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									5th Grade
Language Arts
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
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
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?

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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