-
Información del Menú de Aprendizaje: 11 de mayo – 21 de mayo
Por favor busque el Menú de Aprendizaje adjunto del 11 al 21 de
mayo. Algunas notas sobre el menú (los cambios desde el último menú
están resaltadas en negrita):
- Este menú incluye dos semanas de material de aprendizaje y
apoya la instrucción hasta el 21 de mayo. Por favor note: el
viernes 22 de mayo y el martes 26 de mayo han sido designados “No
School Days” para permanecer dentro del calendario de 180 días
escolares.
- Considere hablar con su hijo para planificar cómo van a
trabajar con el menú durante el período de dos semanas.
- Se les pide a los estudiantes que presenten su trabajo, una
tarea o dos; nos encantaría ver lo que hacen sus hijos para poder
evaluar su comprensión del material y planificar los próximos
pasos. Las instrucciones para esto se proporcionan en el menú.
- El Menú de Especialistas es específico para cada grado. Su
hijo puede elegir una clase de Especialistas para trabajar cada
día.
La Oficina de Washington State’s Superintendent recomienda el
siguiente horario de aprendizaje diario:
- 2 o y 3 er. Grado: 60 minutos al día - 4 o. y 5 o. Grado: 90
minutos al día
Estamos tomando la asistencia semanalmente y nuestro objetivo es
comunicarnos con los estudiantes al menos una vez por semana.
Asegúrate de conectarte con tu maestro por correo electrónico,
teléfono, Zoom, Google Classroom o enviando tus tareas. Si estás
buscando más aprendizaje, considera ver en los menús anteriores y
hacer una tarea a la que quizás no hayas llegado O consulta los
muchos sitios web listados en “Helpful Websites”. Si tiene
preguntas o preocupaciones, comuníquese con el maestro de su hijo.
Los correos electrónicos de los maestros están listados en la parte
inferior de cada menú y los maestros establecen Horas de Oficina
para brindar apoyo adicional según sea necesario. El maestro le
comunicará la información del Horario de Oficina por correo
electrónico.
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/
Eagle Creek Menú de 5o. Grado 11 de mayo - 21 de
mayo
* ¡Recuerda leer y escribir en tu diario todos los días!
Math
Modi-
ficación : Usa la
tabla de multiplic
ación.
*Ve la hoja de referencia de multiplicación de fracciones y los
enlaces en los Sitios Web Útiles para obtener ayuda.
Completa la hoja de trabajo
“Multiplying Fractions by
Whole Numbers Using Models”
Para practicar más, intenta
IXL skill M.8
Completa My Math
Workbook páginas 729-730
(Ch. 10, L. 4)
Para practicar más, intenta
IXL skill M.11
Juega al juego de Rolling with Fractions
Online dice:
https://www.google.co m/search?q=dice+roll
er
Completa la hoja
de trabajo Multiplying Fractions by
Fractions with Visual Models
Para practicar más,
intenta IXL skill M.19
Completa My Math
Workbook página 743 (Ch 10, L. 6) * No
olvides
simplificar tus respuestas.
Juega Multiplying
Fractions game (ve el tablero de
juegos)
Para practicar más, intenta IXL skill
M.20
Completa My Math
Workbook páginas 749-750
(Ch. 10, L. 7) * Entrega esta página a tu
maestro cuando termines.
Juega Bump Game para practicar
multiplicando números mixtos
Para practicar más,
intenta IXL skill M.36 & M.37
ELA
Modi- ficación: Haz que alguien en casa
te lo lea. Habla
sobre la historia.
Lee el pasaje “Summer Can Feel So Long”
passage y completa la actividad de
Word Work en la parte inferior
izquierda.
* Conjunciones: unir frases u
oraciones juntas. Por ejemplo:
for, and, but, or, so, while, because
Conjunction
Junction: https://www.youtube.c om/watch?v=RPoBE-E 8VOc
Vuelve a leer el pasaje de summer y
completa las actividades
Understand It y el Vocabulary .
Vuelve a leer el pasaje de summer y
completa la actividad
Comprehension .
Modificación: Haz que alguien en
casa te lo lea. Habla sobre la
historia.
Usando un libro que estás leyendo
actualmente (o recientemente
has terminado de usar uno de
nuestros libros de la CIA, si es
necesario), completa
Character Report Card para uno de
los principales personajes.
Modificación: Haz que alguien en
casa te lo lea. Habla sobre la
historia.
https://www.google.com/search?q=dice+rollerhttps://www.google.com/search?q=dice+rollerhttps://www.google.com/search?q=dice+rollerhttps://www.youtube.com/watch?v=RPoBE-E8VOchttps://www.youtube.com/watch?v=RPoBE-E8VOchttps://www.youtube.com/watch?v=RPoBE-E8VOc
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Composición de 5 Párrafos Algunas
personas piensan que las vacaciones de
verano deberían ser más largas, mientras que
otras piensan
que deberían ser más cortas. Otros podrían pensar
que debería permanecer como está.
Escribe una composición indicando tu opinión
sobre
este tema. Primero, escribe
tus ideas y algunos detalles . Incluso podrías
tratar de investigar más información.
Luego, organiza tus
pensamientos. Elige las mejores 3 ideas y anota
algunos detalles para apoyarlas.
Puedes usar graphic
organizers adjuntos para
ayudarte a elegir el que mejor
funcione para ti.
Composición de 5 Párrafos
Continúa tu composición
sobre las vacaciones de
verano:
Ahora, escribe la introducción . Recuerda usar
una oración inicial que “atrape la
atención” del lector. Además,
incluye tus 3 ideas / razones. Recuerda que
debe decir cuáles son, no entres en
detalles.
Composición de 5 Párrafos
Continúa tu composición
sobre las vacaciones de
verano:
Ahora, escribe el body de la
composición. Escribe un
párrafo para cada una de tus
3 ideas / razones. Incluye detalles
sobre cada idea, pero recuerda
centrarte solo en la idea principal de cada párrafo.
Composición de 5 Párrafos
Continúa tu composición
sobre las vacaciones de
verano:
Ahora, escribe la conclusión .
Recuerda contar tus 3 ideas
nuevamente, y usa una oración de cierre para
resumirlo todo.
Luego, lee tu composición a otra persona para
que te
ayude a editar (ortografía,
puntuación, etc.) y revisar
(selección de palabras,
organización, etc.).
* Envía a tu maestro la copia
final de tu composición.
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/
Sci/SS
Lee el artículo “ Conflicts Grow ”
Completa la actividad “ Before
you Read ” and “ After you Read ”
Continúa la línea de tiempo (desde el último menú) -
a medida que lees cada uno de los artículos,
agrega
los eventos importantes a la línea de tiempo.
*Mantén tu línea de tiempo para el
próximo menú.
Opcional : Mira algunos de los episodios de
Liberty’s Kids para obtener
más información sobre estos
eventos: https://www.youtu be.com/watch?v=
S7qRZmHLobQ&li st=PLHeaIWvdbER 3Ic90BzhPsH2aJ5
KI3UtmM
Imagina que tú eres un miembro
de Sons of Liberty durante
el Tea Party. Crea un volante / póster o una
carta para
convencer a otros de que se unan a ti para
protestar contra el Tea Act tax
arrojando el té en el puerto.
Asegúrate de incluir las
razones por las cuales deberían
ayudarte.
Lee el artículo “ War Begins ”
Completa la actividad “ Before
you Read ” and “ After you Read ”
Opcional : Echa un vistazo a
las habilidades de Social Studies
en IXL-hay una categoría en “The
American Revolution” .
Usando la información de
los artículos, dibuja una
imagen históricamente precisa de uno de los
eventos
que causaron la Revolutionary
War. Luego, escribe un
párrafo explicando lo que
dibujaste y por qué fue una de las causas de la
American Revolution (¿Por
qué hizo que algunos de los
colonos quisieran liberarse del
control de Gran Bretaña?) .
Opcional :
Toma un viaje virtual al American Revolution
Museum in
Philadelphia usando este
enlace: http://www.schola stic.com/beyondt
hebattlefield/ (¡Este es el museo
al que fueron algunos de tus
maestros en febrero!)
https://www.youtube.com/watch?v=S7qRZmHLobQ&list=PLHeaIWvdbER3Ic90BzhPsH2aJ5KI3UtmMhttps://www.youtube.com/watch?v=S7qRZmHLobQ&list=PLHeaIWvdbER3Ic90BzhPsH2aJ5KI3UtmMhttps://www.youtube.com/watch?v=S7qRZmHLobQ&list=PLHeaIWvdbER3Ic90BzhPsH2aJ5KI3UtmMhttps://www.youtube.com/watch?v=S7qRZmHLobQ&list=PLHeaIWvdbER3Ic90BzhPsH2aJ5KI3UtmMhttps://www.youtube.com/watch?v=S7qRZmHLobQ&list=PLHeaIWvdbER3Ic90BzhPsH2aJ5KI3UtmMhttps://www.youtube.com/watch?v=S7qRZmHLobQ&list=PLHeaIWvdbER3Ic90BzhPsH2aJ5KI3UtmMhttp://www.scholastic.com/beyondthebattlefield/http://www.scholastic.com/beyondthebattlefield/http://www.scholastic.com/beyondthebattlefield/
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Salud & Bienestar: Cree en ti mismo
● Encuentra algo que te encante hacer ● Hazlo todos los
días ● Use tu imaginación ● Declara tus intenciones
(escribe tus objetivos) ● Establece objetivos pequeños -
elimínalos - establece más objetivos ● Debes ser disciplinado
- fortalece tu confianza ● Trabaja con otros a tu alrededor
● El secreto es disfrutar el viaje - los altibajos - ser
paciente ● Nunca dejes de alcanzar tus objetivos hasta que
llegues allí
https://youtu.be/3CQusoJSh0E https://youtu.be/HLBDPUdckQs
https://youtu.be/IWLZ2b158HI
Biblioteca / Tecnología: Biblioteca : después de leer un
libro, completa el reporte del libro adjunto.
Tecnología: Grandes noticias emocionantes: estamos
probando beta un programa de codificación virtual que permite
a nuestros estudiantes completar desafíos de codificación en
línea. Si está interesado en probar esto con su estudiante, vaya a
code-beta.makewonder.com. El código de la maestra es pc8gm.
Mire debajo de "2o. grado", luego desplácese hasta encontrar
el nombre de su hijo. ¡Su hijo puede intentar completar el
rompecabezas y divertirse explorando este sitio! Si tiene
problemas técnicos, envíeme un correo electrónico (vea el
correo electrónico de Mrs. Arnold abajo) y enviaré sus
comentarios y preguntas a la compañía, ya que esta es una
prueba beta, ¡puede haber algunas preguntas! También, ¡esto solo
funciona con ChromeBooks y laptops y aún no es compatible con
iPads o teléfonos! Además, crea una tira cómica
Dash & Dot (ve las tiras cómicas adjuntas con burbujas de
conversación en blanco).
Música: SpotLight On Percussion! [Semana 6] y
Woodwind Instruments [Semana 7]. Escucha y Aprende sobre
Instrumentos al hacer clic en los enlaces. Haz “Music Dynamic
Paddle” para practicar cambiando de muy silencioso (Piano) a
muy ruidoso (Forte) durante una canción. Sigue Cantando y
envía una foto o una grabación, ¡me encantará saber de ti!
Spotlight on Percussion! Piano/Forte Paddle Project
(5/11-15) Spotlight on Instruments - Woodwinds (5/18-22)
Educación Física: Habilidades de Béisbol / Softbol
Esta semana trabajarás en tus lanzamientos y lanzamientos por
encima de la cabeza. Echa un vistazo a los carteles adjuntos
para ver la forma correcta de lanzar y tirar. Equipo:
Cualquier bola "suave" que pueda caber en tu mano o una "bola
de calcetín" (un par de medias empaquetadas entre sí) - usa
lo que puedas encontrar para replicar una bola.
https://youtu.be/3CQusoJSh0Ehttps://youtu.be/HLBDPUdckQshttps://youtu.be/IWLZ2b158HIhttps://drive.google.com/file/d/1NNxueUtaCfRI5aqGjgdlFX14cAJmL6jZ/view?usp=sharinghttps://drive.google.com/file/d/11dyntaED4AJT4suyjFJKv9kmpq-go_Dx/view?usp=sharing
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/
Recomendamos que las habilidades de Béisbol / Softbol se
practiquen al aire libre siempre que sea posible.
Underhand Toss: practica lanzando a un objetivo en el suelo.
Tu objetivo puede ser una canasta de lavandería o cualquier
"área del piso" que designaste como tu objetivo. Ve si puedes
lanzar con precisión en tu objetivo 10 veces. Overhand Throw
: practica lanzando a un objetivo en una pared o incluso a un
compañero. Ve si puedes lanzar con precisión a tu objetivo 10
veces. Extensión: ¿Cuántas veces EN UNA FILA puedes
lanzar con precisión a tu objetivo? Intenta vencer tu último
récord.
Bienestar General: ¡ Cómo levantar el ánimo! Los
estudiantes pueden hacer una lista o un póster de 10 a 15
cosas que: los hace felices; pueden hacerlo solos; no requiere la
asistencia de un adulto; no cuesta dinero; o requiere una
pantalla. Cuelga la lista o el póster en tu cuarto. Cuando se
sientan aburridos, molestos o solos ve la lista para encontrar
actividades divertidas y saludables. Por ejemplo: Crea un
animal 3D con materiales reciclados; escribe un poema o una
canción; trabaja en un rompecabezas o haz el tuyo si no
tienes uno; pinta tus uñas; prueba un experimento que aprendiste en
la escuela; saca a pasear a un perro, trepa a un árbol.
Intenta algo que nunca hayas hecho antes pero que querías
probar. ¡Diviértete con esto! Para obtener más
habilidades sociales y emocionales, lecciones e historias útiles,
visita nuestro Google Classroom. Inicia sesión en Google,
abre Google Classroom, haz clic en "+"; únete a la clase
Social Emotional Support During School Closure; ingresa el
código kyufbxn
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/
Sitios Web Útiles:
https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin
g-fractions-and-whole-numbers/v/concept-whole-fraction-mult
(Multiplying Fractions-models of fraction times a whole
number)
https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin
g-fractions-and-whole-numbers/v/concept-fraction-whole-number-product
(Multiplying Fractions-fraction times a whole number)
https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin
g-fractions/v/visualizing-fraction-products?modal=1 (Multiplying
Fractions-models of fraction times a fraction)
https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplyin
g-fractions/v/multiplying-fractions?modal=1 (Multiplying
Fractions-fraction times a fraction)
https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/5th-multiply-fr
actions/imp-multiplying-mixed-numbers/v/multiplying-mixed-numbers?modal=1
(Multiplying mixed numbers) Multiplying Fractions
Games:
https://www.splashlearn.com/multiplying-fractions-games
http://www.math-play.com/soccer-math-multiplying-fractions-game/multiplying-fractions-socc
er-game_html5.html
http://www.math-play.com/Multiplying-Fractions-Millionaire/Multiplying-Fractions-Millionaire-
Game_html5.html Correos Electrónicos de los
Maestros: [email protected] (Mrs. Evans)
[email protected] (Mrs. Husby)
[email protected] (Mr. Klein)
[email protected] (Mrs. Shalan) Correos
Electrónicos de los Especialistas: Ms. Arnold :
[email protected] (Library/Technology) Ms. Hallanger :
[email protected] (Music) Mr. Mclaughlin :
[email protected] (Health and Wellness) Mr. Robison
: [email protected] (PE) Ms. Jablonski:
[email protected] (School Counselor)
https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplying-fractions-and-whole-numbers/v/concept-whole-fraction-multhttps://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplying-fractions-and-whole-numbers/v/concept-whole-fraction-multhttps://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplying-fractions-and-whole-numbers/v/concept-fraction-whole-number-producthttps://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplying-fractions-and-whole-numbers/v/concept-fraction-whole-number-producthttps://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplying-fractions/v/visualizing-fraction-products?modal=1https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplying-fractions/v/visualizing-fraction-products?modal=1https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplying-fractions/v/multiplying-fractions?modal=1https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-multiplying-fractions/v/multiplying-fractions?modal=1https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/5th-multiply-fractions/imp-multiplying-mixed-numbers/v/multiplying-mixed-numbers?modal=1https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/5th-multiply-fractions/imp-multiplying-mixed-numbers/v/multiplying-mixed-numbers?modal=1https://www.splashlearn.com/multiplying-fractions-gameshttp://www.math-play.com/soccer-math-multiplying-fractions-game/multiplying-fractions-soccer-game_html5.htmlhttp://www.math-play.com/soccer-math-multiplying-fractions-game/multiplying-fractions-soccer-game_html5.htmlhttp://www.math-play.com/Multiplying-Fractions-Millionaire/Multiplying-Fractions-Millionaire-Game_html5.htmlhttp://www.math-play.com/Multiplying-Fractions-Millionaire/Multiplying-Fractions-Millionaire-Game_html5.htmlmailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]
-
Fraction x Fraction
Step 1
Multiply the
numerators
Step 2
Multiply the
denominators
Step 3
Simplify your
answer
Fraction x Whole N
umber
Step 1
Rewrite the
whole num
ber as a fraction
Step 2
Multiply the fractions
Step 3
Simplify your
answer
Fraction x Mixed N
umber
Step 1
Rewrite the
mixed
number(s)
as an improper
fraction
Step 2
Multiply the fractions
Step 3
Simplify/
convert back to a m
ixed num
ber
Ex: 23
x14
Ex:
Ex: 4 29
+3 16
23x14 =
2
2 x
1 = 2
23x14 =
212
3x 4
= 12
212 =16
3x45
3x45 =
31x45
31x45 =
125
3 x
4 =
12
1x 5
= 5
125 =225
4 29=389
3 16 =196
389x196 =
72254
38 x
19 =
722
9 x
6 =
54
72254 =13 2054
13 2054=13 1027
-
Multiplying Fractions by Whole Numbers Using Models
EXAMPLE:
Shadein 2/5 five
times.
Combine to shade in
total.
1. 4 x 23 = ______
2. #$ x 3 = ______
-
7. 2 x %& = ______
8. #% x 5 = ______
5. 4 x 2' = ______
6. $% x 2 = ______
3. 5 x %' = ______
4. #& x 5 = ______
-
Rolling with FractionsTo set up each problem:-Roll the die and
write this number as the whole number.-Roll the die twice and use
those numbers to make a fraction-one as the numerator and one as
the denominator.-Multiply the whole number by the fraction and
write your answer on the answer line. Be sure to simplify your
answer.
Whole Number Fraction
_______
_______
_______
_______
_______
_______
_______
Answer
_______
_______
_______
_______
_______
_______
_______
-
Multiplying Fractions by Fractions with Visual Models
Example: 2/5 x 3/8
Step 1: Draw a rectangle and make the
same amount of columns as the
denominator in the first fraction.
Step 2: Shade the amount of columns
as the numerator in the first fraction.
This shows the first fraction: 2/5.
Step 3: On top of the columns, draw as
many rows as the number in the
denominator of the second fraction.
Step 4: Shade in as many rows as the
numerator of the second fraction. This
shows the second fraction: 3/8.
Step 5: To find your final answer, draw a box
around the squares that overlap. This is the
numerator of your answer. The denominator
is the total number of boxes in the figure.
**You can also use slanted lines to show your
shadings if you do not have different colors.**
Answer: 6/40 or 3/20 if simplified
©"2013"Terry’s"Teaching"Tidbits"
-
Directions: Shade in the models below to represent fraction
multiplication. Write
your final answer on the line provided.
Multiplying Fractions by Fractions with Visual Models
Student Practice Page 1
1. 4/9 x 1/3 = __________ 2. 3/7 x 4/5 = __________
3. 1/2 x 5/6 = __________ 4. 3/4 x 7/9 = __________
5. 3/5 x 1/4 = __________ 6. 9/10 x 2/3 = __________
©"2013"Terry’s"Teaching"Tidbits"
Name: _____________________________________ Date:
___________________
-
©Je
nnifer Find
ley
Directions: Ta
ke turns ro
lling o
ne d
ie a
nd m
oving
that m
any p
lac
es. W
hen yo
u land
on a
spa
ce
, solve
the e
qua
tion sho
wn.
Multiplying FractionsFinish
Start
x=
Ad
x=
FK
x=
VF
x=
Sd
x=
DFx
=A
z
x=
CW
x=
OL
x=
FA
x=
DD
x=
Ff
x=
fA
x=
FF x
=D
L
x=
AM
x=
HD
x=
AA
x=
DGx
=O
J
x=
DP
-
directionsM
aterials: Eac
h pla
yer ne
ed
s ab
out te
n ma
rkers o
f one
co
lor a
nd o
ne c
op
y of the
ga
me
b
oa
rd (w
ith op
tiona
l answ
er ke
y).N
umber of Players: 2
Objective
: To ha
ve the
mo
st squa
res c
ove
red
by the
end
of the
ga
me
Directions:
1.Roll a
pa
ir of d
ice
, and
de
term
ine the
sum o
f the num
be
rs rolle
d.
2.Find the
numb
er tha
t ma
tche
s the sum
of the
numb
ers yo
u rolle
d.
3.Answ
er o
r solve
the ta
sk.4.Find
the a
nswe
r or so
lution in o
ne o
f the c
ircle
s.5.Pla
ce
your m
arke
r on the
circ
le.
Other Im
portant Information:
1.If ano
ther p
laye
r rolls the
sam
e sum
as yo
u and
ge
ts the a
nswe
r co
rrec
t, he o
r she m
ay
“bum
p” yo
ur ma
rker a
nd p
lac
e his o
r her m
arke
r on the
circ
le.
2.You c
an p
rote
ct yo
ur circ
le b
y rolling
the sa
me
sum a
ga
in and
pla
cing
ano
ther m
arke
r o
n top
of the
existing
one
. Two
ma
rkers o
n the sa
me
circ
le b
y the sa
me
pla
yer w
ill p
rote
ct tha
t pla
yer fro
m b
eing
bum
pe
d.
BumpGam
e
©2017 Je
nnifer Find
ley
-
23456789101112
BumpGam
e
©Jennifer Findley
Multip
lying w
ith Mixe
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Copyright:Out of This World Literacy (Jen Bengel)
“Summer Can Feel So Long”
Sophie knew most of her friends were beyond excited about summer
vacation.
So many of them had big plans to sleep in every day, catch up on
a bunch of TV
series by binge watching all day and night, and just basically
laying around. Sophie
was excited for summer too, but she was a little worried things
around her house
would get a bit out of control. Sophie’s family just adopted her
little brother from
Africa. His name is James and he is just seven years old. Since
James has lived in
an orphanage since he was two weeks old, he is still learning to
be part of a family.
James loves his school, especially knowing that he will wake up
every day and have
school to look forward to. He thrives on his daily school
routine. It makes him feel
safe and secure to have his day filled with all the things he
knows will happen. So
when the lazy days of summer arrive and he loses that routine,
James struggles
with learning to relax and just enjoy the freedom that summer
days provide.
Sophie knows she will be very busy helping to keep James’
anxiety under control.
Instead of sleeping in like her friends, Sophie will be up at
6am to help keep James
busy before breakfast. When all her friends are binge watching
TV shows, Sophie
will be playing school, reading stories out loud, and coloring
pictures with her little
brother. It will be a lot of work. But Sophie loves her new
little brother so much.
And to her giving up a quiet, lazy summer to play with her
brother doesn’t feel like
a sacrifice at all. It feels like a privilege.
Passage 8
Understand It! Answer the following questions after reading:
1. The word ‘privilege’ in
the passage means…
a. a special gift
b. lazy
c. a bad choice
d. busy
2. Sophie’s friends will
probably _____ all
summer.
a. be busy
b. feel overwhelmed
c. lay around
d. do homework
3. Having a little brother
can be…
a. a lazy job
b. hard word
c. really quiet
d. not much work
4. What is the most
important event?
a. watching TV
b. sleeping in
c. reading stories
d. keeping her brother
happy in summer
Word Work Vocabulary
red
blue
green
orange
Words with suffixes
Words with 2 vowels
together
Words that end with
a vowel
Conjunctions
Color the words in the
passage that match each category below:
Copy the 5 bold words from the passage. Use context clues
and
what you know to define each word:
-
Copyright:Out of This World Literacy (Jen Bengel)
Comprehension: Thinking Deeper About Fiction Name:
_______________________________________ Date:
_____________________
Passage Title: ___________________________________ Passage
Number: ____________
Directions: Think deeper about the passage to answer the
questions below.
_________________________________
_________________________________
_____________________________
____________________________ ________________________
________________________
_________________________________
_________________________________
_________________________________
________________________ ________________________
_______________________
What is your opinion of the story? Why? Who is telling the
story? How do you know?
_________________________________
_________________________________
_________________________________
__________________________ _________________________
_________________________
_____________________
_________________________________
_____________________________
___________________________
_______________________ ________________________
How would you have acted in the story? Why? How are you alike
and different from the
main character?
What big ideas can you infer and use in your
own life?
How did the characters change over time?
_________________________
_________________________________ ________________________
________________________ ________________________
_____________________
_________________________________
_________________________________
_____________________________
____________________________ _________________________
_________________________
-
Name______________________ Date__________________________
Write a report card for your character! Use an A-F grading
system to grade one of the characters in your book on each trait.
Include a comment for each trait. Example: Wilbur from Charlotte’s
Web
Trait Comment Grade
Leadership Skills
Wilbur has often looked to others for direction, but has
recently shown improvement in his leadership skills. B
Honesty Wilbur is always honest and trustworthy. He is an
excellent example for his classmates. A+
Name ____________________________ Character Report Card
Trait Comment Grade
Kindness
Effort
Teamwork
Leadership Skills
Sense of Humor
Communication Skills
Attitude
Responsibility
Honesty
Literature Worksheets 2 Created by Rachel Lynette Copyright
©2010 http://www.rachel-lynette.com
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Opinion Writing: 4-Square
Transition word:!___________________!!Reason
1:!________________________!!_________________________________!!_________________________________!!_________________________________!!!Supporting
detail(s):!______________!_________________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!!
Transition word:!_________________!!!Reason
2:________________________!!_________________________________!!_________________________________!!_________________________________!!!Supporting
detail(s):!______________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!
!!Transition word:___________________!!Reason
3:!_________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!!Supporting
detail
(s):!_______________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!!_________________________________!
!!Ending transition:!__________________!!!Restate
opinion:!____________________!!__________________________________!!__________________________________!!__________________________________!!__________________________________!!!
Thesis Statement/Opinion:_______________________!
_______________________________________________!
_______________________________________________!
_______________________________________________!
©!Christina!Lindemann!2015!
-
My Book Report Book title:
Author:
3 Characters:
Name _______________________
-
Week 6 4-5 (5/11-15)
Spotlight on PERCUSSION ! Timbre : “The unique quality of sound”
of an instrument or voice.
How is Percussion sound produced? By striking, shaking, or
scraping. How do you play these instruments? Hint: most percussion
is hit or struck to make a sound.
snare drum maracas
timpani cymbals
Musical Expression “Dynamic Conducting Paddle” Project:
(1) Print out the dynamic markings below, and cut into four
squares.
(2) Use a popsicle stick, pencil, or stick as the base. Tape or
use a glue stick to stick the letters together, face out on either
side of the stick to make a Conductor’s “paddle”. Put about 2
inches of the stick in between the papers (trim as needed).
(3) Get another person (Sibling, Parent, Friend) to sing or play
a song you know, or use the composition you created using the
rhythm cards from previous weeks activities, while you hold up one
side to face them, then flip (rotate) the other side of each
paddle. Explain what the letters mean:
f = Loud, p = Quiet, ff = Very Loud, pp = Very Quiet [Practice
each one first]
Place one paddle in each hand. Raise one hand to start song (
only one hand can be up at a time ). “Conduct” the dynamic changes
by twisting your wrist back and forth (to show the other side), and
raising/ lowering your hands, to get 4 different markings. The
musician has to change their volume level to match, but don’t
switch too fast! Have fun taking turns “Dynamic Conducting” and
“Performing”!
-
Percussion Artist:
Ernesto Antonio "Tito" Puente was an American musician,
songwriter and record producer. He was a native Puerto Rican
living in New York City's Spanish Harlem. He is often
credited as being the "The King of Latin Music". Listen to him
playing on a Jazz Classic “Take Five” below.
Tito Puente
Do you remember these great songs from Music Class? Click on the
button, or sing along from memory to your parents and others.
Forte Piano
Forte! Forte! Pi-a—no.
Forte! Forte! Pi -a -a no.
FORTISSIMO! Pianissimo.
Big Crescendo - Forte! Forte!
Pi-a-a-a-no, FORTE!
Presto Largo From MusicK8.com
Presto, Presto Presto, Presto, Presto! (Repeat)
Really, really really really super mondo fast,
Presto Presto!
Really, really really really super mondo fast,
Presto Presto!
Largo, Largo, Very Slow Largo,
Largo, Largo, Very Slow, Whoah! (ending: Largo, Presto! )
-
Music – 4th & 5th grade – Week 7 Spotlight on Woodwinds
Listening Lesson Timbre – (pronounced tam ber) The unique quality
of sound an instrument (or voice) makes. Woodwinds – Generally made
of wood. Sound is made by blowing (wind). Most use single or double
reeds made of cane. The size of the instrument determines how high
or low sounds it produces. The flute is one of the highest pitched
instruments in the orchestra. Originally, it was made of wood. Now
it is made from silver or gold and it is about 2 feet long. It is
played by blowing air across the top of the mouthpiece hole. (This
is like blowing across the top of a pop bottle.) It has a light and
airy sound. You can change pitch (high and low sounds) by pushing
the buttons on the instrument. *Experiment: Find a Coke bottle and
try to create sound by blowing across the top. For even more fun,
put water inside and see how the pitch changes. (for fun – not
required) Listen to the flute – from our textbook’s sound bank.
Flute - Soundbank Listen to “Aviary” from Carnival of the Animals
by Camille Saint-Saens. Click on this icon – to hear the music. If
you are unable to hear the music, go to you-tube and search for
this or other flute music. Make sure your parent is present.
The Aviary - Camille Saint-Saens The clarinet is made of wood or
plastic. Sound is made by the vibrating of the reed – which is a
piece of cane that is fastened to the mouthpiece. It has a full,
open and rich sound. The clarinet has a wide range of high and low
notes. There are holes to cover and buttons to push to change the
pitch. Listen to the clarinet – as found in our textbooks. Clarinet
Sound Bank Listen to “The Bee” – by Schubert The Bee - Schubert
-
The saxophone has a single reed plus holes to cover and buttons
to push. It has a single reed like the clarinet but the body of a
saxophone is made of brass – giving it a bright, rich sound. They
come in four sizes: soprano, alto, tenor and baritone sax. The
saxophone is usually not part of the orchestra but it usually is a
big part of a jazz band. Listen to B. B’s Blues - Saxophone B.B's
Blues
The oboe is similar to the clarinet in that it has holes to
cover and buttons to push to change the pitch of the instrument.
The big difference is that the oboe has a double reed which is the
mouthpiece. The double reed vibrates when you blow into it. It has
a nasal sound – much like when you pinch your nose to sing or talk.
It is small – so the pitch is high. *Experiment : Take a drinking
straw and cut a rounded edge on one end and blow into it. This is
very much like blowing into a double reed. Listen to Serenata from
Pulcinella by Stravinsky Serenata - Pulcinella by Stravinsky
-
The bassoon is much like an oboe only much larger. Because it is
so much larger, the sound is a lot lower than the oboe. The reed
fits on the end of curved metal pipe, called a ‘bocal’.
Listen to Sonata in F minor for bassoon by Telemann Bassoon
Sonata - Telemann
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Listen to the Quartet (4 instruments). Can you distinguish
between the flute, clarinet, oboe and bassoon? Quartet - Allegro
Molto
