Rosa Agazzi Bilingual School

Weekly Plan 5th grade

August 9th-13th
Reading Ms. Artigas
Monday: Cause and Effect
The cause is what made something happen. The effect is what happened as the result of
a cause.
Sometimes an author will use clue words such as so and because to show a cause-and-effect relationship, but
not always.
An effect may have more than one cause, and a cause may have more than one effect.

Cause Effect

Effect Cause

Cause Effect

• The students will work in pg 43 of their workbooks

HW: pg 106 workbook

Tuesday: Lesson Vocabulary

Advice an opinion about what should be done
Advised gave advice to; offered an opinion
Circumstances conditions that accompany an act or event
Elbow to push with the elbow; make your way by pushing
Hustled hurried along
Immigrants people who come into a country or region to live
Luxury something pleasant but not necessary
Newcomer a person who has just come or who came not long ago
Peddler a person who travels about selling things carried in a pack or in a truck, wagon, or cart
HW: pg 44 workbook

Wednesday: Cause and Effect

 The students will work in pgs 46 and 43 of their workbooks
HW: pg 47 workbook

Thursday: Cause and Effect

 The students will work in pg 48 of their workbooks
Hw:

Friday: Electronic Encyclopedia

An encyclopedia gives general information about many topics. It can be a general or
technical encyclopedia. (A technical encyclopedia gives information on topics
related to a specialized field such as medicine or engineering.)
Electronic encyclopedias are on CD-ROMS or online.
Encyclopedias are organized alphabetically by entries. Entries are the topics
contained in the encyclopedia.
Keyword searches are used to locate entries in an electronic encyclopedia.
Many entries in an electronic encyclopedia include cross-references, or links, to more information about the
topic you are researching.
Electronic entries often include graphics, maps, and audio files related to the topics.
• The students will watch examples of how to look entries in an electronic encyclopedia.
• The students will work in pg 49 workbook
HW: pg 50 workbook

Spelling
Monday: Contractions
 The teacher will explain as the students copy in their notebooks:
In contractions, an apostrophe (') takes the place of letters that are left out: they are become they're. A
contraction is a combination of two words. To read a contraction, figure out which letters the apostrophe
replaced.
• Guide students in forming the contractions for must not, could have, and there would. Point out that 'd
can stand for would or had and give an example sentence for each use.
• The students write the list words and then write the two words each contraction stands for.
• The students will pass to the board to order the contractions in groups of verbs & pronouns,
HW: write a personal anecdote. Use at least five spelling words to make the story sound informal, as if they
were speaking to a friend.

Tuesday: Contractions
1. They're both coming to the party.
2. Tell us what you've learned.
3. We weren't allowed to go outside.
4. You needn't be so rude.
5. Mom hoped there'd be enough food.
6. They've finally chosen a name for the puppy.
7. You mustn't tell my secret.
8. What'll we do if it rains?
9. The store doesn't have my size.
10. Maggie hadn't been there before.
11. I wish we could've visited you.
12. We would've done it another way.
13. We should've done our chores first.
14. The team might've won if the star had not been ill.
15. The pony wouldn't jump over the fence.
16. People who've seen the movie liked it.
17. You shouldn't have done that.
18. Who'd like a second helping?
19. This'll only take a minute.
20. We couldn't see through the fog.
CHALLENGE
21. There've been too many accidents here.
22. It mightn't have been his entire fault.
23. What've I done with my keys?
24. You needn't bring a gift to the party.
25. There'll be another bus in ten minute.
HW: pg 20 workbook

Wednesday: Contractions
 The students will work in pg 18-19 of their workbooks
HW:

Thursday:
Spelling/ Grandparents Practice

Language
Tuesday: Comparative and Superlative Adjectives
Comparative adjectives are used to compare two people, places, things, or groups. Add -er to most short
adjectives to make their comparative forms. Use more with longer adjectives. Superlative adjectives are used
to compare three or more people, places, things, or groups. Add –est to most short adjectives to make their
superlative forms. Use most with longer adjectives.
Adjective Comparative Superlative
strange stranger strangest terrible more terrible most terrible
• Adjectives such as good and bad have irregular comparative and
superlative forms: good, better, best; bad, worse, worst.
• Never use more or most with -er and -est.
No: more angrier, most remarkablest
Yes: angrier, most remarkable
• Complete the table. Add -er, -est, more, or most as needed.
Adjective Comparative Superlative
Deep
Fat
Bad
Hideous
Powerful
Mighty
Write the correct forms of the adjectives in ( ) to complete the sentences.
13. That was the (scary) movie I have ever seen.
14. One monster had a (big) body than the other one.
15. However, the (small) monster of the two had (sharp) claws and fangs.
16. What is the (exciting) book you have ever read?
17. I think 20,000 Leagues Under the Sea is a (good) book than Journey to the Center of the Earth.
18. Jules Verne was one of our (early) and (good) science fiction writers.
HW:

Wednesday: Comparative and Superlative Adjectives

Review the concept of comparative and superlative adjectives.
Comparative adjectives are used to compare two people, places, things, or groups. Add -er to a short
adjective. Use more with a longer adjective.
Superlative adjectives are used to compare three or more people, places, things, or groups. Add -est to a short
adjective. Use most with a longer adjective.
• The students will work in pg 94 workbook
HW: pg 95 workbook

Thursday: Comparative and Superlative Adjectives

Explain that worst and most tremendous are superlative forms of the adjectives bad and tremendous. Worst
compares one kind of fears to all other kinds. Most tremendous compares one uproar to all others the speaker
has witnessed.
• The students will work in pg 93 and 96 workbook
HW: Exercises assigned by the teacher
Friday: Comparative and Superlative Adjectives
Curriculum objective: Use the vocabulary effectively
Specific objective: Use comparative and superlative adjectives in writing.
Learning Experiences:
Explain that worst and most tremendous are superlative forms of the adjectives bad and tremendous. Worst
compares one kind of fears to all other kinds. Most tremendous compares one uproar to all others the speaker
has witnessed.
Remember that more and most are used instead of -er and -est.
No: One dinosaur was more stronger than the other.
Yes: One dinosaur was stronger than the other.
The students will work in pg 145 workbook
HW:

Science
Monday: Parts of a flower
Flowers are responsible for plants reproductions even some plants can reproduce without flowers.
The petals are the most attractive part of a flower for its variety of colors;
the stamen is the male part of the flower. Pollen a grainy and often
yellow powder is made in a tissue in a top of each stamen, a single flower
can have many stamens. The pistil is the female part of the flower, often
have a bottle shape with a wide bottom and a narrow neck, a flower have
more than one pistil. Not all flowers have both stamen and pistils and the
flowers with only one of these parts are called imperfect flowers and the
flowers with both are perfect flowers.
The composite flowers are flowers made of many flowers. Plants must
have reproduced before they die, otherwise it would soon become extinct.
When plants reproduce they make new plants that look like their parents,
they have the same shape, flowers and leaves. For this the plants must
pass information from one generation to next, this information is the DNA, which contains all the information
for making flowers, leaves, steam, and every part of the plant. Sexual reproduction is the passing of DNA from
two parents to their offspring. In plants, flowers are the organs were sexual reproduction takes place.
HW: checkpoint pg 103 textbook

Tuesday: Pollination
Pollination is move pollen from the stamen to
pistil, can involve the stamen and pistil of the
same plant. Pollination takes place in
different ways, the pollen can be moved by
wind, water and some animals like insects,
bats, and birds which go form a flower to
another. Some plants can be pollinated in a
way and others in various ways. Once
pollination takes place a tube grows from the
pollen down to egg cells; this joining of cell
is called fertilization and this is the first step
in the life of a new plant.
The DNA of each egg or sperm has only half of the amount of DNA found in other cells, and when they join;
the make the whole set of it. As day pass the fertilized egg will divide many times, and change; the result is a
seed with a tiny multicellular plant inside of it, and every call on it will have the same set of DNA. Sometimes
the other parts of the flower grow around seeds to be something tasty such as an apple or orange. The young
plant will grow to look like its parents, though may be little differences according to the different characteristics
of their parents.
HW:

Wednesday: Monocot and Dicot Seeds

A seed is made from three main parts the seed coat, embryo, and endosperm. A seed coat is a covering that has
two roles. It protects a new plant called embryo, and also guards a stash of stored food called endosperm. An
embryo has the seed leaves or cotyledons. The monocot plants have one cotyledon and the dicot plants have
two. Vessels in both kinds of plants are grouped in bundles. You can see them if you cut across a dicot stem in
monocots this bundles are scattered throughout the steam. Between the monocot and the dicot plants many
differences exist (discuss the graphic pg 106 textbook)
Spreading seeds
The animals also help in this process
sometimes when the animals eat berries
or other fruits those pass through the
animal digestive system, and the seed
sprout far from the original plant. (Ask
the students other forms in which the
seed can be spread). Once the seed is
moved out form the parent the embryo
will stay on the seed until the outside
conditions like temperature, and moisture
are right then the seed will sprout. This
life cycle repeats in every seed. The seeds
that not sprout eventually will die.
• Work in the checkpoint pg 107
what is the life cycle of a plant that produce seeds? Seed production, sprout, mature plant, death. Let the
students explain each process
HW:

Thursday: Sexual and Asexual Reproduction

Moses and ferns are plants that do not have flowers; the life cycle of these plants is in two parts. In the first part
the plants will have fertilization, during the second part the plants will use spores to reproduce. A spore is a
single plant cell that can develop into a new plant. Spores are different from seed in some ways: do not have a
multicellular embryo like seeds; neither are made of fertilization like seeds. But also spores are alike seed in
some things, they both store food, some spores are covered with a protective wall. Some spores can wait a long
time for the proper conditions to grow.
Many plants can reproduce without
sperms and egg cells; this is called
asexual reproduction; there is only a
parent here. Since all the genetic
information comes from a parent normally
the offspring will have the sane genes as
the parent.
Many plants can grow from a root or
stem. They can reproduce by growing
new plants in long stems called runners
like strawberries and spider plants. Many
types of grass will spread by growing
plants from underground roots. Also are
plants like the duckweed that forms buds
on the plant and drop off to grow as a
separate plant.
HW: pg 36 and 36A workbook