MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Essential Questions: How do context clues in a text help me understand unfamiliar words? How do I use and identify prepositional phrases? How do I identify the main idea in a nonfiction text? How do I use different reading strategies to help understand a nonfiction text? How do I use different reading strategies to help me understand a nonfiction text? How do context clues in a text help me understand unfamiliar words? How do I use different reading strategies to help understand a nonfiction text? Vocabulary: Uncover Defrost Uncomfortable Discourage Disadvantage Unfortunate Unfamiliar Disability Discomfort Deodorant Unemployed Deflate Disbelief Unpredictable Disapprove Disappoint Unpleasant Dehydrated Disqualify Undecided _________________________ Advocated Flourish Defendants Endure Pacifist Confrontation Segregationist Ambushed Desegregate Supremacy Confrontation Grievances Commend Endowed Unalienable Servitude Inextricably Profoundly Sublime
Gruesome Indiscriminate Pummeled Volatile Volleys Shards Core Standard(s): Determine the meaning of general academic and words and phrases in a text relevant to a grade 5 topic or subject area. Determine two or more main of a text and explain how they are supported by key details; summarize the text. Explain the relationships or interactions between two or more individuals, events, or concepts in a historical, scientific, or technical text based on specific information in the text. Determine two or more main of a text and explain how they are supported by key details; summarize the text. Explain the relationships or interactions between two or more individuals, events, or concepts in a historical, scientific, or technical text based on specific information in the text. Determine the meaning of general academic and words and phrases in a text relevant to a grade 5 topic or subject area. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 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. Instruction: Spelling: Students will take a spelling test, if they score 85% or higher they will not have to take the spelling test at the end of the week. MLK 10 Days: Class discussion of vocabulary in Day 3 & 4 of MLK book. Reading: Leveled Readers + Strategy Worksheet Grammar: Prepositions and Prepositional Phrases Pgs 57 and 58 Special Effects: Read Selection Build background knowledge about movies. As a class MLK 10 Days: MLK Strategy Project: Students will be broken up into differentiated groups. Each group will be working on a different reading strategy. Compare and Contrast Sequence of Events Cause and Effect Summarizing Identify Main Ideas Character Portraits Grammar: Take up grammar sheets. Reading Take-up review sheet for Special Effects Quiz MLK 10 Days: Reading Chapters 5 and 6. Model reading strategies as a class Reading Assessment on Special Effects Grammar Quiz and Spelling Retake Test MLK 10 Days: Chapter 6 Vocabulary. Go over main ideas of chapters 5 and 6 as a class discussion. Students will be given time to work on their notes for the MLK poster for chapters 5 and 6.