1. No category

8.25-8.29
8:30-8:45
8:45-9:05
9:05-9:55
9:55-10:05
10:05-11:35
Reading
Block 1
Foster
Monday
Tuesday
Wednesday
Flagroom- Dorris
Homeroom: Math Auto./Flashbacks/ Daily Schedule Review/ Agendas
Special Area- Blue: PE Green: A&H Red: Science Lab Yellow: Library
Homeroom : THE BFG by Roald Dahl
Choral Reading:
Choral Reading:
FMJ share
Whoopie Ti Yi Yo
Guided
discussion,reading,demo/modeling
Standards:
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and
fluency to support comprehension.
CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and
understanding.
CCSS.ELA-LITERACY.RF.5.4.B
Read grade-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.
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.RL.5.5
Explain how a series of chapters,
scenes, or stanzas fits together to
provide the overall structure of a
particular story, drama, or poem.
CCSS.ELA-LITERACY.L.5.3
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
CCSS.ELA-LITERACY.SL.5.1.B
Follow agreed-upon rules for discussions
and carry out assigned roles.
Targets:
I can read fluently: with
accuracy, and
appropriate rate and tone.
I can listen respectfully. I
can share my thinking.
Guided
discussion,reading,demo/modeling
FMJ share
CCSS.ELA-LITERACY.L.5.3
Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.SL.5.1.B
Follow agreed-upon rules for discussions and
carry out assigned roles.
Standards:
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to
support comprehension.
CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and
understanding.
CCSS.ELA-LITERACY.RF.5.4.B
Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
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.RL.5.5
Explain how a series of chapters, scenes, or
stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
Targets:
I can read fluently: with
accuracy, and appropriate
rate and tone.
I can listen respectfully. I can
share my thinking.
photo
National Reading Vocab 29
photo
National Reading Vocab 29
Benchmark Unit 1 Week 1 Benchmark Unit 1 Week 1 Friday
Choral Reading:
Whoopie Ti Yi Yo
Guided discussion,reading,demo/modeling
Standards:
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to
support comprehension.
CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and
understanding.
CCSS.ELA-LITERACY.RF.5.4.B
Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
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.RL.5.5
Explain how a series of chapters, scenes, or
stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
Targets:
I can read fluently: with
accuracy, and appropriate
rate and tone.
Targets:
I can read fluently: with
accuracy, and appropriate
rate and tone.
Targets:
I can read fluently: with
accuracy, and
appropriate rate and
tone.
photo
National Reading Vocab
29
Whoopie Ti Yi Yo
Thursday
photo
National Reading Vocab 29
photo
National Reading Vocab 29
Benchmark Unit 1 Week 1 Library
Foster 11:20-­‐11:45, Dorris 12:45-­‐1:05, Benchmark Unit 1 Week 1 Providing evidence for character development and comparing characters Story Works
February/March 2014
Providing evidence for character development and comparing characters Storyworks – April and May
2008
Freddie in the Shade
Freddie and Change Understanding Character p1-­‐2 WG Freddie/Amy, and me
Providing evidence for character development and comparing characters Storyworks – April and May
2008
Freddie in the Shade
Reading and thinking pages 1-­‐3 Determine a theme of a story,
drama, or poem from details in
CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, the text, including how
drama, or poem from details in characters in a story or drama
respond to challenges or how the
the text, including how
Close reading and critical
characters in a story or drama speaker in a poem reflects upon
thinking.
a topic; summarize the text.
respond to challenges or how
CCSS.ELA-LITERACY.RL.5.2
the speaker in a poem reflects CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two or
Determine a theme of a
upon a topic; summarize the
more characters, settings, or
story, drama, or poem from text.
events in a story or drama,
details in the text, including CCSS.ELA-LITERACY.RL.5.3
drawing on specific details in
Compare
and
contrast
two
or
how characters in a story or
the text (e.g., how characters
more characters, settings, or
drama respond to
interact).
events in a story or drama,
challenges or how the
drawing on specific details in
speaker in a poem reflects
θ I can tell how characters respond to
upon a topic; summarize the the text (e.g., how characters
problems.
interact).
text.
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).
θ I can tell how characters respond to
problems.
RL.5.2 θ
I can compare and contrast characters,
setting or events. RL.5.3
Storyworks- April/May 2015
Poozia and Jennie and
Character Development and
Critical thinking
CCSS.ELA-LITERACY.RL.5.2
The Mystery of the Snake
Egg, Why did they do itcharacter motivation
CCSS.ELA-LITERACY.RL.5.3
Benchmark Unit 1 Week 1 Providing evidence for character development and comparing characters RL.5.2 θ
I can compare and contrast characters,
setting or events. RL.5.3
CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story,
drama, or poem from details in the
text, including how characters in a
story or drama respond to
challenges or how the speaker in a
poem reflects upon a topic;
summarize 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).
θ I can tell how characters respond to
problems.
RL.5.2 θ
I can compare and contrast characters,
setting or events. RL.5.3
Providing evidence for character development and comparing characters Freddie in the shade quiz/ Rock
on quiz
CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story,
drama, or poem from details in the
text, including how characters in a
story or drama respond to
challenges or how the speaker in a
poem reflects upon a topic;
summarize 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).
θ I can tell how characters respond to
problems.
RL.5.2 θ
I can compare and contrast characters,
setting or events. RL.5.3
θ I can tell how characters respond
to problems.
RL.5.2 θ
I can compare and contrast
characters, setting or events.
RL.5.3
Guided Reading
Groups
/Compass/Independent
Reading/ Conferring:
Reading, hands-on, oral
questions,
Standards:
CCSS.ELA-LITERACY.RF.5.3.A
Use combined knowledge of all lettersound correspondences, syllabication
patterns, and morphology (e.g., roots
and affixes) to read accurately
unfamiliar multisyllabic words in context
and out of context.
Fluency:
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and
fluency to support comprehension.
CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and
understanding.
CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.
Targets:
I can apply thinking
strategies while reading
to help me have a
deeper understanding
of what I am reading.
I have stamina to read
Guided Reading Groups
/Compass/Independent
Reading/ Conferring:
Reading, hands-on, oral
questions,
Guided Reading Groups /
Independent Reading/
Conferring:
Reading, hands-on, oral
questions,
Guided Reading Groups
/Independent Reading/
Conferring:
Reading, hands-on, oral
questions,
Standards:
Standards:
Standards:
CCSS.ELA-LITERACY.RF.5.3.A
Use combined knowledge of all letter-sound
correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic
words in context and out of context.
Fluency:
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to
support comprehension.
CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and
understanding.
CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word
recognition and understanding, rereading
as necessary.
CCSS.ELA-LITERACY.RF.5.3.A
Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in
context and out of context.
Fluency:
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to
support comprehension.
CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and
understanding.
CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
CCSS.ELA-LITERACY.RF.5.3.A
Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in
context and out of context.
Fluency:
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to
support comprehension.
CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and
understanding.
CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Targets:
I can apply thinking
strategies while reading to
help me have a deeper
understanding of what I
am reading.
I have stamina to read for
an extended period of
time.
Targets:
I can apply thinking
strategies while reading to
help me have a deeper
understanding of what I am
reading.
I have stamina to read for
an extended period of time.
I can read across a variety
Targets:
I can apply thinking strategies
while reading to help me
have a deeper understanding
of what I am reading.
I have stamina to read for an
extended period of time.
I can read across a variety of
genres.
Independent Reading/
Conferring:
Reading, hands-on, oral
questions, exit slip
Standards:
CCSS.ELA-LITERACY.RF.5.3.A
Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in
context and out of context.
Fluency:
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to
support comprehension.
CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and
understanding.
CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Targets:
I can apply thinking strategies
while reading to help me
have a deeper understanding
of what I am reading.
I have stamina to read for an
extended period of time.
I can read across a variety of
genres.
I can use genre to help me
for an extended period
of time.
I can read across a
variety of genres.
I can use genre to help
me understand story
elements and
determine my purpose
for reading.
Guided Reading Groups
Partner Check Share
FMJ
I can share what I have
learned and am learning in
writing.
I can share what I have
learned and learn from
others by speaking and
listening.
Differentiation
11:35
11:48
12:20-1:35
Reading
Block 2
Dorris
Differentiation
:
1:40-1:55
1:55-3:35
Reading
Block 3 Rupp
Differentiation
:
Switch
Lunch
See Block 1
Recess
I can read across a variety
of genres.
I can use genre to help
me understand story
elements and determine
my purpose for reading.
of genres.
I can use genre to help me
understand story elements
and determine my purpose
for reading.
Guided Reading Groups
Guided Reading Groups
I can use genre to help me
understand story elements
understand story elements
and determine my purpose for
and determine my purpose for reading.
reading.
Guided Reading Groups
Partner Check Share
FMJ
I can share what I have
learned and am learning in
writing.
I can share what I have
learned and learn from others
by speaking and listening.
Guided Reading Groups
3:35-3:40
Dismissal
http://www.teachertube.com/video/manifest-destiny-educational-rap-by-mc-lala-325725
Here's a little story I'd like to tell about the land that we love and know so well
it started small, not much to boast, just thirteen colonies on the east coast
as time went by Europeans moved west and took native land calling it conquest
why'd they do it , it's easy to see, an idea called Manifest Destiny
Georgia, 1828, the Cherokee nation was the center of debate
they did their best to assimilate but their land was some primetime real estate
so Andrew Jackson laid the feud to rest and forced them to leave in the name of progress
over 15,000 faced their fears in what later became known as the Trail of tears
Alabama, and they don’t stop, Mississippi, and they don’t stop, Arkansas, and they don’t stop,
Illinois, and they don’t stop, Missouri, and they don’t stop, Oklahoma, and they don’t stop,
They reached the end but paid a heavy price
by 1840, we cleared the east, of native peoples may they rest in peace
with guns and steel the whites had their way
now they set their sights on Californ-i-a
see Mexico, as we know it today
is only a piece of where it used to lay
back in the day it included L.A. but expansionists had something to say
according to them, it was part of god's plan to spread our culture all across the land
our democracy was simply the best so it's only right that we take the southwest
others spoke up said let's take it slow, we need to respect the rights of Mexico
but James K. Polk took the reigns, war broke out and more land was gained
New Mexico, Arizona, Texas
Man it’s destiny it was meant to be
Colorado, and they don’t stop, Nevada, and they don’t stop, California, and they don’t stop,
We reached the Pacific will it ever stop
We came a long way from Jamestown
Alaska, and they don’t stop, Hawaii, and they don’t stop, Guam, and they don’t stop,
The Philippines, and they don’t stop, American Samoa, and they don’t stop, The Marshall Islands, and they don’t stop,
Puerto Rico. It keeps going and going and going.