MONDAY:
IDEA BOOK “JOURNAL”- “Jack and the Beanstalk” I will read the beginning and middle. You write and alternate ending.
PERSONAL DICTIONARY- Word #74 “Interrupt” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Teacher will introduce another expository writing assignment. Topic: “How to make a Peanut Butter and Jelly Sandwich.” Main focus will be writing opening statements. “Snappy Starts”
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Student will be introduced to a higher level of writing topic sentences and introductions. We will begin today talking about 3 different “Snappy Starters” and continue writing introductions. This process will continue all week with different parts of a persuasive essay. This weeks topic: “Turning off the television”. Teacher will be walking around facilitating the writing process by conducting “mini-writing conferences”.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
Grammar focus: Prefix Notes
TUESDAY:
IDEA BOOK “JOURNAL”- “What one thing would you do for a family member to make his or her life better? Explain.” “What one thing would you do for a friend to make his or her life better? Explain”
PERSONAL DICTIONARY- Word #75 “Equality” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue to develop an expository piece about making a PB&J sandwich. Today Students will be outlining the main steps and then focusing on changing these steps into paragraph form using appropriate transitions. Teacher will be walking around facilitating the writing process by conducting “mini-writing conferences”.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Students will now be asked to write one paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be walking around facilitating the writing process by conducting “mini-writing conferences”. Teacher will be describing how to provide supporting details and the importance of specificity.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
Grammar focus: Prefixes
WEDNESDAY:
IDEA BOOK “JOURNAL”- “Think of a compliment that you would like to receive. What would that compliment be? Why would you want someone to say that about you? Explain every detail you can.”
PERSONAL DICTIONARY- Word #76 “Conform” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue to develop the body to their PB&J pieces using appropriate transitions. The teacher will facilitate student work as the writing process progresses. Concluding statements can be introduced and practiced.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
6th Grade activities: Students will be asked to write a second paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be walking around facilitating the writing process by conducting “mini-writing conferences”. Teacher will be describing how to provide supporting details and the importance of specificity.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
Grammar focus: Prefixes
THURSDAY:
IDEA BOOK “JOURNAL”- “RoundTable Writing”
PERSONAL DICTIONARY- Word #77 “Him” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will begin working on concluding statements and begin to wrap up expository piece by completing a final draft. Teacher will be walking around facilitating the writing process by conducting “mini-writing conferences”. A vocabulary/grammar assessment may be administered.
- 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)
6th Grade activities: The main focus for today is the idea of a concluding paragraph. Students will take notes about this idea and begin to develop a concluding paragraph appropriate to their “TV” piece. Once concluding paragraph is started and progressing, students can begin to complete a final copy of “TV” piece. Teacher will be walking around facilitating the writing process by conducting “mini-writing conferences”. A grammar/vocabulary assessment may also be administered.
- 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)
- 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)
Grammar focus: Prefixes
Friday: NO SCHOOL !!!!
Other “Performance Descriptors” for the covered for the week:
Benchmark 1.A.3a
1. 1. Use a combination of word analysis and vocabulary strategies (e.g., word patterns, structural analyses) within context to identify unknown words.(Stage E)
Benchmark 3.A.3a
1. Develop multi-paragraph compositions that include an introduction, first and second level support, and a conclusion. (Stage E)
1. Write paragraphs that include a variety of sentence types (i.e., declarative, interrogative, exclamatory, imperative). (Stage E)
3. Use a variety of sentence structures (e.g., simple, compound). (Stage E)
6. Demonstrate appropriate use of various parts of speech. (Stage E)
4. Use basic transition words to connect ideas. (Stage E)
5. Proofread for correct English conventions. (Stage E)
Benchmark 3.B.3b
2. Establish and maintain a focus.(Stage E )
3. Develop a topic sentence that is supported with details.(Stage E )
1. Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, graphic organizers). (Stage E )
4. Organize a coherent structure appropriate to purpose (i.e., narration, exposition, persuasion), audience, and context using paragraphs and transition words.(Stage E )
8. Revise and edit (e.g., conference with self, peer, volunteer, teacher).(Stage E )
5. Use appropriate transition words to connect ideas.(Stage E )
6. Elaborate ideas through facts, details, description, reasons, narration.(Stage E )
Benchmark 3.C.3a
2. Use the characteristics of a well-developed narrative, expository, and persuasive piece.(Stage E )
3. Write creatively for a specified purpose and audience (e.g., short story, poetry, directions, song, friendly letter). (Stage E )
Benchmark 4.A.3c
5. Compose a multi-paragraph piece which presents one position of an issue that offers sufficient support.(Stage E ) 1. Evaluate the situation and assume appropriate listening mode.(Stage E )
2. Record appropriate notes from presentation.(Stage E )
8. Paraphrase or repeat and execute multi-stepped directions.(Stage E )
Monday, January 25, 2010
Monday, January 11, 2010
Lesson Plans for 1/19-1/22
MONDAY: NO SCHOOL
TUESDAY: IDEA BOOK “JOURNAL”- Mr. Hetrick was absent on Friday. Explain and describe the events that took place in Room 202 during your class period. Things to consider: work, behavior, attendance, drama, or anything else important you feel the need to explain that you did or did not do in class on Friday.
PERSONAL DICTIONARY- Word #70 “Urgent” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue completing “Treasure Map” assignments from last week. Students will be in various stages of the writing process working to complete the assignment. Teacher will be facilitating this process. Students will also practice conducting a spelling bee.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Student will be introduced to a higher level of writing topic sentences and introductions. We will begin today talking about 3 different “Snappy Starters” and continue writing introductions. This process will continue all week with different parts of a persuasive essay. This weeks topic: “Turning off the television”. Students will also practice conducting a spelling bee.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
Grammar focus: Syllables Review All Rules
WEDNESDAY:
IDEA BOOK “JOURNAL”- Describe your favorite TV show. Talk about characters (what they look like, sound like, and how they act). Also, describe your favorite episode of that show.
PERSONAL DICTIONARY- Word #71 “Imagine” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will take a grammar/vocabulary assessment. Any missed or incomplete work will be completed during this period. A practice spelling bee will also occur.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
6th Grade activities: Students will take a grammar/vocabulary assessment. Any missed or incomplete work will be completed during this period. A practice spelling bee will also occur.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
Grammar focus: Prefixes
THURSDAY:
IDEA BOOK “JOURNAL”-
PERSONAL DICTIONARY- Word #72 “Cancel” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue completing “Treasure Map” assignments from last week. Students will be in various stages of the writing process working to complete the assignment. Teacher will be facilitating this process. Students should begin to wrap up this assignment. Students will also practice conducting a spelling bee.
- 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)
6th Grade activities: Students will now be asked to write one paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be describing how to provide supporting details and the importance of specificity. Students will also practice conducting a spelling bee.
- 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)
- 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)
Grammar focus: Prefixes
Friday:
IDEA BOOK “JOURNAL”-
PERSONAL DICTIONARY- Word #73 “Explain” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students should wrap up this assignement today. Teacher will introduce another expository writing assignment. Topic: “How to make a Peanut Butter and Jelly Sandwich.” Students will also practice conducting a spelling bee.
- 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)
6th Grade activities: Students will be asked to write a second paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be describing how to provide supporting details and the importance of specificity. Students will also practice conducting a spelling bee.
- 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)
- 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)
Grammar focus: Prefixes
Other “Performance Descriptors” for the covered for the week:
Benchmark 1.A.3a
1. Use a combination of word analysis and vocabulary strategies (e.g., word patterns, structural analyses) within context to identify unknown words.(Stage E)
Benchmark 3.A.3a
1. Develop multi-paragraph compositions that include an introduction, first and second level support, and a conclusion. (Stage E)
1. Write paragraphs that include a variety of sentence types (i.e., declarative, interrogative, exclamatory, imperative). (Stage E)
3. Use a variety of sentence structures (e.g., simple, compound). (Stage E)
6. Demonstrate appropriate use of various parts of speech. (Stage E)
4. Use basic transition words to connect ideas. (Stage E)
5. Proofread for correct English conventions. (Stage E)
Benchmark 3.B.3b
2. Establish and maintain a focus.(Stage E )
3. Develop a topic sentence that is supported with details.(Stage E )
1. Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, graphic organizers). (Stage E )
4. Organize a coherent structure appropriate to purpose (i.e., narration, exposition, persuasion), audience, and context using paragraphs and transition words.(Stage E )
TUESDAY: IDEA BOOK “JOURNAL”- Mr. Hetrick was absent on Friday. Explain and describe the events that took place in Room 202 during your class period. Things to consider: work, behavior, attendance, drama, or anything else important you feel the need to explain that you did or did not do in class on Friday.
PERSONAL DICTIONARY- Word #70 “Urgent” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue completing “Treasure Map” assignments from last week. Students will be in various stages of the writing process working to complete the assignment. Teacher will be facilitating this process. Students will also practice conducting a spelling bee.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Student will be introduced to a higher level of writing topic sentences and introductions. We will begin today talking about 3 different “Snappy Starters” and continue writing introductions. This process will continue all week with different parts of a persuasive essay. This weeks topic: “Turning off the television”. Students will also practice conducting a spelling bee.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
Grammar focus: Syllables Review All Rules
WEDNESDAY:
IDEA BOOK “JOURNAL”- Describe your favorite TV show. Talk about characters (what they look like, sound like, and how they act). Also, describe your favorite episode of that show.
PERSONAL DICTIONARY- Word #71 “Imagine” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will take a grammar/vocabulary assessment. Any missed or incomplete work will be completed during this period. A practice spelling bee will also occur.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
6th Grade activities: Students will take a grammar/vocabulary assessment. Any missed or incomplete work will be completed during this period. A practice spelling bee will also occur.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
Grammar focus: Prefixes
THURSDAY:
IDEA BOOK “JOURNAL”-
PERSONAL DICTIONARY- Word #72 “Cancel” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue completing “Treasure Map” assignments from last week. Students will be in various stages of the writing process working to complete the assignment. Teacher will be facilitating this process. Students should begin to wrap up this assignment. Students will also practice conducting a spelling bee.
- 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)
6th Grade activities: Students will now be asked to write one paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be describing how to provide supporting details and the importance of specificity. Students will also practice conducting a spelling bee.
- 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)
- 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)
Grammar focus: Prefixes
Friday:
IDEA BOOK “JOURNAL”-
PERSONAL DICTIONARY- Word #73 “Explain” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students should wrap up this assignement today. Teacher will introduce another expository writing assignment. Topic: “How to make a Peanut Butter and Jelly Sandwich.” Students will also practice conducting a spelling bee.
- 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)
6th Grade activities: Students will be asked to write a second paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be describing how to provide supporting details and the importance of specificity. Students will also practice conducting a spelling bee.
- 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)
- 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)
Grammar focus: Prefixes
Other “Performance Descriptors” for the covered for the week:
Benchmark 1.A.3a
1. Use a combination of word analysis and vocabulary strategies (e.g., word patterns, structural analyses) within context to identify unknown words.(Stage E)
Benchmark 3.A.3a
1. Develop multi-paragraph compositions that include an introduction, first and second level support, and a conclusion. (Stage E)
1. Write paragraphs that include a variety of sentence types (i.e., declarative, interrogative, exclamatory, imperative). (Stage E)
3. Use a variety of sentence structures (e.g., simple, compound). (Stage E)
6. Demonstrate appropriate use of various parts of speech. (Stage E)
4. Use basic transition words to connect ideas. (Stage E)
5. Proofread for correct English conventions. (Stage E)
Benchmark 3.B.3b
2. Establish and maintain a focus.(Stage E )
3. Develop a topic sentence that is supported with details.(Stage E )
1. Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, graphic organizers). (Stage E )
4. Organize a coherent structure appropriate to purpose (i.e., narration, exposition, persuasion), audience, and context using paragraphs and transition words.(Stage E )
Monday, January 4, 2010
Lesson Plans for January 4th - 8th
MONDAY:
IDEA BOOK “JOURNAL”- List examples of bad habits. Choose 2 that are your worst habits and write 2 “New Years Resolutions”
PERSONAL DICTIONARY- Word #60 “Magnify” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Classes will take notes on expository writing and then begin an expository piece. This piece of writing will begin with creating a map of the school. The map will be detailed, neat, and organized. Students will be taken on a walk through the school to give reminder about all the places in it.
- 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)
- Restate and carry out multistep oral instructions. (Benchmark 4.A.3c)
- Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, graphic organizers
6th Grade activities: Students will brainstorm a list of their favorite restaurants and then choose one. The will then be brainstorming another list for reasons why they like that particular restaurants.
- 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)
- Restate and carry out multistep oral instructions. (Benchmark 4.A.3c)
- Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, graphic organizers
Grammar focus: Syllables Rule #3
TUESDAY:
IDEA BOOK “JOURNAL”- Write about your Christmas Break Homework Packet experience. Did you get all your homework done? For what class did you not get your work done? Did you do all your work on a coupe days, or did you do a little bit everyday of vacation? Tell me 1 more thought about this topic.
PERSONAL DICTIONARY- Word #61 “Worthless” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: If maps of the school are not finished students will use time to finish them. After finishing maps, students will “hide” or detail a spot on the map where a secret treasure will be. Once positions are set, students will then begin writing a description telling someone else how to get to that treasure from room 202. Teacher will be circulating the room facilitating writing conferences with students.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: The writing process can begin. Students will begin writing a persuasive rough draft urging someone to eat at their favorite restaurant. Teacher will be circulating the room facilitating writing conferences with students.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
Grammar focus: Syllables Rule #3
WEDNESDAY:
IDEA BOOK “JOURNAL”- If you could eat one of the following fruits, which one would it be and why? Plum, apple, orange, grapes, or a banana.
PERSONAL DICTIONARY- Word #62 “Eternity” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue writing their paragraphs describing how to get to their “treasure”. Teacher will be circulating the room facilitating writing conferences with students.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Students will continue writing a persuasive rough draft urging someone to eat at their favorite restaurant. Teacher will be circulating the room facilitating writing conferences with students.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
Grammar focus: Syllables Rule #4
THURSDAY:
IDEA BOOK “JOURNAL”- Pretend that you are walking in your neighborhood and behind a tree you find a pair of magic shoes. Write about what happens when you put the shoes on and where you might go.
PERSONAL DICTIONARY- Word #63 “Ignite” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Once students are done the peer editing and teacher editing process will begin. Teacher will be circulating the room facilitating writing conferences with students.
- 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)
6th Grade activities: Students will continue writing a persuasive rough draft urging someone to eat at their favorite restaurant. When students finishing writing, editing, and revising, laptop computers can be available for them to type final drafts. Teacher will be circulating the room facilitating writing conferences with students.
- 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)
- 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)
Grammar focus: Syllables Rules #3 and #4
Friday:
IDEA BOOK “JOURNAL”- Imagine that you just won an award for being the nicest person in the city of Chicago. You have to give a speech accepting the award and thanking the people who voted for you. Write your speech.
PERSONAL DICTIONARY- Word #64 “Demonstration” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: When everything is drawn, written, edited, checked and completely finished with treasure maps and direction paragraphs, final drafts can be written. Teacher will be circulating the room facilitating writing conferences with students. Students will also be taking a grammar/vocabulary assessment.
- 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)
6th Grade activities: Final drafts for students’ persuasive paragraphs will begin or continue for some students. Teacher will be circulating the room facilitating writing conferences with students. Students will also be taking a grammar/vocabulary assessment.
- 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)
- 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)
Grammar focus: Syllables Rules #1, 2, 3, and 4
Other “Performance Descriptors” for the covered for the week:
Benchmark 1.A.3a
1. 1. Use a combination of word analysis and vocabulary strategies (e.g., word patterns, structural analyses) within context to identify unknown words.(Stage E)
Benchmark 3.A.3a
1. Develop multi-paragraph compositions that include an introduction, first and second level support, and a conclusion. (Stage E)
1. Write paragraphs that include a variety of sentence types (i.e., declarative, interrogative, exclamatory, imperative). (Stage E)
3. Use a variety of sentence structures (e.g., simple, compound). (Stage E)
6. Demonstrate appropriate use of various parts of speech. (Stage E)
4. Use basic transition words to connect ideas. (Stage E)
5. Proofread for correct English conventions. (Stage E)
Benchmark 3.B.3b
2. Establish and maintain a focus.(Stage E )
3. Develop a topic sentence that is supported with details.(Stage E )
1. Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, graphic organizers). (Stage E )
4. Organize a coherent structure appropriate to purpose (i.e., narration, exposition, persuasion), audience, and context using paragraphs and transition words.(Stage E )
8. Revise and edit (e.g., conference with self, peer, volunteer, teacher).(Stage E )
5. Use appropriate transition words to connect ideas.(Stage E )
6. Elaborate ideas through facts, details, description, reasons, narration.(Stage E )
Benchmark 3.C.3a
2. Use the characteristics of a well-developed narrative, expository, and persuasive piece.(Stage E )
3. Write creatively for a specified purpose and audience (e.g., short story, poetry, directions, song, friendly letter). (Stage E )
Benchmark 4.A.3c
5. Compose a multi-paragraph piece which presents one position of an issue that offers sufficient support.(Stage E ) 1. Evaluate the situation and assume appropriate listening mode.(Stage E )
2. Record appropriate notes from presentation.(Stage E )
8. Paraphrase or repeat and execute multi-stepped directions.(Stage E )
IDEA BOOK “JOURNAL”- List examples of bad habits. Choose 2 that are your worst habits and write 2 “New Years Resolutions”
PERSONAL DICTIONARY- Word #60 “Magnify” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Classes will take notes on expository writing and then begin an expository piece. This piece of writing will begin with creating a map of the school. The map will be detailed, neat, and organized. Students will be taken on a walk through the school to give reminder about all the places in it.
- 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)
- Restate and carry out multistep oral instructions. (Benchmark 4.A.3c)
- Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, graphic organizers
6th Grade activities: Students will brainstorm a list of their favorite restaurants and then choose one. The will then be brainstorming another list for reasons why they like that particular restaurants.
- 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)
- Restate and carry out multistep oral instructions. (Benchmark 4.A.3c)
- Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, graphic organizers
Grammar focus: Syllables Rule #3
TUESDAY:
IDEA BOOK “JOURNAL”- Write about your Christmas Break Homework Packet experience. Did you get all your homework done? For what class did you not get your work done? Did you do all your work on a coupe days, or did you do a little bit everyday of vacation? Tell me 1 more thought about this topic.
PERSONAL DICTIONARY- Word #61 “Worthless” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: If maps of the school are not finished students will use time to finish them. After finishing maps, students will “hide” or detail a spot on the map where a secret treasure will be. Once positions are set, students will then begin writing a description telling someone else how to get to that treasure from room 202. Teacher will be circulating the room facilitating writing conferences with students.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: The writing process can begin. Students will begin writing a persuasive rough draft urging someone to eat at their favorite restaurant. Teacher will be circulating the room facilitating writing conferences with students.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
Grammar focus: Syllables Rule #3
WEDNESDAY:
IDEA BOOK “JOURNAL”- If you could eat one of the following fruits, which one would it be and why? Plum, apple, orange, grapes, or a banana.
PERSONAL DICTIONARY- Word #62 “Eternity” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue writing their paragraphs describing how to get to their “treasure”. Teacher will be circulating the room facilitating writing conferences with students.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Students will continue writing a persuasive rough draft urging someone to eat at their favorite restaurant. Teacher will be circulating the room facilitating writing conferences with students.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
- Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. (Benchmark 3.B.3a)
- 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)
Grammar focus: Syllables Rule #4
THURSDAY:
IDEA BOOK “JOURNAL”- Pretend that you are walking in your neighborhood and behind a tree you find a pair of magic shoes. Write about what happens when you put the shoes on and where you might go.
PERSONAL DICTIONARY- Word #63 “Ignite” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Once students are done the peer editing and teacher editing process will begin. Teacher will be circulating the room facilitating writing conferences with students.
- 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)
6th Grade activities: Students will continue writing a persuasive rough draft urging someone to eat at their favorite restaurant. When students finishing writing, editing, and revising, laptop computers can be available for them to type final drafts. Teacher will be circulating the room facilitating writing conferences with students.
- 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)
- 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)
Grammar focus: Syllables Rules #3 and #4
Friday:
IDEA BOOK “JOURNAL”- Imagine that you just won an award for being the nicest person in the city of Chicago. You have to give a speech accepting the award and thanking the people who voted for you. Write your speech.
PERSONAL DICTIONARY- Word #64 “Demonstration” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: When everything is drawn, written, edited, checked and completely finished with treasure maps and direction paragraphs, final drafts can be written. Teacher will be circulating the room facilitating writing conferences with students. Students will also be taking a grammar/vocabulary assessment.
- 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)
6th Grade activities: Final drafts for students’ persuasive paragraphs will begin or continue for some students. Teacher will be circulating the room facilitating writing conferences with students. Students will also be taking a grammar/vocabulary assessment.
- 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)
- 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)
Grammar focus: Syllables Rules #1, 2, 3, and 4
Other “Performance Descriptors” for the covered for the week:
Benchmark 1.A.3a
1. 1. Use a combination of word analysis and vocabulary strategies (e.g., word patterns, structural analyses) within context to identify unknown words.(Stage E)
Benchmark 3.A.3a
1. Develop multi-paragraph compositions that include an introduction, first and second level support, and a conclusion. (Stage E)
1. Write paragraphs that include a variety of sentence types (i.e., declarative, interrogative, exclamatory, imperative). (Stage E)
3. Use a variety of sentence structures (e.g., simple, compound). (Stage E)
6. Demonstrate appropriate use of various parts of speech. (Stage E)
4. Use basic transition words to connect ideas. (Stage E)
5. Proofread for correct English conventions. (Stage E)
Benchmark 3.B.3b
2. Establish and maintain a focus.(Stage E )
3. Develop a topic sentence that is supported with details.(Stage E )
1. Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, graphic organizers). (Stage E )
4. Organize a coherent structure appropriate to purpose (i.e., narration, exposition, persuasion), audience, and context using paragraphs and transition words.(Stage E )
8. Revise and edit (e.g., conference with self, peer, volunteer, teacher).(Stage E )
5. Use appropriate transition words to connect ideas.(Stage E )
6. Elaborate ideas through facts, details, description, reasons, narration.(Stage E )
Benchmark 3.C.3a
2. Use the characteristics of a well-developed narrative, expository, and persuasive piece.(Stage E )
3. Write creatively for a specified purpose and audience (e.g., short story, poetry, directions, song, friendly letter). (Stage E )
Benchmark 4.A.3c
5. Compose a multi-paragraph piece which presents one position of an issue that offers sufficient support.(Stage E ) 1. Evaluate the situation and assume appropriate listening mode.(Stage E )
2. Record appropriate notes from presentation.(Stage E )
8. Paraphrase or repeat and execute multi-stepped directions.(Stage E )
Subscribe to:
Posts (Atom)