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.