grade 5 curriculum map: literacy & integrated content … grade quarter 1 14 15.pdf · grade 5...

GRADE 5 Curriculum Map: Literacy & Integrated Content 2014-2015

PARCC= Partnership For Assessment Of Career And Content Standards CCSS=Common Core State Standards HMH= Houghton Mifflin Harcourt EXT= Teacher Support Booklet: Extending the CCSS CLLG= HMH Comprehensive Language & Literacy Guide TE=Teacher’s Edition

LRSD Elementary Literacy Department & Curriculum Committee 5th Grade Literacy & Integrated Content Revised 2014

The following standards are addressed during small-group reading instruction. These skills & strategies may be practiced independently, but explicit modeling & guided practice in a small group or individual setting will be necessary for most students to be successful in mastering these standards.

READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS SPEAKING & LISTENING CC5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, & teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. • CC5SL1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other

information known about the topic to explore ideas under discussion. • CC5SL1b Follow agreed-upon rules for discussions & carry out assigned roles. • CC5SL1c Pose & respond to specific questions by making comments that contribute to the discussion & elaborate on the

remarks of others. • CC5SL1d Review the key ideas expressed & draw conclusions in light of information & knowledge gained from the discussions. CC5SL2 Summarize written a text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally. CC5SL3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. CC5SL6 Adapt speech to a variety of contexts & tasks, using formal English when appropriate to task & situation. (See grade 5 Language standards 1 & 3 on page 28 for specific expectations.) LANGUAGE CC5L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. • CC5L3b Compare & contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. CC5L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 5 reading & content, choosing flexibly from a range of strategies. • CC5L4a Use context (e.g., cause/effect relationships, comparisons in text) as a clue to the meaning of a word or phrase. READING STANDARDS CC5RF4 Read with sufficient accuracy & fluency to support comprehension. CC5RF4a Read grade-level text with purpose & understanding. CC5RF4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. CC5RF4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. FOCUS FOR PARCC ASSESSMENT FORMAT (Reading Response) CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. CC5RL9 Compare & contrast stories in the same genre on their approaches to similar themes & topics. CC5RI10 By end of year, read & comprehend informational texts, including history/social studies, science, & technical texts, at the high end of the grades 4–5 text complexity band independently & proficiently. CC5RL10 By end of year, read & comprehend literature, including stories, dramas, & poetry, at the high end of the grades 4–5 text complexity band independently & proficiently. CC5RL10 Range of Reading & Complexity of Text: By the end of the year, read & comprehend literature, including stories, dramas, & poetry, at the high end of the grades 4–5 text complexity band independently & proficiently.

Small Group Instructional Resources • CLLG pp. 4-5 & genre lessons for “Discussion Starters”

pp. 101-108 • Teacher Support Booklet: Extending the CCSS (EXT)

Unit 1 Instructional Routines: o pp. C8, C20 “Supporting Your Answer” o pp. C9, C23 “Discussion Rules & Roles”

• EXT Unit 1 p. C15 “Effective Discussions” • EXT Unit 2 p. C7 “Summarize Graphic Information” • EXT Unit 3 pp. C4-C5 “Compare or Contrast Points of

View” • EXT Unit 3 pp. C8-C9 “Variety of English” • EXT Unit 4 p. C7 “Using Formal English” • EXT Unit 5 pp. C4-C5 “Compare & Contrast Text

Structures” Leveled readers’ teacher’s guides: provide additional, explicit instruction & practice for the same weekly comprehension strategies & in-context vocabulary words. Interventions: In the TE behind the red “Intervention” tab & the teal “English Language Learners” tab or behind “Small Group” tabs Extension projects: refer to the “above level” Teachers’ Guide for leveled readers & on the TE Whole Group Lesson tabs, “Challenge Yourself” Leveled texts from science & social studies should be used to study grade-level specific content. For other small group texts: Genre lessons in the CLLG provide discussion questions for texts by genre. When available, use 2 guided reading texts on the same topic or story to compare & contrast. (See standards) Partnered or independent work: • CLLG pp. 6-7 • Leveled readers teacher’s guides (Respond to Reading)

LRSD 5th GRADE CURRICULUM MAP: LITERACY & INTEGRATED CONTENT

D5= The Daily 5HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader TE=Teacher’s Edition Student Magazine=”Reading Adventures” CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS SB=Student Book LRSD Elementary Literacy Department GRADE 5 Curriculum: Literacy & Integrated Content Revised 2014

1

Unit 1 Lesson 1

READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC5RL4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors & similes.

CC5RL6 Describe how a narrator’s or speaker’s point of view influences how events are described. CC5RL2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

COMPREHENSION/FLUENCY Skill: Story Structure (problem & Solution) Strategy: Summarize Genre: Realistic Fiction

“The Multi-Tasker”, Student Magazine p. RA4 EXT U1 p. C11, Student Sheet p. C20 EXT U1 pp. C12-13, Student Sheet p. C20 “What About Me”, Student Magazine p. RA19 EXT U1 p. C15 Student Sheet p. C23 Reference: Use as Needed THE DAILY FIVE (Day 1-5) pg. 119 CAFÉ (chapter 3) pg. 27-47 “The First Days of School” *Teacher selected read alouds* SUW pp. 1.12 & 1.13 pgs. 18-19 Use Lesson EXT G5U5 pp.C4-C5 “Compare & Contrast Text Structures” as a model to teach TEU1 p. T35 “Text to Text”

Comprehensive Screening Assessment p 9-21 WRAP for a reading level (Do not complete writing portion)

WORD STUDY

CC.5.L.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. CC5L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

VOCABULARY STRATEGY: Using Context WORD CARDS: Cards 1-10 specialty, disturbing, collapsed, squashing, shifted, numb, staggered, struggled, wobbled, interrupted ACADEMIC VOCAB: story structure, summarize, conflict, resolution, rising action, simple subject, simple predicate, fragment, foreshadow

Vocabulary Strategies T40-T41, Projectable 1.5 Targeted Vocabulary WSG p. 102 Intro Target Vocab. WSG p. 102 Riddles Reference: Use as Needed THE DAILY FIVE (Day 1-5) pg. 119 CAFÉ (chapter 3) pg. 27-47 “The First Days of School”

Practice Book p. 3

CC5L2.e Spell grade-appropriate words correctly, consulting references as needed. CC5RF3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

SPELLING & DECODING Short Vowels: breath, wobble, blister, crush, direct, promise, grasp, numb, hymn, shovel, gravity, frantic, swift, feather, comic, bundle, solid, weather, energy, stingy

WSG p. 40 Model the Sort WSG p. 40 Repeat the Sort

Practice Book p. 5 “Spelling Word Sort” Spelling Test T45 Day 5



2

Unit 1 Lesson 1 (continued)

WRITING WORKSHOP: WHOLE GROUP LESSONS

CC.5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a) expand, combine, & reduce sentences for meaning, reader/listener interest, & style.

GRAMMAR Complete Sentences & Fragments Simple Subject & Predicate

SUW 3-1 Fragments and Sentences p. 96; Tools 3-1a & 3-1b SUW 3-6 Better Sentences p. 103; Tool 3-6a

Comprehensive Screening Assessment pp. 3–4 (Language Arts)

5.L.3a Use knowledge of language and its conventions when writing, speaking, reading or listening. a) Expand, combine, and reduce sentences for meaning, reader/listener interest, and style

WRITING Sentences

SUW 3-5 Sentences Using Who, What, Where, When, Action, and How pp. 100-101 During Class #1-4 Tools 3-5a,b,c pp. 100-101 Creating Sentences #1-2 p. 101 Creating Sentence Patterns #1-3 3-5d p.101 Additional Ideas Bullet #1 Reference: Use as Needed THE DAILY FIVE (Day 1-5) p. 119 THE DAILY FIVE Focus lesson p. 82

10-10 Quick Check for Sentences and Topic Sentences* Tool 10-10a, 10-10b *Use as a lesson

SCIENCE STANDARDS FOCUS MATERIALS NOTEBOOK PROMPTS

NS.1.5.2 Identify & define components of experimental design used to produce empirical evidence: Hypothesis, replication, sample size, appropriate use of control, use of standardized variables NS.1.5.1 Make accurate observations NS.1.5.9 Define & give examples of hypotheses NS.1.5.3 Calculate mean, median, mode, & range from scientific data using SI units NS.1.5.6 Develop and implement strategies for long-term, accurate data collection NS.1.5.4 Interpret scientific data using: data tables/charts, bar graphs, circle graphs line graphs, stem & leaf plots, Venn diagrams NS.1.5.5 Communicate results & conclusions from scientific inquiry NS.1.5.8 Explain the role of observation in the development of a theory LS.4.5.18 Investigate careers, scientists, & historical breakthroughs related to population & ecosystems

Scientific Method Scientific Tools Lab Safety Vocabulary: Investigate hypothesis, variables, ecosystems

SF Science Leveled Readers: Classifying Organisms (Below Level) Grouping Living Things (On Level) The Cat Family (Advanced)

Why is it important to repeat an experiment?

Why is it important to change only one variable during an experiment?

Why is sample size important to consider during an experiment?

What is the difference between the data collected and the results of an experiment?



3

Social Studies Focus Materials/Links to Lessons

Unit: Pre Columbian Essential Question(s) 1. What does a Social Studies classroom look like? Guiding Question(s) 1. What rules and procedures are needed in our classroom? Social Studies SLE’s: C.5.5.1 Identify the founding documents that helped to establish laws for the United States. e.g. U.S. Constitution C.5.5.9 Identify the rights & responsibilities of United States citizenship (e.g. voting, obeying laws, volunteerism) C.5.5.10 Discuss the importance of the rights of United States citizens set forth in the Bill of Rights. C.5.5.13 Identify the Bill of Rights in the United States Constitution. E.7.5.1 Identify basic economic wants & needs of all people.

Setting up Classroom Environment Introduce Pre-Columbian Groups Bully Proofing Your School Vocabulary Equality freedom rights rules society order liberty justice Constitution Preamble constitution Bill of Rights preamble geography history economics government domestic tranquility

Social Studies Content Why Do Communities Need Rules? Lesson

Adventures in Law and History: Lesson 5 (p. 49 – 50)

Reading Connections: CLLG LESSON Story Structure p. 40 1. Introduce Pre-Columbian groups that students will be studying: Woodlands-

Plains-Northwest and Arctic—Southwest and West using books you have in the

classroom. (Fiction/Nonfiction). Use anchor chart to sort books

fiction/nonfiction.

2. Preamble to the Constitution/Fluency Activity—Fluency Activities: Early America

pp 87-91

Writing Connections: Why are rules and procedures important to have in our social studies classroom? Assessment(s) Student illustrations of phrases from the Preamble. Service Project: Rules for Schools---What can we do to make sure everyone knows the rules and how important they are? Decide as a class on a project to complete to make sure everyone knows the rules and how important they are. Possible projects:

Poster campaign

Skits on rules performed for younger students

Picture rule book for younger students

Rap the rules

http://ssfifthgrade.wikispaces.com/file/view/Lesson+1Why+Communties+Need+Rules+Lesson.pdf



4

Unit 1 Lesson 2


COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS

CC5RI1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. CC5RI2 Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CC5RI2 Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

COMPREHENSION Skill: Text & Graphic Features Strategy: Question Genre: Science Fiction

“Ultimate Field Trip 5: Blasting Off to Space Academy” T90—T105; SB 45—59 CLLG p. 42 Text and Graphic Features: Importance of Captions, Headings, and Features CLLG p. 43 “Profile of a Spacewalker” Text & Graphic Features – Questions 1- 3 Reader’s Journal Entry p. T109 “Text to World” SUW 1-24 Collecting and Organizing Facts Tool 1-24a Reference: Use as Needed THE DAILY FIVE (Day 1-5) pg. 119 CAFÉ (chapter 3) pg. 27-47 “The First Days of School”

Comprehensive Screening Assessment p 9-21 WRAP for a reading level (Do not complete writing portion) Completed “Text & Graphic Features Chart” TE pp. 90-91 SB 45* *use as lesson

WORD STUDY

CC.5.L.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). CC5L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

VOCABULARY STRATEGY: Prefixes non-,un-, dis-, mis- WORD CARDS: #11-20 function, delicate, adjusted, operator, flawed, acute, version, axis, stimulate, tethered ACADEMIC VOCAB: graphic features, text features, questions, caption, imperative & exclamatory sentences, setting

Vocabulary Strategies T114-T115, Projectable 2.5 Target Vocabulary T84-T87, Projectable 2.1 WSG Word Pairs p. 104

Weekly Tests 2.2-2.3, T128-T129



5


CC5L2e Spell grade-appropriate words correctly, consulting references as needed. CC5RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING & DECODING Long a & Long e: awake, feast, stray, greet, praise, disease, repeat, display, braces, thief, ashamed, sleeve, waist, beneath, sheepish, release, remain, sway, training, niece

WSG Model the Sort p. 42 WSG Guess My Category p. 42

Spelling Test T119 Day 5


CC.5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a) expand, combine, & reduce sentences for meaning, reader/listener interest, and style.

GRAMMAR Kinds of Sentences

Projectable 2.8 SUW 3-8 Kinds of Sentences; Tool 3-8a (repeat if needed)

Comprehensive Screening Assessment pp. 3–4 (Language Arts)

CC.5.L.3a Use knowledge of language and its conventions when writing, speaking, reading or listening. A. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style

WRITING Sentences

SUW 4-18 Defining a Topic Sentence pp. 164-165 Tools 3-18a 4-19 Topic Sentence Variety

Action Verb Topic Sentences p.166 Tool 4-19a

Where or When Plus What’s happening? Topic Sentences p.167 Tool 4-19b

And, But, Or, & So Topic Sentences pp. 168-169 Tool 4-19d

10-10 Quick Check for Sentences and Topic Sentences* p.426 Tools 10-10 e, 10-10g *Use as a lesson



6

SCIENCE STANDARDS FOCUS MATERIALS NOTEBOOK PROMPTS

NS.1.5.2 Identify & define components of experimental design used to produce empirical evidence: Hypothesis, replication, sample size, appropriate use of control, use of standardized variables NS.1.5.1 Make accurate observations NS.1.5.9 Define & give examples of hypotheses NS.1.5.3 Calculate mean, median, mode, & range from scientific data using SI units NS.1.5.6 Develop and implement strategies for long-term, accurate data collection NS.1.5.4 Interpret scientific data using: data tables/charts, bar graphs, circle graphs line graphs, stem & leaf plots, Venn diagrams NS.1.5.5 Communicate results & conclusions from scientific inquiry NS.1.5.8 Explain the role of observation in the development of a theory LS.4.5.18 Investigate careers, scientists, & historical breakthroughs related to population & ecosystems

Scientific Method Scientific Tools Lab Safety Vocabulary: Investigate hypothesis, variables, ecosystems

SF Science Leveled Readers: Classifying Organisms (Below Level) Grouping Living Things (On Level) The Cat Family (Advanced)

Why is it important to repeat an experiment?

Why is it important to change only one variable during an experiment?

Why is sample size important to consider during an experiment?

What is the difference between the data collected and the results of an experiment?



7

Social Studies Focus Materials/Links to Lessons

Unit: Pre Columbian Essential Question(s) 1. How does geography – physical features, natural resources, shelter, language, influence the settlement of cultures and the creation of communities? Guiding Question(s) 1. How did the first people arrive in the Americas? Social Studies SLE’s: H.6.5.28 Identify the major pre-Columbia settlements: cliff dwellers, mound builders, peoples of the Southwest, peoples of the Pacific Northwest, peoples of the Great Plains, peoples of the Eastern Woodlands

Setting up a Classroom Environment Bully Proofing Your School

Social Studies Content Social Studies Textbook Survey---General Survey Survey Social Studies Text pp 62-87 to identify text features and to collect data on information it gives readers on Native American people groups. Divide class into groups and assign them one of the Native American groups to research and write a Historical Narrative. Use this activity to give students a survey of all the groups. Introduce Native American Research Chart to be used to collect data. Data will provide content for final writing assignment. (Historical Narrative) Choose one of the two charts provided to use. Add information to the chart as each Native group is presented throughout the unit. Native American Research Chart Research Chart Rubric Research Chart with Pictures Reading Connections Word Walls Using Word Walls Lesson One Words Word Wall Example Introduce Learning Logs CLLG p. 42 LESSON: Text and Graphic Features Land Bridge Story Harcourt Textbook p. 53-54 Text Features Lesson Text Features Handout Writing Connections: Reflection - After surveying the social studies units, describe what unit or topic you are most interested in studying. Assessment(s) State which theory from textbook pp 53-54 on how the first people arrived in the Americas you support. Cite evidence from the text. Introduce the final assessment. Students will be collecting data throughout the unit to use with this assessment. There are two choices. Historical Narrative recommended. Historical Narrative (Students will research, take notes and write over the next few weeks) 1. Historical Narrative 2. Document Based Question

Vocabulary

Land Bridge Native Americans Geography Political Structure Artifacts Historical Fiction

http://ssfifthgrade.wikispaces.com/file/view/Research+Chart+Native+American.pdf

http://ssfifthgrade.wikispaces.com/file/view/STUDENT%20RUBRIC%20HistoricalFiction.pdf/359441627/STUDENT%20RUBRIC%20HistoricalFiction.pdf

http://ssfifthgrade.wikispaces.com/file/view/Research+Chart+with+Pictures.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+1+Word+Wall.pdf

http://ssfifthgrade.wikispaces.com/file/view/Word%20Wall%20Week%20One.doc/444164976/Word%20Wall%20Week%20One.doc

http://ssfifthgrade.wikispaces.com/file/view/WordWallExample.doc/444164990/WordWallExample.doc

http://ssfifthgrade.wikispaces.com/file/view/Lesson+1Learning+Logs.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+1Text+Features+Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+1Text+Features+Handout.pdf



8

Unit 1 Lesson 3



CC5RL3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact). CC5RI1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text.

COMPREHENSION/FLUENCY Skill: Compare & Contrast

“Off and Running” (Realistic Fiction) T166-T179; SB 72-85 CLLG: pg. 44 Compare & Contrast SUW 1-19 Using Two-Column Notes for Character Analysis p.29 Tool 1-17c TE p. 179 “Oral Language”

Stop & Think SB p. 78 TE p.173* – Use Venn Diagram or 2 Column Notes *use as lesson

WORD STUDY

CC.5.L.4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 5 reading & content, choosing flexibly from a range of strategies. CC5L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal contrast, addition, & other logical relationships

VOCABULARY STRATEGY: Multiple-Meaning Words WORD CARDS: Cards 21-30 debate, prodded, gradually, decorated, beckoned, scanned, inflated, stalled, shaken, hesitated ACADEMIC VOCAB: compare, contrast, infer, compound sentence, complete subject, complete predicate, dialogue, point of view, exaggerated, contradictory, misleading

Vocabulary Strategies TE p. 188-189 Context: Multiple Meaning Words Target Vocabulary WSG p. 106 Intro Target Vocab WSG p. 106 Word Associations WSG p. 106 Twenty Questions

Weekly Tests 3.6-3.7 T202-T203

CC5L2e Spell grade-appropriate words correctly, consulting references as needed. CC5RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING & DECODING Long i & Long o: sign, groan, reply, thrown, strike, mighty, stroll, compose, dough, height, excite, apply, slight, define, odor, spider, control, silent, brighten, approach

WSG p. 44 Day 1 Model the Sort WSG p. 44 Day 2 Pattern Sort

Practice Book p. 29 Spelling Test T193 Day 5



9

SCIENCE STANDARDS (September) ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPT LS.4.5.1 Distinguish among and model: organisms, populations, communities, ecosystems, biosphere LS.4.5.2 Identify the transfer of energy using energy pyramids: Terrestrial, aquatic LS.4.5.3 Design food webs in specific habitats to show the flow of energy within communities: terrestrial, aquatic LS.4.5.4 Evaluate food webs under conditions of stress: Overgrazing, overpopulation, natural disaster, introduction of non-native species, human impact/urban development LS.4.5.5 Examine the role of limiting factors on the carrying capacity of an ecosystem: food, space, water, shelter LS.4.5.6 Describe & diagram the nitrogen cycle in ecosystems LS.4.5.7 Describe & diagram the carbon cycle in ecosystems LS.4.5.8 Describe & diagram the carbon dioxide-oxygen cycle in ecosystems LS.4.5.9 Conduct investigations demonstrating the role of the carbon dioxide-oxygen cycle in ecosystems LS.4.5.10 Analyze the concept of conservation of mass as related to the amount of matter in an ecosystem LS.4.5.11 Create ecosystems in which plants can exist without animals LS.4.5.12 Conduct investigations in which plants are encouraged to thrive LS.2.5.7 Identify the role of chlorophyll in the process of photosynthesis LS.2.5.8 Explain and illustrate photosynthesis

How are living things classified?

How do the body systems keep humans alive?

How do plants stay alive and reproduce offspring?

How do parts of an ecosystem interact?

How do changes in habitats affect living things?

Vocabulary: Distinguish, populations, communities, ecosystems

Scott Foresman Science Leveled Readers:

Classifying Organisms (Below Level) Grouping Living Things (On Level) The Cat Family (Advanced) Human Body Systems (Below Level) Systems of the Human Body (On Level) Staying Healthy (Advanced) Plants (Below Level) Sunflowers & the Story of Plants (On Level) Food & Farming (Advanced)

Explain some ways that seeds are classified.

Describe the characteristics of yeast. Explain what yeast cells need to grow.

Explain how the pulse is observed.

What is an ecosystem? Describe the parts of an ecosystem that organisms need.

What is a population?

What are land biomes?

What are water ecosystems?

UNIT 1 LESSON 3 WRITING WORKSHOP: WHOLE GROUP LESSONS

CC5L1a Explain the function of conjunctions, prepositions, & interjections in general & their function in particular sentences.

GRAMMAR Compound Sentences

Weekly Plan T194-T197 Practice Book p.31-33 (pick and choose)


CC5W2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. CC5W2a Introduce a topic clearly, provide a general observation & focus, & group related information logically... CC5W2d Provide a concluding statement or section related to the information or explanation presented.

WRITING Informative

SUW 4-10 The Organization Game pp. 154-155 #1-7 Tools 4-10a, 4-10b p. 155 Additional Ideas 1st Bullet Tool 4-10c SUW 4-11 Informal Outlines of Various Lengths pp. 156-157 Tool 4-9a, 4-11a, 4-11b SUW 10-14 Information Expository Paragraphs Scoring Guide** pp. 431-436 Tools 10-14a, 10-14b, 10-14c, and 10-15a, 10-15b, 10-15c

SUW Tool 4-11b



10

Social Studies Unit: Pre Columbian Focus Materials/Links to Lessons

Essential Questions: How do natural resources & geography influence the settlement of cultures & the creation of communities? How does history define a community? Guiding Questions: Who were the major civilizations of the early Americans & what were their contributions? How do artifacts tell us about cultures? Social Studies SLE’s: History H.6.5.28 Identify the major pre-Columbia settlements: cliff dwellers, mound builders, peoples of the Southwest, peoples of the Pacific Northwest, peoples of the Great Plains, peoples of the Eastern Woodlands Economics E.7.5.1 Identify basic economic wants and needs of all people E.8.5.4 Examine the need for natural resources in determining settlement patterns Geography G.2.5.1Discuss customs, celebrations, & traditions of selected racial, ethnic, & religious groups in Arkansas & the United States G.2.5.2 Understand the contributions of people of various racial, ethnic, and religious groups in Arkansas and the United States G.2.5.3 Recognize examples of cultural diffusion, cultural exchange, & assimilations G.3.5.1 Recognize factors that influence migration (e.g., employment, natural resources) G.3.5.6 Identify ways people have modified the physical environment.

Pre-Columbian Native Americans: Woodlands Bully Proofing Your School

Social Studies Content Research Chart for Native American History (Used throughout entire Pre-Columbian Unit) Harcourt SE pp 62-67, 24, & 38. Complete information on the Woodlands this week. Group work on unit assessment. Reading Connections: CLLG Compare & Contrast p. 44 (Content: Harcourt SS text pp. 64–67 comparing Iroquois & Algonquian) Three Sisters Lesson---Compare & contrast two types & text. The two pieces of text were about the same topic. How were they different from each other? Writing Connections: Writing Prompt- How are past Native American communities different from your community?

Write a conversation between two or more Natives from one of the Native American groups you are studying. Conversation should relate to how natural resources and geography are important to the group. If writing a historical fiction, this can be a part of their story. Assessment(s) Document Based Questions Essay—Complete Document 3: Quotation Research Chart--Woodlands Pre-Columbian Native American Unit Assessment: Historical Fiction Story

Vocabulary

division of labor palisade longhouse wampum confederation wigwam




http://ssfifthgrade.wikispaces.com/file/view/Lesson+1Three+Sisters+Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Unit+DBQ+Assessment.pdf

http://ssfifthgrade.wikispaces.com/file/view/HistoricalFictionStoryAssignment.pdf




11

Unit 1 Lesson 4


COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC5RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CC5RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities & differences in the point of view they represent.

COMPREHENSION & FLUENCY Skill: Sequence of Events Strategy: Monitor/Clarify

“Double Dutch” (Narrative Nonfiction) T240-T251; SB 98-109 CLLG: p. 46 Sequence of Events Graphic Organizer 4 T245 Target Skill Graphic Organizer CLLG p. 47 “Learning the Ropes” Graphic Organizer 4

CLLG p. 12 “Writing About Reading” Prompt *SUW 1-36 Great Short Answers pp. 54-55; Tools 1-36a & 1-36b SUW 10-11 Quick Check for Short Answers10-11c *Use as a lesson

CC5L4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. CC5L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal contrast, addition, & other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

VOCABULARY STRATEGY: Suffixes –ion, -tion WORD CARDS: Cards 31-40 competition, identical, routine, element, intimidated, unison, recite, qualifying, uniform, mastered ACADEMIC VOCAB: sequence of events, monitor, clarify, chronological order, initials, acronym, abbreviation, exact details

Vocabulary Strategies T260-T261, Projectable 4.5 Target Vocabulary WSG p. 108 “Introduce Target Vocab” WSG p. 108 Relating Words Questions”


CC5L2.e Spell grade-appropriate words correctly, consulting references as needed. CCRF3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING Vowel Sounds: /oo/, /yoo/: glue, flute, youth, accuse, bruise, stew, choose, loose, lose, view, confuse, cruise, jewel, execute, route, cartoon, avenue, include, assume, souvenir

WSG p. 46 Model the Sort WSG p. 46 Guess my Category WSG p. 47 Open Sort

WSG p. 47 Spelling Test



12


UNIT 1 LESSON 5 WRITING WORKSHOP: WHOLE GROUP LESSONS

CC5L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

GRAMMAR Capitalization: Common & Proper Nouns

TE pp. T266 – T267 Check for mastery of skill in students’ writing samples (See SUW scoring guides)

CC.5.W.2 Write informative/ explanatory texts to examine a topic & convey ideas & information clearly. A. Introduce a topic clearly, provide a general observation & focus, & group related information logically; include formatting (e.g. headings), illustrations, & multimedia when useful to aiding comprehension. D. Provide a concluding statement or section related to the information or explanation presented.

WRITING Informative

SUW 4-6 Color-Coding & the Five Elements of Information Writing pp. 144-145 Tools 4-6a, 4-6b SUW 4-7 Planning with an Informal Outline pp. 146-148 Tools 4-5c & 4-7a SUW 4-13 Practice Guides for Writing Accordion Paragraphs pp. 158-159 Tool 4-9a, 4-13a

SUW 10-15 Information/Expository Paragraphs Scoring Guide* pp. 436-437 Tools 10-15a, 10-15b, and 10-15c *Use as Lesson

SCIENCE CONTENT

*Continue Ecosystems & Plant Unit



13


Essential Questions: How do natural resources and geography influence the settlement of cultures and the creation of communities? How does history define a community? Guiding Questions: Who were the major civilizations of the early Americans & what were their contributions? How do artifacts tell us about cultures?

Social Studies SLE’s: History H.6.5.28 Identify the major pre-Columbia settlements: cliff dwellers, mound builders, peoples of the Southwest, peoples of the Pacific Northwest, peoples of the Great Plains, peoples of the Eastern Woodlands Economics E.7.5.1 Identify basic economic wants and needs of all people E.8.5.4 Examine the need for natural resources in determining settlement patterns. Geography G.2.5.1 Discuss customs, celebrations, and traditions of selected racial, ethnic, & religious groups in Arkansas & the United States G.2.5.2 Understand the contributions of people of various racial, ethnic, & religious groups in Arkansas and the United States G.2.5.3 Recognize examples of cultural diffusion, cultural exchange, & assimilations G.3.5.1 Recognize factors that influence migration (e.g. employment, natural resources)

G.3.5.5 identify renewable & nonrenewable resources (e.g. fossil fuels, fertile soils, timber) G.3.5.6 Identify ways people have modified the physical environment G.3.5.7 Discuss ways in which Arkansans adapted to and modified the environment.

Pre-Columbian Native Americans: Plains Bully Proofing Your School

Social Studies Content Read about the Plains Native Americans.

Research Chart for Native American History (Used throughout entire Pre-Columbian Unit) Harcourt SE pp 70-75, 24, and 38.

Historical Content Lesson Planning Historical Fiction

Content Organizer

Content Organizer Example Reading Connections CLLG LESSON Sequence of Events p. 46 Use the Legend “How the Buffalo Hunt Began” and/or

the non-fiction piece “Buffalo and the Native

Americans” below for this skill lesson.

Buffalo Picture Lesson

Buffalo Uses Writing Connections Native Americans had to follow many sequence of events in their daily lives to survive as a community in the Americas. Describe a typical day in the life of one of the Native American groups. Assessment(s) Document Based Question Essay---Document 5: Illustration of Plains Indian Nomads Research Chart--Plains Pre-Columbian Native American Unit Assessment: Historical Fiction Story Students should be working on a rough draft from the Historical Content Lesson this week.

Vocabulary

lodge sod scarce tepee travois council ceremony


http://ssfifthgrade.wikispaces.com/file/view/Lesson+4+Historica+lContent+Lesson+Assessment+Narrative.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+4+Planning+Content+Narrative.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+4+Planning+Content+Narrative+Example.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+4+Bufalo+Diagram+Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+4+Buffalo+Uses+Handout.pdf

http://ssfifthgrade.wikispaces.com/file/view/Unit+DBQ+Assessment.pdf





14

Unit 1 Lesson 5


COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC5RI1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. CC5RL2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CC5RL9 Compare & contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. CC5RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CC5RI2 Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text.

COMPREHENSION/FLUENCY Skill: Theme: Determining Author’s Message Strategy: Visualize Genre: Realistic Fiction & Informational Text:

“Elisa’s Diary” (Realistic Fiction) T312-T323; SB 122-133 CLLG: pg. 48 Theme, Graphic Organizer 8 SUW 1-19 Using Two-Column Notes for Character Analysis p.29 Tool 1-17c CLLG p. 49 “From Tragedy to Triumph” T-Map in Reader’s Journal T334 Read to Connect – Share and Compare Texts - Graphic Organizer 8 Use Lesson EXT G5U3 pp.C4-C5 “Compare & Contrast Points of View” as a model to teach TEU1 p.T327 under “Text to Text”

Arkansas Lesson 5 Tab “Open Response” Draw a time line of Elisa’s thoughts and actions. Along the time line, note how the actions of others helped Elisa change. Reference: *SUW 1-36 Great Short Answers pp. 54-55; Tools 1-36a & 1-36b SUW 10-11 Quick Check for Short Answers10-11c

CC.5.L.4.b Use common, grade-appropriate Greek & Latin affixes & roots as clues to the meaning of a word (e.g., photograph, photosynthesis). CC5L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal contrast, addition, & other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

VOCABULARY STRATEGY: Suffixes –ly, -ful WORD CARDS: Cards 41-50 opponents, brutal, supposedly, gorgeous, embarrassed, obvious, typically, preliminary, sweeping, officially ACADEMIC VOCAB: theme, visualize, collective nouns, singular noun, plural noun, voice, point of view

Vocabulary Strategies T 332-T333 #1 and #3 Target Vocabulary WSG p. 110 Day 1 Intro Target Vocab WSG p. 111 Day 5 “Shades of Meaning”

CC5L2e Spell grade-appropriate words correctly, consulting references as needed. CC5RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

SPELLING & DECODING Vowel sounds: /ou/, /o/, /oi/: ounce, sprawl, launch, loyal, avoid, basketball, moist, haunt, scowl, naughty, destroy, saucer, pounce, poison, August, auction, royal, coward, awkward, encounter

WSG p. 48 Model the Sort WSG p. 48 Pattern Sort WSG p. 49 Word Hunt

Practice Book p. 53 Spelling Test T337 Day 5



15



CC5L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

GRAMMAR Singular & Plural Nouns (Review of 3rd grade CCSS)

TE pp. T338 – T341 Check for mastery of skill in students’ writing samples (See SUW scoring guides)

CC.5.W.1a Write opinion pieces on topics or texts, supporting a point of view with reasons and information. A. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.

WRITING Persuasive Writing

SUW 9-1 Persuasive Writing; p. 358-359 # 1-5; Tool 9-1a, 9-1b SUW 9-1 Persuasive Writing p. 360 #6 SUW 9-1 Persuasive Writing p. 360 # 7 repeat #6-7 as needed

Information/Expository Paragraphs Scoring Guide* pp. 441-442 Tools 10-17a, 10-17b, and 10-17c *Use as Lesson

SCIENCE CONTENT

*Continue Ecosystems and Plant Unit – Refer to Week 2



16


Essential Questions: How do natural resources and geography influence the settlement of cultures and the creation of communities? How does history define a community? Guiding Questions: Who were the major civilizations of the early Americans & what were their contributions? How do artifacts tell us about cultures? Social Studies SLE’s: History H.6.5.28 Identify the major pre-Columbia settlements: cliff dwellers, mound builders, peoples of the Southwest, peoples of the Pacific Northwest, peoples of the Great Plains, peoples of the Eastern Woodlands Economics E.7.5.1 Identify basic economic wants & needs of all people E.8.5.4 Examine the need for natural resources in determining settlement patterns Geography G.2.5.1 Discuss customs, celebrations, & traditions of selected racial, ethnic, & religious groups in Arkansas & the United States G.2.5.2 Understand the contributions of people of various racial, ethnic, & religious groups in Arkansas and the United States G.2.5.3 Recognize examples of cultural diffusion, cultural exchange, & assimilations G.3.5.1 Recognize factors that influence migration (e.g., employment, natural resources) G.3.5.5 identify renewable & nonrenewable resources (e.g. fossil fuels, soils, timber) G.3.5.6 Identify ways people have modified the physical environment G.3.5.7 Discuss ways in which Arkansans adapted to & modified the environment.

Pre-Columbian Native Americans: Southwest & West Arkansas Native Americans Bully Proofing Your School

Social Studies Content Continue working on the unit assessment, read about Southwest & West Native people & complete activities on Arkansas Native Americans. Native American Dateline: Arkansas Arkansas Native American Map Activity Research Chart for Native American History Southwest & West Native American groups. (Used throughout entire Pre-Columbian Unit) Harcourt SE pp. 76-70, 24, & 38. Reading Connections: CLLG LESSON Theme p. 48 Relate unit’s writing assessment on how natural resources and the environment affected the settlement of Native Americans. Discuss how their writing will convey that message in their writing. Writing Connections Journal: Describe how the Pueblo peoples adapted to their environment. Assessment(s) 1. Research Chart for Native American History- Southwest 2. Native American Dateline: Arkansas 3. Arkansas Native American Map Activity Complete Unit Assessment

Vocabulary

adapt staple surplus adobe hogan trade network

http://ssfifthgrade.wikispaces.com/file/view/Lesson+5+Native+American+Dateline.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+5+Arkansas+NA+Map+Activity.pdf



http://ssfifthgrade.wikispaces.com/file/view/Lesson+5+Native+American+Dateline.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+5+Arkansas+NA+Map+Activity.pdf



17

Unit 2 Lesson 6


COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CC5RI2 Determine two or more main ideas of a text & explain how they are supported by key details; summarize the text. CC5RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. CC5RI6 Analyze multiple accounts of the same event or topic, noting important similarities & differences in the point of view they represent. CC5RL4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors & similes.

COMPREHENSION/FLUENCY Skill: Cause and Effect Strategy: Question Genre: Myth

Interrupted Journey (Informational) T20-T32 SB: 150-163, CLLG p. 50 Cause & Effect TE p. 25 Stop & Think Target Skill Graphic Organizer 8 SUW 8-12 Stand Up & Sound Off, pp. 339-340 Possible Topic: Saving Endangered Animals “Skywoman and Turtle” (myth) T34-T36; SB 164-167 Making Connections: Text to Text T37; SB167

CLLG p. 14 “Writing About Reading” Prompt: Interrupted Journey tells how one endangered sea turtle is saved. Write a speech to tell others why you think it is important to save endangered sea turtles. Use evidence to support your answer. Reference: *SUW 1-36 Great Short Answers pp. 54-55; Tools 1-36a & 1-36b SUW 10-11 Quick Check for Short Answers 10-11c

WORD STUDY

CC.5.L.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each word. CC5L6 Acquire & use accurately grade-appropriate general academic and domain-specific words & phrases, including those that signal contrast, addition, & other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

VOCABULARY STRATEGY: Antonyms WORD CARDS: #51-60 basking, treating, analyzing, calling, juvenile, ordeal, stunned, marine, fatal, intensive ACADEMIC VOCAB: cause, effect, infer, antonyms, main verb, helping verb, linking verb, transition words

Vocabulary Strategies T42-T43 Antonyms, Projectable 6.5 Target Vocabulary WSG p. 112 Intro Target Vocab. WSG p. 112 “Because” Sentences

Weekly Tests 6.2-6.3 pp. T56-T57

CC5L2.e Spell grade-appropriate words correctly, consulting references as needed. CC5RF3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING & DECODING Vowels + /r/ sounds: glory, aware, carton, adore, aboard, dairy, ordeal, pardon, warn, vary, barely, torch, barge, soar, beware, absorb, armor, stairway, perform, former

WSG p. 50 Model the Sort WSG p. 50 Guess My Category

Practice Book p. Spelling Test p. T57 Day 5



18



CC5L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC5L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

GRAMMAR Plural Nouns (irregular plural nouns & adding –es to form plurals)

T22, T42, T50, T66-T67 Check for mastery of skill in students’ writing samples (See SUW scoring guides)

CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. CC5W1a Introduce a topic or text clearly, state an opinion, & create an organizational structure in which ideas are logically grouped to support the writer's purpose.

WRITING Persuasive Writing

SUW 9-1 Persuasive Writing; p. 360 # 7 NEEDS MORE LESSONS????

10-17 Persuasive Writing Scoring Guide pp. 440-441 Tools 10-17a, b, & c

SCIENCE STANDARDS ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS LS.4.5.15 Conduct field studies identifying and categorizing organisms in a given area of an ecosystem LS.4.5.16 Evaluate positive & negative human effects on ecosystems LS.4.5.17 Describe and illustrate various symbiotic relationships: parasitism, mutualism, commensalism LS.4.5.13 Construct, compare, & contrast environments in open & closed aquaria LS.4.5.14 Categorize organisms by the function they serve in ecosystems and food webs: predator/prey, parasitism, producer/consumer, decomposer, scavenger, herbivore/carnivore/ omnivore ESS.8.5.10 Investigate careers, scientists, and historical breakthroughs related to minerals and rocks ESS.8.5.7 Identify characteristics of sedimentary, igneous, & metamorphic rocks ESS.8.5.9 Classify the three basic types of rocks ESS.8.5.8 Compare & contrast by investigation characteristics of the three basic types of rocks: Sedimentary, igneous, metamorphic ESS.8.5.13 Describe and illustrate the rock cycle

How does energy move through a food chain or web? How do the 3 types of rocks change over time? Vocabulary: evaluate, producer, consumer, decomposer, adaptations

Scott Foresman Science Leveled Readers: Changes in Ecosystems (Below Level) How Ecosystems Change (On Level) Changing World (Advanced) Interactions in Ecosystems (Below Level) Inside Ecosystems (On Level) Build an Aquarium (Advanced) Earth’s Changing Surface (Below Level) Our Changing Earth (On Level) Mountains of the World (Advanced) Protecting Earth’s Resources (Below Level) Earth’s Natural Resources (On Level) Green Gardening (Advanced)

What can cause changes in an ecosystem? Why are humans both the problem and the solution to the changes in ecosystems? Record 2 or more adaptations and define them as behavioral or structural.



19

Social Studies Unit: Exploration Focus Materials/Links to Lessons

Essential Question(s) 1. What happens when cultures meet? Guiding Question(s) 1. Why did Europeans come to the Americas? 2. What was the impact of European exploration in the Americas? Social Studies SLE’s: Geography G.1.5.1 Classify locations as absolute or relative G.1.5.4 Locate the major bodies of water that are related to the United States: Atlantic Ocean, Caribbean Sea, Great Lakes, Gulf of Mexico, Pacific Ocean G.1.5.7 Recognize the various types of maps used by geographers G. 1.5.9 Compare and contrast major landforms characterized as physical features of Earth (e.g. plateaus, rivers, deltas, seas, oceans, peninsulas) G.2.5.3 Recognize examples of Cultural diffusion, cultural exchange, & assimilation G.3.5.1 Recognize factors that influence migration (e.g., employment, natural resources) G.3.5.2 Define push-pull factors History H.6.5.3 Identify the contributions of significant individuals & explorers during the period of early exploration of the Americas (e.g. Christopher Columbus, Ferdinand Magellan, Hernando de Soto) H.6.5.4 Identify areas of the New World colonized by Spain, Great Britain, & France H.6.5.9 Describe the impact that European explorers had on the American Indian Tribes H.6.5.12 Describe the impact of slavery in the Americas (e.g., indentured servants, American Indians, African Americans) H.6.5.23 Explain the impact of early exploration & settlement patterns of the Spanish, British, & French in North America (e.g.; Roanoke, Jamestown, St. Augustine, Quebec, Santa Fe) Economics E.7.5.2 Recognize that choices have both present & future consequences.

Age of Explorers: Discovering Various Explorers Bully Proofing Your School

Social Studies Content Introduce Exploration & complete the Exploration Chart. 1. Age of Exploration Research Chart Lesson

Student Explorer Chart

Group Explorer Chart 2. Create an Exploration Map Lesson 3. Map of the Journey Reading Connections Weekly Correlated Lesson Plan: CLLG LESSON Cause & Effect p. 50 Use Document 2: Chart of Early Explorers CLLG LESSON Author’s Purpose p. 51 Fiction/Nonfiction Lesson Written Conversation Lesson: What Happens When Cultures Meet

Excerpts Columbus’ Journal

Harcourt Social Studies text pp 104-107

Encounter by Jane Yolen Writing Connections Journal: Imagine that you are one of the explorers you are studying. Write a journal entry describing some effects of your exploration. Assessment(s) Exploration Unit Writing Assessment: Opinion This group (Spanish, English, Other Nations) of explorers had an impact on the Americas. Use evidence from your research to prove this. Exploration Unit Writing Assessment: Narrative Using what you have learned from this unit, choose one encounter between an explorer and the native people to write a narrative about this encounter.

Vocabulary

Juan Ponce de Leon Francisco Vasquez de Coronado Hernando de Soto Jacques Cartier sponsor motives route impact Note: Copies of the book Encounter by Jane Yolen were sent to 5th grade classroom over the last 2 years. If you need a copy contact: [email protected] 447-3398

http://ssfifthgrade.wikispaces.com/file/view/Lesson+6+Age+Exploration+Research+Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+6+Explorer%27s+Student+Chart.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+6+Group+Chart+Explorer+Headings.pdf

http://ssfifthgrade.wikispaces.com/file/view/Creating%20an%20Exploration%20Map%20Lesson.pdf/444218552/Creating%20an%20Exploration%20Map%20Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+6+Map+of+Journey.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+6+Exploration+Fiction+Nonfiction+Mini-Lesson+2.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+6+Written+Conversation+Mini+Lesson.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson%206%20Excerpts%20Columbus%20Journal%20%20First%20Encounters.pdf/444171700/Lesson%206%20Excerpts%20Columbus%20Journal%20%20First%20Encounters.pdf

mailto:[email protected]



1

Unit 2 Lesson 7


COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC5RL1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. CC5RL6 Describe how a narrator’s or speaker’s point of view influences how events are described. CC5RL9 Compare & contrast stories in the same genre (e.g., mysteries & adventure stories) on their approaches to similar themes & topics. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Visualize Genre: Persuasive Text

“Old Yeller” (Historical Fiction) T94-104; SB 176-186 CLLG p. 52 Reasons for Character’s Actions TE p. 105 Your Turn “Illustrate It”, Writing lesson Skill: Write to Respond--Poem

*SUW 1-36 Great Short Answers SUW 10-11 Quick Check for Short Answers

WORD STUDY

CC5L5.b Recognize & explain the meaning of common idioms, adages, & proverbs. CC5L4.a Use context (e.g., cause/effect relationships & comparisons in text) as a clue to the meaning of a word or phrase. CC5L6. Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal contrast, addition, & other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

VOCABULARY STRATEGY: Idioms WORD CARDS: #61-70 frantic, romp, stride, bounding, lunging, shouldered, strained, checking, wheeled, picturing ACADEMIC VOCAB: motive/motivation, traits, visualize, analyze behavior, compound direct object, figurative language

Vocabulary Strategies T114-T115; Projectable 7.5 Target Vocabulary WSG p. 114 Intro Target Vocab. WSG p. 114 Word Associations WSG p. 115 Act Out the Words

Weekly Tests 7.2-7.3, T128-129

CC5L2.e Spell grade-appropriate words correctly, consulting references as needed. CC5RF3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING & DECODING More Vowel + /r/ Sounds: earth, peer, twirl, burnt, smear, further, appear, worthwhile, nerve, pier, squirm, weary, alert, murmur, thirsty, reverse, worship, career, research, volunteer

WSG p. 52 Model the Sort WSG p. 52 Pattern Sort

Spelling Test T119, Day 5



2



CC5L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

GRAMMAR Direct & Indirect Objects

Weekly Plan T120-T121 Projectables 7.6-7.8 Weekly Tests 7.8-7.9, T128-T129

CC5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. CC5W3a Orient the reader by establishing a situation & introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

WRITING Imaginative Narrative

SUW 6-7 Quick Sketch & Quick Note Planning pp. 262 #1-4 Tools 6-7a, 6-7b, and 6-7c Planning a Story Using Quick Sketches & Quick Notes #1-7 (repeat this lesson to practice & internalize planning -incorporating additional ideas on p. 264) Tool 6-7c Reference Lessons: SUW 6-6 Six Steps for Planning & Writing a Story/Narrative

Intermediate Narrative/Story Scoring Guide 10-18a (Red Disc)

SCIENCE STANDARDS (October) ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS LS.4.5.15 Conduct field studies identifying and categorizing organisms in a given area of an ecosystem LS.4.5.16 Evaluate positive & negative human effects on ecosystems LS.4.5.17 Describe and illustrate various symbiotic relationships: parasitism, mutualism, commensalism LS.4.5.13 Construct, compare, & contrast environments in open & closed aquaria LS.4.5.14 Categorize organisms by the function they serve in ecosystems and food webs: predator/prey, parasitism, producer/consumer, decomposer, scavenger, herbivore/carnivore/ omnivore ESS.8.5.10 Investigate careers, scientists, and historical breakthroughs related to minerals and rocks ESS.8.5.7 Identify characteristics of sedimentary, igneous, & metamorphic rocks ESS.8.5.9 Classify the three basic types of rocks ESS.8.5.8 Compare & contrast by investigation characteristics of the three basic types of rocks: Sedimentary, igneous, metamorphic ESS.8.5.13 Describe and illustrate the rock cycle

How does energy move through a food chain or web? How do the 3 types of rocks change over time? Vocabulary: evaluate, producer, consumer, decomposer, adaptations





3

Social Studies Unit: Exploration Focus Materials/Links to Lessons Essential Question(s) 1. What happens when cultures meet? Guiding Question(s) 1. Why did Europeans come to the Americas? 2. What was the impact of European exploration in the Americas?

Social Studies SLE’s: Geography G.1.5.1 Classify locations as absolute or relative G.1.5.2 Identify & describe the region of the United States in which Arkansas is located

G. 1.5.9 Compare and contrast major landforms characterized as physical features of Earth (e.g. plateaus, rivers, deltas, seas, oceans, peninsulas) G.2.5.3 Recognize examples of Cultural diffusion, cultural exchange, & assimilation G.3.5.1 Recognize factors that influence migration (e.g., employment, natural resources) G.3.5.2 Define push-pull factors History H.6.5.3 Identify the contributions of significant individuals and explorers during the period of early exploration of the Americas (e.g. Christopher Columbus, Ferdinand Magellan, Hernando de Soto) H.6.5.4 Identify areas of the New World colonized by Spain, Great Britain, & France H.6.5.9 Describe the impact that European explorers had on the American Indian Tribes H.6.5.22 Explain the religious, political, & economic reasons for movement of people & goods from Europe to the Americas Columbian Exchange H.6.5.23 Explain the impact of early exploration and settlement patterns of the Spanish, British, & French in North America (e.g.; Roanoke, Jamestown, St. Augustine, Quebec, Santa Fe) Economics

E.7.5.2 Recognize that choices have both present & future consequences.

Identifying & Understanding Early Explorers Exploration in Arkansas Bully Proofing Your School Vocabulary navigation expedition cost benefit empire Reconquista entrepreneur isthmus treaty grant conquistador reformation missionary

Social Studies Content Exploration in Arkansas

Primary Sources/Arkansas Connection (Hernando Desoto) Lesson

Desoto Primary Source Documents

Desoto Picture

Alvar Nunez Cabeza de Vaco Interactive Reading Guide Reading Connections CLLG LESSON p. 52 Understanding Characters Read a book about one of the explorers and have students complete a T-Map. You can also use Encounter for this lesson. Have students work in groups and choose a book from the classroom library on one of the explorers and complete a T-Map. Writing Connections Reflection – Visualize yourself joining one of the explorers on their exploration. Using information from your T- Map and notes, reflect on your first few days in the Americas. Use creativity and vivid details in your writing. A Poem of Two Voices—Native Americans/Explorers Assessment(s) Exploration Unit Writing Assessment: Opinion This group (Spanish, English, Other Nations) of explorers had an impact on the Americas. Use evidence from your research to prove this. Exploration Unit Writing Assessment: Narrative Using what you have learned from this unit, choose one encounter between an explorer and the native people to write a narrative about this encounter

http://ssfifthgrade.wikispaces.com/file/view/Lesson+7+DeSoto+Lesson+.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+7+DeSoto+Lesson+.pdf

http://ssfifthgrade.wikispaces.com/file/view/DeSoto%20Primary%20Sources.pdf/444173208/DeSoto%20Primary%20Sources.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+7+De+Soto+Picture.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+7+Alvar+Nunez+Cabeza+de+Vaca+Interactive+Reading+Primary+Source.pdf



4

Unit 2 Lesson 8


COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC5RL1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

COMPREHENSION/FLUENCY Skill: Persuasion Strategy: Analyze/Evaluate Genre: Narrative Nonfiction

“Everglades Forever” (Narrative Non-Fiction) T166-T179; SB 200-213 CLLG p. 54 Persuasion SUW 1-4 Sticky Note Responses to mark supporting details “Your Turn”, Turn & Talk T179; SB 213 “National Parks of the West” (Informational) T180-T183; SB 214-216 “Making Connections” Text to Self T183; SB 217 Use Lesson EXT G5U3 pp.C4-C5 “Compare &Contrast Points of View” as a model to teach TEU2 p. T183 “Text to World”

WORD STUDY

CC5RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context CC5L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal contrast, addition, & other logical relationships.

VOCABULARY STRATEGY: Prefixes: en-, re-, pre-, pro- WORD CARDS: #71-80 endangered, , unique, guardians, adapted, attracted, vegetation, regulate, conserving, restore, responsibility ACADEMIC VOCABULARY: author’s viewpoint, persuade, assumption, evaluate, conjunctions, goal, opinion, reason

Vocabulary Strategies T188-T189 Projectable 8.5 Target Vocabulary WSG p.116 Intro Target Vocab. WSG p. 116 Relating Words Questions



5

Unit 2 Lesson 8

CC.5.L.5.c Use the relationship between particular words (e.g., synonyms, antonyms,

homographs) to better understand each of the words. CC5L2.e Spell grade-appropriate words correctly, consulting references as needed.

SPELLING & DECODING HOMOPHONES: steel, steal, aloud, bury, allowed, ring, wring, lesson, lessen, who’s, whose, manor, manner, pedal, peddle, berry, hanger, hangar, overdo, overdue

WSG p. 54 Model the Sort WSG p. 55 Open Sort



CC5L1a Explain the function of conjunctions, prepositions, & interjections in general & their function in particular sentences.

GRAMMAR Conjunctions

Weekly Plan T194-T197; SB 218-219 Projectables 8.6-8.8

.CC5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. CC5W3a Orient the reader by establishing a situation & introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CC5W3b Use narrative techniques, such as dialogue, description, & pacing, to develop experiences & events or show the responses of characters to situations. CC5W3e Provide a conclusion that follows from the narrated experiences or events.

WRITING Narrative-Imaginative

SUW 6-9 Creating & Developing Characters, pp. 265-266 Tool 6-9a SUW 6-12 Ways to Begin a Story, pp. 272-273 Tools 6-7a & 6-7d, 6-12c & 6-12d, p. 274 #1-6 Tool 6-12c & 6-12d SUW 6-17 Options for Writing the End of a Story pp. 279-280 #1-3 Tools 6-17a; and Looking at More Endings #1 Tool 6-17c

SCIENCE

Continue Ecosystems Unit



6

Social Studies Unit: Exploration Focus Materials/Links to Lessons Essential Question: What happens when cultures meet? Guiding Question(s) 1. Why did Europeans come to the Americas? 2. What was the impact of European exploration in the Americas? Geography G.1.5.7 Recognize the various types of maps used by geographers G.2.5.3 Recognize examples of Cultural diffusion, cultural exchange & assimilation G.3.5.1 Recognize factors that influence migration (e.g., employment, natural resources) G.3.5.2 Define push-pull factors History H.6.5.3 Identify the contributions of significant individuals & explorers during the period of early exploration of the Americas (e.g. Christopher Columbus, Ferdinand Magellan, Hernando de Soto) H.6.5.4 Identify areas of the New World colonized by Spain, Great Britain, & France H.6.5.9 Describe the impact that European explorers had on the American Indian Tribes H.6.5.12 Describe the impact of slavery in the Americas (e.g., indentured servants, American Indians, African Americans) H.6.5.22 Explain the religious, political, & economic reasons for movement of people & goods from Europe to the America’s Columbian Exchange. Economics: E.7.5.2 Recognize that choices have both present & future consequences.

The Columbian Exchange Bully Proofing Your School

Social Studies Content The Mariners’ Museum – Exploration Through the Ages http://ageofex.marinersmuseum.org/ http://ageofex.marinersmuseum.org/games/lunch/-Activity

Groups will use content & T-Map to persuade other groups whether the New World or Old World benefited more from The Columbian Exchange.

What Became of the Taino Reading Connections: CLLG LESSON Persuasion p. 54 Use content from segments or all the following information of the Columbian exchange for this lesson. Tell students that the author wants the reader to understand that the Columbian Exchange changed the world forever. Work with student to identify details the author includes supporting their belief. Background Columbian Exchange Writing Connections: In your opinion did the Old World or New World receive the better end of The Columbian Exchange? Why or Why not. Assessment(s): Groups will use content & T-Map to persuade other groups whether the New World or Old World benefited more from The Columbian Exchange. Based on what you have learned about Columbus. Do you feel we should celebrate Columbus Day? Provide evidence for your argument for or against.

Vocabulary

Old World New World Columbian Exchange

http://ageofex.marinersmuseum.org/

http://ageofex.marinersmuseum.org/games/lunch/

http://ssfifthgrade.wikispaces.com/file/view/Lesson+8+What+Became+of+the+Taino.pdf

http://ssfifthgrade.wikispaces.com/file/view/Lesson+8+BackgroundColumbianExchange.pdf



7

Unit 2 Lesson 9



CC5RL1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CC5RL9 Compare & contrast stories in the same genre (e.g., mysteries & adventure stories) on their approaches to similar themes & topics. CC5RL6 Describe how a narrator’s or speaker’s point of view influences how events are described.

COMPREHENSION/ FLUENCY Skill: Conclusions & Generalizations Strategy: Infer/Predict Genre: Informational Text

“No Longer LOST!” Student Magazine p. RA22 EXT Unit 2 Lesson 1 p. C3 EXT Unit 2 Lesson 2 pp. C4-C5 “Activity Central” Student Magazine p. RA33 EXT Unit 2 Lesson 3 p. C7 “Storm Warriors” (Historical Fiction) T240-T251; SB 226-237 Conclusions & Generalizations CLLG p. 56 Graphic Organizer 8 Use Lesson EXT G5U5 pp.C4-C5 “Compare & Contrast Text Structures” as a model to teach TEU2 p.T255 “Text to Text”

WORD STUDY

CC5L4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). CC5L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

VOCABULARY STRATEGY: Greek and Latin Roots WORD CARDS: #81-90 critical, clammy, secured, squalling, realization, elite, bundle, commotion, annoyance, demolished ACADEMIC VOCAB: conclusion, predict, generalization, root, complex sentence, subordinating conjunction, topic sentence

Vocabulary Strategies T260-T261 Projectable 9.5 Target Vocabulary WSG p. 118 Intro Target Vocab. WSG p. 118 Word Pairs

WSG p. 119 Riddles

CC5L2e Spell grade-appropriate words correctly, consulting references as needed. CC5RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING & DECODING Compound words: wildlife, uproar, headache, teammate, wheelchair, throughout, barefoot, warehouse, overboard, outspoken, awestruck, newscast

WSG p.56 Model Word Sort WSG p. 56 Guess My Category WSG p. 57 Word Hunt

Practice Book p. 101 Spelling Test T119 Day 5; T265 Day 5



8



CC5L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

GRAMMAR Complex Sentences

Weekly Plan pp. T266-T239 SB pp. 242-243 Projectables 9.6 – 9.8


CC5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. CC5W3a Orient the reader by establishing a situation & introducing a narrator &/or characters; organize an event sequence that unfolds naturally. CC5W3b Use narrative techniques, such as dialogue, description, & pacing, to develop experiences & events or show the responses of characters to situations. CC5W3c Use a variety of transitional words, phrases, &clauses to manage the sequence of events. CC5W3d Use concrete words & phrases & sensory details to convey experiences & events precisely.

WRITING Narrative-Imaginative

SUW 6-19 9 Tips for Writing a First Draft p. 282 Tools 6-19a, 6-19b SUW 6-22 Writing Drafts and Revising p. 286 Tool 6-22a SUW 6-23 Ten Tips for Revising pp. 287-291 Tool 6-23a and 6-23b SUW 6-24 Editing and Proofreading pp. 291-292 Tools 6-24a

*10-18 Story/Narrative Scoring Guide pp. 442-443 Tools 10-18a, 10-18b, 10-18c *Use as a lesson also

SCIENCE STANDARDS ESSENTIAL QUESTION MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS LS.4.5.15 Conduct field studies identifying and categorizing organisms in a given area of an ecosystem LS.4.5.16 Evaluate positive & negative human effects on ecosystems LS.4.5.17 Describe and illustrate various symbiotic relationships: parasitism, mutualism, commensalism LS.4.5.13 Construct, compare, & contrast environments in open and closed aquaria LS.4.5.14 Categorize organisms by the function they serve in ecosystems and food webs: predator/prey, parasitism, producer/consumer, decomposer, scavenger, herbivore/carnivore/ omnivore ESS.8.5.10 Investigate careers, scientists, & historical breakthroughs related to minerals and rocks ESS.8.5.7 Identify characteristics of sedimentary, igneous, & metamorphic rocks ESS.8.5.8 Compare and contrast by investigation characteristics of the three basic types of rocks: Sedimentary, igneous, metamorphic ESS.8.5.9 Classify the three basic types of rocks ESS.8.5.13 Describe and illustrate the rock cycle

How does energy move through a food chain or web? How do the 3 types of rocks change over time? Vocabulary: Evaluate, producer, consumer, decomposer, adaptations





9

Social Studies Unit: Colonization

Focus Materials/Links to Lessons

Essential Question: What is the impact of establishing a new community? Guiding Question(s) 1. What are the similarities & differences between the Native Americans & the Colonists? 2. Why do people leave their homeland? 3. Who were the main colonial leaders & how did they contribute to the organization of the colonies? 4. How does geography influence the settlement patterns of early colonies & how they made a living?

Social Studies SLEs

Push Pull Factors Economic Choices/Scarcity Benefit/Conflict Colonial Settlers/Indians • Jamestown • Roanoke Bully Proofing Your School

Social Studies Content: Refer to Social Studies maps for additional lessons & information Reading Connections: CLLG LESSON p. 56 Conclusions & Generalizations Use content from Jamestown: What Caused the Failure of the Jamestown Colony in 1610 lesson Writing Connections: Imagine that you are a settler in Jamestown & you are recording what daily life is like. Write 1-3 journal entries that reflect some of the difficulties you are encountering. One entry should include conflicts with Indians. Assessment(s) Give one example of cooperation & one example of conflict between Jamestown colonists & Native Americans. Step Up to Writing TE pp. 54-55 Great Short Answers

What were some advantages & disadvantages of Jamestown’s relative location? p. 156 (Harcourt)

How did tobacco affect the colonist? p. 157 (Harcourt) Step Up to Writing---Stand Up & Sound Off 8-12 (Choose One):

The Starving Time of Jamestown was caused by_____________.

What happened to the Lost Colony of Roanoke? The following will be done throughout the unit as we study new settlements or colonies. Timeline-Identify key dates for the settlement of Jamestown & Roanoke. Add dates throughout the Colonization unit. Charting Information on European Colonies Map settlements and colonies of the New World

Vocabulary

Charter cash crop Trade Jamestown Philip’s War Roanoke Powhatan John Smith Pueblo Revolt George Percy indentured servant Metacom/King