How many words can you unscramble?
Monday,
October 28,
2013
Who found out the
moon phase?
Waning
Crescent
8:10 – 8:30
Class Novel
Introduction
8:30 – 9:30
Introduce Class Novel Workbook
Group 1 – Savanna, Jordan, Dylan
Group 2 – Julia, Katie, Ethan
Group 3 – Olivia, Ruthie, Matthew
Group 4 – Viktoria, Logan, Austin
Group 5 – Destiny, Zachary, Anthony
Group 6 –Madison, John, Hayden
Class Novel
Workbook pg1
Can you look at the map
section above and using all
three maps, determine what
region in the United States,
most of the tribe we will
study is from?
Read Thanks and
Acknowledgments
Hmmm, there are three
sections here. How can
we be sure everyone in
the group participates?
Native American Focus - Ojibway
(also called: Ojibwe, Ojibwa, and Chippewa)
from an Algonquian word meaning 'puckered,' probably because of the
tribe's puckered moccasin style
• Region – The Mid-West of the United States
(especially Minnesota, Wisconsin and Michigan,
and southern Canada)
• Housing birchbark houses called
waginogans, or wigwams
• Religion - Chippewa mythology
• Clothing Ojibwa moccasin
• Food – wild rice, corn, fishing, small game, and
nuts and fruit.
This page will be for the
main character of the
story. Each group
member will pick a trait
and cite evidence to
justify trait selected. You
will add documentation
to this page as the book
is read.
Character: ________ by Group Member 1
On this page, each
group member will
analyze a different
character in the
story. Using 1/3 of
the page, each
group member will
then follow the
directions at the
top of the page.
Character: ________ by Group Member 2
Character: ________ by Group Member 3
On this page, any
unknown words
discovered through
the novel, or words
that need to be
clarified, will be
written around the
tepee.
Your words should
also be added to our
classroom
“Vocabulary Tepee.”
This page will be
completed at the end
of Chapter 4 by one
group member.
After each section
“season” a different
group member will
complete the
appropriate page.
For example:
Group Member 1 – summer
Group Member 2 – autumn
Group Member 3 – winter
Joint effort - spring
– Group member 1 draw
character for illustration
- Group member 2 draw
setting for illustration
- Group member 3 color
illustration
Workbook Recorder?
For example:
Group Member 1: Chapters 1,4,7,10,13
Group Member 2: Chapters 2,5,8,11,14
Group Member 3: Chapters 3,6,9,12,Final page
• Group will read
each chapter and
discus and complete
the Chapter
Analysis page.
• Chapters will be
divided evenly
between group
members and then
answers will be
recorded by the
assigned member.
The Birchbark House
• Begin Chapter 1 (if needed, finish for homework)
**Focus Skill: Inferencing**
– NEEBIN (Summer)
Chapter 1. The Birchbark House
Restroom
Break
9:30 – 9:40
INDEPENDENT READING
9:40 – 10:25
Making Meaning –
Questioning – Expository Text!
Partner up and
Meet at the Carpet
10:25 – 10:45
Today we will discuss another book I will read.
Your job is to focus on explaining your thinking
clearly to your partner.
We will report at the end of the lesson.
During the past few
weeks we have been
exploring a kind of
nonfiction called
expository text.
In the next two
weeks we will use
expository text to
learn about some
of the worlds
This book tells about
seven of the largest
Big Cats
members of the cat
Tigers
family: tigers, lions,
leopards, jaguars, pumas, Lions
cheetahs, and snow
Leopards
leopards.
Jaguars
Let’s list these “big cats” Pumas
Cheetahs
on a chart!
Snow leopards
I will read this book in sections, and
we’ll find out some similarities and
differences among the big cats.
Class Discussion
• What do you think you know about big cats?
• Based on what you
think you know, what
do you wonder about
big cats? We’ll record a
few “I wonder”
statements on a chart
and add some more as
we read.
Things We Wonder
About Big Cats
(students listen to page 4)
Vocabulary to listen for in the
article…
• grace - beauty of movement
After listening to
page 4…
Think – Pair – Share
• Which “I wonder” statements have been
discussed in the reading so far?
• What else do you wonder?
(listen to page 5 & 6)
(students listen to pages 5 & 6)
• domestic - tame; not wild
Vocabulary to
listen for in the
article…
• temperate climates - mild climates
After listening to
pages 5 & 6…
Think – Pair – Share
• Which “I wonder” statements have been
discussed in the reading so far?
• What else do you wonder?
(listen to pages 7-10)
(students listen to pages 7-11)
Vocabulary to listen for in the article…
• canine teeth - Sharply pointed teeth on either
side of the front teeth
• retracted - drawn in
• sheaths - protective coverings
After listening to
pages 7 - 11…
Think – Pair – Share
• Which “I wonder” statements have been
discussed in the reading so far?
• What else do you wonder?
Class Discussion
• What did you hear about the similarities
among big cats?
• How do big cats’ senses help them hunt prey?
• Which “I wonder” statements got you thinking
today as you listened to the reading? How?
• We will read more from Big Cats tomorrow, and
you will have another opportunity to think
about questions you might have about big cats.
Final Class Discussion
• How did you and your partner explain your
thinking to each other today?
• Were there times you did not understand each
other?
• What did you do when that happened? How
did that happen
Being a Writer
10:45 – 11:30
Partner Conferences
• Make a short list of things you want to ask your
partner.
• Did you come up with these?
– I want to ask my partner if she can imagine what’s
happening.
– I want to ask my partner if he can tell what I learned
from what I wrote.
– I want to find out whether anything is confusing to my
partner.
Reflect on your feedback
• What was helpful about the way your partner
talked to you today?
• What problems, if any, did you have during
pair conferences?
• What will you do to avoid those problems
next time?
• What is one thing that your partner told you
about your piece?
Does this remind you
of their feedback?
Editing Time 
• Now you will proofread and check for
grammatical errors.
Editing
• Step 1: Circle any words in your writing that
you feel uncertain that they may be spelled
correctly.
Writing Resource!
• Working with your partner, use the dictionary
to look up the words you circled. Correct any
that you misspelled.
• If a word is not listed in the dictionary, then
you may:
– Ask your partner
– Use the computer
Proofreading for Grammar
There
Their
They’re
Go back into your writing and see if you used any of
these words. Circle them when you find them.
There Their They’re
• These words all sound the same, but they
have different meanings.
• How do you know whether you’re using the
right word in your sentence?
Rule
Example
Notes
There
“over there”
“here” is the hidden word
Their
“their house”
Means “belonging to
them”
They’re
“they’re funny”
Short for “they are”
Proofreading Notes
Rule
Example
Notes
There
“over there”
“here” is the hidden word
Their
“their house”
Means “belonging to
them”
They’re
“they’re funny”
Short for “they are”
Let’s make a Homonym chart!
Proofreading Notes
• Remember to use your proofreading
bookmark as a checklist of things to pay
attention to when you proofread your
drafts.
• What else is listed on your proofreading
bookmark that you will check for in your
drafts?
• In addition to checking for capital letters at
the beginnings of sentences and
punctuation at the ends, you should also
look for very long sentences that need to be
divided into two sentences and super short
sentences that would sound better
combined with another sentence.
Writing Time
• For the next 20 to 30 minutes,
please complete the following.
1. Proofread your draft for
spelling and punctuation.
2. Check correct use of there,
their, and they’re.
3. Check for very long sentences
and super short sentences.
4. If you finish 1-3, then you may
trade your paper with another
classmate to do a final reading.
Sharing and Reflecting
• What corrections did you make
when you proofread your draft?
• How did you check on words
that were not in the dictionary?
• Did your proofreading notes
help you find any errors? Tell us
about them.
• Did you rewrite any long
sentences? What about super
short ones? Read us your
original sentence(s) and your
revision.
Math Time!
11:30 – 12:00
Math Workbook Page 283
Math Workbook Page 284
Out of Classroom!
• 12:00 – 12:45 Activity
• 12:45 – 1:15 Lunch
• 1:15 – 1:45 Recess
Math Time!
1:45-2:45
Math Workbook Page 285
Math Workbook Page 286
Begin Homework
• Workbook Pages 291 all, 292-293 even #’s
SCIENCE
TIME
2:45 – 3:10
Mixtures
• http://studyjams.scholastic.com/studyjams/ja
ms/science/matter/mixtures.htm
Science Binder
Mixtures are two or more substances that are
not chemically combined and they can be
physically separated.
**Add this word to your science notebook.
• Which of the substances below are
“mixtures”?
sand, soil, chicken soup, pizza, chocolate
chip cookies, salt water
All of the substances are mixtures!!
In a mixture ….
*Each substance in the mixture keeps its
individual properties.
*The substances can be separated by
physical means.
EXAMPLES OF MIXTURES
Think about why they are mixtures??
ROCK-mixture of
different kinds of
SANDWICH- mixture
of bread, meat, tomato
rocks
SODA- mixture of
sugar and water
Introduction to Internet Activity
• Let’s pretend we have an extremely powerful
microscope that can allow us to see the atoms
of various things.
• The following website should allow us to see
the differences in elements, compounds, and
mixtures.
Internet Activity
• Click the link below:
• Then, close the website (x out) and come
back to the PowerPoint when you have
finished the activity.
Mixtures, Compounds, Elements Website
Separating Mixtures: How would you separate
the mixtures below?
– Beach sand
– Vinegar and oil salad dressing
– A sugar solution
There are several methods of
separating mixtures…go to the next
slide and complete the activity to
learn about a few separation
methods.
http://activities.macmillanmh.com/science/ca/scienceinmotion/Common/
SIM.html?Module=../Grade5/Chapter7-SeparatingMixtures/
Click on the link above and complete the following:
1. Watch the video and record notes in your science notebook showing the
various methods of separating mixtures presented.
2. Click “Next” when finished to watch real examples of these methods in use. If
you left something out of your original notes, add it now.
3. Click “Next” to complete the quiz game show.
•
Put each of your group members’ names in the space for your name and
select any character you like.
•
Answer the six questions and record your score.
• A mixture made of solid particles of different sizes, for
example sand and gravel, can be separated by putting
it through a sieve.
http://www.bbc.co.uk/schools
• A mixture of water and an insoluble
substance like sand can be separated by
filtering.
http://www.bbc.co.uk/schools
Conclusions: In your notes, copy and answer
the following questions.
• Name and draw a mixture that shows
separation with a sieve.
• Name and draw a mixture that shows
separation by filtering.
Homework
• Math Workbook Pages 291 all, 292-293 even #’s
• Science Workbook pages 10-11
• Read at least 30 minutes every day;
Finish Chapter 1 of Birchbark House 
3:10 – 3:15 Wrap Up!
• Pack-Up
• Office will announce:
Car Riders – Leave around 3:15
Bus Riders – Teacher walks out about 3:22
(listen to intercom-dismisses by grade)