MONDAY:
IDEA BOOK “JOURNAL”- “Monday Morning Memory”-
PERSONAL DICTIONARY- Word #105 “Wicked” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will be taking a Grammar/Personal Dictionary Test. This test will focus on the past 10 “Personal Dictionary” words, suffixes, and adjective families. Students will also be completing a suffix practice sheet.
6th Grade activities: Students will be taking a Grammar/Personal Dictionary Test. This test will focus on the past 10 “Personal Dictionary” words, suffixes, and adjective families. Students will also be completing a suffix practice sheet.
Grammar focus: Suffixes and Adjective families
TUESDAY:
IDEA BOOK “JOURNAL”- “Instrument”
PERSONAL DICTIONARY- Word #106 “Appreciate” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Student will be beginning one last expository essay of the quarter. Students will each first receive a piece of paper and will be asked to build a paper airplane. They will then begin writing just the introduction paragraph. The topic for this expository essay will be “How to make a paper airplane.”
- 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 begin writing their last Persuasive Essay of the Year. The topic is “Do you think you should have to wear protective gear while rollerblading, skating, or biking?” Today students will be creating a rough draft introduction paragraph. I will be walking around facilitating conferences with students.
- 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: Suffixes and Adjective families
WEDNESDAY:
IDEA BOOK “JOURNAL”- “”
PERSONAL DICTIONARY- Word #107 “Teenager” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Today will be s “spill over day” for what we did yesterday. Yesterday’s activities will definitely need some extra time, so today we will be constructing and working on the Intro. Paragraphs. I will be walking around 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 begin writing their last Persuasive Essay of the Year. The topic is “Do you think you should have to wear protective gear while rollerblading, skating, or biking?” Today students will be creating a rough draft introduction paragraph. I will be walking around facilitating 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: Suffixes and Adjective families
THURSDAY:
IDEA BOOK “JOURNAL”- “”
PERSONAL DICTIONARY- Word #108 “Gallop” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Once Intro. Paragraphs are finalized and rewritten, body paragraph are ready to begin. Before writing a rough draft students will be asked to write out step by step directions. Once these steps have been written out, students will need to go back over the steps with a partner looking for errors and mistakes to correct while also adding transition words. Once all of these tasks are complete students will need to write a rough draft. I will be walking around facilitating writing conferences with students.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.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)
6th Grade activities: Students will continue to work on introduction paragrapsh for their persuasive essays. By the end of today they should have a rough draft complete, a writing conference with me, and a final copy of this introduction paragraph written. If this complete and they need something to work on they will begin writing their first body paragraph. I will be walking around facilitating the writing process 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: Suffixes and Adjective families
Friday:
IDEA BOOK “JOURNAL”- “”
PERSONAL DICTIONARY- Word #109 “Dilemma” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue all work from yesterday and whatever they need to catch up on from the week. By the end of today’s class students should have an Intro. And a body paragraph completely rewritten. I will be walking around facilitating writing conferences with students.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.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)
6th Grade activities: Students will now be responsible for committing to their first body paragraph. They should concentrate on writing about only their first reason why they support or don’t support their protective gear. I will be walking around facilitating writing conferences with students
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.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 and Adjective families
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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