posted Oct 5, 2011, 6:48 AM by email@example.com
updated Apr 5, 2012, 2:07 PM
Fifth Grade is learning about the Civil War.
THE CIVIL WAR
• Fort Sumter
• Confederacy, Jefferson Davis
• Yankees and Rebels, Blue and Gray
• First Battle of Bull Run
• Robert E. Lee and Ulysses S. Grant
• General Stonewall Jackson
• Ironclad ships, battle of the USS Monitor and the CSS Virginia (formerly the
• Battle of Antietam Creek
• The Emancipation Proclamation
• Gettysburg and the Gettysburg Address
• African-American troops, Massachusetts Regiment led by Colonel Shaw
• Sherman’s march to the sea, burning of Atlanta
• Lincoln re-elected, concluding words of the Second Inaugural Address (“With malice
toward none, with charity for all. . . .”)
• Richmond (Confederate capital) falls to Union forces
• Surrender at Appomattox
• Assassination of Lincoln by John Wilkes Booth
Fifth graders study the writings and life of Mark Twain.
The Adventures of Tom Sawyer (Mark Twain)
Writing, Grammar, and Usage
Teachers: Students should be given many opportunities for writing with teacher guidance that strikes
a balance between encouraging creativity and requiring correct use of conventions. Continue
imaginative writing but place a stronger emphasis than in previous grades on expository writing,
including, for example, summaries, book reports, essays that explain a process, and descriptive essays. In
fifth grade, it is appropriate to place a greater emphasis on revision, with the expectation that students
will revise and edit to produce (in some cases) a finished product that is thoughtful, well-organized, and
reasonably correct in grammar, mechanics, and spelling. In fifth grade, students should be reasonably
competent spellers, and in the habit of using a dictionary to check and correct words that present
difficulty. They should receive regular practice in vocabulary enrichment.
A. WRITING AND RESEARCH
• Produce a variety of types of writing—including reports, summaries, letters,
descriptions, research essays, essays that explain a process, stories, poems—with a
coherent structure or story line.
• Know how to gather information from different sources (such as an encyclopedia,
magazines, interviews, observations, atlas, on-line), and write short reports
synthesizing information from at least three different sources, presenting the
information in his or her own words, with attention to the following:
understanding the purpose and audience of the writing
defining a main idea and sticking to it
providing an introduction and conclusion
organizing material in coherent paragraphs
illustrating points with relevant examples
documenting sources in a rudimentary bibliography
• All living things are made up of cells.
• Structure of cells (both plant and animal)
Cell membrane: selectively allows substances in and out
Nucleus: surrounded by nuclear membrane, contains genetic material, divides for
Cytoplasm contains organelles, small structures that carry out the chemical
activities of the cell, including mitochondria (which produce the cell’s energy)
and vacuoles (which store food, water, or wastes).
• Plant cells, unlike animal cells, have cell walls and chloroplasts.
• Cells without nuclei: monerans (bacteria)
• Some organisms consist of only a single cell: for example, amoeba, protozoans,
• Cells are shaped differently in order to perform different functions. • Organization of cells into tissues, organs, and systems:
In complex organisms, groups of cells form tissues (for example, in animals, skin tissue or muscle tissue; in plants, the skin of an onion or the bark of a tree).
Tissues with similar functions form organs (for example, in some animals, the heart, stomach, or brain; in some plants, the root or flower).
In complex organisms, organs work together in a system (recall, for example, from earlier studies of the human body, the digestive, circulatory, and respiratory systems).
Check out the amazing work that they have been doing!