Quarter 3 Weeks 8 and 9 Lesson Plans (Feb. 26- Mar. 9)

TeacherAlicia Pryce
Subject AreaELA/Social Studies
Grade Level5th Grade
Week #28-29
Unit of InstructionModule 3
Standard(s) Taught

ELA (Reading and Writing)

LAFS.5.RL.1.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


LAFS.5.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.


LAFS.5.RI.2.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


LAFS.RL.2.6 Describe how a narrator’s or speaker’s point of view influences how events are described.


LAFS.5.RL.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


LAFS.5.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

LAFS.5.RL.3.9 Compare and Contrast stories in the same genre on their approaches to similar themes and topics

LAFS.5.RI.1.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


LAFS.5.SL.1.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.



Social Studies

SS.5.A.1.2 Utilize timelines to identify and discuss American History time periods.

SS.5.A.5.1 Identify and explain significant events leading up to the American Revolution.

SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution.

SS.5.C.2.1 Differentiate political ideas of Patriots, Loyalists, and “undecideds” during the American Revolution.

Learning Targets and Learning Criteria


Students will analyze an author’s words and find quotes needed to support both explicit and inferential questions.  

Students will compare (determine similarities and differences) the characteristics of fairy tales, fables, folktales, myths, and legends.

Students will analyze how various authors develop the same event or topic and determine how each author’s point of view affects the text.

Students will identify 2 or more main ideas in a text and compare the main ideas with a text on a similar topic.

Students will use sequence of events to write a summary of a narrative text.


Students will revise and edit an opinion essay for proper punctuation, spelling, and sentence structure.

Students will write and edit sentences using proper subject/verb agreement.

Students will use transitions to introduce new topics to their writing.

Students will identify the components of a conclusion and will write a conclusion including those components.

Students will review for this FSA Writing test.


Social Studies

Students will order historical events using a historical timeline.  

Students will explain the primary conflicts American colonists had with England and analyze how these unresolved conflicts led to the American Revolution.

Students will identify key events that led to the American Revolution.

Students will describe why American colonists protested against England and the colonists’ methods of protest.

Students will identify political leaders of the American Revolution.

Students will evaluate the impact that significant individuals and groups had on the American Revolution.

Students will compare and contrast Patriots, Loyalists, and “undecided” in terms of political philosophy.

Classroom Activities


 Whole Group Instruction– Students will be completing their project on traditional literature (fairy tales, folktales, myths, legends, and fables). Students will also continue reading their independent novel this week and will focus on identifying sequence of events in the novel and using them to write a summary. We will also read a variety of traditional literature examples and will review the characteristics of fiction text as we do so (plot, characters, setting, theme, problem/solution, cause/effect, etc.). We will also compare and contrast the different stories.

  •  In writing, students will edit and revise their opinion essay on switching classes. They will specifically be working on their introductions and conclusions to make sure that they relate to one another and open and close their papers. Students will also be taught the characteristics of narrative writing. We will read sample writings and locate the characteristics that were taught.


  • Small Group Instruction– Students will participate in centers that cover the standards for the week. There will be 6 centers: small group, independent reading, comprehension, writing, traditional literature, and vocabulary. Small groups will also meet with the teacher during RTI to review concepts from previous weeks. Students will also continue individual conferencing with the teacher about the self-selected book they are reading for homework.
Assignments Due

In Class:

Students will edit and revise their opinion essays on switching classes using a rubric.

Students will read 2 chapters in their novels and will use sequencing of events to write a summary of the text.

Students will read fiction and nonfiction text and will identify unknown words and will use strategies (context clues, prefixes/suffixes, etc.) to help determine the meaning of the words.

Students will complete 6 small group centers focused on the standards of the week.

Students will read a variety of traditional literature texts and will complete their in-class project.

Students will take the FSA writing test on March 5th .

Students will begin a new narrative writing project.




Students have a reading log and essay due on Friday, March 2nd.


Additional Resources