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)
Monday, March 22, 2010
Monday, March 15, 2010
Lesson Plans for 3/15-3/19
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)
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)
Thursday, February 18, 2010
Lesson Plans for 2/22-2/26
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)
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)
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)
Monday, January 25, 2010
Lesson Plans for 1/25-1/28
MONDAY:
IDEA BOOK “JOURNAL”- “Jack and the Beanstalk” I will read the beginning and middle. You write and alternate ending.
PERSONAL DICTIONARY- Word #74 “Interrupt” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Teacher will introduce another expository writing assignment. Topic: “How to make a Peanut Butter and Jelly Sandwich.” Main focus will be writing opening statements. “Snappy Starts”
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Student will be introduced to a higher level of writing topic sentences and introductions. We will begin today talking about 3 different “Snappy Starters” and continue writing introductions. This process will continue all week with different parts of a persuasive essay. This weeks topic: “Turning off the television”. 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: Prefix Notes
TUESDAY:
IDEA BOOK “JOURNAL”- “What one thing would you do for a family member to make his or her life better? Explain.” “What one thing would you do for a friend to make his or her life better? Explain”
PERSONAL DICTIONARY- Word #75 “Equality” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue to develop an expository piece about making a PB&J sandwich. Today Students will be outlining the main steps and then focusing on changing these steps into paragraph form using appropriate transitions. 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)
6th Grade activities: Students will now be asked to write one paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be walking around facilitating the writing process by conducting “mini-writing conferences”. Teacher will be describing how to provide supporting details and the importance of specificity.
- 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”- “Think of a compliment that you would like to receive. What would that compliment be? Why would you want someone to say that about you? Explain every detail you can.”
PERSONAL DICTIONARY- Word #76 “Conform” (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)
- 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 asked to write a second paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be walking around facilitating the writing process by conducting “mini-writing conferences”. Teacher will be describing how to provide supporting details and the importance of specificity.
- 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”- “RoundTable Writing”
PERSONAL DICTIONARY- Word #77 “Him” (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”. A vocabulary/grammar assessment may be administered.
- 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: 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”. A grammar/vocabulary assessment may also be administered.
- 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: 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, 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 )
IDEA BOOK “JOURNAL”- “Jack and the Beanstalk” I will read the beginning and middle. You write and alternate ending.
PERSONAL DICTIONARY- Word #74 “Interrupt” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Teacher will introduce another expository writing assignment. Topic: “How to make a Peanut Butter and Jelly Sandwich.” Main focus will be writing opening statements. “Snappy Starts”
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Student will be introduced to a higher level of writing topic sentences and introductions. We will begin today talking about 3 different “Snappy Starters” and continue writing introductions. This process will continue all week with different parts of a persuasive essay. This weeks topic: “Turning off the television”. 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: Prefix Notes
TUESDAY:
IDEA BOOK “JOURNAL”- “What one thing would you do for a family member to make his or her life better? Explain.” “What one thing would you do for a friend to make his or her life better? Explain”
PERSONAL DICTIONARY- Word #75 “Equality” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue to develop an expository piece about making a PB&J sandwich. Today Students will be outlining the main steps and then focusing on changing these steps into paragraph form using appropriate transitions. 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)
6th Grade activities: Students will now be asked to write one paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be walking around facilitating the writing process by conducting “mini-writing conferences”. Teacher will be describing how to provide supporting details and the importance of specificity.
- 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”- “Think of a compliment that you would like to receive. What would that compliment be? Why would you want someone to say that about you? Explain every detail you can.”
PERSONAL DICTIONARY- Word #76 “Conform” (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)
- 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 asked to write a second paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be walking around facilitating the writing process by conducting “mini-writing conferences”. Teacher will be describing how to provide supporting details and the importance of specificity.
- 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”- “RoundTable Writing”
PERSONAL DICTIONARY- Word #77 “Him” (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”. A vocabulary/grammar assessment may be administered.
- 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: 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”. A grammar/vocabulary assessment may also be administered.
- 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: 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, 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, January 11, 2010
Lesson Plans for 1/19-1/22
MONDAY: NO SCHOOL
TUESDAY: IDEA BOOK “JOURNAL”- Mr. Hetrick was absent on Friday. Explain and describe the events that took place in Room 202 during your class period. Things to consider: work, behavior, attendance, drama, or anything else important you feel the need to explain that you did or did not do in class on Friday.
PERSONAL DICTIONARY- Word #70 “Urgent” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue completing “Treasure Map” assignments from last week. Students will be in various stages of the writing process working to complete the assignment. Teacher will be facilitating this process. Students will also practice conducting a spelling bee.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Student will be introduced to a higher level of writing topic sentences and introductions. We will begin today talking about 3 different “Snappy Starters” and continue writing introductions. This process will continue all week with different parts of a persuasive essay. This weeks topic: “Turning off the television”. Students will also practice conducting a spelling bee.
- 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: Syllables Review All Rules
WEDNESDAY:
IDEA BOOK “JOURNAL”- Describe your favorite TV show. Talk about characters (what they look like, sound like, and how they act). Also, describe your favorite episode of that show.
PERSONAL DICTIONARY- Word #71 “Imagine” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will take a grammar/vocabulary assessment. Any missed or incomplete work will be completed during this period. A practice spelling bee will also occur.
- 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 take a grammar/vocabulary assessment. Any missed or incomplete work will be completed during this period. A practice spelling bee will also occur.
- 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”-
PERSONAL DICTIONARY- Word #72 “Cancel” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue completing “Treasure Map” assignments from last week. Students will be in various stages of the writing process working to complete the assignment. Teacher will be facilitating this process. Students should begin to wrap up this assignment. Students will also practice conducting a spelling bee.
- 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 asked to write one paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be describing how to provide supporting details and the importance of specificity. Students will also practice conducting a spelling bee.
- 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”-
PERSONAL DICTIONARY- Word #73 “Explain” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students should wrap up this assignement today. Teacher will introduce another expository writing assignment. Topic: “How to make a Peanut Butter and Jelly Sandwich.” Students will also practice conducting a spelling bee.
- 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 be asked to write a second paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be describing how to provide supporting details and the importance of specificity. Students will also practice conducting a spelling bee.
- 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. 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 )
TUESDAY: IDEA BOOK “JOURNAL”- Mr. Hetrick was absent on Friday. Explain and describe the events that took place in Room 202 during your class period. Things to consider: work, behavior, attendance, drama, or anything else important you feel the need to explain that you did or did not do in class on Friday.
PERSONAL DICTIONARY- Word #70 “Urgent” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue completing “Treasure Map” assignments from last week. Students will be in various stages of the writing process working to complete the assignment. Teacher will be facilitating this process. Students will also practice conducting a spelling bee.
- Write compositions that contain complete sentences and effective paragraphs using English conventions. (Benchmark 3.A.3a)
6th Grade activities: Student will be introduced to a higher level of writing topic sentences and introductions. We will begin today talking about 3 different “Snappy Starters” and continue writing introductions. This process will continue all week with different parts of a persuasive essay. This weeks topic: “Turning off the television”. Students will also practice conducting a spelling bee.
- 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: Syllables Review All Rules
WEDNESDAY:
IDEA BOOK “JOURNAL”- Describe your favorite TV show. Talk about characters (what they look like, sound like, and how they act). Also, describe your favorite episode of that show.
PERSONAL DICTIONARY- Word #71 “Imagine” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will take a grammar/vocabulary assessment. Any missed or incomplete work will be completed during this period. A practice spelling bee will also occur.
- 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 take a grammar/vocabulary assessment. Any missed or incomplete work will be completed during this period. A practice spelling bee will also occur.
- 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”-
PERSONAL DICTIONARY- Word #72 “Cancel” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students will continue completing “Treasure Map” assignments from last week. Students will be in various stages of the writing process working to complete the assignment. Teacher will be facilitating this process. Students should begin to wrap up this assignment. Students will also practice conducting a spelling bee.
- 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 asked to write one paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be describing how to provide supporting details and the importance of specificity. Students will also practice conducting a spelling bee.
- 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”-
PERSONAL DICTIONARY- Word #73 “Explain” (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
5th grade activities: Students should wrap up this assignement today. Teacher will introduce another expository writing assignment. Topic: “How to make a Peanut Butter and Jelly Sandwich.” Students will also practice conducting a spelling bee.
- 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 be asked to write a second paragraph persuading someone to either keep the TV on or turn it off. One reason will be written today, and only one. Teacher will be describing how to provide supporting details and the importance of specificity. Students will also practice conducting a spelling bee.
- 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. 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 )
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