Q3W5 2/6-2/10

TeacherDanielle Bartlett
Subject AreaELA & Social Studies
Grade Level5
Week #
Unit of InstructionUnit 6
Standard(s) Taught

Standards Addressed in Lesson:

·         5.V.1.1 recognize and use grade‑level academic vocabulary appropriately in speaking and writing. 

·         5.V.1.3 use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine meaning 

·         5.F.1.3a apply knowledge of letter‑sound correspondences, syllabication patterns, and morphology to read/write unfamiliar single‑syllable and multisyllabic words 

·         5.F.1.4 read with accuracy, automaticity, and prosody or expression

·         5.R.1.1 analyze how setting, events, conflict, and characterization contribute to the plot 

·         5.R.1.2 Explain the development of stated or implied theme(s) throughout a literary text

·         5.R.1.3 describe how an author develops a character’s perspective in a literary text. 

·         5.R.2.2 explain how relevant details support the central idea(s) .

·         5.C.1.1 Demonstrate fluent and legible cursive writing skills.

·         5.C.1.4 write expository texts about a topic, using: multiple sources, elaboration, structure, transitions 

·         5.C.1.5 improve writing by planning, revising, and editing

·         5.C.2.1 present information orally in sequence, using: nonverbal cues, appropriate volume, clear pronunciation, appropriate pacing

·         5.C.3.1 follow rules of standard English grammar, punctuation, capitalization, and spelling

·         SS.5.A.4.1 – Identify the economic, political and socio-cultural motivation for colonial settlement.

·         SS.5.A.4.2 – Compare characteristics of New England, Middle, and Southern colonies.

·         SS.5.A.4.3 – Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies.

·         SS.5.A.4.4 – Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.

·         SS.5.A.4.5 – Explain the importance of Triangular Trade linking Africa, the West Indies, the British Colonies, and Europe.

·         SS.5.A.4.6 – Describe the introduction, impact, and role of slavery in the colonies.


Learning Targets and Learning Criteria
  • Unit Question: What compels us to survive?
  • Students will explain what colonies and colonists are.
  • Students will explain how colonists arrived in North America.
  • Students will explain what jobs colonists held and describe different jobs.
  • Students will analyze how story elements contribute to the tone of a story.
  • Students will describer how the author develops characters perspective.
Classroom Activities

·         Grammar morning work

·         Centers – writing, spelling/vocab, research, reading fluency, specific skill practice

·         Analyze how story elements contribute to tone

·         Analyze characters perspective

·         Review Colonial America Unit to prepare for test

Assignments Due

·         Colonial America Review test review – 2/7

·         Colonial America Test – Summative – 2/7

·         Spelling test 2/10

·         Vocab test 2/10

·         Grammar test 2/10

·         Unit 6 Week 1 Reading test 2/6

Additional Resources

Spelling/vocab words:

Root – ject = throw

suffix -ish -ive = having character/nature of

  1. eject – to push something out; to force someone to leave.
  2. injection – the act or process of forcing a liquid into something; the act or process of forcing a liquid medicine or drug into someone by using a special needle.
  3. interjection – a spoken word, phrase, or sound that expresses sudden or strong feeling.
  4. project – (1) to cause light, a picture, or movie to appear on a surface. (2) to plan, calculate, or estimate something for a a time in the future.
  5. reject – to refuse to believe, accept, or consider something.
  6. selfish – having or showing concern only for yourself and not for the needs or feelings of other people.
  7. squeamish – afraid to deal with or do things that might hurt or offend people; having an unpleasantly nervous or doubtful feeling; having a sick feeling in the stomach.
  8. combative – having or showing a willingness to fight or argue.
  9. impressive – deserving attention, admiration, or respect; making a good impression.
  10. intensive – involving very great effort or work.


Helpful ixl practice for those needing extra practice for grammar quiz:

TT.6, OO.10, OO.5, RR.3, II.6, FF.2, F.3, KK.1, LL.1, PP.1, PP.3, QQ.1 There are also several Part of Speech games on ixl you can play for practice.


*all plans are subject to change



ALL IEP and ESOL accommodations will be provided daily.

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