3 Sartin Misiano Language Arts Charts

LEGEND A – art CM – communication DA – differentiation / accommodation E – evaluation GA – group activity LA – Language Arts LI – listening HW – homework MA – manipulative activity MO – movement / physical education OL – oral language / public speaking PS – problem solving / critical thinking R – reading S – science T – technology W – writing IN- inferencing

G- game RV- review FT- field trip FA: fine arts SS: social studies MS: Music RS: research

DAY 1 *KK SOL E 3.1 Effective Communication R: Frindle by Andrew Clements

DAY 2 *KK SOL E 3.1 Effective Communication R: Frindle by Andrew Clements.

W: Students will copy sample sentences from the board in their journals. In each sentence they will be asked to identify a different part of speech. Students will take turns going to the board and underlining the part of speech. LA/RV: The teach will review with the students the eight parts of speech. On half sheets of colorful poster board the teacher will write the part of speech on one side and the definition with an example on the opposite side. Students may refer to these poster boards throughout the lesson.

W: Students will write a list of synonyms in their journals for the word that Nick came up with in the story.

LA/RV/G/GA: The teacher will review with the students the meaning of synonyms. The students will use a dictionary to find the definition of the word synonym and write it down in their journals. Students will play a game. The teacher will begin with a word; students will raise their hand if they know a synonym for the word. Students will say as many synonyms as possible before the teacher says a new word.

R: The class will read the first two chapters of the book Frindle by Andrew Clements. Students will take turns reading out loud. After reading students will work in pairs to answer discussion questions.

DA: Advanced students will learn how to use a thesaurus. R: The class will read chapter three of the book Frindle by Andrew Clements. Students will read silently. After reading students will work individually to answer discussion questions.

WEEK 1 DAY 3 *KK SOL E 3.1 Effective Communication R: Frindle by Andrew Clements.

DAY 4 *KK SOL E 3.1 Effective Communication R: Frindle by Andrew Clements.

DAY 5 *KK SOL E 3.1 Effective Communication R: Frindle by Andrew Clements.

W: Students will write ten sentences describing the chapters read today, underlining the verb in each sentence. Students will exchange papers and their partners will write a synonym and antonym for each verb.

W: Students will write their own test for the first six chapters of the book. The test should be written in multiple-choice format.

W: Between chapters seven and eight students will write a summary of what has happened in the book so far. Students will use this summary to help them study for the test.

LA/RV/G/GA: The teacher will review with the students the meaning of antonyms. The students will use a dictionary to find the definition of the word antonym and write it down in their journals. Students will play a game. The teacher will begin with a word; students will raise their hand if they know an antonym for the word. Students will say as many antonyms as possible before the teacher says a new word.

LA/RV: The teacher will discuss with the class the definition of a homonym. The class will take turns name words that are homonyms. Students will write the definition and three examples of homonyms in their journals.

LA/W/CM: Students will write their own short story based on the book. In the story a new word is to be discovered or made up. Within in story students must include a reason for the new word and it’s definition.

G/GA: The teacher will say a word and give it’s definition. The first student to raise their hand will go up to the board and write to correct spelling of the word.

HW: Students will finish writing their stories and bring them to class on Monday.

R: The class will read chapters four and five of the book Frindle by Andrew Clements. Students will take turns reading out loud. After reading students will work in pairs to answer discussion questions.

R: The class will read chapter six of the book Frindle by Andrew Clements. Students will read silently. After reading students will work individually to answer

R: The class will read chapters seven and eight of the book Frindle by Andrew Clements. Students will take turns reading out loud. After reading students will work in pairs to answer discussion questions

discussion questions.

WEEK 2 DAY 6 *KK SOL E 3.1 Effective Communication R: Frindle by Andrew Clements.

DAY 7 *KK SOL E 3.1 Effective Communication R: Frindle by Andrew Clements.

DAY 8 *KK SOL E 3.1 Effective Communication R: Frindle by Andrew Clements.

DAY 9 *KK SOL E 3.1 Effective Communication R: Frindle by Andrew Clements.

DAY 10 *KK SOL E 3.1 Effective Communication R: Frindle by Andrew Clements.

W: Students will write their speech down on index cards so that they can practice and use the cards to guide them during their speech. LA/W/T: Students will type their stories on the computer. The teacher will print out the stories and compile a “Class Dictionary” of the new words.

W: The students will write about the events in the book. The students will pick one event and describe what they would have done differently. LA/W/PS: The students will consider the events that took place throughout the story so far. Nick has found himself in some interesting situations. Each student will choose one thing that Nick did that they would have handled differently. In two descriptive paragraphs the students will describe what Nick did and what they would do in the same situation.

W: Students will then write a short paragraph about the characters in the book.

W: Students will write a short paragraph describing the plot and setting of the story.

W: Students will write short paragraphs describing three themes in the book.

LA/W: The teacher will review with the class the vocabulary terms character, plot, setting and theme. Students will write the definition of the vocabulary terms in their journals. Students will then write a short paragraph about the characters in the book. Each student will then choose one character in the book to write about in more detail.

LA/W: The teacher will review with the class the vocabulary terms character, plot, setting and theme. Students will then write a short paragraph describing the plot and setting of the story.

R: The class will read chapter fifteen of the book Frindle by Andrew Clements. Students will read silently. After reading students will work individually to answer discussion questions.

LA/OL: Students will present their new words to the class. In their presentation they must include their reason for the word and its definition. R: The class will read chapter nine of the book Frindle by Andrew Clements. Students will read silently. After reading students will work individually to answer discussion questions.

R: The class will read chapters ten and eleven of the book Frindle by Andrew Clements. Students will take turns reading out loud. After reading students will work in pairs to answer discussion questions.

R: The class will read chapter twelve of the book Frindle by Andrew Clements. Students will read silently. After reading students will work individually to answer discussion questions.

LA/W: After reading the entire book the class will R: The class will read discuss the themes seen throughout the book. Each chapters thirteen and student will choose 3 fourteen of the book themes that they saw in the Frindle by Andrew book. For each theme Clements. Students will students will write a short take turns reading out paragraph describing the loud. After reading part of the book the theme students will work in pairs appeared and how the to answer discussion theme affected the rest of questions. the book. DA: LD students may only write about one of the themes in the book.

WEEK 3 DAY 11 KK SOL E 3.2 Oral Reports R: W: The students will write the definition of each type of speech in their journals.

DAY 12 KK SOL E 3.2 Oral Reports

R: W: The students will write a rough draft of a brief speech describing who might have walked in their shoe LA/CM/W: The teacher will LA/W/PS: The students discuss with the class the will write a rough draft of different types of speeches: a brief speech describing narrative, informative, and who might have walked persuasive. The students will in their shoe. Students write the definition of each type of speech in their will provide reasons as to journals. Tell students that why they think that these are the three types of person walked in their speeches they will be studying shoe. Students will the next two weeks. exchange papers and LA/CM/PS/HW: The teacher peer edit. The speech will bring in a variety of shoes, should be 2-3 minutes even shoes from different long. countries and times in history.

DAY 13 KK SOL E 3.2 Oral Reports

DAY 15 KK SOL E 3.2 Oral Reports

R: W: As the students are presenting their speech, the others will write a critique of the speech.

R: W: Students will write a rough draft copy of speech they will use to introduce their partner.

R: W: Students will write one neat thing they learned about that student next to their picture.

LA/CM: The class will discuss the different types of speeches again and attempt to categorize their shoe speech. The teacher will lead the discussion and get the students to understand that it is a narrative speech.

LA/CM: The class will discuss the different types of speeches again. The teacher will lead the discussion and tell the students that the next type of speech they will be studying is the narrative speech.

LA/OL/W: Each student will introduce their partner to the class using their narrative speech. Every student will be given a copy of a picture of the other students in the class. When a certain individual is introduced, students will write one neat thing they learned about that student next to their picture.

LA/OL/W: Each student will give his or her short shoe speech to a small The teacher will ask the class LA/W/T: Students will go group. As the students if they have ever heard the statement, “Walk in someone to the computer lab and are presenting their else’s shoes…” The class will type the final draft of their speech, the others will discuss this statement. The speech. write a critique of the teacher will have each child speech. Students should pick a shoe. For homework try to notice how well the the students will begin to brainstorm who might have student speaks and if walked in their shoe: a famous they give enough athlete, a little boy, a native information. American, etc. Students will write down their ideas.

DAY 14 KK SOL E 3.2 Oral Reports

LA/W/GA: Students will be placed in pairs. Each student will conduct an interview with their partner, getting to know them. Individually, students will write a rough draft copy of speech they will use to introduce their partner. In pairs, the students will edit their speeches. LA/HW/W: Students will write their final copy for homework.

DA: Students will a speech disorder, who feel uncomfortable performing their speech in front of the whole class may be allowed to present to a small group.

WEEK 4 DAY 16 KK SOL E 3.2 Oral Reports R: “I have a dream…” speech by Martin Luther King Jr. W: Students will write a rough draft for their own speeches about dreams that they have. LA/CM: The class will read and discuss Martin Luther King, Jr.’s speech. The teacher will guide the discussion and try to get the students to categorize this speech. The teacher will get the students to understand that it was a persuasive speech. LA/W: Students will write a rough draft for their own speeches about dreams that they have. These speeches should be persuasive; it can range from persuading the principal for more recess time to persuading their parents to take them on a trip to Disney World.

DAY 17 KK SOL E 3.2 Oral Reports

DAY 18 KK SOL E 3.2 Oral Reports

R:

R:

W: Students will make a list of the characteristics of a good speaker.

W: Students will make a list of things that the reporters did that made them good at their job.

LA/CM/W/T: The class will discuss the qualities of a good speech. Ask the students to think of a good speaker they have heard and then have them make a list of the characteristics of a good speaker. Add to the students' list any of the characteristics of a powerful speaker they may have missed. Show a videotape of two speakers (possibly political figures) and contrast them. Lead the students in a discussion about the qualities of a good speech.

LA/W/PS: Students will make a list of jobs in which the employee must have good speech skills. The teacher will guide the discussion to show that almost anything you do when you grow up, you must have be able to communicate effectively. LA/HW: Students will go home and watch thirty minutes of news, approved by their parents. Students will make a list of things that the reporters did that made them good at their job.

DAY 19 Test Review

DAY 20 Test 1

RV/HW: The teacher will provide a review worksheet for the students to take home so that they can review for the test.

E: Students will be given a multiple-choice test covering effective communication and oral reports. Students will need to understand the three types of speeches: persuasive, narrative and informative. Students will have ten short answer questions about the book Frindle.

RV/G/GA: Students will play a jeopardy game to review the material for the test. RV/R: Students will be given time to silently reread the discussion questions that they answered at the end of every chapter in Frindle.

DA: Students with a learning disability may go to a separate room to take their test and may have it modified. For example, the multiplechoice questions may only have 2 answers to choose from instead of the normal 4 answers.

WEEK 5 DAY 21 KK SOL 3.3 Multisyllabic Words

DAY 22 KK SOL 3.3 Multisyllabic Words

R:

R:

W: Students will write a list of long and short words from the book.

W: Have students write down the words you say, putting a space in between each syllable.

LA/MA: Distribute small mirrors to students, or have them find a partner to watch as he or she pronounces words. Have students say aloud a series of words of varying lengths as they look in the mirror. Tell them to count the number of times their mouths open when saying the word. This is the number of syllables in the word. An alternative is to have the students cup their jaw and count the number of times it drops when saying the word. Ask students to identify which part of the word causes the mouth to open (the vowel sounds). Point out to students that a syllable has one vowel sound.

LA/MA: Ask students to repeat a series of words you say. As they pronounce each word, have students clap or tap the number of syllables. Start with compound words, progress to two-syllable words, then build to words of three and four syllables.

LA/W: Ask students to generate a list of words from the story we read in class. When they have completed the list they will sort the words into long and short words. Students will see that longer words have more syllables then shorter words.

DA: Hearing impaired students will not be able to participate in this section of the lesson, have them write down words and separate them into syllables. LA/MA: Ask students to repeat a series of words you say, but ask them to delete the first syllable in the word: "Say sunflower without the sun," or "Say robot without the ro." These phonemic-deletion tasks can progress to deleting ending syllables. Then have students write down the words you say, putting a space in between each syllable. LA/W: Students will make a list of compound words from the book they read in class. They will then break the words down and see how many syllables are in each word.

DAY 23 KK SOL 3.3 Multisyllabic Words R: Hop on Pop by Dr. Seuss. W: Students will write their own sentences using /op/ words. LA/R: Present the following sentence strips. Cover the op rime on all op words: * We like to h--. * We like to h-- on t-of P--. * St--, you must not h-- on P--. Tell students that you are going to read the sentences together and say /op/ wherever they see the blanks. Have them practice blending the phonemes together before reading the sentences. Using a pointer, have student volunteers come up and practice reading the sentences aloud. Then have students write their own sentences using /op/ words.

DAY 24 KK SOL 3.3 Multisyllabic Words R: W: Students will write words from the story and their number of syllables in their journals. LA/MA/GA: Talk with children about why knowing about syllables can help them when they read and write. Ask them to clap with you as you say these words: sunshine, vacation, delicious, dinner, astronaut, alphabet, communication, calendar, school, wonderful, merry-goround, television. Have children clap for each syllable you say. Begin with two or three syllable words and build up to longer words with more syllables: air plane 2 ta ble 2 por cu pine 3 com mun i ca tion 5 LA/GA/T: Students will go to the following website and play the ‘Syllables Factory’ game. http://www.bbc.co.uk/skillswise /words/spelling/soundandspel/ syllables/game.shtml

DAY 25 KK SOL 3.3 Multisyllabic Words R: “A Vowel Sound in Every Syllable” W: Students will write their own lyrics for the song.

LA/MS/GA/W: Students will practice singing ‘A Vowel Sound in Every Syllable.’ Students will then write their own lyrics for the song.

WEEK 6 DAY 26 KK SOL 3.3 Homophones R: The King Who Rained by Fred Gwynne

DAY 27 KK SOL 3.3 Homophones R: Chocolate Moose for Dinner by Fred Gwynne

W: Students will write the definition of homophones in their journals and at least five examples.

W: Students will write funny paragraphs by using at least six homophones.

LA/CM: Tell the following joke: A pony walked into a McDonalds and waited in line to place his order. When his turn finally came, he said (in a soft, raspy voice), "I'll have a Hamburger Happy Meal with a Coke, please." The woman behind the counter frowned and replied, "Sir, you'll have to speak up. I can't hear you." The pony smiled understandingly and replied (in the same soft, raspy voice), "I'm sorry. You've got to excuse me. I'm just a little hoarse." After the students stop laughing, ask why this joke is funny. Then ask if anyone knows what we call two words that sound the same but have different meanings. Define the word homophone; write it on the board. Ask students for examples of homophones. Write at least five on the board, noting that some are spelled the same and some are not.

LA/W: Place students in groups of three or four. It is suggested that students be placed in mixed-ability groups. Explain to the groups that they are to use a dictionary to create a list of at least 25 pairs or sets of homonyms including the words already listed on the board (adjust the number up or down depending on time constraints). They then must define each word and use it correctly in a sentence. Once the lists, definitions, and sentences are complete, each group will write a paragraph correctly using at least six of the words from their list. Suggest to the students that they should attempt to make the paragraphs funny by using the homonyms to create sentences with double meanings (such as in the little horse joke). DA: Some students may make a shorter list if they are unable to finish the assignment on time.

DAY 28 KK SOL 3.3 Homophones R: Eight Ate: A Feast of Homonym Riddles bye Fred Gwynne

DAY 29 KK SOL 3.3 Homophones R: How Much Can a Bare Bear Bear? by Brian P. Cleary

W: Make a homonym dictionary as a class or individually, clarify the word meanings by including them in sentences.

W: The students will make flashcards by writing a definition and 4 possible spellings.

LA/W/G/GA: Select one student as "it," and send them outside (choose a kid that won't run off!) Inside, ask the rest of the class to think of 2 or 3 homophones, and write them in sentences on the board, substituting the homophone for the word 'teapot' (or choose another). Call "it" back in, and they try and work out the homophones. One point if they get the word correct, two points for each correct spelling of the word in the right place.

LA/G: Workshop or learning center activity: Create self-checking flashcards by punching a hole in each corner of index cards. Have students write a definition in the center of each card and write four possible spellings in the corners. Poke a pencil through the right answer. On the back of the card, draw a circle around the correct hole.

LA/W/A: Make a homonym dictionary, either individually or as a class. Illustrate with pictures or speech bubbles of people talking. Clarify word meanings by including them in sentences.

DAY 30 KK SOL 3.3 Homophones R: A Dove Dove by Marvin Terban W: Have students pick 10 homophones and write their own songs.

LA/G/W: Play the Homonym Bingo spelling game. Fill up Bingo grids with homonym words. The caller reads definitions and the players cover or remove the word that goes with the definition. Test winners by asking for the definition of their winning words. LA/MS/W: Have the class listen to and sing along with the song, “Same but different.” Use a word chart to point out the spelling of the word as it is sung in the song. Have students pick 10 homophones and write their own songs, some students may share their songs with the class.

WEEK 7 DAY 31 KK SOL 3.3 Blending letter sounds with common vowel spelling patterns R: A Light in the Attic by Shel Silverstein

DAY 32 KK SOL 3.3 Blending letter sounds with common vowel spelling patterns R: A Light in the Attic by Shel Silverstein

DAY 33 KK SOL 3.3 Blending letter sounds with common vowel spelling patterns R: Where the Sidewalk Ends by Shel Silverstein

DAY 34 KK SOL 3.3 Blending letter sounds with common vowel spelling patterns R: Where the Sidewalk Ends by Shel Silverstein

W: Students will help make a word wall of rcontrolled words.

W: Students will write their own lyrics to the song “Bossy R.” LA/MS/W: Have students listen to and practice singing the song “Bossy R.” Then have the students pick out more rcontrolled words and write their own lyrics for the song.

W: Students will prepare index cards with “ow” words.

W: Students will make two lists of “ow” words.

LA/A: Create a bulletin board or "word wall" containing words with r-controlled vowels. Cut out a picture to represent r-controlled sounds. Examples: /er/ soundturtle, /ar/ sound-car, /or/ sounddoor, /air/ sound-bear. Under each picture, paste cut-out words from newspapers, magazines, and advertisements that have the same sound (not the same spelling). After many words have been posted, discuss which spellings are the most common for each r-controlled sound. LA/A: Find words with rcontrolled vowels in newspapers, magazines, and advertisements. Cut out these words. Sort them into piles based on the way they sound, not the way they are spelled. For example, dollar and worm would go in the same pile because they both have the /er/ sound, but farm and warm would go in different piles because farm has the /ar/ sound and warm has the /or/ sound.

LA/CM: Begin by giving students a brief list of words to spell that use the “ow” combination, including words that sound like low and words that sound like wow. The following words might be included on this pretest: row, how, now, throw, owl, flow

LA/R/A: Word hunting is an activity that can be done by students working independently, with partners, or in a learning center. Students go through familiar books, magazines, or websites and make a list of the “ow” words they find. They record their findings in a notebook. LA/R/W: Divide students into pairs and give each pair a set of previously prepared index cards that contain “ow: words. Include blank cards on which they can write the words that they collected from their word hunt. Ask them to divide the cards into two groups: those that sound like low and those that sound like wow. After they have completed the word sorting activity and you have checked their accuracy, have students write the two lists of “ow” words in their notebooks.

DAY 35 KK SOL 3.3 Blending letter sounds with common vowel spelling patterns R: Hop on Pop by Dr. Seuss.

W: Students will write a short story using at least 10 “op” words. LA/R/W: Give students a LA/R: Present the copy of the nursery following sentence strips. rhyme, "Little Boy Blue," Cover the op rime on all and explain that it op words: contains lots of words * We like to h--. with the letter o * We like to h-- on t-- of pronounced in different P--. ways. In this session, * St--, you must not h-- on students will examine P--. only the “ow” words. Tell students that you are Have them circle the “ow” going to read the words on their copy of sentences together and the nursery rhyme. Then say /op/ wherever they have them look at their see the blanks. Have notebook lists and place them practice blending the words they circled in the phonemes together the correct category, before reading the matching the /ow/ sound sentences. Using a heard in the word wow or pointer, have student the word low. volunteers come up and practice reading the DA: Advanced students sentences aloud. may come up with additional words on their W: Students will write a own to add to the lists. short story using at least 10 “op” words.

WEEK 8 DAY 36 Test Review

DAY 37 Test 2

RV/G: Students will play a jeopardy game to review multisyllable words, homophones and common spelling patterns.

E: Students will take a written, multiple-choice test covering homophones and common spelling patterns. Orally the teacher will test the students on being able to clap syllables for given words.

RV/HW: The teacher will provide a review worksheet for the students to take home so that they can review for the test.

DA: Students with a learning disability may go to a separate room to take their test and may have it modified. For example, the multiplechoice questions may only have 2 answers to choose from instead of the normal 4 answers.

DAY 38 KK SOL 3.4 Reading-text formats

DAY 39 KK SOL 3.4 Reading-text formats

DAY 40 KK SOL 3.4 Reading-text formats

R:

R:

R:

W: Students will write the definition of expository and narrative in their journals. LA/CM/W: The teacher will explain to students that they are going to study two types of text formats, expository and narrative. Students will use a dictionary to write the definition of expository and narrative in their journals.

W: Students will write a narrative paragraph.

W: Students will write an expository paragraph.

LA/CM/W: The class will discuss narrative paragraphs. The teacher will read and show a few examples to the class. Students will brainstorm a few ideas that they can use for their narrative paragraphs. Students will then make an outline of the event that they choose to describe. The events can be can anything from describing a baseball game or describing their morning routines. Students will use their outlines to write their narrative paragraph. (They may write up to three paragraphs.) Students will work in pairs to peer edit their work.

LA/CM/W: The class will discuss expository paragraphs. The teacher will read and show a few examples to the class. Students will brainstorm a few ideas that they can use for their expository paragraphs. Students will then make an outline of what they decide to explain. Students will use their outlines to write their expository paragraph. (They may write up to three paragraphs.) Students will work in pairs to peer edit their work.

LA/W/A/MA: Students will work in pairs to make posters to hang in the classroom. The posters will describe narrative and expository paragraphs.

LA/HW: Students will write the final copy of their narrative paragraph.

LA/HW: Students will write the final copy of their expository paragraph.

DAY 41 KK SOL 3.4 Reading- clues, language structure and phonetic strategies R: No, David!

DAY 42 KK SOL 3.4 Reading- clues, language structure and phonetic strategies R:

WEEK 9 DAY 43 KK SOL 3.4 Reading- clues, language structure and phonetic strategies R:

W: The students will write about the beginning, middle, and end of a story. R/CM/W: Read aloud No, David! to class. Discuss what is the Beginning, Middle, and End. Write pupils' responses on the graphic organizer. Tell the class that they are going to help the author use more details so that older kids will want to read his story.

W: The students will practice punctuation by writing sentences.

W: Students will practice writing compound sentences.

W: Students will write tongue twisters utilizing past and present tense.

W: Students will change singular nouns to plural nouns.

W: Write four sentences on the board. Each on with a different punctuation mark ending the sentence. Ask the students: Which sentence gives a command? Which sentence shows excitement? Which sentence asks a question? Which sentence makes a statement?

CM/LI: Explain that a compound sentence is made of 2 simple sentences joined by a conjunction such as and, or, or but. Use a comma before the conjunction.

RV/W: Have students take out their sentences that they corrected with a partner from the previous lesson. Read aloud each sentence with the correct answer in place as students follow along. Ask students to circle each incorrect part of the their sentence and to rewrite it correctly.

W/CM/LI: Show a picture of a bowerbird. Ask students if any of them have ever seen a bowerbird. Write 5 sentences on the board about bowerbirds (bold the nouns).

H/GA: Pass out 3 to 4 small snacks to each kid. For each beneficial idea, that child may eat a treat. A kid may also eat a treat if he/she piggy backs of another kid's idea. Have kids give details to support the beginning, middle, and end (EX: Main Idea: David can't go outside. Detail: When he woke up, it was raining).

CM/LI: Tell the students they must begin every sentence with a capital letter. Use a period to end a statement and question mark to end a question. Use a period or an exclamation point to end a command. Use an exclamation point to end an exclamation. R/W: Have students complete an advertisement for a new computer art program by writing one statement, one question, one command, and one question. Have students begin their advertisement as so: Hi- Price Computing has just invented_______.

R/W: Have students complete a worksheet where they have to identify the compound sentence. They will have to add a comma before the conjunction in each compound sentence. G: Give students a crossword puzzle with 10 clues about compound sentences and conjunctions. Have them complete the puzzle in class. DA: English proficient students can work with struggling students to help them.

DAY 44 KK SOL 3.4 Reading- clues, language structure and phonetic strategies R:

DAY 45 KK SOL 3.4 Reading- clues, language structure and phonetic strategies R:

GA/W: Divide the students into group of 3. Write verbs such as these on index cards, one for each small group of students: build, play, see, sail, dry, wash, make, toss, live, create. Have them compose tongue twisters using the past tense form of the word on their card. (ex. The busy beavers built billions of beautiful buildings by the bubbling brook) OL: Allow students to read their tongue twisters aloud to the class.

R: Have students read aloud the sentences you wrote on the board. Ask them to identify which boldfaced nouns are plural and which ones are singular. Have students note how each plural noun is formed. R/W: Have students complete a worksheet where they will correct sentences by changing the singular noun to plural. OL: Ask volunteers to read aloud the sentences on their worksheet with the plural nouns in place.

WEEK 10 DAY 46 KK SOL 3.5 Fiction/ Non-fiction- plot, characters, setting R: The Giver by Lois Lowry

DAY 47 KK SOL 3.5 Fiction/ Non-fiction- plot, characters, setting R: The Giver by Lois Lowry

W: Students will create a “perfect” community, listing all the things that make up a community. LA/W: Pre-reading activity: Have students create a “perfect” community, giving it a name, a system of government, a physical description, and an account of how its people spend their days. Discuss how that community would change and grow. What roles would history and memories of painful events play in the growth of the community? What would have to be added to our own society in order to make it perfect? What would be lost in this quest for perfection?

W: Students will fill out a character analysis chart.

LA/W: Students will write chapter summaries in their journals at the end of each chapter.

DAY 48 KK SOL 3.5 Fiction/ Non-fiction- plot, characters, setting R: The Giver by Lois Lowry

DAY 49 KK SOL 3.5 Fiction/ Non-fiction- plot, characters, setting R: The Giver by Lois Lowry

DAY 50 KK SOL 3.5 Fiction/ Non-fiction- plot, characters, setting R: The Giver by Lois Lowry

W: Students will write a short paragraph answering their assigned topic. LA/W: Students will fill LA/S/W: While throwing out a character analysis an apple back and forth, chart for each character Jonas suddenly notices they have read about in that it "changes"; in fact, the story so far. Students he is beginning to will write a plot summary perceive color. Divide the paragraph. class into groups and have them research and LA/A/HW: The teacher report on the following will brainstorm with the subjects: the nature of class about the setting of color and of the the story. They will spectrum, how the discuss what it could human eye perceives possibly look like. color, what causes color Students will design a blindness, what causes representation of the the body to react to any setting of the story with stimulus. Is it possible to provided materials. train the human eye so Students will finish their that it does not perceive projects at home. color? Students will write a short paragraph answering their assigned topic.

W: Students will use index cards to prepare a short oral presentation.

W: Students will write answers to oral questions by using their white board.

LA/SS/W/OL: Choose a group in the U.S. today that actively seeks to maintain an identity outside of the mainstream culture: the Amish or Mennonites, a Native American tribe, the Hasidic Jewish community, or another group. Have students research and report on the answers to questions such as the following: What benefits does this group expect from defining itself as "other"? What are the disadvantages? How does the mainstream culture put pressure on such a group? Students will use index cards to prepare a short oral presentation reporting their findings on their specific topics.

LA/MA/W: Each student will have a white board and expo marker to answer questions from the novel, The Giver. The instructor will ask questions regarding the text, to check for comprehension, to review, and warm-up for the interviews. Each student will answer the questions on their individual white board and hold it up for the teacher to check. The instructor will be able to see which student has answered correctly and who needs more review or to reread the story. After the review, the instructor will pass out a copy of the questions asked with the answers missing. The page numbers will be provided for the students to look them up if they do not already know them. This will enable all of the students to have the answers and the questions that will be needed for a well-written report.

DA: Advanced students may come up with an experiment to better show their research.

WEEK 11 DAY 51 DAY 52 DAY 53 DAY 54 DAY 55 KK SOL 3.5 KK SOL 3.5 KK SOL 3.5 KK SOL 3.5 KK SOL 3.5 Fiction/ Non-fiction- theme, Fiction/ Non-fiction- theme, Fiction/ Non-fiction- theme, Fiction/ Non-fiction- theme, Fiction/ Non-fiction- theme, symbols, structure, purpose symbols, structure, purpose symbols, structure, purpose symbols, structure, purpose symbols, structure, purpose R: The Giver by Lois R: The Giver by Lois R: The Giver by Lois R: The Giver by Lois R: The Giver by Lois Lowry Lowry Lowry Lowry Lowry W: Students will conduct an interview with a family member and record the information. LA/R: Begin reading The Giver, by Lois Lowry. (Students will be ready to begin writing once Jonas reaches “The Ceremony of Twelves” or begins receiving memories from The Giver). While reading the book, find and share examples of biographies, autobiographies, and memoirs so that students can compare and contrast the styles in which each is written. LA/R/W/CM: Teach a minilesson on interviewing techniques and have students conduct interviews with relatives, family friends, and neighbors who might have vignettes about the students’ own histories to share. Have students analyze conducted interviews for those “snapshot” memories that have changed their lives in some way.

W: Students will begin writing their brainstorm and rough draft for their descriptive memoirs. LA/A: Get parental permission to locate photographs that can be cut for a timeline. (Symbolic pictures from magazines or student illustrations are fine for those students who are not granted permission to cut up photographs.) Create and share photographic timelines, then post them around the room so that everyone can find inspiration for his/her own writing. LA/W: Begin writing descriptive memoirs Today have students use their timelines to write their brainstorm and their rough draft.

W: Students will peer edit W: Students will describe their rough drafts of their how Lowry uses certain descriptive memoirs. vocabulary symbolically.

W: Students will write a short story using ambiguity at the end and symbols throughout.

LA/W: Students will peer edit their rough drafts of their descriptive memoirs.

LA/W/PS: The ending of The Giver may be interpreted in two very different ways. Perhaps Jonas is remembering his Christmas memory--one of the most beautiful that the Giver gave to him--as he and Gabriel are freezing to death, falling into a dreamlike coma in the snow. Or perhaps Jonas does hear music and, with his special vision, is able to perceive the warm house where people are waiting to greet him. In her acceptance speech for the Newbery Medal, Lois Lowry mentioned both possibilities, but would not call one correct, the other not. After discussing the role of ambiguity in writing, have students craft short stories that end on an ambiguous note. Discuss some in class, noting the writers' clues for such an ending.

LA/R/W/PS: Students will discuss possible themes they have seen in the book including family, diversity, euthanasia and feelings. Students will each choose one of the themes and site specific examples where they see the theme in the book. LA/HW/T: Students will type out the final copy of their descriptive memoir and bring it to class the next day. DA: Students who do not have a computer at home will be given time to go to the lab to type their paper.

LA/W/R: Lois Lowry helps create an alternate world by having the community use words in a very special way. Though that world stresses what it calls "precision of language," in fact it is built upon language that is not precise, but that deliberately clouds meaning. Consider what Jonas's community really means by words such as: released (2), feelings (4), animals (5), Nurturer (5), Stirrings (37), replacement child (44), and Elsewhere (78).

WEEK 12 DAY 56 Test Review

DAY 57 Test 3

DAY 58 KK SOL 3.5 Summarize and compare literature

LA/RV: Students will use their chapter summaries from their journals to review the book The Giver. Students will play a jeopardy review game answering questions about fiction and nonfiction, plot, characters, setting, themes, structure and purpose.

E: Students will be tested about fiction and non-fiction including plot, characters, setting, themes, structure and purpose in a multiplechoice test. Students will be given three paragraphs that they must identify as expository or narrative.

R: Coyote and the Stars by Verbena Greene

R: Anansi Tries to Steal All the Wisdom in the World

W: Students will fill out a Character Analysis Chart after reading the story.

W: Students will fill out a Character Analysis Chart after reading the story.

LA/R: Have a chart with the important vocabulary on display while the story is read. Read Coyote and the Stars aloud to students, periodically examining illustrations, asking for connections, and predictions. Discuss the character of Coyote with students and complete the character analysis chart with students. How would you describe Coyote? What is his personality like? Does he have weaknesses? Strengths? What do you think of his actions in the story?

LA/R/W: Read Anansi Tries to Steal All the Wisdom in the World aloud to students, periodically examining illustrations, asking for connections, and predictions. Discuss the character of Anansi with students and complete the character analysis chart with students. How would you describe Anansi? What is his personality like? Does he have weaknesses? Strengths? What do you think of his actions in the story? Explain that Anansi is a popular character in many African folktales. Ask students if they see any similarities between Coyote and Anansi and discuss. Have students use the URLs suggested to locate other Anansi stories to read (Also can download and copy for students if computers are limited in number. For struggling students also record the stories so they can read and listen to the audiotape) When students have read the stories they should complete the Character Analysis Chart for that story. Gather again in whole group and popcorn share information.

LA/HW: The teacher will provide a review worksheet for the students to complete at home to study for the test.

LA/R/T/W: Have students use the URLs suggested to locate other Coyote stories to read (Also can download and copy for students if computers are limited in number. For struggling students also record the stories so they can read and listen to the audiotape) When students have read the stories they should complete the Character Analysis Chart for that story. Gather again in whole group and popcorn share information.

DAY 59 KK SOL 3.5 Summarize and compare literature

DAY 60 KK SOL 3.5 Summarize and compare literature R: Coyote and the Stars by Verbena Greene and Anansi Tries to Steal All the Wisdom in the World W: Students will compare and contrast the characters in the two stories.

LA/R/W: Have students do a five minute quick write: How are Anansi and Coyote alike in personality (smart, sly, lazy, and funny, etc.)? Have students meet in 3 person groups to share their quick writes. Using a Compare/Contrast Character Analysis Handout, work with students on a comparison and contrast of Anansi and Coyote based on the stories that were read aloud to students. Have students complete a Compare/Contrast Character Analysis in their journals for one Coyote and one Anansi that they read on their own.

WEEK 13 DAY 61 KK SOL 3.6 Biographies and Autobiographies R: Each student will choose a biography or autobiography at the library and read it throughout the week.

DAY 62 KK SOL 3.6 Biographies and Autobiographies R: Each student will choose a biography or autobiography at the library and read it throughout the week.

DAY 63 KK SOL 3.6 Biographies and Autobiographies R: Each student will choose a biography or autobiography at the library and read it throughout the week.

DAY 64 KK SOL 3.6 Biographies and Autobiographies R: Each student will choose a biography or autobiography at the library and read it throughout the week.

DAY 65 KK SOL 3.6 Biographies and Autobiographies R: Each student will choose a biography or autobiography at the library and read it throughout the week.

W: Students will then use a Venn Diagram to write similarities and differences in biographies and autobiographies. LA/W: Students will use a dictionary to find the definitions of the words biography and autobiography and write the definition in their journals. Students will then use a Venn Diagram to write similarities and differences in biographies and autobiographies.

W: Students will fill out a “Wheaties” box with biographical information about a selected person.

W: Each student will write a biographical poem about a person that they research.

W: Students will write their speech out on index cards.

LA/W/A: Who can wait to find out the name of the next sports figure who will appear on a box of Wheaties? Isn't it about time that people of other vocations get into the act? Your students will enjoy perusing the 25,000 biographies contained online at Biography.com to find the perfect person to grace a food box. Should the person's image be placed on a box of Wheaties, another known cereal, or a newly imagined food creation? You be the judge! Have your students include facts about the character's life, illustrations, and a motto that makes clear why they have chosen the figure.

LA/W: Poetry writing may seem dull to some students but not when it is combined with a biography! Have your class visit InfoPlease: People and search its 30,000 online biographies. Ask them to select one individual and write a poem about the person. The poem should feature qualities that make the person unique, facts relating to the person's life, and other details. You may choose to have each student include the name of the individual or to have the student share his or her writing and have others guess the identity.

W: Students write a 26page alphabetical autobiography, in the format of an elementary school alphabet book. LA/W/A: Students write a 26-page alphabetical autobiography, in the format of an elementary school alphabet book. "A is for Alabama. I was born in Alabama, and . . . " Each page will have a complete sentence that describes something about them. Students may also illustrate each page with drawings or pictures. When all 26 pages are complete, books are bound - either by student choice of binding materials, or by teacher-provided materials.

LA: Students will visit the library as a class. The librarian will explain to students how to find biographies and autobiographies and how to tell the differences. Each student will check out two books, one biography and one autobiography.

LA/OL: Students will share their autobiographies with the class.

LA/MA/OL/W: Students find objects around their house, cut pictures from magazines and sometimes even draw picture to illustrate the main attributes of the life of the person in their book or report. The bags are as varied as the students in the class as this activity can be done by any ability level student. Some of the more creative students may even say their person may have skateboarded if they lived today because they were daring or physically fit, etc. Students will write their speech out on index cards to help their speech go smoothly.

WEEK 14 DAY 66 *KK SOL 3.7 Utilize print and non-print resources. R: Civil War on Sunday by Mary Pope Osborne

DAY 67 *KK SOL 3.7 Utilize print and non-print resources. R: Civil War on Sunday by Mary Pope Osborne

W: Students will complete W: Students will compile the Selecting Sources a list of characteristics Activity Sheet. they would use while looking at a book as a research tool. LA/MA/W: Students can LA/CM/W: After looking learn a great deal about at the book abstracts, which sources will help facilitate a discussion them find information by with the students about looking carefully at the full what makes a book anecdotal records at the useful. Guide them in library search station. Begin their brainstorming and this lesson by having them compile a list of work together to complete characteristics they the Selecting Sources would use while looking Activity Sheet. On this at a book as a research sheet students will walk around the library to find a tool. variety of research sources.

LA/CM: Follow up with a discussion asking why some of the books would be useful, why others would not, and why some might need to be investigated further. Point out how titles can be helpful, though some may not. Annotations (or lack thereof) can be of use, as can be dates of publication.

DAY 68 *KK SOL 3.7 Utilize print and non-print resources. R: Civil War on Sunday by Mary Pope Osborne

DAY 69 *KK SOL 3.7 Utilize print and non-print resources. R: Civil War on Sunday by Mary Pope Osborne

DAY 70 *KK SOL 3.7 Utilize print and non-print resources. R: Civil War on Sunday by Mary Pope Osborne

W: Have the students create a checklist from their brainstormed list.

W: Students will write about what type of resources the children in the story are using.

W: Students will write the definition of Plagiarism in their journals.

LA/CM: The next step is for the whole class to carefully examine an information book. This exercise will help students to ask themselves questions about information sources, enabling them to make informed decisions about materials that could be good sources on research report topics. Have the students create a checklist from their brainstormed list or use an already created evaluation form

LA/CM: Begin the examining process by modeling the use of a book review form with an information book you are using with your class. Alternatively, have students go through the demonstration portion of the Hints about Print Student Interactive. This step will help the students be more prepared to evaluate sources by them.

LA/CM/W: It is very important for students to understand the need for, and purpose of, giving credit to the sources they use in the research process. The students need to learn about the concept of plagiarism. Plagiarism is using others' ideas or words without clearly acknowledging the source of that information. Students will write this definition in their journals.

LA/MA/CM: After modeling the process for the class and/or having the students view the online demonstration, select some sources that they can evaluate in pairs at a learning center, using their checklists

WEEK 15 DAY 71 *KK SOL 3.7 Utilize print and non-print resources. R: Civil War on Sunday by Mary Pope Osborne

DAY 72 *KK SOL 3.7 Utilize print and non-print resources. R: Civil War on Sunday by Mary Pope Osborne

DAY 73 *KK SOL 3.7 Utilize print and non-print resources. R: Civil War on Sunday by Mary Pope Osborne

DAY 74 *KK SOL 3.7 Utilize print and non-print resources. R: Civil War on Sunday by Mary Pope Osborne

DAY 75 *KK SOL 3.7 Utilize print and non-print resources. R: Civil War on Sunday by Mary Pope Osborne

W: Students will make charts warning of plagiarism.

W: Students will write appropriate ways to paraphrase information.

W: Students will practice writing appropriate ways of citing resources.

W: Students will make a list of resources they can use to research.

LA/CM/W/A: To remind students of the basic rules to avoid plagiarism, have them write the following on chart paper and post it close to the research area or media center in the classroom: Give credit whenever you use * another person's idea, opinion, or theory. * any facts, statistics, graphs, drawings—any pieces of information— that are not common knowledge. * quotations of another person's actual spoken or written words. * paraphrases of another person's spoken or written words.

LA/CM/W: After the discussion, use the example paragraph from How to Recognize Unacceptable and Acceptable Paraphrases to show the appropriate/inappropriat e way to paraphrase information. Students will write appropriate ways to paraphrase information.

LA/CM: To ensure students are aware of proper citation procedures, reinforce that awareness by * providing them with a group of resources to create a bibliography for frequent practice in an activity or learning-center situation. Creating a Bibliography for Your Report discusses the various components of a bibliography. * modeling the step-bystep development of a bibliography for your class in a variety of settings and subject areas. * posting the standard bibliography format in a prominent place in your classroom.

LA/PS/W: Students will be given a subject to research. They will be given time in the library to use the variety of materials they have learned about. They will brainstorm their subject and make a list of resources they can use to research. Students will check out needed material.

W: Students will write three paragraphs about their subject and cite their resources. LA/PS/W: Students will make use the resources checked out yesterday to write three paragraphs about their subject. Students will paraphrase without plagiarizing and at the end of the paper students will cite the resources that they used in a correctly written bibliography.

LA/W: Students will practice writing appropriate ways of citing resources.

WEEK 16 DAY 76 *KK SOL 3.8 Writing and penmanship R: Flat Stanley by Jeff Brown. W: Students will write letters to relatives or friends about Stanley and his visit with them. LA/R/CM: Read the story orally to the class. Discuss all the adventures Stanley was able to have just because he was flat. Students could imagine being Stanley for a day. What would it be like to be flat for the day? Would you like to be flat for the day? Why or Why not? What could you do? What couldn't you do? LA/W: As a class, read and discuss the story Flat Stanley by Jeff Brown. Each child will receive his own Flat Stanley paper doll to mail anywhere he/she wants. (Stanley will visit this person for about a week). Each child will learn the parts of a letter and write his/her own letter to a friend or relative. Students will address their own envelopes to mail their letters and Stanley dolls.

DAY 77 *KK SOL 3.8 Writing and penmanship R: Flat Stanley by Jeff Brown.

DAY 78 *KK SOL 3.8 Writing and penmanship R: Flat Stanley by Jeff Brown.

DAY 79 *KK SOL 3.8 Writing and penmanship R: Flat Stanley by Jeff Brown.

W: Students will work as a class to write a story web, sequencing the story. LA/A: By using the information they learned, students will sequence the events and outcomes in the story. Students will write and illustrate the adventures Stanley had in the story. Students will read their stories to one another in pairs.

W: The group will type out their script so that everyone in the group knows what their role is. LA/DR/W/T: Students will work in small groups to act out a situation, which appeared in the story. Each group will be given a separate scene from the story. The group will type out their script so that everyone in the group knows what their role is.

W: They will write letters to Stanley asking him questions that relate to the story events. LA/W: Students will imagine that the character, Flat Stanley is real. They will write letters to Stanley asking him questions that relate to the story events. These letters can actually be sent to Jeff Brown, the author of Flat Stanley.

LA/DR/W: As a class, students will create a story web to follow the story sequence. Students can pretend to be news reporters covering the story about the museum robbery and write the news story for the paper.

R: As a class the students will read letters from friends and relatives who have received a “Flat Stanley.” The class will also view videos and pictures.

DA: Students with difficulty writing may use the computer to type their letter. LA/W/A: Students will form a scrapbook of pictures from the adventures of their Flat people. These pictures can be draw by hand or taken with a camera. Under each picture students will write one complete sentence describing the picture.

DAY 80 FIELD TRIP 2

WEEK 17 DAY 81 *KK SOL 3.8 Writing and penmanship R: Flat Stanley by Jeff Brown.

DAY 82 *KK SOL 3.8 Writing and penmanship R: Flat Stanley by Jeff Brown.

DAY 83 *KK SOL 3.8 Writing and penmanship R: Flat Stanley by Jeff Brown.

W: Students will write short word problems and then exchange their papers with fellow students.

W: Students will write short stories predicting Stanley’s fate if he were to stay flat.

W: Students will write a hypothesis about how to make Stanley a real boy, not flat anymore.

LA/M/PS: Students will estimate the distance Stanley traveled; measure actual distance traveled, and measure distance between cities.

LA/W/A: Students will study the climates of the cities that the Flat people have visited throughout the class. Students will use the Internet or Television to track the weather each day. Students will make a weather chart for each day that the Flat people are on their trip.

W/PS: Students will write short word problems and then exchange their papers with fellow students. The word problems will be created from the distances traveled by the character Flat Stanley or by the Flat people that they children mailed to friends and family.

DAY 84 Test Review R: Flat Stanley by Jeff Brown.

W: Students will write a key word down to remember each page of the story. With all the descriptive words each student will write a poem about the book. LA/W: Students will write LA/W/OL: Each student a hypothesis about how will orally present their to make Stanley a real Stanley project to the boy, not flat anymore. class and display the paper doll, letter, photos, S/EX: The teacher will etc. on the U.S./world map allow some students to on the hall bulletin board share their hypothesis where the whole school about making Stanley can see Stanley's travels. into a real boy. The teacher will ask the class DA: Advanced students to think of examples of may also use the items that we can computer to write a report change from being flat. detailing Stanley’s journey. Students will experiment blowing up a balloon RV/HW: Students will with a bicycle pump and discuss the stories in noticing the difference in small groups, answering size. The teacher will discussion questions ask if any of the students together. The teacher will proposed using an air provide a review sheet for pump for Stanley. each student to take home and complete.

DAY 85 Test 4 R: Flat Stanley by Jeff Brown. W: Each student will make a travel brochure detailing the events of their Stanley’s adventures. LA/SS/W/E: Each student will write a travel brochure for the adventures that their Stanley went on. Within the brochure they will include a map showing each place Stanley visited and a tourist itinerary showing all the activities that Stanley was involved in. E: Students will be tested on the story Flat Stanley though the travel brochure they make. Students will be asked to write a letter, making sure to include all the required elements. Students will have a multiple-choice test on print and non-print resources.

WEEK 18 DAY 86

DAY 87

DAY 88

DAY 89

DAY 90

KK SOL 3.9 Writing strategiestopic idea and brainstorming

KK SOL 3.9 Writing strategiestopic idea and brainstorming

KK SOL 3.9 Writing strategiestopic idea and brainstorming

KK SOL 3.9 Writing strategiestopic idea and brainstorming

KK SOL 3.9 Writing strategiestopic idea and brainstorming

CM/LI: Describe a real life situation that the students could easily be apart of. Tell students that this experience could result in some interesting writing. Ask students who they could tell about this situation. List their ideas on the chalkboard under the heading “Audience.”

CM/W/R: Write a one word-idea inside a circle on the board (love, afraid, school, show, grandpa). Ask students what comes to mind when they think about this word. As students make suggestions, write them inside circles that radiate from the center, with ideas building on each other.

CM/LI: Explain to students that they will use clustering to discover what they think or know about a certain topic.

GA: Have the class agree on 5-6 categories (science, math, literature, words, tv, etc.).

W/GA: Have students brainstorm to make a list of words that have to do with the season or holiday you are in when you teach the lesson.

CM/LI: Explain that the person one writes for is the audience. Guide students on what to include in their list. Mention that one would probably have a different reason or purpose in writing to a friend about this experience than to the people actually involved in the experience. W/R: Ask students to choose two audiences and purposes from the list and write a paragraph for each. Remind them to use words and ideas that are appropriate for the audience and purpose of their writing. OL: Allow volunteers to

W/CM: Ask students to use ideas from the cluster to write about the topic. They should not use all the ideas. They may want to focus on one incident they recall because of a cluster word.

W: Emphasize that students should write their thoughts down just as they come, without worrying about misspelling, punctuation, or if ideas are in the right order. Tell students to get ideas from their minds to their paper quickly. CM/W: Write a few key words on the board for students to choose from. They may be: 1. emotions- anger, sadness, joy 2. people- teacher, president, baby 3. things- piano, thunder, church 4. concepts- hunger, weather, together W: Give students 2 or 3 minutes to cluster ideas on their papers. Allow them 10-15 minutes to write on their topics using one or more of their ideas.

GA/W: Group students in pairs to collect facts from textbooks and other resources. Students should write the facts on scrap paper and label each with the appropriate category. W: Have students write questions and answers for the facts they collected. GA/W/CM/R: Have each pair trade sheets with another pair of writer. Have the students look for examples which ask questions clearly. Point out variety in sentence structure and in the format of question and answers. RV: If there are any questions that are too long or confusing, have each pair work to shorten, clarify, or add sufficient information. Tell the students to review each question, making sure it is not too difficult.

GA/W: Have students work in pairs to write two or more riddles or jokes using the words they listed. Encourage students to make use of their collected ideas for punch lines and riddle answers. CM/LI: Instruct students to make sure that their questions or jokes are written as complete, clear sentences. A/MA: Have students create creatures that represent the season or holiday (snowman, animals, scarecrow) out of construction paper. Display the creatures with the riddles and jokes on a bulletin board or mural.

share their writing.

Reminds students to write freely. The important thing is to write, even if it doesn’t make sense.

DA: Advanced students can choose from 4 different paragraphs and suggest different ways of describing the experiences for different audiences and purposes.

GA/MA/W: Have each student use index cards to make two trivia cards. Have the students put the cards in a box. Now the class has a custom made trivia game and also some excellent writing topics.

WEEK 19 DAY 91 KK SOL 3.9 Writing strategiescentral theme and subpoints A/MA/R: Have students create paper airplanes using the instructions you give them on a piece of paper. CM/LI: Discuss the kinds of instructions that need to be given when telling someone how to make something. W: Have students unfold their airplanes and write down ideas, phrases, and steps that are important to the construction phase. GA/RV: Have the students exchange directions to see if the directions are complete. If they are confusing they should add details.

DAY 92 KK SOL 3.9 Writing strategiescentral theme and subpoints

DAY 93 KK SOL 3.9 Writing strategiescentral theme and subpoints

DAY 94 KK SOL 3.9 Writing strategiescentral theme and subpoints

GA/W: Have the class gather lists of ideas that will help them write conversations they might have with strange creatures.

R/CM: Read a story about the future to the class. Have class discussion about books and movies about the future.

W/R: Give students pictures of strange creatures. They should choose a picture to have a conversation with. Have them write a paragraph including dialogue about the conversation they might have on a piece of paper.

A/W: Have students draw scenes of the future on construction paper. Let students share their drawings with each other. Have them write down words and phrases that can be used to describes their pictures and the future.

A/CM/LI: Give the students 3 detailed descriptions of three different people (ex. Mrs. Murky has a round face, curly blond hair, glasses, sort of pig nose, and one front tooth missing.) Have them draw the descriptions on construction paper.

RV: After you check their work, have students rearrange words and change punctuation if necessary.

W: Have each student pretend they’ve been zoomed into the future. They should write a diary entry about their

W: Have students write down words and phrases that might be true about the face they drew. W: Have students jot down things the character might do (work, activities, hobbies, habits). Have

DAY 95 KK SOL 3.9 Writing strategies- central theme and subpoints

GA/R: Have students bring in children’s magazine articles to class. Allow them to read their articles to the class. CM/W: Have the class identify common elements in the ads. Make a list on the board. Have the class make another list of words and phrases which can be used to describe products. Help the class make a third list of advantages of owning certain products. A/W/GA: Show pictures of some products they could buy at the grocery store. Each student should choose 2 of the products shown and create an advertisement for each. Remind students to make use of the words, phrases, and ideas already

W/MO: Have students write the polished directions on their paper airplanes. Let the students fly their planes. Have everyone catch a plane other than their own.

GA/MA/A: The class will use poster board and other art supplies to create strange creatures. Students may use their crafted creatures to make a bulletin board showing their strange encounters.

They should follow the directions on the plane they caught a make a new plane.

DA: English proficient students could work with struggling students to help them better their skills.

day in the future. It should be at least 2 paragraphs. RV: Check their diary entries while walking around the room. Have them make corrections where needed. GA: Share the drawings and diary entries. Create a class booklet or bulletin board to display the drawings and diary entries.

them write about their family and friends as well as their personality too. Have them name their character. W: Have the students write from their descriptions a paragraph about their character including the above mentioned traits. This will be a detailed description of the character they drew. RV: Check their work as you walk around the room having them add and delete phrases where necessary. Let the students display their finished descriptions with their drawings.

collected. Point out clever, catchy words and phrases that convince people to buy the product. Point out strong words and phrases that make the product appealing. RV: Walk around the room and check their work. Have them add convincing words to strengthen their ads. Instruct students to add phrases or words that make the reader certain the product is a good one. GA/W: Have the students transfer their ads to large posters or magazine size paper and create full color ads, complete with written copy and illustrations. Display their ads in the hallway next to your classroom.

WEEK 20 DAY 96 KK SOL 3.10 Writing journals/ stories CM/LI: Ask students if they remember what they were doing on this day last year. Unless it was someone’s birthday or holiday, few students will remember. Point out that as time passes, people forget most of what they do. But they are likely to

DAY 97 KK SOL 3.10 Writing journals/ stories GA/W: Distribute the notebooks. Have the students write the date at the top of the page.

DAY 98 KK SOL 3.10 Writing journals/ stories R/CM/W: Read aloud No, David! to class. Discuss what is the Beginning, Middle, and End. Write pupils' responses on the graphic organizer.

DAY 99 KK SOL 3.10 Writing journals/ stories CM/W: Give each kid their own graphic organizer. Tell them that they're going to use their graphic organizer to write our version of No, David!

W/CM: Encourage students by Tell the class that they GA/W: As a class use keeping a journal are going to help the the graphic organizer

DAY 100 KK SOL 3.10 Writing journals/ stories GA: Divide the pupils into 4 groups depending on which season they were born - they are now "Season Fairies" (Summer, Autumn, etc). As the teacher, you will become either "Mother Nature" or "Earth Wizard", depending on your sex (or preference!). In your

remember a lousy day when they spilled orange juice at breakfast, or forgot to pack a lunch. Ask students to mention days or event that they can remember. Explain that many people write in journals what they’ve done or how they’ve felt so they can remember. CM/W: Tell students that they will be keeping a journal. Explain that what is written in their journals will be kept for themselves to read, not for others. In addition to reactions to a day’s events, their journal may include other kinds of writing as well. This will be a given place to write stories and ideas of their choice. W/LI/R: Explain the writing schedule. Assure students that you will suggest ideas at any time they need help. Write journal ideas on lined newsprint and list three idea starters. Post the list for students to see. Add a new idea each day.

of your own. Occasionally share your reflections on the school day. Decide where student journals will be kept. R: Read, Arthur, for the Very First Time to the class. Arthur’s story can enthuse students and give them ideas for their own diaries.

author use more details so that older kids will want to read his story. H/GA: Pass out 3 to 4 small snacks to each kid. For each beneficial idea, that child may eat a treat. A kid may also eat a treat if he/she piggy backs of another kid's idea.

Have kids give details to support the beginning, middle, DA: Advanced and end (EX: Main students can keep Idea: David can't go a daily journal of outside. Detail: When classroom events he woke up, it was and present it to raining). the class at the end of the week. W/GA: After completing the graphic organizer with the class, rewrite on paper and make copies so that each child will have their own.

WEEK 21

and other beneficial ideas and write the introduction in one color, the beginning in another color, the middle in another color, the end in another color, and the conclusion in another color. CM/LI: Pass out Proofreading mark page. Explain what the purpose of the marks and what each mark means. Edit rough draft. Type the edit rough draft on a color printer. Print enough for each child. GA/W: Pass out the blank books and the colored coded compositions. Tell the kids to copy their version onto the blank books.

new role, explain to the groups of "Season Fairies" that there is no longer enough money in your budget to pay all fairies and that one whole season must go. However, you are in a pickle because you can't decide which one should be sacked. You will tell them that the only way to possibly work it out is for them to work very hard in their groups. GA/W: Each "Season" will have to write a poem about its time of year (because poetry is your FAVORITE thing in the world). GA/W: In order to do this, however, they will first have to compile a list of all the jobs they do as fairies to change the season and why it is so important for them to remain employed. FA/MO/OL: At the end of the lesson, each group will perform its poem, using the "season symbols" brought in, as props.

DAY 101 KK SOL 3.10 Revising and editing stories GA/W: Make a poster with the first two editing marks on it. Display the poster for students to see. Add marks as you teach them. CM/LI: Tell students that editors are people who improve writing. Hire them as editors for your book company. Tell them that you have a story that needs work before others can read it. W: Give students a story to edit on their own using the editing marks they know. W: Have students write a few sentences of a personal experience they want to share. W/R/GA: Collect sentences that need insertions or

DAY 102 KK SOL 3.10 Revising and editing stories CM/LI/W: Use a poster to review the rules of capitalization. Prompt students to supply an example of each type of name. Write their suggestions on the poster. Continue this activity with titles and abbreviations.

DAY 103 KK SOL 3.10 Revising and editing stories RV/GA: Use a poster to review the types of punctuation. Ask students to supply examples, and write their suggestions on the poster.

CM/LI/R: Explain that a comma indicates a pause in a sentence. Whether reading or writing, we often need commas to help us understand or explain what a sentence means. Demonstrate this by showing students sentences on poster board strips. Read the first sentence. Ask students how they could make the R/W: Reproduce a sentence say paragraph from something else by your social studies adding a comma. Let text, with capital students finish the letters and periods sentences. Read missing. Let them aloud both students edit it ways. and then use their A comma can help textbooks to check tell whether the their work. sentence is to

W/GA/R: Write RV/W: Have students sentences on the complete a review board that contain worksheet identifying punctuation which letters should be errors. Ask capitalized. students to be editors and help R/W: Show a poem on you correct the the overhead. Ask sentences. Show students to help you edit them the editorial it for capitalization. Have symbol for adding students come to the periods. Ask a front and mark their volunteer to changes on the rewrite the overhead. sentence correctly. CM/LI: Discuss why it is important to reread, correct, and rewrite: Good writing is polite, because it helps the reader understand the message better. R/W: Reproduce a paragraph and a poem

DAY 104 KK SOL 3.10 Revising and editing stories RV/W: Use the punctuation poster to review the rules of using commas. Ask students to supply and example for both rules on the poster.

DAY 105 KK SOL 3.10 Revising and editing stories CM/W: Write the following sentence on the chalkboard: We bought an apple pie chocolate milk oatmeal cookies and coconut. CM/R/LI: Ask student how many different items were purchased. Place commas using the editorial symbol to interpret the sentence as the students suggest. Ask how to make the sentence mean something else by placing the commas differently. W/CM/R: Point out that to make writing clear, we use commas to separate items in a list of things. Write on the board more sentences containing a series. Ask students to insert commas using the editorial symbol. Clarify that the last item in a series does not have a comma after it. CM/LI: Explain that we also use commas when writing dates. We make the meaning clear by separating the day of the

deletions from these writings and write them one the board. Improve them together. Then have students practice editing their own writing.

from your reading text, with the capital letters missing. Let students edit using 3 lines, and then check with their reading texts to see if they corrected all the errors.

DA: Advanced students can create a worksheet for the class to review the punctuation we have discussed.

someone or about someone. Have students re-read each sentence with the commas in place.

month from the year by adding a comma. W: Have the students write their birth dates using a comma.

RV/W: Have students complete a review worksheet inserting commas where needed.

WEEK 22 DAY 106 KK SOL 3.10 Revising and editing stories R: Read Oh, Tucker! By Steven Kroll. CM: State the prompt: Almost every kid would like to have a dog for a pet. Write a composition telling what is good and bad about having a dog for a pet. GA/H: Pass out 3 to 4 treats. Kids get to eat a treat for each beneficial idea that they contribute. Brainstorm about prompt. Write down ideas on a t-chart. R: Have the class examine the list. Determine if there were any ideas that were the same. Cross out duplicates. R/GA: Have the kids examine the list again. Together select 3

DAY 107 KK SOL 3.10 Revising and editing stories

DAY 108 KK SOL 3.10 Revising and editing stories

Give each child a copy of the graphic organizer that was completed from yesterday.

W: Write these two story starters on the board: 1. Now I know what the salt people meant by “when it rains it pours.” It’s raining salt! Just think of the possibilities!

W/CM: Using the graphic organizer, write the rough draft. The kids will only be contributing ideas. Write the introduction, good, bad, and conclusion in different

DAY 109 KK SOL 3.10 Revising and editing stories R: Read Shel Silverstein’s, “Recipe for a Hippopotamus Sandwich.”

2. Have you heard the story of the beach umbrella that got sun burnt? Well, let me tell you.

CM/LI/A: Display menus from fast-food chains, advertisements depicting types of sandwiches or cookbooks with sandwich recipes.

GA/W/R: Have students get in pairs and write a story using one of the story starters.

W: Write these story starters on “manila” bread (manila folder):

W: Give the students about 20 minutes. When they complete their stories, have them trade papers and read their classmates stories. They can add corrections or change wording if they like.

1. I started to bite into my submarine sandwich, when I saw a tiny periscope looking me straight in the eye. Who would live in a submarine sandwich? A hero? Somebody full of bologna? Not at all. It was…

RV/GA: When they are finished

DAY 110 KK SOL 3.10 Revising and editing stories CM/LI: Discuss occupations which require special wearing apparel and tools. W: Write these story starters on the board: 1. Spoon- look what’s cooking! All the food the chef spilled on his apron ran together and created this fantastic new dish! Let me share this recipe with you! 2. Wrench- All the tools in the workman’s apron secretly decided to trade jobs. The screwdriver thinks he is a pair of pliers and the hammer wants to be a wrench. And that’s only the beginning.

from the good side and 3 from the bad side. The kids need to select those they feel they can write about easily. These will be used in their graphic organizer.

colors. MA/W: Edit the piece with a different color.

have them give the papers to their owner’s. Give them time to make corrections on their stories. OL: Have groups read their stories aloud to the class.

2. I ordered a club sandwich, but I couldn’t eat it. Every bite was interrupted by the club meeting going on inside. The members were meeting to… W/GA: Have the students get in pairs and write a paragraph using one of the story starters on the “manila bread”.

W: Write down a selection by each main idea statement on the graphic organizer.

DA: English proficient students CM/H/W: Ask kids to volunteer could work details to support the with statement. Kids eat a treat for their beneficial ideas. You write struggling down their ideas, remember students to you want them to contribute, not to keep up with your writing help them better their pace. skills.

Have the students put their papers in the “bread” they used to write their story.

W/GA: Have students get in pairs and write a story using one of the story starters. W/R: Give the students about 20 minutes. When they complete their stories, have them trade papers and read their classmates stories. They can add corrections or change wording if they like.

W/RV: Allow students to pull papers out of the “bread” and make corrections on other group’s work.

W/RV: When they are finished have them give the papers to their owner’s. Give them time to make corrections on their stories.

Allow the original author’s to make additional corrections.

OL: Have groups read their stories aloud to the class.

OL: Have groups read their stories to the class.

WEEK 23 DAY 111 KK SOL 3.10 Writing letters

DAY 112 KK SOL 3.10 Writing letters

DAY 113 KK SOL 3.10 Writing letters

CM/LI: Discuss letter writing with the students. Ask: How does it feel to receive a letter from a person you think of often? Do you have a pen pal? Why do people like to get letters?

W/CM: Write a preprepaired letter on the board. Prepare copies of the letter for students.

CM/LI: Tell students that when writing letters, we should try to make them as interesting as possible. To make letters interesting, we can: 1. use descriptive words 2. ask questions

Explain that letters tell us how those people feel about things. Letters are one of the way we

RV: Go over editing marks using a poster board. GA: Allow students to

DAY 114 KK SOL 3.10 Writing letters W: Write the following guidelines on newsprint. Post the sheet where all students can see it. Writing Conferences 1. Writers are authors worthy of being read. 2. Comments on others’ writing should be positive and helpful.

DAY 115 KK SOL 3.10 Writing letters R: Have students pull out their letters and do a final check for errors. Remind them to check for: 1. correct letter form 2. missing words

communicate. Ask: What kinds of letters are there? W: Ask students to each choose someone to write to—a pen pal, relative, or friend—and write that person’s name at the top of a sheet of paper.

come to the board to correct errors in your letter.

W: Rewrite the entire letter correctly next to the edited copy. Emphasize the following items as you Explain that students will rewrite: write about interesting things that have happened 1. location of writer’s recently—the “news.” address 2. location of date GA: Put the students in 3. location of greeting groups to talk about the 4. paragraph possible contents of their letters. indentation 5. location of closing GA/R: Divide students in groups of 3 (mix academically). All students should take their papers and pencils into their groups to record ideas. Members in each group should help each other choose at least 2 or 3 “news” topics that the letter receivers would be interested in reading.

W/R: Give each student a copy of another letter to correct with editing marks and then rewrite on another piece of paper.

W: Students should keep notes for next lesson.

3. sketch pictures Discuss these ideas and ask students to add theirs to the list. W/R: Have students take out group notes from lesson 1. Review the necessity of writing news the reader will be interested in. Instruct students to write the first draft of their letters using correct letter form.

3. Comments are suggestions, not commands. 4. Writers should give and receive help gladly. W/R: Ask students to take out the first draft of the letter written in lesson 2 and read it softly to themselves, correcting obvious errors. Tell students that partners will be proofreading their letters after that. R: Read the Writing Conferences guidelines, clarifying your expectations and answering questions.

Have students keep their letters in their writing folders. Ask students to each bring the necessary address GA/R/W: Have students and stamp to send form the same groups as their letters. in lesson 1. Tell them that partners will help each other by reading the letters, checking whether the form and every word and punctuation mark are correct.

3. extra words 4. spelling errors 5. punctuation errors 6. capitalization errors W: Have them rewrite the letters correcting and errors. GA: Fold, staple, and mail the rewritten letters from school. If any students have forgotten stamps or addresses, let them take the letters home to mail. Send along a note to parents explaining the importance of finishing the project. DA: Advanced students can get together and write a letter to the state governor thanking him for the job he does.

WEEK 24 DAY 116 KK SOL 3.10

DAY 117 KK SOL 3.10

DAY 118 KK SOL 3.10

DAY 119 Test Review

DAY 120 Test 5

Writing short reports

Writing short reports

Writing short reports

R: Distribute the worksheet called “The Ice Cream Incident,” and talk about what is happening in the scenes on the page.

Have students take out their outlines from the previous lesson.

Have students take out their writings from the previous lesson.

RV: Have the students review their outlines to make sure the events are in a logical order.

W: Have students rearrange words or sentences to eliminate confusing parts of their reports. Warn students to look for words that suggest personal opinion or exaggeration.

R: Have the students read the report that accompanies the picture. Work together to “clean up” the report, making it a truthful account. 1. find and delete incorrect information. 2. eliminate opinions 3. put event in order W: Hand out copies of the worksheet “At the Balloon Race.” Have the students jot down phrases that briefly describe the events shown. W: Students may use their collected ideas to make rough outlines of the happenings at the balloon race.

W: Then, following their outlines, students should begin to write clear, accurate, and objective reports of the contest. R: Have students look for phrases and words which give a clear or colorful description of what is happening. Point out variety in the sentence structure within the reports.

MA/GA/R: Students may use markers or crayons to color the scenes on their worksheets. Let the students trade reports to share and compare. OL: Each student will present their report to the class. DA: Students that are shy while being up front can better their speech skill by working with a partner.

GA/RV/W: Have students get in groups of 2 to complete a review sheet that covers brainstorming, writing paragraphs, and writing letters. Have the students work together and practice writing a 1 page report on the topic of their choice. Have them trade with other groups to check their work. Go over the review sheet in class.

E: Students will write a letter to the principal thanking him for all he does. Students will complete a written 20 question test. They will also diagram how to brainstorm.

WEEK 25 DAY 121 KK SOL 3.11 Punctuation

DAY 122 KK SOL 3.11 Punctuation

DAY 123 KK SOL 3.11 Punctuation

DAY 124 KK SOL 3.11 Punctuation

DAY 125 KK SOL 3.11 Punctuation

Make flash cards that have different words that should be capitalized.

W: Make flash cards that have the names of states, provinces, nations, and continents, and geographical places. Also write words that refer to places generally (lake, mountain, street, city, nation). Write the correct version on the front and the incorrect on the back.

CM/LI: Introduce the rule that first letters of the titles of the books of the Bible, musical compositions, poems, books, and stories should be capitalized.

W: Write four sentences on the board. Each on with a different punctuation mark ending the sentence.

CM/LI: Explain to the students that a possessive noun shows ownership. Add and apostrophe and s to a singular noun to show ownership. Add an apostrophe after the s of a plural noun. Add an apostrophe and an s if the plural noun doesn’t end in s.

RV: Review capitalization rules with students. List the rules on the board. MA/GA/W: Distribute construction paper cards and crayons. Tell students to write yes on one card and no on the other. CM/LI: Show the flash cards to the students. When you say “show,” the students should show either their yes or no card. GA/W: To review beginning sentences with capitals, put on the board five sentences that do not begin with capitals. Have volunteers come to the board to correct them. CM/LI/RV: Start a skills chart on poster board. Print a brief statement of the capitalization skills reviewed. Ask students to give an example of each skill.

CM/LI: Introduce the capitalization rule that the names of states, provinces, nations, continents, and geographical places should be capitalized. SS: Show a map of the world. Point out states, provinces, nations, continents, and geographical places. Tell students that these names are special naming words. They are very specific names, just like names for specific people. They should be capitalized. Point out that general names of places, like the ones mentioned above, should not be capitalized

GA: Set these items on a table: 1. Bible- opened to the contents page 2. Poetry book- opened to a poem title page 3. Story book- opened to a story title page 4. Sheet music Tell students that all of the items on the table have something in common. Give clues. Lead students to conclude that all the titles are capitalized. Titles are words that must be capitalized, because they are specific names for particular things. W/GA: Write a few sentences on the board. Include the names of poems, books, and songs your students recognize. Do not use capital letter. Have students correct the sentences, either orally or on the board.

Ask the students: Which sentence gives a command? Which sentence shows excitement? Which sentence asks a question? Which sentence makes a statement? CM/LI: Tell the students they must begin every sentence with a capital letter. Use a period to end a statement and question mark to end a question. Use a period or an exclamation point to end a command. Use an exclamation point to end an exclamation. W: Have students complete a worksheet of 10 sentences that they will identify the capitalization and punctuation errors. R/W: Have students complete an advertisement for a new computer art program by writing one statement, one

Also explain that a contraction is made of two words put together. An apostrophe takes the place of one or more letters. W: Have students complete a worksheet underlining the correct use of an apostrophe. W/R: Have students write a message they would like to send a friend on the internet. Have them use at least two possessive nouns using apostrophes and one contraction with an apostrophe. DA: English proficient students could work with struggling students to help them better their skills.

unless it is the name of a specific place. (ex. Lake Michigan) GA: Tell students to get out their “yes, no cards” and lay them on their desks. Show the new flash cards. Students can show the correct card to tell whether the word they see is correct. GA: Have students get in groups to come up with names of places and play the “yes, no game” together.

W: Have students suggest a brief statement and examples of this capitalization skill. Record their suggestions on the capitalization skills chart.

question, one command, and one question. Have students begin their advertisement as so: HiPrice Computing has just invented_______.

W/R: Give each student opportunity to apply all the rules of capitalization by writing sentences on the board and having volunteers come and correct them.

WEEK 26 DAY 126 KK SOL 3.11 Punctuation

DAY 127 KK SOL 3.11 Punctuation

DAY 128 KK SOL 3.11 Punctuation

DAY 129 KK SOL 3.11 Punctuation

DAY 130 KK SOL 3.11 Punctuation

W: Write this sentence on the board: Some computer programs bring together writing, photos, sound, and video.

CM/LI: Explain to students that commas are used to show a pause in a sentence. When a sentence begins with an introductory word, such as Yes, No, or Well, put a commas after that word. If a sentence starts with someone’s name and the sentence is spoken to that person, write a comma after that person’s name.

CM/LI: Explain that a compound sentence is made of 2 simple sentences joined by a conjunction such as and, or, or but. Use a comma before the conjunction.

WW: Write these sentences on the board: The artist said, “I create animated cartoons on my computer.” The artist said that she creates cartoons on her computer.

W: Write on the board a Bible passage. Add a few other passages. Ask students what mark the passages have in common and what purpose it serves. (the colon separates the numerals)

GA: Have students find four items in a series in this sentence. Ask: What punctuation mark follows each of the first three items? CM/LI: Explain that commas are used to

W/R: Have students

R/W: Have students complete a worksheet where they have to identify the compound sentence. They will

Ask: Which sentence shows a speaker’s exact words? Circle it on the board. Circle the marks that come before and after the speaker’s exact words. CM/LI: Explain the

GA: Show a digital clock or watch. Ask students if they see the same mark and what purpose it serves. Mention that having one way to

separate the items in a series. The last comma in a series goes before the word and or the word or. W/R: Have students complete a worksheet placing commas where they are needed. W/R: Give students 8 words to use to describe a Martian. Have students draw their Martian and write 3 sentences to describe their Martian. Make sure to have them use three of the words in a series and put their commas in the correct places.

complete a worksheet adding commas where they are needed. W: Have students write two questions and two answers about the moon. Have them begin each sentence with Yes, No, Well, or a person’s name in order to practice the new comma rule.

have to add a comma before the conjunction in each compound sentence.

difference between a direct and indirect quotation.

W/R: Have students complete a worksheet G: Give students a where they will add crossword puzzle quotation marks to with 10 clues about sentences that have compound direct quotation. Have sentences and them write I next to conjunctions. Have sentences that have them complete the indirect quotations. puzzle in class. GA/W: Have students DA: English get into pairs and write a proficient students conversation between can work with their group and the struggling students president. Make sure to help them. they use quotations marks where necessary.

write the time of day keeps people from being confused. If some people wrote 10:20 and others 20 after 10, and others 10/20, there could be errors in understanding. CM: Have students give examples for a class chart to display on colons. W/R: Distribute a worksheet where students will add colons where needed.

OL: Have groups present their work to the class. WEEK 27

DAY 131 KK SOL 3.11 Past and present verb usage

DAY 132 KK SOL 3.11 Past and present verb usage

DAY 133 KK SOL 3.11 Past and present verb usage

DAY 134 KK SOL 3.11 Past and present verb usage

CM/LI:Ask students to share what they know about gorillas. Have students look at pictures of gorillas that you are passing around the room.

CM/LI: Explain to students that most English nouns become plural by adding s or es. Explain that the spelling of words like wolf, change in the plural form.

CM/LI: Explain to students that past tense verbs show that an action happened in the past. These verbs end in ed. Irregular verbs change their spelling in the past tense.

W: Write five sentences on the board about gorillas. Encourage students to

MA: Draw students attention to the picture of the wolf pups you will

RV/W: Have students take out their sentences that they corrected with a partner from the previous lesson. Read aloud each sentence with the correct answer in place as students follow along. Ask

SS: Point out the Great Salt Lake on a map of the

DAY 135 KK SOL 3.11 Past and present verb usage

CM/LI: Explain to students that the tense of a verb indicates time. Show some examples on the board. SS: Write the term whooping crane on the board and read it aloud. Point out a picture of a whooping crane and show it around to the class.

finds each subject and to determine whether it is single or plural. You may want to suggest that if students have difficulty identifying the proper verb for a particular subject, they can replace the subject with a pronoun. W/R: Have students complete a worksheet where given the correct and incorrect verb in the sentence. Students will be required to circle the correct word. OL/GA: List on the board several present tense regular verbs and the names of the characters from stories students have read recently. Ask volunteers to orally compose sentences using one of the characters’ names and one of the verbs. Discuss how the subject an verb much agree as you review each sentence.

have on the board. Encourage students to provide words that describe the pups. W/CM: Write some sentences on the board using their descriptive words. Have students identify the subject of the sentences and whether they are singular or plural. W/R: Have students complete a worksheet where they will have the fill in the bland the correct verb form the subject needs in the sentence. Write the words yesterday and today in one list, and is, are ,was, and were in another list on the board.

western United States. Students will learn who settled in this dry region and why they chose this location.

students to circle each incorrect part of the their sentence and to rewrite it correctly.

W: Write 3 sentences on the board, one with the correct verb form and another with the incorrect verb form.

GA/W: Divide the students into group of 3. Write verbs such as these on index cards, one for each small group of students: build, play, see, sail, dry, wash, make, toss, live, create. Have them compose tongue twisters using the past tense form of the word on their card. (ex. The busy beavers built billions of beautiful buildings by the bubbling brook)

CM: To help students identify the correct form, help them identify clues such as the dates. Explain that all the sentences tell about the past. W/RV/GA: Have students complete a worksheet with a partner. This worksheet will require them to rewrite incorrect sentences with the correct verb form.

OL/GA: Ask students to suggest singular and plural nouns and record their responses on a third list. Then ask volunteers to compose sentences using the appropriate form of the verb be with either yesterday or today and a subject you identify from the other list on the board. Records students’ responses. Discuss the differences in verb forms.

OL: Allow students to read their tongue twisters aloud to the class.

CM/W/R: Point out that many present tense verbs that end in e add only d rather than ed to form the past tense. Ask students to look for verbs ending in ed as they complete a worksheet. R/W: Have the students complete a worksheet where they will have to circle the past tense verbs in a paragraph about cranes. GA/W: Throughout the day, invite students to write the present-tense form of the verb on the board that describes what they have been doing. After a group of verbs has been collected, ask students to take turns using each verb to describe and action that happened in the past and an action that is happening in the present. W: Write students’ sentences on the board. Remind students that the past tense of the regular verbs end in ed. Invite students to identify regular verbs on the board. DA: Advance students can write a paragraph in the present tense about the day’s events and present it to the class.

WEEK 28 DAY 136

DAY 137

DAY 138

DAY 139

DAY 140

KK SOL 3.11 Contractions

KK SOL 3.11 Contractions

KK SOL 3.11 Contractions

KK SOL 3.11 Contractions

KK SOL 3.11 Contractions

CM/LI: Say, “Does anyone know what the word contract means?” (to shorten or make smaller) Today, we will be looking at what happens when we combine two words and contract them into one smaller word. We call these shortened words contractions because the one combined word uses fewer letters than the two separate words.

Place the cards with the words did and not on the chalk ledge. Place the narrowest apostrophe sticky note on the chalkboard nearby. Ask, “Who can combine these two words into the word didn’t?” (A child pushes the two words together and covers the letter o with the apostrophe sticky note.) Repeat Steps 3 and 4 with the words do and not, forming the contraction don’t. FA: Listen to Contraction Action song on CD. Ask the children to join in on the part of the song that repeats the contraction spelling rules. (“Just put ‘em together and leave out the o. That is where the apostrophe goes, and contraction action ever goes marching on.”)

Ask, “What two words did not follow the contraction rule?” (will and not) Say, “Before we can put these two words together, what did we have to change?” (will to wo) R: Place the cards with will and not on the chalk ledge. A small distance away, place the fragment wo on the chalk ledge. Place all four sizes of sticky notes on the chalkboard. Ask, “Who can show the way the song tells us to form the word won’t? (Push cards with will and not together, replace will with wo, and place the apostrophe sticky note over the o.) Go over the words to the exception in the song. (The one exception to this rule is won’t. Unlike the others, change will to

FA: Practice singing Contraction Action daily for a few days. Allow some of the children to be the leaders, pointing to the Mini-Chart words. CM/LI: Introduce other contraction words. (See Optional Materials above.) Using the word cards and apostrophe sticky notes, form the contractions he’s (he + is) and she’s (she + is). Discuss the fact that this time, the letter i is left out and replaced with an apostrophe. Now form the words we’re (we + are), you’re (you + are), and they’re (they + are). Discuss the fact that this time, the letter a is left out and replaced with an apostrophe). MA/GA/R: Using the word cards, form the words I’d (I + would), we’d (we + would), you’d (you + would), and they’d (they + would). Discuss the fact that this time, four letters are replaced with an apostrophe. Use the widest apostrophe sticky notes. Repeat with the words she’d and he’d. Using the word cards, form the words I’ve (I + have), we’ve (we + have), you’ve (you + have), and they’ve (they + have). Discuss the fact that this time, two letters are replaced with an apostrophe. Use the second widest apostrophe sticky note. Using the word cards, form the words I’ll (I + will), you’ll (you + will), we’ll (we + will), he’ll (he + will), she’ll (she + will), they’ll (they + will). Discuss the fact that this time, the letters w and i are replaced with an apostrophe.

Sing the contraction song with the following words:

Wh en ____ ____ bec om es a sing le

G: Play a Bingo spelling game in which the caller states two words and the players remove the squares with the corresponding contraction. Print contractions on a 6 x 6 grid. Children cut apart the grid and place selected squares on a 5 x 5 grid. The first player with 5 empty squares in a row wins. R: Read books with contractions: Polly Cameron’s I Can’t Said the Ant and Jack Prelutsky’s I’d Never Dine on Dinosaurs, I’m a Basic Boneless Chicken, I’d Never Eat a Beet, Ma, Don’t Throw That Shirt Out! And My Mother Says I’m Sickening (from The New Kid on the Block). Practice singing Contraction Action. Allow some of the children to be the leaders, pointing to the Mini-Chart words.

MA: Blow up a balloonask what happened? (It expanded). Let the air out – what happened? (It CONTRACTED-which means to get smaller). FA: SING (Tune-London Bridge) (1) I’m the first word don’t change me, don’t change me, don’t change me. I’m the first word don’t change meoh no just let me be. (2)Certain letters are taken out......a shorter word you’ll see. (3)Apostrophe will fill that space...one word will remain. R/W/MA: Make a contraction: Fold a sheet of paper in half – cut told portion vertically to represent the two words did not (students write did not on top two flaps). Lift and have students combine did not on back flap to create one word didn’t (glue the macaroni in place of missing letter/letters). DA: Advanced students go on a contraction hunt using a newspaper or magazing-give students a transparent color chip and place on contraction. Students categorize contractions under class headings: n’t=not ‘ll=shall/will ‘re=are and so on.....

MA: Using old file folders or tag board make 3 cars for each contraction. On the first car write the first word, second on the second car, and contraction on the third. (ex. Can – not – can’t). Discuss the concept of a contraction. GA: Choose three students at a time to come up and be a car. Have them stand in order with their cars. Tell them the first car is driving along sightseeing and runs into the second car. (Stay close to the students so they don’t “crash” too hard into each other!) We talk about how cars get fixed when they have been in an accident and sometimes the car is a little different. That’s when we introduce the contraction. Tell them the apostrophe shows where the change was made when the car was fixed. Give several other children a chance to “crash” cars and then I display the word cars next to their contraction on the board. R/W: Create a word search for the students to do afterwards. The word list contains words that form a contraction, and the puzzle contains the contraction that is formed.

WEEK 29 DAY 141 KK SOL 3.11 Nouns

DAY 142 KK SOL 3.11 Nouns

DAY 143 KK SOL 3.11 Nouns

W/CM/LI: Show a picture of a bowerbird. Ask students if any of them have ever seen a bowerbird. Write 5 sentences on the board about bowerbirds (bold the nouns).

W/GA: Put the students into pairs and have them write about their own club they would like to start. They should answer questions like: What would you name it? What would your club be interested in? Where might you go for a club field trip?

W/R: Have students think of an invention that would make your life easier. Have them draw a picture of it in the space below. Then have them write 4 sentences about the invention using singular and plural nouns.

R: Have students read aloud the sentences you wrote on the board. Ask them to identify which boldfaced nouns are plural and which ones are singular. Have students note how each plural noun is formed.

W/R: Have students write 3 sentences about their new club. Have them use 2 plural nouns and 2 singular nouns in their sentences.

OL: Students will present their inventions and sentences to the class.

R/W: Have students complete a worksheet where they will correct sentences by changing the singular noun to plural. OL: Ask volunteers to read aloud the sentences on their worksheet with the

GA/R: Pass around a National Geographic magazine to pairs as they are writing their sentences. Have them choose 2-3 sentences in the magazine they would like to read aloud. OL/GA/CM: After the sentences are read aloud, ask other students to identify singular and plural nouns they heard. List each on the board, under the heading singular noun or plural noun. Have

R: Ask students to look in a book they are reading to find sentences with plural nouns that are formed by adding s. Have the write several plural nouns on a piece of paper and then write each noun’s singular form beside it. W: Ask students to compose oral sentences with the singular and plural forms. DA: Advanced students can create a worksheet to review singular and

DAY 144 Test Review

RV/G: Play a review game covering the parts of speech and punctuation. Give students a review sheet to complete and study at home for homework.

DAY 145 Test 6

E: Students will compete a written test that covers the parts of speech and punctuation. It will consist of matching, fill in the blank, and inserting and identification of punctuation and parts of speech.

plural nouns in place.

volunteers write the plural form next to each singular noun and the singular form next to each plural noun.

plural nouns for the class to complete.

OL: Invite the students to compose oral sentences using their singular and plural forms of the some of the nouns. WEEK 30 DAY 146 KK SOL 3.11 Edit writing for grammar and vocabulary R/SS: Read a paragraph about Martin Luther King Jr. Discuss the meaning of civil rights with the students. W/CM/LI: Write five sentences on the board that discuss civil rights. Have students identify each sentence as a command, question, or statement. W/R: Give students a worksheet and

DAY 147 KK SOL 3.11 Edit writing for grammar and vocabulary

DAY 148 KK SOL 3.11 Edit writing for grammar and vocabulary

R/SS: Read a paragraph about Susan B. Anthony. Discuss what women’s suffrage was and how it affected our country.

R/SS: Read a paragraph about Alexander the Great. Point out the regions he conquered on a world map.

W/CM/LI: Write five sentences on the board that discuss women’s suffrage. Have the students identify the subject and predicate in each sentence and how they know. Have volunteers come to the board and underline them.

W/CM/LI: Write 5 sentences on the board that discuss the life of Alexander the Great. Have volunteers read them aloud.

DAY 149 KK SOL 3.11 Edit writing for grammar and vocabulary R/SS: Write Nez Perce on the board and explain that it refers to a Native American people who once occupied much of the Pacific Northwest.

W/CM/LI: Write 5 sentences on the board that have tot do with the Nez Perce Indians. Have Have students identify the students volunteer to subject in each of the identify the simple sentences. predicate in each sentence. W/R: Give students a W/R: Give the students worksheet that has them CM/LI: Write a word a worksheet that has identify the subject. The bank on the board them identify the subject first part should contain 5 including words such and predicate. sentences with fill in the as: fought, let, raced,

DAY 150 KK SOL 3.11 Edit writing for grammar and vocabulary GA/W: Divide students in to 10 small groups of 2-4 students. Ask each group to prepare a brief review of one lesson presented this week. Tell each group that their reviews should include a clear explanation of the lesson content and two sentences that show correct usage. OL: Each group will go over their review in front of the class. RV: The teacher should provide

work through it together as a class. Have students volunteer to answer what punctuation mark is needed after each type of sentence. On the second half of the worksheet, have students work with partners to complete it.

GA/W: Have students work in pairs to compose sentences about objects in the classroom. Partners should each choose and object and then orally compose a sentence using that object as the subject. Have partners record their own sentences and then exchange papers. Next, students should compose and oral sentence with a different predicate for the subject on their partner’s paper and then record the new sentence.

GA/W: Have students work in pairs to complete a crossword puzzle that has them identify the OL: Have the students types of read them aloud to the sentences that go class. with each punctuation mark.

blanks. Read the sentences aloud twice saying “blank” when you come to the blank. The second time, let a volunteer orally supply a word to fill in the blank before the other students write their own answers. Explain that the subject identifies who or what the sentence is about. MA/GA/CM: Write several simple subjects such as girl, tree, and dog on index cards. Make at least one word card for each student. Have students pick a card and compose an oral sentence that includes the simple subject written on that card.

struggled, lasted, worried, covered, and tried. Have students complete sentences on a worksheet using these words.

copies of the reviews for each group. Each group will complete one of the other groups review sheets.

MA/GA/CM: Prepare two sets of index cards. There should be one card per student in each set. On each card in the first set, write a simple predicate. Have students take turns choosing a card from each set and using the two words to compose an oral sentence.

GA/W: After the presentations, ask group members to work together to complete the review pages. DA: Advanced students can create a review game to present to the class.

WEEK 31 DAY 151

DAY 152

DAY 153 STANDARDIZED TESTING

DAY 154

DAY 155

WEEK 32 DAY 156 KK SOL 3.11 Edit writing for grammar and vocabulary CM/LI/SS: Encourage students to tell about people they know or have heard of who help others. Explain that one such person was Mother Theresa.

DAY 157 KK SOL 3.11 Edit writing for grammar and vocabulary

DAY 158 KK SOL 3.11 Edit writing for grammar and vocabulary

DAY 159 KK SOL 3.11 Edit writing for grammar and vocabulary

DAY 160 KK SOL 3.11 Edit writing for grammar and vocabulary

R/SS: Read a paragraph about slavery to the class. Allow students to respond about how they feel about the ideas presented.

CM/SS: Write, “Walt Disney,” on the board and have the students tell what they know about that name.

W/CM/LI: Write ten sentence pairs on the

R/GA: Supply a paragraph about Walt Disney to the

CM/SS: Write the name, “Leonardo Di Vinci,” on the board and help the students pronounce the name. Display reproductions of his work.

R/SS: Provide students with a book report at 3rd grade reading level about Clara Barton. Explain that the report contains several mistakes, and that, as they read, they should look for these mistakes.

W/CM: Write about Leo Di

R: Have one of the students read a paragraph you have provided about Mother Theresa to the class. R/CM: Reread the paragraph and have the students identify the sentences that are incomplete and whether a subject or predicate is missing in each one. Ask them to suggest a subject or a predicate to make the fragments complete. W: Give students five sentences to work with a partner and correct the errors in the sentences. GA/W: Have students work with their partners to write a paragraph about how they could help people.

board. Have students identify which sentences give more information and which ones don’t. Ask the volunteer to read the sentences aloud. Call on other volunteers to identify the additional information in the other sentences. Write a word bank on the board with descriptive words. W: Have students compose an informative, descriptive sentence about someone they admire, using some of the words on the board. GA/G: Have students sit in a circle. Display and object, such as a ball, say, “This is a ball.” Pass the ball to a student, who should compose a sentence that gives a little more information about the ball…and so on. Introduce new objects as necessary.

students. Have a volunteer read it aloud. Have the students identify the compound sentences in the paragraph and the joining word that makes in compound. W: Write three phrases on sentence strips. Provide the word, but, and at least 2 commas on separate cards. Provide these objects to students in groups of 3. Have the students create a compound sentence using the materials. OL: Have groups present their sentences to the class. W: Have students write a paragraph about their favorite Disney character using 2 compound sentences.

Vinci in 5 incorrect sentences on the board. Read each sentence aloud and have the students identify the sentence as compound, run-on, or comma splice and explain how they know that. W: Give students a worksheet with 10 sentences about Leo Di Vinci and have them work in pairs to identify how they could rewrite the sentences but communicate the same information (ex. Combining two sentences into one). GA/W/OL: In their same groups, assign each partner one of the following errors: run-on or comma splice. Then have partners write speeches titled, “How to avoid RunOns/ Comma Splices” using examples from the lesson. Call on groups to present their speeches.

RV/CM: Review Proofreading Marks using the chart displayed in the classroom. Remind students that these marks are used by professional writers to check their work before publication. CM/OL: After they have completed the activity, ask volunteers to read each sentence aloud and to identify the errors. Ask students to mark overlooked errors in another color. Return some of the writing the students have produced throughout the week. Have students proofread their own writing using the proofreading marks before they are “published” on the bulletin board. W: Student’s should first work independently then trade with a partner to double check their work. DA: English proficient students could work with struggling students to help them better their skills.

WEEK 33 DAY 161

DAY 162

DAY 163

DAY 164

DAY 165

KK SOL 3.12 Writing in response to short stories and poems

CM/LI: Ask the class, “Who wants to be a writer? Why?” Ask students to pair up with a partner or in groups and share their thoughts. Then have the students share with you. Record their answers on a blackboard, making sure to write the child's name after each shared idea. Ask the class, “What are some of the different types of professional writing in the world?” W: On the board write the title - What is it like to be a writer? Underneath the title have two columns: 1. Good 2. Not so good

KK SOL 3.12 Writing in response to short stories and poems

RV: Review previous lesson as a lead-in to today’s activities, which is writing a newspaper story. Hand out the “Task: Let’s Write a Newspaper Story” sheet and discuss it. CM/LI/R: Talk about the five different story scenarios. Show students the information sheet for each story. Ask them to pick which story they want to write and, using the Task sheet, write three reasons why they chose that topic.

Ask the class, “What does it take to be a writer?” Then have them share their thoughts with you and record them on the board.

Discuss any criteria the class thinks should be included in their stories and tell them to record this information on their Task sheets. Tell them that there will be more criteria as the lesson advances.

SS/CM: Bring newspapers to class and ask students why reading a newspaper is important. When that has been discussed, hand out the newspapers. Go through the “Before-During-After” reading strategies for understanding and getting the most out of a newspaper story.

CM/W: Distribute the "Tips From the Pros" sheet to all students. Read and discuss the items. Ask if any more criteria should be included on their Task sheet. Guide them.

Have students practice these strategies with their newspapers, then share what they’ve learned with you and the class. The test of whether you understand a newspaper story is: “Can you explain it to somebody else?”

Distribute and discuss the “Writing to Inform” sheet, which explains the DOAL (Development, Organization, Attention to Audience, Language) guidelines for effective writing. This sheet also contains a list of Linking Words and Phrases that students can use to introduce and organize ideas, work details into their story, and begin the conclusion.

Ask the class, “What are some good and not so good things about being a writer?” Record their answers,

W/RS/G: Prepare a list of items students will have to locate in the newspaper (headline, a sale price, comic strip, sport scores, movies review, etc.). Give a time limit for the scavenger hunt. GA/W: Ask the class, “Why are newspapers important to our community — what kind of information do they provide to link us to our political and social structure?” Have the class think silently about the question for a minute, then ask them to pair with a partner or in groups and share their thoughts. Have them share their thoughts with you and the class and record them on the board.

Distribute and discuss the “Visual Organizer” sheet, which helps students include vital information in their stories and write a good lead sentence that grabs the reader.

KK SOL 3.12 Writing in response to short stories and poems

KK SOL 3.12 Writing in response to short stories and poems

W/R: Give students a word count limit (e.g., 200) and a deadline for their stories. Have the students begin writing, using their different resources:

CM/LI: Distribute the "Edit Your Story" page. Review the basic principles of editing and have the students complete the short editing exercise at the bottom of the sheet. Go over the exercise with the class.

• • • • •

Task Sheet Tips From the Pros Writing to Inform Story Informati on Page Visual Organizer

DA: This writing assignment can be started in class and continued at home, with perhaps a oneweek deadline.

W: Ask students to edit their own stories, applying the principles they have just learned. Allow enough time for the process and stand by to answer any questions the students may have. Option: – Ask students to edit each other’s stories. At the end of the editing process, all stories should be in a printed, one-column format.

KK SOL 3.12 Writing in response to short stories and poems

GA: Divide the class into several groups, each working on their own separate newspaper. For example, with a class of 30, there could be two groups of 15. CM/LI: With edited stories in hand, distribute the "Newspaper Layout" sheet and discuss layout principles with the class. GA: Within each group, assign students the following different job responsibilities: 1) Have each group decide on a name for their newspaper. Record all ideas and have the group vote. 1) Design the newspaper banner (using the voted-on newspaper name). 2) Draw pictures for the stories (as needed). 3) Locate photographs or cut out pictures from magazine to illustrate stories. 5) Lay out the paper, placing stories according to their importance. The end product for each group will be a pasted-up, two-page (or more) newspaper. The paper can then be reproduced and distributed. W: Distribute the "What I Have Learned" worksheet. Have students preview and think about the different questions: 1) What have you learned about writing a newspaper story? List five specific examples. 2) What did you like about being a reporter? Give two specific examples to support your answer. 3) Would you ever want to become a reporter? Give two

reasons why or why not? GA/CM/W: Have students pair up with a partner to discuss the questions and record their ideas on their worksheets. CM: When the students have completed the worksheets, lead a class discussion of the three questions and the various student answers.

DAY 166 KK SOL 3.13 Synonyms

DAY 167 KK SOL 3.13 Synonyms

WEEK 34 DAY 168 KK SOL 3.13 Synonyms

CM/LI: Tell students that synonyms are words the have the same or very similar meanings.

W/MA; On index cards, write the words from the first column of the table below. These are the common words.

Explain that a thesaurus is a reference source that gives synonyms and related words for many words.

On the back of the smaller cards, write the common word. Thus the activity can be self-checking.

Point out that the words in a thesaurus or the index to a thesaurus are listed in alphabetical order. Explain that writers can use a thesaurus to help them make their writing varied and interesting. RS/W: Have students use a thesaurus to make these sentences more interesting, by replacing the underlined

On smaller cards made from posterboard, oaktag, or card stock, write the words from the second column of the table below. These are the synonyms to the common words.

The cards are ready to use. Store them in a ziploc bag or mailing envelope on which you have written the game's title. G: To Play: Spread the common words on a table or desk so all can easily be seen. Shuffle the smaller cards. Match the words on the smaller cards to the common word for which they are a synonym. When all the smaller cards have been matched, turn them over to check the answers.

CM/LI: When we write, we sometimes use the same words repeatedly. At other times, we use boring words when more exciting words would make the writing more interesting. At times like these, using a thesaurus can help us make our writing more exciting. A thesaurus is a book of synonyms. A synonym is a word that has the same, or nearly the same, meaning as another word. R/W: Read the story below. Create a more interesting story by using a thesaurus to find a synonym for each of the words in parentheses. Be sure the words you choose are grammatically correct and make sense in the story. The Story Aunt Skeeter and the (bad) __________ Itch It was a (very) __________ hot day at Bluebell Farm. Aunt Skeeter had been (working) __________ in the garden since daybreak. She looked up at the (hot) __________ sun and wished she could go swimming in the (cool) __________ creek. All at once, Aunt Skeeter had a (good) __________ idea. She decided that a swim was just what she needed. So she (ran)

DAY 169 KK SOL 3.13 Synonyms

DAY 170 FIELD TRIP 4

GA/W: Given a pair of words, students should juggle (move one letter in the first word to the second word) a letter to form a pair of synonyms. For example: Given the words salve, savage, students should juggle the letter "l" to form the synonym pair save, salvage. MA: Prepare the following cards. Word pairs in black should be written on the front of the card, while blue synonym pairs should be written on the back.

A. lice, recline lie, recline

B. lopes, shills slopes, hills

C. flat, pump fat, plump

D. our, start E. F.

sour, tart whiled, spurn whirled, spun died, ante dined, ate

G. pest, cares pet, caress

H. curt, cave I.

cut, carve grove, rout groove, rut

words with synonyms. 1. They clap when she makes a basket. 2. He is the quickest player in the game. 3. She tosses the ball above the hoop. R/OL: Ask students to read their new sentences to the class. DA: Have students write a few sentences about their favorite sport. Have them underline words they would like their partner to replace. Exchange paragraphs. Allow them to read them aloud to the class.

__________ down to the creek and (jumped) __________ in! A smile spread across her face as she floated on the water. The (nice) __________ swim didn't last very long, however. All of a sudden, Aunt Skeeter let out a (cry) __________ that could be heard in the next county. She jumped out of the water as though she'd been shot from a cannon. She wiggled and squirmed, trying to (find) __________ the source of her discomfort. Finally, after one (big) __________ shake, a (fat) __________ catfish came flopping out of Aunt Skeeter's overalls. Seeing the catfish made Aunt Skeeter (laugh) __________ so hard that she had the hiccups for two days! GA/OL: After students complete the activity, encourage them to share their new and improved stories with one another.

J.

shred, bad shed, barn

Prepare the cards and place them in a learning center. Individual students can use them at a specified time or as an extra activity when their class work has been completed. R/GA: Prepare the cards and present one a day to the whole class. You may designate a specific time during the day as Juggling Words time or allow the students to work on the activity throughout the day until a solution is reached. Award a small prize to the student or small group who reaches the solution first. Encourage students to create their own Juggling Words items.

Commo n Words Synony ms LAUGH chortle, chuckle, grin, guffaw, crow, titter, cackle, hoot, giggle, snicker CRY whimper, wail, blubber, howl, weep, moan, whine, bawl, sob, sniffle HAPPY tickled, elated, thrilled, lighthear ted, delighted , ecstatic, blissful, jovial, overjoye d, jubilant SAD pitiable, downhea rted, woebego ne, forlorn, dispirited , miserabl e, wretched , dejected, dishearte ned, depresse d

WEEK 35 DAY 171 KK SOL 3.13 Antonyms CM/LI: Write the words ancient and modern on the board. Ask students how the meanings of these two words are related. Explain that antonyms are words with opposite meanings and that synonyms are words with the same or similar meanings. W/R/RS: Have students brainstorm a list of synonyms for ancient and modern. Suggest that they refer to a thesaurus for words to add to their lists. W: Ask students to use each word to complete this sentence: Her training equipment is _______. CM/LI: Discuss with students how the meaning of the sentence changes each word. W/R: Have students complete a worksheet to review the new material. DA: Advanced students can find two other words that are antonyms and find two words that coincide with them as synonyms.

DAY 172 KK SOL 3.13 Antonyms CM/LI: Begin with a discussion of antonyms. Explain that antonym is another word for opposite. Give several examples of antonyms. R/CM: Then read, The Greatest Gymnast of All by Stuart J. Murphy. Throughout the story, ask students to predict the antonym based on the pictures. Ask questions such as, "Where is Zoe now? If she isn't on the mat, then she is ____ the mat." MA: After reading the story, hand out antonyms written on sentence strips. Students will walk to the front of the room and find their antonym' s mate MA: Next, pass out sheets of paper. While the students are at their desks, call out an antonym (such as new, night, on, stop, etc.). Students will write down the opposite of those words. Students can look at their word wall words to choose the correct answer. OL/W: Once all answers are written on paper, call on students to give the correct answers.

DAY 173 KK SOL 3.13 Antonyms

DAY 174 KK SOL 3.13 Antonyms

CM/LI: Ask students for examples of pairs of words that are synonyms. Write them on the board. Go through the same process for antonyms.

Call out words that have the same basic meaning and call out words that are "opposite meaning words."

CM/LI: Have students define synonyms and antonyms. Write definition on the board (Synonyms-words that have the same meaning as another word. Antonym-words that have the opposite meaning.) Discuss why learning synonyms and antonyms is useful in reading and writing (helps with reading comprehension and enables students to use more variety in their writing). GA: Allow students to work in pairs. Hand out sports section to each pair. W/R: Instruct students to rewrite headlines using as many synonyms as they can Example: KU defeats Nebraska (smashes, beats, tramples). Next have students rewrite headlines using as many antonyms as they can. OL: Have students share their new headlines with the rest of the class. DA: Advanced students can play a word game, having students call out synonyms and antonyms to each other. After hearing the word they have to give a synonym or antonym.

CM/LI: Ask students to listen for patterns and relationships among the words as you read them. Explain that using synonyms and antonyms correctly enhances writing and makes writing sound better. MA/GA: Direct students to pay attention the directions for the next activity. The students will be given a sheet of paper with a word and letter on it. The letter will be "a" (for antonym) or "s" (for synonym). When the teacher directs them to do so, students will get up out of their seats and find the antonym or synonym that matches the word they were given (if an "a" appears in the sheet they must find the antonym and viceversa). Students must match up with the correct person in the class and then stand by that person. The activity is concluded when all students have found their match and are standing next to the classmate holding that match. Pairs that match up before the other pairs match up must think together and say aloud as many synonyms and antonyms as they can for their words. The teacher will then go around to each pair and ask them to hold up their sheets. The students will hold up their sheets and call out their words. Then the students will tell the class if their words are synonyms or antonyms.

DAY 175 KK SOL 3.13 Antonyms CM/LI: Ask students to define the terms synonym, antonym, and homophone. Ask them how homophones differ from synonyms and antonyms? Ask each student to share at least one example of a pair of synonyms, antonyms, and homophones. Write examples on the board or on a piece of chart paper and discuss them. Discuss any questionable examples with the class. Are the words actually (synonyms, antonyms, homophones)? Why or why not? Assess the students’ understanding of the types of words and make sure they understand the differences before moving on. GA/G/MA/W: Next, tell them that they will create a game called Antonym Match-Up. Have students quietly and individually create lists of 10 pairs of antonyms. Tell them not to share their lists with one another. Students may use a dictionary or thesaurus. Give each student 20 blank index cards: They will write one word from their list on each card and draw a picture representing it on the same card. If they have difficulty drawing images of certain pairs, allow them to come up with new antonyms that might be better suited to the game. Next, have students pair up and play their games by mixing up their antonym pairs and laying the cards on a surface in rows of five so their partner can see all the cards. Partners must correctly match all the antonym pairs. Each partner should take a turn. If time permits, allow students to play with a different student. Walk around the classroom and assess student behavior and understanding while they are playing. After students have finished playing, discuss some of the antonyms. Which were easier antonyms to match? Which were difficult? If any antonym pairs did not seem clear, discuss them with the class to see if

they are actually antonyms. Have students keep their match-up games in their desks to play during free time. If time and resources permit, allow students to create match-up games for homophones or synonyms.

WEEK 36 DAY 176 KK SOL 3.13 Multi-meaning words

DAY 177 KK SOL 3.13 Multi-meaning words

CM/LI: Stimulate interest by asking, "Does anyone know what a homophone is?" If students are not sure what the term means, then provide a definition. Ask, "Can anyone give me an example of a homophone?"

W/CM/LI: Write the following sentences on the board: The kite fell at the children’s feet. The kite was about 3 feet long.

R/W: Read the book Jackrabbit , by Jonathan London. While reading the story, emphasize the homophones listed on the worksheet. After reading the book, ask students if they recognized any homophones from the text that are listed on the worksheet.

Model using context to figure out which meaning is intended in each sentence: The first sentence says that the kite fell where the children were standing. There, feet must mean “ the parts of the body at the end of the legs.” The second sentence has the word long after three feet; feet means ”measurements of 12 inches.”

CM/LI: Next, read a list of sentences taken from the story After each sentence is read, students will circle the correct homophone being used.

MA/CM: On separate index cards, have students draw two pictures that show two meaning s for the word yard. Say sentences that use one meaning or the other, and have students hold up the appropriate card.

Review the sentences and have students share the correct homophone used in each sentence.

OL: Have volunteers summarize how they find the meaning of a multiplemeaning word in a sentence.

Tell the students that feet is a multiplemeaning word. It can mean “ the parts of the body at the end of the legs” or “measurements of 12 inches.”

DAY 178 KK SOL 3.13 Multi-meaning words

DAY 179 Test Review

CM/LI: Give simple examples of multi-meaning words [e.g. bank, bat, feet]. Have students give other examples and list them on the board.

RV/G: Students will play a review game in class to review antonyms and synonyms.

W/R: Distribute student worksheet on homonyms and multi-meaning words. Guide students through the example mouth. Individually or in pairs, have students complete the first half of the worksheet. W/R: Have students go to the second part of the worksheet. Give simple examples of homonyms [hair & hare; way & weigh]. Have students give other examples and list them on the board. W/R: Have students complete a multi meaning word and homonym where they have to write 5 sentences using different multi-meaning words. DA: Have students write sentences using the homonyms

DAY 180 Test 7 E: Students will complete a written test covering synonyms and antonyms. Students will be required to write a paragraph with correct grammar and sentence structure on a topic presented.

GA/W: As a follow-up activity, divide students into pairs. Each pair will write a short sentence using each homophone in its correct context.

they didn't use in the exercise.

* These standard will be addressed throughout the year. KK SOL E 3.1 KK SOL E 3.7 KK SOL E 3.8 Works Cited "A to Z Teacher Stuff." A to Z Teacher Stuff. 2006. A to Z Teacher Stuff. 27 Nov 2007 . "Beginning Reading." Discovery Education. 2007. Discovery Education. 27 Nov 2007 . Frank, Marjorie. Complete Writing Lessons for the Middle Grades. 1. Nashville: Incentive Publications, 1987. Lynch, Cynthia H.. "In Other Words, Using a Thesaurus." Education World. 2007. Education World . 27 Nov 2007 . "Ready to Go Resources." Scholastic . 2007. Scholastic Inc.. 27 Nov 2007 . Richards, Joanne, and Marianne Standley. Write Here. 1. Nashville: Incentive Publications, 1984. Peschel, Emily. "Antonyms." Educator's Reference Desk. 2007. Educator's Reference Desk. 27 Nov 2007 . Sass, Edmond J. . "Language Arts Lesson Plans and Resources." Cloudnet. 2007. Cloudnet. 27 Nov 2007 . "Sing Your Way Through Phonics Lesson Plan." Action Factor Inc.. 2002. Action Factor Inc.. 27 Nov 2007 .

Van Laar, Karen. Writing Rainbow. 1. Grand Rapids: Christian Schools International, 1985. Zaner-Bloser, G.U.M.. 1. Columbus: Zaner-Bloser Inc., 1997

http://www.bbc.co.uk/skillswise/words/spelling/soundandspell/syllables/game.shtml