5.2.4LA


 * Grade: 5 Unit: 2 Week: 4 Content: Language Arts Dates: 10/8-10/12 **


 * Theme Essential Question: How does creativity change the world? **

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?
 * Essential Questions: **


 * Standards **
 * RL.5.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
 * RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
 * RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgably.
 * RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
 * RF.5.4(b): Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
 * W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * 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.
 * 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.
 * SL.5.1(d): Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
 * L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * L.5.1(a): Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
 * L.5.1(b): Form and use the perfect (e.g., //I had walked; I// //have walked; I will have walked//) verb tenses


 * Objectives **
 * Summarize various types of text.
 * Integrate information from several pieces of text on same topic in order to write/speak about the subject with knowledge.
 * Continue the writing process.
 * Write using prepositions correctly.


 * Assessment **
 * Product **
 * After reading a passage about an inventor the students will write the main idea and details they learned.
 * Continue the writing process.
 * Students will correctly use prepositions in their writing.


 * Key Questions ** (match Standard)
 * How is can knowing the main idea and details help us to convey our understanding of what we have read?
 * Why do we need to be able to get our ideas across in our writing in an organized way?
 * What can prepositions add to my writing?


 * Observable Student Behaviors **
 * The students should be able to accurately find the main idea and give several key details in a piece of text.
 * The students should be able to create a list of topics, choose a topic to write about and begin the writing process.
 * The students will be able to define what a preposition is and effectively use them in their writing.


 * Vocabulary **


 * Literacy Block **
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes)
 * Reading Workshop **
 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * Writing Workshop **
 * Writer’s talk/Mini Lesson (10 minutes)
 * Independent Writing/Guided Writing/Investigations (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)


 * Activities ** [see Legend to highlight MCO and HYS]
 * ** Odyssey Lesson: ** Verb Tenses (Located in Assignment Archive under District)
 * Word Study **
 * 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)
 * Students will write a paragraph about an invention. Students can then share paragraphs with a classmate. The classmate will be asked to identify the main idea and key details. (MC-S, R/D, E/C)
 * Students will continue going through the writing process with their chosen topic.
 * The teacher will review prepositions with the class by discussing a list of common prepositions. Students will identify prepositions in sentences and share with the group. MC-S, R/D, E/C)
 * As a class, begin looking at various types of text on the same topic. Use a graphic organizer to organize the information learned from the text.


 * Homework **

prewriting: before you start your story you have to think about what you want to write. writing: this is the step to writing your first draft. Put all your ideas into paragraph form. edit:- after you have written the rough draft of your story it is time to edit the story. Check spelling, punctuation, grammar, and capitals are in the right place and if everything is ready for a final copy. proofreading: read over the story and make sure that there are no missed mistakes and everything is the way you like it. publishing: take the rough draft and copy it on a computer or paper and then you are done! preposition: a word that shows the relationship between a [|noun] or [|pronoun] and other words in a sentence
 * 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 || || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **


 * Resources **
 * Professional Texts **
 * // Bringing Words to Life // by Beck et al (9781572307537)
 * // Guiding Readers and Writers Grades 3-6 // by Fountas and Pinnell (9780325003108)
 * // Is That A Fact? Teaching Nonfiction Writing, K-3 // by Tony Stead (1571103317)
 * // Put Reading First //
 * // Strategies That Work, 2nd edition // by Harvey and Goudvis (9781571104816)
 * // Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4) //
 * // Teaching for Deep Comprehension // by Dorn and Soffos (9781571104038)
 * // Teaching Reading Sourcebook, 2nd Edition // by Honig, Diamond, and Gutlohn (978-1-57128-457)
 * // The Fluent Reader // by Rasinski (9780439332088)
 * // The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) // by Katie Wood Ray (0-8141-1317-6)
 * // Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, // 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)


 * Literary Texts **


 * Informational Texts **

@http://questgarden.com/20/09/2/060328080828/ A webquest for students to learn about inventors and their inventions. @http://questgarden.com/42/78/7/061129113002/ Overview: We are going to create time lines for both Guglielmo Marconi and Nikola Tesla and have the students draw conclusions on who created wireless communication. Grade Level: Five Time Required: Two one hour class periods Curriculum Connection/Province and Course: This lesson meets the outcomes as identified in the APEF documents Social Studies curriculum, grade five, Newfoundland and Labrador Social Studies outcomes with delineations, July 2006 @http://questgarden.com/79/14/6/090328094441/ This Webquest was designed as an extending project on inventors for fourth grade. The students will be using online encyclopedia to research an assigned inventor, what that inventor invented, and how that invention changed our world. The students would then create an oral poster presentation to present to their classmates in small groups. @http://questgarden.com/106/77/5/100715192629/ Did you know that you are only able to see this page because of a man called Thomas Edison? Who was Thomas Edison? You are about to find out! @http://questgarden.com/85/53/8/090728072452/ Students will select and research an invention or inventor of their choice
 * WebQuests **
 * ** Inventor Investigator **
 * ** Will the Real Wireless Inventor Please Stand Up? **
 * ** Inventors in the 1800's **
 * ** What did you do because of Thomas Edison? **
 * ** Inventions **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **
 * 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.
 * 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.
 * 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.

Fifth grade is expected to know the first six Fry list (600 words).
 * Sight Words **
 * ** FRY LIST **@http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html

@http://exchange.smarttech.com/details.html?id=6d643798-23b5-4308-a876-673af94c35a8 The intended learning outcome is to be able to summarize a story by sequencing the events of the story in order. @http://exchange.smarttech.com/details.html?id=5ad0be8d-4d57-4c26-b1fc-efe0bef6dcc7 Poem to introduce prepositions and work on good verb choice. Writing an Informational Paragraph Students will understand how to construct well-written information paragraphs. Summarize and Paraphrase Students will be able to distinguish between quoting, summarizing, and paraphrasing. They will understand the attributes of a properly constructed paraphrase and summary and how to avoid plagiarism.
 * SMART Board Lessons, Promethean Lessons **
 * ** What Happened? Sequence and Summarizing **
 * ** Preposition Poem **
 * ** AEGOM Lesson EG4-024 **
 * ** AEGOM Quiz EG4-024 **
 * ** AEGOM Lesson EG5-019 **


 * Other Activities, etc. **
 * "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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