Mrs. Evens’ Weekly Focus 2019-2020 November 18th-November 22nd, 2019 Reading/ELA: Resources: MyView book; leveled Readers; Pearson Realize Assessments: daily workbook book assignments, writing assignments, weekly reading assessment with writing component Indiana Standards: 5.SL2.1, 5.RV2.3, 5.RV2.4, 5.RV3.1, R.RL.1, 5.RL2.3, 5.RL4.2, 5.RN.1, 5.RF4.6, 5.W.3.1d, 5.W.4a, 6.W.6.1c, 5.W.6.2c Unit Theme: Reflections Essential Question: How do the experiences of others reflect our own? Weekly Question: What can we learn from the experiences of older generations? Main selection: from Love, Amalia; Poem: Morning Serenade Comprehension focus: Realistic Fiction, Shades of meaning, analyze characters, make connections, talk about it Word Study: Words with Latin Roots Conventions: Prepositions and Prepositional Phrases Academic Vocabulary Words: demonstrate, recall, confide, perspective, appeal Weekly Vocabulary Words: enthusiasm, shattered, reassuring, encompass, inseparable Spelling Words (Spell words with Latin Roots): subjective, terrarium, conjecture, dejected, prediction, transportation, terrace, reporter, contradiction, unpredictable, portage, reject, dictator, injection, supportive, contradict, projectile, indictment, subterranean, objective Writing Workshop: Organize an Opinion Essay, Analyze a Point of View, Analyze Reasons and Information, Brainstorm a Topic and Opinion, Plan Your Opinion Essay Resources: My View book; Leveled Readers: Food from Around the World, My Village School, Sky Surfers, Social Media, Circle of Friends, Tell Me a Story; Pearson Realize; vocabularycity.com; Assessments: daily workbook book assignments, writing assignments, weekly reading assessment with writing component, vocabularycity.com Lessons Covered: Organize an Opinion Essay, Analyze a Point of View, Analyze Reasons and Information, Brainstorm a Topic and Opinion, Plan Your Opinion Essay, Related Words, Words with Latin Roots, Analyze Imagery, Use Imagery, Prepositions and Prepositional Phrases Vocabulary Unit Words: demonstrate, recall, confide, perspective, appeal
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Resources: Unit 3 Big Idea video; The United States Early Years text; William Penn; King Phillip’s War (leveled Reader)
Assessments: student worksheets and vocabulary, maps, Dinah Zike foldable; Unit 3
Indiana Standards:
1A: History: North America to 1610
Describe early cultures and settlements in North America prior to contact with Europeans. Describe the interactions
and conflicts resulting from the European exploration and settlement of North America.
1B: History: Foundation of the United States
Explain why different groups came to the Americas and describe the impact of key people and events on the founding
of the United States through the end of the 18th century.
2A: Civics and Government: Purposes and Foundations
Identify the principles and purposes of a democratic government. Explain ideas about limited government, rule of
law, and individual rights.
2B: Civics and Government: Functions of Government and Participation of Citizens
Describe the structure of government. Explain the role that citizens have in making government work.
3B: Geography: Settlement of the United States
Explain how land features, climate, and the location of resources affected and still affect settlement patterns of the
United States.
4A: Economy: Early United States Economy
Describe economic activities in early America.
4B: Economics: Elements of the Economy
Explain the effects of changes in supply and demand on producers and consumers. Identify the elements of a
personal budget. Describe ways of increasing productivity
Social Studies: Midwest Regions States and Capitals Midwest Regions pre-test is Thursday, November 21 and Midwest Regions Final Test is
Monday, November 25 for students not receiving an A on Pre-test.
Students will:
● Spell and Identify Midwest States correctly
● Identify and spell twelve Midwest States and twelve Midwest capitals Vocabulary: Bismarck, North Dakota: Pierre, South Dakota; Lincoln Nebraska; Topeka, Kansas; Jefferson City,
Missouri; Des Moines, Iowa; St. Paul, Minnesota; Madison, Wisconsin; Springfield, Illinois, Indianapolis, Indiana;
Lansing, Michigan; Columbus, Ohio
Resources: Midwest Regions maps; Word Searches; Midwest Regions pre-test and test; Midwest quiz
Science
Chapter 2: Forces and Motion
Students will:
● Investigate forces and will engage in argument about force based on evidence of gravity.
● investigate and construct an argument that supports that a given object will have more change of motion
with a large force than with a small force and that a given force will cause more change of motion on small
masses than on large masses.
● use math to add forces and will engage in an argument from evidence that a body will not start moving if
the forces acting on it are balanced.
● investigate how shadows form and will communicate the results of their investigation.
Essential Questions: What affects the motion of objects?
What are forces?
What are Newton’s laws?
How can forces affect motion?
How do forces combine?
How are shadows formed?
What can cause the size and shape of a shadow to change?
Assessments: student worksheet, experiments, Dinah Zike foldable; Unit 1 Test Indiana Core Standards: Process Standards the Nature of Science, Careers in Science and the Design Process
Indiana Standards: 5. PS.1 Describe and measure the volume and mass of a sample of a given material. 5. PS.2 Demonstrate that regardless of how parts of an object are assembled the mass of the whole object is identical to the sum of the mass of the parts; however, the volume can differ from the sum of the volumes. (Law of Conservation of Mass) 5. PS.3 Determine if matter has been added or lost by comparing mass when melting, freezing, or dissolving a sample of a substance. (Law of Conservation of Mass) 5. PS.4 Describe the difference between weight being dependent on gravity and mass comprised of the amount of matter in a given substance or material.
5. ESS.1 Analyze the scale of our solar system and its components: our solar system includes the sun, moon, seven other planets and their moons, and many other objects like asteroids and comets.
5.ESS.2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the
seasonal appearance of some stars in the night sky. 5. ESS.3 Investigate ways individual communities within the United States protect the Earth’s resources and environment.
5. ESS.4 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.