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.
Pages to are hidden for
"1 24 11 WWI Brochures Prefixes and Suffixes"Please download to view full document