5th grade
Ms Donna Kinkead
Zip Code: 47408
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APRIL 25 - April 29

ISTEP WEEK

ISTEP SCHEDULE:

Monday 4/25 8:40 AM - 3:30 PM Math 2 sessions

Tuesday 4/26 8:40 AM - 3:30 PM  Math & Language Arts 1 session each

Wednesday 4/27 9:40 AM - noon 1 Session English Language Art (party in PM for Mr. Keltner)

Thursday 4/28 9:45- 3:30  two Sessions English Language Arts

Friday 4/29 8:40 - Noon two Sessions Social Studies

 

http://www.quotevsmeme.com/wp-content/uploads/2014/06/happy-spring-day-message.jpg

 

Central Idea: How We Express Ourselves:  Live Free or Die?

Lines of Inquiry:

  • reasons for and against revolution
  • impact of voice and persuasion
  • outcomes of revolution

 George Washington, sometime before the age of 16, transcribed Rules of Civility & Decent Behaviour In Company and Conversation. (Original errors in numbering have been corrected; original spelling is unchanged.)


print "Keep Within Compass and You Shall Be Sure to Avoid Many Troubles which Others Endure," CWF acc. no. 1958-629,1

1st Every Action done in Company, ought to be with Some Sign of Respect, to those that are Present.

2d When in Company, put not your Hands to any Part of the Body, not usualy Discovered.

3d Shew Nothing to your Freind that may affright him.

4th In the Presence of Others Sing not to yourself with a humming Noise, nor Drum with your Fingers or Feet.

5th If You Cough, Sneeze, Sigh, or Yawn, do it not Loud but Privately; and Speak not in your Yawning, but put Your handkercheif or Hand before your face and turn aside.

6th Sleep not when others Speak, Sit not when others stand, Speak not when you Should hold your Peace, walk not on when others Stop.

 

There are 110 rules for polite manners  http://www.history.org/Almanack/life/manners/rules2.cfm

 


 

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.


 

Important Dates

April 25- April 29 ISTEP - no reading responses due; we WILL have math ALL WEEK long.

April 29 - People of the American Revolution Test

May 2 & May 3 (Monday and Tuesday) No School

May 13 - Learning Festival  (evening)

May 20 - Living American Revolution Museum - all 5th grade 8:45-9:45 School cafeteria

May 24 - Final Day: 5th grade plans a field day for 1st graders 8:45-9:45; 1-2:30 Field Day and party for all 5th grade classes

 



Charge Time: Working on Revolution story from the point of view of our character/Writing

 
WRITING:  How We Express Ourselves -
  • Writing from the point of view of an American Colonist during the American Revolution
  • Information piece on one topic of American Revolution (three minimum sources and correct quotations and citations; comparing same topic in different media and sources)
  • Picture Book of American Revolution (proper citations, Information Captions of 3-5 sentences.
 

Reading/Language Arts

Reading Responses

  

and Vocabulary:

  • Writing from the point of view of a colonist
  • Information on an American Revolution Topic
  • Persuading through written expression

 

Vocabulary: Chapter 11 People of the American Revolution =  test Friday


 

 Government: The Constitution & the Bill of Rights


Social Studies:

Chapter 11  People of the American Revolution

Historical Knowledge

Ways of Life Before and After the Arrival of Europeans to 1610

 

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 14 & 15 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)

  • limited government: the powers of government are specified and limited, usually by a written constitution, in order to protect individual rights

 

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*

  •  union: an alliance of citizens, colonies, states or other entities for mutual interest or benefit
  • popular sovereignty: government by consent of the governed who are the source of all authority in their government
  • republican government: type of government in which power is exercised by representatives chosen by the people
  • constitutional government: powers of government are distributed according to provisions of a constitution or supreme law, which effectively limits or restrains the exercise of power
  • federalism: type of government in which power is divided between a federal or national government and the states, such as the states of the United States
  • individual rights: personal, political and economic rights possessed equally by each person

 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.

  • information resources: print media, such as books, magazines and newspapers; electronic media, such as radio, television, Web sites and databases; and community resources, such as individuals and organizations

 

    


 SCIENCE: Health - Human Body: Muscle/Skeletal System, Puberty, Healthy Lifestyles

Term 4 in May- Human Body

Muscular/Skeletal System handout to learn the Bones - Bones test May 6

Puberty

Designing Healthy Lifestyle


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 


 

Supply Lists:

 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

 2 Highlighters

 2Grading pens: red, green, etc.

 2 Glue Sticks

 1 Pair of scissors (Fiskars preferred)

 1 Ruler with inches and centimeters

 1 Protractor

 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

         marker  when

         switching classes)

 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

 

Reminders

Teachers have been asked by our principals to pass along these reminders: 

  •  NO HATS in the building. Students are not to wear hats in the building & this must be consistently enforced by faculty and support staff in and outside of the classroom at all grade levels. Student/Parent Handbook page 65
  • No toys in school. Toys that are brought to school can cause a disruption, and run the risk of being stolen. Please be sure your students know our school policy – Student/Parent Handbook page 64
  • Early Pick-ups There are too many early pick-ups (3:30-3:50 PM). Early pick-ups should only happen on a RARE occasion & and teachers/office need to be notified by parents in advance if their child is going to be picked-up early. Last minute changes are very disruptive in the classrooms. The office is very busy during this time. Your help is much appreciated! (Thank you to those who always let me know in advance about late arrivals/early pickups due to medical appointments.)
  • No Gum ever
  • 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.

 

GRADING RUBRIC FOR STANDARDS


 

 

4

Above Expectation:  In addition to exhibiting Level 3 understanding goes beyond what was taught in class and applies to diverse situations.  Does additional research and thinking about the topic. Expands answers/projects to address this. Shows creative thinking skills and unusual but appropriate ways to apply learned information.  "Thinks outside the box."

3.5

3

Proficient/Mastery: No major errors or omissions of information, ideas or processes that were explicitly taught. Is able to complete all parts of assignments independently.

2.5

2

Basic:  No major errors or omissions for simpler ideas BUT errors or omissions regarding complex ideas. May need help from teacher/adult for more complex parts of assignment.

1.5

1

Below:  Shows partial knowledge of simpler and complex ideas. Needs help to complete assignments.

0

Incomplete: Even with help does not complete work, shows little understanding of concepts or skills needed. Needs help to complete assignments.

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