Allison Pettigrew, 5th grade Week of: Oct 7-11 Monday – A day Tuesday – B day Homeroom: 7:50 – 8:10 Reading 8:10-9:45 Morning routine, 180 days of math, news Morning routine, 180 days of math, news Whole Group: TTW read “San Padre Island Sea Turtles” aloud to class (BTE pp. T12 & 13) Minilesson: TGW discuss how author’s purpose is based on feeling toward subject. Independent Reading/small group 8:30 – 8:45 Guided Reading Group 8:45-9:00 Whole Group: TTW read “Interrupted Journey” aloud to class (BTE pp. 151162). Minilesson: TTW lead class in discussion of cause/effect relationships from the passage. TSW complete projectable with teacher assistance. TGW discuss other cause/effect relationships in passage and list them on sheet. Guided Reading Group 9:00-9:30 Small Group: TTW meet with leveled groups if time allows. Share: TSW share how people’s actions have affected things around them from their independent reading. Small Group: TTW meet with leveled groups. Share: TSW share how the author of their selection felt about the subject and how the reader knew. Word Study 9:30 – 9:45 Word Study: Lesson 6 TTW model the sort and TSW repeat the sort independently. Word Study: TSW sort words based on vowel sound and spelling patterns. Writing 9:45 – 10:05 GRAMMAR: Correcting Run-On Sentences and Fragments Intro- Run-On sentences Power Point TTW guide students through the power point checking for understanding. TTW play a review game with students, which review the information in the power point, to check for understanding. http://www.quia.com/pop/37752.html?AP_rand=58097 8803 TTW distribute pg. 25 of the grammar sheets for students to practice independently. WRITING: Free Writing Early finishers, who have published their competition writing, may work on a free writing assignment. SHARE: Review answers GRAMMAR: Run-On Sentences Use page 26 of grammar sheets to review complex sentences. TTW guide students through 1-3 on the smart board. Students will finish the rest and check as a class. WRITING: Focus Trait: Organization Cause and Effect Paragraph Day 1 &2 BTE: pg. 52-53 TTW display Projectable 6.9 and ask students to identify cause and effect. TSW identify topic sentence and details. TTW discuss words that show cause and effect (so that, therefore, if… then,..). TCW read pg 160 and discuss the author’s use of such words. TTW distribute practice book pg. 72 for students to practice adding cause and effect transitional words to make sentences better. SHARE: Discuss answers. Related Arts Related Arts Writing cont. 10:55 – 11:25 Writing cont. 10:55 – 11:25 Related Arts 10:10 – 10:50 Writing cont. 10:55 – 11:25 Math 11:25 – 12:10 Unit 3 – Lesson 1 Standards: 5-2.4 TTW: model exploring fractions and decimals relations and discuss SAB p.83; model writing fractions as decimals SAB p.84; Independent practice HW p.47 ; math centers TSW: participate in whole class discussion and completion of SAB pp.83-84 and independent practice HW p.47; move to math centers if mastered concept Lunch 12:10 – 12:35 Math cont. 12:35 – 1:05 SWITCH 1:05 Recess/ Bathroom 1:10 -1:30 Science 1:35 – 2:25 Lunch Math cont. 12:35 – 1:05 Unit 3 – Les 2 Standards: 5-2.1 5-2.4 TTW: guide students to visualize decimals in various models using SAB p.85 and extra math materials (found in TRB); pass out secret code cards and introduce, have students create various decimal numbers; whole class discuss inequality signs to compare decimals and address misconceptions; have students complete SAB p.86 and review; if time – independent practice HW p.49 TSW: participate in whole group discussions and complete SAB p.85 and HW p.49 Lunch Math cont. 12:35 – 1:05 SWITCH 1:05 (B days only) Recess/ Bathroom SWITCH 1:05 (B days only) Recess/Bathroom Switch back 2:25 End of Day 2:352:45 Wednesday –A Inquiry Assessment Inquiry Assessment Switch back 2:25 (B days only) Pack Up/dismissal Switch back 2:25 (B days only) Pack Up/dismissal Thursday - B Friday - A Morning routine, 180 days of math, news Morning routine, 180 days of math, news Whole Group: TTW read “Skywoman and Turtle” (BTE pp. 164-166) Minilesson: TGW discuss how myths explain events in the natural world. Whole Group: TCW review cause/effect relationships in text, recognizing clue words, and inferring cause/effect relationships. (Powerpoint review) Morning routine, 180 days of math, news Whole Group: Skill assessment Small Group: TTW meet with leveled groups. Share: TSW the details of a myth they have read. Small Group: TTW meet with leveled groups. TTW meet with leveled groups. Word Study: TSW speed sort words into correct categories. Word Study: TSW will orally quiz each other to check for accuracy in spelling. Word study quiz Cold read comprehension assessment GRAMMAR: Run-On Sentences and Sentence Fragments TCW complete pg. 27 of grammar sheets to review skill. TTW display on smart board to guide students through the sheet. GRAMMAR: Quick Review http://quizlet.com/705488/sentence-fragmentsand-run-on-sentences-flash-cards/ TTW Use this flashcard game that identifies run on sentences and fragments. WRITING: Focus Trait: Organization; Cause and Effect Paragraphs BTE Day 5: 54 TTW display Projectable 6.11 on smart board. TCW discuss Barry’s draft and corrections. Students will continue drafting and revise their writing. TTW conference with students about organization. SHARE: TTW share a sentence from their writing. GRAMMAR: Quick Quiz- Run on Sentences Use teacher created quiz. WRITING: Organization; Cause and Effect Paragraphs TSW finish revising and publish their writing. SHARE: TSW share a cause and effect relationship from their story. Related Arts Writing cont. Unit 3 – Lesson 3 Standards:5-2.1 5-2.4 TTW: model place value of decimals SAB p.87; have students use code cards to make numbers with whole and decimal values then work to compare various numbers SAB p.88; discuss word and expanded form with decimals; IP HW p.51 TSW: work to master whole numbers and decimals in all forms SAB p.87 and HW p.51; math centers if time Related Arts Writing cont. Unit 3 – Lesson 4 Standards: 5-2.5 5-2.8 TTW: model adding/subtracting with decimals using decimal number lines and code cards; relate conversions in metric system based on decimal concept SAB p.91; independent practice HW p.53 TSW: demonstrate mastery in add/subtract decimals using SAB p.91 and HW p. 53; math centers if time Lunch Math cont. SWITCH 1:05 (B days only) Recess/ Bathroom Standard 5-3.1: Explain how natural processes (including weathering, erosion, deposition, landslides, volcanic eruptions, earthquakes, and floods) affect Earth’s oceans and land in constructive and destructive ways. Lunch Math cont. SWITCH 1:05 (B days only) Recess/ Bathroom Standard 5-3.1: Explain how natural processes (including weathering, erosion, deposition, landslides, volcanic eruptions, earthquakes, and floods) affect Earth’s oceans and land in constructive and destructive ways. TTW lead students through part one of the Stream Tables investigation, introduce the new vocabulary and facilitate discussion on the content/inquiry topics and on the Grand Canyon was formed. TTW introduce the song for the unit and will lead students in creating vocabulary cards. TTW lead students through part one of the Stream Tables investigation, introduce the new vocabulary and facilitate discussion on the content/inquiry topics and on the Grand Canyon was formed. TTW introduce the song for the unit and will lead students in creating vocabulary cards. Related Arts Writing cont. Unit 3 – Lesson 6 Standards:4-2.1 TTW: use HW p.55 various problems for review of Thursday’s lesson; then review place value concepts and increase/decrease numbers SAB p.99; independent practice HW p.57-58 TSW: complete HW p.55 and check/correct; review place value and complete SAB p. 99 and HW p.57-58; math centers if time Lunch Math cont. SWITCH 1:05 (B days only) Recess/Bathroom TTW lead the students through part two of the Stream Tables investigation. TTW focus on deposition and on the path that the water takes through the stream table. TTW relate this experiment to the Grand Canyon. TTW present the new vocabulary words and content/inquiry topics to the class. WRITING: Pre write; Focus Trait: Organization BTE-pg. 53-54 Days 3 &4 TTW display Projectable 6.10 on smart board. TTW distribute the projectable to students to fill out. TCW discuss the Prompt and the teacher will model two cause and effect relationships. Students will complete their T-Map. Students will use their T-Map to begin writing their draft using the expectations on BTE pg. 54 TSW participate in the investigation and discussion. TSW make journal entries in their science notebooks. TSW participate in the investigation and discussion. TSW make journal entries in their science notebooks. TSW participate in the investigation and discussion. TSW make journal entries in their science notebooks. Switch back 2:25 (B days only) Pack Up/dismissal Switch back 2:25 (B days only) Pack Up/dismissal Switch back 2:25 (B days only) Pack Up/dismissal Reading: Target skill: Cause and effect Target strategy: Questions 5-2.2 Analyze informational texts to draw conclusions and make inferences. 5-2.8 Predict events in informational texts on the basis of cause-and-effect relationships. 5-1.11 Read independently for extended periods of time for pleasure. 5-3.4 Spell correctly multisyllabic constructions, double consonant patterns, and irregular vowel patterns in multisyllabic words. Resource Websites: http://www.seaworld.org/fun-zone/fun-guides/key-west/turtle-tale.htm http://www.seaturtleinc.org/ http://scaquarium.org/str/default.html Cause/Effect http://wps.ablongman.com/long_long_rw_1/0,8256,1453913-,00.html http://languagearts.pppst.com/cause-effect.html (Thursday’s review- second one from top) Writing: 5-4.5 Use revision techniques, including those learned at previous grade levels, to enhance meaning, clarity, tone, and progression of ideas. 5-4.1 Generate and organize ideas for writing 5-4.2 Use complete sentences in a variety of types (including simple, compound, and complex) in writing.