Daily Lesson Plans
- What
- Daily Lesson Plans
- When
- 4/10/2025
Benner, Burandt, Thompson – 5th Block 1 & 2 April 7-11, 2025 Week of: *for additional curriculum information, please visit the district's resourceElementary Teaching Resources or Georgia Standards of Excellence READING Unit 9: Economies in Transition Lessons 1-5 WRITING Write Score “Compare, Mimic, and Rewrite” Monday, 4/7 Achieve Article: Life Under the Ice Standard(s): ELAGSE5RI1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LT: I am learning to draw inferences to explain the text. SC: I know I can when… ❑ I can quote accurately from texts. ❑ I can identify explicit details when explaining text. ❑ I can support claims and inferences about a text with specific evidence. Lesson/Activity: Lesson 2: Draw Inferences Activity: As you read today, use text evidence and your prior knowledge to draw at least two inferences about the text. ELAGSE5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) LT: I am learning to study student exemplars while using the writing process. Lang. Obj.: I can analyze writing examples and determine ways to improve them. SC: I know I can when… ❑ I can read and analyze scored writing exemplars. ❑ I can work with peers to determine the strengths and weaknesses of the exemplars. ❑ I can make improvements and rewrite given parts of the exemplars. Lesson/Activities: Students will be given two writing passages on robots. Students will also have scored writing samples (low, middle, and high scoring) and questions to use with peers to analyze the writing samples. This process will be continued throughout the week. Tuesday, 4/8 Standard(s): ELAGSE5RI1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LT: I am learning to draw inferences to explain the text. SC: I know I can when I… ❑ I can quote accurately from texts. ❑ I can identify explicit details when explaining text. ❑ I can support claims and inferences about a text with specific evidence. Lesson/Activity: Activity: As you read today, identify how the author uses language and text structure to make connections between ideas or events. ELAGSE5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) LT: I am learning to study student exemplars while using the writing process. Lang. Obj.: I can analyze writing examples and determine ways to improve them. SC: I know I can when… ❑ I can read and analyze scored writing exemplars. ❑ I can work with peers to determine the strengths and weaknesses of the exemplars. ❑ I can make improvements and rewrite given parts of the exemplars. Lesson/Activities: Students will be given two writing passages on robots. Students will also have scored writing samples (low, middle, and high scoring) and questions to use with peers to analyze the writing samples. This process will be continued throughout the week. Wednesday, 4/9 Standard(s): ELAGSE5RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. LT: I am learning to determine the meaning of unfamiliar words using context clues. SC: I know I can when I… ❑ I can identify domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. ❑ I can read around the word to help figure out word meaning. Lesson/Activity: Lesson 4: Build Vocabulary: Use Context Clues to Define Words Activity: As you read today, practice using context clues to help you make inferences about the meanings of unfamiliar words. ELAGSE5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) LT: I am learning to study student exemplars while using the writing process. Lang. Obj.: I can analyze writing examples and determine ways to improve them. SC: I know I can when… ❑ I can read and analyze scored writing exemplars. ❑ I can work with peers to determine the strengths and weaknesses of the exemplars. ❑ I can make improvements and rewrite given parts of the exemplars. Lesson/Activities: Students will be given two writing passages on robots. Students will also have scored writing samples (low, middle, and high scoring) and questions to use with peers to analyze the writing samples. This process will be continued throughout the week. Thursday, 4/10 Standard(s): ELAGSE5RI6: 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 points of view. SC: I know I can when I… ❑ I can determine important points from each text. (main idea) ❑ I can read and annotate from multiple texts about the same topic. Lesson/Activity: Activity: During independent time, think about informational texts you have read about the same topic. Think about how the texts were alike and different. Jot down your thoughts in your journal. ELAGSE5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) LT: I am learning to study student exemplars while using the writing process. Lang. Obj.: I can analyze writing examples and determine ways to improve them. SC: I know I can when… ❑ I can read and analyze scored writing exemplars. ❑ I can work with peers to determine the strengths and weaknesses of the exemplars. ❑ I can make improvements and rewrite given parts of the exemplars. Lesson/Activities: Students will use their analyzations of the exemplars to write/rewrite the essay with the same prompt on robots. Friday, 4/11 Spelling Test Vocabulary Test Benchmark End of Week Assessment SC: I know I can when I… ❑ I can quote accurately from texts. ❑ I can identify explicit details when explaining text. ❑ I can support claims and inferences about a text with specific evidence. Activity: Students will complete the end of week assessment. ELAGSE5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) LT: I am learning to study student exemplars while using the writing process. Lang. Obj.: I can analyze writing examples and determine ways to improve them. SC: I know I can when… ❑ I can read and analyze scored writing exemplars. ❑ I can work with peers to determine the strengths and weaknesses of the exemplars. ❑ I can make improvements and rewrite given parts of the exemplars. Lesson/Activities: Students will continue to use their analyzations of the exemplars to write/rewrite the essay with the same prompt on robots.
Lesson 1: Introduce the Unit: Economies in Transition
Lesson 3: Explain the Relationship Between Events and Ideas in a Text
Lesson 5: Integrate Information from Multiple Texts on the Same Topic