Spelling

Language

Math

Reading

Social Studies

Science

Monday

Unit 33

-Read and pronounce the list words by reading the sentences.

-Learn about the spelling principle.

-Work on books, brochures, labels, business cards, etc.

-Go over pages 384-385 on solving word problems with too much or too little information.

-Estimate sums and differences of fractions on pages 386-387 (1-22).

-Use Algebra on page 387 (23-26).

-Work on Accelerated Math objectives.

-Listen to the Read Aloud and Motivate on TE 648E.

-Develop Visual Literacy by viewing and discussing pages 648-649.

-Relate what happens in a story to why it happens by reviewing cause and effect using pages TE 650A-B, Teaching Chart 157, and/or Workbook page 193.

-Define the vocabulary words:  husking, landlord, keg, oblige, rascals, and sprawled. 

-Read an AR book. 

-Explain how President Jefferson was able to buy Louisiana, analyze the accomplishments of the Lewis and Clark expedition, and evaluate the importance of Zebulon Pike’s expedition by reading and discussing pages 408-413.

-Complete the Life Cycle of a Butterfly using pages 90-91 from the April Idea Book TFO400.

Tuesday

- Study all spelling words.

-Write spelling words 3 times each for extra credit.

For students not going on the Callaway Gardens Fieldtrip:

-Write a good sentence for each of the Unit 33 Spelling words.  Make sure that each sentence is at least 8 words long.

-Field trip to Callaway Gardens for selected students.

For students not going on the Callaway Gardens Fieldtrip:

-Write a 5 paragraph essay on the importance of doing your best at school.  (Introduction, 3 important reasons and examples, and the conclusion.  Each paragraph should be 4-6 sentences long.)

-Field trip to Callaway Gardens for selected students.

For students not going on the Callaway Gardens Fieldtrip:

-Review multiplying and dividing decimals by completing the following pages 326-328 (odd numbers).

-Field trip to Callaway Gardens for selected students.

-Read an AR book.

For students not going on the Callaway Gardens Fieldtrip:

-Complete vocabulary workbook pages 194 and 194a.

-Review the skills of Judgments and Decisions, Draw Conclusions, and Context Clues presented on workbook pages 190, 191, and 192.

-Field trip to Callaway Gardens for selected students.

For students not going on the Callaway Gardens Fieldtrip:

-Define the following vocabulary words:  pioneer, purchase, pathfinder, impressments, nationalism, annex, and doctrine.  Write the definition from the glossary and the sentence, which uses the word in context.

-Field trip to Callaway Gardens for selected students.

For students not going on the Callaway Gardens Fieldtrip:

-Write a paragraph in your own words explaining the butterfly’s life cycle.  Begin with an introductory sentence, a sentence or two about each phase (4-8 sentences), and then a concluding sentence.  Add a drawing of the cycle so a young child would understand.

Wednesday

- Study all spelling words.  (Read the words and sentences.  Discuss their meanings and spellings.)

-Use quotation marks correctly on pages 374-375 (1-20).

-Go over Monday’s work.

-Explore adding and subtracting fractions with unlike denominators on pages 388-389.

-Add fractions with unlike denominators on pages 390-391 (1-23).

-Review rounding numbers on page 391 (24-29).

-Discuss how to read a play.  Assign parts and read pages 651-669 on Rip Van Winkle.

-Read an AR book. 

-Describe Tecumseh’s plan for the Indian tribes, explore the actions that led to the Battle of Tippecanoe, summarize the events that led to the War of 1812, evaluate the American victory over the British on Lake Erie, describe the British attack on Washington, D.C., and the American victory at New Orleans, and describe the United Sates after the War of 1812 by reading and discussing pages 414-420.

-Share your knowledge acquired from the Callaway Gardens trip or your butterfly’s life cycle.

Thursday

-Take a multiple-choice test on the unit’s words.

-Work on books, brochures, labels, business cards, etc.

-Go over Wednesday’s work.

-Subtract fractions with unlike denominators on pages 392-393 (1-29).

-Review various operations on page 393 (30-37).

-Work on Accelerated Math objectives.

-Discuss the story by using pages 671 and/or WB 195.

-Obtain information from an online library catalo using TE 672, 672, and WB 196.

-Identify causes and effects in a story using TE673E-F, Teaching Chart 160, and/or WB 197.

-Draw conclusions from information in a story using TE673G-H, Teaching Chart 161, and/or WB 198.

-Identify and compare synonyms and antonyms on TE673I-J, Teaching Chart 162, and/or WB 199.

-Read an AR book. 

-Identify a method of predicting likely outcomes and practice making predictions about historical trends by reading and discussing page 421.

-Explore how a plant’s parts help it survive, understand the functions of roots and stems, and understand the functions of the leaves by reading and discussing pages A18-A27.

Friday

-Work on books, brochures, labels, business cards, etc.

-Work on books, brochures, labels, business cards, etc.

-Go over Thursday’s work.

-Add mixed numbers with unlike denominators on pages 394-395 (1-24).

-Write equivalent fractions page 395 (25-30).

-Work on Accelerated Math objectives.

-Visit our website GAMES (www.pcboe.net/pcis/garrett2002/games.htm) to find some Jeopardy games.

-Demonstrate knowledge of vocabulary and comprehension of this story by taking the written test and an AR test.

-Write a dialogue that might have been spoken between Rip and his wife if she had been alive when he returned. (TE 673K-L)

-Read an AR book. 

-Compare and contrast the British and American efforts in the conflict over Fort McHenry, analyze the defense the Americans put up during the conflict, and explain how Francis Scott Key came to write the words to “The Star-Spangled Banner,” our national anthem after reading pages 422-427.

-Describe how plant parts benefit humans by reading and discussing pages A28-29.

-Check out the website: www.mhscience02.com