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7/28/2019 Homework Grade 5 Week One of September 3
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Common Core Standards Week of Aug 26 and Sept 3
Grammar Introduction to Nouns. Complete sentence round up. Students search for examplesof complete sentences. Students demonstrate the differences between specific
and general nounsCCSS.ELA-Literacy.L.5.1Demonstrate command of the conventions of standard Englishgrammar and usage when writing or speaking
Reading Students will review skills needed from daily literature circle reading NationalGeographics Panda Mania. Tasks include comparing, vocabulary building, Lingo,
5 Ws and main ideaCCSS.ELA-Literacy.RL.5.1Quote accurately from a text when explaining what the textsays explicitly and when drawing inferences from the textCCSS.ELA-Literacy.RL.5.3Compare and contrast two or more characters, settings, orevents in a story or drama, drawing on specific details in the text (e.g., how charactersinteract)CCSS.ELA-Literacy.RL.5.4Determine the meaning of words and phrases as they are
used in a text, including figurative language such as metaphors and similesCCSS.ELA-Literacy.RI.5.6Analyze multiple accounts of the same event or topic, notingimportant similarities and differences in the point of view they represent.CCSS.ELA-Literacy.L.5.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly froma range of strategies
Social
Studies
Mind maps Students will take them on an imaginary trip through the school and
describe landmarks they encounter along the way. Students will use this
information to draw a map of the school. Classroom quilt students will design
and illustrate an informative quilt square and assemble the squares into one class
quilt.
PDE Social Studies Standard7.1.4.A
Describe how common geographic tools are used to organize and interpret information
about people, places, and environment.
.
Writing Students will complete an all about me chart, use this information to After sharingthe article with a student in the class, students will edit and compose a final draft
of the article to post in the classroom.CCSS.ELA-Literacy.W.5.2bDevelop the topic with facts, definitions, concrete details,quotations, or other information and examples related to the topic.CCSS.ELA-Literacy.W.5.5With guidance and support from peers and adults, develop andstrengthen writing as needed by planning, revising, editing, rewriting, or trying a newapproach.
Journal Daily 3 - Students will compose entries in their response journal that detail whatthey remember, questions they wish to research or connection they can makewith what they find in their weekly exploration.CCSS.ELA-Literacy.CCRA.W.2Write informative/explanatory texts to examine andconvey complex ideas and information clearly and accurately through the effectiveselection, organization, and analysis of content.
http://www.corestandards.org/ELA-Literacy/L/5/1/http://www.corestandards.org/ELA-Literacy/L/5/1/http://www.corestandards.org/ELA-Literacy/RL/5/1/http://www.corestandards.org/ELA-Literacy/RL/5/1/http://www.corestandards.org/ELA-Literacy/RL/5/3/http://www.corestandards.org/ELA-Literacy/RL/5/3/http://www.corestandards.org/ELA-Literacy/RL/5/4/http://www.corestandards.org/ELA-Literacy/RL/5/4/http://www.corestandards.org/ELA-Literacy/RI/5/6/http://www.corestandards.org/ELA-Literacy/RI/5/6/http://www.corestandards.org/ELA-Literacy/L/5/4/http://www.corestandards.org/ELA-Literacy/L/5/4/http://www.pdesas.org/Standard/StandardsBrowser%2323465http://www.pdesas.org/Standard/StandardsBrowser%2323465http://www.pdesas.org/Standard/StandardsBrowser%2323465http://www.pdesas.org/Standard/StandardsBrowser%2323465http://www.corestandards.org/ELA-Literacy/W/5/2/b/http://www.corestandards.org/ELA-Literacy/W/5/2/b/http://www.corestandards.org/ELA-Literacy/W/5/5/http://www.corestandards.org/ELA-Literacy/W/5/5/http://www.corestandards.org/ELA-Literacy/CCRA/W/2/http://www.corestandards.org/ELA-Literacy/CCRA/W/2/http://www.corestandards.org/ELA-Literacy/CCRA/W/2/http://www.corestandards.org/ELA-Literacy/W/5/5/http://www.corestandards.org/ELA-Literacy/W/5/2/b/http://www.pdesas.org/Standard/StandardsBrowser%2323465http://www.pdesas.org/Standard/StandardsBrowser%2323465http://www.pdesas.org/Standard/StandardsBrowser%2323465http://www.corestandards.org/ELA-Literacy/L/5/4/http://www.corestandards.org/ELA-Literacy/RI/5/6/http://www.corestandards.org/ELA-Literacy/RL/5/4/http://www.corestandards.org/ELA-Literacy/RL/5/3/http://www.corestandards.org/ELA-Literacy/RL/5/1/http://www.corestandards.org/ELA-Literacy/L/5/1/7/28/2019 Homework Grade 5 Week One of September 3
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Homework 5 Week of August 26 and
September 2, 2013
Grammar Introduction to Nouns. Complete sentence round up. Students searchfor examples of complete sentences. Students demonstrate the
differences between specific and general nouns
Reading Students will review skills needed from daily literature circle readingNational Geographics Panda Mania. Tasks include comparing,
vocabulary building, Lingo, 5 Ws and main idea
Social Studies Mind maps Students will take them on an imaginary trip through theschool and describe landmarks they encounter along the way.
Students will use this information to draw a map of the school.
Classroom quilt students will design and illustrate an informative
quilt square and assemble the squares into one class quilt.
Writing Students will complete an all about me chart, use this information toAfter sharing the article with a student in the class, students will edit
and compose a final draft of the article to post in the classroom.
Journal Daily 3 - Students will compose entries in their response journal thatdetail what they remember, questions they wish to research or
connection they can make with what they find in their weeklyexploration.
Parents Signature Student describes work completed
Wednesday
Thursday
Name _________________________________________
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Soldier dogs go to war until they are about 9 years old. Then families adopt them, and the dogs get to
live out the rest of their lives as civilian petsa well-deserved reward after putting their lives on the line
for the safety of our human soldiers and our country
.Discussion Director complete this chart. Be prepared to share the information with the class
What do you remember about
the article?
List three questions that can be
answered by the article.
How could you use the
information from this article?
Word Wizard list five words in the story that relate to dogs. Write a definition for each word regarding
how it relates to dogs
word definition
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5 Ws and an H news stories follow the format to define who, what, where, when, why, how. On the
right side of the chart describe these details from the article. On the left side of the chart describe
something you did this summer. After you finish organizing your ideas you will use this information to
write an article about the activity.
who
whatwhere
whenwhy
how
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Peer editor suggestions
Conference Checklist
Title of My Writing: _______________________________________
____ I read my writing myself to see if it made sense.
____ My writing is focused on the main idea or topic.
____ My introduction attracts a reader's attention.
____ The title fits the piece and gets a reader interested.
____ Replaced weak words (went, nice) with specific words
____ Deleted unnecessary words by combining short sentences.____ Deleted over used words (then, and, so)
____ Checked for correct punctuation. (?, !, . )
____ Checked for correct capitalization.
____ Completed three paragraphs with a definite introduction, bodyand conclusion
Writing this piece was:
_hard_not so hard
_ easy
Editing this piece was:
____ hard work
____ not so hard
____ easy
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Step 1 Landmark Key
Mental Mapping
Close your eyes an imagine a trip through Politz. Describe landmarks they encounter along the way
walking in the building at the beginning of the day until reaching the classroom. Make a list of each
landmark you pass. Draw an accurate route map afterward. After testing your map, you will work in a
team and redraw your map on a larger scale.
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Classroom Quilt
Illustrate a quilt square. A separate square will be used for the final draft. The square may include words
on the outer rectangles but should include only pictures in the main square and smaller triangles. A large
self-portrait should be in the center. Suggestions of what to include on the quilt square are on back of
this page.
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All About Me Essay
Paragraph 1 Introduction - Paragraph 2 Favorite things - Paragraph 3 Fascinating Facts Paragraph 4 Conclusion
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Peer editor suggestions
Conference Checklist
Title of My Writing: _______________________________________
____ I read my writing myself to see if it made sense.____ My writing is focused on the main idea or topic.
____ My introduction attracts a reader's attention.
____ The title fits the piece and gets a reader interested.
____ Replaced weak words (went, nice) with specific words
____ Deleted unnecessary words by combining short sentences.
____ Deleted over used words (then, and, so)____ Checked for correct punctuation. (?, !, . )
____ Checked for correct capitalization.
____ Completed three paragraphs with a definite introduction, bodyand conclusion
Writing this piece was:
_hard_not so hard_ easy
Editing this piece was:
____ hard work
____ not so hard
____ easy