VIEWS: 6 PAGES: 3 POSTED ON: 10/10/2011
5th Grade Language Arts Adams Week of: January 31, 2011 English Reading Writing Spelling Monday SW present country brochures. SW complete information piece TW/SW discuss vocabulary about their favorite game in home definitions with a focus on base TW/SW preview chapter 7, lesson 2 room. words. in the Social Studies textbook. Focus on The Jazz Age. Students who are finished will Homework: Define vocabulary research African American words and write spelling words in astronauts and create posters to be pyramid form or 5 x’s each. displayed on our classroom door. GPS SS5H4b, ELA5R1 ELA5W1,2,3,4 Assessment Rubric and teacher observation of Teacher and peer feedback discussion. Tuesday Smooth Move to Miller 9:00 – TW/SW review criteria for Homework: Use vocabulary words 11:00 narrative and informational writing correctly in a sentence or illustrate prior to using the GWA rubric to each word. assess sample student papers. GPS ELA5W1,2,3,4 Assessment Accuracy of scoring Wednesday As time allows, TW review Read aloud from the book of the TW/SW review criteria for Homework: Take a pretest on both simple prefixes and suffixes month, Langston Hughes. TW read persuasive writing using a rubric spelling and vocabulary words. as it relates to determining a poem before having students that will also be given to students, the meaning of a word. SW create a response to the poem and prior to viewing samples of create webs in which they the book. persuasive papers and scoring them create words correctly using the GWA rubric. using 10 prefixes and 10 SW then be given a writing prompt suffixes. and begin their own persuasive piece. GPS ELA5R3c,e ELA5R1e,f ELA5W1,2,3,4 Assessment Completed webs Response Accuracy of scoring Thursday Prefixes/Suffixes continued TW read aloud, Treasure Island, SW continue to work on persuasive Spelling and Vocabulary tests. if necessary. SW respond to author’s use of writing piece. figurative language and description SW record next week’s words into to create a mind movie for readers their planners. by drawing a picture of what they see during the reading. GPS ELA5R3c,e ELA5R1e,f ELA5W1,2,3,4 Assessment Completed webs Student response Friday Writing presentations as Guided Reading and test Individual and/or small group time allows. preparation. SW work in small writing assistance will be provided groups to practice comprehension for previously selected students. and information locating skills. Assessment Teacher observation and accuracy Teacher observation and accuracy of responses. of responses. Instructional Focus: Proper use of can and may Character Word: Trustworthiness .EQ: How does criteria change dependant upon the genre? EQ: How does a prefix/suffix change a words meaning? EQ: How does poetry reflect reflect what is going on in society? GPS: 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: 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). c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes. e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-). 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. b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh). Harlem Mother to Son BY LANGSTON HUGHES BY LANGSTON HUGHES What happens to a dream deferred? Well, son, I’ll tell you: Does it dry up Life for me ain’t been no crystal stair. like a raisin in the sun? It’s had tacks in it, Or fester like a sore— And splinters, And then run? And boards torn up, Does it stink like rotten meat? And places with no carpet on the floor— Or crust and sugar over— Bare. like a syrupy sweet? But all the time Maybe it just sags I’se been a-climbin’ on, like a heavy load. And reachin’ landin’s, Or does it explode? And turnin’ corners, And sometimes goin’ in the dark Where there ain’t been no light. So boy, don’t you turn back. Don’t you set down on the steps ’Cause you finds it’s kinder hard. Don’t you fall now— For I’se still goin’, honey, I’se still climbin’, And life for me ain’t been no crystal stair.
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