Quarter 3 Week 4 and 5 Lesson Plans (Jan.29- Feb. 9)

ELA Standards (Reading and Writing)  

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.

SS.5.C.1.1 Explain how and why the United States government was created.

SS.5.C.1.4 Identify the Declaration of Independence’s grievances and Articles of Confederation’s weaknesses.

SS.5.C.1.2 Define a constitution, and discuss its purposes.

Reading

Students will use various strategies (e.g., context clues, root words, affixes) to determine the meaning of words and phrases.

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

Students will compare and contrast characters from different literary works.

Students will identify basic points of view as first person (narrator tells about her/himself; “I”), second person (narrator talks directly to reader; “you”), or third person (narrator tells about others; “he/she/it”).

Students will determine a narrator’s or speaker’s point of view in a text.

Students will describe how events in a text are influenced by point of view.

Students will compare (determine similarities and differences) how stories in the same genre can communicate the same theme or topic.

Students will define point of view as how the author feels about the situation/topic of a text.

Students will determine an author’s point of view (What do they know about the author’s opinions, values, and/or beliefs?) and explain his/her purpose for writing the text.

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

Writing

Students will revise and edit an informational 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.

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 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.

Students will explain how and why the United States government was created.

Students will identify the Declaration of Independence’s grievances and Articles of Confederation’s weaknesses.

·         Whole Group Instruction– Students will read 2 different literary texts with characters that have different personality traits. Students will compare and contrast the characters and will use a variety of vocabulary strategies to identify unknown words. We will read a fiction text this week and focus on identifying the speaker’s point of view and how it influences the events in the novel. We will also read a poem about the American Revolution and will identify and infer the meaning of figurative language presented in the poem.

·          In writing, students will edit and revise their informative essay on invasive species. They will specifically be looking for text evidence and elaboration. Students will also edit and write sentences using correct subject/verb agreement.

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·         Small Group Instruction– Students will participate in centers that cover the standards for the week. There will be 6 centers: small group, independent reading, research, comprehension, writing, 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.