5.2.5LA


 * Grade: 5 Unit: 2 Week: 5 Content: Language Arts Dates: 10/15-10/18 **


 * 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 information learned from reading an article making sure to give the main idea and three details.
 * Finish the piece of writing.
 * Identify the correct form of past tense verbs.


 * Assessment **
 * Product **
 * Write a summary of an article of an inventor.
 * Publish and share a written piece.
 * Students will write using past tense verbs correctly.


 * Key Questions ** (match Standard)
 * Why is it important to be able to write a summary of what we read?
 * Why is it necessary for me to edit and revise my writing?
 * Why do I need to use a past tense form of a verb?


 * Observable Student Behaviors **
 * The students should be able to accurately write a summary.
 * The students will be able to successfully edit and revise their writing.
 * The students will be able use past tense verbs correctly.


 * 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: ** Writing Paragraphs (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)
 * The teacher will review how to write a summary. Students will then write a summary using their own words over a piece of self-selected text.
 * The students will use peer editing to edit and revise their writing. (MC-S, R/D, E/C)
 * The students will identify correct verb tense usage in a written piece and correct those verb tenses not used correctly.


 * Homework **

summary: a brief statement or account of the main points of something past tense verb: A verb tense indicating action that occurred in the past and which does not extend into the present. The //simple past tense// of regular verbs is marked by the ending //-d, -ed//, or //-t//. Irregular verbs have a variety of endings. The simple past is not accompanied by helping verbs.
 * 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 ** []

You’re the Editor Students will be able to edit text for errors such as punctuation or spelling. Verb Tenses Students will identify and understand the three main verb tenses of regular and irregular verbs. @http://exchange.smarttech.com/details.html?id=5985b831-e246-436b-b625-3a7e529e03ef Use the Senteo interactive response system to identify tense. @http://exchange.smarttech.com/details.html?id=a3008596-31e7-4ecd-80ae-81d916c5cfd5 Use the Senteo interactive response system to identify tense used in a sentence @http://exchange.smarttech.com/details.html?id=7c3964d5-58b9-4380-b2b4-82794b846313 This is an introductory lesson activity in which action and linking verbs are presented with practice pages. @http://exchange.smarttech.com/details.html?id=3869dd3e-1e18-4e8f-80ad-0c3cb935c41d This lesson is a great interactive and fun way to teach your students about the past, present and future tense of words @http://exchange.smarttech.com/details.html?id=f34067a8-d9e3-4ad5-86e8-3502180c04b2 Use the Senteo interactive response system to use verbs in their past tense
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson EG5-012 **
 * ** AEGOM Quiz EG5-012 **
 * ** AEGOM Lesson EG4-006 **
 * ** AEGOM Quiz EG4-006 **
 * ** Tense (Question set) **
 * ** Tense in a Sentence (Question set) **
 * ** Introduction to Verbs **
 * ** Past, Present, Future **
 * ** Verbs - Past Tense (Question set) **


 * 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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