Week 20 Stations

Part 1

Task Cards may change with weather delays.

January 12th-16th

Mrs. Gill & Mrs. Lane

Writing

1. As a group, brainstorm words and phrases that use imagery to describe the seasons.

2. Try to contribute at least 10 items total. 3. Then, break into partners. 4. Together, write one paragraph using

imagery to describe your chosen season.

5. Type it into a Google Doc and share it with your teacher.

Voice Level: 1

Monday- Tuesday

Materials: (4) Seasonal Imagery Posters, color photos of season, Chromebooks (Tuesday)

Goals: I can identify imagery in an author’s text and describe why it was used. 5.RV.3.1

Below are some suggested ways to complete this task… - Whole Group

(Monday) - Partner (Tuesday)

Standards

Determine how words and phrases provide meaning to works of literature, including imagery, symbolism, and figurative language (e.g., similes, metaphors, hyperbole, or allusion).

Writing

1. Break into partners. 2. Read “Mean” by Taylor Swift. 3. Choose which option to complete using the question cards. Option 1: Answer the questions by creating a new Google Doc under “Imagery Station”. Share the document with your teacher. Option 2: Separate the cards and ask each other the questions. Discuss your responses. Give Evidence.

Voice Level: 1

Wednesday

Materials: Hardcopy of “Mean” by Taylor Swift, Discussion Cards, Chromebooks,

Goals: I can identify imagery in an author’s text and describe why it was used. 5.RV.3.1

Below are some suggested ways to complete this task… -Partner Practice

Standards

Determine how words and phrases provide meaning to works of literature, including imagery, symbolism, and figurative language (e.g., similes, metaphors, hyperbole, or allusion).

Writing

1. On your own, take out the Sadako Imagery Sort.

2. Complete the sort by finding the quotes that can be best placed under each sense.

3. Check your answers with the Top Secret Answer Key.

4. When all members of your group are done, discuss the “Bonus Discussion” question together.

Voice Level: 1

Thursday

Materials: Sadako Imagery Sort

Goals: I can identify imagery in an author’s text and describe why it was used. 5.RV.3.1

Below are some suggested ways to complete this task… -Individual

Standards

Determine how words and phrases provide meaning to works of literature, including imagery, symbolism, and figurative language (e.g., similes, metaphors, hyperbole, or allusion).

Sadako Comprehension

1. Go to the fifth grade website. 2. Click on “Sadako”. 3. Then click on “Japan Video” 4. Complete page 1 from your pack.

Japanese Geography.

Voice Level: 1

Monday

Materials: 5 copies of Sadako, Sadako Comprehension Pack

Goals: I can read and show my comprehension of what I have read. 5.RL.1

Below are some suggested ways to complete this task… - Whole Group Practice - Partner - Individual

Standards

Read and comprehend a variety of literature within a range of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts proficiently and independently.

Sadako Comprehension

1. Complete your Sadako Comprehension pack.

2. With your partner, group, or individually.

3. Your AR test will be on AR.

Voice Level: 1

Tuesday-Thursday

Materials: 5 copies of Sadako, Sadako Comprehension Pack

Goals: I can read and show my comprehension of what I have read. 5.RL.1

Below are some suggested ways to complete this task… - Whole Group Practice - Partner - Individual

Standards

Read and comprehend a variety of literature within a range of complexity appropriate for grades 4-5. By the end of grade 5, students interact with texts proficiently and independently.

Sadako Reading Voice Level: 1

Monday- Thursday

Materials: Quad Cards, 5 copies of Sadako and The Thousand Paper Cranes, Sadako Packet

Goals: I will read grade level appropriate text to build my comprehension and fluency. 5.RF.5

Below are some suggested ways to complete this task… - Quad Read - Partner - On Own

Standards

Monday Read Prologue and Chapters 1 & 2

Tuesday Chapters 3-5

Wednesday Chapters 6-8

Thursday Chapter 9 and Epilogue

1. Follow the reading schedule below. 2. If you finish early with the day’s assignments, please work on your Sadako packet.

Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.

Reading

Inference Lesson - Review Notebook pages - Read “Yuck” together - Fill in graphic organizer to answer

question.

Voice Level: 1

Monday

Materials: Poster, Reading Notebooks

Goals: I can make inferences based on the clues the author provides in the text. 5.RL.2.1 5.RN.2.1

Below are some suggested ways to complete this task… -Teacher Led

Standards

5.RL.2.1 Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text.

Reading

1. If there are 4 people in your group use the set of 4 people cards. If there are 5 people in your group use the set of 5 people cards.

2. Read the poem together. 3. On the poster, find the details in the

poem that prove the inference.

Voice Level: 1

Tuesday

Materials: Poster, Reading Notebooks, for 4 readers cards, for 5 readers cards

Goals: I can make inferences based on the clues the author provides in the text. 5.RL.2.1 5.RN.2.1

Below are some suggested ways to complete this task… -Whole Group

Standards 5.RL.2.1 Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text.

Reading

1. With your partner, practice making inferences by reading each other the cards and asking the questions.

2. Discuss your answers. Be sure to use evidence from the text.

Voice Level: 1

Wednesday

Materials: Inference Cards

Goals: I can make inferences based on the clues the author provides in the text. 5.RL.2.1 5.RN.2.1

Below are some suggested ways to complete this task… -Partner

Standards 5.RL.2.1 Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text.

Reading

1. Read “The Great White Comeback”. 2. Complete the activity with your partner. 3. Turn it in if you finish. 4. If you do not finish, it is homework.

Voice Level: 1

Thursday

Materials: Scholastic News Article, Activity Page

Goals: I can make inferences based on the clues the author provides in the text. 5.RL.2.1 5.RN.2.1

Below are some suggested ways to complete this task… -Partner

Standards

5.RL.2.1 Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text.