Class News:

• My email is moseda1@dearbornschools.org

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– Started their opinion paper on endangered animals in Zoos. They should have a paragraph a day completed.

Spelling List:

1. magic
2. magician
3. electric
4. electricity
5. critique
6. criticize
7. crumb
8. crumble
9. muscle
10. muscular
11. moist
12. moisten
13. sign
14. signature
15. music
16. musician

Reading Objectives:

RL 5.6 – Describe how a narrator’s or speaker’s point of view influences how events are described.

RL 5.7 – Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

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.

Writing Objectives:

W.5.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Introduce a topic/text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped.
2. Provide logically ordered reasons that are supported by facts and details.
3. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
4. Provide a concluding statement or section related to the opinion presented.

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.

W.5.8

Recall relevant information from experiences or gather relevant information from print and digital sources.

5.W.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Apply grade 5^th Grade Reading Standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions]”).

W.5.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames.

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.)

Science Objectives:

5-PS2-1.Support an argument that the gravitational force exerted by Earth on objects is directed down.

5-ESS1-1.Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.

5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

5-PS2-1 – Support and argument that the gravitational force exerted by Earth on objects is directed down

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.

Social Studies Objectives:

   5 – U3.1.1: Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy.

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.

U3.1 Causes of the American Revolution Identify the major political, economic, and ideological reasons for the American Revolution.