MONDAY:
IDEA BOOK “JOURNAL”- “Monday Morning Memory”- Tell me 2 things about your weekend. You must be specific and also be as detailed as possible.
PERSONAL DICTIONARY- Word #94 “eliminate” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: We will begin with finishing up some notes on prefixes and then begin some notes on suffixes. Once finished we will complete a personal dictionary/grammar assessment followed up by a practice worksheet on suffixes. Any time leftover will be used to finish up Intro paragraphs for our last expository essay (famous people I’d like to be for a day)
- 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 multi-step 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: We will begin with finishing up some notes on prefixes and then begin some notes on suffixes. Once finished we will complete a personal dictionary/grammar assessment followed up by a practice worksheet on suffixes. Any time leftover will be used to finish up Intro paragraphs and 1st reason paragraphs for our last persuasive essay (facility donation)
- 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 multi-step 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: Suffixes
TUESDAY:
IDEA BOOK “JOURNAL”- “Instrument”
PERSONAL DICTIONARY- Word #95 “formal” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Last Friday we began developing a paragraph stating one reason why we’d like to be our person for one day. Today we will continue writing this paragraph. By the end of the day a rough draft should be completed. I will be circulating the room to facilitate conferences. Once I am able to speak with a student they should be ready to rewrite their paragraph.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Students will first put the finishing touches on their first 2 paragraphs for this essay. Once this task is accomplished they will begin to formulate a rough draft stating their 2nd reason for the facility they have chosen. I will circulate around the room facilitating 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: Suffixes
WEDNESDAY:
IDEA BOOK “JOURNAL”- “Leap Year”
PERSONAL DICTIONARY- Word #96 “dramatic” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue to write their first body paragraph stating reasons why they would like to be the famous person they chose for a day. Rough drafts should be written and finished, writing conferences with me should be completed, and final paragraph should be rewritten on the back of their papers. I will circulate around the room facilitating writing conferences.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Students will continue to work on their 2nd reason paragraph. Once they have written their rough drafts and I have spoken with them they will rewrite on the back of their paper. I will circulate around the room facilitating 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: Suffixes
THURSDAY:
IDEA BOOK “JOURNAL”- “Progress Reports”
PERSONAL DICTIONARY- Word #97 “enrage” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will need to have their first 2 paragraphs completed today. Once this occurs they will be writing one more paragraph stating a 2nd reason for choosing the famous person they chose. Rough drafts should be the focus for today. I will circulate around the room facilitating writing conferences. If there is time, tests from Monday will be passed out to be corrected and turned back in.
- 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 should have 3 paragraphs completed by this point. If not they will continue to work toward this goal. Once these 3 paragraphs have been written, conferenced, and rewritten a closing paragraph shall be written. I will circulate around the room facilitating writing conferences. If there is time, tests from Monday will be passed out to be corrected and turned back in.
- 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: Suffixes
Friday:
IDEA BOOK “JOURNAL”- “Story Dictation”
PERSONAL DICTIONARY- Word #98 “restate” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: If time permits tests will be passed out to be corrected and turned back in. Once this task is completed, the 3 paragraphs from this week should be worked on, conferenced, and completed. This will prepare students to write a closing on Monday.
- 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: If time permits tests will be passed out to be corrected and turned back in. Once this task is completed, students will work toward finishing the “donated facility” persuasive essay completely. A final copy should be rewritten on a new piece of paper, neatly, and submitted to me for a final grade.
- 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: Suffixes
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, and 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, and 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, and 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)
Thursday, February 18, 2010
Lesson Plans for 2/16-2/19
MONDAY: NO SCHOOL
TUESDAY:
IDEA BOOK “JOURNAL”- Please tell me 3 things about your 5 day weekend. Tell me something about Valentine’s Day Tell me 1 place you went to on your 5 day vacation. Tell me 1 negative thing about your 5 day weekend.
PERSONAL DICTIONARY- Word #90 “Supermarket” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: MAKE UP DAY! Students will be correcting tests from last week to submit for higher grades. Students will also be concentrating on turning in any missing prefix assignments from last week. If any are missing I will have them available to complete. I will also have a new prefix assignment to work on. Students will also have time to complete The PB&J Expository essays if they are incomplete.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: MAKE UP DAY! Students will be correcting tests from last week to submit for higher grades. Students will also be concentrating on turning in any missing prefix assignments from last week. If any are missing I will have them available to complete. I will also have a new prefix assignment to work on. Students will also have time to complete the TV Persuasive essays if they are incomplete.
- 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”- What is the first thing that comes to your mind when you hear the word opera? Who listens to or goes to the opera? Who can become an opera singer? What is the opera? Do you know anything else about the opera?
PERSONAL DICTIONARY- Word #91 “Believe” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will be completing a pre-write activity in which they will brainstorm a list of famous people living and non-living who could be viewed as role models. Students will be working in groups as well as a large group. The topic for this next EXPOSITORY ESSAY will be: Choose a REAL person who is famous or important to you. Think about what this person has done and why you would like to do something like this, too. Write an EXPOSITORY ESSAY explaining why you would like to be the famous or important person you chose.
- 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 begin writing an introduction paragraph to this week’s persuasive essay topic: A wealthy donor plans to build a new facility that will benefit people in May’s neighborhood. It could be a swimming pool, a theater, a skateboard park, an art school, or any other facility that would provide young people with constructive ways to spend their time. The donor is not sure what kind of facility would be most useful. Write an essay identifying the type of facility you would like to have built, and persuade this donor that your choice is the best choice. Be sure to support your opinion with convincing reasons and evidence. I will be circulating around the room to conduct mini-conferences about their writing. Once a mini-conference has been conducted with students they will rewrite the paragraph at the bottom of their paper.
- 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”- With the ISAT test approaching very quickly do you feel prepared? 6th graders will be tested in: math with math extended response, reading with reading extended response, and in writing- including a persuasive essay and a narrative story. Which one of these 6 areas do you feel most confident? Explain Which one of these 6 areas do you feel least confident? Explain. Be honest with your responses!!!!
PERSONAL DICTIONARY- Word #92 “Dialogue” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: To start students will be encouraged to choose someone from yesterday’s brainstorm that they know most about. They will then begin to construct an Introduction paragraph using all of the elements discussed in our passed essay exercises. I will be circulating around the room to conduct mini-conferences about their writing. Once a mini-conference has been conducted with students they will rewrite the paragraph at the bottom of their paper.
- 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: There will be time to finish yesterdays Intro paragraphs if they have not been completed. Once completed students will be asked to contribute to a whole group brainstorm generating ideas for the different facilities that could be built and why these could be beneficial to us. After this brainstorm and discussion, students will be asked to begin writing a 1st reason paragraph about the choice they made. I will be circulating around the room to conduct mini-conferences about their writing.
- 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”- Freewrite (Minimum of 8 sentences)
PERSONAL DICTIONARY- Word #93 “Provide” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will now begin thinking about and writing a list about the things that make their famous person special. Once they have generated this list they will be asked to pick one of these things and write about it explaining and giving reasons. I will be circulating around the room to conduct mini-conferences about their writing.
- 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: We will continue to work on our first reason paragraphs. I will be circulating around the room to conduct mini-conferences about their writing. Once a rough draft has been conferences with me I will ask students to rewrite only the 1st reason paragraph on the back of their paper.
- 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. 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 )
TUESDAY:
IDEA BOOK “JOURNAL”- Please tell me 3 things about your 5 day weekend. Tell me something about Valentine’s Day Tell me 1 place you went to on your 5 day vacation. Tell me 1 negative thing about your 5 day weekend.
PERSONAL DICTIONARY- Word #90 “Supermarket” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: MAKE UP DAY! Students will be correcting tests from last week to submit for higher grades. Students will also be concentrating on turning in any missing prefix assignments from last week. If any are missing I will have them available to complete. I will also have a new prefix assignment to work on. Students will also have time to complete The PB&J Expository essays if they are incomplete.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: MAKE UP DAY! Students will be correcting tests from last week to submit for higher grades. Students will also be concentrating on turning in any missing prefix assignments from last week. If any are missing I will have them available to complete. I will also have a new prefix assignment to work on. Students will also have time to complete the TV Persuasive essays if they are incomplete.
- 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”- What is the first thing that comes to your mind when you hear the word opera? Who listens to or goes to the opera? Who can become an opera singer? What is the opera? Do you know anything else about the opera?
PERSONAL DICTIONARY- Word #91 “Believe” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will be completing a pre-write activity in which they will brainstorm a list of famous people living and non-living who could be viewed as role models. Students will be working in groups as well as a large group. The topic for this next EXPOSITORY ESSAY will be: Choose a REAL person who is famous or important to you. Think about what this person has done and why you would like to do something like this, too. Write an EXPOSITORY ESSAY explaining why you would like to be the famous or important person you chose.
- 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 begin writing an introduction paragraph to this week’s persuasive essay topic: A wealthy donor plans to build a new facility that will benefit people in May’s neighborhood. It could be a swimming pool, a theater, a skateboard park, an art school, or any other facility that would provide young people with constructive ways to spend their time. The donor is not sure what kind of facility would be most useful. Write an essay identifying the type of facility you would like to have built, and persuade this donor that your choice is the best choice. Be sure to support your opinion with convincing reasons and evidence. I will be circulating around the room to conduct mini-conferences about their writing. Once a mini-conference has been conducted with students they will rewrite the paragraph at the bottom of their paper.
- 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”- With the ISAT test approaching very quickly do you feel prepared? 6th graders will be tested in: math with math extended response, reading with reading extended response, and in writing- including a persuasive essay and a narrative story. Which one of these 6 areas do you feel most confident? Explain Which one of these 6 areas do you feel least confident? Explain. Be honest with your responses!!!!
PERSONAL DICTIONARY- Word #92 “Dialogue” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: To start students will be encouraged to choose someone from yesterday’s brainstorm that they know most about. They will then begin to construct an Introduction paragraph using all of the elements discussed in our passed essay exercises. I will be circulating around the room to conduct mini-conferences about their writing. Once a mini-conference has been conducted with students they will rewrite the paragraph at the bottom of their paper.
- 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: There will be time to finish yesterdays Intro paragraphs if they have not been completed. Once completed students will be asked to contribute to a whole group brainstorm generating ideas for the different facilities that could be built and why these could be beneficial to us. After this brainstorm and discussion, students will be asked to begin writing a 1st reason paragraph about the choice they made. I will be circulating around the room to conduct mini-conferences about their writing.
- 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”- Freewrite (Minimum of 8 sentences)
PERSONAL DICTIONARY- Word #93 “Provide” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will now begin thinking about and writing a list about the things that make their famous person special. Once they have generated this list they will be asked to pick one of these things and write about it explaining and giving reasons. I will be circulating around the room to conduct mini-conferences about their writing.
- 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: We will continue to work on our first reason paragraphs. I will be circulating around the room to conduct mini-conferences about their writing. Once a rough draft has been conferences with me I will ask students to rewrite only the 1st reason paragraph on the back of their paper.
- 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. 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, February 8, 2010
Lesson Plans for 2/8-2/10
MONDAY:
IDEA BOOK “JOURNAL”- Imagine that you go on a camping trip way out in the wilderness. You are very far from a city. There are no people, buildings, phones, or anything you use everyday near for miles. Everything that you brought with you to survive has fallen off a cliff except for a pocket knife and a large bottle of water. Explain what you would do to survive for the next couple of days.
PERSONAL DICTIONARY- Word #87 “Struggle” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: A grammar/vocabulary assessment will be administered. Any time left over will be dedicated to catching up on the expository essay. Also, some supplementary work on prefixes will be available.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: A grammar/vocabulary assessment will be administered. Students will use extra time to catch up on the persuasive essay. Supplementary work on prefixes will be available.
- 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
TUESDAY:
IDEA BOOK “JOURNAL”- Write the words to a short song that encourages small children to brush their teeth everyday.
PERSONAL DICTIONARY- Word #88 “Dependant” (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)
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”.
- 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”- “Round Table Writing”
PERSONAL DICTIONARY- Word #89 “Independent” (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”.
- 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 wrapping their persuasive essay up. Final drafts will be completed. Laptops may be available to type.
- 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: NO SCHOOL !!!!
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, and 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, and 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, and 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”- Imagine that you go on a camping trip way out in the wilderness. You are very far from a city. There are no people, buildings, phones, or anything you use everyday near for miles. Everything that you brought with you to survive has fallen off a cliff except for a pocket knife and a large bottle of water. Explain what you would do to survive for the next couple of days.
PERSONAL DICTIONARY- Word #87 “Struggle” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: A grammar/vocabulary assessment will be administered. Any time left over will be dedicated to catching up on the expository essay. Also, some supplementary work on prefixes will be available.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: A grammar/vocabulary assessment will be administered. Students will use extra time to catch up on the persuasive essay. Supplementary work on prefixes will be available.
- 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
TUESDAY:
IDEA BOOK “JOURNAL”- Write the words to a short song that encourages small children to brush their teeth everyday.
PERSONAL DICTIONARY- Word #88 “Dependant” (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)
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”.
- 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”- “Round Table Writing”
PERSONAL DICTIONARY- Word #89 “Independent” (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”.
- 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 wrapping their persuasive essay up. Final drafts will be completed. Laptops may be available to type.
- 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: NO SCHOOL !!!!
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, and 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, and 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, and 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)
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