Week 20 Stations
Part 1
Task Cards may change with weather delays.
January 12th-16th
Mrs. Gill & Mrs. Lane
Goals:
I can identify
imagery in an
author’s text and
describe why it was
used.
5.RV.3.1
Standards
Determine how words and phrases
provide meaning to works of
literature, including imagery,
symbolism, and figurative language
(e.g., similes, metaphors,
hyperbole, or allusion).
Below are some suggested
ways to complete this
task…
- Whole Group
(Monday)
- Partner (Tuesday)
Writing
Voice Level: 1
MondayTuesday
1. As a group, brainstorm words and
phrases that use imagery to describe
the seasons.
2. Try to contribute at least 10 items total.
3. Then, break into partners.
4. Together, write one paragraph using
imagery to describe your chosen
season.
5. Type it into a Google Doc and share it
with your teacher.
Materials: (4) Seasonal Imagery
Posters, color photos of season,
Chromebooks (Tuesday)
Goals:
I can identify
imagery in an
author’s text and
describe why it was
used.
5.RV.3.1
Standards
Determine how words and phrases
provide meaning to works of
literature, including imagery,
symbolism, and figurative language
(e.g., similes, metaphors,
hyperbole, or allusion).
Below are some suggested
ways to complete this
task…
-Partner Practice
Writing
Voice Level: 1
Wednesday
1. Break into partners.
2. Read “Mean” by Taylor Swift.
3. Choose which option to complete using the
question cards.
Option 1: Answer the questions by creating a
new Google Doc under “Imagery Station”. Share
the document with your teacher.
Option 2: Separate the cards and ask each other
the questions. Discuss your responses. Give
Evidence.
Materials: Hardcopy of “Mean” by Taylor
Swift, Discussion Cards, Chromebooks,
Goals:
I can identify
imagery in an
author’s text and
describe why it was
used.
5.RV.3.1
Standards
Determine how words and phrases
provide meaning to works of
literature, including imagery,
symbolism, and figurative language
(e.g., similes, metaphors,
hyperbole, or allusion).
Below are some suggested
ways to complete this
task…
-Individual
Writing
Voice Level: 1
Thursday
1. On your own, take out the Sadako Imagery
Sort.
2. Complete the sort by finding the quotes that
can be best placed under each sense.
3. Check your answers with the Top Secret
Answer Key.
4. When all members of your group are done,
discuss the “Bonus Discussion” question
together.
Materials: Sadako Imagery Sort
Goals:
I can read and show
my comprehension
of what I have read.
5.RL.1
Standards
Read and comprehend a variety of
literature within a range of
complexity appropriate for grades
4-5. By the end of grade 5, students
interact with texts proficiently and
independently.
Below are some suggested
ways to complete this
task…
- Whole Group Practice
- Partner
- Individual
Sadako Comprehension
Voice Level: 1
Monday
1.
2.
3.
4.
Go to the fifth grade website.
Click on “Sadako”.
Then click on “Japan Video”
Complete page 1 from your pack.
Japanese Geography.
Materials: 5 copies of Sadako,
Sadako Comprehension Pack
Goals:
I can read and show
my comprehension
of what I have read.
5.RL.1
Standards
Read and comprehend a variety of
literature within a range of
complexity appropriate for grades
4-5. By the end of grade 5, students
interact with texts proficiently and
independently.
Below are some suggested
ways to complete this
task…
- Whole Group Practice
- Partner
- Individual
Sadako Comprehension
Voice Level: 1
TuesdayThursday
1. Complete your Sadako Comprehension
pack.
2. With your partner, group, or
individually.
3. Your AR test will be on AR.
Materials: 5 copies of Sadako,
Sadako Comprehension Pack
Goals: I will read
grade level
appropriate text to
build my
comprehension and
fluency.
5.RF.5
Standards
Sadako Reading
Voice Level: 1
MondayThursday
1. Follow the reading schedule below.
2. If you finish early with the day’s assignments,
please work on your Sadako packet.
Orally read grade-level appropriate
or higher texts smoothly and
accurately, with expression that
connotes comprehension at the
independent level.
Monday
Read Prologue and Chapters 1 & 2
Tuesday
Chapters 3-5
Wednesday Chapters 6-8
Below are some suggested
ways to complete this
task…
- Quad Read
- Partner
- On Own
Thursday
Chapter 9 and Epilogue
Materials: Quad Cards, 5 copies of
Sadako and The Thousand Paper
Cranes, Sadako Packet
Goals: I can make
inferences based on
the clues the author
provides in the text.
5.RL.2.1
5.RN.2.1
Standards
5.RL.2.1 Quote accurately from
a text when explaining what a
text says explicitly and when
drawing inferences from
the text.
Below are some suggested
ways to complete this
task…
-Teacher Led
Voice Level: 1
Reading
Monday
Inference Lesson
- Review Notebook pages
- Read “Yuck” together
- Fill in graphic organizer to answer
question.
Materials: Poster,
Reading Notebooks
Goals: I can make
inferences based on
the clues the author
provides in the text.
5.RL.2.1
5.RN.2.1
Standards
5.RL.2.1 Quote accurately from
a text when explaining what a
text says explicitly and when
drawing inferences from
the text.
Below are some suggested
ways to complete this
task…
-Whole Group
Reading
Voice Level: 1
Tuesday
1. If there are 4 people in your group use
the set of 4 people cards. If there are 5
people in your group use the set of 5
people cards.
2. Read the poem together.
3. On the poster, find the details in the
poem that prove the inference.
Materials: Poster, Reading
Notebooks, for 4 readers cards, for
5 readers cards
Goals: I can make
inferences based on
the clues the author
provides in the text.
5.RL.2.1
5.RN.2.1
Standards
5.RL.2.1 Quote accurately from
a text when explaining what a
text says explicitly and when
drawing inferences from
the text.
Below are some suggested
ways to complete this
task…
-Partner
Reading
Voice Level: 1
Wednesday
1. With your partner, practice making
inferences by reading each other the
cards and asking the questions.
2. Discuss your answers. Be sure to use
evidence from the text.
Materials: Inference Cards
Reading
Goals: I can make
inferences based on
the clues the author
provides in the text.
5.RL.2.1
5.RN.2.1
Standards
5.RL.2.1 Quote accurately from
a text when explaining what a
text says explicitly and when
drawing inferences from
the text.
Below are some suggested
ways to complete this
task…
-Partner
Voice Level: 1
Thursday
1.
2.
3.
4.
Read “The Great White Comeback”.
Complete the activity with your partner.
Turn it in if you finish.
If you do not finish, it is homework.
Materials: Scholastic News Article,
Activity Page