MONDAY:
IDEA BOOK “JOURNAL”- “Monday Morning Memory”-
PERSONAL DICTIONARY- Word #110 “Dilemma” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue to write their expository essay. Students should be completing the body paragraph. Once they have written out the steps in bullet form with transitions they will construct these bullets into paragraph form. Students will then have a writing conference with me discussing corrections and suggestions to their paragraphs. I will also be walking around facilitating the writing process.
- 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 be taken to the computer lab to log onto the room 202 website to respond to the blog. Once students have a chance to log on and respond they will come to the room and continue working on their persuasive essays from last week. Some students are still on the intro paragraph, however some students are ready to begin the second body paragraph. I will be walking around facilitating the writing process where needed.
- 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
TUESDAY:
IDEA BOOK “JOURNAL”- “Story Dictation”
PERSONAL DICTIONARY- Word #111 “Absurd” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will be hopefully finishing up body paragraphs. Once ready, students will then be responsible for developing an introduction paragraph for their “How to make a paper airplane” expository essay. The focus for this intro will be great “Snappy Starts” and “Topic Sentences”. I will be walking around facilitating the writing process and conducting writing conferences.
- 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 be continuing their persuasive essays. I will be allowing those students ready to complete a third paragraph (2nd body) to go ahead and do so. I will be conferencing with students that are ready to conference. I will be walking around facilitating the writing process.
- 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”- “Freewrite”
PERSONAL DICTIONARY- Word #112 “Reject” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Today will be designated a catch up day. Students will be working to complete conferences with me and working to finish their body and intro paragraphs. If any students finish they can begin to develop a closing paragraph. I will be walking around facilitating the writing process.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Today will be designated a catch up day. Students will be working to complete conferences with me and working to finish their intro and body paragraphs. If any students finish they can begin to develop a closing paragraph. I will be walking around facilitating the writing process.
- 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”- “The Early Bird Catches the Worm”
PERSONAL DICTIONARY- Word #113 “Delirious” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: All essays must be finished today! I will be conducting conferences all day in effort to get everyone finished.
- 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: All essays must be finished today! I will be conducting conferences all day in effort to get everyone finished.
- 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: 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)
Have a great spring break!
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