Lesson Plans for 1/25-1/28

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 )