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Module 6 - Week 2

In this module, students will listen to, read, and view a variety of texts and media that present them with information about how people create and share different art forms.

A genre focus on biography provides students with opportunities to identify central ideas, point of view, author's craft, theme, figurative language, and literary elements in order to better understand unfamiliar texts. Students will also encounter realistic fiction and procedural text to build knowledge across genres.

As students build their vocabulary and synthesize topic knowledge, they will learn about the powerful impact of various art forms.

MODULE 6 ESSENTIAL QUESTION: How do different art forms impact people in different ways?

As students read, view, and interact with the texts and media in this module, they build deep topic knowledge about different art forms, why people create and share art, and how this information connects to their lives.

LEARNING MINDSET: Belonging

SOCIAL STUDIES CONNECTION: The Arts

VOCABULARY:

Big Idea Words: classic, tribute, striking, provoking

Critical Vocabulary: exposure, willful, stereotypical, authentic, discriminatory, solos, fever, contagious, bars, duets

Vocabulary Strategy: Reference Materials

Generative Vocabulary: Prefixes super-, micro-

READING WORKSHOP: During Reading Workshop, students will engage daily in a variety of whole-group, small-group, and independent literacy activities.

Visualize

Characters/Subject

Point of View

Author's Craft

FOUNDATIONAL SKILLS:

Decoding: Suffixes: -ful, -ly, -less, -ness, -ment

Spelling: Words with Suffixes: -ful, -ly, -less, -ness, -ment

Fluency: Phrasing

COMMUNICATION:

Listening Comprehension

Research and Media Literacy: Create Multimedia Presentations

Make Connections

WRITING WORKSHOP: Students will engage in the full writing process to produce a personal narrative during this three-week module.

Narrative Writing: Personal Narrative

Grammar Minilesson: Adverbs

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Add these dates to your calendar!

Thursday 2/9 – 2/15 – Book Fair (PDF Permission Slip Below)

Friday 2/9 – Character Breakfast & Last Day to Order Field Day T-shirt

Wednesday 2/14 - 5th Grade Science Interim

Thursday 2/15 - WME Art Night (See Flyer Below)

Thursday - Saturday 2/15-2/17 Katy Livestock show and Rodeo

Friday 2/16 - Friendship Party (9:00 AM-9:45 AM)

Monday 2/19 - Campus Professional Development Day - NO SCHOOL FOR STUDENTS

Tuesday 2/20 - Read, Deed, Run Student Meeting

Thursday 2/22 - Bus Driver Appreciation Day

Friday 2/23 - Go Texans Day!!! Dress up in your best "Texans" Outfits for Students & Staff

Tuesday 2/27 - 5th Grade Math Interim

Thursday 2/29 - "Leap" into Spring Creek WME School Spirit Night - Details to Come!!!

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Soon current 5th-11th grade students will be able to select their courses for the 2024-2025 school year.

PHASE I Monday, February 5-Monday, February 19, 2024:

Students are selecting and submitting courses in SchooLinks Course Planner

Parents can view their students course requests in SchooLinks Course Planner

PHASE II Tuesday, February 20-Friday, March 8, 2024:

Counselors review, revise, and approve course requests in SchooLinks Course Planner

Students complete and submit Personal Graduation Plan (PGP) in SchooLinks Personalized Plans

PHASE III Monday, March 18-Tuesday, March 26, 2024:

Parents view and approve (verify) course requests in SchooLinks Personalized Plans

PHASE IV Wednesday, March 27-Wednesday, April 3, 2024:

Counselors finalize change requests and approve students' Personal Graduation Plan (PGP) in SchooLinks Personalized Plans

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Module 6 - Week 2

Genre: Personal Narrative

Prompt: Write a personal narrative that tells the story of what happened. Include vivid details and make sure your narrative has a beginning, middle, and end.

Drafting II: Understand Plot Structure

Drafting III: Completing the Draft

Revising I: Elaboration

Revising II: Conferencing

Revising III: Incorporating Feedback

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Literacy At Home Practice - Dartayet, Garcia, & Schmid Students

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Literacy At Home Practice - Dartayet, Garcia, & Schmid Students

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I have uploaded optional at home practice activities on Seesaw for your child to reinforce what we're learning in school during the week.

While these activities are not required, I strongly recommend them as a valuable way for students to enhance their understanding of the material. Your child can complete these assignments at their own pace, and they should not need to spend more than 30 minutes on them. Of course, if they choose to spend more time, that's perfectly fine, but it's not necessary.

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Oil Spill in Alaska - Read and Respond Journal

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Oil Spill in Alaska - Read and Respond Journal

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This is great at home practice for students! Students can go at their own pace, and all they need to do is read the story and respond to the questions.

An interactive copy can be found on your students Ed page.

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HOME ACCESS CENTER - PARENT-DEFINED GRADE NOTIFICATIONS

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HOME ACCESS CENTER - PARENT-DEFINED GRADE NOTIFICATIONS

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Katy ISD Parents and/or Guardians can view their child’s grades in the Home Access Center at any time. On the Grades page, you can access your child’s most recent progress report (IPR) and report card grades. On the Classwork page, you can setup personalized alerts for your child’s class averages. Based on the parent-defined percentage (%), you will receive an alert when your child’s average falls below or rises above a certain threshold.

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REMINDER: Every student ID badge includes a unique student ID number that is used to check out library books and textbooks, to purchase food items in the cafeteria, to permit passage to certain club meetings, and to provide easy identification of students in common areas of the school. Secondary students must wear their ID badges at all times during school hours, while on school property. If a student loses the ID, a replacement must be purchased promptly from the designated school office/location. Failure to follow these procedures may be considered a violation of the Discipline Management Plan and Student Code of Conduct.

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Cell Phone Reminders per our school handbook:

Elementary students in grades 2-5 may possess telecommunication devices; however, these devices are only to be used for instructional purposes under the direction of a teacher. These devices should be turned off and not visible at all other times during the school day on school property, including on school transportation.

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Please ensure your child dresses appropriately for recess.

Heat Guidelines:

94 degrees or heat index above 99: 25 minutes max outside.

Above 100 degrees or heat index above 105: No outdoor activities.

Cold Guidelines:

Below 32 degrees or wind chill below 30: 25 minutes max outside.

Temps below 20 degrees: No outdoor activities.

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The Rescue Helicopter Team - Read and Respond Journal

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The Rescue Helicopter Team - Read and Respond Journal

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This is great at home practice for students! Students can go at their own pace, and all they need to do is read the story and respond to the questions.

An interactive copy can be found on your students Ed page.

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The Long Flight - Read and Response Journal

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The Long Flight - Read and Response Journal

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This is great at home practice for students! Students can go at their own pace, and all they need to do is read the story and respond to the questions.

An interactive copy can be found on your students Ed page.

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Please get headphones for your student as soon as possible. We only have 6 that are given to us by the school and many students don't have them. We use our Chromebooks every day and students need headphones.

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Other (10%):

Module 6, Week 2 Station Work

Major (40%):

Minor (50%):

Module 6, Week 2 Assessment

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Our Science Interim is February 14th.

Remember that if your child would like extra practice, they are able to go onto See Saw and complete the activities there. Students were given instructions and their log-on information in case they forgot.

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This week we will begin our new unit, Data Analysis. Students will be able to represent data and solve problems on a bar graph, frequency table, dot plot, stem-and-leaf, and scatterplots. Students will be able to solve multi-step problems using data from these types of graphs. Scatterplots are a new graph this year and fifth-grade students.

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Students are ONLY allowed to have CLEAR water in class.

During snack time, students have a chance to refuel and recharge. We give them a quick 5-minute break to enjoy a healthy snack. Please send your student a tasty, nutritious snack to keep their energy up and their minds ready to learn.

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Other (10%):

Major (40%):

Minor (50%):

Frozen Scene

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Other (10%):

Major (40%): Project assigned on Thursday and due on March 5th

Minor (50%): 2/13 Progress Monitoring on food webs

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Scatterplot

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Dot Plot

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In this module, children will learn that every member of the learning community is a unique individual with something important to share. Encourage the idea of belonging by asking your child questions like these:

How can you help someone feel welcome?

What can you learn from someone who is different from you?

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Westward Expansion to Reconstruction: Unit 7 Week 2

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Westward Expansion to Reconstruction: Unit 7 Week 2

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Week Summary:

This week students will focus on the essential question and engage in research and investigation around Westward Expansion. There will be text sets that students will engage with to gather information and think about big ideas. At the end of the week, students will create a dramatic tableau to support their inferred themes: a series of frozen scenes carefully crafted to represent evidence of their big ideas.

Social Studies TEKS:

5.4(C) identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny

5.7(B)^ explain the geographic factors that influence patterns of settlement and the distribution of population in the United States
5.8(B)^ analyze the positive and negative consequences of human modification of the environment in the United States
5.11(B)^ evaluate the effects of supply and demand on industry and agriculture, including the plantation system, in the United States
5.12(C)^ analyze the effects of immigration and migration on the economic development and growth of the United States

5.20(A)^ identify significant examples of art, music, and literature from various periods in U.S. history such as
the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride"

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Other (10%):

Major (40%):

Minor (50%): Checkpoint

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This week students will be learning about food webs. They will be starting a MAJOR project that will be due March 5th. Click the link above to the slide show that talks about the project and the link below for the rubric. I also have included resources. This project will be done at school and at home. I suggest getting your child a poster board, as that will hold up much better.

https://docs.google.com/presentation/d/1fiQgSYlA-fyNAZ-q8halj-O0bel8LeFi/edit#slide=id.p1

Resources include:

Pebble Go

Myon

Google Earth

https://www.ducksters.com/science/ecosystems/world_biomes.php