5 Glass Everything

Respect Leadership Perseverance Stewardship

Integrity Forgiveness Responsibility Patriotism

Mount Liberty Elementary School exists to create a learning environment which fosters academic excellence, stimulates creativity, and to inspire students as they prepare to positively impact their communities. 4th Grade: Miss Miranda Arnold Miss Kristi Finch 5th Grade: Mr. Jason Glass 6th Grade: Miss Stephanie Anstey Miss Carlishia Elligan

Jason Glass EDUC 410-002 Dr. Goodwin 8/30/07 Character Education Introduction The purpose of any school should be to prepare the student for future success within a community of some sort. There are many different theories concerning the best way to do this. Recently, a new idea called character education has come to the forefront. The purpose of character education is to ensure the student develops in every aspect while achieving the highest goal possible. Because business, commerce, and most any other activity involve interaction with other people, it is critical that students learn how to properly interact with others if they are to succeed. Therefore, certain core values need to be impressed upon the students. In no way, however, should academics be compromised. Instead, teachers work to incorporate core values into academia. In this way, character education creates a positive atmosphere throughout the curriculum while concentrating on all aspects of the student without sacrificing time spent on academics. The core values focused upon at Mount Liberty include honesty, leadership, stewardship, perseverance, forgiveness, integrity, respect, and patriotism. Each value is incorporated into each of the four content areas of math, English, science, and social studies. To aid in the student’s retention of each value, a specific piece of children’s literature is used in accordance with each value. The following is an outline for a fifth grade class covering the four core subjects while incorporating all eight character traits throughout the year. Each character

trait is coupled with a specific piece of literature fit for a fifth grade reading level. Selecting the books is an important part of the following units. Brent Sitton, an accomplished publisher of character based books reviews for children, wrote that when once is “…developing a curriculum of character education, it’s helpful to review each children’s book for both positive and negative examples…” (Sitton 1). By doing this, the students are able to see the right way to do things as well as the wrong way and the consequences that come from each decision. Stewardship The first value the students will study is stewardship. Throughout the unit, the students will be referring to The Victory Garden Kid’s Book. Using the book, each student will participate in planting, cultivating, and harvesting a garden consisting of various fruits and vegetables including watermelon, butter beans, cantaloupe, and tomatoes. The students will donate most of the food to a food bank. The students will sell the rest of the crops in order to raise money for an ice cream party. During the planting stage, students will learn the importance of being good stewards of the earth, particularly soil. Planting a garden provides the students with a concrete example of why it is important to be good stewards of the environment. While the garden is growing, the students will go on two field trips within their community. One will involve going to a local food bank, learning how it operates, and seeing how their contribution will help other people. The other will be going to a local farmer’s market and learning about how farmers make money and how much each crop costs. Math during this unit will include SOL 5.3 and 5.8, which includes division, multiplication, area, and working with money. In planning the content of the garden, the

students will have to find the total area of the space allowed for the garden and then use multiplication to estimate how many of each crop need to be planted in order to provide the food bank with an equal variety of food as well as having the right amount of crops to sell for the party. The students will be given the total amount of money needed and will use division to figure out how many of each crop needs to be planted. Through earning money for their ice cream party, students will learn the value of a dollar and the importance of being a good financial steward. By being involved with a local food bank, students will learn the importance of being a good steward of food and the importance of not being wasteful. The students will also experience the joy of helping people in need. In the Don’t Laugh At Me curriculum, it is stated that “a caring community can only exist when helping becomes fashionable…”(84). Because the entire class is involved in the project, the students are able to have more fun in helping as they work with their friends. For social studies during this unit, the students will learn about the pilgrims and Indians, including the basis of their economies and how they provided food for themselves. The students will also learn the role the Indians played in teaching the pilgrims how to grow gardens. The history SOL used in this lesson is VS.2e. For science, the students will learn how to use balances and scales to make accurate measurements by weighing their harvested crops in preparation to sell. The students will also investigate the soil in and around the garden in which they will learn to identify various kinds of rocks, minerals, and organisms using a classification key, which involves science SOL 5.1a. In addition, the students will view how weather and environment affect the success of a garden.

In English, the students will use a journal to keep track of each process involved in planting, cultivating, and harvesting the garden and draw conclusions on how each they affected the garden’s growth. The students will also use the journals to record progress and growth. After the food has been donated to the food bank, the students will write a short paper about how helping other people made them feel. The English SOL for this unit is 5.1. Leadership The second value the students will study is leadership. The focus book for this unit will be David and Goliath, by Jean Marzollo. The teacher will emphasize the way David rejected the skepticism of his peers and took the lead to do what he was supposed to do. New math concepts will be taught during this unit with introductory activities that include converting the weight of Goliath’s armor to pounds and estimating the statistical odds of David’s chance of victory based upon their choice of weapons. This activity is based on math SOL 5.17 and will be done as a class with the teacher using the activity to produce relevant examples. The students will individually copy and complete the work as the teacher completes the conversions in front of the class. For social studies, the student will compare the way battles were fought in ancient times compared to how battles are fought now. The students will also complete a time line illustrating the changes in war technology throughout time. In addition, the teacher will point out that David was mocked by his brothers before he became a hero. The teacher will ask the students to consider the possible consequences of that mocking if David had succumbed to their insults. The teacher will then lead the class in an activity

called “The Torn Heart”, found in the teacher’s guide of the Don’t Laugh At Me curriculum. The teacher will first ask for volunteers to share about what they consider a put-down to be. The teacher will then tape a large paper heart to his or her chest and ask the students to respond to a story called “The Torn Heart”, which is a story about a boy named Pedro who suffers multiple put-downs throughout his day. Each time the students hear a put-down, they are to respond with a thumbs-down. For each thumbs-down, the teacher will rip a piece of the paper heart off of their chest and let it fall to the ground. (18) Science for this unit will include forming and evaluating formulas for elapsed time. The introductory activity will consist of students calculating how long it took the stone from David’s sling to hit Goliath in the head. The science SOL used for this activity is 5.1c. The teacher will provide the students with the materials necessary to make a slingshot. The slingshot will not be identical to the one used by David; it will be one that operates according to tension. Materials will include PVC pipe, rubber, and scissors. Each student will make a slingshot. The teacher will then lead the students outside where they will be divided up into pairs. Each student will take turns shooting a few stones from their slingshot at a prearranged target. The student who is not shooting will use a stopwatch to clock the amount of time it takes for the stone to reach the target. The students will record their results on a sheet of paper and then reconvene in the classroom to discuss formulas for evaluating elapsed time. The teacher will also take advantage of the opportunity to introduce the concepts of tension and force, using the slingshot activity as an example. Before, during, and after the activity, the teacher will stress the importance of safely operating slingshots and the proper times to use them.

For English, students will list ways in which they can be leaders in their daily lives. After forming their lists, the students will write a short paper on the topic. Also, the students will write a brief essay in which they identify a specific long-term goal of their own and list specific steps they can take in order to reach that goal in the future. The teacher will keep the student’s papers in a special file for future reference later in the year. Forgiveness The third value of emphasis is forgiveness. For this unit, the students will read Shades of Gray, an excellent book about a young boy who struggles to cope with feelings of pride and bitterness after the Civil War. In addition, the story is set in Virginia. The teacher will emphasis the main reasons people refuse to forgive, which are pride and bitterness, by drawing parallels to the book. The students will practice recognizing and naming commonly used fractions in their equivalent decimal form and vice versa through a variety of ways that relate to the book being read. The math SOL used is 5.2. These activities will include putting the number of both Union and Confederate states in fraction and decimal form to show a ratio of how much of a country supported each cause. The students will also find the ratio of slaves to free men in fraction form and then convert it to decimal. These activities will be guided by the teacher and completed as a class. In Social Studies, the students will study the effects the Civil War had on Virginia and how racism affects people as individuals. The students will also explore different ways in which to resolve conflict through an activity called “The Maligned Wolf”, found on pages 46 and 47 in Don’t Laugh At Me. The teacher will begin the activity by reading

the story “The Maligned Wolf”, which is the re-telling of “Little Red Riding Hood” from the wolf’s perspective. The teacher will note that the North and the South both had different perspectives and that both sides fervently believed that their cause was the right one. After reading the story, the teacher will have the students create a concentric circle, in which the inner ring faces out and the outer ring faces in, positioning the students in such a way so that they all face one another. A student from the inner ring will have a partner with a student from the outer ring. Each student will ask the other one question. After each question, the outer ring will rotate one student to his or her left, giving everyone a new partner after each question. In addition, each question will result in discussion from other multiple students regarding their feelings toward the characters in the story. The students will also discuss how they feel about each side in the Civil War and about the causes for each they were fighting. In Science, the students will learn how to collect, record, and report data using appropriate graphical representation, including graphs, charts, and diagrams. The science SOL used in this lesson is 5.1e. The data being used will consist of the data found in the math section. The teacher will divide the students into groups of four and five for this activity. In English, the students will write a brief essay explaining a time in their lives where they experienced forgiveness from someone. The students will also write a brief essay describing a time in their lives when they gave forgiveness to someone. The students will read their essays out loud to the class. The students will then identify compare and contrast relationships regarding how the students felt giving forgiveness and how they felt receiving forgiveness. The English SOL used for this activity is 5.6e.

Respect During the fourth unit of the year, the value of emphasis will be respect. The introductory book for this value is Japanese Fairy Tales. Compiled by Philip Smith, this book is full of stories emphasizing the importance of showing respect in a variety of places, including one’s home, community, and school. Drawing from math SOL 5.4, the students will be given a variety of statistical information in decimal form. The information will consist of facts such as Japan’s population and Japan’s math scores for fifth grade students. The students will then be given the same statistics for the United States. The students will then compare the information by finding the difference of the numbers. The students will also find the sum and product of the numbers using paper, pencil, and calculators. Social studies during this unit will consist of the students learning about Japan, including their culture, history, and present state. History SOL USII.6 will also be taught in this unit, which includes the student identifying the causes and events that led to American involvement in World War II, while giving specific attention to the events at Pearl Harbor. In science, the student will investigate and understand how sound is transmitted and is used as a means of communication. The first part of VA SOL 5.2 will be the concentration point of the unit as the students study frequency, waves, wavelength and vibration. The teacher will build on what the students are learning in social studies about Pearl Harbor by relating the new scientific concepts to how the military uses radar to detect enemies. The teacher will also explain that bats use their own type of radar system to find food. While the previously mentioned topics will be discussed, the main activity

for science will involve introducing the students to remote sensing and how different perspectives are important when viewing something. In the military, it is important to view things from many different perspectives and to have a sharp outlook at everything in the close vicinity for defensive purposes. Bats view things from above in order to have a better angle at spotting prey. To illustrate these points, the teacher will take the students to a grassy area outside and give them a random number of pennies. The teacher will explain that the grass represents the United States, and the pennies represent enemy planes. The students will then toss the pennies into the air and let them land in the grass. The students will then lay down at eye level with the grass and count the pennies. Next, the students will stand up and count the pennies. Upon returning to the class, the teacher will ask the students if it is easier to count the pennies from the ground or from the air. The teacher will then lead the class in discussion on the advantages and disadvantages of different perspectives. (Sample) In English, the students will demonstrate comprehension of VA SOL 5.3 by preparing an oral presentation on a major aspect of the attack at Pearl Harbor. The students will work in groups for this assignment and will be allowed to choose from topics that include researching the planning behind the attack, the possible prevention that could have taken place, the extent of the damage, and the aftermath. Integrity The next unit revolves around integrity. For this core value, the students will read The Lion, The Witch, and the Wardrobe, by C.S. Lewis. Hal Urban, educator and wellknow speaker, says that “People who have integrity experience life at a different level” (Urban 1). Throughout the reading of Lewis’s book, the teacher will point out the

integrity shown by key characters and contrast it with the attitudes and actions of characters that do not show integrity. The teacher will lead the class in examining where choices based on integrity led and the good things that came from them. The students will explore the differences in time from when the children are in their grandfather’s house and when they are in Narnia. Math sol 5.12 will be employed during this unit, and the students will determine an amount of elapsed time in hours and minutes within a 24-hour period. In doing so, the students will estimate and then calculate how long the children were in Narnia in both hours and minutes before comparing their findings to how many minutes the children were actually gone from the house. In Social Studies, the students will watch a clip from the original movie of The Lion, the Witch and the Wardrobe and then focus on the setting, which is during the time of World War I. Employing history sols USII.4 and USII.5, the students will learn about the United State’s role in the war, its leadership role in its conclusion, and the social, economic, and technological changes of the early twentieth century. In the beginning of the movie, the children are riding on a train. The students will learn about the development of transportation and the gradual recession of the train. In Science, the students will focus on science sol 5.3, which involves understanding basic characteristics of light and how it behaves. Again, the students will watch clips from The Lion, The Witch, and The Wardrobe, this time concentrating on parts showing light being reflected off certain objects, including the snow, the ice, the water, and the queen’s scepter. The students will take turns experimenting with prisms and mirrors during class.

In English, the students will watch the entire movie and then compare and contrast it with the book. The students will then go back and watch specific clips, which display the characters using nonverbal communication to express feeling. The teacher will discuss the importance of gestures, facial expression, and posture in expressing a message or tone. The students will then be assigned groups in which they will act out a short skit based on the book or movie. The sol used for this section is English 5.2. Responsibility To illustrate the core value of responsibility, the students will read Old Yeller. The teacher will emphasize the way Travis took responsibility in a variety of situations, including with his chores, his brother, his dog, and his family. The teacher will point out that sometimes children are called to do adult things before they are adults. The teacher will initiate discussion consisting of what might have happened if Travis had not accepted his responsibilities or if he had been lazy. To introduce the concepts found in math sol 5.13, measuring and drawing angles, the students will watch clips of the movie version of Old Yeller from the part where Travis and Old Yeller are hunting hogs together. Travis has to angle himself the right way in order to create an advantage so he and Old Yeller can safely capture the hogs. The students will then draw right, acute, and obtuse angles and triangles using appropriate tools. Concentrating on history sol USII.5, the students will learn about the frontier life and the settlers of the 1800s. The students will also learn about the state of Texas, in which the story Old Yeller is set. Using the book and movie as an example, the teacher

will describe for the students what life was like in the early 1800s and how and why expansion took place. In addition to students learning about westward expansion, the teacher will incorporate social studies into science by using science sol 5.7, which revolves around earth patterns, cycles, and changes. The students will learn about how the frontiersman of the 1800s affected change in the basic structure of the environment in the Western United States. In English, the students will focus on English sol 5.6d by exploring the cause and effect relationships found in Old Yeller. Examples include how specific circumstances caused Travis to act in certain ways. The students will also write a brief essay in which they will talk about ways they can take responsibility in their own lives and how they can affect specific situations in their home, school, and community. Patriotism The book used to display and encourage patriotism is called September 11,2001: Attack on New York City, by Wilborn Hampton. While this book is geared for grade levels slightly higher than children in fifth grade, Hampton’s skills in effectively portraying what happened on that day are beneficial even to younger readers. The teacher will highlight the remarkable display of patriotism shown immediately following the attack by reading various newspaper clippings and editorials written during that time. The teacher will also review cause and effect relationships, discussed in the previous unit, by describing how the attack caused events to happen that would not have happened otherwise.

For math, the teacher will begin by showing the students the similarities and congruency of the twin towers. From there, math sol 5.15 will be taught, which includes identifying and exploring congruent, noncongruent, and similar figures. For social studies, the students will study the effects war has on a country. The focus will be on the way a country generally comes together as one in a time of crisis. Because the students have already been exposed to World War I and World War II in previous units, the students will be able to compare a total of three instances where the United States went to war and how patriotism was shown in each instance. In science, the students will study science sol 5.4. This sol is about matter, and the emphasis will be on the third part of the sol, which is about the effect heat has on states of matter. The students will observe how heat can decimate large structures in a short amount of time. The destruction of the twin towers will serve as the obvious example. Because the book being used for this unit is written for children a little older than fifth grade, the teacher will teach English sol 5.4 as the students read nonfiction with fluency and accuracy and use the dictionary and context to find the meaning of unknown words. The students will read the book as a class and will write down new vocabulary words, as directed by the teacher, throughout the reading time. Students will be assessed of their comprehension of new vocabulary words through a quiz at the end of the unit. Perseverance The eighth character value of Mount Liberty Elementary School is perseverance. The book chosen to illustrate this core value is They Showed the Way, by Charlemae Hill. Hill’s brief biographies of forty African-American leaders demonstrate perseverance and tenacity in the face of tremendous opposition and numerous obstacles. While teaching

this unit, the teacher will encourage the students to press on toward the goals they listed earlier in the year during the unit on leadership. As the students read through the book, they will see examples of individuals rising above their circumstances and environment in order to succeed in fulfilling goals that once seemed impossible. Drawing from math sol 5.21, the students will investigate and describe the concept of variables. The teacher will introduce variables by relating the adversity that faced the leaders in the book to the unknown numbers in algebraic equations. In the book, the variables that faced the leaders were obstacles, which threatened to prevent them from solving a problem they faced in their lives. In math, the variables consist of unknown numbers, which stand in our way to filling in an equation. In social studies, the students will learn about the key domestic issues during the second half of the twentieth century, especially the Civil Rights Movement. The students will also compare the leaders of the most recent Civil Rights Movement to the leaders of the early 1900s, paying special attention to Booker T. Washington and his views on education. The history sol in this unit is US11.8. Science for this unit, using sol 5.5, will focus on investigating and understanding that organisms are made of cells and have distinguishing characteristics. The teacher will introduce this topic by explaining and highlighting the differences in people and how everyone has special gifts and talents to accomplish different things. The teacher will also emphasize the importance of everyone working together and drawing from one another’s unique abilities.

In English, the students will compare and contrast the views of Booker T. Washington to the views of the current leaders and spokesmen of civil rights. The students will write a brief essay on the topic, expounding on their findings. Conclusion For character education to succeed, the teacher must not simply teach the core values. It is crucial that the teacher models the values themselves, opening their lives to the students through personal interaction and illustrating what they are teaching. Veteran teacher and activist Parker J. Palmer wrote that “…good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher” (Palmer 1). Character education is more than just filling students’ heads with facts. In the words of David H. Elkind and Freddy Sweet, co-presidents of Live Wire Media, it is about “…developing independent thinkers who are committed to moral principles in their lives, and who are likely to do the right thing even under challenging circumstances” (Elkind 24). This is the approach taken by Mount Liberty and is evidenced throughout the curriculum.

Works Cited Don’t Laugh At Me Teacher’s Guide. Operation Respect, Inc. New York, NY: 2000. pp. 18,19, 46,47, 84. Elkind, David H.; Sweet, Freddy. Today’s School “How to do Character Education” Sept/Oct 2004. p 24. Accessed 9/11/07. Palmer, Parker J. “The Heart of a Teacher: Identity and Integrity in Teaching”. . Accessed 9/11/07. Sample, Sharron. “Remote Sensing”. . Accessed 9/9/07. Sitton, Brent. “Character Education”. Accessed 9/11/07. Urban, Hall. “Honesty is Still the Best Policy”. . Accessed 9/11/07.

Jason Glass EDUC 410-002 9/19/07 Dr. Goodwin

Standards Paper

Table of Contents: Introduction: pp. 2,3 Math Standards pp .4-19 Science Standards pp. 20-27 English Standards pp. 28-37 History Standards pp. 38-49 Conclusion p. 50 Bibliography p. 51

Jason Glass EDUC 410-002 9/19/07 Dr. Goodwin Comparison of Standards Rationale In the following paper, four different sets of fifth grade standards have been compared. For each core subject area, all of Virginia’s Standards of Learning and all of Bennet’s standards have been listed. The corresponding National and North Carolina standards have been listed alongside them. Bennet William Bennet was the Secretary of Education under President Ronald Reagan during a critical time in reforming the k-12 school system. A lack of clear and concise standards was causing disorganization and poor performance in the classroom. Bennet prescribed a set of standards that address basic and fundamental concepts for each core subject group in each grade. Bennet’s standards served as a model for following standards that went into more detail and helped spark a change in the reformation of education. Virginia Standards of Learning The Virginia Standards of Learning were established for Virginia public schools with the goal of providing for the academic needs of Virginia’s students. The standards are a result of a broad consensus of parents, teachers, administrators, business and community coming together in agreement over what should be taught in Virginia’s classrooms. The standards are specific and detailed and serve as a strong foundation for teaching.

North Carolina Standards of Learning The educational standards in North Carolina were first established in 1898 and provide a set of competencies that each student in the public school system must meet. The standards are clear, concise, and prescribe a set of academic standards that stand in unison with current research, excellence, and consistency. National Standards of Learning The National Standards, taken from www.educationworld.com, are the result of several national and educational organizations voluntarily creating guidelines for each subject area including the National Council of Teachers of Mathematics, the National Council of Teachers of English, and the National Center for History in Schools, and National Academies of Science.

Math

Studying math is vitally important throughout one’s academic experience. Many times, students question the relevance math will have in their lives. Obviously, some of the mathematical formulas and concepts will be forgotten soon after the test and forever swept away from memory. However, math is more than simply memorizing formulas and practicing evaluations. Math is a study in discipline, self-motivation, and determination. Math is a subject that demands students to actively engage their brain and forces them to focus on a specific task. Students must discipline themselves in order to succeed. Therefore, math is relevant in every aspect of one’s life. There is nowhere a student can go to escape from the necessity of discipline and self-motivation. Math is perhaps one of the best avenues to help shape those vital skills. An anonymous author wrote, “One machine can do the work of fifty men. No machine can do the work of one extraordinary man.” In order for one to be extraordinary in one’s work, they must develop the same skills that are needed to succeed in math. Bennet’s math goals revolve around students engaging in hands-on activities and learning from models and manipulatives. Virginia’s standards cover a broad range of math competencies ranging from reading and writing decimals to students creating their own mathematic equations using variables. Of the four core subjects, math has the most standards. North Carolina’s standards for math cover much of the same as Virginia’s standards, except North Carolina’s standards do not contain as much detail. Compared to those of Virginia, the standards set forth in North Carolina are much more basic and less detailed.

The National standards for math are very broad in their description, but cover a wide range of competencies. The National standards, although not was detailed, still serve as a nice foundation from which to select key skills that need to be taught.

VA SOL 5.1

The student will a) read, write, and identify the place values of decimals through thousandths; b) round decimal numbers to the nearest tenth or hundredth; and c) compare the values of two decimals through thousandths, using the symbols >, <,

or =. NC SOL 1.1 Develop number sense for rational numbers 0.001 through 999,999. a) Build understanding of place value (thousandths through hundred thousands). b) Compare and order rational numbers. Bennet identify and convert equivalent decimals National SOL NM-NUM.3-5.1 be able to represent and compare whole numbers and decimals; JWGM SOL 5.1 The student will be able to identify, compare, and understand decimal numbers to the right of the number line. VA SOL 5.2

The student will a) recognize and name commonly used fractions (halves, fourths, fifths, eighths, and tenths) in their equivalent decimal form and vice versa; and b) order a given set of fractions and decimals from least to greatest. Fractions will include like and unlike denominators limited to 12 or less, and mixed numbers.

NC SOL 1.2.1 Develop fluency in adding and subtracting non-negative rational numbers (halves, fourths, eighths; thirds, sixths, twelfths; fifths, tenths, hundredths, thousandths; mixed numbers). Bennet identify and convert equivalent fractions National SOL NM-NUM.3-5.1 recognize and generate equivalent forms of commonly used fractions, JWGM SOL 5.2 The student will identify and label commonly used fractions, recognize their equivalent decimal forms, and demonstrate fluency in converting decimals to fractions, fractions to decimals, and adding and subtracting them.

VA SOL 5.3

The student will create and solve problems involving addition, subtraction, multiplication, and division of whole numbers, using paper and pencil, estimation, mental computation, and calculators.

NC SOL 1.3 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. Bennet using physical materials and representational models NM-NUM.3-5.3 select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools. JWGM SOL5.3 The student will develop an arsenal of strategies in solving addition, subtraction, multiplication, and division problems containing whole numbers. Strategies include using paper and pencil, mental estimation, calculators and computers. VA SOL 5.4 The student will find the sum, difference, and product of two numbers expressed as decimals through thousandths, using an appropriate method of calculation, including paper and pencil, estimation, mental computation, and calculators. NC SOL 1.02 a) Develop and analyze strategies for adding and subtracting numbers. b) Estimate sums and differences. c) Judge the reasonableness of solutions. Bennet N/A NM-NUM.3-5.3 develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience; JWGM SOL 5.4 The student will solve subtraction, addition, and multiplication problems involving decimals using previous learned strategies, including paper and

VA SOL 5.5 The student, given a dividend of four digits or fewer and a divisor of two digits or fewer, will find the quotient and remainder. NC SOL N/A Bennet N/A National SOL N/A JWGM SOL 5.5 The student will develop competency skills in division problems involving dividends of four digits and a divisor of two digits.

VA SOL 5.6.1 The student, given a dividend expressed as a decimal through thousandths and a single-digit divisor, will find the quotient. NC SOL N/A Bennet N/A National SOL N/A JWGM SOL 5.6 The student will demonstrate competency in division problems involving a dividend in decimal form through thousandths and a single-digit divisor.

VA SOL 5.7 The student will add and subtract with fractions and mixed numbers, with and without regrouping, and express answers in simplest form. Problems will include like and unlike denominators limited to 12 or less. NC SOL 1.02 Develop fluency in adding and subtracting non-negative rational numbers (halves, fourths, eighths; thirds, sixths, twelfths; fifths, tenths, hundredths, thousandths; mixed numbers). Bennet N/A National SOL N/A JWGM SOL 5.7 The student will solve addition and subtraction problems involving fractions and mixed numbers that require finding like denominators.

VA SOL 5.8.1 The student will describe and determine the perimeter of a polygon and the area of a square, rectangle, and right triangle, given the appropriate measures. NC SOL 3.1 Identify, define, describe, and accurately represent triangles, quadrilaterals, and other polygons. 3.2 Make and test conjectures about polygons involving: b) Lengths of sides and diagonals. Bennet measure, and compare triangles and quadrilaterals NM-GEO.3-5.1 classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids; develop, understand, and use formulas to find the area of rectangles and related triangles and parallelograms; JWGM SOL 5.8 The student will recognize and label geometric shapes, including triangles, quadrilaterals and other polygons and will solve problems requiring them to find the perimeter and area of those shapes.

VA SOL 5.9.1 The student will identify and describe the diameter, radius, chord, and circumference of a circle. NC SOL N/A Bennet N/A National SOL N/A JWGM SOL 5.9 The student will investigate and define all parts of a circle, including the diameter, radius, chord, and circumference.

VA SOL 5.10.1 The student will differentiate between perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation. NC SOL N/A Bennet N/A NM-GEO.3-5.1 understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute; JWGM SOL 5.10 The student will define the difference between standards of measurement, including perimeter, area and volume and will correctly apply the appropriate method to specific problems.

VA SOL 5.11

The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement of a) length — part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers; b) weight/mass — ounces, pounds, tons, grams, and kilograms; c) liquid volume — cups, pints, quarts, gallons, milliliters, and liters; d) area — square units; and e) temperature — Celsius and Fahrenheit units. Problems also will include estimating the conversion of Celsius and Fahrenheit units relative to familiar situations (water freezes at 0°C and 32°F, water boils at 100°C and 212°F, normal body temperature is about 37°C and 98.6°F).

NC SOL N/A Bennet N/A NM-MEA.3-5.2 select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, JWGM SOL 5.11 The student will recognize differences between units of measurement and identify the correct devices to solve problems involving length, weight, volume, area, time, and temperature. The student will solve problems involving the VA SOL 5.12.1 The student will determine an amount of elapsed time in hours and minutes within a 24-hour period. NC SOL N/A Bennet N/A JWGM SOL 5.12 The student will convert hours to minutes and seconds.

VA SOL 5.13.1 The student will measure and draw right, acute, and obtuse angles and triangles, using appropriate tools. NC SOL 3.1 Identify, define, describe, and accurately represent triangles, quadrilaterals, and other polygons. Bennet students estimate angles and make protractor measurements; draw, measure, and compare triangles NM-GEO.3-5.4 build and draw geometric objects; JWGM SOL 5.13 The student will use a protractor to accurately measure, draw, and compare right, acute, and obtuse triangles and their angles.

VA SOL 5.14 The student will classify angles and triangles as right, acute, or obtuse. NC SOL N/A Bennet N/A National SOL classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids; JWGM SOL 5.14 The student will use geometric terms to describe and classify different kinds of angles and triangles.

VA SOL 5.15

The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will a) recognize, identify, describe, and analyze their properties in order to develop definitions of these figures;

NC SOL N/A Bennet N/A NM-GEO.3-5.1 identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes; JWGM SOL 5.15a The student will study two-dimensional figures and shapes and use correct terminology to identify and describe them.

VA SOL 5.15 The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will b) identify and explore congruent, noncongruent, and similar figures; NC SOL N/A Bennet N/A NM-GEO.3-5.1 explore congruence and similarity; JWGM SOL 5.15b The student will identify and differences between figures that are congruent and noncongruent.

VA SOL 5.15.1 The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will c) investigate and describe the results of combining and subdividing shapes; NC SOL N/A Bennet N/A NM-GEO.3-5.1 investigate, describe, and reason about the results of subdividing, combining, and transforming shapes; JWGM SOL 5.15c The student will investigate and compare the results of subdividing, combining, and transforming shapes.

VA SOL 5.15.1 The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will d) identify and describe a line of symmetry NC SOL 3.03 Classify plane figures according to types of symmetry (line, rotational). Bennet N/A NM-GEO.3-5.3 identify and describe line and rotational symmetry in two- and three-dimensional shapes and designs. JWGM SOL 5.15d The student will identify and explain the concept of lines of symmetry.

VA SOL 5.15.1 The student, using two-dimensional (plane) figures (square, rectangle, triangle, parallelogram, rhombus, kite, and trapezoid) will e) recognize the images of figures resulting from geometric transformations such as translation (slide), reflection (flip), or rotation (turn). NC SOL N/A Bennet N/A NM-GEO.3-5.3 predict and describe the results of sliding, flipping, and turning two-dimensional shapes; JWGM SOL 5.15e The student will explore the results of transforming geometric figures through sliding, flipping and rotating and then identify the images.

VA SOL 5.16.1 The student will identify, compare, and analyze properties of three-dimensional (solid) geometric shapes (cylinder, cone, cube, square pyramid, and rectangular prism). NC SOL N/A Bennet

where and when possible, use computer graphing software to model two- and three-dimensional shapes.

NM-GEO.3-5.1 identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes; JWGM SOL 5.16 The student will identify three-dimensional shapes, including cylinders, cones, cubes, square pyramids, and rectangular prisms, and use correct terminology to analyze and describe them.

VA SOL 5.17

The student will a) solve problems involving the probability of a single event by using tree diagrams or by constructing a sample space representing all possible results; b) predict the probability of outcomes of simple experiments, representing it with fractions or decimals from 0 to 1, and test the prediction; and c) create a problem statement involving probability and based on information from a given problem situation. Students will not be required to solve the created problem statement.

NC SOL N/A Bennet study more complex probability problems using "hands-on" experiments NM-DATA.3-5.3 propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictions. NM-DATA.3-5.4 understand that the measure of the likelihood of an event can be represented by a number from 0 to 1. JWGM SOL 5.17 The student will investigate the elements of probability and use data to predict the outcomes, and then test, experiments, identify the correct representation of the likelihood of an event using fraction and decimals ranging from 0 to 1, and create a problem using probability and data. The student will also investigate probability by flipping coins and determining the odds of how many times heads will appear versus tails.

VA SOL 5.18 The student will, given a problem situation, collect, organize, and display a set of numerical data in a variety of forms, using bar graphs, stem-and-leaf plots, and line graphs, to draw conclusions and make predictions. NC SOL 4.1 Collect, organize, analyze, and display data (including stem-and-leaf plots) to solve problems. 4.2 Compare and contrast different representations of the same data; discuss the effectiveness of each representation. Bennet N/A NM-DATA.3-5.1 collect data using observations, surveys, and experiments; represent data using and graphs such as line plots, bar graphs, and line graphs;

tables

JWGM SOL 5.18 The student will derive data from a given problem and display it using variety of forms, including bar graphs, line plots, and stem-and-leaf plots with which they will draw conclusions and make predictions. VA SOL 5.19 The student will find the mean, median, mode, and range of a set of data. NC SOL 4.3 Solve problems with data from a single set or multiple sets of data using median, range, and mode. Bennet N/A NM-DATA.3-5.2 use measures of center, focusing on the median, and understand what each does and does not indicate about the data set; JWGM SOL 5.19 The student will use data to solve problems involving the mean, median, mode, and range.

VA SOL 5.20.1 The student will analyze the structure of numerical and geometric patterns (how they change or grow) and express the relationship, using words, tables, graphs, or a mathematical sentence. Concrete materials and calculators will be used. NC SOL 5.01 Describe, extend, and generalize numeric and geometric patterns using tables, graphs, words, and symbols. Bennet N/A NM-ALG.3-5.1 describe, extend, and make generalizations about geometric and numeric patterns; represent and analyze patterns and functions, using words, tables, and graphs. JWGM SOL 5.20 The student will investigate and make generalizations regarding the structure of geometric and numerical patterns, analyze patterns and function, and express their findings using words, tables, graphs, or a mathematical sentence using appropriate materials including paper and pencil, manipulatives, and calculators. VA SOL 5.21

The student will a) investigate and describe the concept of variable; b) use a variable expression to represent a given verbal quantitative expression involving one operation ; and c) write an open sentence to represent a given mathematical relationship, using a variable.

NC SOL N/A Bennet N/A NM-ALG.3-5.2 represent the idea of a variable as an unknown quantity using a letter or a symbol; express mathematical relationships using equations. JWGM SOL 5.21 The student will label and describe variables and use them to represent unknown quantities and demonstrate comprehension by writing a mathematical sentence

VA SOL 5.22 The student will create a problem situation based on a given open sentence using a single variable. NC SOL N/A Bennet N/A National SOL N/A JWGM SOL 5.22 The student will demonstrate fluency in understand variables by creating an open sentence mathematical equation using a single variable. VA SOL N/A NC SOL N/A Bennet Students explore prime numbers, factors, multiples, the number line, negative numbers, and the concept of infinity; learn percentages JWGM SOL 5.23 The student will investigate prime numbers, the concept of factors and multiples, analyze the number line and determine negative numbers, explore the concept of infinity and convert decimals and fractions to percentages.

Science Science is a tremendous opportunity for students to get involved in the world around them. Because studying science means studying living things, it is important for students to recognize the importance of this subject. Another reason science is important is because much of science is based on experience. English writer and critic George Henry Lewes wrote, “Science is the systematic classification of experience”. By studying science, students can view tangible elements that offer proof of how things work and how life systems operate. Science, out of all the core subjects, probably provides the best avenue for students to learn on their own and promotes self-discovery. Bennet’s standards for science focus on life processes and plant reproduction. There is also an emphasis on humans, how they function, and their history, at least the history according to evolution. Virginia’s science standards focus more on reading tables, graphs, and various instruments. There is not a lot mentioned concerning plant life or the human body. North Carolina’s standards are very detailed for science and focus a lot on weather and follow those of Virginia in placing an emphasis on reading instruments and comprehending graphs and tables. The National standards for science are again very broad and focus on basic inquiry and common concepts that are dug into deeper by Virginia and North Carolina.

VA SOL 5.1 The student will plan and conduct investigations in which a) rocks, minerals, and organisms are identified using a classification key; b) estimations of length, mass, and volume are made; c) appropriate instruments are selected and used for making quantitative observations of length, mass, volume, and elapsed time;

d) accurate measurements are made using basic tools (thermometer, meter stick, balance, graduated cylinder); e) data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams); NC SOL N/A Bennet N/A NS.5-8.1 Abilities necessary to do scientific inquiry Understandings about scientific inquiry VA JWGS SOL SOL 5.1 5.3 The The student will investigate and understand basic characteristics of visible light and how it of student will classify rocks, minerals, and organisms, make estimations behaves. Key concepts include measurement, observe length, mass, volume, and elapsed time, make accurate a) the visible spectrum and light waves; measurements using appropriate tools, make scientific inquiries and graph b) refraction of light through water and prisms; appropriately. c) information reflection of light from reflective surfaces (mirrors); d) opaque, transparent, and translucent; and

historical contributions in understanding light. VA SOL NC SOL 5.2 The student will investigate and understand how sound is transmitted and is used as a means N/Aof communication. Key concepts include a) frequency, waves, wavelength, vibration;

Bennet b) the ability of different media (solids, liquids, and gases) to transmit sound; and N/Ac) uses and applications (voice, sonar, animal sounds, and musical instruments). National SOL NC SOL N/AN/A JWGM SOL 5.3 Bennet TheN/A student will investigate light and the different ways in which it is manifested through experimentation with light waves, water, prisms, and mirrors. The student will also identify key figures and moments in the history of National SOL understanding light. N/A JWGS SOL 5.2 The student will investigate the property of sound and the different means of communication including frequency, waves, wavelength, and vibration. The student will identify the different modes of transmitting sound and its uses and applications including voice, sonar, animal sounds, and musical instruments.

VA SOL 5.4

The student will investigate and understand that matter is anything that has mass, takes up space, and occurs as a solid, liquid, or gas. Key concepts include a) atoms, elements, molecules, and compounds; b) mixtures including solutions; and c) the effect of heat on the states of matter.

NC SOL N/A Bennet N/A NS.5-8.2 Properties and changes of properties in matter JWGS SOL 5.4 The student will identify the properties and characteristics of matter and will investigate atoms, elements, molecules, compounds, and the effect of heat on the different states of matter.

VA SOL 5.5

The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts include a) basic cell structures and functions; b) kingdoms of living things; c) vascular and nonvascular plants; and

vertebrates and invertebrates. NC SOL N/A Bennet N/A NS.5-8.3 Diversity and adaptations of organisms JWGS SOL 5.5 The student will explore the world of cells and will identify their characteristics and functions. The student will label the structure of a cell and identify kingdoms of living things, distinguish between vascular and nonvascular plants and vertebrates and invertebrates.

VA SOL 5.6

The student will investigate and understand characteristics of the ocean environment. Key concepts include a) geological characteristics (continental shelf, slope, rise); b) physical characteristics (depth, salinity, major currents); and

biological characteristics (ecosystems). NC SOL 1.1 Describe and compare several common ecosystems Bennet N/A NS.5-8.3 Populations and ecosystems JWGS SOL 5.6 The student will investigate the ocean environment and ecosystem. The student will label the ocean’s geographical characteristics, physical characteristics, and biological characteristics.

VA SOL 5.7

The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include a) the rock cycle including identification of rock types; b) Earth history and fossil evidence; c) the basic structure of the Earth’s interior; d) plate tectonics (earthquakes and volcanoes); e) weathering and erosion; and

human impact. NC SOL 2.03 Discuss and consider the wearing away and movement of rock 2.7 Discuss and analyze how humans influence erosion+ Bennet the history of the Earth, including fossils geological changes over time; problems of pollution and conservation NS.5-8.4 Earth's history Structure of the earth system JWGS SOL 5.7 The student will analyze the changing of the earth and what makes it change including the rock cycle, natural disasters, weathering and erosion. The student will investigate fossils, where they are found, and why. The student will discuss the impact of humans on the earth and how they can be better stewards as individuals. VA SOL N/A NC SOL N/A Bennet the reproduction of plants and flowers the process of photosynthesis NS.5-8.3 Structure and function in living systems Reproduction and heredity JWGS SOL 5.8 The student will investigate living systems, including plants and flowers, how they function, reproduce, and photosynthesize.

VA SOL N/A NC SOL N/A Bennet the basic structures and functions of the human body; food groups and nutrition NS.5-8.6 Personal Health JWGS SOL 5.9 The student will label the structures of the human body and analyze its functions while studying food groups, nutrition, and personal health.

VA SOL N/A NC SOL N/A Bennet dinosaurs National SOL N/A JWGS SOL 5.10 The student will investigate dinosaurs, including the different kinds, how they lived, and how they died.

VA SOL N/A NC SOL 4.3 Discover how energy is needed to make machines move. Bennet complex machines and the concept of work NS.5-8.2 Motions and forces JWGS SOL 5.11 The student will investigate complex machines and the concept of work. The student will describe how motions and forces work and will demonstrate comprehension by building a machine.

VA SOL N/A NC SOL Bennet Students examine cross-sections of celery stems and tree trunks, grow mold on bread, observe mushroom spores by making spore prints on paper, compare different types of algae, and investigate water movement through plant and flower roots. National SOL N/A JWGS SOL 5.12 The student will explore and examine life processes and water movements through hands-on experiments and activities.

English The ability to communicate, and to communicate well, is in high demand in today’s world. In fact, being able to successfully communicate one’s thoughts, view, or opinion on a matter has been of great importance throughout the history of mankind. E.B. White once said that if there is anything that one cannot, through writing, express their opinion, then that person ought to work and work until able to do so. Successful and persuasive writing can only take place when once is well versed in language arts. Therefore, English is composed of both writing and language arts. English also involves being able to read and comprehend information. An inability to do either of those things will result in one having a severe handicap on one’s advancement in society and in life. Bennet’s standards for English, though very broad, focus on critical reading, writing, and revision. Virginia’s standards follow Bennet ‘s ideas and simply go deeper into sub points on Bennet’s standards. Also presented in Virginia’s standards are research and comprehension of different kinds of literature and print. North Carolina follows closely to Virginia in this area and does not differ much. The National standards for English are very broad and consist of the student learning how to read critically and comprehend different types of literature and print.

VA SOL 5.1

The student will listen, draw conclusions, and share responses in subject-related group learning activities. a) Participate in and contribute to discussions across content areas. b) Organize information to present reports of group activities.

Summarize information gathered in group activities. NC SOL N/A Bennet Speaking exercises require students to deliver a short original talk before their classmates NL-ENG.K-12.4 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. JWGE SOL 5.1 The student will work in groups as they investigate a variety of issues and discuss them effectively.

VA SOL 5.2

The student will use effective nonverbal communication skills. a) Maintain eye contact with listeners. b) Use gestures to support, accentuate, and dramatize verbal message. c) Use facial expressions to support and dramatize verbal message.

Use posture appropriate for communication setting. NC SOL N/A Bennet N/A NL-ENG.K-12.12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). JWGE SOL 5.2 The student will incorporate nonverbal communication into expressing ideas, moods, and meaning, including the use of eye contact, gestures, facial expressions, and posture.

VA SOL 5.3

The student will make planned oral presentations. a) Determine appropriate content for audience. b) Organize content sequentially or around major ideas. c) Summarize main points before or after presentation. d) Incorporate visual aids to support the presentation.

Use grammatically correct language and specific vocabulary. NC SOL 4.3 Make oral and written presentations to inform or persuade selecting vocabulary for impact. Bennet Speaking exercises require students to deliver a short original talk before their classmates National SOL N/A JWGE SOL 5.3 The student will prepare and deliver original oral presentations on a given topic in front of the class using organization, visual aids, and correct grammar and vocabulary, according to what has been learned in class.

VA SOL 5.4

The student will read fiction and nonfiction with fluency and accuracy. a) Use context to clarify meaning of unfamiliar words. b) Use knowledge of root words, prefixes, and suffixes.

Use dictionary, glossary, thesaurus, and other word-reference materials. NC SOL 1.1 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension. 1.4 1.05

Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words. Read independently daily from self-selected materials (consistent with the student's independent reading level) to: • increase fluency. • build background knowledge • expand and refine vocabulary.

Bennet Independent reading and writing are a significant part of each day National SOL N/A JWGE SOL 5.4 The student will select and read both fiction and nonfiction books and demonstrate comprehension in using the dictionary and thesaurus. The student will identify root words, derivatives, prefixes, and suffixes and investigate context when they come across unknown words.

VA SOL 5.5

The student will read and demonstrate comprehension of fiction. a) Describe the relationship between text and previously read materials. b) Describe character development in fiction and poetry selections. c) Describe the development of plot and explain how conflicts are resolved. d) Describe the characteristics of free verse, rhymed, and patterned poetry.

Describe how an author’s choice of vocabulary and style contributes to the quality and enjoyment of selections. NC SOL 2.3.1

3.1

read a variety of texts, such as: • fiction (tall tales, myths). • nonfiction (books of true experience, newspaper and magazine articles, schedules). • poetry (narrative, lyric, and cinquains). • drama (plays and skits). Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: • analyzing word choice and content. • examining reasons for a character's actions, taking into account the situation and basic • motivation of the character. • creating and presenting a product that effectively demonstrates a personal response to a • election or experience. • examining alternative perspectives. • evaluating the differences among genres. • examining relationships among characters. • making and evaluating inferences and conclusions about characters, events, and themes.

Bennet

A continued introduction to critical reading, with selections from a variety of new and familiar genres and styles: short stories, essays, plays, short novels, and biographies.

NL-ENG.K-12.3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). JWGE SOL 5.5

VA SOL 5.6

The student will read and demonstrate comprehension of nonfiction. a) Use text organizers, such as type, headings, and graphics, to predict and categorize b) c) d) e) f)

information. Identify structural patterns found in nonfiction. Locate information to support opinions, predictions, and conclusions. Identify cause-and-effect relationships. Identify compare-and-contrast relationships. Skim materials to develop a general overview of content and to locate specific information. Identify new information gained from reading.

NC SOL 3.1 Respond to fiction, nonfiction Bennet A continued introduction to critical reading, with selections from a variety of new and familiar genres and styles: short stories, essays, plays, short novels, and biographies. NL-ENG.K-12.3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). JWGE SOL 5.6 The student will read a variety of nonfiction, categorize information to demonstrate comprehension as well as interpret and evaluate what was read.

VA SOL 5.7

The student will demonstrate comprehension of information from a variety of print resources. a) Develop notes that include important concepts, summaries, and identification of

information sources. Organize information on charts, maps, and graphs. NC SOL 3.04 Make informed judgments about television, radio, video/film productions, other electronic mediums and/or print formats. 3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts. 3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). Bennet N/A NL-ENG.K-12.7 Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. JWGE SOL 5.7 The student will research comprehend information using books, magazines, newspapers, television, radio, video, and internet and use charts, maps, and graphs to organize their findings.

VA SOL 5.8

The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain. a) Choose planning strategies for various writing purposes. b) Organize information. c) Demonstrate awareness of intended audience. d) Use precise and descriptive vocabulary to create tone and voice. e) Vary sentence structure. f) Revise writing for clarity.

Use available technology to access information. NC SOL 4.6.1 Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content. 4.6.2 Compose a variety of fiction, nonfiction, poetry, and drama using selfselected topic and format (e.g., poetry, research reports, news articles, letters to the editor, business letters). Bennet Written work emphasizes research skills and revision National SOL N/A JWGE SOL 5.8 The student will demonstrate writing skills of various purposes, including to inform, entertain, and explain by choosing proper strategies based on major ideas centered around a main topic. The student will write for specific audiences and will use new vocabulary and new communication skills in clear writing.

VA SOL 5.9

The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure. a) Use plural possessives. b) Use adjective and adverb comparisons. c) Identify and use interjections. d) Use apostrophes in contractions and possessives. e) Use quotation marks with dialogue. f) Use commas to indicate interrupters and in the salutation and closing of a letter. g) Use a hyphen to divide words at the end of a line.

Edit for clausal fragments, run-on sentences, and excessive coordination. NC SOL 5.1.1 Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences). 5.6.1 Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors. 5.7 Edit final product for grammar, language conventions, and format. Bennet Grammatical lessons include inverted word order, direct and indirect objects, conjunctions, prepositions, and prepositional phrases students are expected fully to apply their knowledge of grammar, spelling, and vocabulary to final drafts NL-ENG.K-12.5 Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. JWGE SOL 5.9 The student will proof read and revise their papers, analyzing their papers for correct grammar, spelling, punctuation, and style while putting to use various new language arts skills including plural possessives, adjective and adverb comparisons, and other punctuation skills. The student will avoid fragments and run-on sentences.

VA SOL N/A NC SOL 3.1.1 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: • examining reasons for a character's actions, taking into account the situation and basic motivation of the character. Bennet Students investigate plot and characterization in detail, interpret figurative speech and conditional statements and distinguish stated and implied main ideas NL-ENG.K-12.6 Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. JWGE SOL 5.10 The student will apply previously learned skills and discuss fiction, nonfiction, poetry, and drama and will analyze the author’s intent in writing characterization and plot. VA SOL N/A NC SOL 3.6.1 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). Bennet Students continue to use library visits to prepare written and oral book reports. NL-ENG.K-12.8 Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. JWGE SOL 5.11 The student will demonstrate research skills by using the library to gather information on a specific topic.

History History is a subject many students seem to claim as boring, dull, and unexciting. However, if taught in the proper fashion, history should be one of the most interesting subjects. It has been said that those who do not learn from history are doomed to repeat it. Studying history provides students with relevant material that can and should be applied to their individual lives. David C. Mcculough once wrote that, “History is a guide to navigation in perilous times. History is who we are and why we are the way we are”. Many valuable lessons can be found in the recording of man’s history on the earth. According to the book of Ecclesiastes, there is nothing new under the sun. Everything has been done, and nothing really changes. Therefore, by reading about past successes and failures, one can avoid making the same mistakes and instead choose the path leading to success. The Bennet standards for history begin at the Civil War and cover all the major wars since then and require the student to memorize all of the states and their capitals. The Virginia standards only cover up to 1871 through Westward expansion but go back as far as Columbus. There is also a great emphasis on the Civil war, the Revolution, and key figures in those time periods. The North Carolina standards focus more on the relationship between Canada, Mexico, the United States, and other South American countries. The National standards are the most comprehensive in this area and cover almost all of the standards written by the states.

VA SOL USI.1

The student will develop skills for historical and geographical analysis, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877; b) make connections between the past and the present; c) sequence events in United States history from pre-Columbian times to 1877; d) interpret ideas and events from different historical perspectives; e) evaluate and discuss issues orally and in writing; f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events; g) distinguish between parallels of latitude and meridians of longitude; interpret patriotic slogans and excerpts from notable speeches and documents.

NC SOL 2.1.1 Analyze major documents that formed the foundations of the American idea of constitutional government. 1.01 Describe the absolute and relative location of major landforms, bodies of water, and natural resources in the United States and other countries of North America. Bennet N/A National SOL N/A JWGH SOL 5.1 The student will analyze key documents that formed the foundation for American thought and the future Constitution. The student will display analysis skills in history and geography by discussing various political ideas and connecting them together.

VA SOL USI.2

The student will use maps, globes, photographs, pictures, and tables to a) locate the seven continents; b) locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range; locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.

NC SOL 1.3.1 Compare and contrast the physical and cultural characteristics of regions within the United States, and other countries of North America. Bennet N/A National SOL N/A JWGH SOL 5.2 The student will demonstrate comprehension of maps, globes, photographs, and tables by labeling the seven continents, key geographic regions in North America including mountains, plains, coastlands, and major bodies of water.

VA SOL USI.3

The student will demonstrate knowledge of how early cultures developed in North America by a) locating where the American Indians (First Americans) settled, with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois); b) describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.

NC SOL N/A Bennet N/A NSS-USH.5-12.4 Understands United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans JWGH SOL 5.3 The student will explore the early developments in America by locating the different places inhabited by American Indians. The student will describe how they lived.

VA SOL USI.4

The student will demonstrate knowledge of European exploration in North America and West Africa by a) describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations; b) describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict; c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.

NC SOL N/A Bennet N/A NSS-USH.5-12.1 Understands comparative characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450. Understands how early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples. NSS-USH.5-12.2 Understands why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean JWGH SOL 5.4 The student will describe the process by which Africans came to America and will list the reasons why America attracted explorers. The student will describe interactions between the explores and the Native Americans and the process of settlement and will label key explorers by identifying them with their native country of Spain, France, or Portugal, etc.

VA SOL USI.5

The student will demonstrate knowledge of the factors that shaped colonial America by a) describing the religious and economic events and conditions that led to the colonization of America; b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment; c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, indentured servants, and slaves; d) identifying the political and economic relationships between the colonies and England.

NC SOL 4.02 Explain when, where, why, and how groups of people settled in different regions of the United States. Bennet N/A JWGH SOL 5.5 The student will explore the colonization of America and list the reasons for the immigration to America from England. The students will label the different people groups that settled in America and where.

VA SOL USI.6

The student will demonstrate knowledge of the causes and results of the American Revolution by a) identifying the issues of dissatisfaction that led to the American Revolution; b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence, with emphasis on the ideas of John Locke; c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine; d) explaining reasons why the colonies were able to defeat Britain.

NC SOL 4.4.1 Describe the causes and effects of the American Revolution, and analyze their influence on the adoption of the Articles of Confederation, Constitution, and the Bill of Rights. Bennet N/A NSS-USH.5-12.3 Understands the causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory. JWGH SOL 5.6 The student will list events that led to the American Revolution and will discuss the difference of political ideas between the colonists and Great Britain. The student will list and describe the views of key characters including George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine.

VA SOL USI.7

The student will demonstrate knowledge of the challenges faced by the new nation by a) identifying the weaknesses of the government established by the Articles of Confederation; b) identifying the basic principles of the new government established by the Constitution of the United States and the Bill of Rights; c) identifying the conflicts that resulted in the emergence of two political parties; d) describing the major accomplishments of the first five presidents of the United States.

NC SOL 4.4.1 Describe the causes and effects of the American Revolution, and analyze their influence on the adoption of the Articles of Confederation, Constitution, and the Bill of Rights. Bennet N/A NSS-USH.5-12.3 Understands the impact of the American Revolution on politics, economy, and society. Understands the institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights. JWGH SOL 5.7 The student will analyze the Articles of Confederation and compare and contrast them with the Constitution. The student will discuss the impact of the American Revolution and the new government that came as a result. The student will investigate the process by which the new government was crafted.

VA SOL USI.8

The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California; b) identifying the geographic and economic factors that influenced the westward movement of settlers; c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; d) identifying the main ideas of the abolitionist and suffrage movements.

NC SOL 3.05 Describe the religious and ethnic impact of settlement on different regions of the United States. 4.02 Explain when, where, why, and how groups of people settled in different regions of the United States. Bennet N/A NSS-USH.5-12.4 Understands United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans. Understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions. JWGH SOL 5.8 The student will describe what happened during the westward expansion in the 1800s and will identify key locations and the main political ideas during that time including abolition and suffrage rights. The student will describe the relationship between the Native Americans and the settlers and will discuss the repercussions.

VA SOL USI.9

The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by a) describing the cultural, economic, and constitutional issues that divided the nation; b) explaining how the issues of states’ rights and slavery increased sectional tensions; c) identifying on a map the states that seceded from the Union and those that remained in the Union; d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war; e) using maps to explain critical developments in the war, including major battles; f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.

NC SOL 4.5.1 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism. Bennet Students study events leading to the Civil War; slavery and abolition; the war itself NSS-USH.5-12.5 Understands the causes of the Civil War Understands the course and character of the Civil War and its effects on the American people JWGH SOL 5.9 The student will list the causes of the Civil War and demonstrate comprehension through class discussion and writing. The student will analyze the events in the Civil War and will analyze the lives of key individuals including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jackson, and Frederick Douglass. The student will analyze the war from the perspective of both sides and also from the view of women and of slaves through writing.

VA SOL USI.10

The student will demonstrate knowledge of the effects of Reconstruction on American life by a) identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States and their impact on the expansion of freedom in America; b) describing the impact of Reconstruction policies on the South.

NC SOL N/A Bennet Reconstruction; the industrial revolution; urbanization and immigration NSS-USH.5-12.5 Understands how various reconstruction plans succeeded or failed JWGH SOL 5.10 The student will discuss the effects of Reconstruction and the impact it had on society. The student will discuss the industrial revolution and its effects. The student will explain how urbanization and immigration has changed the face of America.

VA SOL N/A NC SOL N/A Bennet World War I; the Great Depression and the New Deal NSS-USH.5-12.7 Understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption Understands the changing role of the United States in world affairs through World War I Understands how the United States changed from the end of World War I to the eve of the Great Depression JWGH SOL 5.11 The student will analyze the aftermath of World War I including the Great Depression and the New Deal.

VA SOL N/A NC SOL 4.5.1 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism. Bennet World War II; the Cold War; the civil-rights movement; and the war in Vietnam NSS-USH.5-12.8 Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs NSS-USH.5-12.9 Understands how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics Understands the struggle for racial and gender equality and the extension of civil liberties JWGH SOL 5.12 The student will discuss and analyze the consequences and repercussions of various wars throughout the last century.

VA SOL N/A NC SOL N/A Bennet Students commit the 50 states and their capitals to memory. National SOL N/A JWGH SOL 5.13 The student will memorize all 50 states and their capitals.

VA SOL N/A NC SOL N/A Bennet Map work identifies Union, border, and Confederate states; traces major military campaigns; and describes source countries of 19th-century immigration. National SOL N/A JWGH SOL 5.14 The student will use maps to categorize states according to sides of the Civil War, label areas of major battles, and locate source countries of immigrants in the last century.

VA SOL N/A NC SOL Bennet Civics lessons address major constitutional issues and amendments, and examine democracy and its adversaries in the 20th century. National SOL N/A JWGH SOL 5.15 The student will analyze the Constitution and its amendments while exploring the meaning of democracy.

Conclusion Each of the four standards has their own strengths and their own weaknesses. However, when used together, they serve as complements to each other. Teachers would do well to research a variety of sources for standards in order to gain a broader view of what is being taught at their specific grade level. It is also interesting to note the different areas of emphasis that different states place on various topics and varying levels of detail from each source. In summation, by studying the standards from different viewpoints, one gains a better understanding of the content area that need to be taught.

Bibliography Bennet, William J. “A Model Curriculum for the First 8 Grades: Guidelines from James Madison Elementary School”. Education Week. Sept. 7, 1988. Accessed through: . 9/11/07. Education World. . Accessed through Blackboard link 9/11/07. NC Standard Course of Study. . Accessed through www.educationworld.com on 9/11/07. Virginia’s Standards of Learning. < http://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml>. Accessed through www.google.com on 9/11/07.

Horizontal Mapping

Science N/A

English JWG SOL E 5.1 Group Work and Discussion

History JWG SOL H 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions

Day 2

JWG SOL M 5.1 Decimal Numbers

N/A

JWG SOL E 5.1 Group Work and Discussion

JWG SOL H 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions

Day 3

JWG SOL M 5.1 Decimal Numbers

N/A

JWG SOL E 5.1 Group Work and Discussion

JWG SOL H 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions

Day 4

JWG SOL M 5.1 Decimal Numbers

N/A

JWG SOL E 5.1 Group Work and Discussion

JWG SOL H 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions

Day 5

JWG SOL M 5.1 Decimal Numbers

N/A

JWG SOL E 5.1 Group Work and Discussion

JWG SOL H 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions

Day 1

Math JWG SOL M 5.1 Decimal Numbers

Science N/A

English JWG SOL E 5.2 Non-verbal Communication

History JWG SOL H 5.2 Early Developments in America; Indian Habitats

Day 7

JWG SOL M 5.2 Converting Decimals and Fractions

N/A

JWG SOL E 5.2 Non-verbal Communication

JWG SOL H 5.2 Early Developments in America; Indian Habitats

Day 8

JWG SOL M 5.2 Converting Decimals and Fractions

N/A

JWG SOL E 5.2 Non-verbal Communication

JWG SOL H 5.2 Early Developments in America; Indian Habitats

Day 9

JWG SOL M 5.2 Converting Decimals and Fractions

N/A

JWG SOL E 5.2 Non-verbal Communication

JWG SOL H 5.2 Early Developments in America; Indian Habitats

Day 10

JWG SOL M 5.2 Converting Decimals and Fractions

N/A

JWG SOL E 5.2 Non-verbal Communication

JWG SOL H 5.2 Early Developments in America; Indian Habitats

Day 6

Math JWG SOL M 5.2 Converting Decimals and Fractions

Science JWG SOL S 5.1 Classifying Rocks, Minerals and Organisms

English JWG SOL E 5.2 Expressing Ideas

History N/A

Day 12

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

JWG SOL S 5.1 Classifying Rocks, Minerals and Organisms

JWG SOL E 5.2 Expressing Ideas

N/A

Day 13

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

JWG SOL S 5.1 Classifying Rocks, Minerals and Organisms

JWG SOL E 5.2 Expressing Ideas

N/A

Day 14

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

JWG SOL S 5.1 Classifying Rocks, Minerals and Organisms

JWG SOL E 5.2 Expressing Ideas

N/A

Day 15

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

JWG SOL S 5.1 Classifying Rocks, Minerals and Organisms

JWG SOL E 5.2 Expressing Ideas

N/A

Day 11

Math JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

Science JWG SOL S 5.1 Estimations of Measurement

English JWG SOL E 5.3 Oral Presentations

History N/A

Day 17

JWG SOL M 5.3 Strategic Problem Solving With Whole Numbers

JWG SOL S 5.1 Estimations of Measurement

JWG SOL E 5.3 Oral Presentations

N/A

Day 18

JWG SOL M 5.3 Strategic Problem Solving With Whole Numbers

JWG SOL S 5.1 Estimations of Measurement

JWG SOL E 5.3 Oral Presentations

N/A

Day 19

JWG SOL M 5.3 Strategic Problem Solving With Whole Numbers

JWG SOL S 5.1 Estimations of Measurement

JWG SOL E 5.3 Oral Presentations

N/A

Day 20

JWG SOL M 5.3 Strategic Problem Solving With Whole Numbers

JWG SOL S 5.1 Estimations of Measurement

JWG SOL E 5.3 Oral Presentations

N/A

Day 16

Math JWG SOL M 5.3 Strategic Problem Solving With Whole Numbers

Science N/A

English JWG SOL E 5.4 Reading* Dictionary and Thesaurus

History JWG SOL H 5.3 Africans to America, Explorers and Settlement

Day 22

JWG SOL M 5.3 Strategic Problem Solving With Estimating, Calculators, and Computers

N/A

JWG SOL E 5.4 Reading* Dictionary and Thesaurus

JWG SOL H 5.3 Africans to America, Explorers and Settlement

Day 23

JWG SOL M 5.3 Strategic Problem Solving With Estimating, Calculators, and Computers

N/A

JWG SOL E 5.4 Reading* Dictionary and Thesaurus

JWG SOL H 5.3 Africans to America, Explorers and Settlement

Day 24

JWG SOL M 5.3 Strategic Problem Solving With Estimating, Calculators, and Computers

N/A

JWG SOL E 5.4 Reading* Dictionary and Thesaurus

JWG SOL H 5.3 Africans to America, Explorers and Settlement

Day 25

JWG SOL M 5.3 Strategic Problem Solving With Estimating, Calculators, and Computers

N/A

JWG SOL E 5.4 Reading* Dictionary and Thesaurus

JWG SOL H 5.3 Africans to America, Explorers and Settlement

Day 21

Math JWG SOL M 5.3 Strategic Problem Solving With Estimating, Calculators, and Computers

Science N/A

English JWG SOL E 5.4 Root Words, Derivatives

History JWG SOL H 5.4 Key PreConstitution documents

Day 27

JWG SOL M 5.4 Strategic Problem Solving With Decimal Numbers

N/A

JWG SOL E 5.4 Root Words, Derivatives

JWG SOL H 5.4 Key PreConstitution documents

Day 28

JWG SOL M 5.4 Strategic Problem Solving With Decimal Numbers

N/A

JWG SOL E 5.4 Root Words, Derivatives

JWG SOL H 5.4 Key PreConstitution documents

Day 29

JWG SOL M 5.4 Strategic Problem Solving With Decimal Numbers

N/A

JWG SOL E 5.4 Root Words, Derivatives

JWG SOL H 5.4 Key PreConstitution documents

Day 30

JWG SOL M 5.4 Strategic Problem Solving With Decimal Numbers

N/A

JWG SOL E 5.4 Root Words, Derivatives

JWG SOL H 5.4 Key PreConstitution documents

Day 26

Math JWG SOL M 5.4 Strategic Problem Solving With Decimal Numbers

Day 31

Math JWG SOL M 5.5 Complex Division

Science JWG SOL S 5.1 Scientific Inquiries: Graphing Information

English JWG SOL E 5.4 Prefixes and Suffixes

History N/A

Day 32

JWG SOL M 5.5 Complex Division

JWG SOL S 5.1 Scientific Inquiries: Graphing Information

JWG SOL E 5.4 Prefixes and Suffixes

N/A

Day 33

JWG SOL M 5.5 Complex Division

JWG SOL S 5.1 Scientific Inquiries: Graphing Information

JWG SOL E 5.4 Prefixes and Suffixes

N/A

Day 34

JWG SOL M 5.5 Complex Division

JWG SOL S 5.1 Scientific Inquiries: Graphing Information

JWG SOL E 5.4 Prefixes and Suffixes

N/A

Day 35

JWG SOL M 5.5 Complex Division

JWG SOL S 5.1 Scientific Inquiries: Graphing Information

JWG SOL E 5.4 Prefixes and Suffixes

N/A

Day 36

Math JWG SOL M 5.6 Complex Division With Decimals

Science JWG SOL S 5.2 Sound and Communication

English JWG SOL E 5.5 Distinguishing Genres

History N/A

Day 37

JWG SOL M 5.6 Complex Division With Decimals

JWG SOL S 5.2 Sound and Communication

JWG SOL E 5.5 Distinguishing Genres

N/A

Day 38

JWG SOL M 5.6 Complex Division With Decimals

JWG SOL S 5.2 Sound and Communication

JWG SOL E 5.5 Distinguishing Genres

N/A

Day 39

JWG SOL M 5.6 Complex Division With Decimals

JWG SOL S 5.2 Sound and Communication

JWG SOL E 5.5 Distinguishing Genres

N/A

Day 40

JWG SOL M 5.6 Complex Division With Decimals

JWG SOL S 5.2 Sound and Communication

JWG SOL E 5.5 Distinguishing Genres

N/A

Science N/A

English JWG SOL E 5.5 Poetry

History JWG SOL H 5.4 Key PreConstitution documents

Day 42

JWG SOL M 5.7 Adding and Subtracting Fractions and Mixed Numbers With Unlike Denominators

N/A

JWG SOL E 5.5 Poetry

JWG SOL H 5.4 Key PreConstitution documents

Day 43

JWG SOL M 5.7 Adding and Subtracting Fractions and Mixed Numbers With Unlike Denominators

N/A

JWG SOL E 5.5 Poetry

JWG SOL H 5.4 Key PreConstitution documents

Day 44

JWG SOL M 5.7 Adding and Subtracting Fractions and Mixed Numbers With Unlike Denominators

N/A

JWG SOL E 5.5 Poetry

JWG SOL H 5.4 Key PreConstitution documents

Day 45

JWG SOL M 5.7 Adding and Subtracting Fractions and Mixed Numbers With Unlike Denominators

N/A

JWG SOL E 5.5 Poetry

JWG SOL H 5.4 Key PreConstitution documents

Day 41

Math JWG SOL M 5.7 Adding and Subtracting Fractions and Mixed Numbers With Unlike Denominators

Science N/A

English JWG SOL E 5.5 Drama

History JWG SOL H 5.5 American Colonization, Immigration to America from England

Day 47

JWG SOL M 5.8 Labeling and Recognizing Geometric Shapes

N/A

JWG SOL E 5.5 Poetry

JWG SOL H 5.5 American Colonization, Immigration to America from England

Day 48

JWG SOL M 5.8 Labeling and Recognizing Geometric Shapes

N/A

JWG SOL E 5.5 Poetry

JWG SOL H 5.5 American Colonization, Immigration to America from England

Day 49

JWG SOL M 5.8 Labeling and Recognizing Geometric Shapes

N/A

JWG SOL E 5.5 Poetry

JWG SOL H 5.5 American Colonization, Immigration to America from England

Day 50

JWG SOL M 5.8 Labeling and Recognizing Geometric Shapes

N/A

JWG SOL E 5.5 Poetry

JWG SOL H 5.5 American Colonization, Immigration to America from England

Day 46

Math JWG SOL M 5.8 Labeling and Recognizing Geometric Shapes

Science JWG SOL S 5.2 Transmitting Sound

English JWG SOL E 5.5 Writing Techniques: Creating Plot

History N/A

Day 52

JWG SOL M 5.8 Finding the Perimeter and Area of Geometric Shapes

JWG SOL S 5.2 Transmitting Sound

JWG SOL E 5.5 Writing Techniques: Creating Plot

N/A

Day 53

JWG SOL M 5.8 Finding the Perimeter and Area of Geometric Shapes

JWG SOL S 5.2 Transmitting Sound

JWG SOL E 5.5 Writing Techniques: Creating Plot

N/A

Day 54

JWG SOL M 5.8 Finding the Perimeter and Area of Geometric Shapes

JWG SOL S 5.2 Transmitting Sound

JWG SOL E 5.5 Writing Techniques: Creating Plot

N/A

Day 55

JWG SOL M 5.8 Finding the Perimeter and Area of Geometric Shapes

JWG SOL S 5.2 Transmitting Sound

JWG SOL E 5.5 Writing Techniques: Creating Plot

N/A

Day 51

Math JWG SOL M 5.8 Finding the Perimeter and Area of Geometric Shapes

Day 56

Math Science JWG SOL M 5.9 JWG SOL S 5.2 Parts of a Circle, Transmitting Including the Sound Radius, Diameter, Chord, and Circumference

English JWG SOL E 5.5 Writing Techniques: Developing Characters

History N/A

Day 57

JWG SOL M 5.9 Parts of a Circle, Including the Radius, Diameter, Chord, and Circumference

JWG SOL S 5.2 Transmitting Sound

JWG SOL E 5.5 Writing Techniques: Developing Characters

N/A

Day 58

JWG SOL M 5.9 Parts of a Circle, Including the Radius, Diameter, Chord, and Circumference

JWG SOL S 5.2 Transmitting Sound

JWG SOL E 5.5 Writing Techniques: Developing Characters

N/A

Day 59

JWG SOL M 5.9 Parts of a Circle, Including the Radius, Diameter, Chord, and Circumference

JWG SOL S 5.2 Transmitting Sound

JWG SOL E 5.5 Writing Techniques: Developing Characters

N/A

Day 60

JWG SOL M 5.9 Parts of a Circle, Including the Radius, Diameter, Chord, and Circumference

JWG SOL S 5.2 Transmitting Sound

JWG SOL E 5.5 Writing Techniques: Developing Characters

N/A

English JWG SOL E 5.5 Writing Techniques: Setting

History JWG SOL H 5.6 American Revolution and Key Ideas and Characters

Day 62

JWG SOL M 5.10 Difference Between Standards of Measurement

N/A

JWG SOL E 5.5 Writing Techniques: Setting

JWG SOL H 5.6 American Revolution and Key Ideas and Characters

Day 63

JWG SOL M 5.10 Difference Between Standards of Measurement

N/A

JWG SOL E 5.5 Writing Techniques: Setting

JWG SOL H 5.6 American Revolution and Key Ideas and Characters

Day 64

JWG SOL M 5.10 Difference Between Standards of Measurement

N/A

JWG SOL E 5.5 Writing Techniques: Setting

JWG SOL H 5.6 American Revolution and Key Ideas and Characters

Day 65

JWG SOL M 5.10 Difference Between Standards of Measurement

N/A

JWG SOL E 5.5 Writing Techniques: Setting

JWG SOL H 5.6 American Revolution and Key Ideas and Characters

Day 61

Math Science JWG SOL M 5.10 N/A Difference Between Standards of Measurement

Day 66

Math Science JWG SOL M 5.10 N/A Applying Appropriate Standards of Measurement to Specific Problems

English JWG SOL E 5.6 Nonfiction: Categorizing Information

History JWG SOL H 5.7 Articles of Confederation, Constitution, Impact of Revolution

Day 67

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

N/A

JWG SOL E 5.6 Nonfiction: Categorizing Information

JWG SOL H 5.7 Articles of Confederation, Constitution, Impact of Revolution

Day 68

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

N/A

JWG SOL E 5.6 Nonfiction: Categorizing Information

JWG SOL H 5.7 Articles of Confederation, Constitution, Impact of Revolution

Day 69

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

N/A

JWG SOL E 5.6 Nonfiction: Categorizing Information

JWG SOL H 5.7 Articles of Confederation, Constitution, Impact of Revolution

Day 70

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

N/A

JWG SOL E 5.6 Nonfiction: Categorizing Information

JWG SOL H 5.7 Articles of Confederation, Constitution, Impact of Revolution

Day 71

Math JWG SOL M 5.11 Recognizing Different Units of Measurement

Science JWG SOL S 5.3 Light

English JWG SOL E 5.6 Nonfiction: Interpretation and Evaluation

History N/A

Day 72

JWG SOL M 5.11 Recognizing Different Units of Measurement

JWG SOL S 5.3 Light

JWG SOL E 5.6 Nonfiction: Interpretation and Evaluation

N/A

Day 73

JWG SOL M 5.11 Recognizing Different Units of Measurement

JWG SOL S 5.3 Light

JWG SOL E 5.6 Nonfiction: Interpretation and Evaluation

N/A

Day 74

JWG SOL M 5.11 Recognizing Different Units of Measurement

JWG SOL S 5.3 Light

JWG SOL E 5.6 Nonfiction: Interpretation and Evaluation

N/A

Day 75

JWG SOL M 5.11 Recognizing Different Units of Measurement

JWG SOL S 5.3 Light

JWG SOL E 5.6 Nonfiction: Interpretation and Evaluation

N/A

Science JWG SOL S 5.3 Light

English JWG SOL E 5.7 Research: Current Events

History N/A

Day 77

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature

JWG SOL S 5.3 Light

JWG SOL E 5.7 Research: Current Events

N/A

Day 78

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature

JWG SOL S 5.3 Light

JWG SOL E 5.7 Research: Current Events

N/A

Day 79

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature

JWG SOL S 5.3 Light

JWG SOL E 5.7 Research: Current Events

N/A

Day 80

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature

JWG SOL S 5.3 Light

JWG SOL E 5.7 Research: Current Events

N/A

Day 76

Math JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature

Science N/A

English JWG SOL E 5.7 Research: Video and Internet

History JWG SOL H 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers

Day 82

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit

N/A

JWG SOL E 5.7 Research: Video and Internet

JWG SOL H 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers

Day 83

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit

N/A

JWG SOL E 5.7 Research: Video and Internet

JWG SOL H 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers

Day 84

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit

N/A

JWG SOL E 5.7 Research: Video and Internet

JWG SOL H 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers

Day 85

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit

N/A

JWG SOL E 5.7 Research: Video and Internet

JWG SOL H 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers

Day 81

Math JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit

Day 86

Math Science JWG SOL M 5.12 N/A Converting Hours to Minutes and Seconds

Day 87

JWG SOL M 5.12 Converting Hours to Minutes and Seconds

N/A

JWG SOL E 5.7 Organizing Information

JWG SOL H 5.9 Civil War and Key Individuals

Day 88

JWG SOL M 5.12 Converting Hours to Minutes and Seconds

N/A

JWG SOL E 5.7 Organizing Information

JWG SOL H 5.9 Civil War and Key Individuals

Day 89

JWG SOL M 5.12 Converting Hours to Minutes and Seconds

N/A

JWG SOL E 5.7 Organizing Information

JWG SOL H 5.9 Civil War and Key Individuals

Day 90

English JWG SOL E 5.7 Organizing Information

History JWG SOL H 5.9 Civil War and Key Individuals

JWG SOL M 5.12 Converting Hours to Minutes and Seconds

N/A

JWG SOL E 5.7 Organizing Information

JWG SOL H 5.9 Civil War and Key Individuals

Day 91

Math Science JWG SOL M 5.13 JWG SOL S 5.4 Using Protractors Properties of to Accurately Matter Measure, Draw, and Compare Triangles and their Angles

English JWG SOL E 5.8 Writing: To Inform

History N/A

Day 92

JWG SOL M 5.13 Using Protractors to Accurately Measure, Draw, and Compare Triangles and Their Angles

JWG SOL S 5.4 Properties of Matter

JWG SOL E 5.8 Writing: To Inform

N/A

Day 93

JWG SOL M 5.13 Using Protractors to Accurately Measure, Draw, and Compare Triangles and Their Angles

JWG SOL S 5.4 Properties of Matter

JWG SOL E 5.8 Writing: To Inform

N/A

Day 94

JWG SOL M 5.13 Using Protractors to Accurately Measure, Draw, and Compare Triangles and Their Angles

JWG SOL S 5.4 Properties of Matter

JWG SOL E 5.8 Writing: To Inform

N/A

Day 95

JWG SOL M 5.13 Using Protractors to Accurately Measure, Draw, and Compare Triangles and Their Angles

JWG SOL S 5.4 Properties of Matter

JWG SOL E 5.8 Writing: To Inform

N/A

Day 101 Day 96 Day 102 Day 97 Day 103Day 98 Day 104 Day 99 Day Day 105100

Math Science JWG SOL M 5.15 N/A Identifying and Describing TwoMath Science Dimensional JWG SOL M Figures and5.14 JWG SOL S 5.4 Using Geometric Properties of Shapes with TermsCorrect to Describe Matter and Classify Terminology Different Kinds of Angles and JWGTriangles SOL M 5.15 N/A Identifying and Describing TwoDimensional JWG SOL M Figures and5.14 JWG SOL S 5.4 Using Geometric Properties of Shapes with TermsCorrect to Describe Matter and Classify Terminology Different Kinds of Angles and JWGTriangles SOL M 5.15 N/A Identifying and Describing TwoJWG SOL M 5.14 JWG SOL S 5.4 Dimensional Using Geometric Properties of Figures and Terms to Describe Matter Shapes with and Classify Correct Different Kinds of Terminology Angles and Triangles JWG SOL M 5.15 N/A Identifying and JWG SOL MTwo5.14 JWG SOL S 5.4 Describing Using Geometric Properties of Dimensional Terms to Describe Matter Figures and and Classify Shapes with Different Kinds of Correct Angles and Terminology Triangles

English JWG SOL E 5.9 Proofreading and Revising English JWG SOL E 5.8 Writing: To Entertain

History JWG SOL H 5.9 Civil War and Key Individuals History N/A

JWG SOL E 5.9 Proofreading and Revising

JWG SOL H 5.9 Civil War and Key Individuals

JWG SOL E 5.8 Writing: To Entertain

N/A

JWG SOL E 5.9 Proofreading and Revising JWG SOL E 5.8 Writing: To Entertain

JWG SOL H 5.9 Civil War and Key Individuals N/A

JWG SOL E 5.9 Proofreading and JWG SOL E 5.8 Revising Writing: To Entertain

JWG SOL H 5.9 Civil War and N/A Key Individuals

JWG SOL M 5.15 JWG SOL Mand 5.14 Identifying Using Geometric Describing TwoTerms to Describe Dimensional and Classify Figures and Different Kinds Shapes with of Angles and Correct Triangles Terminology

JWG SOL E 5.9 JWG SOL E and 5.8 Proofreading Writing: RevisingTo Entertain

JWG SOL H 5.9 Civil N/A War and Key Individuals

N/A JWG SOL S 5.4 Properties of Matter

English JWG SOL E 5.9 Plural Possessives

History JWG SOL H 5.10 North and South States of Civil War, Areas of Major Battles, Immigration

Day 107

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures

N/A

JWG SOL E 5.9 Plural Possessives

JWG SOL H 5.10 North and South States of Civil War, Areas of Major Battles, Immigration

Day 108

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures

N/A

JWG SOL E 5.9 Plural Possessives

JWG SOL H 5.10 North and South States of Civil War, Areas of Major Battles, Immigration

Day 109

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures

N/A

JWG SOL E 5.9 Plural Possessives

JWG SOL H 5.10 North and South States of Civil War, Areas of Major Battles, Immigration

Day 110

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures

N/A

JWG SOL E 5.9 Plural Possessives

JWG SOL H 5.10 North and South States of Civil War, Areas of Major Battles, Immigration

Day 106

Math Science JWG SOL M 5.15 N/A Similarities and Differences Between Congruent and Non-congruent Figures

Day 111

Math Science JWG SOL M 5.15 JWG SOL S 5.5 Subdividing, Cell Structure Transforming, and Combining Shapes

English JWG SOL E 5.9 Adjective and Adverb Comparisons

History N/A

Day 112

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes

JWG SOL S 5.5 Cell Structure

JWG SOL E 5.9 Adjective and Adverb Comparisons

N/A

Day 113

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes

JWG SOL S 5.5 Cell Structure

JWG SOL E 5.9 Adjective and Adverb Comparisons

N/A

Day 114

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes

JWG SOL S 5.5 Cell Structure

JWG SOL E 5.9 Adjective and Adverb Comparisons

N/A

Day 115

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes

JWG SOL S 5.5 Cell Structure

JWG SOL E 5.9 Adjective and Adverb Comparisons

N/A

Day 116

Math Science JWG SOL M 5.15 JWG SOL S 5.5 Lines of Kingdoms of Symmetry Living Things

Day 117

JWG SOL M 5.15 Lines of Symmetry

JWG SOL S 5.5 Kingdoms of Living Things

JWG SOL E 5.9 Punctuation: Fragments and Run-ons

N/A

Day 118

JWG SOL M 5.15 Lines of Symmetry

JWG SOL S 5.5 Kingdoms of Living Things

JWG SOL E 5.9 Punctuation: Fragments and Run-ons

N/A

Day 119

JWG SOL M 5.15 Lines of Symmetry

JWG SOL S 5.5 Kingdoms of Living Things

JWG SOL E 5.9 Punctuation: Fragments and Run-ons

N/A

Day 120

English JWG SOL E 5.9 Punctuation: Fragments and Run-ons

History N/A

JWG SOL M 5.15 Lines of Symmetry

JWG SOL S 5.5 Kingdoms of Living Things

JWG SOL E 5.9 Punctuation: Fragments and Run-ons

N/A

English JWG SOL E 5.10 Discussion and Analyzing: Fiction

History JWG SOL H 5.11 Reconstruction, Industrial Revolution

Day 122

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

N/A

JWG SOL E 5.10 Discussion and Analyzing: Fiction

JWG SOL H 5.11 Reconstruction, Industrial Revolution

Day 123

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

N/A

JWG SOL E 5.10 Discussion and Analyzing: Fiction

JWG SOL H 5.11 Reconstruction, Industrial Revolution

Day 124

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

N/A

JWG SOL E 5.10 Discussion and Analyzing: Fiction

JWG SOL H 5.11 Reconstruction, Industrial Revolution

Day 125

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

N/A

JWG SOL E 5.10 Discussion and Analyzing: Fiction

JWG SOL H 5.11 Reconstruction, Industrial Revolution

Day 121

Math Science JWG SOL M 5.15 N/A Transforming and Identifying Geometric Figures

English History English History JWG SOL E 5.10 5.10 JWGN/A SOL 5.12 JWG SOL E Discussion and States and Discussion and Analyzing: Capitals Analyzing: Poetry Nonfiction

Day Day127 132

JWG JWG SOL SOL M M 5.16 5.17 ThreeElements of Dimensional Probability and Shapes Using Data

N/A S 5.6 JWG SOL Ocean Environment and Ecosystem

JWG JWG SOL SOL E E 5.10 5.10 Discussion Discussion and and Analyzing: Analyzing: Poetry Nonfiction

JWGN/A SOL 5.12 States and Capitals

Day Day128 133

JWG JWG SOL SOL M M 5.16 5.17 ThreeElements of Dimensional Probability and Shapes Using Data

JWG N/A SOL S 5.6 Ocean Environment and Ecosystem

JWG JWG SOL SOL E E 5.10 5.10 Discussion and Discussion and Analyzing: Analyzing: Poetry Nonfiction

JWGN/A SOL 5.12 States and Capitals

Day Day129 134

JWG JWG SOL SOL M M 5.16 5.17 Three- of Elements Dimensional Probability and Shapes Using Data

N/A S 5.6 JWG SOL Ocean Environment and Ecosystem

JWG JWG SOL SOL E E 5.10 5.10 Discussion and Discussion and Analyzing: Analyzing: Poetry Nonfiction

JWGN/A SOL 5.12 States and Capitals

Day Day130 135

JWG SOL SOL M M 5.17 5.16 JWG ThreeElements of Dimensional Probability and Shapes Using Data

N/A S 5.6 JWG SOL Ocean Environment and Ecosystem

JWG SOL E 5.10 5.10 JWG SOL E Discussion and Discussion and Analyzing: Analyzing: Poetry Nonfiction

JWGN/A SOL 5.12 States and Capitals

Day Day126 131

Math Science Math Science JWG SOL M M 5.17 5.16 JWG SOL N/A S 5.6 JWG SOL ThreeElements of Ocean Dimensional Probability and Environment Shapes Using Data and Ecosystem

English JWG SOL E 5.10 Discussion and Analyzing: Drama

History N/A

Day 137

JWG SOL M 5.17 Elements of Probability and Using Data

JWG SOL S 5.7 Earth Changes and Stewardship

JWG SOL E 5.10 Discussion and Analyzing: Drama

N/A

Day 138

JWG SOL M 5.17 Elements of Probability and Using Data

JWG SOL S 5.7 Earth Changes and Stewardship

JWG SOL E 5.10 Discussion and Analyzing: Drama

N/A

Day 139

JWG SOL M 5.17 Elements of Probability and Using Data

JWG SOL S 5.7 Earth Changes and Stewardship

JWG SOL E 5.10 Discussion and Analyzing: Drama

N/A

Day 140

JWG SOL M 5.17 Elements of Probability and Using Data

JWG SOL S 5.7 Earth Changes and Stewardship

JWG SOL E 5.10 Discussion and Analyzing: Drama

N/A

Day 136

Math Science JWG SOL M 5.17 JWG SOL S 5.7 Elements of Earth Changes Probability and and Stewardship Using Data

Science N/A

English JWG SOL E 5.11 Research Skills: Library

History JWG SOL H 5.13 Aftermath of World War 1

Day 142

JWG SOL M 5.18 Deriving and Displaying Data

N/A

JWG SOL E 5.11 Research Skills: Library

JWG SOL H 5.13 Aftermath of World War 1

Day 143

JWG SOL M 5.18 Deriving and Displaying Data

N/A

JWG SOL E 5.11 Research Skills: Library

JWG SOL H 5.13 Aftermath of World War 1

Day 144

JWG SOL M 5.18 Deriving and Displaying Data

N/A

JWG SOL E 5.11 Research Skills: Library

JWG SOL H 5.13 Aftermath of World War 1

Day 145

JWG SOL M 5.18 Deriving and Displaying Data

N/A

JWG SOL E 5.11 Research Skills: Library

JWG SOL H 5.13 Aftermath of World War 1

Day 141

Math JWG SOL M 5.18 Deriving and Displaying Data

English JWG SOL E 5.11 Research Skills: Library

History JWG SOL H 5.14 Consequences and Repercussions of Wars Throughout the Century

Day 147

JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range

N/A

JWG SOL E 5.11 Research Skills: Library

JWG SOL H 5.14 Consequences and Repercussions of Wars Throughout the Century

Day 148

JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range

N/A

JWG SOL E 5.11 Research Skills: Library

JWG SOL H 5.14 Consequences and Repercussions of Wars Throughout the Century

Day 149

JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range

N/A

JWG SOL E 5.11 Research Skills: Library

JWG SOL H 5.14 Consequences and Repercussions of Wars Throughout the Century

Day 150

JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range

N/A

JWG SOL E 5.11 Research Skills: Library

JWG SOL H 5.14 Consequences and Repercussions of Wars Throughout the Century

Day 146

Math Science JWG SOL M 5.19 N/A Using Data to Solve Problems with Mean, Median, Mode and Range

Science JWG SOL S 5.8 Plants and Flowers; Photosynthesis

English JWG SOL E 5.8 Writing: Research Paper

History N/A

Day 152

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns

JWG SOL S 5.8 Plants and Flowers; Photosynthesis

JWG SOL E 5.8 Writing: Research Paper

N/A

Day 153

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns

JWG SOL S 5.8 Plants and Flowers; Photosynthesis

JWG SOL E 5.8 Writing: Research Paper

N/A

Day 154

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns

JWG SOL S 5.8 Plants and Flowers; Photosynthesis

JWG SOL E 5.8 Writing: Research Paper

N/A

Day 155

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns

JWG SOL S 5.8 Plants and Flowers; Photosynthesis

JWG SOL E 5.8 Writing: Research Paper

N/A

Day 151

Math JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns

Science JWG SOL S 5.9 Human Body

English JWG SOL E 5.8 Writing: Research Paper

History N/A

Day 157

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns

JWG SOL S 5.9 Human Body

JWG SOL E 5.8 Writing: Research Paper

N/A

Day 158

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns

JWG SOL S 5.9 Human Body

JWG SOL E 5.8 Writing: Research Paper

N/A

Day 159

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns

JWG SOL S 5.9 Human Body

JWG SOL E 5.8 Writing: Research Paper

N/A

Day 160

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns

JWG SOL S 5.9 Human Body

JWG SOL E 5.8 Writing: Research Paper

N/A

Day 156

Math JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns

Science N/A

English JWG SOL E 5.3 Oral Presentations

History JWG SOL H 5.15 The Constitution and the Amendments

Day 162

JWG SOL M 5.21 Variables

N/A

JWG SOL E 5.3 Oral Presentations

JWG SOL H 5.15 The Constitution and the Amendments

Day 163

JWG SOL M 5.21 Variables

N/A

JWG SOL E 5.3 Oral Presentations

JWG SOL H 5.15 The Constitution and the Amendments

Day 164

JWG SOL M 5.21 Variables

N/A

JWG SOL E 5.3 Oral Presentations

JWG SOL H 5.15 The Constitution and the Amendments

Day 165

JWG SOL M 5.21 Variables

N/A

JWG SOL E 5.3 Oral Presentations

JWG SOL H 5.15 The Constitution and the Amendments

Day 161

Math JWG SOL M 5.21 Variables

Science N/A

English JWG SOL E 5.3 Oral Presentations

History JWG SOL H 5.16 The Meaning of Democracy

Day 167

JWG SOL M 5.22 Mathematical Equations and Variables

N/A

JWG SOL E 5.3 Oral Presentations

JWG SOL H 5.16 The Meaning of Democracy

Day 168

JWG SOL M 5.22 Mathematical Equations and Variables

N/A

JWG SOL E 5.3 Oral Presentations

JWG SOL H 5.16 The Meaning of Democracy

Day 169

JWG SOL M 5.22 Mathematical Equations and Variables

N/A

JWG SOL E 5.3 Oral Presentations

JWG SOL H 5.16 The Meaning of Democracy

Day 170

JWG SOL M 5.22 Mathematical Equations and Variables

N/A

JWG SOL E 5.3 Oral Presentations

JWG SOL H 5.16 The Meaning of Democracy

Day 166

Math JWG SOL M 5.22 Mathematical Equations and Variables

Day 171

Math Science English JWG SOL M 5.23 JWG SOL S 5.10 JWG SOL E 5.10 Prime Numbers, Dinosaurs Drama Factors, Multiples, and the Number Line

History N/A

Day 172

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line

JWG SOL S 5.10 Dinosaurs

JWG SOL E 5.10 Drama

N/A

Day 173

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line

JWG SOL S 5.10 Dinosaurs

JWG SOL E 5.10 Drama

N/A

Day 174

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line

JWG SOL S 5.10 Dinosaurs

JWG SOL E 5.10 Drama

N/A

Day 175

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line

JWG SOL S 5.10 Dinosaurs

JWG SOL E 5.10 Drama

N/A

Day 176

Daily Schedule Math Science English JWG SOL M 5.23 JWG SOL S 5.11 JWG SOL E 5.10 Concept of Complex Drama 8:30-9:00 Math Infinity and Machines; Converting Announcements, Concept of WorkFlag 9:00-9:10 Decimals and Fractions to 9:10-9:40 Percentages Math

9:40-9:50

Reading

Day 177

JWG SOL M 5.23 JWG SOL S 5.11 Concept of Journal Complex 9:50-10:00 Infinity and Machines; Converting Concept of Work 10:00-10:50 Decimals andLanguage Arts Fractions to Percentages Recess 10:50-11:30

Day 178

11:30-12:00 Lunch JWG SOL M 5.23 JWG SOL S 5.11 Concept of

Complex

Converting

Concept of Work

12:00-12:50 Infinity and ScienceMachines;

History N/A

JWG SOL E 5.10 Drama

N/A

JWG SOL E 5.10 Drama

N/A

Decimals andResource Class (P.E., Music, Art etc.) 12:50-1:40 Fractions to Percentages History 1:40-2:30 Day 179

2:30-2:55 Homework, JWG SOL M 5.23 JWG SOLReading S 5.11 JWG SOL E 5.10 Concept of Complex Infinity and Pack up, Machines; 2:55-3:05 Clean up, Converting Concept of Work Decimals and Fractions to Percentages

Day 180

JWG SOL M 5.23 Concept of Infinity and Converting Decimals and Fractions to Percentages

JWG SOL S 5.11 Complex Machines; Concept of Work

N/A

Drama

Dismissal

JWG SOL E 5.10 Drama

N/A

Science Charts

LEGEND A-art AS – assessment CA – class activity CD – class discussion CI – community involvement CL – cultural literacy and diversity CM – communication CZ – citizenship DA – differentation / accomodation GA – group activity L – literacy LI – listening LS – life skills HS – home / school connection – collaboration with families HW – homework MA – manipulative activity MO – movement / physical education MU – music OL – oral language / public speaking R – reading RS - research T – technology TX – text W - writing

Science Charts Day 11

Day 12

Day 13

Day 14

Day 15

JWG SOL S 5.1 Classifying Rocks

JWG SOL S 5.1 Classifying Rocks

MA: The students will take a “field trip” outside and collect a variety of rocks.

A: The teacher will show the class pictures of sculptures and buildings made of different kinds of rock. The students will guess what kind of rock is being shown.

JWG SOL S 5.1 Classifying Minerals MA: The teacher will bring a variety of different kinds of minerals and show them to the class.

JWG SOL S 5.1 Classifying Rocks and Minerals MA: The teacher will bring in both rocks and minerals and set them out on tables.

JWG SOL S 5.1 Classifying Rocks and Minerals HS: The teacher will invite parents to accompany the class on a field trip to a rock museum in the morning.

W: The teacher will lead the class in writing down the different characteristics of the rocks GA/W:In groups, the students will compare and contrast the similarities and differences of the rocks. LI: The teacher will introduce other kinds of rocks not found on the field trip and their characteristics

T/GA: In groups, the students will research a specific type of rock and find a picture of a building or sculpture containing it. CM: The groups will compare their findings and discuss how rocks are used.

LI: As a class, the students will identify characteristics of the minerals and compare them to those of rocks. The teacher will emphasize the differences. LI: The teacher will instruct the students on specific ways of identifying minerals.

GA: In groups, the students will walk around the tables and fill out a worksheet requiring them to identify the rocks and minerals.

MO: The class will follow their trip to the rock museum with a trip to a rock climbing gym.

DA: Students who L/R: The teacher are academically will go over the gifted may write a answers with the report on what they class and will learned on the field review the material trip. from the past three days.

Science Charts Day 16

Day 17

Day 18

Day 19

Day 20

JWG SOL S 5.3 Scientific Inquiries: Graphing Information

JWG SOL S 5.3 Scientific Inquiries: Graphing Information JWG SOL S 5.1 Classifying Rocks and Minerals

JWG SOL S 5.3 Scientific Inquiries: Graphing Information JWG SOL S 5.1 Classifying Rocks and Minerals

JWG SOL S 5.2 Estimations of Measurement

JWG SOL S 5.2 Estimations of Measurement

R/TX: The teacher will introduce “The Victory Garden Kids Book”, and will pass out excerpts for the class to read and study.

A:The teacher will guide the class in taking pictures of the planting of the seeds in the garden.

LI: The teacher will introduce the students to properly estimating length, mass, volume, and elapsed time.

LI: The teacher will instruct the students on how to use appropriate instruments for measuring different types of data.

R: The teacher will read Counting on Frank to the class.

MA/GA: The teacher will divide the class into groups and have them walk to different stations using each instrument to measure different types of data and record it.

AS: The teacher will divide the class into two groups. One group will walk around a set of tables and identify rocks and DA: Students who minerals. The other require extra visual group will LI/LS: The aids can draw and complete a written teacher will color the process. test which requires explain the class the student to project which LI: The teacher graph certain involves planting, will review rocks scientific cultivating, and minerals by information. harvesting, and using previously selling the crops. learned information to MA: The class illustrate how to will walk outside graph scientific to the site of the information. garden and will GA: In groups, the investigate the soil. class will graph information of LI: The teacher their choice. will discuss how to graph the information necessary concerning the garden.

MA: The teacher will conduct an activity in which the students each use estimation to guess how many m&ms are in a jar. The closest HW: The students estimation wins the will attempt to candy. graph the information gathered during class.

Science Charts Day 31

Day 32

Day 33

Day 34

Day 35

JWG SOL S 5.2, 5.3: Estimations of Measurement & Graphing Information

JWG SOL S 5.3 Scientific Inquiries

JWG SOL S 5.3 Scientific Inquiries

JWG SOL S 5.2 Estimations of Measurement

JWG SOL S 5.2 Estimations of Measurement

RE: The teacher will go over homework and allow the students to perform work correctly on the board.

LI: The teacher will explain the scientific method and use examples of how the students have been using it in the past two weeks.

CI: A doctor will come to the class and discuss how the scientific method is used to find the cures to diseases and how science is used in the medical realm.

L: The class will use excerpts from the Victory Garden Kids Book to learn the different stages in a garden and the time involved in the growth process.

W: The students will take notes and share what they found most interesting and beneficial.

LI: The teacher will go over the garden process in detail and give instructions.

GA/MA: The teacher will provide the class with the materials necessary to make graduated cylinders. In small groups, the class will work together and make one graduated cylinder per group.

MA: The teacher will lead the class outside and place two Styrofoam cups under the sun. One cup will contain dark dirt and the other light colored dirt. A thermometer will be placed in each and the class will let them sit for five minutes. The temperatures will then checked and data recorded. The students will see how dark colors attract heat more than light colors.

T: The students will use the computer lab to take interactive quizzes and play interactive games concerning the scientific method. The students will find the quizzes and games at www.quia.com. The students will be divided into teams and will compete against their classmates for the most points earned from quizzes and games.

W: The students will write a brief paragraph about their expectations for the garden and about the time involved. DA: Students with disabilities may draw a set of pictures instead.

LI: The teacher will then show the students how a graduated cylinder is used and how it is helpful and beneficial and relevant to their lives.

Science Charts Day 36

Day 37

Day 38

Day 39

Day 40

JWG SOL S 5.4 Sound and Communication

JWG SOL S 5.4 Sound and Communication

JWG SOL S 5.4 Sound and Communication

JWG SOL S 5.4 Sound and Communication

JWG SOL S 5.4 Sound and Communication

CA: The teacher will begin class by playing a trivia game which involves asking the students fun questions about sound such as “What was the loudest sound ever heard?” and “What was the lowest sound ever recorded?” etc.

LI: The teacher will discuss the differences between how animals hear and how humans hear. The teacher will show pictures of bats and will instruct the students how bats use frequency to help them navigate.

LI: The teacher will discuss frequency with the class and give directions for the activity.

CI: The class will take a field trip to a local fire station and learn how communication occurs in emergency response vehicles.

LI: The teacher will explain the general properties of sound, including frequency, waves, and vibration.

T: The students will use the internet to research five facts about bats.

CA: The teacher will bring three soda bottles to class and fill them with different amounts of water. The students will predict the order from lowest to highest pitch each bottle will make when one blows across the top. The students will then investigate different outcomes and discuss why it worked the way it did.

HW: The students will put their facts into paragraph form and present it to the class.

CA: Each student will make their own tubular glockenspiel from materials provided by the teacher. The students will see that the length of the tubing determines the frequency.

W/HW: Each student will write a one page paper explaining how frequency and sound work using both animals and people as examples.

DA: ESL students may earn extra credit by writing on the differences of sounds between their native language and English.

Science Charts Day 51

Day 52

Day 53

Day 54

Day 55

JWG SOL S 5.5 Transmitting Sound

JWG SOL S 5.5 Transmitting Sound

JWG SOL S 5.5 Transmitting Sound

JWG SOL S 5.5 Transmitting Sound

JWG SOL S 5.5 Transmitting Sound

LI: The teacher will explain to the class how sound travels through solids, liquids, and gases. The teacher will encourage class participation by asking them to make predictions concerning certain sounds.

CI: The class will host a K9 unit officer with his dog for a demonstration of how dogs respond to high pitched whistles that are beyond human hearing capability.

AS/GA/T: The teacher will give the students a set of key questions concerning the topic of sound, including waves, vibration, frequency, pitch etc. In groups, the students will use their notes as well as secondary sources to produce the answers to five of the questions.

GA: In groups, the students will be given a set of questions concerning whether or not hearing is based on ear size, how many ears, or age. The students will experiment within the classroom and write down their findings.

LI: The teacher will begin by introducing theories concerning noise pollution. The class will brainstorm potentially dangerous ways that noise can be transmitted.

GA: In groups, the class will walk around a set of tables with displays such as a battery-operated radio in a sealed plastic bag underwater with a hydrophone, a length of metal rod, a string telephone etc. After each group has experimented with each display, the class will reconvene and discuss the results.

T/HW: The students will be given a list of animals to choose from and will go on the internet and research how that particular animal uses sound in its everyday life. DA: Academically gifted students may write an essay comparing the way animals and humans hear, highlighting the differences.

OL/AS: The students will choose one of their questions to present to the class as a group.

LI: The teacher will explain how the human ear works and will go over the correct answers to the questions. A: The students will create a model of the human ear and will label its different parts.

CA: The students will survey the loudness of sounds at different locations around the school and in the classroom. CA/MA: The class will investigate sound insulation by watching the teacher place a clock in a box

Science Charts Day 56

Day 57

Day 58

Day 59

Day 60

JWG SOL S 5.5 Transmitting Sound

JWG SOL S 5.5 Transmitting Sound

JWG SOL S 5.5 Transmitting Sound

JWG SOL S 5.5 Transmitting Sound

JWG SOL S 5.5 Transmitting Sound

LI: The teacher will present the students with information about hearing impairment among different age groups and ask them to give several possible reasons for it.

CI: The class will take a field trip to a nursing home and note cases of hearing impairment while they communicate with people.

LI: The teacher will present the students with information regarding noise pollution. HW/OL: The students will research possible solutions for noise pollution and present their findings to the class. LI: The teacher will show the students cause and effect analysis of how loud noise for prolonged periods of time can be damaging.

CA: The students will brainstorm ideas about causes of hearing impairment. The teacher will guide the students as they accept and reject each other’s explanations. MA: The students will take out their model of the human ear and study how exactly hearing is impaired and what is the source of the problem.

LI: The students will listen as a doctor gives a brief overview of the causes of hearing impairment.

GA/OL: In groups, the students will use all of their notes and secondary sources and compile a short presentation in a television documentary setting.

AS: The students will be given a formal multiple choice test on all of the material covered in the past three weeks concerning sound, frequency, vibrations, pitch, animals etc. DA: Students with a weakness for test taking may opt to write a three page paper explaining in detail all of the concepts from the past three weeks.

Science Charts Day 71

Day 72

Day 73

Day 74

Day 75

JWG SOL S 5.6 Light

JWG SOL S 5.6 Light

JWG SOL S 5.6 Light

JWG SOL S 5.6 Light

JWG SOL S 5.6 Light

LI: The teacher will begin by introducing the students to various facts about light. The teacher will make distinctions between sound waves and light waves.

CD: The teacher will lead the class in discussion about what the students learned from the tutorial.

OL: Each group will present their findings. While watching the presentations, each student will make a learning chart containing important facts and questions about each form of energy.

CA: The teacher will provide each student with a glass of water and a piece of white paper. The students will get out of their seats, if necessary, and position their glasses and paper near the window so as to create a rainbow.

LI: The teacher will begin the lesson by bouncing a ball up and own off the floor and relating that to how light reflects off of a mirror. The teacher will use examples of objects throughout the classroom to illustrate reflection.

CD: The teacher will lead the class in a discussion as to what caused the rainbow. The teacher will instruct the students about refraction.

CA: The teacher will give each student a prism and will have them play with it to learn that light from the sun contains all of the colors that can possibly be seen by the human eye.

GA: The teacher will divide the class into eight groups and will CA: As a class, the assign each group students will make one of the eight a comparison chart kinds of between sound electromagnetic waves and light energy in the waves. Each spectrum. Each student will copy group must the chart from the perform secondary board for their own research using both personal copy. books and the internet. A: The students will draw a picture of the sun and the earth as the teacher discusses how energy from the sun reaches the earth. T: The students will go on the internet and complete a tutorial about the electromagnetic spectrum.

DA: Students with disabilities may recite a poem or sing a song instead of a presentation. HW: The students will choose one question from their learning chart and research the answer.

CA: The teacher will place rocks inside an aquarium and tell the students to gather around it and ask volunteers to determine which rocks are easier to touch and try to pick up and which ones are harder.

CD: The teacher will lead the class in discussing the different characteristics and features of light.

Science Charts Day 76

Day 77

Day 78

Day 79

Day 80

JWG SOL S 5.6 Light

JWG SOL S 5.6 Light

JWG SOL S 5.6 Light

JWG SOL S 5.6 Light

JWG SOL S 5.6 Light

LI: The teacher will instruct the student about Albert Einstein and his theory of relativity.

CA/MA: Each student will be given a battery, a light bulb, and a piece of wire. Each student will experiment until they figure out how to make the light bulb work.

LI: The teacher will instruct the students on the differences between opaque, translucent, and transparent light. CA/MA: The teacher will present the students with multiple items that contain those three qualities of light. As a class, the teacher will go through each item and write it down on the board. Each student will create their own chart listing each material under the proper light identity and will use it for future reference.

LI: The teacher will introduce the class to Isaac Newton and his accomplishments and theories concerning light.

DA: Academically gifted students may write a report expressing their opinion on his theory and how it relates to present day science.

T/W/HW: The students will each use a computer and Microsoft Word to write a 1-2 page paper about one of the theories of light that was discussed earlier in the week. Students will use both their notes LI: The teacher and secondary will instruct the sources found on students about the the internet. The properties involved student may write and will give them another paper instructions for the concerning a next activity. different theory for extra credit. CA/MA: The student will create their own flashlight using pvc pipe, batteries, a light bulb, and plastic film.

Science Charts Day 91

Day 92

Day 93

Day 94

Day 95

JWG SOL S 5.7 Properties of Matter

JWG SOL S 5.7 Properties of Matter

JWG SOL S 5.7 Properties of Matter

JWG SOL S 5.7 Properties of Matter

JWG SOL S 5.7 Properties of Matter

CA/A: The class will be work in groups of 4 to 6 students and will collect samples and pictures of different forms of matter and identify the elements, compounds, and mixtures with each item. The students will collect samples from around the classroom and around the school. Students will also cut out pictures from old magazines showing other items. Students will use crayons and markers for labeling.

GS: The teacher will contact a high school chemistry teacher and have them come to the class and describe different methods of investigating the composition of the kinds of matter found in the students’ school and homes, and in public buildings and places.

LI: The teacher will inform the students of different terms for different kinds of compounds, elements, and mixtures.

. CA: The teacher will bring in a container of water and invite the students to gather around as the teacher places a wooden block in the water.

CA: In groups, the students will use a dropper to place two drops of perfume in a large balloon. After blowing up the balloon, the students will tie it in a knot and smell CD: The teacher the outside of the will ask the class balloon. After to describe the waving the balloon properties of the in the air for about solid object and two minutes, the the liquid. The students will smell teacher will ask the the balloon again. students how the two objects are CD: The teacher alike and how they will lead the class are different. The in discussing what teacher will guide the students the students in smelled the first inferring that they time and how the are alike because perfume got they take up space outside the and different balloon. because the block has its own shape LI: The teacher and the water takes will talk to the its own shape. students about the basic units of matter and structure of atoms

W: The students will each write a letter to the American Chemical Society with a question concerning matter.

DA: ESL students may write a report on the difference CD: The teacher between classroom will ask the environment in students which two their native properties are country compared shared by all the to America. matter samples they have. The students should respond with mass and volume.

GA: The groups from Wednesday will work together to make a large wall chart. Under the headings, ‘Elements’, ‘Mixtures’, and ‘Compounds’, students will display their previously put together samples and pictures, and will select at least one item in each category from the collection of each group.

Science Charts Day 96

Day 97

Day 98

Day 99

Day 100

JWG SOL S 5.7 Properties of Matter

JWG SOL S 5.7 Properties of Matter

JWG SOL S 5.7 Properties of Matter

JWG SOL S 5.7 Properties of Matter

JWG SOL S 5.7 Properties of Matter

LI: The teacher will go over review material with the students in preparation for the test.

AS: The teacher will formally test the students using multiple choice and short answer questions.

CA/MA: The students will make a model of an atom using clay, craft sticks, a plastic knife, and a metric ruler.

DA: Students who are not good at taking tests may opt to write a three page paper explaining in detail the concepts from the last three weeks.

LI: The teacher will explain how to organize science notebooks and make observation tables and charts. GA: In groups, the class will observe charcoal and iron filling and write down their observations. The students will mix the two together and again record their observations. The students will make predictions about how the materials can be separated and then test them and record the results. The students will add a salt and water mixture until the salt dissolves. The group will predict how to separate the salt from the water, record them, test them, and record again.

CD: The teacher will lead the class in discussing how mixing charcoal and iron filing affects the properties of the matter involved.

CA: In groups, the students will fill one test tube with water and use a funnel to add onefourth spoonful of magnesium sulfate and will mix it together until the W: The students solid dissolves. will write in their They will then fill notebooks about a second tube how they were halfway with water able to separate and add calcium the charcoal from chloride and shake the iron filings and it until it dissolves. will give reasons Pouring the for their evidence. contents of both into a third test CD: The class will tube, the students guide the students will observe for in drawing a five minutes and conclusion as to then record their how mixing salt observations. The and water affects groups will pour the properties of the combined these materials. mixture into a fourth test tube W: The students through a funnel will write about and record the how they separated results. the salt from the water. CD: The teacher will walk the students through understanding what took place.

Science Charts Day 111

Day 112

Day 113

Day 114

Day 115

JWG SOL S 5.8 Cell Structure

JWG SOL S 5.8 Cell Structure

JWG SOL S 5.8 Cell Structure

JWG SOL S 5.8 Cell Structure

JWG SOL S 5.8 Cell Structure

LI: The teacher will instruct the students about cell structure.

MA: The students will repeat observations with microscope from the day before with algae and parts of plants.

GA: In groups, the students will build a model of a cell by filling a large plastic jar full of water. Iodine will be added to the water and then a lid put on the jar. In a mixing bowl, students will mix jello mix, cornstarch, and perfume, fill a selfsealing bag with the mixture and put a marble in with it. The students will put the bag into the plastic jar with iodine and leave it overnight.

GA: The class will record their observations of the jar on a chart.

CA/MA: The students will take a hair from their head and place it on a slide and MA: The students cover the hair with will look at a piece a moss leaf. of onion Adding a drop of underneath a DA: Students with water and cover microscope. The disabilities will be slip, the students students will then placed with will examine the use a plastic knife academically slide and observe to scrape the inside gifted partners who how many moss of a pork casing will help them cells in a row and tap the knife perform the cover the width of edge underneath observations using a hair strand. the microscope and the microscope. then draw what A: The students they see. LI: The teacher will draw what will instruct the they see. A: The students students about will draw what what is inside LI: The teacher they see. cells. will talk to the students about cell CD: The teacher functions. will lead discussion concerning the similarities and differences in the two things observed.

LI: The teacher will explain that the jello mix is cytoplasm and the marble is the cell nucleus and the bag is the cell membrane.

W: The students will answer a list of questions about the model and will tell how their model resembles a cell. T: The students will research the internet to find out how cells were discovered and how scientists have learned about them over the years. LI/CD: The teacher will review key concepts and lead discussion on their findings.

Science Charts Day 116

Day 117

Day 118

Day 119

Day 120

JWG SOL S 5.9 Kingdoms of Living Things

JWG SOL S 5.9 Kingdoms of Living Things

JWG SOL S 5.9 Kingdoms of Living Things

JWG SOL S 5.9 Kingdoms of Living Things

JWG SOL S 5.9 Kingdoms of Living Things

CD: The teacher will ask the students how zoos group animals.

W: The teacher will write a paragraph listing key information and concepts and have the students copy it. The paragraph will be written without good punctuation and the students will add proper punctuation.

CL/T: The students will use the internet to research people in China, Japan, and other Asian countries to find out how they have been practicing mariculture for thousands of years.

CA/GA: The students will engage in an activity called ‘Shape Island’. In their notebook, students will copy a set of organisms from the board. Using the glossary of Greek and Latin terms in their text, the students will name all of the shapes. The students will then draw their own shape and name it using a two-part scientific name.

CA/A: The students will draw a knowledge web stating key facts that they have learned in the past week and how the knowledge builds on prior knowledge.

CA/W: The students will list seven musical artists or songs and have them categorize them by style of music. Students will write down why they chose what they did. LI: The teacher will write the main groups of living kingdoms on the board and will introduce the students to each one through lecture. A: The teacher will lead the students in a song using a familiar tune with new lyrics that help the students remember key facts about the six kingdoms of living things.

CD: The teacher will ask the students true/false questions based on the science chapter from the text. R: As a class, the students will read the text by taking turns so that everyone gets a chance to read. DA: Students with disabilities may listen to text on CD at the listening lab.

LI: The teacher will talk to the students about fungi and tell them about some of the caves in Pennsylvania where lots of mushrooms grow. T/W: The students will use the internet to research and then write a report on mushroom farming in the United States.

LI: The teacher will explain the importance of scientists giving organism specific names. CD: The students will describe two characteristics shared by all of the specimens at Shape Island.

CD: The students will share what they have learned. CA/AS: The teacher will divide the class into teams and will play jeopardy using scientific terms, vocabulary and key concepts and facts.

Science Charts Day 131

Day 132

Day 133

Day 134

Day 135

JWG SOL S 5.10 Ocean Environment and Ecosystem

JWG SOL S 5.10 Ocean Environment and Ecosystem

JWG SOL S 5.10 Ocean Environment and Ecosystem

JWG SOL S 5.10 Ocean Environment and Ecosystem

JWG SOL S 5.10 Ocean Environment and Ecosystem

CI: The class will host one of the student’s parents who is a scuba diver and will learn about ocean depth and currents.

GA: The teacher will divide the class into teams and they will compete against one another in a game of hot potato. Whenever someone is caught with the hot potato they are asked a review question.

AS: The teacher will hand a formal written exam based on the previous three weeks of study. Format will be multiple choice, true/false, fill in the blank, and short answer.

R: The students will read from their text out loud as a class. LI: The teacher will talk about geographical characteristics of the ocean including, continental shelves, slopes, and rises. The teacher will use slides and pictures to illustrate the concepts. W/T: The students will research the topics and write a report on what they have learned. DA: Students with disabilities may draw a picture of an ocean characteristic.

CI: The students will take a field trip to an aquatic facility and learn about marine life in the ocean. W/T: The students will write an essay on what on their favorite animal that includes secondary research DA: Students with disabilities may draw a picture of their favorite ocean animal.

CD: The class will ask questions and discuss the subject at hand concerning the ocean. MA: The students will use legos to make models of an ocean, complete with scuba divers, continental shelves, rises, and lots of animals.

CD: The teacher will lead discussion on review material and will answer questions from the class.

Science Charts Day 136

Day 137

Day 138

Day 139

Day 140

JWG SOL S 5.11 Earth Changes and Stewardship

JWG SOL S 5.11 Earth Changes and Stewardship

JWG SOL S 5.11 Earth Changes and Stewardship

JWG SOL S 5.11 Earth Changes and Stewardship

JWG SOL S 5.11 Earth Changes and Stewardship

MA: The teacher will begin the lesson by blowing up a balloon until it pops.

CA: The teacher will place a stream table on a table and let the students fill it with sand. A volunteer will then use two fingers and make a channel in the sand. The teacher will connect a piece of tubing to the front of the stream table and let the other end hang off the edge over a pale. Another pale will be placed on two wood blocks on the other side with water in it. A water flow will be started from the pale through the tube. The students will observe any changes that the water makes in the sand and record them.

GA: In groups, the students will make a model of a glacier. Each group will fill a pan with gravel and water and freeze it. The students will then remove the mixture from the pan and rub it across a piece of poster board.

RS: The students will collect magazine and newspaper articles and photographs that relate to the effects of moving water on land. The students will use graphic sources of information to determine which weathering process is occurring.

CI: The students will take a trip to a local farmers market and observe. In the classroom, the students will research specific vegetables and their nutritional value.

CD: The teacher will ask the class why the balloon popped. LI: The teacher will explain how pressure is also what makes a volcano erupt and will explain how earth changes can be brought about by natural disasters. T: The teacher will show a short video about the eruption of Mt. St. Helens. W: The students will answer a list of set questions during the movie.

CD: The teacher will lead discussion concerning what happened and why.

W: Students will compare the effect on the poster board with that of a glacier on land. DA: Students with disabilities may draw pictures contrasting the two.

LI: The teacher will explain how growing food in a R: As a class, the garden is a good students will read a example of being book entitled Life good stewards. The in the Great Ice teacher will talk Age, by Michael about how it is and Beverly Oard important to take care of the earth and not pollute it.

Science Charts Day 151

Day 152

Day 153

Day 154

Day 155

JWG SOL S 5.12 Plants and Flowers; Photosynthesis

JWG SOL S 5.12 Plants and Flowers; Photosynthesis

JWG SOL S 5.12 Plants and Flowers; Photosynthesis

JWG SOL S 5.12 Plants and Flowers; Photosynthesis

JWG SOL S 5.12 Plants and Flowers; Photosynthesis

CA: The students will stand in different parts of the classroom as the teacher opens a bottle containing a liquid. As soon as the students smell the liquid, they will individually raise their hands. The teacher will repeat the procedure with a different odor.

CA/GA: In groups, the students will put onion and garlic in a bowl and mix it with cayenne pepper. They will add water and soap. After pouring the mixture through a few layers of cheesecloth into another bowl, they will pour the liquid into a spray bottle and some of it into a jar. Another spray bottle will be filled with water. Two plants will be put outside sprayed lightly for the next two days. The students will record differences between the two plants.

CA: The students will go outside and collect leaves from different trees. Back inside, they will cut the leaves into small pieces, put them in jars, and label them by tree. Rubbing alcohol will be added to the jars. After covering the jars, they will be placed in a pan holding an inch of hot tap water. The students will rotate the leaves in the water until the alcohol has become colored. then label each jar with filter paper and place an end in each jar so that the alcohol climbs up the paper.

W: The students will write a onepage paper stating what they know about plant communication.

CD: The teacher will lead the class in discussing how the odors traveled throughout the room and their reaction to the odor. LI: The teacher will instruct the students concerning plant communication.

LI: The teacher will begin explaining photosynthesis.

CA: The students will harvest the garden that was planted at the beginning of the year. CI: The teacher will take the students to a local food bank where they will share some of the food from the garden. HW: The students will write about the process of growing a garden and how they are beneficial.

CD: The teacher will lead discussion on what happened and why.

W: The students will write a onepage paper stating what they know about photosynthesis. DA: Students with disabilities may draw pictures instead.

Science Charts Day 156

Day 157

Day 158

Day 159

Day 160

JWG SOL S 5.13 Human Body

JWG SOL S 5.13 Human Body

JWG SOL S 5.13 Human Body

JWG SOL S 5.13 Human Body

JWG SOL S 5.13 Human Body

CA/LI: The students will each be given a list of bones and will be given a picture of a skeleton. Each student will label the bones on the human body as the teacher instructs them.

LI: The teacher will instruct the students on how to take a pulse.

LI: The teacher will briefly instruct the students about the kidneys.

CA/MO: Each student will take their own pulse and count the number of beats in 15 seconds, multiply by four, and record the results. Each student will do 25 jumping jacks and check their pulse again. The teacher will take the students outside where they will run, walk, jump, and two other things of their choice, check their pulse each time and record the results.

GA: In groups, the students will pour muddy water into one of two beakers. They will put a filter paper into a funnel and place it in the other beaker. After restirring the muddy water, the students will pour slowly pour it into the filter. After all the water has gone through, the students will record their observations.

A: The students will color code the bones to aid in memory. LI: The teacher will instruct the class about the basic structure of the human body and its functions. CA/MO: The teacher will take the class outside, and the students will feel their heart beat. The students will run a lap around the playground and feel their heart beat again. The teacher will talk about the importance of exercise for a healthy heart.

CD: The teacher will lead the class in discussing the meaning of the results and what can be learned from it.

A: The students will draw a draw a diagram of what happened. CD: The teacher will lead the class in discussing what would happen if a person’s blood didn’t go through the kidneys.

LI: The teacher will instruct the student about the functions of the lungs. GA: In groups, the students will blow up a 9-inch balloon, put it inside a bottle, and stretch its neck over the top of the bottle and hold it in place with a rubber band. This represents a lung. The students will cut a 12-inch balloon across its widest section and tie a knot in the neck, then stretch the balloon across the bottom of the bottle to make a cover and position the knot in the center and glue the cover in place to represent a diaphragm. Holding the knot, the students will pull the diaphragm out and push it in several time, and record observations.

GA: In pairs, the students will use an eyedropper to place two drops of honey on the center of their partner’s tongue. The students will determine where they first tasted the sweetness and record their findings. The same will be done for salt, alum, and lemon juice. CD: The teacher will lead the class in discussing the results. AS/CA: The students will play a game of jeopardy to review the key concepts of the past week. DA: ESL students may write a one page paper for extra credit about the difference between tastes in their native country and America.

Science Charts Day 171

Day 172

Day 173

Day 174

Day 175

JWG SOL S 5.14 Dinosaurs

JWG SOL S 5.14 Dinosaurs

JWG SOL S 5.14 Dinosaurs

JWG SOL S 5.14 Dinosaurs

JWG SOL S 5.14 Dinosaurs

W: The students will write down five things they know about dinosaurs and five things they want to know.

T/RS: The students will each pick a dinosaur and research it using library books and the internet.

CD: Based on the definition for ‘dinosaur’, the teacher will lead discussion on whether or not dinosaurs still exist and what they are.

CI: The class will go on a field trip to a museum and look at dinosaur bones.

CD: The teacher will allow the students to share their knowledge and their questions with the class in a discussion format. GA: During the class discussion, the students will pretend to be paleontologists by using toothpicks to remove chocolate chips from cookies without breaking them. LI: The teacher will explain to the students what paleontology is.

W: The students will each write a two page report on their dinosaur, including their size, habitat, eating habits, and other interesting facts. LI: The teacher will teach further on the topic of paleontology, digging deeper into how bones are dated.

LI: The teacher will read an article about dinosaur blood being found and will expound on the idea that dinosaurs are not as old as many think.

CD: The teacher will lead discussion on what they observed and their reactions. W: The students will write a brief summary of what they learned.

DA: Academically gifted students GA/MU: The class may write a one will listen to and page comparison sing a dinosaur paper concerning song by artist the difference Buddy Davis. between the assumptions of evolutionists and creationists.

OL/LI: The students will present their reports from Tuesday to the class. CD: The teacher will lead an open discussion on the week’s lessons.

Science Charts Day 176

Day 177

Day 178

Day 179

Day 180

JWG SOL S 5.15 Complex Machines; Concepts of Work

JWG SOL S 5.15 Complex Machines; Concepts of Work

JWG SOL S 5.15 Complex Machines; Concepts of Work

JWG SOL S 5.15 Complex Machines; Concepts of Work

JWG SOL S 5.15 Complex Machines; Concepts of Work

GA: In groups, the students will tie one end of a string around a brick and tie the other end of the string to a rubber band. One of the students will pull on the rubber band until the brick slides across the floor.

MO/LI: The teacher will take the class outside to the playground and use the seesaw to explain levers.

LI: The teacher will explain what an inclined plane is.

LI: The teacher will explain the concept of machines and complex machines.

AS: The teacher will formally assess the students from material covered in the last three weeks including plants, the human body, dinosaurs, and machines and work. The format will be all multiple choice.

GA: In groups, the students will use CA: Each student string to fasten a will walk around spring scale to a the playground and stone and then use find another kind the scale to lift the of lever. stone to a height of 10 centimeters. CD: The teacher W: Inside the The students will will ask the classroom, the read the amount of students how much students will force used with the the rubber band answer specific spring scale and stretched and what questions in record it in a chart. could be done to written form about The students will make the brick work and levers. then make an move easier. inclined plane by propping a board GA: The students on books so that will try to find one end of the another way to board is raised 10 move the brick. centimeters and will again read the LI: The teacher spring scale and will explain the record the results. basic concept of work. CD: The teacher will ask the students to share their results and will lead a discussion about inclined planes.

CA: The teacher will write a list of machines on the board and the students will categorize them under simple or complex. DA: Academically gifted students may expound and write a paragraph under each machine saying why it is the type of machine that it is.

Resources Allen, K. Z. (2003). Cells, Heredity, and Classification. Austin, TX: Holt, Rinehart and Winston. Badders, W. (2003). DiscoveryWorks: Teacher's Edition. Boston, MA: Houghton Mifflin Company. Beeman, P., & Bollinger, M. J. (1996). Real Life Science Series: Classroom Experiements. Torrance, CA: Frank Schaffer Publications. Cornett, C. E. (2007). Creating Meaning Through Literature and Arts: An Integration Resource for Classroom Teachers. Upper Saddle River, NJ: Pearson Prentice Hall. Heil, D. (1996). Discover the Wonder. In D. Heil, Discover the Wonder (pp. A22-A62). Glenview, Illinois: ScottForesman Science. Jones, R. M. (2005). Harcourt Science: Teacher's Edition. Orlando, FL: Harcourt. Mini Science. (2007, October 16). Retrieved October 15, 2007, from miniscience: http://www.miniscience.com/projects/leaves1.html Oard, M., & Oard, B. (1993). Life in the Great Ice Age. Green Forest, AR: Master Books. www.answersingenesis.org. (2007, October 16). Retrieved October 16, 2007, from Answers In Genesis: www.answersingenesis.org www.palmbeachk12.fl.us.com. (2007, October 16). (n.d.). Retrieved October 16, 2007, from Palm Beach County Schools: http://www.palmbeach.k12.fl.us/MULTICULTURAL/ESOLCurriculumD ocs/Secondary/Gr7SciU8.pdf

Math Charts Legend 10/31/2007 Liberty University EDUC 410-002

A- art AS – assessment CA – class activity CD – class discussion CI – community involvement CL – cultural literacy and diversity CW – classwork DA – differentation / accommodation FA – fine arts GA – group activity GP – guided practice IP – independent practice L – literacy LI – listening LS – life skills HW – homework MA – manipulative activity MO – movement / physical education MU – music R – reading RS – research RV - review T – technology TX – text W - writing

Math Charts Day 1

Day 2

Day 3

Day 4

Day 5

JWG SOL M 5.1 Decimal Numbers

JWG SOL M 5.1 Decimal Numbers

JWG SOL M 5.1 Decimal Numbers

JWG SOL M 5.1 Decimal Numbers

JWG SOL M 5.1 Decimal Numbers

GP/LI: The teacher will display a piece of grid paper on an overhead projector and ask students the total number of squares. The teacher will then have volunteers come and shade part of the grid and then will ask the class what the shaded part represents in decimal form.

LI: The teacher will instruct the students about place value through thousandths.

T: The students will use computers to access the internet and play “Decimal Challenge”, which consists of the student trying to find a certain decimal number between 1 and 10. The students will play the game multiple times and the winners will be given prizes. *

CD: The teacher will show the class statistics of professional basketball player’s field goal percentage and ask them what it means.

FA: The students will work in groups of their choosing and write a song about what they want out of math class. They will also include a verse about decimal numbers since that is the topic of the week. The class will collectively sing the song at the end of class. It will become the theme song for the year.

CD: The teacher will ask the students to list instances in real life where decimal numbers are used. If necessary, the teacher will prompt them with ideas such as clocking time when running, money, etc. MO: The teacher will take the class outside and have them run a lap around the playground, clocking each time.

GP: The teacher will write various decimal numbers on the board, point to specific numbers and ask the class to determine the place value. LI: The teacher will instruct the students how to round to the nearest tenth or hundredth. IP: The students will complete a lesson on decimal place value from the math textbook.

DA: Accelerated learners may work individually or in groups to create their own game and present it to the class later.

CA: The students will go outside and each shoot one shot on a basketball hoop. The students will calculate the class field goal percentage. IP: The teacher will write several decimal numbers on the board and have each student write the numbers in word form. CW/HW: The students will complete a lesson from the textbook.

* http://www.interactivestuff.org/sums4fun/decchall.html

Math Charts Day 6

Day 7

Day 8

Day 9

Day 10

JWG SOL M 5.2 Converting Decimals and Fractions

JWG SOL M 5.2 Converting Decimals and Fractions

JWG SOL M 5.2 Converting Decimals and Fractions

JWG SOL M 5.2 Converting Decimals and Fractions

JWG SOL M 5.2 Converting Decimals and Fractions

R/LT: The class will read Gator Pie, which is about two gators finding ways to cut a pie.

LI: The teacher will verbally instruct the students about how to convert fractions to decimals and vice versa.

T: The students will use computers to access the internet and play the “Fractions Pairs Game”, in which the student must match decimals to their equivalent fraction.*

LI: The teacher will verbally instruct the students about the importance of being able to order fractions from least to greatest.

FA/MO: The teacher will use an open space and have the class become a “whole” and then divide up to solve problems such as becoming two equal halves, fourths, and thirds. When numbers are uneven, the teacher will ask the students how to deal with the “extras”.

CA: The students will draw a rectangle on a piece of paper and draw as many different representations of a particular fraction as possible. DA: ESL students will receive special one-on-one instruction from the teacher while the rest of the class is drawing in the previously mentioned activity to compensate for a lack of comprehension during the reading of the book.

GP: The teacher will walk through a few examples from the text and have the students copy from the board. IP: The students will complete a lesson on converting fractions to decimals and decimals to fractions from the textbook

LI: The teacher will review material for the upcoming test next Thursday.

GP: The teacher will walk the students through a few examples that include fractions with like and unlike denominators limited to 12 or less, and mixed numbers. IP: The students will complete a lesson on the previous material in the textbook.

*http://www.bbc.co.uk/skillswise/numbers/fractiondecimalpercentage/comparing/ comparingall3/flash0.shtml

http://www.teachervision.fen.com/decimals/lesson-plan/3032.html http://pbskids.org/cyberchase/games/decimals/decimals.html

Math Charts Day 11

Day 12

Day 13

Day 14

Day 15

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

JWG SOL M 5.2 Adding and Subtracting Decimals and Fractions

GP: The teacher will write a menu on the board and have a volunteer order from it. The student has a limit of five dollars and the class must figure out what kind of side, drink, and main course can be bought by adding. The teacher will then tell the student to order items previously selected by the teacher. When the amount exceeds $5, the teacher will tell the class to figure out what must be taken away in order for the student to still be able to afford a cookie, which costs 25 cents.

LI/CD/RV: The teacher will review material for the upcoming test and answer any questions the students may have.

T: The students will use computers to access the internet and play “Railroad Repair”, in which the student must fix breaks in the track by adding new track that is in decimal form. The students will compete against each other in seeing how fast they can complete the game.

AS: The students will be formally assessed through a written exam featuring 10 multiple choice problems and 10 other math problems where the student provides the only possible answer.

R/LI: The class will read Pigs will be Pigs, which is about a group of pigs that have search their house for money before they can go eat.

IP: The students will complete a review worksheet containing problems from the past two and a half weeks, including decimal numbers and place value, converting decimals to fractions and vice GA/T: Each student versa and adding will have a partner and and subtracting will take turns ordering decimals and food from an online fractions. menu. Using pencil and paper, the students will add and subtract decimals. The students will repeat using different scenarios such as having to buy for their family, friends, etc. with different amount of money.

DA: ESL students unable to comprehend the test in the given amount of time may complete the test in intervals or, if necessary, work with an interpreter in a separate area.

GA: In groups, the students will look at menus, brought in by the teacher, from local restaurants and will try to take one of their families out to eat on the amount of money the pigs had to spend.

Math Charts Day 16

Day 17

Day 18

Day 19

Day 20

JWG SOL M 5.3 Strategic Problem Solving with Whole Numbers

JWG SOL M 5.3 Strategic Problem Solving with Whole Numbers

JWG SOL M 5.3 Strategic Problem Solving with Whole Numbers

JWG SOL M 5.3 Strategic Problem Solving with Whole Numbers

JWG SOL M 5.3 Strategic Problem Solving with Whole Numbers

R/LT: The class will read Math Curse, which is about a girl who sees everything as a math problem to be solved.

LI: The teacher will verbally instruct the students about the different method of adding, subtracting, multiplying, and dividing whole numbers, including the use of estimation and calculators along with the standard way of pencil and paper.

T: The student will use computers to access the internet and use virtual base 10 blocks to create and solve problems involving whole numbers and decimals. The students will must each create and solve 10 problems.

FA/LS/CA: The students will prepare information about works of art, brought in by the teacher, to “sell” them. Each student will take a turn at selling and auctioning, and each student will be given a sum of money to spend. The students must use strategic problem solving in order to buy what they want while operating on a set budget.

LT/W/HW: The students will create a math character and write a story with several chapters, with the character solving a problem in each one. For the past week and next two, the student will write a chapter with at least one math problem concerning the topic or concept of the week.

CA/A: The students will solve the problems in the book and then make their own book of similar problems.

IP: The students will complete a lesson on adding, subtracting, multiplying and dividing whole numbers from the textbook.

DA: Accelerated learners may walk around the class as teacher’s assistants and help their classmates.

http://nlvm.usu.edu/en/nav/frames_asid_264_g_2_t_1.html

Math Charts Day 21

Day 22

Day 23

Day 24

Day 25

JWG SOL M 5.3 Strategic Problem Solving with Estimating, Calculators and Computers

JWG SOL M 5.3 Strategic Problem Solving with Estimating, Calculators and Computers

JWG SOL M 5.3 Strategic Problem Solving with Estimating, Calculators and Computers

JWG SOL M 5.3 Strategic Problem Solving with Estimating, Calculators and Computers

JWG SOL M 5.3 Strategic Problem Solving with Estimating, Calculators and Computers

T: The students will use computers to access the internet and use an interactive estimator to practice estimation.

FA/GA: The students will put key concepts learned in the past week to a song. Working in groups of four, each group will write a few lines and then everyone will collaborate and put them together. The song will be sung to a recognizable tune. The lyrics will include key vocabulary words such as “quotient”, “divisor”, and “dividend”.

R/LT: The class will read If You Made a Million, which explores how one might spend a million dollars. CA: The students will try to spend a million dollars by rounding and estimating costs of things they want to buy. The students will use calculators to add.

LI: The teacher will instruct the students in functions on the calculator. IP: The students will complete a lesson on estimation and calculation from the math textbook.

DA: ESL students may practice their English by estimating how much harder English is than their native language. This assignment will consist of the student writing a paragraph and giving examples.

IP: The students will complete a lesson on multiplying and dividing whole numbers using estimation. CD: The teacher will ask various students to explain specific problems.

Math Math Charts Charts Day Day 31 26 JWG JWG SOL SOL M M 5.5 5.4 Complex Division Strategic Problem Solving with CD: The teacher will Decimal Numbers

Day Day 32 27

JWG JWG SOL SOL M M 5.5 5.4 Complex Division Strategic Problem Solving with LI: The teacher Decimal Numbers lead a discussion will go over the where the students process long LI: The teacherin will RV/CD:ofThe name instances real review the basic division using life where they have teacher will take concepts of what paper and from pencilthe used division. Thea questions decimal number is and teacher will prompt the by performing class concerning how place students to value think about several examples works. they estimated the next day’s test. whether on the board. or got an exact answer The teacher will GA/MA: In pairs, the with pencil and paper. call on individual students willwill playguide GP: The teacher The teacher students to perform “Race for thetoFlat”, a the students a will walk around certain problems game base ten logicalusing conclusion the room as the on the board for blocks and number concerning when and students solve cubes to develop an review. when not to estimate. problems from the algorithm for adding decimals. In the GA: In pairs, thegame, board. IP: The students the ‘flat’ equals 1, the students, the students rod .1, and theto will complete a will equals use a calculator IP: Thefrom students lesson the cube equals .01. use repeated will complete a Players take turns textbook on subtraction instead of lesson onproblem complex rolling strategic divisionthe to tenths figure and out hundredths dice. After division from 86 divided by 7. While solving with the each roll, a player one student subtracts, textbook. decimal numbers. collects a number of the other keeps track base tenmany blocks of how 7s are equivalent to the used and the corresponding remainder. The numbers on the dice students will repeat and places them this procedure foron his or her flat. Onproblems several other following rolls, a by written on the board players adds the the teacher. The new blocks those the teachertowill thenontell flat students and is also allowed the to try to trade. Each addition subtracting more than will be recorded and at one set of the divisor validated by the blocks a time. Students will on the flat. The firstthe next try to estimate player cover the greatesttonumber of flat sets exactly is the winner. of divisors they can subtract for each place in the dividend.

Day Day 33 28

Day Day 34 29

Day Day 35 30

JWG JWG SOL SOL M M 5.5 5.4 Complex Division Strategic Problem Solving with W/T: TheNumbers students Decimal will use computers to access Microsoft AS: The students Word and will will be formally write a one assessed on page the paper on how the material from division is used in last two weeks, real life. including strategic problem solving DA: with ESL wholestudents who are numbersnot andable to complete a one strategic problem page paper solving within the allotted time will estimating, be allowed calculators, to and verbally record a computers. five minute explanation ofwith how DA: Students division is used disabilities may in real life. Students take the test in a will be required to separate place with use dictionaries an assistant. and find quality vocabulary words with which to express their thoughts.

JWG JWG SOL SOL M M 5.5 5.4 Complex Division Strategic Problem Solving with IP: The students Decimal Numbers will complete a lesson from GA/MA: In the pairs, textbook on students will play complex division. “Empty the Board”, a game CA: The students that develops an will switch papers algorithm for and grade each subtractions like other’s work. the game on Monday did for CD: The Instead teacher of addition. will lead the trying to fill the students in helping board, players will them correct the instead play to ones emptythey the missed. board. Otherwise, the game is played in the same way as “Race for the Flat”.

JWG JWG SOL SOL M M 5.5 5.4 Complex Division Strategic Problem Solving with GA/RV: The Decimal Numbers teacher will divide the class into CD/RV: The two teams and teacher willwill talklead awith game theofstudents jeopardy. about whatThe they questions willthe have learned consist math past fourofdays. problems throughout the GP: The teacher year, with an will walk through emphasis being difficult problems placed on complex by performing division. Teams them on the board will be given step by step. one minute to solve each problem. IP: The student will complete a lesson in their textbooks on strategic problem solving with decimal numbers.

Math Math Charts Charts Day Day 36 41

Day Day 37 42

Day Day 38 43

Day Day 39 44

Day Day 40 45

JWG JWG SOL SOL M M 5.6 5.7 Complex Division Adding and with Decimals Subtracting

JWG JWG SOL SOL M M 5.6 5.7 Complex Division Adding and with Decimals Subtracting

JWG JWG SOL SOL M M 5.6 5.7 Complex Division Adding and with Decimals Subtracting

JWG JWG SOL SOL M M 5.6 5.7 Complex Division Adding and with Decimals Subtracting

JWG JWG SOL SOL M M 5.6 5.7 Complex Division Adding and with Decimals Subtracting

Fractions and

Fractions and GP: TheNumbers teacher Mixed willwith guideUnlike the students through Denominators several LI: Theexamples teacher in the textbook will instruct theto precede students aonlesson how to on complex write a cohesive division. paragraph and

Fractions and

Fractions and GP: TheNumbers teacher Mixed willwith guideUnlike students through several Denominators examples on a LI: The teacher lesson from will go over their the textbook test from on the complex previous division day and with hand decimals. them back to

Fractions and

LI/CD: The teacher Mixed will write aNumbers division withwithout Unlike problem decimal numbers on Denominators the board and have LI: The teacher willthe students introducefind the the topic by quotient. explainingThe thatteacher people will and thensubtract write themixed add same problem on the numbers in everyday boardsuch except add a the life, as finding decimal inofthea room perimeter dividend. The teacher and measuring food will ask the students if ingredients. The they think number teacher willthe show the will be a adecimal students graph of number or aofwhole how much the number and have Appalachian trial them lies explain why. Thestates. in four different teacher will repeat this procedure two or will three GP: The teacher morethe times. lead students in figuring out the total GA/MA: in amount ofWorking trail in two pairs, students will of the the states and then create at least five find a different word problems combination. involving the division of a monetary amount GA/RS/T/SS: In by a 1-digit divisor. groups, the students The research students will then will the length exchange of the trailproblems in the states with other groups not included in theand use play money to graph and then use model and solve mixed numbers toeach problem. write the length of the trail in each of the 14 states from least to greatest. The students will write problems based on their data that involve addition and subtraction of mixed numbers.

GA/MA: Working in Mixed pairs, eachNumbers student will with Unlike prepare a chart with the Denominators headings ‘Number’, ‘Number of FA/MU: After the Groups’, and ‘Number students have in Each Group’. The learned theask them teacher will symbols whole, to show thefor number 3.42 using place value half, quarter, blocks separating eighth,byand the blocks threethe sixteenthinto notes, equal groups. The teacher willrecord havethe students will the students solvein appropriate numbers the chart. Thenote teacher and create will out a list of mathcallproblems. other numbers. Afterwards, the teacher DA: Students will instruct the who finish early will students to formulate work in small three additional problemsand where the groups solve modeled as manynumber mixedcan be evenly separated number into equalsubtraction groups with sentences as they no remainder.

can by using up to three whole bars and four ¼ bars.

effectively express IP: The students one’s thoughts. will complete a lesson the W: Thefrom students textbook will writeon an complex division explanation of how with decimals. to subtract mixed numbers using DA: To in their models accommodate explanations. ELL, the teacher will write key vocabulary terms on the board such as ‘dividend’, ‘quotient’, and ‘divisor’ and will have students copy those words five times to ensure comprehension.

W: The teacher will Mixed write a twoNumbers lists of with Unlike mathematical operations and terms Denominators on theThe board. The first AS: students list will include will be formally adding, subtracting, tested on material multiplying, and from theThe past two dividing. second list will consist of and a half weeks, whole numbers, including strategic fractions, problemand solving decimals. The teacher with decimal will instruct the numbers, complex students to pick one word from and each list division, and write adivision one page complex paper explaining with decimal why he or she either enjoys numbers. The or dislikes performing format of theontest that operation those will consist of a numbers.

list of problems CD: Thethe teacher will which students call on volunteers to must solve. share their paper with Students the class. will also be required to show their work.

the students. IP: The students will HW:complete Studentsawill lesson take thefrom teststheir home textbooks and correctontheir complex errors anddivision turn with their decimals. test back in on Monday. IP: The students will complete a lesson from the textbook on adding and subtracting fractions with mixed numbers and unlike denominators.

Math Charts Day 46

Day 47

Day 48

Day 49

Day 50

JWG SOL M 5.8 Labeling and Recognizing Geometric Shapes

JWG SOL M 5.8 Labeling and Recognizing Geometric Shapes

JWG SOL M 5.8 Labeling and Recognizing Geometric Shapes

JWG SOL M 5.8 Labeling and Recognizing Geometric Shapes

JWG SOL M 5.8 Labeling and Recognizing Geometric Shapes

LI/V: The teacher will explain key vocabulary terms such as ‘geometry’, ‘corresponding sides and angles’ etc.

LI: The teacher will explain the properties of different shapes and how to recognize them.

T/A: The students will use computers to access the paint program and will draw a variety of geometric figures according to a list written on the board by the teacher.

MO/CA: The teacher will call out various geometric shapes and the students will form the shapes as a class by moving around and positioning themselves in such a way as to resemble the shapes called out by the teacher.

GA/A: The students will work in groups of three or four and make their own puzzle out of geometric shapes. The teacher will have a list of shapes that the students must include in their puzzle.

FA: The teacher will show the students pieces of art that are very geometric and ask them how the artist might have made it and why. The students will then try their own geometric math art by repeating shape patterns. LI: The teacher will show the students pictures of road signs and label them according to what kind of geometric figure they are.

IP: The students will complete a lesson in the textbook on labeling and recognizing shapes. GP: The teacher will go over problems missed on the test that was taken last week on Thursday.

LI: The teacher will explain to the students about the basics of graphic design.

A: The teacher will give students a sets of directions from which they can use origami to build a variety of objects out of paper. The teacher will emphasize the use of geometric shapes in making folds. DA: Gifted learners may research origami and write a onepage paper about its origins.

Math Charts Day 51

Day 52

Day 53

Day 54

Day 55

JWG SOL M 5.8 Parts of Circle: Radius, Diameter, Chord, and Circumference

JWG SOL M 5.8 Parts of a Circle: Radius, Diameter, Chord, and Circumference

JWG SOL M 5.8 Parts of a Circle: Radius, Diameter, Chord, and Circumference

JWG SOL M 5.8 Parts of a Circle: Radius, Diameter, Chord, and Circumference

JWG SOL M 5.8 Parts of a Circle: Radius, Diameter, Chord, and Circumference

LI: The teacher will explain to the students what the parts of a circle are and how to find them.

R/LI: The class will read Sir Cumference and the Dragon of Pi, which is about a riddle regarding the ratio of circumference to diameter that must be solved in order to save the life of Sir Cumference.

FA/GA: The teacher will bring in a mixing board and will provide the students with beats for the students to put rhymes to consisting of the parts of a circle. The students will work in groups of their choosing and will present their lyrics to the class for collaboration and class performance.

LI/RV: The teacher will review the material for the test on next Thursday, including adding and subtracting fractions and mixed numbers with unlike denominators, labeling and recognizing geometric shapes, and the parts of a circle.

T: The students will use computers to access the internet and play a game called ’20 questions’, in which the object is to get 20 more right answers than wrong answers. The game has a built-in timer and the students will compete to see who can win the fastest.

CD: The teacher will call on students to explain key concepts for the upcoming test. The teacher will also answer any questions concerning the review material.

DA: Students who disabilities who do not handle competition well may complete the assignment without the timer.

GP: The teacher will perform example problems on the board from the textbook as the students follow along by copying the teacher’s work into their notebooks. IP: The students will complete a lesson in the math textbook giving them practice in recognizing the parts of a circle and how to find them.

CA: The students will find the circumference and diameter of multiple circles and compute the ratio.

Math Charts Day 56

Day 57

Day 58

Day 59

Day 60

JWG SOL M 5.9 JWG SOL M 5.9 JWG SOL M 5.9 JWG SOL M 5.9 Finding the Finding the Finding the Finding the Perimeter and Area Perimeter and Area Perimeter and Area Perimeter and Area of Geometric of Geometric of Geometric of Geometric Shapes Shapes Shapes Shapes

JWG SOL M 5.9 Finding the Perimeter and Area of Geometric Shapes

R/LT: The class will read Counting on Frank, which is about a boy who studies sizes and types of facts, including how many of his dog, Frank, would fit into a room and how tall he would be if he grew at a certain rate.

IP: The students will complete a lesson on finding the perimeter and area of geometric shapes from the textbook.

GA: In small groups, the students will determine the size of the classroom and then figure out how many students would fit in the room. The students may also find how many of other objects will fit in the room, such as books, dogs, etc.

LI: The teacher will ensure the students understand the proper formulas for finding the perimeter and the area by verbally explaining the concepts. GP: The teacher will write out example problems on the board and complete them for the students to copy. IP: The students will complete a lesson on perimeter and area from the textbook.

T: The students will use the computer to access the internet and will play “Perimeter Explorer”, which presents the students with different geometric shapes and asks the students to give both the perimeter and the area. The game automatically keeps score. The teacher will award the students who have the top five scores. DA: Students who do not function well in competitive environments may perform a worksheet.

AS: The students will be formally tested on the material from the past two and a half weeks, including adding and subtracting fractions and mixed numbers with unlike denominators, labeling and recognizing geometric shapes, and the parts of a circle.

LI/HW: The teacher will go over the test from the previous day and hand them back to the students to be corrected over the weekend.

Math Charts Day 61

Day 62

Day 63

Day 64

Day 65

JWG SOL M 5.10 Difference Between Standards of Measurement

JWG SOL M 5.10 Difference Between Standards of Measurement

JWG SOL M 5.10 Difference Between Standards of Measurement

JWG SOL M 5.10 Difference Between Standards of Measurement

JWG SOL M 5.10 Difference Between Standards of Measurement

R/LT: The students will be given a copy of How Much and How Many: A Story of Weights and Measures. As a class, the students will read the first chapter.

LI: The teacher will instruct the students about the difference between standards of measurement.

T/RS: The students will use computers to access the internet to research five different things which are measured using five different standards of measurement.

MO: The students will go outside and move according to the teacher’s commands. For example, if the teacher says to walk four steps, the students will walk and will run if the teacher says to run etc. Between each command, the teacher will ask the student what the best standard of measurement is to measure how far they have moved.

LI/CD: The teacher will review what the students have learned during the week by asking the class key questions.

LI: The teacher will explain the importance of understanding measurement and point out the quote in from the book that says nothing can be completely understood until it can be measured. HW: The students will read this book during any free time during math class in the unit on measurement. The students will also be allowed to take the book home.

GP: The teacher will guide the students through two or three examples of problems concerning choosing the proper standard of measurement. IP: The students will complete a lesson on differentiating between standards of measurement from textbook.

W: The students will write a sentence about each one saying why that particular standard of measurement is used for each thing.

DA: Accelerated learners may write a one page paper about the different between the metric system and the English system.

IP: The students will complete a lesson from the textbook on picking standards of measurement and then solving problems requiring them to use specific standards of measurement.

Math Charts Day 66

Day 67

Day 68

Day 69

Day 70

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

JWG SOL M 5.10 Applying Appropriate Standards of Measurement to Specific Problems

GP: The teacher will guide the students through several examples from the textbook on problems dealing with applying appropriate standards of measurement.

CA/S/LS: The class will figure out how many liters water is needed daily for a garden to be healthy, how many pounds of fertilizer, and how much square footage is needed in order to plant a specific number of crops.

IP: The students will complete a lesson from the textbook on applying appropriate standards of measurement to specific problems.

CA: The students will write detailed instructions for how to build an object of their choice. The students must each include specific measurements and include at least four different standards of measurement.

GA/MA: The teacher will give the class a party in celebration of Friday and the upcoming weekend. The party will include Gatorade, which the students, in groups will have to make themselves by measuring Gatorade mix to go with a certain amount of water. The party will also include fruit salad, which the students, in groups, will also make using specific instructions requiring them to measure certain amounts of fruit to mix together with yogurt.

IP: The students will complete a lesson from the textbook.

CD/LS: The teacher will lead the class in discussing how much work is cultivating a successful garden and how it is important to understand how to use different standards of measurement.

DA: Accelerated learners may walk around the classroom as teacher’s assistants and help students who are have difficulty completing the lesson.

Math Charts Day 71

Day 72

Day 73

Day 74

Day 75

JWG SOL M 5.11 Recognizing Different Units of Measurement

JWG SOL M 5.11 Recognizing Different Units of Measurement

JWG SOL M 5.11 Recognizing Different Units of Measurement

JWG SOL M 5.11 Recognizing Different Units of Measurement

JWG SOL M 5.11 Recognizing Different Units of Measurement

GP: The teacher will guide the students through several examples from the textbook preceding the lesson.

CA: The students will walk around displays set up on tables by the teacher of various objects with certain measurements attached to them. Most of the measurements will be wrong, and the students will have to adjust and rewrite the measurement using a more appropriate standard.

IP: The students will complete a lesson from their textbooks.

GA: The teacher will divide the class into two teams and will play jeopardy as a review for the upcoming test the next day.

AS: The students will be formally assessed on material from the past four weeks, including finding the perimeter and area of geometric shapes, differentiating between standards of measurement, and applying appropriate standards of measurement to specific problems.

IP: The students will complete a lesson on recognizing different units of measurement.

CD: The teacher will ask the class what their findings were and how they fixed the problems.

GA: In small groups, the students will brainstorm and formulate questions for the jeopardy game on Thursday.

DA: ESL students who are unable to comprehend the material in time due to reading level may have the test read to them in a separate location.

Math Charts Day 76

Day 77

Day 78

Day 79

Day 80

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature R/LT: The class will read The Biggest Snowball of All, which explores size by using snowballs.

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature GP: The teacher will guide the students through several examples from the textbook.

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature MA/CA: The students will each be given a worksheet with instruction telling them how to build a miniature house out of cardboard. The instructions will contain specific measurements, and the students must follow them in order to properly build the house.

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature IP: The class will complete a lesson from their textbook on measurements involving length, weight, volume, area, time, and temperature.

JWG SOL M 5.11 Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature T: The students will use computers to access the internet to research how temperature changes across the country. Students will use ratios to show data and will solve problems from the board concerning the temperature in different countries.

CA: The students will explore the volume and surface area of different balls. The students will find the regulation size of balls for various sports.

IP: The students will complete a lesson from the textbook on finding length, weight, volume, area, time, and temperature.

CD: The teacher will lead the class in discussing how knowledge of measurement is important in real life situations.

DA: Accelerated learners may research how temperature changes across the globe and write a one-page paper about it.

Math Charts Day 81

Day 82

Day 83

Day 84

Day 85

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit T: The students will access the internet and research the history of the Celsius thermometer.

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit CD: The teacher will draw a Celsius thermometer on the board ranging from 100 degrees to –10 degrees and have volunteers mark the average winter temperature and the average summer temperature for their area and then discuss their reasons for choosing what they chose.

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit IP: The students will complete a lesson from the textbook requiring them to solve problems involving the conversion of Celsius to Fahrenheit.

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit CI: The class will host a local meteorologist who will talk about what is involved in predicting the weather and about how knowing how to convert Celsius to Fahrenheit is important.

JWG SOL M 5.11 Solving Problems Involving the Conversion of Celsius to Fahrenheit W: The students will a paragraph about what they learned from the meteorologist from the day before.

W: The students will write a paragraph explaining the history of the Celsius thermometer and including some of the important points.

LI: The teacher will explain how to convert Celsius to Fahrenheit. GP: The students will follow along as the teacher does calculations on the board.

CD: The teacher will facilitate a class discussion in which the students will share what they previously wrote about their recently gained knowledge about meteorology and temperature. DA: Students with an interest in meteorology can write a one page paper about its history and progress.

Math Charts Day 86

Day 87

Day 88

Day 89

Day 90

JWG SOL M 5.12 Converting Hours to Minutes and Seconds/Elapsed Time

JWG SOL M 5.12 Converting Hours to Minutes and Seconds/Elapsed Time

JWG SOL M 5.12 Converting Hours to Minutes and Seconds/Elapsed Time

JWG SOL M 5.12 Converting Hours to Minutes and Seconds/Elapsed Time

JWG SOL M 5.12 Converting Hours to Minutes and Seconds/Elapsed Time

AS: The students will be formally assessed on the material from the past two weeks, including using correct devices to solve problems involving length, weight, volume, area, time, and temperature and solving problems involving the conversion of Celsius to Fahrenheit.

LI: The teacher will give several examples of how converting hours to minutes and second is used in real life.

T: The students will use computers to access the internet and play an interactive online game consisting of three clocks. One displays the starting time, one displays the ending time, and the third represents the elapsed time. Upon pressing a button, the clocks move and the student must guess how much time went by.

CA: The students will each make a chart in which they list every event during an average day in their lives and record the time alongside each event. The students will calculate how much time they spend per week doing each activity.

IP: The students will complete a lesson from the textbook.

GP: The teacher will go over several examples from the textbook and perform them on the board for students to follow along and copy. IP: The students will complete a lesson from the textbook.

CD: The class will share their findings with each other as the teacher facilitates the discussion. DA: Accelerated learners may calculate their elapsed time for specific activities for a year.

HW: The students will receive their tests back and will be given the assignment to correct all of their errors over the weekend and turn the test back in on Monday.

Math Charts Day 91

Day 92

Day 93

Day 94

Day 95

JWG SOL M 5.14 Using Protractors to Accurately Measure, Draw, and Compare Triangles and their Angles

JWG SOL M 5.14 Using Protractors to Accurately Measure, Draw, and Compare Triangles and their Angles

JWG SOL M 5.14 Using Protractors to Accurately Measure, Draw, and Compare Triangles and their Angles

JWG SOL M 5.14 Using Protractors to Accurately Measure, Draw, and Compare Triangles and their Angles

JWG SOL M 5.14 Using Protractors to Accurately Measure, Draw, and Compare Triangles and their Angles

LI: The teacher will explain that the students will construct triangle congruence axioms using a compass, a protractor, and a ruler.

IP: The students will complete a lesson from the textbook consisting of measuring and drawing triangles and their angles.

GA: Working in pairs, students will use a ruler and a protractor to construct an array of triangles using specific measurements written on a worksheet and then compare each of their triangles with their partner.

T: The students will use computers to access the internet and play an interactive game that presents several angles at a time for the student to label. The student must CD: The teacher will lead the class in choose between discussing where the the different types longest side of the of angles and triangle is in relation to select the right the largest angle. one. The game GA: The students will automatically measure the lengths of keeps score, and the sides of each their the teacher will triangles and find the award the students ratio of the length of who earn the top each side of their triangle to the length five scores.

CI: The class will host a local architect who will come and share with the students about how architecture plans are constructed and the importance of understanding how to draw triangle and angles.

GA: In pairs, the students will use a compass and a ruler to construct triangles with specific parts given displayed on a work sheet. The students will label and compare the triangles and angles with their partner. The students will then use a ruler and a protractor to construct a triangle with previously given dimensions from the teacher and will observe how the angles and the given side of the triangle are related. W: The students will describe step by step how they constructed the triangle. IP: The students will independently practice constructing triangles using a protractor and ruler by completing a worksheet.

DA: Accelerated learners may draw their own angles and label them accordingly.

of the corresponding side of their partner’s triangle. The students will record the ratios using a table.

W: The class will write two paragraphs about what they learned.

Math Charts Day 96

Day 97

Day 98

Day 99

Day 100

JWG SOL M 5.13 Using Geometric Terms to Describe and Classify Different Kinds of Angles and Triangles

JWG SOL M 5.13 Using Geometric Terms to Describe and Classify Different Kinds of Angles and Triangles

JWG SOL M 5.13 Using Geometric Terms to Describe and Classify Different Kinds of Angles and Triangles

JWG SOL M 5.13 Using Geometric Terms to Describe and Classify Different Kinds of Angles and Triangles

JWG SOL M 5.13 Using Geometric Terms to Describe and Classify Different Kinds of Angles and Triangles

GA: In pairs, the students will construct triangles on a separate sheet of paper and compare them to their partners. Next, the students will use a ruler to construct two different triangles in which one side is 6 cm long and the other is 9 cm long. They will then compare triangles.

GP: The teacher will guide the students through several examples from the textbook preceding the lesson.

LI: The teacher will draw an isosceles triangle on the board and have students identify the two congruent sides. The teacher will then put single hash marks on each of those sides and explain that hash marks are the most common way to mark sides whose lengths have the same measure.

CA/MA: In pairs, the students will use a ruler and scissors to cut seven congruent rectangular strips from a piece of cardboard. The students will then use fasteners to join the strips to make one triangle and one square, being careful to keep the fasteners loose enough so that each strip can pivot freely. After making the shapes, the students will try to pivot the joints and flex each figure. The teacher will inquire whether each figure flexes or remains rigid.

CI: The class will host a carpenter who will talk about the importance of being able to classify different kinds of angles and triangles when building things.

CD: The teacher will lead the class in discussing how many different triangles could be constructed given the lengths of two sides. GA: Using the same partners, the students will construct triangles from specific measurements previously written on the board by the teacher. CD: The teacher will lead a discussion in why some measurements cannot result in a triangle and the names of the different triangles and angles that were drawn.

IP: The students will complete a lesson from their textbook involving using geometric terms to describe and classify different kinds of angles and triangles.

CA: The teacher will draw a series of plane figures with some congruent sides and angles and have volunteers use hash marks and arcs to identify them. The teacher will ask students how they could mark figures that have two sets of congruent sides. The teacher will explain that two sets of congruent sides are shown by using double hash marks . IP: The students will complete a worksheet on identifying congruent sides and using hash marks.

CD: The teacher will then ask how this information could be applied to an engineer. The teacher will point out that the Eiffel Tower in Paris is made out of triangles of steel. The teacher will ask students to think of other structures that were made using triangles.

W: The students will each write a paragraph about what they learned from the carpenter. CD: The teacher will ask for volunteers to share what they wrote. DA: Accelerated learners may research other building besides the Eiffel Tower that were made out of triangles and write a one page paper about them.

Math Charts Day 101

Day 102

Day 103

Day 104

JWG SOL M 5.15 JWG SOL M 5.15 JWG SOL M 5.15 JWG SOL M 5.15 Identifying and Identifying and Identifying and Identifying and Describing TwoDescribing TwoDescribing TwoDescribing TwoDimensional Dimensional Dimensional Dimensional Figures and Shapes Figures and Shapes Figures and Shapes Figures and with Correct with Correct with Correct Shapes with Terminology Terminology Terminology Correct Terminology MA/LI: The A/CA: The AS: The students MA/RV: The teacher will bring teacher will bring will be formally teacher will bring in models of twoin paper and glue assessed on the in models of twodimensional for the students to material from the dimensional figures and shapes construct their past three weeks, objects and set for the students to models of twoincluding them up on tables. view. The teacher dimensional converting hours to The students will will explain to the shapes. minutes and individually walk students how to seconds, around the tables pronounce the CD: The teacher estimating and and write down names of each of will lead a calculating elapsed the names of each them. discussion about time, using object next to a the use of twoprotractors to corresponding IP: The students dimensional accurately number. will complete a objects in real life. measure, draw, and lesson in textbook compare triangles on describing twoand their angles, dimensional and using figures and shapes. geometric terms to describe and classify different kinds of angles and triangles. DA: Students with disabilities may have the test read to them.

Day 105 JWG SOL M 5.15 Identifying and Describing TwoDimensional Figures and Shapes with Correct Terminology CD/RV: The teacher will return the tests to the students and will discuss the grades and any problems that students had trouble with. HW: The students will correct any errors on their test and turn it back in on Monday.

Math Charts Day 106

Day 107

Day 108

Day 109

Day 110

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures T: The students will use computers to access the internet and look up meanings for the word congruent.

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures GP: The teacher will walk the students through several examples from their textbook preceding the lesson.

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures GP: The teacher will guide the students through several examples preceding the lesson in their textbooks.

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures

W: The students will each write a paragraph explaining what congruent means,

IP: The students will complete a lesson in their textbooks on identifying similarities and differences between congruent and non-congruent figures.

JWG SOL M 5.15 Similarities and Differences Between Congruent and Non-congruent Figures A: The students will use clay to make a variety of figures that are congruent. They will then make figures that are not congruent for fun if time allows.

CD: The teacher will call on volunteers to share their findings. LI: The teacher will talk about congruency and how it relates to figures and real life.

DA: Accelerated learners may write a one page paper about how congruency affects the way carpenters approach a building project.

IP: The students will complete a lesson in their textbooks. Hey Mrs. Goodwin, I just wanted to say that you are an amazing teacher.

R/LT: The class will read Reflections, which is a book that can be read one way and then turned over and read again. The images are reflections and can be interpreted in different ways. CA: The students will create a picture and its reflection image. MA: Pattern blocks may be used. LI/LS: The teacher will talk about how attitudes and how we act are reflections of what is inside one’s heart. The teacher will also talk about how people can be interpreted different ways and how we should get to know someone before we make judgments about them.

Math Charts Day 111

Day 112

Day 113

Day 114

Day 115

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes LI: The teacher will explain to the students about the basic concepts of subdividing, transforming, and combining shapes.

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes GP: The teacher will walk the students through several examples in preparation for the day’s lesson from the textbook. IP: The student will complete a lesson from the textbook.

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes T: The students will access the internet and research how shapes have played a part in our history and how different shapes have been discovered and formed over the years.

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes RV/CA: The teacher will divide the class into two teams and play jeopardy as a way to review the material from the past four days.

CD: The teacher will draw on students’ prior knowledge by asking them how the topic at hand relates to the past lessons from previous weeks.

JWG SOL M 5.15 Subdividing, Transforming, and Combining Shapes CI: The class will host a local artist who will talk about how subdividing, transforming, and combining shapes is important in understanding and developing art.

Wow, I am really struggling right now with these lessons. But I know they are giving me great experience, so I will press on toward the goal.

W: The students will write a couple of paragraphs about what they learned and about what they might want to do when they get older.

W: The students will put their findings into the form of two paragraphs. CD: The students will share their writings with the class on a volunteer basis.

DA: Accelerated learners may help make the questions.

Math Charts Day 116

Day 117

Day 118

Day 119

Day 120

JWG SOL M 5.15 JWG SOL M 5.15 JWG SOL M 5.15 JWG SOL M 5.15 JWG SOL M 5.15 Lines of Symmetry Lines of Symmetry Lines of Symmetry Lines of Symmetry Lines of Symmetry R/LI: The class will read Eight Hands Round: A Patchwork Alphabet, which consists of quilt patterns related to each letter of the alphabet. Each quilt pattern included a brief story, many of which to earlier times in the history of the country for a nice blend of social studies with math. GA: In groups, the students will create quilt squares with various properties while incorporating lines of symmetry.

LI: The teacher will instruct the students about lines of symmetry. IP: The students will complete a lesson from the textbook on lines of symmetry. DA: ESL students will write a paragraph about lines of symmetry using key vocabulary terms in order to show comprehension of vocabulary.

AS: The students will be formally assessed on the material from the last two weeks, including identifying and describing twodimensional figures and shapes with correct terminology, similarities and differences between congruent and non-congruent figures, and subdividing, transforming, and combining shapes.

FA: The teacher will give each student half of a picture from a magazine or print. The student will carefully study and try to duplicate it on the other side showing symmetry. MO: In pairs, the students will play the “Mirror Game”, in which one person copies their partner’s every movement. CD: The teacher will lead a discussion concerning how the game relates to lines of symmetry.

IP: The students will complete a lesson from the textbook concerning lines of symmetry. IP/HW: The teacher will go over various test questions that were missed day before yesterday and will return the test to the students to be corrected and resubmitted on Monday.

Math Charts Day 121

Day 122

Day 123

Day 124

Day 125

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

JWG SOL M 5.15 Transforming and Identifying Geometric Figures

LI: The teacher will instruct the students about the basic concepts of transforming geometric figures.

LI: The teacher will begin by explaining to the class the difference between regular polygons and ones that are not.

MA/CA: The teacher will use flash cards of geometric figures to quiz the students about the material covered from the past two days.

A: The students will construct paper airplanes using a variety of designs from a handout given by the teacher.

IP: The students will complete a lesson in the textbook.

GP: The teacher will go over several examples from the textbook. IP: The students will complete a lesson from the textbook on transforming geometric figures.

GA/MO: In groups, the students will search for signs in the school, in books, and in magazines and then copy and classify them. The students will review last week’s lesson by drawing lines of symmetry for the shapes and denoting the rotational symmetry.

IP: The students will complete a lesson from the textbook.

CA: The students will have a contest to see which airplane flies the farthest. LI/CD: The teacher will point out that the differences in design made certain planes go farther than others. The teacher will lead the class in discussing reasons why that is. The teacher will talk to the students about aerodynamics.

DA: Students needing remedial help will be given extra work sheets to do in their particular subject of assistance.

Math Charts Day 126

Day 127

Day 128

Day 129

Day 130

JWG SOL M 5.16 JWG SOL M 5.16 JWG SOL M 5.16 JWG SOL M 5.16 JWG SOL M 5.16 Three-Dimensional Three-Dimensional Three-Dimensional Three-Dimensional Three-Dimensional Shapes Shapes Shapes Shapes Shapes MA/LI: The teacher will bring in models of a cube, prisms, pyramids, a cone, a sphere, and a cylinder and will go over the names of each.

IP: The students will complete a lesson from the textbook on threedimensional shapes.

CA: The teacher will give each of the students a worksheet that has four shapes on it. In the far left column, there is a face of a three-dimensional object and the students must match to one or more threedimensional objects in the next three columns.

CD: The teacher will go over the worksheet and ask individual students to give answers to certain problems.

DA: Students who have difficulty sitting still and those who are kinesthetic learners may walk to the table where the models are displayed and use them as assistance. LI/RV: The teacher will go over the answers to the worksheet.

CA: Each student will be given a worksheet with a list of pictures. On the left column, two sides of a three-dimensional geometric figure will be shown. In the other three columns, real-life objects will be shown in their full form. The students must identify objects that would have faces or sides like the figures in the left column. CD: The teacher will lead a discussion in which the students point out objects in real life that are three-dimensional.

LI/RV: The teacher will review the material that will be on the test next Thursday, including lines of symmetry, transforming and identifying geometric figures, and threedimensional shapes. CD: The teacher will encourage the students to answer each other’s questions and will lead the class in discussion of the concepts. IP: The students will complete a worksheet consisting of review problems from the past two and a half weeks.

R/LT: The class will read Flat Stanley, which is about a boy getting flattened and then using his new properties to investigate many problems, including the solution to a crime. CD/RV: The teacher will lead a discussion about the similarities and differences between the common twodimensional and three-dimensional objects that were in their lessons.

Math Charts Day 131

Day 132

Day 133

Day 134

Day 135

JWG SOL M 5.17 Elements of Probability and Using Data LI: The teacher will introduce the basics of probability and explain what a tree diagram is.

JWG SOL M 5.17 Elements of Probability and Using Data IP: The students will complete a lesson from the textbook on probability and using data.

GA: In pairs, the students will play Rock-PaperScissors 45 times. Each student will tally the outcomes in a table and then use the data to figure out the probability of them winning, their partner winning, a tie, and of them showing rock.

GP: The teacher will walk around the room and ensure that each student is comprehending the material.

JWG SOL M 5.17 Elements of Probability and Using Data R/LT: The class will read Do You Wanna Bet, which is about two children who use probability in everyday life in many different situations.

JWG SOL M 5.17 Elements of Probability and Using Data AS: The students will be formally assessed on the material from the past two and half weeks, including lines of symmetry, transforming and identifying geometric figures, and threedimensional shapes.

JWG SOL M 5.17 Elements of Probability and Using Data CA: The teacher will lead the students in figuring out the probability of where one will kick the ball in a game of kickball. Predictions will be recorded on the board.

CD: The students will present their findings and give reasons whether or not they think the game is fair. CA: The students will organize their data from the game into a tree diagram.

CA: The students will each come up with five different ways they use probability in their lives.

MO: The class will play a twenty minute game of kickball. Various students will assigned to keep track of where the ball goes each time it is kicked.

DA: Students with learning disabilities that CD: The class will prevent them share their findings finishing the test in and discuss how time may complete probability effects the test in their decisions increments CD: The teacher throughout their throughout the day. will lead the class everyday life. in comparing the results to the predictions.

Math Charts Day 136

Day 137

Day 138

Day 139

Day 140

JWG SOL M 5.17 Elements of Probability and Using Data GP: The teacher will guide the students through the first few examples to prepare them for the day’s lesson.

JWG SOL M 5.17 Elements of Probability and Using Data T/W: The students will go online and find data concerning how gardens grow differently depending on soil, environment, and fertilizer. The students will compare the data and write a brief paragraph about it.

JWG SOL M 5.17 Elements of Probability and Using Data IP: The students will complete a lesson in their textbook.

JWG SOL M 5.17 Elements of Probability and Using Data CA: The teacher will throw a class party in celebration of everyone’s birthday for the whole year. Before eating pizza, however, the students must calculate the probability that at least two students in the class will have the exact same birthday as someone else.

JWG SOL M 5.17 Elements of Probability and Using Data R/LT: The class will read People, a book that celebrates the diversity of the human population.

IP: The students will complete a lesson in their textbook about the elements of probability and using data.

DA: Accelerated learners may do two lessons. My wrists feel swollen from so much typing.

CA/MO: The students will walk around the classroom and survey each other about their favorite food, music group, sport, color, and drink. LI/CA: The teacher will lead the students in gathering all of the resulting data into a circle graph describing the interests of the class. The students will then discuss the probability of a new classmate meeting someone who’s favorite color is blue or someone who likes pizza, etc.

Math Charts Day 141

Day 142

Day 143

Day 144

Day 145

JWG SOL M 5.18 Deriving and Displaying Data CA: The students will each be given a small of bag of m&m’s. The students will predict how much of each color is in their bag and how many of each color will be in one sample. The students will take out a spoonful of m&m’s and record the resulting data and compare it with their predictions.

JWG SOL M 5.18 Deriving and Displaying Data FA/MU/RV: The students will listen to music and record names of instruments and tally the times each is heard and record the results using bar graphs.

JWG SOL M 5.18 Deriving and Displaying Data LI: The teacher will explain that sometimes there is so much data that it is difficult to display it individually for each item. The teacher will explain how it is sometimes more convenient to group the data.

JWG SOL M 5.18 Deriving and Displaying Data LI/RV: The teacher will review the material for the test next Tuesday, which includes elements of probability and using data and deriving and displaying data.

JWG SOL M 5.18 Deriving and Displaying Data R/LI: The class will read Play Ball: Sports Math.

LI: The teacher will explain the different kinds of graphs and their uses. A: The students will graph their data using a pictograph in which they color circles to organize the data. CA: The students will show the data in a line plot and in a bar graph.

CA: The students will record their data in a stem-andleaf plot. DA: Children who are deaf may read a book in Braille and record how many times a specific list of words appear and record the results in a bar graph.

CA/SS: The students will each be given a handout containing information about the presidents, including their political party and their age at inauguration. The students will complete a grouped frequency table for the presidents’ age at inauguration.

CA/HW/T: The students will research and collect sports data on their favorite sports activities and then display CD: The teacher similarities and will ask students differences questions about the between teams material and will using graphs. answer any questions the students may have concerning the material. IP: The students will complete a worksheet consisting of review problems from the last two and a half weeks.

Math Charts Day 146

Day 147

Day 148

JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range GA/MO: In pairs,

JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range AS: The students will be formally assessed on the material from the past two and a half weeks, including elements of probability and using data and deriving and displaying data.

JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range

the students will time each other to see how many times they can snap their fingers in 15 seconds. The students will ask 13 other people how many times they snapped their fingers in 15 seconds and record the data in a table. Using graph paper, the students will construct a boxand-whisker plot to show the values from least to greatest. LI/V: The teacher will explain the terms mean, median, mode, and range and will explain how to find them by showing the formulas. IP: The students will find the mean, median, mode, and range of the data and complete the boxand-whisker plot.

Day 149

JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range R/LT: The class will T/W: The students read Celebrated will use computers Jumping Frog of to access Microsoft Calaveras County. word and construct CA: Each student will their own make a frog out of worksheet cotton and place it on a consisting of paper clip that has problems which been slightly spread include finding the out. Students have mean, median, three chances to jump their frogs and will mode, and range. measure the distance in Each student will centimeters and will make at least five each record their problems. longest one. GA: In groups, the students will set up a ‘race track’ consisting of a meter stick taped to their table. The teacher will walk around the room and observe as the students measure their jumps as they race. The students will record both the total distance (line segments) and the official distance (straight line), and find the mean, median, and range of both. CD: The teacher will lead the class as they collect all of the data and compare it and plot it on a graph.

DA: Students who are not up to par with the material may complete a worksheet for additional practice.

Day 150 JWG SOL M 5.19 Using Data to Solve Problems with Mean, Median, Mode and Range IP: The students will hand out their worksheets to their classmates for completion. CD: The teacher will lead a discussion about specific problems which present difficulty. The students will talk about how it felt to make a worksheet.

Math Charts Day 151

Day 152

Day 153

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns GP: The teacher will guide the students through the first few examples of the preceding lesson for the day.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns CD: The teacher will lead a discussion on how numerical patterns are evident in every day life.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns IP: The students will complete a lesson from their textbooks.

IP: The students will complete the lesson.

W: The students will write about an experience they have personally had that dealt directly or indirectly with a numerical pattern and how it affected their life.

This week and next week are actually the last two weeks I have before I am done. I went out of order and did some of the end ones before these.

Day 154

Day 155

JWG SOL M 5.20 JWG SOL M 5.20 Structure and Structure and Function of Function of Geometric and Geometric and Numerical Patterns Numerical Patterns FA: The class will IP: The students all work together will complete a and write a song lesson from their about the structure textbooks. and functions of geometric and numerical patterns. The class will sing the song and relish in the joy of working together. DA: Kids who do not sing well will not be discouraged. This activity is specifically meant for everyone to be involved and feel loved.

Math Charts Day 156

Day 157

Day 158

Day 159

Day 160

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns GP: The teacher will guide the students through the first few examples of the preceding lesson for the day.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns W: The students will write a one page paper about how knowing about the structure and function of geometric and numerical patterns can be helpful to them for their future career. Creativity will be encouraged by the teacher.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns IP: The students will complete a lesson from their textbooks.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns A: The students will exercise their creativity and design geometric figures and will also make a number pattern. They will all show each other their creations and everyone will make at least one complement to at least one other person.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns IP: The students will complete a lesson from their textbooks.

IP: The students will complete the lesson.

DA: ELL learners will have the opportunity to draw a bunch of geometric figures and label them instead of doing the lesson.

This was the last day. I just finished my math charts. This has been an arduous journey, and I feel like I am on top of a mountain right now.

Math Charts Day 161 JWG SOL M 5.21 Variables

Day 162

JWG SOL M 5.21 Variables R/LT: The teacher will IP: The students read Two of will complete a Everything to the class, worksheet which is a Chinese consisting of word folk tale about an old problems from couple with a magic pot that doubles which students will everything that goes in make a table, it. While reading, the decide the pattern, teacher will make a Tchart on the board and write the equation, and answer the record what went into the pot and what went question. out.

CD: The teacher will ask the students what happens when various numbers are put in the pot and the teacher will prompt them to figure out the pattern for each. The teacher will turn the patterns into mathematical equations and incorporate variables. The teacher will then put new numbers into the T-chart and ask the students to find the pattern and make a new equation using a variable. V: Vocabulary will include ‘variable’, ‘function’ and ‘equation’.

Day 163

Day 164

Day 165

JWG SOL M 5.21 Variables AS: The students will be formally assessed from the material from the last three weeks, including using data to solve problems with mean, median, mode and range and the structure and function of geometric and numerical patterns.

JWG SOL M 5.21 Variables GP: The teacher will review sample problems about variables from the textbook on the board for the students as they follow along and copy.

JWG SOL M 5.21 Variables IP/RV: The teacher will review the material covered the last four days.

DA: ESL students who cannot complete the test in the allotted time due to a lack of reading comprehension may complete the test at later date when the teacher or fellow student is able to read the test aloud to them.

IP: The student will complete a lesson from their textbooks consisting of recognizing and using variables.

CD: The teacher will return the tests to the students and have volunteers work out specific problems on the board according to which problems students need help with. HW: The students will completely correct any errors made on their test from Wednesday and will turn it back in on Monday.

Math Charts Day 166

Day 167

Day 168

Day 169

Day 170

JWG SOL M 5.22 Mathematical Equations and Variables LI/MA: The teacher will bring in a manipulative consisting of a piece of wood with two buckets attached to the ends. Each bucket will contain a variety of small weights. The teacher will show the students that, in order to maintain balance, weight that is added to one side must also be added to the other. The teacher will relate the manipulative math by saying whatever is done to one side of the equation must be done to the other.

JWG SOL M 5.22 Mathematical Equations and Variables GP: The teacher will guide the students through several examples from the textbook in preparation for the lesson.

JWG SOL M 5.22 Mathematical Equations and Variables T: The students will use computers to access the internet to go to the www.msmath.net and complete online quizzes concerning mathematical equations and variables. The students will then e-mail their scores to the teacher for assessment.

JWG SOL M 5.22 Mathematical Equations and Variables IP: The students will complete a lesson in their textbook on mathematical equations and variables.

JWG SOL M 5.22 Mathematical Equations and Variables CD: The teacher will lead a discussion in which the students talk about which problems during the week gave them the most trouble.

IP: The students will complete a lesson from their textbook on mathematical equations and variables.

DA: Students who do not have e-mail may copy the online quiz problems to a piece of paper and turn them in to the teacher manually.

GP/RV: The teacher will go over specific problems according to the students needs. The teacher will call on volunteers to perform specific problems.

Math Charts Day 171

Day 172

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line LI: The teacher will FA: The teacher explain what a prime will allow the number is and talk students to divide about Eratosthenes, a themselves up into Greek mathematician, small groups. One who invented the “sieve” method for group will think of finding prime a song consisting numbers. of prime numbers, CA: Each student will another group will thing of a song get a copy of a blank sieve and will color the consisting of diamond with the two multiples, and the in it orange. Red will other group will be used to color the upper-left corner of the think of a song about the number key and the upper-left corner of all squares line. The students containing multiples of will come together 2. Any number with a and present their corner colored will fall through the sieve. The songs to the class. students will color the diamond surround the 3 orange and use blue for the upper-right corner of the key and all other upper-right corners containing multiples of 3 and same thing will be done for 5 and 7. The diamonds surrounding the numbers will be orange and green will be used to color the lower-right corners of the key and all multiples of 7. Yellow is for the lower-left hand corners. Orange is used for the diamond surrounding all the numbers with no corner colored. The teacher will point out that all orange numbers are prime.

DA: Students will feel uncomfortable with seeing may play ‘instruments’, consisting of objects from around the classroom, including, but not limited to, pencils, paper, desks, and rulers.

Day 173

Day 174

Day 175

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line IP: The students will complete a lesson from the textbook about prime numbers, factors, multiples and the number line.

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line A: The teacher will take the students outside to a sidewalk or blacktop and will give each student a piece of chalk. The students will construct a giant number line.

JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line LI/RV: The teacher will review the material from the past week in preparation for the upcoming test.

CD: The teacher will discuss problems of difficulty and call on volunteers to help explain them.

CA/MO/MU: The teacher will instruct the students how to play “musical prime numbers”, a game that requires the students to walk around the number line while music plays. When the music stops, the students must find a prime number to stand on, with only students allowed for each prime number.

CA: The students will play jeopardy as a review strategy for the text next Friday.

Math Charts Day 176

Day 177

Day 178

Day 179

Day 180

JWG SOL M 5.23 Concept of Infinity and Converting Decimals and Fractions to Percentages CD: The teacher will open the floor for discussion on the concept of infinity.

JWG SOL M 5.23 Concept of Infinity and Converting Decimals and Fractions to Percentages LI: The teacher will verbally instruct the students about how to convert decimals and fractions to percentages and the importance of being able to do so.

JWG SOL M 5.23 Concept of Infinity and Converting Decimals and Fractions to Percentages

JWG SOL M 5.23 Concept of Infinity and Converting Decimals and Fractions to Percentages LI: The teacher will talk about how decimals are converted into percentages when statisticians record the results of a player’s performance.

JWG SOL M 5.23 Concept of Infinity and Converting Decimals and Fractions to Percentages AS: The students will be formally assessed on the material from the last four weeks including variables, mathematical equations with variables, prime numbers, factors, multiples, and the number line, and the concept of infinity and converting decimals and fractions to percentages.

LI: The teacher will draw a number line and explain that lines never end. DA: Accelerated learners may do a research paper on the history of understanding infinity.

GP: The teacher will perform examples from the textbook on the board for the students to follow along and copy in their notebooks. IP: The students will complete a lesson from their textbook consisting of converting decimals and fractions to percentages.

GA: The students, in groups of four, will write down the names of everyone in the group in a table and then predict the order, from largest to smallest, for the percent increase for each muscle for each member of the group and enter the predictions in the table. The students will then measure, in centimeters, their biceps and calves and then flex and measure again. GP: The teacher will walk around the room as the students determine the percent increase for each muscle and record it in the table. CD: The teacher will facilitate discussion about the experiment and will ask key questions including how the final order of the percent increased compared with their predictions and who had the greatest percent increase.

Works Cited

T/IP: The students will use computers to access the internet and will research their favorite sports player and gather data from their statistics and convert them from decimals to fractions and to percentages. W: The student will record their information in the form of a paragraph.

Activities. (2006). Retrieved October 28, 2007, from 321know: http://www.321know.com/geo612x4.htm Axelrod, A. (1994). Pigs Will Be Pigs. New York: Simon & Schuster Books. Bendick, J. (1947). How Much and How Many: The Story of Weights and Measures. New York: Whittlesey House, McGraw-Hill Book Company. Brown, J. (1964). Flat Stanley. New York: HarperTrophy. Clement, R. (1991). Counting on Frank. Milwaukee: Gareth Stevens Publishing. Cushman, J. (2007). Do You Wanna Bet? Your Chance to Find About Probability. New York: Clarion Books. Decimals Lesson Plan. (2007). Retrieved October 28, 2007, from Teacher Vision: http://www.teachervision.fen.com/decimals/lesson-plan/3032.html. Dolan, D. (2004). Mathematics Activites for Elementary School Teachers. Boston, MA: Pearson Addison-Wesley. Eicholz, R. E. (1993). Addison-Wesley Mathematics. Menlo Park, CA: Addison-Wesley Publishing Company. Elementary Curriculum. (2004). Retrieved October 29, 2007, from bcps: http://www.bcps.org/offices/lis/curric/elem/elemgeo.html#grade5. Estimator. (2003). Retrieved October 28, 2007, from Shodor: http://www.shodor.org/interactivate/activities/Estimator/?version=1.6.0_02&browser= MSIE&vendor=Sun_Microsystems_Inc. Fennell, F. (1986). Ideas from the Arithmetic Teacher. Reston, VA: National Council of Teachers of Mathematics. Frames. (2001). Retrieved October 28, 2007, from nlvm.usa.edu: http://nlvm.usu.edu/en/nav/frames_asid_264_g_2_t_1.html. Greenes, C. (2002). Houghton Mifflin Mathematics Teacher's Edition. Boston, MA: Houghton Mifflin Company. Homeschool Math. (2007). Retrieved October 27, 2007, from www.homeschoolmath.net: http://www.homeschoolmath.net/math_resources_3.php#decimals.

Hong, T. L. (1993). Two of Everything. Morton, IL: Albert Whitman. Internet Activites. (2005). Retrieved October 28, 2007, from NeedhamK12: http://eliot.needham.k12.ma.us/technology/lessons/internet_activities/g5/5_teacher_math. htm#problem. Jonas, A. (1987). Reflections. New York: Greenwillow Books. Make a Frog. (2005). Retrieved October 28, 2007, from mathforum: http://mathforum.org/paths/measurement/frog.html. Maletsky, E. M. (2004). Harcourt Math Teacher Edition, Volume 2. Orlando, FL: Harcourt, Inc. Materials Binder. (2004). Retrieved October 28, 2007, from coreacademy: http://coreacademy.usu.edu/04_Materials/Binder/hdbk5.pdf. Math Resources. (2004). Retrieved October 28, 2007, from fcit.usf.edu: http://fcit.usf.edu/math/resource/bib.html. Mathews, L. (1979). Gator Pie. Littletone, MA: Sundance Publishing. Neuschwander, C. (1997). Sir Cumference and the Dragon of Pi. Watertown, MA: Charlesbridge. Paul, A. W. (1991). Eight Hands Round: A Patchwork Alphabet. New York: HarperCollins Publishers. Schwartz, D. M. (1989). If You Made a Million. New York: Lothrop, Lee & Shepard Books. Scieszka, J. (1995). Math Curse. New York: Viking. Sinbads. (2007). Retrieved October 27, 2007, from www.sinbads.com/menu/htm. Spier, P. (1980). People. New York: Doubleday. Twain, M. (1987). Celebrated Jumping Frog of Calaveras County and Other Sketches. New York: C.H. Webb.

Language Arts Legend

12/4/2007 Liberty University EDUC 410-002

A- art AS – assessment CA – class activity CD – class discussion CI – community involvement CL – cultural literacy and diversity CW – classwork DA – differentation / accommodation FA – fine arts GA – group activity GP – guided practice IP – independent practice L – literacy LI – listening LS – life skills HW – homework MA – manipulative activity MO – movement / physical education MU – music R – reading RS – research RV - review T – technology TX – text W - writing

Language Arts Charts Day 1

Day 2

Day 3

Day 4

Day 5

JWG SOL LA 5.5 Reading Dictionary and Thesaurus R: Prepared Paragraph W: Paragraphs

JWG SOL LA 5.1 Group Work and Discussion R: Shiloh W: Story Maps

JWG SOL LA 5.16b Research: Internet R: Shiloh W: Story Maps

JWG SOL LA 5.1 Group Work and Discussion R: Shiloh W: Story Maps

JWG SOL LA 5.1 Group Work and Discussion R: Shiloh W: Story Maps

LI: The teacher will explain to the students the difference between a dictionary and a thesaurus and their respective uses.

LI: The teacher will divide the students into heterogeneous groups and will explain the importance of learning how to work together.

CA/LI/R/MO: The teacher will place a paragraph, written by the teacher, containing a variety of difficult vocabulary words on the overhead projector and read it aloud. The teacher will pause at each word in the paragraph that cannot be identified by any of the students. The students will then use dictionaries to race each other in finding the correct definition. The first student to find the definition will identify themselves by standing.

LI/LT: The teacher will read the first chapter of Shiloh. The teacher will then explain to the students how to complete a story map for each chapter. (The story maps will include basic principles such as describing the general setting, events, characters, and plot, thus building the necessary foundation for more in-depth study of those concepts later in the year.)

LI/LT: The teacher CD/GA: The will read chapter 3 teacher will aloud to the class. facilitate a class discussion in GA/R: The which the groups students will read share their chapters 4-6 in information about their groups. West Virginia.

CA/W: The teacher will first place another paragraph on the overhead. The students will then use a thesaurus to help them rewrite the paragraph by replacing words that have been previously highlighted by the teacher. CD: The students will share their writings with one another.

LI/LT: The teacher will read chapters LI/LT: The teacher 7 and 8 aloud to will read aloud the class. chapters 11 and 12 to the class. SS/LI: The teacher W: The students will point out West will complete story GA/R/W: The Virginia on a map. maps for each students will read The teacher will chapter. chapter 13 and instruct the complete the students how to T/M: The students corresponding use the internet for will complete an story map. research. online activity in GA/R/W: The which they use a students will read the map of West second chapter in their GA/T/HW: Each group will have to Virginia to answer groups. Upon completing the chapter, find four different specific distance the students will fill facts about the questions. complete another story state of West map regarding the Virginia using both HW/R: The specific chapter. the library and the students will read DA: Groups who internet. chapters 9 and 10 finish their assignment for homework. early will be directed to proceed to the next chapter.

W: The students will complete story maps for each chapter.

GA/W: In groups, the students will discuss the chapters they read for homework and will work together to complete corresponding story maps.

Language Arts Charts Day 6 Day 7 JWG SOL LA 5.17 JWG SOL LA Organizing 5.16a Information Research: Video R: Shiloh R: Movie W: Summaries description W: Summaries

Day 8 Day 9 JWG SOL LA 5.22 JWG SOL LA Adjective and 5.16a Adverb Research: Video Comparisons R: Movie Reviews R: Chanticleer and W: Movie Reviews the Fox W: Description of one’s weekend

Day 10 JWG SOL LA 5.16a Research: Video R: Movie Advertisements W: Movie Advertisements

CA/R: The class will collectively take turns reading aloud the last two chapters.

LI: The teacher will explain to the class the difference between adjectives and adverbs and will instruct them in how to recognize them.

T/R: The students will each use a computer to access the internet and silently read at least three movie reviews.

LI/R: The teacher will display and also read from a variety of movie advertisements in the form of a poster and explain the strategy involved in forming an advertisement.

LI/R: The teacher will further instruct the students about writing summaries and will use movie descriptions as an example.

LI: The teacher will explain how to summarize facts. LI/FA: The students will watch AS/W: The the movie version students will write of Shiloh. a ¾ - 1 page summary about the W: The students book. The teacher will each write a will use the summary of the summaries as an movie. informal assessment of how well each student comprehended the book.

LI/R/MO: The teacher will read Chanticleer and the Fox aloud to the class. Each time the students here an adjective, they must stand up. Each time the students hear an adjective, the students must make hold up a peace sign and each time the students hear an adverb, they must stand up. W: The students will each demonstrate their comprehension of adjectives and adverbs by writing a descriptive paragraph about their weekend.

CD: The teacher will facilitate a class discussion about the format of the reviews and the style in which they were written. The teacher will lead the students in forming a list of categories on the board from which the students must choose four of them for topics of review. GA/W: In their groups from last week, the students will work together to write a review of the movie Shiloh. DA: Groups who finish early will draw their own book cover/movie cover for Shiloh. CD: The teacher will facilitate a discussion in which the students talk about their reviews.

GA/W/FA: In their reading groups, the students will work together to make an advertisement for the movie Shiloh. Each advertisement must include specific adjectives describing the movie, appropriate quotes from a ‘source’, and creative art work.

Language Arts Charts Day 11

Day 12

JWG SOL LA 5.2 JWG SOL LA 5.2 Non-verbal Non-verbal Communication Communication R: Shiloh R: Scripts W: Movie Scenes W: Scripts

Day 13

Day 14

Day 15

JWG SOL LA 5.29 Drama R: Scripts W: Scripts

JWG SOL LA 5.29 Drama R: Scripts W: Reviews

JWG SOL LA 5.22 Adjective and Adverb Comparisons R: Where the Sidewalk Ends W: Acrostic Poems

* http://www.readwritethink.org/materials/acrostic/

Language Arts Charts Day 16

Day 17

Day 18

Day 19

Day 20

JWG SOL LA 5.9 JWG SOL LA 5.9 JWG SOL LA 5.9 JWG SOL LA 5.9 JWG SOL LA 5.3 Poetry Poetry Poetry Poetry Expressing Ideas R: The D- Poems R: The D- Poems R: The D- Poems R: The D- Poems R: The D- Poems of Jeremy Bloom of Jeremy Bloom of Jeremy Bloom of Jeremy Bloom of Jeremy Bloom W: Rhymes W: Rhymes W: Rhyme Royals W: Burlesque W: Synopsis LI/R: The teacher will begin by LI/R: The teacher will explaining to the call on various students the students to read common specific exerts from Shiloh that describeof a misconceptions character’s feelings. poetry and about the many different FA/L: The students kinds of poetry. will watch clips from Themovie teacher will the Shiloh that correspond the read to thetoclass previously from The read Dpassages. Poems of Jeremy Bloom. CD: The teacher will

GA/R: In their reading groups, the students will LI: read Themore teacher handouts of poems will explain from the book. The strategies students willinvolved use a in non-verbal dictionary whenever communication. they come across an unknown word.

R: The students LI: The teacher will will each silently explain that the read a handout rhyming pattern is of a script. The nonused in many songs. The teacher will play verbal several songs to communication illustrate. will be highlighted ask the class how the for them. The students characters the movie W/MU: GA/R: Inintheir will listen to a song, non-verbally expressed reading groups, the write downInthe lyrics their feelings. W/GA: their students will read a and circle the rhyming reading groups, the variety of different words. W: The students will students will pick a poems from thein each write a scene the the GA/W:from In groups, which character book athat have uses scene previous day’s non-verbal been printed out on students will write a set of lyricstoand communication to exercise useform for a handouts. song. express something a script. different than what his W: The words say.students

will write their DA: ownStudents rhyme who about finish earlyof will write a the topic their script to go along with choice. the scene.

GA/FA: Each group GA/MO/FA: will perform theirThe song teacher willThe divide for the class. tune of the songinto may two be the class originaland or that of a teams will previously known song supervise a game of the students’ choice.

of charades.

GA/R: In their reading groups, the R/CA: Each student students will will be given a continue read handout of to a script handouts from the written by the teacher, which includes a part book. for each student to play. The students will LI/V: The teacher read the script, with will explain what a each student reading rhyme royalpart. is, their specific

including iambic LI: The teacherThe will pentameter. explain certain teacher will strategies involved in provide selfwriting a script. written examples.

W/GA: In their reading groups, GP/CD: The the students will build on teacher will guide the previous day’s the through sceneclass writing exercise writing rhyme and collaborate to write a brief script,a royals through which discussion. must contain a class part for each member of the group.

W: Each student will write a rhyme royal, complete with seven lines in iambic pentameter.

LI/V: The teacher will explain the R/MO/FA/GA: burlesque style of Each will poetrygroup and will present their script give examples. to the class. The teacher will R/GA: In their emphasize the the reading groups, need for students students will read to use non-verbal handouts from the communication. book that illustrate burlesque. W: Each group will haveStudents been W/GA: assigned another will form their own group officially groupstoand write a review. Each burlesque. group will practice writing a review DA: Students who drawing from finish early will concepts learned read silently from a on day 9. book of their choice. CD/GA: Each group willstudents select a CD: The spokesperson will share theirwho will present writing withthe the group to the class asreview the teacher class. facilitates.

LI/V: The teacher will explain what a synopsis and willwill LI/R: Theis teacher instruct thethe class on explain to students how one.is and what to anwrite acrostic will read examples of CD: The from teacher will acrostics Where facilitate a discussion the Sidewalk Ends. in which the students share on W/T: their Eachopinions student will whether or not all use a computer to of Jeremy Bloom’s poems access the internet and deserved a D-. practice using Throughout adjective andthe adverbs discussion, the teacher while constructing will explain to the acrostics in an students that writing is interactive online just a matter ofstudents putting activity. * The one’s words onto to will use a thesaurus paper. help them use a wide variety of words. W/R/AS: Each student will a synopsis AS: write The students willof his or her at opinion complete least one regarding the merit acrostic using a wideof Jeremy poetry range ofBloom’s adjectives. grades, according The wide range ofto the book. The adjectives willstudent be will cite examples assessed by the teacher from the book using according to each the handouts from student’s individual previous ability. readings. The teacher will access the student’s comprehension of the reading material through the student’s synopsis.

Language Arts Charts Day 21

Day 23

Day 24

Day 25

JWG SOL LA 5.16 JWG SOL LA 5.13 Organizing Nonfiction: Information Categorizing R: Where the Information Sidewalk Ends R: American W: Topic Heroes Sentences W: Note taking, listing

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: American Heroes W: Note taking, listing

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: American Heroes W: Note taking, listing

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: American Heroes W: Note taking, listing

R/LI: The teacher will begin by reading a poem from Where the Sidewalk Ends about the effects of being disorganized.

LI: The teacher will explain to the students about how to categorize information by taking notes and then categorizing the notes.

R/LI: The teacher will read four chapters from American Heroes.

R/LI: The teacher will read four chapters from American Heroes.

R/LI: The teacher will read another chapter from American Heroes.

R/LI: The teacher will read a chapter from American Heroes, a biographical book containing information on a variety of American heroes.

W: Each student will take notes on each chapter. The student will form lists containing information they deem to be most important.

W: Each student will take notes on the chapter.

LI: The teacher will hand back all of the student’s assignments from the last four weeks and will instruct the student’s how to organize it in a three-ring binder. The teacher will explain to the student’s how to write a topic sentence and will write examples on the board.

W: Each student will take notes on each chapter. The student will form lists containing information they deem to be most important. DA: ELL students who struggle to keep up may work with a partner who will help them take proper notes.

DA: ELL students who struggle to keep up may work with a partner who will help them take proper notes.

W: Each student will construct a topic sentence for the beginning of each section of their notebook.

Day 22

W: Each student will take notes on the chapter. CD: On the board, the teacher will form a list containing key information as the students share their notes.

AS: Each student will complete a fill-in-the-blank worksheet containing questions regarding the eight American heroes upon which the students took notes. The students will use their notes and lists to correctly fill in each blank.

Language Arts Charts Day 26 JWG SOL LA 5.8 Distinguishing Genres R: Lincoln, Holes, Beauty, Ginger Pye, Joyful Noise, Bridges W: Descriptive Sentences LI: The teacher will explain to the students the difference between genres in writing and write them on the board. R/CD: The teacher will use an overhead projector to show students excerpts from a variety of books representing different genres. The teacher will read each excerpt as the students follow along silently. After each excerpt, the teacher will discuss with the class about which genre is represented. LI: The teacher will instruct the students on how to properly write descriptive sentences and will write examples on the board. W: The students will each write a descriptive sentence about each genre that was covered in class. (biography, fantasy, fiction, non-fiction, folktale, and poetry)

Day 27

Day 28

Day 29

Day 30

JWG SOL LA 5.13 JWG SOL LA 5.13 JWG SOL LA 5.13 JWG SOL LA 5.13 Nonfiction: Nonfiction: Nonfiction: Nonfiction: Categorizing Categorizing Categorizing Categorizing Information Information Information Information R: Biographies R: Biographies R: Biographies R: Biographies W: Summaries W: Summaries W: Summaries W: Summaries LI/MO: The teacher will divide the class into new reading groups. The new groups will be based homogenously according to ability. GA: The teacher will provide each group with a list of biographies. Different choices will be given to each group, according to their reading level.

LI: The teacher will explain to the class the definition of a collage and will give examples by showing pictures of collages.

FA/GA: The students will begin work on a collage based on their respective biographical LI: The teacher will explain that each group character. is responsible for reading the biography, writing a summary for each chapter, and using those summaries to form a report, which will be presented to the class. The presentation must include PowerPoint, a collage, and a song. W/R: Each group will divide their responsibilities evenly among their members and record them on paper, which will be collected by the teacher and will begin reading.

R/W/GA: The students will read in their groups and write summaries after each chapter. (Note: The theme of the biographies will revolve around the founding fathers.)

R/W/GA: The students will read in their groups and write summaries after each chapter.

R/W/GA: The students will read in their groups and write summaries after each chapter.

FA: Each group will continue to work on their collage and will begin or continue to work on their song.

FA: Each group will continue to work on their collage and song.

HW: Students will be responsible for working on their projects at home.

HW: Each group will be responsible for continuing to work on their project throughout the weekend. DA: Students who suffer from ADD will be allowed to stand up and work and also move around within the vicinity of their group.

Language Arts Charts Day 31

Day 32

Day 33

Day 34

Day 35

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: Biographies W: Summaries LI/T: The teacher will explain to the students how to use PowerPoint.

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: Biographies W: Summaries R/W/GA: The students will read in their groups and write summaries after each chapter.

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: Biographies W: Summaries R/W/GA: The students will read in their groups and write summaries after each chapter.

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: Biographies W: Summaries R/W/GA: The students will read in their groups and write summaries after each chapter.

R/W/GA: The students will read in their groups and write summaries after each chapter.

FA: Each group will continue to work on their collage and song.

FA: Each group will continue to work on their collage and song.

FA: Each group will continue to work on their collage and song.

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: Biographies W: Summaries LI: The teacher will instruct the students on how to categorize the information from their summaries into a cohesive report.

FA: Each group will continue to work on their collage and song.

T: PowerPoint presentations may be started or continued.

T: PowerPoint presentations may be started.

HW: Students will be responsible for working on their projects at home.

HW: Students will be responsible for working on their projects at home. DA: Students who find themselves with nothing to do will construct a game containing information on their group’s book.

R/W: In their groups, the T: PowerPoint T: PowerPoint students will work presentations may presentations may together to form a be started or be started or report by reading continued. continued. summaries and dictating to a HW: Students will HW: Students will writer. be responsible for be responsible for working on their working on their projects at home. projects at home.

Language Arts Charts Day 36

Day 37

Day 38

Day 39

Day 40

JWG SOL LA 5.22 Punctuation: Fragments and Run-ons R: A Convention of Delegates W: Sentences/ Worksheets

JWG SOL LA 5.19 JWG SOL LA 5.4 Proofreading and Oral Presentations Revising R: Reports R: Reports W: Notes W: Editing and Revising the reports

JWG SOL L 5.16a JWG SOL LA 5.20 Research: Video Plural Possessives R: Movie Reviews R: American W: Movie Reviews Revolution W: Worksheet

LI: The teacher will explain to the class the definition of a fragment and a run-on.

LI: The teacher will explain the process of proofreading, revising, and editing. The teacher will highlight the differences between them.

LI/R: The teacher will read a movie review for Valley Forge, which was released in 1975.

R: The teacher will read excerpts from A Convention of Delegates and will purposefully change sentences from the book to provide examples of fragments and run-ons. W: The excerpts the teacher reads from the book will be about the biographical figures the students are doing their presentations on. The students will take notes on their historical figure. AS/W: The students will complete a grammar worksheet in order to practice and assess their knowledge concerning fragments and run-ons.

LI: The teacher will explain the format of the presentations.

OL/T/MU/FA/R: Each group will be given approximately 10 minutes to present their project, R/GA: Each group including the will proofread their PowerPoint, report by taking leading the class in turns reading it to their song, and each other. Each hanging up their person in the group collage on the will read it one wall. time, and each time the group will W: For each have a specific presentation, thing to look for in everyone not the revision and presenting will editing process take notes and will such as spelling, store them in their sentence structure, notebook for future punctuation, and reference. fragments and runons.

CD: The class will discuss what the movie is about and will talk about what they already know concerning Valley Forge and George Washington.

LI: The teacher will explain the definition of plural possessives. R/LI: The teacher will read excerpts from American Revolution and will use examples from the book to illustrate plural possessives.

W: The students will complete a LI/W: The worksheet that students will watch requires them to Valley Forge and write sentences will take notes containing plural throughout the possessives. movie. DA: Students who finish early will read silently.

Language Arts Charts Day 41

Day 42

Day 43

Day 44

Day 45

JWG SOL LA 5.9 Poetry R: The Last-Place Sports Poems of Jeremy Bloom W: Shape Poems

JWG SOL LA 5.9 Poetry R: Where the Sidewalk Ends W: Narrative Poems

JWG SOL LA 5.9 Poetry R: Midnight Ride of Paul Revere W: Idyll Poems

JWG SOL LA 5.9 Poetry R: Shadow W: Free Verse Poems

JWG SOL LA 5.9 Poetry R: The United States of Poetry W: Lay Poems

R: The teacher will call on various students to read poems from Korman’s book.

R/LI: The teacher will place a narrative poem from Where the Sidewalk Ends on the projector and read it as the class follows along.

LI/V: The teacher will verbally explain the definition of an idyll.

LI: The teacher will verbally explain what free verse is in relation to poetry.

LI: The teacher will verbally explain the definition of a lay poem.

R: The teacher will hand out copies of the Midnight Ride of Paul Revere, by Henry Wadsworth Longfellow, to each student. The teacher will call on individual students to read aloud.

R: The students will read Shadow aloud as a class, as the teacher picks individual students to read.

R/LI: The teacher will read/sing examples of lay poems from The United States of Poetry.

W: The students will choose from a list of topics given by a teacher and will write a free verse poem.

W/GA: In groups of their choosing, the students will write a lay poem.

LI: The teacher will explain the definition of a shape poem. W/FA: Each student will construct a shape poem by writing a poem in the shape of the object being writing about. DA: Whenever a student finishes early, he or she will engage in silently reading a book of their choice.

LI: The teacher will explain strategies in writing narratives. W: Each student will write a narrative poem using a topic of their choice.

W: Each student will write an idyll about one of the founding fathers they learned about earlier in the semester.

MU/GA: Each group will perform their lay poem to the class.

Language Arts Charts Day 46

Day 47

Day 48

JWG SOL LA 5.3 Expressing Ideas R: Epitaphs, Obituaries W: Epitaphs

JWG SOL LA 5.3 Expressing Ideas R: Nicholas: A Manhattan Christmas Story W: Descriptive Paragraphs or poems

JWG SOL LA 5.3 Expressing Ideas R: Something on My Mind W: Paragraphs or Poems

JWG SOL LA 5.3 JWG SOL LA 5.3 Expressing Ideas Expressing Ideas R: Recycling R: Advertisements George W: Advertisements W:

LI/R: The teacher will read aloud from Nicholas and will emphasize how the author, Anne Caroll Moore, effectively expresses her ideas in the story.

LI/R: The teacher will read excerpts from the book Something on My Mind and highlight examples of expressing ideas.

CD: The teacher will lead a discussion in which the students share real life experiences in which they have been forced to make changes.

LI: The teacher will verbally explain to the students the definition and significance of an epitaph and an obituary. R/LI: The teacher will read aloud several obituaries. CA/CI/R: The teacher will take the class on a field trip to a local cemetery. While there, the students will read the epitaphs on tombstones. W: Upon returning to the classroom, each student will write an original epitaph based on what they hope to accomplish in their lifetime.

CA/MO: The teacher will lead the class outside where everyone will lay down in the grass, in silence, for 15 minutes. The teacher will encourage the students to ‘breathe the air’, ‘taste the wind’ and concentrate on how their senses are affected by the time of year. The students will then be encouraged to walk around the schoolyard, run, skip, and take in the feeling of the particular time of year. W/CA: The teacher will gather the class together and will make a list of all the sights and sounds and smells and feelings and tastes and sensations of the time of year. The students will then each use the list to write a paragraph or poem.

CA/FA: The students will use a variety of materials, including wire, woods, Styrofoam, foil, and clay to construct objects that communicate such themes as ‘awe’, ‘poverty’, ‘rage’, ‘conflict’, ‘pride’, ‘renewal’, ‘contentment’, etc. W: Based on their sculptures, the students will write either a paragraph or a poem to match the theme or their artwork.

Day 49

Day 50

Autobiographical experiences

R/LI: The teacher will read excerpts from the book Recycling George, and will emphasize how the author described the changes in George’s life and how he reacted. W: The students will each write about a time in their life in which they were forced to make a big change.

LI: The teacher will read several different kinds of advertisements and will emphasize the need to use catchy phrases, adjectives, and adverbs. GA/W: In groups of two or three, of their choosing, the students will each eat small portions of peanut butter. The students will then write a TV commercial script for peanut butter. DA: Students who are allergic to peanut butter will be given pineapple instead. LI: The teacher will take this opportunity to review non-verbal communication (sol 5.2). FA/MO/GA: In their groups, the students will perform their advertisement in front of the class.

Language Arts Charts Day 51

Day 52

Day 53

Day 54

Day 55

JWG SOL LA 5.6 Root Words, Derivatives R: Growing up in Revolution and the New Nation W: Paragraph with topic and descriptive sentences

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions

LI: The teacher will verbally explain how to recognize root words.

LI: The teacher will introduce the book, Maniac Magee, to the class and will explain what it means to discuss and analyze.

R/GA: In their groups, the students will read chapters 35 from Maniac Magee.

R/GA: In their groups, the students will read chapters 610.

R/GA: The students, in their groups, will read chapters 10-14.

GA/R: The teacher will group the children heterogeneously; at least one strong reader will be available in each group to help a weak reader. The teacher will allow some friends, however, to be together. In their groups, the students will read the first three chapters of Maniac Magee. The groups will engage in discussion after each chapter.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

R/LI: The teacher will read aloud from Growing up in the Revolution and will point out specific words that can be broken down in a way that clearly illustrates root words. W: Each student will write a paragraph, based on the book, describing a specific activity or chore that was popular during colonial times and will determine whether or not they would have enjoyed it, stating why or why not. W/AS: Each student will complete work sheet in which they identify root words.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

DA: Students with extreme difficulty in reading or students who present extreme problems to their group will work with the teacher. HW: For any group that does not finish the assigned reading on a given day, homework for each student in that group will consist of catching up on the assigned reading.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

Language Arts Charts Day 56

Day 57

Day 58

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions

GA/R: The students, in their same literature groups, will read chapters 15-20.

R/LI: The teacher will read aloud chapter 21, the last chapter of part 1 in Maniac Magee.

JWG SOL LA 5.6 Prefixes and Suffixes R: Maniac Magee W: Worksheet on Identifying Prefixes and Suffixes LI: The teacher will verbally explain the difference between prefixes and suffixes and how to recognize them.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

CD: The teacher will lead the class in an open discussion about the theme of part 1 and what they think is going to happen next. The teacher will help the students analyze the hidden messages being portrayed by the author, Jerry Spinelli. W: The students write answers to discussion questions.

R/LI: The teacher will place excerpts from previously read chapters of Maniac Magee on the overhead projector and point out examples of prefixes and suffixes. W: Each student will complete a worksheet requiring them to identify prefixes and suffixes.

Day 59

Day 60

JWG SOL LA 5.23 JWG SOL LA 5.23 Discussion and Discussion and Analyzing: Fiction Analyzing: Fiction R: Maniac Magee R: Maniac Magee W: Answers to W: Story Maps discussion questions GA/R: In their groups, the students will read chapters 22-25.

R/GA: The students, in their groups, will read chapters 26-31.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

GA: The students will discuss each chapter upon reading it.

DA: Students with extreme difficulty in reading or students who present extreme problems to their group will work with the teacher.

T: The students will fill out a story map using a premade template on Microsoft Word. HW: Anyone who has not read through chapter 31, will be assigned the task of reading through chapter 31 for homework.

Language Arts Charts Day 61

Day 62

Day 63

Day 64

Day 65

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions LI/R: The teacher will read chapter 32, the last chapter of Part 2 in Maniac Magee.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions GA/R: In their groups, the students will read chapters 33-35.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions R/GA: The students, in their groups, will read chapters 36-39.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions R/GA: The students, in their groups, will read chapters 40-42.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions R/GA: The students, in their groups, will read chapters 43-45.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

The teacher will active in walking around the class ensuring everyone is staying on task.

DA: Groups who finish their assignments early will work to create a new character for the book and write a paragraph about him or her.

CD: The teacher will lead the class in an open discussion about part 2. W: The student’s will express their opinion of the first two parts of the story and write their predictions of what will happen in part 3.

HW: Anyone who has not read through chapter 45 must do so over the weekend before Monday.

Language Arts Charts Day 66

Day 67

JWG SOL LA 5.23 JWG SOL LA 5.9 Discussion and Poetry Analyzing: Fiction R: Becoming Joe R: Maniac Magee Dimaggio W: Synopsis W: Bio Poems RV/CD: The teacher will lead a discussion to summarize what was previously read. LI/R: The teacher will read the last chapter of Maniac Magee. CD: The teacher will lead the students in discussing the book and will analyze the different themes. W: The students will each write a synopsis of the book, listing both what they liked and disliked.

Day 68 JWG SOL LA 5.9 Poetry R: Cinquains W: Cinquains

LI: The teacher will explain to the class the definition of a bio poem.

MO/CA: The teacher will give each student a feather and instruct them to play with R: The teacher will pass out handouts to it by stroking it, each student blowing it in the containing poems from air, and then the book Becoming catching it on their Joe Dimaggio. elbows, toes, GA/FA/MO: In noses, heads etc. groups of their choosing, the students will draw outlines of each other’s bodies by taking turns lying down on large pieces of paper. The students will then use crayons, colored pencils to fill in their life-size portrait depicting one of his or her roles in life. W: Each student will write a bio poem describing the norms of behavior for that role.

LI/R: The teacher will explain to the student the definition of a cinquain and will read self-written examples to them. W: Each student will write a cinquain about feathers.

Day 69

Day 70

JWG SOL LA 5.9 JWG SOL LA 5.9 Poetry Poetry R: Cesar: Si, Si R: Voices of the Puede/ Yes, Yes We Trojan War Can! W: Epics W: Carpe Diem Poems R: The teacher will call on individual students to read aloud from Yes, Yes We Can! DA: The teacher will call on native speakers of Spanish to read the Spanish part of Si, Si Puede! LI: The teacher will verbally explain what a carpe diem poem is. CD: The teacher will lead a discussion in which the students talk about their goals in life and what they would do if there was nothing holding them back.

W: Each student will write a carpe diem about what they would do if they could go anywhere in the world with no boundaries.

LI/R: The teacher will explain the definition of an epic and will give examples by reading excerpts from the book Voices of the Trojan War. CD: The teacher will lead a discussion in order to trigger the student’s creativity into thinking about events in their own life than can be made into an epic. T/RS: The students will use computers to access the internet and research the Trojan War. HW: Each student will write a paragraph about the Trojan War; the paragraph is due on Monday. W: Each student will write an epic about an event in their life. The teacher will encourage the students to use creative license in their writing.

Language Arts Charts Day 71

Day 73

Day 74

Day 75

JWG SOL LA 5.25 JWG SOL LA 5.25 Discussion and Discussion and Analyzing: Poetry Analyzing: Poetry R: A Light in the R: All the Colors Attic of the Race W: Poetry (various W: Paragraphs kinds)

JWG SOL LA 5.25 Discussion and Analyzing: Poetry R: Student’s choice (must be a poetry book) W: Analytical Summaries

JWG SOL LA 5.25 Discussion and Analyzing: Poetry R: Student’s choice (must be a poetry book) W: Analytical Summaries

JWG SOL LA 5.25 Discussion and Analyzing: Poetry R: Student’s Choice (free reading) W: Test (poetry), Summary

R/LI/RV: The teacher will review the different types of poetry discussed since the beginning of the year by reading poems from Shel Silverstein’s A Light in the Attic and having the students identify the type of poem being read.

GA/R: In groups of their choosing, the students will pick a book of poetry and will read, discuss, and analyze at least three poems. (If the poem is particularly long, exceptions will be made.)

R/GA: In the same groups as yesterday, the students will again pick a book of poetry and will read, discuss, and analyze at least three poems. (If the poem is particularly long, exceptions will be made.)

W/CA/RV: The teacher will call out a type of poem and each student will race to write a brief version of that particular kind of poem.

Day 72

LI/R: The teacher will read from Arnold Adoff’s book All the Colors of the Race. CD: The teacher will lead the class in a discussion on the underlying theme that drove Adoff to write the poems in his book.

W: Each group W: Each student will analyze each will write a poem and will paragraph on a collectively write a time when they felt summary in which singled out they identify the because of their type of poem, the skin color and will theme, and write write another their opinion of it. paragraph about how they can help eliminate racism. DA: Students who finish early will engage in silent reading.

AS: The students will be formally assessed on their knowledge and comprehension of the different kinds of poetry including rhyme royals, burlesque, shape, narrative, idyll, free verse, lay, W: Each group will epitaph, bio, analyze each poem cinquain, carpe and will collectively diem, and epics. write a summary in The questions will which they identify consist of multiple the type of poem, the choice and short theme, and write answer. their opinion of it. CD/RV: The teacher will open the floor for question from the students in order to review.

HW: Each student must bring in a newspaper article for class on Monday along with a written summary.

Language Arts Charts Day 76 JWG SOL LA 5.15 Research: Current Events R: Newspapers W: Descriptive Sentences R/CA: Each student will read a summary of their article to the class. CD: The teacher will lead a discussion in which the students talk about why they think newspapers are important and why it is important to keep track of current events. T: The students will use computers to access the internet and look up 10 different newspaper sites. The students will write a descriptive sentence about each one.

Day 77

Day 78

Day 79

Day 80

JWG SOL LA 5.15 JWG SOL LA 5.15 JWG SOL LA 5.15 JWG SOL LA 5.15 Research: Current Research: Current Research: Current Research: Current Events Events Events Events R: Newspapers R: Newspapers R: Magazines R: Magazines W: Objectivity W: Subjectivity W: Editorials W: Comparison T/CA/R: The students will use computers to access the internet and research specific articles as assigned to them by the teacher. W: Each student will write a summary of their article. CD: The teacher will facilitate as the students share their summaries with each other. LI: The teacher will explain to the students the concept of objectivity. CD: The teacher will lead a discussion in which the students talk about when and where objectivity is needed.

LI: The teacher will talk about the difference between objectivity versus subjectivity.

R: The students will each read their summaries to the class.

R/T/CA: The teacher will assign each student a specific article to research using the internet.

CD: The teacher will lead a discussion in which the students talk about whether or not the editorials are objective or subjective and will explain their reasoning.

W: Each student will write a summary of their article. CD: The teacher will facilitate as the students share their summaries with the class.

W: Choosing from a list of topics prewritten by the LI: The teacher will explain to the students teacher on the the concept of board, the students subjectivity. will each write their own editorial. CD: The teacher will At the top of their lead a discussion in which the students talk editorial, next to about when and where their name, the subjectivity is needed. students will state whether or not they HW: Each student are being objective must bring in a copy of an editorial stapled to a or subjective. written summary.

HW: Each student must bring in a magazine along with a descriptive summary of the type of magazine they chose to bring.

R: The students will each read their summaries to the class. CD: The teacher will lead a discussion about the differences between the types of magazines and the different purposes and goals of each. W: Each student will write about the need for a balance between objectivity and subjectivity and the reasons why. DA: Accelerated learners may write a synopsis discussing how much of the current media is objective versus how much is subjective. HW: Each student will bring in an article of their choice from a newspaper, magazine, or internet article along with a written summary which also states whether or not the content is objective or subjective.

Language Arts Charts Day 81

Day 82

Day 83

JWG SOL LA 5.17 JWG SOL LA 5.17 JWG SOL LA 5.17 Writing: To Inform Writing: To Inform Writing: To Inform R: Newspapers R: Interviews R: Colonial W: News reports W: News reports Cookbook W: Recipes R: The students will R/LI: The teacher LI: The teacher read their summaries will read several will divide the aloud. recipes from class into groups based on behavior Colonial Cookbook. LI: The teacher will explain to the students and ability. how to use certain strategies when writing to inform. MO/CA: The teacher will lead the students outside and allow the students to roam around in pairs, chosen by the teacher according to behavior, and observe activities around the school grounds. CD: The teacher will reconvene with the students and talk about what they observed and how they can inform a general audience of what they saw. W: Role playing as a news reporter, the students will, in their groups, write a ‘news report’ about what they observed.

R: The teacher will call on individual R: The teacher will students to read their hand out print outs recipes to the class.

of an interview for each student to read silently.

GA/MO: The teacher will send the groups into the cafeteria to interview other students about their future interests and future goals. W: The students, in their groups, will write a news report based on the interview. HW: Each student will bring in a favorite family recipe for Wednesday.

CD: The teacher will lead a discussion about the differences between how people ate then and how people eat now. W: The students will pretend they are beginning a restaurant and will write a menu. With each dish they decide to have on the menu, the students must provide at least one descriptive sentence. Each menu must have at least five different choices.

HW: Each student will bring their favorite CD, movie, or book to class.

Day 84

Day 85

JWG SOL LA 5.17 R: Magazines Writing: Reviews

JWG SOL LA 5.17 Writing: To Inform R: Recipes W: Summaries

CD: Each student will share their favorite CD, movie, or book with the class.

CI: The teacher will invite all of the parents to come to class with an easy-to-make recipe and make it in class with the help of the students.

R: The teacher will pass magazines containing music, movie, and book reviews to the students. The students will read the reviews silently. LI: The teacher will instruct the students about how to properly inform a general audience of specific material.

R: The students will read the directions in the recipes.

W: The students will describe each dish that they tasted using appropriate W: Each student will adjective and adverbs. write a review of their favorite CD, movie, or book and will share their personal opinion about it and tell why they feel that way.

DA: Students who finish early will read silently from a book of their choice.

Language Arts Charts Day 86

Day 87

JWG SOL LA 5.18 Writing: To Entertain R: This Can’t Be Happening at Macdonald Hall! W: Paragraphs

JWG SOL LA 5.18 Writing: To Entertain R: This Can’t Be Happening at Macdonald Hall! W: Summaries R/LI: The teacher GA/R: The teacher will read the first will group the chapter of Gordon students Korman’s book This heterogeneously Can’t Be Happening according to at Macdonald Hall! ability, causing W: Each student will strong readers to be mixed in with write a paragraph weak readers. In explaining how their groups, the Korman’s writing students will read differs from the biographies they from This Can’t Be read earlier in the Happening at semester. Macdonald Hall! for 30 minutes. LI: The teacher will talk about the different strategies and how to write for different audiences.

GA/W: In their groups, the students will discuss what they read and will write CD: The teacher will ask the students a one-page questions concerning summary. the first chapter and will prompt them to investigate the strategies Korman uses to make the story come alive.

CD: The teacher will lead a discussion about the kinds of strategies Korman uses to entertain his audience.

Day 88

Day 89

Day 90

JWG SOL LA 5.18 Writing: To Entertain R: This Can’t Be Happening at Macdonald Hall! W: Brainstorming

JWG SOL LA 5.18 Writing: To Entertain R: This Can’t Be Happening at Macdonald Hall! W: Analysis R/GA: Within their groups, the students will read for 30 minutes.

JWG SOL LA 5.18 Writing: To Entertain R: This Can’t Be Happening at Macdonald Hall! W: Analysis LI/R: The teacher will read aloud the remainder of This Can’t Be Happening at Macdonald Hall!

W: The teacher will instruct each student to draw a circle in the middle of a piece of paper. In the middle, the students will write down a type of audience. The students will then draw lines extending from the circle and will write ideas of how to reach that type of audience. CD: The students will share their ideas with the class and discuss them. CD: The teacher will lead a discussion in which the students talk about how laughter makes them feel compared to sadness and anger. The teacher will explain the health benefits of laughter. R/LI: The teacher will read from Korman’s book for the remainder of the period.

W: In their groups, the students will write down how Korman avoids losing his audience and how he maintains interest. CD: The students will share their thoughts and will discuss them as the teacher facilitates. DA: Groups who are lagging behind will be given copies of the book to take home in order to catch up with the rest of the class.

W: Working individually, the students will answer a set of literature questions regarding the book including what their favorite part was, who their favorite character was, and how they liked the ending and why. CD: The teacher will facilitate a class discussion as the students share their opinions concerning the book.

Language Arts Charts Day 91

Day 92

Day 93

Day 94

JWG SOL LA 5.12 JWG SOL LA 5.12 JWG SOL LA 5.12 JWG SOL LA 5.11 Writing Writing Writing Writing Techniques: Techniques: Techniques: Techniques: Setting Setting Setting Developing R: A Blue-Eyed R: A Blue-Eyed R: A Circle of Characters Daisy Daisy Giving R: No More Dead W: Setting W: Setting W: Setting Dogs W: Character Charts R/LI: The teacher will CA: The teacher LI/R: The teacher CD: The teacher will begin class by will read an will begin class by read excerpts from Gordon Korman’s leading the excerpt from A asking the students book No More Dead students outside Blue-Eyed Daisy to to share some of Dogs to give the and walking them give another their writings from students examples of developing character. around to various example of setting. the previous class places around the period. CD: The teacher lead a school. CA/FA: The discussion in which the teacher will use the R/LI: The teacher students talk about the CD: Back inside, overhead projector will read excerpts books they have read throughout the year the students will to show the from A Circle of and discuss the talk about the students various Giving in order to different characters in factors in the pictures of give more the books and how the environment landscapes, examples of how author developed them around them that buildings, and to write setting. and made them seem real. made the various cities etc. places different. W/CA: The W/CA: For each students will spend W/CA/MO: Each student will choose R/LI: The teacher image shown on time writing a one of the characters will an excerpt the projector, the setting for their from any book and will make a chart read from A Bluestudents will be own short story, listing four personality Eyed Daisy to give given five minutes including the students an to create a setting. place, atmosphere, traits of their chosen character and give example of and time period. evidence of each based creating setting. on the character’s behavior, words, GP: The teacher thoughts, actions, W/CA: The will set up behind students will each a desk in the front feelings etc. The students will be free to pick a setting from of the classroom move around and find the list off the and host the actual book they board, prepared by ‘conferences’ for are writing about. the teacher, and students who need create a setting. help.

Day 95 JWG SOL LA 5.11 Writing Techniques: Developing Characters R: I Want to Go Home! W: Developing Characters LI/R: The teacher will read excerpts from Gordon Korman’s book I Want to Go Home! GA/W: The teacher will use an overhead projector to place pictures of a man, a woman, a boy, a girl, and an older woman. The class will then work in groups to create a short story through developing the characters. (The groups will be of their own choosing) CD: Each group will elect a reader, and that person will read their story to the class. DA: Groups who finish their story early will be encouraged to write more.

Language Arts Charts Day 96 JWG SOL LA 5.11 Writing Techniques: Developing Characters R: I Want to Go Home! W: Paragraphs LI/R: The teacher will read from the book I Want to Go Home!, and will concentrate on Korman’s use of dialogue and how it helped define the characters and advance the plot. W/CA: The students will write a paragraph about their favorite character out of any book read during the school year and will give reasons why that person, or animal, is their favorite character. R/CD: The students will share their paragraphs with each other through reading them aloud.

Day 97

Day 98

Day 99

Day 100

JWG SOL LA 5.10 JWG SOL LA 5.10 JWG SOL LA 5.10 JWG SOL LA 5.10 Writing Writing Writing Writing Techniques: Techniques: Techniques: Techniques: Creating Plot Creating Plot Creating Plot Creating Plot R: I Want to Go R: Harlem R: I Want to Go R: I Want to Go Home! W: Dialogue Home! Home! W: Dialogue W: Plot analysis W: Plot LI/R: The teacher will read from the book I Want to Go Home!

LI/R: The teacher will read poems by Langston Hughes.

R/LI: The teacher will read from the book, I Want to Go Home!, and will CD: The teacher use the book to W/CA: The will talk about how illustrate plot and teacher will place Hughes uses how it is created pictures of various dialogue to create using a variety of characters on the characters and how strategies. overhead projector. he incorporates The students will different dialects CD: The students then create a within dialogue. will discuss the dialogue using the The teacher will different elements characters. lead the class in of the book and discussion how Korman CD/R: The class concerning this advanced the plot will their writings topic. using previously with each other learned concepts through reading W/CA: The including setting, aloud. teacher will place a characterization, diverse group of and humor. HW: The class characters on the will read a chapter overhead projector W/R/CD: The from I Want to Go and will again tell students will write Home for the students to a paragraph about homework. create dialogue their most favorite between he plot from any book characters. and then share by reading aloud to R/CD: The class the class. will their writings with each other HW: The class through reading will read a chapter aloud. from I Want to Go Home for homework.

R/LI: The teacher will finish I Want to Go Home by reading aloud to the class. W: The students will each write a paragraph about the strategy they thought Korman used the most in creating the plot. DA: Students who finish early will assist other students.

Language Arts Charts Day 101

Day 102

Day 103

Day 104

Day 105

JWG SOL LA 5.4 Prefixes and Suffixes R: The Zucchini Warriors W: Worksheet

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Setting

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Characters

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Free Writing

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Free Writing

LI/R: The teacher will explain to the students about the difference between prefixes and suffixes. The teacher will read the first chapter of The Zucchini Warriors and will take examples from the book to illustrate prefixes and suffixes.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

W: Each student will work individually toward writing their own short story. For the first day, the students will work on building the setting.

W: The students will continue to work on their stories. Today, they will make a list of their characters and list their attributes and characteristics.

W: The students will be free to work on their stories using all of the strategies that were learned in past weeks.

W: The students will be free to work on their stories using all of the strategies that were learned in past weeks.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

W/AS: Each student will be assessed on their comprehension of prefixes and suffixes through a worksheet.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

DA: ELL will not have to write as many pages as the other students.

Language Arts Charts Day 106

Day 107

Day 108

Day 109

Day 110

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Free Writing

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Free Writing

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Free Writing

JWG SOL LA 5.19 Proofreading and Revising R: The Zucchini Warriors, Proofreading W: Revising

JWG SOL LA 5.19 Proofreading and Revising R: The Zucchini Warriors, Proofreading W: Revising

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

W: The students will be free to work on their stories using all of the strategies that were learned in past weeks.

W: The students will be free to work on their stories using all of the strategies that were learned in past weeks.

W: The students will be free to work on their stories using all of the strategies that were learned in past weeks.

LI: The teacher will review the process of proofreading and revising.

W: The students will revise their papers according to the errors pointed out to them by their classmates.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

GA/R: In groups of their own choosing, the students will read each other’s papers and mark corrections on them.

DA: Students who finish early will assist other students in the revision process. HW: Students will have their stories completed and ready to be read on Monday.

Language Arts Charts Day 111

Day 112

JWG SOL LA 5.4 Oral Presentations R: Short Stories W: Summaries

JWG SOL LA 5.4 Oral Presentations R: Short Stories W: Summaries

LI: The teacher will review key concepts of public speaking and encourage the students to not be shy. MO/CA: The students will move their desks into a close-knit circle. R: Each student will read aloud their story. W: Each student not reading will take notes on the story being read and write a brief summary of each story.

R: The students will finish reading aloud their stories. W: Each student not reading will take notes on the story being read and write a brief summary of each story. DA: Students with hearing disabilities will be placed directly beside the reader.

Day 113

Day 114

Day 115

JWG SOL LA 5.24 JWG SOL LA 5.24 JWG SOL LA 5.24 Discussion and Discussion and Discussion and Analyzing: Analyzing: Analyzing: Nonfiction Nonfiction Nonfiction R: Babe Didrikson R: Babe Didrikson R: Babe Didrikson Zaharias: The Making of a Champion

Zaharias: The Making of a Champion

Zaharias: The Making of a Champion

W: Summaries R/LI: The teacher will read aloud from Babe Didrikson

W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

CD: As a class, the students will discuss the what they read. The teacher will help them notice hidden meanings and will talk to the students about the difference between non-fiction and fiction.

CD: The teacher will lead the class in a discussion of what was read.

Zaharias: The Making of a Champion. CD: The teacher will lead a discussion about the book’s setting. T/RS: Each student will use computers to access the internet and research other significant events that were going on at the time. W: Each student will write a brief summary of the events happening during the timeframe in which the book is set.

W: Each student will individually write a journal entry for each day during the reading of Babe and will relate something they learned to their own lives.

W: Each student will individually write a journal entry either summarizing a chapter or stating what they like about the book.

Language Arts Charts Day 116

Day 117

Day 118

Day 119

Day 120

JWG SOL LA 5.24 JWG SOL LA 5.24 JWG SOL LA 5.24 JWG SOL LA 5.24 JWG SOL LA 5.24 Discussion and Discussion and Discussion and Discussion and Discussion and Analyzing: Analyzing: Analyzing: Analyzing: Analyzing: Nonfiction Nonfiction Nonfiction Nonfiction Nonfiction R: Babe Didrikson R: Babe Didrikson R: Babe Didrikson R: Babe Didrikson R: Babe Didrikson Zaharias: The Making of a Champion

Zaharias: The Making of a Champion

Zaharias: The Making of a Champion

Zaharias: The Making of a Champion

Zaharias: The Making of a Champion

W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

CD: The teacher will lead the class in a discussion of what was read.

CD: The teacher will lead the class in a discussion of what was read.

CD: The teacher will lead the class in a discussion of what was read.

CD: The teacher will lead the class in a discussion of what was read.

CD: The teacher will lead the class in a discussion of what was read.

W: Each student will write a summary of how they can relate to the struggles of Babe.

W: Each student will write their opinion of the role and opportunities women should have in sports.

W: Each student will write a summary of what they read.

W: Each student will write a summary of what they read.

W: Each student will write a summary of what they read.

DA: Any students who finish the book early will be given another biography to read on a famous woman athlete.

HW: Anyone who has not finished the book must do so before Monday.

Language Arts Charts Day 121

Day 122

Day 123

JWG SOL LA 5.24 JWG SOL LA 5.24 JWG SOL LA Discussion and Discussion and 5.16b Analyzing: Analyzing: Research: Internet Nonfiction Nonfiction R: Internet articles R: Babe Didrikson R: Babe Didrikson W: Summaries Zaharias: The Making of a Champion

Zaharias: The Making of a Champion

W: Editorials R/LI: The teacher will read excerpts from key passages throughout the book.

W: Editorials GA/W: The groups from the day before will finish their editorials.

GA/MO: The teacher will group the students according to their opinion on women’s sports. W: Each group will nominate a writer for the group who will then express the thoughts of his group members in words.

T/R/RS: Each student will use the internet to research their choice from a list of athletes who overcame obstacles OL/GA/R: The of racism and/or group will prejudice to nominate a speaker succeed. who will read their written opinion to W: The students the class. will write summaries of the CD/GA: The articles they teacher will research. moderate a debate between the two groups.

Day 124

Day 125

JWG SOL LA 5.27 JWG SOL LA 5.17 Research Skills: Organizing Library Information R: Various R: Various sources library books W: Outlines W: Summaries R/RS: Each student will use the library to continue their research of their chosen athlete.

LI: The teacher will instruct the students how to organize their information using an outline.

W: The students will take notes and write summaries of the books they research.

W: Each student will construct an outline and diagram the body of their research paper.

DA: Librarians will be on hand to assist students who struggle finding books due to any kind of disorder.

HW: The students will be responsible for completing their list of five sources by Monday.

Language Arts Charts Day 126

Day 127

Day 128

JWG SOL LA 5.28 Writing: Research Paper R: Various books and sources W: Research paper W/T: Each student will use Microsoft Word to being writing his or her paper.

JWG SOL LA 5.28 Writing: Research Paper R: Various books and sources W: Research paper W/T: The students will continue to work on their papers.

JWG SOL LA 5.28 Writing: Research Paper R: Various books and sources W: Research paper W/T: The students will continue to work on their papers.

JWG SOL LA 5.28 JWG SOL LA 5.28 Writing: Research Writing: Research Paper Paper R: Research Paper R: Research Paper W: PowerPoint W: PowerPoint

GP: The teacher will set up a desk in front of the students and will hold impromptu conferences for anyone who needs help.

GP: The teacher will set up a desk in front of the students and will hold impromptu conferences for anyone who needs help.

GP: The teacher will guide the students through the basic process of using PowerPoint.

GP: The teacher will set up a desk in front of the students and will hold impromptu conferences for anyone who needs help.

DA: Anyone who finishes early will be able to work on illustration to go along with his or her paper.

Day 129

LI/T: The teacher will instruct the students on how to use PowerPoint.

W/T: Each student will begin to create a PowerPoint presentation based on their research paper.

Day 130

W/T: The students will continue to work on the PowerPoint presentations.

Language Arts Charts Day 131

Day 132

Day 133

Day 134

Day 135

JWG SOL LA 5.28 Writing: Research Paper R: Various books and sources W: Research paper W/T: The students will continue to work on the PowerPoint presentations.

JWG SOL LA 5.4 Oral Presentations R: Presentations W: Summaries

JWG SOL LA 5.4 Oral Presentations R: Presentations W: Summaries

JWG SOL LA 5.3 Expressing Ideas R: Dear Mr. Henshaw W: Journal

JWG SOL LA 5.3 Expressing Ideas R: Dear Mr. Henshaw W: Journal

OL/R/LI: Students will present their PowerPoint presentations to the class.

OL/R/LI: Students will present their PowerPoint presentations to the class.

R/M: The students will again spread out and read silently to themselves.

W: Students not presenting will be responsible for taking notes and creating a brief summary of each presentation.

W: Students not presenting will be responsible for taking notes and creating a brief summary of each presentation.

LI: The teacher will give each student a copy of Dear Mr. Henshaw and then give a brief introduction into the content of the book. R: Weather permitting, the students will go outside and spread out to read individually. If the weather is not permitting, the students will spread out inside the classroom and will be free to sit on the floor. W: For the last 10 minutes of class, the students will write in their journals about anything they wish. Students may write about the book, personal experiences, feelings, or anything else they may choose.

W: For the last 10 minutes of class, the students will again write in their journals. DA: Students who are unable to read independently due to lack of ability will read with the teacher.

Language Arts Charts Day 136

Day 137

Day 138

Day 139

Day 140

JWG SOL LA 5.3 Expressing Ideas R: Dear Mr. Henshaw W: Journal

JWG SOL LA 5.3 Expressing Ideas R: Dear Mr. Henshaw W: Journal

JWG SOL LA 5.3 Expressing Ideas R: Dear Mr. Henshaw W: Journal

JWG SOL LA 5.3 Expressing Ideas R: Dear Mr. Henshaw W: Journal

JWG SOL LA 5.3 Expressing Ideas R: Strider W: Journal

R/M: The students will again spread out and read silently to themselves.

R/M: The students will again spread out and read silently to themselves.

R/M: The students will again spread out and read silently to themselves.

R/M: The students will again spread out and read silently to themselves.

LI/R: The students will listen as the teacher reads aloud the sequel to Dear Mr. Henshaw.

W: For the last 10 minutes of class, the students will again write in their journals.

W: For the last 10 minutes of class, the students will again write in their journals.

W: For the last 10 minutes of class, the students will again write in their journals.

W: For the last 10 minutes of class, the students will again write in their journals.

HW: Students will be free on this day to take home the book.

HW: Students will be free on this day to take home the book.

CD: The teacher will facilitate as the students engage in open discussion concerning their thoughts and feelings towards the book, Dear Mr. Henshaw.

DA: Any students who finish Dear Mr. Henshaw before Friday, will be given a copy of Strider to read.

Language Arts Charts Day 141

Day 142

Day 143

JWG SOL LA 5.16b Research: Internet R: Magazine articles W: Summaries T/R: The students will each research their favorite author on the internet and read an article about him or her.

JWG SOL LA 5.3 Expressing Ideas R: Summaries W: Letters

JWG SOL LA 5.22 Punctuation: Fragments and Run-ons R: Paragraphs W: Paragraphs LI/RV: The teacher will review the concept of recognizing fragments and runons.

W: Each student will write a summary on the article they read. CD: The students will share their newly found information with the class in a discussion format.

W: The students will use their summaries to help them write a letter to their favorite author. R: Anyone who wishes may read their letter aloud to the class.

R/W: The students will read various paragraphs from books read throughout the DA: ELL learners semester on the may choose to pick overhead projector. an author from The paragraphs their native will have been country and will be changed by the allowed to write teacher to include their letter in their fragments and runnative language. ons. Each student will re-write the paragraphs correctly. HW: Each student must bring in a newspaper article of their choice, whether it be sports, entertainment, news, or anything else.

Day 144

Day 145

JWG SOL LA 5.15 JWG SOL LA 5.23 Research: Current Discussion and Events Analyzing: Fiction R: Newspaper R: Amos Fortune: W: Reporting Free Man W: Summaries R/CD: The R/LI: The teacher students will read will introduce the aloud their articles book and read the to the class. The first chapter aloud. teacher will then facilitate a class W: The students discussion on the will write a events. summary of the first chapter. W: The students will each write out a plan of action in which they will follow a particular story (a sporting event, cooking, interview etc). HW: The students will have the weekend to put their plan into effect and write a report on it.

Language Arts Charts Day 146

Day 147

Day 148

JWG SOL LA 5.15 JWG SOL LA 5.15 JWG SOL LA 5.23 Research: Current Research: Current Discussion and Events Events Analyzing: Fiction R: Newspaper R: Newspaper R: Amos Fortune: W: Reporting W: Reporting Free Man W: Summaries R/CD: Half of R/CD: The other GA/R: Divided students will read half of the class into groups their reports and will read their heterogeneously, share their reports and share (there will be at experience and their experience least one strong their strategies and their strategies reader and one with the class. with the class. weak reader in every group) the DA: Gifted students will read learners may work from Amos in a group to Fortune. construct their own newspaper. GA/W: In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of twothree sentences each.

Day 149

Day 150

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Amos Fortune: Free Man W: Short answer GA/R: In their reading groups, the students will read from Amos Fortune.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Amos Fortune: Free Man W: Short answer GA/R: In their reading groups, the students will read from Amos Fortune.

GA/W: In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of twothree sentences each.

GA/W: In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of twothree sentences each.

Language Arts Charts Day 151

Day 152

JWG SOL LA 5.23 JWG SOL LA 5.23 Discussion and Discussion and Analyzing: Fiction Analyzing: Fiction R: Amos Fortune: R: Amos Fortune: Free Man Free Man W: Short answer W: Short answer GA/R: In their GA/R: In their reading groups, the reading groups, the students will read students will read from Amos from Amos Fortune. Fortune. GA/W: In their GA/W: In their groups, the groups, the students will students will answer literature answer literature questions, prepared questions, prepared by the teacher, by the teacher, with written short with written short answers of twoanswers of twothree sentences three sentences each. each.

Day 153

Day 154

Day 155

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Amos Fortune: Free Man W: Short answer GA/R: In their reading groups, the students will read from Amos Fortune.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Amos Fortune: Free Man W: Short answer GA/R: In their reading groups, the students will read from Amos Fortune.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Amos Fortune: Free Man W: Short answer GA/R: In their reading groups, the students will read from Amos Fortune.

GA/W: In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of twothree sentences each.

GA/W: In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of twothree sentences each.

GA/W: In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of twothree sentences each.

DA: Any students who finish the book early will be given the book The Story Of Phillis Wheatley , Slave Poet.

HW: Anyone who has not finished the book will be responsible for finishing the book before Monday.

Language Arts Charts Day 156 JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Amos Fortune: Free Man W: Short answer AS: The teacher will formally assess the students comprehension of Amos Fortune and the concepts from the book by giving them a test consisting of literature questions similar to the ones the students completed the past couple of weeks during their group analysis time.

Day 157

Day 159

Day 160

JWG SOL LA 5.20 JWG SOL LA 5.1 Plural Possessives Group Work and R: Paragraphs Discussion W: Paragraphs R: Directions W: Summaries

JWG SOL LA 5.1 Group Work and Discussion R: Directions W: Summaries

JWG SOL LA 5.1 Group Work and Discussion R: Directions W: Summaries

LI/RV: The teacher will review plural possessives along with other grammatical key concepts.

GA/MO: In the same groups as yesterday, the students will follow a written set of directions for a scavenger hunt involving the area around the school.

GA/RS: The students, in their groups, will follow a written set of instructions involving researching a variety of information using the library.

R/CA: The students will read paragraphs off the overhead containing misuses of grammar. W: The students will re-write the paragraphs using correct grammar.

Day 158

LI: The teacher will review the successes and failures had within the groups throughout the year. The teacher will talk about the importance of learning how to work together in groups. The teacher will divide the class into heterogenous groups. GA/MO: The teacher will take the students outside where they will compete against each other, in groups, in a variety of team building exercises such as the wheelbarrow walk, the trust fall, tugof-war, etc. W: Back inside, the students will each write a summary of how they worked together as a group to accomplish a common goal.

W: The students will write summaries of their specific strategies. CD: The teacher will facilitate a class discussion on how the groups used certain strategies and worked together. DA: Students who are unable to read well will be paired with students who are able to help.

W: The students will summarize their experience in writing. CD: The class will discuss their opinions concerning working in groups, including the advantages and disadvantages.

Language Arts Charts Day 161

Day 162

Day 163

REVIEW (Grammar)

REVIEW (Setting, Plot, Characterization, Dialogue) LI: The teacher will review setting, plot, characterization, and dialogue.

REVIEW (Genres)

LI: The teacher will briefly review all of the grammar SOLS covered throughout the semester including fragments, run-ons, plural possessives, root words, suffixes, prefixes etc. GA: The teacher will divide the class in groups based on gender and will conduct the class in a game of jeopardy.

W: The students will give examples of each in writing. DA: The teacher will pair a slow learner with a gifted learner for this exercise if necessary.

Day 164

REVIEW (Writing to inform: subjectivity vs. objectivity) LI: The teacher LI: The teacher will review the will review the different kind of strategies involved genres, including in writing to fiction, non-fiction, inform and the poetry etc. differences between R/CA: The teacher subjectivity and will read excerpts objectivity. from some of the students’ personal R/CA: The teacher favorite books and will read from a the students will variety of news identify which sources, and the genre is being students will represented. identify whether the writer is being subjective or objective.

Day 165 REVIEW (Poetry) LI: The teacher will review the different kinds of poetry covered in the past semester. GA/W: In groups of their choosing, the students will be given a particular type of poem to write. CD/R: The students will read their poems aloud to the class and identify the type.

Language Arts Charts Day 166

Day 167

Day 168

Day 169

Day 170

Standardized Testing

Standardized Testing

Standardized Testing

Standardized Testing

Standardized Testing

DA: For each day of testing, students with disabilities rendering them unable to read the test will be given special assistance in a separate room.

Language Arts Charts Day 171

Day 172

Day 173

Day 174

Day 175

JWG SOL LA 5.26 Discussion and Analyzing: Drama R: Roald Dahl’s Charlie and the Chocolate Factory (Play)

JWG SOL LA 5.26 Discussion and Analyzing: Drama R: Roald Dahl’s Charlie and the Chocolate Factory (Play)

JWG SOL LA 5.26 Discussion and Analyzing: Drama R: Roald Dahl’s Charlie and the Chocolate Factory (Play)

JWG SOL LA 5.26 Discussion and Analyzing: Drama R: Roald Dahl’s Charlie and the Chocolate Factory (Play)

JWG SOL LA 5.26 Discussion and Analyzing: Drama R: Roald Dahl’s Charlie and the Chocolate Factory (Play)

R: The class will read from the book round-robin style. The teacher will call on individual students to read aloud.

R: The class will read from the book round-robin style. The teacher will call on individual students to read aloud.

R: The class will read from the book round-robin style. The teacher will call on individual students to read aloud.

R: The class will read from the book round-robin style. The teacher will call on individual students to read aloud.

R: The class will read from the book round-robin style. The teacher will call on individual students to read aloud.

LI: The teacher will emphasize the importance of voice projection and confidence.

CD: The teacher will lead a discussion on analyzing the play.

CD: The teacher will lead a discussion on analyzing the play.

W/HW: Each student will write a part in the play that they would like to have and will turn it in to the teacher before class on Friday.

CD: The teacher will lead a discussion on analyzing the play.

DA: Students who do not wish to make a preference will not be forced to do so. A small number of students will be selected to be stage hands.

Language Arts Charts Day 176

Day 177

Day 178

Day 179

Day 180

JWG SOL LA 5.29 Drama

JWG SOL LA 5.29 Drama

JWG SOL LA 5.29 Drama

JWG SOL LA 5.2 Expressing Ideas R: Student’s Choice W: Brainstorming chart

JWG SOL LA 5.2 Expressing Ideas R: Student’s Choice W: Listing

MO/FA: The students will perform the play Charlie and the Chocolate Factory for the rest of the school and their parents.

MO/FA/CI: The teacher will take the students to the first of two rest homes, in which the students will perform their play.

MO/FA/CI: The teacher will take the students to the second rest home, where the students will perform their last rendition of Charlie and the Chocolate Factory.

CD: The teacher will facilitate an open discussion in which the class brainstorms about what they liked and disliked about the school year.

CD: The teacher will facilitate an open discussion in which the class shares the things they learned during the school year.

DA: Students who are unable to perform on stage due to a disability will be assigned the duty of being a personal assistant to the teacher.

W/CA: The students will come to the board and create a brainstorming chart listing their ideas of how to fix things they did not like. R: The class will pick a book and will either read silently, out loud, or select the teacher to read aloud to them for the remainder of the period.

W/CA: Students will take turns coming to the board and writing down things they learned. R: The class will pick a book and will either read silently, out loud, or select the teacher to read aloud to them for the remainder of the period.

Resource List Bernier-Grand, C. T. (2004). Cesar: Si, Si Puede!/Yes, We Can! Marshall Cavendish Children's Books. Blum, J. (1996). The United States of Poetry. New York: Harry N. Abrams. Cendrars, B. (1982). Shadow. Antheneum. Chaucer, G. (1958). Chanticleer and the Fox. New York: Thomas Y. Crowell Company Inc. Cheaney, Janie B. (1996). Wordsmith Craftsmen. Melrose, FL: Common Sense Press. Cleary, B. (1983). Dear Mr. Henshaw. New York: HarperTrophy. Corbett, S. (1978). Bridges. New York: Macmillan Pub Co. Delano, M. F. (2005). American Heroes. Des Moines, Iowa: National Geographic Children's Books. Edmonds, W. D. (1941). Matchlock Gun. New York: Dodd. Estes, E. (1951). Ginger Pye. New York: HarperCollins. Frank, Majorie. (1979). If You’re Trying to Teach Your Kids How to Write, You’ve Gotta Have This Book! Nashville: Incentive Publications. Fleischman, P. (1988). Joyful Noise: Poems for Two Voices. New York: HarperTrophy. Freedman, R. (1999). Babe Didrikson Zaharias: The Making of a Champion. New York: Clarion Books. Freedman, R. (1987). Lincoln: A Photobiography. New York: Clarion Books. Grimes, N. (1978). Something on My Mind. Gloucester, MA: Peter Smith Publisher. Hauptly, D. J. (1987). "A Convention of Delegates": The Creation of the Constitution. New York: Atheneum. Hovey, K. (2004). Voices of the Trojan War. New York: Margaret K. McElderry. Howard, E. (1984). A Circle of Giving. New York: Atheneum.

Korman, G. (1992). The D- Poems of Jeremy Bloom. Richmond Hill: Scholastic Inc. Korman, G. (1996). The Last Place Sports Poems of Jeremy Bloom. New York: Scholastic. Lasky, K. (2003). A Voice of Her Own: The Story of Phillis Wheatley, Slave Poetq. Cambridge, MA: Candlestick Press. Longfellow, H. W. (1863). Midnight Ride of Paul Revere. Tales of Wayside Inn , 22-23. Lowry, L. (1989). Number the Stars. New York: Dell Publishing. McKinley, R. (1978). Beauty. New York: HarperCollins. McKissack, P. C. (1989). A Long Hard Journey: The Story of the Pullman Porter. New York: Walker and Comany. Miller, B. M. (2002). Growing up in Revolution and the New Nation 1775 to 1800. Minneapollis, Minnesotta: Lerner Publications. Moore, A. C. (1924). Nicholas: A Manhattan Christmas Story. New York: G.P. Putnam's Sons. Murray, S. (2005). American Revolution. New York: DK Children. Naylor, P. R. (1991). Shiloh. New York: Atheneum. Penner, L. R. (1976). Colonial Cookbook. New York: Hastings House Publishers. Poem of Quotes. (n.d.). Retrieved December 3, 2007, from http://www.poemofquotes.com/articles/poetry read, write, think. (n.d.). Retrieved from http://www.readwritethink.org/materials/acrostic. Roos, S. (2002). Recycling George. New York: Alladdin . Rylant, C. (1985). A Blue-eyed Daisy. New York: Alladdin. Sachar, L. (1998). Holes. New York: Yearling. Silverstein, S. (1974). Where the Sidewalk Ends. New York: HarperCollins. Spinelli, J. (1990). Maniac Magee. Boston: Little Brown and Company.

Testa, M. (2002). Becoming Joe Dimaggio. New York: Candlewick. think quest. (n.d.). Retrieved from http://library.thinkquest.org/CR0211900/shiloh/shiloh.htm. Welch, Diane. (1990). Learning Language Arts Through Literature. Hawthorne, FL: Common Sense Press. Yates, E. (1950). Amos Fortune, Free Man. New York: Puffin.

Social Studies Charts Day 1

Day 2

Day 3

Day 4

Day 5

JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions

JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions

JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions

JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions

JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions

T/FA: The class will watch a short episode of “Where in the World is Carmen Sandiego?”

CA/MA: The teacher will give the students worksheets and the students will use maps, globes, and tables to complete matching questions.

CA/MO: The teacher will take the students outside to a blacktop where there will be a predrawn sketch of the world. The teacher will call out specific places and regions and the students will have to rush to that spot.

R/LI: The teacher will read from the book, A Life Like Mine: How Children Live Around the World.

CD: The students will share their findings from the day before about the place they would like to visit.

W: The student will each write a paragraph about a specific place anywhere in the world that they would like to visit and why.

CA: The students will complete a worksheet in which they label the continents and key geographic regions around the globe.

LI: The teacher will instruct the students about the difference between maps, globes, and tables. MA: The teacher will bring in models of each for the students to view.

GA: In groups of their choosing, the students will make a globe using paper mache and balloons.

T: The students will use the internet to research that particular region they would like to visit.

DA: Students who finish early will engage in silent reading with the book of their choice.

Social Studies Charts Day 6

Day 7

Day 8

Day 9

Day 10

JWG SOL SS 5.2 Early Developments in America: Indian Habitats CD: The teacher will ask the students to share what they already know about Indians. The class will talk about stereotypes and common misconceptions.

JWG SOL SS 5.2 Early Developments in America: Indian Habitats FA/CA: The students will build models of tepees using popsicle sticks, fabric, and glue.

JWG SOL SS 5.2 Early Developments in America: Indian Habitats FA/CA: The students will build models of longhouses, using popsicles, pine straw, and glue.

JWG SOL SS 5.2 Early Developments in America: Indian Habitats R: The teacher will read from the book, A Cry From the Earth: Music of the North American Indians.

LI: While the students are building tepees, the teacher will explain to the students how the Sioux Indians lived and about their contributions to North America.

LI: While the students are building longhouses, the teacher will talk to them about the Iroquois Indians and their contributions to America, including the Iroquois Confederacy.

JWG SOL SS 5.2 Early Developments in America: Indian Habitats T/RS: The students will use the internet to research the connection between the Iroquois Confederacy and the formation of American government.

W: Each student will write down what they already know about Indians and what they want to know. LI: The teacher will instruct the students about how the Indians played a role in developing early America. R/LI: The students will read aloud from their textbook.

W: Each student will write a brief paragraph about their research. CD: The students will discuss their research as the teacher guides them.

FA/MO: The teacher will lead the students in singing a song sung by the North American Indians. The students will also make up a dance to along with the song. DA: Gifted/Accelerated learners may write their own song about Indians to be sung in class.

Social Studies Charts Day 21

Day 22

Day 23

Day 24

Day 25

JWG SOL SS 5.3 Africans to America, Explorers and Settlement

JWG SOL SS 5.3 Africans to America, Explorers and Settlement

JWG SOL SS 5.3 Africans to America, Explorers and Settlement

JWG SOL SS 5.3 Africans to America, Explorers and Settlement

JWG SOL SS 5.3 Africans to America, Explorers and Settlement

GA/W: In pairs, the students will interview each other about what special skills they possess. Each interviewer will record each skill on a separate index card. The cards will all be placed in a box to compile a skills inventory.

LI: The teacher will explain to the students about the Crusades, Marco Polo, and the Asian empire. The teacher will also talk about the reasons behind exploration.

GA/RS/T: The teacher will divide the students into groups, and each group will be assigned an explorer. Assigned explorers will include Bartholomeu Dias, Christopher Columbus, John Cabot, Vasco De Gama, Amerigo Vespucci, Vasco Nunez Balboa, and Ferdinand Magellan. Each group will use their textbooks, library books, and the internet to perform research.

GA/T: The students will put their research into PowerPoint presentations.

OL/LI: Each group will present to the class, and the teacher will expound on each presentation with additional details.

CD: The teacher will lead the class in a discussion about the ways that a community works together. LI: The teacher will explain to the class how Africans first came to America.

W: The students will take notes as the teacher talks.

DA: ELL learners will include a special page that defines specific vocabulary words. RS/T: Each student will research a specific disease that was common among the explorers in America. The teacher will talk about the causes of the diseases and the importance of cleanliness.

Social Studies Charts Day 26

Day 27

Day 28

Day 29

Day 30

JWG SOL SS 5.4 Key PreConstitution Documents LI: The teacher will give an introduction to the students about the various documents preceding the Constitution.

JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will call on individual students to read from The Magna Charta.

JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will call on individual students to read from The Magna Charta.

JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will call on individual students to read from The Magna Charta.

JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will call on individual students to read from The Magna Charta.

R: The teacher will call on individual students to read from The Magna Charta. CD: The teacher will lead the class in a discussion on the chapters read.

DA: ELL learners and students who are slow readers will be placed beside a strong reader for help and encouragement.

FA: During the reading of Magna Charta, the students will role play and use appropriate diction for the characters.

Social Studies Charts Day 41 JWG SOL SS 5.4 Key PreConstitution Documents GA/W: In groups of their choosing, the students will write down principles they believe are essential for a successful government. CD: The students will read their principles and discuss them with one another as the teacher facilitates.

Day 42

Day 43

JWG SOL SS 5.4 JWG SOL SS 5.4 Key PreKey PreConstitution Constitution Documents Documents LI: The teacher LI/FA: The will introduce the teacher will class to the English present a Bill of Rights. PowerPoint presentation to the T/RS: The class about students will use William the internet to Blackstone. research the English Bill of R: The teacher Rights. will read aloud from Montesquieu: W: The students The French will each write a Philosopher Who paragraph about Shaped Modern what they learn. Government. CD: The students will share their information with one another through an open discussion led by the teacher.

DA: Gifted learners will be allowed to help the teacher read.

Day 44

Day 45

JWG SOL SS 5.4 Key PreConstitution Documents R: The teacher will read aloud from Montesquieu: The French Philosopher Who Shaped Modern Government.

JWG SOL SS 5.4 Key PreConstitution Documents AS: The student will be formally assessed on the concepts covered in the last few weeks, including continents, geographic regions, early Indian civilizations and habitats, and pre-constitution documents, specifically the Magna Charta and the English Bill of Rights.

CA: The teacher will divide the class into two teams based on gender and will lead the class in a game of jeopardy in order to review for test on Friday.

Social Studies Charts Day 46

Day 47

Day 48

Day 49

Day 50

JWG SOL SS 5.5 American Colonization, Immigration to America from England CA/W: The teacher will instruct the class to write down a list of rights that they have and would not want to have taken from them. The teacher will use the English Bill of Rights for a prompt if needed.

JWG SOL SS 5.5 American Colonization, Immigration to America from England R/LI: The teacher will read aloud from the book, Focus on U.S. History: The Era of Colonization and Settlement.

JWG SOL SS 5.5 American Colonization, Immigration to America from England CA/FA: The students will draw a timeline using information learned from the previous day about the Pilgrims exodus from England and their arrival into America. The students will fill the timeline with pictures and color.

JWG SOL SS 5.5 American Colonization, Immigration to America from England LI: The teacher will explain to the students about the Pilgrim’s first form of government.

JWG SOL SS 5.5 American Colonization, Immigration to America from England LI: The teacher will use a PowerPoint presentation to teach the students about Jamestown.

CD/LI: The teacher will lead the class in a discussion about those rights and then explain to the students why the pilgrims left England to go to America. LI: The teacher will distinguish between the puritans and the separatists.

GA/CM: The teacher will divide the class into two groups. Each group will be given a situation concerning whether to stay in a particular school. Each side will have to decide whether to change schools or not. The class will use role play and debate the issue. LI: The teacher will relate the class debate to the debate between the puritans and separatists.

GP: The teacher will walk around the room and also put facts on the board during this time to aid the students.

R/LI: The teacher will call on individual students to read aloud the Mayflower Compact. Throughout the reading, the teacher will frequently pause the reader in order to explain the meaning and definition of what was read. The class will use dictionaries to look up words they do not understand. When looking up words, the students will race to see who can find it first, and the teacher will reward the winner with a prize.

T/CA: The students will each use the internet to play the ‘Jamestown Online Adventure’ where they put themselves in the place of Captain and use instructions from the London Company as a guide. W: Each student will write a brief paragraph about what they learned. DA: Students unable to finish writing in time due to a learning disorder will draw a picture instead.

Social Studies Charts Day 61 JWG SOL SS 5.6 American Revolution and Key Ideas and Characters LI: The teacher will give an overview of the main characters and the key ideas of the American Revolution.

Day 62

JWG SOL SS 5.6 American Revolution and Key Ideas and Characters R/LI: The teacher will give individual students excerpts from Thomas Paine’s book Common Sense. After each excerpt is read, the R: The teacher will teacher will read the first part explain what was of the book, An read and the Astonishing Life of meaning behind it. Benjamin Franklin By His Good R/GA: In their Mouse. current reading groups from language arts, the students will read from the book, An Astonishing Life of Benjamin Franklin By His Good Mouse.

Day 63

Day 64

Day 65

JWG SOL SS 5.6 American Revolution and Key Ideas and Characters R/LI: The teacher will give individual students part of the Virginia Bill of Rights and call on them read them aloud. After each one, the teacher will explain what it means. The teacher will explain that the Virginia Bill of Rights, written by George Mason, played a major role in forming the Bill of Rights found in the Constitution.

JWG SOL SS 5.6 American Revolution and Key Ideas and Characters

JWG SOL SS 5.6 American Revolution and Key Ideas and Characters

W: The students will write down what they know and what they want to know about Thomas Jefferson.

W: The students will write down what they know and what they want to know about George Washington.

CD: The teacher will lead a discussion in which the students say what they know about Thomas Jefferson.

CD: The teacher will lead a discussion in which the students say what they know about George Washington.

R/LI: The teacher will give individual students excerpts from the Declaration of Independence to read aloud. After each excerpt is read, the teacher will explain what it means.

R/LI: The teacher will give the students excerpts from famous quotes and speeches during the time Washington commanded the Revolutionary Army. The teacher will talk about each excerpt after it is read.

R/GA: In their current reading groups from language arts, the students will read from the book, An Astonishing Life of Benjamin Franklin By His Good Mouse.

R/GA: In their current reading groups from language arts, the students will read from the book, An Astonishing Life of Benjamin Franklin By His Good Mouse.

R/GA: In their current reading groups from language arts, the students will read from the book, An Astonishing Life of Benjamin Franklin By His Good Mouse. DA: Groups who finish reading early will write a summary of the book.

Social Studies Charts Day 66

Day 67

Day 68

Day 69

Day 70

JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution R: The teacher will read from the book, The Articles of Confederation.

JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution LI: The teacher will introduce students to how the Constitution was formed and the Constitutional Convention.

JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution GA/T: In groups, the students will research a particular group of people’s point of view concerning the Constitution. Each group will gather information using their textbook and the internet.

JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution LI: The teacher will explain to the difference between the Federalists and Anti-Federalists.

JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution AS: The students will be formally assessed on the information from the past three weeks, including American colonization, key figures and ideas of the American Revolution, the Articles of Confederation, and the Constitutional Convention.

LI: The teacher will explain to the students about the Articles of Confederation go into more detail about how they were formed and their significance.

FA/GA: The teacher will emphasize that the convention proceedings were kept secret and that it would probably not be kept secret in today’s world. In groups of their choosing, the students will make a poster publicizing the convention and its goal.

CD: The students will present their side’s opinion in front of the class using direct quotes and paraphrases from their particular characters.

W: The students will each write a two page comparison paper listing the differences and similarities between the Federalists and Anti-Federalists. DA: Students who finish early will engage in silent reading with the book of their choice.

Social Studies Charts Day 81 JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers LI: The teacher will explain to the class what the Lewis and Clark expedition was. The teacher will show the students a map of their travels and talk about the obstacles they faced.

Day 82 JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers CD/OL: The groups from yesterday will present their finding to the class.

R: The teacher will call on T: In groups, the individual students students will use the internet to research the to read aloud from rivers crossed by the text about Lewis and Clark. The Sacajawea. students will learn how some of those rivers were later used to harness hydroelectric power. DA: Students who finish early may play the game ‘Oregon Trail’. R/HW: The students will read from the book Westward Expansion (You Choose) and will pick their favorite story and ending and write a paragraph about it and share it with the class.

CA/W/FA: In groups of their choosing, the students will write and decorate postcards Lewis and Clark might have liked to send to their families. R/HW: The students will read from the book Westward Expansion (You Choose) and will pick their favorite story and ending and write a paragraph about it and share it with the class.

Day 83

Day 84

Day 85

JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers

JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers

JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers

R: The teacher will call on individual students to read from the book, Rattlesnake Mesa: Stories from a Native American Childhood. CD: The class will discuss the book and the differences between growing up as an Indian compared to growing up as an American today.

LI: The teacher will introduce the students to the Pony Express.

W: The students will compare the Pony Express to the Post Office.

CI: The teacher will take the class on a field trip to the Post Office.

T: The students will use computers to play ‘Oregon Trail’. DA: Students who are technologically challenged may choose to read a book on Westward Expansion instead.

Social Studies Charts Day 86

Day 87

Day 88

Day 89

Day 90

JWG SOL SS 5.9 Civil War and Key Individuals LI: The teacher will introduce the students to several key concepts concerning the events that led to the Civil War. The teacher will also introduce key reformers before the Civil War.

JWG SOL SS 5.9 Civil War and Key Individuals LI: The teacher will explain to the students about the differences between the North and the South, including why slavery became popular in the South.

JWG SOL SS 5.9 Civil War and Key Individuals LI: The teacher will talk to the students about the Underground Railroad.

JWG SOL SS 5.9 Civil War and Key Individuals OL: The students will present their reports to the class.

JWG SOL SS 5.9 Civil War and Key Individuals

CA/LA: In groups of their choosing, the students will choose from a list of reformers and write a character sketch being careful to include personality traits along with their achievements. The students will also create a dialogue to be had with a partner. OL: The groups will present their sketches to the class and will take on the role of their characters in a realistic dialogue.

CA: The students will be given a chart listing information regarding the number of free and enslaved AfricanAmericans in the South between 1820 and 1860. Using the chart, the students will answer questions about the AfricanAmerican population during the years preceding the Civil War.

T/RS: The students will each research the Underground Railroad using the library and the internet and will write a brief report on their findings. Each student must list at least three sources, at least one of them being a book. DA: Gifted or accelerated learners will write a script to a play on the Underground Railroad.

CD: The teacher will lead the class in a discussion about possible non-violent ways of resisting slavery including learning how to read, write, and planning ways to escape. LI: The teacher will explain to the class who Nat Turner was and what he did. FA: The students will sing a song about Nat Turner and his rebellion.

CD: The teacher lead the class in a discussion about what it means to be a peacemaker. The teacher will ask the students to identify the most important behaviors and attitudes they think a peacemaker must have. The teacher will record their ideas on the board. GA: In pairs, the students will share with each other some instances when they acted as peacemakers. The groups will then share their experiences with the class. LI: The teacher will talk to the students about famous peacemakers such as Abraham Lincoln and Martin Luther King Jr. The teacher will relate the traits on the board to the traits of the famous people.

Social Studies Charts Day 101

Day 102

Day 103

Day 104

Day 105

JWG SOL SS 5.9 Civil War and Key Individuals R/LI: The teacher will read from the book, Reluctant Witnesses: Children’s Voices from the Civil War, and will explain certain concepts about the war along the way.

JWG SOL SS 5.9 Civil War and Key Individuals R: The teacher will divide the Gettysburg Address among the students and they will read it aloud.

JWG SOL SS 5.9 Civil War and Key Individuals LI: The teacher will explain to the students what the word ‘confederacy’ means. The teacher will then talk about the beginning of the Civil War.

JWG SOL SS 5.9 Civil War and Key Individuals GA: The students will work in their groups from the day before and continue their projects.

JWG SOL SS 5.9 Civil War and Key Individuals R: The teacher will read from the book, Life Goes on: The Civil War at Home.

LI: The teacher will talk about editorials and their purpose. R: The teacher will call on individual students to read excerpts from Lincoln’s 1861 speech. CD: The teacher will lead the class in a discussion on the significance of the speech.

LI/LA: The teacher will stop the students frequently and explain key concepts and highlight critical points to ensure understanding. The teacher will point out how Lincoln used repeated phrasing for impact. W: The students will write a brief paragraph using repeated phrasing.

GA: In groups of their choosing, the students will be divided into writers for Confederate newspapers and Union newspapers. The groups will divide responsibilities among their members such as deciding who will be researchers, writers, illustrators, and editors. The teacher will assign each group a different topic.

LI: The teacher will talk about the use of diction, and the students will use different accents when they present. OL: The groups will present their reports using appropriate diction as they take on the role of the characters about whom they are presenting. DA: Students with learning disorders prohibiting them from presenting will be given other responsibilities as a teacher assistant.

CD: The teacher will lead the class in a discussion about the way life would be during a war compared to how life is during a time of peace.

Social Studies Charts Day 106

Day 107

Day 108

Day 109

Day 110

JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration LI: The teacher will show the class a map that divides the country into Confederate and Union territories.

JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration FA/R/GA/W: The teacher will divide the students into groups and will give each one a copy of a popular song that was sung during the Civil War. Each group will write a page essay describing the song.

JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration LI: The teacher will talk to the students about various battles of the Civil War, including the Battle of Shiloh, the Battle of Antietam, the Battle of Gettysburg, and the Battle of Vicksburg.

JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration OP: Each group will present their findings to the class.

JWG SOL SS 5.10 North and South States of Civil War, Areas of Major Battles, Immigration LI: The teacher will discuss the effects of immigration during the Civil War. The teacher will also talk about the role of women in the Civil War.

T: The students will use the internet to research the Battle of Bull Run. CD: The class will discuss their findings, and the teacher will fill in the details. LI: The teacher will explain to the students military strategies such as blocking ports. The teacher will compare the strategies of the North to those of the South.

CD: The teacher will lead the students in a discussion about how the songs expressed people’s feelings during the Civil War. R: The teacher will read from the book, Life Goes on: The Civil War at Home.

GA/RS: The teacher will divide the students into groups and assign each group a particular battle to research.

LI: The teacher will compare the styles of Lee and Grant, making a comparison chart on the board. CA/T: The students will use the internet to research the two generals and make character sketches of each.

CD: The teacher will lead the class in a discussion about the effects of war and how we can avoid it and about times when it is necessary to go to war.

DA: Students who cannot finish in time due to a learning disorder may draw pictures of each general instead.

AS: The students will be formally assessed through a multiple choice exam covering material from the last four weeks.

Social Studies Charts Day 121

Day 122

Day 123

Day 124

Day 125

JWG SOL SS 5.11 Reconstruction, Industrial Revolution LI: The teacher will review the reasons why the North and South went to war. The teacher will talk to the students about the nature of the disagreement and how that would result in conflict during Reconstruction.

JWG SOL SS 5.11 Reconstruction, Industrial Revolution LI: The teacher will talk about Jim Crow Laws and explains terms such as ‘sharecropper’. The teacher will also talk about congressional acts that improved and did not improve the plight of freed slaves.

JWG SOL SS 5.11 Reconstruction, Industrial Revolution LI: The teacher will give a PowerPoint presentation on the Freedmen’s Bureau.

JWG SOL SS 5.11 Reconstruction, Industrial Revolution LI: The teacher will talk to the students about the Ku Klux Klan.

JWG SOL SS 5.11 Reconstruction, Industrial Revolution R: The teacher will read from the book, Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories.

GA: In pairs, the students will talk about times when they had difficulty resolving conflict. CD: The students will share their experiences with the class.

T/RS/W: The students will each use the internet to find the 13th, 14th, and 15th amendments. The students will each summarize the amendments using their own words.

R: The teacher will call on individual students to read aloud from the textbook.

CD: The students will share their summaries and discuss their significance.

W: Each student will write a onepage essay about how a Southern child might have felt about going to school for the first time at a Freedmen’s Bureau.

CD: The teacher will lead the class in a discussion about hate groups and reasons behind them. W: The students will write a onepage essay on how to deal with hate groups.

DA: Gifted readers will help the teacher read.

Social Studies Charts Day 126 JWG SOL SS 5.12 States and Capitols GA: In groups of their choosing, the students will research a state of their choice. (A state cannot be done by more than one group) Research will include, year of entry into the Union, capital, chief crop, nickname, historical background, and other interesting facts. W/T: The groups will compile a PowerPoint presentation for the class.

Day 127

Day 128

JWG SOL SS 5.12 JWG SOL SS 5.12 States and Capitols States and Capitols GA: The groups OL: The groups will continue to will present to the work on their class. projects. DA: Groups who finish early will make a poster of the state they researched.

Day 129

Day 130

JWG SOL SS 5.12 States and Capitols GA: In the same groups, the students will research specific cities. (The teacher will give them a list from which to choose, and no one city may be done by more than one group.)

JWG SOL SS 5.12 States and Capitols OL: Each group will present their presentation to the class.

W/T: Each group will prepare a PowerPoint presentation.

Social Studies Charts Day 141

Day 142

Day 143

Day 144

Day 145

JWG SOL SS 5.13 Aftermath of World War 1 R: The class will read from the book, World War 1 by Tom McGowen.

JWG SOL SS 5.13 Aftermath of World War 1 R: The class will read from the book, World War 1 by Tom McGowen.

JWG SOL SS 5.13 Aftermath of World War 1 R: The class will read from the book, World War 1 by Tom McGowen.

JWG SOL SS 5.13 Aftermath of World War 1 LI: The teacher will talk to the class about the Great Depression.

LI: The teacher will stop the reading intermittently to provide further explanation of key concepts.

LI: The teacher will stop the reading intermittently to provide further explanation of key concepts.

LI: The teacher will stop the reading intermittently to provide further explanation of key concepts.

W: The students will take notes.

JWG SOL SS 5.13 Aftermath of World War 1 LI: The teacher will explain the major changes brought about by World War I, including technology, warfare, and the economy.

RV: The teacher will review for the exam by giving students study notes.

RV: The teacher will review for the exam by giving students study notes.

RV: The teacher will review for the exam by giving students study notes.

DA: Students unable to take proper notes due to a learning disorder will be given handouts of the notes from the teacher.

R: The class will read political cartoons from that time period. W: Each student will write their own political cartoon expressing the kinds of changes during that time period.

Social Studies Charts Day 146

Day 147

Day 148

Day 149

Day 150

JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century GA/T: The teacher will divide the class into groups and assign each group a war to research and prepare a presentation using PowerPoint. Wars assigned will include, World War II, the Korean War, the Vietnam War, the Gulf War, and the Iraq War. The students will be required to list causes and repercussions of each war.

JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century OL: Two of the groups will present their presentations.

JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century OL: The other two groups will present their presentations.

JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century RV: The teacher will divide the class into boys versus girls and lead a game of jeopardy to review for the test on Friday.

JWG SOL SS 5.14 Consequences and Repercussions of Wars Throughout the Century AS: The students will be formally assessed on the material from the last three weeks.

LI: The teacher will expound on each presentation, explaining in further detail how each affected the course of America.

LI: The teacher will expound on each presentation, explaining in further detail how each affected the course of America.

DA: Students unable to take the test in time due to a learning disorder will be allowed to take the test in a more compatible environment.

Social Studies Charts Day 161

Day 162

Day 163

Day 164

Day 165

JWG SOL SS 5.15 The Constitution and the Amendments CD: The teacher will prompt the students to discuss the ramifications of a school with 13 classrooms with each classroom having its own rules and no principal.

JWG SOL SS 5.15 The Constitution and the Amendments LI: The teacher will talk about Shay’s Rebellion and about how many people saw a need for amending the Articles of Confederation. The teacher will also talk about James Madison and his plan for a strong national government. The teacher will compare Madison to others such as Alexander Hamilton and Patrick Henry.

JWG SOL SS 5.15 The Constitution and the Amendments CD: The groups from Tuesday will share their finding with each other through a class discussion facilitated by the teacher who will expound on key points and concepts.

JWG SOL SS 5.15 The Constitution and the Amendments GA/W/T: The students will be divided into groups of two or three and will look up the Bill of Rights using the internet. Each group will be given a specific amendment to paraphrase.

JWG SOL SS 5.16 The Meaning of Democracy

LI: The teacher will talk about the Constitutional Convention and explain its proceedings.

R: The groups will read their paraphrases to the class.

LI: The teacher will explain to the students the meaning of federalism and how the government in the United States is different than other forms of government.

GA/T: In groups, the students will be assigned a key character in history and will research their feelings toward the new constitution.

CD: The teacher will lead a discussion in which the students talk about what the amendments mean to them and why they are important.

CD: The teacher will lead a discussion in which the class talks about the meaning of democracy. The teacher will compare democracy to a republic. CA/W: The students will each write a one-page paper in which they compare a democracy to a republic. DA: Students who finish early will engage in silent reading with the book of their choice.

Social Studies Charts Day 166

Day 167

Day 168

Day 169

Day 170

Standardized Testing

Standardized Testing

Standardized Testing

Standardized Testing

Standardized Testing

DA: Students unable to perform the test in the normal setting will be allowed special accommodations in which to take the test.

Resources 4th and 5th grade Student Research Resources. (n.d.). Retrieved December 7, 2007, from www.geocities.com/jk02/geo.html. Arnold, J. R. (2001). Life Goes on: The Civil War at Home. Minneapolis, MN: Lerner Publications. Bednarz, S. (1997). Build Our Nation: Teacher's Book. A Resource for Teaching and Planning. Boston, MA: Houghton Mifflin Company. Bierhorst, J. (1992). A Cry From the Earth: Music of the North American Indians. Santa Fe: Ancient City Press. Daugherty, J. (1998). The Magna Charta. California: Beautiful Feet Books. Garcia, J. (1997). Our United States: Teacher Guide 5 Part 1. Parsippany, NJ: Silver Burdett Ginn. Garcia, J. (1997). Our United States: Teacher Guide 5 Part 1. Parsippany, NJ: Silver Burdett Ginn. Gordon, S. (2005). Monetsquieu: The French Philosopher Who Shaped Modern Government. New York: Rosen Central. Jamestown Online Adventure for Kids. (n.d.). Retrieved 12 07, 2007, from www.jamestown2007.org/kids-jamestown-adventure.cfm Lassieur, A. (1998). Westward Expansion. Lawson, R. (1988). An Astonishing Life of Benjamin Franklin By His Good Mouse Amos. New York: Little Brown and Company. Levine, E. (2000). Freedom's Children: Young Civil Rights Activists Tell Their Own Stories. New York: Putnam Juvenile. McGowen, T. (1993). World War I. Danbury, CN: Franklin Watts. Milliken, L. (1996). Colonial American Activity Book. Dana Point, CA: Edupress. Publishing, D. (2002). A Life Like Mine: How Children Live Around the World. New York: DK Publishing.

Rebman, R. C. (2006). Articles of Confederation. Mankato, MN: Compass Point Books. Sammis, K. (1997). Focus on U.S. History: The Era of Colonization and Settlement. Maine: Walch Publications. Weber, E. N. (2004). Rattlesnake Mesa: Stories from a Native American Childhood. New York: Lee and Low Books. Werner, E. E. (1999). Reluctant Witnesses: Children's Voices from the Civil War. New York: Westview Press.

Complete Resource List for the Entire Curriculum Project Science Allen, K. Z. (2003). Cells, Heredity, and Classification. Austin, TX: Holt, Rinehart and Winston. Badders, W. (2003). DiscoveryWorks: Teacher's Edition. Boston, MA: Houghton Mifflin Company. Beeman, P., & Bollinger, M. J. (1996). Real Life Science Series: Classroom Experiements. Torrance, CA: Frank Schaffer Publications. Cornett, C. E. (2007). Creating Meaning Through Literature and Arts: An Integration Resource for Classroom Teachers. Upper Saddle River, NJ: Pearson Prentice Hall. Heil, D. (1996). Discover the Wonder. In D. Heil, Discover the Wonder (pp. A22-A62). Glenview, Illinois: ScottForesman Science. Jones, R. M. (2005). Harcourt Science: Teacher's Edition. Orlando, FL: Harcourt. Mini Science. (2007, October 16). Retrieved October 15, 2007, from miniscience: http://www.miniscience.com/projects/leaves1.html Oard, M., & Oard, B. (1993). Life in the Great Ice Age. Green Forest, AR: Master Books. www.answersingenesis.org. (2007, October 16). Retrieved October 16, 2007, from Answers In Genesis: www.answersingenesis.org www.palmbeachk12.fl.us.com. (2007, October 16). (n.d.). Retrieved October 16, 2007, from Palm Beach County Schools: http://www.palmbeach.k12.fl.us/MULTICULTURAL/ESOLCurriculumD ocs/Secondary/Gr7SciU8.pdf

Math Activities. (2006). Retrieved October 28, 2007, from 321know: http://www.321know.com/geo612x4.htm Axelrod, A. (1994). Pigs Will Be Pigs. New York: Simon & Schuster Books. Bendick, J. (1947). How Much and How Many: The Story of Weights and Measures. New York: Whittlesey House, McGraw-Hill Book Company. Brown, J. (1964). Flat Stanley. New York: HarperTrophy. Clement, R. (1991). Counting on Frank. Milwaukee: Gareth Stevens Publishing. Cushman, J. (2007). Do You Wanna Bet? Your Chance to Find About Probability. New York: Clarion Books. Decimals Lesson Plan. (2007). Retrieved October 28, 2007, from Teacher Vision: http://www.teachervision.fen.com/decimals/lesson-plan/3032.html. Dolan, D. (2004). Mathematics Activites for Elementary School Teachers. Boston, MA: Pearson Addison-Wesley. Eicholz, R. E. (1993). Addison-Wesley Mathematics. Menlo Park, CA: Addison-Wesley Publishing Company. Elementary Curriculum. (2004). Retrieved October 29, 2007, from bcps: http://www.bcps.org/offices/lis/curric/elem/elemgeo.html#grade5. Estimator. (2003). Retrieved October 28, 2007, from Shodor: http://www.shodor.org/interactivate/activities/Estimator/?version=1.6.0_02&browser= MSIE&vendor=Sun_Microsystems_Inc. Fennell, F. (1986). Ideas from the Arithmetic Teacher. Reston, VA: National Council of Teachers of Mathematics. Frames. (2001). Retrieved October 28, 2007, from nlvm.usa.edu: http://nlvm.usu.edu/en/nav/frames_asid_264_g_2_t_1.html. Greenes, C. (2002). Houghton Mifflin Mathematics Teacher's Edition. Boston, MA: Houghton Mifflin Company. Homeschool Math. (2007). Retrieved October 27, 2007, from www.homeschoolmath.net: http://www.homeschoolmath.net/math_resources_3.php#decimals.

Hong, T. L. (1993). Two of Everything. Morton, IL: Albert Whitman. Internet Activites. (2005). Retrieved October 28, 2007, from NeedhamK12: http://eliot.needham.k12.ma.us/technology/lessons/internet_activities/g5/5_teacher_math. htm#problem. Jonas, A. (1987). Reflections. New York: Greenwillow Books. Make a Frog. (2005). Retrieved October 28, 2007, from mathforum: http://mathforum.org/paths/measurement/frog.html. Maletsky, E. M. (2004). Harcourt Math Teacher Edition, Volume 2. Orlando, FL: Harcourt, Inc. Materials Binder. (2004). Retrieved October 28, 2007, from coreacademy: http://coreacademy.usu.edu/04_Materials/Binder/hdbk5.pdf. Math Resources. (2004). Retrieved October 28, 2007, from fcit.usf.edu: http://fcit.usf.edu/math/resource/bib.html. Mathews, L. (1979). Gator Pie. Littletone, MA: Sundance Publishing. Neuschwander, C. (1997). Sir Cumference and the Dragon of Pi. Watertown, MA: Charlesbridge. Paul, A. W. (1991). Eight Hands Round: A Patchwork Alphabet. New York: HarperCollins Publishers. Schwartz, D. M. (1989). If You Made a Million. New York: Lothrop, Lee & Shepard Books. Scieszka, J. (1995). Math Curse. New York: Viking. Sinbads. (2007). Retrieved October 27, 2007, from www.sinbads.com/menu/htm. Spier, P. (1980). People. New York: Doubleday. Twain, M. (1987). Celebrated Jumping Frog of Calaveras County and Other Sketches. New York: C.H. Webb.

Language Arts Bernier-Grand, C. T. (2004). Cesar: Si, Si Puede!/Yes, We Can! Marshall Cavendish Children's Books. Blum, J. (1996). The United States of Poetry. New York: Harry N. Abrams. Cendrars, B. (1982). Shadow. Antheneum. Chaucer, G. (1958). Chanticleer and the Fox. New York: Thomas Y. Crowell Company Inc. Cheaney, Janie B. (1996). Wordsmith Craftsmen. Melrose, FL: Common Sense Press. Cleary, B. (1983). Dear Mr. Henshaw. New York: HarperTrophy. Corbett, S. (1978). Bridges. New York: Macmillan Pub Co. Delano, M. F. (2005). American Heroes. Des Moines, Iowa: National Geographic Children's Books. Edmonds, W. D. (1941). Matchlock Gun. New York: Dodd. Estes, E. (1951). Ginger Pye. New York: HarperCollins. Frank, Majorie. (1979). If You’re Trying to Teach Your Kids How to Write, You’ve Gotta Have This Book! Nashville: Incentive Publications. Fleischman, P. (1988). Joyful Noise: Poems for Two Voices. New York: HarperTrophy. Freedman, R. (1999). Babe Didrikson Zaharias: The Making of a Champion. New York: Clarion Books. Freedman, R. (1987). Lincoln: A Photobiography. New York: Clarion Books. Grimes, N. (1978). Something on My Mind. Gloucester, MA: Peter Smith Publisher. Hauptly, D. J. (1987). "A Convention of Delegates": The Creation of the Constitution. New York: Atheneum. Hovey, K. (2004). Voices of the Trojan War. New York: Margaret K. McElderry. Howard, E. (1984). A Circle of Giving. New York: Atheneum. Korman, G. (1992). The D- Poems of Jeremy Bloom. Richmond Hill: Scholastic Inc.

Korman, G. (1996). The Last Place Sports Poems of Jeremy Bloom. New York: Scholastic. Lasky, K. (2003). A Voice of Her Own: The Story of Phillis Wheatley, Slave Poetq. Cambridge, MA: Candlestick Press. Longfellow, H. W. (1863). Midnight Ride of Paul Revere. Tales of Wayside Inn , 22-23. Lowry, L. (1989). Number the Stars. New York: Dell Publishing. McKinley, R. (1978). Beauty. New York: HarperCollins. McKissack, P. C. (1989). A Long Hard Journey: The Story of the Pullman Porter. New York: Walker and Comany. Miller, B. M. (2002). Growing up in Revolution and the New Nation 1775 to 1800. Minneapollis, Minnesotta: Lerner Publications. Moore, A. C. (1924). Nicholas: A Manhattan Christmas Story. New York: G.P. Putnam's Sons. Murray, S. (2005). American Revolution. New York: DK Children. Naylor, P. R. (1991). Shiloh. New York: Atheneum. Penner, L. R. (1976). Colonial Cookbook. New York: Hastings House Publishers. Poem of Quotes. (n.d.). Retrieved December 3, 2007, from http://www.poemofquotes.com/articles/poetry read, write, think. (n.d.). Retrieved from http://www.readwritethink.org/materials/acrostic. Roos, S. (2002). Recycling George. New York: Alladdin . Rylant, C. (1985). A Blue-eyed Daisy. New York: Alladdin. Sachar, L. (1998). Holes. New York: Yearling. Silverstein, S. (1974). Where the Sidewalk Ends. New York: HarperCollins. Spinelli, J. (1990). Maniac Magee. Boston: Little Brown and Company. Testa, M. (2002). Becoming Joe Dimaggio. New York: Candlewick.

think quest. (n.d.). Retrieved from http://library.thinkquest.org/CR0211900/shiloh/shiloh.htm. Welch, Diane. (1990). Learning Language Arts Through Literature. Hawthorne, FL: Common Sense Press. Yates, E. (1950). Amos Fortune, Free Man. New York: Puffin.

Social Science 4th and 5th grade Student Research Resources. (n.d.). Retrieved December 7, 2007, from www.geocities.com/jk02/geo.html. Arnold, J. R. (2001). Life Goes on: The Civil War at Home. Minneapolis, MN: Lerner Publications. Bednarz, S. (1997). Build Our Nation: Teacher's Book. A Resource for Teaching and Planning. Boston, MA: Houghton Mifflin Company. Bierhorst, J. (1992). A Cry From the Earth: Music of the North American Indians. Santa Fe: Ancient City Press. Brodsky, Schur Joan. (2007). Eyewitness to the Past: Strategies for Teaching American History in Grades 5-12. Portland, ME: Stenhouse Publishers. Daugherty, J. (1998). The Magna Charta. California: Beautiful Feet Books. Garcia, J. (1997). Our United States: Teacher Guide 5 Part 1. Parsippany, NJ: Silver Burdett Ginn. Garcia, J. (1997). Our United States: Teacher Guide 5 Part 1. Parsippany, NJ: Silver Burdett Ginn. Gordon, S. (2005). Monetsquieu: The French Philosopher Who Shaped Modern Government. New York: Rosen Central. Jamestown Online Adventure for Kids. (n.d.). Retrieved 12 07, 2007, from www.jamestown2007.org/kids-jamestown-adventure.cfm Lassieur, A. (1998). Westward Expansion. Lawson, R. (1988). An Astonishing Life of Benjamin Franklin By His Good Mouse Amos. New York: Little Brown and Company. Levine, E. (2000). Freedom's Children: Young Civil Rights Activists Tell Their Own Stories. New York: Putnam Juvenile. McGowen, T. (1993). World War I. Danbury, CN: Franklin Watts. Milliken, L. (1996). Colonial American Activity Book. Dana Point, CA: Edupress.

Publishing, D. (2002). A Life Like Mine: How Children Live Around the World. New York: DK Publishing. Rebman, R. C. (2006). Articles of Confederation. Mankato, MN: Compass Point Books. Sammis, K. (1997). Focus on U.S. History: The Era of Colonization and Settlement. Maine: Walch Publications. Weber, E. N. (2004). Rattlesnake Mesa: Stories from a Native American Childhood. New York: Lee and Low Books. Werner, E. E. (1999). Reluctant Witnesses: Children's Voices from the Civil War. New York: Westview Press.

CANDIDATE(S): Jason Glass

DATE: 12/9/07

EDUC 410 FINAL ASSIGNMENTS CHECKLIST Fine Arts / PE / & Health Cite at least 10 examples of the use of music:

MUSIC 1

SUBJECT Math

2

Math

3

Math

4

Math

5

Math

6

Math

7

Math

8

Social Studies

9

Social Studies

10

Language Arts

SOL JWG SOL M 5.1 Decimal Numbers JWG SOL M 5.3 Strategic Problem Solving with Estimating, Calculators and Computers JWG SOL M 5.7 Adding and Subtracting Fractions and Mixed Numbers with Unlike Denominators JWG SOL M 5.8 Parts of a Circle: Radius, Diameter, Chord, and Circumference JWG SOL M 5.18 Deriving and Displaying Data

DAY 5

24

ACTIVITY The students will work in groups of their choosing and write a song about what they want out of math class. They will also include a verse about decimal numbers since that is the topic of the week. The class will collectively sing the song at the end of class. It will become the theme song for the year. The students will put key concepts learned in the past week to a song. Working in groups of four, each group will write a few lines and then everyone will collaborate and put them together. The song will be sung to a recognizable tune. The lyrics will include key vocabulary words such as “quotient”, “divisor”, and “dividend”.

42

After the students have learned the symbols for whole, half, quarter, eighth, and sixteenth notes, the teacher will have the students solve and create note math problems.

53

The teacher will bring in a mixing board and will provide the students with beats for the students to put rhymes to consisting of the parts of a circle. The students will work in groups of their choosing and will present their lyrics to the class for collaboration and class performance.

142

The students will listen to music and record names of instruments and tally the times each is heard and record the results using bar graphs.

JWG SOL M 5.20 Structure and Function of Geometric and Numerical Patterns JWG SOL M 5.23 Prime Numbers, Factors, Multiples, and the Number Line JWG SOL SS 5.2 Early Developments in America: Indian Habitats JWG SOL SS 5.9 Civil War and Key Individuals

154

The class will all work together and write a song about the structure and functions of geometric and numerical patterns. The class will sing the song and relish in the joy of working together.

174

The teacher will instruct the students how to play “musical prime numbers”, a game that requires the students to walk around the number line while music plays. When the music stops, the students must find a prime number to stand on, with only students allowed for each prime number.

10

The teacher will lead the students in singing a song sung by the North American Indians. The students will also make up a dance to along with the song.

89

The students will sing a song about Nat Turner and his rebellion.

JWG SOL LA 5.13 Nonfiction: Categorizing Information

29

Each group will continue to work on their collage and will begin or continue to work on their song for their presentation on their respective biographical character.

Cite at least 10 examples of the use of visual art:

VISUAL ART SUBJECT

SOL

DAY

ACTIVITY

1

Language Arts

28

The students will begin work on a collage based on their respective biographical character.

2

Language Arts

JWG SOL LA 5.13 Nonfiction: Categorizing Information JWG SOL LA 5.3 Expressing Ideas

48

The students will use a variety of materials, including wire, woods, Styrofoam, foil, and clay to construct objects that communicate such themes as ‘awe’, ‘poverty’, ‘rage’, ‘conflict’, ‘pride’, ‘renewal’, ‘contentment’, etc.

3

Language Arts

JWG SOL LA 5.9 Poetry

67

4

Social Studies

7

5

Social Studies

6

Social Studies

7

Social Studies

JWG SOL SS 5.2 Early Developments in America: Indian Habitats JWG SOL SS 5.2 Early Developments in America: Indian Habitats JWG SOL SS 5.5 American Colonization, Immigration to America from England JWG SOL SS 5.8 Westward Expansion of 1800s, Key Political Ideas, Native Americans and Settlers

In groups of their choosing, the students will draw outlines of each other’s bodies by taking turns lying down on large pieces of paper. The students will then use crayons, colored pencils to fill in their life-size portrait depicting one of his or her roles in life. The students will build models of tepees using popsicle sticks, fabric, and glue.

8

Science

9

1 0

8

The students will build models of longhouses, using popsicles, pine straw, and glue.

48

The students will draw a timeline using information learned from the previous day about the Pilgrims exodus from England and their arrival into America. The students will fill the timeline with pictures and color.

82

In groups of their choosing, the students will write and decorate postcards Lewis and Clark might have liked to send to their families.

JWG SOL S 5.1 Classifying Rocks

12

The teacher will show the class pictures of sculptures and buildings made of different kinds of rock. The students will guess what kind of rock is being shown.

Science

JWG SOL S 5.3 Scientific Inquiries: Graphing Information

17

The teacher will guide the class in taking pictures of the planting of the seeds in the garden.

Science

JWG SOL S 5.5 Transmitting Sound

54

The students will create a model of the human ear and will label its different parts.

Cite at least 10 examples of the use of drama, theatre, and roleplay:

DRAMA / THEATRE / ROLEPLAY SUBJECT

SOL

DAY

1

Language Arts

12

2

Science

JWG SOL LA 5.2 Non-verbal Communication R: Scripts W: Scripts JWG SOL S 5.5 Transmitting Sound

3

Social Studies

30

4

Social Studies

JWG SOL SS 5.4 Key PreConstitution Documents JWG SOL SS 5.5 American Colonization, Immigration to America from England

5

Social Studies

68

6

Social Studies

JWG SOL SS 5.7 Articles of Confederation, Constitution, Impact of Revolution JWG SOL SS 5.9 Civil War and Key Individuals

7

Social Studies

JWG SOL SS 5.9 Civil War and Key Individuals

104

8

Social Studies

JWG SOL SS 5.11 Reconstruction, Industrial Revolution

123

9

Language Arts

JWG SOL LA 5.29 Drama

176

1 0

Language Arts

JWG SOL LA 5.29 Drama

178

59

47

86

ACTIVITY The teacher will divide the class into two teams and will supervise a game of charades. In groups, the students will use all of their notes and secondary sources and compile a short presentation in a television documentary setting. During the reading of Magna Charta, the students will role play and use appropriate diction for the characters. The teacher will divide the class into two groups. Each group will be given a situation concerning whether to stay in a particular school. Each side will have to decide whether to change schools or not. The class will use role play and debate the issue. The students will present their side’s opinion in front of the class using direct quotes and paraphrases from their particular characters. The groups will present their sketches to the class and will take on the role of their characters in a realistic dialogue. The groups will present their reports using appropriate diction as they take on the role of the characters about whom they are presenting. Each student will write a one-page essay about how a Southern child might have felt about going to school for the first time at a Freedmen’s Bureau. The teacher will take the students to a local rest home, where the students will perform their rendition of Charlie and the Chocolate Factory. The students will perform the play Charlie and the Chocolate Factory for the rest of the school and their parents.

MOVEMENT AND DANCE SUBJECT

SOL

DAY

1

Science

15

The class will follow their trip to the rock museum with a trip to a rock climbing gym.

2

Math

JWG SOL S 5.1 Classifying Rocks and Minerals JWG SOL M 5.1 Decimal Numbers

ACTIVITY

1

The teacher will take the class outside and have them run a lap around the playground, clocking each time.

3

Math

JWG SOL M 5.2 Converting Decimals and Fractions

10

4

Math

JWG SOL M 5.8 Labeling and Recognizing Geometric Shapes

49

The teacher will use an open space and have the class become a “whole” and then divide up to solve problems such as becoming two equal halves, fourths, and thirds. When numbers are uneven, the teacher will ask the students how to deal with the “extras”. The teacher will call out various geometric shapes and the students will form the shapes as a class by moving around and positioning themselves in such a way as to resemble the shapes called out by the teacher.

5

Math

JWG SOL M 5.10 Difference Between Standards of Measurement

64

The students will go outside and move according to the teacher’s commands. For example, if the teacher says to walk four steps, the students will walk and will run if the teacher says to run etc. Between each command, the teacher will ask the student what the best standard of measurement is to measure how far they have moved.

6

Math

JWG SOL M 5.15 Lines of Symmetry

119

In pairs, the students will play the “Mirror Game”, in which one person copies their partner’s every movement.

7

Math

135

The class will play a twenty minute game of kickball. Various students will assigned to keep track of where the ball goes each time it is kicked.

8

Social Studies

JWG SOL M 5.17 Elements of Probability and Using Data JWG SOL SS 5.1 Maps, Globes, Photographs, and Tables; Continents and Key Geographic Regions

3

The teacher will take the students outside to a blacktop where there will be a pre-drawn sketch of the world. The teacher will call out specific places and regions and the students will have to rush to that spot.

9

Social Studies

8

The teacher will lead the students in singing a song sung by the North American Indians. The students will also make up a dance to along with the song.

1 0

Language Arts

JWG SOL SS 5.2 Early Developments in America: Indian Habitats JWG SOL LA 5.1 Group Work and Discussion

158

The teacher will take the students outside where they will compete against each other, in groups, in a variety of team building exercises such as the wheelbarrow walk, the trust fall, tug-of-war, etc.

Cite at least 5 examples of the use of health:

HEALTH SUBJECT

SOL

DAY

1

Science

JWG SOL S 5.5 Transmitting Sound

55

2

Science

140

3

Science

JWG SOL S 5.11 Earth Changes and Stewardship JWG SOL S 5.13 Human Body

4

Social Studies

JWG SOL SS 5.3 Africans to America, Explorers and Settlement

24

5

Language Arts

JWG SOL LA 5.18 Writing: To Entertain

88

156

ACTIVITY The teacher will begin by introducing theories concerning noise pollution. The class will brainstorm potentially dangerous ways that noise can be transmitted. The students will take a trip to a local farmers market and observe. In the classroom, the students will research specific vegetables and their nutritional value. The teacher will take the class outside, and the students will feel their heart beat. The students will run a lap around the playground and feel their heart beat again. The teacher will talk about the importance of exercise for a healthy heart. Each student will research a specific disease that was common among the explorers in America. The teacher will talk about the causes of the diseases and the importance of cleanliness.

The teacher will lead a discussion in which the students talk about how laughter makes them feel compared to sadness and anger. The teacher will explain the health benefits of laughter.

Please mark YES or NO with an “X” to signify that you completed all of the assignments listed in the table below:

YES NO X X X X X X

INDICATOR I have used technology at least 36 times over the course of the school year. (average would be four times per month). I have used all four fine arts areas (music, visual, drama, and dance) in my curriculum. I have planned fine arts lessons at least 36 times over the course of the school year. (average would be four times per month). I have planned at least 20 health lessons over the course of the school year. (average would be twice per month). I have planned at least 36 lessons or references to movement or PE over the course of the school year. (average would be four times per month). I have incorporated accommodations / differentiation of instruction for diversity / exceptionalities throughout my curriculum AT LEAST one time per week.

CANDIDATE(S): Jason Glass

DATE: 12/9/07

EDUC 410 FINAL ASSIGNMENTS CHECKLIST Curriculum Integration & Cohesiveness Please mark YES or NO to signify that you completed all of the assignments listed in the table below:

YES NO YES

INDICATOR I have given my school colleagues (each person) a CD with the following documents: _____ Character Education _____ Standards Paper _____ Horizontal Mapping _____ Science Charts _____ Language Arts Charts _____ Math Charts _____ Social Science Charts _____ Resource Documents _____ Final Checklist – Fine Arts, PE, Health _____ Final Checklist – Integration (collaboration / accommodations for diversity)

YES

Each CD I have made has a label with

YES

___ My name and my partner’s name ___ The grade level (s) ___ The name of my colleague so he/she will be able to identify the one he/she is to obtain. I have placed a CD consisting of ALL assignments in this course in the appropriate box in TE 102. The CD is in a “sleeve” protector and labeled with the “name of my partner and I, EDUC 410 and section number, Curriculum Project, Grade of Curriculum, and semester date.” 1.) Cite at least 5 examples of how you imparted your school’s mission throughout your curriculum.

DAY

TOPIC

1. 105

Creativity

2. 162

Patriotism

3. 34

Stewardship

4. 161

Respect

5. 159

Leadership

ACTIVITY The students will be free to work on their stories using all of the strategies that were learned in past weeks. In groups, the students will be assigned a key character in history and will research their feelings toward the new constitution. The class will write a paragraph about how having a garden exercises good stewardship. The teacher will prompt the students to discuss the ramifications of a school with 13 classrooms with each classroom having its own rules and no principal. In the same groups as yesterday, the students will follow a written set of directions for a scavenger hunt involving the area around the school.

2.) Cite at least 5 examples of how you included lessons and activities planned in your Character Education Paper.

DAY 1.

11-20

2. 1463. 4. 5.

150 158160 176178 Every Day

TOPIC

ACTIVITY

Stewardship

The class will plant a garden and talk about how people need to be good stewards of the earth. Patriotism The class will discuss the effects and repercussions of war and how people come together in times of war. Leadership The students will be involved in a variety of group activities requiring the students to reject passivity and expose themselves to leadership. Responsibility Through performing a drama for the community, the students will learn responsibility as they each are responsible for individual parts. Perseverance Through every activity, the students will learn perseverance just as I am right now as I struggle with the way this wretched Word program keeps messing up my charts. 3.) Cite at least 5 examples of use of technology.

DAY

TOPIC

1. 8

Math

2. 18

Math

3. 23

Math

4. 63

Math

5. 81

Math

ACTIVITY The students will use computers to access the internet and play the “Fractions Pairs Game”, in which the student must match decimals to their equivalent fraction.* The student will use computers to access the internet and use virtual base 10 blocks to create and solve problems involving whole numbers and decimals. The students will must each create and solve 10 problems. The students will use computers to access the internet and use an interactive estimator to practice estimation. The students will use computers to access the internet to research five different things which are measured using five different standards of measurement. The students will access the internet and research the history of the Celsius thermometer.

4.) Cite at least 5 examples of collaboration with community resources.

DAY 1.

33

2. 39 3. 52 4. 132 5. 174

TOPIC

ACTIVITY

Scientific Inquiries Sound and Communication Transmitting Sound

A doctor will come to the class and discuss how the scientific method is used to find the cures to diseases and how science is used in the medical realm. The class will take a field trip to a local fire station and learn how communication occurs in emergency response vehicles. The class will host a K9 unit officer with his dog for a demonstration of how dogs respond to high pitched whistles that are beyond human hearing capability. The students will take a field trip to an aquatic facility and learn about marine life in the ocean

Ocean Environment and Ecosystem Dinosaurs

The class will go on a field trip to a museum and look at dinosaur bones.

5.) Cite at least 5 examples of collaboration with families.

DAY 1. 15 2. 85 3. 90 4. 105 5. 120

TOPIC Classifying Rocks and Minerals Writing to Inform Converting Hours to Minutes TwoDimensional Shapes Lines of Symmetry

ACTIVITY The teacher will invite parents to accompany the class on a field trip to a rock museum in the morning. The teacher will invite all of the parents to come to class with an easy-to-make recipe and make it in class with the help of the students. The students will receive their tests back and will be given the assignment to correct all of their errors over the weekend, with their parents help, and turn the test back in on Monday. The students will correct any errors on their test and turn it back in on Monday with the signature of a parent. The teacher will go over various test questions that were missed day before yesterday and will return the test to the students to be corrected and re-submitted on Monday with a parent’s signature.

6.) Cite at least 5 examples of collaboration with colleagues.

DAY

TOPIC

ACTIVITY

1. 2. 3. 4. 5. 7.) Cite at least 5 examples of use of assessment (various types).

DAY 1.

14

2. 15 3. 20 4. 25 5. 58

TOPIC

ACTIVITY

Math

The students will be formally assessed through a written exam featuring 10 multiple choice problems and 10 other math problems where the student provides the only possible answer.

Adjectives and Adverbs Expressing Ideas

The students will complete at least one acrostic using a wide range of adjectives. The wide range of adjectives will be assessed by the teacher according to each student’s individual ability. Each student will write a synopsis of his or her opinion regarding the merit of Jeremy Bloom’s poetry grades, according to the book. The student will cite examples from the book using the handouts from previous readings. The teacher will access the student’s comprehension of the reading material through the student’s synopsis.

Categorizing Each student will complete a fill-in-the-blank worksheet containing questions Information regarding the eight American heroes upon which the students took notes. The students will use their notes and lists to correctly fill in each blank. Prefixes and Each student will complete a worksheet requiring them to identify prefixes and Suffixes suffixes.

8.) Cite at least 5 examples of use of literacy, problem solving, etc.

DAY 1. 1 2. 8

3. 11 4. 148 5. 160

TOPIC

ACTIVITY

Dictionary and Thesaurus usage Adjective and Adverb Comparisons

The teacher will explain to the students the difference between a dictionary and a thesaurus and their respective uses.

Non-verbal Communication Discussing and Analyzing Fiction Group Work

The teacher will call on various students to read specific exerts from Shiloh that describe a character’s feelings.

The teacher will read Chanticleer and the Fox aloud to the class. Each time the students here an adjective, they must stand up. Each time the students hear an adjective, the students must make hold up a peace sign and each time the students hear an adverb, they must stand up.

In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of two-three sentences each. The students, in their groups, will follow a written set of instructions involving researching a variety of information using the library.

9.) Cite at least 10 examples of how you have used integration your curriculum. (eg. If you are studying about Native Americans on Day 27 in social studies, are you also reading a novel in reading group on Day 27 that would reinforce learning about Native Americans? Are you doing an art project that relates

DAY

TOPIC

ACTIVITY

1. 2. 3. 4. 5. 6. 7. 8. 9. 10 . to Native Americans? Etc.)

10.) Cite at least 10 examples providing evidence that you have incorporated instructional strategies that provide creative, multi-sensory, hands-on approaches to learning throughout your curriculum.

DAY

TOPIC

ACTIVITY

Strategic Problem Solving with Decimal Numbers Complex Division with Decimals

In pairs, students will play “Empty the Board”, a game that develops an algorithm for subtractions like the game on Monday did for addition. Instead of trying to fill the board, players will instead play to empty the board. Otherwise, the game is played in the same way as “Race for the Flat”.

1.

29

2.

37

3.

70

Applying Appropriate Standards of Measurement to Specific Problems

The teacher will give the class a party in celebration of Friday and the upcoming weekend. The party will include Gatorade, which the students, in groups will have to make themselves by measuring Gatorade mix to go with a certain amount of water. The party will also include fruit salad, which the students, in groups, will also make using specific instructions requiring them to measure certain amounts of fruit to mix together with yogurt.

4.

78

Using Correct Devices to Solve Problems Involving Length, Weight, Volume, Area, Time, and Temperature

The students will each be given a worksheet with instruction telling them how to build a miniature house out of cardboard. The instructions will contain specific measurements, and the students must follow them in order to properly build the house.

5.

99

Using Geometric Terms to Describe and Classify Different Kinds of Angles and Triangles

In pairs, the students will use a ruler and scissors to cut seven congruent rectangular strips from a piece of cardboard. The students will then use fasteners to join the strips to make one triangle and one square, being careful to keep the fasteners loose enough so that each strip can pivot freely. After making the shapes, the students will try to pivot the joints and flex each figure. The teacher will inquire whether each figure flexes or remains rigid.

6.

104

Identifying and

Working in pairs, each student will prepare a chart with the headings ‘Number’, ‘Number of Groups’, and ‘Number in Each Group’. The teacher will ask them to show the number 3.42 using place value blocks by separating the blocks into three equal groups. The students will record the appropriate numbers in the chart. The teacher will call out a list of other numbers. Afterwards, the teacher will instruct the students to formulate three additional problems where the modeled number can be evenly separated into equal groups with no remainder.

The teacher will bring in models of two-dimensional objects and set them up on tables. The students will individually walk around the tables and write down

7.

126

8.

131

9.

146

10 .

161

Describing TwoDimensional Figures and Shapes with Correct Terminology ThreeDimensional Shapes

the names of each object next to a corresponding number.

Elements of Probability and Using Data Consequences and Repercussions of Wars Throughout the Century Variables

In pairs, the students will play Rock-Paper-Scissors 45 times. Each student will tally the outcomes in a table and then use the data to figure out the probability of them winning, their partner winning, a tie, and of them showing rock.

The teacher will bring in models of a cube, prisms, pyramids, a cone, a sphere, and a cylinder and will go over the names of each.

The teacher will divide the class into groups and assign each group a war to research and prepare a presentation using PowerPoint. Wars assigned will include, World War II, the Korean War, the Vietnam War, the Gulf War, and the Iraq War. The students will be required to list causes and repercussions of each war. The teacher will ask the students what happens when various numbers are put in the pot and the teacher will prompt them to figure out the pattern for each. The teacher will turn the patterns into mathematical equations and incorporate variables. The teacher will then put new numbers into the T-chart and ask the students to find the pattern and make a new equation using a variable.

11.) Cite at least 10 examples providing evidence that you have incorporated accommodations / differentiation of instruction for diversity / exceptionalities

DAY 1.

15

2.

17

3.

40

4.

52

5.

60

6.

73

7.

94

8.

112

9.

160

10 .

6

TOPIC Classifying Rocks and Minerals Scientific Inquiries Sound and Communication Transmitting Sound Transmitting Sound Light

ACTIVITY Students who are academically gifted may write a report on what they learned on the field trip. Students who require extra visual aids can draw and color the process

ESL students may earn extra credit by writing on the differences of sounds between their native language and English. Academically gifted students may write an essay comparing the way animals and humans hear, highlighting the differences. Students with a weakness for test taking may opt to write a three page paper explaining in detail all of the concepts from the past three weeks. Students with disabilities may recite a poem or sing a song instead of a presentation. Properties of ESL students may write a report on the difference between classroom Matter environment in their native country compared to America. Cell Structure Students with disabilities will be placed with academically gifted partners who will help them perform the observations using the microscope. Human Body ESL students may write a one page paper for extra credit about the difference between tastes in their native country and America. Converting ESL students will receive special one-on-one instruction from the teacher Decimals and while the rest of the class is drawing in the previously mentioned activity to Fractions compensate for a lack of comprehension during the reading of the book. throughout your curriculum.