Grade 5
Reading/ ELA
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Dear DPSCD Parents and Guardians,
Welcome to the Weekly Distance Learning packet! This packet is designed to be
utilized for student learning during this extended school closure. Within this document,
you will find ten weeks’ worth of ELA/Literacy lessons for your child. Each week
contains lessons that should be completed daily during the school week. The lessons
are designed to take approximately one hour each day to complete and each lesson
has a direct instruction video that is intended to offer a read aloud of the text and
launch students into the day’s lessons. Videos can be accessed on the District’s
YouTube channel and by searching the video title under each lesson on
www.detroitk12.org/youtube. Within this packet for each week there is a text, daily
fluency practice and a lesson activity. Each week is designed for kids to watch a
video, read a text daily and complete a lesson activity. Classroom teachers will
support students with these daily lessons and activities in their virtual classrooms.
As a reminder, if additional support is needed, classroom teachers will be available to
support students via virtual classroom or phone conversations. The lessons were
designed to ensure that families and students can complete the activities on their own
if needed, and follow a consistent daily structure of read, think, talk, write. After your
child has gone through the routine a few times they will become a bit more
independent in their learning.
Please know that your family’s needs are very important to us and we appreciate your
dedication to your child’s academic success.
Best regards,
April Imperio
Executive Director K-12 Literacy & Early Learning
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Weekly Fluency Practice
Reading Fluency Directions:
Each week use the weekly text to practice reading fluency. Follow these steps below:
Day 1: Use a timer (cell phone timer, kitchen timer or have someone count to 60) and read
the passage for one minute. Count the words you read and write the number at the top of
your text.
Day 2: Ask an adult to read the text to you and follow along. Then, practice reading the text
at least two times on your own.
Day 3: Practice reading the text with fluency and expression at least two times.
Day 4: Use a timer (cell phone time, kitchen timer or have someone count to 60) and read the
passage for one minute. Count the words you read and write the number at the top of your
text. Look at how many more words you read in one minute! Celebrate your reading fluency
with a parent, care giver or friend!
Day 5: Show off your reading fluency! Read the passage aloud one last time to a parent, care
giver or friend.
Grade 5 ELA/Reading
WEEKLY DISTANCE LEARNING STUDENT SCHEDULE
Week of 4/13/20 to 4/17/20
Directions:
Read the directions for each lesson, watch the video and
complete the lesson activity.
Guiding Questions:
How do natural disasters affect the people and places that
experience them?
How can we prepare for a natural disaster?
Materials Needed:
Text, Lessons and Note-Catchers, Pencil
Watch
Read
Do
Day 1
ELA_G5_W1_L1
What is a Tornado?
Note-catcher
Day 2
ELA_G5_W1_L2
What is a Tornado?
Note-catcher
Day 3
ELA_G5_W1_L3
What is a Tornado?
Note-catcher
Day 4
ELA_G5_W1_L4
What is a Tornado?
Quiz
www.detroitk12.org/youtube
Daily 3-5 Videos
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What is a tornado?
By National Oceanic and Atmospheric Administration, adapted by Newsela staff on 02.10.17
Word Count 728
Level 720L
TOP: A category F5 tornado, upgraded from initial estimate of F4, viewed from the southeast as it approached Elie,
Manitoba, on June 22, 2007. Photo by: Justin Hobson via Wikimedia. BELOW: This map explains why tornadoes so
frequently occur in the area of the United States known as Tornado Alley. Image from: Wikimedia.
A tornado is a tube of air that spins. It goes from the bottom of a thunderstorm to the
ground. Wind is invisible. Because of that, tornadoes can only be seen if they form a
funnel made up of water, dust and debris, like leaves, stones and garbage. Tornadoes
are the most violent of all storms.
Tornadoes occur in many parts of the world. Even New Zealand reports about 20
tornadoes each year. Argentina and Bangladesh have the most tornadoes each year
after the United States.
About 1,200 tornadoes hit the U.S. each year.
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Where is Tornado Alley?
Tornado Alley is a nickname given to an area in the central U.S. It is mostly the area of
northern Texas, Oklahoma, Kansas and into Nebraska. Parts of Ohio and Iowa are also
in it. A large number of tornadoes form there. But violent or killer tornadoes do happen
outside Tornado Alley every year. Florida, Alabama and Illinois get tornadoes.
When are tornadoes most likely?
Tornado season is the time of year with the most tornadoes. The peak tornado season
runs from May to July. Tornadoes can happen at any time of year. They can also
happen at any time of day or night. Most tornadoes occur between 4 p.m. to 9 p.m.
What is the difference between a Tornado WATCH and a Tornado
WARNING?
A Tornado WATCH is announced when weather conditions are right for a tornado. A
watch can cover parts of a state or several states.
A Tornado WARNING means there is an actual tornado. It is dangerous for people to
be in the path of a tornado. When there is a tornado warning, it is important to find a
safe place; a basement is best. A warning can cover several counties.
How is tornado strength rated?
Meteorologists study weather. They rate the strength of a tornado by the amount of
damage. From the damage, we can estimate the wind speed. The Enhanced Fujita
Scale looks at 28 signs of damage. They include what kind of building was damaged,
how it was built and damage to trees.
How do tornadoes form?
We don't completely understand how. The most destructive and deadliest tornadoes
come from supercells, which are rotating thunderstorms that move upward. Supercells
can also produce hail, high winds, lightning and floods. Scientists think that tornadoes
form because of differences in temperature in a storm. We still have lots of work to do
before we can really understand them.
What is the difference between supercell and non-supercell tornadoes?
The most common tornadoes come from a supercell thunderstorm. They are often the
most dangerous. A rotating updraft is an upward current of air. It is key to a supercell,
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and eventually a tornado. There are many ideas about how this rotation begins. One
way is from wind shear. This is when winds are at two different levels and blow at
different speeds or in different directions. Wind shear can cause an invisible tube of air
to rotate. Then, if there is warm, moist air at ground level if will give the storm energy.
The storm is fed by the warm, wet air. Then a tornado can form.
Non-supercell tornadoes do not start in thunderstorms. They form from air that begins
to spin near the ground from wind shear. Eastern Colorado has non-supercell
tornadoes. There, cool air from the Rocky Mountains collides with the hot, dry air of the
plains.
One non-supercell tornado is called the gustnado. It is a whirl of dust along the
ground. Another non-supercell tornado is a landspout. It has a narrow, rope-like funnel
that forms while the thunderstorm cloud is still growing. Waterspouts are like
landspouts, except they are over water and usually cause less damage.
What do storm spotters look for when trying to identify a tornado or a
dangerous storm?
Storm spotters will look for special kinds of clouds. They show that a tornado is likely.
One of these types of clouds is called Inflow bands, which are uneven bands of low
puffy clouds.
The beaver's tail is a smooth, flat cloud. It is to the east, outside a rainstorm.
A wall cloud is a cloud at the base of a thunderstorm, where there is no rain. A wall
cloud usually exists for 10 to 20 minutes before a tornado appears.
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Lesson 1
Target
I can determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
Text,
Materials,
Video Name
● What is a Tornado?
● Lesson Note-Catcher, Pencil
● ELA_G5_W1_L1
Read
● With a family member, caregiver, or friend, read What is a
Tornado?
Think
● What is this article about?
● What did you learn about tornadoes?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea(s) is/are the big ideas that the author
wants you to understand and take away from reading a text. Key
details support the main ideas.
● What do you think the main ideas of the article are?
● What makes you think that?
● What explicit information in the text supports your thinking
about the main ideas? (key details)
Write
Using the Lesson 1 Note-Catcher, record the main ideas and key
details.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text.
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Lesson 2
Target
I can determine the meaning of general and domain specific
words phrases as they pertain to the article What is a Tornado?.
Text,
Materials,
Video Name
● What is a Tornado?
● Lesson 2 Note-Catcher, Pencil
● ELA_G5_W1_L2
Read
With a family member, caregiver, or friend, read What is a
Tornado?. Closely reread the last 2 sections of the article.
Think
● What are the last 2 sections mainly about?
● How do they support the main idea of the article?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea is the big idea that the author wants
you to understand and take away from reading a text. Reading for
the gist, is thinking about what the article is mostly about.
• What is the gist of each of the last 2 sections?
● What does the phrase, “supercell thunderstorm” mean?
● What clues can you find in the text that help you understand
the meaning of this phrase?
Write
Using the Lesson 2 Note-Catcher, record the meaning of the
phrase, “supercell thunderstorm”. Then record the gist of the last 2
sections of the text, unfamiliar vocabulary, and the meaning of
those vocabulary words.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Ask an adult to read the text to you and follow along. Then,
practice reading the text at least two times on your own.
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Lesson 2 Note-Catcher
Directions: Finding the Gist and Unfamiliar Vocabulary: What is a Tornado?, focusing
on the last two sections of the article.
Text
Gist
What is it mostly about?
Unfamiliar
Vocabulary
Meaning
(use a dictionary if
you need to)
Section:
“What is the
difference
between
supercell
and non-
supercell
tornadoes?”
Section:
“What do
storm
spotters look
for when
trying to
identify a
tornado or
dangerous
storm?”
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Lesson 3
Target
I can quote accurately from, the text when explaining what the
text says explicitly and when drawing inferences from the text.
Text,
Materials,
Video Name
● What is a Tornado?
● Lesson Note-Catcher, Pencil
● ELA_G5_W1_L3
Read
With a family member, caregiver, or friend, read What is a
Tornado? Carefully reread the first 5 sections of the article.
Think
● What are these sections mostly about?
● How do these sections support the main idea of the article?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main ideas are the big ideas that the author
wants you to understand and take away from reading a text.
● Discuss where Tornado Alley is.
● Discuss when tornadoes are most likely.
● Discuss the difference between a tornado watch and a
tornado warning.
Write
Using the Lesson 3 Note-Catcher, write about each section in the
note catcher, quoting from the text to answer the questions.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Practice reading the text with fluency and expression at least two
times.
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Lesson 3 Note-Catcher
Directions: Read the first 5 sections of the article, then answer the questions in the
sections below.
What
(What is a tornado?)
Where
(Where do they typically
form?)
When
(When are tornadoes most
likely?)
What
(What is the difference
between a tornado watch
and a tornado warning?)
Who
(Who issues a tornado
warning?)
How
(How is a tornado strength
rated?)
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Lesson 4
Target
I can use the text to answer questions.
Text,
Materials,
Video Name
● What is a Tornado?
● Lesson Note-Catcher, Pencil
● ELA_G5_W1_L4
Read
With a family member, caregiver, or friend, read What is a Tornado?
Think
Remember the work you have done this week:
• You have found the main ideas and key details
• You defined unknown words and phrases
• You quoted evidence accurately from the text
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What are the main ideas of the article?
● What are the main ideas of the sections that you reread?
● What were some of the important supporting details?
Write
Use the article to answer the questions on the Lesson 4 Quiz.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text. Look at how
many more words you read in one minute! Celebrate your reading
fluency with a parent, caregiver or friend!
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Lesson 4 Quiz
Directions: Use the article to answer questions on the Lesson 4 Quiz.
1. According to the article, how do experts find out that a tornado might form soon?
(A) They watch for flooding
(B) They issue a warning.
(C) They look for damage.
(D) They study the clouds.
2. Based on the article, why might tornadoes be difficult to see?
(A) because wind is invisible
(B) because they hit at night only
(C) because wind speed is hard to measure
(D) because they rotate quickly
3. Which of the following sections of the article MOST uses the structure of cause and
effect?
(A) “Where is Tornado Alley?”
(B) “When are tornadoes most likely?”
(C) How do tornadoes form?
(D) “What do storm spotters look for when trying to identify a tornado or a dangerous
storm?”
4. What is the connection between the first and last section of the article?
(A) Both sections explain how the most deadly tornadoes are formed.
(B) Both sections give information about the most common tornadoes.
(C) The first section describes where tornadoes are found, and the last section
explains how they are detected.
(D) The first section gives an overview of tornadoes, and the last section explains
different types of tornadoes.
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Grade 5 ELA/Reading
WEEKLY DISTANCE LEARNING STUDENT SCHEDULE
Week of 4/20/20 to 4/24/20
Directions:
Read the directions for each lesson, watch the video and
complete the lesson activity.
Guiding Questions:
How do natural disasters affect the people and places that
experience them?
How can we prepare for a natural disaster?
Materials Needed:
Text, Lessons and Note-Catchers, Pencil
Watch
Read
Do
Day 1
ELA_G5_W2_L5
From battlefield to
cornfield: Using drones
to track twisters
Note-catcher
Day 2
ELA_G5_W2_L6
From battlefield to
cornfield: Using drones
to track twisters
Note-catcher
Day 3
ELA_G5_W2_L7
From battlefield to
cornfield: Using drones
to track twisters
Note-catcher
Day 4
ELA_G5_W2_L8
From battlefield to
cornfield: Using drones
to track twisters
Quiz
Day 5
ELA_G5_W2_L9
From battlefield to
cornfield: Using drones
to track twisters
Writing Activity
www.detroitk12.org/youtube
Daily 3-5 Videos
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From battlefield to cornfield: Using drones to
track twisters
By Los Angeles Times, adapted by Newsela staff on 06.16.13 Word Count 726
Level 890L
Amelia Wilson, Nathan Woody and Alyssa Avery prepare their aircraft for flight at
Oklahoma State University. Researchers at OSU are designing and building Kevlar-
reinforced drones to fly into the worst storms and send back real-time data to
forecasters about how fierce they might become. AP Photo/ Oklahoma State
University, Gary Lawson
An advance warning for a tornado means minutes, not hours. People in Moore,
Oklahoma, on May 20 got 16 minutes.
In Newcastle it was only five minutes. That was the town nearest to where the tornado
first formed. The mile-wide twister killed 24 people.
Tornadoes used to strike without any warning at all. Weather forecasters have worked
since the 1970s to get the average warning time to 13 minutes. They use weather
balloons, radar and people watching from the ground.
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Now they want to give people hours of warning – not just minutes. To do this, they
want to send aircraft with no pilots right into a developing storm. Those unmanned
aircraft are also called drones. Pulling that off would require more than the right
technology. The government would need to be more flexible about rules that block
most unmanned flights.
Spying On Storms
Most of the work on unmanned aircraft vehicles has been for military strikes or spying
so far. But researchers are looking to use them in science. That includes researching
severe weather like tornadoes.
Oklahoma is one of the states leading the charge. That make sense. Nineteen
tornadoes touched down there in the last two weeks of May alone. Engineering
teachers and students at Oklahoma State University are building and designing
special aircraft to survive high winds. Weather researchers at the University of
Oklahoma are building sensors and advising the OSU researchers.
“We have the (unmanned aircraft) expertise, we have the weather expertise and, by
golly, we have the weather,” said Stephen McKeever, an Oklahoma government and
university official. “In many senses, we’re the perfect laboratory to do this kind of
thing.”
The small aircraft weigh up to 55 pounds. They can cost from $10,000 to $100,000. Pilots
on the ground would control them remotely. Sensors would collect data on
temperature, humidity and pressure. This is essential information for predicting a
tornado.
Researchers also plan to improve forecasting by monitoring the atmosphere before
and after storms form.
Twister Delays A Test Flight
Oklahoma State professor Jamey Jacob first started working on drones to explore Mars
in the 1980s. His focus has shifted to twisters and the questions still puzzling scientists:
how, why and when tornadoes form.
“If you live in Oklahoma, you have an interest in tornadoes,” Jacob said.
Jacob guides teams of students on design and assembly. One team had scheduled
for May 20 a test flight for an aircraft built for a government public safety drone
program. But that was the day the tornado hit Moore. They delayed the flight by two
days and successfully launched the plane into clear skies.
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The aircraft also can be used to help fight wildfires, protect crops and inspect pipes.
Quiet ones can also be used to locate survivors after a disaster, because they would
not drown out cries for help from the wreckage.
The technology is also safer than storm chasing when it comes to confirming there is a
tornado. That is a big deal. Three veteran storm chasers and researchers just died in a
tornado that struck the Oklahoma City suburb of El Reno.
Oklahoma Gov. Mary Fallin created a committee on unmanned aircraft two years
ago.
The committee met May 31, hours before the El Reno storm hit the Oklahoma City
area. Committee members discussed the severe weather predicted for that night.
They knew what information they could gather if only they could get aircraft in the air.
But right now it is illegal to operate unmanned aircraft in U.S. airspace.
This article is available at 5 reading levels at https://newsela.com.
Some groups can ask for a special certificate to fly the aircraft. But then the
government requires notice of 48 hours before the aircraft actually goes up. The
government also says that the pilot must keep the aircraft in his or her sight at all times.
This is impossible when it comes to tornadoes that form within hours and are hidden by
rain.
Researchers say they are frustrated at how long it takes to change the rules.
A Christmas Present?
But changes are coming. In a 2012 law, Congress set up a way to let unmanned
aircraft into U.S. airspace by September 2015.
The government is preparing to set up six test sites around the nation for the research
and development of unmanned aircraft. Officials have received 50 applications from
37 states, including Oklahoma. Decisions are due in December.
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Lesson 5
Target
I can determine two or more main ideas of a text and explain how
they are supported by key details.
Text,
Materials,
Video Name
● From battlefield to cornfield: Using drones to track twisters
● Lesson Note-Catcher, Pencil
● ELA_G5_W2_L5
Read
With a family member, caregiver, or friend, read From battlefield to
cornfield: Using drones to track twisters.
Think
● What is this article about?
● What did you learn about using drones to track twisters?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea(s) is/are the big ideas that the author
wants you to understand and take away from reading a text.
● What do you think the main ideas of the article are?
● What makes you think that?
● What explicit information in the text supports your thinking
about the main ideas? (key details)
Write
Thinking about your conversation, use the Lesson 5 Note-Catcher, to
record your main ideas and key details.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text.
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Lesson 6
Target
I can determine the meaning of general and domain specific words
and phrases as they pertain to the article From battlefield to
cornfield: Using drones to track twisters.
Text,
Materials,
Video Name
● From battlefield to cornfield: Using drones to track twisters
● Lesson Note-Catcher, Pencil
● ELA_G5_W2_L6
Read
With a family member, caregiver, or friend, read From battlefield to
cornfield: Using drones to track twisters.
Think
● What are these two sections mainly about?
● How do these sections support the main ideas of this article?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea is the big idea that the author wants
you to understand and take away from reading a text.
● What does drone mean?
● What clues can you find in the text that help you understand
the meaning of drone?
Write
On the Note-Catcher, record the meaning of the word “drone”.
Then, record the gist for the first 2 sections of the text as well as
unfamiliar vocabulary and their meaning.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Ask an adult to read the text to you and follow along. Then, practice
reading the text at least two times on your own.
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Lesson 6 Note-Catcher
Directions: Read the first 2 sections of the article, From battlefield to cornfield: Using
drones to track twisters. Record the gist and unfamiliar vocabulary, completing the
graphic organizer below.
Text
Gist
(What is it mostly
about?)
Unfamiliar
Vocabulary
Meaning
(use a dictionary if
you need to)
Section:
“From
battlefield to
cornfield:
Using drones
to track
twisters”
Section:
“Spying on
Storms”
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Lesson 7
Target
I can quote accurately when explaining what the text says explicitly
and when drawing inferences from the text.
Text,
Materials,
Video Name
● From battlefield to cornfield: Using drones to track twisters
● Lesson Note-Catcher, Pencil
● ELA_G5_W2_L7
Read
With a family member, caregiver, or friend, read From battlefield to
cornfield: Using drones to track twisters.
Think
● What are these sections mostly about?
● How do these sections support the main ideas of the article?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main ideas are the big ideas that the author
wants you to understand and take away from reading a text.
● Discuss why using unmanned aircraft would be helpful in
predicting tornadoes and saving lives.
● Discuss the cost of drones.
● Discuss the reasons drones were not able to be used, to track
tornadoes.
Write
After closely reading the entire article, write about each section in
the Lesson 7 note catcher, quoting from the text to answer the
questions.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Practice reading the text with fluency and expression at least two
times.
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Lesson 7 Note-Catcher
Directions: Read the first 5 sections of From battlefield to cornfield: Using drones to
track twisters and answer the questions on the note-catcher.
What
(What is the average
warning time?)
Where
(Which state is leading the
charge?)
Who
(Who is working hard to
test drones?)
When
(When were changes
supposed to take place?)
Additional Fact
Additional Fact
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Lesson 8
Target
I can use a text to answer questions.
Text,
Materials,
Video Name
● From battlefield to cornfield: Using drones to track twisters
● Lesson Note-Catcher, Pencil
● ELA_G5_W2_L8
Read
With a family member, caregiver, or friend, read From battlefield to
cornfield: Using drones to track twisters.
Think
Remember the work that you have done this week:
● You have found the main ideas of this article.
● You have found the meaning of words and phrases in the text.
● You have quoted accurately from the text, when writing
about what the text says.
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What are the main ideas of this article?
● What are the main ideas of the sections that you reread?
● What were some of the important supporting details?
Write
Use the article to answer the questions on the Lesson 8 Quiz.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text. Look at how
many more words you read in one minute! Celebrate your reading
fluency with a parent, care giver or friend!
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Lesson 8 Quiz
Directions: Use the article to answer the questions on the Lesson 8 Quiz
1.) Why did Oklahoma State professor Jamey Jacob first begin working with
unmanned aircraft?
(A) to extend the tornado warning time
(B) to improve weather forecasting
(C) to save people's lives
(D) to explore Mars
2.) According to the article in near what location did a mile-wide tornado that
killed 24 people form?
(A) El Reno
(B) Moore
(C) Newcastle
(D) Oklahoma city
3.) Why would the use of drones be better than helicopters to locate survivors after
a disaster?
(A) Drones could locate survivors quicker than helicopters.
(B) Drones eliminate the danger and risks helicopter pilots encounter.
(C) Unlike helicopters, drones would not drown out survivor's cries for help.
(D) Drones can carry a larger number of survivors to hospitals than
helicopters.
4.) Select the paragraph from the article that provides the MOST evidence that the
deaths of three storm chasers in El Reno may have been prevented if the
government allowed scientists to fly drones. In the article, circle the paragraph
you choose.
https://www.detroitk12.org/ Page 31 of 148
Lesson 9
Target
I can determine two or more main ideas of a text and explain how
they are supported by key details.
Text,
Materials,
Video Name
● From battlefield to cornfield: Using drones to track twisters
● Lesson Writing Activity, Pencil
● ELA_G5_W2_L9
Read
With a family member, caregiver, or friend, read From battlefield to
cornfield: Using drones to track twisters.
Think
Think about what the central idea is and key details that backup the
central idea.
● What is the central idea of this article?
● What are key details that support the central idea?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What is the central idea of this article?
● What are key details that support the central idea?
Write
Using the Lesson 9 Writing Activity, write a short paragraph that
explains the central idea of the article. Use at least two details from
the article to support your response. When you are finished with your
writing, read it to a family member, caregiver, or friend.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Show off your reading fluency! Read the passage aloud one last
time to a parent, caregiver or friend.
https://www.detroitk12.org/ Page 32 of 148
Lesson 9 Writing Activity
Directions: Write a short paragraph that explains the central idea of the article. Use at
least two details from the article to support your response. When you are finished with
your writing, read it to a family member, caregiver, or friend.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
https://www.detroitk12.org/ Page 33 of 148
Grade 5 ELA/Reading
WEEKLY DISTANCE LEARNING STUDENT SCHEDULE
Week of 4/27/20 to 5/1/20
Directions:
Read the directions for each lesson, watch the video and
complete the lesson activity.
Guiding Questions:
How do natural disasters affect the people and places that
experience them?
How can we prepare for a natural disaster?
Materials Needed:
Text, Lessons and Note-Catchers, Pencil
Watch
Read
Do
Day 1
ELA_G5_W3_L10
Island where monkeys
live and are studied
was damaged by
hurricane
Note-catcher
Day 2
ELA_G5_W3_L11
Island where monkeys
live and are studied
was damaged by
hurricane
Note-catcher
Day 3
ELA_G5_W3_L12
Island where monkeys
live and are studied
was damaged by
hurricane
Note-catcher
Day 4
ELA_G5_W3_L13
Island where monkeys
live and are studied
was damaged by
hurricane
Quiz
Day 5
ELA_G5_W3_L14
Island where monkeys
live and are studied
was damaged by
hurricane
Writing Activity
www.detroitk12.org/youtube
Daily 3-5 Videos
https://www.detroitk12.org/ Page 34 of 148
Island where monkeys live and are studied
was damaged by hurricane
By Associated Press, adapted by Newsela staff on 10.12.17 Word Count 687
Level 800L
Monkeys move about on Cayo Santiago, known as Monkey Island, in Puerto Rico on October 4, 2017. One of the
first places Hurricane Maria hit in the U.S. territory on September 20, 2017, was Monkey Island, a 40-acre
outcropping off the east coast that is considered one of the world’s most important sites for research into how
primates think, socialize and evolve. Photo from AP Photo/Ramon Espinosa
CAYO SANTIAGO, Puerto Rico — On September 20, the island of Puerto Rico was hit by
a terrible storm called Hurricane Maria. Puerto Rico is a U.S. territory in the Caribbean
Sea. The people of Puerto Rico are American. They suffered much damage from the
storm, with wind and rain destroying many homes and roads. Thousands of people still
do not have power or water.
The people of Puerto Rico have had a very hard time. Thankfully, many rescue workers
have gone to the island to help.
One group that needs help isn't human, though. Off the coast of Puerto Rico is a tiny
island called Cayo Santiago. Many know it as Monkey Island, however, as it is home to
https://www.detroitk12.org/ Page 35 of 148
more than 1,000 monkeys. The island is like a natural laboratory: It is a place where
scientists can study monkeys in the wild.
The scientists are interested in everything from the monkeys' social behavior to their
genes. Genes are tiny bits of information that make up DNA. DNA tells animals' bodies
how to grow. It also holds clues into the history of how animals have changed over
time.
The storm destroyed almost everything on Monkey Island. It wiped out plant life and
wrecked the monkeys' metal drinking containers. It also crushed the docks where
boats land on the island. As a result, workers have had a lot of trouble getting food for
the monkeys to the island.
Will FEMA Come To The Rescue?
"All of our tools were destroyed," said Angelina Ruiz Lambides. She is the director of the
Cayo Santiago facility. She wondered who would pay for repairs and rescues.
"Does FEMA cover this?" she asked.
FEMA, which stands for the Federal Emergency Management Agency, is a
department of the government. It gives people help after natural disasters like
hurricanes.
So far, it does not look like any monkeys died in the storm. They may have stayed safe
by climbing to high ground and grouping together under trees.
The island's history as a research center dates all the way back to 1938. That is when a
man named Clarence Ray Carpenter brought a group of monkeys to the United
States for scientific study.
Monkeys On Island Are Contained Yet Free
Where would he put them? He wanted a place that would be partly cut off, but
where they could move freely. The goal was to study the monkeys in the wild without
having to track them across long distances. On Monkey Island, the monkeys are free
to explore. Since it is an island, though, they cannot get too far.
Carpenter started with about 400 monkeys. That number has more than doubled.
Every animal born on the island is tattooed so that it can easily be identified. Scientists
have completely mapped the DNA of about 100 of them. They have mapped out
some of the DNA of hundreds more.
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Monkey Island draws researchers in from all over the world. Some scientists there study
monkeys' eye movements. Others study their genes, and still others look at their social
behavior. Their discoveries will be used by scientists working on a number of problems
involving both monkeys and humans.
James Higham is a professor at New York University who is studying the monkeys'
behavior, brains and communication on Monkey Island. He said that the damage
done by Hurricane Maria had never been seen before.
Emergency Food Supplies
Now the people who keep Monkey Island running are rushing to bring bags of monkey
food onto the island, bringing them over in a tiny sailboat. The monkeys are only being
fed what they need to survive, because there is so little food.
Workers are also trying to put the island's rainwater collectors and drinking containers
back together.
Scientists from outside Puerto Rico are bringing in equipment to help out. Their work
has been paid for by donations. Many people have given money to help the effort.
The effort has been heroic, but Higham fears that it cannot continue for long.
"They're doing the best they can do under very difficult conditions," he said. "But it
needs help and attention."
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Lesson 10
Target
I can determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
Text,
Materials,
Video Name
● Island where monkeys live and are studied was damaged by
hurricane
● Lesson Note-Catcher, Pencil
● ELA_G5_W3_L10
Read
● With a family member, caregiver, or friend, read Island where
monkeys live and are studied was damaged by hurricane.
Think
● What is this article about?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea(s) is/are the big ideas that the author
wants you to understand and take away from reading a text. Key
details support the main ideas.
● What do you think the main ideas of the article are?
● What makes you think that?
● What explicit information in the text supports your thinking
about the main ideas? (key details)
Write
Using the Lesson 10 Note-Catcher, record the main idea and key
details.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text.
https://www.detroitk12.org/ Page 39 of 148
Lesson 11
Target
I can determine the meaning of general and domain specific
words phrases as they pertain to the text.
Text,
Materials,
Video Name
● Island where monkeys live and are studied was damaged by
hurricane
● Lesson Note-Catcher, Pencil
● ELA_G5_W3_L11
Read
With a family member, caregiver, or friend, read the article Island
where monkeys live and are studied was damaged by hurricane.
Closely reread the first 2 sections of the article.
Think
● What are these sections mainly about?
● How does this section support the main idea of the whole
text?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea is the big idea that the author wants
you to understand and take away from reading a text. Reading for
the gist, is thinking about what the article is mostly about.
● What does the phrase “natural laboratory” mean?
● What clues can you find in the text that help you understand
the meaning of this phrase?
Write
Using the Lesson 11 Note-Catcher, record your answers to the
questions in the graphic organizer.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Ask an adult to read the text to you and follow along. Then,
practice reading the text at least two times on your own.
https://www.detroitk12.org/ Page 40 of 148
Lesson 11 Note-Catcher
Directions: Read the first page of the article, record your work below.
What is the meaning of the phrase, “the island is a natural laboratory”?
What clues from the text support your answer?
What is a synonym (a word that means the same thing) for the word natural?
How does this phrase support the main idea of the text?
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Lesson 12
Target
I can explain how an author uses reasons and evidence to support
particular points in a text.
Text,
Materials,
Video Name
● Island where monkeys live and are studied was damaged by
hurricane
● Lesson Note-Catcher, Pencil
● ELA_G4_W3_L12
Read
With a family member, caregiver, or friend, read Island where
monkeys live and are studied was damaged by hurricane.
Think
● What word choice does the author use to show opinion?
● What evidence, based on facts and details did the author
include?
● What reasons does the author use to support an opinion?
Talk
With your family member review and clarify the following
vocabulary as necessary:
• opinion (what a person thinks about something or someone;
this thinking can be based on facts, feelings, experience, or a
combination of all three)
• reasons (an explanation for why an author thinks something is
true)
• evidence (facts and details based on research or
observations that support a reason)
With your family member, caregiver, or friend, talk about the
following questions:
● What words does the author use to show their opinion about
how a natural disaster affected the monkeys and what should
be done moving forward.
● What is the author’s opinion about the research taking place
on the island?
● What reasons and evidence does the author give to support
their opinion?
Write
Use the text to answer the questions on the Lesson 12 Note-Catcher.
Closing
● Share your writing with someone and tell why you chose to
https://www.detroitk12.org/ Page 43 of 148
Lesson 12 Note-Catcher
Directions: Use the article to answer the questions below.
What word choices does the author use to show their opinion? Write those words in the
box below.
What is this author’s opinion about the research taking place on Monkey Island and
what needs to be done moving forward after Hurricane Maria?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
https://www.detroitk12.org/ Page 44 of 148
Lesson 13
Target
I can use the text to answer questions.
Text,
Materials,
Video Name
● Island where monkeys live and are studied was damaged by
hurricane
● Lesson Quiz, Pencil
● ELA_G5_W3_L13
Read
With a family member, caregiver, or friend, read Island where
monkeys live and are studied was damaged by hurricane.
Think
Remember the work that you have done this week:
● You have found the main idea of the article.
● You have found the meaning of words and phrases in the text.
● You have thought about the author’s opinion and how they
supported the opinion with reasons and evidence.
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What is the main idea of this article?
● What are the main ideas of the sections that you reread?
● What were some of the important supporting details?
Write
Using the text to complete the Lesson 13 Quiz.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text. Look at how
many more words you read in one minute! Celebrate your reading
fluency with a parent, care giver or friend!
https://www.detroitk12.org/ Page 45 of 148
Lesson 13 Quiz
Directions: Read the article and answer the questions below.
1.) Read the paragraph from the introduction.
One group that needs help isn't human, though. Off the coast of Puerto Rico is a
tiny island called Cayo Santiago. Many know it as Monkey Island, however, as it
is home to more than 1,000 monkeys. The island is like a natural laboratory: It is a
place where scientists can study monkeys in the wild.
Which phrase from the paragraph helps the reader to understand the meaning
of "laboratory"?
(A) group that needs help
(B) Off the coast of Puerto Rico
(C) where scientists can study
(D) monkeys in the wild
2.) Read the sentence from the section "Monkeys On Island Are Contained Yet
Free."
The goal was to study the monkeys in the wild without having to track them
across long distances.
Which of the following words, if it replaced the word "track" in the sentence
above, would CHANGE the meaning of the sentence?
(A) follow
(B) chase
(C) pursue
(D) hunt
3.) Read the section "Will FEMA Come To The Rescue?"
Select the paragraph that BEST supports the conclusion that the monkeys were
able to survive the hurricane on their own. Circle that paragraph in the text.
https://www.detroitk12.org/ Page 46 of 148
4.) Read the paragraph from the section "Emergency Food Supplies."
Now the people who keep Monkey Island running are rushing to bring bags of
monkey food onto the island, bringing them over in a tiny sailboat. The monkeys
are only being fed what they need to survive, because there is so little food.
Which of the following is the MOST accurate explanation of this paragraph?
(A) There are no other monkeys that can be studied as easily as these.
(B) Sailboats are the fastest and easiest way to bring supplies to the
island.
(C) Monkey Island is very important to scientific research all over the
world.
(D) The effects of the hurricane have made it hard to help the monkeys.
https://www.detroitk12.org/ Page 47 of 148
Lesson 14
Target
I can include multimedia components (e.g., graphics, images) and
visual displays in presentations when appropriate to enhance the
development of main ideas or themes
Text,
Materials,
Video Name
● Island where monkeys live and are studied was damaged by
hurricane
● Lesson Writing Activity, Pencil
● ELA_G5_W3_L14
Read
With a family member, caregiver, or friend, read Island where
monkeys live and are studied was damaged by hurricane.
Think
Think about what other pictures or graphs would be helpful to
enhance the understanding of this article.
● What graphics or tables would be helpful to the reader and
enhance the meaning of the article?
● What images or pictures would be helpful to the reader and
enhance the meaning of the article?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What graphics or tables would be helpful to the reader and
enhance the meaning of the article?
● What images or pictures would be helpful to the reader and
enhance the meaning of the article?
Write
If you were going to add another picture or a chart to this article to
help readers better understand the main ideas, what would it be and
why? Draw an example below, write about why you would add your
graphic, and then discuss with a family member or caregiver what
you wrote. Remember to speak clearly and fluently!
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a book
with a family member, caregiver, or friend for 20 minutes.
Fluency
Show off your reading fluency! Read the passage aloud one last time
to a parent, caregiver or friend.
https://www.detroitk12.org/ Page 48 of 148
Lesson 14 Writing Activity
Directions: If you were going to add another picture or a chart to this article to help
readers better understand the main ideas, what would it be and why? Draw an
example below, write about why you would add your graphic, and then discuss with a
family member or caregiver what you wrote. Remember to speak clearly and fluently!
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
https://www.detroitk12.org/ Page 49 of 148
Grade 5 ELA/Reading
WEEKLY DISTANCE LEARNING STUDENT SCHEDULE
Week of 5/4/20 to 5/8/20
Directions:
Read the directions for each lesson, watch the video and
complete the lesson activity.
Guiding Questions:
How do natural disasters affect the people and places that
experience them?
How can we prepare for a natural disaster?
Materials Needed:
Text, Lessons and Note-Catchers, Pencil
Watch
Read
Do
Day 1
ELA_G5_W4_L15
Hurricane Matthew
causes major damage
to parts of Haiti
Note-catcher
Day 2
ELA_G5_W4_L16
Hurricane Matthew
causes major damage
to parts of Haiti
Note-catcher
Day 3
ELA_G5_W4_L17
Hurricane Matthew
causes major damage
to parts of Haiti
Note-catcher
Day 4
ELA_G5_W4_L18
Hurricane Matthew
causes major damage
to parts of Haiti
Quiz
Day 5
ELA_G5_W4_L19
Hurricane Matthew
causes major damage
to parts of Haiti
Writing Activity
www.detroitk12.org/youtube
Daily 3-5 Videos
https://www.detroitk12.org/ Page 50 of 148
Hurricane Matthew causes major damage to parts of Haiti
By Associated Press, adapted by Newsela staff on 10.06.16 Word Count 624
Level 900L
People stand on the coast watching the surf produced by Hurricane Matthew on the outskirts of
Kingston, Jamaica, October 3, 2016. A hurricane warning is in effect for Jamaica, Haiti and the Cuban
provinces of Guantanamo, Santiago de Cuba, Holguin, Granma and Las Tunas, as well as the
southeastern Bahamas. AP Photo/Eduardo Verdugo
PORT-AU-PRINCE, Haiti — Hurricane Matthew roared into the southwestern coast of
Haiti on Tuesday. The storm threatened a largely undeveloped corner of the poor
Caribbean country with devastating storm conditions. Matthew was heading north
toward Cuba and the eastern coast of Florida.
The dangerous storm hit land around the time the sun rose on Haiti's southern coast.
Many people live along that coast in shacks of wood or simple concrete blocks. Those
homes cannot withstand the force of winds that can reach 145 mph.
Matthew was causing significant damage. How much was not immediately known,
however, according to Marie Alta Jean-Baptiste, the head of the country's Civil
Protection Agency.
https://www.detroitk12.org/ Page 51 of 148
"It's much too early to know how bad things are," Jean-Baptiste told The Associated
Press. "We do know there are a lot of houses that have been destroyed or damaged in
the south."
This article is available at 5 reading levels at https://newsela.com.
Forty Inches Of Rain
Haitian officials tried to remove people from the most dangerous areas ahead of the
storm. Many hesitated to leave their property. Some tried to find shelter only after the
worst of the storm had already started.
Matthew was expected to bring between 1 and 2 feet of rain, and up to 40 inches of
rain in some places, said Dennis Feltgen, a weather expert for the U.S. National
Hurricane Center in Miami. Feltgen said Matthew is giving Haiti everything a hurricane
can.
The storm was moving along the Windward Passage between Haiti and Jamaica. It
was also dumping heavy rain that caused flooding in parts of Jamaica. Matthew was
headed for southeastern Cuba and then into the Bahamas.
Big Waves And Big Winds
As the sun rose, people in the south coast tourist town of Port Salut described what
they experienced. Winds howled. Big waves slammed the beaches and washed over
the coastal road.
"The winds are making so many bad noises. We're just doing our best to stay calm,"
said Jenniflore Desrosiers. She huddled with her family in her delicately built home,
which had gotten many leaks from the forceful rain.
A Haitian government official said a number of south coast towns partially flooded
overnight. Landslides and downed trees on roadways were preventing people from
traveling in many areas. A few places seemed to have lost power. Cellphones could
not always find service.
Stay, Pray And Hope For The Best
Haitian officials spent Monday trying to persuade many people living in the
shantytowns to take advantage of shelters being set up. Many of them refused.
https://www.detroitk12.org/ Page 52 of 148
"If we lose our things we are not going to get them back!" said Toussaint Laine. Laine is
unemployed and lives with his family in a shack in Tabarre, near Haiti's capital of Port-
au-Prince.
A sprawl of shacks sits on hillsides near the northern edge of the capital. Some poor
families there tried to strengthen their tin-and-tarp homes and hoped for the best.
"I know my house could easily blow away. All I can do is pray and then pray some
more," Ronlande Francois said. She lives in a tarp-walled shack with her unemployed
husband and three children.
Three People Have Died
Haiti's civil protection agency earlier reported one death. It was a fisherman who
drowned in rough water churned up by the storm. That raised Matthew's death total to
at least three.
Cuba's government gave a hurricane warning for the eastern part of the country.
Workers took down traffic lights in the city of Santiago to keep them from falling when
the storm hit.
Matthew is the region's strongest hurricane since Felix in 2007. The hurricane was
expected to make landfall in Cuba about 50 miles east of the U.S. Navy base at
Guantanamo Bay. Officials there flew out about 700 family members of Navy service
members.
https://www.detroitk12.org/ Page 53 of 148
Lesson 15
Target
I can quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
Text,
Materials,
Video Name
● Hurricane Matthew causes major damage to parts of Haiti
● Lesson Note-Catcher, Pencil
● ELA_G5_W4_L15
Read
With a family member, caregiver, or friend, read Hurricane Matthew
causes major damage to parts of Haiti.
Think
Remember to think about the following questions as you read:
● What is this article mostly about?
● How has Hurricane Matthew impacted the country of Haiti: it’s
people, the economy and the physical land?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● How did Hurricane Matthew impact the physical environment
(the land) in Haiti?
● How did Hurricane Matthew impact the people of Haiti?
● How did Hurricane Matthew impact the economy in Haiti?
● What did the Hatian government attempt to do before the
Hurricane hit, to help the people of Haiti?
Write
Use a pencil to take notes from the article on each of the topics in
the box below. Use the lines of the Lesson 15 Note-Catcher to write
additional notes, ideas, and unknown vocabulary.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text.
https://www.detroitk12.org/ Page 54 of 148
Lesson 15 Note-Catcher
Directions: Use a pencil to take notes from the article on each of the topics in the box
below. Use the lines of the Lesson 15 Note-Catcher to write additional notes, ideas,
and unknown vocabulary.
How did Hurricane Matthew impact the
physical environment (the land) in Haiti?
How did Hurricane Matthew impact the
people of Haiti?
How did Hurricane Matthew impact the
economy in Haiti?
What did the Hatian government
attempt to do before the Hurricane hit to
help the people of Haiti?
Additional Notes and Vocabulary from the article:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
https://www.detroitk12.org/ Page 55 of 148
Lesson 16
Target
I can determine the main idea and key details of a text
Text,
Materials,
Video Name
● Hurricane Matthew causes major damage to parts of Haiti
● Lesson Note-Catcher, Pencil
● ELA_G5_W4_L16
Read
With a family member, caregiver, or friend, read Hurricane Matthew
causes major damage to parts of Haiti.
Think
● What is this article mainly about?
● What key details support the main idea?
● What type of impact did Hurricane Matthew have on Haiti?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea(s) is/are the big ideas that the author
wants you to understand and take away from reading a text.
● What do you think the main ideas of the article are?
● What makes you think that?
● What explicit information in the text supports your thinking
about the main ideas? (key details)
Write
Using the Lesson 16 Note-Catcher, record the main idea and key
details from the article. These notes will support your writing
assignment at the end of the week.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Ask an adult to read the text to you and follow along. Then, practice
reading the text at least two times on your own.
https://www.detroitk12.org/ Page 57 of 148
Lesson 17
Target
I can determine the meaning of general and domain specific words
phrases as they pertain to the first 3 sections of the article, Hurricane
Matthew causes major damage to parts of Haiti.
Text,
Materials,
Video Name
● First 3 sections of Hurricane Matthew causes major damage to
parts of Haiti
● Lesson Note-Catcher, Pencil
● ELA_G5_W4_L17
Read
With a family member, caregiver, or friend, read the first 3 sections of
Hurricane Matthew causes major damage to parts of Haiti.
Think
● What are these sections mainly about?
● How do these sections support the main ideas of this article?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea is the big idea that the author wants
you to understand and take away from reading a text.
● How did Hurricane Matthew affect the people of Haiti?
● What clues can you find in the text that help you understand t
the impact Hurricane Matthew had?
Write
On the Note-Catcher record the gist for the first 3 sections of the
text, as well as unfamiliar vocabulary and their meaning.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Practice reading the text with fluency and expression at least two
times.
https://www.detroitk12.org/ Page 58 of 148
Lesson 17 Note-Catcher
Directions: Read the first 3 sections of the article, Hurricane Matthew causes major
damage to parts of Haiti. Record the Gist and unfamiliar vocabulary into the graphic
organizer below.
Text
Gist
What is it mostly about?
Unfamiliar
Vocabulary
Meaning
(use a dictionary if
you need to)
Section:
Hurricane
Matthew
causes
major
damage to
parts of Haiti
Section:
“Forty Inches
of Rain”
Section:
“Big Waves
and Big
Wind”
https://www.detroitk12.org/ Page 59 of 148
Lesson 18
Target
I can use a text to answer questions.
Text,
Materials,
Video Name
● Hurricane Matthew causes major damage to parts of Haiti
● Lesson Quiz, Pencil
● ELA_G5_W4_L18
Read
With a family member, caregiver, or friend, read Hurricane Matthew
causes major damage to parts of Haiti.
Think
● What have you learned about Hurricane Matthew and how it
impacted Haiti?
● How did the Haitian government try to warn the people of
Haiti?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember to reference back to the article to review concepts
before taking today’s quiz.
● How did Hurricane Matthew impact Haiti?
● How did Hurricane Matthew affect the people of Haiti?
Write
Use the article to answer the questions on the Lesson 18 Quiz.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text. Look at how
many more words you read in one minute! Celebrate your reading
fluency with a parent, care giver or friend!
https://www.detroitk12.org/ Page 60 of 148
Lesson 18 Quiz
Directions: Read the article and answer the questions below.
1. Which selection shows the MOST dangerous aspect of Hurricane Matthew for
the people who live in areas where it hit?
(A) Workers took down traffic lights in the city of Santiago to keep them
from falling when the storm hit.
(B) Big waves slammed the beaches and washed over the coastal road.
(C) Landslides and downed trees on roadways were preventing people
from traveling in many areas.
(D) Those homes cannot withstand the force of winds that can reach 145
mph.
2. Which section of the article highlights the course that Hurricane Matthew
would take?
(A) "Forty Inches Of Rain"
(B) "Big Waves And Big Winds"
(C) "Stay, Pray And Hope For The Best"
(D) "Three People Have Died"
3. What is the relationship between Hurricane Matthew and Hurricane Felix?
(A) They happened at the same time.
(B) They damaged the same homes.
(C) They affected the same areas.
(D) They harmed the same people.
4. Based on information from the section "Stay, Pray And Hope For The Best,"
how has Hurricane Matthew affected the people in Haiti?
(A) The hurricane has left people both fearful and hopeful that there
won't be too much damage.
(B) The hurricane has made people sell their tin-and-tarp homes as well as
their belongings.
(C) The hurricane has forced people to leave their homes and to move
to shelters with their families.
(D) The hurricane has motivated people to go to church and pray for the
best outcome.
https://www.detroitk12.org/ Page 61 of 148
Lesson 19
Target
● I can determine two or more main ideas of a text and explain
how they are supported by key details.
● I can produce clear and coherent writing that is appropriate
to task, purpose, and audience.
Text,
Materials,
Video Name
● Hurricane Matthew causes major damage to parts of Haiti
● Lesson Writing Activity, Pencil
● ELA_G5_W4_L19
Read
With a family member, caregiver, or friend, read Hurricane Matthew
causes major damage to parts of Haiti.
Think
Consider what you have read this week about Hurricane Matthew.
● How can a government better want it’s people?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
• Review the main idea and key that recorded on the Lesson 16
Note-Catcher.
Write
Using the Lesson 19 Writing Activity, write a short paragraph that
explains the main idea of the article. Use at least two key details
from the article to support your response. When you are finished with
your writing, read it to a family member or caregiver
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Show off your reading fluency! Read the passage aloud one last
time to a parent, caregiver or friend.
https://www.detroitk12.org/ Page 62 of 148
Lesson 19 Writing Activity
Directions: Write a short paragraph that explains the central idea of the article. Use at
least two details from the article to support your response.
___________________________________________________________________________________________
_______________________________________________________________________________________
_________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
https://www.detroitk12.org/ Page 63 of 148
Grade 5 ELA/Reading
WEEKLY DISTANCE LEARNING STUDENT SCHEDULE
Week of 5/11/20 to 5/15/20
Directions:
Read the directions for each lesson, watch the video and
complete the lesson activity.
Guiding Questions:
How do natural disasters affect the people and places that
experience them?
How can we prepare for a natural disaster?
Materials Needed:
Text, Lessons and Note-Catchers, Pencil
Watch
Read
Do
Day 1
ELA_G5_W5_L20
Below-zero
temperatures to hit
much of U.S.
Note-catcher
Day 2
ELA_G5_W5_L21
Below-zero
temperatures to hit
much of U.S.
Note-catcher
Day 3
ELA_G5_W5_L22
Below-zero
temperatures to hit
much of U.S.
Note-catcher
Day 4
ELA_G5_W5_L23
Below-zero
temperatures to hit
much of U.S.
Quiz
Day 5
ELA_G5_W5_L24
Below-zero
temperatures to hit
much of U.S.
Writing Activity
www.detroitk12.org/youtube
Daily 3-5 Videos
https://www.detroitk12.org/ Page 64 of 148
Below-zero temperatures to hit much of U.S.
By Associated Press, adapted by Newsela staff on 01.06.14 Word Count 761
Level 860L
A man spreads salt on an icy sidewalk in Chicago, Friday, Jan. 3, 2014. The snowstorm may finally have left town,
but a "polar vortex" will push temperatures below zero in much of the country. AP Photo/Nam Y. Huh
CHICAGO — A weather condition called a "polar vortex" was forecast to bring below-
zero temperatures to much of the nation. It was expected to be colder than it has
been in years.
Snow-covered roads, high winds and ice already made driving dangerous Sunday
from the Dakotas to Missouri to Delaware.
School was called off Monday for the entire state of Minnesota. Cities in Wisconsin,
Illinois and Indiana also canceled classes.
A polar vortex is a pool of cold, dense air. It will affect more than half of the country
Sunday through Tuesday. Warnings about the cold stretched from Montana to
Alabama. The forecast was startling: 25 degrees Fahrenheit below zero in Fargo, N.D.,
https://www.detroitk12.org/ Page 65 of 148
minus 31 in International Falls, Minn., and 15 below in Indianapolis and Chicago. Some
places could see record-breaking low temperatures.
Frostbite And Hypothermia
This article is available at 5 reading levels at https://newsela.com.
"It's just a dangerous cold," said Butch Dye of the National Weather Service.
Several states in the Midwest were getting up to a foot of new snow. People shoveled
out and stocked up on groceries before bitterly cold temperatures set in overnight.
In Chicago, temperatures were expected to hit around minus 15, Ed Fenelon of the
National Weather Service said. Temperatures were likely to set a daily record, he said.
Earlier Sunday, the National Weather Service reported temperatures in the 20-below
range in Minnesota and North Dakota.
It hasn't been this cold for almost 20 years in many parts of the country. Because of
that, medical experts were reminding people that frostbite and hypothermia can
happen quickly at 15 to 30 below zero. They warned people to dress in layers, hats
and gloves. Hypothermia is a dangerous medical condition. It happens when your
body looses heat faster than it can replace the heat, according to the Mayo Clinic.
In St. Louis, grocery stores sold out of the essentials before Sunday's bad weather.
"The problem is the bread is sold out. We're out of milk. We sold out of chips, chicken
wings, some meats," Issa Arar of Salama Supermarket said.
People in Michigan also jammed stores to stock up on supplies.
"I made my husband go grocery shopping last night," said Kim Tarnopol of the Detroit
suburb of Huntington Woods. Tarnopol was picking up cold medicine Sunday for her
daughter Emma.
Deep Freeze In Deep South
Travel problems started early Sunday. In New York City, a plane slid into snow on a
taxiway. No one was hurt. But the airport temporarily suspended operations because
of icy runways.
About 1,200 flights had been canceled Sunday in Chicago, officials said. Flights were
also canceled in Boston and Tennessee.
https://www.detroitk12.org/ Page 66 of 148
Roads in the Midwest were particularly dangerous. Indiana State Police said Interstate
70 in the western part of the state was snow-covered. Officials in Missouri warned it
was too cold for rock salt to work very well.
Southern states were bracing for possible record temperatures, too. Single-digit highs
were expected Tuesday in Georgia and Alabama.
In western Kentucky, farmer David Nickell moved extra hay to the field. He also moved
his animals out of the wind. The instructor at West Kentucky Community and Technical
College had also stocked up on batteries and gas and loaded up the pantry and
freezer. The 2009 ice storm that paralyzed the state was fresh in his mind.
He compared the ice storm with living in the 1800s. "Personally, I thought the ice storm
should become an annual event. It definitely taught people to be prepared and
appreciate normalcy.
Cold Kickoff In Green Bay
The cold wasn't threatening the citrus at Stella Plantation in Louisiana. But manager
Hugh French had hoped to harvest navel oranges through January.
"We pick our A-1 fruit first," he said. What's left is not the best looking fruit. "But it still
tastes good," he said.
The season for satsumas, a sweet mandarin orange and a big part of Louisiana's citrus
crop, was already over. And the plantation only has a few grapefruit trees.
"We're toward the end of the season now," he said. Any losses will not be that bad, he
said.
In Green Bay, Wis., it was 5 degrees at kickoff Sunday afternoon inside Lambeau Field.
The Green Bay Packers played the San Francisco 49ers in a sold-out playoff game. It
was one of the coldest ever played.
"We suited up, we brought all the snowboarding gear we use ... and added to it," said
49ers fan Jeff Giardinelli of Fresno, Calif. "Without the wind, which isn't here yet, we're
good. When it gets windy, we'll be ready for it."
The 49ers beat the Packers 23-20.
https://www.detroitk12.org/ Page 67 of 148
Lesson 20
Target
I can determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
Text,
Materials,
Video Name
● Below-zero temperatures to hit much of U.S.
● Lesson Note-Catcher, Pencil
● ELA_G5_W5_L20
Read
● With a family member, caregiver, or friend, read Below-zero
temperatures to hit much of U.S.
Think
● What is this article about?
● What did you learn about a polar vortex?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea(s) is/are the big ideas that the author
wants you to understand and take away from reading a text. Key
details support the main ideas.
● What do you think the main ideas of the article are?
● What makes you think that?
● What explicit information in the text supports your thinking
about the main ideas? (key details)
Write
Using the Lesson 20 Note-Catcher, record the main ideas and key
details.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text.
https://www.detroitk12.org/ Page 69 of 148
Lesson 21
Target
I can determine the meaning of general and domain specific words
and phrases as they pertain to the text.
Text,
Materials,
Video Name
● Below-zero temperatures to hit much of U.S.
● Lesson Note-Catcher, Pencil
● ELA_G5_W5_L21
Read
With a family member, caregiver, or friend, read the first 2 sections of
Below-zero temperatures to hit much of U.S.
Think
● What are these 2 sections mainly about?
● How do these sections support the main idea of the whole
text?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea is the big idea that the author wants
you to understand and take away from reading a text. Reading for
the gist, is thinking about what the article is mostly about.
● What does the phrase, “polar vortex” mean?
● What clues can you find in the text that help you understand
the meaning of this phrase?
Write
Using the Lesson 21 Note-Catcher, record the meaning of the
phrase, “polar vortex”. Then record the gist for the last 2 sections of
the text, unfamiliar vocabulary, and their meaning.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Ask an adult to read the text to you and follow along. Then, practice
reading the text at least two times on your own.
https://www.detroitk12.org/ Page 70 of 148
Lesson 21 Note-Catcher
Directions: Complete the following Note-Catcher, using the first 2 sections of the text.
Text
Gist
What is it mostly
about?
Unfamiliar
Vocabulary
Meaning
(use a dictionary if
you need to)
Section:
“Below-zero
temperatures
to hit much of
U.S.”
Section:
“Frostbite
and
Hypothermia”
https://www.detroitk12.org/ Page 71 of 148
Lesson 22
Target
I can quote accurately from the text when explaining what the text
says explicitly and when drawing inferences from the text.
Text,
Materials,
Video Name
● Below-zero temperatures to hit much of U.S.
● Lesson Note-Catcher, Pencil
● ELA_G5_W5_L22
Read
With a family member, caregiver, or friend, read Below-zero
temperatures to hit much of U.S. Closely reread the last 2 sections of
the article.
Think
● What are these sections mostly about?
● How do these sections support the main ideas of the article?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main ideas are the big ideas that the author
wants you to understand and take away from reading a text.
● Discuss what a polar vortex is.
● Discuss what hypothermia is and how it happens.
● Discuss how people all over the U.S. were affected by the
freezing temperatures.
Write
Complete the Lesson 22 Note-Catcher, answering the questions
with evidence from the text.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Practice reading the text with fluency and expression at least two
times.
https://www.detroitk12.org/ Page 72 of 148
Lesson 22 Note-Catcher
Directions: Complete the Note-Catcher, answering the questions with evidence from
the text.
How
(How does frostbite
happen?)
Where
(Where was school
canceled, due to the
freezing temps?)
When
(When can hypothermia
take place?)
How
(How did the freezing
temperatures affect the
people in Michigan?)
What
(What did a farmer in
Kentucky do to prepare for
the freezing
temperatures?)
Where
(Where was the football
game played?)
https://www.detroitk12.org/ Page 73 of 148
Lesson 23
Target
I can use a text to answer questions.
Text,
Materials,
Video Name
● Below-zero temperatures to hit much of U.S.
● Lesson Quiz, Pencil
● ELA_G5_W5_L23
Read
With a family member, caregiver, or friend, read Below-zero
temperatures to hit much of U.S.
Think
● What have you learned about below freezing temperatures
and how it affects people?
● What have you learned about how people can prepare for
freezing temperatures and stay safe?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember to reference back to the article to review concepts
before taking today’s quiz.
● What is the main idea and key details of this article?
● Review new vocabulary words.
● Talk about the questions you answered on the Lesson 23 note
catcher.
Write
Use the article to answer the questions on the Lesson 23 Quiz.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text. Look at how
many more words you read in one minute! Celebrate your reading
fluency with a parent, care giver or friend!
https://www.detroitk12.org/ Page 74 of 148
Lesson 23 Quiz
Directions: Read the article and answer the questions below.
1. Which of these sections confirms that the article discusses the dangerous effects
of the weather on traveling?
(A) Introduction [paragraphs 1-4]
(B) "Frostbite And Hypothermia"
(C) "Deep Freeze In Deep South"
(D) "Cold Kickoff In Green Bay"
2. Based on which of these selections from the article can it be concluded that
some people were not severely affected by the polar vortex?
(A) People shoveled out and stocked up on groceries before bitterly cold
temperatures set in overnight.
(B) In western Kentucky, farmer David Nickell moved extra hay to the
field. He also moved his animals out of the wind.
(C) But manager Hugh French had hoped to harvest navel oranges
through January.
(D) The Green Bay Packers played the San Francisco 49ers in a sold-out
playoff game.
3. Which of the following words could replace "startling" in the sentence below?
Warnings about the cold stretched from Montana to Alabama. The forecast was
startling: 25 degrees Fahrenheit below zero in Fargo, N.D., minus 31 in
International Falls, Minn., and 15 below in Indianapolis and Chicago. Some
places could see record-breaking low temperatures.
(A) comforting
(B) annoying
(C) surprising
(D) encouraging
https://www.detroitk12.org/ Page 75 of 148
4. Which of the following is the definition of "record" as used in the sentence
below?
In Chicago, temperatures were expected to hit around minus 15, Ed Fenelon of
the National Weather Service said. Temperatures were likely to set a daily
record, he said. Earlier Sunday, the National Weather Service reported
temperatures in the 20-below range in Minnesota and North Dakota.
(A) an official document that records the acts of a public body
(B) set down in writing or some other permanent form for later reference
(C) the best or most remarkable event of its kind that has been officially
measured and noted
(D) a thin plastic disk carrying recorded sound, especially music, in
grooves on each surface
https://www.detroitk12.org/ Page 76 of 148
Lesson 24
Target
I can explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
Text,
Materials,
Video Name
● Below-zero temperatures to hit much of U.S.
● Lesson Writing Activity, Pencil
● ELA_G5_W5_L24
Read
With a family member, caregiver, or friend, read Below-zero
temperatures to hit much of U.S.
Think
● How were people affected by the below-zero temperatures
throughout the U.S.? Compare the similarities and differences.
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember, people are affected by natural disasters differently.
● In what ways were people all over the U.S. affected by the
below-zero temperatures?
Write
On the Lesson 24 Writing Activity, write a statement about how
people were affected differently or similarly by the below-zero
temperatures. Cite two pieces of evidence from the article. Use
your work from your Note-Catchers this week to support your
thinking.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Show off your reading fluency! Read the passage aloud one last
time to a parent, caregiver or friend.
https://www.detroitk12.org/ Page 77 of 148
Lesson 24 Writing Activity
Directions: Directions: Write a statement about how people were affected differently or
similarly by the below-zero temperatures. Cite two pieces of evidence from the article.
Use your work from your Note-Catchers this week to support your thinking.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
https://www.detroitk12.org/ Page 78 of 148
Grade 5 ELA/Reading
WEEKLY DISTANCE LEARNING STUDENT SCHEDULE
Week of 5/18/20 to 5/22/20
Directions:
Read the directions for each lesson, watch the video and
complete the lesson activity.
Guiding Questions:
How do natural disasters affect the people and places that
experience them?
How can we prepare for a natural disaster?
Materials Needed:
Text, Lessons and Note-Catchers, Pencil
Watch
Read
Do
Day 1
ELA_G5_W6_L25
Everyday Mysteries:
Can it rain frogs, fish
and other objects?
Note-catcher
Day 2
ELA_G5_W6_L26
Everyday Mysteries:
Can it rain frogs, fish
and other objects?
Note-catcher
Day 3
ELA_G5_W6_L27
Everyday Mysteries:
Can it rain frogs, fish
and other objects?
Note-catcher
Day 4
ELA_G5_W6_L28
Everyday Mysteries:
Can it rain frogs, fish
and other objects?
Quiz
Day 5
ELA_G5_W6_L29
Everyday Mysteries:
Can it rain frogs, fish
and other objects?
Writing Activity
www.detroitk12.org/youtube
Daily 3-5 Videos
https://www.detroitk12.org/ Page 79 of 148
Everyday Mysteries: Can it rain frogs, fish and
other objects?
By Library of Congress, adapted by Newsela staff on 01.17.17 Word Count 630
Level 870L
Water spouts (tornado) hit the Black Sea in the Arhavi district of Turkey's northeastern province of Artvin on June 8,
2016. Photo: Tamer Arslan/Anadolu Agency/Getty Images
Question: Can it rain frogs, fish and other objects?
Answer: There have been reports of raining frogs and fish dating back to ancient
times. Of course, it doesn’t rain frogs or fish in the sense that it rains water. No one has
ever seen frogs or fish appear out of the sky. However, some winds are powerful
enough to lift animals, people, trees and houses. These strong winds usually appear
during tornadoes and hurricanes. It is possible that they could suck up fish or frogs and
drop them elsewhere.
Scientists Spell It Out
Many scientists think that something called tornadic waterspouts might be the cause
of animal rainfalls. These are tornadoes that travel over the water. They are not as
https://www.detroitk12.org/ Page 80 of 148
strong as land-based tornadoes, which can reach up to 310 miles per hour. But
tornadic waterspouts can reach 100 miles per hour, which can still be quite
destructive.
A popular misunderstanding is that waterspouts “rise out of the sea.” Actually, they
begin in the air and descend toward the water’s surface. The first visible sign of a
tornadic waterspout is usually a dark spot on the surface of the water. This is caused by
a spinning column of air stirring up the water. As the spinning column of air, or vortex,
becomes stronger, the surrounding water is pulled into a spiral pattern of light and
dark bands.
Eventually a ring of spraying water forms around the base. Then the funnel extending
from the sky toward the water's surface becomes visible. At this point, the waterspout is
considered to be a mature storm.
Like a tornado, a waterspout has a central vortex and a rotating funnel of wind. The
vortex is strong enough to "suck up" small objects like a vacuum. Later, these objects
fall like rain.
Animals That Go Up, Must Come Down
Waterspouts are the most common explanation for animal rainfalls. Some scientists
think that a very strong updraft could also lift small animals into the sky. An updraft is a
type of wind current. During thunderstorms, updrafts can reach speeds of more than
60 miles per hour.
Scientists have used updrafts to explain several animal rainfalls. For example, scientists
said a tornado made it rain frogs in Missouri in 1873. They said an updraft made it hail
frogs in Iowa in 1882. No one has actually seen an updraft lifting frogs off the ground.
Still, it is scientifically possible. Updrafts regularly pick up lightweight objects and carry
them long distances.
Not all scientists agree about reports of raining animals. For one reason, some reports
might not be true. Some people falsely report an animal rainfall after seeing large
numbers of little creatures on the ground after a storm. However, they did not fall from
the sky. Instead, storms drove small animals out of their homes. People who live in cities
tend to underestimate the number of animals that live around them. So they might
think the animals came from the sky rather than their natural homes.
Fish Falling "All Over The Place"
Although scientists remain uncertain, a number of eyewitness reports strongly suggest
animal rainfalls on occasion. For example:
https://www.detroitk12.org/ Page 81 of 148
On October 23, 1947, a scientist was eating breakfast at a restaurant in Louisiana
when the waitress told him that fish were falling from the sky. “Automobiles and trucks
were running over them. Fish also fell on the roofs of houses. ... I personally collected ...
a large jar of perfect specimens,” he said.
In February 2010, people in a small town in Australia saw hundreds of fish fall from the
sky. Christine Balmer was walking home when they started raining down. “These fish fell
in their hundreds and hundreds all over the place. The locals were running around
everywhere to pick them up,” she said.
https://www.detroitk12.org/ Page 82 of 148
Lesson 25
Target
I can determine two or more main ideas of a text and explain how
they are supported by key details.
Text,
Materials,
Video Name
● Everyday Mysteries: Can it rain frogs, fish and other objects?
● Lesson Note-Catcher, Pencil
● ELA_G5_W6_L25
Read
With a family member, caregiver, or friend, read Everyday Mysteries:
Can it rain frogs, fish and other objects?.
Think
● What is this article about?
● What did you learn about tornadic waterspouts?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea is the big ideas that the author wants
you to understand and take away from reading a text. Key details
support the main ideas.
● What do you think the main ideas of the article are?
● What makes you think that?
● What explicit information in the text supports your thinking
about the main ideas? (key details)
Write
Using the Lesson 25 Note-Catcher, record the main ideas and key
details.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text.
https://www.detroitk12.org/ Page 83 of 148
Lesson 25 Note-Catcher
Directions: Thinking about your conversation, use the Lesson 25 Note-Catcher to
record your main ideas and key details.
Main Ideas of Everyday Mysteries: Can it rain frogs, fish and other objects?
Main Idea #1
Key Details
Main Idea #2
Key Details
Additional Notes and Vocabulary from the article:
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
https://www.detroitk12.org/ Page 84 of 148
Lesson 26
Target
I can determine the meaning of general and domain specific words
phrases as they pertain to the text.
Text,
Materials,
Video Name
● Everyday Mysteries: Can it rain frogs, fish and other objects?
● Lesson Note-Catcher, Pencil
● ELA_G5_W6_L26
Read
With a family member, caregiver, or friend, read Everyday Mysteries: Can it
rain frogs, fish and other objects?.
Think
There’s some challenging vocabulary in this article. To determine the main
idea and supporting details, it’s important to understand the text.
Remember that close readers use strategies to figure out the meaning of
words they don’t know:
● context: read the sentences around the word
● look at the affixes for clues (example: disapprove)
● look at the root of the word for clues (example: disapprove)
● use a dictionary
Think about the two challenges words that you noticed from the text. What
might their definitions be? Think of some synonyms for your words.
Remember that synonyms are words that mean the same thing.
Talk
With your family member, caregiver, or friend, talk about the following
questions:
● What are the definitions of the words you picked out?
● What are some synonyms of the words you picked out?
● What strategy did you use to figure out the meaning of your words?
Write
Using the Lesson 26 note-catcher, research your two words and record a
definition in your own words, some synonyms, what strategy you used to
determine the definition, and a quick sketch.
Closing
● Share your writing with someone and tell why you chose to draw or
write what you did.
● After you complete your assignment remember to read a book with
a family member, caregiver, or friend for 20 minutes.
Fluency
Ask an adult to read the text to you and follow along. Then, practice
reading the text at least two times on your own.
https://www.detroitk12.org/ Page 85 of 148
Lesson 26 Note-Catcher
Directions: For each word, record the definition in your own words, some synonyms,
what strategy you used to determine the definition, and a quick sketch.
Word #1:
Definition in your own words
Synonyms
(words that mean the same)
Strategy
(context, affixes, root, dictionary)
Sketch
Word #2:
Definition in your own words
Synonyms
(words that mean the same)
Strategy
(context, affixes, root, dictionary)
Sketch
https://www.detroitk12.org/ Page 86 of 148
Lesson 27
Target
I can quote accurately when explaining what the text says explicitly
and when drawing inferences from the text.
Text,
Materials,
Video Name
● Everyday Mysteries: Can it rain frogs, fish and other objects?
● Lesson Note-Catcher, Pencil
● ELA_G5_W6_L27
Read
With a family member, caregiver, or friend, read Everyday Mysteries:
Can it rain frogs, fish and other objects?.
Think
● What are the essential questions that we should be able to
answer after the close reading of a text?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What is this article about?
● Where does the action of this article take place?
● When does it occur?
● Who is involved?
● Why are we investigating this topic?
Write
After closely reading the entire article, respond to the questions on
the Lesson 27 Note-Catcher. Include a direct quote for each.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Practice reading the text with fluency and expression at least two
times.
https://www.detroitk12.org/ Page 87 of 148
Lesson 27 Note-Catcher
Directions: After closely reading the entire article, respond to the questions on the
Lesson 27 Note-Catcher. Include a direct quote for each.
What
(What has been reported,
back to ancient times?)
Where
(Where do tornadic
waterspouts travel?)
When
(When is a waterspout
considered a mature
storm?)
Who
(Who reported fish falling
from the sky?)
Why
(Why don’t all scientists
agree about reports of
raining animals?)
What
(What is an updraft?)
https://www.detroitk12.org/ Page 88 of 148
Lesson 28
Target
I can use a text to answer questions.
Text,
Materials,
Video Name
● Everyday Mysteries: Can it rain frogs, fish and other objects?
● Lesson Quiz, Pencil
● ELA_G5_W6_L28
Read
With a family member, caregiver, or friend, read Everyday Mysteries:
Can it rain frogs, fish and other objects?.
Think
Remember the work that you have done this week:
● You have found the main ideas of this article.
● You have found the meaning of words and phrases in the text.
● You have quoted accurately from the text.
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What are the main ideas of this article?
● What were some of the important supporting details?
Write
Use the article to answer the questions on the Lesson 28 Quiz.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text. Look at how
many more words you read in one minute! Celebrate your reading
fluency with a parent, care giver or friend!
https://www.detroitk12.org/ Page 89 of 148
Lesson 28 Quiz
Directions: Use the article to answer the questions on the Lesson 28 Quiz
1. Which two of the following are MAIN ideas of the article?
1. Scientists do not agree about reports of animal rainfalls.
2. Very few people have ever seen an animal rainfall.
3. Animal rainfalls are most likely caused by some kinds of strong winds. 4. People
who live in cities may falsely report animal rainfalls.
(A)1 and 2
(B)1 and 3
(C)2 and 4
(D)3 and 4
2. Which sentence from the article would be MOST important to include in a summary
of the article?
(A) Many scientists think that something called tornadic waterspouts might be
the cause of animal rainfalls.
(B) They are not as strong as land-based tornadoes, which can reach up to 310
miles per hour.
(C) People who live in cities tend to underestimate the number of animals that
live around them.
(D) In February 2010, people in a small town in Australia saw hundreds of fish fall
from the sky.
https://www.detroitk12.org/ Page 90 of 148
3. Read the paragraph from the section "Scientists Spell It Out."
Like a tornado, a waterspout has a central vortex and a rotating funnel of wind. The
vortex is strong enough to "suck up" small objects like a vacuum. Later, these objects
fall like rain.
Which word from the paragraph helps the reader understand what a "vortex" does?
(A) central
(B) objects
(C) vacuum
(D) rain
4. Read the sentence from the section "Animals That Go Up, Must Come Down."
Instead, storms drove small animals out of their homes.
Which of the following words could BEST replace the word "drove" without changing
the meaning of the sentence above?
(A) helped
(B) forced
(C) allowed
(D) supported
https://www.detroitk12.org/ Page 91 of 148
Lesson 29
Target
I can determine two or more main ideas of a text and explain how
they are supported by key details.
Text,
Materials,
Video Name
● Everyday Mysteries: Can it rain frogs, fish and other objects?
● Lesson Writing Activity, Pencil
● ELA_G5_W6_L29
Read
With a family member, caregiver, or friend, read Everyday
Mysteries: Can it rain frogs, fish and other objects?.
Think
Think about what the central idea is and key details that backup
the central idea.
● What is the central idea of this article?
● What are key details that support the central idea?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What is the central idea of this article?
● What are key details that support the central idea?
Write
Using the Lesson 29 Writing Activity, write a short paragraph that
explains the central idea of the article. Use at least two details from
the article to support your response. When you are finished with
your writing, read it to a family member, caregiver, or friend.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Show off your reading fluency! Read the passage aloud one last
time to a parent, caregiver or friend.
https://www.detroitk12.org/ Page 92 of 148
Lesson 29 Writing Activity
Directions: Write a short paragraph that explains the central idea of the article. Use at
least two details from the article to support your response. When you are finished with
your writing, read it to a family member, caregiver, or friend.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
https://www.detroitk12.org/ Page 93 of 148
Grade 5 ELA/Reading
WEEKLY DISTANCE LEARNING STUDENT SCHEDULE
Week of 5/26/20 to 5/29/20
Directions:
Read the directions for each lesson, watch the video and
complete the lesson activity.
Guiding Questions:
How do natural disasters affect the people and places that
experience them?
How can we prepare for a natural disaster?
Materials Needed:
Text, Lessons and Note-Catchers, Pencil
Watch
Read
Do
Day 1
ELA_G5_W7_L30
Emergency crews
get ready in case
huge earthquake
hits U.S. Northwest
Note-catcher
Day 2
ELA_G5_W7_L31
Emergency crews
get ready in case
huge earthquake
hits U.S. Northwest
Note-catcher
Day 3
ELA_G5_W7_L32
Emergency crews
get ready in case
huge earthquake
hits U.S. Northwest
Note-catcher
Day 4
ELA_G5_W7_L33
Emergency crews
get ready in case
huge earthquake
hits U.S. Northwest
Quiz
www.detroitk12.org/youtube
Daily 3-5 Videos
https://www.detroitk12.org/ Page 94 of 148
Emergency crews get ready in case huge
earthquake hits U.S. Northwest
By Associated Press, adapted by Newsela staff on 01.28.16 Word Count 652
Level 850L
U.S. Air Force personnel exit and unload a C-17 at Joint Base Lewis-McChord in Washington state on June 18, 2015,
as part of Exercise Evergreen Tremor, a rehearsal of the emergency management and military response in the
event of a catastrophic Cascadia Subduction Zone earthquake. 2nd Lt. Hans Zeiger/Washington State Army
National Guard via AP
PORTLAND, Ore. — Military helicopters ferry search and rescue teams over the Pacific
Northwest. Below lies disaster from a giant earthquake that could strike at any time.
Tidal waves called tsunamis cover cities on the coast. Buildings, bridges and roads are
in ruins. Fires burn out of control. Survivors stand on rooftops, cling to floating debris or
are trapped inside wrecked buildings.
Scientists are worried about the possibility of scenes like these. They say a great crack
in a 650- mile-long offshore fault could open. It goes from Northern California to
Canada. No one knows if or when it will happen. However, scientists say it might.
Emergency officials are busy preparing for the worst.
https://www.detroitk12.org/ Page 95 of 148
The "Big One" Could Happen
Federal, state and military agencies are working together for when the "Big One"
happens. More than 14,000 people could die and those injured could reach 30,000.
Thousands would be left homeless. Businesses and jobs could be lost for years.
The planners would use civilian and military people and equipment to respond to the
greatest natural disaster that has occurred in the U.S.
"The response will be greater than that for Hurricane Katrina or Super Storm Sandy,"
said Lt. Col. Clayton Braun of the Washington State Army National Guard.
Since 2013, Braun has led a team working on a military response plan for Washington
state. The plan would use all government agencies.
Thousands Of Helpers Would Be Needed
The plan would include cargo planes, helicopters and ships. Thousands of soldiers,
police officers, firefighters, engineers and medical workers would be called in.
Oregon also has a response plan, called the Cascadia Playbook. It's named after the
offshore fault. "That playbook is never more than 100 feet from where I am," said
Andrew Phelps, head of the Oregon Office of Emergency Management. When he
goes out to dinner, he keeps the playbook in his car.
A measured 9.0 earthquake and tsunami destroyed parts of Japan in 2011. The same
thing can happen in the Pacific Northwest. Scientists made an estimate for the next 50
years. They say there is a 10 to 14 percent chance it could hit the Pacific Northwest in
that time. That equals about a 1- in-10 or 1-in-7 chance of happening.
Phelps said that the Japanese quake made everybody start thinking about planning
for
disasters. While it is impossible to fully prepare for an earthquake, planners are making
progress.
The plans call for large cargo planes to land at large airports with workers and supplies.
Smaller airplanes would bring help to smaller airfields near the disaster areas.
Ships Would Move Supplies, People
Helicopters would be used in towns on the coast because roads and bridges would
have been destroyed. Ships would also be needed to bring emergency supplies, help
the injured and move the homeless.
https://www.detroitk12.org/ Page 96 of 148
Emergency hospitals would be set up because those on the coast probably would be
too damaged to use. Hotels, college dorms, and sports arenas would be used as
temporary shelters.
Base camps would be set up for emergency workers from across the country. There
would be centers for supplies such as water, food, tents, blankets and medicine.
Clean water systems and emergency communication would be brought in.
Buildings, Bridges Could Collapse
Seattle, Portland and other cities could face great damage. Older buildings would
collapse. City search and rescue teams would be sent to look for survivors in the ruins
of destroyed buildings.
Engineers would be sent in to begin repairing roads and bridges. People say more
than 1,000 bridges in Oregon and Washington state could be damaged.
Coastal highways like U.S. Route 101 would be closed in some areas. Interstate 5, an
important highway, would have large cracks in the road.
Phelps said he has learned to live with the threat. Still, he said, "it's a little unsettling to
know that in five minutes I might have to grab that playbook and call the governor."
https://www.detroitk12.org/ Page 97 of 148
Lesson 30
Target
I can determine two or more main ideas of a text and explain how
they are supported by key details.
Text,
Materials,
Video Name
● Emergency crews get ready in case huge earthquake hits U.S.
Northwest
● Lesson Note-Catcher, Pencil
● ELA_G5_W7_L30
Read
With a family member, caregiver, or friend, read Emergency crews
get ready in case huge earthquake hits U.S. Northwest.
Think
● What is this article about?
● What did you learn about how people are preparing for an
earthquake and/or tsunami on the west coast?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea(s) is/are the big ideas that the author
wants you to understand and take away from reading a text.
● What do you think the main ideas of the article are?
● What makes you think that?
● What explicit information in the text supports your thinking
about the main ideas? (key details)
Write
Thinking about your conversation, use the Lesson 30 Note-Catcher,
to record your main ideas and key details.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text.
https://www.detroitk12.org/ Page 98 of 148
Lesson 30 Note-Catcher
Directions: Thinking about your conversation, record your main ideas and key details.
Main Ideas of Emergency crews get ready in case huge earthquake hits U.S.
Northwest
Main Idea #1
Key Details
Key Details
Main Idea #2
Key Details
Key Details
https://www.detroitk12.org/ Page 99 of 148
Lesson 31
Target
I can determine the meaning of general and domain specific words
and phrases as they pertain to the article Emergency crews get
ready in case huge earthquake hits U.S. Northwest.
Text,
Materials,
Video Name
● Emergency crews get ready in case huge earthquake hits U.S.
Northwest
● Lesson Note-Catcher, Pencil
● ELA_G5_W7_L31
Read
With a family member, caregiver, or friend, read Emergency crews
get ready in case huge earthquake hits U.S. Northwest.
Think
● What is this article mainly about?
● How do the different sections support the main ideas of this
article?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea is the big idea that the author wants
you to understand and take away from reading a text.
● What are natural disasters?
● What is a tsunami?
Write
On the Note-Catcher, record the meaning of the word “tsunami”.
Write the gist for the first 2 sections of the text, as well as any
unfamiliar vocabulary and their meaning.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Ask an adult to read the text to you and follow along. Then, practice
reading the text at least two times on your own.
https://www.detroitk12.org/ Page 100 of 148
Lesson 31 Note-Catcher
Directions: Read the article, Emergency crews get ready in case huge earthquake hits
U.S. Northwest Record the gist and unfamiliar vocabulary, completing the graphic
organizer below.
Text
Gist
(What is it mostly
about?)
Unfamiliar
Vocabulary
Meaning
(use a dictionary if
you need to)
1st Section:
“Emergency
crews get ready
in case huge
earthquake hits
U.S. Northwest”
Section:
“The "Big One"
Could Happen”
https://www.detroitk12.org/ Page 101 of 148
Lesson 32
Target
I can quote accurately when explaining what the text says explicitly
and when drawing inferences from the text.
Text,
Materials,
Video Name
● Emergency crews get ready in case huge earthquake hits U.S.
Northwest
● Lesson Note-Catcher, Pencil
● ELA_G5_W7_L32
Read
With a family member, caregiver, or friend, read Emergency crews
get ready in case huge earthquake hits U.S. Northwest.
Think
● What is each section about?
● How do these sections support the main ideas of the article?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main ideas are the big ideas that the author
wants you to understand and take away from reading a text.
● Discuss why tsunamis could be so dangerous.
● Discuss why scientists are worried.
● Discuss Oregon's response plan and how people are
preparing for “The Big One”.
Write
After closely reading the entire article, write about each section in
the Lesson 32 note catcher, quoting from the text to answer the
questions.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Practice reading the text with fluency and expression at least two
times.
https://www.detroitk12.org/ Page 102 of 148
Lesson 32 Note-Catcher
Directions: Complete each section of the Note-Catcher, quoting from the text to
answer each question.
Why
(Why are scientists
worried?)
What
(What are cargo planes
and what is their role in the
emergency plan?)
How
(How are people
preparing for a possible
earthquake or tsunami?)
Where
(Where would people stay
that needed emergency
shelter?)
Who
(Who is likely to be most
affected by an
earthquake in the Pacific
Ocean?)
What
(What does unsettling
mean?)
https://www.detroitk12.org/ Page 103 of 148
Lesson 33
Target
I can use a text to answer questions.
Text,
Materials,
Video Name
● Emergency crews get ready in case huge earthquake hits
U.S. Northwest
● Lesson Quiz, Pencil
● ELA_G5_W7_L33
Read
With a family member, caregiver, or friend, read Emergency crews
get ready in case huge earthquake hits U.S. Northwest.
Think
Remember the work that you have done this week:
● You have found the main ideas of this article.
● You have found the meaning of words and phrases in the
text.
● You have quoted accurately from the text, when writing
about what the text says.
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What are the main ideas of this article?
● What are the main ideas of the sections that you reread?
● What were some of the important supporting details?
Write
Use the article to answer the questions on the Lesson 33 Quiz.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text. Look at how
many more words you read in one minute! Celebrate your reading
fluency with a parent, care giver or friend!
https://www.detroitk12.org/ Page 104 of 148
Lesson 33 Quiz
Directions: Use the article to answer the questions on the Lesson 33 Quiz
1.) Read the quote from the article.
Still, he said, "it's a little unsettling to know that in five minutes I might have to
grab that playbook and call the governor."
Which phrase from the article helps you understand the meaning of "unsettling"?
(A) civilian and military
(B) busy preparing for
(C) scientists are worried
(D) bring emergency supplies
2.) Read the sentence from the article.
Below lies disaster from a giant earthquake that could strike at any time.
How does using the word "strike" affect the tone of the sentence above?
(A) It creates an alarming tone.
(B) It creates a depressing tone.
(C) It creates a hopeful tone.
(D) It creates an upbeat tone.
3.) Select the paragraph from the section "Thousands Of Helpers Would Be
Needed" that uses cause and effect in its structure. Circle the paragraph in your
text.
4.) Read the paragraphs from the section "The Big One Could Happen."
Federal, state and military agencies are working together for when the "Big One"
happens. More than 14,000 people could die and those injured could reach
30,000. Thousands would be left homeless. Businesses and jobs could be lost for
years. The planners would use civilian and military people and equipment to
respond to the greatest natural disaster that has occurred in the U.S.
Which answer choice BEST describes the overall structure of the two
paragraphs?
(A) compare and contrast
(B) sequence
(C) description
(D) problem and solution
https://www.detroitk12.org/ Page 105 of 148
Grade 5 ELA/Reading
WEEKLY DISTANCE LEARNING STUDENT SCHEDULE
Week of 6/01/20 to 6/05/20
Directions:
Read the directions for each lesson, watch the video and
complete the lesson activity.
Guiding Questions:
How do natural disasters affect the people and places that
experience them?
How can we prepare for a natural disaster?
Materials Needed:
Text, Lessons and Note-Catchers, Pencil
Watch
Read
Do
Day 1
ELA_G5_W8_L34
Private boat owners
volunteer time and
vessels to rescue
Harvey victims
Note-catcher
Day 2
ELA_G5_W8_L35
Private boat owners
volunteer time and
vessels to rescue
Harvey victims
Note-catcher
Day 3
ELA_G5_W8_L36
Private boat owners
volunteer time and
vessels to rescue
Harvey victims
Note-catcher
Day 4
ELA_G5_W8_L37
Private boat owners
volunteer time and
vessels to rescue
Harvey victims
Quiz
Day 5
ELA_G5_W_L38
Private boat owners
volunteer time and
vessels to rescue
Harvey victims
Writing Activity
www.detroitk12.org/youtube
Daily 3-5 Videos
https://www.detroitk12.org/ Page 106 of 148
Private boat owners volunteer time and vessels
to rescue Harvey victims
By Rory Carroll, The Guardian, adapted by Newsela staff on 09.05.17 Word Count 723
Level 790L
Volunteers in boats rescue people and their pets from their homes in Houston, Texas. Rising water from Hurricane
Harvey pushed thousands of people to rooftops or higher ground as they had to flee their homes. Photo by: Jabin
Botsford/The Washington Post via Getty Images
John Brown brought his battered 16-foot fishing boat. He piloted it around flooded
streets, looking for strangers to rescue.
Dale Montalban brought his wetsuit. He waded into the churning, murky waters,
helped people into boats, and hauled their bags.
Cassandra Luna brought a life vest that she bought at Walmart — in case someone,
anyone, might need it.
All three were among the many, many volunteers who fanned across flooded areas in
and around Houston, Texas on Monday. They vowed to stay and help all week as
Hurricane Harvey poured more and more rain on the city.
https://www.detroitk12.org/ Page 107 of 148
Historic Floods Draw Volunteers
No one sent the volunteers to Houston. And no one paid them. In order to help people
they had never met, they subjected themselves to pelting rain and dangerous
conditions. Officials had warned that the storm would continue to cause destruction in
the area.
"I think it's beautiful, everybody coming together to do this," said Brown, who is 41 years
old. He is a metalworker.
Brown was surrounded by a grim scene. Flood waters rushed through Woodlands, a
community just north of Houston, stranding hundreds of families in their homes. The
wealthy High Oaks neighborhood was especially badly hit. There, leafy streets and
avenues were turned into waist- high bayous.
Yet Brown had left his own home 30 miles away to offer his boat and expertise to
people in need. He did this even though parts of his own town were flooded.
Plenty Of Help Arrived
https://www.detroitk12.org/ Page 108 of 148
Montalban felt the same urgency. He worked for hours surrounded by rising waters to
deliver families, property and pets to relatively dry land, where vehicles carried them
to safe shelters.
Luna, who is 25 years old, turned up with her offering of an orange life vest. The $9.95
price tag was still on it. "I was imagining there wasn't going to be any help," she said.
"But there are so many people here."
Together, the volunteers demonstrated an important
American ideal: one nation, indivisible, where citizens
look out for each other. Everyone could see a crisis was happening, and everyone
wanted to be a part of the response.
There was unity among the rescuers and rescued, despite their different races,
backgrounds and income groups. And there was remarkable calm.
https://www.detroitk12.org/ Page 109 of 148
Privately Owned Boats Lead Rescue Operation
The storm continued to rage. Across Texas, 20 people died in the storm, and hundreds
of thousands were left without power. Much of the landscape was unrecognizable,
but the rescue operation in High Oaks unfolded with calmness and flashes of humor.
It was all the more amazing because only two of the
seven boats that pulled residents to safety belonged to the fire department. Private
individuals owned and operated the rest.
"The private response has been tremendous," said David Polnick, a lieutenant with the
Woodlands fire department. "I've even had to turn help away because there's been so
much. Everything's going good so far. About a hundred people have come out."
"Why do I do this?" Brown wondered as he directed his boat past a lamppost and
some fallen trees. "Well, why not?" He had picked up more than 50 people by early
afternoon and planned to continue until after dark.
One boat returned with an elderly couple, Dora and Ted Perez. Ted was in a
wheelchair. Another boat came loaded with dogs. A man named Mario Aguirre used
an inflatable pool to transport food and kitchenware through the water.
Claire Torres, who is 29 years old, climbed out of a boat cradling an infant. She was
smiling. "It's all good. We have a place to stay."
https://www.detroitk12.org/ Page 110 of 148
In another boat, a grandmother arrived holding a newborn baby, named Alexia, in a
blanket. "I hear you, pumpkin," she said.
Volunteers worked across the city of Woodlands, offering a helping hand.
A family in a black SUV got stuck in a downpour on a major highway and risked being
swept away. Then they were spotted and pulled out by Nick and Jeremy Hicks,
brothers who own a tow-truck business.
Would they be doing any more rescues? "You bet," Nick said. "It feels good, man."
https://www.detroitk12.org/ Page 111 of 148
Lesson 34
Target
I can determine two or more main ideas of a text and explain how
they are supported by key details.
Text,
Materials,
Video Name
● Private boat owners volunteer time and vessels to rescue
Harvey victims
● Lesson Note-Catcher, Pencil
● ELA_G5_W8_L34
Read
With a family member, caregiver, or friend, read Private boat owners
volunteer time and vessels to rescue Harvey victims.
Think
● What is this article about?
● What did you learn about volunteers and their role in
hurricane relief?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea is the big ideas that the author wants
you to understand and take away from reading a text. Key details
support the main ideas.
● What do you think the main ideas of the article are?
● What makes you think that?
● What explicit information in the text supports your thinking
about the main ideas? (key details)
Write
Using the Lesson 34 Note-Catcher, record the main ideas and key
details.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text.
https://www.detroitk12.org/ Page 112 of 148
Lesson 34 Note-Catcher
Directions: Thinking about your conversation, use the Lesson 34 Note-Catcher to
record your main ideas and key details.
Main Ideas of Private boat owners volunteer time and vessels to rescue Harvey
victims
Main Idea #1
Key Details
Main Idea #2
Key Details
Additional Notes and Vocabulary from the article:
_________________________________________________________________________________________
https://www.detroitk12.org/ Page 113 of 148
Lesson 35
Target
I can determine the meaning of general and domain specific words phrases
as they pertain to the text.
Text,
Materials,
Video Name
● Private boat owners volunteer time and vessels to rescue Harvey victims
● Lesson Note-Catcher, Pencil
● ELA_G5_W8_L35
Read
With a family member, caregiver, or friend, read Private boat owners
volunteer time and vessels to rescue Harvey victims.
Think
There’s some challenging vocabulary in this article. To determine the main
idea and supporting details, it’s important to understand the text. Remember
that close readers use strategies to figure out the meaning of words they
don’t know:
● context: read the sentences around the word
● look at the affixes for clues (example: disapprove)
● look at the root of the word for clues (example: disapprove)
● use a dictionary
Think about the two challenge words that you noticed from the text. What
might their definitions be? Think of some synonyms for your words. Remember
that synonyms are words that mean the same thing.
Talk
With your family member, caregiver, or friend, talk about the following
questions:
● What are the definitions of the words you picked out?
● What are some synonyms of the words you picked out?
● What strategy did you use to figure out the meaning of your words?
Write
Using the Lesson 35 note-catcher, research your two words and record a
definition in your own words, some synonyms, what strategy you used to
determine the definition, and a quick sketch.
Closing
● Share your writing with someone and tell why you chose to draw or
write what you did.
● After you complete your assignment remember to read a book with a
family member, caregiver, or friend for 20 minutes.
Fluency
Ask an adult to read the text to you and follow along. Then, practice reading
the text at least two times on your own.
https://www.detroitk12.org/ Page 114 of 148
Lesson 35 Note-Catcher
Directions: For each word, record the definition in your own words. Include synonyms,
what strategy you used to determine the definition, and a quick sketch.
Word #1:
Definition in your own words
Synonyms
(words that mean the same)
Strategy
(context, affixes, root, dictionary)
Sketch
Word #2:
Definition in your own words
Synonyms
(words that mean the same)
Strategy
(context, affixes, root, dictionary)
Sketch
https://www.detroitk12.org/ Page 115 of 148
Lesson 36
Target
I can quote accurately when explaining what the text says explicitly
and when drawing inferences from the text.
Text,
Materials,
Video Name
● Private boat owners volunteer time and vessels to rescue
Harvey victims
● Lesson Note-Catcher, Pencil
● ELA_G5_W8_L36
Read
With a family member, caregiver, or friend, read Private boat owners
volunteer time and vessels to rescue Harvey victims.
Think
● What are the essential questions that we should be able to
answer after the close reading of a text?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What is this article about?
● Where does the action of this article take place?
● When does it occur?
● Who is involved?
● Why are we investigating this topic?
Write
After closely reading the entire article, respond to the questions on
the Lesson 36 Note-Catcher. Include a direct quote for each.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Practice reading the text with fluency and expression at least two
times.
https://www.detroitk12.org/ Page 116 of 148
Lesson 36 Note-Catcher
Directions: After closely reading the entire article, respond to the questions on the
Lesson 36 Note-Catcher. Include a direct quote for each.
What
(What are some of the
statistics (numbers) about
Hurricane Harvey?)
Where
(Where did 51.88 inches of
rain fall in 4 days?)
What
(What does stranding
mean?)
What
(color on the map shows
more than 30 inches of
rainfall?)
How
(How was Claire Johnson’s
attitude?)
Who
(Who rescued a family
stuck in an SUV on the
highway?)
https://www.detroitk12.org/ Page 117 of 148
Lesson 37
Target
I can use a text to answer questions.
Text,
Materials,
Video Name
● Private boat owners volunteer time and vessels to rescue
Harvey victims
● Lesson Quiz, Pencil
● ELA_G5_W8_L37
Read
With a family member, caregiver, or friend, read Private boat owners
volunteer time and vessels to rescue Harvey victims.
Think
Remember the work that you have done this week:
● You have found the main ideas of this article.
● You have found the meaning of words and phrases in the text.
● You have quoted accurately from the text.
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What are the main ideas of this article?
● What were some of the important supporting details?
Write
Use the article to answer the questions on the Lesson 37 Quiz.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text. Look at how
many more words you read in one minute! Celebrate your reading
fluency with a parent, care giver or friend!
https://www.detroitk12.org/ Page 118 of 148
Lesson 37 Quiz
Directions: Use the article to answer the questions on the Lesson 37 Quiz
1. Which detail MOST clearly shows that volunteers were putting their lives at risk to
help others?
(A) All three were among the many, many volunteers who fanned across
flooded areas in and around Houston, Texas on Monday.
(B) Officials had warned that the storm would continue to cause destruction in
the area.
(C) Across Texas, 20 people died in the storm, and hundreds of thousands were
left without power.
(D) A man named Mario Aguirre used an inflatable pool to transport food and
kitchenware through the water.
2. Read the selection from the section “Plenty Of Help Arrived.”
Together, the volunteers demonstrated an important American ideal: one nation,
indivisible, where citizens look out for each other. Everyone could see a crisis was
happening, and everyone wanted to be a part of the response.
Which of the following is the MOST accurate explanation of this paragraph?
(A) People who do not volunteer to help others are not being good citizens.
(B) Too many people wanted to volunteer, and officials had to turn some away.
(C) Volunteering is something that people in the United States do not do too
often.
(D) The volunteers in Houston are showing what it means to be a true citizen.
https://www.detroitk12.org/ Page 119 of 148
3. How did John Brown become involved with helping people in Woodlands, Texas?
(A) He was asked by officials to bring his fishing boat to rescue people.
(B) He has rescued people with his boat before in other big hurricanes.
(C) He thought using his boat to rescue people was the right thing to do.
(D) He lived in a town that was flooded and didn’t have anywhere to go.
4. Read the selection from the article.
It was all the more amazing because only two of the seven boats that pulled residents
to safety belonged to the fire department. Private individuals owned and operated
the rest.
Why did the author include this selection?
(A) to highlight the important work firefighters do in dangerous weather
situations
(B) to provide information to readers on how they can help those affected by
the hurricane
(C) to show why readers should own boats if they live near cities that get lots of
flooding
(D) to illustrate how volunteers played a huge role in rescuing people from the
flooding
https://www.detroitk12.org/ Page 120 of 148
Lesson 38
Target
I can determine two or more main ideas of a text and explain how
they are supported by key details.
Text,
Materials,
Video Name
● Private boat owners volunteer time and vessels to rescue
Harvey victims
● Lesson Writing Activity, Pencil
● ELA_G5_W8_L38
Read
With a family member, caregiver, or friend, read Private boat owners
volunteer time and vessels to rescue Harvey victims
Think
Think about what the central idea is and key details that backup the
central idea.
● What is the central idea of this article?
● What are key details that support the central idea?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What is the central idea of this article?
● What are key details that support the central idea?
Write
Using the Lesson 38 Writing Activity, write a short paragraph that
explains the central idea of the article. Use at least two details from
the article to support your response. When you are finished with your
writing, read it to a family member, caregiver, or friend.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Show off your reading fluency! Read the passage aloud one last
time to a parent, caregiver or friend.
https://www.detroitk12.org/ Page 121 of 148
Lesson 38 Writing Activity
Directions: Write a short paragraph that explains the central idea of the article. Use at
least two details from the article to support your response. When you are finished with
your writing, read it to a family member, caregiver, or friend.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
https://www.detroitk12.org/ Page 122 of 148
Grade 5 ELA/Reading
WEEKLY DISTANCE LEARNING STUDENT SCHEDULE
Week of 6/08/20 to 6/12/20
Directions:
Read the directions for each lesson, watch the video and
complete the lesson activity.
Guiding Questions:
How do natural disasters affect the people and places that
experience them?
How can we prepare for a natural disaster?
Materials Needed:
Text, Lessons and Note-Catchers, Pencil
Watch
Read
Do
Day 1
ELA_G5_W9_L39
Not just adults: Kids
can help during
natural disasters
Note-catcher
Day 2
ELA_G5_W9_L40
Not just adults: Kids
can help during
natural disasters
Note-catcher
Day 3
ELA_G5_W9_L41
Not just adults: Kids
can help during
natural disasters
Note-catcher
Day 4
ELA_G5_W9_L42
Not just adults: Kids
can help during
natural disasters
Quiz
Day 5
ELA_G5_W9_L43
Not just adults: Kids
can help during
natural disasters
Writing Activity
www.detroitk12.org/youtube
Daily 3-5 Videos
https://www.detroitk12.org/ Page 123 of 148
Not just adults: Kids can help during natural
disasters
Children from families forced from their homes due to flooding from Hurricane Harvey play with donated toys at the
NRG Center in Houston, Texas, August 31, 2017. Photo from: Getty
By Washington Post, adapted by Newsela staff on 09.15.17 Word Count 491
Level 780L
Photos showing the damage done by Hurricane Harvey saddened 11-year-old
Arianna Cope. She is a sixth-grader in Fairfax, Virginia. Seeing the devastation in
Houston, Texas, made her want to help. So she asked if her school could adopt a
school in Houston and help replace its students' supplies.
"We often discuss the concept of 'greater good,'" says Arianna's mom, Anastasia
Cope. "If you help even one person, then it is worthwhile."
It's natural to want to help people who are suffering. Sometimes, however, it can be
hard to figure out how, especially when you are a kid. Adults often think that children
are too young to get involved, but that isn't true. Here are some ways that you can
serve others both near and far from home.
https://www.detroitk12.org/ Page 124 of 148
Find Someone Who Needs Help
Practice small acts of kindness. A natural disaster isn't the only time kids can make a
difference. Look around and you'll likely find someone in your life who needs a helping
hand. Sit by a new classmate at lunch, or take out the garbage for an elderly
neighbor. Encourage friends and family members to do the same.
Compassion can take on many forms. In Houston, two boys helped sort and fold
clothes donated to flood victims. One of the boys even cleared a path through mud
to a home damaged by the flood. Because of his effort, repair people could get in
and out of the house safely.
Redirect your compassion. Don't give up on helping just because your first idea is not
doable. For example, you might want to travel to Houston to help cleanup efforts. That
probably is not possible. Instead, maybe think of what you would need or miss most if
you were affected by the hurricane. With your parents' help, look for a well-known
charity fulfilling that need. Support the group by collecting items that it can deliver to
people affected by the storm.
Look In Your Own Backyard
Raise money. Donate part of your allowance to disaster relief. Earn extra money by
running a lemonade stand, walking your dog or doing other chores. Your parents can
help you find a charity that will use your donation wisely.
https://www.detroitk12.org/ Page 125 of 148
Kids can help raise money for people in need by starting a lemonade stand. Photo: Flickr.
Look in your own backyard. Communities hit by Harvey and other disasters definitely
need aid. Places nearby do, too. Find out what touches your heart, then connect with
an area charity. Donate toys to a shelter, or organize a supply drive for an animal
rescue.
Send a personal message. Handmade cards and letters can lift a person's spirits in
difficult times. Area hospitals and nursing homes are two good places to bring them.
Firefighters and other emergency service workers will appreciate them, too. If you
belong to a scout group, send cards to fellow members in an affected area. It is sure
to put a smile on their faces.
https://www.detroitk12.org/ Page 126 of 148
Lesson 39
Target
I can determine two or more main ideas of a text and explain how
they are supported by key details.
Text,
Materials,
Video Name
● Not just adults: Kids can help during natural disasters
● Lesson Note-Catcher, Pencil
● ELA_G5_W7_L39
Read
With a family member, caregiver, or friend, read Not just adults: Kids
can help during natural disasters
Think
● What is this article about?
● What did you learn about how kids can help during natural
disasters?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea(s) is/are the big ideas that the author
wants you to understand and take away from reading a text.
● What do you think the main ideas of the article are?
● What makes you think that?
● What explicit information in the text supports your thinking
about the main ideas? (key details)
Write
Thinking about your conversation, use the Lesson 39 Note-Catcher,
to record your main ideas and key details.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text.
https://www.detroitk12.org/ Page 128 of 148
Lesson 40
Target
I can determine the meaning of general and domain specific words
and phrases as they pertain to the article Not just adults: Kids can
help during natural disasters.
Text,
Materials,
Video Name
● Not just adults: Kids can help during natural disasters
● Lesson Note-Catcher, Pencil
● ELA_G5_W7_L40
Read
With a family member, caregiver, or friend, read the first 2 sections
of, Not just adults: Kids can help during natural disasters.
Think
● What are these two sections mainly about?
● How do the different sections support the main ideas of this
article?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
Remember that the main idea is the big idea that the author wants
you to understand and take away from reading a text.
● How can kids help during a natural disaster?
● What does it mean to have compassion?
Write
On the Note-Catcher, record the meaning of the word
“compassion”. Write the gist for the first 2 sections of the text, as well
as any unfamiliar vocabulary and their meaning.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Ask an adult to read the text to you and follow along. Then, practice
reading the text at least two times on your own.
https://www.detroitk12.org/ Page 129 of 148
Lesson 40 Note-Catcher
Directions: Read the article, Not just adults: Kids can help during natural disasters
Record the gist and unfamiliar vocabulary, completing the graphic organizer below.
Text
Gist
(What is it mostly
about?)
Unfamiliar
Vocabulary
Meaning
(use a dictionary if
you need to)
1st Section:
“Not just adults:
Kids can help
during natural
disasters”
2nd Section:
“Find Someone
Who Needs
Help”
https://www.detroitk12.org/ Page 130 of 148
Lesson 41
Target
I can quote accurately when explaining what the text says explicitly and
when drawing inferences from the text.
Text,
Materials,
Video Name
● Not just adults: Kids can help during natural disasters
● Lesson Note-Catcher, Pencil
● ELA_G5_W7_L41
Read
With a family member, caregiver, or friend, read Not just adults: Kids can
help during natural disasters.
Think
Remember an issue is a problem for discussion and impact is having a
strong effect on something or someone. Use the article, to think about the
questions below. Remember to look back in the text when thinking about
your answers.
● What is the issue people are facing due to flooding from Hurricane
Harvey?
● How does the problem affect people?
● What is a way to solve the issue?
● Why is it important to solve the problem?
Talk
With your family member, caregiver, or friend, talk about the following
questions and where in the text you found your answers using the first
paragraph and “Water Filters Will Make Water Safer” section:
● What is the issue people are facing due to flooding from Hurricane
Harvey?
● How does the problem affect people?
● What is a way to solve the issue?
● Why is it important to solve the problem?
Write
Using the Lesson 41 Note-Catcher, use the text to answer the questions.
Closing
● Share your writing with someone and tell why you chose to write
what you did.
● After you complete your assignment remember to read a book with
a family member, caregiver, or friend for 20 minutes.
Fluency
Practice reading the text with fluency and expression at least two times.
https://www.detroitk12.org/ Page 131 of 148
Lesson 41 Note-Catcher
Directions: Use the article, Not just adults: Kids can help during natural disasters to
answer the questions.
Issue
Impact
What is the issue people are facing due
to flooding from Hurricane Harvey?
The issues are:
How does the problem affect people?
It affects people by:
Action
Call to Action
What is a way to solve it?
A way to solve the issue is:
Why is it important to solve the problem?
It is important to solve the problem
because:
https://www.detroitk12.org/ Page 132 of 148
Lesson 42
Target
I can use a text to answer questions.
Text,
Materials,
Video Name
● Not just adults: Kids can help during natural disasters
● Lesson Quiz, Pencil
● ELA_G5_W7_L42
Read
With a family member, caregiver, or friend, read Not just adults: Kids
can help during natural disasters
Think
Remember the work that you have done this week:
● You have found the main ideas of this article.
● You have found the meaning of words and phrases in the text.
● You have quoted accurately from the text, when writing
about what the text says.
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What are the main ideas of this article?
● What are the main ideas of the sections that you reread?
● What were some of the important supporting details?
Write
Use the article to answer the questions on the Lesson 42 Quiz.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Use a timer (cell phone time, kitchen timer or have someone count
to 60) and read the passage for one minute. Count the words you
read and write the number at the top of your text. Look at how
many more words you read in one minute! Celebrate your reading
fluency with a parent, care giver or friend!
https://www.detroitk12.org/ Page 133 of 148
Lesson 42 Quiz
Directions: Use the article to answer the questions on the Lesson 42 Quiz
1 Which of the following are two MAIN ideas from the article?
(A) There are lots of ways for kids to help in their communities; kids can help
people in their school who do not have any friends.
(B) Kids have found ways to help people affected by Hurricane Harvey; Arianna
Cope collected school supplies.
(C) Kids can help others in their communities; kids have found many different
ways to help hurricane victims.
(D) Arianna Cope started collecting school supplies for kids in Houston; kids can
help others in their communities.
2 How does the information in the section "Look In Your Own Backyard" support the
MAIN idea of the article?
(A)It gives examples of ways kids can help others.
(B) It tells ways kids have helped their communities.
(C)It explains how to donate money to a charity.
(D)It shows why gifts like cards are good donations.3
3. What effect did Hurricane Harvey have on Arianna Cope?
(A) She became upset that people had to leave their homes
(B) She decided to collect clothes for people who lost their homes.
(C) She has a lemonade stand to buy school supplies.
(D) She wanted to help people who lost their belongings.
https://www.detroitk12.org/ Page 134 of 148
4 According to the section "Find Someone Who Needs Help," how can kids help
others?
(A) Kids can send money to people who need help.
(B) Kids can go to Houston to help with hurricane cleanup.
(C) Kids can do kind things for people they already know.
(D) Kids can collect clothes and send them to Houston.
https://www.detroitk12.org/ Page 135 of 148
Lesson 43
Target
I can report on a topic with appropriate facts and details, speaking
clearly at an understandable pace.
Text,
Materials,
Video Name
● Not just adults: Kids can help during natural disasters
● Lesson Writing Activity, Pencil
● ELA_G5_W9_L43
Read
With a family member, caregiver, or friend, read Not just adults: Kids
can help during natural disasters.
Think
Think about what the main idea is and key details that backup the
main idea.
● What is the main idea of this article?
● What are key details that support the main idea?
● What are possible solutions to these problems?
Talk
With your family member, caregiver, or friend, talk about the
following questions:
● What is the main idea of this article?
● What are key details that support the main idea?
● What are possible solutions to these problems?
Write
Using the Lesson 43 Writing Activity, write a short paragraph using the
main idea and supporting details from the text to explain the
biggest issue in the article and possible solutions. Use at least two
details from the article to support your response. When you are
finished with your writing, read it to a family member, caregiver, or
friend.
Closing
● Share your writing with someone and tell why you chose to
draw or write what you did.
● After you complete your assignment remember to read a
book with a family member, caregiver, or friend for 20
minutes.
Fluency
Show off your reading fluency! Read the passage aloud one last
time to a parent, caregiver or friend.
https://www.detroitk12.org/ Page 136 of 148
Lesson 43 Writing Activity
Directions: Write a short paragraph using the main idea and supporting details from
the text to explain the biggest issue in the article and possible solutions. Use at least to
details from the article to support your response. When you are finished, practice
reading your sentences out loud to a family member, caregiver, or friend. Remember
to speak clearly and fluently!
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
https://www.detroitk12.org/ Page 137 of 148
Grade 5 ELA/Reading
WEEKLY DISTANCE LEARNING STUDENT SCHEDULE
Week of 6/15/20 to 6/19/20
Directions:
Read the directions for each lesson, watch the video and complete the
lesson activity.
Guiding Questions:
How do natural disasters affect the people and places that experience
them?
How can we prepare for a natural disaster?
Materials Needed:
Text, Lessons and Note-Catchers, Pencil
Watch
Read
Do
Day 1
ELA_G5_W10_L44
Selected Article
Note-catcher
Day 2
ELA_G5_W10_L45
Selected Article
Note-catcher
Day 3
ELA_G5_W10_L46
Selected Article
Note-catcher
Day 4
ELA_G5_W10_L47
Selected Article
Note-catcher
Day 5
ELA_G5_W10_L48
Selected Article
Presentation
www.detroitk12.org/youtube
https://www.detroitk12.org/ Page 138 of 148
Lesson 44
Target
I can use a text to answer questions.
Text,
Materials,
Video Name
● Water on Earth, Lesson 1
● Shrinking Freshwater Resources, Lesson 5
● Facing Pressure, More Schools Scramble to Get Lead Out of Water,
Lesson 10
● No More Plastic: Restaurants Shift to paper Straws, Even Twizzlers,
Lesson 15
● Earth’s Systems: Natural Resources, Lesson 20
● PRO/CON: Should We Stop Recycling Our Trash?, Lesson 25
● Many Animals Are in Danger of Extinction, But Kids Can Help, Lesson
30
● Millions of Four-Legged Friends Are Homeless, Lesson 34
● Viral Videos of “Cute” Animals Can Have Negative Effects, Lesson
39
● Lesson Note-Catcher, Pencil
● ELA_G3_W10_L44
Read
You have been learning about different issues and ways to take action to
help solve the issues.
For this project you get to take a stand! You will create a Public Service
Announcement about the importance of an issue that you pick and give
evidence for your point of view.
A speech about an important issue is sometimes called a Public Service
Announcement, or PSA for short. A PSA is an announcement and also an
advertisement. You need to sell your idea with information and a viewing
experience that changes the way people feel.
Choose the two articles you found most interesting or enjoyable. You will
use one of these articles to create your PSA.
Today, reread one of the articles you selected.
Think
Think about the issue in the article you just reread and one action people
can take to help solve the issue. This action can be one from the text or
one that you have thought up. Think about why the issue is important and
why people should take the action you picked out.
Review the note-catchers from the week that you read the article you
chose.
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Talk
With your family member, caregiver, or friend, talk about the following
questions:
● What is the issue from the text?
● Why is the issue important?
● What is an action that people can take to help solve the issue?
● Why should people take that action?
Write
Using the Lesson 44 note-catcher, answer the questions using the article
you read today.
Closing
● Tell a family member, caregiver, or friend about your project
[presentation, speech, etc.] and that you will be sharing your
progress and asking for their feedback on your work this week.
● After you complete your assignment remember to read a book with
a family member, caregiver, or friend for 20 minutes.
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Lesson 45
Target
I can identify the argument and specific claims in a text.
Text,
Materials,
Video Name
● Self-selected Focus Texts 2
● Lesson Note-Catcher, Pencil
● ELA_G5_W10_L45
Read
Remember that you are gathering background information that you will
then use to write your Public Service Announcement.
With a family member, caregiver, or friend, reread the second focus article
you selected.
Think
● What is the gist, the basic sense of what this text is about?
● How do you know this?
Talk
With your family member, caregiver, or friend, talk about the following
questions:
● What is the general argument being made in this article?
● What specific claims are made to support that argument?
● Do you agree with this argument? Why or why not?
Write
Using the Lesson 45 note-catcher, write the argument and supporting
claims that you identified from your selected article.
Closing
● Tell a family member, caregiver, or friend about the progress you
have made toward completing your project.
● After you complete your assignment remember to read a book with
a family member, caregiver, or friend for 20 minutes.
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Lesson 46
Target
I can cite text-based evidence to support an analysis of informational
text.
Text, Materials,
Video Name
● Self-selected Focus Texts 1 & 2
● Lesson Note-Catcher, Pencil
● ELA_G5_W10_L46
Read
Now that you have reviewed some background information, it’s time to
frame your PSA message and start collecting supporting evidence.
With a family member, caregiver, or friend, reread your selected articles.
Think
● What is important for everyone to know about these articles?
● Who needs to hear this message?
● What types of claims and evidence will help convince them of
what you are saying?
Talk
With a family member, caregiver, or friend, talk about the following
questions:
● What pieces of evidence does the author introduce in each of
these articles?
● What pieces of evidence will best support your PSA message?
Write
Using the Lesson 46 Note-Catcher, draft your PSA message. Select
evidence from each of your articles that support your message.
Closing
● Share your work with someone and tell why you chose to draw or
write what you did.
● After you complete your assignment remember to read a book
with a family member, caregiver, or friend for 20 minutes.
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Lesson 47
Target
I can produce clear and coherent writing that is appropriate to task,
purpose, and audience.
Text,
Materials,
Video Name
● Self-selected Focus Texts 1 & 2
● Lesson Quiz, Pencil
● ELA_G5_W10_L47
Read
Today, you will be outlining your Public Service Announcement. You will be
finalizing your message and organizing your selected claims and
supporting evidence.
With a family member, caregiver, or friend, reread your selected articles.
Think
Remember your PSA message. As you are rereading your articles, consider
what claims and evidence best support your thinking.
Talk
With your family member, caregiver, or friend, talk about the following
questions:
● What claims will you use from the articles for your PSA?
● What supporting evidence will you use?
● How will you organize them?
● Why will these be effective in motivating your audience.
Write
Using the Lesson 47 Note-Catcher, outline your PSA message by
completing each box.
Closing
After you complete your assignment remember to read a book with a
family member, caregiver, or friend for 20 minutes.
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Lesson 48
Target
I can produce clear and coherent writing that is appropriate to task,
purpose, and audience.
Text,
Materials,
Video Name
● Self-selected Focus Texts 1 & 2
● Lesson Note-Catcher, Pencil
● ELA_G5_W10_L48
Read
Today, you will be completing and presenting your PSA.
With a family member, caregiver, or friend, reread your selected articles.
Think
Review your outline.
● Is your message important to your audience?
● Do you have enough supporting evidence?
Talk
Share your PSA with a family member, caregiver, or friend.
● Are they convinced of your argument?
● If not, what would help change their mind?
Write
Time to write your final draft PSA. Make sure that you write in complete
sentences, and include everything from your outline. When you are
finished, present if for your family member, caregiver, or friend. If you are
able to, record your announcement with a cell phone.
Closing
● Find a family member, friend, or caregiver. Tell them you would like
to present what you have learned about [insert topic] over the past
several weeks.
● Present your work and be proud of what you have accomplished!
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Lesson 48 Presentation
Directions: Time to write your final draft PSA. Make sure that you write in complete sentences,
and include everything from your outline. When you are finished, present if for your family
member, caregiver, or friend. If you are able to, record your announcement with a cell phone.
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