Q2W6 11/28-12/2

Explorer Summative review

TeacherDanielle Bartlett
Subject AreaELA & Social Studies
Grade Level5
Week #
Unit of InstructionUnit 4
Standard(s) Taught

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.1.4 – Explain how figurative language and other poetic elements work together in a poem.
• ELA.5.R.3.1 – Analyze how figurative language contributes to the meaning in text(s).
• 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.1.2 – Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as dialogue, description, and transitional words and phrases.
• ELA.5.C.1.5 – improve writing by planning, revising, and editing
• ELA.5.C.2.1 – Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.
• 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.3.1 – Describe technological developments that shaped European exploration.
• SS.5.A.3.2 – Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
• SS.5.A.3.3 – Describe interactions among Native American, Africans, English, French, Dutch, and Spanish for control of North America.

Learning Targets and Learning Criteria

• Unit Question: How can other perspectives help us evaluate the world?
• Students will describe technology used by European explorers.
• Students will compare and contrast aspects of explorers.
• Students will describe the interactions between explorers and Natives.

Classroom Activities

• Grammar morning work
• Centers – writing, spelling/vocab, research, reading fluency, specific skill practice
• Narrative Writing

Assignments Due

• Explorer Study Guide – 11/30
• Explorer summative – 11/30
• Spelling test 12/2
• Vocabulary test – 12/2
• Grammar quiz – 12/2

Additional Resources

Spelling/vocab words:

Root – Astr – star
Prefix – di-, bi- – two tri- three
Words –
1. Asterisk – a symbol * that is used in printed text, sometimes to tell someone to read a note that can be found at the bottom of the page.
2. Asteroid – a minor planet; one of the thousands of small bodies that circle around the sun.
3. Astronaut – a person who travels into outer space in a spacecraft.
4. Astronomer – a person who studies the stars, planets, and other objects in outer space.
5. Astronomical – (1) extremely large. (2) of or relating to astronomy.
6. Dilemma – a situation in which you must make a difficult choice.
7. Diverse – different from each other; made up of people or things that are different from each other.
8. Bilingual – able to speak and understand two languages; using or expressed in two languages.
9. Trio – a group of three singes or musicians who perform together; a group of three people or things.
10. Trilogy – a series of three novels or movies that are closely related and involve the same characters or themes.

*all plans are subject to change
*See additional resource attachment links at the top of this page if available

ALL IEP and ESOL accommodations will be provided daily.
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