Q1W9 10/10-10/14

Standards Addressed in Lesson:
• ELA.5.V.1.1 – recognize/use academic vocabulary in speaking and writing
• ELA.5.V.1.3 – apply knowledge of Greek and Latin Roots and affixes, recognizing the connection between affixes and parts of speech, to determine meaning.
• ELA.5.R.1.1 – Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.
• ELA.5.R.1.3 – Describe how an author develops a characters perspective in a literary text.
• ELA.5.R.2.1 – explain how text structures and/or features contribute to overall meaning.
• ELA.5.R.2.2 – explain how relevant details support the central idea(s)
• ELA.5.R.2.3 – Analyze an author’s purpose and/or perspective in an informational text.
• ELA.5.R.2.4 – track the development of an argument, identifying the specific claim(s), evidence, and reasoning
• ELA.5.R.3.2b – summarize an information test to enhance comprehension; include central idea(s) and relevant details
• ELA.5.F.1.3 – apply knowledge of letter-sound correspondences, syllabication patterns, and morphology to read/write unfamiliar single-syllable and multisyllabic words
• ELA.5.F.1.4 – read with accuracy, automaticity, and prosody or expression
• ELA.5.C.1.1 – demonstrate fluent and legible cursive writing skills
• ELA.5.C.1.4 – write expository texts about a topic using multiple sources including an organizational structure, relevant elaboration, and varied transitions
• ELA.5.C.1.5 – improve writing by planning, revising, and editing
• ELA.5.C.2.1 – write personal or fictional narratives using a logical sequence/use techniques: dialogue, description, transitional words and phrases
• ELA.5.C.3.1 – Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
• ELA.5.C.4.1 – conduct research to answer a question, organize information about a topic and using multiple reliable and valid sources.
• SS.5.A.2.1 – Compare cultural aspects of ancient American civilizations (Aztecs/Mayas; Mound Builders/Anasazi/Inuit).
• SS.5.A.2.2 – Identify Native American tribes from different geographic regions of North America.
• SS.5.A.2.3 – Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.

• Students will analyze characters of a story using details to support their analysis.
• How do we decide which resources we should develop?
• Students will describe the cultural aspects of various ancient American civilizations.
• Students will identify similarities and differences between two different civilizations.
• Students will describe how Native Americans arrived in North America.
• Students will be able to discuss each Native American region including its natural resources, types of homes, clothing, transportation, and other features specific to each region.

• Novel Study I Love You Michael Collins
• Grammar morning work
• Centers – writing, spelling/vocab, research, reading fluency, specific skill practice
• Writing an opinion essay
• Research project – in class – Native Americans

• Vocab/spelling test – 10/14 – Formative
• Grammar quiz – 10/14 – Formative
• Southwest Region Test 10/13
• Reading Test – 10/12

Spelling/vocab words:
Root: hydr – water
suffix: -ance, -ence – state, quality -ness – state, conditioin
1. Dehydrated – the state in which a large amount of water has been lost or removed from the body or from food.
2. Hydrant – a pipe in or near the street that provides water, especially for putting out fires.
3. Hydrate – to add water or moisture to something; to supply something with water.
4. Hydraulic – operated by the pressure of a fluid.
5. Hydroplane – to slide on a wet road because a thin layer of water on the road causes the tires to lose contact with it.
6. Maintenance – the act of maintaining something or someone; the act of causing something to exist or continue without changing; the act of providing support for someone or something.
7. Consequence – something that happens as a result of a particular action or set of conditions.
8. Ambivalence – a state of having very different feelings (such as love and hate) about someone or something at the same time.
9. Consciousness – the condition of being conscious; the normal state of being awake and able to understand what is happening around you.
10. Fondness – a feeling or showing of love or friendship; strongly felt; having a liking for or love of someone or something.
Trunk-or-treat – October 22. We are collecting fun size m&m’s if anyone would be able to donate a bag.

*all plans are subject to change

ALL IEP and ESOL accommodations will be provided daily.
If you have not yet signed up for my classroom Remind, please do so. Text @22bartlett to 81010