Tracy Legner

Monday, November 30, 2015

8:35
Bell rings
8:45
Pledge
Attendance
Hot Lunch count
8:55-9:35
PBL
Next Generation Science Standards
3-5ETS11.

Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.

3-5ETS12.

Generate and compare multiple possible solutions to a problem based on how well
each is likely to meet the criteria and constraints of the problem.

3-5ETS13.

Plan and carry out fair tests in which variables are controlled and failure points are
considered to identify aspects of a model or prototype that can be improved.

Illinois Social Studies Standard

STATE GOAL 15: Understand economic systems with an emphasis on the United
States.
Common Core
Speaking/Listening 1
Objective: Students will create an invention that a fifth grader will use on a daily basis with items that can
be found at home, a grocery store, or a hardware store.

1. Divide into groups

2. Prototype time
Assignment: x
9:35-10:25 CATS
Walk them down to Music, Art, and PE. Pick them up at the corner by the music room.
10:25-10:40 Bathroom/Drinks/Snack/Read Aloud
10:40-11:10 Reading Day 1
Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10
Foundational Skills 3 3a 4 4a 4b 4c

Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objectives: Students will compare and contrast in text.
Procedure:
1.
First, review the theme of Unit 2: What makes people want to do the right thing?
Watch the Big Question video. PATHWAY: www.pearsonsuccessnet.com,
sewellc@ccsd93.com, ccsd9393, Other resources, Teacher Resources, Rdg Gr 5,
Interactive Digital Path, Unit 2, Week 1, Get Ready to Read, View
2.
Next, question of the week: What are the rewards in helping others? TE p. 230j.
Show concept talk video, TE p. 230-231 with short class pair/share to discuss
afterwards. PATHWAY: www.pearsonsuccessnet.com, sewellc@ccsd93.com, ccsd9393,
Other resources, Teacher Resources, Rdg Gr 5, Interactive Digital Path, Unit 2, Week 3,
Get Ready to Read, View
3.
Read the poem on T230j; relate to weeks concept.
4.
Watch Envision It! animation on compare and contrast.
5.
Open to p. 233 Ah Tchas Leaves. Discuss how Ah Tchas life was different after
Nu Wu. Find two times Nu Wu changed Ah Tchas life. How were those times alike?
How were they different?
6.
Introduce the tested selection vocabulary using the Pictured Vocabulary Cards
TE p. 233a: astonished, behavior, benefactor, distribution, gratitude, procession,
recommend, sacred, and traditions. Have the students complete a Vocabulary Inventory
for the listed words, determining if it is a word they know, think they know to some
degree, or do not know at all. Fill in the Guess and Check side for the story reading
tomorrow. Draw an Etch-a-Sketch for each word.
Assignment: x
11:10-11:30 Language Arts
Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10
Foundational Skills 3 3a 4 4a 4b 4c
Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objective: Students will identify action and linking verbs correctly.
Procedure:
1. Review action and linking verbs TE p. 233d

2. Watch the grammar jammer on verbs.

3. Do GT # 8 as a class.
5.
Correct Daily Fix-It #1,2 . Do #3, 4.
Assignment: Daily Fix-It #3, 4/RWN p. 134 (spelling)
11:30-12:15 Reading
Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10
Foundational Skills 3 3a 4 4a 4b 4c
Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objectives: Students will compare and contrast in text.
First, have everyone join Newsela with the class code FDGMDE
Review Daily Three behaviors on reference chart
While guided groups are meeting, the rest of the class: Daily Three
11:30-11:45
1. Meet with the low group. Read China: Today and Yesterday. What is the genre?
How do we know?
2. Focus on compare/contrast. Fill in the graphic organizer.
11:45-12:00
1. Meet with the high group. Read Moving to Mali. What is the genre? How do we
know?
2. Focus on compare/contrast. Fill in the graphic organizer.
12:00-12:15
1. Meet with the middle group. Read Abuelas Gift. What is the genre? How do we
know?
2. Focus on compare/contrast. Fill in the graphic organizer.
Independently: Newsela on compare/contrast Teens Mom Complains about History
Textbook, and Publisher Apologizes
Tracy Legner
Tuesday, December 1, 2015
8:35
Bell rings
8:45
Pledge

Attendance
Hot Lunch count
8:55-9:35
PBL
Common Core
CCSS:
5.W.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
5.W.7- Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
NGSS:
Students who demonstrate understanding can:
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2.

Generate and compare multiple possible solutions to a problem based on how

well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3.

Plan and carry out fair tests in which variables are controlled and failure points
are considered to identify aspects of a model or prototype that can be
improved.

Speaking/Listening 1
Objective: Students will create an invention that fifth graders will use on a weekly basis.
1. Divide into your groups
2. Prototype time-meanwhile, circulate and check group progress on the business
plans.
Assignment: Brainstorming time
9:35-10:25 CATS
Walk them down to Music, Art, and PE. Pick them up at the corner by the music room.
10:25-10:40 Bathroom/Drinks/Snack/Read Aloud
10:40-11:10
Reading (Day 2)
Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10
Foundational Skills 3 3a 4 4a 4b 4c
Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objectives: Students will compare and contrast in text.

Procedure: 1. Review compare and contrast. What are some clues that we are reading
a comparison/contrast? (alike, different, similar, etc.)
2. Open books to p. 238. What is the genre? (folk tale) How do you know? (It is said that
many years ago This is like Once upon a time.
3. Pass out the Venn diagram graphic organizer. Label Hsiang-lings life before and
Hsiang-lifes after.
4. Listen to the story on www.pearsonsuccessnet.com (path: Interactive Digital Path,
Unit 2, Week 3, Day 2, View) and follow along on p. 238. Fill in Guess and Check as
you go along for vocabulary.
5. Do Guided Reading questions orally as a class.
6. Fill in graphic organizer as we read and identify comparisons and contrasts.
Assignment: Read p. 238-243/Venn diagram organizer
11:10-11:30 Language Arts
Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10
Foundational Skills 3 3a 4 4a 4b 4c
Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objective: Students will identify and spell possessive nouns correctly.
Procedure:
1.
Review possessive nouns.
2.
Correct GT #8 (grammar) as a class. Correct RWN p. 135 (spelling) as a class.
3.
Correct Daily Fix-It #3, 4. Do #5, 6.
Assignment: Daily Fix-It #5, 6/RWN p. 134 (spelling)
11:30-12:15 Reading
Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10
Foundational Skills 3 3a 4 4a 4b 4c
Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objectives: Students will compare and contrast in text.

Review Daily Three behaviors on reference chart

While guided groups are meeting, the rest of the class: Daily Three
11:30-11:45
1. Meet with the low group. Read China: Today and Yesterday. What is the genre?
How do we know?
2. Focus on compare/contrast. Fill in the graphic organizer.
11:45-12:00
1. Meet with the high group. Read Moving to Mali. What is the genre? How do we
know?
2. Focus on compare/contrast. Fill in the graphic organizer.
12:00-12:15
1. Meet with the middle group. Read Abuelas Gift. What is the genre? How do we
know?
2. Focus on compare/contrast. Fill in the graphic organizer.
Independently: Reading Sleuth Peanut Butter Sandwiches
Tracy Legner
Wednesday December 2, 2015
8:35
8:45

Bell rings
Pledge
Attendance
Hot Lunch count
8:50-9:30
PBL
Common Core
CCSS:
5.W.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
5.W.7- Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
NGSS:
Students who demonstrate understanding can:
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2.

Generate and compare multiple possible solutions to a problem based on how

well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3.

Plan and carry out fair tests in which variables are controlled and failure points
are considered to identify aspects of a model or prototype that can be
improved.

Speaking/Listening 1
Objective: Students will create an invention that fifth graders will use on a weekly basis.
1. Review the sheet that explains the requirements for the project (rubric).
2. Work time: please identify invention, want/need, materials, time, and cost for
tomorrow. Demonstrate how to find the cost, sales price, and profit margin.
Assignment: Calculate cost and profit margin
9:35-10:25 CATS
Walk them down to Music, Art, and PE. Pick them up at the corner by the music room.
10:25-10:40 Snack/Read Aloud/Drinks/Bathroom break
10:45-11:10 Reading (Intervention 11:55) Day 3
Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10
Foundational Skills 3 3a 4 4a 4b 4c
Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objectives: Students will compare and contrast in text.
Procedure:
1.
Review compare/contrast signal words (alike, different, similar, etc.)
2.
Finish A Chi-lin Purse p. 244-249.
3.
Fill in the Venn diagram graphic organizer as a class.
4.
As you read, fill in the Guess and Check for Vocabulary.
Assignment: Read p. 244-249
11:10-11:30 Language Arts
Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10
Foundational Skills 3 3a 4 4a 4b 4c
Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objective: Students will identify action and linking verbs correctly.
Procedure:
1.
Review action and linking verbs.

3.
Correct RWN p. 134 (grammar) as a class.
3.
Correct Daily Fix-It #5, 6. Do #7, 8 as a class.
Assignment: Daily Fix-It #7, 8/RWN p. 140 (spelling)

11:30-12:15 Reading (Intervention 11:55)

Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10
Foundational Skills 3 3a 4 4a 4b 4c
Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objectives: Students will compare and contrast in text.
Review Daily Three behaviors on reference chart
While guided groups are meeting, the rest of the class: Daily Three
11:30-11:45
1. Meet with the low group. Read China: Today and Yesterday. What is the genre?
How do we know?
2. Focus on compare/contrast. Fill in the graphic organizer.
11:45-12:00
1. Meet with the high group. Read Moving to Mali. What is the genre? How do we
know?
2. Focus on compare/contrast. Fill in the graphic organizer.
12:00-12:15
1. Meet with the middle group. Read Abuelas Gift. What is the genre? How do we
know?
2. Focus on compare/contrast. Fill in the graphic organizer.
Independently: Time for Kids (read this weeks cover article)

Tracy Legner
Thursday, November 3, 2015
8:35
Bell rings
8:45
Pledge
Attendance

Hot Lunch count

8:50-9:30
PBL
Common Core
CCSS:
5.W.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
5.W.7- Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
NGSS:
Students who demonstrate understanding can:
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2.

Generate and compare multiple possible solutions to a problem based on how

well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3.

Plan and carry out fair tests in which variables are controlled and failure points
are considered to identify aspects of a model or prototype that can be
improved.

Speaking/Listening 1
Objective: Students will create an invention that fifth graders will use on a weekly basis.
1. Demonstrate that we will need to tell the investors how much of a share they will
receive (20%)? For how long (one year)?
2. Finish your business plan.
Assignment: x
10:30-10:45 Library Book Checkout
10:45-11:00 Bathroom/Drinks/Snack/Read Aloud
11:00-11:30 Reading Day 4
Reading
Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10
Foundational Skills 3 3a 4 4a 4b 4c
Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objectives: Students will identify the use of the literary technique of symbolism in text.

1. Watch the slideshow on symbolism

http://www.slideshare.net/gherm6/symbolism-10968487
2. Break into pairs. Tell them that they will need to come up with one symbol and
what it represents by the end of the video. Watch the youtube on symbolism

https://www.youtube.com/watch?v=jSV6i0YngDU
3. In pairs, discuss the video. What symbols did you hear mentioned? (Nest=home,
winter=separation, spring=new life)
4. Now, read the Mother to Son poem. Answer the question individually.
5. Turn to your partner. Share your answers.
6. Pass out the story. Read it individually. Now, answer the question.
7. Share out as a class. Write responses on the chart paper.
Assignment: X

11:30-12:15 Reading
Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10
Foundational Skills 3 3a 4 4a 4b 4c
Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objectives: Students will compare and contrast in text.
Review Daily Three behaviors on reference chart
While guided groups are meeting, the rest of the class: Daily Three
11:30-11:45
1. Meet with the low group. Read China: Today and Yesterday. What is the genre?
How do we know?
2. Focus on compare/contrast. Fill in the graphic organizer.
11:45-12:00
1. Meet with the high group. Read Moving to Mali. What is the genre? How do we
know?
2. Focus on compare/contrast. Fill in the graphic organizer.
12:00-12:15
1. Meet with the middle group. Read Abuelas Gift. What is the genre? How do we
know?
2. Focus on compare/contrast. Fill in the graphic organizer.
Assignment: x

Tracy Legner
Friday December 4, 2015

8:35
8:45

8:55-9:35

Bell rings
Pledge
Attendance
Hot Lunch count
PBL

Next Generation Science Standards

3-5ETS11.

Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.

3-5ETS12.

Generate and compare multiple possible solutions to a problem based on how well
each is likely to meet the criteria and constraints of the problem.

3-5ETS13.

Plan and carry out fair tests in which variables are controlled and failure points are
considered to identify aspects of a model or prototype that can be improved.

Illinois Social Studies Standard

STATE GOAL 15: Understand economic systems with an emphasis on the United
States.
Common Core
Speaking/Listening 1
Objective: Students will create an invention that a fifth grader will use on a daily basis with items that can
be found at home, a grocery store, or a hardware store.

1. Demonstrate how to make marketing materials: business cards, flyers, Google

Slides.
2. Begin to write and practice your presentation.
Assignment: x
9:35-10:25 CATS
Walk them down to Music, Art, and PE. Pick them up at the corner by the music room.
10:25-10:40 Bathroom/Drinks/Snack/Read Aloud
10:40-11:30 Reading Day 1
Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10

Foundational Skills 3 3a 4 4a 4b 4c
Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objectives: Students will compare and contrast in text.
Procedure:
1.
First, review the theme of Unit 2: What makes people want to do the right thing?
2.
Next, question of the week: What are the risks in helping others?
3.
Read Walking Tall and Winning the Vote in partners (Readworks)
4.
In partners, use the graphic organizer to compare and contrast the fight for equal
rights and the fight for the womens vote
5.
Come together as a class and share out on a whole class poster
6.
Paired text questions
Assignment: Paired text questions/Daily Fix-It #1, 2
11:30-12:15 Reading
Common Core
Literature 1 2 3 4 5 6 7 8 9 10
Informational Text 1 2 3 4 5 6 7 8 9 10
Foundational Skills 3 3a 4 4a 4b 4c
Writing Standards 1 2 3 4 5 6 7 8 9 10
Speaking and Listening 1 2 3 4 5 6
Language Standards 1 2 3 4 5 6
Objectives: Students will compare and contrast in text.
Review Daily Three behaviors on reference chart
While guided groups are meeting, the rest of the class: Daily Three
11:30-11:45
1. Meet with the low group. Read China: Today and Yesterday. What is the genre?
How do we know?
2. Focus on compare/contrast. Fill in the graphic organizer.
11:45-12:00
1. Meet with the high group. Read Moving to Mali. What is the genre? How do we
know?
2. Focus on compare/contrast. Fill in the graphic organizer.
12:00-12:15

1. Meet with the middle group. Read Abuelas Gift. What is the genre? How do we
know?
2. Focus on compare/contrast. Fill in the graphic organizer.
Independently:
1. Go to www.PearsonSuccessNet.com, Unit 2, Week 3 Weekly Test
2. Check your errors
Assignment: Daily Fix-It #9, 10