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Madisonville Intermediate School 5th Grade Objectives 1st Nine Weeks 2015-2016 Reading Literature and Informational Text Reading Foundational Skills Writing/Research Strategies and Skills Comprehension Skills ● Point of View ● Irony Comprehension Strategy ● Summarize Strategies and Skills ● Fluent reading and decoding Strategies and Skills ● Opinion Writing Strategies ● Writing pre-assessment of paragraph written from a prompt about a text ● POW + TREE mnemonic and graphic organizer ● Modeled response to text ● Peer editing pre-assessment for clear evidence in text ● Self editing pre-assessment and selfreflection ● Writing post-assessment to similar prompt Strategies and Skills ● Engage effectively in collaborative discussions Speaking and Listening Language Strategies and Skills Skills ● Writing simple Sentences ● Using context clues ● Spelling: short vowels Strategy ● Learning grammar through writing Numeration Add/Subtract Decimals Reading and Language Arts Objectives Enduring Understandings 1. Place value can be used to compare and order whole numbers and decimals as well as tell how many. 2. Understanding place value can lead to number sense and efficient strategies for computing numbers. Whole Numbers & 1. Decimals allow for representations of a variety of real world values. 2. Computational fluency includes understanding not only the meaning but also the appropriate use of numerical operations. 3. The magnitude of numbers affects the outcome of operations on them. Learning Targets (I Can…) ● Identify a story’s point of view and describe its influence on the unfolding of events. ● Summarize a story. ● Explain the effect of irony on a short story Learning Targets (I Can…) ● Decode words with the VCV syllable pattern. ● Read aloud with accuracy, appropriate rate, and expression. ● Use tone, volume, and pace to read with expression. ● Use text cues to adjust intonation. Learning Targets (I Can…) ● Form an opinion based on something I have read. ● Support my opinion with reasons from the text. Learning Targets (I Can…) ● Prepare for and participate in collaborative discussions. ● Participate in a collaborative discussion, using text evidence to support points. ● Acquire and use vocabulary in speaking. ● Prepare for and participate in a debate. Learning Targets (I Can…) ● Explain the elements needed for a simple sentence. ● Write simple sentences using a simple subject and simple predicate. ● Use context as a clue to the meaning of a word or phrase and to confirm understanding. ● Edit writing for errors in spelling. Math Essential Questions 1. How can counting, measuring, or labeling help to make sense of the world around us? 2. How does a digit’s position affect its value? 1. Why use decimals? 2. What makes a computational strategy both effective and efficient? 3. How does the size of the number affect the outcome of the operation? 4. How can we decide when to use an exact answer and when to use an estimate? Learning Targets • I can recognize that each place to the left is 10 times larger in a multi-digit number. (5.NBT.A.1) • I can recognize that each place to the right is 1/10 as much as multi-digit number. (5.NBT.A.1) • I can read and write decimals to the thousandths in word form, base-ten numerals, and expanded form. (5.NBT.A.3.a) • I can compare two decimals to the thousandths place using place value and record the comparison using symbols , or =. (5.NBT.A.3.b) Learning Targets • I can explain how to use place value and what digits to look at to round decimals to any place. (5.NBT.A.4) • I can use place value of the digit to the right of the place to be rounded to determine whether to round up or down. • I can round decimals to any place. (5.NBT.A.4) • I can add, subtract, multiply, or divide 4. Context is critical when using estimation. Multiplying Whole Numbers 1. Multiplication is related to both addition and division. 2. Computational fluency includes understanding not only the meaning but also the appropriate use of numerical operations. 3. The magnitude of numbers affects the outcome of operations on them. 4. Context is critical when using estimation. Essential Questions 1. How does multiplication relate to the other operations? 2. What makes a computational strategy both effective and efficient? 3. How does the size of the number affect the outcome of the operation? 4. How can we decide when to use an exact answer and when to use an estimate? Dividing 1-Digit Divisors Essential Questions 1. Division has a variety of applications and is a necessary operation. 2. Computational fluency includes understanding not only the meaning but also the appropriate use of numerical operations. 3. The magnitude of numbers affects the outcome of operations on them. 4. Context is critical when using estimation Essential Questions 1. Why do we need to use division? 2. What makes a computational strategy both effective and efficient? 3. How does the size of the number affect the outcome of the operation? 4. How can we decide when to use an exact answer and when to use an estimate? Dividing by Two-Digit Divisors Essential Questions 1. Computational fluency includes understanding not only the meaning but also the appropriate use of numerical operations. 2. The magnitude of numbers affects the outcome of operations on them. 3. In many cases, there are multiple algorithms for finding a mathematical solution, and those algorithms are frequently associated with different cultures. 4. Context is critical when using estimation. Essential Questions 1. When are remainders okay and when are they not? 2. What makes a computational strategy both effective and efficient? 3. How does the size of the number affect the outcome of the operation? 4. How can we decide when to use an exact answer and when to use an estimate? Cells and Relationships in the Ecosystem 2 Science (Life Science) decimals to hundredths using strategies based on place value, properties of operations, or other strategies. (5.NBT.B.7) Learning Targets • I can illustrate and explain a pattern for how multiplying and dividing any decimal by a power of 10 relates to the placement of the decimal point. (5.NBT.A.2) • I can express powers of 10 using whole number exponents. (5.NBT.A.2) • I can illustrate and explain a pattern for how the number of zeros of a product-when multiplying a whole number by power of 10relates to the power of 10. (5.NBT.A.2) • I can explain the standard algorithm for multi-digit whole number multiplication. (5.NBT.B.5) • I can use the standard algorithm to multiply multi-digit whole numbers with ease. (5.NBT.B.5) Learning Targets • I can explain the standard algorithm for multi-digit whole number multiplication. (5.NBT.B.5) • I can use the standard algorithm to multiply multi-digit whole numbers with ease. (5.NBT.B.5) • I can demonstrate division of a whole numbers with four-digit dividends and two digit divisors using place value, rectangular arrays, area model, and other strategies. (5.NBT.B.6) • I can solve division of a whole numbers with four-digit dividends and two-digit divisors using properties of operations and equations.(5.NBT.B.6) • I can explain my chosen strategy. (5.NBT.B.6 Learning Targets • I can explain the standard algorithm for multi-digit whole number multiplication. (5.NBT.B.5) • I can use the standard algorithm to multiply multi-digit whole numbers with ease. (5.NBT.B.5) • I can demonstrate division of a whole numbers with four-digit dividends and two digit divisors using place value, rectangular arrays, area model, and other strategies. (5.NBT.B.6) • I can solve division of a whole numbers with four-digit dividends and two-digit divisors using properties of operations and equations.(5.NBT.B.6) • I can explain my chosen strategy. (5.NBT.B.6) • I can add, subtract, multiply, and divide decimals to hundredths using strategies based on place value, properties of operations, or other strategies. (5.NBT.B.7) • I can explain and illustrate strategies using concrete models or drawings when adding, subtracting, multiplying, and dividing decimals to hundredths. (5.NBT.B.7) Learning Targets • I can compare and contrast internal structures of plants and animals cells. • I can develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. • I can use models to describe that energy in animals’ food was once energy from the sun. • I can describe the movement of matter among plants, animals, decomposers, and the environment. • I can construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems • I can support an argument that plants get the materials they need for growth chiefly from air and water. • I can use models to describe that energy in animals’ food was once energy from the sun. • I can analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. • I can use evidence to support the explanation that the environment can influence traits. • I can analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. • I can use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. • I can construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Photosynthesis Reproduction, Traits, and Heredity Animal Adaptations Social Studies U.S. Prior to the Civil War Learning targets (I can…) Standards *Compare and contrast the myth of the Antebellum South to the realities of the region including the harshness of slavery, increased immigration to urban areas, and growth of railroads. _________________________________________________________________ *Interpret the sectional differences between the North and the South in economics, transportation, and population. _________________________________________________________________ * Use primary sources to analyze multiple samples of abolition leaders’ writings and their stance on slavery, including: • Sojourner Truth • Frederick Douglass • the Grimke sisters • William Lloyd Garrison ________________________________________________________________ *Draw on information from multiple print or digital resources explaining the events that made slavery a national issue during the mid-19th century, including: • Missouri Compromise • Uncle Tom’s Cabin • Compromise of 1850 • Brook’s attack on Sumner • Kansas-Nebraska Act • John Brown’s Raid • Dred Scott case _________________________________________________________________ *Evaluate each candidate in the campaign of 1860 and analyze how that campaign reflected the sectional turmoil of the country. ________________________________________________________________ *Explain with supporting details why Tennessee was divided on the issue of secession and the events that led it to eventually leave the Union to include: state convention vote of 1861, the Free and Independent State of Scott, Hurst Nation, East Tennessee mostly pro-union and divided families. _______________________________________________________________ *Determine the meaning of the terms of this period with a visual representation, including: • Union and Confederate States • Yankees and Rebels 3 * How would you explain the myth versus the reality of the Antebellum South prior to the Civil War? Vocabulary Antebellum economics cash crops slavery tariff immigration states’ rights sectionalism urban _________________________________________________________________ * How might you compare the North with the South prior to the Civil War? What are some advantages/ disadvantages to living in the North or the South? _________________________________________________________________ * How might you defend your position on the stance of slavery? Vocabulary Abolitionist discrimination Underground Railroad _________________________________________________________________ What were the decisions or compromises that needed to be made to make the United States move together as one or that led to secession? slave state free state Union popular sovereignty fugitive Vocabulary _________________________________________________________________ Based on what you know, how would you explain the campaign of 1860? ________________________________________________________________ What differences existed between East and West Tennessee that led to the eventual separation from the Union? _________________________________________________________________ What are different ways that the North and South identified themselves during the Civil War? • Blue and Gray • Johnny Reb and Billy Yank _________________________________________________________________ *Analyze the geographic, social, political, and economic strengths and weakness of the North and South. ________________________________________________________________ *Identify the Border States and the efforts of both sides to secure them to their cause. ________________________________________________________________ *Create a visual display to explain the Union’s Anaconda Plan for defeating the Confederacy and how the geography of the South formed the Eastern, Western, and Trans-Mississippi theaters of war. ________________________________________________________________ *Explain the significance and outcome of the major battles and identify their location on a map or visual representation, including: • Fort Sumter • First Battle of Bull Run • Fort Henry and Donnelson • Chickamauga • Gettysburg • Appomattox Court House • Shiloh • Antietam • Nashville • Franklin • Vicksburg _______________________________________________________________ * Draw on informational text to explain the roles of the military and civil leaders during the Civil War, including: • Abraham Lincoln • Jefferson Davis • Ulysses S. Grant • Robert E. Lee • Frederick Douglas • Clara Barton ________________________________________________________________ * Read and write an informative piece summarizing the Gettysburg Address to determine its meaning and significance. _________________________________________________________________ * Use concrete words, phrases, and sensory details to describe the experience of the war on the battlefield and home front. ________________________________________________________________ * Explain the contributions of Tennesseans during the war, including: • Nathan Bedford Forrest • Sam Watkins • Andrew Johnson • Matthew Fontaine Maury • Sam Davis ________________________________________________________________ *Evaluate and debate the rationales for the Emancipation Proclamation. ________________________________________________________________ * Explain why Lincoln chose Andrew Johnson as his running mate in the election of 1864. _________________________________________________________________ * Describe the physical, social, political and economic consequences of the Civil War on the southern United States. ________________________________________________________________ * Draw on information from multiple print or digital resources to describe the impact of the assassination of Abraham Lincoln on the nation. Sources: Tn Department of Education Shelby County, TN Schools Website 4 Vocabulary secession Confederacy Civil War border states _________________________________________________________________ What were some of the geographical, social, political, and economic advantages and disadvantages of the North and South prior to the Civil War? _________________________________________________________________ What strategies might you have used to secure the Border States for your cause? Border States Missouri Kentucky Maryland Delaware _________________________________________________________________ How did the Union’s Anaconda Plan defeat the Confederacy? How was the geography of the war an advantage for the South? _________________________________________________________________ What factors impacted the major battles wins/ losses impact the outcome of the war? Vocabulary causalities draft emancipation camp home front civilian telegraph Total War desert _________________________________________________________________ *How did each of the people listed influence the results of the Civil War? _________________________________________________________________ What significance did the Gettysburg Address have on the Civil War? _________________________________________________________________ How would you explain war on the battlefield or home front during the Civil War? _________________________________________________________________ How did each person listed contribute to the Civil War? _________________________________________________________________ What is the Emancipation Proclamation? How was it a changing point for southern plantation owners? _________________________________________________________________ What reasons did Lincoln have for choosing Andrew Johnson as his running mate for the 1864 election? _________________________________________________________________ What physical, social, political, and economic impact did the Civil War have on the southern United States? _________________________________________________________________ What events occurred on the night of Lincoln’s assassination and how did this assassination affect our nation? 5