2015-2016 ~ Lesson Plans ~ 5th Grade ~ Track 1 ~ Strong

Week of:
10/5-10/9

Monday

Tuesday

Wednesday

Thursday

Friday

Homeroom
8:45-9:15

47

48

49

50

51

Specials
9:2010:05

Art

Media

Computer

PE

Music

Time

Math
10:10-11:30

Standards:

5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the
lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an
ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel
from the origin in the direction of one axis, and the second number indicates how far to travel in the direction
of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., xaxis and x-coordinate, y-axis and y-coordinate).
5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane,
and interpret coordinate values of points in the context of the situation.
5.G.3 Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of
that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have
four right angles.
5.G.4 Classify two-dimensional figures in a hierarchy based on properties.
Day 45

Day 46

Day 47

Day 48

Day 49

AL Lesson: Guess My
Rule

Al Lesson: Constructing
Polygons

AL Lesson: Properties of
Quadrilaterals

AL Lesson: Understanding
Hierarchy Diagrams

AL Lesson: Creating a
Hierarchy Diagram

Homework: Monday
Math; Journal Prompt

Homework: Tuesday
Math; Constructing
Polygons

Homework: Wednesday
Math; Journal Prompt

Homework: Thursday
Math; Understanding
Hierarchy

In Class: Journal Prompt

Assessment: Spiral

Math Quiz Week 1

Science/S.S.
11:30-12:25

Science Standards:

5.P.1

Understand force, motion and the relationship between them.

5.P.1.1

Explain how factors such as gravity, friction, and change in mass affect the motion of objects.

5.P.1.2

Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel.

5.P.1.3

Illustrate the motion of an object using a graph to show a change in position over a period of time.

5.P.1.4

Predict the effect of a given force or a change in mass on the motion of an object.

5.P.2

Understand the interactions of matter and energy and the changes that occur.

5.P.2.2

Compare the weight of an object to the sum of the weight of its parts before and after an interaction.

5.P.2.3

Summarize properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.

Science

Science

Science

Science

Science

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Using Drawings to
Record and Build

Pulling a Vehicle:
Looking at Force

Testing the Motion of

Vehicles Carrying a Load

Designing Vehicle to Meet

Requirements

Evaluating Vehicle
Design: Looking at
Rubber Band Energy

Social Studies Standards:

Analyze the chronology of key events in the United States.
5.H.1
5.H.1.1

Evaluate the relationships between European explorers (French, Spanish and English) and American Indian groups, based on
accuracy of historical information (beliefs, fears and leadership).

Summarize the political, economic and social aspects of colonial life in the thirteen colonies.
5.H.1.2
Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction.
5.H.1.3
Understand the role of prominent figures in shaping the United States.
5.H.2
Summarize the contributions of the "Founding Fathers" to the development of our country.
5.H.2.1
Explain how key historical figures have exemplified values and principles of American democracy.
5.H.2.2
Understand how human activity has and continues to shape the United States.
5.G.1
Explain the impact of the physical environment on early settlements in the New World.
5.G.1.1
5.C&G.1

Understand the development, structure and function of government in the United States.
Analyze historical documents that shaped the foundation of the United States government.

5.C&G.1.3
5.C.1

Understand how increased diversity resulted from migration, settlement patterns and economic development in the
United States.

5.C.1.1

Analyze the change in leadership, cultures and everyday life of American Indian groups before and after European
exploration.
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies

Reading
12:25-12:40

Mini Lesson

Mini Lesson

Mini Lesson

Mini Lesson

Mini Lesson

Day 3: A Day for

Preassessment
Students assess
themselves.

Day 4: Session 3
Readers who write
about their reading are
extra alert, seeing
more in their books.

Day 5: Session 4
Readers find an idea worth
developing and revisit the
text with that idea as a
lens, rereading particular
passages that inform the
idea, mining them for new
insights.

Day 7: Session 5
Readers consider the
perspective a story is
being told from and the
effect the narrators voice
has on the way the story
is being told.

Day 8: Session 6
To think analytically,
readers must think
about how a subject or
text is structured and
divides sections into
parts, then selects,
ranks, and compares.
This kind of analytical

thinking often yields new

insights.

Lunch
12:45-1:15
Recess
1:15-1:45
Reading
1:50-3:00
The Reader
in You:
Developing
Characters

Standards:

RF5.3a

RF5.4c

RI5.1

RI5.2
RI5.3

RI5.5

RI5.7

Know and apply grade-level phonics and word analysis in decoding words. Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately
unfamiliar multi-syllabic words in context and out of context.
Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct
word recognition and understanding, rereading as necessary.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical,
scientific, or technical text based on specific information in the text.

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.

Guided Reading Groups and Student Conferences

Group S & O

Group T

Conferences

Group R

Group N & G

RI5.1

RI5.1
Absolute Location

RI5.1

RI5.1

RI5.1

Absolute Location

Absolute Location

Absolute Location

Absolute Location
Fluency

Fluency

Fluency

Fluency

Fluency

Word Work:

Word Work:

Word Work:

Word Work:

Word Work:

Week 1: Cursive

Week 1: Word Analysis

Week 1: Syllables

Week 1: Assessment

Homework:

Homework:

Homework:

Week 1: Conjunctive
Adverbs
Homework:

Day 3

Day 4

Day 5

Day 7

25 Book Challenge

Grammar:

Grammar:

Grammar:

Grammar:

Grammar:

Homework:

L5.6 Conjunctive Adverbs

Progress Monitoring

Progress Monitoring

Progress Monitoring

Progress Monitoring

Progress Monitoring

Areyna
Ami
Emma
Jason
Vanessa
Dante
Assessment:
Assessment:

Assessment:
Assessment:

Assessment:

Writing
3:00-3:40

Standards:
L5.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use underlining, quotation marks, or italics to indicate titles of works.
b. Spell grade-appropriate words correctly, consulting references as needed.

L5.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print

SL5.1c
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of
others.
SL5.1d
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained and discussed.
SL5.4
Report on a topic or text, or present an opinion, sequencing ideas logically and using appropriate facts and relevant descriptive
details to support main ideas or theme, speak clearly at an understandable pace.
SL5.5

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the
development of main ideas or themes.
and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

W5.1a
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text
clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the author's
purpose.
W5.1b
Provide logically ordered reasons that are supported by facts and details.
W5.1c
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
W5.1d
Provide a concluding statement or section related to the opinion presented.
W5.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1-3 above)
Research to Build and Present Knowledge

W5.9a
Draw evidence from literary or informational texts to support analysis, reflections, and research. Apply grade 5 Reading
standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama,
drawing on specific details in the text [e.g., how characters interact]").
W5.9b
Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence support which point[s]").
W5.10
Write routinely over extended time frames (time for research, reflections, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Using Opinions to
Persuade Others

Using Opinions to
Persuade Others

Using Opinions to Persuade

Others

Using Opinions to Persuade

Others

Using Opinions to
Persuade Others

Strong Squad Scoop

Strong Squad Scoop

Strong Squad Scoop

Strong Squad Scoop

Strong Squad Scoop

Using Reasons and

Evidence to Support
Opinions

Using Reasons and

Evidence to Support
Opinions

Researching to Find Support

for Opinions

Adding Quotes to Support

Opinions

Using Primary Sources

to Support Opinions

Begin Writing Feature

Article

Continue Writing
Feature Article

Continue Writing Feature

Article

Continue Writing Feature

Article

Continue Writing
Feature Article

Continue Works Cited Page

Continue Works Cited Page

Continue Works Cited

Page

Continue Works Cited

Page

Complete Advertisement

Complete Advertisement

Continue Works Cited

Page

Complete Advertisement

Complete Advertisement

Complete Letter to the

Editor

Complete Letter to the

Editor

Complete Letter to the

Editor

Complete Letter to the

Editor

Write Advice Column

Write Advice Column

Write Advice Column

Write Advice Column

Write Weather Report

Write Weather Report

Write Weather Report

Write Weather Report

Complete Advertisement
Complete Letter to the
Editor
Write Advice Column
Write Weather Report