Goal 1- Read with understanding and fluency.
1A- Apply word analysis and vocabulary skills to comprehend selections
- Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical). (Benchmark 1.A.3a)
- Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
PERFORMANCE DESCRIPTORS:
1. Use a combination of word analysis and vocabulary strategies (e.g., word patterns, structural analyses) within context to identify unknown words. (Stage E)
2. Determine the meaning of a word in context when the word has multiple meanings. (Stage E )
Goal 3:Write to communicate for a variety of purposes.
3A- Use correct grammar, spelling, punctuation, capitalization and structure.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
PERFORMANCE DESCRIPTORS:
1. Write paragraphs that include a variety of sentence types (i.e., declarative, interrogative, exclamatory, imperative).(Stage E )
2. Use a variety of sentence structures (e.g., simple, compound).(Stage E )
3. Use basic transition words to connect ideas.(Stage E )
4. Proofread for correct English conventions.(Stage E )
3B- Students who meet this standard can compose well-organized and coherent writing for specific purposes and audiences.
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication. (Benchmark 3.B.3b)
PERFORMANCE DESCRIPTORS:
1. Establish and maintain a focus.(Stage E )
2. Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, graphic organizers). (Stage E )
3. evelop a topic sentence that is supported with details.(Stage E )
4. Revise and edit (e.g., conference with self, peer, volunteer, teacher).(Stage E )
5. Organize a coherent structure appropriate to purpose (i.e., narration, exposition, persuasion), audience, and context using paragraphs and transition words.(Stage E )
6. Elaborate ideas through facts, details, description, reasons, narration.(Stage E )
3C- Communicate ideas in writing to accomplish a variety of purposes.
- Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience. (Benchmark 3.C.3a)
PERFORMANCE DESCRIPTORS:
1. Use appropriate language, detail, and format for a specified audience. (Stage E)
2. Write creatively for a specified purpose and audience (e.g., short story, poetry, directions, song, friendly letter). (Stage E )
3. Use available technology to design, produce, and present compositions and multimedia works. (Stage E)
Goal 4:Listen and speak effectively in a variety of situations.
4A- Listen effectively in formal and informal situations.
- Restate and carry out multistep oral instructions. (Benchmark 4.A.3c)
- Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions). (Benchmark 4.A.3d)
PERFORMANCE DESCRIPTORS:
1. Evaluate the situation and assume appropriate listening mode.(Stage E )
2. Record appropriate notes from presentation.(Stage E )
3. Separate main ideas from supporting facts and details.(Stage E )
4. Modify, control, and block out distractions.(Stage E )
Monday, November 16, 2009
Lesson Plans for the Week of 11/16-11/20
MONDAY:
IDEA BOOK “JOURNAL”- For each Subject, guess your grade, and explain why you think you got the grade that you guessed.
PERSONAL DICTIONARY- Word #47 “Negotiate”
5th grade activities: This week I want to focus on basic editing skills. I want to take a piece of 2 students’ writing from last week and have a whole group discussion editing each looking for mistakes with capitalization, punctuation, and possible spelling mistakes. If enough time permits, students will get together in partners and practice.
6th Grade activities: Students will continue writing essays. Students will begin writing a new essay this week on a different topic. Today will be a rough draft concentrating on writing correct supporting details. I will be walking around offering support for students (mini-conferences) having trouble.
Grammar focus: Subjects and Predicates
TUESDAY:
IDEA BOOK “JOURNAL”- Pretend that you are Mr. Hetrick, what would you tell the person who was coming to report card pick up. Remember to pretend that you are Mr. Hetrick- write exactly would he (you) would say about behavior, grades, and anything else about class.
PERSONAL DICTIONARY- Word #48 “Dingy”
5th grade activities: Students will correct grammar/vocabulary assessments from Friday, November 13th.
6th Grade activities: Students will correct grammar/vocabulary assessments from Friday, November 13th. If students are finished early they will continue their essays from Monday.
Grammar focus: Subjects and Predicates
WEDNESDAY: NO SCHOOL- REPORT CARD PICK UP
THURSDAY:
IDEA BOOK “JOURNAL”- Tell me a story. For this story I want you to write a fiction story starting with the sentence, “One time a friend and I were walking home from school. As we were walking we passed a hole in the ground with a ladder sticking out. There was a strange glow coming from the hole so I…….”
PERSONAL DICTIONARY- Word #49 “Confident”
5th grade activities: Today I want to repeat the same activity as Monday with different student work for the whole class discussion. Today there should be more time for partner editing practice.
6th Grade activities: Upon completion of student essays, students will find partners to do peer editing conferences. Once a peer edit has been completed, a rewrite should be made and submitted to me for a teacher edit thereafter rewriting for a final copy.
Grammar focus: Subjects and Predicates
Friday:
IDEA BOOK “JOURNAL”- Describe something you will do this quarter that you want to do differently from the 1st quarter. What can you improve on, what is something new you didn’t do but want to do this quarter, describe any other NEW goal you may have for the 2nd quarter of the school year.
PERSONAL DICTIONARY- Word #50 “Environment”
5th grade activities: One more partner editing practice assignment. A vocabulary/grammar assessment shall be administered. If time permits, I want to try something new that is called “Story Dictation”.
6th Grade activities: Essay final drafts should be completed today. A vocabulary/grammar assessment shall be administered. If time permits, I want to try something new that is a dictated story assignment. I will have 7 predetermined words and students will writing a story beginning with the first word. After allowing time to write I will yell out the second word in which students will have to include that word in their current sentence and continue their story. I will call this experimental writing assignment “Story Dictation” for future reference.
Grammar focus: Subjects and Predicates
IDEA BOOK “JOURNAL”- For each Subject, guess your grade, and explain why you think you got the grade that you guessed.
PERSONAL DICTIONARY- Word #47 “Negotiate”
5th grade activities: This week I want to focus on basic editing skills. I want to take a piece of 2 students’ writing from last week and have a whole group discussion editing each looking for mistakes with capitalization, punctuation, and possible spelling mistakes. If enough time permits, students will get together in partners and practice.
6th Grade activities: Students will continue writing essays. Students will begin writing a new essay this week on a different topic. Today will be a rough draft concentrating on writing correct supporting details. I will be walking around offering support for students (mini-conferences) having trouble.
Grammar focus: Subjects and Predicates
TUESDAY:
IDEA BOOK “JOURNAL”- Pretend that you are Mr. Hetrick, what would you tell the person who was coming to report card pick up. Remember to pretend that you are Mr. Hetrick- write exactly would he (you) would say about behavior, grades, and anything else about class.
PERSONAL DICTIONARY- Word #48 “Dingy”
5th grade activities: Students will correct grammar/vocabulary assessments from Friday, November 13th.
6th Grade activities: Students will correct grammar/vocabulary assessments from Friday, November 13th. If students are finished early they will continue their essays from Monday.
Grammar focus: Subjects and Predicates
WEDNESDAY: NO SCHOOL- REPORT CARD PICK UP
THURSDAY:
IDEA BOOK “JOURNAL”- Tell me a story. For this story I want you to write a fiction story starting with the sentence, “One time a friend and I were walking home from school. As we were walking we passed a hole in the ground with a ladder sticking out. There was a strange glow coming from the hole so I…….”
PERSONAL DICTIONARY- Word #49 “Confident”
5th grade activities: Today I want to repeat the same activity as Monday with different student work for the whole class discussion. Today there should be more time for partner editing practice.
6th Grade activities: Upon completion of student essays, students will find partners to do peer editing conferences. Once a peer edit has been completed, a rewrite should be made and submitted to me for a teacher edit thereafter rewriting for a final copy.
Grammar focus: Subjects and Predicates
Friday:
IDEA BOOK “JOURNAL”- Describe something you will do this quarter that you want to do differently from the 1st quarter. What can you improve on, what is something new you didn’t do but want to do this quarter, describe any other NEW goal you may have for the 2nd quarter of the school year.
PERSONAL DICTIONARY- Word #50 “Environment”
5th grade activities: One more partner editing practice assignment. A vocabulary/grammar assessment shall be administered. If time permits, I want to try something new that is called “Story Dictation”.
6th Grade activities: Essay final drafts should be completed today. A vocabulary/grammar assessment shall be administered. If time permits, I want to try something new that is a dictated story assignment. I will have 7 predetermined words and students will writing a story beginning with the first word. After allowing time to write I will yell out the second word in which students will have to include that word in their current sentence and continue their story. I will call this experimental writing assignment “Story Dictation” for future reference.
Grammar focus: Subjects and Predicates
Monday, November 2, 2009
Lesson Plans for the Week of 11/2-11/6
MONDAY:
IDEA BOOK “JOURNAL”- Tell me a story about your weekend.
PERSONAL DICTIONARY- Word #39 “Remove”
5th grade activities: Students will begin writing a narrative about a best friend. Today they will brainstorm a list of qualities a best friend should have. They will then be given a visual aide to fill out describing one of their best friends. * They need to remember that they are describing one event and not many.
6th Grade activities: Classes will finish taking notes on writing essay paragraphs. Once finished students will practice writing topic and conclusion sentences.
Grammar focus: Subjects and Predicates
TUESDAY:
IDEA BOOK “JOURNAL”- What do baggy pants really say?
PERSONAL DICTIONARY- Word #40 “Subject”
5th grade activities: Writing will continue on the best friend narrative. The beginning should include character introductions and setting; the middle should include some sort of action or conflict; and the end should include a resolution to that action or conflict. Once finished partner editing shall take place.
6th Grade activities: Students will continue to practice writing topic and conclusion sentences.
Grammar focus: Subjects and Predicates
WEDNESDAY:
IDEA BOOK “JOURNAL”- Everyone has a favorite outfit. Write a paragraph describing your favorite thing to wear, from your head to your toes!
PERSONAL DICTIONARY- Word #41 “Adventurous”
5th grade activities: Continued editing of the best friend narrative. After partners have edited each other’s papers, students need to rewrite and prepare for a teacher conference (edit).
6th Grade activities: Students will now go back to the topic and conclusion sentences previously written and begin to supply details for each (3).
Grammar focus: Subjects and Predicates
THURSDAY:
IDEA BOOK “JOURNAL”- Make a list of all the adults in the building. Don’t forget teachers, assistants, office workers, and janitors!
PERSONAL DICTIONARY- Word #42 “Expect”
5th grade activities: Students can rewrite a final copy after conference with the teacher. If enough time is left students will be taking a weekly personal dictionary/grammar assessment.
6th Grade activities: Student will now go back to the topic and conclusion sentences previously written and begin to supply details for each (3). Students will take notes on what transitions and transition words are, and go back to the paragraphs they’ve been building and add them in. Once finished, final drafts will be completed. If enough time is left students will be taking a weekly personal dictionary/grammar assessment.
Grammar focus: Subjects and Predicates
Friday: No School!
IDEA BOOK “JOURNAL”- Tell me a story about your weekend.
PERSONAL DICTIONARY- Word #39 “Remove”
5th grade activities: Students will begin writing a narrative about a best friend. Today they will brainstorm a list of qualities a best friend should have. They will then be given a visual aide to fill out describing one of their best friends. * They need to remember that they are describing one event and not many.
6th Grade activities: Classes will finish taking notes on writing essay paragraphs. Once finished students will practice writing topic and conclusion sentences.
Grammar focus: Subjects and Predicates
TUESDAY:
IDEA BOOK “JOURNAL”- What do baggy pants really say?
PERSONAL DICTIONARY- Word #40 “Subject”
5th grade activities: Writing will continue on the best friend narrative. The beginning should include character introductions and setting; the middle should include some sort of action or conflict; and the end should include a resolution to that action or conflict. Once finished partner editing shall take place.
6th Grade activities: Students will continue to practice writing topic and conclusion sentences.
Grammar focus: Subjects and Predicates
WEDNESDAY:
IDEA BOOK “JOURNAL”- Everyone has a favorite outfit. Write a paragraph describing your favorite thing to wear, from your head to your toes!
PERSONAL DICTIONARY- Word #41 “Adventurous”
5th grade activities: Continued editing of the best friend narrative. After partners have edited each other’s papers, students need to rewrite and prepare for a teacher conference (edit).
6th Grade activities: Students will now go back to the topic and conclusion sentences previously written and begin to supply details for each (3).
Grammar focus: Subjects and Predicates
THURSDAY:
IDEA BOOK “JOURNAL”- Make a list of all the adults in the building. Don’t forget teachers, assistants, office workers, and janitors!
PERSONAL DICTIONARY- Word #42 “Expect”
5th grade activities: Students can rewrite a final copy after conference with the teacher. If enough time is left students will be taking a weekly personal dictionary/grammar assessment.
6th Grade activities: Student will now go back to the topic and conclusion sentences previously written and begin to supply details for each (3). Students will take notes on what transitions and transition words are, and go back to the paragraphs they’ve been building and add them in. Once finished, final drafts will be completed. If enough time is left students will be taking a weekly personal dictionary/grammar assessment.
Grammar focus: Subjects and Predicates
Friday: No School!
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