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/
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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