2014-2015

Mrs. Camargo
Monday
03/09/2015

03/08/2015 - 03/14/2015
Week View
Tuesday
03/10/2015

Wednesday
03/11/2015

Thursday
03/12/2015

Friday
03/13/2015

Morning Routine 8:30am 8:40am

DOL Week 18

Morning Routine 8:30am 8:45am

DOL Week 18

Morning Routine 8:30am 8:44am

DOL Week 18

Morning Routine 8:30am 8:44am

DOL Week 18

Morning Routine 8:30am 8:44am

DOL Week 18

Reading 8:40am - 10:10am

OBJ: SWBAT explain how an
author uses reasons and
evidence to support particular
points, and which reasons
and evidence support which
points using a variety of
expository texts with 85%
accuracy.

Reading 8:45am - 10:15am

OBJ: SWBAT explain how an
author uses reasons and
evidence to support particular
points, and which reasons
and evidence support which
points using a variety of
expository texts with 85%
accuracy.

Specials 8:44am - 9:34am

P.E.

Specials 8:44am - 9:34am

MUSIC

Math 8:45am - 9:45am

FACEing Math Friday!

EQ: Why are natural

resources valuable?

Reading 9:34am - 11:05am

OBJ: SWBAT explain how an
author uses reasons and
evidence to support particular
points, and which reasons
and evidence support which
points using a variety of
expository texts with 85%
accuracy.

OBJ: SWBAT add, subtract,

multiply, and divide fractions
with like and unlike
denominators using a variety
of methods with 80%
accuracy.

EQ: Why are natural

resources valuable?
Materials:
Vocabulary Boxes &
Vocabulary Cards
Writing Workstation Card
17
Phonics Workstation Card
1
Spelling Reproducibles
Procedures:
1. (20 min)
1. Weekly Opener &
Graphic Organizer
2. Video & Building
Background
3. Interactive Read Aloud
"Minerals" & Graphic
Organizer
4. SW read in pairs from
the Reader to Writer
Workshop "Power from
Nature" pages 280-283
& answer the Make

Materials:
Your Turn Practice Pages
Unit 4 Week 4
Writing Workstation Card
18
Science Workstation Card
19
Spelling Sort Cards
Procedures:
1. (20 min)
1. Review (Summarize)
2. Mini-Lesson:
Expository Text
3. Review - Author's Point
of View
4. Discuss - Context
Clues
5. Review - Transition
Words
6. (75 min) Centers
alternating every 15
minutes

10-Minute Math 9:34am 9:50am

Estimation and Number
Sense: Closest Estimate
Write each of the following
problems on the board, one
at a time:
1. 5 _78 1 5 10
2. 36 _25 7 15 45
Give students approximately
30 seconds to look at the
three possible estimates and
determine which is the
closest to the actual answer.
Ask several students to
explain
how they chose an estimate,
including how they thought
about each of the numbers.
Spanish Instruction 9:50am
- 10:15am
Spanish instruction with
Maestra Kidd
Math 10:15am - 11:15am
Unit 4 Investigation 4A.5
OBJ: SWBAT multiply whole
numbers by fractions and
mixed numbers using various
strategies with 80% accuracy.

Page 1 of 12

EQ: Why are natural

resources valuable?
Materials:
Vocabulary Fortune
Tellers
Chicken Life Cycle Station
Cursive/Typing Station
RallyCoach Equivalent
Fractions
Procedures:
1. (20 min)
1. Review: Mystery Play
2. Mini-Lesson: Pronouns
3. Review: Visualize
4. Review: Point of View
5. SW pair read "A
Window into History:
The Mystery of the
Cellar Window pages
282-291 & "A Second
Chance for Chip: The

Focus: Addition & Subtraction

of Fractions with UNLIKE
denominators
Materials:
FACEing Math faces
FACEing Math Lesson
Procedures:
1. TW review the topics with
the students
2. TW give the students time
to work on it.
3. SW turn it in at the end of
the period.
Assessment: Teacher
Observations
Writing/ELA 9:45am 10:30am
OBJ: SWBAT write about a
topic and convey ideas and
information clearly with 85%
accuracy.

2014-2015
Mrs. Camargo
Connections Questions
on page 283
5. (75 min) Centers
alternating every 15
minutes
1. Reading with Mrs.
Camargo
2. Station A: Vocabulary
Boxes & Vocab Cards
3. Station B: Writing
Workstation Card 17
4. Station C: Phonics
Workstation Card 1
5. Station D: Spelling
Reproducibles
Centers: Student groups will
meet for 15 minutes with
teacher and rotate through
the remaining four centers.
The signal will be a clap to
switch centers.
Assessment: TW observe
students' answers to
questions at the end of the
book and comprehension of
each story.
Standards:
5.RI.8 Explain how an
author uses reasons and
evidence to support
particular points in a text,
identifying which reasons
and evidence support which
point(s).
Math 10:10am - 11:10am
Unit 4 Investigation 4A.2

03/08/2015 - 03/14/2015
Week View
1. Reading with Mrs.
Camargo
2. Station A: Your Turn
Practice Pages Unit 4
Week 2
3. Station B: Writing
Workstation Card 18
4. Station C: Science
Workstation Card 19
5. Station D: Spelling Sort
(open sort/closed sort/
pattern sort)
Centers: Student groups will
meet for 15 minutes with
teacher and rotate through
the remaining four centers.
The signal will be a clap to
switch centers.
Assessment: TW observe
students' answers to
questions at the end of the
book and comprehension of
each story.
Standards:
5.RI.8 Explain how an
author uses reasons and
evidence to support
particular points in a text,
identifying which reasons
and evidence support which
point(s).
Science/Social Studies
10:15am - 11:00am
OBJ: SWBAT determine the
five themes of geography and
characteristics of each theme
using a variety of materials
and booklets with 85%
accuracy.

Focus:
-Multiplying a fraction or
mixed number and a whole
number.
-Using a representation and
reasoning to multiply a whole
number by a fraction or mixed
number.
Anticipatory Set:TW give
students a few warm up
problems to work out with
their shoulder partner for a
RallyCoach activity. These
problems will be a variety of
operations using fractions.
5/6-3/4 (1/12)
3/8+2/3 (1 1/24)
2 1/6 - 5/6 (1 1/3)
1 8/9 * 2/3 (1 7/27)
Purpose: TW say: "Today we
will continue to work on our
skills and reasoning to
multiply fractions and mixed
numbers."
Input:
1. TW remind the students
what each word means.
For example, a fraction
means division. A number
"out of" another means
"divide". TW ask the
students what the word
"of" means. Students
should reply "multiply".
2. Note: If students do not
remember this create a
movement to accompany

Page 2 of 12

Case of the Curious

Canine" pages 294-297
in the Literature
Anthology
6. SW answer Author's
Purpose question page
292, Text Evidence
questions 1-3 page
293, and Make
Connection question
"Text to World" page
293
7. (75 min) Centers
alternating every 15
minutes
1. Reading with Mrs.
Camargo
2. Station A: Vocabulary
Fortune Tellers
3. Station B: Chicken Life
Cycle Station
4. Station C: Cursive/
Typing Station
5. Station D: RallyCoach
Equivalent Fractions
Centers: Student groups will
meet for 15 minutes with
teacher and rotate through
the remaining four centers.
The signal will be a clap to
switch centers.
Assessment: TW observe
students' answers to
questions at the end of the
book and comprehension of
each story.
Standards:
5.RI.8 Explain how an
author uses reasons and

Materials:
Spelling Test
Journals
Procedure:
1. TW administer Spelling
Test
2. SW participate in a
Mystery Drawing and
writing.
Assessment: Journal Entries
Specials 10:30am - 11:20am
VIOLIN
Accelerated Reader (AR)
11:20am - 11:45am
Students will read from their
personal AR level for 30
minutes.
Reading 12:15pm - 1:45pm
OBJ: SWBAT explain how an
author uses reasons and
evidence to support particular
points, and which reasons
and evidence support which
points using a variety of
expository texts with 85%
accuracy.
EQ: Why are natural
resources valuable?
Materials: Assessments
Procedures: TW administer
exams (Spelling, Selection, &
Weekly Assessment)
Centers: Student groups will
meet for 10 minutes with
teacher if time permits.

2014-2015
Mrs. Camargo
OBJ: SWBAT multiply whole
numbers by fractions and
mixed numbers using various
strategies with 75% accuracy.
Focus:
-Writing and interpreting
multiplication equations
involving a fraction and a
whole number.
-Using a representation and
reasoning to multiply a whole
number by a fraction or mixed
number.
Materials:
2-flap foldable
paper
scissors
Procedures:
1. TW introduce mixed
numbers by having
students discuss how to
convert a mixed number
into an improper fraction.
2. SW fill out foldables in
ways to convert improper
fractions into mixed
numbers on one side and
how to convert mixed
numbers into improper
fractions on the other side.
3. SW practice converting
improper fractions and
mixed numbers.
4. SW add to fraction
posters.
Assessment: Teacher
observation of students'

03/08/2015 - 03/14/2015
Week View

Materials:
Social Studies Journals
Place Descriptions
Foldables
Scissors
Glue
Pencils
Procedure:
1. TW ask students to reread
the Places MiniBook
2. SW make the foldables
with teacher step by step
instructions
3. SW describe the places on
the foldables using human
and physical differences
Assessment: Teacher
Observation
Writing/ELA 11:00am 11:45am
OBJ: SWBAT write a
persuasive article with
supporting details with 80%
accuracy.
Materials:
Devices
Journals
Graphic Organizers
Procedure:
1. TW use the Wonders
Essential Question "Why
are natural resources
valuable?" to prompt the
students' thoughts.
2. TW remind students of the
story about Teddy
Roosevelt they read
toward the beginning of

it. For example, "of"

means multiply, so the
students can say "of" and
make a cross with their
forearms. For divide, the
students can say "out of"
and make a division sign
like Mr. Q-U-E does.
Modeling:
1. TW play the Mr. Q-U-E
video on Fractions.
2. TW review the questions
and remind students of the
process of multiplying
fractions.
3. TW review visual
representations of
multiplication using
fraction bars and add to
the expression chart.
4. TW review multiplication of
mixed numbers.
Guided Practice:
1. TW ask students to finish
up pages C27-C28 with
their face partner. TW
remind students to use
what they know about
fractions to determine the
parts of a whole.
**Fast Finishers may play
Fraction Track or Dueling
Sums and Differences**
2. TW ask, "If 1 part of two is
one half, what is one half
of one half?" Have
students work with their
shoulder partners to come
up with a visual
representation of one half

Page 3 of 12

evidence to support
particular points in a text,
Assessment: Open-book
identifying which reasons
Selection Test & Unit 4 Week
and evidence support which
4 Assessment
point(s).
Standards:
Attachments:
5.RI.8 Explain how an
ChickenEggHatchCountdown.pdf author uses reasons and
evidence to support
ChickenEggDaytoDayDevelopmentPowerPointFREE.ppt
particular points in a text,
Chicklifecyclefacts.pdf
identifying which reasons
and evidence support which
AnchorChartsforChickenLifeCycle.pdf
point(s).
Accelerated Reader (AR)
10-Minute Math 1:45pm 11:05am - 11:45am
2:00pm
Students will read from their
Estimation and Number
personal AR level for 30
Sense Using Digit Cards
minutes.
(M5M7), make two 5-digit
10-Minute Math 11:35am minus
11:45am
4-digit subtraction problems
Estimation and Number
(_ _,_ _ _ _,_ _ _). Give
Sense: Closest Estimate
students 30 seconds to
Write each of the following
mentally estimate differences
problems on the board, one
as close as possible to the
at a time:
exact answers. Students may
1. 2 3/8 8 6 12 20
write down partial differences
2. 110 5 4/6 50 500 600
if they wish. Some students
Give students approximately
may determine the exact
30 seconds to look at the
answers. Have two or three
three possible estimates and
students explain their work
determine which is the
for each problem, and record
closest to the actual answer.
these strategies on the board
Ask several students to
or overhead.
explain
Science/Social Studies
how they chose an estimate,
2:00pm
- 2:30pm
including how they thought
Book
Buddies!
about each of the numbers.
Math 12:15pm - 1:00pm
Unit 4 Investigation 4A.6

Intervention/Enrichment
2:30pm - 3:00pm
OBJ: TESTING

2014-2015
Mrs. Camargo
abilities to convert fractions
into mixed numbers and
mixed numbers into improper
fractions.
Standards:
5.NF.B.6 Solve real world
problems involving
multiplication of fractions
and mixed numbers, e.g., by
using visual fraction models
or equations to represent
the problem.
5.NF.B.5 Interpret
multiplication as scaling
(resizing), by: (a) Comparing
the size of a product to the
size of one factor on the
basis of the size of the other
factor, without performing
the indicated multiplication.
(b) Explaining why
multiplying a given number
by a fraction greater than 1
results in a product greater
than the given number
(recognizing multiplication
by whole numbers greater
than 1 as a familiar case);
explaining why multiplying a
given number by a fraction
less than 1 results in a
product smaller than the
given number; and relating
the principle of fraction
equivalence a/b = (nxa)/
(nxb) to the effect of
multiplying a/b by 1.
5.NF.B.4a Interpret the
product (a/b) x q as a parts
of a partition of q into b
equal parts; equivalently, as

03/08/2015 - 03/14/2015
Week View
the year and ask them
of one half. When they
what valuable resource he
finish, have them hold up
began protecting. They
their whiteboards.
should respond with
3. TW give a second
"national parks & forests"
example for the students
3. SW be given a list of
to work out in 1 minute on
national parks to choose
their whiteboards ALONE.
from
"If 1/2 of 1/2 is 1/4, what is
4. The writing assignment
1/4 of 1/2?"
will be to research their
4. Once students have
choice in national park and
finished, TW ask students
write a persuasive article
to take turns comparing
trying to persuade the
their answers with their
audience to go to their
face partner. Have
National Park
students use T^4 if their
Assessment: SW be
partner is stuck.
assessed on their final writing
Checking for Understanding:
piece.
1. SW use their whiteboards
to multiply 2 2/3 * 27 and
Standards:
draw a visual
5.W.1 Write opinion pieces
representation of it.
on topics or texts,
Independent Practice:
supporting a point of view
1. SW complete pages
with reasons and
C29-C30 independently.
information.
Closure:TW have students
Attachments:
create and solve a fraction
NationalParksPersuasiveEssay.docx
multiplication problem on a
sticky note.
Math 12:15pm - 1:15pm
Unit 4 Investigation 4A.3 &
4A.4
Homework:
SAB pages C33-C34, C39
OBJ: SWBAT multiply whole
numbers by fractions and
Standards:
mixed numbers using various
5.NF.B.6 Solve real world
strategies with 80% accuracy.
problems involving
multiplication of fractions
Focus:
and mixed numbers, e.g., by
using visual fraction models
or equations to represent
the problem.

Page 4 of 12

OBJ: SWBAT multiply whole

numbers by fractions and
mixed numbers using various
strategies with 80% accuracy.

Materials: TESTING
Procedures: TESTING

Focus:

Assessment: TESTING

-Using arrays to represent

multiplication of fractions.
-Developing rules for
multiplying fractions and
whole numbers.

Agenda, Clean Up, Etc.

3:00pm - 3:15pm
Students will write in
agendas, clean up the
classroom, and go to Mrs.
Soiferman's classroom for
silent dismissal. Students in
my class and Mrs.
Soiferman's class who are
walking or part of an after
school program, such as
clubs or SAFEKEY, will be
escorted down to the class
dot or stage by myself. 3:19
PM is the scheduled bell for
end of day.

Anticipatory Set: (8 minutes)

TW give students a few warm
up problems to work out with
their shoulder partner for a
RallyCoach activity. These
problems will be a variety of
operations using fractions.
**WORKSHEET**
Purpose: TW say: "Today we
will continue to work on our
skills and reasoning to
multiply fractions and mixed
numbers using arrays."
Input: (1 minute)
1. TW remind the students
what each word means.
For example, a fraction
means division. A number
"out of" another means
"divide". TW ask the
students what the word
"of" means. Students
should reply "multiply".
2. Note: If students do not
remember this create a
movement to accompany

2014-2015
Mrs. Camargo
the result of a sequence of
operations a x q b. For
example, use a visual
fraction model to show (2/3)
x 4 = 8/3, and create a story
context for this equation. Do
the same with (2/3) x (4/5) =
8/15. (In general, (a/b) x (c/
d) = ac/bd.)
Accelerated Reader (AR)
11:10am - 11:45am
Students will read from their
personal AR level for 30
minutes.
10-Minute Math 12:15pm 12:43pm
Estimation and Number
Sense: Closest Estimate
Write each of the following
problems on the board, one
at a time:
1. _58 425 50 100 250
2. 230 _17_5 115 230
345
Give students approximately
30 seconds to look at the
three possible estimates and
determine which is the
closest to the actual answer.
Ask several students to
explain
how they chose an estimate,
including how they thought
about each of the numbers.
Specials 12:43pm - 1:33pm
ART
Writing/ELA 1:33pm 2:30pm

03/08/2015 - 03/14/2015
Week View
-Multiplying a fraction or
mixed number and a whole
number.
-Using a representation and
reasoning to multiply a whole
number by a fraction or mixed
number.
Anticipatory Set:TW give
students a few warm up
problems to work out with
their shoulder partner for a
RallyCoach activity. These
problems will be a variety of
operations using fractions.
3/4-1/2 (1/4)
5/6+2/3 (1 1/2)
1 1/2 - 3/4 (3/4)
5/6*3/4 (5/8)
Purpose: TW say: "Today we
will be working on our skills
and reasoning to multiply
fractions and mixed
numbers."
Input:
1. TW remind the students
what each word means.
For example, a fraction
means division. A number
"out of" another means
"divide". TW ask the
students what the word
"of" means. Students
should reply "multiply".
2. Note: If students do not
remember this create a
movement to accompany
it. For example, "of"
means multiply, so the
students can say "of" and

5.NF.B.5 Interpret
multiplication as scaling
(resizing), by: (a) Comparing
the size of a product to the
size of one factor on the
basis of the size of the other
factor, without performing
the indicated multiplication.
(b) Explaining why
multiplying a given number
by a fraction greater than 1
results in a product greater
than the given number
(recognizing multiplication
by whole numbers greater
than 1 as a familiar case);
explaining why multiplying a
given number by a fraction
less than 1 results in a
product smaller than the
given number; and relating
the principle of fraction
equivalence a/b = (nxa)/
(nxb) to the effect of
multiplying a/b by 1.
5.NF.B.4a Interpret the
product (a/b) x q as a parts
of a partition of q into b
equal parts; equivalently, as
the result of a sequence of
operations a x q b. For
example, use a visual
fraction model to show (2/3)
x 4 = 8/3, and create a story
context for this equation. Do
the same with (2/3) x (4/5) =
8/15. (In general, (a/b) x (c/
d) = ac/bd.)
Accelerated Reader (AR)
11:15am - 11:45am

Page 5 of 12

it. For example, "of"

means multiply, so the
students can say "of" and
make a cross with their
forearms. For divide, the
students can say "out of"
and make a division sign
like Mr. Q-U-E does.
Modeling: (10 minutes)
1. TW play the Mr. Q-U-E
video on Fractions.
2. TW review the questions
and remind students of the
process of multiplying
fractions with arrays.
**NOTE** students may
still need help recognizing
that when multiplying
fractions, the sections in
the array do not represent
1, rather they represent 1
part of a whole.
3. Use 1/2 * 3/8 and 2/3*1/6
on the board and in their
journals.
4. SW then come up with
steps with their shoulder
partner as a RallyWrite
activity. Partner B will
write the first step, Partner
A the second, and so on
and so forth.
Guided Practice: (20
minutes)
1. TW ask students to finish
up pages C36-C37 with
their face partner. TW
remind students to use
reasoning when
determining if their
products are correct.

2014-2015
Mrs. Camargo
OBJ: SWBAT draw evidence
from literary or informational
texts to support analysis,
reflection, and research using
various tall tales or folktales
with 80% accuracy.
Materials:
Graphic Organizer #75
Research Reproducibles
Pencils
Teacher's Edition page
T28
Internet/Devices
Spelling Pretest
Procedure:
1. TW administer Spelling
Pretest
2. SW work together to pull
out the main parts of the
stories.
3. SW put a twist on the story
to give it a new lesson or
outcome.
Assessment: SW assessed
on their abilities to pull
relevant information and
evidence from the stories to
deduce the moral.
Standards:
5.W.9 Draw evidence from
literary or informational texts
to support analysis,
reflection, and research.
Intervention/Enrichment
2:30pm - 3:00pm
OBJ: SW make gains in
fluency, comprehension, and
vocabulary within a six week
time frame.

03/08/2015 - 03/14/2015
Week View
make a cross with their
forearms. For divide, the
students can say "out of"
and make a division sign
like Mr. Q-U-E does.
Modeling:
1. TW play the Mr. Q-U-E
video on Fractions.
2. TW review the questions
and remind students of the
process of multiplying
fractions.
3. TW introduce
multiplication of mixed
numbers.
Guided Practice:
1. TW ask students to finish
up pages C24-C25 with
their face partner. TW
remind students to use
what they know about
fractions to determine the
parts of a whole.
2. TW ask, "If 1 part of two is
one half, what is one half
of one half?" Have
students work with their
shoulder partners to come
up with a visual
representation of one half
of one half. When they
finish, they may come up
to the board and show
their representation.
3. Once students have
finished, TW ask students
to take turns comparing
their answers with their
shoulder partner. Have
students use T^4 if their
partner is stuck.

Students will read from their

personal AR level for 30
minutes.
Reading 12:15pm - 1:45pm
OBJ: SWBAT explain how an
author uses reasons and
evidence to support particular
points, and which reasons
and evidence support which
points using a variety of
expository texts with 85%
accuracy.
EQ: Why are natural
resources valuable?
Materials:
Writing Workstation Card
17
Science Station pages
12-? (vocabulary)
Vocabulary Activity
(spelling city)
Math Station
Procedures:
1. (20 min) Teachers
Edition
1. Review Comprehension
Skill (Point of View)
2. Review
Comprehension
Strategy (Summarize)
3. Review Writing Traits
(Transition Words)
4. SW pair read "One
Well pages 320-337 &
"The Dirt on Dirt" pages
338-339 in the
Literature Anthology

Page 6 of 12

**Fast Finishers may play

Fraction Track or Dueling
Sums and Differences**
2. Once students have
finished, TW ask students
to take turns comparing
their answers with their
face partner. Have
students use T^4 if their
partner is stuck.
Checking for Understanding:
(5 minutes)
1. SW use their whiteboards
to multiply 2 2/3 * 27 and
draw a visual
representation of it.
Independent Practice: (15
minutes)
1. SW complete pages C38
independently.
Closure:TW have students
create and solve a fraction
multiplication problem on a
sticky note.

Homework:
SAB pages C33-C34, C39
Standards:
5.NF.B.6 Solve real world
problems involving
multiplication of fractions
and mixed numbers, e.g., by
using visual fraction models
or equations to represent
the problem.
5.NF.B.5 Interpret
multiplication as scaling
(resizing), by: (a) Comparing
the size of a product to the

2014-2015
Mrs. Camargo

Materials: Fluency (Lesson

FL18), Comprehension
(C88), and Vocabulary
Lesson (V84)
Procedures: TW introduce
routines for enrichment block.
During this time, the students
will begin to create a graph
for individual fluency results.
Graph should include x-axis
and y-axis labels (date for xaxis; growth for y-axis), title
(My Growth in Fluency), and
y-axis should be numbered
by 5s. This graph will be
reviewed on Thursday of
each week.
During fluency lesson, SW
pair up and use a different
color pen each day to
practice fluency. The fluency
"quiz" will be to read for 35
seconds at a time. One
partner will read, while the
other partner marks words
pronounced incorrectly and
drawing a forward slash
where the partner stopped.
Then, the other partner will
go. TW set the timer on the
board.
During comprehension
lesson, SW read the
questions ahead of time so
they know what information
will be important during the
reading. TW review skill. TW

03/08/2015 - 03/14/2015
Week View
Checking for Understanding:
1. SW use their whiteboards
to multiply 3 1/5 * 4/5 and
draw a visual
representation of it.
Independent Practice:
1. SW complete pages
C40-C41 independently.
Closure:TW have students
create and solve a fraction
multiplication problem on a
sticky note.

Homework:
SAB pages C24-C25, C31, &
C40-C41
Standards:
5.NF.B.6 Solve real world
problems involving
multiplication of fractions
and mixed numbers, e.g., by
using visual fraction models
or equations to represent
the problem.
5.NF.B.5 Interpret
multiplication as scaling
(resizing), by: (a) Comparing
the size of a product to the
size of one factor on the
basis of the size of the other
factor, without performing
the indicated multiplication.
(b) Explaining why
multiplying a given number
by a fraction greater than 1
results in a product greater
than the given number
(recognizing multiplication
by whole numbers greater

5. SW answer Author's
Purpose question page
336, Text Evidence
questions 2-3 page
337, and Make
Connection questions
"Essential Question" &
"Text to World" page
337
1. (75 min) Centers
alternating every 15
minutes
1. Reading with Mrs.
Camargo
2. Station
A: Vocabulary Activity
(spelling city)
3. Station B: Science
Workstation Card 17
4. Station C: Science
Station
5. Station D: Math
Workstation
Centers: Student groups will
meet for 15 minutes with
teacher and rotate through
the remaining four centers.
The signal will be a bell to
switch centers.
Assessment: TW observe
students' answers to
questions at the end of the
book and comprehension of
each story.
Standards:
5.RI.8 Explain how an
author uses reasons and
evidence to support
particular points in a text,

Page 7 of 12

size of one factor on the

basis of the size of the other
factor, without performing
the indicated multiplication.
(b) Explaining why
multiplying a given number
by a fraction greater than 1
results in a product greater
than the given number
(recognizing multiplication
by whole numbers greater
than 1 as a familiar case);
explaining why multiplying a
given number by a fraction
less than 1 results in a
product smaller than the
given number; and relating
the principle of fraction
equivalence a/b = (nxa)/
(nxb) to the effect of
multiplying a/b by 1.
5.NF.B.4a Interpret the
product (a/b) x q as a parts
of a partition of q into b
equal parts; equivalently, as
the result of a sequence of
operations a x q b. For
example, use a visual
fraction model to show (2/3)
x 4 = 8/3, and create a story
context for this equation. Do
the same with (2/3) x (4/5) =
8/15. (In general, (a/b) x (c/
d) = ac/bd.)
Bank Presentation 1:00pm 1:30pm
Bank will be in to present to
the students and discuss
math in the real world.

2014-2015
Mrs. Camargo
do an activity pertaining to
the skill. (compare & contrast)
During vocabulary lesson,
TW review Vocabulary words
from Unit 3 and their
definitions. SW do a
vocabulary activity.
Assessment: Teacher
Observation of graphing &
activities.
Agenda, Clean Up, Etc.
3:00pm - 3:15pm
Students will write in
agendas, clean up the
classroom, and go to Mrs.
Soiferman's classroom for
silent dismissal. Students in
my class and Mrs.
Soiferman's class who are
walking or part of an after
school program, such as
clubs or SAFEKEY, will be
escorted down to the class
dot or stage by myself. 3:19
PM is the scheduled bell for
end of day.

03/08/2015 - 03/14/2015
Week View
than 1 as a familiar case);
explaining why multiplying a
given number by a fraction
less than 1 results in a
product smaller than the
given number; and relating
the principle of fraction
equivalence a/b = (nxa)/
(nxb) to the effect of
multiplying a/b by 1.
5.NF.B.4a Interpret the
product (a/b) x q as a parts
of a partition of q into b
equal parts; equivalently, as
the result of a sequence of
operations a x q b. For
example, use a visual
fraction model to show (2/3)
x 4 = 8/3, and create a story
context for this equation. Do
the same with (2/3) x (4/5) =
8/15. (In general, (a/b) x (c/
d) = ac/bd.)
10-Minute Math 1:15pm 1:25pm
Estimation and Number
Sense: Closest Estimate
Write each of the following
problems on the board, one
at a time:
1. 2/7 126 20 40 60
2. 10/11 568 100 250 500
Give students approximately
30 seconds to look at the
three possible estimates and
determine which is the
closest to the actual answer.
Ask several students to
explain

identifying which reasons

and evidence support which
point(s).
Writing/ELA 1:45pm 2:30pm
OBJ: SWBAT write a
persuasive article with
supporting details with 80%
accuracy.
Materials:
Devices
Journals
Graphic Organizers
Procedure:
1. TW use the Wonders
Essential Question "Why
are natural resources
valuable?" to prompt the
students' thoughts.
2. TW remind students of the
story about Teddy
Roosevelt they read
toward the beginning of
the year and ask them
what valuable resource he
began protecting. They
should respond with
"national parks & forests"
3. SW be given a list of
national parks to choose
from
4. The writing assignment
will be to research their
choice in national park and
write a persuasive article
trying to persuade the
audience to go to their
National Park

Page 8 of 12

Writing/ELA 1:30pm 2:00pm

OBJ: SWBAT write a
persuasive article with
supporting details with 80%
accuracy.
Materials:
Devices
Journals
Graphic Organizers
Procedure:
1. TW use the Wonders
Essential Question "Why
are natural resources
valuable?" to prompt the
students' thoughts.
2. TW remind students of the
story about Teddy
Roosevelt they read
toward the beginning of
the year and ask them
what valuable resource he
began protecting. They
should respond with
"national parks & forests"
3. SW be given a list of
national parks to choose
from
4. The writing assignment
will be to research their
choice in national park and
write a persuasive article
trying to persuade the
audience to go to their
National Park
Assessment: SW be
assessed on their final writing
piece.
Standards:

2014-2015
Mrs. Camargo

03/08/2015 - 03/14/2015
Week View
how they chose an estimate,
including how they thought
about each of the numbers.

Assessment: SW be
assessed on their final writing
piece.

Accelerated Reader (AR)

1:25pm - 1:36pm
Students will read from their
personal AR level for 30
minutes.

Standards:
5.W.1 Write opinion pieces
on topics or texts,
supporting a point of view
with reasons and
Science/Social Studies
information.
2:00pm - 2:30pm
Attachments:
OBJ: SWBAT determine the
NationalParksPersuasiveEssay.docx
five themes of geography and

Specials 1:36pm - 2:26pm

THEATRE
Intervention/Enrichment
2:30pm - 3:00pm
OBJ: SW make gains in
fluency, comprehension, and
vocabulary within a six week
time frame.

Intervention/Enrichment
2:30pm - 3:00pm
OBJ: SW make gains in
fluency, comprehension, and
vocabulary within a six week
time frame.

Materials: Fluency (Lesson

FL18), Comprehension
(C89), and Vocabulary
Lesson (V84)

Materials: Fluency (Lesson

FL18), Comprehension
(C90), and Vocabulary
Lesson (V84)

Procedures: TW introduce
routines for enrichment block.
During this time, the students
will begin to create a graph
for individual fluency results.
Graph should include x-axis
and y-axis labels (date for xaxis; growth for y-axis), title
(My Growth in Fluency), and
y-axis should be numbered
by 5s. This graph will be
reviewed on Thursday of
each week.

Procedures: TW introduce
routines for enrichment block.
During this time, the students
will begin to create a graph
for individual fluency results.
Graph should include x-axis
and y-axis labels (date for xaxis; growth for y-axis), title
(My Growth in Fluency), and
y-axis should be numbered
by 5s. This graph will be
reviewed on Thursday of
each week.

During fluency lesson, SW

pair up and use a different
color pen each day to

During fluency lesson, SW

pair up and use a different

Page 9 of 12

5.W.1 Write opinion pieces

on topics or texts,
supporting a point of view
with reasons and
information.
Attachments:
NationalParksPersuasiveEssay.docx

characteristics of each theme

using a variety of materials
and booklets with 85%
accuracy.
Materials:
Social Studies Journals
Continents MiniBook
Continents Quiz
Human Environment
Interaction
Human Environment
Interaction Matchbooks
Scissors
Glue
Pencils
Procedure:
1. TW ask students to cut out
and pair read the
Continents MiniBook
2. SW Label the continents
without looking (they
should be able to do this
after our Continent Twister
project)
3. SW popcorn read the
Human Environment
Interaction booklet and
TW model and

2014-2015
Mrs. Camargo

03/08/2015 - 03/14/2015
Week View
practice fluency. The fluency
"quiz" will be to read for 35
seconds at a time. One
partner will read, while the
other partner marks words
pronounced incorrectly and
drawing a forward slash
where the partner stopped.
Then, the other partner will
go. TW set the timer on the
board.
During comprehension
lesson, SW read the
questions ahead of time so
they know what information
will be important during the
reading. TW review skill. TW
do an activity pertaining to
the skill. (compare & contrast)
During vocabulary lesson,
TW review Vocabulary words
from Unit 3 and their
definitions. SW do a
vocabulary activity.
Assessment: Teacher
Observation of graphing &
activities.

color pen each day to

practice fluency. The fluency
"quiz" will be to read for 35
seconds at a time. One
partner will read, while the
other partner marks words
pronounced incorrectly and
drawing a forward slash
where the partner stopped.
Then, the other partner will
go. TW set the timer on the
board.
During comprehension
lesson, SW read the
questions ahead of time so
they know what information
will be important during the
reading. TW review skill. TW
do an activity pertaining to
the skill. (compare & contrast)
During vocabulary lesson,
TW review Vocabulary words
from Unit 3 and their
definitions. SW do a
vocabulary activity.
Assessment: Teacher
Observation of graphing &
activities.

lead highlighting important

features.
4. SW make the Human
Envioronment Interaction
foldables with teacher step
by step instructions.
5. SW complete the Human
Environment Interaction
Matchbooks.
Assessment: Teacher
Observation
Intervention/Enrichment
2:30pm - 3:00pm
OBJ: SW make gains in
fluency, comprehension, and
vocabulary within a six week
time frame.
Materials: Fluency (Lesson
FL18), Comprehension
(C91), and Vocabulary
Lesson (V84)
Procedures: TW introduce
routines for enrichment block.
During this time, the students
will begin to create a graph
for individual fluency results.
Graph should include x-axis
and y-axis labels (date for xaxis; growth for y-axis), title
(My Growth in Fluency), and
y-axis should be numbered
by 5s. This graph will be
reviewed on Thursday of
each week.
During fluency lesson, SW
pair up and use a different
color pen each day to

Page 10 of 12

2014-2015
Mrs. Camargo

03/08/2015 - 03/14/2015
Week View
Agenda, Clean Up, Etc.
3:00pm - 3:15pm
Students will write in
agendas, clean up the
classroom, and go to Mrs.
Soiferman's classroom for
silent dismissal. Students in
my class and Mrs.
Soiferman's class who are
walking or part of an after
school program, such as
clubs or SAFEKEY, will be
escorted down to the class
dot or stage by myself. 3:19
PM is the scheduled bell for
end of day.

Agenda, Clean Up, Etc.

3:00pm - 3:15pm
Students will write in
agendas, clean up the
classroom, and go to Mrs.
Soiferman's classroom for
silent dismissal. Students in
my class and Mrs.
Soiferman's class who are
walking or part of an after
school program, such as
clubs or SAFEKEY, will be
escorted down to the class
dot or stage by myself. 3:19
PM is the scheduled bell for
end of day.

practice fluency. The fluency

"quiz" will be to read for 35
seconds at a time. One
partner will read, while the
other partner marks words
pronounced incorrectly and
drawing a forward slash
where the partner stopped.
Then, the other partner will
go. TW set the timer on the
board.
During comprehension
lesson, SW read the
questions ahead of time so
they know what information
will be important during the
reading. TW review skill. TW
do an activity pertaining to
the skill. (compare & contrast)
During vocabulary lesson,
TW review Vocabulary words
from Unit 3 and their
definitions. SW do a
vocabulary activity.
Assessment: Teacher
Observation of graphing &
activities.

Page 11 of 12

2014-2015
Mrs. Camargo

03/08/2015 - 03/14/2015
Week View
Agenda, Clean Up, Etc.
3:00pm - 3:15pm
Students will write in
agendas, clean up the
classroom, and go to Mrs.
Soiferman's classroom for
silent dismissal. Students in
my class and Mrs.
Soiferman's class who are
walking or part of an after
school program, such as
clubs or SAFEKEY, will be
escorted down to the class
dot or stage by myself. 3:19
PM is the scheduled bell for
end of day.

Page 12 of 12