mr. keizer’s 5th grade lesson plans- week of october...
TRANSCRIPT
Mr. Keizer’s 5th Grade Lesson Plans- Week of October 9-13
Spelling
Monday-
Learning Target/Objective: Students will sort words based on their vowel sound.
Student Activities:
1. I will start off the day by reading the words aloud to the class and having them say the words back to
me to practice pronouncing the words correctly. Then, I will share with the students that we will be sorting them
each by their vowel sound. I will write the words ounce, launch, and loyal as column headings. We will go through
each word and put them in the correct category.
2. After sorting the words by their vowel sound, students will pay attention to the spelling patterns in
each one. What spellings do you see for the different vowel sounds in each category? Last, we will discuss how the
oddball word ‘naughty’ is different and has multiple letters stand for the vowel sound.
Assessment:
1. Students will do page 52 in their reader’s notebook for practice during small-group time.
Tuesday-
Learning Target/Objective:
1. Students will sort their spelling words by their spelling patterns.
2. Students will put their words in alphabetical order.
Student Activities:
1. I will remind the students that this week’s words have the vowel sounds /ou/, /o/, and /oi/. Students
will be listening to the vowel sound and looking at the spelling for that vowel sound to categorize the words.
2. I will encourage students to go through each word and underline the vowel sound and look at the
spelling pattern that makes that vowel sound. We will use reader’s notebook page 53 to sort the words by their
spelling patterns. Concentrate on spelling them correctly.
Assessment:
1. Students will put their words in alphabetical order during their small-group time.
Wednesday-
Learning Target/Objective:
1. Students will use context clues and their knowledge about the meanings of the words to fill in the
sentence.
2. Students will add up their spelling words using different money amounts.
Student Activities:
1.We will look at the spelling words. I will ask students to put a mark by any of the words they aren’t quite
sure what they mean. If you aren’t quite sure of the meaning of the word, you might have to use a dictionary to
look up the meanings of the words.
2. After students are finished understanding the meanings of the words, they will use this to fill in the
sentences using the context clues around the word.
3. Students will be focusing on using the “Money Words” sheet to help them figure out how much each
word is worth for the week. Each letter has a different money amount, and the students will need to
practice using mental math during this activity. We will go through an example together so students
understand how to do this correctly.
Assessment:
1. Students will be complete the spelling sentences page to fill in the blank using context clues.
*** They will do the money words activity if they get finished with this!
Thursday-
Learning Target/Objective:
1. Students will proofread a paragraph for misspelled words.
2. Students will use their spelling words in the four types of sentences.
Student Activities:
1. Students will be working on identifying misspelled words in a paragraph on reader’s notebook
page 53. They will be looking for spelling errors.
2. Next, students will pick 4 of their words to use in sentences. They need to use 1 word in a
statement, 1 in a question, 1 in a command, and 1 in an exclamation. They can write these sentences
below the proofreading paragraph.
Assessment:
1. Students will be doing reader’s notebook page 53 and writing 4 of their sentences using the spelling
words. When they are finished with their sentences, they should have a partner check to make sure they used the
word correctly in the correct type of sentence.
Friday-
Learning Target/Objective: Students will write their spelling words correctly.
Student Activities:
1. We will play a game of “Sparkle” to review our words for the test.
2. I will say each boldfaced word, read it in a sentence, and then repeat the word.
Assessment:
1. Students will write their spelling words correctly.
Spelling Words- “Elisa’s Diary”
1. ounce
2. sprawl
3. launch
4. loyal
5. avoid
6. basketball
7. moist
8. haunt
9. scowl
10. naughty
11. destroy
12. saucer
13. pounce
14. poison
15. August
16. auction
17. royal
18. coward
19. awkward
20. encounter
Reading
Monday-
Learning Target/Objective:
1. Students will listen to fluent reading.
2. Students will acquire and use vocabulary in context.
3. Students will engage effectively in collaborative discussions.
Student Activities:
1. What do good readers do when they read? I will explain that good readers stress, or emphasize, certain
words in a sentence by varying their volume and tone. This emphasis can change a sentence’s meaning. A reader’s
tone of voice helps emphasize meaning in a selection. We will read projectable 5.1 together and guide students to
stress certain words in each sentence to enhance meaning.
2. I will read aloud “Fair or Foul” to the students. I will pause at specific points to ask students different
comprehension questions. I will guide them with the questions on page T318.
3. I will display the Vocabulary in Context Cards. Students will use page 138-139. I will read and pronounce
the word. After this, I will explain the word. Then, we will read the sentence together as a class to practice reading
fluently. Then, we will engage with the word by discussing the question in our teams.
*** Can anyone give me a sentence using two of the vocabulary words in ONE sentence?
4. What is the theme of a story? Students will be looking on page 140 in their book. We will read through
the paragraph on page 140 and explain that a theme is its message, or the author’s central idea. Students can
often determine the theme by the main character’s behavior. Throughout the story this week, we will focus on
Elisa’s qualities, motives, and actions to determine the theme of a story. As students read, students can ask- why is
this important AND what message is the author trying to give me? Here is a link to helping students determine the
theme of a story and how they can sometimes confuse it with the topic:
https://www.youtube.com/watch?v=GRjEbRhJjgw
5. After going through theme, we will be drawing attention to the target strategy of “Visualizing.” I will
emphasize that you use details in the text to form vivid mental pictures of the characters, settings, and events. As
you read, you should pause every once in a while to visualize what is happening.
6. I will read the genre of realistic fiction on page 142. I will have the students preview the story. Students
will be able to read this story and apply it to their lives as these are characters and events that are believable and
could happen in our own lives
Assessment: Students will pick two of their vocabulary words of their choice. They need to use both words in a
statement, question, command, or exclamation. Students will also be reading one of the short theme passages and
determining the theme of what they read as well as citing text evidence of how they came up with their theme.
Tuesday-
Learning Target/Objective:
1. Students will determine the theme of a story from details in the text.
2. Students will use text details to visualize a story’s characters, settings, and events.
3. Students will reread the text and summarize the events in a diary entry.
Student Activities:
1. Students will begin the day by looking at page 142. I will have students make a prediction about what
this story might be about. After they have made a prediction, I will review what the theme of the story is. What do
you think could be the theme of this story before we even read it? Please discuss in your teams. We will review
theme by watching this short video from Brain Pop:
https://www.brainpop.com/english/writing/theme/
2. Next, we will establish a purpose for reading. What is the author’s purpose in writing a realistic fiction
story? Are they trying to persuade you, inform you, or entertain you? Students will share their predictions, and we
will discuss that the author’s purpose is to entertain you in a fiction story usually.
3. We will read the story “Elisa’s Diary.” As we read, we will focus on guided questioning, visualizing, and
seeing how the vocabulary is used in context. As students are reading this story, I want them to focus on how
characters often have challenges in stories. Pay close to how characters overcome a challenge and how it can
change the rest of their life.
4. After we are finished reading, I will have students work in their groups to work reader’s notebook pages
49 and 50. They will need to work on writing from Elisa’s point of view since it is her diary. Students will need to
reread the pages together in their group and work together to write a diary entry
Assessment:
1. Students will work in their groups on pages 49 and 50 on writing a diary entry from Elisa’s point of view.
This will help them determine the theme tomorrow.
Wednesday-
Learning Target/Objective:
1. Students will determine the theme of a story from details in the text.
2. Students will notice the sequence of events in the story, including flashbacks and skipping forward.
3. Students will analyze how an author uses dialogue to reveal characters’ qualities and to create a
realistic story.
Student Activities:
1. We will start off the day by having students do the crossword puzzle together as a class to review the
vocabulary words. How have you used these words in real-life context? We will share out some examples together
as a class.
2. Today, students will be analyzing the text for the story “Elisa’s Diary.” We will be focusing on the
theme, dialogue, and sequence of events. We will be rereading parts of the story, such as T329, T333, and T335.
Before we read, what challenge did Elisa have to overcome? Will it change the rest of her life? We will share our
responses together. Before we begin reading, we will watch a short video to get their attention on Famous
Failures:
https://www.youtube.com/watch?v=bqAABHlAHnQ
3. I will go through page 154 with students. I will remind the student that determining a story’s theme
involves gathering details about characters, setting, and the plot. As the characters interact and respond to
challenges, the author’s central message- the theme- is revealed. Pay special attention to how the main character
responds to conflict. Qualities are traits, such as shyness or courageous. Motives are the reasons that a character
acts in a particular way. For example, wanting good grades is a motive for studying hard. I will also point out that
actions include everything a character says and does.
4. We will be using the Theme Graphic Organizer to help us figure out the theme of the story using the
character’s qualities, motives, and actions. We will also be reading page 155 together and emphasize that dialogue
helps readers to get to know the characters in the story. What the characters say gives clues to their qualities and
the motives behind their actions. We will also be going back to page 144 in their book to look back at the flashback
with squirrels. This can also help readers understand a character more deeply.
5. We will reread the story “Elisa’s Diary.” We will pay special attention to certain parts of the story, such
as T329, T333, and T335. We will be stopping throughout the second read, and students will be talking in their
teams about specific concepts.
Assessment:
1. Students will be using their theme graphic organizer and their knowledge about the character’s
qualities, motives, and actions to come up with a theme for the story. We will share this tomorrow at the
beginning of class. Students need to have support for why they believe this is the theme. Be able to cite text
evidence.
Thursday-
Learning Target/Objective:
1. Students will acquire and use vocabulary in speaking and writing.
2. Students will read fluently while comprehending poetry.
3. Students will compare and contrast a character in two different settings.
Student Activities:
1. We will start out the day by having students do a Pair-Share with the different vocabulary questions I
ask them. We will use page T341 to help guide the students.
2. Next, we will look at page 156 in their book. We will look at the essential question in how overcoming a
challenge can change someone’s life. We will also be using a Venn diagram to compare and contrast Elisa in two
different settings, home and at school. Think about how she acts, feels, and thinks in each place.
3. Students will be reading a poem called “Words Free As Confetti.” I will share with students that this
poem uses words to express feelings about words. What kind of mood do you think this poem is going to convey to
the reader? We will also discuss how the author uses metaphors and similes (imagery) to draw mental pictures in
our heads. We will think through the text.
4. After analyzing the poetry, we will be comparing the texts and themes of the story by using page T345.
Assessment:
1. Students will fill out the Venn diagram to compare/contrast the texts. They will be focusing on the
character’s qualities, motives, and actions to compare the themes of the story.
Friday-
Learning Target/Objective:
1. Students will learn and use words with the suffixes –ly and –ful.
Student Activities:
1. Students will begin the day by discussing suffixes. I will explain that it is attached to the end of a base
word, and that it changes the meaning or part of speech of the word. I will point out that the suffix –ly means “in a
certain way” or “like” and the suffix –ful means “full of.” We will go through the examples on page T346.
2. Students will do the interactive whiteboard lesson with suffixes. When we are finished, we will do page
51 in the reader’s notebook for practice with suffixes.
3. Students will review the vocabulary, skill strategy/target skills, and story in a game format as we
prepare for the test.
4. Students will take their reading test over vocabulary and comprehension/skills.
Assessment:
1. Students will be doing page 51 in the reader’s notebook.
2. Students will be taking their reading test over vocabulary and comprehension/skills.
Writing/Language
*** Each day students will do Daily Proofreading Practice with correcting sentences to work on grammar, usage,
capitalization, punctuation, spelling, and other skills. We will also be doing a speaking prompt on most days to
focus on students speaking clearly in complete sentences.
Monday-
Learning Target/Objective:
1. Students will write the plural forms of nouns correctly.
2. Students will use exact nouns in writing.
3. Students will write a character description using narrative techniques, such as dialogue.
4. Students will use concrete words and sensory language to convey meaning.
Student Activities:
1. I will start off the day by asking students what a noun is. We will share examples of nouns and classify
them as common or proper nouns. Then, we will transition into how nouns can be singular or plural. Here is a link
we will watch to help students with this concept:
https://www.youtube.com/watch?v=Z1vDCx70Z14&t=67s
*** Students will use their notebook to do the practice throughout the video.
2. I will display projectable 5.4. I will explain that a singular noun names ONE person, place, or thing. A
plural noun names more than one person, place, or thing. The plural of most nouns is formed by adding –s or –es.
To identify how to form the plural of each noun, students should ask, “What’s the noun’s ending?”
3. We will practice items 1-6 on projectable 5.4 with the students. We will emphasize to look at the
ending and ask yourself if it makes sense. Say the plural noun aloud and look at the spelling carefully.
Writing
1. Students will be using their graphic organizer and the model on page 537 to draft and write their
character description of the person of their choice. I will encourage them to keep it organized and use concrete
words and sensory details to help bring your character to life. Use a variety of adjectives, different sentences, and
work on making your writing interesting.
Assessment: Students will be assessed with their grammar on reader’s notebook on page 55. Students will need
to complete their character description by tomorrow.
Tuesday-
Learning Target/Objective:
1. Students will write the plural forms of the nouns correctly.
2. Students will use exact nouns in their writing.
3. Students will share their stories and receive constructive feedback about their character description.
4. Students will write their final draft of their character description after making their changes.
Student Activities:
1. Today, we will display projectable 5.5. I will explain that to form the plurals of some nouns ending in ‘f’
or ‘fe’, change the f to v and add –s or –es. To from the plurals of nouns ending in ‘o’, add –s or –es. Some nouns
have the same form whether plural or singular, such as sheep.
2. We will look at this example on the board: She sharpened the knives to make the holiday meal.
Students need to ask themselves what the plural nouns are and how they are formed.
3. We will practice items 1-6 on projectable 5.5 with the students. Students will need to identify the nouns
and use the plural noun rules to make sure they are adding the correct endings to the words.
Writing
1. We will start off by sharing our character descriptions with each other. Students will be going with a
partner. After each student reads their description, I will have students go through the questions on the board to
give the writer feedback on what was really good and where their needed to be improvement.
Assessment: Students will complete reader’s notebook page 56 independently. The students will be assessed
informally by their peers by sharing how they could improve their character description. I will encourage students
to write a final draft and give it to the family member they described.
Wednesday-
Learning Target/Objective:
1. Students will write the plural forms of nouns correctly.
2. Students will use exact nouns in their writing.
3. Students will identify elements of a personal narrative.
4. Students will brainstorm ideas for their own personal narrative.
Student Activities:
1. Students will start out today by reviewing the Singular and Plural Noun PowerPoint.
2. I will display projectable 5.6. I will share that some nouns, called collective nouns, name a collection of
people, animals, or things that act as a unit. An example of this would be the noun ‘team’. They are treated as
singular nouns unless they refer to more than one in the sentence.
3. I will model to the class using this sentence: The class decides to celebrate the holiday together. Which
word names a group of people, places, things, or ideas? Which verb describes what the group does? We will go
through their responses and explain that a collective noun is accompanied by a singular verb.
4. We will complete projectable 5.6 together as a class.
Writing
1. Today, students will be discussing what a personal narrative is. We will discuss the 4 elements of
personal narrative writing. Students will be looking at the 4 elements and be determining what they are and how
we use them in our writing.
2. Today, students are going to begin the brainstorming process for their personal narrative writing. They
will need to think of at least 5 ideas that they could write about for their personal narrative. I DO NOT want them
to decide on a choice, but I just want them to concentrate on their brainstorming. Students will watch this link to
help them think about the brainstorming process:
https://www.youtube.com/watch?v=AxInWagSaA0&list=PLTCzXKdxBpDDTpvoywXGuipjJTxBcFJsN&index=1
Assessment: Students will do reader’s notebook page 57 for independent practice. Students will come up with
5 ideas for their personal narrative to write about.
Thursday-
Learning Target/Objective:
1. Students will write the plural forms of nouns correctly.
2. Students will use exact nouns in their writing.
3. Students will explore a topic of their choice after looking at examples.
Student Activities:
1. I will remind students that adding –s or –es forms the plurals of many nouns. The singular and plural
forms of some nouns are the same. Others have special plural forms.
2. We will also review that a word that changes an idea to the opposite meaning is called a negative, and
that a contraction formed from a verb and the word not is a negative. Double negatives- two negatives together-
should not be used. I will model how we take a negative, such as do not, and form a contraction.
3. We will also review that adjectives and adverbs that compare add –er or –est. For other comparisons
use more, most, less, or least. The words good and bad have special forms for comparing. I will write some
examples on the board to help students work on making accurate comparisons.
4. We will do page 58 in the reader’s notebook together as a class.
Writing:
1. Students will be bringing their ideas to class today. I will have them get out their ideas and look at them
closely. I will encourage them to pick a choice they are excited about and that they can remember a lot of the
details- about the setting, characters, and events. Students will pick their choice.
2. Once students have made their choice, we will transition into the planning and pre-writing stage.
Students will watch this link to give them a better idea of what you need to have planned out before you can begin
writing:
https://www.youtube.com/watch?v=nBQ8dU0KPtg&list=PLTCzXKdxBpDDTpvoywXGuipjJTxBcFJsN&index=2
3. After we watch the short video, students will turn to page 592-593 in their book to show how one
writer explored a topic of their choice. I will emphasize to students that there should be multiple events with
details for each event. Be creative and think about something interesting or important that has happened in your
life. Students will need to think about their choice and be ready to write down events and details tomorrow in
class.
Assessment: Students will do the plural noun task cards (20 questions). They will get 30 seconds at each card.
Please take your time and be ready to move! We will go over this when they are finished. They need to have the
correct spelling as well. Students will need to explore the topic of their choice for their personal narrative by
thinking about their ideas.
Friday-
Learning Target/Objective:
1. Students will write the plural forms of nouns correctly.
2. Students will use exact nouns in their writing.
3. Students will plan their personal narrative by describing the setting, characters, events, and details
about their personal event.
Student Activities:
1. To start off today, we will review plural nouns by doing the Interactive Whiteboard Lesson. We will go
through this together as a class to help students apply the proper endings to nouns to make them plural.
2. I will remind students that it is very important to use properly formed plurals in their writing. Students
will go through pages 162-163 in their book.
3. As a class, we will do reader’s notebook page 59 to work on using exact nouns in our writing.
Writing
1. Students will be using their personal narrative planner to help them organize their details about the
setting, characters, and events in the story. Use descriptive words, sensory language, and other details. Students
will be using the entire time today to think and write as they begin planning their personal narrative.
Assessment: Students will take their Singular and Plural Noun quiz on Quizalize (12 questions) to see how well
they have understood the concept this week. Students will need to fill out their Personal Narrative Planner.
Math
Monday-
Learning Target/Objective:
1. Students will correct their Math 1 Multiplication Assessment.
2. Students will show 4 different ways to show multiplication.
3. Students will show 4 different ways to show division.
4. Students will share how multiplication and division are alike and different.
Student Activities:
1. We will start out the day by discussing what multiplication really is. In your own words, students will
share with a partner in a Pair-Share format how they would describe multiplication. Each person will get 30
seconds.
2. Students will do 2 different examples of what multiplication is by showing the 4 different ways to show
multiplication.
3. After we are finished with this, students will be moving onto division. We will be discussing how
division and multiplication are alike and different. Today, we are going to be showing students 4 different ways to
show division. We will be going through 2 different examples to help students understand how division is related
to the different operations.
4. Students will be practicing their math facts and correcting their assessment as well. Students will need
to correct their errors, show their work, and be able to explain how they came up with their answer to get credit.
Assessment: As a class, we will use a Venn diagram to compare multiplication and division using the examples
we have done so far. We will share how they are alike and different and how we will use this information going
forward to learn about division.
Tuesday-
Learning Target/Objective:
1. Students will place the first digit in the quotient by estimating or using place value.
Student Activities:
1. I will introduce the lesson by asking the students what they know about daisies. I will share with
students that nearly 10 percent of all flowering plants are in the daisy family.
2. Students will be unlocking the problem on page 61. Students will be underlining the information that
tells you what you are trying to find. They will circle the numbers you need to use. How are you going to solve the
problem? Which operation will you use- division, multiplication, subtraction, or addition?
3. Then, we will be going through the example on page 62 to follow the steps of divide, multiply, subtract,
and bring down. We will use the acronym “Does McDonalds Sell Burgers”.
4. We will go through numbers 1 through 3 on the Share and Show on page 63. We will walk through the
steps together and use our multiplication chart to help us with our division problems.
5. Students will be paired with a partner to do numbers 2-10(even numbers) on page 31. They need to go
through the steps together and go step by step with each other. Ask the questions from each of the steps to guide
you in putting the digits in the correct place value. When they are finished with the even numbers, they will bring it
up to Mr. Keizer to get it checked. When they have them correct, they will work independently on their
assignment.
Assessment: Students will do page 31 on numbers 2-10(odd numbers) and page 32 (1-6).
Wednesday-
Learning Target/Objective:
1. Students will divide 3- and 4-digit dividends by 1-digit divisors.
Student Activities:
1. We will start off the day by taking a division problem and showing the 4 ways to show division.
2. How could you regroup the different numbers? 24 (24 ones) 153 (15 tens, 3 ones)
3,544 (35 hundreds, 4 tens, and 4 ones)
3. We will teach and talk through the problem on page 65. We will underline that sentences that tells you
what you are trying to find. Circle the numbers you need to use. We will go through which operation we are going
to use and share why. Why do we use division? We will share our reasoning for how we set up the problem. We
will briefly talk about how you can estimate and use our facts to understand that our quotient is reasonable.
4. We will go through the examples on page 66 and discuss the terms dividend, divisor, and quotient. We
will discuss how you can check your answer using multiplication to check if your quotient is correct. As we go
through the examples, we will discuss that you should never have a number that is greater than the divisor. I will
remind students to compare the result of every subtraction to the divisor. If the remainder is greater than the
divisor, another group the same size as the divisor can be made.
5. We will go through the examples on page 67 together using the whiteboards. Students will show their
work on their paper and write their quotient on their whiteboard. I will encourage students to check their answer.
We will talk through numbers 21-23 on page 68 to work with problem-solving.
Assessment: I will give students these two problems: 5,868/6 AND 566/3
*** Students will need to show me these problems and get them correct. They will need to check their answers.
Thursday-
Learning Target/Objective:
1. Students will divide 3- and 4-digit dividends by 1-digit divisors.
Student Activities:
1. What are the steps to division? Students will go through the steps of “DMSB.”
2. Students will be using the whiteboard today to show me their knowledge of division. We will be going
through different examples that the students give me. We will go through the process together for a few
problems. Then, we will be doing stations today:
Station 1: Students will be rolling the dice and playing a strategy game to practice their division. They will be using
some 3-digit dividends and some 4-digit dividends. They need to realize that you don’t want a big divisor as it
divides it into more groups.
Station 2- Students will be doing Moby Max to practice their facts.
Station 3- Students will be doing page 33 standards practice book with Mr. Keizer. We will review the process and
go through it together.
Assessment: Students will do page 34 (1-6).
Friday-
Learning Target/Objective:
1. Students will model division with 2-digit divisors using base-ten blocks.
Student Activities:
1. Students will be given the multiplication problem 14 X 15. I can use the partial products of 14 X 10 and
14 X 5 to figure out the product. Next, I will show them 210 divided by 14. We will demonstrate how to use partial
products to help figure out the quotient to this problem. We will demonstrate how you use it using base-ten
blocks.
2. We will go through the Investigate problem on page 69 and discuss the operation that will be used. We
will discuss why division is being used and how we can figure out the quotient using partial products or
multiplication. We will go through drawing conclusions on page 69 as well.
3. We will continue to work on making connections and using base-ten blocks to find the quotient. We will
go through the Share and Show by drawing a quick picture to show their division.
4. As a class, we will go through page 71 to demonstrate and practice using partial products to figure out
the quotient for dividing by 2-digit divisors.
Assessment: Students will do questions 8 and 9 on page 35 for their independent practice. Students can use the
method we used today to show how to divide by 2-digit divisors.
Science
Monday- We will be having science today from 2:00-2:30 as students will be building their science structure.
Learning Target/Objective: Students will build the tallest free-standing structure using their knowledge
about the properties of matter with the materials they are given.
Student Activities:
1. Students planned their STEM Challenge last Friday. They get 10 big marshmallows, 20 small ones, and
15 spaghetti noodles. Students should have a plan ready to go. I will give them 5 minutes to discuss their plan and
if they came up with any ideas over the weekend.
2. Using their knowledge about the materials and their properties, they will be building the tallest free-
standing structure using all of the marshmallows and spaghetti noodles provided. Here are the other
requirements:
- The structure must be constructed on top of the table.
- The goal is to build the tallest possible structure.
- The structure must be free-standing and cannot lean on anything.
- There are many different ways to complete this challenge! Be creative!
*** Students will get 25 minutes to plan and build their structure.
Assessment:
1. We will have a class discussion and have groups share out why they built their structure the way they
did. In their sharing out, they need to share at least 1 way they used their knowledge about the properties of
matter with at least one thing. Describe your structure using color, mass, volume, texture, or any other properties.
Tuesday-
Learning Target/Objective:
1. Students will describe properties of solutions and explain that mixtures can be separated based on the
properties of their parts.
Student Activities:
1. We will start off the day by looking at the picture on pages 436-437. What are the parts of the mixture
shown in the picture? What other mixtures can you think of? What makes something a mixture?
2. We will be reading pages 436-441 together and interacting with the text. We will be discussing and
analyzing the different concepts and how they relate to the properties of matter.
3. Students will be having some fun with mixtures (Chex Mix) and solutions (Kool-Aid). Students will be
separating the mixture and be watching what happens with the solution. Afterwards, they can have their snack
and drink.
Assessment:
1. Students will be separating the Chex Mix mixture and describe the solution of Kool-Aid to a partner.
Wednesday- Students will not have science today as they will be having social studies.
Thursday-
Learning Target/Objective:
1. Students will recognize that many physical and chemical changes are affected by temperature.
2. Students will differentiate between a physical and chemical change.
Student Activities:
1. We will start off the day by looking at the pictures on page 442 and 443. What are the steps to picking
the orange? Is this a physical or chemical change? Today, we will be talking about this and revisit the question at
the end of the lesson. We will watch our Brain Pop video to start the class with this to get their attention about
physical and chemical changes.
2. We will read pages 443-447 to discuss physical and chemical changes. We will help students to
understand that physical changes might cause an object to change shape or another property, but it still will keep
its other properties. We will also talk about chemical changes form a new substance and one or more types of
matter change into other types of matter. When the matter changes state, it is just a physical change.
3. We will be doing an interactive notebook activity to summarize what we have learned with physical and
chemical changes. We will be writing down and describing down what each kind of change is as well as some
examples of each type of change. We will also summarize the lesson by having students decide what they can do
to determine if it is a physical or chemical change. We will use our book for this as I want students to look back in
the text.
4. After doing the notebook, we will be using our notebook to do the Physical and Chemical Changes
PowerPoint. This is interactive, and students will have to determine if the example being shown is a physical or
chemical change.
Assessment: Students will play a review Jeopardy game in their teams to apply what they have learned
regarding physical and chemical changes as well as other concepts in matter tied to it.
Friday- We will not have science today as they will be having social studies.
Social Studies
Monday- We will not have social studies today due to the early out on Mondays.
Tuesday- We will not be having social studies today as students will be having science.
Wednesday-
Learning Target/Objective:
1. Students will explain the reasons for the establishment of early English settlements in America.
2. Students will describe the experiences of settlers in Jamestown.
Student Activities:
1. How many of you have ever had to change plans unexpectedly at the last moment? How did you feel?
Students will Pair-Share with a partner. In this lesson, we will be sharing how plans were changed because of
events in history.
2. We will start off the day by watching the Flocabulary video called “Early American Settlements.” We
will watch the video, do some read and respond questions, and take a quiz together as a class to see how well they
have understood what we have watched and read. This is quite an interesting video. Here are some links:
Life in Jamestown- https://www.youtube.com/watch?v=ssS6UoBoiuc
The First English Permanent Settlement- https://www.youtube.com/watch?v=CqFMkCkaArM
The Lost Roanoke Colony- https://www.youtube.com/watch?v=ofhIJ1wMKtc
5-Minute Brief History- https://www.youtube.com/watch?v=CtYLkHCjSJY
3. As a class, we will be reading pages 130-133 in the book and interacting with the text as we read.
4. Students will be comparing and contrasting Roanoke and Jamestown. We will be discussing Jamestown
in more detail and be doing an Online Adventure with Jamestown on my website. They will get to explore and go
on the adventure themselves.
5. While some students are doing this, students will be doing the Summary Lesson with Roanoke and
Jamestown. They will be underlining and working with the vocabulary in this lesson. They will work on this with a
partner. They will also be doing the Study Guide/Homework sheet to review the content/vocabulary.
Assessment:
1. Students will be reading the summary lesson and underline vocabulary words with the lesson. They will
also be identifying the reasons why they came and find descriptions of what the experiences were like at
Jamestown. They will need to reread the text to clarify and understand what they have read.
2. Students will use their knowledge to successful survive the Jamestown Online Adventure by
collaborating with a partner.
Thursday- We will not be having social studies today as students will be having science.
Friday-
Learning Target/Objective:
1. Students will explain why and how the Pilgrims and Puritans settled in America.
2. Students will describe the settlements at Plymouth and Massachusetts Bay.
Student Activities:
1. I will ask students what kinds of things were important to the first English settlers in North America?
Students will talk in their groups about what they think was important to the settlers, and we will share our
responses together as a class.
2. We will read pages 136-139 to learn about the Plymouth Colony, the Puritans, the Mayflower, and how
they settled in when they got to America. We will discuss the history and the importance of religion in their
decision making. We will also talk about the good things AND bad things that happened when they came to
America. After reading, we will watch this short history video:
http://www.history.com/topics/pilgrims
3. After reading and discussing, we will review by going through the Pilgrim PowerPoint together to show
them some of the maps and review some of the main concepts from this. Here is another link to use possibly:
https://prezi.com/movgheiftvru/pilgrims-puritans-amp-the-mayflower-compact/
4. Then, students will be working in stations to learn more:
Station 1- Students will be reading a biography about Squanto. They will read it carefully with a partner and
answer the 4 comprehension questions. Why was Squanto such an important person during this difficult time? (He
showed the Pilgrims many things and helped them survive during this difficult time.)
Station 2- Students will be reading about Plymouth Colony. After reading and discussing with their partner, they
will answer these questions: What was life like in Plymouth County? Describe the good and bad.
Station 3- Students will be reading more about the Mayflower online. They will be learning about the First
Thanksgiving. They will get to learn more about the journey, daily life, the feast, and read some historical letters
that were written back then. Here is the link to the website they will be exploring:
http://www.scholastic.com/scholastic_thanksgiving/
Station 4- They will be reading the Mayflower Compact carefully. After reading it and discussing it in a small group,
they will look at what the people had to sign. Would you sign it? Go through each part and explain why or why you
wouldn’t sign it if you were in their place at that time. Imagine yourself in their situation!
Assessment: Students will be completing a short quiz over what they learned today. There will be 6 questions.