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 )