Mrs. Evens’ Weekly Focus 2019-2020

November 18th-November 22nd, 2019

Reading/ELA:

Resources: MyView book; leveled Readers; Pearson Realize

Assessments: daily workbook book assignments, writing assignments, weekly reading assessment with

writing component

Indiana Standards: 5.SL2.1, 5.RV2.3, 5.RV2.4, 5.RV3.1, R.RL.1, 5.RL2.3, 5.RL4.2, 5.RN.1, 5.RF4.6,

5.W.3.1d, 5.W.4a, 6.W.6.1c, 5.W.6.2c

Unit Theme: Reflections

Essential Question: How do the experiences of others reflect our own?

Weekly Question: What can we learn from the experiences of older generations?

Main selection: from Love, Amalia; Poem: Morning Serenade

Comprehension focus: Realistic Fiction, Shades of meaning, analyze characters, make connections, talk about

it

Word Study: Words with Latin Roots

Conventions: Prepositions and Prepositional Phrases

Academic Vocabulary Words: demonstrate, recall, confide, perspective, appeal

Weekly Vocabulary Words: enthusiasm, shattered, reassuring, encompass, inseparable

Spelling Words (Spell words with Latin Roots): subjective, terrarium, conjecture, dejected, prediction,

transportation, terrace, reporter, contradiction, unpredictable, portage, reject, dictator, injection, supportive,

contradict, projectile, indictment, subterranean, objective

Writing Workshop: Organize an Opinion Essay, Analyze a Point of View, Analyze Reasons and Information,

Brainstorm a Topic and Opinion, Plan Your Opinion Essay

Resources: My View book; Leveled Readers: Food from Around the World, My Village School, Sky Surfers,

Social Media, Circle of Friends, Tell Me a Story; Pearson Realize; vocabularycity.com;

Assessments: daily workbook book assignments, writing assignments, weekly reading assessment with

writing component, vocabularycity.com

Lessons Covered: Organize an Opinion Essay, Analyze a Point of View, Analyze Reasons and Information,

Brainstorm a Topic and Opinion, Plan Your Opinion Essay, Related Words, Words with Latin Roots, Analyze

Imagery, Use Imagery, Prepositions and Prepositional Phrases

Vocabulary Unit Words: demonstrate, recall, confide, perspective, appeal

Spelling (Spell words with Latin Roots): subjective, terrarium, conjecture, dejected, prediction,

transportation, terrace, reporter, contradiction, unpredictable, portage, reject, dictator, injection, supportive,

contradict, projectile, indictment, subterranean, objective

Word Study: Words with Latin Roots

Read like a Writer: Analyze Imagery

Reading-Writing: Use Imagery, Spell Words with Latin Roots, Prepositions and Prepositional Phrases

Spelling- Spell words; (Spell base with Latin Endings)

Language & Conventions: Prepositions and Prepositional Phrases, Standards Practice

Student Objectives:

● Students will self-select and read independently for a sustained period of time.

● Students will establish purpose for reading assigned and self-selected texts.

● Students will recognize characteristics of digital texts.

● Students will organize and interpret information in outlines, reports, databases, and visuals, including graphs,

charts, timelines, and maps.

● Students will describe personal connections to a variety of sources including self-selected texts.

● Students will listen actively to verbal messages, observe nonverbal messages, ask relevant questions, and make

pertinent comments.

● Students will use appropriate fluency (rate, accuracy, and prosody) when reading grade-level texts.

● Students will recognize and analyze literary elements within and across increasingly complex traditional,

contemporary, classical, and diverse literary texts.

● Students will summarize a written text read aloud or information presented in diverse media and formats,

including visually, quantitatively, and orally.

● Students will report on a topic or text present an opinion, sequencing ideas logically and using appropriate facts

and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

● Students will recognize and analyze genre-specific characteristics, structures, and purposes within and across

increasingly complex traditional, contemporary, classical, and diverse texts.

● Students will demonstrate knowledge of distinguishing characteristics of well-known children’s literature such as

folktales, fables, legends, myths, and tall tales.

● Students will read text with purpose and understanding.

● Students will generate questions about text before, during, and after reading to deepen understanding and gain

information.

● Students will make connections to personal experiences, ideas in other texts, and society.

● Students will analyze the relationships and conflicts among the characters.

● Students will discuss specific ideas in the text that are important to the meaning.

● Students will summarize written text read aloud or information presented in diverse media and formats, including

visually, quantitatively, and orally.

● Students will use print or digital resources to determine meaning syllabication, pronunciation, and word origin.

● Students will identify the meaning of and use words with the affixes such as trans-, super-, -vie, and -logy and

roots such as geo and photo,

● Students will respond using newly acquired vocabulary as appropriate.

● Students will describe how the author’s use of imagery, literal, and figurative language such as simile and

metaphor, and sound devices achieves specific purposes.

● Students will compose literary texts such as personal narratives, fiction, and poetry using genre characteristics

and craft.

● Students will demonstrate and apply spelling knowledge.

● Students will edit drafts using Standard English conventions, including prepositions and prepositional phrases and

their influence on subject-verb agreement.

● Students will compose argumentative texts, including opinion essays, using genre characteristics and craft.

● Students will produce clear and coherent writing in which the development and organization are appropriate to

task, purpose, and audience.

Indiana Standards: 5.SL2.1, 5.RV2.3, 5.RV2.4, 5.RV3.1, 5.RL.1, 5.RL2.3, 5.RL4.2, 5.RN.1, 5.RF4.6,

5.W.3.1d, 5.W.4a, 6.W.6.1c, 5.W.6.2c

5. SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas

clearly.

5. RN.1 Read and comprehend a variety of nonfiction within a range of complexity appropriate for

grades 4-5. By the end of grade 5, students interact with texts proficiently and independently.

5. RV.2.3 Standard begins at sixth grade.

5. RV.2.4 Apply knowledge of word structure elements, known words, and word patterns to determine meaning (e.g., word

origins, common Greek and Latin affixes and roots, parts of speech).

5. RV.3.1 Determine how words and phrases provide meaning to works of literature, including imagery,

symbolism, and figurative language (e.g., similes, metaphors, hyperbole, or allusion).

5. RL.1 Read and comprehend a variety of literature within a range of complexity appropriate for

grades 4-5. By the end of grade 5, students interact with texts proficiently and independently.

5. RL2.3 Describe two or more characters, settings, or events in a story or play, drawing on specific

details in the text, and how they impact the plot.

5. RL4.2 Compare and contrast stories in the same genre on the same genre on their approaches to

similar themes and topics.

5. RF.4.6 Use knowledge of all letter-sound correspondences, syllabication patterns, and morphology

(e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context.

5. W.3.1 Write persuasive compositions in a variety of forms that –

● Use language appropriate for the identified audience.

5. W.4a Apply the writing process to –

· Generate a draft by developing, selecting and organizing ideas relevant to the topic, purpose, and genre; revise

to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency,

word choice); and edit writing for format and standard English conventions.

5. W.6.1d Prepositions – Writing sentences that include prepositional phrases and explaining their

functions in the sentence.

5. W.6.2c Spelling – Applying correct spelling patterns and generalizations in writing.

Finish Hatchet

Math:

EnVision 2.0 Topic 6 Assessment; Topic 7 Use Equivalent Fractions to Add and Subtract Fractions Lessons 1-5 pp.

368-400

Lesson Objectives:

❏ Students will use mental math and place-value patterns to divide a decimal by a power of 10.

❏ Students will use mental math and place-value to divide decimals by powers by 10.

❏ Students will use reason and strategies such as rounding and compatible numbers to estimate quotients in

problems with decimals.

❏ Students will use models to help find quotients in problems involving decimals.

❏ Students will use the standard algorithm for division to divide decimals by a whole number.

❏ Students will use models to visualize the relationship between division and multiplication to divide decimals by a 2-digit whole

number.

❏ Students will use number sense and reasoning to place the decimal point in the quotient when dividing two decimals.

❏ Students will use the standard algorithm and place value patterns to divide a decimal by another decimal.

❏ Students will use the standard algorithm to divide decimals, annexing zeros as needed.

❏ Students will use reasoning to solve problems by making sense of quantities and relationships in the situation.

❏ Students will estimate sums and differences of fractions by using the nearest half or whole number.

❏ Students will find common denominators for fractions with unlike denominators.

❏ Students will add fractions with unlike denominators using equivalent fractions with a common denominator.

❏ Students will subtract fractions with unlike denominators.

❏ Students will write equivalent fractions to add and subtract fractions with unlike denominators.

Math vocabulary: benchmark fractions, equivalent fractions, common denominator

Centers /Small Group work;

Indiana Standards: 5.AT.2, 5.C.4, 5.AT.5, 5.C.8, 5.NS.4, PS1, PS2, P3, PS4, PS5, PS6 and PS7, PS8

Content Standards:

5. AT.2 Solve real-world problems involving addition and subtraction of fractions referring to the same whole,

including cases of unlike denominators (e.g., by using visual fraction models and equations to represent the

problem). Use benchmark fractions and number sense of fractions to estimate mentally and assess whether the

answer is reasonable.

5. C.4 Add and subtract fractions with unlike denominators, including mixed numbers.

5. C.8 Add, subtract, multiply, and divide decimals to hundredths, using models in drawings and strategies based

on place value of the properties of operations. Describe the strategy and explain the reasoning.

5. AT.5 Solve real-world problems involving addition, subtraction, multiplication, and division with decimals to

hundredths by using unit fractions (e.g. Try using equations to represent the problems)

5. NS.4 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and

explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10.

Use whole-number exponents to denote powers of 10.

Process Standards:

PS 1 Make sense of problems and persevere in solving them.

PS 2 Reason abstractly and quantitatively.

PS 3 Construct viable arguments and critique the reasoning of others.

PS 4 Model with mathematics.

PS 5 Use appropriate tools strategically.

PS 6 Attend to precision.

PS 7 Look for and make use of structure.

PS 8 Look for and express regularity in repeated reasoning.

Resources: enVision workbook, activities on Lenovo Thinkpad

Assessment: daily practice, problem solving activity, fact mastery; Daily Review (on Thinkpad),

Today’s Challenge; (on Thinkpad) Quick Check; (on Thinkpad); Solve & Share (on Thinkpad); Practice

Buddy (on Thinkpad)

Social Studies:

Theme: Unit 3: Colonial America Big Idea: Why do people settle new areas?

Students will:

● Identify Puritan values that shaped America.

● Explain why rebels formed new colonies.

● Understand why conflict broke out between settlers and Native Americans.

● Explain how New York became an English colony.

● Identify the diverse groups that settled the Middle Colonies.

● Understand the founding of Pennsylvania and Delaware.

● Explain why different religions were tolerated in Maryland.

● Understand the Carolina’s plantation economy.

● Identify important events in the growth of Georgia.

●Describe why settlers came to the colonies.

● Understand life in the colonies.

● Explain how frontier settlement affected Native Americans.

● Understand why colonists in the North and South kept slaves.

● Describe what living in slavery was like.

● Explain how Africans resisted being enslaved.

● Analyze how trade policies affected England’s relationship with the colonies.

● Explain the three legs of the triangular trade.

● Describe the economic systems of the colonies.

●Understand how colonists practiced democracy.

● Identify tensions between the colonial assemblies and the king.

● Explain how Zenger’s trial led to freedom of the press.

Vocabulary: covenant, common, tolerate, fundamental, slavery, patroon, proprietor, plantation, indigo, debtor, slave trade,

apprentice, growth rate, Great Awakening, backcountry, historical map, slave codes, triangular trade, Middle Passage, industry,

assembly, legislation

Resources: Unit 3 Big Idea video; The United States Early Years text; William Penn; King Phillip’s War (leveled Reader)

Assessments: student worksheets and vocabulary, maps, Dinah Zike foldable; Unit 3

Indiana Standards:

1A: History: North America to 1610

Describe early cultures and settlements in North America prior to contact with Europeans. Describe the interactions

and conflicts resulting from the European exploration and settlement of North America.

1B: History: Foundation of the United States

Explain why different groups came to the Americas and describe the impact of key people and events on the founding

of the United States through the end of the 18th century.

2A: Civics and Government: Purposes and Foundations

Identify the principles and purposes of a democratic government. Explain ideas about limited government, rule of

law, and individual rights.

2B: Civics and Government: Functions of Government and Participation of Citizens

Describe the structure of government. Explain the role that citizens have in making government work.

3B: Geography: Settlement of the United States

Explain how land features, climate, and the location of resources affected and still affect settlement patterns of the

United States.

4A: Economy: Early United States Economy

Describe economic activities in early America.

4B: Economics: Elements of the Economy

Explain the effects of changes in supply and demand on producers and consumers. Identify the elements of a

personal budget. Describe ways of increasing productivity

Social Studies: Midwest Regions States and Capitals Midwest Regions pre-test is Thursday, November 21 and Midwest Regions Final Test is

Monday, November 25 for students not receiving an A on Pre-test.

Students will:

● Spell and Identify Midwest States correctly

● Identify and spell twelve Midwest States and twelve Midwest capitals Vocabulary: Bismarck, North Dakota: Pierre, South Dakota; Lincoln Nebraska; Topeka, Kansas; Jefferson City,

Missouri; Des Moines, Iowa; St. Paul, Minnesota; Madison, Wisconsin; Springfield, Illinois, Indianapolis, Indiana;

Lansing, Michigan; Columbus, Ohio

Resources: Midwest Regions maps; Word Searches; Midwest Regions pre-test and test; Midwest quiz

Science

Chapter 2: Forces and Motion

Students will:

● Investigate forces and will engage in argument about force based on evidence of gravity.

● investigate and construct an argument that supports that a given object will have more change of motion

with a large force than with a small force and that a given force will cause more change of motion on small

masses than on large masses.

● use math to add forces and will engage in an argument from evidence that a body will not start moving if

the forces acting on it are balanced.

● investigate how shadows form and will communicate the results of their investigation.

Essential Questions: What affects the motion of objects?

What are forces?

What are Newton’s laws?

How can forces affect motion?

How do forces combine?

How are shadows formed?

What can cause the size and shape of a shadow to change?

What forces affect the motion of a rocket?

How is motion affected by mass?

Vocabulary: acceleration, balanced, contact force, friction, gravity, inertia, non-contact force, shadow

Resources: Pearsonrealize.com, (leveled Readers), Indiana Interactive Science Textbook

Assessments: student worksheet, experiments, Dinah Zike foldable; Unit 1 Test Indiana Core Standards: Process Standards the Nature of Science, Careers in Science and the Design Process

Indiana Standards: 5. PS.1 Describe and measure the volume and mass of a sample of a given material. 5. PS.2 Demonstrate that regardless of how parts of an object are assembled the mass of the whole object is identical to the sum of the mass of the parts; however, the volume can differ from the sum of the volumes. (Law of Conservation of Mass) 5. PS.3 Determine if matter has been added or lost by comparing mass when melting, freezing, or dissolving a sample of a substance. (Law of Conservation of Mass) 5. PS.4 Describe the difference between weight being dependent on gravity and mass comprised of the amount of matter in a given substance or material.

5. ESS.1 Analyze the scale of our solar system and its components: our solar system includes the sun, moon, seven other planets and their moons, and many other objects like asteroids and comets.

5.ESS.2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the

seasonal appearance of some stars in the night sky. 5. ESS.3 Investigate ways individual communities within the United States protect the Earth’s resources and environment.

5. ESS.4 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Resources: Pearsonrealize.com, (leveled Readers), Indiana Interactive Science Textbook

Assessments: student worksheet, experiments, Dinah Zike foldable; Unit 2 Test

RED for ED: 11/19 No School Make-up Day 1/20/20

Red Cross Pillow Project: 11/20