distance learning weekly activities · 2020-04-24 · distance learning weekly activities fifth...

Distance Learning Weekly ActivitiesFifth GradeApril 27 - May 1

Subject Activity/Task

ELAR/SS

Monday:4/27

Read /annotate pgs. 132-135 and complete the side bar questions as your read (R.W.C.). Complete Practice Book pgs. 325,330

Tuesday: 4/28Use pgs. 132-135 to complete pages 136-137 (R.W.C.).Complete Practice Book pgs. 326 and 331.

Wednesday: 4/29Use pgs. 132-135, then complete pgs. 138-140.Complete Practice Book pgs. 328

(45 min)Thursday:

4/30

Complete Practice Book pgs. 329 and 333Distance Learning Journal- Write a short entry describing learning from home during this Covid-19 time.

Friday:5/1

Use Supplemental Packet- Read/annotate Newsela Story- "Greta" then complete the questions and write a 5 sentence summary.

MATH

Monday: 4/27Envision Topic 11 Lesson 6: Problem Solving: Use Reasoning p. 604 - 606

Tuesday: 4/28Sirius Lesson 5: Dividing Fractions and Whole Numbers p. 67-70 (odd #s)

Wednesday: 4/29IXL or Sirius Lesson 5: Dividing Fractions and Whole Numbers p. 67-70 (even #s)

(45 min) Thursday: 4/30Sirius Lesson 6: Simplifying Numerical Expressions p. 76-81 (odd #s)

Friday: 5/1Sirius Lesson 6: Simplifying Numerical Expressions p. 76-81 (even #s)

SCIENCE

Monday: 4/27 Review Picture Vocabulary (5.7B)

Tuesday: 4/28 STEMscopes online - Virtual Investigation - Earth's Changes

Wednesday: 4/29Reading Science Passage - Read the passage and answer the questions.

(45 min) Thursday: 4/30 Answer Questions on Post Assessment

Friday: 5/1 Cloze-ing in on Science - Read the paragraph and fill in the blanks

UISD Symbaloo Website Links

https://www.uisd.net/476209_3

Name: ______________ School: _____________

Teacher: ___________ April 27-May 1, 2020

Fifth Grade

SHARED READ

TAKE NOTESTo set a purpose for reading, look at the photo and read the caption and the title. Next, think about what you want to know. Write your purpose here and keep it in mind as your read.

As you read, make note of:

Interesting Words

Key Details

How are living things adapted to their environment?

Read about the adaptation of sea creatures to the deep ocean.

Essential Question Crabs crawl among giant tube worms in the deep ocean. New ocean species are being discovered all the time.

TEKS 5.6(A), 5.6(G)

ckaphi

c St

oof/

Nati

ona

l Geo

gr

Emory

Kri

st

132 Unit 6 • Expository Text

EXPOSITORY TEXT

KeyMariana Trench1,554 miles long and 44 miles wide

Challenger Deep

Deep DivingIt has no mouth, eyes, or

stomach. Its soft body is encased in a white cylinder and topped with a red plume. It can grow to be eight feet tall. It is a sea creature known as a giant tube worm, and it lives without any sunlight on the deep, dark ocean floor.

What we sometimes call the deep ocean, in contrast to shallow waters, covers almost two-thirds of Earth’s surface. On average, oceans are about two miles deep. However, the deepest point known on Earth, Challenger Deep, descends nearly seven miles.

The ocean’s floor is varied, consisting of vast plains, steep canyons, and towering mountains. It includes active, dormant, and extinct volcanoes. This undersea world is a harsh environment because of its frigid temperatures and lack of sunshine.

The deep ocean is also a mysterious environment that remains largely unexplored. Little is known about it or its creatures. Do any of them cache food the way land animals do? Do any ocean species hibernate? As one example among countless mysteries, not a single, live giant squid had ever been spotted until a few years ago. We knew they existed only because their corpses had been found.

The Deepest Known Point on Earth

The Challenger Deep is located in an undersea canyon called the Mariana Trench.

TEKS 5.6(B), 5.7(C), 5.10(A) Science TEKS 5.9(A)

Unit 6 • Expository Text 133

FIND TEXT EVIDENCERead

Paragraphs 1-2

Ask and Answer QuestionsWhat is a question you can ask and answer about the ocean? Write the question and underline the answer.

Paragraphs 3-4

Cause and EffectCircle the text that tells why the deep ocean is a harsh environment.

MapLook at the map. In what ocean is the Mariana Trench located?

Reread

Author's CraftWhy do you think the author begins the text by describing a sea creature?

SHARED READ

Amazing AdaptationsWhen a submersible, or

submarine, was invented that could descend farther than any other craft, scientists were then able to make the odyssey to the deep ocean floor. However, exploration remains difficult, and they have since seen merely five percent of the underwater world.

As scientists anticipated, life generally seems sparse at the bottom of the deep ocean. Few creatures can survive there. Food sources that sea creatures depend on, such as dead plants and animals, rarely drift down from the ocean’s surface. As a result, animals have to adapt to an environment that is not only frigid and dark but also has little food.

One example of an adaptation to this environment is seen in the starfish. Deep sea starfish grow larger and more aggressive than their shallow water relatives. They can’t afford to wait for an occasional snail to pass by. Instead, deep sea starfish are predators that actively forage for food. They reach up their five arms, which have pincers at the ends, to catch meals of agile, fast-moving shrimp.

Anglerfish also are adapted to the herculean task of finding scarce food. Each has a bioluminous, or naturally glowing, lure on the top of its head. This shining pole is sensitive to vibrations and allows them to attract other fish. With their huge jaws, they quickly seize their prey.

This fish, the striated frogfish, lures prey. The nose is an adaptation to life in the deep ocean.

A basket starfish rests in a deep-sea coral reef.

TEKS 5.3(B), 5.7(C), 5.9(D)(ii), 5.10(C) Science TEKS 5.9(A), 5.10(A)

(l)

Pixt

al/

AG

E Fo

tost

ock;

(r)

Lophe

lia II 20

09

Exped

itio

n, N

OA

A-O

ER

Unit 6 • Expository Text134


Paragraphs 1-3

Cause and EffectWhat allowed scientists to begin exploring the deep ocean floor?

Draw a box around the effect of this exploration.

Paragraph 4

Context CluesHow do context clues help you to determine the meaning of bioluminus?

Author's CraftHow do the photographs and captions support the text? What do they help you understand?

Reread

EXPOSITORY TEXT


Paragraphs 1-4

Ask and Answer QuestionsWhat is a question you can ask and answer to check your comprehension of this section? Underline the answer to your question.

Heated HabitatsWhat has truly surprised

scientists, however, is the discovery of another, very different type of environment on the deep ocean floor. They found that cracks, or vents, in Earth’s surface exist underwater, just as they do on dry land. Sea water rushes into these vents, where it mingles with chemicals. The water is also heated by magma, or hot melted rock. When the water from the vent bursts back into the ocean, it creates geysers and hot springs.

To scientists’ amazement, the habitats around these vents teem with life. In addition to tube worms, there are huge clams, eyeless shrimp, crabs, and mussels, along with many kinds of bacteria. One odd creature is the Pompeii worm. It has a fleece of bacteria on its back that, as far as scientists can determine, insulates it from heat.

How can so much life exist where there is so little food or sunlight? Scientists have discovered that many creatures transform the chemicals from the vents into food. The process is called chemosynthesis. Because of this process, animals are able to flourish in these remarkable habitats. Creatures that don’t use chemosynthesis for food, such as crabs, eat the ones that do.

There are many mysteries to be found and solved at the bottom of the deep sea. In the last few decades alone, scientists have discovered more than 1,500 ocean species! If scientists continue sea exploration, they are bound to discover many more. Reread

Author's CraftHow does the author help you visualize life around the vents in the deep ocean?

Fluency

Take turns reading aloud the third paragraph on page 135. Talk about how using an appropriate rate helps you focus on reading scientific terms with accuracy.

Use your notes to orally summarize the most important ideas you learned about the deep sea in "Mysterious Oceans."

Summarize

TEKS 5.4, 5.6(B), 5.6(l), 5.7(D)


NameC

opyr

ight

© M

cGra

w-H

ill E

duca

tion. P

erm

issi

on

is g

rant

ed t

o re

pro

duce

for

class

room

use

.

Grammar • Negatives

• A negative is a word or phrase that means “no.”

• Do not use more than one negative in a spoken or written sentence.

• Negatives include no and not, as well as nobody, nothing, never, no one, and nowhere.

• Positive forms of negative words include words such as somebody, something, any, ever, anything, anybody, anyone, and anywhere.

Read each sentence. Underline any negative words that you find. Circle any positive forms of negative words that you find.

1. The snack bar will not be open today.

2. No one showed up for work there this morning.

3. Nobody showed up for work in the library, either.

4. Something like this had never happened before.

5. There were no plans in place for a substitute cashier.

6. When I interviewed the principal for our newspaper, he said nothing.

7. I asked if anyone had called the librarian.

8. He told me not to worry about anything.

9. More information about the situation was nowhere to be found.

10. Is there no one else who thinks that this is mysterious?

In your writer’s notebook, write instructions explaining good and bad strategies for doing homework. Include at least three negatives. After you finish, read your instructions to a partner. Have your partner restate the instructions. Then ask your partner to read his or her instructions to you. Restate them and remember to follow the good instructions.

Grade 5 • Unit 6 • Week 3 325TEKS 5.1(B), 5.11(D)

Copyrig

ht © M

cGra

w-H

ill Educa

tion. Perm

ission is g

ranted to rep

roduce fo

r classro

om

use.

NameSpelling • Words from Mythology

Fold back the paper along the dotted line. Use the blanks to write each word as it is read aloud. When you finish the test, unfold the paper. Use the list at the right to correct any spelling mistakes.

1. 1. clothes

2. 2. January

3. 3. cereal

4. 4. strength

5. 5. lunar

6. 6. atlas

7. 7. ocean

8. 8. salute

9. 9. fury

10. 10. echo

11. 11. cycle

12. 12. cyclone

13. 13. gigantic

14. 14. Olympics

15. 15. territory

16. 16. terrace

17. 17. parasol

18. 18. fortune

19. 19. furious

20. 20. gracious

21. 21. suspect

22. 22. inspect

23. 23. mission

24. 24. jovial

25. 25. venerable

Review Words

Challenge Words

330 Grade 5 • Unit 6 • Week 3 TEKS 5.11(D)(xi)

3/30/2020 Content

https://dashweb.pearsoncmg.com/main.html?r=69012&p=805 1/1

5th Grade Mathematics Topic 11 Lesson 6

3/30/2020 Content



SHARED READReread

Build Your Word List Reread the first paragraph on page 134. Circle the word invented. In your writer’s notebook, use a word web to write more forms of the word. For example, inventor. Use an online or print dictionary to find more words that are related.

VocabularyUse the example sentences to talk with a partner about each word. Then answer the questions.

adaptationChanging color is an adaptation some lizards have made to their environments.

How is fur an example of an adaptation?

agileKim was such an agile gymnast, she could do a back bend on a balance beam.

Why should athletes be agile?

cacheMy parents cache jewelry and other treasures in a box in our basement.

Where else might people cache special things?

dormantThe guide explained that the volcano was dormant, so we felt safe standing near it.

Why is it safe to visit a dormant volcano?

forageWhen winter comes, elk, deer, and other animals often must forage for food.

Why is it hard to forage for food during winter?

TEKS 5.7(F) 136 Unit 6 • Expository Text

EXPOSITORY TEXT

Context CluesfrigidWe drank a hot beverage to warm up after being outside on a frigid day.

Do you usually wear shorts in frigid weather?

hibernateSome animals, such as the dormouse, hibernate during the winter.

Why do some animals hibernate in the winter?

insulatesMy coat insulates my body against the cold.

What insulates a cat against the cold?

If you read an unfamiliar or multiple-meaning word, you can look for clues to its meaning in the paragraph in which it appears.

FIND TEXT EVIDENCEIn the first paragraph of “Mysterious Oceans” on page 133, I see the word cylinder. I’m not sure what cylinder means. Since the creature being discussed is called a tube worm, I think a cylinder may refer to the tube around the worm.

Your Turn Use context clues to find the meaning of these words in “Mysterious Oceans.”

sparse, page 134

aggressive, page 134

Its soft body is encased in a white cylinder and topped with a red plume. It can grow to be eight feet tall. It is a sea creature known as a giant tube worm, and it lives without any sunlight on the deep, dark ocean floor.

TEKS 5.3(B), 5.7(F)

Emory

Kri

stof/

Nati

ona

l Geo

gra

phi

c St

ock


Copyrig

ht © M

cGra

w-H

ill Educa

tion. Perm

ission is g

ranted to rep

roduce fo

r classro

om

use.

NameGrammar • Negative Contractions

• A negative contraction is made up of a verb and the word not. An apostrophe is used in place of the letter o: isn’t (is not), aren’t (are not).

Read each sentence. Form a contraction using the two words in parentheses. Write the contraction on the line provided.

1. Today (is not) going to be my greatest day ever.

2. For starters, my alarm (did not) go off this morning.

3. After breakfast, I (could not) find my homework.

4. (Has not) anyone seen it lying around somewhere?

5. My sister and brother (were not) very helpful.

6. I (should not) get as upset as I do sometimes.

7. It (does not) help to solve any problems at all.

8. Why (cannot) I ever learn that simple lesson?

Read this paragraph from “Life in the Desert.” Then rewrite the underlined sentence to include a negative contraction.

Reading/WritingConnection

Write one fact you know about an animal. Include a negative contraction. Edit and proofread your sentence for grammar and punctuation.

Dromedaries have a hump on their backs that is made up of fat. They use the fat for energy when food is scarce. These animals sweat very little, which saves water. When they do drink, they can take in as many as thirty gallons of water in a little over ten minutes!

326 Grade 5 • Unit 6 • Week 3 TEKS 5.11(D)(x)

Copyr

ight

© M

cGra

w-H

ill E

duca

tion. P

erm

issi

on

is g

rant

ed t

o re

pro

duce

for

class

room

use

.Name

Phonics/Spelling • Word Sort

Write the spelling words that contain the matching number of syllables.

Many English words have origins in mythology.

• Cereal has its origin in Roman mythology. Ceres was the goddess of grain and the harvest.

• Clothes has its origin in Greek mythology. Clotho was a goddess who was responsible for spinning the thread of human life.

Recognizing these relationships can help you determine the meaning of unfamiliar words.

In words of Greek origin, /k/ is often represented by the digraph ch. Try saying the words echo, character, chronology, and chaos out loud.

SPELLING TIP

clothes lunar fury gigantic parasol

January atlas echo Olympics fortune

cereal ocean cycle territory furious

strength salute cyclone terrace gracious

one syllable

1.

2.

two syllables

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

three syllables

14.

15.

16.

17.

18.

four syllables

19.

20.

Work with a partner to find more words that are connected to Greek or Roman mythology. Use this week’s readings and a dictionary. Then create a word sort using the words you found.

Grade 5 • Unit 6 • Week 3 331TEKS 5.2(A)(ii), 5.2(B)(i), 5.3(A)

5th Grade Mathematics

Date Assigned:

Sirius

Lesson 5

p. 67-70

odd #s only

28-Apr-20

http://www.siriuseducationsolutions.com/ebook/Sirius_Grade5_Math_2018_SE_0349/Sirius_Grade5_Math_SE.html



COLLABORATE

Reread SHARED READ

Ask and Answer QuestionsAsking and answering questions can help you monitor your comprehension of complex scientific text. This can also help deepen your understanding of the topic. You can ask yourself what the main ideas are or reasons for a statement. You can reread parts of the text to find the answers and deepen your understanding.

FIND TEXT EVIDENCEThe last paragraph in the section “Deep Diving” on page 133 of “Mysterious Oceans” asks several questions about oceans. You may wonder why these questions are being asked.

Quick Tip

Begin the questions you ask yourself with these words:

Who ?

What ?

Where ?

When ?

Why ?

How ?

Your Turn Use the information in the first two paragraphs of “Deep Diving” on page 133 to answer the question “Why is the deep ocean so mysterious?”


There must be reasons why we know so little about ocean life. I’m going to ask myself, “Why is the deep ocean so mysterious?” I will reread the section to try to answer this question.

Page 133

TEKS 5.6(B), 5.6(I) 138 Unit 6 • Expository Text

COLLABORATE

MapsThe selection “Mysterious Ocean” is expository text. Expository text presents information about a topic, with main ideas and key details. It may be organized to show cause-and-effect relationships. The authors of expository text may include text features such as photos, captions, and maps.

FIND TEXT EVIDENCEI can tell “Mysterious Oceans” is expository text. The text gives information about oceans and includes main ideas and cause-and-effect relationships. A map gives visual information.

Your Turn Study the map on page 133. What is the approximate length and width of the Mariana Trench? How does the map help you visualize it?

Quick Tip

The title of a map identifies, or tells, its topic. Always read the title first. Then study the map and think about how it relates, or connects, to the topic.

EXPOSITORY TEXT

KeyMariana Trench1,554 miles long and 44 miles wide

Challenger Deep

Deep DivingIt has no mouth, eyes, or

stomach. Its soft body is encased in a white cylinder and topped with a red plume. It can grow to be eight feet tall. It is a sea creature known as a giant tube worm, and it lives without any sunlight on the deep, dark ocean floor.

What we sometimes call the deep ocean, in contrast to shallow waters, covers almost two-thirds of Earth’s surface. On average, oceans are about two miles deep. However, the deepest point known on Earth, Challenger Deep, descends nearly seven miles.

The ocean’s floor is varied, consisting of vast plains, steep canyons, and towering mountains. It includes active, dormant, and extinct volcanoes. This undersea world is a harsh environment because of its frigid temperatures and lack of sunshine.


The Deepest Known Point on Earth

The Challenger Deep is located in an undersea canyon called the Mariana Trench.


FIND TEXT EVIDENCE

Paragraphs 1-2

Ask and Answer QuestionsWhat is a question you can ask and answer about the ocean? Write the question and underline the answer.

Paragraphs 3-4

Cause and EffectCircle the text that tells why the deep ocean is a harsh environment.

MapLook at the map. In what ocean is the Mariana Trench located?

Read

Reread

Author's CraftWhy do you think the author begins the text by describing a sea creature?

Map A map is a flat picture of an area. Most maps have a title, a scale to show how many miles are represented, a compass rose to show directions, and a key that explains colors or symbols.

Page 133

EXPOSITORY TEXT

TEKS 5.9(D)(ii), 5.10(C) 139 Unit 6 • Expository Text

COLLABORATE

SHARED READReread

Cause and EffectTo figure out cause-and-effect relationships in a text, first look for an event or action that makes something happen. This is the cause. Then look for what happens as a result of that cause. This is the effect. Words and phrases such as because of, as a result, if/then, or when can signal cause and effect.

FIND TEXT EVIDENCEIn the first paragraph of the section “Amazing Adaptations” on page 134 of “Mysterious Oceans,” the author explains that a new type of submersible was invented. The word when signals a cause-and-effect relationship. This invention caused something else to happen.

Your Turn Reread the rest of the section “Amazing Adaptations” on page 134. Identify the cause-and-effect relationships explained in these paragraphs and list them in your graphic organizer on page 141.

Quick Tip

To identify cause-and effect-relationships, ask yourself these questions:

What happened?

Why did it happen?

The answer to Why did it happen? is the cause.

The answer to What happened? is the effect.

Cause Effect

Invention of submersible

Exploration of ocean floor

TEKS 5.7(C), 5.10(B)

Loph

elia

II

2009

Exp

editi

on, N

OAA-

OER

140 Unit 6 • Expository Text

NameC

opyrig

ht © M

cGra

w-H

ill Educa

tion. Perm

ission is g

ranted to rep

roduce fo

r classro

om

use.

Grammar • Proofreading

Proofread the paragraph. On the lines below, correct mistakes in contractions and the use of negatives.

The explorers could’nt find no maps that showed the rain forest trails. They didnt want to get lost, so they hired a guide. He wasnot surprised that they needed help. The routes were overgrown, so you couldn’t hardly see a thing. There was’nt no trail that looked the same from year to year. The guide had never gotten lost on none of the trails. He didn’t expect this trip would be no different.

• A negative contraction is made up of a verb and the word not. An apostrophe is used in place of the letter o.

• Correct a double negative in a clause by changing one negative to a positive word or eliminating one of the negative words.

Negative adverbs such as hardly, barely, and rarely mean “almost not” or “not often.” Be careful to avoid double negatives when using these adverbs: The crowd was so loud that I could barely hear the speaker.

COMMON ERRORS

328 Grade 5 • Unit 6 • Week 3 TEKS 5.11(D)(x), 5.11(D)(xi)

Copyrig

ht © M

cGra

w-H

ill Educa

tion. Perm

ission is g

ranted to rep

roduce fo

r classro

om

use.

NamePhonics/Spelling • Word Sort

Write the spelling words that contain the matching number of syllables.

Many English words have origins in mythology.

• Cereal has its origin in Roman mythology. Ceres was the goddess of grain and the harvest.

• Clothes has its origin in Greek mythology. Clotho was a goddess who was responsible for spinning the thread of human life.

Recognizing these relationships can help you determine the meaning of unfamiliar words.

In words of Greek origin, /k/ is often represented by the digraph ch. Try saying the words echo, character, chronology, and chaos out loud.

SPELLING TIP

clothes lunar fury gigantic siren

January atlas echo Olympics fortune

cereal ocean cycle Titanic furious

strength salute python terrace music

one syllable

1.

2.

two syllables

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

three syllables

15.

16.

17.

18.

19.

four syllables

20.


331A Grade 5 • Unit 6 • Week 3 TEKS 5.2(A)(ii), 5.2(B)(i), 5.3(A)

Copyr

ight

© M

cGra

w-H

ill E

duca

tion. P

erm

issi

on

is g

rant

ed t

o re

pro

duce

for

class

room

use

.Name

Phonics/Spelling • Word Sort

A. Write the spelling words that contain the matching number of syllables.

arachnid ogre fury gigantic parasol

lethargic hypnosis nemesis Olympics nocturnal

muse martial sphinx territory furious

hygiene salute cyclone terrace gracious

one syllable

1.

2.

two syllables

3.

4.

5.

6.

7.

8.

9.

10.

three syllables

11.

12.

13.

14.

15.

16.

17.

18.

19.

four syllables

20.

B. Read each sentence. Circle the word that has origins in mythology. Then write the meaning of the word on the line. You may use a dictionary.

1. The other team was furious when the referee made an incorrect call.

2. When the dentist finished cleaning my teeth, he complimented me on my good hygiene.


Grade 5 • Unit 6 • Week 3 331BTEKS 5.2(A)(ii), 5.2(B)(i), 5.3(A)


Date

Assigned

IXL

Shortcut

Date

Completed Grade

Divide whole numbers by unit fractions

https://www.ixl.com/math/grade-5/divide-whole-numbers-by-unit-fractions

Divide whole numbers and unit fractions

https://www.ixl.com/math/grade-5/divide-whole-numbers-and-unit-fractions

Sirius Lesson 5 p. 67-70

even #s onlyhttp://www.siriuseducationsolutions.com/ebook/Sirius_Grade5_Math_2018_SE_0349/Sirius_Grade5_Math_SE.html

OR

SPB 5-N.4

Student:

Lesson

29-Apr

3L9 5-N.3

https://www.ixl.com/math/grade-5/divide-whole-numbers-by-unit-fractions


NameC

opyr

ight

© M

cGra

w-H

ill E

duca

tion. P

erm

issi

on

is g

rant

ed t

o re

pro

duce

for

class

room

use

.

Grammar • Test: Negatives

Read the student draft and look for any corrections that need to be made. Then choose the best answer to each question.

(1) My uncle couldn’t find his car nowhere in the parking lot. (2) My father told him he shouldn’t not wait to report it. (3) The officers weren’t surprised to hear about the missing car. (4) They said they hadn’t never received so many reports of stolen cars. (5) The officers didnt waste no time gathering information about the case. (6) The police hadn’t caught nobody yet, but they had some leads.

1. What change should be made in sentence 1?

A C hange couldn’t to could not

B Change couldn’t to couldn’t not

C Change nowhere to anywhere

D Change nowhere to anywhere

2. What change, if any, should be made in sentence 2?

F Change shouldn’t to should’nt

G Delete the word not

H Change not to no

J Make no change

3. What change, if any, should be made in sentence 3?

A Change weren’t to werent

B Change weren’t to were no

C Change weren’t to weren’t not

D Make no change

4. How does sentence 4 need to be changed?

F Change hadn’t never to hadn’t ever

G Change hadn’t never to had ever

H Change hadn’t never to hadnt ever

J Change hadn’t never to haven’t never

5. What is the correct way to write sentence 5?

A The officers didn’t not waste no time gathering information about the case.

B The officers didn’t ever waste no time gathering information about the case.

C The officers didn’t not waste time gathering information about the case.

D The officers didn’t waste any time gathering information about the case.

6. What is the correct way to write sentence 6?

F The police hadn’t caught anybody yet, but they had some leads.

G The police hadn’t not caught nobody yet, but they had some leads.

H The police had not caught nobody yet, but they had some leads.

J The police hadn’t not caught somebody yet, but they had some leads.

Grade 5 • Unit 6 • Week 3 329TEKS 5.11(D)(x)

NameC

opyr

ight

© M

cGra

w-H

ill E

duca

tion. P

erm

issi

on

is g

rant

ed t

o re

pro

duce

for

class

room

use

.

Spelling • Proofreading

Underline the six misspelled words in the paragraphs below. Write the words correctly on the lines.

The Olympiks began in ancient Greece many centuries ago. Today the games follow a four-year cycal, but the summer and winter games are held in different years. Cities around the world are awarded the honor of being the gracius host for the international competition.

1. 2. 3.

Over 200 countries participate in this giantic sporting event. The athletes wear cloths that reflect the colors of their flag. The strangth of these great athletes makes them seem to have superhuman abilities!

4. 5. 6.

Write information about a sporting event in your own school or community. Use at least four spelling words in your writing. Edit and proofread your work.

Writing Connection

Grade 5 • Unit 6 • Week 3 333TEKS 5.12(B)


Date Assigned:

Sirius

Lesson 6

p. 76-81

odd #s only

30-Apr-20




This article is available at 5 reading levels at https://newsela.com.

Greta Thunberg "a bit surprised" to be TimePerson of the Year

Image 1. Swedish climate activist Greta Thunberg after disembarking from the catamaran La Vagabonde at the Santo Amaro docks inLisbon, Portugal, on December 3, 2019. Photo by Carlos Costa/AFP via Getty Images

Greta Thunberg is a teenage climate activist. For more than a year, she's been leading worldwide

protests. On December 11, she was named Time's Person of the Year.

Every year, Time magazine selects a person or an idea that has done the most to influence the

events of the year.

Thunberg, the youngest winner ever, said she was surprised and honored. She also said other

young protestors deserve to share the award.

The 16-year-old Swede has become the face of a new generation of environmental activists,

drawing large crowds with her appearances at protests and conferences over the past year and a

half. Some have welcomed her work. Her speeches have challenged world leaders to do more to

protect the environment. Meanwhile, others have criticized her sometimes argumentative speech.

Sounding The Alarm

By Associated Press, adapted by Newsela staff on 01.02.20Word Count 778Level 890L

msantos

Typewritten Text

msantos

Typewritten Text

5th Grade Supplements for ELAR/SS- Week of April 27-May 1- For May 1


Thunberg is an activist for climate change. Climate change is the change happening to the world's

weather and global temperature. Scientists say that climate change has been caused by people.

When people burn fossil fuels, such as coal and oil, for heat and power, it releases greenhouse

gases. Greenhouse gases trap heat in the Earth's air. Climate change causes environmental

dangers such as rising seas and droughts.

Time magazine said it named Thunberg 2019 Person of the Year because she sounded the alarm

about humanity's greedy relationship with Earth. Also "for bringing to a fragmented world a voice

that transcends backgrounds and borders" and "for showing us all what it might look like when a

new generation leads," Time said.

Thunberg said she was "a bit surprised" that she got the award.

"I could never have imagined anything like that," she said.

"I'm of course, very grateful for that, very honored," Thunberg said. "It should be everyone in the

Fridays for Future movement because what we have done, we have done together," she added.

Inspiring People Across The World

In 2018, Thunberg helped start Fridays for Future. She protested outside Sweden's government

offices every Friday. She inspired people across the world to begin following her lead in their

countries.

Thunberg and other activists say governments need to greatly increase their efforts to fight climate

change. She said she hoped the message is finally getting through.

Thunberg said the media should also pay attention to other activists. She specifically mentioned

indigenous people because they are the most impacted by climate change.

The teenager firmly believes in science. She regularly mentions studies about climate change.

On December 11, Thunberg spoke at the yearly climate meeting for the United Nations (U.N.). She

said government and business leaders are misleading the public.

She said the real danger is when people in power make it look like "real action is happening, when

in fact almost nothing is being done."

Thunberg cited studies in response to national pledges to reduce planet-warming greenhouse gas

emissions. She said the promises aren't enough. They do not meet the challenging goal set in the

2015 Paris climate agreement. The goal was to keep temperatures from rising by more than 1.5

degrees Celsius (2.7 degrees Fahrenheit) by the year 2100.

"This is not leading, this is misleading," she said. "Every fraction of a degree matters."

The Need To Reduce Emissions

The youth climate protests have been attended by hundreds of thousands of people. They have

taken place all over the world. Thunberg said the protests are spreading awareness about the need

to reduce emissions. It is also bringing attention to people being affected by climate change. She

thinks the protests' biggest success has been bringing a sense of importance to the conversations

around climate change.


Thunberg said the past 15 months have changed her.

She's gone from protesting by herself to speaking in

front of world leaders.

"I think life is much more meaningful now that I have

something to do that has an impact," she said.

Thunberg has received endless attention from media

and adoring fans. She was mobbed at the U.N.

meeting in Madrid, Spain, last week.

"I would like to be left alone," Thunberg said.

She will soon head home to Sweden for Christmas

with her family and dogs. First, though, she will

attend a climate protest on December 13 in Turin,

Italy.

Thunberg does not go back to school until August.

"I will probably continue a bit like now, travel around.

And if I get invitations, to come. And just try

everything I can," she said.


Quiz

1 Read the section "The Need To Reduce Emissions."

Select the paragraph from the section that shows how Thunberg feels about her work.

(A) "I think life is much more meaningful now that I have something to do that has an impact," she said.

(B) Thunberg has received endless attention from media and adoring fans. She was mobbed at the U.N.meeting in Madrid, Spain, last week.

(C) "I would like to be left alone," Thunberg said.

(D) She will soon head home to Sweden for Christmas with her family and dogs. First, though, she willattend a climate protest on December 13 in Turin, Italy.

2 Read the selection below from the introduction [paragraphs 1-4].

The 16-year-old Swede has become the face of a new generation of environmental activists,drawing large crowds with her appearances at protests and conferences over the past year and ahalf. Some have welcomed her work. Her speeches have challenged world leaders to do more toprotect the environment. Meanwhile, others have criticized her sometimes argumentative speech.

Which sentence from this selection supports the conclusion that Thunberg has made some people uncomfortable?

(A) The 16-year-old Swede has become the face of a new generation of environmental activists, drawinglarge crowds with her appearances at protests and conferences over the past year and a half.

(B) Some have welcomed her work.

(C) Her speeches have challenged world leaders to do more to protect the environment.

(D) Meanwhile, others have criticized her sometimes argumentative speech.

3 What effect did Fridays for Future have on others?

(A) The protests caused Sweden's government to make new laws.

(B) The protests had a small effect because Thunberg carried them out alone.

(C) The protests caused thousands of youth activists worldwide to do the same.

(D) The protests made leaders make promises for the Paris climate agreement.

4 According to the section "Inspiring People Across The World," how did Thunberg approach world leaders at the U.N.?

(A) She was grateful that they let her speak, and she thanked them for their work on climate change.

(B) She was upset with them, and she told them they had done very little to fight climate change.

(C) She was excited to speak in front of world leaders, and she got them interested in climate change.

(D) She was nervous about speaking in front of world leaders, and they did not get to hear her message.


Date Assigned:

Sirius

Lesson 6

p. 76-81

even #s only

1-May-20




distance learning weekly activities · 2020-04-24 · distance learning weekly activities fifth...

Documents