3 Vanvliet Language Arts Charts

Rebecca VanVliet EDUC 410-002

LEGEND – Language Arts A – Art CC – Collaboration with Colleagues CE – Current Events CI – Community Involvement – Collaboration with the Community CM – Communication CP – Character Principle CZ – Citizenship DA – Differentiation / Accommodation E – Evaluation GA – Group Activity H – Health HS – Home / School Connection – Collaboration with Family HW – Homework LA – Language Arts LI – Listening M – Math MA – Manipulative Activity MC – Multicultural MO – Movement / Physical Education MU – Music OL – Oral Language / Public Speaking PA – Participation PS – Problem Solving / Critical Thinking Q – Quiz R – Reading RP – Role Playing S – Science SP – Spelling T – Technology TD – Teacher Demonstration VA – Visual Arts W – Writing

Rebecca VanVliet EDUC 410-002

Monday Day 1 Introduction to the class

Tuesday Day 2 RVSOL E 3.7

Language Arts – Week 1 Wednesday Thursday Day 3 Day 4 RVSOL E 3.7 RVSOL E 3.7

Analyzing Word and Sentence Structure

Friday Day 5 RVSOL E 3.7

Analyzing Word and Sentence Structure

Analyzing Word and Sentence Structure

Analyzing Word and Sentence Structure

RVSOL E 3.1

RVSOL E 3.1

RVSOL E 3.33

Group Communication

Group Communication

RVSOL E 3.2

RVSOL E 3.2

Reading Independently Every Day

Asking Group Questions

Asking Group Questions

R: “Georgie Lee” by Sharon Phillips Denslow, ch.1 W: Students will write one paragraph about summer vacation.

R: “Georgie Lee” by Sharon Phillips Denslow, ch.1 W: Students will write about their favorite part of chapter 1.

R: “Georgie Lee” by Sharon Phillips Denslow, ch.2 W: Students will write about their reaction to the story so far, telling whether they like it or not, and why.

R: “Georgie Lee” by Sharon Phillips Denslow, ch.2 W: Students will write about their favorite part of chapter 2.

R: “Georgie Lee” by Sharon Phillips Denslow, ch.3 W: Students will write a short paragraph on one thing they want to learn during the school year, and include why.

GA/OL: Teacher will divide the class into partners, and ask students to discuss their summer vacations. Teacher will ask that students focus on the important details, and to tell each other one thing that they are excited about for the new school year. Students will then introduce their partner to the class, telling one thing they did over the summer, and one thing they look forward to during the school year.

LA: Teacher will instruct the class in analyzing the structure of words and sentences when reading: vowel patterns.

OL: Teacher will hold up the vowel cards, and students will say the appropriate vowel sounds for each by repeating the pattern and the corresponding vowel sound (“blank-a-blank, short a, /â/. Blank-a-blank-e, long a, /ā/, etc.”).

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate long and short vowel sounds for each.

LA/T: Teacher will have students review homophones by using the matching game at http://www.bbc.co.uk/ skillswise/words/spelling/ recognising/homophones /flash0.shtml.

W: Students will practice writing words with the short and long vowel sounds for each vowel, using the patterns CVC and CVCe.

PS: Students will complete the word scramble on school words from http://printables.family education.com/spelling/ printable/2568.html.

TD/OL: Teacher will have cards with vowels and vowel patterns (a: _a_, _a_e, _ar, etc.) on them, and explain that vowels make different sounds, depending on the way the word is put together. Teacher will write on the board: mad. Students will pronounce the word, and the teacher will guide the students to pronounce only the vowel sound (short a). Teacher will write an e after the word, to form made. Students will again pronounce the word, and focus on the vowel sound (long a). Students will practice saying both the long and short a sound. Teacher will direct students’ attention back to the words on the board, and ask them to notice any differences. (The only difference is the e on the end.) Teacher will explain that the e is what makes the sound long, and makes it possible to tell the difference between the two words. Teacher will repeat with the other vowels. TD: Teacher will show the class the vowel cards, and the class will practice saying the different vowel sounds when the teacher holds the card up. (Teacher will say “a blank” and students will make the short a sound. Teacher will say “a blank e” and students will make the long a sound. PS: Teacher will write a number of words from the first chapter of the reading book on the board, and students will group them according to whether the vowel sound is long or short. MO: Each student in the class will be assigned a word from the board, and the teacher will call out different groups (“all long vowel sounds” or “short a’s and short e’s” and the students with the applicable sounds will move to the front of the classroom and read their words. SP: Spelling words will be assigned from the text.

LA: Teacher will instruct the class in analyzing the structure of words and sentences when reading: homophones. TD: Teacher will hold up a blue sheet of paper, and ask the class what color it is. Teacher will blow on a tissue and let it fall to the floor. Teacher will ask the class what (s)he just did to the tissue. Teacher will write both words on the board: blue and blew, and call on a volunteer to read the words aloud to the class.

LA: Teacher will instruct students in ways to decode common multisyllabic words.

LA: Teacher will pass out a homophones fact sheet to each student, from http://www.bbc.co.uk /skillswise/words/spelling/ recognising/homophones/ factsheet1.shtml for the students to keep as a reference.

MU/TD/PA: Teacher will refresh student knowledge of syllables by having students clap their names. Teacher will demonstrate first using his/her own last name (Ms. VanVliet would have two claps). Teacher will say the name aloud, clapping once for each syllable. Students will repeat with their own names. Teacher will call on a student with a multisyllabic name, and ask the student how (s)he knew how many times to clap. Students will reason out how they can find the break between syllables. Students will practice clapping multisyllabic words from the story.

PS: Students will complete the worksheet on homophones from http://www.bbc.co.uk/ skillswise/words/spelling/ recognising/homophones/ worksheet1.shtml.

T/Q: Students will take a tenquestion quiz on syllables from http://www.bbc.co.uk/ skillswise/words/spelling/ soundandspell/syllables/ quiz.shtml.

GA/OL: Students will gather into reading groups and discuss the first chapter and a half of the story (the amount that the class has read). Students will discuss the homophones found in the story. Teacher will explain that in group discussions, everyone needs to take part, and students must respect each other and listen quietly when questions are being asked.

SP/GA: Students will work in groups to practice their spelling words

T/MU: Class will watch the short video/song clip on homophones from http://pbskids.org/lions/ videos/homophones.html. PA: Students will recall different homophones from the video.

LA/PS: Teacher will review homophones, and students will complete the “Is Your Homophone Ringing?” worksheet from http://www.glc.k12.ga.us/ BuilderV03/Attachments/ 17008.doc. T/MU: Students will use http://www.bbc.co.uk/ skillswise/words/spelling /soundandspell/syllables /game.shtml to sort words by the number of syllables. Students will be encouraged to clap the words to help them determine the number of syllables. LA/CC: Teacher will arrange a trip to the library, and explain that students are to find a book they would like to read. Teacher will explain that students are expected to read some of their book every day at home, so students should choose a book that is interesting to them. HS: Teacher will send a note home to the parents/guardians of the students, informing them that their student will be expected to read at home each day. W: Students will keep a weekly journal of things they learned and things that happened throughout the week (free writing).

DA: Students will choose a reading book that corresponds to their individual reading level, not necessarily the reading level for

Rebecca VanVliet EDUC 410-002 their grade.

Rebecca VanVliet EDUC 410-002

Monday Day 6 RVSOL E 3.10

Language Arts – Week 2 Tuesday Wednesday Thursday Day 7 Day 8 Day 9 RVSOL E 3.10 RVSOL E 3.10 RVSOL E 3.10

Friday Day 10 RVSOL E 3.10

Grammar Strategies

Grammar Strategies

Grammar Strategies

Grammar Strategies

Grammar Strategies

RVSOL E 3.3

RVSOL E 3.3

RVSOL E 3.3

RVSOL E 3.3

Understanding and Explaining Group Discussions

Understanding and Explaining Group Discussions

Understanding and Explaining Group Discussions

Understanding and Explaining Group Discussions

R: “Georgie Lee” by Sharon Phillips Denslow, ch.3 W: Students will write about their favorite part of chapter 3.

R: “Georgie Lee” by Sharon Phillips Denslow, ch.4 W: Students will write about what they would do if they were in J.D.’s place.

R: “Georgie Lee” by Sharon Phillips Denslow, ch.4 W: Students will write about their favorite part of chapter 4.

R: “Georgie Lee” by Sharon Phillips Denslow, ch.5 W: Students will write

R: “Georgie Lee” by Sharon Phillips Denslow, ch.5 W: Students will write about their favorite part of chapter 5.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will review subject and predicate.

TD/PA: Teacher will write the following sentence on the board: “The student ran into the room.” Teacher will ask students to speculate on why the student might have been running. Teacher will then modify the sentence to read “The student excitedly ran into the room.” Teacher will ask students how the word “excitedly” affects the way we perceive the action of the sentence. Teacher will change the sentence once more, to read “The students angrily ran into the room.” Class will again discuss how the new word changed the way we understood the action of the sentence.

LA: Teacher will review adverbs, focusing on where they are usually found in the sentence. Teacher will hand out the factsheet on the position of adverbs from http://www.bbc.co.uk/ skillswise/words/grammar/ interestsentences/adverbs /factsheet2.shtml.

LA: Teacher will instruct the class in writing complete sentences.

LA: Teacher will introduce subject and predicate. TD: Teacher will define subject and predicate, and students will write the definitions in their notebooks. Teacher will take a sentence from the reading book, and write it on the board. MO/PS/PA: Teacher will call on a student to come to the board and underline the subject of the sentence, and another student to underline the predicate. Class will discuss. GA/T/PS: Students will divide into groups. Teacher will ask questions similar to those at http://www.quia.com /rr/36765.html, and groups of students will compete against each other to score the highest.

MO/PS/GA: Students will be given phrases, either a subject or a predicate, and asked to form a sentence with another student. Students with subjects will have to find predicates, and students with predicates will have to find subjects, and each pair will decide who has the subject and who has the predicate, and what their sentence says. (Sentences can be nonsense, such as “the tree” and “went to the store” can be combined into a sentence, as long as the students recognize that one is a subject and the other is a predicate, and understand how they would form a sentence, even if it doesn’t make logical sense.) Teacher will collect and redistribute the cards, and students will form more sentences. OL/PA: Class will discuss the sentences that were formed, and make a chart with two columns: Subject and Predicate. Students will fill in the chart with the phrases and words from the activity, and supply a few of their own. SP: Students will practice individually writing their spelling words. DA: Students who struggle with subject and predicate will take a simplified quiz at http://www.harcourtschool .com/activity/language_arts /goforgold/content_builder /dswmedia/g2c2/nadia.htm, which addresses subject and predicate as “the naming part” and “the telling part.”

LA: Teacher will explain that the words that were added are called adverbs, and they add information and interest to sentences. Teacher will pass out the factsheet on what adverbs are from http://www.bbc.co.uk/ skillswise/words/grammar/ interestsentences/adverbs/ factsheet1.shtml. PS: Students will complete the worksheet on adverbs from http://www.bbc.co.uk/ skillswise/words/grammar/ interestsentences/adverbs/ worksheet1.shtml.

TD/PA: Teacher will write a sentence on the board, and ask students for an adverb that would fit into the sentence. Students will supply an adverb, what it tells, and where it would fit (beginning, middle, or end). Teacher will write the sentence with the student’s adverb, and ask for another adverb that could possibly fit in the sentence, and where it would go. (Ex: Sentence: I went to the store. Adverb: Yesterday; tells when; end: I went to the store yesterday. Adverb: Quickly; tells how; middle: I quickly went to the store.) PS: Students will complete a worksheet on positioning adverbs from http://www.bbc.co.uk/ skillswise/words/grammar /interestsentences/adverbs /worksheet7.shtml.

TD/PA: Teacher will instruct the class that a complete sentence has to have a subject and a predicate (verb) and express a complete thought to be a complete sentence. Teacher will write sentences and sentence fragments on the board, pulling ideas from the story, and ask students to determine which are complete sentences and which are not. GA/CP/W: Teacher will pass out an envelope with word cards in it to each group. Students will work together to put the words in order to form the best complete sentence. Students will write the sentences in their notes. T: Students will use http://www.inglese.it /eggs.htm to practice putting words in the proper order in a limited time. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

SP/Q: Teacher will give a quiz on the spelling words.

CP: Cooperation Paper, Pen & Think, p.90

Rebecca VanVliet EDUC 410-002 Language Arts – Week 3 Wednesday Thursday Day 13 Day 14 RVSOL E 3.14 RVSOL E 3.14

Monday Day 11 RVSOL E 3.9

Tuesday Day 12 RVSOL E 3.9

Reading Fiction and Nonfiction with a Purpose

Reading Fiction and Nonfiction with a Purpose

RVSOL E 3.14

RVSOL E 3.14

Reading Fiction with a Purpose

Reading Fiction with a Purpose

R: “Georgie Lee” by Sharon Phillips Denslow, ch.6 W: Students will write two questions concerning the story, and the answer to each.

R: “Georgie Lee” by Sharon Phillips Denslow, ch.6 W: Students will write what they thought of the story and the characters, and why they liked them or didn’t.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will explain that students must have a purpose when they read. This means that students must have a goal in mind while reading.

LA: Teacher will review having a purpose for reading.

T: Teacher will take the class to http://www.jcu.edu.au/ studying/services/study skills/effreading/ readingpurpose.html to discover eight different reasons for reading. TD/PA: Teacher will ask students to think of some questions they want answered in the last chapter of the story. Teacher will guide students toward thinking of things that are important, and that the students think might possibly be answered in the story. (For example, if it has not been mentioned or even alluded to, the question “when is J.D.’s birthday?” would not be a good question to pursue.) PA: The class will brainstorm a list, and students will choose two questions that they want to find the answers to.

OL: Teacher will call on a volunteer to explain “reading with a purpose” to the class. GA: Class will divide into reading groups, and agree on three questions they want to answer. After reading the story, group members will work together to answer the questions. W/VA: Students will each write down the answers to the three questions they chose, and draw an illustration for each, depicting the situation in question, and the answer. SP: Students will be assigned spelling words for the next two weeks.

Friday Day 15 RVSOL E 3.14

Reading Fiction with a Purpose

Reading Fiction with a Purpose

Reading Fiction with a Purpose

RVSOL E 3.13

RVSOL E 3.13

RVSOL E 3.13

Rereading to Correct Mistakes

Rereading to Correct Mistakes

Rereading to Correct Mistakes

R: “The Sleeping Rose” by Angela Elwell Hunt W: Creative writing: Teacher will use the sentence pieces at the top of page 45 in Wille, and students will choose one sentence piece from each column and write a short story about their created sentence. OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

R: “The Sleeping Rose” by Angela Elwell Hunt W: Students will continue their story from the previous day.

R: “The Sleeping Rose” by Angela Elwell Hunt W: Students will write their own version of “The Sleeping Rose” story, using their imaginations.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will explain that the students’ purpose for reading today is to decode confusing words and sentences.

LA: Teacher will review rereading strategies with the class.

TD: Teacher will write the purpose question on the board: How many confusing words can I fix by rereading? Teacher will demonstrate sounding out a word from the first page of the story.

PA/MO: Teacher will say a sentence, such as “a good rereading strategy is to sound out the word” or “a good rereading strategy is to ask a friend what a difficult word says” and students will move to one side of the room if they think it IS a good rereading strategy, and to the other side if they think it is NOT a good rereading strategy. Teacher will ask students to explain their decisions.

LA: Teacher will review the eight reasons for reading (looked at on Monday through http://www.jcu.edu.au/studying /services/studyskills/effreading/ readingpurpose.html) PS: Students will decide which purpose applies to them, and after looking at the title of the story “The Sleeping Rose,” generate three questions they want to answer. Sample questions may be: “What rose is the author talking about? Is Rose a person, or just a flower? Why is it/she sleeping?” Teacher will ask students to try to avoid “yes/no” questions. LA: Teacher will explain to students that sometimes people don’t understand what they read the first time. If a sentence or a word doesn’t make sense, the best way to make sense of it is to read it again. TD/OL/LI: Teacher will focus the lesson on rereading specific words. Teacher will review ways of sounding out difficult words, and show the short video of how to sound out two vowels that are together in a word: http://pbskids.org/lions/videos/ twovowels.html. Teacher will demonstrate rereading by writing the following sentence on the board: Reading is good for my brain, stopping to sound out brain. What does it start with? (/b/) What comes next? (/r/) What do we get if we put those two sounds together? (/br/) What sound do the two vowels ai make? (/long a/) And what does it end with (/n/). Putt it together: /br/ /ā/ /n/, or brain. PA/R/OL/LI: Students will practice sounding out words they know, and repeating the procedure with words they come across in the reading that they have trouble with.

GA/R/PS: Students will work in partners to read the first few pages of the story, taking turns reading and sounding out difficult words. LA: Teacher will call the class together again, and explain that rereading words helps understand what the words are, but sometimes it takes so long to figure out what a word is, that the rest of the sentence is forgotten. TD: Teacher will focus on rereading whole sentences to find meaning and make sense out of what was read. Teacher will explain that rereading the entire sentence will also help with word recognition. Teacher will write the following sentence: Reading hard words gives me a headache. Teacher will sound out “headache” and then reread the whole sentence to understand the meaning and read the word “headache” without stopping to sound it out the second time. PA/OL/R: Class will read out loud together, practicing sounding out words and repeating sentences.

GA/R: Students will gather into reading groups, and the teacher will read with each group separately, to observe students’ rereading skills. PS: Students who are not reading with the teacher will work on their writing assignment and complete the reading comprehension worksheet from http://www.teachnology.com/worksheets/ language_arts/reading_ comp/elem/ver26/. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

SP/MA: Students will practice spelling words with flashcards.

R: As the students read, they will make notes that relate to their questions. Wille, p.45

DA: Students who are at a lower level will complete the reading comprehension activity from http://www.teach-nology.com /worksheets/language_arts/ reading_comp/elem/ver12/.

Rebecca VanVliet EDUC 410-002

Monday Day 16 RVSOL E 3.19

Language Arts – Week 4 Tuesday Wednesday Thursday Day 17 Day 18 Day 19 RVSOL E 3.19 RVSOL E 3.19 RVSOL E 3.19

Friday Day 20 RVSOL E 3.19

Fiction: Asking Questions

Fiction: Asking Questions

Fiction: Asking Questions

Fiction: Asking Questions

Fiction: Asking Questions

R: “Jumanji” by Chris Van Allsburg W: Students will finish their stories from Friday.

R: “Jumanji” by Chris Van Allsburg W: Students will write about their favorite game.

R: “Jumanji” by Chris Van Allsburg W: Students will describe an adventure they would like to go on.

R: “Jumanji” by Chris Van Allsburg W: Students will create an informational warning poster for the game Jumanji.

R: “Jumanji” by Chris Van Allsburg W: Students will complete their informational warning posters for the game Jumanji.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will explain the importance of asking questions about the story for the purpose of understanding the story. Teacher will focus on asking ‘who’ questions. TD: Teacher will explain that there are two kinds of ‘who’ questions: those that ask for a name (Who is the main character?) and those that ask for details about a name (Who is Peter in the story Jumanji?) PA: Class will brainstorm a list of ‘who’ questions that they can ask, and discuss why it is important to ask ‘who’ questions when reading. PS/R/W: Teacher will pass out a worksheet with different ‘who’ questions on it, and students will answer the questions from the story. Teacher will encourage students to include as many details as possible. PS/PA/GA: Teacher will call on students to read their answers to the questions, and make a “Who’s Who” chart by combining the students’ answers. The finished chart will have a column for each character that contains details about that character.

LA: Teacher will explain the importance of the setting of a story. Teacher will explain that setting tells about where the story takes place. Teacher will instruct students in asking ‘where’ questions to describe the setting. TD: Teacher will describe the different levels of ‘where’ questions that can be asked: Where in the world does the story take place (what country)? Where in the country does the story take place (what state/city)? Where in the state/city does the story take place (at home, in the park, at a party, etc)? And finally, any other ‘where’ details that can be gleaned from the text (is it in a specific room of the house, is it under a certain tree in the park? etc.). Teacher will encourage students to notice how the focus of each question is narrower than the last. Teacher will also explain that not all stories will give enough ‘where’ information to answer all of the questions. PS: Students will practice answering the question “Where are you? (Where am I?)” by starting broad and narrowing their answer a little at a time. Ex: I am in the United States. I am in Virginia. I am in Lynchburg. I am in LCA. I am in room 204. I am at my desk. I am in the second seat in the middle row. I am sitting behind Johnny, and in front of Sarah. PA: Class will brainstorm a list of ‘where’ questions that can be answered from the story. PS/PA/GA: The class will work together to create a setting chart for the story, listing all possible answers to the question, “Where does this story take place?”

LA: Teacher will explain that the setting of a story involves more than just the place. Setting involves time as well. Teacher will instruct the class in asking ‘when’ questions to help describe the setting of a story. TD: Teacher will explain that just like ‘where’ questions, ‘when’ questions can be asked at different levels: When in time is this story (is this story in the past, present, or future)? When in the past/present/future (what year)? When during the year does the story take place (what season or month)? When during the week does the story take place (what day)? When during the day does the story take place (morning, day, evening, night)? When during the morning/ day/evening/night (what specific time)? PA/PS/GA: Students will determine the time the story takes place, and the class will add a ‘when’ column to their setting chart. GA/MO/PS/OL: Teacher will pass out slips of paper with a question typed on them, and when each student has one, the teacher will explain that the students will have to determine what their question is asking (who, where, or when), and students will have to move to stand by the class-made charts of the questions (‘who’ students will stand in front of the ‘who’s who’ chart, ‘where’ students will stand to one side of the ‘setting’ chart, and ‘when’ students will stand to the other side of the ‘setting’ chart. Students will read their questions, and rearrange as necessary to have each question in the place it belongs. Teacher will then assign groups of three students (one from each question category) and ask them to create a sentence that answers all three of the specific questions the students have. (Ex: questions: “What is the name of the boy?” “Which state is the story in?” and “What time of day is it?” Group sentence could be: “Johnny was visiting friends in Georgia at three o’clock in the afternoon, when something happened.”)

LA: Teacher will review the questions asked so far, and look at the information that has been gathered. (“We know who the characters are; we know where they are; and we know when the story takes place. We have all the background information. The next thing we need to know to understand the story is: what is happening?”) Teacher will instruct the class in asking ‘what’ questions. TD: Teacher will explain that ‘what’ questions are any questions that ask about the events of the story. ‘What’ questions can refer to specific items (What did the children find?) or specific events (What happened when they started playing the game?). PA: Students will offer suggestions of possible ‘what’ questions. Class will generate a list of questions, and students will choose two to answer when they read. PA/W/PS: Students will have individual white boards, and the teacher will ask a question. Students will write down ‘who,’ ‘what,’ ‘where,’ or ‘when’ depending on the type of question the teacher asks. After each question, teacher will call on a volunteer to answer the question. If no one can answer it, the class will look up the answer in the book. SP/Q: Spelling quiz

LA: Teacher will explain that the last kind of question to ask in order to understand the story is the ‘why’ question. This question explains the actions of the characters. TD: Teacher will demonstrate examples of ‘why’ questions, such as: “Why did the kids go outside?” and “Why did mother and father want the kids to keep the house neat?” PA: Students will brainstorm a list of why questions from the story, and choose two to answer while they reread the story. R/PS: Students will complete the reading comprehension activity from http://www.teachnology.com/worksheets/ language_arts/reading_ comp/elem/ver5/ that asks for ‘who,’ ‘what,’ ‘where,’ ‘when,’ and ‘why’ information from a birthday invitation. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

SP: Students will use their spelling words in sentences. DA: Gifted students may ask and answer ‘why’ questions that are more directed toward motives, and which have answers that are not directly in the text (such as “why did the children disobey their parents?” etc.)

Rebecca VanVliet EDUC 410-002

Monday Day 21 RVSOL E 3.26

Language Arts – Week 5 Tuesday Wednesday Thursday Day 22 Day 23 Day 24 RVSOL E 3.26 RVSOL E 3.26 RVSOL E 3.26

Friday Day 25 RVSOL E 3.26

Nonfiction: Asking Questions

Nonfiction: Asking Questions

Nonfiction: Asking Questions

Nonfiction: Asking Questions

Nonfiction: Asking Questions

RVSOL E 3.8

RVSOL E 3.8

RVSOL E 3.8

RVSOL E 3.8

RVSOL E 3.8

Recognizing Difference Between Fiction & Nonfiction

Recognizing Difference Between Fiction & Nonfiction

Recognizing Difference Between Fiction & Nonfiction

Recognizing Difference Between Fiction & Nonfiction

Recognizing Difference Between Fiction & Nonfiction

R: “A Life Like Mine : How Children Live Around the World” – first story W: Students will be given the situation: A friend visits from a different country, and they know nothing about the way you live. What things will you show them? Why?

R: “A Life Like Mine : How Children Live Around the World” – first story W: Students will continue their writing from the day before.

R: “A Life Like Mine : How Children Live Around the World” – first story and second story W: Students will finish their writing from the previous two days.

R: “A Life Like Mine : How Children Live Around the World” – second story W: Students will write what they like and don’t like about their home, in comparison to the places they have read about in the stories.

R: “A Life Like Mine : How Children Live Around the World” – second story W: Students will continue their writing from the previous day.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will review the difference between fiction and nonfiction, and review asking the different levels of ‘where’ questions.

LA: Teacher will review the difference between fiction and nonfiction and review asking ‘when’ questions.

PA: Students will offer suggestions to answer the different levels of ‘where’ questions from the first story.

PA: Class will discuss the ‘when’ questions that can be applied to the story.

LA: Teacher will review ‘who’ questions with the class, and discuss that the characters in this story are real people, and not made up characters. Teacher will introduce the terms ‘fiction’ and ‘nonfiction,’ and provide definitions for the students. PA: Students will decide as a class on a good way to remember the difference between the definitions of fiction and nonfiction (such as Fiction is Fake and NonFiction is Not Fake). GA/PS: Students will be divided into groups, and will decide on three ‘who’ questions they want answered from the first story in their book (after the class has read the story once). Teacher will collect the questions, weed out duplicates, and assign each group one or two questions, based on the number collected. The students in each group will then find the answer to their assigned question, agree on the best answer, and share the answer with the rest of the class. Teacher will record students’ answers, and the class will discuss each one.

GA/PS/R: Groups of students will read the story, finding all the ‘where’ information that they can, and each student will write a sentence explaining where the story takes place. PS: Students will complete the reading comprehension activity from http://www.teachnology.com/worksheets/ language_arts/reading_ comp/elem/ver3/, focusing on ‘where’ questions. SP: Spelling words will be assigned for the next two weeks.

DA: Students with limited reading capabilities will find only one answer to the question ‘where.’

PS/PA/GA: Students will compare the times of the first and second stories. Do they take place at the same time? Why or why not? How do you know? Groups will meet and discuss their answers. TD/PA/GA: Teacher will ask the class: If we pretend that they main character grows up, and tell what their story might be ten years from now, would it be a fiction story or a nonfiction story? Why? Groups will meet and discuss ideas, and class will re-gather and discuss as a whole.

LA: Teacher will review the difference between fiction and nonfiction and focus on asking ‘what’ questions in nonfiction stories. PS/GA: Students will ask and answer two ‘what’ questions concerning the second story, and partner with another student. Partners will “quiz” one another by asking the questions they wrote, and requiring the partner who did not write the question to find the answer in the story. PA: Class will discuss some of the differences in events between fiction and nonfiction stories (what happened in Jumanji versus what happened in the lives of the different children around the world). MA/VA: Students will use magazines to find pictures of activities and events, and classify them as either real (nonfiction) or fake (fiction). The class will make a fiction/nonfiction collage on a large piece of poster board. SP: Students will complete a crossword puzzle of their spelling words.

LA: Teacher will review the kinds of questions, and focus on asking ‘why’ questions. PA/PS: Class will develop a list of interesting ‘why’ questions that they would like the answers to. Students will be assigned a question to answer. PA: Students will discuss any differences they see in fiction and nonfiction when discussing ‘why’ questions. Class will discuss: are the types of reasons different when the story is makebelieve? Why or why not? PS: Students will answer the questions from http://www.teachnology.com/worksheets/ language_arts/reading_ comp/elem/ver4/ that address ‘who,’ ‘what,’ ‘where,’ ‘when,’ and ‘why’ from a birthday party invitation. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 26 RVSOL E 3.18

Language Arts – Week 6 Tuesday Wednesday Thursday Day 27 Day 28 Day 29 RVSOL E 3.18 RVSOL E 3.18 RVSOL E 3.18

Friday Day 30 RVSOL E 3.18

Fiction: Identifying Author’s Purpose

Fiction: Identifying Author’s Purpose

Fiction: Identifying Author’s Purpose

Fiction: Identifying Author’s Purpose

Fiction: Identifying Author’s Purpose

R: “Aesop’s Fables” by Aesop and Jerry Pinkney W: Students will make up a location for a treasure, and write directions for how to find it, focusing on capitalization of place names and punctuation.

R: “Aesop’s Fables” by Aesop and Jerry Pinkney W: Students will complete their directions from the previous day.

R: “Aesop’s Fables” by Aesop and Jerry Pinkney W: Students will write their own story with a moral, after the fashion of Aesop’s Fables.

R: “Aesop’s Fables” by Aesop and Jerry Pinkney W: Students will continue working on their stories from the previous day.

R: “Aesop’s Fables” by Aesop and Jerry Pinkney W: Students will continue working on their stories from the previous two days.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

PA: Teacher will ask the class why they think authors write stories. Students will suggest ideas, and the class will discuss.

LA: Teacher will review stories for entertainment.

LA: Teacher will review writing for entertainment, and explain that today the class will focus on stories with morals, such as Aesop’s Fables. Teacher will explain that the stories are fictional, and their purpose is to teach a lesson. They do not inform the reader about anything specific; they serve only to relay the moral.

LA: Teacher will review the concept of morals as a reason for writing stories.

OL/MA: Students will share their objects and ‘morals.’ Students who have a hard time coming up with a moral will be allowed to take suggestions from classmates.

LA: Teacher will explain that all the reasons that were given can be called the author’s “purpose” for writing. Class will focus on entertainment writing (writing to amuse the reader). PA: Teacher will ask if any students have ever written a story “just for fun.” Students will share. GA/OL: Students will gather into groups of four or five, and teacher will assign each group a crazy topic (see Wille pg. 45). One student will start by reading the story, and adding another sentence. The story will progress around the circle, with each student adding something. Once the story has made its way around the group twice, students will stop, and the class will discuss what makes a story entertaining.

GA/OL: Students will find a partner, and explain their stories to one another, explaining why they are entertaining (fun) to read. PA/OL/CP: Class will discuss what makes things fun to read, and realize that the same stories may not be fun for everyone to read. A/VA: Students will draw pictures of “things that make me laugh.” Volunteers will share their pictures with the class. SP/GA: Students will practice their spelling words with a partner.

TD/PA: Teacher will read “The Boy and the Filberts” to the class, and discuss the meaning of “filberts.” Teacher will ask students to guess what they think the moral of the tale is. (Do not attempt too much at once.) W/PS: Students will write their own moral for the story (Don’t be greedy; Only take a little at a time; etc.) A/VA: Students will illustrate their morals.

HW: Students will bring in a fun story/ book from home.

GA/MO/OL/PA/PS/RP: Students will divide into groups and choose one of Aesop’s Fables that has not been read in class. Groups will read the fable a few times together, until they all understand what is happening, and what the moral is. Students will choose one student to be the ‘narrator’ who will introduce the story and tell the moral, and the other students will assume the roles of the various animals/people in the fable. Without quoting the story word-for-word, the students will plan a recreation of their fable as a short skit for the class, being sure to clearly portray the moral of the story. (The narrator will tell the moral after the rest of the class has had a chance to guess what the moral is.) Students will perform the skits tomorrow. HW: Students will bring in an object from home that could be used to illustrate a moral. (Ex: A student may bring in a long stick, and explain that you should always measure the depth of a creek before you jump in. Another student may bring a baseball and a glove, and explain that it’s always more fun when you have a friend to play with.) SP/Q: Spelling quiz

DA: Students with reading difficulties may listen to Aesop’s Fables while they read along at http://www.aesopfables.com/. Wille, p.45

CP: Respect for differences

GA/MO/OL/PA/PS/RP: Students will perform their skits for their classmates. Students will be allowed to have lines written down if they need them. PA: Class will discuss the different kinds of morals that came out in the skits. Are they similar to one another? Why or why not? Why do authors feel the need to write stories with morals? W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 31 RVSOL E 3.24

Language Arts – Week 7 Tuesday Wednesday Thursday Day 32 Day 33 Day 34 RVSOL E 3.24 RVSOL E 3.24 RVSOL E 3.24

Nonfiction: Identifying Author’s Purpose

Nonfiction: Identifying Author’s Purpose

Nonfiction: Identifying Author’s Purpose

Nonfiction: Identifying Author’s Purpose

R: “Hawk Highway in the Sky: Watching Raptor Migration” by Caroline Arnold W: Students will write about what they think it would be like to fly.

R: “Hawk Highway in the Sky: Watching Raptor Migration” by Caroline Arnold W: Students will write about what kind of bird they would watch if they were bird-watchers.

R: “Hawk Highway in the Sky: Watching Raptor Migration” by Caroline Arnold W: Students will complete their writing from the day before.

R: “Hawk Highway in the Sky: Watching Raptor Migration” by Caroline Arnold W: Students will write why they think their way of doing something (of the student’s choice) is better than another way.

R: “Hawk Highway in the Sky: Watching Raptor Migration” by Caroline Arnold W: Students will explain which purpose for writing they like best, and why, of the four that were discussed.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will review different types of writing, and focus on informative writing (writing to tell someone about something about the topic).

LA/LI/PS: Teacher will review informative writing by reading the story called “Little Helpers” from http://www.tea.state.tx.us/ student.assessment/ resources/online/2003/ grade3/read.htm, and asking students to identify informative sentences. Teacher will explain that the purpose of the passage is to tell the audience about seeing-eye horses.

LA: Teacher will review informative writing, and introduce persuasive writing.

GA/OL/PA/PS: Students will hold their debate over hawks. Class will discuss afterward what worked to persuade the other team, and what didn’t. (There does not need to be an absolute winner of the debate.)

E/LA: Test will cover the difference between fiction and nonfiction, grammar (vowels, homophones, and multisyllabic words) and asking questions while reading.

TD/PA: Teacher will write two sentences on the board, one informative and one not informative. (“Cheese is made from milk.” And “I like cheese.”) Teacher will ask students to raise their left hand if they think the first sentence is informative, and their right hand if they think the second sentence is informative. Teacher will call on a raised hand to explain their choice. If students cannot decide, teacher will replace the word ‘cheese’ with something outlandish: “Habuldik is made from milk.” “I like habuldik.” Teacher will ask students which sentence now informs the reader in some way relative to the topic. (The first one, because it tells what it is made of. Whether or not ‘I’ like something doesn’t tell us anything about what it is.) Teacher will repeat with other sentences.

PS/CE/W: Students will be given newspapers, and asked to find and cut out an article that they like (not the comics), and write (1) what it is about, and (2) one informative detail about the topic. RP/PS/T/W: Students will pretend they are birdwatchers, and use the computer to find facts about their favorite kind of bird. Students will write an informative paragraph about their bird, including its colors, habitat, and food.

PS: Students will practice writing informative sentences, focusing on relaying facts.

A/VA: On binocularshaped paper, students will draw and color a picture of their bird.

PS/OL: Students will identify one informative sentence from the story “Hawk Highway in the Sky” and tell what it says about hawks.

SP: Spelling words will be assigned for the next two weeks.

DA: Students with writing disabilities will be allowed to explain their newspaper articles verbally to cut down on the amount of writing they have to do.

PA: Teacher will ask students if they have ever wanted to convince someone of something. Class will discuss. PS/W: Students will practice writing persuasive sentences. They will include a statement/ opinion, and a ‘because’ clause. OL/GA/PA/PS: Class will prepare a debate: there will be two teams, one to defend hawks, and one to oppose them (because they kill smaller birds and small pets, etc). Each side will try to persuade the other that their side is right. Teacher will explain that to be able to persuade someone, you have to give facts, not just “I think I’m right, therefore I am” – arguments. Students will have the remainder of the class period to discuss with their teams how they want to persuade the other team.

R/LI: Teacher will reread the story to the class, and the students will determine whether the author is persuading her readers to think a certain way, or if she is only presenting the facts about hawks (persuasive or informative writing). Students will reach an agreement on the purpose of the author. SP: Class will review the spelling words as a class, with the teacher calling out words, and students writing them on white boards to hold up as practice and review.

Friday Day 35 TEST

W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 36 RVSOL E 3.22

Language Arts – Week 8 Tuesday Wednesday Thursday Day 37 Day 38 Day 39 RVSOL E 3.22 RVSOL E 3.22 RVSOL E 3.22

Friday Day 40 RVSOL E 3.22

Fiction: Summarize Main Ideas

Fiction: Summarize Main Ideas

Fiction: Summarize Main Ideas

Fiction: Summarize Main Ideas

Fiction: Summarize Main Ideas

R: “Alice’s Adventures in Wonderland” by Lewis Carroll and Helen Oxenbury W:

R: “Alice’s Adventures in Wonderland” by Lewis Carroll and Helen Oxenbury W: Students will summarize one of the adventures of Alice.

R: “Alice’s Adventures in Wonderland” by Lewis Carroll and Helen Oxenbury W: Students will summarize Alice’s Adventures in Wonderland, choosing only two adventures to highlight.

R: “Alice’s Adventures in Wonderland” by Lewis Carroll and Helen Oxenbury W: Students will write about their own made-up adventure for Alice to have in wonderland.

R: “Alice’s Adventures in Wonderland” by Lewis Carroll and Helen Oxenbury W: Students will continue their writing from the previous day.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

R/OL/PA: Class will read about Alice’s first adventure in wonderland. Teacher will ask students to volunteer to explain the adventure in one sentence. Teacher will prompt students to think of the most important idea in the adventure that incorporates all the details. Teacher will take many student ideas, and write them down on the board.

LA: Teacher will review summarizing, reminding students that summaries do not include all of the details of the story.

LA: Teacher will review summarizing and finding main ideas.

GA/MO/RP/OL/VA: Students will divide into groups and choose one of Alice’s adventures that they would like to summarize for the class. Groups will be allowed to choose how they would like to summarize the adventure: act out a skit, draw and explain a picture, host an “interview” with Alice, etc. Students will have the class period to plan their summary. Summaries may be short.

GA/MO/RP/OL/VA: Students will share their summaries with the class.

PS: Students will compare the sentences and ideas on the board, and notice common ideas and differences. Class will work together to combine and reduce the sentences to form one main summary of the adventure. TD: Teacher will write difficult words from the story on the board, for students to recognize.

GA/PA/PS: Students will divide into groups, and work together to summarize any two of Alice’s adventures. Students will discuss the points that are important for a summary, and also which details are too specific for a summary. Group members will work together to write a summary for one of the adventures.

R/PS/GA: Students will reread Alice’s Adventures in Wonderland and choose the adventure they like best of the last two adventures, and discuss their reasons with a partner. W: Students will then choose any two adventures from the story, and use them as reference points in writing a summary of Alice’s whole trip through Wonderland.

SP/Q: Spelling quiz

SP: Students will practice decoding words into smaller bits to help remember spelling patterns.

GA/PS: Students will use a dictionary and work in pairs to determine what each difficult word means. DA: Students who prefer to work alone will not be required to work in a group.

PA: Class will discuss the strengths and weaknesses of summarizing: touching all the main ideas, using too many little details, being too general, etc. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 41 RVSOL E 3.36

Language Arts – Week 9 Tuesday Wednesday Thursday Day 42 Day 43 Day 44 RVSOL E 3.36 RVSOL E 3.36 RVSOL E 3.36

Friday Day 45 RVSOL E 3.36

Writing: Central Idea

Writing: Central Idea

Writing: Central Idea

Writing: Central Idea

Writing: Central Idea

RVSOL E 3.46

RVSOL E 3.46

RVSOL E 3.46

Writing: Edit for Spelling

Writing: Edit for Spelling

Writing: Edit for Spelling

R: “7 × 9 = Trouble!” by Claudia Mills W: Students will describe their favorite subject in school, and explain why.

R: “7 × 9 = Trouble!” by Claudia Mills W: Students will describe their LEAST favorite subject in school, and explain why.

R: “7 × 9 = Trouble!” by Claudia Mills W: Students will write a letter to Wilson, giving him ideas, suggestions, and encouragement.

R: “7 × 9 = Trouble!” by Claudia Mills W: Students will finish their letters to Wilson, and revise them for spelling.

R: “7 × 9 = Trouble!” by Claudia Mills W: Students will write a ‘final draft’ of their letters, incorporating the spelling changes that were needed.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will explain that every piece of writing has to have a main idea: something that the writing is about.

LA/W: Teacher will review having a central idea for writing, and explain that changing the central idea changes the entire piece of writing. Yesterday the class wrote about their favorite subject in school, and today the class will write about their LEAST favorite subject in school.

LA: Teacher will review main idea, and explain that everything else in a piece of writing must fit with the main idea.

LA: Teacher will remind students that all of their writing should correspond to their main idea in the first sentence. Teacher will periodically check student writings to see that they are staying focused.

LA: Teacher will pass back student writings with spelling corrections.

A/VA: Students will draw a picture to go with their letters.

PA/PS: Class will discuss how changing the central idea changes everything about their writing. Class will brainstorm differences that they will see in their writing.

PA/OL: Teacher will ask students to suggest more sample first sentences, listening to hear that students are including a main idea.

GA/PS: Students will find a partner to review their writing. Partners will check for a main idea and correct spelling of sight words and words that were written on the board.

W/TD: Teacher will assign the main idea for the day’s writing to be: My favorite subject in school. Teacher will explain that this means when students write, everything they write has to come back to that idea. The “central idea” has to be the “center” of the writing. Therefore, if the students are writing about their favorite subject, they should not be writing about their pets. Teacher will encourage students to expressly state their main idea in the first sentence of their writing. Teacher will demonstrate writing a few sentences of an example on the board. R/A/MA: Based on the first chapter of 7 × 9 = Trouble!, if Wilson completes his multiplication tables in time, he will get a free ice cream cone. Students will design and create (from paper) the ice cream cone that they would like to have for memorizing their multiplication tables. Teacher will encourage students to be creative and colorful. Reuther, pp.24-25

GA: Groups of students will compare and discuss their central ideas. SP: Spelling words will be assigned for the next two weeks.

TD: Teacher will review putting the main idea in the first sentence, and write a sample first sentence on the board.

W: Each student will write his or her first sentence, and the teacher must check it and ‘ok’ it before the student may continue writing. TD: Teacher will demonstrate the proper form for letter-writing, including where the heading, date, and closing appear. SP/TD: Teacher will write difficult words on the board for students to reference, explaining that the class will be revising their letters for spelling. Students will be allowed to request words to be put on the board.

DA: Students who are struggling with spelling can use the game “Fearless Frieda” at http://www.cogcon.com/ gamegoo/games/frieda/ frieda.html to practice spelling simple words.

LA: Students will turn in their writings for the teacher to look over. SP: Students will complete a word scramble on their spelling words.

W: Students will write a final draft of their letters, incorporating the necessary changes.

W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 46 RVSOL E 3.29

Language Arts – Week 10 Tuesday Wednesday Thursday Day 47 Day 48 Day 49 RVSOL E 3.29 RVSOL E 3.29 RVSOL E 3.29

Friday Day 50 RVSOL E 3.29

Nonfiction: Summarizing

Nonfiction: Summarizing

Nonfiction: Summarizing

Nonfiction: Summarizing

Nonfiction: Summarizing

R: “7 × 9 = Trouble!” by Claudia Mills W: Students will write about their best friend.

R: “7 × 9 = Trouble!” by Claudia Mills W: Students will continue their writing from the day before.

R: “7 × 9 = Trouble!” by Claudia Mills W: Students will summarize a time when they had trouble in school.

R: “7 × 9 = Trouble!” by Claudia Mills W: Students will summarize the current chapter of “7×9 =Trouble!”

R: “7 × 9 = Trouble!” by Claudia Mills W: Students will revise their writing from the day before, making sure they summarized the chapter, and edit for spelling.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will review summarizing.

LA: Teacher will review summarizing, and explain to the class that a summary is not always able to be expressed by taking a few sentences out of the story. Teacher will prompt students to tell what happened in their own words.

LA: Teacher will review summarizing using synonyms and antonyms.

LA: Teacher will review summarizing, and focus on writing summaries based on what was discussed.

LA: Teacher will review summarizing and using synonyms and antonyms.

R/LI: Teacher will read one chapter of 7×9 =Trouble! to the class. PA/PS: Teacher will call on students to recall what happened. Students will be allowed to look at the chapter to recall events. A/VA: Students will draw a picture of the main event in the chapter. W: Teacher will remind the class that in the story, Wilson’s best friend is Josh. Students will be asked to write about their best friend, summarizing why they are good friends (not writing about specific instances, such as “she shared a pencil with me yesterday”).

LA/TD/PA/PS: Teacher will review synonyms and antonyms by writing words from the story on the board, and prompting students to come up with words that mean the same as the words on the board, or words that mean the opposite. Teacher will have one column for synonyms and one for antonyms.

GA/OL/PS: Students will find a partner and explain to each other what happened in the most recent chapter of 7×9 =Trouble!. Students will focus on summarizing the events, and not relating conversations line-for-line or events detail-by-detail. Partners who are listening will give feedback on whether the summary was understandable or not. Q: Teacher will give a quiz in which students must determine whether the sentence is giving a summary or a detail.

R/LI/PA: Teacher will read one chapter from 7×9 =Trouble!, and the class will brainstorm summary phrases that represent the events of the chapter. W: Students will write about the chapter, using the events in the chapter as a guide. Students will be encouraged not to copy anything directly from the book. SP/Q: Spelling quiz

PS/PA: Teacher will choose a sentence from the story, and help students express it in different words by using synonyms and antonyms. Teacher will call on students to substitute synonyms for words in the sentence. SP: Students will practice spelling words with a partner. DA: Students who need accommodations to focus will be allowed to take the spelling test in a less distracting environment.

PS/W: Students will brainstorm summary phrases on their own, and incorporate synonyms and antonyms. Students will then write down what happened in their own words. PA/OL: Class will discuss some of the synonyms and antonyms that were used, and define them in order to expand classroom vocabulary. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 51 RVSOL E 3.38

Language Arts – Week 11 Tuesday Wednesday Thursday Day 52 Day 53 Day 54 RVSOL E 3.38 RVSOL E 3.38 RVSOL E 3.38

Friday Day 55 RVSOL E 3.38

Writing: Supporting Details

Writing: Supporting Details

Writing: Supporting Details

Writing: Supporting Details

Writing: Supporting Details

RVSOL E 3.45

RVSOL E 3.45

RVSOL E 3.45

Writing: Editing for Mechanics

Writing: Editing for Mechanics

Writing: Editing for Mechanics

R: “The Girl Who Loved Wild Horses” by Paul Goble W: Students will write about what kind of animal they would like to be.

R: “The Girl Who Loved Wild Horses” by Paul Goble W: Students will describe the difference they noticed about their home. Students will state what the difference was, and include as many details as possible.

R: “The Girl Who Loved Wild Horses” by Paul Goble W: Students will use their outdoor worksheet from the previous day to write a paragraph describing the item they studied; students will include a topic sentence (main idea) and details.

R: “The Girl Who Loved Wild Horses” by Paul Goble W: Students will write about the things they would do if they were ten/two (choose one) feet tall. Students will be careful to properly capitalize their writing.

R: “The Girl Who Loved Wild Horses” by Paul Goble W: Students will describe their favorite weekend activity/ adventure. Adventures can be fictional, as long as they are descriptive.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will review supporting details, focusing on the five senses.

LA: Teacher will review supporting details and capitalization.

LA: Teacher will review supporting details, capitalization, and punctuation.

LA: The teacher will explain to students that every good piece of writing has details to support the central idea. Q/PS: Students will complete an informal “Observation I.Q.” test to make them aware of how observant or unobservant they are, and to stress noticing details. PA/PS: Class will go over the answers to the Observation I.Q., and students will be encouraged to share their answers. Discoverable questions will be investigated (which way does the door swing, how many people have blue eyes, etc.) LI: Teacher will encourage students to notice the details around them in order to help them be better writers. TD/PA: Teacher will write a general topic or subject on the board, and students will offer details that could support an explanation of the topic. Ex: Teacher writes “horses,” and students offer: colors – black, white, brown; large; can ride them; pets; live on farms; etc. Teacher will sample crafting a paragraph from the students’ details, explaining each step as it is completed. (“This is the topic sentence… these are my details…”)

LA: Teacher will review the need for supporting details. MO/S/W/PS: Class will take an outdoor field trip to the school’s yard. Teacher will hand out the “Outdoor Worksheet,” and students will find one object to study and complete the worksheet, filling in all the details and observations. PS/PA/MO/OL: Class will return to the classroom and discuss the different items that were studied. SP: Spelling words will be assigned for the next two weeks.

TD/MA/VA/GA: Teacher will explain that the students were observing details using their senses. Class will be divided into five groups. Groups will be assigned a sense. Students will begin to look through magazines for pictures and words related to their sense, and put them aside for tomorrow. W/LA: Teacher will begin to explain editing writing by focusing on capitalization. TD: Teacher will put sentences/words with proper capitalization on the board as each rule is discussed (beginning of sentences, names of people, names of places, I, titles – Mr., Mrs., etc).

HW: Teacher will assign this activity for homework: “Find something different about your house or a member of your family: something you never noticed before. Be prepared to write a few sentences describing what it is.”

Wille, p.59

PS/W: Students will use the Describing activity (Inky Penguin) to list all the things they can see, hear, smell, taste, and feel (in the classroom right now) in ten minutes. If students get stuck (on taste, for example) teacher will allow them to go beyond the present, and include what they had for breakfast, what they will have for snack, etc.

PS: Teacher will provide students with incorrectly capitalized words and sentences, and students will correct the sentences.

Wille, pp.38-39 DA: Students with extreme outdoor seasonal allergies will research an outdoor item on the computer with the help of the computer teacher, and complete the observation sheet as well as they can.

Inky Penguin, p.12

GA/MA/VA: Groups will glue their pictures onto construction paper under a title which gives their sense. PA/OL: Teacher will go around each group and ask students to choose one picture (they all must choose different pictures) and say one descriptive sentence about the picture. For example, the group that has “Taste” has a picture of cake. One student will say “The cake tastes chocolaty.” The next student in the group chooses a picture of strawberries, and says “I can taste the sugary sweet flavor of the strawberries.” (“This tastes/feels/smells/etc good” will not be an acceptable sentence.) Class may brainstorm descriptive words beforehand, if necessary. LA/W: Teacher will explain punctuation as it is necessary for editing writing. TD: Teacher will create a chart of the proper uses of the different punctuation marks, as they are discussed. PS/MO/GA/PA: Teacher will pass out cards with correctly or incorrectly punctuated sentences on them, and students must find their partner (student with the same sentence) and determine which has the proper punctuation. Class will discuss.

TD: Teacher will explain synonyms as words that mean the same thing. Teacher will write a word on the board, and supply a synonym (word: big, synonym: large) and ask students to think of any other words that mean the same as ‘big’ or ‘large.’ Teacher will repeat with different words until the students demonstrate a comprehension of synonyms. Teacher will explain that a thesaurus is a book full of synonyms. W/PS: Students will complete the worksheet on descriptive terms and synonyms entitled “Brainstorm” and use a dictionary or thesaurus to look up synonyms. PA: Class will discuss some of the descriptive terms that were used, and discuss ways that synonyms will help their writing be more creative and descriptive. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

SP: Students will practice their spelling words in groups of three.

Wille, p.46

Runjamin, p.1

Rebecca VanVliet EDUC 410-002

Monday Day 56 RVSOL E 3.21

Language Arts – Week 12 Tuesday Wednesday Thursday Day 57 Day 58 Day 59 RVSOL E 3.21 RVSOL E 3.21 RVSOL E 3.21

Friday Day 60 RVSOL E 3.21

Fiction: Organizing Details

Fiction: Organizing Details

Fiction: Organizing Details

Fiction: Organizing Details

Fiction: Organizing Details

R: “Apples to Oregon: Being the (Slightly) True Narrative of How a Brave Pioneer Father Brought Apples, Peaches, Pears, Plums, Grapes, and Cherries (and Children) Across the Plains” by Deborah Hopkinson and Nancy Carpenter W: Students will write a prediction about the story.

R: “Apples to Oregon: Being the (Slightly) True Narrative of How a Brave Pioneer Father Brought Apples, Peaches, Pears, Plums, Grapes, and Cherries (and Children) Across the Plains” by Deborah Hopkinson and Nancy Carpenter W: Students will write about a trip they have taken.

R: “Apples to Oregon: Being the (Slightly) True Narrative of How a Brave Pioneer Father Brought Apples, Peaches, Pears, Plums, Grapes, and Cherries (and Children) Across the Plains” by Deborah Hopkinson and Nancy Carpenter W: Students will write about what it would be like to be with their family in a wagon for weeks. Would they get along? Why or why not?

R: “Apples to Oregon: Being the (Slightly) True Narrative of How a Brave Pioneer Father Brought Apples, Peaches, Pears, Plums, Grapes, and Cherries (and Children) Across the Plains” by Deborah Hopkinson and Nancy Carpenter W: Students will make a chronological list of the events in the story.

R: “Apples to Oregon: Being the (Slightly) True Narrative of How a Brave Pioneer Father Brought Apples, Peaches, Pears, Plums, Grapes, and Cherries (and Children) Across the Plains” by Deborah Hopkinson and Nancy Carpenter W: Students will write summary sentences for their comic strip / picture stories.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will explain the importance of details in a story.

LA: Teacher will introduce different kinds of details: characters, setting, objects, and events.

LA: Teacher will review the kinds of details, and review the details that were already put in the chart.

LA: Teacher will review the order of events from the day before.

TD: Teacher will create a table on a flipchart, with each kind of detail as a heading. Teacher will explain that the class is only going to fill out two of the columns today.

PA: Class will discuss what kind of details will be expected in the last two columns (ex. what constitutes an ‘event’).

LA: Teacher will review the kinds of details, and explain to the class that for the rest of the week, they will be focusing on the last column: events. Teacher will explain that one way to organize events is to organize them chronologically.

R/PA/PS: Class will look at the title of the story “Apples to Oregon: Being the (Slightly) True Narrative of How a Brave Pioneer Father Brought Apples, Peaches, Pears, Plums, Grapes, and Cherries (and Children) Across the Plains.” Teacher will ask students to volunteer one detail that they think will be a part of the story. Teacher will prompt students to think beyond the list of items being transported (Where are they going? What are they crossing? When do they think the story takes place (pioneer father)? Is the story fact or fiction? Etc.) TD/PA: Class will make a list of the details that the students have come up with, and decide on different ways the details can be grouped (organized). W: Based on the title, students will write a paragraph about what they think will happen in the story.

GA/PS/R: Class will be divided into six groups, and each group will be given one of the first two headings and a page range, and asked to find all of the details that fit their heading within those pages. PA: Class will come together and fill in the first two columns of the chart with the details collected from the story. SP: Students will review their spelling words.

GA/PS/R: Class will divide into groups again, and find details for the columns ‘objects’ and ‘events.’ LA: Students will use rereading strategies to understand the plot (events) in the story, and to gather the necessary details. PA: Class will fill in the last two columns of the charts with the details the students collected from the story. Students will be allowed to fill in any details that were missed. Class will discuss the details of the story.

MU/OL/PS: Students will clap “chronologically” while saying it out loud. Teacher will choose a volunteer to try to explain the meaning to the class. Where could students look to find the definition? TD: Once the class determines that ‘chronologically’ means ‘in the order that things happened,’ the teacher will write on the board: FIRST… and follow it with the very first event in the story (that is in the ‘events’ column of the class chart). Teacher will place a ‘1’ next to the event in the chart. PA/GA/W: Students will then number the remaining events on the chart as a class, using the book to determine the order and reaching an agreement where there is a difference of opinion. Students will then individually write the events out in order, using either “first, second, third, …” or “first, next, next, …, last” designations.

GA/MA/PS/CP: Teacher will cover the chart, and divide the students into groups of four. Each group of four will be given an envelope with slips of paper inside. Each slip of paper will have one event from the story chart on it. Group members must work together to put the events in chronological order. A/VA: Students will choose any five events from the story, and make a picture story/ comic strip by drawing a picture of each event and including a summary statement with each picture. Pictures must appear in chronological order, but events to not have to be sequential (students may choose to use events 2, 3, 6, 8, and 11, instead of choosing events 3, 4, 5, 6, and 7.) W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

SP/Q: Spelling quiz CP: Cooperation DA: Students with fine motor disabilities will be allowed to use computer graphics programs or stickers to substitute for their pictures.

Rebecca VanVliet EDUC 410-002

Monday Day 61 RVSOL E 3.28

Language Arts – Week 13 Tuesday Wednesday Thursday Day 62 Day 63 Day 64 RVSOL E 3.28 RVSOL E 3.28 RVSOL E 3.28

Nonfiction: Organizing Details

Nonfiction: Organizing Details

Nonfiction: Organizing Details

Nonfiction: Organizing Details

R: “Marshmallow” by Clare Turlay Newberry W: Students will write about their favorite pet.

R: “Marshmallow” by Clare Turlay Newberry W: Students will write details about their favorite pet.

R: “Marshmallow” by Clare Turlay Newberry W: Students will begin a chart/web about their favorite pet.

R: “Marshmallow” by Clare Turlay Newberry W: Students will complete their chart/web about their favorite pet.

R: “Marshmallow” by Clare Turlay Newberry W: Students will write a description of the pet they wished they could have, and why it would be a good pet.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

PS: Students will guess what they think the story Marshmallow will be about.

LA: Teacher will review using a chart to organize details.

LA: Teacher will review using an idea web for organizing details.

E/LA: Test will cover organizing details in a logical order, and finding a main idea.

PA: Class will work together to decide on the main idea of the story. This will go at the top of the chart.

PS/W: Students will make an idea web, writing the main idea in the center, and including a branch for each of the four types of details.

A/LA: Students will imitate the drawing style of Clare Turlay Newberry by sketching a rabbit with charcoal pencils. Students will incorporate as many details about the rabbit as they can from the story.

GA/PS: Groups of students will discover the details for characters, setting, objects, and events, and fill in the columns of the chart accordingly.

LA: Students will notice that the details are all very possible and real, because the story is nonfiction.

R/LI: Teacher will read Marshmallow to the class, and students will identify the main idea. GA/R/PS/LA: Students will divide into groups of three and employ rereading techniques to read the story again and understand it. PA/PS: Teacher will explain that Marshmallow is about a real rabbit, meaning the story is nonfiction. Students will identify other details that point to a nonfiction story. Class will identify details of characters, setting, objects and events.

PS: Students will collect (or make up) details about their favorite pet. SP: Spelling words will be assigned for the next two weeks.

W: Students will choose whether they want to create an idea chart or an idea web about their own favorite pet. Students will begin the organizational guide of their choice.

W: Students will finish the organizational guide on their favorite pet.

Friday Day 65 TEST

W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

SP: Students will quiz a partner on the current spelling words.

http://www.brightring.com /marshmallow.html

DA: Students with testtaking accommodations may take the test in a more controlled environment.

Rebecca VanVliet EDUC 410-002

Monday Day 66 RVSOL E 3.35

Language Arts – Week 14 Tuesday Wednesday Thursday Day 67 Day 68 Day 69 RVSOL E 3.35 RVSOL E 3.35 RVSOL E 3.35

Friday Day 70 RVSOL E 3.35

Writing: Organized Planning

Writing: Organized Planning

Writing: Organized Planning

Writing: Organized Planning

Writing: Organized Planning

RVSOL E 3.40

RVSOL E 3.40

RVSOL E 3.40

Writing: Demonstrates Understanding of Topic

Writing: Demonstrates Understanding of Topic

Writing: Demonstrates Understanding of Topic

R: “A Picture Book of Lewis and Clark” by David A. Adler W: Students will pretend they are preparing for an expedition. Students will write a journal/ diary entry explaining where their expedition is going, and what they are going to do.

R: “A Picture Book of Lewis and Clark” by David A. Adler W: Students will write down all the equipment and supplies they will need to pack for their expedition.

R: “A Picture Book of Lewis and Clark” by David A. Adler W: Students will write a journal/ diary entry from the point of view of either Lewis or Clark, explaining one particular event from the story.

R: “A Picture Book of Lewis and Clark” by David A. Adler W: Students will think of one question they would like to ask Lewis and Clark, and write a short letter to the pair with their question.

R: “A Picture Book of Lewis and Clark” by David A. Adler W: Students will exchange questions, and write a response to the question they receive; doing their best to answer as they think Lewis and Clark would have answered.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will review the concept of main ideas.

LA: Teacher will review the main ideas that the class developed the day before. Teacher will also review the concept of supporting details (details that relate to the main idea).

LA: Teacher will review main ideas and supporting details, and instruct the class in making an idea chart to organize their materials.

LA: Teacher will review main idea and supporting details, and explain to the class that there is more than one way to chart ideas and details. Teacher will instruct the class in making an idea web.

LA: Teacher will review main idea and supporting details, and explain that in order for the information in the charts and webs to transfer to a written essay, writers sometimes use outlines. Teacher will instruct the class in making an outline for writing.

PA: Class will define main idea (central idea). Teacher will expand the definition to include some major events (previously details). R: Class will read “A Picture Book of Lewis and Clark” all together. LA: Class will use rereading strategies to understand the story. TD: Teacher will describe the main idea of the book as being about “Lewis and Clark’s expedition.” PA/PS: Students will decide and agree on the events that they believe are most important (and most general) to be used as main ideas for writing.

GA/R/PS: Class will be divided into groups. Each group will be assigned one of the main ideas from the day before. Group members will work together to collect as many supporting details as they can. Students may refer back to the supporting details chart from day 57 for guidance. PA/GA: Groups will exchange their details with other groups, so that everyone has all of the details of the story. SP/GA: Students will work in groups to review spelling words.

TD: The idea chart will be similar to the detail chart from a few weeks previously. Teacher will make a sample chart on the board: MAIN IDEA . M. Idea #1 | M. Idea #2 | M. Idea #3 Detail 1.1 Detail 2.1 Detail 3.1 Detail 1.2 Detail 2.2 Detail 3.2 Detail 1.3 Detail 2.3 Detail 3.3 Etc…

(MAIN IDEA is the main idea of the whole book, i.e. Lewis and Clark’s expedition. M. Ideas #1-3 are the main ideas of the story itself – the major events. Details are the specifics of each event.) W/PS: Students will create their own idea charts, choosing the five details for each main idea that they feel are most important to put in their charts (using all the details would be reproducing the entire story in chart form, as opposed to just some support for the main ides). LA: Teacher will observe students’ planning to see that they understand the topic.

DA: Students with disabilities will receive typed copies of the details the next day, so they do not have to copy everything themselves.

TD: Teacher will demonstrate how to create an idea web by writing the main idea of the book in a circle/bubble on the board. Teacher will then draw a line outward from the central bubble for each secondary main idea, and write each of them inside their own bubbles. Teacher will then draw another level of lines and bubbles for the specific details. PA: Students will help the teacher fill in the outermost bubbles with the details that correspond to each main idea. W/PS: Students will create their own idea webs using the same details that they placed in their idea charts. LA: Teacher will observe students’ planning to see that they understand the topic. SP/Q: Spelling quiz

TD: Teacher will demonstrate the form of an outline, explaining that the main idea of the story comes first, followed by the secondary main ideas, followed by the details. W/PS: Students will craft an outline from their idea charts and webs. LA: Teacher will observe students’ planning to see that they understand the topic. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 71 RVSOL E 3.41

Language Arts – Week 15 Tuesday Wednesday Thursday Day 72 Day 73 Day 74 RVSOL E 3.41 RVSOL E 3.41 RVSOL E 3.41

Friday Day 75 RVSOL E 3.41

Writing: Organization by Purpose

Writing: Organization by Purpose

Writing: Organization by Purpose

Writing: Organization by Purpose

Writing: Organization by Purpose

R: “Sleeping Ugly” by Jane Yolen W: Students will write a few sentences explaining which type of purpose they will use for writing, and how they will use it.

R: “Sleeping Ugly” by Jane Yolen W: Students will write details that support their purpose.

R: “Sleeping Ugly” by Jane Yolen W: Students will write an idea chart.

R: “Sleeping Ugly” by Jane Yolen W: Students will write an idea web.

R: “Sleeping Ugly” by Jane Yolen W: Students will write an outline.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

R/LI: Class will read Sleeping Ugly together.

LA: Teacher will review the kinds of details in a story, and explain to the class that since they are writing for a specific purpose, they will not be using all of the details in the story. Teacher will instruct the class in finding specific details that support their purpose.

LA/TD: Teacher will review making an idea chart. Teacher will begin a sample chart for each purpose on the board.

LA/TD: Teacher will review making an idea web, and provide a sample of each purpose to get the students started.

W/PS: Students will copy the beginning of their purpose chart, and fill in the rest with the details they gathered the day before. Students will collect more details if they need to.

W/PS: Students will copy the beginning of their idea web, placing their purpose and what they will do with it in the center bubble, and placing their types of details in the next level of bubbles, and the details themselves in the farthest level of bubbles. Students will show their webs to the teacher for the teacher to check.

LA/TD: Teacher will review making an outline. Teacher will provide a general outline format on the board, and students will fill in the different levels with their specific details.

LA: Teacher will review the purposes for writing: informative, persuasive, entertainment, and moral. PA: Students will determine which purpose they think the author had for writing the story, and explain why. TD/PS: Teacher will explain that students are going to be writing an essay about the story, and they are going to write it with one of the purposes discussed in class in mind: informative, persuasive, or moral (students may not write simply for entertainment on this assignment). Teacher will demonstrate a sentence containing a main idea for each purpose, and students will decide on the purpose they wish to use for writing, and how they wish to use it (What will you inform the audience of? What will you persuade the audience to believe? What moral do you want to teach the audience?).

GA/W: Students that are writing for the same purpose may work together to find relevant details. Students must take individual notes on the details they plan to use. SP: Spelling words will be assigned for the next two weeks.

DA: Students who need extra help will receive guidance on the kinds of details they should be looking for.

PS: Students will check their charts to see that all of their details relate to the categories under their purpose, and there is nothing unnecessary in the chart.

SP: Students will review their spelling words.

PS/LA/W: Teacher will explain that students will be writing their essay next week. Students will decide which organizational format they like best, and revise it as much as they can (chart, web, outline). This will be the format from which they will write their essay. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 76 RVSOL E 3.34

Language Arts – Week 16 Tuesday Wednesday Thursday Day 77 Day 78 Day 79 RVSOL E 3.34 RVSOL E 3.34 RVSOL E 3.34

Friday Day 80 RVSOL E 3.34

Writing: Cursive

Writing: Cursive

Writing: Cursive

Writing: Cursive

Writing: Cursive

R: “Sleeping Ugly” by Jane Yolen W: Students will write a rough draft of their essay.

R: “Sleeping Ugly” by Jane Yolen W: Students will write a rough draft of their essay.

R: “Sleeping Ugly” by Jane Yolen W: Students will finish writing a rough draft of their essay and begin revising it for mechanics and spelling.

R: “Sleeping Ugly” by Jane Yolen W: Students will revise the rough draft of their essay.

R: “Sleeping Ugly” by Jane Yolen W: Students will write a final draft of their essay.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will review the body paragraphs of the essay, and remind students that each kind of detail (each column of the chart, or each main branch of the web) will have its own paragraph. Teacher will remind students to indent their paragraphs to show the beginning of each.

LA/TD: Teacher will review the body paragraphs of the essay, and introduce a conclusion or closing paragraph. Teacher will demonstrate a sample closing paragraph for the class.

W/PS: Students will continue revising their rough drafts.

W: Students will use their revised rough drafts to write a final draft of their essays.

W/LA: Students will finish writing their essays, and begin revising the rough draft for spelling, capitalization, and punctuation.

LA/W: Teacher will review the cursive letters and motions from the days before, and introduce m, n, x, and z.

LA/TD: Teacher will explain and demonstrate how to write an introduction paragraph that introduces the purpose for writing. Teacher will show students how to indent two finger widths for each paragraph. W/PS: Students will write the rough draft of the introduction paragraph, stating what their purpose is. LA: Teacher will encourage students to recall their lessons on synonyms and antonyms to give some variety to their writing. LA/W: Teacher will explain that each column of the chart/ branch of the web/ bullet point of the outline will have its own paragraph. Students will need to use the main idea from each kind of detail (column, branch, bullet point) to make a mini ‘main idea’ sentence for each paragraph: what will this specific paragraph be about? W/PS: Students will begin the body paragraphs of their essays. LA/W: Teacher will introduce cursive writing, starting with the letters l, e, i, and t. TD: Teacher will demonstrate the up-and-down motions necessary for the letters. MO/W: Students will imitate the movements in the air, and practice on paper.

W: Students will continue writing their rough drafts. LA/W: Teacher will review the cursive letters from the day before, and introduce u, v, and w. TD: Teacher will review the up-down motion that was used the day before, and introduce the tag on the v and w as a shorter upward curve. MO/W: Students will practice the motions in the air and on paper. HW: Students will complete a worksheet on the cursive letters.

LA/W: Teacher will review the cursive letters from the past two days, and introduce c, o, a, and d. TD: Teacher will demonstrate the leftdownward curve motion that is necessary for the letters. MO/W: Students will practice the curving motion in the air with their hands, and practice on paper. Students will practice adding the updown motions from the days before with a and d.

GA: Students will have a partner look over their rough drafts to see if any final revisions are needed.

TD: Teacher will demonstrate the up-rightdown curving motion that the letters require, and the tail on the z. MO/W: Students will practice the motions in the air, and practice writing them on paper. HW: Students will complete a worksheet on the new cursive letters. SP/Q: Spelling quiz

SP: Students will be given incorrect spellings of the spelling words, and asked to correct the mistakes.

HW: Students will complete a worksheet on the cursive letters.

DA: Students who are having trouble with the cursive strokes will be allowed extra practice time.

LA/W: Teacher will review the cursive from the week, and introduce the letters g, j, and y. TD: Teacher will review the tail on the z, and extend student knowledge of the motion to include the other hanging letters. MO/W: Students will practice the motion in the air, and practice connecting the tail to the other motions they have learned (the updown for j, the left-down curve for g, and the upright-down curve for y). HW: Students will complete a worksheet on the new cursive letters. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 81 RVSOL E 3.34

Language Arts – Week 17 Tuesday Wednesday Thursday Day 82 Day 83 Day 84 RVSOL E 3.34 RVSOL E 3.34 RVSOL E 3.34

Friday Day 85 RVSOL E 3.34

Writing: Cursive

Writing: Cursive

Writing: Cursive

Writing: Cursive

Writing: Cursive

R: “A Boy Called Slow: The True Story of Sitting Bull” by Joseph Bruchac W: Students will write about how they feel when they are given a nickname that they don’t like.

R: “A Boy Called Slow: The True Story of Sitting Bull” by Joseph Bruchac W: Students will write why they think the author told this story.

R: “A Boy Called Slow: The True Story of Sitting Bull” by Joseph Bruchac W: Students will write a summary sentence of the story in cursive, using a capital letter at the beginning of the sentence, in the title of the book, and in the names of any characters mentioned.

R: “A Boy Called Slow: The True Story of Sitting Bull” by Joseph Bruchac W: Students will write a description of their picture scene in cursive.

R: “A Boy Called Slow: The True Story of Sitting Bull” by Joseph Bruchac W: Students will write their weekly free writing in cursive.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

R/PS/PA: Class will read A Boy Called Slow and discuss the main ideas in the story.

R/PS/PA: Class will determine the author’s purpose for writing A Boy Called Slow.

LA/W: Teacher will review the cursive strokes, and focus on the uppercase letters.

LA/R/A/VA: Students will choose their favorite scene from the story, and draw a picture to represent it.

LA/W: Teacher will review the cursive letters and strokes that were learned during the past week. Teacher will emphasize smoothness and connectivity. Teacher will introduce the letters b and f, and h and k.

LA/W: Teacher will review the cursive strokes, and introduce the last four letters: p, q, r, and s.

W: Students will practice writing the uppercase letters, and complete worksheets one and two on the states and their capitols from http://www.handwriting forkids.com/handwrite/ cursive/pictwords/index. htm.

LA/W: Teacher will review the cursive strokes and uppercase letters.

LA/GA: Students will review vocabulary from the story with a partner, using “Memory” cards with words and definitions, which the students must match.

TD: Teacher will demonstrate the movements necessary for the letters, focusing on the up-down-up-left for b and f, and focusing on updown-up-right for h and k.

MO/W: Students will mimic the motions in the air, and practice writing them on paper.

MO/W: Students will practice the motions in the air and on paper. HW: Students will complete a worksheet on the cursive letter forms.

TD: Teacher will demonstrate the various strokes that make up the letters.

HW: Students will complete a worksheet on the cursive letters, and practice writing their full names. SP: Spelling words will be assigned for the next two weeks.

DA: Students who are struggling with spelling may use the game “Letter Bugs” at http://www.cogcon.com/ gamegoo/games/alien/ash.html to practice spelling three and four letter words.

GA/W: Students will be divided into groups, and write the first names of their group members in cursive, capitalizing the first letter of each name. HW: Students will complete the cursive worksheet on the months of the year from http://www.abcteach.com /free/h/handwritingpractice _efi_zb_cursive.pdf.

W: Students will practice writing their letters using worksheets three and four from http://www.handwriting forkids.com/handwrite/ cursive/pictwords/index. htm. HW: Students will complete worksheets five and six from http://www.handwriting forkids.com/handwrite/ cursive/pictwords/index. htm for homework and extra practice. SP: Students will practice their spelling words.

W: Students will practice their cursive letters using worksheets seven and eight from http://www.handwriting forkids.com/handwrite/ cursive/pictwords/index. htm. HW: Students will complete worksheets nine and ten from http://www.handwriting forkids.com/handwrite/ cursive/pictwords/index. htm for homework and extra practice. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002 Language Arts – Week 18 Wednesday Thursday Day 88 Day 89 RVSOL E 3.5 RVSOL E 3.5

Monday Day 86 RVSOL E 3.5

Tuesday Day 87 RVSOL E 3.5

Oral Reports: Main Idea & Details

Oral Reports: Main Idea & Details

Oral Reports: Main Idea & Details

Oral Reports: Main Idea & Details

Oral Reports: Main Idea & Details

R: “The Legend of the Indian Paintbrush” by Tomie dePaola W: Students will write whether they think the story was true or make believe, and explain why.

R: “The Legend of the Indian Paintbrush” by Tomie dePaola W: Students will write the definition of a legend.

R: “The Legend of the Indian Paintbrush” by Tomie dePaola W: Students will write one thing they want to learn about the Indian Paintbrush from this project.

R: “The Legend of the Indian Paintbrush” by Tomie dePaola W: Students will write one new thing they learned about the Indian Paintbrush.

R: “The Legend of the Indian Paintbrush” by Tomie dePaola W: Students will write what they liked or did not like about giving a group oral report.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Verbal discussion.

OL: Verbal discussion.

OL: Verbal discussion.

OL: Verbal discussion.

LA: Class will plan an oral report together. Teacher will explain that the class is going to work together to prepare an oral report on The Legend of the Indian Paintbrush. Teacher will tell the class that instead of preparing a report just on the book itself, the report is going to be specifically on the “Indian paintbrush.”

LA/R/GA: Class will reread the story, looking for details that will fit with any of the supporting points of the report. Groups will be assigned a supporting point to look for, and collect any sentences or phrases that apply.

LA: Class will use the details found the day before to craft an idea web, for the students who understand the layout better than the chart.

LA: Teacher will explain that an outline will be useful for oral reports, because an outline lets you arrange the details in the order you want to say them.

OL: This week the class is going to start with a verbal discussion on a topic the teacher chooses. Students will add details as the story moves around the room. R/LI: Class will read The Legend of the Indian Paintbrush. Teacher will explain that legends are stories that have been passed down through many generations; usually through oral storytelling (before people had books like we do today). LA: Teacher will explain oral reports as oral storytelling with an informative purpose. Each oral report has to have a main idea and details, just like written works. TD: Students will be asked to listen closely, and teacher will demonstrate by giving a very short “sample report” on a pet: “I have a dog named Dixie. Dixie is a special dog. She is a mixed breed, with Sheltie and Wire-haired Terrier in her. That means she is small with long legs and brown fur. Dixie loves to play outside….” (etc.) PA: Teacher will call on a student to tell what the main idea of the report was. Teacher will call on another student to give an example of a kind of detail that was given (the kind of dog Dixie is, or what Dixie likes to do, etc.). Teacher will continue calling on students to identify different parts of the report.

Wille, p.46

PA/PS: Class will decide on the important supporting points that they want to make in the report (what is an Indian paintbrush, where did it come from, the story behind it, etc.).

PA: Students will share the details they found, and the teacher will write the ideas in a chart under the proper supporting points. LA: Class will discuss any difficult vocabulary.

A/VA: Students will use paint and paintbrushes to paint a picture similar in style to the pictures painted by the little boy in the story.

T: Class will use the computer to learn more about the plant the Indian paintbrush. PS: Class will incorporate any relevant new information into the existing idea web and idea chart. SP/Q: Spelling quiz

Friday Day 90 RVSOL E 3.5

PA/PS: Class will order the details of the report. OL/GA: The class will give their oral report. Teacher will assign each student one specific detail of the report, and give them a few minutes to craft a sentence about that detail. Teacher will begin with the introduction, and students will say their sentences in order, to produce a very informal oral report. Teacher will supply the transitions and closing as well. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

SP: Students will practice spelling words with a partner.

DA: Students struggling with the vocabulary will be provided with written/ typed definition sheets on the day following the class discussion of the words.

Rebecca VanVliet EDUC 410-002 Language Arts – Week 19 Wednesday Thursday Day 93 Day 94 RVSOL E 3.6 RVSOL E 3.6

Monday Day 91 RVSOL E 3.6

Tuesday Day 92 RVSOL E 3.6

Oral Reports: Grammar & Vocabulary

Oral Reports: Grammar & Vocabulary

Friday Day 95 RVSOL E 3.6

Oral Reports: Grammar & Vocabulary

Oral Reports: Grammar & Vocabulary

Oral Reports: Grammar & Vocabulary

RVSOL E 3.4

RVSOL E 3.4

RVSOL E 3.4

Oral Reports: Tone & Volume

Oral Reports: Tone & Volume

Oral Reports: Tone & Volume

R: “A Light in the Attic” by Shel Silverstein, selected poems W: Students will choose one poem from the book, and explain why they like it.

R: “A Light in the Attic” by Shel Silverstein, selected poems W: Students will write about the poem or paragraph they read at home to practice.

R: “A Light in the Attic” by Shel Silverstein, selected poems W: Students will write a few sentences on their assigned topics.

R: “A Light in the Attic” by Shel Silverstein, selected poems W: Students will write about a time they misunderstood someone because of the tone they used. Responses can be imaginary if students cannot recall specific instances.

R: “A Light in the Attic” by Shel Silverstein, selected poems W: Students will write in their journals.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA/R/LI: Teacher will read a poem from A Light in the Attic and tell the students to listen to the grammar of the sentences. Teacher will then reread the same poem, using improper grammar in place of what is written.

R/OL: Students will practice reading selected poems out loud.

LA: Teacher will explain using proper volume when speaking to a group: everyone should be able to hear you clearly, but you should not shout.

LA: Teacher will review proper speaking volume, and explain that tone also plays an important role in speaking to a group. Teacher will define tone as the way you speak.

LA: Teacher will review using proper grammar, vocabulary, tone, and volume when speaking to a group.

PA/PS: Students will pick out the improper grammatical phrases, and explain what the proper way to say it should have been. LA: Teacher will explain that the second reading was intentionally incorrect, but that sometimes students and even adults will misread something because they are used to speaking with improper grammar. Teacher will admonish students to be very careful that they read only what is written, without skipping or changing words. This may mean reading really slowly. R/OL: Students will practice reading selected poems out loud, being sure to read exactly what is written. PA/CP: Class will discuss after each reading, what was hardest to read aloud and why. Were there any really common mistakes? How can they be fixed? HW: Students will be expected to practice reading short paragraphs or poems out loud at home. CP: Respect for others, respect for differences DA: Students who really struggle with reading out loud (speech impairments, reading impairments) will be allowed to read to the teacher only, at a separate time, if they choose. *applies for entire week*

LA: Teacher will explain that vocabulary plays a large part in writing. R/LI: Teacher will read a poem and its title to the class. PA/PS: Class will determine what the topic of the poem is. Students will pick out the vocabulary that is particular to the topic of the poem. (Ex: Poem: A Light in the Attic. Topic: seeing light from a house. Vocabulary: light, dark, shuttered, flickering, inside, outside, attic, etc.) R/PS/A/VA/MA: Students will choose a poem, and write the title of the poem at the top of a sheet of construction paper. Students will be given magazines to cut out words and letters that form the vocabulary of their poem. Students will make a collage poem by gluing the words and letters onto the construction paper, and filling in the remaining words of the poem by hand. Students will be encouraged to form the important vocabulary from magazine letters, and only fill in the less important words by hand. SP: Spelling words will be assigned for the next two weeks.

Inky Penguin, p.22

R/OL: Students will practice reading selected poems out loud with proper volume. LA: Teacher will review using proper grammar while speaking out loud, and review the importance of vocabulary for a topic. TD: Teacher will hand out slips of paper to the students with simple topics on them. Teacher will use a sample topic to demonstrate coming up with relevant vocabulary. Teacher’s example of ‘pizza’ would generate vocabulary such as “pepperoni, tasty, sauce, crust, peppers, slices, box, delivery, food, hungry,” etc. PS/W: Students will generate a list of vocabulary words based on their individual topics. Students will write a few sentences showing how that vocabulary can be incorporated (with proper grammar). Volunteers will share their topic and vocabulary with the class.

TD: Teacher will say “I bought a new book yesterday” in an angry tone, and ask the class to respond. Teacher will repeat the sentence in a sad tone, an excited tone, and a bored tone. Students will respond to each with what they interpret the sentence to mean. (Possible responses: angry- I was cheated on the price, I didn’t like the book; sad- I didn’t like the book, I lost the book already; excited- this is the most exciting thing, I love it; bored- I don’t really care, I don’t like to read; etc.) R/OL: Students will practice reading selected poems out loud, using appropriate tone for the piece. PA: Class will discuss the different tones that could be used for reading and speaking, and students will realize that tone affects the audience’s understanding of the topic. SP/GA: Students will practice their spelling words with a partner.

R/OL: Students will practice reading selected poems out loud, incorporating the reviewed qualities. GA: Teacher will divide the class into groups of four, and groups will be given short paragraphs of two or three sentences to read. Group members will discuss the vocabulary and grammar of the paragraphs, and decide on an appropriate tone. Each group member will read the paragraph aloud, using the agreed-upon tone, and proper volume for a small group activity. Group members will then each choose a different tone (after everyone has read it once) and practice reading the paragraph with different tones, noticing how the meaning of the paragraph is changed by the different tones. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 96 RVSOL E 3.32

Language Arts – Week 20 Tuesday Wednesday Thursday Day 97 Day 98 Day 99 RVSOL E 3.32 RVSOL E 3.32 RVSOL E 3.44

Using Library Resources

Using Library Resources

Using Library Resources

Using Technology to Enrich Writing

Using Technology to Enrich Writing

R: “The Fool of the World and the Flying Ship: A Russian Tale” by Arthur Ransome W: Students will write about two things they learned on their tour through the library.

R: “The Fool of the World and the Flying Ship: A Russian Tale” by Arthur Ransome W: Students will write two complete sentences: one, what they want their report topic to be, and two, why.

R: “The Fool of the World and the Flying Ship: A Russian Tale” by Arthur Ransome W: Students will write about a time they were ever overlooked for a sibling or a friend.

R: “The Fool of the World and the Flying Ship: A Russian Tale” by Arthur Ransome W: Students will be writing their reports out in complete sentences.

R: “The Fool of the World and the Flying Ship: A Russian Tale” by Arthur Ransome W: Students will be writing their reports out in complete sentences.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

CC/MO: Teacher will arrange with the librarian to have the class take a guided tour of the library.

LA: Teacher will review the library resources that were covered the previous day. Teacher will explain where encyclopedias and dictionaries can be found, as well as computerized library resources.

LA: Teacher will review the library resources that will be helpful for writing reports.

LA: Teacher will review proper grammar and vocabulary.

LA: Teacher will review speaking with proper tone and volume.

PS/W: Students will finish their outlines and turn them into complete sentences and paragraphs.

PS/W: Students will finish writing their reports in sentences and paragraphs. Students will check for proper vocabulary and grammar.

OL/PA: Class will discuss what they learned about the library. R/PA: Class will read The Fool of the World and the Flying Ship. Class will decide whether it is fiction or nonfiction, and where it would be located if it were in the library. LA: Teacher will instruct the students to choose a topic related to the story, on which to do an oral report.

PA: Class will discuss which resources they will use for finding different kinds of information.

PS/W: Students will finish gathering information in either chart or web form, and translate the information into a simple outline, deciding what they will say first, second, third, etc.

LA: Teacher will remind students to use an introduction and closing. SP/Q: Spelling quiz

PS/W: Students will begin gathering information on their topics from the book and the library’s resources, compiling the information in either a chart or a web.

LA: Teacher will look over the students’ outlines to see that they are on the right track.

SP: Students will review their spelling words.

PA/OL: Class will brainstorm possible topics for reports (flying ships, fools, the author- Arthur Ransome, something about Russian tales, etc.) DA: Students who need assistance finding information will receive help from the teacher or librarian.

Friday Day 100 RVSOL E 3.44

W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002 Language Arts – Week 21 Wednesday Thursday Day 103 Day 104 [Reports] [Reports]

Monday Day 101 [Reports]

Tuesday Day 102 [Reports]

R: “Freckle Juice” by Judy Blume, ch.1 W: Students will write about one thing they want or have wanted that someone else had.

R: “Freckle Juice” by Judy Blume, ch.2 W: Students will write about whether they think Andrew should have trusted Sharon’s recipe.

R: “Freckle Juice” by Judy Blume, ch.3 W: Students will write about a time they ate or drank something that made them sick.

R: “Freckle Juice” by Judy Blume, ch.4 W: Students will write about why they think Andrew wanted freckles, while Nicky didn’t want freckles.

R: “Freckle Juice” by Judy Blume, ch.5 W: Students will write their own “freckle juice” recipe.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA/OL: The first few students will give brief oral reports on the topic they prepared the week before, using proper vocabulary, grammar, volume, and tone.

LA/OL: The next few students will give brief oral reports on the topic they prepared the week before, using proper vocabulary, grammar, volume, and tone.

LA/OL: The next few students will give brief oral reports on the topic they prepared the week before, using proper vocabulary, grammar, volume, and tone.

LA/OL: The next few students will give brief oral reports on the topic they prepared the week before, using proper vocabulary, grammar, volume, and tone.

LA/OL: The last few students will give brief oral reports on the topic they prepared the week before, using proper vocabulary, grammar, volume, and tone.

R: Students will read the first chapter of Freckle Juice by Judy Blume.

R: Students will read the second chapter of Freckle Juice by Judy Blume.

R: Students will read the third chapter of Freckle Juice by Judy Blume.

R: Students will read the fourth chapter of Freckle Juice by Judy Blume.

LA: Students will make a vocabulary list of difficult words they would like to learn.

LA: Students will add any new words to their vocabulary list.

LA: Students will add any new words to their vocabulary list.

LA: Students will add any new words to their vocabulary list.

E/HS: Teacher will send a short note home to the parents and/or guardians of the students, describing the students’ achievement in giving oral reports.

SP: Spelling words will be assigned for the next two weeks.

SP: Students will complete a worksheet on the spelling words.

Friday Day 105 [Reports]

R: Students will read the fifth chapter of Freckle Juice by Judy Blume. LA: Students will add any new words to their vocabulary list. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

http://www.edhelper.com/ books/Freckle_Juice.htm

DA: Students who are struggling with the spelling words may work with a partner on the worksheet.

Rebecca VanVliet EDUC 410-002

Monday Day 106 RVSOL E 3.15

Language Arts – Week 22 Tuesday Wednesday Thursday Day 107 Day 108 Day 109 RVSOL E 3.15 RVSOL E 3.15 RVSOL E 3.15

Friday Day 110 RVSOL E 3.15

Fiction: Connecting to Life

Fiction: Connecting to Life

Fiction: Connecting to Life

Fiction: Connecting to Life

Fiction: Connecting to Life

R: “Tales of Wisdom and Wonder” by Niamh Sharkey, ch.1 W: Students will write one way they can connect the story to their own life or experiences.

R: “Tales of Wisdom and Wonder” by Niamh Sharkey, ch.2 W: Students will write one way they can connect the story to their own life or experiences.

R: “Tales of Wisdom and Wonder” by Niamh Sharkey, ch.3 W: Students will write one way they can connect the story to their own life or experiences.

R: “Tales of Wisdom and Wonder” by Niamh Sharkey, ch.4 W: Students will write one way they can connect the story to their own life or experiences.

R: “Tales of Wisdom and Wonder” by Niamh Sharkey, ch.5 W: Students will write one way they can connect the story to their own life or experiences.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will explain that books are often written about the experiences that the author has had in life. Books are not something completely set apart from the rest of the world.

LA: Teacher will explain that authors help us understand ourselves. Teacher will address the question: “How do books teach us important lessons?”

LA: Teacher will review that authors help us understand ourselves, and address the question: “Why are these lessons important to me?”

LA: Teacher will review that authors help us understand ourselves, and address the question: “Why are these lessons important to others?”

LA: Teacher will review the questions from the days before.

R: Class will read the first story in Tales of Wisdom and Wonder.

PA: Class will discuss different ways books teach important lessons, and compile a list on the board.

R/PS: Class will read the third story of Tales of Wisdom and Wonder and discover a lesson in the story.

R/PS: Class will read the fourth story from Tales of Wisdom and Wonder and find a lesson in the story.

PA/PS: Class will discuss the events and characters in the story, and discuss any ways in which the characters and events are similar to the students’ own lives. Students will complete the worksheet on page 19 from http://www.psdr3.org/ services/showme_ assessment/pdfdocs/ 2Lifelesson.pdf on connecting the story to their own life.

R/PS: Class will read the second story in Tales of Wisdom and Wonder and find an important lesson in the story. PS: Students will complete another copy of the worksheet from the day before, filling in a connection from the second story to their own lives. SP/GA: Students will practice spelling with a partner.

DA: Students with fine motor disabilities may get assistance in filling out the worksheet.

PA/GA: Students will discuss with a partner why the lesson is important to them (“What does this mean for me? What is this lesson trying to teach me?”). Partners will share their ideas with the class. PS: Students will complete another copy of the worksheet from the day before, filling in a connection from the third story to their own lives.

PA: Class will connect the story to their lives by explaining one way in which someone they know experienced a similar lesson. Class will discuss ways in which lessons are important to other people. PS: Students will complete another copy of the worksheet from the day before, filling in a connection from the fourth story to their own lives.

R/PS/W: Students will read chapter 5 from Tales of Wisdom and Wonder and find a lesson. Students will write a few sentences about how the lesson is important to their own life and to others. PA: Class will discuss the life lessons that the students pulled from the story. Are they similar? Are they different? Are they all just as important? How many lessons were found in the story? PS: Students will complete another copy of the worksheet from the day before, filling in a connection from the fifth story to their own lives.

SP/Q: Spelling quiz W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 111 RVSOL E 3.37

Language Arts – Week 23 Tuesday Wednesday Thursday Day 112 Day 113 Day 114 RVSOL E 3.37 RVSOL E 3.37 RVSOL E 3.37

Friday Day 115 RVSOL E 3.37

Writing: Grouping Ideas

Writing: Grouping Ideas

Writing: Grouping Ideas

Writing: Grouping Ideas

RVSOL E 3.42

RVSOL E 3.42

Writing: Audience in Mind

Writing: Audience in Mind

Writing: Grouping Ideas

R: “Tales of Wisdom and Wonder” by Niamh Sharkey, ch.6 W: Students will write outlines and introductory sentences.

R: “Tales of Wisdom and Wonder” by Niamh Sharkey, ch.7 W: Students will write an explanatory introduction paragraph.

R: “Bruh Rabbit and the Tar Baby Girl” by Virginia Hamilton W: Students will write an introduction and one body paragraph.

R: “Bruh Rabbit and the Tar Baby Girl” by Virginia Hamilton W: Students will write a second body paragraph.

R: “Bruh Rabbit and the Tar Baby Girl” by Virginia Hamilton W: Students will write a conclusion.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will explain to the students that good writing makes sense, because all of the ideas that are similar are together.

LA: Teacher will review the purpose of grouping ideas when writing.

LA: Teacher will review different ways to group ideas.

LA: Teacher will review different ways to group ideas.

LA: Teacher will review grouping ideas and writing for an audience.

R: Class will read the seventh tale in Tales of Wisdom and Wonder.

R: Class will read Bruh Rabbit and the Tar Baby Girl.

PA/TD: Teacher will ask students to comment on the story, this time with things they liked or did not like. Teacher will write student responses on the board, and again mark different possible groupings of ideas with different colors, with student help. Teacher will explain that there are many ways to group similar ideas: specific details, things we like or don’t like, etc. as long as the reason for the grouping is evident.

GA/PS: Teacher will explain that students will work in groups to find and organize details of the story. Groups will choose how they want to group ideas, and make a chart. Groups will share their charts with the class.

R/LA/PS: Class will reread Bruh Rabbit and the Tar Baby Girl, and the teacher will explain writing with the audience in mind. Class will discuss the audience of Bruh Rabbit, and how it affects the author’s writing.

PA/PS: Class will make a chart of different possible audiences, and fill the chart in with ways they would direct their writing to that particular audience (or ways they know an author is writing for a particular audience).

TD/PS: Teacher will read different selections aimed at children, students, teachers, scientists, etc, and students will guess the audience based on the reading.

LA: Teacher will instruct the class in writing a conclusion paragraph that sums up their writing.

PS/W: Students will practice writing an introduction paragraph that explains the reason for the way things are grouped. (“In the story The Shepherd’s Dream there were some things I liked and some things I did not like. Some things I liked were…” or “In the story The Shepherd’s Dream I liked the shepherd. I liked his…”)

LA: Students will edit their paragraphs for mechanics.

R: Class will read the sixth story in Tales of Wisdom and Wonder. PA/TD: Teacher will ask each student to tell one specific thing they liked about the story. Teacher will write down student responses on the board. Once everyone has responded, the class will look at the list of details, and find similarities (details about the characters, details about the plot, details about a moral, etc.). Teacher will mark items in each group with a different color. When all items are marked, teacher will explain that if students were to write about what the class liked about the story, they would make a new paragraph for each of the colors on the board. PS/W: Students will practice writing a simple outline with an introductory sentence for each new paragraph.

W: Students will practice writing an introduction paragraph explaining the reason they grouped ideas as they did, and write one paragraph on the first grouping of ideas.

LA: Teacher will explain that students must keep their audience in mind when writing. Students will write differently when they are writing for their teacher than they would if they were writing for their little sister. W: Students will write another body paragraph based on their charts from the previous day, and write with “the teacher” as the audience. LA: Students will edit their writing to see that it is suitable for the desired audience.

SP: Spelling words will be assigned for the next two weeks.

SP: Students will study their spelling words. DA: Students with writing difficulties will use a computer to type and spell/grammar check it instead.

W: Students will practice writing a conclusion paragraph that sums up the points in the writing they have worked on all week. PS/VA/R: Students will look through magazines and find articles that are addressed to different audiences. Students will identify the possible audiences, and notice how ideas are grouped. Students will identify an introduction and conclusion for each article. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 116 RVSOL E 3.25

Language Arts – Week 24 Tuesday Wednesday Thursday Day 117 Day 118 Day 119 RVSOL E 3.25 RVSOL E 3.25 RVSOL E 3.25

Friday Day 120 RVSOL E 3.25

Nonfiction: Connecting to Life/ Experiences

Nonfiction: Connecting to Life/ Experiences

Nonfiction: Connecting to Life/ Experiences

Nonfiction: Connecting to Life/ Experiences

Nonfiction: Connecting to Life/ Experiences

R: “Rosa” by Nikki Giovanni W: Students will write about one connection they can make between the story and their own lives.

R: “Rosa” by Nikki Giovanni W: Students will write about one way they are similar to Rosa.

R: “Rosa” by Nikki Giovanni W: Students will write about a situation they have been in that is similar to the story.

R: “Rosa” by Nikki Giovanni W: Students will write about a time when they have experienced similar emotions to the characters in the story.

R: “Rosa” by Nikki Giovanni W: Students will write a paragraph of their reaction to the events and characters of the story.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will review that authors often write about real events in their own lives or the lives of other people. These events really took place, and influenced the life of the author enough to write them down.

LA: Teacher will review connecting stories to life experiences.

LA: Teacher will review connecting stories to life experiences, and discuss the ways students were able to connect Rosa’s character to their own lives.

LA: Teacher will review connecting nonfiction stories to their own lives, and discuss how the students can find themselves in similar situations to those in the story.

LA/R/PA: Class will reread Rosa again, and discuss the ways in which the author was able to connect a real story about a real girl to the lives of the students. Class will discuss the way the events and characters connected to their lives, and how the events of the past are still real.

R/LI: Class will read Rosa and discuss that it is a nonfiction book, meaning it is based on a real person. PA: Class will discuss the events and characters, noticing any parallels between the characters in the story and the students’ lives. A/VA/MA: Class will make puppets of the characters in the story, using various materials. PS: Students will complete the worksheet on page 19 from http://www.psdr3. org/services/showme_ assessment/pdfdocs/ 2Lifelesson.pdf on connecting the story to their own life.

R/LA: Class will reread Rosa, implementing rereading strategies for understanding and fluency. GA/VA/MO: Groups of students will reread the first few pages of Rosa again, and use their puppets to act out the first situation in the story. PA/PS: Class will discuss the character of Rosa, and find ways to connect her life to the lives of the students. Students will share ideas on how they are similar. W: Students will write a paragraph about one character trait they share with Rosa. SP/GA: Students will practice their spelling words with a partner.

GA/VA/MO: Groups of students will reread the next section of the book, and use their puppets to act out another specific situation from the story. PA/PS: Class will discuss the situation in the story, and find ways of connecting the situation to their own lives. Students will share ideas about situations they may have been in that were similar. W: Students will write about one situation they have been in (or could be in) that is similar to Rosa’s situation.

R: Class will reread Rosa. GA/VA/MO: Groups of students will use their puppets to act out an imaginary situation based on the events of the story (what would the students do if they were in the characters’ places?). PA/PS: Class will discuss the feelings and emotions they had to think about when putting themselves in the characters’ places. Class will discuss how feelings help authors connect stories to their audience’s lives. W: Students will write about a time in their own lives when they experienced similar emotions. SP/Q: Spelling quiz

Wille, pp.83-84

W: Students will write about their reaction to the story: what they liked, what they didn’t like, how it made them feel, if they have known anyone in a similar situation, etc. GA/VA/MO: Groups of students will use their puppets to act out an alternate ending for the story. LA/PA: Class will discuss how changing the ending of the story makes the story fiction instead of nonfiction. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing). DA: Students who are less kinesthetic may write down an alternate ending instead of acting one out.

Rebecca VanVliet EDUC 410-002

Monday Day 121 RVSOL E 3.39

Language Arts – Week 25 Tuesday Wednesday Thursday Day 122 Day 123 Day 124 RVSOL E 3.39 RVSOL E 3.39 RVSOL E 3.39

Friday Day 125 RVSOL E 3.39

Writing: Revising For Clarity

Writing: Revising For Clarity

Writing: Revising For Clarity

Writing: Revising For Clarity

Writing: Revising For Clarity

R: “A Sweet Smell of Roses” by Angela Johnson W: Students will write an outline for their paragraph.

R: “A Sweet Smell of Roses” by Angela Johnson W: Students will write a rough draft of their paragraphs.

R: “A Sweet Smell of Roses” by Angela Johnson W: Students will write clear sentences derived from obscure examples.

R: “A Sweet Smell of Roses” by Angela Johnson W: Students will write clearer versions of any obscure sentences in their paragraphs.

R: “A Sweet Smell of Roses” by Angela Johnson W: Students will write a final draft of their paragraph.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will define ‘clarity’ as easy to understand and free from confusion.

LA/TD: Teacher will review clarity, and provide another example on the board for students to choose the clearer sentence. Teacher will explain that clarity is important for good writing because it helps the audience understand what the writer is trying to say.

LA/TD/PA/MO: Teacher will review clarity, and write unclear sentences on the board. Students will be called to the board to correct the sentences, revising them for clarity.

LA: Teacher will review revising for clarity.

LA: Teacher will review revising for clarity.

R/W: Students will reread A Sweet Smell of Roses and complete their outlines. Students will have their outlines reviewed by the teacher.

R/PS/PA/OL: Students will reread A Sweet Smell of Roses and choose a sentence that they think is very clear. Students will share their sentences with the class and explain them.

PS/MO/GA/PA/OL: Students will be given cards with sentences on them, and they must find the classmates that have a sentence with the same idea. Students in each group will agree on who has the clearest version of the sentence, and when they are called, they will each read their own sentences, and explain why they think the one they chose was the clearest of the choices.

TD/GA/PS/PA: Teacher will write sentences on the board, and students will work in groups of four to determine one way to clarify the sentence. Groups will write their sentences on the board, and class will compare and discuss the different versions of the sentence that the students came up with. Class will discuss the value of each revision.

TD: Teacher will write two sentences on the board at a time (such as “I went to the store to buy apples, but there were no apples at the store” and “I was going to the store to try to buy something, maybe apples, and I may have gotten some except for I was looking around and I couldn’t find any, and finally someone told me there weren’t any apples at the store.”) and students will determine which sentence is clearer. R/PA: Class will read A Sweet Smell of Roses and discuss the story. PS: Class will brainstorm main ideas from the story. PS/W: Students will choose a topic from the brainstormed list, and create a chart or web listing the details of the topic. Students will transfer their ideas to an outline. DA: Gifted students may choose a topic that is not from the board, but the teacher must approve it before they begin writing.

W: Students will write a rough draft of their paragraphs. SP: Spelling words will be assigned for the next two weeks.

W: Students will write down the clarified sentences from the board.

W/LA: Students will read over their paragraphs (finishing any incomplete rough drafts as well) and place a star by the sentences they think are very clear. Students will use a highlighter to identify sentences that could use clarification. Students will begin to edit the highlighted sentences, rewriting them on a separate sheet of paper.

R/PS/PA/OL: Students will reread A Sweet Smell of Roses and choose one sentence that they think could be worded more clearly. Students will read the sentence aloud, and explain how they could revise it for clarity. W: Students will continue revising their sentences for clarity, making sure as they do that the main idea of the paragraph remains clear as well. SP: Students will practice their spelling words.

LA/W: Teacher will check student revisions on their paragraphs. Students will write a final draft of their paragraph, including all clarified and revised sentences. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 126 RVSOL E 3.30

Tuesday Day 127

Language Arts – Week 26 Wednesday Thursday Day 128 Day 129 RVSOL E 3.30 RVSOL E 3.30

Friday Day 130 RVSOL E 3.30

Nonfiction: Biographies and Autobiographies

Nonfiction: Biographies and Autobiographies

Nonfiction: Biographies and Autobiographies

Nonfiction: Biographies and Autobiographies

R: “A Picture Book of Dwight David Eisenhower” by David A. Adler W: Students will write about a person they would like to read a biography about, and why.

R: “A Picture Book of Dwight David Eisenhower” by David A. Adler W: Students will write about the one thing interested them most from the field trip to the American History Museum.

R: “Reaching for the Moon” by Buzz Aldrin W: Students will write a short autobiography, focusing on the facts about themselves.

R: “Reaching for the Moon” by Buzz Aldrin W: Students will continue their short autobiographies, adding information about their hopes and dreams (what they want to be/do).

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will define a biography as a nonfiction book written about the life of a person.

LA: Teacher will review the components of a biography.

LA: Teacher will define an autobiography as a nonfiction book that the author has written about him/herself.

R/PA: Class will reread Reaching for the Moon, and discuss the differences they noticed between the autobiography and the biography from the previous story.

R/PA: Class will read A Picture Book of Dwight David Eisenhower, and discuss Eisenhower’s life. LA: Teacher will describe the components of a biography: true story, about a person, tells about person’s life, accomplishments, and goals/dreams. PS: Class will look at the components of a biography, and identify them in the story. SP: Students will review their spelling words.

R: Class will reread A Picture Book of Dwight David Eisenhower. GA/PS/CP/PA: Students will divide into groups, and each group will be assigned a component (life, accomplishments, goals/ dreams). Groups will work together to find five facts related to their component, and share with the class. PA/SS: Class will recall any information about Eisenhower from the field trip to the American History Museum.

R: Class will read Reaching for the Moon, the autobiography of Buzz Aldrin, and notice that it is written in first person. LA: Teacher will review the components of a biography, and discuss how an autobiography is similar. GA/PS/CP/PA: Students will again divide into groups, and each group will be assigned a component of the autobiography (life, accomplishments, goals/ dreams). Groups will work together to find five facts related to their component, and share with the class. W/LA: Teacher will explain that anytime a person writes about their own life, they are writing an autobiography. Students will begin writing a short autobiography.

CP: Cooperation DA: Students who were not able to go on the field trip will be given a summary of any information presented on Eisenhower to look at and respond from.

SP/Q: Spelling quiz CP: Cooperation

GA/PS: Groups of students will work together to make a list of differences and similarities they notice between a biography and an autobiography. Groups will share with the class. PA: Class will discuss becoming an astronaut. Students who would like to and students who would not like to will be asked to share their reasons. Students will be allowed to share briefly about what they would want to write in an autobiography about their future careers. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 131 RVSOL E 3.43

Language Arts – Week 27 Tuesday Wednesday Thursday Day 132 Day 133 Day 134 RVSOL E 3.43 RVSOL E 3.43 RVSOL E 3.43

Friday Day 135 RVSOL E 3.43

Writing: Revising for Vocabulary & Information

Writing: Revising for Vocabulary & Information

Writing: Revising for Vocabulary & Information

Writing: Revising for Vocabulary & Information

Writing: Revising for Vocabulary & Information

R: “Black and White” by David Macaulay W: Students will write a response paragraph.

R: “Black and White” by David Macaulay W: Students will write a summary paragraph.

R: “Black and White” by David Macaulay W: Students will write two descriptive sentences based on the book.

R: “Black and White” by David Macaulay W: Students will rewrite a paragraph, revising it for relevant information.

R: “Black and White” by David Macaulay W: Students will write a paragraph on why vocabulary, spelling, and information are important for good writing.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will review synonyms and antonyms, explaining that vocabulary is important for good writing.

LA: Teacher will review revising for vocabulary.

LA: Teacher will instruct the class in writing descriptive sentences. Teacher will explain that descriptions add information that is helpful for understanding.

LA: Teacher will review revising for vocabulary, and continue instruction on revising for information.

LA: Teacher will review homophones. Teacher will explain that spelling is important for clear writing.

R/PS/GA: Teacher will provide students with two typed paragraphs on the same topic: one with clear information related to the topic sentence, and one with some information that is not relevant to the topic sentence. Students will determine which sentences in the second paragraph should be edited to contain the proper information. Students will work with a partner to correct the paragraphs.

PS/R: Students will be given a short story, with homophones used in place of the correct words. Students will be asked to determine if the story makes any sense. Students will then correct the homophones (use the correct spelling of each word) and reread the story.

LA/TD: Teacher will use a thesaurus to demonstrate how to find synonyms and antonyms of unfamiliar words. Teacher will stress that students do not use words in their writing that they do not know (do not use a word just because it is in the thesaurus). R/LI/GA/PS: Teacher will read Black and White to the class. Students will reread a page at a time with a partner and look up synonyms for a few words per page in the thesaurus. W: Students will write a response paragraph to the story, using synonyms when possible instead of words pulled directly from the text.

PS: Teacher will provide each student with a typed paragraph that has poor vocabulary choices, which are underlined. Students will correct the paragraphs by replacing the underlined words with a better choice. Students may use reference materials to help them. TD/PA: Class will go over the paragraph, discussing why each word should have been changed, and what the new vocabulary does to help the paragraph. R: Students will reread Black and White, using rereading strategies for understanding. W: Students will write a summary paragraph, using proper understandable vocabulary. SP: Spelling words will be assigned for the next two weeks. Teacher will stress the importance of proper spelling as a part of good writing.

PS/W: Students will complete the worksheet on “Fantastic Finishes” which provides a word, followed by blanks for the students to write what each word means to them. Teacher will explain that students will write best when they understand what they mean by the words they use. R/W: Students will reread Black and White and choose two topic words (similar to ‘happiness,’ ‘joy,’ ‘beauty,’ etc. on the worksheet) from the story, and write a descriptive sentence about each word, based on the events in the story. PA: Students will share their sentences with the class.

LA/PA/W: Teacher will explain that even if writing is clear with good vocabulary, if it is not relevant to the discussion, it should be edited. Class will discuss the paragraphs in this light, and students will rewrite the paragraph, changing the unnecessary and irrelevant sentences. R/PS: Students will read Black and White, and notice how the information on each page is relevant. SP/GA: Class will review the spelling words together, working in teams to help one another learn.

DA: Students who need to will be able to use an online thesaurus instead of a paper one.

Runjamin, p.5

TD/PA/MO/T: Teacher will have an overhead copy of the story, and ask students to come to the front of the room and correct one mistake each on the overhead copy for the class to see. PA: Class will discuss the difference the homophones made when reading the paragraph. Although the words sounded the same, the spelling made the story confusing and difficult to understand. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 136 RVSOL E 3.31

Language Arts – Week 28 Tuesday Wednesday Thursday Day 137 Day 138 Day 139 RVSOL E 3.31 RVSOL E 3.31 RVSOL E 3.31

Friday Day 140 RVSOL E 3.31

Nonfiction: Compare/ Contrast Characters

Nonfiction: Compare/ Contrast Characters

Nonfiction: Compare/ Contrast Characters

Nonfiction: Compare/ Contrast Characters

Nonfiction: Compare/ Contrast Characters

R: “Anne Frank” by Josephine Poole W: Students will write a few sentences about one of the characters in the story.

R: “Anne Frank” by Josephine Poole W: Students will write down similarities and differences between two characters from the story.

R: “Anne Frank” by Josephine Poole W: Students will write about a time they hid from something or someone.

R: “Anne Frank” by Josephine Poole W:

R: “Anne Frank” by Josephine Poole W: Students will compare two characters and write a few sentences explaining a similarity and a difference between them.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

R/LI/PA: Class will read Anne Frank by Josephine Poole together, and discuss the characters.

LA: Teacher will review the character charts from the previous day, and explain that the class will be comparing the different characters (finding similarities and differences).

LA: Teacher will review comparing characters using charts, and explain that compare charts is not an easy way to see similarities and differences. Teacher will introduce Venn Diagrams as another way to compare characters.

LA: Teacher will review the use of a Venn Diagram.

LA: Teacher will review using Venn Diagrams.

R/PA: Class will reread Anne Frank and review the characters.

PS/W: Students will choose two characters that they have not compared yet, and compare them using a Venn Diagram. Students will include two sentences with their diagrams: (1) a similarity between the two characters, and (2) a difference between the two characters.

TD: Teacher will draw a characteristics chart on the board, and explain the kind of information that would go into it (character’s name, physical appearance, behavior, activities, etc.). PS/GA: Groups of students will be assigned a character from the story. Each group will make a chart of the characteristics of their person, using the chart format on the board. PA: Class will discuss the characters that the groups were assigned. Teacher will create a master chart of each character, combining information from all groups who were assigned that character, and allowing any other students to contribute extra information. W: Students will write a brief summary of the character that they were assigned. SS: Class will discuss the time period during which Anne Frank lived. GA/MU: Groups will develop a “theme song” for Anne Frank. Students will create lyrics and put them to the tune of a familiar song. DA: Students who have trouble copying material from the board will be given a printed chart that they can fill in instead.

TD: Teacher will choose two of the characters and compare them for the class, finding details that are the same and different from the two charts. PS/W: Students will choose a different set of characters to compare and contrast. Students will write down the names of the characters, the characteristics they have in common, and the characteristics that are different. PA/OL: Teacher will call out the names of two characters, and any students who compared those two will raise their hands. Teacher will call on students to give similarities and differences. Teacher will do the same with other pairs of characters. GA/MU: Groups will continue working on their theme songs. SP: Students will review their spelling words.

TD: Teacher will draw a Venn Diagram on the board, and explain how it works. PS: Teacher will pass out Venn Diagram worksheets to the students, and ask them to practice comparing using the diagram with any two objects. Students may use items in the classroom (desk supplies, classmates, pictures on the wall) or items that they can recall from home or elsewhere (pets, vacations, toys, etc.). Students will be encouraged to keep it simple since there will be a limited amount of time allowed. GA/PS: Students will then be divided into partners, and assigned two characters. Partners will compare the characters using the Venn Diagram method. GA/MU: Groups will continue working on their theme songs.

PS/R/W: Students will be given completed Venn Diagrams about the characters in Anne Frank, and asked to read them. Students will answer questions concerning similarities and differences between the two characters in the Diagram (questions may include: “Which character has [this]; Character A, Character B, or both?” “What two characteristics describe Character B that do NOT describe Character A?” etc.). PA/PS: Class will go over the worksheet as a whole, and discuss the answers. GA/MU: Groups will continue working on their theme songs. SP/Q: Spelling quiz

GA/MU: Groups will present their theme songs for the class. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 141 RVSOL E 3.17

Language Arts – Week 29 Tuesday Wednesday Thursday Day 142 Day 143 Day 144 RVSOL E 3.17 RVSOL E 3.17 RVSOL E 3.17

Fiction: Compare/ Contrast Characters

Fiction: Compare/ Contrast Characters

Fiction: Compare/ Contrast Characters

Fiction: Compare/ Contrast Characters

R: “Caleb and Kate” by William Steig W: Students will write about which character they liked best.

R: “Caleb and Kate” by William Steig W: Students will write a short comparison of Caleb and a character from a past story.

R: “Charlotte’s Web” by E.B. White, ch.1 W: Students will write about their ideal pet: explaining what it is, why it is their favorite, and something they would do with it.

R: “Charlotte’s Web” by E.B. White, ch.2 W: Students will write a short comparison/contrast of Wilbur and Fern.

R: “Charlotte’s Web” by E.B. White, ch.3 W: Students will write a short comparison/contrast of Wilbur and the student’s own ideal pet.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

R/LI: Teacher will read Caleb and Kate to the class.

LA: Teacher will review methods of comparing and contrasting characters.

R/PA: Class will read the first chapter of Charlotte’s Web, and discuss.

R/PA: Class will read and discuss the second chapter of Charlotte’s Web.

GA/R/LA: Students will reread the story with a partner, using rereading strategies to understand the plot and characters.

R/PS: Students will reread Caleb and Kate, and choose either Caleb or Kate. Students will think of a character from a past story to compare Caleb or Kate to.

PS: Students will begin filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will start by recording the setting and any characters that they can from the first chapter. Students will fill out the sheet more as they get farther along in the story.

PS/R/MO/GA: Teacher will have pre-made slips of paper with specific characteristics of the characters on them, and different positions around the room designated for each character. Students must decide which character their characteristic fits best with, and move to that area of the room. If students feel that their characteristic applies to more than one character, they may choose any one that they think it fits with. Students will be asked to explain their choices (all students, not only the ones with characteristics that fit more than one).

E/LA: Test will cover connecting fiction and nonfiction to life, and revising sentences to make sense.

PS/PA: Class will discuss the characters in the story, list the characteristics of each, and explore the similarities and differences. VA/MO/W: Students will use colored markers to write the characteristics of the two main characters on a large Venn Diagram that the teacher will have displayed on the classroom wall.

W: Students will complete a Venn Diagram of the two characters, and write a short paragraph comparing the two. SP: Spelling words will be assigned for the next two weeks.

W: Students will write about the character that they liked the best, and explain why using at least one comparison/ contrast to the other main character.

PS/GA/W: Students will choose a character from the first chapter, and familiarize themselves with the details of their character. Students will then find a student who chose a different character, and the two will compare and contrast their characters. Partners will either make a Venn Diagram or a chart that shows at least three similarities and five differences between their two characters.

W: Students will write a short comparison/contrast of the two main characters: Wilbur and Fern, providing at least three similarities and three differences. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it. SP: Students will practice their spelling words.

DA: Students with writing disabilities will use a word processor for their comparison paragraph.

Friday Day 145 TEST

PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 146 RVSOL E 3.16

Language Arts – Week 30 Tuesday Wednesday Thursday Day 147 Day 148 Day 149 RVSOL E 3.16 RVSOL E 3.16 RVSOL E 3.16

Friday Day 150 RVSOL E 3.16

Fiction: Making Predictions

Fiction: Making Predictions

Fiction: Making Predictions

Fiction: Making Predictions

Fiction: Making Predictions

R: “Charlotte’s Web” by E.B. White, ch.4 W: Students will write down their prediction, and explain why they think so.

R: “Charlotte’s Web” by E.B. White, ch.5 W: Students will write a prediction based on information in chapter five.

R: “Charlotte’s Web” by E.B. White, ch.6 W: Students will write a prediction based on information in chapter 6.

R: “Charlotte’s Web” by E.B. White, ch.7 W: Students will write a prediction based on the title of chapter 7. Students will add whether their prediction was correct or incorrect.

R: “Charlotte’s Web” by E.B. White, ch.8 W: Students will write about the accuracy of the predictions they have made this week.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will introduce making predictions as “thinking ahead.” Teacher will explain that students are making predictions when they think about the story and think about what could happen next, based on what has already happened.

LA: Teacher will review making predictions as an educated guess (“thinking ahead”).

LA: Teacher will review making predictions.

LA: Teacher will review making predictions, and discuss making predictions based on hints given in titles.

R: Class will read chapter eight of Charlotte’s Web.

TD: Teacher will give the example of the book title “Charlotte’s Web.” Based on the title, one can predict that the book will be about a spider, and her web will be important to the story.

PA/OL: Class will discuss the predictions that have been made over the week. Students will volunteer to share predictions they made, and whether they were correct or incorrect. Class will discuss predictions that have not been answered yet. Have they found any more information to either keep or change the predictions?

R: Class will read chapter four of Charlotte’s Web, and predict who the voice belongs to, without reading ahead. LA/PS: Class will review all that they know about the voice from the story, and list the characteristics that they can determine from the details that are given (“small voice” = something small, “thin, but pleasant” = something nice, possibly frail, “I’ve watched you all day” = something nearby, possibly in the barn, “up here” = something near the roof). Students will use the information they have to determine if their prediction is accurate: it must fit all the given details. W: Students will write down their prediction and include how it fits with the details from the end of chapter four. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it.

R: Class will read chapter five of Charlotte’s Web. PA: Class will discuss the character the voice belonged to, and assess the predictions made the previous day. In what ways were students correct? In what ways were students incorrect? Did all the predictions fit the information that they were given? PS/PA/GA: Groups of students will discuss the events of chapter five, and make a prediction about later events in the book, based on information that was given in the chapter. W: Students will write their predictions, and include the information that they are basing the prediction on.

R: Class will read chapter six of Charlotte’s Web. PA: Class will discuss the events of chapter six. GA/PS/PA: Students will break into groups to discuss the events in more detail, and use the details to make a prediction about the egg that Templeton decides to keep. Students will decide whether they think the egg will break, or they think Templeton has handled things like it enough to protect it. VA: Students will draw a picture of Templeton the rat with his goose egg. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it.

PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it.

PS/LA/GA/OL: Class will read the title of chapter seven: Bad News. Students will discuss with one another what the bad news might be. Each student will write a prediction about what the bad news is. R: Class will read chapter seven of Charlotte’s Web. PA/W: Class will discuss the events of the chapter, and discuss the predictions that were made. Students will add to their writing, telling whether their prediction was correct or incorrect. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it.

SP: Students will practice their spelling words.

SP/Q: Spelling quiz DA: Students may use computer software to assist them with drawing a picture.

LA: Teacher will review making predictions.

W: Students will choose one of their predictions, and explain what it was and whether it was right or not. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 151 RVSOL E 3.20

Language Arts – Week 31 Tuesday Wednesday Thursday Day 152 Day 153 Day 154 RVSOL E 3.20 RVSOL E 3.20 RVSOL E 3.20

Friday Day 155 RVSOL E 3.20

Fiction: Drawing Conclusions

Fiction: Drawing Conclusions

Fiction: Drawing Conclusions

Fiction: Drawing Conclusions

Fiction: Drawing Conclusions

R: “Charlotte’s Web” by E.B. White, ch.9 W: Students will write a definition for ‘conclusion.’

R: “Charlotte’s Web” by E.B. White, ch.10 W: Students will draw one conclusion from chapter ten.

R: “Charlotte’s Web” by E.B. White, ch.11 W: Students will identify one conclusion that can be drawn from chapter eleven.

R: “Charlotte’s Web” by E.B. White, ch.12 W: Students will draw three conclusions from chapter twelve, with a partner.

R: “Charlotte’s Web” by E.B. White, ch.13 W: Students will write a general conclusion of the chapter.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will introduce drawing conclusions. Teacher will explain conclusions as “answers to questions.”

LA: Teacher will review identifying conclusions.

LA: Teacher will review identifying and drawing conclusions.

LA: Teacher will review identifying and drawing conclusions.

LA: Teacher will review identifying and drawing conclusions.

R/PA: Class will read chapter eleven of Charlotte’s Web and discuss the events of the chapter.

R: Class will read chapter twelve of Charlotte’s Web.

TD: Teacher will explain drawing conclusions on a larger scale by drawing a conclusion of chapter twelve (from the previous day) as a whole chapter instead of individual events.

T/TD/PS/PA: Teacher will take the class to http://www.studyzone.org/ testprep/ela4/h/inferences. cfm to demonstrate possible conclusions. R: Class will read chapter nine of Charlotte’s Web. PS: Teacher will provide the class with some “conclusions” from the chapter: some true, and some false, and provide relevant page numbers for reference. Students will identify the conclusions that CAN be drawn based on the story. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it.

T/TD/PS/PA: Teacher will take the class to http://www.studyzone.org/ testprep/ela4/e/draw conclusionsp.cfm to practice identifying conclusions from a list of possible options. R: Class will read chapter ten of Charlotte’s Web, being sure to read carefully. PS/PA: Class will practice drawing their own conclusions, by making a statement about an event (a statement that is not explicitly stated in the text of the book). Teacher will guide students toward making proper statements. W: Students will write one conclusion that they have drawn. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it. SP: Spelling words will be assigned for the next two weeks. DA: Students who need further practice identifying given conclusions can go to http://www.studyzone.org/ testprep/ela4/h/inferencesp .cfm

TD/PA/PS: Teacher will guide the class in drawing conclusions for various events in the chapter. MA/VA/PS: Teacher will modify the activity “Story Captions,” by writing captions that are conclusions drawn from different events of the chapter. Students will draw a slip of paper with a conclusion on it, and identify the event in the chapter. Students will draw a picture to accompany their conclusion caption. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it.

Cornett, p.264

PS/GA/LA: Students will get together with a partner and practice drawing conclusions from the chapter. Students will employ rereading strategies to understand difficult passages while identifying conclusions. GA/W: Partners will draw (and write down) at least three conclusions about the characters and the story from chapter twelve. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it. SP: Students will review their spelling words.

R: Class will read chapter thirteen of Charlotte’s Web. PS/PA: Students will practice drawing conclusions of the whole chapter. Class will discuss the different conclusions that students come up with. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 156 RVSOL E 3.27

Language Arts – Week 32 Tuesday Wednesday Thursday Day 157 Day 158 Day 159 RVSOL E 3.27 RVSOL E 3.27 RVSOL E 3.27

Friday Day 160 RVSOL E 3.27

Nonfiction: Drawing & Identifying Conclusions

Nonfiction: Drawing & Identifying Conclusions

Nonfiction: Drawing & Identifying Conclusions

Nonfiction: Drawing & Identifying Conclusions

Nonfiction: Drawing & Identifying Conclusions

R: “Charlotte’s Web” by E.B. White, ch.14 W: Students will write one conclusion that can be made about pigs.

R: “Charlotte’s Web” by E.B. White, ch.15 W: Students will write about one enemy of pigs that they have concluded from Pigs: A Guide to Wonderful Wallowing.

R: “Charlotte’s Web” by E.B. White, ch.16 W: Students will write a short comparison of the way pigs live as seen in the fiction and nonfiction stories.

R: “Charlotte’s Web” by E.B. White, ch.17 W: Students will write about which book they think better portrays the real life of a pig, and why.

R: “Charlotte’s Web” by E.B. White, ch.18 W: Students will write about one thing they learned about pigs, that they did not know before.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will review drawing conclusions from the text.

R/PA: Class will read chapter fifteen of Charlotte’s Web. Class will discuss the events of the chapter.

R/PA: Class will read chapter sixteen of Charlotte’s Web. Class will discuss the events of the chapter.

R/PA: Class will read chapter seventeen of Charlotte’s Web. Class will discuss the events of the chapter.

R/PA: Class will read chapter eighteen of Charlotte’s Web. Class will discuss the events of the chapter.

R/LI: Teacher will read the second chapter of Pigs: A Guide to Wonderful Wallowing, by James Croft.

R/LI: Teacher will read the third chapter of Pigs: A Guide to Wonderful Wallowing, by James Croft.

R/LI: Teacher will read the fourth chapter of Pigs: A Guide to Wonderful Wallowing, by James Croft.

R/LI: Teacher will read the last chapter of Pigs: A Guide to Wonderful Wallowing, by James Croft.

LA: Teacher will review drawing conclusions.

LA: Teacher will review drawing conclusions, and discuss the difference in conclusions that are drawn from fiction and nonfiction stories.

MO/GA/RP: Students will divide into groups, and each group will choose an activity from the chapter on “Pigs at Play” from Pigs, and act out one of the activities as though they were the pigs.

R/PA: Class will read chapter fourteen of Charlotte’s Web. Class will discuss the events of the chapter. R/LI: Teacher will read the first chapter of Pigs: A Guide to Wonderful Wallowing, by James Croft. PS: Students will compare the information about pigs in Pigs: A Guide to Wonderful Wallowing to the information about pigs in Charlotte’s Web. PS/PA: Class will discuss the conclusions that can be drawn about pigs from the nonfiction story. Are conclusions from nonfiction more or less reliable than conclusions from fiction? PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it.

PS/GA: Students will be asked to work with a partner to find a conclusion that can be drawn from Pigs about the enemies (foes) of pigs. Students will discuss how/if this is addressed in Charlotte’s Web. Does Wilbur have any foes? PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it. SP: Students will practice their spelling words.

DA: Students who are sensitive about animal foes may choose a “friend” from the chapter to write on instead.

PS/W: Students will draw a conclusion from each story about the way pigs live and compare the two, explaining a similarity and a difference that can be seen between them. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it.

PA: Class will discuss the conclusions that can be drawn from the book about how pigs entertain themselves. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it. SP/Q: Spelling quiz

VA/MA: Students will make a collage about pigs, based on the information they gathered from Pigs: A Guide to Wonderful Wallowing. Students will draw pictures or cut images from a magazine to portray an accurate barnyard setting for a pig. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002

Monday Day 161 RVSOL E 3.23

Language Arts – Week 33 Tuesday Wednesday Thursday Day 162 Day 163 Day 164 RVSOL E 3.23 RVSOL E 3.23 RVSOL E 3.23

Fiction: Understanding Plots

Fiction: Understanding Plots

Fiction: Understanding Plots

Fiction: Understanding Plots

R: “Charlotte’s Web” by E.B. White, ch.19 W: Students will write a few sentences explaining the event that they think was the most important and why.

R: “Charlotte’s Web” by E.B. White, ch.20 W: Students will write short summaries of events from the story to put on the plot wall.

R: “Charlotte’s Web” by E.B. White, ch.21 W: Students will write about one event that concludes or ties up any loose ends of the story.

R: “Charlotte’s Web” by E.B. White, ch.22 W: Students will write a short plot summary of a specific chapter.

R: “The Classroom at the End of the Hall” by Douglas Evans W: Students will write a prediction for the story, based on the first chapter.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

R: Class will read chapter nineteen of Charlotte’s Web.

R: Class will read chapter twenty of Charlotte’s Web.

R: Students will read chapter twenty-one.

R: Students will read chapter twenty-two.

LA: Teacher will review plot and climax, and introduce and define “rising action” as the events that come before, or lead up to, the climax. Teacher will explain that most of a story is usually rising action.

LA: Teacher will review plot, climax, and rising action, and explain conclusion as the events that close or “tie up” the story.

W/A: Students will write a plot summary (what happened) for a certain chapter on pig shaped paper, and the class will combine their chapter summaries in order to form a summary book of Charlotte’s Web.

E/LA: Test will be reading based, and cover predictions and conclusions, and a little on kinds of plots.

LA/PS/PA: Class will review the events of the story thus far. Teacher will introduce and define “plot” as a story term. VA: Class will begin a “plot wall” that gives a visual representation of the way a plot plays out in a story. Teacher will write “Plot Wall” at the top. LA/VA: Teacher will introduce “climax” as the turning point or most important event in the story. Teacher will describe it as the highest point, and make a mark high on the plot wall, and label it ‘climax.’ PA/PS: Class will discuss which major events they think were the most important. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it.

PS: Students will recall events that happened before the climax of the story. VA/W/MO: Teacher will place a mark on the plot wall in the lower left corner, and draw a line up to the climax, to show the “rising action” of the story. Students will write events on partial sheets of paper, and attach them to the plot wall along the rising action line. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it. SP: Spelling words will be assigned for the next two weeks.

VA: Teacher will draw a line on the plot wall to represent the concluding events of the story. PA: Class will discuss the conclusion of the story, including any questions that are answered, problems that are resolved, etc. PS: Students will complete a crossword puzzle on “Charlotte’s Web” from http://www.abcteach.com /ebwhite/charweb.html. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it.

PS/GA/M: Class will complete the bar graph from http://www.abcteach.com /ebwhite/favchargraph.htm on the favorite characters of the students. PS: Students will continue filling out the story summary sheet found at http://www.abcteach.com /ebwhite/storygram.htm. Students will add new information as they find it. Q/E: Students will complete the reading comprehension quiz on Charlotte’s Web from http://www.teachervision .fen.com/tv/printables/ CW_quiz_charlotte.pdf.

Friday Day 165 TEST

LA/GA/MO/OL/VA/PS: Teacher will explain that students will be performing skits of different scenes from Charlotte’s Web during the last week of school. Teacher will allow students to choose one friend they want to be in a group with, and teacher will combine pairs to create groups of four. Groups will draw two scenes from a hat and choose one. If the group does not like either of their scene choices, they may put both scenes back and re-draw after all the other groups have drawn. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

SP: Students will review their spelling words. Smith, pp.26-27

DA: Students with visual impairments will have someone read the reading selections to them on the test.

Rebecca VanVliet EDUC 410-002 Language Arts – Week 34 Wednesday Thursday Day 168 Day 169 REVIEW REVIEW

Monday Day 166 REVIEW

Tuesday Day 167 REVIEW

R: “The Classroom at the End of the Hall” by Douglas Evans, ch.1 W: Students will write about one way the school in the story is similar to their own school.

R: “The Classroom at the End of the Hall” by Douglas Evans, ch.2 W: Students will write about one way the school in the story is different from their own school.

R: “The Classroom at the End of the Hall” by Douglas Evans, ch.3 W: Students will write about a time they were afraid.

R: “The Classroom at the End of the Hall” by Douglas Evans, ch.4 W:

R: “The Classroom at the End of the Hall” by Douglas Evans, ch.5 W:

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

OL: Teacher will use the vowel cards, and students will say the appropriate vowel sounds for each.

LA: Teacher will review homophones, synonyms, antonyms, subject, and predicate.

LA: Teacher will review the difference between fiction and nonfiction, and the different purposes for writing (informative, persuasive, entertainment, and morals).

LA: Teacher will review finding a main ideas and details in a story.

LA: Teacher will review connecting stories to life, and comparing/contrasting characters.

LA: Teacher will review plots, predictions and conclusions.

R/PS: Teacher will read short sections of The Classroom at the End of the Hall, and students will identify homophones, synonyms, antonyms, subjects, and predicates. PS: Students will complete the worksheet on homophones from http://www.manatee.k12. fl.us/sites/elementary/ palmasola/hom3.htm and the worksheets on subject and predicate from http://www.superteacher worksheets.com/grammar/ subjectpredicatea.pdf. GA/PS: In groups, students will try to complete the “challenge” at the bottom of the http://www.primary resources.co.uk/english/ homophones.htm page by thinking of and writing homophones for the given words, and also writing a synonym and antonym for each word if possible. Students will then write a complete sentence for each word, using a subject and a predicate.

R/PS: Students will determine whether they think The Classroom at the End of the Hall is fiction or nonfiction, and determine the author’s purpose for writing it. PS: Students will complete the “author’s purpose” worksheet from http://www.teachnology.com/worksheets/ language_arts/authors/ ver3/. SP: Students will practice their spelling words. LA/GA/MO/OL/VA/PS: Groups will work on their skits. Groups may be creative in the way they portray the scene, as long as the scene is recognizable for what it is supposed to be.

LA/GA/MO/OL/VA/PS: Groups read their scenes, and assign roles. DA: Students with reading disabilities will be able to have an assistant read the examples from the worksheet to them, and respond orally to the questions.

R/PA: Class will read and discuss the main ideas in chapter three of The Classroom at the End of the Hall. PS: Students will make a chart or web to illustrate the distinction between ideas and details. LA/Q: Students will take the online quiz at http://www.monroe elementary.org/mesclass/ crctexams/ language3.htm to review basic language arts concepts.

R: Class will read chapter four of The Classroom at the End of the Hall. PA/PS/GA: Students will divide into groups of three or four, and discuss one connection that can be made to the students’ lives from the story. Students will then use a Venn diagram to compare and contrast any two characters in the story. Groups will share their comparisons with the class.

Friday Day 170 REVIEW

R: Class will read The Classroom at the End of the Hall, chapter 5. PA/PS: Students will discuss the plot, draw one conclusion from the first few chapters, and make a prediction about the following chapters based on the information they already have. PS: Students will complete the general review from http://www.edhelper.com/ language/language_mixed_ review9003.html.

SP/Q: Spelling quiz LA/GA/MO/OL/VA/PS: Groups will work on their skits.

LA/GA/MO/OL/VA/PS: Groups will work on their skits.

LA/GA/MO/OL/VA/PS: Groups will work on their skits. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

Rebecca VanVliet EDUC 410-002 Language Arts – Week 35 Monday Tuesday Wednesday Thursday Friday Day 171 Day 172 Day 173 Day 174 Day 175 STANDARDIZED STANDARDIZED STANDARDIZED STANDARDIZED STANDARDIZED TESTING TESTING TESTING TESTING TESTING

Rebecca VanVliet EDUC 410-002 Language Arts – Week 36 Wednesday Thursday Day 178 Day 179 GROUP GROUP PROJECTS PROJECTS

Monday Day 176 GROUP PROJECTS

Tuesday Day 177 GROUP PROJECTS

Friday Day 180 GROUP PROJECTS

R: “The Classroom at the End of the Hall” by Douglas Evans, ch.6 W: Students will write a description of their own “Classroom at the end of the hall” and include details about the room, students, and any quirks they want to put into it.

R: “The Classroom at the End of the Hall” by Douglas Evans, ch.7 W: Students will continue their writing from the previous day.

R: “The Classroom at the End of the Hall” by Douglas Evans, ch.8 W: Students will continue their writing from the previous days.

R: “The Classroom at the End of the Hall” by Douglas Evans, ch.9 W: Students will write about one thing they wish they could have done this year.

R: “The Classroom at the End of the Hall” by Douglas Evans W: Students will write about their favorite memory from the year.

LA/R: Class will read and discuss chapter 6 of The Classroom at the End of the Hall.

LA/R: Class will read and discuss chapter 7 of The Classroom at the End of the Hall.

LA/R: Class will read and discuss chapter 8 of The Classroom at the End of the Hall.

LA/R: Class will read and discuss chapter 9 of The Classroom at the End of the Hall.

LA/R: Class will review and discuss the characters and topics in The Classroom at the End of the Hall.

LA/GA/MO/OL/VA/PS: Groups will finish working on their skits.

LA/GA/MO/OL/VA/PS: Groups will present their skits.

LA/GA/MO/OL/VA/PS: Groups will present their skits.

LA/GA/MO/OL/VA/PS: Groups will present their skits.

LA/GA/MO/OL/VA/PS: Groups will present their skits. W: Students will update their weekly journal of things they learned and things that happened throughout the week (free writing).

DA: Students who missed or did poorly on the last spelling test may study and retake it.

Rebecca VanVliet EDUC 410-002 Works Cited – Language Arts “ABC Teach Directory.” ABC Teach. Retrieved Nov. 11, 2007 from http://www.abcteach.com/directory/basics/reading/charlottes_web/. Bartle, Lisa. “Database of Award-Winning Children’s Literature.” Database of Award-Winning Children’s Literature. Retrieved Nov. 12, 2007 from http://www.dawcl.com/. Cornett, Claudia E. Creating Meaning Through Literature and the Arts. NJ: Pearson Education Inc., 2007. “Reading Comprehension Worksheets.” TeAchnology: The Online Teacher Resource. Retrieved Nov. 16, 2007 from http://www.teachnology.com/worksheets/language_arts/reading_comp/. “Sequenced Lesson Plans.” Georgia Department of Education. Retrieved Nov. 10, 2007 from http://www.glc.k12.ga.us/seqlps/sudisplay.asp?SUID=129. “Skillwise.” BBC.co.uk. Retrieved Nov. 10, 2007 from http://www.bbc.co.uk/skillswise/. “Third Grade Skills.” I4c: Internet for Classrooms. Retrieved Nov. 10, 2007 from http://www.internet4classrooms.com/skills_3rd_original.htm#text. Idea Books Inky Penguin. The Writing Book. NY: Philmark Lithographers, 1986. Paper, Pen, & Think. NY: The Instructor Publications, Inc., 1981. Reuther, Barbara M. and Diane E. Fogler. Complete Art Curriculum Activities Kit: 180 Easy-toUse Art Lessons in 8 Exciting Creative Media for Grades 1-8. NJ: Parker Publishing Company, 2001. Runjamin, Rosemary E. Reaching for Language Creativity: Enrichment Activities for Reasoning and Writing. CA: David S. Lake Publishers, 1987.

Rebecca VanVliet EDUC 410-002 Smith, Mary D. & Brad Smith. Creative Writing Patterns. CA: Teacher Created Materials, 1982. Wille, Fred. The ABC’s of Creativity & Language Arts. IL: Good Apple, 1978.