WEEK Grade 5 • Unit 1 Question of the Week: How can … 1... · Question of the Week: How can nature challenge us? ... P/Q How can nature challenge us? Lesson Vocabulary for the

Question of the Week: How can nature challenge us?Concepts: Understand the concept of a challenge in nature; discuss tornadoes, floods, and other challenges in nature; connect cause and effect to challenges in nature.

2 Grade 5 • Unit 1

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

Grade 5 • Unit 1 • Page 6Copyright © 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 challenges in nature.Use: Student Book, pp. 30–31.

To have students use words to discuss nature’s challenges, such as tornadoes.

To have students write a sentence(s) about what makes tornadoes a challenge to us.

ELD Standard R: Use detailed sentences to respond orally to comprehension questions about text (e.g., “The brown bear lives with his family in the forest”).

DAY 1Concept & Vocabulary Development

P/Q How can nature challenge us? Lesson Vocabulary for the Week

(* = Academic Vocabulary)

devastation*, tornado, nature, destructive*, narrow, resourceful*, uproot, construct, damage*

Content Vocabulary

challenge, earthquake, hurricane, monsoon, flood, (wind)storm, winds, destroy, strike, cause, shelter

[List other content vocabulary that students generate.]

P/Q What makes a tornado a challenge to us? Divide students into pairs. Have partners discuss what the passage tells them about challenges in nature. Each student should say at least one sentence.

If time permits, have children draw and share pictures of something destructive.

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

Skill Check: Practice Book, p. 11

B Nature may challenge us with ______ storms, such as tornadoes.

B A ______ is a destructive windstorm.

EI Nature may challenge us with ______ storms, such as ______. Earthquakes and hurricanes can also cause terrible ______.

EI A ______ is a ______ windstorm.

I Nature may challenge us with ______ storms, such as ______. Earthquakes and ______ can also cause terrible ______.

I A ______ is a ______ windstorm. Its 300 mile-per-hour ______ can cause great damage.

EA Nature may ______ us with ______ storms, such as ______. Earthquakes and ______ can also cause terrible ______. People must be ______ to plan for and deal with challenges from ______.

EA A ______ is a ______ windstorm. Its 300 mile-per-hour ______ can cause great ______. It can cause total ______ to an area in about 20 minutes.

A Nature may ______ us with ______ storms, such as ______. ______ and ______ can also cause terrible ______. People must be ______ to survive challenges from ______.

A A ______ is a ______ windstorm. Its 300 mile-per-hour ______ can cause great ______. In about 20 minutes, it can cause total ______ to an area.

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Grade 5 • Unit 1 Question of the Week: How can nature challenge us?Concepts: Understand the concept of a challenge in nature; discuss tornadoes, floods, and other challenges in nature; connect cause and effect to challenges in nature.

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring2WEEK


ObjectivesTo teach students to recognize the Greek and Latin roots struct, port, and fig.

To guide students to recognize and use words with the Greek and Latin roots struct, port, and fig.

To have students write a sentence about what happens when there is a flood.

ELD Standard R: Use content-related vocabulary in discussions and reading.

DAY 2Word Analysis

P/Q What do people sometimes have to do after a tornado?

Lesson Vocabulary

destructive, destruction, construct(ion), instruct(ion), transport(ation), portable, figure, configuration, disfigure, porter

Content Vocabulary

house, building(s), damage(d), floods, tornado, devastation


P/Q What happens when there is a flood? Revisit the concept of natural challenges. Have students say a sentence(s) that give examples of challenges in nature and their effects. Beginning students can draw pictures with labels or act out examples of natural challenges.


B They have to have a company come and ______ new walls and the roof.

B Floods are ______ because of all the water.

EI My friend’s house was damaged in a ______ tornado. A ______ company will have to ______ two new walls and part of the roof.

EI Floods cause ______ because of all the water. They are ______.

I My friend’s house was ______ in a ______ tornado. A ______ company will have to ______ two new walls and part of the roof. Trucks will ______ the wood and nails to the house.

I Floods are ______ because of all the water, and they can cause ______.

EA My friend’s house was ______ in a ______ ______. A ______ company must ______ two new walls and part of the roof. Trucks need to ______ the wood and nails to the house.

EA Floods are ______ because of all the ______ and can cause great ______.

A My friend’s house was ______ in a ______ ______. A ______ company must ______ two new walls and part of the roof. Trucks will have to ______ the wood and nails to the ______.

A Because of all the ______ covering the land, ______ are ______ and can cause great ______.





Objectives

To help students understand how words and phrases signal cause and effect relationships. To help students understand the concept of cause and effect.Use: Student Book, pp. 32–33.

To guide students to recognize and use words that show cause and effect as they discuss the effects of nature’s challenges.

To have students look at a picture of tornado damage and write a cause and effect statement about the picture.

ELD Standard R: Use detailed sentences to respond orally to comprehension questions about text (e.g., “The brown bear lives with his family in the forest”).

DAY 3Comprehension Skills & Strategies

P/Q What are some of the effects of a tornado? Lesson Vocabulary

cause, effect, because, therefore, for this reason, as a result, result

Content Vocabulary

trees, uprooted, winds, tornado, damage, great


P/Q Look at the picture of the house after a tornado on page 33. What do you think happened?

Have students give an example of cause and effect from this week in their own lives.

• Whatisacauseandeffectrelationshipyou saw in your life this week? What happened to cause the effect?


B Trees are uprooted ______ of a tornado. B The house is damaged ______ of the ______.

EI ______ of a tornado, ______ are uprooted. EI ______ of the tornado, the house is ______.

I ______ of a tornado, ______ are uprooted. Branches can be blown around. ______, houses can receive great damage.

I ______ of the tornado, the house is ______. For this reason, the house must be rebuilt.

EA ______ of a tornado, ______ are uprooted. Destructive branches can be blown around. ______, houses can receive great ______.

EA ______ of the ______, the house is badly ______. ______, the house must be rebuilt.

A ______ of a ______, ______ are uprooted. In the high winds, ______ branches can be blown around. ______, houses can receive ______ ______.

A ______ of the ______, the house is badly ______. ______, the house will have to be ______.

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Objectives

To teach students to identify subjects and predicates and understand their roles in sentences.Use: Student Book, p. 34.

To have students discuss the role of subjects and predicates in sentences.

To have students underline the predicate of a sentence and then write a new sentence with the same subject and a new predicate.

ELD Standard LC: Use standard word order but may have some inconsistent grammatical forms (e.g., subject/verb agreement).

DAY 4Grammar & Conventions

P/Q Identify the subject of the sentence. Lesson Vocabulary

subject, predicate, about, sentence

Content Vocabulary

cause, damage, strong winds, are, dangerous, homes, have, devastation

P/Q Underline the predicates of the sentence. Then write a new sentence with a different predicate.

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

• “You [did/not] underline the complete predicate.”

• “The predicate in your new sentence [does/not] agree with the subject.”


B A tornado is a windstorm.

The ______ is “a tornado.”

B Tornadoes are destructive.

Tornadoes ______.

EI A tornado is a powerful windstorm.

The ______ of the sentence is “a tornado.”

EI Tornadoes cause devastation.

Tornadoes ______.

I The building was damaged by the tornado.

The ______ of the sentence is “the building.” It tells what the ______ is about.

I Tornadoes uproot trees and cause devastation.

Tornadoes ______.

EA Trees can be uprooted by tornadoes.

The ______ of the sentence is “trees.” It tells what the ______ is ______.

EA People must be resourceful to survive nature’s challenges.

People ______.

A Buildings and trees can be damaged by tornadoes.

The ______ of the ______ is “buildings and trees.” It tells what the ______ is ______. The ______ is “can be damaged by tornadoes.”

A Earthquakes and tornadoes damage homes and cause devastation.

Earthquakes and tornadoes ______.





Objectives

To wrap up the weekly concept and produce a final piece of writing related to the weekly concept and vocabulary.Use: Student Book, p. 35.

To have students use vocabulary learned this week to discuss how nature can challenge us.

To have students write five or six sentences about the effects that nature’s challenges can have on people.

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 one way that people can survive nature’s challenges.

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 the effects a challenge in nature can have on people.

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


B ______ are one challenge in ______. They have very strong winds. The wind can be ______. It can ______ trees and destroy buildings. You should go to a safe place during a ______.

B Student writes five or six basic sentences with support.

EI ______ are one challenge in ______. They have ______ winds. The winds can ______ trees and destroy buildings. People have to be ______ to survive during a ______. It is important to find a safe place.

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

I One way that ______ challenges us is ______. They have ______ winds that can cause ______. The winds can ______ ______ trees and ______ buildings. People have to be ______ to survive during a ______. It is important to find a safe place during the ______.

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

EA One way that ______ can challenge us is through ______. ______ have ______ winds up to 300 miles per hour that can cause ______. The ______ spin around in a ______ path. They can ______ trees and ______ buildings. It is important to be ______ to survive during a ______. It is important to find a safe place during the ______.

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

A ______ can challenge us in many ways. For example, ______ have ______ ______ up to 300 miles per hour. ______ can ______ anytime, anyplace and cause ______. The ______ spin around in a ______ path, ______ trees, and ______ buildings. Because ______ are so dangerous, it is important to be ______ and find a safe place to stay during the storm.

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


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WEEK Grade 5 • Unit 1 Question of the Week: How can … 1... · Question of the Week: How can nature challenge us? ... P/Q How can nature challenge us? Lesson Vocabulary for the