Professional Documents
Culture Documents
Homework Grade 5 Week One of September 3
Homework Grade 5 Week One of September 3
of complete sentences. Students demonstrate the differences between specific and general nouns
Grammar Introduction to Nouns. Complete sentence round up. Students search for examples
CCSS.ELA-Literacy.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
Reading
Students will review skills needed from daily literature circle reading National Geographics Panda Mania. Tasks include comparing, vocabulary building, Lingo, 5 Ws and main idea
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact) CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. CCSS.ELA-Literacy.L.5.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies
Social Studies
PDE Social Studies Standard 7.1.4.A Describe how common geographic tools are used to organize and interpret information about people, places, and environment.
.
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.
Writing
Students will complete an all about me chart, use this information to After 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.
CCSS.ELA-Literacy.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Journal
Daily 3 - Students will compose entries in their response journal that detail what they remember, questions they wish to research or connection they can make with what they find in their weekly exploration.
CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Name ___________________________________________
Writing Journal
Wednesday Thursday
Introduction to Nouns. Complete sentence round up. Students search for examples of complete sentences. Students demonstrate the differences between specific and general nouns Students will review skills needed from daily literature circle reading National Geographics Panda Mania. Tasks include comparing, vocabulary building, Lingo, 5 Ws and main idea 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. Students will complete an all about me chart, use this information to After 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. Daily 3 - Students will compose entries in their response journal that detail what they remember, questions they wish to research or connection they can make with what they find in their weekly exploration. Parents Signature Student describes work completed
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
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.
where
who what
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, body
and conclusion Peer editor suggestions Writing this piece was: _hard _not so hard
_ easy
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. Step 1 Landmark Key
Mental Mapping
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.
Classroom Quilt
Paragraph 1 Introduction - Paragraph 2 Favorite things - Paragraph 3 Fascinating Facts Paragraph 4 Conclusion
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, body
and conclusion Peer editor suggestions Writing this piece was: _hard _not so hard
_ easy