• My email is moseda1@dearbornschools.org
• Re-Do geometry(quadrilaterals) at 5th grade level and fractions on Khan Academy.
• Complete science and social studies lessons on Moby Max. This will help you for M-Step. Also, re-do the M-Step practice online we did in class.
• First week of M-Step! Good luck and get a goodnight sleep! Be sure to come early at 8 a.m. and eat breakfast in the cafeteria. Bring a snack and something to drink.

Homework:

Ms. Mosed’s 40 Book Challenge

• All 5^th graders in Ms. Mosed’s class will be expected to read at least 40 books this year during independent reading at home.
• You will be reading 40 (or more) books this year (beginning 9/7/17) and keeping track of the titles and genres on your Reading List sheet.
• You will be reading from a variety of genres in order to explore books you might not ordinarily read, and to develop an understanding of literary elements, text features, and text structures.
• Books that have been read (or will be read) in class cannot count, even if the student re-reads the book.
• Students may ask the teacher, librarian, classmates, or their families for recommendations, but there are no specific title requirements
• Any book with more than 200 pages will count as 2 books.
• All books are selected by the student.
• Select good fit books at your reading level. Use your DRA book graph as your guide and NWEA reading RIT score.
• Use your Reading notebook to respond to your reading.
• Each quarter you will be asked to present a “book talk” in front of the class for a grade.
• Each week I will ask you about what you are reading, which books you have added to your list, which books you abandoned, and which ones you plan to read next.
• Every Friday, you will turn in a completed Reading List.

Reading-Read for 15 minutes and list the books read in your reading list. Reading list is due on Friday. Also, read for 15 minutes on MyOn everyday. I will be checking your minutes weekly.

Math-Do 30 minutes on Khan Academy using your new RIT score and practice on iLearn for the math-a-thon.
Writing– Presenting their Scientist Informational text.

Spelling List:

1. racial
2. residential
3. special
4. commercial
5. artificial
6. judicial
7. facial
8. potential
9. partial
10. crucial
11. repeating
12. differentiating
13. terminating
14. immigration
15. multiple

Reading Objectives:

RL 5.9— Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

RI 5.3 – Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

RI 5.6 – Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RI 5.8 – Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Writing Objectives:

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
2. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
3. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
4. Use concrete words and phrases and sensory details to convey experiences and events precisely.
5. Provide a conclusion that follows from the narrated experiences or event.

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Math Objectives:

5.NBT.B.6:  Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.  Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

5.NF.B.3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4.

5.NF.A.1:  Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.  For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d= (ad+bc)/bd.)

5. NBT.A.4:Use place value understanding to round decimals to any place

Science Objectives:

5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact

5-ESS2-1 MI Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact in Michigan and the Great Lakes basin.

5-ESS2-2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about distribution of water on Earth.

5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment

Social Studies Objectives:

5 – U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre.

5 – U3.1.4 Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation).
5 – U3.1.6 Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.
5 – U3.1.8 Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken.