| 5th grade Week 1 | MONDAY 8/7/2017 | TUESDAY 8/8/2017 | WEDNESDAY 8/9/2017 | THURSDAY 8/10/2017 | FRIDAY 8/11/2017 |
| Discipleship | Love (Friendship) | ||||
| Bible | Is 55:1-5 | Ps 136:1-9 (23-26) | Rom 9:1-5 (6-13) | Matt 14:13-21 | |
| Math | Why do we study math? HIG p1-4; TB p6-7, tasks 1-3; WB p5-6, Ex 1 | FP-A; HIG p5-8; TB p8-9, tasks 1-3 and Practice 1A. (Always complete practice exercises on notebook paper and turn in as homework the following school day.) WB p7-8, Ex2. | HIG p9-10; TB p11-13 tasks 1-7; WB p9-10, Ex3 | FP-A; HIG p11-13; TB p13, tasks 8-12; WB p11-13, Ex 4 | FP-A; HIG p14; TB p14, Practice 1B. Complete practice exercises on notebook paper and turn in on Monday. |
| Spelling | Discuss classroom procedures, policies, and rules | Read p11-17. Gather your materials, set up the letter tiles and card box. | Phonogram review games. | STEP 1, p21-25: Review phonogram cards 1-72, sound cards 1-87, and key cards 1-24. Review syllable division and suffix rules. Dictate sentences 1-5. | STEP 1: Dictate sentences 6-10. |
| Grammar | Ch1 L3 - Synonyms and antonyms (word choice activity); vocabulary words | Ch2, L1 - Complete Activity/ Assignment on p13; Listen to Jingles 1-3. | Ch2, L1. Do Activity/ Assignment with verbs | Ch 2, L2 - all; jingles 1-3 | |
Writing/
Vocabulary | VOCAB WORDS: pillar, transfixed, prosperity, coax | ||||
| Discuss good writing: structure and style. Read Columbus passage together. | Cut out sheet of vocab cards for L1 (in the back of your IEW book), hole punch, and place behind the "comp" tab in binder. Study the words and definitions (see note below for detailed instructions). | L1 - Create a key word outline together as a class (Jamestown), then make one for the Columbus story on your own. Retell the story to a partner using only your outline. | L1 - Retell the Columbus story to two family members or friends using only your key word outline on p15. Try to use at least one vocabulary word in your retelling. | ||
Reading
| No assigned reader this week. | ||||
| Assess student reading levels | PARENTS: Peruse your child's binder and familiarize yourselves with the resources behind each tab. Begin thoroughly reading the 5th grade syllabus (in the front pocket of the binder) and review it with your child. | Introduce "from Every Stormy Wind" Poem | PARENTS: Continue reading through syllabus if not completed on Tuesday. | ||
| Latin | Ch1 - Memory page, teach grammar lesson | Ch1 - Recite memory chart (p1), review new teaching on p2-4 | Ch1 - Worksheets, p5-6 | Recite memory chart (p1), Complete quiz (p7) and maze (p8). | |
| History | Introduce Unit 1. Discuss: What makes people want to explore? In what ways are humans still exploring? What were the motives of those who sponsored expeditions? | Read L1 - The First Americans and Leif Eriksson | Mapping and activities (Vikings) | In your history journal (see note below), write down your thoughts about these questions for discussion on Monday: 1. What do you think Native Americans thought about the Europeans who were arriving in their territory? What did Europeans think about the natives? 2. In what ways did the Europeans' arrival benefit the natives? In what ways did it harm them? 3. Do you believe God ordained the exploration of the New World? Why or why not? | |
| Geography | Blobbing | Introduce Continents and Oceans. Pray for all the peoples of the world. | |||
| Science | Conduct plant cells experiment. | Read p250-251 and p298-299 from the USE. Note key facts as you read, using space on SG p20. Then discuss answers to the questions at the top of the page. | Make cell models | Use the glossary in the SG to define "mitosis" and "cell" on SG p14; enter dates on date sheet on SG p9-12; and color/label cell sketches on p17 (refer to USE for help if needed). | Read Colossians 1:17, then watch this 5-minute video about laminin, the cell adhesion protein molecule. |
| Memory Work | POEM: "From Every Stormy Wind" - Due for recitation on 9/27 GEOGRAPHY: Continents and Oceans - Test on 9/6 HISTORY SONG: First four minutes - due on 10/25 | ||||
BLOG KEY
General:
Act –
Activity
Ch –
Chapter
Ex –
Exercise
L –
Lesson
p – Page(s)
Math:
HIG –
Home Instructor’s Guide
TB –
Textbook
WB –
Workbook
FP –
Facts Practice (A, B, C, etc. denotes which sheet to use)
Science:
SG –
Student Guide
USE –
Usborne Encyclopedia of Science
KSE –
Kingfisher Encyclopedia of Science
COMING SOON...
Wednesday, August 160 – Spirit Day! Students may wear Fortis spirit shirts with uniform bottoms.
Wednesday, August 30 – Pizza Day! Students may wear Fortis spirit
shirts with uniform bottoms.
DISCIPLESHIP: Friendship
This month, we’ll
introduce the virtue of friendship. We’ll explore friendship in the most
traditional sense, which is a relationship between two people who share common
interests and goals, and we’ll talk about how to build true friendships among
our classmates. But we’ll also look at how to extend friendship to those who
are unlike us. For example, we’ll discuss whether the European explorers showed
friendship to the natives they encountered in the New World and vice versa.
Ultimately, we’ll talk about how when we put our faith in Christ, we become
friends of God. (See James 4:4 and 2:23.)
MATH:
- Interpret numbers up to 1 million in terms of place value.
- Read and write 6- and 7-digit numbers and corresponding number words.
- Compare and order numbers within 10 million.
- Understand how big 1 million is.
- Round whole numbers to the nearest 10, 100 or 1000.
- Understand the symbol ≈ to mean “is approximately” or “is about.”
- Review multiplication and division of tens hundreds, or thousands by a one-digit whole number.
- Estimate the answers in addition and subtraction of whole numbers.
- Estimate the answers in multiplication and division by a 1-digit whole number.
READING:
- Assess reading levels of incoming students.
We will spend this week
doing reading assessments before beginning our first assigned reader next week.
The first reader will be "Pedro’s Journal," so please be sure to procure it ASAP,
if you haven’t already.
COMPOSITION/VOCABULARY:
- Learn the definitions of the vocabulary words and be
able to correctly use each word in a sentence.
- Write key word outlines.
- Be able to retell a story using only a key word
outline.
COMPOSITION:
We’ll work on creating
good key word outlines from a historical reading passage. Retelling is a
critical part of this process, so please don’t skip that part of the
assignment.
VOCABULARY:
1. Study the definitions
and the parts of speech for each word. Students might also want to study the
etymology of the words to help further enrich their vocabulary.
2. On the front of the
card—especially if your child is a visual or kinesthetic learner— (s)he should color
the picture that represent the word, if possible.
3. On the reverse side
of the card, students should fill in the blank with the word and read the
sentence. Then, (s)he should write an original sentence with the word that is
significantly different from the sentence given. You might have to help your
child with this part. If he or she struggles, use a dictionary to find a sample
sentence.
4. If possible, students
should write at least one synonym and one antonym for each word, using a
thesaurus if necessary.
SPELLING:
- Review spelling and syllable division words.
- Review phonograms.
This week, we'll review phonograms
and syllable division rules from previous levels.
GRAMMAR:
- Know what synonyms and antonyms are and understand their
value in good writing.
- Know what nouns and verbs are and be able to identify
them in sentences.
- Be able to name the four types of sentences and be able to identify them.
HISTORY:
- Know that men were created with a spirit of curiosity
and a desire to explore and seek new adventures.
- Understand that native peoples and cultures were
already established in the Americas when explorers arrived.
- Know that Erik the Red and Leif Erikson were Vikings
who explored the southeastern parts of Canada.
JOURNALS: Students will
have weekly history journal assignments that will vary from things like writing
paragraphs or narrations, to conducting basic research, to completing simple projects.
This week, they simply need to think about the answers to discussion questions
and jot down their thoughts and ideas so they will be ready to participate and
share with the class on Monday. This “thinking time” is a critical part of good
Socratic dialogue, so please do not allow your child to rush through it or skip
it. Students will receive a homework completion grade each week based on how
much time and effort they put into the journal assignments.
SCIENCE:
- Know that cells are the basic building blocks of living
things.
- Know the basic differences between plant and animal
cells.
- Know that DNA is contained in the nucleus of a cell.
- Be introduced to the names and functions of other cell organelles.
GEOGRAPHY:
- Develop a heart of compassion for the peoples of the world
who don't yet know Christ.
- Know the names and locations of the world’s seven
continents and five oceans.
MEMORY WORK:
Scripture: We'll spend the year working on our scripture
memorization of Matthew 5:1-16 (KJV). Our intent with scripture memory is for
students to hide God’s word deep in their hearts so that they can call upon it
for comfort, reassurance, and strength in times of trouble. With that in mind,
we will not be testing over the scripture this year, but we will be reciting it
together as a school every morning during assembly time. Here is a link to an
article that explains why we prefer to have our students memorize the King James Version.
Geography: We'll begin working on the continents and
oceans this week. A hard copy of the maps can be found behind the
"memory" tab in your child's binder. Additional maps, as well as MP3s
of the songs, are available at this link:
History: The bulk of our history memory work for
the year will involve memorizing the entire 13-minute history timeline song. Because
the song is entirely new to must students at Fortis, we don’t want to overwhelm
kids with too much other memory work. We will, however, also memorize a portion
of the Declaration of Independence (bolded portion only).
Poetry: This week, we'll introduce the first of
our four poems for the year, a hymn entitled “From Every Stormy Wind.” Here are
a couple of songs to help make the memorization easier (be aware that the words may not match the poem):