Feb.

20-24, 2017
MI:PE Monday Tuesday Wednesday Thursday Friday
BlackHistoryAssembly NOMI
9:30-10:30 WOWWednesday

Homework: Reminders: Reminders: eminders:

R Reminders: Reminders:

MorningWork Pg.108 Pg.109 Pg.110 Pg.111 Pg.112

(pagesarein
notebook)

365 Days of Wonder

Quote

9:15-9:25 Morning Meeting

9:30-10:15 Monday Tuesday Wednesday Thursday Friday

Literacy Mini-Lesson BlackHistory WOWWednesday
Assembly9:30-10:30

FocusStandard RL.5.9 Compare and contrast RL.5.9 Compare and contrast RL.5.9 Compare and contrast stories RL.5.9 Compare and contrast stories
stories in the same genre stories in the same genre (e.g., in the same genre (e.g., mysteries in the same genre (e.g., mysteries
(e.g., mysteries and adventure mysteries and adventure stories) and adventure stories) on their and adventure stories) on their
stories) on their approaches to on their approaches to similar approaches to similar themes and approaches to similar themes and
similar themes and topics. themes and topics. topics. topics.

NC Ready Resource NC Ready Resource Lesson

Lesson 22 Part 1-3 22 Part 3-5
 10:20-11:20 Monday
Literacy
(SS Integrated)
Standards RL.5.3 Describe in depth a
character, setting, or event in
a story or drama, drawing on
specific details in the text
(e.g., a characters thoughts,
words, or action)
RL.5.6 Describe how a
narrators or speakers point of
view influences how events
are described.
RL.5.9 Compare and contrast
stories in the same genre
(e.g., mysteries and adventure
stories) on their approaches to
similar themes and topics.
EQ What choices do
authors make when
telling a story?
How do I collect and
categorize
information to use
for comparing and
contrasting?
How do I express my
opinion in a clear
and credible way?
ICan -determine first from third point
of view
-determine who is the narrator
in a story.
-determine how the narrator,
Tuesday
RL.5.3 Describe in depth a
character, setting, or event in a
story or drama, drawing on
specific details in the text (e.g.,
a characters thoughts, words,
or action)
RL.5.6 Describe how a
narrators or speakers point of
view influences how events are
described.
RL.5.9 Compare and contrast
stories in the same genre (e.g.,
mysteries and adventure
stories) on their approaches to
similar themes and topics.
What choices do
authors make
when telling a
story?
How do I collect
and categorize
information to use
for comparing and
contrasting?
How do I express
my opinion in a
clear and credible
way?
-determine first from third point
of view
-determine who is the narrator in
a story.
-determine how the narrator,
Wednesday
RL.5.3 Describe in depth a
character, setting, or event in a
story or drama, drawing on
specific details in the text (e.g., a
characters thoughts, words, or
action)
RL.5.6 Describe how a narrators
or speakers point of view
influences how events are
described.
RL.5.9 Compare and contrast
stories in the same genre (e.g.,
mysteries and adventure stories)
on their approaches to similar
themes and topics.
What choices do
authors make when
telling a story?
How do I collect and
categorize
information to use
for comparing and
contrasting?
How do I express my
opinion in a clear
and credible way?
-determine first from third point of
view
-determine who is the narrator in a
story.
-determine how the narrator,
Thursday
RL.5.3 Describe in depth a
character, setting, or event in a story
or drama, drawing on specific details
in the text (e.g., a characters
thoughts, words, or action)
RL.5.6 Describe how a narrators or
speakers point of view influences
how events are described.
RL.5.9 Compare and contrast stories
in the same genre (e.g., mysteries
and adventure stories) on their
approaches to similar themes and
topics.
What choices do
authors make when
telling a story?
How do I collect and
categorize information
to use for comparing
and contrasting?
How do I express my
opinion in a clear and
credible way?
-determine first from third point of
view
-determine who is the narrator in a
story.
-determine how the narrator,
Friday
RL.5.3 Describe in depth a
character, setting, or event in a story
or drama, drawing on specific details
in the text (e.g., a characters
thoughts, words, or action)
RL.5.6 Describe how a narrators or
speakers point of view influences
how events are described.
RL.5.9 Compare and contrast stories
in the same genre (e.g., mysteries
and adventure stories) on their
approaches to similar themes and
topics.
What choices do
authors make when
telling a story?
How do I collect and
categorize information
to use for comparing
and contrasting?
How do I express my
opinion in a clear and
credible way?
-determine first from third point of
view
-determine who is the narrator in a
story.
-determine how the narrator,
 speaker, author feels about
the topic using evidence from
the story (perspective of topic)
Vocabulary setting,compare,
contrast,event
Materials Auggie template, blue
construction paper, glue,
scissors
WordWork
APK Havestudentscutout
thetemplateofAuggie
andpasteittolight
bluepaper.
Inthehairportion,
havestudentswrite
downcharactertraits
thatdescribeAuggie.
Inthefaceportion
havestudentsrespond
below:
WholeGroup ReadersResponse:
ME/WE
At the end of Wonder, Mr.
TWO/YOU
Tushman said, "Greatness
lies not in being strong, but
in the right using of
strength. he is the greatest
whose strength carries up
the most hearts ...".
Auggie won the Beecher
medal because this quote
speaker, author feels about the speaker, author feels about the speaker, author feels about the topic speaker, author feels about the topic
topic using evidence from the topic using evidence from the using evidence from the story using evidence from the story
story (perspective of topic) story (perspective of topic) (perspective of topic) (perspective of topic)
firstperson,third firstperson,third
person,linkingwords, person,linkingwords,
phrase,pointofview, phrase,pointofview,
narrator,theme,fable narrator,theme,fable
fableTheDoveandAnt, chartpaper,fableThe Assessment Assessment, reflection
problem/solution chart DoveandAnt
FInishthewritingpromptfrom Can authors use their Assessment Expectations Review Assessment data
yesterday.
stories to teach
lessons through their
events and pictures?
Complete YOU:students read the fable Unit 5 Assessment Assessmentreflections
Wonder.activities The Dove and Ant to
themselves and make mental
pictures of the characters and
Studentswhoaredone events that are occurring in the
willcreateavideobook
fable.
trailerontheiPad.
(5 minutes)
Students will identify
(underline) the underlying
problem that each character
applies to him. Explain,
using evidence from the
text, what this quote means
and how it applies to
Auggie. How did he use
his greatness to make
others great?
faced in the fable and then
write the solution in the margin
of the paper. *Struggling
students can work with a peer.
*Studentswillcompletea
problem/solutionchart
followingtheabove
exercisefirst.
WE:WhentheyaredoneI
havesomesharealoud
whothethreemain
charactersinthefable
are?
Ithenaskthemtothink
ofcharactertraitsor
descriptivewordsthey
wouldusetodescribe
theircharactersifthey
weremakingavideoof
them(shy,helpfulant,
caring,unawaredove,
cunning,hungryhunter,
etc.)-Imodeladddetails
toachart.
ME:As a whole group, I will
read aloud fableTheDove
andAnt.
DSA:Inowaskthemto
imaginewhatthesetting
theirversionofthisfable
wouldlooklike-Ihave
themturnandsharetheir
versionswithapartner
(thishelpsthemtocreate
morecompletepicture
detailsforourchart)
 Iaskstudentstoshare
andaskguidingquestions
suchas"Whatelsecan
weadd?"tohelpthem
comeupwithatree(dove
livesthere),astream
(easiertovisualizethana
brook),asandyshore(ant
slipped),windyday(fast
movingwater),etc.

12:30-1:30 Science Monday Tuesday Wednesday Thursday Friday
WOW

Standards 5.L.2.1 Compare the 5.L.2.1 Compare the 5.L.2.1 Compare the 5.L.2.1 Compare the
characteristics of characteristics of several characteristics of several characteristics of several
several common common ecosystems, common ecosystems, including common ecosystems,
ecosystems, including including estuaries and estuaries and salt marshes, including estuaries and salt
estuaries and salt salt marshes, oceans, oceans, lakes and ponds, marshes, oceans, lakes and
marshes, oceans, lakes and ponds, forests, forests, and grasslands. ponds, forests, and
lakes and ponds, and grasslands. grasslands.
forests, and
grasslands.

EQ Whatisan Whatisan Whatisanecosystem? Whatisan

ecosystem? ecosystem? ecosystem?

ICan Compare the Compare the Compare the characteristics of Compare the characteristics
characteristics of characteristics of several several common ecosystems of several common
several common common ecosystems listed. ecosystems listed.
ecosystems listed. listed.

Vocabulary niche, habitat, habitat, ecosystem, aquatic, ocean, estuary, river, tropical rainforest,
ecosystem, biome biome, tropical rainforest, stream, deciduous/coniferous forest,

Materials Ecosystems Lesson One
PowerPoint (slide 2-3),
Discovery Education
Video LearningAbout
Ecology
http://app.discoveryeducation.c
om/search?Ntt=biomes%2C+ha
bitats+and+ecosystems&N=183
41
APK Complete
ME/WE/TWO/YO poster/summary
U
WE- Pose the ? what
abiotic factors must be
located in ALL
ecosystems (Have
students write on Post-It
Note to use later)
ME: Teacher will help
students set up
science notebook for
Terrestrial
Ecosystems Notes
(three column notes)
ME: Teacher will
connect to ELA
instruction about
prefixes and inform
students that the prefix
Terre(a) means land.
canopy, deciduous forest, grassland, desert, aquatic,
coniferous forest, ocean, estuary, river, stream,
grassland, desert,
Ecosystems Lesson One Ecosystems Lesson One white paper, science
PowerPoint, Ecosystem PowerPoint, Ecosystem Visuals notebooks
Visuals (glue in third (glue in third column)
column)
WE-What does the prefix ME: Teacher will use AVID Studentswillcomplete
aqua mean? examples to introduce the idea EcosystemsQuiz5.L.2.1
of a One-Pager.
ME: Teacher will help
students set up YOU: Students will being with
science notebook for
dividing their page creatively in
Aquatic Ecosystems
at least 6 sections (in which
Notes (three column
they will describe at least 6
notes)
different ecosystems).
Distributive
Summarizing Students should include word,
Name all aquatic description, picture and biotic
ecosystems you can factors
think of (will review
later)
WE: Teacher will
present PowerPoint
that shows pictures of
different ecosystems.
 WE: Teacher will
present PowerPoint
that shows pictures of
different ecosystems.
Class will discuss
biotic and abiotic
factors in each
ecosystem and come
up with a description.
Teachers will facilitate
definitions.
Distributive
Summarizing
Review your Post-It
note from the
beginning of class.
Make necessary
changes based on
new examples.
1:30-2:30 Math Monday
Standards 5.NF.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.
EQ How do you show multiplying
fractions in a visual model?
I Can -Solve word problems
involving multiplication of
fractions and mixed numbers.
Class will discuss biotic
and abiotic factors in
each ecosystem and
come up with a
description. Teachers
will facilitate definitions.
Distributive
Summarizing
Review your list from
above and remove or
add as necessary.
Tuesday Wednesday Thursday Friday
5.NF.6 Solve real world 5.NF.6 Solve real world 5.NF.6 Solve real world problems 5.NF.6 Solve real world
problems involving problems involving involving multiplication of fractions problems involving multiplication
multiplication of fractions multiplication of fractions and and mixed numbers, e.g., by using of fractions and mixed numbers,
and mixed numbers, e.g., by mixed numbers, e.g., by using visual fraction models or equations e.g., by using visual fraction
using visual fraction models visual fraction models or to represent the problem. models or equations to
or equations to represent the equations to represent the represent the problem.
problem. problem.
How do you show How do you show multiplying How do you show multiplying How do you show multiplying
multiplying fractions in a fractions in a visual model? fractions in a visual model? fractions in a visual model?
visual model?
-Solve word problems -Solve word problems involving -Solve word problems involving -Solve word problems involving
involving multiplication of multiplication of fractions and multiplication of fractions and multiplication of fractions and
fractions and mixed mixed numbers. mixed numbers. mixed numbers.
 -Represent the product of
fractions in simplest form.
-Write equations to represent
word problems involving
multiplication of fractions.
-Draw/show multiplication of
fractions through visual
models.
numbers.
-Represent the product of
fractions in simplest form.
-Write equations to
represent word problems
involving multiplication of
fractions. -Draw/show
multiplication of fractions
through visual models.
-Represent the product of
fractions in simplest form.
-Write equations to represent
word problems involving
multiplication of fractions.
-Draw/show multiplication of
fractions through visual models.
-Represent the product of fractions
in simplest form. -Write equations
to represent word problems
involving multiplication of fractions.
-Draw/show multiplication of
fractions through visual models.
-Represent the product of
fractions in simplest form. -Write
equations to represent word
problems involving multiplication
of fractions. -Draw/show
multiplication of fractions
through visual models.

Materials CookingTimerecipe
cards(1perstudent),
answerrecordingsheet.

Vocabulary

Number Talks

Engagement: WholeGroup
(Individual, Small Group or Whole Group) ME/WE/TWO/YOU
Guiding Questions:
How will the teacher capture students interest?
What kind of questions should the students ask themselves after the
engagement

Monday 5.NF.4b: Charlie and David wanted to buy a
tabletop for their daughter, Jazz, so she could have
a space to play with her doll. They came across a
tabletop foot long and wide. What is the area
of the tabletop? Draw a model to show how you
found the area.
ME:Share the recipe and recording sheet with students. Ask students how many cookies the recipe
makes. (4 dozen = 48)
WE: Ask students to determine what needs to be done if we wanted to increase the recipe from 4 dozen
cookies to 12 dozen cookies. (triple ingredients)
Ask students if they agree that in order to increase the recipe to make three times as many cookies, we
will need to increase each ingredient by three times.

Ask students how we can find the product of 3 x 1 . Answers could include modeling, by converting to
an improper fraction and using the algorithm for multiplying fractions, by using the distributive property, or
by repeated addition. Demonstrate, or have students demonstrate all of these.
 ME: What would we do if instead of increasing to 12 dozen cookies, we decreased the recipe to make
only 3 dozen cookies? (multiply original recipe by , take of the batch and triple it, or divide increased
recipe by 4).

WE: How can we find the product of x 1 ? Answers could include modeling, by converting to an
improper fraction and using the algorithm for multiplying fractions, by using the distributive property, or by
repeated addition. Demonstrate, or have students demonstrate all of these.

YOU: Complete both column of the recording sheet to show ingredient increase to make 12 dozen
cookies and ingredient decrease to make 3 dozen cookies.

Tuesday 5.NF.4b: Eduardo says he find the area of a
rectangle by tiling it with unit squares that have a
side length inch. What is another way Eduardo
can find the area of the rectangle?
1. Kendra is making of a recipe. The recipe calls for 3 cups of flour. How many cups
of flour will Kendra use? SOLUTION
2. Alisa had liter of juice in a bottle. She drank of the juice that was in the bottle.
How many liters of juice did she drink? SOLUTION

3. The distance between Rosas house and school is mile. She ran of the way to
school. How many miles did she run?

Wednesday MTSS/i-Ready on laptop StudentreviewproblemsofNF.1,NF.2,NF.4b,NF.5ab

WOW
Wednesday

Thursday 5.NF.5a: Luke had a calculator that will only ToMultiplyorNottoMultiply

display numbers less than or equal to 999,999,999.
Which of the following products will his calculator
display? Explain.

a. 792999,999,999
b. 999,999,999
c. 15/4 999,999,999
d. 0.67999,999,999
Friday 5.NF.5a: Comparing a Number and a Product The Burj Khalifa (Dubai) is about 2 times as tall as the Eiffel Tower (Paris) .
The Eiffel Tower is about 5/7 as tall as the Willis Tower (Chicago).

a. Which of these buildings is the tallest? Which is the shortest? Explain.

b. Draw pictures to illustrate.