Week 28
Reading
Reading
45 minutes Question of the Week: How can knowing another language create understanding?
20 minutes Daily Writing: Write, 466 Narrative Writing: Teach/Model, 487g Feature Story Objectives Identify the characteristics of a feature story. - Write a feature story with emphasis on showing, not
telling. Grammar, 487e Possessive Pronouns (Tested Skill) Objectives - Define and identify possessive
pronouns. - Learn which possessive pronouns are used before nouns and which are used alone. - Use
possessive pronouns correctly in writing. - Become familiar with possessive pronoun assessment on
high-stakes tests. New Literacies, 487k Identify Questions Objectives - Formulate an inquiry question
that is connected to this week's lesson focus. - Effectively and efficiently find, evaluate, and
communicate information related to an inquiry question using electronic sources.
Tuesday
Oral Language
10 minutes Speaking, 477 Build Concept Vocabulary
Reading
45 minutes Question of the Day: Why does Jean-Franois care so much about learning a lost language?
Social Studies/Draw Conclusions Comprehension, 470-481 Target Skill: Graphic Sources (Tested Skill)
Objective - Target Skill: Use graphic sources to better understand text. Target Skill: Ask Questions
Objective - Target Skill: Ask questions to improve comprehension of graphic sources. Review Main Idea
Read Seeker of Knowledge Vocabulary, 468-469, 477, 479, 481 Target Skill: Word Structure (Tested Skill)
Objective - Target Skill: Use word structure to determine word meaning. Practice Lesson Vocabulary
(Tested Skill) Fluency, 487a Echo Reading Social Studies: Biography, Egyptology Leveled Readers, LR2836 - Below-Level: The Rosetta Stone - On-Level: Cracking the German Code - Advanced: The Code Talkers
Self-Selected Reading, TR38-39
20 minutes Daily Writing: Strategy Response Log Graphic Organizer, 470 Update Graphic Organizer, 477
Narrative Writing: Prepare to Write, 487g Grammar, 487e Possessive Pronouns (Tested Skill) New
Literacies, 487k Navigate/Search
Wednesday
Centers
45 minutes Question of the Day: Why was Jean-Franois's discovery important? Social Studies/Draw
Conclusions Comprehension, 470-483 Read Seeker of Knowledge Reader Response Selection Test
Vocabulary, 477, 481 Practice Lesson Vocabulary (Tested Skill) Fluency, 487a Model Phrasing Social
Studies: Biography, Egyptology Leveled Readers, LR28-36 - Below-Level: The Rosetta Stone - On-Level:
Cracking the German Code - Advanced: The Code Talkers Self-Selected Reading, TR38-39
Thursday
CentersReading
45 minutes Question of the Day: What are some examples of symbols used for words that you might see
today? Social Studies/Prior Knowledge Comprehension, 484-487 Read "Word Puzzles" Reading Online
Objective - Examine the features of search engines. Reading Across Texts Objective - Compare and
contrast across texts. Vocabulary, 484 Technology Tools Fluency, 487a Partner Reading Social Studies:
Biography, Egyptology Leveled Readers, LR28-36 - Below-Level: The Rosetta Stone - On-Level: Cracking
the German Code - Advanced: The Code Talkers Self-Selected Reading, TR38-39
Monitor Progress
Fluency Day 4 Check 487a Check Fluency WCPM
Friday
Reading
45 minutes Question of the Week: To wrap up the lesson, revisit the Day 1 question. Comprehension,
487b Target Skill: Reteach Graphic Sources (Tested Skill) Objective - Use graphic sources to understand
information. How Art Complements Text Objective - Analyze how art complements text. Vocabulary,
487c Practice Vocabulary Strategy (Tested Skill) Fluency, 487a Assess Reading Rate Social Studies:
Communication Concept Web Leveled Readers, LR28-36 - Below-Level: The Rosetta Stone - On-Level:
Cracking the German Code - Advanced: The Code Talkers Self-Selected Reading, TR38-39
Monday
Pre test on 15
Monday 3/ 11/ 2013
15-5 Problem Solving: Look For a Pattern
State Standards

Algebra: Students continue identifying, describing, and extending numeric patterns involving all
operations and nonnumeric growing or repeating patterns.

Through these experiences, they develop an understanding of the use of a rule to describe a
sequence of numbers or objects.
Tuesday, 3/12/ 2013
library
Wednesday 3/13/2013
16-1 Using Customary Units of Length
Thursday 3/14/2013
16-2 Customary Units of Capacity
Friday 3/15/2013
16-3 Units of Weight
Science Unit 5
Monday-Wednesday lesson 1

Students will identify different
properties of minerals and
understand how minerals make
up rocks.

None

Standard

3 days
Lesson Vocabulary
Duration
mineral, luster, hardness, streak, cleavage
10 minutes
Engage
Duration
The Big Question Transparency
Let's Read Science! Draw Conclusions, p. 201
25 minutes
Envision It! Have students compare gold and "fool's" gold, pp. 202-203.
Use Vocabulary Smart Cards to introduce lesson vocabulary, pp. 245-248.
Explore
Duration
My Planet Diary: Misconception p. 202, blackline master TE p. 207a.
15 minutes
Explain
Duration
Review the Lesson Question and have students read the I will know. . . statement in order to
40 minutes
help them unlock the Big Question, pp. 202-203.
Have students read Mineral Crystals, Properties of Minerals, and Other Mineral Properties
and answer the questions on pp. 203-207.
Lightning Lab: Texture and Effervescence: Have students scratch and dip rocks in vinegar to
determine their properties, p. 205.
Elaborate
Duration
Science Notebook: Have students describe mineral samples in terms of hardness, TE p. 205.
Leveled Content Readers
Below-Level Earth’s Resources (Lexile Measure 690L)
On-Level Types of Rocks and Minerals (Lexile Measure 780L)
Advanced Mining for Rocks and Minerals (Lexile Measure 960L)
See Leveled Reader Teacher Guide for Teacher Support
Evaluate
10 minutes
Duration
Use Vocabulary Smart Cards to review lesson vocabulary, pp. 245-248.
Formative Assessment: Have students complete the Lesson Check blackline master to
determine whether they need additional help with lesson content, TE p. 207b.
35 minutes
Professional Development Note: Content Refresher
Minerals and the Body: The human body needs certain elements from minerals to function. For
example, calcium is important in the formation of bones and teeth, muscle growth and contraction,
blood clotting, heart rhythm, and the transmission of nerve impulses. Other elements derived from
minerals that are important to the body are chromium, copper, iodine, magnesium, manganese,
sodium, phosphorus, potassium, and zinc. For example, chromium is used by the body to bring glucose
from the blood into cells. You can find chromium in pepper.
Hardness of Mineral Samples: The Mohs Scale of Hardness was developed in 1812 by German scientist
Friedrich Mohs. Common materials can be used to test the hardness of mineral samples. For example,
any mineral that can be scratched with a fingernail has a hardness of about 2.5, a fingernail's hardness.
Impurities in Minerals: All minerals contain at least small amounts of impurities. Impurities are
substances that are not a necessary part of the mineral. Some minerals get their color from impurities
that are dissolved in the crystals. Because the dissolved impurities can vary in different samples of the
same mineral, the color of a mineral is not always the same. For example, pure quartz is colorless, but
because of various impurities, its color can range from brown to pink to deep purple.
Effervescence: Putting vinegar or a weak hydrochloric acid solution on calcite is an example of an
effervescence test. Effervescence tests help scientists test for the presence of carbonate (CO3) in a
mineral. Calcite effervesces easily, while other carbonate minerals will only fizz if the mineral is
powdered, or if the acid is heated. Some minerals, such as dolomite, change the color of the acid during
the reaction.
Science Thursday –Monday


Students will describe the three
categories of rocks and know
how they are formed.
medicine cup (30 mL or 1 oz),
clear plastic cup (10 oz), 30 mL
each of sand, salt, coffee, sugar,
and clay soil, small paper clip,
rubber band, crayon (small
piece), p. 208, TE p. 217a,

Standard

3 days
Lesson Vocabulary
Duration
igneous, sedimentary, metamorphic
10 minutes
Engage
Duration
Envision It! Have students discuss what they think will happen when lava and water
interact, pp. 208-209.
25 minutes
Use Vocabulary Smart Cards to introduce lesson vocabulary, pp. 245-248.
Explore
Duration
Explore It! What can you learn from rock layers? p. 208, blackline master TE p. 217a.
15 minutes
Explain
Duration
Review the Lesson Question and have students read the I will know. . . statement in order
to help them unlock the Big Question, pp. 208-209.
Have students read Classifying Rocks, Igneous Rocks, Sedimentary Rocks, Metamorphic
Rocks, and The Rock Cycle and answer the questions on pp. 209-217.
Lightning Lab: Rock Model: Have students model a type of rock using clay and then describe
the type of rock they made, p. 214.
60 minutes
Elaborate
Duration
Tell students about two types of lava and have them infer which type cools more slowly, TE
p. 211.
Leveled Content Readers
Below-Level Earth’s Resources (Lexile Measure 690L)
On-Level Types of Rocks and Minerals (Lexile Measure 780L)
Advanced Mining for Rocks and Minerals (Lexile Measure 960L)
See Leveled Reader Teacher Guide for Teacher Support
Evaluate
10 minutes
Duration
Use Vocabulary Smart Cards to review lesson vocabulary, pp. 245-248.
Formative Assessment: Have students complete the Lesson Check blackline master to
determine whether they need additional help with lesson content, TE p. 217b.
35 minutes
ELL Support
1. Content and Language: Show students a small and large ball. Say the words small and large. Have
students repeat and demonstrate comprehension by identifying other small and large objects. Introduce
synonyms, such as little and big, tiny and huge. Have students use them in their descriptions.
2. Frontload the Lesson: Preview the lesson with a picture walk. Ask: What do many of the pictures have
in common? (Rocks) Have students predict what the lesson might be about. Have them check their
predictions at the end of the lesson.
3. Comprehensible Input: Have students work in pairs using a three-column chart with the headings
"Type of Rock," "Made From," and "How It Forms." Students might also wish to add fourth and fifth
columns with the headings "Example" and "Use." Have them share their charts with another pair. If
students have difficulty explaining verbally how rocks form, help them draw a diagram to illustrate the
process.
Professional Development Note: Content Refresher
Igneous Rocks: Igneous rocks that are formed from magma that reaches Earth's surface are called
extrusions. Igneous rocks formed from magma that cools below Earth's surface are called intrusions.
Volcanic activity produces extrusions as lava flows down the side of a volcano, eventually hardening.
Other volcanic extrusions occur when magma is ejected from a volcano as a result of violent gaseous
explosions. The amount of magma released from a volcano during a violent explosion can be as much as
3,000 cubic kilometers (about 720 cubic miles).
Sedimentary Rocks: Sedimentary rocks can reveal clues about what Earth was like millions of years ago.
Shale was formed from the accumulation of sediment in ocean basins and may indicate an ancient
ocean or mouth of a river. Sandstone was formed from sand and may indicate dunes, desert, or coastal
areas existed there in ancient times. Coal was formed from dead trees, ferns, and other plants and may
indicate an ancient forest or wetland existed there long ago
Spelling The Seeker of Knowledge
Generalization The sound /j/ can be spelled ge and dge: charge, bridge.
The sounds /ks/ and /kw/ can be spelled xc, x, and qu: except, expect, equal.
1. village
Challenge Words
2. except
21. expedition
3. explain
22. aquarium
4. quick
23. inquire
5. charge
24. frequent
6. bridge
25. advantage
7. knowledge
8. question
9. equal
10. queen
11. excited
12. expect
13. Texas
14. fudge
15. excellent
16. exercise
17. quart
18. liquid
19. quilt
20. expert