Daily Lesson Plans
- What
- Daily Lesson Plans
- When
- 12/18/2024
Benner, Burandt, Thompson – 5th Block 1 & 2 Dec. 16-20, 2024 Week of: *for additional curriculum information, please visit the district's resourceElementary Teaching Resources or Georgia Standards of Excellence READING Unit 5: Innovation in a Changing World Lessons 11-14 WRITING Research Projects Continued + Young Georgia Authors Submitted Monday, 12/16 Achieve Article: Free Choice Standard: RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts LT: I am learning to compare and contrast the structure of a paragraph in two or more texts. SC: I know I can when I can… Identify key words and transition words to help me determine: Chronological text structure. Compare and contrast text structure. Cause and effect text structure. Problem and solution text structure. Explain how different text structures are used for different purposes. WHY? So that I can better understand my book. Lesson 11: Analyze Text Structure: Problem and Solution Activity: As students read their informational texts, if they come across a problem and solution text structure, they will write it down. Students will write down signal words and phrases that help them know this. ELAGSE5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. LT: I am learning to conduct short research projects that use several sources. Lang. Obj.: SC: I know I can when… ❑ I can explain what a reliable website is. ❑ I can select a topic of interest for my research project. ❑ I can create a list of what I already know about the topic to guide my research. ❑ I can navigate the internet or media center to locate information about my topic. ❑ I can read and take notes for my research topic. ❑ I can cite information gathered from other sources. Lesson: Research Project Intro Students will be introduced to a new writing–a research project. Today, all of the information and expectations will be shared with students to help them fully understand what they will be doing over the next couple of weeks. Tuesday, 12/17 Standard: L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). LT: I am learning how Greek and Latin affixes and root words help with understanding the meaning of words. SC: I know I can when I can… Explain what affixes, prefixes, and suffixes are. Identify the root of an unfamiliar word. Use the root of an unknown word to determine its meaning of the word. Use the affix on the word to help determine its meaning. Explain how adding a Greek or Latin affix changes the meaning of a word. WHY? So that I can understand the words in my book, which will help me understand what I am reading. Lesson 12: Identify and Understand Affixes and Roots Activity: As students read their books, they will mark words that have affixes and/or roots. Students will write down their constructed definitions. ELAGSE5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. LT: I am learning to conduct short research projects that use several sources. Lang. Obj.: SC: I know I can when… ❑ I can explain what a reliable website is. ❑ I can select a topic of interest for my research project. ❑ I can create a list of what I already know about the topic to guide my research. ❑ I can navigate the internet or media center to locate information about my topic. ❑ I can read and take notes for my research topic. ❑ I can cite information gathered from other sources. Lesson: Research Project Brainstorming Teachers will go over Internet safety and research tips to start the day. Expectations for use of the computer to complete the research will be shared. Students will then select a topic from a list provided and make a list of the things that they already know about the topic. After teacher approval, they will do a search using the research links provided. The teacher will model the difference in copying the information and paraphrasing when taking notes. Wednesday, 12/18 Standard: RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. LT: I am learning to analyze multiple accounts of the same event or topic by identifying the similarities and differences in their POV. SC: I know I can when I can… Identify the difference between POV and perspective. Identify the narrator’s or speaker’s POV. Analyze how a narrator’s or speaker’s POV influences how the events are described. WHY? So that I can better understand my book. Lesson 13: Integrate Information from Two Problem and Solution Texts Activity: Students will compare and contrast the text they read today with a previous text. They will mark the problems and their solutions ELAGSE5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. LT: I am learning to conduct short research projects that use several sources. Lang. Obj.: SC: I know I can when… ❑ I can explain what a reliable website is. ❑ I can select a topic of interest for my research project. ❑ I can create a list of what I already know about the topic to guide my research. ❑ I can navigate the internet or media center to locate information about my topic. ❑ I can read and take notes for my research topic. ❑ I can cite information gathered from other sources. Lesson: Research Project Collecting Information from Sources Students will set up their journals to help organize the information collected by source. Students will begin to make jots about their topic as they visit each source. The teacher will remind students that they should not be copying from the site, rather they should paraphrase or summary some of the facts. She will refer to the previous lesson. Thursday, 12/19 Spelling Bee Standard: RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which points. *** Include Figurative Language Standard (L5a) LT: I am learning to explain how authors use reasons/evidence to support particular points in a text. SC: I know I can when I can… Determine the central idea of the text by looking at the main ideas found within the text. Determine the claim the author is presenting. Locate evidence the author uses to support the claim. Work with a partner(s) to debate the topic. WHY? So that I can better understand my book. Lesson 14: Analyze Author’s Use of Imagery and Sound Devices Activity: Students will complete the end of Unit 5 Assessment. ELAGSE5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. LT: I am learning to conduct short research projects that use several sources. Lang. Obj.: SC: I know I can when… ❑ I can explain what a reliable website is. ❑ I can select a topic of interest for my research project. ❑ I can create a list of what I already know about the topic to guide my research. ❑ I can navigate the internet or media center to locate information about my topic. ❑ I can read and take notes for my research topic. ❑ I can cite information gathered from other sources. Lesson: Research Project Collecting Information Continued Students will continue to collect information about their topic. They will keep it organized by source, so that they may refer to it correctly in their essay. Friday, 12/20 Christmas Movie , Party, and PBIS Celebration! Christmas Movie , Party, and PBIS Celebration!
