1 24 11 WWI Brochures Prefixes and Suffixes by g9QIiKZf

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									5th Grade/Language Arts
Adams
Week of: January 24, 2011
             English                       Reading                                  Writing                                   Spelling
Monday                                     TW/SW preview chapter 7 in the Social    SW continue to work on WWI                TW/SW discuss
                                           Studies textbook.                        brochures. TW provided assistance as      vocabulary definitions
                                                                                    needed.                                   with a focus on base
                                           TW conference with students                                                        words.
                                           individually to discuss the GWA – pre-   SW work to complete information piece
                                           assessment.                              about their favorite game in home room.
Tuesday                                    SW begin presenting WWI country          SW continue to work on WWI                TW/SW review
                                           brochures. TW conference with            brochures. TW provided assistance as      vocabulary definitions.
                                           students individually to discuss the     needed.
                                           GWA – pre-assessment.
GPS                                        Rubric                                   Rubric
Assessment                                 Student/teacher discussion               Complete brochure and presentation.
Wednesday TW review simple prefixes        SW begin presenting WWI country          SW continue to work on WWI                Take a pretest on both
           and suffixes as it relates to   brochures.                               brochures. TW provided assistance as      spelling and vocabulary
           determining the meaning of                                               needed.                                   words.
           a word.                         TW conference with students
                                           individually to discuss the GWA – pre-   SW work to complete information piece
                                           assessment.                              about their favorite game in home room.
GPS        ELA5C1a                         Rubric                                   Rubric
Assessment                                 Discussion/Teacher observation
Thursday                                   TW read aloud, Treasure Island, SW                                                 Spelling and Vocabulary
                                           review: characters, plot, main idea,                                               tests
                                           conflict, and setting. TW/SW focus on
                                           the author’s use of dialogue.

GPS        ELA5C1a
Assessment Discussion                   Student response
Friday     Writing presentations as     Guided Reading and test preparation.        Individual and/or small group writing
           time allows.                 SW work in small groups to practice         assistance will be provided for
                                        comprehension and information locating      previously selected students.
                                        skills.
Instructional Focus: Pronoun/Verb Agreement

Character Word:

GPS:
ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate
application of conventions and grammar in both written and spoken formats. The student
a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).
ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and
informational texts.
Critical Component: For literary texts, the student identifies the characteristics of various genres and produces evidence of a reading that:
a. Identifies and analyzes the elements of setting, characterization, and conflict in plot.
e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature.
f. Identifies and analyzes the author’s use of dialogue and description.
ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
a. Reads a variety of texts and incorporates new words into oral and written language.
b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example).
ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a
coherent focus throughout, and signals a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a
question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
ELA5W2 The student demonstrates competence in a variety of genres.
ELA5W3 The student uses research and technology to support writing. The student.
b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information.
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to
writing.
d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/numerical order) to obtain and organize information and thoughts.
e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).
f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches,
thesaurus, spell check).
g. Uses a thesaurus to identify alternative word choices and meanings.
ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.
c. Edits to correct errors in spelling, punctuation, etc.
SS5H4 The student will describe U.S. involvement in World War I and post-World War I America.
a. Explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany; include the
sinking of the Lusitania and concerns over safety of U.S. ships.

								
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