Lesson Plan Mrs. De Lorenzo/Ms.

Fenderson 5 th Grade- Morning

Week of February 13-17, 2017

8:35 9:00 9:00 10:00 Math Daily Practice Skills 10:00 -11:00 Math Main Lesson
11-11:35
M -Pledge Library Check Out 9:00 9:20
O
N
-Attendance Mental Math Review and Practice: Adding and subtracting Recess
D & Lunch Math Drills fractions with unlike denominators and
A Count Math Practice pg. 41 Adding Fractions With Lunch
Simple Solutions, Lesson 51
Y -Bell Work Unlike Denominators & 47 Subtracting Break
Fractions With Unlike Denominators

T -Pledge
U
E
-Attendance Simple Solutions, Lesson 52 Mental Math Recess
S & Lunch Orchestra 9:20 -10:05/ Math RTI/ Extension Review and Practice: Adding mixed numbers and
D Count Activities with unlike denominators Lunch
A -Bell Work Math Practice pg. 44-45 Adding Mixed Numbers Break
Y
With Unlike Denominators

W -Pledge
E
D
-Attendance Simple Solutions Quiz 14 Mental Math Recess
N & Lunch Orchestra 9:20 -10:05/ Math RTI/ Extension Review and Practice: Multiplying and dividing and
E Count Activities fractions Lunch
S -Bell Work Math Practice pg.59 Multiplying Whole Break
D
A Numbers and Fractions & pg. 65 Dividing Whole
Y Numbers by Unit Fractions

T -Pledge
H
U
-Attendance Musical Practice with Ms. Holl Mental Math
R & Lunch Continue with decimals: adding, subtracting, Recess
S Count multiplying and
D -Bell Work Common Core Sheets: Multiplying with Lunch
A
Decimals Break
Y

F -Pledge
R
I
-Attendance Simple Solutions, Quiz # 13 Mental Math, Division Drills
D & Lunch 9:25-10:15 Technology Instruction with Mixed Review of all concepts using Plickers Recess
A Count Mr.Buckley and
Y -Bell Work Lunch
Break
Lesson Plan Mrs. De Lorenzo/Ms. Fenderson 5 th Grade- Afternoon
Week of February 13-17, 2017

11:35 12:35 ELA Block 1: Reading & Writing 1 12:30 1:15 Science /S.S./P.E. 1:15 2:15 Daily 5 - CAFE 2:15-2:40 Writing
2:45
M The Giver, Vocabulary: distraught,
O defiant, sympathetic, fond, Writing, Informative CAF small group work: Science: Clean
N Essay: Why are up
awkward, remorse Comprehension, Investigation
D elephants endangered and
A Drawing Conclusions: Teach and accuracy, fluency, #4 Dismi
and what is being done
Y model with Green Machines. to save them? Final
expand vocabulary Homework ssal
Paired practice with Great Wall, Draft (see schedule for specifics) and Planner
Great Jump P.E.: Stretching, warm
up and games

T Science:
U The Giver, Vocabulary: distraught, Are GMOs Safe? Paired Caf small group work: Continue Clean
E reading and graphic up
defiant, sympathetic, fond, Comprehension, Investigation and
S organizer
D
awkward, remorse accuracy, fluency, #4 Dismi
P.E.: Stretching, warm
A Drawing Conclusions: Paired expand vocabulary Homework ssal
up and games
Y practice with Great Wall, Great (see schedule for specifics) and Planner
Jump
W
E Love of Reading week
D
AZ Merit Practice in Computer Lab Caf small group work: Comprehension, accuracy,
(until 12:15) teacher swap (12:45-1) fluency, expand vocabulary
N
Drop Everything and
E The Giver, Vocabulary: distinguish, (see schedule for specifics)
S Read (1-1:30)
profound, unanimous, reluctant,
D P.E.: Stretching, warm
A transgression, relinquish up and games
Y

T
H The Giver, Vocabulary: distinguish, Visual Arts with Mrs. De Mars 12:40 1:40 Clean
U up
profound, unanimous, reluctant, Performing Arts with Ms. Holl, 1:40 2:40 and
R
S
transgression, relinquish Dismi
D Planner/Homework ssal
A
Y
F
R Assessment on Drawing Opinion Writing: Are Caf small group work: Science: Clean
I up
Conclusions: Star-Spangled Relic GMOs Safe? Comprehension, Complete and
D
A Vocabulary Test: The Giver, ch. 1-8 P.E.: Stretching, warm accuracy, fluency, word bank Dismi
Y up, and games expand vocabulary and closure ssal
(see schedule for specifics) Testing
Organization
 Standards- Highlighted standards are focused on this week
Math
Highly Leveraged Standards
5.NF.B.3
Interpret a fraction as division of the numerator by the denominator by the denominator (a/b = a b). Solve word problems involving division
of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent
the
problem.
5.NF.B.4a, 4b
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
5.NF.B.4a Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of
operations a q b. For example, use a visual fraction model to show (2/3) 4 = 8/3, and create a story context for this equation. Do
the same with (2/3) (4/5) = 8/15.(In general, (a/b) (c/d) = ac/bd.)
5.NF.B.4b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and
show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles,
and represent
fraction products as rectangular areas.
5.NF.B.5a, 5b Interpret multiplication as scaling (resizing), by:
5.NF.B.5a Interpret multiplication as scaling (resizing), by 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.
5.NF.B.5b Interpret multiplication as scaling (resizing), by 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= (nb) to the effect of multiplying a/b by 1.
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.7a, 7b, 7c: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers
by unit fractions.
5.NF.B.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
5.NF.B.7b Interpret division of a whole number by a unit fraction, and compute such quotients.
5.NF.B.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by
unit fractions, e.g., by using visual fraction models and equations to represent the problem.
5.MD.C.3a, 3b Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
5.MD.C.3a A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of
volume, and can be used to measure volume.
5.MD.C.3b A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

ELA - 3rd Quarter

5.RL.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.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.
5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.RL.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., poem, folktale, myth, graphic
novel, multimedia presentation of fiction)
5.W.2a-e Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g.,
headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.

Ex Ed Modifications
Individualized attention by general education teacher, exceptional education teacher, and teaching assistant.
Small group instruction.
Repeated instructions and clarification on assignments.
Modified workload/assignment.
Leveled reading assignments.
Increased time to finish assignments.
Differentiation
Students will be provided reading materials and math materials to differentiate instruction at their levels
Extension activities will be provided for students who complete work early.