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)