Q3W5 Jan30-Feb3

ELA.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.1.2 – compare/contrast how authors from different time periods address the same or related topics.

·         ELA.5.R.1.4 – Explain how figurative language and other poetic elements work together in a poem.

·         ELA.5.R.2.1 – explain how text structure and/or features contribute to overall meaning

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

·         ELA.5.R.3.2b – summarize to enhance comprehension

·         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.1.3 – Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, organizational structure with varied transitions.

·         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.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.

Unit Question: What compels us to survive? 

 Students will explain what a colonist and colony is.                                                 

Students will be able to explain how colonists arrived in North America.

Students will be able to explain why colonists came to America

Students will be able to explain that there are 13 colonies divided into three geographical regions

Students will be able to describe the different lives of the men, women, children and slaves.

Students will be able to describe what colonial schools were like and compare them to schools today

IReady          Newsela

Opinion Writing

Colonial folders

Language Review Practice

Greek and Latin Vocabulary lesson 21

Ms. Perdisatt’s Homeroom – Literature Circles, Goal Setting

Colonial region posters (formative) centers

Colonial jobs Summative

·    Spelling test 2/3

·     Vocabulary Lesson 20 – formative 1/27

·      Grammar Language Review Q3:4 – formative 1/27

·      Unit 5 Benchmark – summative 1/2

Vocabulary and ‘spelling lesson 21   grad, gres (step)       -able, ible (can be done)

degrade – to treat something or someone poorly and without respect

gradual – moving or changing in small amounts; happening in a slow way over a long period of time

graduate – to earn a degree or diploma from a school, college, or university; to move from one level to a higher level

progressive – ,moving forward; using or interested in new or modern ideas

regress = to return to an earlier and usually worse or less-developed condition or state

desirable – having a good or pleasing qualities; worth having or getting

vulnerable – easily hurt or harmed physically, mentally, or emotionally; open to attack, harm , or damage

visible – able to be seen; easily seen or understood

flexible – capable of bending or being bent; easily change; willing to try different things

reversible – able to be changed back to an earlier state