WEEK
3
Grade 5 • Unit 4
Question of the Week: How do animals adapt to survive?
Concepts: Understand animal adaptations; name body parts of various animals; describe how body parts enable animals to live in a particular habitat.
Objectives
DAY
1
Concept &
Vocabulary
Development
CONNECT: Form & Function
WRITE: Daily Writing
CHECK: Progress Monitoring
To introduce and discuss concepts and
vocabulary related to animal adaptation.
Use: Student Book, pp. 132–133.
To use words to talk about how
animals adapt to survive.
To have students write a sentence(s) about how
body parts enable tree frogs to live in a rain
forest habitat.
ELD Standard LS: Listen attentively to
stories and information and identify
important details and concepts by using
both verbal and nonverbal responses.
P/Q
What kind of animal adaptations do you know
about?
Lesson Vocabulary for the Week
P/Q
What body parts help the tree frog survive?
B
A polar bear has fur. It lives in a cold ______.
adaptation*, defense, enables, habitat*,
scarce, specialize*, predator*, critical
B
The tree frog has red eyes. They scare ______.
Have each student use the Classification
Map to say a sentence about the red-eyed
tree frog’s body parts and how the parts
help it survive.
EI
A polar bear’s fur ______ it to survive in its
cold ______.
EI
The tree frog has red eyes that scare away
______.
I
A polar bear’s fur is a special ______ that
______ it to survive in its cold ______.
I
The tree frog's red eyes are a type of adaptation
that scare away ______.
EA
A polar bear’s fur is a critical ______ that
______ it to survive in its cold ______.
EA
The tree frog's red eyes are a type of ______
that ______ away ______.
A
To ______ a polar bear to survive in its cold
______, its fur is a ______ ______.
A
The tree frog's red eyes are a type of ______
that ______ it to survive by scaring away
______.
(* = Academic Vocabulary)
Content Vocabulary
red eyes, scare
[List other content vocabulary that
students generate.]
KEY
P/Q = Prompt or Question
CELDT Levels
B = Beginning/Level 1 EI = Early Intermediate/Level 2 I = Intermediate/Level 3 EA = Early Advanced/Level 4 A = Advanced/Level 5
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Grade 5 • Unit 4 • Page 101
Skill Check: Practice Book, p. 137
3
Grade 5 • Unit 4
WEEK
Question of the Week: How do animals adapt to survive?
Concepts: Understand animal adaptations; name body parts of various animals; describe how body parts enable animals to live in a particular habitat.
CONNECT: Form & Function
WRITE: Daily Writing
CHECK: Progress Monitoring
To differentiate the suffix -ize and understand
how it changes the meaning of a word.
To use words with -ize endings and
recognize how adding -ize changes
the way the words sound.
To write a sentence about a report on tree frogs,
using a word with an -ize ending.
ELD Standard LS: Listen attentively to
stories and information and identify
important details and concepts by
using both verbal and nonverbal
responses.
P/Q
Lesson Vocabulary
P/Q
What could you say about making a report on
tree frogs final?
B
I have to finalize my report on tree frogs.
Revisit the concept of adaptation. Have
partners each name an animal and name
one of its body parts. Beginning students
can draw pictures with labels.
EI
I have to ______ my report on tree frogs for
school.
I
I have to ______ my report on tree frogs and
their habitats.
Objectives
DAY
2
Word Analysis
What special things do some scientists study?
B
Some scientists specialize in animals.
EI
Some scientists ______ in studying animals.
I
Some scientists ______ in studying animals
and their habitats.
special/specialize, alphabetize, capitalize,
finalize, formalize, generalize, hospitalize
legalize, normalize, popularize, specialize,
symbolize, visualize, vocalize, normal/
normalize
Content Vocabulary
habitat
EA
Some scientists ______ in studying animals
and how they live in a habitat.
EA
I have to ______ my sentences to ______ my
report on tree frogs and their ______.
A
Some scientists ______ in studying animals
and ______ about how they live in a ______.
A
If I can ______ the tree frogs’ ______ and then
______ my sentences, I will be able to ______
my report on tree frogs.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Grade 5 • Unit 4 • Page 102
Skill Check: Practice Book, p. 138
3
Grade 5 • Unit 4
WEEK
Objectives
DAY
3
Comprehension
Skills &
Strategies
Question of the Week: How do animals adapt to survive?
Concepts: Understand animal adaptations; name body parts of various animals; describe how body parts enable animals to live in a particular habitat.
CONNECT: Form & Function
WRITE: Daily Writing
CHECK: Progress Monitoring
To use prepositional phrases to describe
location. To read and understand graphic
sources.
Use: Student Book, pp. 134–135.
Use prepositional phases to describe
things.
Write a sentence using information from a
graphic source.
ELD Standard W 18: Use more complex
vocabulary and sentences appropriate
for language arts and other content
areas (e.g., math, science, historysocial science).
P/Q
Lesson Vocabulary
P/Q
describe, where, above, beside, below,
beneath, next to, on the front of, on top
of, under
Look at the graphic source about whales on
page 135. What information does the graphic
source give you about whales?
B
Whales have a blowhole ______ their heads.
Look at the photograph and diagram of the
fish on page 135. Write two sentences to
tell about the graphic sources. Use words
that answer the question where ?
EI
Whales have a blowhole ______ their ______
so they can breathe.
I
Whales have a blowhole ______ their heads.
The ______ helps them ______.
Tell about an animal body part that helps an
animal survive.
B
Some goats have horns ______ their head.
EI
Some goats have horns ______ their ______.
I
Some goats have horns ______ their head.
They use their ______ as a defense.
EA
Some goats have horns ______ their head.
They use their horns as a ______. The horns
help them survive.
EA
A whale uses a blowhole ______ its head to
______.
A
Some goats have horns ______ their head.
They use their horns as a ______ to help them
______.
A
To ______ it to ______, a whale uses a
______ ______ head to ______.
Content Vocabulary
blowhole(s), head(s), horns, defense,
survive, enable, breathe
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Grade 5 • Unit 4 • Page 103
Skill Check: Practice Book, p. 139
3
Grade 5 • Unit 4
WEEK
Objectives
DAY
4
Grammar &
Conventions
Question of the Week: How do animals adapt to survive?
Concepts: Understand animal adaptations; name body parts of various animals; describe how body parts enable animals to live in a particular habitat.
CONNECT: Form & Function
WRITE: Daily Writing
To use possessive pronouns correctly.
Use: Student Book, p. 136.
To use possessive pronouns in
the place of nouns to show that
something belongs to someone or
something.
To have students write a complete sentence about ELD Standard R: Demonstrate
a polar bear’s habitat.
internalization of English grammar,
usage, and word choice by recognizing
and correcting errors when speaking
or reading aloud.
P/Q
What is the purpose the tree frog’s sticky feet?
Lesson Vocabulary
P/Q
What is a polar bear’s habitat like?
Ask students to exchange sentences they
wrote for “Your Turn” and tell their partner:
B
______ feet help it survive.
B
Its habitat is cold.
EI
______ feet help it ______.
I
Possessive Pronouns
CHECK: Progress Monitoring
Singular
Plural
First
person
my, mine
our, ours
EI
______ habitat is cold.
• “Your sentence [does/not] use the
correct possessive pronoun in place of
a noun.”
______ sticky feet help ______ ______.
Second
person
your, yours
your, yours
I
______ habitat is cold and snowy.
• “Your verb in your sentence [does/not]
agree with the subject.”
EA
______ sticky feet help ______ ______.
They also help the tree frog find ______ food
in trees.
Third
person
his, her,
hers, its
their, theirs
EA
______ habitat is cold and snowy. ______
special fur keeps it warm.
A
______ sticky feet help ______ ______ and
help ______ find ______ food in trees.
A
______ habitat is cold and snowy, but ______
special fur keeps it warm.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Grade 5 • Unit 4 • Page 104
Skill Check: Practice Book, p. 140
3
Grade 5 • Unit 4
WEEK
Objectives
DAY
5
Question of the Week: How do animals adapt to survive?
Concepts: Understand animal adaptations; name body parts of various animals; describe how body parts enable animals to live in a particular habitat.
CONNECT: Form & Function
WRITE: Daily Writing
CHECK: Progress Monitoring
To express understanding of concepts and skills
in writing.
Use: Student Book, p. 137.
To use vocabulary learned this week
to discuss how animals adapt to
survive.
To have students write five or six sentences
about an animal and how it adapts to survive.
ELD Standard W: Produce independent
writing that is understood when read
but may include inconsistent use of
standard grammatical forms.
P/Q
Discuss the red-eyed tree frog and how it has
adapted to survive.
P/Q
Write about an animal and how it adapts to
survive.
B
The ______ of the red-eyed tree frog is the
rain forest. Sometimes there is not much food.
The tree frog has sticky feet that ______ it to
find food in the trees. It has red eyes that help
it ______.
Display, review, and refer to all the
vocabulary and vocabulary charts
generated this week.
B
Student writes five or six sentences with
support.
Have students build fluency by reading
their completed writing to partners or
the class.
Writing
Students refer to charts, vocabulary lists,
and sentence frames used this week and
manipulate vocabulary and language
structures to produce writing by relating
ideas and maintaining a consistent focus. EI
EI
The ______ of the red-eyed tree frog is the
rain forest. Sometimes food is ______. The
tree frog has sticky feet that ______ it to find
food in the trees. It has red eyes that help it
survive. The red eyes can scare away other
animals.
I
The red-eyed tree frog lives in the rain forest.
Food can be ______ in this ______. The tree
frog has sticky feet that ______ to sit ______
leaves and branches. Its sticky feet help the
tree frog find ______. The tree frog also has
red eyes that help it ______. The ______
scare away predators and other animals.
I
Student writes five or six sentences and includes
some concept vocabulary.
EA
The red-eyed tree frog’s ______ is the rain
forest. Food can be ______ in this ______.
The tree frog has sticky feet that ______ to sit
______ leaves and branches. Its sticky feet
help the tree frog find ______. The tree frog
also has red eyes that help it ______. The
______ scare away ______ and other animals.
EA
Student writes five or six well-constructed
sentences and includes most concept
vocabulary.
A
The red-eyed tree frog’s ______ is the rain
forest. Food can be ______ in this ______.
The tree frog has sticky feet that ______ to
sit ______ leaves and branches. Its sticky
feet help the tree frog find ______. The tree
frog also has red eyes that help it ______ by
scaring away ______ and other ______.
A
Student writes five or six well-constructed
sentences and includes most concept
vocabulary.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Student writes five or six sentences and includes
some concept vocabulary.
Grade 5 • Unit 4 • Page 105
Skill Check: Practice Book, p. 142