|Week #||Q3W5 Feb 6-10|
|Unit of Instruction||Quarter 3|
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.
|Learning Targets and Learning Criteria|
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
Colonial America Review
Language Review Practice
Greek and Latin Vocabulary lesson 22
Ms. Perdisatt’s Homeroom – Literature Circles, Goal Setting
Colonial America Summative – Wednesday, Feb.8
· Spelling test 2/10
· Vocabulary Lesson 21 – formative 2/10
· Grammar Language Review Q3:5 – formative 2/10
· Unit 6 week 2 Benchmark formative – 2/10
Lesson 22 ject (throw) -ish, -ive (having character/nature of
Eject – to push something out; to force someone to leave
Injection – the act or process of forcing a liquid into something; the act or process of forcing a liquid medicine or drug into someone by using a special needle.
Interjection – a spoken word, phrase, or sound that expresses sudden or strong feeling
Project – 1 – to cause light, a picture or a movie to appear on a surface. 2 – to plan, calculate, or estimate something for a time in the future
Reject – to refuse to believe, accept, or consider something
Selfish – having or showing concern only for yourself and not for the needs or feelings of others
Squeamish – afraid to deal with or do things that might hurt or offend people; having an unpleasantly nervous or doubtful feeling
Combative – having or showing a willingness to fight or argue
Impressive – deserving attention, admiration, or respect; making a good impression
Intensive – involving very great effort or work