February 8 - February 12
IB UNIT -Where we are in place and time: Where in the World is . . .?
Colonies and settling a new land
Central Idea: Exploration and colonization change the world.
Lines of Inquiry:
- how the availability of natural resources determines success or failure
- motivations of explorers and colonists
- how exploration and colonization lead to change
Colony project due March 4.
All students are expected to go outside every day and to be dressed properly for the weather. Teachers are on duty outside, and cannot supervise students in classrooms or library. To play in snow students are expected to have waterproof boots and mittens/gloves. If the wind chill is below 15 F degrees students will have inside recess. Otherwise families should plan on outdoor activity.
Complete your Acts of Kindness Bingo - turn in with the paragraph about what you did for chance to win a prize.
February 8 - Wear red for healthy hearts
February 9 Wear yellow or orange for healthy vegetables
February 10 - Wear green for healthy habits
February 11 - Wear blue for outside exercise (maybe?)
February 12 - Wear Purple (or red, or pink) Valentine Exchange
February 12 - Guests for Space Station science
February 16 (Tuesday) Field trip to MAC
February 18 - Literacy meeting for parents in library
February 29 - March 4 ISTEP round #1
March 1 - ABC Book Due (illustrated and cover made)
March 4 Colony Projects due (end of third grading period)
March 14- March 18 Spring Break
Finish first draft for persuasive writing on school times
In reading responses I am looking for the following:
5.RN.2.1 Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text.
5.RN.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RN.2.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5.RN.3.3 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives the account represent.
5.RN.4.1 Explain how an author uses reasons and evidence to support claims in a text, identifying which reasons and evidence support which claims.
5.RN.4.2 Combine information from several texts or digital sources on the same topic in order to demonstrate knowledge about the subject.
5.W.3.1 Write persuasive compositions in a variety of forms.
5.W.3.2 Write informative compositions in a variety of forms.
5.W.6.1 B Writing sentences that use the perfect (e.g., I have walked, I had walked, I will have walked) verb tenses. Correctly using verbs that are often misused (e.g., lie/lay, sit/set, rise/raise).
5.W.3.3 Write narrative compositions in a variety of forms.
5.W.4 Apply the writing process to generate a draft and revise to improve writing.
Reading Responses NOTE : The next nine weeks will focus on Non-Fiction responses for the reading response. This will include a book on one topic: Abigail Adams, Dolphins, World War II, but NOT DK or Guiness books of records or books like this. Non-fiction may also include poetry book poem collections on a topic or by an author, or biography. How-to books are also included. You are encouraged to pick different types of books so that you have at least 4 different books this nine weeks for responses. Responses may be written on the same book for up to three readings.
In fifth grade we focus on writing more detailed explanations for what you read. Over one week make your response to one book 2-3 pages (or more.) Expand by doing some or all of the following. You should be writing these at school or at home the DAY BEFORE THEY ARE DUE so you have plenty of time to edit.
You may type responses, but remember we don’t always have access to printers here at school every day. Plan so that your responses are completed the day before they are due. Typed responses must be neatly glued in response journal. No edges hanging out, no messes with glue!
Writing and Vocabulary:
Words of the day
Greek and Latin Roots
ABC Book (Information book on a single topic)
Persuasive Writing (School Start Times)
Vocabulary - Test Friday, February 12: Three American Colonies
5.W.6.1 D Writing sentences that include prepositional phrases and explaining their functions in the sentence.
5.W.6.1 E Writing correctly simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using correlative conjunctions (e.g., either/or, neither/nor).
5.W.6.2 A Applying correct usage of capitalization in writing.
5.W.6.2 B ii Using a comma for appositives, to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address.
5.W.6.2 B i Applying correct usage of apostrophes and quotation marks in writing.
5.W.6.2 C Applying correct spelling patterns and generalizations in writing.
Chapter 6 Early Colonies
Creating a Colony Project - due March 4; Presentations due March 7-11
Students describe the historical movements that influenced the development of the United States from pre-Columbian times up to 1800, with an emphasis on the American Revolution and the founding of the United States.
Ways of Life Before and After the Arrival of Europeans to 1610
5.1.1 Identify and describe early cultures and settlements that existed in North America prior to contact with Europeans.
Examples: The Anasazi (100 B.C./B.C.E. – 1300 A.D./C.E.) and Mississippian culture at Cahokia (600 A.D./C.E. – 1400 A.D./C.E.)
5.1.2 Examine accounts of early European explorations of North America including major land and water routes, reasons for exploration and the impact the exploration had.
Examples: The Viking explorations and settlements in Greenland and North America; Spanish expeditions by Christopher Columbus, Hernán Cortés, Hernando de Soto and Francisco Vásquez de Coronado; expeditions by French explorers Jacques Cartier andSamuel de Champlain; and expeditions for England and Holland by explorers Henry Cabot,Henry Hudson and John White
5.1.3 Compare and contrast historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and sixteenth centuries.
Examples: Compare styles of housing, settlement patterns, sources of food and clothing, customs and oral traditions, political and economic organization, and types and uses of technology.
5.1.4 Locate and compare the origins, physical structure and social structure of early Spanish, French and Britishsettlements.
Examples: St. Augustine, Roanoke Island, Santa Fe and Jamestown
Colonization and Settlements: 1607 to 1763
5.1.5 Compare and contrast the religious, political and economic reasons for the colonization of the Americas by Europe.
Examples: Puritans fleeing religious persecution, search for wealth by the French and Spanish, debtor settlements in Georgia and the African slave trade
5.1.6 Identify and explain instances of both cooperation and conflict that existed between Native American Indians and colonists
Examples: In agriculture, trade, cultural exchanges, military alliances, and massacres.
5.1.7 Identify and locate the 13 British colonies by region (New England, Middle, Southern) and describe the political, social, and economic organization and structure of each region.
Examples: Slavery, plantations, town meetings and town markets
5.1.8 Identify the early founders of colonial settlements and describe early colonial resistance to British rule.
Examples: John Smith, William Bradford, Roger Williams, Anne Hutchinson, John Winthrop,
Thomas Hooker, George Whitefield and William Penn
Chapter 13 & 14 Foundations of Government
Students identify main components and characteristics of the United States government. Students identify and explain key ideas in government from the colonial and founding periods that continue to shape civic and political life.
Foundations of Government
5.2.1 Summarize the principles and purposes of government as stated in the Preamble to the United States Constitution.
5.2.2 Identify and explain ideas about limited government*, the rule of law and individual rights in key colonial era documents.
Examples: The Mayflower Compact (1620), Fundamental Orders of Connecticut (1639)
5.2.3 Give examples and explain how the British colonies in America developed forms of representative government,self-government and democratic practices.
Examples: Town meetings in New Hampshire, colonial legislative bodies in Virginia and
Massachusetts,and charters on individual freedoms and rights in Rhode Island and Connecticut
5.2.4 Identify and explain key ideas about government as noted in the Declaration of Independence, Articles of Confederation, Northwest Ordinance, United States Constitution and the Bill of Rights.
Example: Union*, popular sovereignty*, republican government* (representative government), constitutional government* (constitutionalism), federal government (national government), federalism* and individual rights*
5.2.5 Describe and give examples of individual rights guaranteed by the Bill of Rights. Examples: The right to associate with whomever one pleases; the right to practice the religion of one’s choice; the right to vote, speak freely and criticize the government; the right to due process; and the right to be protected from unreasonable search and seizure
Functions of Government
5.2.6 Describe the primary and general election process for local, state and national offices, including those used to select congressional and presidential office holders.
5.2.7 Identify the three branches of the United States government and explain the functions of each.
Examples: Separation of powers, shared powers, and checks and balances involving the legislative (law making), executive (law enforcing) and judicial (law interpreting) branches of government
Roles of Citizens
5.2.8 Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect and responsible participation.
5.2.9 Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government including voting and participation in the election process.
5.2.10 Use a variety of information resources* to identify and evaluate contemporary issues that involve civic responsibility, individual rights and the common good.
Examples: Proper use of the Internet, smoking in public places, payment of property taxes,development of highways and housing on historic lands.
SCIENCE: Floating, Sinking, and Bouyancy
The Nature of Science
Standard 1: Physical Science
HEALTH: 9, 5, 2, 1, 0
Average of 9 hours of sleep is required for students in elementary and middle school.
5 Servings of fruits and vegetables daily
2 hours or less of screen time
1 hour a day of active outdoor play
0 sugar drinks
FIfth Grade List
2 Sharpie pens (Fine point, black)
1 Box of markers
3 Dozen pencils sharpened
1 Box of colored pencils
1 Dry erase marker
2Grading pens: red, green, etc.
2 Glue Sticks
1 Pair of scissors (Fiskars preferred)
1 Ruler with inches and centimeters
1 School box 9”x6”
6 Composition notebooks
1 Spiral notebook
1 Package lined, college ruled paper
2 Package 3x4 file cards (blank)
6 Pads of Post-its
8 Pocket folders with prongs:
(1-red/plastic, 1-blue/plastic, 1-green,
2-yellow, 1-orange, 2-purple)
1 Small pencil case (to carry a pencil,
grading pen, highlighter, dry erase
1 Box facial tissues
UES Assignment Notebook
A person who never made a mistake never tried anything new. ~Albert Einstein
Usual Weekly schedule for Specials:
Monday - Friday -students who have work completed may read to preschool and community base classrooms during reading to self time
Monday - PE & Music 9:55 - 11:05 AM
Tuesday - Art 9:55-11:05 AM
Wednesday - (Late Start 9:35) Computer Lab as necessary 9:45-10:45
Thursday - Music & PE 8:45-9:50 AM
Friday - Library 9 AM & Spanish 10 AM
Teachers have been asked by our principals to pass along these reminders:
GRADING RUBRIC FOR STANDARDS
Calendar of Events
|Blank USA Map|
|All FIfty States Map|
|How to Practice Vocabulary Words|
|5th grade spelling|
|SCRIPPS HOWARD SPELLING BEE LISTS|
|Ideas for what to write about in a Literature Response|
|2016 Create a Colony Assignment|