week grade 5 • unit 6 question of the week: how can ... 6... · question of the week: how can...

Question of the Week: How can unexpected encounters reveal hidden dangers?Concepts: Understand how unexpected encounters can reveal hidden dangers; describe safe travel; name ways to avoid the unexpected.

4 Grade 5 • Unit 6

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring

Grade 5 • Unit 6 • 66Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

WEEK

KEY

P/Q = Prompt or Question

CELDT Levels

B = Beginning/Level 1 EI = Early Intermediate/Level 2 I = Intermediate/Level 3 EA = Early Advanced/Level 4 A = Advanced/Level 5

Objectives

To introduce and discuss concepts and vocabulary related to how unexpected encounters can reveal hidden dangers.Use: Student Book, pp. 202–203.

To have students use words to discuss Titanic’s unexpected encounter.

To have students write a sentence(s) about the results of Titanic’s unexpected encounter.

ELD Standard LS: Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

DAY 1Concept & Vocabulary Development

P/Q What unexpected encounter did Titanic have? Lesson Vocabulary for the Week

(* = Academic Vocabulary)

explosion*, harbor, hull, iceberg*, unsinkable, cruised, disaster, historic

Content Vocabulary

sink, damaged, sank, passengers, survive, died, rescued

[List other content vocabulary that students generate.]

P/Q Why was hitting an iceberg a disaster for Titanic?

Pair students of mixed language abilities. Have them use the Sequence Map to say a sentence about the hidden dangers in “Sinking of Titanic.” For example:

• Titanic was damaged and people died.

Compile an illustrated vocabulary list of student generated ideas for students to use as reference.

Skill Check: Practice Book, p. 223

B It hit an ______. B Water came into the ______.

EI Titanic ran into an ______. EI When Titanic hit an ______, water came into the ______.

I Titanic ran into an ______ that damaged the ship.

I When Titanic hit an ______, water came into the ______. The crash caused an ______.

EA People said Titanic was ______, but it ran into an ______ and began to ______.

EA When Titanic hit an ______, water came into the ______ and the crash caused an ______.

A Titanic was thought to be ______, but it ran into an ______ and began to ______.

A When Titanic hit an ______, water came into the ______, and the crash caused an ______ that ______ the ship.

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Grade 5 • Unit 6 Question of the Week: How can unexpected encounters reveal hidden dangers?Concepts: Understand how unexpected encounters can reveal hidden dangers; describe safe travel; name ways to avoid the unexpected.

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring4WEEK

Grade 5 • Unit 6 • Page 167Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Objectives

To teach about word families. To have students use word families to discuss where passengers boarded Titanic.

To have students write a sentence about what happened when Titanic encountered an iceberg.

ELD Standard R: Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts.

DAY 2Word Analysis

P/Q Where did passengers board Titanic? Use a word from the same word family as the word clock.

Lesson Vocabulary

-ock: sock, dock, stock, lock, clock

-ink: sink, think, link, stink

-ick: kick, sick, stick

Content Vocabulary

passengers, iceberg, hull, damaged

[List other word family words and content vocabulary that students generate.]

P/Q What happened when Titanic hit the iceberg? Use a word from the same word family as the word think.

Revisit the concept of unexpected encounters and their hidden dangers. Tell students to work with a partner. Each student should say a sentence to describe the hidden danger in the reading passage. For example:

• Theshiphadanunexpectedencounterwith an iceberg that caused it to sink.


B They boarded Titanic from a ______. B It began to ______.

EI People boarded Titanic from a ______. EI Titanic began to ______.

I Passengers boarded Titanic from a ______. I Titanic hit the ______ and began to ______.

EA Passengers boarded Titanic from a ______ in England.

EA When Titanic hit the ______, the ship began to ______.

A ______ boarded Titanic from a ______ in Southampton.

A When Titanic hit the ______, the ______ was ______ and the ship began to ______.

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Objectives

To teach classifying words. To teach students how to classify and categorize information.Use: Student Book, pp. 204–205.

To help students recognize and use words that help them classify as they discuss what kind of unexpected danger a ship might encounter.

To have students write a sentence about an unexpected danger that they could encounter in everyday life.

ELD Standard R: Read text and identify features, such as the title, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written text.

DAY 3Comprehension Skills & Strategies

P/Q What is one kind of unexpected danger that a ship might encounter?

Lesson Vocabulary

kind, type

Content Vocabulary

an iceberg, encounter, situation, hitting an iceberg, unexpected, riding in a car, seatbelt, car, everyday life

P/Q What kind of unexpected danger could encounter in everyday life.

Have students read the list of words on page 205. Ask them: To what category do the things belong? For example:

• Thecategorythethingsbelongtoissafety equipment.


B One ______ of danger is hitting ______. B One ______ of unexpected danger is ______.

EI One ______ of dangerous ______ is ______. EI One ______ of ______ danger could be ______.

I One ______ of unexpected danger that a ship might encounter is ______.

I One ______ of a dangerous ______ in everyday life is ______.

EA One ______ of unexpected ______ that a ship might ______ is ______.

EA One ______ of a dangerous ______ in everyday life might be ______ without a ______.

A Hitting ______ is one ______ of ______ ______ that a ship might ______.

A One ______ of a dangerous ______ in ______ might be ______ without a ______.





Objectives

To help students to use quotation marks correctly.Use: Student Book, p. 206.

To guide students to discuss where the quotation marks belong in a sentence.

To have students use quotation marks to show what their partner said about Titanic.

ELD Standard LC: Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling.

DAY 4Grammar & Conventions

P/Q Discuss with your partner where the quotation marks belong in the sentence:

the ship is unsinkable said the captain proudly

Lesson Vocabulary

quotation, quotation marks, exact words, character

Content Vocabulary

partner, iceberg, hull, period

P/Q Ask a partner to tell you a sentence about Titanic. Then write a sentence about what your partner said using quotation marks. [The following are examples of what a student might write.]

Ask students to exchange sentences they wrote for “Your Turn” and tell their partner:

• “Yoursentence[does/notuse]telltheexacts words that your partner said.”

• “Yoursentence[does/not]usequotationmarks to show what your partner said.”

• “Thequotationinyoursentence[does/not] begin with a capital letter.”


B Use ______ to show what someone said. B She said, “Titanic hit an ______.”

EI Use ______ around a ______ to show what someone said.

EI My partner said, “Titanic hit an ______.”

I We use ______ around a ______ to show the ______ that someone said.

I My ______ said, “An ______ damaged Titanic.”

EA We use ______ to show the ______ that someone said. The ______ go before the word the and after the period.

EA My ______ said, “An ______ damaged the ______ of Titanic.”

A We use ______ around a ______ to show the ______ that a person or ______ said. The ______ go before the word the and after the ______.

A My ______ said, “An ______ damaged the ______ of Titanic, and it sank.”





Objectives

To guide students to express their understanding of concepts and skills in writing.Use: Student Book, p. 207.

To have students use vocabulary learned this week to discuss how unexpected encounters can reveal hidden dangers.

To have students write five or six sentences about how passengers on Titanic encountered the unexpected.

ELD Standard R: Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

DAY 5Writing

P/Q Discuss how passengers on Titanic encountered the unexpected on their trip.

Display, review, and refer to all the vocabulary and vocabulary charts generated this week.

Students refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas and maintaining a consistent focus.

P/Q Write about how passengers on Titanic encountered the unexpected on their trip.

Have students build fluency by reading their completed writing to partners or the class.


B Titanic was a big ship. It ______ out of a ______ in England. Later, it ran into an ______. It damaged the ______. The ship sank. Many people died.

B Student writes five or six basic sentences with support.

EI Titanic was a big ship. People said it was ______. It ______ out of a ______ in England. Later, it ran into a large ______. It damaged the ______. The ship sank. Many ______ died.

EI Student writes five or six sentences and includes some concept vocabulary.

I Titanic was a grand ship. The captain said Titanic was ______. It ______ out of a ______ in England. That night, it ran into a huge ______ that damaged the ______. The ship sank and many ______ died.

I Student writes five or six sentences and includes some concept vocabulary.

EA Titanic was a grand ship. The captain said, “Titanic is ______.” But it wasn’t. Titanic ______ out of a ______ in England on April 12, 1912. That night, it ran into a huge ______ that damaged the ______. The ship sank and many ______ died in the water.

EA Student writes five or six well-constructed sentences and includes most concept vocabulary.

A Titanic was one of the grandest ships in the world. The captain told everyone, “Titanic is ______.” But it wasn’t. Titanic ______ out of a ______ in England on April 12, 1912. That night, a ______ happened when Titanic ran into a huge ______ that damaged the ______ of the ship. The ship sank and many ______ died in the water.

A Student writes five or six well-constructed sentences and includes most concept vocabulary.


week grade 5 • unit 6 question of the week: how can ... 6... · question of the week: how can...

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