5.2.2LA


 * Grade: 5 Unit: 2 Week: 2 Content: Language Arts Dates: 9/24-9/28**


 * 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**
 * 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.
 * 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**
 * Determine two or more main ideas of a text and how they are supported by key details.
 * Choose a topic and begin the writing process.
 * Explain the function of an interjection.


 * Assessment**
 * Product**
 * Review the key ideas expressed and draw conclusions as a small group over an inventor read about during the week and share their findings with the other groups.
 * Students will write using interjections correctly.
 * Students will identify interjections in a piece of text. (e.g., newspaper, magazine, book)
 * Begin the writing process.


 * Key Questions** (match Standard)
 * Why do we determine the main idea of a text?
 * How do we use key details to support the text?
 * What is the purpose of using interjections in a piece of writing/text?
 * How do we pick a topic to take through the writing process?


 * Observable Student Behaviors**
 * The student should be read with sufficient accuracy and fluency to support comprehension.
 * The student should be able to convey complete thoughts in both spoken and written form.


 * Vocabulary**
 * ELA ||
 * Interjection ||
 * Preposition ||


 * 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)


 * Suggested Activities** [see Legend to highlight MCO and HYS]
 * **Odyssey Lesson:** Interjections, Conjunctions & Prepositions (Found 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 model how to find the main idea in various types of texts.
 * Using various texts, students will work in groups to find the main idea. Students will chart their findings on chart paper. S,R/D
 * Create a folder/binder for writing.
 * Students will create a list of possible topics to keep in their writing folder/binder.
 * As a class generate a list of common interjections. The teacher will write the list on chart paper to be used as an anchor chart in the classroom. E/C, S, R/D
 * Using various types of text have students find interjections.


 * Homework**

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. explanatory text: text designed to convey an explanation inventor: a person who invents 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. supporting details: details that give you more information about a main idea. conjunction: a word used to connect clauses or sentences or to coordinate words in the same clause (e.g. and, but, if). interjections: are words or phrases used to exclaim or protest or command. They sometimes stand by themselves, but they are often contained within larger structures. convey: make (an idea, impression, or feeling) known or understandable to someone. character map: graphic organizer to give detailed important information about a character.
 * Terminology for Teachers**

Lesson Plan in Word Format (Click Cancel if asked to Log In)


 * 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__]

Homonyms Students will be able to identify a homonym and show understanding by using the correct homonym in a sentence. Homophones __@http://exchange.smarttech.com/details.html?id=573a5de3-91a7-47ff-b2a0-0c258274cbbd__ The intended learning outcomes are to Identify and understand homonyms and multiple-meaning words, to determine word meanings, and to comprehend text.
 * SMART Board Lessons, Promethean Lessons**
 * **AEGOM Lesson EG4-004**
 * **AEGOM Quiz EG4-004**

"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
 * Other Activities, etc.**


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