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Common Core Learning Standard(s) Addressed This Week: HYPERLINK "" CCSS.ELA-Literacy.RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. HYPERLINK "" CCSS.ELA-Literacy.RL.5.2Determine 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. HYPERLINK "" CCSS.ELA-Literacy.RL.5.4Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. HYPERLINK "" CCSS.ELA-Literacy.RL.5.5Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. HYPERLINK "" CCSS.ELA-Literacy.RL.5.7Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem).Bloom’s Taxonomy:Level I: Knowledge Exhibits memory of previously learned material by recalling fundamental facts, terms, basic concepts and answers about the selection. Level II: Comprehension Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptors and stating main ideas.Level IV: Analysis Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. Level VI: Evaluation Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.Read Aloud-A Package for Mrs. JewlsGenre-Humorous FictionTarget Skill-Story StructureTarget Strategy-SummarizeGrammar-Complete SentencesSpelling-Short VowelsVocabulary Strategies-Using ContextAlignment to CEG Curriculum Framework: 5th grade Journeys Reading Clever assigned links Getting to know each other-Team Building Activities Character Education Self-Control and PBIS-ArrivalThis week’s CD model will link with proper preparation of the Domain 2: The Classroom Environment. 3rd week continue to model domain 1 with students. Charlotte-Danielson:Domain 11b-Demonstrating knowledge of students-classroom culture: ice breakers and student interest, reading and writing surveys. (2A)1c-Setting Instructional outcomes-Instructional procedures and routines of mathematics instruction (2B)Charlotte-Danielson: Domain 11b-Demonstrating knowledge of students-classroom culture: ice breakers and student interest, reading and writing surveys. (2A)1c-Setting Instructional outcomes-Instructional procedures and routines of mathematics instruction. (2B)Charlotte-Danielson:Domain 11b-Demonstrating knowledge of students-classroom culture: ice breakers and student interest, reading and writing surveys. (2A)1c-Setting Instructional outcomes-Instructional procedures and routines of mathematics instruction. (2B)Charlotte-Danielson: Domain 11b-Demonstrating knowledge of students-classroom culture: collaboration activity (2A)1c-Setting Instructional outcomes-Instructional procedures and routines of mathematics instruction. (2B) Character Education Focus (Character Word and Explicit Activity): Self Control – Mon.- All About Self Control (song for kids about controlling your body and words) Based off the video seen yesterday, students will create a plan for controlling self-controlWed.-Students will draw a comic strip with characters acting out how to have self-control.Thurs.-Students will finish the comic strip. Fri.-Students will have a gallery walk showcasing their comic strip about self-controlDay 1Day 2Day 3Day 4Day 5I Can Statement(s):I can explain what the text says by quoting from the text.I can determine the theme of a story from details in the text. I can determine the meaning of words or phrases as they are used in the text. I can explain the structure of the text using chapters. I can analyze how multimedia elements contribute to the meaning tone or beauty of a text. I can determine the meaning of 5th grade vocabulary and phrases in the text.I Can Statement(s):I can explain what the text says by quoting from the text.I can determine the theme of a story from details in the text. I can determine the meaning of words or phrases as they are used in the text. I can explain the structure of the text using chapters. I can analyze how multimedia elements contribute to the meaning tone or beauty of a text. I can determine the meaning of 5th grade vocabulary and phrases in the text.I Can Statement(s):I can explain what the text says by quoting from the text.I can determine the theme of a story from details in the text. I can determine the meaning of words or phrases as they are used in the text. I can explain the structure of the text using chapters. I can analyze how multimedia elements contribute to the meaning tone or beauty of a text. I can determine the meaning of 5th grade vocabulary and phrases in the text.I Can Statement(s):I can explain what the text says by quoting from the text.I can determine the theme of a story from details in the text. I can determine the meaning of words or phrases as they are used in the text. I can explain the structure of the text using chapters. I can analyze how multimedia elements contribute to the meaning tone or beauty of a text. I can determine the meaning of 5th grade vocabulary and phrases in the text.I Can Statement(s):I can explain what the text says by quoting from the text.I can determine the theme of a story from details in the text. I can determine the meaning of words or phrases as they are used in the text. I can explain the structure of the text using chapters. I can analyze how multimedia elements contribute to the meaning tone or beauty of a text. I can determine the meaning of 5th grade vocabulary and phrases in the text.Learning Activities:Read Aloud-A Package for Mrs. JewlsIntroduce Vocab T-14, T-15Read and Comprehend-T-16, T-17Think through the text T-18-T29Spelling T-46Grammar TT-48Learning Activities:Dig Deeper: How to Analyze the Text, T-30, T31Story StructurePoint of View IronyTeach ExpressionSpelling-T-46Grammar-T-49PPT-Story Structure, Point of View and Irony Learning Activities:Independent Reading-T-34Apply Vocab-T-35Practice Expression-T-23Spelling-T-47Grammar T-49Learning Activities:Classroom Conversation, T-36Vocabulary SpellingGrammarPPT-Complete Sentences Learning Activities:Continue with weekly lessons Assessment:Interactive Notebook (Notes) 3-2-1 Exit Ticket PowerPoints discussions Listed worksheets completedAssessment:3-2-1 Exit Ticket PowerPoints discussions Listed worksheets completedAssessment:Pre-Assessment *Types of sentencesPowerPoints discussions Listed worksheets completedAssessment:3-2-1 Exit Ticket Alphabets review PowerPoints discussions Listed worksheets completedAssessment:TestComprehensionGrammarSpellingVocabularyStrategic Teacher Led Small Groups:Groups are based on observation until I-Ready Diagnostic test is administered see belowStrategic Teacher Led Small Groups:Groups are based on observation until I-Ready Diagnostic test is administered see belowStrategic Teacher Led Small Groups:Groups are based on observation until I-Ready Diagnostic test is administered see belowStrategic Teacher Led Small Groups:Groups are based on observation until I-Ready Diagnostic test is administered see belowStrategic Teacher Led Small Groups:Groups are based on observation until I-Ready Diagnostic test is administered see belowExtended Learning:Mini Lesson-Story Structure PPT slides 1-12, 25-27How to Summarize PPTPoint of View PPT and Clever for Brain PopComplete Sentences PPTYouTube Videos Tutorials- Story Elements- Low of sentences Learning:Continue all week Extended Learning:Continue all weekExtended Learning:Continue all weekExtended Learning:Continue all weekLesson Accommodations: Visually and auditory learners will listen and the story is projected. Selected students with special needs will have partial notes written out. Folders will be provided with modified work for that child’s level. Small group settingLesson Accommodations: Visually and auditory learners will listen and the story is projected. Selected students with special needs will have partial notes written out. Folders will be provided with modified work for that child’s level. Small group settingLesson Accommodations: Visually and auditory learners will listen and the story is projected. Selected students with special needs will have partial notes written out. Folders will be provided with modified work for that child’s level. Small group settingLesson Accommodations: Visually and auditory learners will listen and the story is projected. Selected students with special needs will have partial notes written out. Folders will be provided with modified work for that child’s level. Small group settingLesson Accommodations: Visually and auditory learners will listen and the story is projected. Selected students with special needs will have partial notes written out. Folders will be provided with modified work for that child’s level. Small group settingWhat will you do if students do not understand?One-on-One and have the student draw it out.Peer to peerWhat will you do if students do not understand?One-on-One and have the student draw it out.Peer to peerWhat will you do if students do not understand?One-on-One and have the student draw it out.Peer to peerWhat will you do if students do not understand?One-on-One and have the student draw it out.Peer to peerWhat will you do if students do not understand?One-on-One and have the student draw it out.Peer to peerAccommodation/Modifications for students with IEPs (List students with correlating plan)D.F-T=extended time, repeat instructions, small group, test read and preferential seating V.A.=alternate location, extended time, reduce/modified lessons and homework, K.K.= extended time, repeat instructions, small group, test read and preferential seating Accommodation/Modifications for students with IEPs (List students with correlating plan)Same Accommodation/Modifications for students with IEPs (List students with correlating plan)sameAccommodation/Modifications for students with IEPs (List students with correlating plan)sameAccommodation/Modifications for students with IEPs (List students with correlating plan)sameLesson Closure:Share time whole groupShare time small groupSticky note pass (2 man or 4-man group) Whiteboard-reviewLesson Closure:Share time whole groupShare time small groupSticky note pass (2 man or 4-man group)Whiteboard-reviewLesson Closure:Share time whole groupShare time small groupSticky note pass (2 man or 4-man group)Whiteboard-reviewLesson Closure:Share time whole groupShare time small groupSticky note pass (2 man or 4-man group)Whiteboard-reviewLesson Closure:Share time whole groupShare time small groupSticky note pass (2 man or 4-man group)Whiteboard-reviewIntervention BlockBasic skills math concepts with a strong focus on vocabularyIntervention BlockBasic skills math concepts with a strong focus on vocabularyIntervention BlockBasic skills math concepts with a strong focus on vocabularyIntervention BlockBasic skills math concepts with a strong focus on vocabularyIntervention BlockBasic skills math concepts with a strong focus on vocabularyVocabulary (Introduction)1.? shifted (v.) - moved or changed your position2.? struggled (v.) - tried very hard to do something but still had difficulty3.? wobbled (v.) moved unsteadily from side to side4.? staggered (v.) - walked very unsteadily5.? interrupted (v.) - stopped briefly6.? disturbing (v. or adj) - upsetting7.? speciality (n.) - a featured item or attraction8. squashing (v.) - crushing or flattening9.? collapsed (v.) fell down10.? numb (adj.) - having very little sensation or feelingVocabularyWrite definition on index cards, sentence and part of speechVocabularyStudent readers’ notebook assignment VocabularyStudent readers’ notebook assignment VocabularySynonyms/Antonyms – Make a list of your vocabulary words and write two synonyms andtwo antonyms next to each word. Use a dictionary or thesaurus for help, if needed.Content Specific QuestionsEssential Question: 1.How can an experiment clarify an idea?Content Specific QuestionsEssential Question:2. Why do readers read? Content Specific QuestionsCont.Content Specific QuestionsEssential Question:3. How do readers construct meaning?Content Specific QuestionsStudents must answer essential questionsSpelling Words-students will work in Readers notebook 1. breath2. wobble3. blister4. crush5. direct6. promise7. grasp8. numb9. hymn10. shovel11. gravity12. frantic13. swift14. feather15. comic16. bundle17. solid18. weather19. energy20. stingyLiteracy Rotations based on 1st observations Mrs. H.H.’s Class 5-AYellowGreenBlueRedOrangePurple Jalen AllenXaiver MerriweatherKeith Turner Mya Sparkman Da’Myah F-TVictor AllenMadison BallardMarquis Jones NaKayla Hayes Janiya Clark Cincere CarterOsjawa RogersOndrea BryantAhjanae Turner Pierre GrossTrea’Von ThomasJason ReynoldsKendall JonesJordan AndersonSamiah Tyson Lauren Hudson Richman SmithTyrell MooreAmauri DumasDarija ColsonKacey DanielsJaylen TrambleRashod CarlisleTina Arnold1st Small (H.H.) group/workbook2nd spelling/vocab3rd CCS/Story structure (Clever)1st Small (H.H.) group/workbook2nd spelling/vocab3rd CCS/story structure (Clever)1st CCS/Story Structure (Clever)2nd small (H.H.) group/workbook3rd spelling/vocab1st CCS/Story Structure (Clever)2nd small (H.H.) group/workbook3rd spelling/vocab1st spelling/vocab2nd CCS/story structure (Clever)3rd small(H.H.) group/workbook 1st spelling/vocab2nd CCS/story structure (Clever)3rd small(H.H.) group/workbook This lesson will run approximately 3-weeks because I have not seen the other 2-classes. My class 5-A will move along and master the structure in ELA, whereas 5-B and 5-C will need to get familiarized with note taking, labeling all materials, etc. I will add to the lesson each week as the students’ progress for a deeper understanding of the targeted strategies. ................
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