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)
