content: Language Arts Dates: 9/17-9/21 **  **Theme Essential Question:** How does creativity change the world? ** Essential Question: ** How can students find commonalities among inventors and innovators, share these insights in group discussions, and use this information as a springboard for their own innovative and creative writing?  ** Standards **  ** Objectives ** ** Assessment ** ** Product **  ** Key Questions ** (match Standard)  ** Observable Student Behaviors ** ** Vocabulary **  ** Literacy Block ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Reading Workshop ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Writing Workshop ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Activities ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Word Study ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Homework ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Terminology for Teachers ** ** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers || || <span style="font-family: arial,helvetica,sans-serif;">Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">R.L.5.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">RF.5.4(b): Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, group, and teacher-led) on grade 5 topics and texts, building on others’ ideas and expressing their own ideas clearly.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">SL.5.1(c): Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">SL.5.1(d): Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">L.5.1(a): Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">L.5.1(b): Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Read and compares information learned from fiction and non-fiction books about an inventor of choice.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Look at examples of informative/explanatory text.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Explain the function of conjunction.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Review the key ideas expressed and draw conclusions.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Have students share their research through a mini research report or project.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Student will look at informative/explanatory text and be able to orally identify the text features.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Students will identify conjunctions in a piece of text. (e.g., newspaper, magazine, book).
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Review the key ideas expressed and draw conclusions as a whole group over an inventor read about during the week. (MC-E/C, R/D, S)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">When would it be appropriate to compare and contrast information learned from fiction and non-fiction books?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">When would it be appropriate to use an explanatory/non-fiction text?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">How do we use conjunctions correctly?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">How do we successfully use key ideas to draw conclusions?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">The student should read with sufficient accuracy and fluency to support comprehension.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">The student should be able to convey complete thoughts in both spoken and written form.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Familiar Reading (15 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Phonics/Word Study (30 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Read Aloud (15 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Book Talk/Mini Lesson (10 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Sharing/Reflection/Feedback (5 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Writer’s talk/Mini Lesson (10 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Independent Writing/Guided Writing/Investigations (45 minutes total)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Sharing/Reflection/Feedback (5 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">As an individual and as a class, keep an index card file of words and phrases learned from the stories and poems in this unit, especially homonyms (i.e., sea, sea; to, two, too, etc.) and homophones, (i.e., weather, whether). Keeping the words on index cards or wall charts which will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, etc. (Note: This will be an ongoing activity all year long.) (HYS – SD, SN)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Define the characteristics of a fiction book. Show students examples of fiction books, pointing out the characteristics. Make an anchor chart listing the characteristics of fiction books.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Define the characteristics of a non-fiction book. Show students examples of non-fiction books, pointing out the characteristics. Make an anchor chart listing the characteristics of non-fiction books.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Using fiction and non-fiction books on the same topic go over the similarities and differences between the books on the same topic. As a class make a venn diagram on the selected fiction and non-fiction books. S, R/D, E/C
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Using a fiction and non-fiction book on similar topics give each student a book and ask them to find their similar counterpart to where one student has a fiction book and the other partner has a non-fiction book that are on similar topics. Have students use “turn and talk” to discuss the similarities and differences between their books. (MC-S, R/D, E/C)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Have students begin an “interesting inventions inventory” in their reading journal.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">informational text: text designed to convey factual information, rather than tell or advance a narrative. Informational text may employ techniques such as lists, comparing/contrasting, or demonstrating cause/effect, and may be accompanied by graphs or charts. Most textbooks consist of primarily informational text.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">explanatory text: text designed to convey an explanation
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">inventor: a person who invents
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> main idea: The main idea is the most important thing the paragraph says about the topic. The topic is what a paragraph is all about.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">supporting details: details that give you more information about a main idea.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">conjunction: a word used to connect clauses or sentences or to coordinate words in the same clause (e.g. //and//, //but//, //if//).
 * ||  ** Multicultural Concepts **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Resources ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Professional Texts ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: center;"> ** Effective Literacy for Grades 2- 5 ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: center;"> ** Professional Texts for 2011-2013 ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: center;"> (ISBN#) <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Literary Texts ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Informational Texts ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Art, Music, and Media ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Manipulatives ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Games ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Videos ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Sight Words ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Fifth grade is expected to know the first six Fry list (600 words). <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** SMART Board Lessons, Promethean Lessons ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Conjunctions <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Students will be able to identify and use coordinating and subordinating conjunctions correctly in sentences. <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">@http://exchange.smarttech.com/details.html?id=f355433e-9a49-4277-9529-4fe544207874 <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Ultilizing Jeff Anderson's Mechanically Inclined, students will explore compound sentences and coordinating conjunctions <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Other Activities, etc. **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Bringing Words to Life // by Beck et al (9781572307537)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Guiding Readers and Writers Grades 3-6 // by Fountas and Pinnell (9780325003108)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Is That A Fact? Teaching Nonfiction Writing, K-3 // by Tony Stead (1571103317)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Put Reading First //
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Strategies That Work, 2nd edition // by Harvey and Goudvis (9781571104816)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4) //
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Teaching for Deep Comprehension // by Dorn and Soffos (9781571104038)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Teaching Reading Sourcebook, 2nd Edition // by Honig, Diamond, and Gutlohn (978-1-57128-457)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// The Fluent Reader // by Rasinski (9780439332088)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) // by Katie Wood Ray (0-8141-1317-6)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, // 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">The Harold Syntax Guide to Grammar Basics: Part One: Interjections (Discovery Education) 3:04 minutes **Segment Description** -Interjections are words that show sudden emotion; strong interjections are followed by exclamation points, and mild interjections are followed by commas.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">The Harold Syntax Guide to Grammar Basics: Part Two: Conjunctions (Discovery Education) 4:19minutes **Segment Description** -A conjunction is a word that joins words or groups of words. Three types of conjunctions are coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. A clause is a group of words with a subject and predicate.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">Achievements of Leonardo da Vinci (Discovery Education) (4:50) ** Segment Description ** -Leonardo da Vinci was the ultimate Renaissance man, highly skilled in a wide array of areas. He was a masterful painter, sculptor, designer, engineer, architect, urban planner, and astronomer. His work continues to influence people today.
 * FRY LIST @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html
 * Aegom Lesson: EG5-003
 * Aegom Quiz: EG5-003
 * Compound Sentences
 * "The Invention of Hugo Cabret," Brian Selznick: Part 01 (Discovery Education) 55:57
 * The Invention of Hugo Cabret," Brian Selznick: Part 02 (Discovery Education) 58:06
 * "The Invention of Hugo Cabret," Brian Selznick: Part 03 (Discovery Education) 57:13


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