Class: 5th grade Jessy Subject: English Time:

40 min per day

Section Unit 3 week 3 Date: January 13-17
Skills: language proficiency, students should contribute to discussions by using short phrases,
asking questions, and adding relevant details
Objective: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Use verb tense to convey various times, sequences, states, and conditions.
Use contractions and apostrophes correctly.
Education field: Contents:
Language We can identify and use main and helping verbs.
Learning achievement: We can identify and use complex sentences.
School resources:
E-book, projector, student’s notebook and book
MONDAY
Read the spelling words aloud, drawing out the vowel sound in each syllable.
Point out the two vowels that make one vowel sound in footprint and in coastal. Draw a line
under these vowels as you say the sounds. Explain that in a vowel team syllable, two vowels
work together to make one vowel sound.
Demonstrate sorting the spelling words by pattern under the key words entertain, applause,
and southern. Sort a few words. Point out the vowel team syllable in each word as it is sorted.
Use the Dictation Sentences from Lesson 5 to give the pretest. Say the underlined word, read
the sentence, and repeat the word. Have students write the words.
See Practice Book page 150 for a pretest.
TUESDAY
Introduce Participles and Perfect Tenses
 The present progressive tense takes a form of the verb be and a present
participle. I am walking.
 Past participles for regular verbs take the same form as the past
tense: trapped. Irregular verbs have irregular past participles: swum, caught. I have
swum for three years. When you use the irregular verb swum, you must also use has,
have, or had.
 The three perfect tenses (present, past, future) show a completed action. I have
walked. I had walked. I will have walked.
 The three perfect progressive tenses (present, past, future) show an action that
started in the past and continued. We have been working hard. We had been
working hard. We will have been working hard.
See Practice Book page 146.
WEDNESDAY
Have students copy the definitions below into their writer’s notebook. Say the definitions aloud.
Ask students to write the spelling word that matches each definition.
1. an adult person (grownup)
2. perfect; without any faults (flawless)
3. along the seashore (coastal)
4. not happy; grumpy (grouchy)
Challenge students to create definitions for their other spelling, review, or challenge words.
Have partners share their definitions and guess the words.
See Practice Book page 152 or online activity.

THURSDAY
Proofread
Have students correct errors in these sentences:
1. We going home tomorrow. (are)
2. Lin willn’t visit Big Bend National Park this year. (won’t)
3. You are play that game now. (may)
4. Dexter running very fast today. (is)
5. Your playing well. (You’re)
6. Its my turn to pick a book. (It’s)
7. Marla had catched the fish with her new fishing rod. (caught)
8. Dad will has finished work soon. (have)
9. They have be practicing. (been)
See Practice Book page 148.
FRIDAY Dictation
Class: 5th grade Jessy Subject: English Time:
40 min per day
Section Unit 3 week 4 Date: January 20-24
Skills: language proficiency, students should contribute to discussions by using short phrases,
asking questions, and adding relevant details
Objective: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general
and their functions in particular sentences.
Use underlining, quotation marks, or italics to indicate titles of works.
Education field: Contents:
Language Linking verbs
Learning achievement: We can identify and use complex sentences.
School resources:
E-book, projector, student’s notebook and book
MONDAY
Introduce Linking Verbs
Present the following:
 A linking verb links the subject of a sentence to a noun or an adjective. It tells what the
subject is, was, or will be.
 Common linking verbs are am, is, are, was, were, and will be. Tony is a good player. The
verbs seem, feel, appear, look, and taste can also be linking verbs in any
tense. It feels cold! The game was yesterday. The apple looks juicy. The
lemonade tastes sweet.
 Subjects and linking verbs must agree. The photo is beautiful. The dress will be ready on
time.
 In compound sentences, both subjects and verbs must agree. My older sisters
are talkative, but I am a little shy.
See Practice Book page 157 or online activity
TUESDAY
Read the spelling words aloud, segmenting the words by sound.
Point out the spelling patterns in stable and beetle and draw a line between the
syllables: sta/ble, bee/ tle. Say each syllable. Draw a line under the spelling patterns as you say
the sounds. Explain that in most words that end in -le, the final syllable includes a preceding
consonant.
Demonstrate sorting the spelling words by pattern under the key words stable, royal, and label.
As words are sorted, point out the syllable that demonstrates the consonant + le sound in each
word.
Use the Dictation Sentences from Lesson 10 to give the pretest. Say the underlined word, read
the sentence, and repeat the word. Have students write the words.
See Practice Book page 162 for a pretest.
WEDNESDAY
Introduce How Linking Verbs Work
 A linking verb links the subject of a sentence to a noun or an adjective in the
predicate. Miho feels excited. The soup is hot. Tomorrow will be rainy.
 A noun that follows a linking verb renames or identifies the subject. My uncle is a doctor.
The honored guest will be an actor. The thief appears to be a raccoon.
 An adjective that follows a linking verb describes the subject. Everyone was tired after
the long hike. My knee seems swollen. The fabric feels rough.
See Practice Book page 158 or online activity.
THURSDAY
Review the vowel team syllables in entertain, encounter and southern. Read each sentence
below, repeat the review word, and have students write the word.
1. Malika loves to entertain others.
2. I had an encounter with a deer.
3. James followed the southern trail.
Have partners check their spellings.
FRIDAY
Have students copy the groups of words below into their writer’s notebook. Say the words
aloud. Ask students to write the related spelling word that belongs to each group.
1. couch, dresser, chair (table)
2. letter, newspaper, book (journal)
3. trip, stagger, slip (stumble)
4. awful, horrible, bad (terrible)
Challenge students to create groups of related words for their other spelling, review, or
challenge words. Have students write their groups of related words in their writer’s notebook.
See Practice Book page 164 or online activity.
Class: 5th grade Jessy Subject: English Time:
40 min per day
Section Unit 3 week 4 Date: January 27-30
Skills: language proficiency, students should contribute to discussions by using short phrases,
asking questions, and adding relevant details
Objective:
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Form and use regular and irregular verbs.
Education field: Contents:
Language Irregular verbs
Learning achievement: We can identify and use complex sentences.
School resources:
E-book, projector, student’s notebook and book
MONDAY
Introduce Irregular Verbs
 An irregular verb is a verb that does not add -ed to form the past tense.
 Some irregular verbs include begin/began, bring/brought, catch/caught, choose/chose,
do/did, drink/drank, eat/ate, fall/fell, fight/fought, get/got, go/went, keep/kept,
know/knew, leave/left, make/made, read/ read, run/ran, say/said, speak/ spoke,
think/thought, win/won, and write/wrote.
 These examples show the incorrect and correct use of irregular verbs.
Incorrect: Aliya eated lunch.
Correct: Aliya ate lunch.
Incorrect: The dog catched the ball.
Correct: The dog caught the ball.
See Practice Book page 169 or online activity.
TUESDAY
Read the spelling words aloud, placing emphasis on the r-controlled vowel syllable.
Point out the spelling patterns in labor, crater, and perform. Underline each r-controlled vowel
sound and model blending each one.
Demonstrate sorting spelling words by r-controlled vowel sound. Sort a few words, pointing out
the different r-controlled vowel spellings as each word is placed.
Use the Dictation Sentences from Lesson 5 to give the pretest. Say the underlined word, read
the sentence, and repeat the word. Have students write the words and then check their papers.
See Practice Book page 174 for a pretest.
WEDNESDAY
More About Irregular Verbs
 Some irregular verbs have special endings when used with the helping verbs have,
has, or had. For example, begun, brought, chosen, drunk, eaten, fallen. These are past
participles.
 These examples show incorrect and correct use of a helping verb with an irregular verb.
Incorrect: Steve had bringed lunch.
Correct: Steve had brought lunch.
Incorrect: We have saw the rainbow.
Correct: We have seen the rainbow.
See Practice Book page 170.
THURSDAY
Review the consonant + le syllable patterns in terrible, legal, and journal. Read each sentence
below, repeat the review word, and have students write the word.
1. A terrible storm struck the city.
2. John signed the legal papers.
3. Maxine keeps a journal every day.
Have partners trade papers and check their spellings.
Challenge Words
Review this week’s r-controlled vowel syllable spellings. Read each sentence below, repeat the
challenge word, and have students write the word.
1. Put the milk in the refrigerator.
2. Kara ate the remainder of the eggs.
Have students check and correct their spellings and write the words in their writer’s notebook.

FRIDAY
CONSEJO TECNICO ESCOLAR