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MATHEMATICS CURRICULUM GUIDE: GRADE 5Week 5 DATES: September 23rd - September 27th FOCUS STANDARDESSENTIAL CURRICULUM CONTENTMATERIALS / RESOURCESACTIVITIES / ASSESSMENTSNOTESNBT.5 - Fluently multiply multi-digit whole numbers using the standard algorithm.Fluently multiply multi-digit numbers using the standard algorithm.ACADMEIC VOCABULARY: Commutative PropertyAssociative PropertyIdentity PropertyZero PropertyFactorsProductMultipleOverestimateUnderestimatePartial productBaseExponentExponential notationExpanded formStandard formSquaredcubedResources: enVision: Chapter 3Newmark Common Core Book p.41-45 (SmartBoard Lesson, PDF files, homework and classwork practice)Activities: (select multiplication on the left side)Assessments: Class ScapeScore 211st Quarter, Week 5: LANGUAGE ARTS/READING CURRICULUM GUIDEFocusSTANDARDSESSENTIAL CURRICULUM CONTENTMATERIALS / RESOURCES/ACTIVITIES / ASSESSMENTSNF: Text Structure: Cause and EffectF: ConflictGrammar:Past, Present, and Future TenseSpelling: Powerful Vocabulary 3, VerbsWriting: Responding to literature and prompts-RL.5.3 - Compare and contrast two or more characters, settings, or events in a drama, drawing on specific details in the text-R.L.5.1 - Quote Accurately from a text when explaining the text says explicitly and when drawing inferences from the text.-R.I.5.1 - Quote Accurately from a text when explaining the text says explicitly and when drawing inferences from the text.-R.I.5.5 - Compare and Contrast the overall structure of events, ideas, concepts, or information in two or more texts.-L.5.1.b - Use Verb tense to convey various times, sequences, states, and conditions-W5.4-W5.9Non-Fiction:Find text structureLocate key words to indicate text structureUnderstand how text structure relates to author’s purposeUnderstand the points the author is trying to makeUse phrases such as: according to the author, in the book the author says, on page ______ the author wrote....Fiction:Find the main ideasFind the conflicts in the storyUnderstand the types of conflictsRelate how types of conflicts affect textUse appropriate verb tensesKnow that verb tenses convey a sense of time and states of beingMonitor use of verb tenses and correct when necessaryACADEMIC VOCABULARY: conflict, internal conflict, external conflict, resolution, solutionShort Readers:1. Scholastic Teaching Students to Read Nonfiction, Lesson 10: “Blizzard Warning!” (pages 92 - 97) and accompanying questions2. “Crisis in Africa” Passage and Questions ()3. “Children of the Storm” Passage and Questions ()3. Newmark Common Core Reading4. Jacob’s LadderLeveled Readers (correlating with science and social studies)1. The Summer of the Hurricane Andrew (4, below)2. Stormy Weather (4, on)3. Wild Weather (4, adv)4. Storm Danger (5, below)5. Challenges of Storm Chasing (5, on)6. Forecasting the Weather (5, adv)7. Weather Forecasting (Delta)Reading Street Spelling: Unit 1 Week 5 ContractionsVocabulary: Powerful Vocabulary for Reading Success: Unit 5 More Adjectives to Know Grammar Practice:1. Red Grammar Book - pages 110-1132. BrainPop “Tenses”3. “Grammar in Life” Powerpoint Slide 5 from Teachers Pay 4. Teachers website. "Grammar in Life" Powerpoint (you must create an account - it is free)5. “Skating through the Future Verb Tenses” Powerpoint from Teachers Pay Teachers website. "Skating through the Future Verb Tenses"6. Old English Textbooks - White with garden on front cover - pages 150-1557. Yellow with zebra on front cover - pages 104-109Social Studies - CURRICULUM GUIDE: Grade 51st Quarter- Week 5FOCUS STANDARDESSENTIAL CURRICULUM CONTENTMATERIALS / RESOURCESACTIVITIES / ASSESSEMENTSNOTESUnit: Chapter 4: The First Americans (2nd week)Standards: 5.G.1.1 Explain the impact of the physical environment on early settlements in the New World.5.G.1.2 Explain the positive and negative effects of human activity on the physical environment of the United States, past and present.5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations.5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull factors (why people left/why people came).5.C.1.1 Analyze the change in leadership, cultures and everyday life of American Indian groups before and after European exploration.5.C.1.2 Exemplify how the interactions of various groups have resulted in borrowing and sharing of traditions and technology.5.C.1.3 Explain how the movement of goods, ideas and various cultural groups influenced the development of regions in the United States.5.C.1.4 Understand how cultural narratives (legends, songs, ballads, games, folk tales and art forms) reflect the lifestyles, beliefs and struggles of diverse ethnic groups.Essential Content: Students will be able to…-describe the culture of Native Americans.-analyze features and contributions of Native Americans.-compare and contrast different value systems.-recognize how the actions of the past have a continuous impact.Vocabulary: glacier, migration, agriculture, civilization, pueblo, potlatch, clan, irrigation, staple, ceremony, lodge, nomad, travois, longhouse, confederation, wampum, barterLiterature:Native Peoples (Benchmark Education Navigator series)Native Americans at the Time of the Explorers (Benchmark Education Navigator series)The Pacific Northwest (Benchmark Education Navigator series)The Northeast (Benchmark Education Navigator series)The Southeast (Benchmark Education Navigator series)The Southwest (Benchmark Education Navigator series)Native Americans of the Plains (Benchmark Education Navigator series)Activities/Projects:Native American Report- upload a digital copy. Students will type their responses. Students may elect to present as PowerPoint presentation.Materials:TextbookNative American Report (with map of North America)Benchmark Education Navigator series nonfiction readersResources/Videos:Assessments:Native Americans vocab quiz (1st quarter week 5)Exam Viewer chapter 4 question bank (CD with textbook materials)Worksheets:Programs:Worldbook Online- Social Studies PowerScience Curriculum: Week 5Week 4+55..E.1.3Discovery EducationWeather.Write to LearnHardcourt Science BookCoach Brain PopWeatherwizkids. Com (awesome and complete resource)Discovery Education VideosFront Demonstration: Wind Patterns Activity from: : Class Scape; Vocabulary quizletScore 21Hardcourt Science- page C78Hardcourt Science- page 72Hardcourt Science- page 66 Air PressureCoach Book: Predicting the WeatherRead Website – El Nino vs La Nina Successes ReadersWeather to Learn ArticlesWhat are Air Masses?What are hurricanes?What are tornadoes?This web site has a ton of great reading material that is on an elementary level: DemonstrationGlobal Wind Patterns Activity from: ................
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