Anything in magenta is optional.
Anything in blue should be turned in as homework.
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, or D denotes which sheet to use)
Writing:
IEW- Institute for Excellence in Writing
KWO - Key word outline
Science:
TB – Textbook
NBJ – Notebooking Journal
WDYR – What Do You Remember?
"Let the favor of the Lord our God be upon us and establish the work of our hands..." Psalm 90:17
COMING SOON:
Wednesday, February 10 - Spirit Day
Monday, February 15 - President's Day/Teacher Training - No School
Tuesday, February 16 - Open Enrollment for new families begins
Wednesday, February 17 - 5th Grade Valentine Exchange
DOCUMENTS you'll need this week (uploaded to the Google Drive):
BIBLE/VIRTUES: This month, we'll be focusing on the virtue of patience, a fruit of the spirit. A school environment gives us multiple opportunities to practice patience: waiting for a teacher to call us on or help us when raising a hand, waiting for our turn to play a game at recess, waiting until everyone is done with a test or a quiz before moving on to a new subject, being patient while the teacher is explaining something to classmates for a third time, even though I understood it the first time. Patience is often about giving others grace or space. Sometimes patience takes the form of putting up with the annoying behavior of others so that we can demonstrate love to them. Patience is often about delaying our own gratification for the benefit of others. God shows his ultimate patience with us by withholding his wrath and judgment on the world for as long as possible, in hopes that all people will repent and come to know him. May we seek to extend patience to others in matters that are far less weighty in the grand scheme of eternity!
MATH:
- Memorize some fraction/decimal equivalencies.
- Solve word problems involving finding the percentage for a part of a whole.
- Find the value for a percentage part given the value for the whole.
- Solve word problems involving finding a percentage part of a whole.
- Assess mastery of concepts related to percentages.
MATH FACTS - GENERAL INSTRUCTIONS:
Here are the instructions for administering facts practice sheets:
1. Set a timer for five minutes. Have your child complete as many facts on the page as possible before the timer goes off.
2. When the five minutes is up, if your child has not finished, please mark the place where he/she left off, and then have the student finish the sheet.
3. Parents, please use the key sent home in binders to check your child's work. (Save these to use for grading all future facts pages.) Have the student make any corrections.
3. Turn the sheet in as homework on the next school day. I will take it as a homework completion grade. (100 if they complete it; 0 if they didn't complete it or don't turn it in)
Here are the instructions for administering facts practice sheets:
1. Set a timer for five minutes. Have your child complete as many facts on the page as possible before the timer goes off.
2. When the five minutes is up, if your child has not finished, please mark the place where he/she left off, and then have the student finish the sheet.
3. Parents, please use the key sent home in binders to check your child's work. (Save these to use for grading all future facts pages.) Have the student make any corrections.
3. Turn the sheet in as homework on the next school day. I will take it as a homework completion grade. (100 if they complete it; 0 if they didn't complete it or don't turn it in)
SPELLING:
- Assess mastery of spelling words with the sound of /ŭs/ spelled "us."
- Learn to spell words with the sound of /ŭs/ spelled "ous."
GRAMMAR:
- Recognize and know the components of a pattern 4 sentence: SNLVPrN.
- Classify, label, and diagram a pattern 4 sentence.
- Know the degrees of adjectives and be able to use them properly.
- Identify and correct double negatives.
WRITING/VOCABULARY:
- Learn four new vocabulary words, and be able to properly incorporate them into writing.
- Know the basic structure of an essay.
- Know the purpose and components of an introduction and a conclusion in a formal essay.
- Identify and correct mechanical and usage errors in a non-fiction reading passage.
HOPES & DREAMS ESSAY INTRODUCTION & CONCLUSION: This week, students will write the introduction and conclusion for their hopes and dreams essays. Before beginning, please thoroughly read p206-210. (There is a sample introduction and conclusion on p210.) Since this may be the first time they have ever written a formal introduction or conclusion, students will likely need extra guidance from you on this paper. Using the checklist, please help them ensure that all structure and style elements are included and properly labeled. Please note that IEW teaches students to write the conclusion before writing the introduction. Here are the elements that should be included in each:
Conclusion:
1. Restate Topic A.
2. Restate Topic B (using similar, but not exact, structure and words in the topic sentences)
3. Tell what is most significant or important thing you wrote about and why.
4. End with a sentence from which to create a title.
Introduction:
1. Begin with an attention getter (similar to the dramatic opener)
2. Provide background information
3. State what Topic A is.
4. State what Topic B is.
VOCABULARY ACTIVITIES:
1. Cut out the blue cardstock PAGE (not the individual cards) in the back of the IEW book that corresponds to this week's lesson.
2. Color the pictures on the front and fill in the words in the blank on the back. Hole punch the page, and place it behind the "writing" tab in your binder. Study the meaning of each word.
3. Use the vocabulary activity homework sheet and a dictionary (preferably a print copy to reinforce alphabetization skills) to complete the following for each word:
a. Write the word.
b. Draw a line between letters in the word to correctly divide the syllables (if applicable).
c. Write the part(s) of speech. NOTE: The acronym NVP AA PIC is used in Shurley grammar to help students remember the parts of speech. We will encounter it in a few weeks in our grammar studies, but it should be review for most students.
d. Write the definition(s) of the word.
e. Use the word in a sentence (other than the one on the back of the card).
f. Try to find at least one (more if you can) synonym and antonym for each word.
g. Look up the etymology for each word. Write the oldest form of the word available and what the roots mean. Does it come from Latin, Greek, or some other root? What do those roots mean? Can you understand how the words got their meaning in modern-day English?
h. Write other forms of the word. For example: "prosper" (v) and "prosperous" (adj) would also be acceptable forms of the word "prosperity" (n) for students to use in their writing assignments.
i. After the homework sheets are completed, please hole punch them and place them behind the corresponding page of vocab words in the binder. They do not need to be turned in. I will periodically look in binders in order to record the homework grade.
READING:
- Summarize a passage through oral narration.
- Identify virtues--as well as elements of truth, beauty, and goodness--in reading passages.
- Engage in meaningful Socratic dialogue.
- Improve reading comprehension.
- Identify themes/main ideas in the Psalms.
- Identify narrator's point-of-view in fiction passages.
- Assess mastery of previously learned vocabulary words and chapter maxims.
- Memorize ten new vocabulary words and one new maxim.
- Memorize the tenses for the irregular verb SUM.
HISTORY:
Memorize the key dates for the Industrial Revolution and the Monroe Doctrine.
HISTORY JOURNAL ASSIGNMENT:
Choose one of the following inventions/innovations and do some brief internet research to answer the questions that follow:
- steam engine
- cotton gin
- interchangeable parts in manufacturing (muskets)
- sewing machine
- reaper
- steel plow
- Morse code
- steam boat
- Erie Canal
Questions:
1. Who invented it or whose idea was it?
2. What previous knowledge, ideas, or technology from others did the inventor use to design the model that eventually became successful
3. When was it invented?
4. Where was it invented?
5. How did it work? What did it do? (2-3 sentences)
6. How did this invention or innovation (new way of doing something) change the world? (2-3 sentences).
7. Were there any unintended negative consequences from the invention?
8. Include a picture or drawing of the invention you chose or a picture to represent the innovation.
SCIENCE:
- Know the one general sense (touch) and the five special senses (smell, hearing, sight, taste, and balance).
- Be familiar with the main parts of eyes and ears.
- Develop a sense of wonder about the complexity of our hearing and vision.
- Identify key facts in a non-fiction reading passage.
GEOGRAPHY:
- Develop a heart of compassion for the peoples of the world who don't yet know Christ.
- Assess mastery of the names and locations of the provinces of Canada.
- Know the location of Greenland and the North Atlantic Ocean.
- Begin memorizing the names and locations of the American states.
PRACTICE MAP: Print a copy of the map using the 5th Grade Documents link above. Have students label each state.
MEMORY WORK:
Geography: We'll test over Canada and Greenland this week. A hard copy of the maps can be found behind the "poetry/maps" tab in your child's binder. Additional maps, as well as MP3s of the song, are available at this link: Geography Resources.
History: Students will memorize 24 key dates this year. The key dates have accompanying jingles that do not have to be memorized, but will help students memorize the dates and retain details about the events to which they correspond. The cumulative quiz over dates 1-18 will be on March 1.
KEY DATES
1. Leif Ericsson Explores America - 1000
2. Columbus Sails to the Americas - 1492
3. Lost Colony of Roanoke - 1587
4. Founding of Jamestown - 1607
5. Landing of the Pilgrims at Plymouth - 1620
6. Salem Witch Trials - 1692
7. First Great Awakening -1740s
8. French & Indian War - 1754-63
9. Boston Tea Party - 1773
10. Paul Revere's Ride - 1775
11. Declaration of Independence - July 4, 1776
12. American Revolution - 1775-83
13. Constitution Ratified - 1787-88
14. Industrial Revolution - Late 1700s
15. Louisiana Purchase - 1803
16. Lewis and Clark Expedition - 1804
17. War of 1812
18. Monroe Doctrine - 1823
Poetry: Our third-quarter poem is Psalm 139:1-18 (NIV)
Psalm 139:1-18
For the director of music. Of David. A psalm.
1 You have searched me, LORD, and you know me.
2 You know when I sit and when I rise; you perceive my thoughts from afar.
3 You discern my going out and my lying down; you are familiar with all my ways.
4 Before a word is on my tongue you, LORD, know it completely.
5 You hem me in behind and before, and you lay your hand upon me.
6 Such knowledge is too wonderful for me, too lofty for me to attain.
7 Where can I go from your Spirit? Where can I flee from your presence?
8 If I go up to the heavens, you are there; if I make my bed in the depths, you are there.
9 If I rise on the wings of the dawn, if I settle on the far side of the sea,
10 even there your hand will guide me, your right hand will hold me fast.
11 If I say, “Surely the darkness will hide me and the light become night around me,”
12 even the darkness will not be dark to you;
the night will shine like the day, for darkness is as light to you.
13 For you created my inmost being; you knit me together in my mother’s womb.
14 I praise you because I am fearfully and wonderfully made;
your works are wonderful, I know that full well.
15 My frame was not hidden from you when I was made in the secret place,
when I was woven together in the depths of the earth.
16 Your eyes saw my unformed body;
all the days ordained for me were written in your book before one of them came to be.
17 How precious to me are your thoughts, God! How vast is the sum of them!
18 Were I to count them, they would outnumber the grains of sand—
when I awake, I am still with you.