4 - Claar-smith - Language Arts Charts
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A AC C CI CC CL CM CR CZ DA E GA I L LA LE LI LS H HS HW M MA MO MU O OL PS Q R RE RT S SS T TX W
art accountability compassion community involvement- collaboration with the community collaboration with colleagues/ resource teachers cultural literacy and diversity communication creativity citizenship differentiation/accommodation evaluation group activity integrity literacy Language Arts leadership listening life skills health home/school connection- collaboration with families homework math manipulative activity movement/ physical education music obedience oral language/ public speaking problem solving/ critical thinking quiz reading responsibility respect science social studies technology text writing
Week 1
Monday Day 1
Tuesday Day 2
Wednesday Day 3
Thursday Day 4
Friday Day 5
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
R: syllabus W: intro for partner
R: directions activity, recipes, game directions, instruction manual W: response to directions activity
R: examples of step-by-step directions of how to do something W: how to paragraph
R: how-to paragraphs W: journal response to leadership activity
R: dictionary definition of “leadership”, leadership examples W: leadership qualities
LA/LI/AC/C/CR/ I/O/RE/RT: The teacher will discuss what will be covered in the fourth grade in language arts. The teacher will also briefly mention each of the character traits mentioned throughout the year.
LI/O/R: The teacher will hand out a list of directions, the first being to read through the entire list before doing anything, the last saying to not do anything, just set the list down and wait for the rest of the class, and the ones in the middle say to do all kinds of crazy things. Students will be encouraged to read directions carefully (partly out of embarrassment for students that actually start to do things).
R: Students will examine how-to examples of students from previous years. Students will focus on such words as “next”, “then”, and other transition words.
OL/R: Students will volunteer or the teacher will pick random students to read their how-to paragraphs to the class.
LA/LE: Students will brainstorm a list of leadership qualities and write them on the board. Someone will look up the definition of “leadership” in the dictionary and share it with the class.
GA/OL: Students will partner up and ask their partner questions about themselves. Each partnership must then briefly introduce the other to the rest of the class.
R: Students will examine directions to a board game, a cookie recipe, and instruction manual to put something together. The class will discuss the importance of following directions.
W: Students will then write their own how-to paragraphs. LA/OL/HW/CI/ CR: Students will interview someone in their community about how to do something that the student does not know how to do. They will present their findings in class in a week and a half and must make a creative display of the stepby-step process. DA: ELL students will have additional support and a word-list of time transition words.
Week 2
GA/LE/MO: Students will get with a partner. One partner will be blindfolded. The other partner will guide the blindfolded student around the school but with only directions and not touching them. They will then switch roles. LA/W: Students will then write about their experience and how they felt about the situation. LA/OL: Some of the students in the class will then read about their experience and discuss as a class their feelings as a leader and as a follower.
SS/LE: The class will also make a list of people from history that were good leaders. LA: The teacher will explain how it is important to work together well as a group and how sometimes there will be a leader to take charge and how each team member should be a good leader. LA/R: Students will then read descriptions of individuals that they might have in their class and which student they think would make the best leader and member of a group and why. The class will discuss their results.
Monday Day 6
Tuesday Day 7
Wednesday Day 8
Thursday Day 9
Friday Day 10
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
R: list of discussion topics for leadership activity W: journal response to leadership activity
R: story from textbook W: comprehension questions at the end of the story
R: opinion vs. fact statements, dictionary definition of “opinion” W: opinion vs. fact statements
R: newspapers, magazines W: school policy change opinion
R: magazine articles W: magazine articles description of purpose & audience
LA/GA: Students will divide up into small groups of four members each. Each group member will have a number from 1-4. Starting with student #1, students will have a short amount of time in which they will lead a discussion on a topic from a list generated by the teacher. The leader must take notes on the discussion and encourage the group members to participate, exhibiting the important characteristics of a group leader as described by the SOL.
LA/GA/OL/LE: Students will get in small groups and together read a random story from their textbook. They will go around the group and orally read the story. The students will then complete the textbook generated comprehension and discussion questions at the end of the section. The group must agree on their answers and work together as a group to complete this- in other words, one student cannot complete the entire thing. The teacher will monitor the progress of this assignment and make sure all group members are contributing equally.
LA: The teacher will discuss what the students have learned in the past few days about working with other group members. The teacher will then discuss how sometimes group members will disagree about things. Sometimes, such things as “opinions” get in the way. A student will look up the definition of “opinion” and then the teacher will help explain the difference.
LA/SS/LS/CZ: Students will discuss current events in the newspaper. Students can voice their opinions on the situation (as long as it is not too controversial in nature), all the while keeping it controlled.
LA/OL/LI: The teacher will read sentence a few different ways, each way exhibiting a different style of speaking and gestures. The teacher will ask the students to determine which is the best and why. The teacher will then explain the importance of word choice and method of communication for a variety of audiences. The class will then determine some characteristics of a speech for a variety of audiences and purposes.
DA: Students with ADD or get easily distracted by others will be able to work as a group in the hallway.
LA/HW: Students will then write their own opinion statements and non-opinion statements, 4 of each.
W: Students will then journal about their group discussion and how they felt as a leader and as a group member, showing the differences between the two.
LA: Students will look at statements and determine whether or not they are opinions or simply statements.
Week 3
LA/W: The teacher will give a topic of interest to the students, such as maybe school uniforms or inclusion of an additional sport in the school, and the student must write their opinion of the situation and then back it up with why not or why they agree with the idea. The class will then discuss the topic as a whole with students voicing their beliefs and opinions on the subject.
LA/R/W: Students will read excerpts from different magazines and compare the audiences and purpose of the writing. Students will make a chart of the differences.
Monday Day 11 MCSOL E 4.5, 4.6 Oral Presentations
Tuesday Day 12 MCSOL E 4.5, 4.6 Oral Presentations
Wednesday Day 13 MCSOL E 4.5, 4.6 Oral Presentations
Thursday Day 14 MCSOL E 4.5, 4.6 Oral Presentations
Friday Day 15 MCSOL E 4.5, 4.6 Oral Presentations
R: how-to projects W: journal about presentations
R: how-to projects W: journal about presentations
R: how-to projects W: journal about presentations
R: how-to journal responses W: qualities of good questions
R: topic paragraphs W: topic paragraphs
LA/OL/CR: One third of the students will present their howto projects to the class. After each project, students will have the opportunity to ask relevant questions about the task and students must be prepared to answer the questions. After the presentations, students will walk around and read what each student has written for their project.
LA/OL/CR: Another third of the students will present their howto projects to the class and answer appropriate questions about their topic. Once again, after the presentations, students will walk around and read what each student has written for their project.
LA/OL/CR: The last third of the students will present their how-to projects to the class and answer appropriate questions about their topic. Once again, after the presentations, students will walk around and read what each student has written for their project.
LA/R: A few students will read their journal responses to the various how-to project presentations.
LA: The teacher will explain that when students are researching that they should mention what is important to the topic and not mention irrelevant information.
W: The class will then journal about what they learned from the presentations and what interested them.
W: Again, students will journal about any knowledge they gained from the presentations and what they found interesting.
LA: The class will play the classic game 20 questions. This will give students a chance to learn how to ask good, appropriate questions. Students win if they correctly W: The class will guess the answer; then journal about the teacher wins if what they learned the class does not from the get the item in presentations and under 20 questions. what interested If the class wins, them and then they will get 5 extra which presentation points on an was their favorite assignment. If the and why. teacher wins, the class will need to DA: Gifted students thoroughly clean can explain how the room (or do their topic is related whatever other busy to another work needs to be individual’s topic or done, but not make an analogy something too about their topic. punishing in They can also nature). The explain how their teacher will explain project was the importance of meaningful to them. asking good questions while reading and in other situations.
Week 4
LA/R: Students will read a topic sentence and determine if all of the sentences in the paragraph have to do with that topic. Any irrelevant information should be underlined with a colored pencil. Students will then add any sentences that would make the paragraph flow more and including more relevant information to the topic.
Monday Day 16 MCSOL E 4.5, 4.6 Oral Presentations
Tuesday Day 17 MCSOL E 4.5, 4.6 Oral Presentations
Wednesday Thursday Friday Day 18 Day 19 Day 20 MCSOL E 4.7b MCSOL E 4.7b MCSOL E 4.7b Resource Materials Resource Materials Resource Materials
R: textbook reading on public speaking W: notes on public speaking video
R: classroom nonfiction books W: notes on portions of classroom nonfiction books
R: dictionary, thesaurus, glossary W: dictionary definitions
R: dictionary, thesaurus, glossary W: thesaurus synonymsscavenger hunt
R: dictionary, thesaurus, glossary W: journal about what learned about reference materials
LA: Students will watch a video about public speaking techniques. Students will take notes on the movie while they are watching it. The class will then review what they saw after the video and what some important parts of it were.
LA: The teacher will demonstrate some possible methods of notetaking for research purposes, leading into the next section. Students can use note cards or lined paper.
LA/CC: The class will meet in the library. The librarian will explain how to use and the purpose of a dictionary, thesaurus, and glossary in an encyclopedia or other nonfiction work. The librarian will identify important parts of a dictionary definition.
LA/CC: The class will once again meet in the library and the librarian will review what was learned the day before.
LA: The teacher will describe references and resources to be found within the classroom.
LA/W: Students will look at dictionary definitions and then write their own definition to a made-up word including all of the parts.
DA: Students that may need more time have the option of staying after school or during recess to try to finish it up so they will not fall behind the others.
LA/W/R: Students will find a nonfiction book somewhere in the book and take LA/R: Students some notes on will then read a something they portion of their might find textbook that interesting, using explains about how some of the to take good notes. techniques described by the teacher. LA/OL: Students will go around the classroom after they have put their books away and state one interesting thing they read about and that is in their notes.
Week 5
LA/GA: Students will work with a partner on a scavenger hunt in the library to find and apply the principles learned in the past two days.
LA/W: Students will write a letter to a friend that is new to the classroom explaining how to find references in the library and classroom.
Monday Day 21 MCSOL E 4.7c-d
Tuesday Day 22 MCSOL E 4.7c-d
Wednesday Day 23 MCSOL E 4.7c-d
Thursday Day 24 MCSOL E 4.7c-d
Friday Day 25 MCSOL E 4.7c-d
Word Identification Skills
Word Identification Skills
Word Identification Skills
Word Identification Skills
Word Identification Skills
R: dictionary W: dictionary definitions
R: dictionary W: meaning of underlined words
R: sentences with unknown words W: definitions of unknown words
R: sentences W: sentences
R: difficult words with suffixes W: made up words containing suffixes to determine the definition
MU: The teacher will play very different styles of music (like march, slow music, polka, etc.) and ask the class what kind of occasion would be most appropriate for the music to be played for to get the class thinking about context.
LA/GA: Groups of 45 students find unusual words from the dictionary. Each team member writes a definition for the word but only one member writes the correct definition of the word. Each team stands and members orally read definitions in turn, trying to convince the class that each has the correct one. They will also try to use the word in a sentence that seems to make sense. The audience can applaud to vote on which they believe is correct. Then the group will explain what the true definition of the word is. (Creating Meaning Through Literature and the Arts, p. 264)
LA: The teacher will explain that sometimes it is difficult to always carry a dictionary when trying to decipher an unknown word and that sometimes just looking at other words in the sentence makes the word clear.
LA: The teacher will explain that sometimes words are pronounced differently based on the context of the sentence. (i.e. project, record, and desert. The teacher will write those words on the board and ask how to pronounce them. A student will say it one way. The teacher will then ask them to use it in another way. The teacher will show evidence of this from the dictionary. (Integrating Language Arts Through Literature & Thematic Units, p. 246)
LA: Students will review suffixes and show that knowing word endings and beginnings can help determine the context of a long word. Students will break down words with suffixes into their base word and the suffix. Students may have an easier time with smaller portions of words (bases) and then figure out the meaning using the suffix.
LA/GA: Now that students know how to use a dictionary, students will work in pairs with dictionaries to look up words with multiple meanings. Students will copy all of the definitions on their worksheet. LA: The teacher will discuss the problems of having one word with multiple meanings- how will you know what it means? The teacher will introduce the concept of looking at the context of the word. The teacher will give a few examples of how the sentence wording can give different meanings to the same words.
LA: Students will complete a worksheet with an underlined word that has several meanings in several different sentences describing the different uses of the word. Students will explain the meaning of the word in that particular context.
LA/GA: Students will complete a worksheet that contains sentences with words way above grade level but with other words in the sentence that make the meaning known. Students will guess what the underlined word means in the sentence by looking at the context. (Integrating Language Arts Through Literature & Thematic Units, p. 246)
Week 6
LA: Students will write their own sentences using one word with two different pronunciations with sentences for each usage. Several students will read their sentences aloud.
LA: Students will make up their own word using a base word and a suffix and create their own meaning for the word. Students will then present their new word to the class and the class must together decipher the meaning of the word. DA: Gifted students will be challenged to find the definitions of very complicated difficult words using the skills they learned in class.
Monday Day 26
Tuesday Day 27
Wednesday Day 28
Thursday Day 29
Friday Day 30
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
R: The King Who Rained W: homonym-related sentences/ phrases
R: A Chocolate Moose for Dinner W: homonym-related sentences/ phrases
R: thesaurus W: worksheet
R: card game W: worksheet
R: synonyms & antonyms W: worksheet of synonyms & antonyms
LA/LI/R: The teacher will begin this lesson by reading the book The King Who Rained, by Fred Gwynne to get the class thinking about homonyms.
LA/LI/R: The teacher will read the sequel to the book read yesterday, A Chocolate Moose for Dinner and then discuss the homonyms used in the book.
LA: The teacher will describe what a synonym is and explain that an easy way of remembering the word “synonym” is that it is like “same” with the “s” at the beginning.
LA/MO: Students will play a game with synonyms. Each student will be given an index card with one word written in blue and one in red. A student will read the word in blue and whoever has the synonym written in red goes to stand next to them. Then that student reads their blue word and the game continues. Once the students can get it right the first time, the teacher will collect the cards and this time the students will play to see how fast they can get it and compare to previous classes of students. (http://www.educationworld.com/a_lesson/04 /lp334-01.shtml)
LA/A: The teacher will ask the students to think of two things that are antonyms. Students will draw pictures of them and will then present their pictures to the class.
LA: A student in the class will look up the word “homonym” in the dictionary and the teacher will give a class definition for a homonym.
LA: Students will sign up for a phrase/ sentence that they would like to do for their homonym class book.
LA: The class will brainstorm a list of synonyms.
LA/R: Students LA/T: Students will will look up synonyms of a type their sentence given set of words on the computer in the computer lab so in a thesaurus. that they have LA/HW: Students something nice for will complete a their book. worksheet in LA/A/HW: which they must LA/A/CR: Students Students will then match synonyms. will begin to pick come back and with They will finish it one phrase to make a whatever time is for homework. page in a class-made left, they will begin book with an to illustrate their illustration similar to individual page. that of The King Students must turn Who Rained. this in by Friday so it can be copied and DA: ELL students made into a class will have a phrase book. given to them and LA/PS: The class will brainstorm a list of homonyms and common phrases such as those used in the book that could be taken a completely different way.
additional teacher support in understanding the meaning of the English.
Week 7
LA: The teacher will then introduce antonyms and explain how they are opposites. Students can remember that “antonym” and “opposite” both start with a vowel sound. LA: The class will brainstorm a list of antonyms. LA/HW: Students will complete a worksheet in which they must match up antonyms.
LA/GA: The teacher will have some cut out words. Students must work with partners to match up the synonyms. The students will then get a different bag with words and they will have to match up the antonyms. LA: Students will have a worksheet and they will need to identify whether the two words listed are antonyms, synonyms, or homonyms.
Monday Day 31
Tuesday Day 32
Wednesday Day 33 MCSOL E 4.8 Fiction
Thursday Day 34 MCSOL E 4.8 Fiction
Friday Day 35 MCSOL E 4.8 Fiction
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
R: charades cards W: synonyms
R: questions on test, choice of book W: questions on test
R: fiction book scavenger hunt W: answers for scavenger hunt
R: Because of Winn-Dixie W: new situation
R: Because of Winn-Dixie W: character web
LA/MO: Students will play charades with specific words. Students will pick a word and for part of the time the acting student will act out the antonym of that word and other students must guess what the original word was. Then for each game, students must name two synonyms of the word on the card and the antonym that was acted out and the teacher will write it on the board. This will be played as a review game for the test tomorrow. (Creating Meaning Through Literature and the Arts, p. 264)
LA/E: Students will take a test on synonyms, antonyms, homonyms, and word identification skills. Students will need to write down some answers and read short passages and identify the appropriate kinds of words.
LA/CC: The class will meet in the library. The librarian will talk about the different genres of books and that the genre the students will be studying is fiction. The librarian will explain how to find the fiction books. The librarian will also explain the organization of books in the library and where to find different books.
LA/R: The teacher will pass out student copies of Because of Winn Dixie, which the students will read for the next two weeks. The teacher will read aloud the first chapter.
LA: The teacher will hand out the final copy of the class homonym book to each student. LA/R: Students in whatever time is left can pick a book and have a time of D.E.A.R. Students can also make up any work that is overdue or missing.
LA/W: Students will make a character web of all of the characters introduced thus far along with a list of adjectives for each character. Students will notice how their personalities change throughout LA/W/OL: the story. The Students will write class will then about a time in discuss their which they felt like results. an outsider- maybe (http://www.rif.org they moved or /educators/lessonpl went to a different ans/winnschool or maybe dixie.mspx) when they were LA/MO/GA: The put into a new LA/R/HW: With students will get situation that they whatever time is with a partner and did not know what left, students will will do a scavenger to do. Students continue to read hunt around the will have time to the book. By library in the write and then Monday, chapters fiction section to some students will 8-13 are due. discover some read their journals. things about the DA: Gifted way fiction books LA/R/HW/W: students will write are arranged and Students will read a paper about how where to find chapters 2-7 for the main characters them, completing a homework due on changed worksheet. Friday. throughout the story, comparing their actions at the beginning to the ending. Week 8
Monday Day 36 MCSOL E 4.8 Fiction R: Because of Winn-Dixie W: answer questions about story
Tuesday Day 37 MCSOL E 4.8 Fiction
Wednesday Day 38 MCSOL E 4.8 Fiction
R: Because of Winn-Dixie W: vocabulary list, pet story
R: Because of Winn-Dixie W: response to rock candy activity
LA/W/T: Students will receive a list of vocabulary words from Because of Winn Dixie and they will need to fill it in with definitions that the teacher has on the overhead.
LA/R/HW: Students will need to have the book finished for class tomorrow.
Thursday Day 39 MCSOL E 4.8 Fiction
Friday Day 40 MCSOL E 4.8 Fiction
R: Because of Winn-Dixie W: journal entry from perspective of character
R: Because of Winn-Dixie W: compare/ contrast of movie vs. book
LA/W: Students will pick a character from the book and write a journal entry in the perspective of that S: Students will individual and learn how hard describe how they candies such as get ready for the Littmus Lozenges party at Gloria are made. The Dump’s house. LA/R/W/GA/LE/O LA/W: Students science experiment (http://www.rif.org L: Students will get will write about a is found at /educators/lessonpl in groups of three pet that they have. http://www.explora ans/winnand answer one of They will write a torium.edu/cookin dixie.mspx) the following story about their g/candy/recipequestions: Who is pet. If the child rockcandy.html. LA/M: Gloria Gloria Dump and does not have a The teacher will Dump had music why are the pet, they can write have already made playing at her Dewberrys afraid of about a pet that rock candy for party, so while her? What makes they know of or each student to students are people afraid of others? Why do the they can make up a have. writing their Dewberrys annoy story about a pet journal article, the Opal? Each student that they would LA/W: Students teacher will have will pick a question like to have. will write a music playing in that they will lead response to the the background. and then that DA: ELL students science activity in question leader will have an class today and from each group additional set of write whether or will share their vocabulary words not they liked the findings with the on word cards so hard candy. rest of the class. they can learn the (http://www.rif.org/ English. educators/lessonpla ns/winndixie.mspx) LA: The class will discuss important events in the story so far. The teacher will add additional things that the children should have been able to understand from the story.
LA/R/HW: Students will need to have chapters 1420 ready by Wednesday.
Week 9
LA/T: The class will watch the movie version of Because of WinnDixie. LA/W: Students will write down differences from the movie to the book.
Monday Day 41 MCSOL E 4.8 Fiction
Tuesday Day 42 MCSOL E 4.8 Fiction
Wednesday Day 43 MCSOL E 4.8 Fiction
Thursday Day 44 MCSOL E 4.8 Fiction
R: Because of Winn-Dixie W: compare/ contrast of movie vs. book
R: test W: test
R: fiction book W: list of questions about book
R: fiction book, dictionary W: vocab. list
LA/T: Students will watch the second half of the movie Because of Winn Dixie.
LA/E: Students will take a test on Because of Winn Dixie. The test will include important vocabulary and important events from the story.
LA/CC: For the first part of the class, students will choose a fiction book from the library that they will do a project on. It must be a book they have never read before.
LA/R: Students will have a few minutes to continue to read their book.
LA/W: Students will take notes of the differences in the movie. When they are done with the movie, students will write a compare/contrast of the movie and the book and then tell which one they liked better and why. The class will then discuss some of what they found. LA: With whatever time is left over, the class will review for the test tomorrow.
LA/W: Students will write down a list of questions that they would like answered before they start reading the book. LA/R: Students will begin reading their book. DA: Students of a lower reading level can pick an easier book; students who are gifted or at a higher reading level can pick a more difficult book to read.
Week 10
Friday Day 45 MCSOL E 4.8 Fiction R: fiction book W: character adjectives
LA: The teacher will give the students a list of projects that they can do on their book. Students LA/W: As students will have to pick are reading, they two from the list to must keep a list of do as a project. important vocabulary that LA/W: Students they will turn in will keep a running along with a list of all of the definition of the characters in their word from the book and 2-3 dictionary. They adjectives to must include at describe each least 20 new words character. Students minimum. will then write which character they like at that time in their book and why. LA/R: With the remaining time, students will continue to read their book.
Monday Day 46 MCSOL E 4.8 Fiction
Tuesday Day 47 MCSOL E 4.8 Fiction
Wednesday Day 48 MCSOL E 4.8 Fiction
Thursday Day 49 MCSOL E 4.8 Fiction
R: fiction book W: project
R: “Amelia and Eleanor Go for a Ride” W: Venn Diagram comparison
R: “Amelia and Eleanor Go for a Ride” W: explanation of how Amelia and Eleanor could have been friends
R: fiction book W: compare & contrast with previously read fiction book
R: fiction book W: reaction to book
LA/R/W/A/CR: Students will have a work time to work on their project during class. Their projects must be creative. Some different project ideas are illustrating a scene from the story, writing an alternate ending to the story, researching the time of the story and writing a 2page paper, making a travel brochure, and so on.
LA: The teacher will talk about a certain kind of fiction known as historical fiction.
LA/R/TX/OL: The class will finish reading the story in the same style as the class period before. Again, the teacher will ask comprehension questions along the way.
LA/W: Students will think about any other stories that they have read in the past that were similar to the book they are reading now. Students will compare and contrast that book to the one they are reading now. If they can’t think of anything, they can compare and contrast it with Because of WinnDixie.
LA/MO/OL: Students will display their fiction projects. They will act as one of the main characters in the book they read and explain their book. Students can also dress like their character.
LA/M: The teacher will create a Venn Diagram comparing historical fiction with contemporary fiction, which is what Because of Winn-Dixie is.
LA/W: The teacher will LA: The class will explain that brainstorm what they although the story know about Amelia is fictional, how Earhart and Eleanor could the two have Roosevelt before been friends? they read. The What qualities and teacher will add experiences did input as well. they have in LA/R/TX/OL: The common? class will read the Students will write story “Amelia and a response with Eleanor Go for a answers from the Ride”. One student reading and will begin reading historical one paragraph and knowledge. If then pick someone else to read the next students are paragraph, with each stumped, they can work with a student having a partner. chance at reading. Along the way, the teacher will ask comprehension questions. (Lead the Way, p. 126-139)
DA: The teacher will explain the phrase “birds of a feather” to ELL students. (Lead the Way, p. 128) Week 11
Friday Day 50 MCSOL E 4.8 Fiction
LA/W: Students will write a onepage reaction to their book and the project.
Monday Day 51 MCSOL E 4.9a
Tuesday Day 52 MCSOL E 4.9a
Wednesday Day 53 MCSOL E 4.9a
Graphic Organizers
Graphic Organizers
Graphic Organizers
Thursday Day 54 MCSOL E 4.9b Prediction
Friday Day 55 MCSOL E 4.9b Prediction
R: “Red Writing Hood” W: graphic organizer of story
R: “Red Writing Hood” W: graphic organizer of story, evaluation of story
R: The Stinky Cheese Man and other Fairly Stupid Tales W: graphic organizer of story
R: “The Gardener” W: predictions
R: “The Gardner” W: predictions
LA: Students will write out the plot line of the original story of “Little Red Riding Hood”. The teacher will demonstrate how this can be done on a flow chart.
LA/W: The teacher will assist students in making a graphic organizer of the story they just read of important flow of events.
LA/R: The teacher will read the story The Stinky Cheese Man and other Fairly Stupid Tales, by Jon Scieszka & Lane Smith, to the class.
LA: Students will look up the word “predict” in the dictionary. The class will then come up with a definition for the word to put in their notes.
LA/R/TX: The class will finish reading the story “The Gardner” and making predictions about it.
LA/W: Students will write an evaluation of the story and whether or not they think fairy tales should be left alone or changed.
LA/W: The teacher will pick one of the stories to make a graphic organizer flow chart from, comparing the original story to the rewritten form.
LA/TX: The teacher will ask students to look at the cover page for the short story called “The Gardener”. The teacher will ask the students to predict what the story will be about, given what they know about the topic.
LA/PS/TX: Students will read the name of the next story they will read, “Red Writing Hood” and predict what it will be about. The teacher will point out the homonym in the word “writing” and how it might be different than the original story.
DA: Gifted students will pick a fairy tale different LA/OL/TX: The teacher will ask for from the ones volunteers to read discussed the week each part and students before. The will dramatize the student will then story of “Red Writing rewrite the ending Hood” in their of the story so that textbooks. it is much different LA: While students than the actual are reading, the version. teacher will ask a series of comprehension questions to be sure they are following along. (Lead the Way, p. 456-470)
LA/GA: Students will work in small groups. Each group will be assigned a different story and students in the groups will need to do this activity for their particular story, comparing the actual story to the rewritten version.
Week 12
LA/R/TX: The teacher will begin to read “The Gardener”. After every few parts, the teacher will ask students to predict what will happen next or what the character is referring to based on the other information. Throughout the story, the teacher will stop and ask questions about the text and even the illustrations. (Lead the Way, p. 22-47)
LA/W: Students will then write about how many of their predictions actually were true and how many were wrong. Students will also ask questions about topics that are not specifically addressed in the writing. LA/SS: The class will talk about how times were different during the Great Depression, the time setting of this story. LA/W: Students will then compare and contrast the time period of the story with the present. Students will then write whether or not they would rather live during that time or stay in the present time period.
Monday Day 56 MCSOL E 4.9c Conclusions
Tuesday Day 57 MCSOL E 4.9c Conclusions
Wednesday Day 58
Thursday Day 59
Friday Day 60
MCSOL E 4.9d Summarizing Techniques
MCSOL E 4.9d Summarizing Techniques
MCSOL E 4.9d Summarizing Techniques
R: “Red Writing Hood” W: conclusions
R: “The Gardner” W: conclusions
R: summarizing passage W: summarize passage
R: social studies textbook W: summarize social studies text
R: classroom book W: graphic organizers, predictions, conclusions, and summaries
LA: The teacher will explain cause and effect to the students. The teacher will refer back to the story, “Red Writing Hood” in drawing conclusions about events in the story. The class will discuss several conclusions that they can draw from this story and then writing them down. The teacher will explain that drawing conclusions can help the students better understand the story. Students can make a conclusion chart as seen in Lead the Way, p. 471B.
LA: The teacher will explain how making predictions and drawing conclusions from stories go hand-inhand- predictions are pre-reading and drawing conclusions occur after the story is read to better understand the story. The class will draw some conclusions about the story “The Gardner” and write them down along with their predictions. Students will also pull out their questions and together the class will try to figure out the answer based off of the text.
LA: The teacher will ask students that if someone asked them how their day was, what would be a better way to do it? The teacher will give one way where the person talks about all of the little details about everything and the other one is a summary. Students will respond that the summary version is better. The teacher will ask the students why and students will give all kinds of reasons. The teacher will explain the importance of being able to summarize stories.
LA: The class will go over the results of the worksheet completed yesterday. The teacher will write the answers on the board and show how students can summarize right from the passage by picking out important details.
LA/E: Students will have a passage similar to those used for the summary part. At various parts along the test, they will have to predict events happening, make a graphic organizer, draw conclusions from the text, and summarize the selection for a test.
DA: Drawing conclusions will especially help ELL students. The teacher will provide extra assistance to these students so that they can better understand what is happening in stories.
LA/W/R: Students will have a short passage (1-2 pages) that they will need to summarize in a few sentences.
Week 13
LA/TX/SS: The teacher will ask students to summarize a chapter from the students’ social studies textbook. The teacher will ask students later to share their results.
LA/R: When students are completed, they can pick a book from the class library and read for the rest of the class.
Monday Day 61
Tuesday Day 62
Wednesday Day 63
Thursday Day 64
Friday Day 65
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
R: citing resources, note cards for notes W: citing resources, note cards for notes
R: book titles W: notes on research materials
R: Dewey Decimal classification system W: worksheet
R: resources W: KWL
R: encyclopedia W: research for paper
LA: The teacher will explain a good method of notetaking in order to write a research paper. The teacher will show how to divide note cards up into different headings.
LA/PS/AC: The teacher will have a list of books with their titles. Students will look at the list and decide which books would be the best sources to use for a research paper on the topic of snakes. The teacher will go through each book and ask whether or not it would be a good source and then why or why not. The teacher will explain that not every source out there is a good source to use and students must learn discernment. The teacher will explain the problem with just using any source and how it can be misleading to the readers.
LA/CC: Students will meet in the library and will learn about the Dewey Decimal system. They will learn how books in the library are organized with the activity “Huey and Louie Meet Dewey”. This activity describes a fictional story of two boys learning about the library organization system. There is also a worksheet to accompany the library activity which can be done individually or with a partner. (http://www.educat ionworld.com/a_lesso n/02/lp26102.shtml)
LA/W: Students will pick a topic that interests them and decide to write a short research paper about it (minimum of 3 pages). Students will sign up for their topics. Students will fill out a KWL graphic organizer of what they already know, want to learn, and eventually what they learn about their topic.
LA/PS: Students will generate a list of questions that they would like to have answered about their research topic. They must come up with a minimum of 10 questions.
LA: The teacher will then explain how to cite different resources. Students will practice citing resources and then the class will go over the proper way to do so. The teacher will explain the importance of citing resources so the person who uses them is not in violation of stealing them.
LA/W: Students will take notes on what is discussed in class and important things to look for when finding research materials. DA/CI/CZ: Gifted students can go to their library at home and pick ten books and explain how they would be a good or a bad source.
Week 14
LA/CC: Students will go to the library for a short amount of time and pick up some books that would help the student research their topic. The librarian will show a good place to find resources.
LA: Students will use encyclopedias found in the classroom library to continue to learn about their topic.
Monday Day 66
Tuesday Day 67
Wednesday Day 68
Thursday Day 69
Friday Day 70
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
R: research materials W: researching
R: research materials W: journal prompt
R: resource materials W: rough draft
R: resource materials W: rough draft
R: peer’s paper W: proofreading paper
LA/CC/T: Students will meet in the computer lab to do some researching using the internet and computer resources. The computer lab teacher will give an introduction to the task of internet and computer program researching and then students will be free to research for themselves. A good website with resources for children is http://www.coolles sons.org/#research help.
LA/W: Students will answer a journal prompt that they will write on for a lot of the period in order to practice writing.
LA/W: Students will work on a rough draft of their paper. They will have all period to work on their paper and organize their research material.
LA/W: Students will work on writing their rough draft for their paper.
LA/R/W/GA/RE/ AC: Students will pick a responsible partner that they trust to proofread their paper. The teacher will review the basic proofreading skills and things to look for when proofreading. When students get their paper back, they must correct their mistakes.
LA/R: Students will continue to gather information from the material that they read in order to write their research paper.
LA/HW/W: Students will need to have their rough draft finished by Friday.
LA/A/T: Students will design a cover page for their project. Students can draw a picture or find a picture on the computer to use.
DA: The teacher and teacher’s aids will proofread the paper of an ELL or learning disabled student due to the high frequency of errors. The teacher and teacher’s aid will also help these students additionally, even during recess and before and after school.
AC: The teacher will walk around the computer lab to make sure students are being accountable and on-task.
Week 15
Monday Day 71
Tuesday Day 72
Wednesday Day 73
Thursday Day 74
Friday Day 75
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
R: diorama list W: plan for diorama
R: paper W: typing final draft
R: paper W: typing final draft
R: research paper W: journal entry about paper
R: final project W: KWL
LA/A/CR/HW: Students will make a diorama to go along with their research paper. They will read over a list of possible ideas and a supply list for the diorama. Students will have a time to work on it in class during this day and then must work on it for homework.
LA/T/AC: Students will meet in the computer lab and work on typing their report neatly on the computer. The teacher will monitor to make sure they are staying on-task. While students are typing their draft, they will make sure that their peer grader caught all of the mistakes, so students might need to reread their paper.
LA/T/AC: Students will again work on typing their final papers in the computer lab. When students are done, they can reread it to make sure there are no mistakes.
LA/HW: Students will turn in their final papers.
LA/OL: Students will go around the classroom and mention one interesting thing that they learned about their particular research topic. Students can look at each others’ dioramas about their research topic and ask questions.
LA/W: Students will write down a plan for the diorama in their journal so the teacher knows what they are thinking. They will then meet with the teacher to discuss the progression of their project.
MU: The teacher will play some relaxing classical music while students are typing.
LA/A/CR: Students will have time to work on their diorama. They can also (if it is done already) write a journal T: If students get article about what done typing and they found proofreading, the interesting about teacher will let their topic. They them know if they can write why they are done for sure. initially picked If they really are their topic and how finished, they can they found it play an educational interesting. They computer game for might even include the rest of the time. how they might use their DA: Students that knowledge as a might type slower future course of can come in during study. recess or before or after school to finish typing their paper.
Week 16
LA/HW: Students will turn in their research paper. LA/W: Students write what they have learned about their topic on the KWL graphic organizer
Monday Day 76
Tuesday Day 77
Wednesday Day 78
Thursday Day 79
Friday Day 80
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
Writing narratives
Writing narratives
Writing narratives
Writing narratives
Writing narratives
R: Jumanji W: introduction paragraph
R: Jumanji W: introduction paragraph for story
R: proofreading peer-written stories W: body for story
R: Where the Wild Things Are W: conclusion for story
LA/LI/OL/T: The teacher will read the story Jumanji, by Chris Van Allsburg, 1981, to the class, showing the pictures on Elmo. The teacher will only read about half of it.
LA/R: The teacher will finish reading Jumanji. The teacher will again review about the introduction and identify the other parts (like body and conclusion).
LA: The teacher will explain briefly about the body of the story, the part of the story in which all of the action takes place, the bulk of the story.
LA/W: Students will then begin their own stories. They will brainstorm some ideas, making a topic web, and then write their own story. They will focus on having a good introduction to the story but can also work on other parts.
LA/W: Students will continue to write their stories during the class time.
LA/R/LI: The teacher will read the story Where the Wild Things Are by Maurice Sendak, 1963 and discuss the different parts of the story, especially the conclusion.
LA: The teacher will explain the different parts of a story- a beginning/ introduction, body, and a conclusion/ end. This lesson will focus on the introduction. The teacher will explain where the introduction is in the story Jumanji. LA/W: Students will pick a topic to write about and then write an opening few sentences in a paragraph as an introduction. The students will make sure the sentences after the main topic sentence support that sentence.
LA/R/GA: Students will exchange their story (even if it isn’t complete yet) with a partner who will read and proofread it. LA/W: Students will then continue writing and adding to their story.
DA: Students who are having trouble with sentence structure and having sentences that support a topic sentence will be given extra help at the reading table in the back and will work on a worksheet (similar to a few weeks ago with the exact same topic).
Week 17
LA/W/HW: Students will continue to work on their stories, especially focusing on the conclusion today. Whatever parts of the story the students cannot finish in class, they must finish for homework.
R: N/A W: N/A
Field Trip to Jamestown
Monday Day 81
Tuesday Day 82
Wednesday Day 83
Thursday Day 84
Friday Day 85
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
Writing narratives
Writing narratives
Writing narratives
Writing narratives
Writing narratives
R: picture book W: final production of story
R: music-inspired narratives W: music-inspired narratives
LA/W/CC: Students will again work on their final copy neatly written on plan white paper or typed – LA/W/CC: Students the computer teacher will again will then work on a be available in the final copy neatly computer lab for written on plan white paper or typed students to type – the computer their stories.
LA/W/MU/R: Students will listen to music and begin to write a story. When the music stops, they must stop exactly where they are (even if in mid-sentence) and pass it on to the next person. This person will need to read what has happened thus far and once the music starts again will continue to write the story. This will proceed the entire class period. The teacher will explain when the story should soon come to a close so that child will know that they must write a conclusion. After this, the student who began the story will get their story back and get to read it. (Creating Meaning Through Literature and the Arts, p. 374)
R: Jamestown narratives W: Jamestown narrative
R: primary source Jamestown narrative W: rough draft of story
R: proofreading stories W: final draft of story
LA/SS/W: Students will write a narrative about what it would have been like to live in colonial Jamestown. This is based on what the student learned while on the field trip to Jamestown. The story can be about if the individual student could travel back in time to colonial Jamestown or the student can make up a character that might have lived at that time. Students must include the important parts of a narrative.
LA/SS/R: The teacher will read primary source documentation of actual residents of colonial Jamestown and their experiences at the colony and then compare that to what students wrote the day before in class. The teacher will explain how that this is real-life situations whereas their stories are probably made-up, fiction stories.
LA: Students will come up individually to the teacher to discuss the proofreading done on their story.
LA/GA/R: Students will then in the last few minutes exchange papers with a partner and read what their peer has read and also proofread the narrative.
LA/GA: Students will exchange their finished stories with a partner to proofread it. LA/W: Students will make any corrections to their rough draft to show the teacher the next day. If any students are done, they can turn in their story for the teacher to proofread.
teacher will be available in the computer lab for students to type their stories.
LA/A/CR: Students will work on illustrations for their story when they are done. At LA/A/CR/HW: the end of class, Students will work students will need on illustrations for their story when they to turn in their stories to be are done. Students will have all of the “published”. next class time to work on their story some more, but they should have a lot of it done for homework, especially if they are behind.
DA: Students who do not want to draw or have problems drawing pictures can use printed pictures instead of drawings.
Week #18
LA/R/HW: When students are finished with their production, they should find a picture book in the classroom and identify the introduction, body, and conclusion of the story. Students that take the entire time for their book must do this for homework.
Monday Day # 86 MCSOL E 4.12 a-c, e-f Writing Poems
Tuesday Day # 87 MCSOL E 4.12 a-c, e-f Writing Poems
Wednesday Day # 88 MCSOL E 4.12 a-c, e-f Writing Poems
Thursday Day # 89 MCSOL E 4.12 a-c, e-f Writing Poems
Friday Day # 90 MCSOL E 4.12 a-c, e-f Writing Poems
R: Television and The Pig by Roald Dahl W: Journal Writing
R: Don’t Step on the Sky: a Handful of Haiku by Miriam Chaikin W: Analyze a haiku poem
R: A Light in the Attic, and Where the Sidewalk Ends by Shel Silverstein W: Write a haiku
R: Love That Dog by Sharon Creech W: Create an imitation cinquain poem
R: Love That Dog by Sharon Creech W: Write a cinquain
LA/LI: The teacher will introduce the poetry unit and share the quote, “To be young without poetry is like being indoors in spring”.
LA/LI: The teacher will introduce the poet of the day, Miriam Chaikin, and give a brief biographical sketch.
LA/LI: The teacher will introduce the poet of the day, Shel Silverstein, and give a brief biographical sketch.
LA/LI: The teacher will introduce an unrhymed form of poetry called a cinquain.
LA/LI: The teacher will introduce the poet of the day, Sharon Creech and give a brief biographical sketch.
LA/R: The teacher will read some examples of Chaikin’s poetry and explain that Chaikin is known for writing and illustrating haiku poetry.
LA/R: The teacher will check out some of Silverstein’s books from the library and have the students get into groups. Each student will take a turn reading a poem from the book.
LA/LI: The teacher will give a brief background discussion on Adelaide Crapsey, the originator of the cinquain.
LA/R: The teacher will introduce some of Creech’s other books, including, Heartbeat and Granny Torrelli Makes Soup.
LA/LI: The teacher will explain the structure of a cinquain and create a poster to show the students the exact format and structure.
LA/GA/W: The teacher will create a quiet corner in the room, put two beanbag chairs and a small table to transform it to the “Poet’s Corner”. The teacher will place on the table a 3x5 file box containing index cards with suggest titles for poems, a box containing lists of rhyming words, pads and pencils, and a dictionary. The students will take turns visiting the “Poet’s Corner” with a partner. Each student will be required to write a cinquain using the given materials.
LA/LI: The teacher will explain to the students the definition of poetry. LA/LI: The teacher will explain that there are several different types of poems, including haiku, cinquain, rhymes, limericks, and acrostics. LA/LI: The teacher will introduce the poet of the day, Roald Dahl, and give a brief biographical sketch. LA/R: The teacher will read some of Dahl’s poetry, including, Television and The Pig. LA/W: The teacher will end the class period by having the students write in their journals for ten minutes. The students will describe their favorite place and time to read and explain why it is so special.
LA/LI: The teacher will introduce a haiku to be a traditional form of Japanese poetry. LA/LI: The teacher will explain the structure of a haiku to consist of three lines, the first and last lines have five syllables and the middle line has seven syllables. The students will review how to count syllables. LA/LI: The teacher will show the students some examples of haiku poems, telling them that most haikus act as riddles and answer, “What am I?” LA/W: The students will copy a haiku in their journals, count the syllables, and then solve the riddle.
LA/LI: The teacher will review with the students the details they learned on Day 87 about haiku poem. LA/MU/MO: The teacher will set up a center for the students to visit in groups. The teacher will play soothing Japanese music during this time of writing. LA/W: The students will write a haiku using one of the ideas the teacher posted in the center (i.e. the sea, the wind, raindrops, a flower, falling leaves, etc). DA/LA/W: The students with LD, ED, and MD will be given additional time to create their haikus.
Week # 19
LA/LI: The teacher will show studentwritten samples of cinquains, pointing out the structure and part of each line. LA/R: The teacher will begin reading to the students a book about imitation poetry titled Love That Dog by Sharon Creech. LA/W: The teacher will give each student a piece of poster board. The students will write an imitation poem, like the character in the book. The students will follow the correct form of a cinquain.
LA/OL: The teacher will collect the student’s poems and hand them back to the correct “poet” for them to read and share with the class.
Monday Day # 91
Tuesday Day # 92
Wednesday Day # 93
Thursday Day # 94
Friday Day # 95
MCSOL E 4.12 a-c, e-f Writing Poems
MCSOL E 4.12 a-c, e-f Writing Poems
MCSOL E 4.12 a-c, e-f Writing Poems
MCSOL E 4.12 a-c, e-f Writing Poems
MCSOL E 4.12 a-c, e-f Writing Poems
R: There Was an Old Man…, Of Pelicans and Pussycats, Edward Lear’s Book of Nonsense W: Write a limerick
R: “Blue Peter” Book of Limericks, Daffy Down Dillies: Silly Limericks by Edward Lear W: Write a limerick
R: The Real Mother Goose by Blanche Fisher Wright W: Journal Writing
R: A Child’s Garden of Verses by Robert Louis Stevenson W: Write couplets, triplets, and quatrains
R: Autumn: An Alphabet Acrostic, Winter: An Alphabet Acrosticby Steven Schnur and Leslie Evans W: Write an acrostic
LA/LI: The teacher will introduce the form of poetry called a limerick.
LA/OL: The teacher will review with the students the key details about Edward Lear’s life and career as a poet. The teacher will call upon students to share at least one fact they learned.
LA/LI: The teacher will explain to the students that poets often times write about what they are feeling or other random ideas that they are thinking about.
LA/LI: The teacher will read to the students a few poems written by Robert Louis Stevenson.
LA/LI: The teacher will introduce the acrostic poem.
LA/LI: The teacher will explain the structure of a limerick. LA/LI/GA: The teacher will give the students a handout that has several examples of limericks. The students will label the rhyming pattern on each limerick and then share with a partner why they chose that particular pattern. LA/LI: The teacher will give a brief background discussion on Edward Lear, the creator of the limerick. LA/R: The teacher will have the students gather in a reading circle and read some of Lear’s poems. LA/W/CR/T: The students will complete a worksheet that has given the starting lines for two different limericks and they will have to complete the limerick. The students will copy a limerick, which they think is especially good from a book. The students will be permitted internet access for this.
DA/LA/GA/R: The teacher will display several of Lear’s books for the students to choose from and get in small groups to read. This group reading activity will help ESL students work with English proficient students. LA/W/CR: The students will work on creating their own limerick, requesting help from the teacher when needed. LA/W: The students will write their copy of a limerick and have the teacher check over it. LA: The students will turn in a final copy of their limerick to be entered in the limerickwriting contest among their classmates. Another teacher will judge.
LA/W: The students will write in their journals their response to the following: Think about a special friend and discuss what makes close friendships valuable; Think of a time when you started giggling and it was inappropriate and how did you stop; Think of your favorite flower and name what you like best about the flower. LA/LI: The teacher will introduce the idea of rhyming poems. The teacher will explain the terms couplet, triplet, and quatrain. LA/LI: The teacher will briefly show examples of the three types of rhyming patterns. LA/R: The teacher will introduce the famous Mother Goose poems and have the students read some of the classic poems.
Week # 20
LA/LI: The teacher will review with the students the details of couplets, triplets, and quatrains and write the rhyming patterns for each type of poem on the board for the students to use as a reference. LA/W/GA: The teacher will place several starter lines on the board and have the students work in pairs to find rhyming words for the ending. The students will share their words with the class and then write their second line to create a couplet. LA/W: The students will be given several triplets that have lines missing and will write a line that fits the meaning and keeps its rhythm. The students will share their poems with the class. LA/GA/W: The students will work in small groups to make quatrains; each group will have the same starting lines and will present their poems to the class.
LA/LI: The teacher will explain the structure and form of an acrostic and give the basic instructions on how to write one. LA/R: The teacher will show the students several examples of acrostic poems by allowing the students to choose from several books. LA/W/CR: The students will think of their favorite movie or television show and write it as their title, each letter written vertically. The students will then think of a phrase or statement for each letter that has something to do with their topic. LA/W/CR/OL: The students will think of a product they are trying to sell (i.e. cereal, toothpaste, etc) and write an acrostic poem to advertise it. The students will create posters with their acrostic on it and present their product to the class.
Monday Day # 96
Tuesday Day # 97
Wednesday Day # 98
Thursday Day # 99
Friday Day # 100
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
R: The Cricket in Times Square by George Selden W: Paragraphs for topics/central ideas
R: The Cricket in Times Square by George Selden W: Complete graphic organizer
R: The Cricket in Times Square by George Selden W: Write a fact or fiction piece
R: The Cricket in Times Square by George Selden W: Write a summary
R: The Cricket in Times Square by George Selden W: Bon Voyage story
LA/R: The students will begin reading the first two chapters of the selected book.
LA/R: The students will read the next two chapters of the selected book in a small group, taking turns reading aloud.
LA/R: The students will read the next two chapters of the selected book.
LA/R: The students will read the next two chapters of the selected book.
LA/R: The students will read the next two chapters of the selected book.
LA/LI: The teacher will remind the students to use their graphic organizers to help begin writing their paragraphs.
LA/W: The teacher will allow the students to continue to work on their paragraphs until they are completed.
LA/W: The teacher will use this day to allow the students finish their writing pieces.
LA/LI: The teacher will then introduce the idea of proofreading. The teacher will explain that the students will be proofreading their own work and the work of their peers.
LA/CR: The teacher will create a writing activity for the students to do when they have completed their fact/fiction pieces.
LA/LI: The teacher will begin by introducing the concept of the writing process. LA/OL: The teacher will have students volunteer and tell what they think they already know about the writing process. LA: The teacher will give each student a notebook and writing folder to use for the writing unit. LA/LI: The teacher will explain that the first step to writing a good piece is choosing a topic or central idea. LA/LI: The teacher will explain to the students that their first piece will be either fact or fiction, allowing them to make that choice. The teacher will remind the students the difference between fact and fiction. LA/LI/OL: The students will choose two topics they would like to write on and write a brief paragraph about them to decide what to write about.
LA: The teacher will make sure that they have met with all the students to determine their topic/central idea. LA/LI: The teacher will introduce the concept of having an organized plan for writing and using graphic organizers. LA/LI/T: The teacher will show the students a website that has several examples of graphic organizers, explaining how each graphic organizer can be used (http://www.ncrel.org/s drs/areas/issues/student s/learning/lr1grorg.htm) LA/LI/T: The teacher will explain the importance of using technology resources and other references when writing (i.e. internet, almanac, encyclopedia, newspaper, etc.) LA/W: The teacher will have the students choose two different graphic organizers to complete with information they retrieve about their topics.
LA/LI: The teacher will remind the students to use their references and resources to help them create their paragraphs. LA/LI/T: The teacher will explain to the students the importance of citing their sources and will show them an easy way to do so by introducing a website that will help them (http://www.oslis.org/el ementary/index.php). LA/LI: The teacher will review with the students how to combine ideas to write paragraphs that support the central idea. LA/LI/T/W: The teacher will introduce “Professor Pen’s ‘Handy’ Guide to Writing” as the students begin writing their paragraphs. (http://www.geocities.c om/fifth_grade_tpes/Ha ndyguide.html).
Week # 21
DA/LA/LI: The teacher will show the students a poster that has tips for proofreading and shows what the students need to pay attention to when proofreading, including grammar and spelling errors. This will be a good tool for the visual learners to use as a reference. LA/GA: The students will switch papers with three peers and complete the proofreading exercise.. LA/W: The students will choose one peer’s paper to write a summary. The teacher will go over the main points of summarization.
LA/CR: The teacher will bring in a suitcase, covered with “Bon Voyage” travel sticker on the outside. LA: On each travel sticker there will be a printed label with a writing prompt. For example, -If I were a falling leaf, I would like to fall… -If I were a fish, I would like to swim to… -If I were a raindrop, I would splash… LA/W/A: The students will select a travel sticker and write a story. The students will have the option to illustrate their story if time permits. LA/OL: The students will share their stories and illustrations with the class.
Monday Day # 101
Tuesday Day # 102
Wednesday Day # 103
Thursday Day # 104
Friday Day # 105
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
R: The Cricket in Times Square by George Selden W: Paragraphs for topics/central ideas
R: The Cricket in Times Square by George Selden W: Complete graphic organizer
R: The Cricket in Times Square by George Selden W: Write a cause and effect piece
R: The Cricket in Times Square by George Selden W: Journal Entry
R: The Cricket in Times Square by George Selden W: Write a dialogue
LA/R: The students will read the next two chapters of the selected book.
LA/R: The students will read the next two chapters of the selected book.
LA/R: The teacher will read the next two chapters of the selected book aloud to the students.
LA/R: The students will read the last two chapters of the selected book.
LA/LI: The teacher will review with the students the main details of the writing process.
LA: The teacher will make sure that they have met with all the students to determine their topic/central idea.
LA/R: The students will read the next two chapters of the selected book with a partner, taking turns reading aloud.
LA/LI: The teacher will review that the first step to writing a good piece is choosing a topic or central idea.
LA/LI: The teacher will review with the students the use of graphic organizers.
LA/LI: The teacher will explain to the students that their next task of writing is a cause and effect piece. LA/LI: The teacher will explain the definition and structure of a cause and effect paper. LA/LI: The teacher will show the students some examples of causes and effects. LA: The teacher will give the students a short exercise to help them develop their skills for cause and effect. LA/LI/OL: The students will choose two topics they would like to write on and write a brief paragraph about them to decide what to write about.
LA/LI/T: The teacher will show students graphic organizers that are made to specifically help create a cause and effect paper, using a website to help explain (http://www.educationo asis.com/curriculum/G O/cause_effect.htm). LA/LI/T: The teacher will review with the students the information and details about using technology resources and other references. The teacher will explain that the students do not need to use resources, depending on their topic. LA/W: The teacher will have the students choose two different graphic organizers to complete with information they retrieve about their topics.
LA/LI: The teacher will remind the students to use their graphic organizers to help begin writing their paragraphs. LA/LI: The teacher will remind the students to use their references and resources, if necessary, to help them create their paragraphs. LA/LI/T: The teacher will explain to the students the importance of citing their sources and will show them an easy way to do so by introducing a website that will help them (http://www.oslis.org/el ementary/index.php). LA/LI: The teacher will review with the students how to combine ideas to write paragraphs that support the central idea. LA/LI/T/W: The teacher will review with the students “Professor Pen’s ‘Handy’ Guide to Writing” (http://www.geocities.c om/fifth_grade_tpes/Ha ndyguide.html).
Week # 22
LA/W: The teacher will allow the students to continue to work on their paragraphs until they are completed. LA/LI: The teacher will review the details of proofreading; pointing out the poster of tips for proofreading. This will be a good tool for the visual learners to use as a reference. LA/LI: The teacher will explain the importance of word choice and sentence variation when writing. The teacher will remind students to look for appropriate word choice and sentence variation in their own work and in the work of their peers. LA/GA: The students will switch papers with three peers and complete the proofreading exercise. Then the students will proofread their own papers for a final time. LA/W: The students will complete a journal entry about what country they would like to visit and why?
LA/W: The teacher will use this day to allow the students finish their writing pieces if they are not completed. LA/CR: The teacher will create a writing center for students to creatively write a dialogue. LA/LI: The teacher will explain to the students the term dialogue. LA/CR: The teacher will name the activity “Chicken Chatter” and write several different dialogue ideas, putting each idea in a plastic egg. Some example writing prompts are: -What would a bar of soap say to dirty hands? -What might thunder say to lightning? -What might a Cadillac say to a Volkswagen? LA/LI: The teacher will review with the students quotation marks and their use in written dialogue. LA/W/GA: The students will choose an egg, write a creative dialogue, and share with a partner.
Monday Day # 106
Tuesday Day # 107
Wednesday Day # 108
Thursday Day # 109
Friday Day # 110
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 a Subject-Verb Agreement
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Write sentences
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Journal Entry
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Correct sentences
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Journal Entry
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Write sentences
LA/LI: The teacher will introduce the term, subject-verb agreement, asking if any students know the meaning of the term.
LA/LI: The teacher will review details from Day 106.
LA/LI/OL: The teacher will have the students share their journal entries from Day 107, noting if there were any problems with the sentences.
LA: The teacher will create a transparency with several simple subject sentences. The teacher will have the students call out the subject in the sentence and then tell what the correct form of the verb is.
LA/LI: The teacher will introduce the concept of verbs and compound subjects.
LA/LI: The teacher will begin by reviewing with the students the two main parts of a sentence, the subject and the verb. LA/LI/OL: The teacher will pass out a sentence to each student. The students will identify the subject and the verb in the sentence and then share their sentence with the class. LA/LI: The teacher will show the students a PowerPoint presentation on subject-verb agreement to give them a better understanding of what it means for the subject and the verb to agree with each other (http://grammar. ccc.commnet. edu/grammar/ sv_agr.htm). LA/W: The students will write ten sentences, underlining the subject and circling the verb. LA/SS/R: The students will begin reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
LA/GA: The teacher will put students in groups of four, giving each group a newspaper. The students will each choose an article that seems interesting to them. The students will identify the subject and the verb in four to five sentences. DA/LA: The teacher will review the PowerPoint presentation for students with a LD or ESL students who may be having difficulty with subjects and verbs. LA/LI/MU: The teacher will play the song “Rainy Day Man” by James Taylor and have the students read the lyrics. LA/W: The teacher will ask the students to write in their journals a description of the rainy day man, using specific sentences/ phrases from the lyrics. LA/SS/R: The students will continue reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
LA/LI/W: The teacher will write any examples of ungrammatical sentences on the board. The teacher will have the students write down the corrections to each sentence in their notebooks. The teacher will read the corrected sentences aloud. LA/LI: The teacher will go into more detail to explain subject-verb agreement. LA/LI: The teacher will show some sentences on a transparency and have the students decide if the subjects are singular or plural. The teacher will have the students note if the verb is singular or plural. LA: The teacher will give the students a worksheet that has some correct (C) and incorrect (I) sentences. The students will write label the sentences C or I, making sure the subject and verb agree. LA/SS/R: The students will continue reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
Week # 23
LA: The students will complete a worksheet by circling the simple subject in each sentence and underlining the correct form of each verb in parentheses. LA/W/SS: The students will write a response in their journal to the following prompt: Imagine that you and a friend travel backward in time and visit a relative from the Revolutionary War time. The students will write four things they saw and the people they met. The students can choose to write in present or past tense, remembering to have subject-verb agreement. LA/SS/R: The students will continue reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
LA/LI: The teacher will explain that just like a simple subject, a compound subject must agree with its verb. LA/LI: The teacher will explain when a compound subject is plural and when it is singular, noting the influence of the conjunction in the sentence. LA: The students will complete a worksheet, looking at the compound subject in each sentence, circling the conjunction, and then underlining the verb. LA/GA: The students will work with a partner to rewrite a series of sentences to correct the errors. LA/W: The students will write a few sentences about two of their heroes, making sure the verbs agree with any compound subjects. LA/SS/R: The students will continue reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
Monday Day # 111
Tuesday Day # 112
Wednesday Day # 113
Thursday Day # 114
Friday Day # 115
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 b Prepositional Phrases
MCSOL E 4.13 b Prepositional Phrases
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Journal Entry
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Journal Entry
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Journal Entry
R: The Great Cheese Conspiracy by Jean Van Leeuwen W: Letter to exchange student
R: The Great Cheese Conspiracy by Jean Van Leeuwen W: Sentences w/ prepositional phrases
LA: The students will complete a worksheet to review their knowledge on subject-verb agreement (http://owl.english.purdue. edu/handouts/esl/eslsubve rbEX1.html).
LA/Q: The teacher will have the students demonstrate their knowledge of identifying subjects and verbs by creating a quiz for their classmates, each quiz will have four to five sentences.
LA/LI: The teacher will review with the students the points covered for subject-verb agreement. The teacher will review with the students examples of correct subject-verb agreement.
LA/R: The students will begin reading the selected book with a partner, taking turns reading aloud.
LA/R: The students will read the next chapter to themselves at their seat. The teacher will gather the students in the reading circle and read the next chapter.
LA/GA/T: The students will get with a partner to complete an online activity to help them practice subjectverb agreement. (http://www.bbc.co.uk/skil lswise/words/grammar/sen tencebasics/verbsubjectagr eement/game.shtml).
LA: The teacher will give each student a list of the common prepositions.
LA/GA/MO: The teacher will have the students divide into two even groups. The teacher will write a series of sentences on poster board, both simple subjects and compound subjects. A student from each group will race to the board and fill in the correct form of the verb for that sentence. The first team to get ten sentences correct first wins.
LA/GA: The teacher will give students a packet of handouts to complete with a partner. The students will be given a verb and they must choose the correct form of the verb depending on the subject in the sentence (http://www.chompchomp .com/exercises.htm).
LA/W/GA/C: The teacher will have the students write in their journals a description of the best gift they ever game to someone. The students will explain why the gift was so great and special. The students will then write if they agree that giving is better than receiving. The students will share their journal entries with a partner.
LA/W/OL: The students will be given a particular writing prompt and they are to choose a historical figure they know something about. The students will complete the sentence from the writing prompt as if they were that historical figure. The teacher will call on a few students to share their entries (http://www.tengrrl.com/te ns/017.shtml).
LA/SS/R: The students will continue reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
LA/SS/R: The students will continue reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
LA/GA/MO: The teacher will write a series of sentences on strips of poster board and then cut the sentences in half. The teacher will give each student a half of sentence and the students must find the other half of their sentence, making sure to have correct subject-verb agreement. LA/W: The students will write in their journal what they have learned so far this year that has made them a better writer. LA/SS/R: The students will finish reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
Week # 24
LA/LI: The teacher will introduce the term prepositions.
LA/LI: The teacher will create and display a large cube. DA/LA: The teacher will have the students help label all the different positions and directions of an object in relation to the cube to help the students get a better understanding of prepositions. The ESL students will work with an English proficient student. LA/MO/LI: The teacher will help the students understand prepositions by calling out commands, such as “Under the desk” and the students get under the desk or “Next to the desk” and the students get next to the desk, and so on (http://www.lessonplans page.com/LA PrepositionalPhrasesrepositionBoogie46.htm). LA/W: The students will pretend they are meeting an exchange student and think of five questions to ask about his/her culture, using prepositions.
LA/LI: The teacher will review with the students prepositions. LA/LI: The teacher will introduce prepositional phrases. The teacher will explain that the first word in the phrase is the preposition, which gives the direction of the action; the words to follow give information such as where, when, or what kind. LA/W: The students will work on identifying prepositional phrases by writing the prepositional phrase in each sentence and underlining the preposition. LA/W: The students will be given sentences and be required to write each sentence, adding a prepositional phrase. LA: The students will underline the prepositional phrase in every sentence.
Monday Day # 116 MCSOL E 4.13 b Prepositional Phrases
Tuesday Day # 117 MCSOL E 4.13 b Prepositional Phrases
Wednesday Day # 118 MCSOL E 4.13 b Prepositional Phrases
Thursday Day # 119 MCSOL E 4.13 b Prepositional Phrases
Friday Day # 120 MCSOL E 4.13 b Prepositional Phrases
R: The Great Cheese Conspiracy by Jean Van Leeuwen W: Letter to Pen Pal
R: Find the Puppy by Phil Roxbee Cox W: Movie Review
R: The Great Cheese Conspiracy by Jean Van Leeuwen W: Journal Entry
R: The Great Cheese Conspiracy by Jean Van Leeuwen W: Write a letter to classmate
R: The Great Cheese Conspiracy by Jean Van Leeuwen W: Journal Entry
LA/R: The students will continue reading the selected book.
LA/W: The students will write a review of a movie they have seen recently.
LA/R: The students will continue reading the selected book.
LA/R: The students will continue reading the selected book with a partner, taking turns reading aloud.
LA/R: The students will finish reading the selected book.
LA/LI: The teacher will review with the students. LA: The students will be given several sentences to work with. The student will underline the prepositional phrase and then below the phrase tell what word(s) it modifies. DA/LA/W: The students will imagine that they have a pen pal in another country and they will come up with a recipe they would like to share with that friend. The students will write sentences telling their pen pal how to prepare their favorite food, using prepositional phrases. The students from a different culture will read their recipes and share a little bit about their culture. LA/CC/T: The teacher will prepare for the students to spend 30 minutes in the computer lab. The students will work on some online educational websites that will help them practice their prepositional phrase skills.
LA/LI: The teacher will review some more with the students in regards to working with prepositional phrases. The teacher will write some sentences on the board and the students will cross out the prepositional phrase and identify the subject and verb. LA/R: The teacher will read to the students the book titled Find the Puppy. The teacher will have the students point out the prepositional phrases. LA/LI: The teacher will explain to the students that they will be making their own book, using prepositional phrases throughout the book. LA/LI: The teacher will explain the important details the students need to know when creating their book. LA/W/CR: The students will begin brainstorming the plot, characters, and theme and then meet with the teacher to explain the details of their book.
LA/W: The students will do a journal entry by finishing this sentence in as many different ways as they can: “Life is like…” The students will explain their endings. LA/GA: The students will begin writing their sentences with prepositional phrases for their created books. The students will switch their sentences with another student to proofread. LA/A/CR: The students will continue to work on their book by illustrating their sentences. LA/A/CR: The teacher will allow the students to draw their pictures if they want to or use the computer to print off clipart pictures. LA/A/W: The students will rewrite their sentences for a final draft and have another student look over their work before they meet with the teacher.
Week # 25
LA/LI: The teacher will give the class instructions on how to assemble their books. LA/A/CR: The students will illustrate and design their covers, title page, and dedication page for their books. LA/R/OL: Once their books are all put together, the students will take turns reading their books to the class. LA/LS/W/CR: When all the students have read their books, each student will choose another student to write an encouraging letter to in regards to the book they created. The students will write their note anonymously and the teacher will collect them and distribute them. The students must give specific reasons they enjoyed the book and be creative and positive with whatever else they decide to write.
LA/W/OL: The students will describe their favorite family tradition and share their journal entry with the class. LA/W/CR: The students will create a tongue twister. The teacher will begin by showing the students a well-known example of a tongue twister. The teacher will give the students a modal to help them write and include the main parts of speech, especially prepositional phrases. The teacher will have the students peer edit and then post the final products on the bulletin board (http://www.lesson planspage.com/LA PartsOfSpeechTongue Twisters38.htm). LA/E/T: The teacher will have the students take turns during their writing time to take an online self-test. The students will be given ten sentences and must type in the prepositional phrase for each sentence (http://aliscot.com/ bigdog/prep_ exercise.htm).
Monday Day # 121 MCSOL E 4.13 c Pronoun-Noun Agreement
Tuesday Day # 122 MCSOL E 4.13 c Pronoun-Noun Agreement
Wednesday Day # 123 MCSOL E 4.13 c Pronoun-Noun Agreement
Thursday Day # 124 MCSOL E 4.13 c Pronoun-Noun Agreement
Friday Day # 125 MCSOL E 4.13 c Pronoun-Noun Agreement
R: Charlotte’s Web by E.B. White W: Journal entry
R: Charlotte’s Web by E.B. White W: Comprehension questions
R: Charlotte’s Web by E.B. White W: Story from Wilbur’s perspective
R: Charlotte’s Web by E.B. White W: Write a paragraph
R: Charlotte’s Web by E.B. White W: Journal Entry
LA/LI: The teacher will begin the unit on pronoun-noun agreement by reviewing nouns with the students.
LA/R: The students will begin reading the selected book.
LA/R: The students will begin reading the selected book.
LA/R: The students will begin reading the selected book.
LA/R: The students will begin reading the selected book.
LA/W: The teacher will give the students some comprehension questions to complete, answering in complete sentences.
LA/W: The students will write from the perspective of Wilbur about his first days on the farm.
LA/W: The students will write a paragraph telling about their favorite part of the book so far.
LA/LI: The teacher will introduce the concept of pronounnoun agreement, reminding students of subject-verb agreement from Days 106-113.
LA: The students will be complete a warm-up worksheet, by writing the pronoun that could replace or relate to each boldfaced word or phrase.
LA/LI: The teacher will explain to the students that the word or phrase a pronoun refers to is also called an antecedent.
LA/LI: The teacher will review the details of pronounnoun/antecedent agreement from Day 123, remind students the different forms of agreement, and give examples of each type.
LA/W/OL: The students will write in their journals a reply to the following prompt: Dream up a superhero and write a description of the superhero for your classmates using pronouns. The teacher will remind the students to make sure their pronouns agree with their antecedents and their verbs agree with their subject pronouns.
LA/OL: The teacher will have some students volunteer and explain what they recall a noun to be. LA/LI: The teacher will review with students the different kinds of nouns, including, common and proper, singular and plural, and possessive. LA/W: The teacher will write sentences on the board and have each student copy their sentences in their journals. The students will underline each singular common noun, circle each plural common noun, and draw a box around each possessive noun. LA/R: The students will begin reading the selected book. LA/W/OL: The teacher will explain how Templeton the Rat collects objects in the book. The students will write about objects that they enjoy collecting. The students will share their entries with the class.
LA/LI: The teacher will review with the students pronouns. LA/OL: The teacher will have some students volunteer and explain what they recall a pronoun to be. LA/LI: The teacher will show the students several examples of a noun being transformed into a pronoun. LA/LI: The teacher will review with the students the different kinds of pronouns, including, personal, compound, and possessive. DA/LA/A: The students will create flashcards, displaying nouns on one side and the pronouns on the other side. The students will illustrate their flashcards. This activity will benefit ESL students, by seeing the picture and speaking the noun in English.
LA/LI: The teacher will explain that the antecedent includes a noun. LA/LI: The teacher will explain further that with pronounnoun/antecedent agreement, the pronoun and antecedent agree when they have the same number (singular or plural), case (subjective or objective), and gender (female or male). LA: The teacher will give the students some sentences and have then circle the antecedent of each pronoun.
Week # 26
LA/LI: The teacher will create and display a poster to show that in order to have agreement, they must: 1.) identify who or what the antecedent is; 2.) decide whether the antecedent is male, female, or neutral; and 3.) decide whether the antecedent is singular or plural. LA: The students will work on sentences, filling in the blanks with pronouns and telling what the antecedent is.
LA/GA: The teacher will give the students a copy of a telegram that one student is sending to another. The teacher will explain to the students that they need to substitute the pronouns for nouns that are repeated too often. The students will complete the assignment and then check their work with a partner.
Monday Day # 126 MCSOL E 4.13 c Pronoun-Noun Agreement
Tuesday Day # 127 MCSOL E 4.13 c Pronoun-Noun Agreement
Wednesday Day # 128 MCSOL E 4.13 c Pronoun-Noun Agreement
Thursday Day # 129 MCSOL E 4.13 d Comma Usage
Friday Day # 130 MCSOL E 4.13 d Comma Usage
R: Charlotte’s Web by E.B. White W: Journal entry
R: Charlotte’s Web by E.B. White W: Write sentences
R: Charlotte’s Web by E.B. White W: Write descriptive paragraph
R: Eat, Shoots, and Leaves by Lynne Truss W: List of activities, using commas
R: Elliot’s House by Lois Lowry W: Prediction paragraph
LA: The teacher will place one sentence strip at a time on the board for the students to complete an activity.
LA/R: The students will begin reading the selected book.
LA/R: The students will begin reading the selected book.
LA/LI: The teacher will introduce one form of punctuation, the comma.
LA/R: The teacher will read to the class the short story by Lois Lowry.
LA/MO/GA: The teacher will create pairs of note cards that have pronoun and antecedents pairs. The teacher will pass out the cards, having the students pair up by matching the correct antecedent or pronoun with the correct noun.
LA/LI: The teacher will complete a review exercise with the students, reinforcing that pronouns substitute for nouns and how important pronouns are in spoken and written language.
LA/LI: The teacher will show the students the five common uses for commas and provide examples of each.
DA/LA/A: The ESL students will draw pictures to help them understand a few chosen vocabulary words from the reading.
LA/LI: The teacher will prepare and show a PowerPoint presentation for the students to help introduce the different ways that commas are used (http://grammar.ccc. commnet.edu/ grammar/ppt/ commas.pps#2).
LA/W: The teacher will have the students write in their journals their predictions on what Elliott, the main character, might add next to his drawing. This will help the students with their prediction skills.
LA/GA/MA: The students will sit in groups of two or three. Each student in the group will be given large Lego blocks and small Lego blocks. The teacher will explain that the large Lego’s represent plural antecedents and pronouns and the small Lego’s represent singular antecedents and pronouns. LA/GA/MA: The students will determine the antecedent and the pronoun. The students will hold up the Lego’s which represents the pronoun and the antecedent. The teacher will continue to replace the sentence strips with new sentences (http://atozteacherstuff. com/pages/336.shtml). LA/R: The students will begin reading the selected book. LA/W: The students will write about how they would choose to save Wilbur and write their ideas in their journals.
LA/GA/W/OL: The students who pair up will write sentences using the words on the note cards. The students will share their sentences with their classmates, noting the pronoun-noun agreement (http://www.associatedcon tent.com/article/35598/en glish_grammar_lesson_pl an_pronoun.html). LA/T: The teacher will play a video clip that further explains the antecedent of a pronoun (http://www.splashesfromt heriver.com/Intermediate %20Grammar%201/inter mediate-grammarlesson26.htm).
LA/LI: The teacher will hold up a large portrait and introduce the person in the picture, using his/her name in every sentence. The teacher will ask the students how they could avoid repeating a person’s name so often. The teacher will redo the introduction, using pronouns. LA/GA/W: The teacher will have the students get in pairs and each student will write a paragraph introducing their partner. The teacher will remind the student’s to use pronouns that agree with their antecedents. LA/LI: The teacher will collect and scramble the paragraphs and read each one aloud, having the students guess which classmate is being described.
Week # 27
LA/R: The teacher will read from the book Eats, Shoots, and Leaves and explain to the students that commas really do make a difference. LA/W: The students will list and explain their favorite outdoor activities. The students will complete this activity by first making a list of the activities, using commas. The students will then elaborate and explain the details of their lists.
LA/LI: The teacher will explain that one way to use commas is to separate items in a series. The teacher will instruct the students to put a comma after each item in the series except the last one. LA/OL: The teacher will have the students go back through the reading and find sentences in which three or more items are listed in a row. Volunteer students will read the sentences aloud.
Monday Day # 131 MCSOL E 4.13 d Comma Usage
Tuesday Day # 132 MCSOL E 4.13 d Comma Usage
Wednesday Day # 133 MCSOL E 4.13 d Comma Usage
Thursday Day # 134 MCSOL E 4.13 d Comma Usage
Friday Day # 135 MCSOL E 4.13 d Comma Usage
R: Maniac Magee by Jerry Spinelli W: Writing sentences
R: Maniac Magee by Jerry Spinelli W: Write a paragraph using commas
R: Maniac Magee by Jerry Spinelli W: Write a knock-knock joke
R: Maniac Magee by Jerry Spinelli W: Journal Entry
R: Maniac Magee by Jerry Spinelli W: Letter to the President
LA/R: The students will begin reading the selected book.
LA/R: The students will continue reading the selected book.
LA/R: The students will continue reading the selected book.
LA/R: The students will continue reading the selected book.
LA/R: The students will continue reading the selected book.
LA/LI: The teacher will remind the students that commas tell the reader where to pause.
LA/LI: The teacher will explain another usage of commas, to separate an introductory word from the rest of the sentence. The teacher will show an example of this usage.
LA/LI: The teacher will explain that commas can be used to separate a noun of direct address, who is being spoken to, from the rest of the sentence. The teacher will show an example of this usage.
LA/LI: The students will be given a worksheet and they have to add the missing comma to each sentence. Then the students must decide why the comma is needed. The student will write I for introductory word, C for compound sentence, or D for direct address.
LA/LI: The teacher will explain that commas can be used when writing letters.
DA/LA: The teacher will show the ESL students the use of commas in their languages. LA/LI: The teacher will review with the students the usage of commas in a series. LA/W: The students will be given a worksheet with several groups of sentences and the students must rewrite each group of sentences as a single sentence, using commas. LA/LI: The teacher will explain that commas can be used to separate an independent clause from a dependent clause. The teacher will show an example of this usage. LA/W: The teacher will give the students some sentences to write in their writing journals. The students will place the comma in the correct place, dividing the independent and dependent clauses.
LA: The teacher will give the students some sentences and they must identify the introductory word and then place the comma in the appropriate place. LA/W: The students will write a paragraph describing the contents of their school desk, their desk or closet at home, or some other potentially cluttered place. The students will need to mention at least two series of items and use yes, no, well, or someone’s name at the beginning of the sentence. LA: The teacher will write a couple of sentences on the board and have students volunteer to add commas after the introductory words in the sentences.
LA: The teacher will give the students some sentences and they must use a comma to separate a noun of direct address from the rest of the sentence. The student must also separate a direct quotation from the rest of the sentence. LA/LI: The teacher will explain that commas can be used to separate the speaker’s exact words from the rest of the sentence, such as in a direction quotation. The teacher will show an example of this usage. LA/W/CR: The students will write a knock-knock joke for their classmates in direct quotation. The students must use commas when needed. The students will share their joke with a partner and then tell it to the class.
Week # 28
LA/LI: The teacher will explain that a comma can be used to separate the day from the date and the date from the date from the year. The teacher will show an example of this usage. LA/LI: The teacher will explain that a comma can be used to separate the name of a city or town from the name of a state. The teacher will show an example of this usage. LA/W: The students will write a journal entry, making sure to put the day and date at the top of the page. The students will then write a description of the place they were born, including the city or town and state.
LA/LI: The teacher will put a letter on a transparency and use it to point out the different places to put a comma in a letter. LA/W: The students will write a letter to the President of the United States, trying to convince him to make school days shorter. The students must place the correct punctuation marks in the right places, including the commas. LA/GA: The students will play a review game in a group of four. The teacher will create the necessary game board/pieces to play. The students will take turns rolling the die, moving the correct spaces, and drawing a card. The students must tell whether the comma is in the right place or not and if not, correct it. If the player cannot answer, they move back one.
Monday Day # 136 MCSOL E 4.13 e Double Negatives
Tuesday Day # 137 MCSOL E 4.13 e Double Negatives
Wednesday Day # 138 MCSOL E 4.13 e Double Negatives
Thursday Day # 139 MCSOL E 4.13 e Double Negatives
Friday Day # 140 MCSOL E 4.13 e Double Negatives
R: Maniac Magee by Jerry Spinelli
R: Maniac Magee by Jerry Spinelli
R: Maniac Magee by Jerry Spinelli
R: Maniac Magee by Jerry Spinelli
R: Maniac Magee by Jerry Spinelli
W: Journal Entry LA/R: The students will continue reading the selected book.
W: Create sentences LA/R: The students will continue reading the selected book.
W: Write a postcard LA/R: The students will continue reading the selected book.
W: Create sentences LA/R: The students will continue reading the selected book.
W: Journal Entry LA/R: The students will finish reading the selected book.
LA/LI: The teacher will introduce the term negative, a word that means no or not.
LA/LI: The teacher will review with the students the definition of a double negative, reminding them that only one negative should be used in a sentence and if there are two then that creates a double negative.
LA/LI: The teacher will introduce the idea of contractions made with the adverb not act as a negative.
LA/W: The teacher will write some questions on the board and the students will have to create a response to the questions, using sentences that contain negatives.
LA/LI: The teacher will remind the students that it is important communicate in the clearest way possible and this is why eliminating double negatives is crucial.
LA/LI: The teacher will provide the students will examples of negatives in sentences. LA/LI: The teacher will create and display a poster with the common negatives. LA/LI/OL: The teacher will introduce the concept of double negatives, asking students to volunteer and explain what they think a double negative is. LA/LI: The teacher will show examples of sentences with double negatives. LA: The students will complete a worksheet by choosing the word to complete the sentence, without creating a double negative. LA/W: The students will write about their most embarrassing moment.
LA/W: The teacher will have the students practice their skills of identifying double negatives. The teacher will write some words on the board for the students to use when creating sentences. The teacher will remind the students to avoid double negatives. LA/M/LI: The teacher will introduce another way of using negatives properly in a sentence. The teacher will explain the mathematic rules with negatives. The teacher will have work with the students to look at the construction of sentences to figure out the meaning of the sentence (http://leo.stcloudstate.e du/grammar/doubneg.ht ml).
LA/LI: The teacher will share with the students some examples of common contractions, using the adverb not to create a negative. LA//LI: The teacher will review with the students the contractions made from verbs and not. LA: The students will work on correcting sentences that exhibit double negatives. The students will cut or replace at least one of the negatives in each sentence and write the sentence correctly. LA/S/W: The students will imagine that they have traveled to the moon. The students will write a postcard to a friend on Earth, telling them about what they see and do not see. The students should use negatives in their writing.
Week # 29
The teacher will record a conversation between himself/herself and another adult, deliberately using double negatives. DA/LA/LI: The teacher will play the tape for the students, asking them to listen for the language that does not sound correct. This activity is beneficial for students whose primary learning modality is auditory. LA/LI: The teacher will play the tape a second time before discussing the errors, letting the students listen for what was confusing and jot down the phrases.
LA/LI: The teacher will review with the students the recorded conversation from Day 139, replaying if necessary for refreshment. LA/LI/OL: The teacher will write some of the double negatives on the board and have the students volunteer to explain why they are called double negatives. LA/LI: The teacher will remind the students that double negatives cancel each other out. LA/W: The students will describe three things they like about themselves and three things about themselves they would like to change. The students will avoid the use of double negatives.
Monday Day # 141 MCSOL E 4.13 f Sentence Structure
Tuesday Day # 142 MCSOL E 4.13 f Sentence Structure
Wednesday Day # 143 MCSOL E 4.13 f Sentence Structure
Thursday Day # 144 MCSOL E 4.13 f Sentence Structure
Friday Day # 145 MCSOL E 4.13 f Sentence Structure
R: Tales of a Fourth Grade Nothing by Judy Blume W: Write sentences LA/R: The students will read the first two chapters of the selected book.
R: Tales of a Fourth Grade Nothing by Judy Blume W: Write sentences LA/R: The students will read the next two chapters of the selected book.
R: Tales of a Fourth Grade Nothing by Judy Blume W: Write a paragraph LA/R: The students will read the next two chapters of the selected book.
R: Tales of a Fourth Grade Nothing by Judy Blume W: Newspaper review LA/R: The students will read the last two chapters of the selected book.
LA/LI: The teacher will introduce the concept of sentence structure.
LA/LI: The teacher will review with the students the terms subject and predicate.
LA/LI: The teacher will explain to the students that each sentence is made up of two parts, the subject and the predicate.
LA/LI: The teacher will give the students some sentences, each sentence having underlined words. The students will label the underlined words, either subject or predicate.
LA/W: The students will write a paragraph about their favorite movie star. The students will underline each complete subject once and underline each complete predicate twice.
R: Tales of a Fourth Grade Nothing by Judy Blume W: Thank-you note LA/R: The students will read the next two chapters of the selected book with a partner. Each student will take a turn reading a chapter aloud.
LA/LI: The teacher will explain to the students that the subject is the part that tells whom or what the sentence is about. LA/LI: The teacher will explain to the students that the predicate is the part that tells what the subject is or does. LA/LI: The teacher will show the students sample sentences, pointing out the subject and predicate. LA/W/GA: The students will write ten sentences and then switch with a partner. The students will underline the subjects and draw a circle around the predicate.
LA/W: The teacher will write some phrases on the board. The students will add a subject or a predicate to the each phrase to make it a sentence. The students will underline the subject in each sentence. DA/LA/MO/GA: The teacher will make sentence strips and cut them in half, dividing them at the subject and predicate. The students will move around to find the other half of their sentence. The movement in this activity will benefit those students with ADD/ADHD (http://www.glc.k12.ga. us/BuilderV03/LPTools /LPShared/lpdisplay.as p?LPID=16005).
LA/LI: The teacher will introduce and explain the terms complete and simple subject. LA/LI: The teacher will introduce and explain the terms complete and simple predicate. LA/LI: The teacher will show the students examples of sentences with simple subjects and predicates. LA/W: The students will imagine they are doing a sports report for their school newspaper. The students will write sentences telling about the activities of the athletes, underlining the simple subjects and predicates.
Week # 30
LA/LI: The teacher will expand on the topic of subjects, predicates, introducing the terms compound subjects, and compound predicates. LA/LI: The teacher will show the students, on a transparency, samples of what a compound subject and a compound predicate looks like in sentences. LA: The students will work on combining sentences to make compounds. The students will combine each set of sentences to form one sentence that has either a compound subject or a compound predicate. LA/W/C: The students will write a thank you note to someone who has given them a gift, telling them how they will use the gift. The students will use compound subjects.
LA/W: The students will pretend that they are writing part of a book review column for the school newspaper. The students will think of their favorite book or a book they have recently read. The students will use sentences with compound predicates to tell what happens in one part of the book. LA/LI: The teacher will introduce the concept that there are four different kinds of sentence structures. LA/LI: The teacher will define and show examples of the four kinds of sentences, including, declarative, interrogative, imperative, and exclamatory. LA: The teacher will give the students a handout with several different sentences. The students will identify the subject and predicate in each sentence and then label what kind of sentence it is.
Monday Day # 146 MCSOL E 4.13 f Sentence Structure
Tuesday Day # 147 MCSOL E 4.13 f Sentence Structure
Wednesday Day # 148 MCSOL E 4.13 f Sentence Structure
Thursday Day # 149 MCSOL E 4.13 f Sentence Structure
Friday Day # 150 MCSOL E 4.13 f Sentence Structure
R: Loki & Alex by Charles R. Smith Jr. W: Write story using imperative sentences LA/R: The teacher will gather the students on the reading circle to read the selected book.
R: Perfect Harmony by Charles R. Smith Jr. W: Write a note/ Write sentences LA/R: The teacher will gather the students on the reading circle to read the selected book.
LA/LI: The teacher will further explain the interrogative sentence.
LA/W: The students will write in their journals a response to one of the basketball stories.
LA/LI: The teacher will further explain the imperative sentence.
LA/LI: The teacher will further explain the declarative sentence.
LA/LI: The teacher will further explain the exclamatory sentence.
LA/LI: The teacher will explain that an imperative sentence is a direct command to someone.
DA/LA/OL: The students who come from a different country/culture will prepare to speak to the other students how they felt when they were new to the school. The teacher will be available to assist if needed.
LA/LI: The teacher will explain that the exclamatory sentence is more forceful version of a declarative sentence.
LA/W: The students will think about a trip that they would like to go on with their class and write a note to the teacher. The students will tell where they would like to go. The students will list questions and express feelings they have about that place. The students will use the four kinds of sentences, making sure to begin and end each sentence correctly.
R: I’m New Here by Bud Howlett W: Journal entry
R: I’m New Here by Bud Howlett W: Family interview
R: Tall Tales by Charles R. Smith Jr. W: Journal response
LA/R: The teacher will gather the students on the reading circle to read the selected book.
LA/R: The teacher will gather the students on the reading circle to read some more of the selected book.
LA/R: The teacher will read to the students the selected book.
LA/W: The students will record their questions and predictions about the book. LA/LI: The teacher will review with the students the four different kinds of sentences mentioned on Day 145. LA/LI: The teacher will explain the importance of capitalization and punctuation when writing and identifying sentences. LA/LI: The students will work on proofreading some sentences. The teacher will give the students sentences and they must begin and end each sentence correctly with capitalization and punctuation. LA/LI/T/Q: The teacher will play an educational video to explain the kinds of sentences. The students will take a quiz to see what they have learned. (http://www.brainpop.c om/english/grammar/ty pesofsentences/preview .weml).
LA/W/HW/HS: The students will interview a parent, guardian, or family member about how they felt on their first day in school, or if they were new to this country, how they felt upon arriving. The students will write a summary of the interview in their journals, using interrogative sentences for their questions and declarative sentences for their replies.
LA/LI: The teacher will explain that an exclamatory sentence is usually not found in writing, unless someone is being quoted. LA/LI: The teacher will point out the punctuation mark that is required and always found in an exclamatory sentence, the exclamation point. LA/LI: The teacher will give the students a paragraph, having the students underline the exclamatory sentences. LA/LI/T: The teacher will play a video clip and have the students make note of all the exclamatory sentences.
Week # 31
LA/LI: The teacher will point out that an imperative sentence can end with either a period or an exclamation point. LA/LI: The teacher will explain that an imperative sentence is usually not used in writing, unless it is a mild command. LA/LI: The teacher will show the students examples of imperative sentences. LA/W: The teacher will write some imperative sentences on the board and the students will use them to create a story in their journals. The students will share their stories with a partner.
LA/GA/W: The students will complete an activity called “Be a Sentence”. The students will work in small groups; each group will be given a noun and a verb to make a sentence. The students will add the correct punctuation and then share their sentence with the class, having their classmates define which kind of sentence they are displaying. LA/W/Q: The students will create their own quizzes to administer to a partner to assess their knowledge of the four kinds of sentences.
Monday Day # 151 MCSOL E 4.13 g Adjectives and Adverbs
Tuesday Day # 152 MCSOL E 4.13 g Adjectives and Adverbs
Wednesday Day # 153 MCSOL E 4.13 g Adjectives and Adverbs
Thursday Day # 154 MCSOL E 4.13 g Adjectives and Adverbs
Friday Day # 155 MCSOL E 4.13 g Adjectives and Adverbs
R: The Case of the Curious Whale Watch by Lucinda Landon W: Journal Entry
R: The Case of the Curious Whale Watch by Lucinda Landon W: Writing sentences
R: The Case of the Curious Whale Watch by Lucinda Landon W: Write an advertisement
R: The Case of the Curious Whale Watch by Lucinda Landon W: Descriptive paragraph
R: excerpt from By the Shores of the Silver Lake by Laura Ingalls Wilder W: Journal/Comp Questions
LA/R/GA: The students will read the first twelve pages of the book with a partner.
LA/R/GA: The students will read the next twelve pages of the book with a partner.
LA/R/GA: The students will read the next twelve pages of the book with a partner.
LA/R/GA: The students will read the last twelve pages of the book with a partner.
LA/R/GA: The students will read the descriptive paragraph by Wilder with a partner.
LA/LI: The teacher will introduce the term adjective, a word that describes nouns and pronouns.
LA/LI: The teacher will review with the students the details about adjectives from Day 151.
LA/LI: The teacher will make a poster explaining that adjectives tell what kind, how many, which one, etc. The teacher will give examples of adjectives.
LA/W: The teacher will give the students a set of ten sentences. The students will replace each adjective that tells what kind with a vivid adjective, using the Writer’s Thesaurus if needed.
LA: The teacher will write sentences on the board about the reading and the students will determine what the underlined adjectives are telling, either what kind or which one. LA/LI: The teacher will give the students a worksheet, going over the first few sentences as practice. The students will have to circle each boldfaced word that is an adjective. LA/W: The students will write a journal entry, using adjectives, about the bedroom of their dreams.
LA/W: The teacher will give the students a set of ten sentences. The students will replace each adjective that tells which one with a vivid adjective, using the Writer’s Thesaurus if needed. LA/LS: The teacher will give each student a clipping from the newspaper or magazine (age appropriate) and the students must highlight the adjectives found.
LA/W/CR: The students will write an advertisement for the local newspaper about a hot-air balloon festival. The students will describe the festival for the newspaper’s readers, using vivid adjectives. DA/LA: The teacher will create five mystery bags, each bag containing a different mystery object (i.e. potato, fabric softener, etc). The mystery bags will be distributed around the classroom, each student taking a turn to place their hand in the bag and feel the object. The students can do anything except look at the object. The students will then write down as many adjectives for each object. The students will share with the class the adjectives they wrote. The students will try to guess the object before the teacher displays it. This hands-on-activity is good for kinesthetic learners (http://www.csrnet. org/csrnet/substitute/ adjectives.html).
Week # 32
LA/GA: The students will get with a partner and each student will take a turn describing an unfamiliar object to their partner. The other partner will have their eyes closed while they are told descriptive adjectives in order to guess the object. LA/A/CR/W: The students will design their own flag, including their favorite colors, words, symbols, and anything else that is meaningful to them. The students will then write a paragraph to describe their flag, using vivid adjectives to tell about the different parts of the flag and to explain how they chose each. The students will share their flag and paragraph with the class. LA/HW: The teacher will create a word search for the students to complete that is full of adjectives.
LA/W: The students will focus in on the sensory details throughout the story and record in their journals any words or phrases that seem particularly vivid and that appeal to their senses. LA/W: The students will answer the discussion questions that pertain to the reading. The class as a whole will go over the correct answers. LA/GA/CR: The teacher will cut interesting pictures out from magazines or newspapers and laminate them to make cards. The students will get into small groups of three or four to play this game. The students will role the die and then draw a card. Whatever the number is that they role, they have to say that many adjectives for that picture on the card.
Monday Day # 156
Tuesday Day # 157
Wednesday Day # 158
Thursday Day # 159
Friday Day # 160
MCSOL E 4.13 g Adjectives and Adverbs
MCSOL E 4.13 g Adjectives and Adverbs
MCSOL E 4.13 g Adjectives and Adverbs
MCSOL E 4.13 g Adjectives and Adverbs
MCSOL E 4.13 g Adjectives and Adverbs
R: No One is Going to Nashville by Mavis Jukes W: Response Journal LA/R: The teacher will read the first six pages of the story aloud.
R: No One is Going to Nashville by Mavis Jukes W: Character Sketch LA/R: The teacher will read the next six pages of the story aloud.
R: No One is Going to Nashville by Mavis Jukes W: Journal Entry LA/R: The teacher will read the last six pages of the story aloud.
R: The Tortoise and the Hare by Aesop W: Write a fable
R: The Mysteries of Harris Burdick by Chris Van Allsburg W: Write a paragraph LA/R: The teacher will introduce the selected book to the students.
LA/W: The students will find the details that show how much each parent feels about Sonia’s desire to keep the dog and write about it in their journal. The students will write how they think this difference in opinion will affect the outcome of the story.
LA: The teacher will review the details about adverbs and review with the students by writing some sentences on the board.
LA/W: The teacher will have the students describe the elements of the story by drawing a graphic organizer in their journals. The students will write the where and when of the setting, descriptions of the characters, the details of the plot.
LA/W: The teacher will review with the students about adjectives and encourage the students to keep lists of the colorful adjectives in their journals. LA/LI: The teacher will introduce the term adverb, words that describe verbs or adjectives and tell how, when, where, or to what extent. LA/LI: The teacher will give the students examples of adverbs, pointing out that many adverbs end in –ly. LA/LI: The students will complete a worksheet by drawing a box around each adverb.
DA/LA: The teacher will ask some of the gifted students to identify the adverbs. LA/GA: The teacher will split students into small groups of three and four students. The groups will receive a newspaper, each student getting a page (making sure that the pages have the same amount of words for each player). The students will then circle as many adverbs as they can find on their page in 30 seconds. The student with the most adverbs circled wins. LA/W: The students will write a oneparagraph personality sketch of a character from the story, using adverbs.
LA: The students will practice with adverbs by identifying the adverb that describes the verb in each sentence. The student will tell whether the adverb tells where, when, or how. LA/MO/GA: The teacher will divide the class into two teams. The students will play the game called “Verb-Adverb Charades”. The teacher will have two piles of cards, one verbs and one adverbs. The students will take turns drawing a card and acting out the verb and adverb for their teammates. If the teammates guess, they get a point (http://www.educationworld.com/a_lesson/ 04/lp334-02.shtml).
Week # 33
LA: The students will practice working with adverbs by adding an adverb to each sentence, given by the teacher, to make the sentence more vivid. The students will rewrite the new sentence. LA/W/CR: The teacher will give each student a handout that has each letter of the alphabet on it. The students will find an adverb for each letter. The students will then choose five adverbs and use them in five different sentences (http://www.enchanted learning.com/alphabet/ wordforeachletter/ adverb.shtml). LA/LI/R: The teacher will remind with the students what a fable is and introduce the famous fable The Tortoise and the Hare. The teacher will read the fable to the students. LA/W/CR: The students will write a one-paragraph fable, remembering to use animals as their main characters. At the end of the fable, the students will write a moral. The students will use adverbs in the fables.
LA/GA/CR/OL: The students will all gather in a circle in the classroom to play the game “I Took a Journey”. One student will start by saying “I took a journey and traveled quickly on a jet plane.” The second student repeats what the first person said and then comes up with another adverb and form of transportation. When a student forgets, he/she is out. The last student remaining wins. LA/LI: The teacher will review the terms adjectives and adverbs. DA/LA/LI/T: The teacher will play a short cartoon about adjectives and adverbs (http://www.brainpop. com/english/grammar/ adjectivesandadverbs /preview.weml). This activity will help visual students. LA/W/OL: The students will think of a person who is considered a winner and write a paragraph to tell the class how this person became a winner, using adjectives and adverbs.
Monday Day # 161 MCSOL N/A
Tuesday Day # 162 MCSOL N/A
Wednesday Day # 163 MCSOL N/A
Thursday Day # 164 MCSOL N/A
Friday Day # 165 MCSOL N/A
R: N/A
R: N/A
R: N/A
R: N/A
R: N/A
W: N/A Standardized Testing
W: N/A Standardized Testing
W: N/A Standardized Testing
W: N/A Standardized Testing
W: N/A Standardized Testing
Week # 34
Monday Day # 166 MCSOL E 4.13 i Articles
Tuesday Day # 167 MCSOL E 4.13 i Articles
R: The Journey That Saved Curious George by Louise Borden W: Write sentences
R: The Journey That Saved Curious George by Louise Borden W: Write descriptive paragraph
LA/R: The teacher will gather the students to the reading circle to begin reading the selected book. LA/LI: The teacher will introduce the term article. LA/LI: The teacher will explain the use of a and an to refer to any person, place, thing, or idea.
Thursday Day # 169 MCSOL E 4.13 i Articles
Friday Day # 170 MCSOL E 4.13 i Articles
R: The Journey That Saved Curious George by Louise Borden W: Write clues for classmates
R: The Journey That Saved Curious George by Louise Borden W: Write sentences
R: The Journey That Saved Curious George by Louise Borden W: Journal entry
LA/R: The teacher will gather the students to the reading circle to continue reading the selected book.
LA/R: The teacher will gather the students to the reading circle to continue reading the selected book.
LA/R: The teacher will gather the students to the reading circle to continue reading the selected book.
LA/R: The teacher will gather the students to the reading circle to continue reading the selected book.
LA/LI: The teacher will explain to the students that a is to be used before a singular noun that begins with a consonant sound.
LA/LI: The teacher will review with the students the information learned from Days 166-167.
LA/W: The teacher will give the students some sentences to work on to help them practice working with articles. The students will write each sentence in their journals and draw an arrow from the article to the noun it refers to.
LA/W: The students will write in their journals what they think it would be like to have eyes in the back of their head and explain how they could use them to their advantage.
LA/LI: The teacher will explain the use of the to refer to a specific person, place, thing, or idea.
LA/LI: The teacher will explain to the students that an is to be used before a singular noun that begins with a vowel sound.
LA/LI: The teacher will show the students examples of each rule discussed for articles.
LA/LI: The teacher will show the students examples of each rule discussed for articles.
LA/W: The students will complete a handout, choosing the article that best fits with the given noun. The students will then choose five articles and nouns and write sentences. (http://www.usingeng lish.com/handouts/21 .html).
LA/W: The students will write a description of a picture the teacher displays, using nouns with and without articles. The students will write their descriptions on the board and the other classmates will circle the nouns and articles.
Wednesday Day # 168 MCSOL E 4.13 i Articles
LA/LI: The teacher will explain to the students that the articles (a, an, the) are adjectives. LA/LI: The teacher will explain that an article can tell which one about a noun. LA/W: The students will choose an object in the classroom and write a clue that will help someone guess the object. The students will not mention the object by name, but instead will describe the objects near it, using articles and adjectives. The students will repeat this activity several times.
Week # 35
LA/Q/T: The teacher will have the students take turns on the computer to take an online quiz to see how well they understand articles (http://a4esl.org/q/h/9 801/cg-a_an.html). LA/MA: The teacher will give each student a section from newspaper or magazine. The students will search their section for articles, highlighting the article one color and the noun that it refers to another color.
DA/LA/CC/T: The teacher will take the students to the computer lab. The students will work with a partner to complete some online activities dealing with articles. The ESL students will work with English proficient students (http://a4esl.org/q/f/y/ zz95mck.htm).
Monday Day # 171
Tuesday Day # 172
Wednesday Day # 173
Thursday Day # 174
Friday Day # 175
MCSOL E 4.13 j Verb tense
MCSOL E 4.13 j Verb tense
MCSOL E 4.13 j Verb tense
MCSOL E 4.13 j Verb tense
MCSOL E 4.13 j Verb tense
R: To Root, To Toot, To Parachute: What is a Verb? by Brian Cleary. W: Sentences with verbs
R: All for the Better: a Story of El Barrio written by Nicholasa Mohr W: Journal Response
R: All for the Better: a Story of El Barrio written by Nicholasa Mohr W: Writing at the board
R: All for the Better: a Story of El Barrio written by Nicholasa Mohr W: Write a riddle
R: The Complete Tales of Uncle Remus by Joel Chandler Harris W: Response Journal
LA/LI: The teacher will review with the students the part of speech verb.
LA/LI: The teacher will give students a handout that explains the rules for the present tense.
LA/GA/R: The students will complete the last three pages of the story with their partner.
LA/LI: The teacher will give students a handout that explains the rules for forming the past tense.
LA/LI: The teacher will remind students that a verb is the doer of the sentence.
DA/LA: The teacher will display a transparency to review subject-verb agreement with verbs in present tense. The teacher will call on some gifted students to underline the verb in each sentence.
LA/GA/R: The students will get in the same pairs as Day 172, read the next four pages of the story, and discuss among themselves the events that have taken place so far.
LA/R: The teacher will read the book To Root, To Toot, To Parachute: What is a Verb? by Brian Cleary. LA/A/OL: The teacher will have the students create posters that have the term verb in the center. Each student will fill their own poster with a minimum of 20 verbs. The teacher will do an informal assessment by challenging the students to write the verbs in different verb tenses. The students will share their posters with the class. LA/W: The students will choose five verbs from the poster and use them in five sentences.
LA/LI: The teacher will introduce the story All for the Better: a Story of El Barrio written by Nicholasa Mohr and give a brief background. LA/GA/R: The students will get in pairs and take turns reading the first four pages of the story. LA/W: The students will write a paragraph, telling why they like to visit a particular relative or friend, using present tense verbs.
The teacher will have volunteers describe in brief sentences some things they do each morning before leaving for school. The students will write their sentences on the board, highlighting the subject and present tense verb. LA/MA: The teacher will ring a bell in front of the class and have the students brainstorm what a bell does, in as many different words as possible. The teacher will emphasize that the verb tense is present. LA/W: The students will construct at least three sentences using the verb tenses discussed in regards to the bell.
Week # 36
LA/LI: The teacher will review with the students how to spell present tense verbs. LA: The students will complete a worksheet by identifying the form of the verb that correctly completes the sentence. LA: The students will complete a worksheet by writing the present tense form of the verb, using the correct spelling. LA/GA/W: The students will choose a vegetable or a fruit and write sentences that give information about their choice without giving its name. The students must use present tense verbs in their sentences. The students will then read their riddle to a partner and have the partner guess the fruit or vegetable.
LA/LI: The teacher will explain that past tense is when an action has already happened. LA/LI: The teacher will explain to the students that regular verbs form the past tense by adding –ed. LA /R: The teacher will read a few selections from The Complete Tales of Uncle Remus by Joel Chandler Harris. The teacher will explain how people use past tense to tell stories from the past. The teacher will have the students look out for the verbs that indicate that the events in the story already took place. LA/W: The students will write in their journals describing a character they would like to be from the book and why.
Monday Day # 176 MCSOL E 4.13 j Verb tense
Tuesday Day # 177 MCSOL E 4.13 j Verb tense
R: Grandfather’s Journey by Allen Say W: Response Story
R: Grandfather’s Journey by Allen Say W: Create an advertisement
R: Sarah, Plain and Tall by Patricia MacLachlan W: Creative sentences
R: Sarah, Plain and Tall by Patricia MacLachlan W: Creative sentences
R: Sarah, Plain and Tall by Patricia MacLachlan W: Journal Response
LA/R: The teacher will have the students gather in a reading circle to begin reading the book titled Grandfather’s Journey.
LA/LI: The teacher will complete the book Grandfather’s Journey.
LA/LI: The teacher will explain to the students that a future tense verb shows action that will happen.
LA/GA/MO: The students will get into cooperative groups and each group will be given a piece of chart paper with a general action verb on it. Each group will be given two minutes to come up with as many different specific action verbs and write them on the paper. After time is up, the groups will switch their papers with another group and brainstorm about another general action verb.
LA: The students will complete a worksheet by naming the future tense of the verbs in the sentences.
LA/W: The students will begin brainstorming for their writing piece in regards to the book. The students will write about how the author’s grandfather felt in the beginning of the book. The students will compare if they ever felt the same way when they visited a new place. The students will describe their visit and their feelings. LA: The teacher will encourage the students to use some of the words from the story that described how the grandfather felt. The students will underline their past tense verbs. LA/GA: The students will get with a partner and exchange stories to read and review.
LA/W: The teacher will have the students create an advertisement for a place they have visited, such as another neighborhood, town, or country, urging others to visit this place. The students will be required to have a minimum of ten past tense verbs. LA/MA: The teacher will use the list of different verbs from Day 172 to continue the activity. The teacher will have the students brainstorm and change the words to tell what a bell did. The teacher will emphasize that the verb tense is past. LA/W: The students will construct at least three sentences using the verb tenses discussed in regards to the bell.
Wednesday Day # 178 MCSOL E 4.13 j Verb tense
LA/LI: The teacher will explain that to form a future tense verb, you must use the helping verb will with the main verb. LA/MA: The teacher will have the students brainstorm how the verbs from Day 172 would change if a bell had not sounded yet, but would in a few minutes. The teacher will emphasize that the verb tense is future. LA/W: The students will construct at least three sentences using the verb tenses discussed in regards to the bell. LA/R: The teacher will read one chapter aloud to the students and the students will read one chapter silently.
Resources
Thursday Day # 179 MCSOL E 4.13 j Verb tense
LA/W: Once all the posters a filled and each group has had a chance to brainstorm, the teacher will post the posters in the classroom. The students will then choose one verb from each poster and create a sentence, using the future tense of the verb. LA/R: The teacher will read one chapter aloud to the students and the students will read one chapter silently.
Friday Day # 180 MCSOL E 4.13 j Verb tense
LA: The students will review the present, past, and future tense verbs and complete a worksheet by identifying and labeling the verb as present, past, and future tense. LA/R: The teacher will read one chapter aloud to the students and the students will read one chapter silently to complete the book. DA/LA/W/OL: The students will write what souvenirs they would bring from their area to someone living elsewhere and explain the information they would share about each item. The students are encouraged to bring in objects they write about to share, especially students from other cultures.
(1988). Graphic Organizers. Retrieved November 26, 2007, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm (2002, May). Adjective Games and Associated Worksheets. Retrieved November 26, 2007, Web site: http://members.aol.com/twittwoo/grpdfs/adjectives.pdf (2006). Oregon School Library Information System. Retrieved November 27, 2007, Web site: http://www.oslis.org/elementary/index.php (2006). Roald Dahl Poems. Retrieved November 27, 2007, from Famous Poets and Poems Web site: http://famouspoetsandpoems.com/poets/roald_dahl/poems (2007). Haiku. Retrieved November 27, 2007, from Kid Zone Web site: http://www.kidzone.ws/poetry/haiku.htm (2007, March 24). The Legend of Zelda 7: Island of Kaswordinner. Retrieved November 27, 2007, from You Tube Web site: http://youtube.com/watch?v=mMocYsK79DE (2006). Antecedent of Pronoun and Pronouns in Apposition. Retrieved November 25, 2007 from Splashes from the River Web site: http://www.splashesfromtheriver.com/Intermediate%20Grammar%201/intermediate-grammarlesson26.htm. (2006). Cause and Effect Graphic Organizers. Retrieved November 25, 2007, from Education Oasis Web site: http://www.educationoasis.com/curriculum/GO/cause_effect.htm. Adjectives and Adverbs. Retrieved November 25, 2007, from Brain POP website: http://www.brainpop.com/english/grammar/adjectivesandadverbs/preview.weml>. Aesop, & Pinkney, J. (2000). Aesop's fables. New York: SeaStar Books. Bafile, C. (2002) Huey and Louie meet Dewey. Retrieved November 26, 2007 from http://www.education-world.com/a_lesson/02/lp261-02.shtml. Beck, I. L., Farr, R. C., & Strickland, D. S. (2007) Lead the way: Teacher’s edition. Orlando: Harcourt.
Bergey, Michelle (2000). Professor Pen's "Handy" Guide to writing five Paragraphs. Retrieved November 26, 2007, Web site: http://www.geocities.com/fifth_grade_tpes/Handyguide.html Blume, J. (2004). Tales of a fourth grade nothing. New York: Random House/Listening Library. Borden, L., & Drummond, A. (2005). The journey that saved Curious George the true wartime escape of Margret and H.A. Rey. Boston: Houghton Mifflin. Carla (2007). Subject/Verb Agreement and Pronoun/Antecedent Agreement . Retrieved November 27, 2007, from A to Z Teacher Stuff Web site: http://atozteacherstuff.com/pages/336.shtml Chaikin, M., & Nakata, H. (2002). Don't step on the sky a handful of haiku. New York: Henry Holt. Cleary, B. P., & Prosmitsky, J. (2001). To root, to toot, to parachute what is a verb? Minneapolis, Minn: Carolrhoda Books. Cooper, J. D., & Pikulski, J. J. (1996). Teacher's book a resource for planning and teaching. Invitations to literacy. Boston: Houghton Mifflin. Cornett, C. E. (2007) Creating meaning through literature and the arts: An integration resource for classroom teachers. (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Cox, P. R., & Cartwright, S. (2000). Find the puppy. Tulsa, Okla: EDC Pub. Creech, S. (2001). Love that dog. New York: HarperCollins. Dahl, R. (1991). The collected short stories of Roald Dahl. Michael Joseph. Denenberg, B. (1998). The journal of William Thomas Emerson, a Revolutionary War patriot. My name is America. New York: Scholastic. "Double Negatives." LEO: Literacy Education Online. 1999. 25 Nov 2007. DPI Writing Strategies, "Be the sentence: An interactive language arts activity." Learn NC. 25 Nov 2007 . Exploratorium. (n.d.) The accidental scientist: Science of cooking: Rock candy. Retrieved November 25, 2007 from http://www.exploratorium.edu/cooking/candy/recipe-rockcandy.html.
Fifth grade poetry project. Retrieved November 27, 2007, from Big Spring Web site: http://www.bigspring.k12.pa.us/file_view.php?id=9929&PHPSESSID=d7b24fa932df03b60388e9 14ee47b0e4 "Find an Adverb for Each Letter." Enchanted Learning. 2007. 25 Nov 2007. Foll, Scott. "Self-Test: prepositional phrases." Big Dog's Grammar. 2001. 25 Nov 2007 . Gardner, Traci (2005, June 12). Ten Creative Writing Activities. Retrieved November 27, 2007, from Traci's Lists of Ten Web site: http://www.tengrrl.com/tens/017.shtml Goeman, N. (1985). Writing rainbow : Teacher guide 4. Grand Rapids, MI: Christian Schools International. Gontow, Carlos. "A or An." Activities for ESL students. 1998. 25 Nov 2007 . "Grammar: Verb Tenses for Elementary School." eMints National Center. 04 12 2004. 25 Nov 2007 . Gregory, K. (1999). The winter of red snow the revolutionary war story of Abigail Jane Stewart. Dear America video series. [New York]: Scholastic. Harris, J. C. (1955). The complete tales of Uncle Remus. Boston: Houghton Mifflin. Hopkins, G. (2004) Synonym scramble. Retrieved November 23, 2007 from http://www.educationworld.com/a_lesson/04/lp334-01.shtml. Hopkins, G. "Verb-Adverb Charades." Education World. 20 02 2004. 25 Nov 2007 . Howlett, B. (1993). I'm new here. Boston: Houghton Mifflin.
Jaiswal , Preeti (2005, 9 05). Techniques for Teaching Adjectives and Four Classroom Activities. Retrieved November 27, 2007, from The Internet TESL Journal Web site: http://iteslj.org/Techniques/Jaiswal-Adjectives.html Joyce Clay, Cynthia (1996). Prepositional Phrase Exercises. Retrieved November 26, 2007, Web site: http://oestarapublishing.com/grammar/prepex.html Jukes, M., & Bloom, L. (1983). No one is going to Nashville. New York: A.A. Knopf. Kelly, Charles. "A, An, or [Nothing]." Quiz Machine. 2004. 25 Nov 2007. Landon, L. (1987). Meg Mackintosh and the case of the curious whale watch. Boston: Joy Street Books. Lastiri, Patricia (2007). What’s My Subject? A Subject–Verb Agreement Minilesson. Retrieved November 27, 2007, from Read Write Think Web site: http://www.readwritethink.org/lessons/lesson_view.asp?id=950 Lear, E. (1980). Edward Lear's book of nonsense a selection of Lear's best limericks & illustrations. London: Dent. Lear, E., & Lemieux, M. (1994). There was an old man-- a gallery of nonsense rhymes. New York: Morrow Junior Books. Lear, E., & O'Brien, J. (1992). Daffy down dillies silly limericks. Honesdale, Pa: Caroline House. Lear, E., & Newton, J. (1990). Of pelicans and pussycats poems and limericks. New York: Dial Books for Young Readers. Levine, R. (2007) Educational units and lesson plans. Retrieved November 26, 2007 from http://www.coollessons.org/#researchhelp. MacLachlan, P. (1985). Sarah, plain and tall. New York: Harper & Row. Megginson, David (2007, August 16). The Purpose of a Sentence. Retrieved November 27, 2007, from University of Ottawa Web site: http://www.uottawa.ca/academic/arts/writcent/hypergrammar/sntpurps.html
Mohr, N., & Gutierrez, R. (1993). All for the better a story of El Barrio. Stories of America. Austin, Tex: Raintree Steck-Vaughn. OWL at Perdue University, (2004). Making Subjects and Verbs Agree: Exercises. Retrieved November 27, 2007, from OWL Online Writing Lab Web site: http://owl.english.purdue.edu/handouts/esl/eslsubverbEX1.html Pollan, Ryla (2007, Novemeber 12). Tongue Twisters. Retrieved November 27, 2007, from HotChalk's Web site: http://www.lessonplanspage.com/LAPartsOfSpeechTongueTwisters38.htm "Printable Handout: A, An, or The." Using English. 2007. 25 Nov 2007. Reading is Fundamental. (2007) Because of Winn-Dixie lesson plans. Retrieved November 25, 2007 from http://www.rif.org/educators/lessonplans/winn-dixie.mspx. Roe, B. D. & Ross, E. P. (2006) Integrating language arts through literature & thematic units. Boston: Pearson Education, Inc. Rozakis, L. (1992). Read it! Write it! ideas to integrate writing and literature. [Mahwah, NJ]: Troll Associates. Say, A. (1993). Grandfather's journey. Boston: Houghton Mifflin. Schnur, S., & Evans, L. (1997). Autumn an alphabet acrostic. New York: Clarion Books. Schnur, S., & Evans, L. (2002). Winter an alphabet acrostic. New York: Clarion Books. Scieszka, J. & Smith, L. (1992) The stinky cheese man and other fairly stupid tales. New York: Scholastic, Inc. Selden, G. (1960). The cricket in Times Square. New York: Ariel Books. Silverstein, S. (1981). A light in the attic. New York, N.Y.: Harper & Row. Silverstein, S. (1974). Where the sidewalk ends the poems & drawings of Shel Silverstein. New York: Harper and Row. Smith, C. R. (2001). Loki & Alex the adventures of a dog and his best friend. New York: Dutton
Children's Books. Smith, C. R. (2002). Perfect harmony a musical journey with the Boys Choir of Harlem. New York: Jump at the Sun. Smith, C. R. (2000). Tall tales. New York: Dutton Children's Books. Spinelli, J. (1990). Maniac Magee a novel. Boston: Little, Brown. Stevenson, R. L., & Commins, S. (1947). Selected writings of Robert Louis Stevenson. New York: Random House. Strickland, D. S. (1993). HBJ language. [Grade 5]. Orlando: Harcourt Brace Jovanivich. Subject-Verb Agreement. Retrieved November 27, 2007, from The Guide to Grammar and Writing Web site: http://grammar.ccc.commnet.edu/grammar/sv_agr.htm Teaching Adjectives With Music. Retrieved November 27, 2007, from Christian Hosting Web site: http://www.csrnet.org/csrnet/substitute/adjectives.html Truss, L. (2004). Eats, shoots & leaves the zero tolerance approach to punctuation. New York: Gotham Books. Van Allsburg, C. (1984). The mysteries of Harris Burdick. Boston: Houghton Mifflin. Van Leeuwen, J., & Gobbato, I. (1969). The great cheese conspiracy. New York: Random House. "Verb-Subject Agreement game." Skillwise. 2007. 25 Nov 2007. We Go Together! (Subject/Predicate). Retrieved November 27, 2007, from Georgia Standards Web site: http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=16005 White, E. B., Williams, G., & Rosenwald, E. G. (1952). Charlotte's web. New York: Harper. Wilder, L. I. (1979). By the shores of the silver lake. NAC, 3119. Newbury Award.
Winograd, Marcy (2007, Novemeber 12). Preposition boogie. Retrieved November 27, 2007, from HotChalk's Web site: http://www.lessonplanspage.com/LAPrepositionalPhrasesPrepositionBoogie46.htm Winograd, Marcy (2007, Novemeber 12). The Power is in the Verb . Retrieved November 27, 2007, from HotChalk's Web site: http://www.lessonplanspage.com/LAPowerVerbGoodGameIdea34.htm Wright, B. F. (1916). The real Mother Goose. Chicago: Rand, McNally &. Yan, Xin Lesson plan on how to teach nouns, articles, and determiners. Retrieved November 27, 2007, Web site: http://www2.gsu.edu/~wwwesl/egw/lessonplans/xin.html Zaner-Bloser (Firm). (1997). G.U.M. instruction and practice for grammar, usage, and mechanics. Level D. Columbus, Ohio: Zaner-Bloser.
art accountability compassion community involvement- collaboration with the community collaboration with colleagues/ resource teachers cultural literacy and diversity communication creativity citizenship differentiation/accommodation evaluation group activity integrity literacy Language Arts leadership listening life skills health home/school connection- collaboration with families homework math manipulative activity movement/ physical education music obedience oral language/ public speaking problem solving/ critical thinking quiz reading responsibility respect science social studies technology text writing
Week 1
Monday Day 1
Tuesday Day 2
Wednesday Day 3
Thursday Day 4
Friday Day 5
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
R: syllabus W: intro for partner
R: directions activity, recipes, game directions, instruction manual W: response to directions activity
R: examples of step-by-step directions of how to do something W: how to paragraph
R: how-to paragraphs W: journal response to leadership activity
R: dictionary definition of “leadership”, leadership examples W: leadership qualities
LA/LI/AC/C/CR/ I/O/RE/RT: The teacher will discuss what will be covered in the fourth grade in language arts. The teacher will also briefly mention each of the character traits mentioned throughout the year.
LI/O/R: The teacher will hand out a list of directions, the first being to read through the entire list before doing anything, the last saying to not do anything, just set the list down and wait for the rest of the class, and the ones in the middle say to do all kinds of crazy things. Students will be encouraged to read directions carefully (partly out of embarrassment for students that actually start to do things).
R: Students will examine how-to examples of students from previous years. Students will focus on such words as “next”, “then”, and other transition words.
OL/R: Students will volunteer or the teacher will pick random students to read their how-to paragraphs to the class.
LA/LE: Students will brainstorm a list of leadership qualities and write them on the board. Someone will look up the definition of “leadership” in the dictionary and share it with the class.
GA/OL: Students will partner up and ask their partner questions about themselves. Each partnership must then briefly introduce the other to the rest of the class.
R: Students will examine directions to a board game, a cookie recipe, and instruction manual to put something together. The class will discuss the importance of following directions.
W: Students will then write their own how-to paragraphs. LA/OL/HW/CI/ CR: Students will interview someone in their community about how to do something that the student does not know how to do. They will present their findings in class in a week and a half and must make a creative display of the stepby-step process. DA: ELL students will have additional support and a word-list of time transition words.
Week 2
GA/LE/MO: Students will get with a partner. One partner will be blindfolded. The other partner will guide the blindfolded student around the school but with only directions and not touching them. They will then switch roles. LA/W: Students will then write about their experience and how they felt about the situation. LA/OL: Some of the students in the class will then read about their experience and discuss as a class their feelings as a leader and as a follower.
SS/LE: The class will also make a list of people from history that were good leaders. LA: The teacher will explain how it is important to work together well as a group and how sometimes there will be a leader to take charge and how each team member should be a good leader. LA/R: Students will then read descriptions of individuals that they might have in their class and which student they think would make the best leader and member of a group and why. The class will discuss their results.
Monday Day 6
Tuesday Day 7
Wednesday Day 8
Thursday Day 9
Friday Day 10
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
MCSOL E 4.1, 4.2, 4.3, 4.4 Oral Skills
R: list of discussion topics for leadership activity W: journal response to leadership activity
R: story from textbook W: comprehension questions at the end of the story
R: opinion vs. fact statements, dictionary definition of “opinion” W: opinion vs. fact statements
R: newspapers, magazines W: school policy change opinion
R: magazine articles W: magazine articles description of purpose & audience
LA/GA: Students will divide up into small groups of four members each. Each group member will have a number from 1-4. Starting with student #1, students will have a short amount of time in which they will lead a discussion on a topic from a list generated by the teacher. The leader must take notes on the discussion and encourage the group members to participate, exhibiting the important characteristics of a group leader as described by the SOL.
LA/GA/OL/LE: Students will get in small groups and together read a random story from their textbook. They will go around the group and orally read the story. The students will then complete the textbook generated comprehension and discussion questions at the end of the section. The group must agree on their answers and work together as a group to complete this- in other words, one student cannot complete the entire thing. The teacher will monitor the progress of this assignment and make sure all group members are contributing equally.
LA: The teacher will discuss what the students have learned in the past few days about working with other group members. The teacher will then discuss how sometimes group members will disagree about things. Sometimes, such things as “opinions” get in the way. A student will look up the definition of “opinion” and then the teacher will help explain the difference.
LA/SS/LS/CZ: Students will discuss current events in the newspaper. Students can voice their opinions on the situation (as long as it is not too controversial in nature), all the while keeping it controlled.
LA/OL/LI: The teacher will read sentence a few different ways, each way exhibiting a different style of speaking and gestures. The teacher will ask the students to determine which is the best and why. The teacher will then explain the importance of word choice and method of communication for a variety of audiences. The class will then determine some characteristics of a speech for a variety of audiences and purposes.
DA: Students with ADD or get easily distracted by others will be able to work as a group in the hallway.
LA/HW: Students will then write their own opinion statements and non-opinion statements, 4 of each.
W: Students will then journal about their group discussion and how they felt as a leader and as a group member, showing the differences between the two.
LA: Students will look at statements and determine whether or not they are opinions or simply statements.
Week 3
LA/W: The teacher will give a topic of interest to the students, such as maybe school uniforms or inclusion of an additional sport in the school, and the student must write their opinion of the situation and then back it up with why not or why they agree with the idea. The class will then discuss the topic as a whole with students voicing their beliefs and opinions on the subject.
LA/R/W: Students will read excerpts from different magazines and compare the audiences and purpose of the writing. Students will make a chart of the differences.
Monday Day 11 MCSOL E 4.5, 4.6 Oral Presentations
Tuesday Day 12 MCSOL E 4.5, 4.6 Oral Presentations
Wednesday Day 13 MCSOL E 4.5, 4.6 Oral Presentations
Thursday Day 14 MCSOL E 4.5, 4.6 Oral Presentations
Friday Day 15 MCSOL E 4.5, 4.6 Oral Presentations
R: how-to projects W: journal about presentations
R: how-to projects W: journal about presentations
R: how-to projects W: journal about presentations
R: how-to journal responses W: qualities of good questions
R: topic paragraphs W: topic paragraphs
LA/OL/CR: One third of the students will present their howto projects to the class. After each project, students will have the opportunity to ask relevant questions about the task and students must be prepared to answer the questions. After the presentations, students will walk around and read what each student has written for their project.
LA/OL/CR: Another third of the students will present their howto projects to the class and answer appropriate questions about their topic. Once again, after the presentations, students will walk around and read what each student has written for their project.
LA/OL/CR: The last third of the students will present their how-to projects to the class and answer appropriate questions about their topic. Once again, after the presentations, students will walk around and read what each student has written for their project.
LA/R: A few students will read their journal responses to the various how-to project presentations.
LA: The teacher will explain that when students are researching that they should mention what is important to the topic and not mention irrelevant information.
W: The class will then journal about what they learned from the presentations and what interested them.
W: Again, students will journal about any knowledge they gained from the presentations and what they found interesting.
LA: The class will play the classic game 20 questions. This will give students a chance to learn how to ask good, appropriate questions. Students win if they correctly W: The class will guess the answer; then journal about the teacher wins if what they learned the class does not from the get the item in presentations and under 20 questions. what interested If the class wins, them and then they will get 5 extra which presentation points on an was their favorite assignment. If the and why. teacher wins, the class will need to DA: Gifted students thoroughly clean can explain how the room (or do their topic is related whatever other busy to another work needs to be individual’s topic or done, but not make an analogy something too about their topic. punishing in They can also nature). The explain how their teacher will explain project was the importance of meaningful to them. asking good questions while reading and in other situations.
Week 4
LA/R: Students will read a topic sentence and determine if all of the sentences in the paragraph have to do with that topic. Any irrelevant information should be underlined with a colored pencil. Students will then add any sentences that would make the paragraph flow more and including more relevant information to the topic.
Monday Day 16 MCSOL E 4.5, 4.6 Oral Presentations
Tuesday Day 17 MCSOL E 4.5, 4.6 Oral Presentations
Wednesday Thursday Friday Day 18 Day 19 Day 20 MCSOL E 4.7b MCSOL E 4.7b MCSOL E 4.7b Resource Materials Resource Materials Resource Materials
R: textbook reading on public speaking W: notes on public speaking video
R: classroom nonfiction books W: notes on portions of classroom nonfiction books
R: dictionary, thesaurus, glossary W: dictionary definitions
R: dictionary, thesaurus, glossary W: thesaurus synonymsscavenger hunt
R: dictionary, thesaurus, glossary W: journal about what learned about reference materials
LA: Students will watch a video about public speaking techniques. Students will take notes on the movie while they are watching it. The class will then review what they saw after the video and what some important parts of it were.
LA: The teacher will demonstrate some possible methods of notetaking for research purposes, leading into the next section. Students can use note cards or lined paper.
LA/CC: The class will meet in the library. The librarian will explain how to use and the purpose of a dictionary, thesaurus, and glossary in an encyclopedia or other nonfiction work. The librarian will identify important parts of a dictionary definition.
LA/CC: The class will once again meet in the library and the librarian will review what was learned the day before.
LA: The teacher will describe references and resources to be found within the classroom.
LA/W: Students will look at dictionary definitions and then write their own definition to a made-up word including all of the parts.
DA: Students that may need more time have the option of staying after school or during recess to try to finish it up so they will not fall behind the others.
LA/W/R: Students will find a nonfiction book somewhere in the book and take LA/R: Students some notes on will then read a something they portion of their might find textbook that interesting, using explains about how some of the to take good notes. techniques described by the teacher. LA/OL: Students will go around the classroom after they have put their books away and state one interesting thing they read about and that is in their notes.
Week 5
LA/GA: Students will work with a partner on a scavenger hunt in the library to find and apply the principles learned in the past two days.
LA/W: Students will write a letter to a friend that is new to the classroom explaining how to find references in the library and classroom.
Monday Day 21 MCSOL E 4.7c-d
Tuesday Day 22 MCSOL E 4.7c-d
Wednesday Day 23 MCSOL E 4.7c-d
Thursday Day 24 MCSOL E 4.7c-d
Friday Day 25 MCSOL E 4.7c-d
Word Identification Skills
Word Identification Skills
Word Identification Skills
Word Identification Skills
Word Identification Skills
R: dictionary W: dictionary definitions
R: dictionary W: meaning of underlined words
R: sentences with unknown words W: definitions of unknown words
R: sentences W: sentences
R: difficult words with suffixes W: made up words containing suffixes to determine the definition
MU: The teacher will play very different styles of music (like march, slow music, polka, etc.) and ask the class what kind of occasion would be most appropriate for the music to be played for to get the class thinking about context.
LA/GA: Groups of 45 students find unusual words from the dictionary. Each team member writes a definition for the word but only one member writes the correct definition of the word. Each team stands and members orally read definitions in turn, trying to convince the class that each has the correct one. They will also try to use the word in a sentence that seems to make sense. The audience can applaud to vote on which they believe is correct. Then the group will explain what the true definition of the word is. (Creating Meaning Through Literature and the Arts, p. 264)
LA: The teacher will explain that sometimes it is difficult to always carry a dictionary when trying to decipher an unknown word and that sometimes just looking at other words in the sentence makes the word clear.
LA: The teacher will explain that sometimes words are pronounced differently based on the context of the sentence. (i.e. project, record, and desert. The teacher will write those words on the board and ask how to pronounce them. A student will say it one way. The teacher will then ask them to use it in another way. The teacher will show evidence of this from the dictionary. (Integrating Language Arts Through Literature & Thematic Units, p. 246)
LA: Students will review suffixes and show that knowing word endings and beginnings can help determine the context of a long word. Students will break down words with suffixes into their base word and the suffix. Students may have an easier time with smaller portions of words (bases) and then figure out the meaning using the suffix.
LA/GA: Now that students know how to use a dictionary, students will work in pairs with dictionaries to look up words with multiple meanings. Students will copy all of the definitions on their worksheet. LA: The teacher will discuss the problems of having one word with multiple meanings- how will you know what it means? The teacher will introduce the concept of looking at the context of the word. The teacher will give a few examples of how the sentence wording can give different meanings to the same words.
LA: Students will complete a worksheet with an underlined word that has several meanings in several different sentences describing the different uses of the word. Students will explain the meaning of the word in that particular context.
LA/GA: Students will complete a worksheet that contains sentences with words way above grade level but with other words in the sentence that make the meaning known. Students will guess what the underlined word means in the sentence by looking at the context. (Integrating Language Arts Through Literature & Thematic Units, p. 246)
Week 6
LA: Students will write their own sentences using one word with two different pronunciations with sentences for each usage. Several students will read their sentences aloud.
LA: Students will make up their own word using a base word and a suffix and create their own meaning for the word. Students will then present their new word to the class and the class must together decipher the meaning of the word. DA: Gifted students will be challenged to find the definitions of very complicated difficult words using the skills they learned in class.
Monday Day 26
Tuesday Day 27
Wednesday Day 28
Thursday Day 29
Friday Day 30
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
R: The King Who Rained W: homonym-related sentences/ phrases
R: A Chocolate Moose for Dinner W: homonym-related sentences/ phrases
R: thesaurus W: worksheet
R: card game W: worksheet
R: synonyms & antonyms W: worksheet of synonyms & antonyms
LA/LI/R: The teacher will begin this lesson by reading the book The King Who Rained, by Fred Gwynne to get the class thinking about homonyms.
LA/LI/R: The teacher will read the sequel to the book read yesterday, A Chocolate Moose for Dinner and then discuss the homonyms used in the book.
LA: The teacher will describe what a synonym is and explain that an easy way of remembering the word “synonym” is that it is like “same” with the “s” at the beginning.
LA/MO: Students will play a game with synonyms. Each student will be given an index card with one word written in blue and one in red. A student will read the word in blue and whoever has the synonym written in red goes to stand next to them. Then that student reads their blue word and the game continues. Once the students can get it right the first time, the teacher will collect the cards and this time the students will play to see how fast they can get it and compare to previous classes of students. (http://www.educationworld.com/a_lesson/04 /lp334-01.shtml)
LA/A: The teacher will ask the students to think of two things that are antonyms. Students will draw pictures of them and will then present their pictures to the class.
LA: A student in the class will look up the word “homonym” in the dictionary and the teacher will give a class definition for a homonym.
LA: Students will sign up for a phrase/ sentence that they would like to do for their homonym class book.
LA: The class will brainstorm a list of synonyms.
LA/R: Students LA/T: Students will will look up synonyms of a type their sentence given set of words on the computer in the computer lab so in a thesaurus. that they have LA/HW: Students something nice for will complete a their book. worksheet in LA/A/HW: which they must LA/A/CR: Students Students will then match synonyms. will begin to pick come back and with They will finish it one phrase to make a whatever time is for homework. page in a class-made left, they will begin book with an to illustrate their illustration similar to individual page. that of The King Students must turn Who Rained. this in by Friday so it can be copied and DA: ELL students made into a class will have a phrase book. given to them and LA/PS: The class will brainstorm a list of homonyms and common phrases such as those used in the book that could be taken a completely different way.
additional teacher support in understanding the meaning of the English.
Week 7
LA: The teacher will then introduce antonyms and explain how they are opposites. Students can remember that “antonym” and “opposite” both start with a vowel sound. LA: The class will brainstorm a list of antonyms. LA/HW: Students will complete a worksheet in which they must match up antonyms.
LA/GA: The teacher will have some cut out words. Students must work with partners to match up the synonyms. The students will then get a different bag with words and they will have to match up the antonyms. LA: Students will have a worksheet and they will need to identify whether the two words listed are antonyms, synonyms, or homonyms.
Monday Day 31
Tuesday Day 32
Wednesday Day 33 MCSOL E 4.8 Fiction
Thursday Day 34 MCSOL E 4.8 Fiction
Friday Day 35 MCSOL E 4.8 Fiction
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
MCSOL E 4.7e Synonyms, Antonyms, Homonyms
R: charades cards W: synonyms
R: questions on test, choice of book W: questions on test
R: fiction book scavenger hunt W: answers for scavenger hunt
R: Because of Winn-Dixie W: new situation
R: Because of Winn-Dixie W: character web
LA/MO: Students will play charades with specific words. Students will pick a word and for part of the time the acting student will act out the antonym of that word and other students must guess what the original word was. Then for each game, students must name two synonyms of the word on the card and the antonym that was acted out and the teacher will write it on the board. This will be played as a review game for the test tomorrow. (Creating Meaning Through Literature and the Arts, p. 264)
LA/E: Students will take a test on synonyms, antonyms, homonyms, and word identification skills. Students will need to write down some answers and read short passages and identify the appropriate kinds of words.
LA/CC: The class will meet in the library. The librarian will talk about the different genres of books and that the genre the students will be studying is fiction. The librarian will explain how to find the fiction books. The librarian will also explain the organization of books in the library and where to find different books.
LA/R: The teacher will pass out student copies of Because of Winn Dixie, which the students will read for the next two weeks. The teacher will read aloud the first chapter.
LA: The teacher will hand out the final copy of the class homonym book to each student. LA/R: Students in whatever time is left can pick a book and have a time of D.E.A.R. Students can also make up any work that is overdue or missing.
LA/W: Students will make a character web of all of the characters introduced thus far along with a list of adjectives for each character. Students will notice how their personalities change throughout LA/W/OL: the story. The Students will write class will then about a time in discuss their which they felt like results. an outsider- maybe (http://www.rif.org they moved or /educators/lessonpl went to a different ans/winnschool or maybe dixie.mspx) when they were LA/MO/GA: The put into a new LA/R/HW: With students will get situation that they whatever time is with a partner and did not know what left, students will will do a scavenger to do. Students continue to read hunt around the will have time to the book. By library in the write and then Monday, chapters fiction section to some students will 8-13 are due. discover some read their journals. things about the DA: Gifted way fiction books LA/R/HW/W: students will write are arranged and Students will read a paper about how where to find chapters 2-7 for the main characters them, completing a homework due on changed worksheet. Friday. throughout the story, comparing their actions at the beginning to the ending. Week 8
Monday Day 36 MCSOL E 4.8 Fiction R: Because of Winn-Dixie W: answer questions about story
Tuesday Day 37 MCSOL E 4.8 Fiction
Wednesday Day 38 MCSOL E 4.8 Fiction
R: Because of Winn-Dixie W: vocabulary list, pet story
R: Because of Winn-Dixie W: response to rock candy activity
LA/W/T: Students will receive a list of vocabulary words from Because of Winn Dixie and they will need to fill it in with definitions that the teacher has on the overhead.
LA/R/HW: Students will need to have the book finished for class tomorrow.
Thursday Day 39 MCSOL E 4.8 Fiction
Friday Day 40 MCSOL E 4.8 Fiction
R: Because of Winn-Dixie W: journal entry from perspective of character
R: Because of Winn-Dixie W: compare/ contrast of movie vs. book
LA/W: Students will pick a character from the book and write a journal entry in the perspective of that S: Students will individual and learn how hard describe how they candies such as get ready for the Littmus Lozenges party at Gloria are made. The Dump’s house. LA/R/W/GA/LE/O LA/W: Students science experiment (http://www.rif.org L: Students will get will write about a is found at /educators/lessonpl in groups of three pet that they have. http://www.explora ans/winnand answer one of They will write a torium.edu/cookin dixie.mspx) the following story about their g/candy/recipequestions: Who is pet. If the child rockcandy.html. LA/M: Gloria Gloria Dump and does not have a The teacher will Dump had music why are the pet, they can write have already made playing at her Dewberrys afraid of about a pet that rock candy for party, so while her? What makes they know of or each student to students are people afraid of others? Why do the they can make up a have. writing their Dewberrys annoy story about a pet journal article, the Opal? Each student that they would LA/W: Students teacher will have will pick a question like to have. will write a music playing in that they will lead response to the the background. and then that DA: ELL students science activity in question leader will have an class today and from each group additional set of write whether or will share their vocabulary words not they liked the findings with the on word cards so hard candy. rest of the class. they can learn the (http://www.rif.org/ English. educators/lessonpla ns/winndixie.mspx) LA: The class will discuss important events in the story so far. The teacher will add additional things that the children should have been able to understand from the story.
LA/R/HW: Students will need to have chapters 1420 ready by Wednesday.
Week 9
LA/T: The class will watch the movie version of Because of WinnDixie. LA/W: Students will write down differences from the movie to the book.
Monday Day 41 MCSOL E 4.8 Fiction
Tuesday Day 42 MCSOL E 4.8 Fiction
Wednesday Day 43 MCSOL E 4.8 Fiction
Thursday Day 44 MCSOL E 4.8 Fiction
R: Because of Winn-Dixie W: compare/ contrast of movie vs. book
R: test W: test
R: fiction book W: list of questions about book
R: fiction book, dictionary W: vocab. list
LA/T: Students will watch the second half of the movie Because of Winn Dixie.
LA/E: Students will take a test on Because of Winn Dixie. The test will include important vocabulary and important events from the story.
LA/CC: For the first part of the class, students will choose a fiction book from the library that they will do a project on. It must be a book they have never read before.
LA/R: Students will have a few minutes to continue to read their book.
LA/W: Students will take notes of the differences in the movie. When they are done with the movie, students will write a compare/contrast of the movie and the book and then tell which one they liked better and why. The class will then discuss some of what they found. LA: With whatever time is left over, the class will review for the test tomorrow.
LA/W: Students will write down a list of questions that they would like answered before they start reading the book. LA/R: Students will begin reading their book. DA: Students of a lower reading level can pick an easier book; students who are gifted or at a higher reading level can pick a more difficult book to read.
Week 10
Friday Day 45 MCSOL E 4.8 Fiction R: fiction book W: character adjectives
LA: The teacher will give the students a list of projects that they can do on their book. Students LA/W: As students will have to pick are reading, they two from the list to must keep a list of do as a project. important vocabulary that LA/W: Students they will turn in will keep a running along with a list of all of the definition of the characters in their word from the book and 2-3 dictionary. They adjectives to must include at describe each least 20 new words character. Students minimum. will then write which character they like at that time in their book and why. LA/R: With the remaining time, students will continue to read their book.
Monday Day 46 MCSOL E 4.8 Fiction
Tuesday Day 47 MCSOL E 4.8 Fiction
Wednesday Day 48 MCSOL E 4.8 Fiction
Thursday Day 49 MCSOL E 4.8 Fiction
R: fiction book W: project
R: “Amelia and Eleanor Go for a Ride” W: Venn Diagram comparison
R: “Amelia and Eleanor Go for a Ride” W: explanation of how Amelia and Eleanor could have been friends
R: fiction book W: compare & contrast with previously read fiction book
R: fiction book W: reaction to book
LA/R/W/A/CR: Students will have a work time to work on their project during class. Their projects must be creative. Some different project ideas are illustrating a scene from the story, writing an alternate ending to the story, researching the time of the story and writing a 2page paper, making a travel brochure, and so on.
LA: The teacher will talk about a certain kind of fiction known as historical fiction.
LA/R/TX/OL: The class will finish reading the story in the same style as the class period before. Again, the teacher will ask comprehension questions along the way.
LA/W: Students will think about any other stories that they have read in the past that were similar to the book they are reading now. Students will compare and contrast that book to the one they are reading now. If they can’t think of anything, they can compare and contrast it with Because of WinnDixie.
LA/MO/OL: Students will display their fiction projects. They will act as one of the main characters in the book they read and explain their book. Students can also dress like their character.
LA/M: The teacher will create a Venn Diagram comparing historical fiction with contemporary fiction, which is what Because of Winn-Dixie is.
LA/W: The teacher will LA: The class will explain that brainstorm what they although the story know about Amelia is fictional, how Earhart and Eleanor could the two have Roosevelt before been friends? they read. The What qualities and teacher will add experiences did input as well. they have in LA/R/TX/OL: The common? class will read the Students will write story “Amelia and a response with Eleanor Go for a answers from the Ride”. One student reading and will begin reading historical one paragraph and knowledge. If then pick someone else to read the next students are paragraph, with each stumped, they can work with a student having a partner. chance at reading. Along the way, the teacher will ask comprehension questions. (Lead the Way, p. 126-139)
DA: The teacher will explain the phrase “birds of a feather” to ELL students. (Lead the Way, p. 128) Week 11
Friday Day 50 MCSOL E 4.8 Fiction
LA/W: Students will write a onepage reaction to their book and the project.
Monday Day 51 MCSOL E 4.9a
Tuesday Day 52 MCSOL E 4.9a
Wednesday Day 53 MCSOL E 4.9a
Graphic Organizers
Graphic Organizers
Graphic Organizers
Thursday Day 54 MCSOL E 4.9b Prediction
Friday Day 55 MCSOL E 4.9b Prediction
R: “Red Writing Hood” W: graphic organizer of story
R: “Red Writing Hood” W: graphic organizer of story, evaluation of story
R: The Stinky Cheese Man and other Fairly Stupid Tales W: graphic organizer of story
R: “The Gardener” W: predictions
R: “The Gardner” W: predictions
LA: Students will write out the plot line of the original story of “Little Red Riding Hood”. The teacher will demonstrate how this can be done on a flow chart.
LA/W: The teacher will assist students in making a graphic organizer of the story they just read of important flow of events.
LA/R: The teacher will read the story The Stinky Cheese Man and other Fairly Stupid Tales, by Jon Scieszka & Lane Smith, to the class.
LA: Students will look up the word “predict” in the dictionary. The class will then come up with a definition for the word to put in their notes.
LA/R/TX: The class will finish reading the story “The Gardner” and making predictions about it.
LA/W: Students will write an evaluation of the story and whether or not they think fairy tales should be left alone or changed.
LA/W: The teacher will pick one of the stories to make a graphic organizer flow chart from, comparing the original story to the rewritten form.
LA/TX: The teacher will ask students to look at the cover page for the short story called “The Gardener”. The teacher will ask the students to predict what the story will be about, given what they know about the topic.
LA/PS/TX: Students will read the name of the next story they will read, “Red Writing Hood” and predict what it will be about. The teacher will point out the homonym in the word “writing” and how it might be different than the original story.
DA: Gifted students will pick a fairy tale different LA/OL/TX: The teacher will ask for from the ones volunteers to read discussed the week each part and students before. The will dramatize the student will then story of “Red Writing rewrite the ending Hood” in their of the story so that textbooks. it is much different LA: While students than the actual are reading, the version. teacher will ask a series of comprehension questions to be sure they are following along. (Lead the Way, p. 456-470)
LA/GA: Students will work in small groups. Each group will be assigned a different story and students in the groups will need to do this activity for their particular story, comparing the actual story to the rewritten version.
Week 12
LA/R/TX: The teacher will begin to read “The Gardener”. After every few parts, the teacher will ask students to predict what will happen next or what the character is referring to based on the other information. Throughout the story, the teacher will stop and ask questions about the text and even the illustrations. (Lead the Way, p. 22-47)
LA/W: Students will then write about how many of their predictions actually were true and how many were wrong. Students will also ask questions about topics that are not specifically addressed in the writing. LA/SS: The class will talk about how times were different during the Great Depression, the time setting of this story. LA/W: Students will then compare and contrast the time period of the story with the present. Students will then write whether or not they would rather live during that time or stay in the present time period.
Monday Day 56 MCSOL E 4.9c Conclusions
Tuesday Day 57 MCSOL E 4.9c Conclusions
Wednesday Day 58
Thursday Day 59
Friday Day 60
MCSOL E 4.9d Summarizing Techniques
MCSOL E 4.9d Summarizing Techniques
MCSOL E 4.9d Summarizing Techniques
R: “Red Writing Hood” W: conclusions
R: “The Gardner” W: conclusions
R: summarizing passage W: summarize passage
R: social studies textbook W: summarize social studies text
R: classroom book W: graphic organizers, predictions, conclusions, and summaries
LA: The teacher will explain cause and effect to the students. The teacher will refer back to the story, “Red Writing Hood” in drawing conclusions about events in the story. The class will discuss several conclusions that they can draw from this story and then writing them down. The teacher will explain that drawing conclusions can help the students better understand the story. Students can make a conclusion chart as seen in Lead the Way, p. 471B.
LA: The teacher will explain how making predictions and drawing conclusions from stories go hand-inhand- predictions are pre-reading and drawing conclusions occur after the story is read to better understand the story. The class will draw some conclusions about the story “The Gardner” and write them down along with their predictions. Students will also pull out their questions and together the class will try to figure out the answer based off of the text.
LA: The teacher will ask students that if someone asked them how their day was, what would be a better way to do it? The teacher will give one way where the person talks about all of the little details about everything and the other one is a summary. Students will respond that the summary version is better. The teacher will ask the students why and students will give all kinds of reasons. The teacher will explain the importance of being able to summarize stories.
LA: The class will go over the results of the worksheet completed yesterday. The teacher will write the answers on the board and show how students can summarize right from the passage by picking out important details.
LA/E: Students will have a passage similar to those used for the summary part. At various parts along the test, they will have to predict events happening, make a graphic organizer, draw conclusions from the text, and summarize the selection for a test.
DA: Drawing conclusions will especially help ELL students. The teacher will provide extra assistance to these students so that they can better understand what is happening in stories.
LA/W/R: Students will have a short passage (1-2 pages) that they will need to summarize in a few sentences.
Week 13
LA/TX/SS: The teacher will ask students to summarize a chapter from the students’ social studies textbook. The teacher will ask students later to share their results.
LA/R: When students are completed, they can pick a book from the class library and read for the rest of the class.
Monday Day 61
Tuesday Day 62
Wednesday Day 63
Thursday Day 64
Friday Day 65
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
R: citing resources, note cards for notes W: citing resources, note cards for notes
R: book titles W: notes on research materials
R: Dewey Decimal classification system W: worksheet
R: resources W: KWL
R: encyclopedia W: research for paper
LA: The teacher will explain a good method of notetaking in order to write a research paper. The teacher will show how to divide note cards up into different headings.
LA/PS/AC: The teacher will have a list of books with their titles. Students will look at the list and decide which books would be the best sources to use for a research paper on the topic of snakes. The teacher will go through each book and ask whether or not it would be a good source and then why or why not. The teacher will explain that not every source out there is a good source to use and students must learn discernment. The teacher will explain the problem with just using any source and how it can be misleading to the readers.
LA/CC: Students will meet in the library and will learn about the Dewey Decimal system. They will learn how books in the library are organized with the activity “Huey and Louie Meet Dewey”. This activity describes a fictional story of two boys learning about the library organization system. There is also a worksheet to accompany the library activity which can be done individually or with a partner. (http://www.educat ionworld.com/a_lesso n/02/lp26102.shtml)
LA/W: Students will pick a topic that interests them and decide to write a short research paper about it (minimum of 3 pages). Students will sign up for their topics. Students will fill out a KWL graphic organizer of what they already know, want to learn, and eventually what they learn about their topic.
LA/PS: Students will generate a list of questions that they would like to have answered about their research topic. They must come up with a minimum of 10 questions.
LA: The teacher will then explain how to cite different resources. Students will practice citing resources and then the class will go over the proper way to do so. The teacher will explain the importance of citing resources so the person who uses them is not in violation of stealing them.
LA/W: Students will take notes on what is discussed in class and important things to look for when finding research materials. DA/CI/CZ: Gifted students can go to their library at home and pick ten books and explain how they would be a good or a bad source.
Week 14
LA/CC: Students will go to the library for a short amount of time and pick up some books that would help the student research their topic. The librarian will show a good place to find resources.
LA: Students will use encyclopedias found in the classroom library to continue to learn about their topic.
Monday Day 66
Tuesday Day 67
Wednesday Day 68
Thursday Day 69
Friday Day 70
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
R: research materials W: researching
R: research materials W: journal prompt
R: resource materials W: rough draft
R: resource materials W: rough draft
R: peer’s paper W: proofreading paper
LA/CC/T: Students will meet in the computer lab to do some researching using the internet and computer resources. The computer lab teacher will give an introduction to the task of internet and computer program researching and then students will be free to research for themselves. A good website with resources for children is http://www.coolles sons.org/#research help.
LA/W: Students will answer a journal prompt that they will write on for a lot of the period in order to practice writing.
LA/W: Students will work on a rough draft of their paper. They will have all period to work on their paper and organize their research material.
LA/W: Students will work on writing their rough draft for their paper.
LA/R/W/GA/RE/ AC: Students will pick a responsible partner that they trust to proofread their paper. The teacher will review the basic proofreading skills and things to look for when proofreading. When students get their paper back, they must correct their mistakes.
LA/R: Students will continue to gather information from the material that they read in order to write their research paper.
LA/HW/W: Students will need to have their rough draft finished by Friday.
LA/A/T: Students will design a cover page for their project. Students can draw a picture or find a picture on the computer to use.
DA: The teacher and teacher’s aids will proofread the paper of an ELL or learning disabled student due to the high frequency of errors. The teacher and teacher’s aid will also help these students additionally, even during recess and before and after school.
AC: The teacher will walk around the computer lab to make sure students are being accountable and on-task.
Week 15
Monday Day 71
Tuesday Day 72
Wednesday Day 73
Thursday Day 74
Friday Day 75
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
MCSOL E 4.10, 4.11 Research Skills/ research paper
R: diorama list W: plan for diorama
R: paper W: typing final draft
R: paper W: typing final draft
R: research paper W: journal entry about paper
R: final project W: KWL
LA/A/CR/HW: Students will make a diorama to go along with their research paper. They will read over a list of possible ideas and a supply list for the diorama. Students will have a time to work on it in class during this day and then must work on it for homework.
LA/T/AC: Students will meet in the computer lab and work on typing their report neatly on the computer. The teacher will monitor to make sure they are staying on-task. While students are typing their draft, they will make sure that their peer grader caught all of the mistakes, so students might need to reread their paper.
LA/T/AC: Students will again work on typing their final papers in the computer lab. When students are done, they can reread it to make sure there are no mistakes.
LA/HW: Students will turn in their final papers.
LA/OL: Students will go around the classroom and mention one interesting thing that they learned about their particular research topic. Students can look at each others’ dioramas about their research topic and ask questions.
LA/W: Students will write down a plan for the diorama in their journal so the teacher knows what they are thinking. They will then meet with the teacher to discuss the progression of their project.
MU: The teacher will play some relaxing classical music while students are typing.
LA/A/CR: Students will have time to work on their diorama. They can also (if it is done already) write a journal T: If students get article about what done typing and they found proofreading, the interesting about teacher will let their topic. They them know if they can write why they are done for sure. initially picked If they really are their topic and how finished, they can they found it play an educational interesting. They computer game for might even include the rest of the time. how they might use their DA: Students that knowledge as a might type slower future course of can come in during study. recess or before or after school to finish typing their paper.
Week 16
LA/HW: Students will turn in their research paper. LA/W: Students write what they have learned about their topic on the KWL graphic organizer
Monday Day 76
Tuesday Day 77
Wednesday Day 78
Thursday Day 79
Friday Day 80
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
Writing narratives
Writing narratives
Writing narratives
Writing narratives
Writing narratives
R: Jumanji W: introduction paragraph
R: Jumanji W: introduction paragraph for story
R: proofreading peer-written stories W: body for story
R: Where the Wild Things Are W: conclusion for story
LA/LI/OL/T: The teacher will read the story Jumanji, by Chris Van Allsburg, 1981, to the class, showing the pictures on Elmo. The teacher will only read about half of it.
LA/R: The teacher will finish reading Jumanji. The teacher will again review about the introduction and identify the other parts (like body and conclusion).
LA: The teacher will explain briefly about the body of the story, the part of the story in which all of the action takes place, the bulk of the story.
LA/W: Students will then begin their own stories. They will brainstorm some ideas, making a topic web, and then write their own story. They will focus on having a good introduction to the story but can also work on other parts.
LA/W: Students will continue to write their stories during the class time.
LA/R/LI: The teacher will read the story Where the Wild Things Are by Maurice Sendak, 1963 and discuss the different parts of the story, especially the conclusion.
LA: The teacher will explain the different parts of a story- a beginning/ introduction, body, and a conclusion/ end. This lesson will focus on the introduction. The teacher will explain where the introduction is in the story Jumanji. LA/W: Students will pick a topic to write about and then write an opening few sentences in a paragraph as an introduction. The students will make sure the sentences after the main topic sentence support that sentence.
LA/R/GA: Students will exchange their story (even if it isn’t complete yet) with a partner who will read and proofread it. LA/W: Students will then continue writing and adding to their story.
DA: Students who are having trouble with sentence structure and having sentences that support a topic sentence will be given extra help at the reading table in the back and will work on a worksheet (similar to a few weeks ago with the exact same topic).
Week 17
LA/W/HW: Students will continue to work on their stories, especially focusing on the conclusion today. Whatever parts of the story the students cannot finish in class, they must finish for homework.
R: N/A W: N/A
Field Trip to Jamestown
Monday Day 81
Tuesday Day 82
Wednesday Day 83
Thursday Day 84
Friday Day 85
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
MCSOL E 4.12a-j, m
Writing narratives
Writing narratives
Writing narratives
Writing narratives
Writing narratives
R: picture book W: final production of story
R: music-inspired narratives W: music-inspired narratives
LA/W/CC: Students will again work on their final copy neatly written on plan white paper or typed – LA/W/CC: Students the computer teacher will again will then work on a be available in the final copy neatly computer lab for written on plan white paper or typed students to type – the computer their stories.
LA/W/MU/R: Students will listen to music and begin to write a story. When the music stops, they must stop exactly where they are (even if in mid-sentence) and pass it on to the next person. This person will need to read what has happened thus far and once the music starts again will continue to write the story. This will proceed the entire class period. The teacher will explain when the story should soon come to a close so that child will know that they must write a conclusion. After this, the student who began the story will get their story back and get to read it. (Creating Meaning Through Literature and the Arts, p. 374)
R: Jamestown narratives W: Jamestown narrative
R: primary source Jamestown narrative W: rough draft of story
R: proofreading stories W: final draft of story
LA/SS/W: Students will write a narrative about what it would have been like to live in colonial Jamestown. This is based on what the student learned while on the field trip to Jamestown. The story can be about if the individual student could travel back in time to colonial Jamestown or the student can make up a character that might have lived at that time. Students must include the important parts of a narrative.
LA/SS/R: The teacher will read primary source documentation of actual residents of colonial Jamestown and their experiences at the colony and then compare that to what students wrote the day before in class. The teacher will explain how that this is real-life situations whereas their stories are probably made-up, fiction stories.
LA: Students will come up individually to the teacher to discuss the proofreading done on their story.
LA/GA/R: Students will then in the last few minutes exchange papers with a partner and read what their peer has read and also proofread the narrative.
LA/GA: Students will exchange their finished stories with a partner to proofread it. LA/W: Students will make any corrections to their rough draft to show the teacher the next day. If any students are done, they can turn in their story for the teacher to proofread.
teacher will be available in the computer lab for students to type their stories.
LA/A/CR: Students will work on illustrations for their story when they are done. At LA/A/CR/HW: the end of class, Students will work students will need on illustrations for their story when they to turn in their stories to be are done. Students will have all of the “published”. next class time to work on their story some more, but they should have a lot of it done for homework, especially if they are behind.
DA: Students who do not want to draw or have problems drawing pictures can use printed pictures instead of drawings.
Week #18
LA/R/HW: When students are finished with their production, they should find a picture book in the classroom and identify the introduction, body, and conclusion of the story. Students that take the entire time for their book must do this for homework.
Monday Day # 86 MCSOL E 4.12 a-c, e-f Writing Poems
Tuesday Day # 87 MCSOL E 4.12 a-c, e-f Writing Poems
Wednesday Day # 88 MCSOL E 4.12 a-c, e-f Writing Poems
Thursday Day # 89 MCSOL E 4.12 a-c, e-f Writing Poems
Friday Day # 90 MCSOL E 4.12 a-c, e-f Writing Poems
R: Television and The Pig by Roald Dahl W: Journal Writing
R: Don’t Step on the Sky: a Handful of Haiku by Miriam Chaikin W: Analyze a haiku poem
R: A Light in the Attic, and Where the Sidewalk Ends by Shel Silverstein W: Write a haiku
R: Love That Dog by Sharon Creech W: Create an imitation cinquain poem
R: Love That Dog by Sharon Creech W: Write a cinquain
LA/LI: The teacher will introduce the poetry unit and share the quote, “To be young without poetry is like being indoors in spring”.
LA/LI: The teacher will introduce the poet of the day, Miriam Chaikin, and give a brief biographical sketch.
LA/LI: The teacher will introduce the poet of the day, Shel Silverstein, and give a brief biographical sketch.
LA/LI: The teacher will introduce an unrhymed form of poetry called a cinquain.
LA/LI: The teacher will introduce the poet of the day, Sharon Creech and give a brief biographical sketch.
LA/R: The teacher will read some examples of Chaikin’s poetry and explain that Chaikin is known for writing and illustrating haiku poetry.
LA/R: The teacher will check out some of Silverstein’s books from the library and have the students get into groups. Each student will take a turn reading a poem from the book.
LA/LI: The teacher will give a brief background discussion on Adelaide Crapsey, the originator of the cinquain.
LA/R: The teacher will introduce some of Creech’s other books, including, Heartbeat and Granny Torrelli Makes Soup.
LA/LI: The teacher will explain the structure of a cinquain and create a poster to show the students the exact format and structure.
LA/GA/W: The teacher will create a quiet corner in the room, put two beanbag chairs and a small table to transform it to the “Poet’s Corner”. The teacher will place on the table a 3x5 file box containing index cards with suggest titles for poems, a box containing lists of rhyming words, pads and pencils, and a dictionary. The students will take turns visiting the “Poet’s Corner” with a partner. Each student will be required to write a cinquain using the given materials.
LA/LI: The teacher will explain to the students the definition of poetry. LA/LI: The teacher will explain that there are several different types of poems, including haiku, cinquain, rhymes, limericks, and acrostics. LA/LI: The teacher will introduce the poet of the day, Roald Dahl, and give a brief biographical sketch. LA/R: The teacher will read some of Dahl’s poetry, including, Television and The Pig. LA/W: The teacher will end the class period by having the students write in their journals for ten minutes. The students will describe their favorite place and time to read and explain why it is so special.
LA/LI: The teacher will introduce a haiku to be a traditional form of Japanese poetry. LA/LI: The teacher will explain the structure of a haiku to consist of three lines, the first and last lines have five syllables and the middle line has seven syllables. The students will review how to count syllables. LA/LI: The teacher will show the students some examples of haiku poems, telling them that most haikus act as riddles and answer, “What am I?” LA/W: The students will copy a haiku in their journals, count the syllables, and then solve the riddle.
LA/LI: The teacher will review with the students the details they learned on Day 87 about haiku poem. LA/MU/MO: The teacher will set up a center for the students to visit in groups. The teacher will play soothing Japanese music during this time of writing. LA/W: The students will write a haiku using one of the ideas the teacher posted in the center (i.e. the sea, the wind, raindrops, a flower, falling leaves, etc). DA/LA/W: The students with LD, ED, and MD will be given additional time to create their haikus.
Week # 19
LA/LI: The teacher will show studentwritten samples of cinquains, pointing out the structure and part of each line. LA/R: The teacher will begin reading to the students a book about imitation poetry titled Love That Dog by Sharon Creech. LA/W: The teacher will give each student a piece of poster board. The students will write an imitation poem, like the character in the book. The students will follow the correct form of a cinquain.
LA/OL: The teacher will collect the student’s poems and hand them back to the correct “poet” for them to read and share with the class.
Monday Day # 91
Tuesday Day # 92
Wednesday Day # 93
Thursday Day # 94
Friday Day # 95
MCSOL E 4.12 a-c, e-f Writing Poems
MCSOL E 4.12 a-c, e-f Writing Poems
MCSOL E 4.12 a-c, e-f Writing Poems
MCSOL E 4.12 a-c, e-f Writing Poems
MCSOL E 4.12 a-c, e-f Writing Poems
R: There Was an Old Man…, Of Pelicans and Pussycats, Edward Lear’s Book of Nonsense W: Write a limerick
R: “Blue Peter” Book of Limericks, Daffy Down Dillies: Silly Limericks by Edward Lear W: Write a limerick
R: The Real Mother Goose by Blanche Fisher Wright W: Journal Writing
R: A Child’s Garden of Verses by Robert Louis Stevenson W: Write couplets, triplets, and quatrains
R: Autumn: An Alphabet Acrostic, Winter: An Alphabet Acrosticby Steven Schnur and Leslie Evans W: Write an acrostic
LA/LI: The teacher will introduce the form of poetry called a limerick.
LA/OL: The teacher will review with the students the key details about Edward Lear’s life and career as a poet. The teacher will call upon students to share at least one fact they learned.
LA/LI: The teacher will explain to the students that poets often times write about what they are feeling or other random ideas that they are thinking about.
LA/LI: The teacher will read to the students a few poems written by Robert Louis Stevenson.
LA/LI: The teacher will introduce the acrostic poem.
LA/LI: The teacher will explain the structure of a limerick. LA/LI/GA: The teacher will give the students a handout that has several examples of limericks. The students will label the rhyming pattern on each limerick and then share with a partner why they chose that particular pattern. LA/LI: The teacher will give a brief background discussion on Edward Lear, the creator of the limerick. LA/R: The teacher will have the students gather in a reading circle and read some of Lear’s poems. LA/W/CR/T: The students will complete a worksheet that has given the starting lines for two different limericks and they will have to complete the limerick. The students will copy a limerick, which they think is especially good from a book. The students will be permitted internet access for this.
DA/LA/GA/R: The teacher will display several of Lear’s books for the students to choose from and get in small groups to read. This group reading activity will help ESL students work with English proficient students. LA/W/CR: The students will work on creating their own limerick, requesting help from the teacher when needed. LA/W: The students will write their copy of a limerick and have the teacher check over it. LA: The students will turn in a final copy of their limerick to be entered in the limerickwriting contest among their classmates. Another teacher will judge.
LA/W: The students will write in their journals their response to the following: Think about a special friend and discuss what makes close friendships valuable; Think of a time when you started giggling and it was inappropriate and how did you stop; Think of your favorite flower and name what you like best about the flower. LA/LI: The teacher will introduce the idea of rhyming poems. The teacher will explain the terms couplet, triplet, and quatrain. LA/LI: The teacher will briefly show examples of the three types of rhyming patterns. LA/R: The teacher will introduce the famous Mother Goose poems and have the students read some of the classic poems.
Week # 20
LA/LI: The teacher will review with the students the details of couplets, triplets, and quatrains and write the rhyming patterns for each type of poem on the board for the students to use as a reference. LA/W/GA: The teacher will place several starter lines on the board and have the students work in pairs to find rhyming words for the ending. The students will share their words with the class and then write their second line to create a couplet. LA/W: The students will be given several triplets that have lines missing and will write a line that fits the meaning and keeps its rhythm. The students will share their poems with the class. LA/GA/W: The students will work in small groups to make quatrains; each group will have the same starting lines and will present their poems to the class.
LA/LI: The teacher will explain the structure and form of an acrostic and give the basic instructions on how to write one. LA/R: The teacher will show the students several examples of acrostic poems by allowing the students to choose from several books. LA/W/CR: The students will think of their favorite movie or television show and write it as their title, each letter written vertically. The students will then think of a phrase or statement for each letter that has something to do with their topic. LA/W/CR/OL: The students will think of a product they are trying to sell (i.e. cereal, toothpaste, etc) and write an acrostic poem to advertise it. The students will create posters with their acrostic on it and present their product to the class.
Monday Day # 96
Tuesday Day # 97
Wednesday Day # 98
Thursday Day # 99
Friday Day # 100
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
R: The Cricket in Times Square by George Selden W: Paragraphs for topics/central ideas
R: The Cricket in Times Square by George Selden W: Complete graphic organizer
R: The Cricket in Times Square by George Selden W: Write a fact or fiction piece
R: The Cricket in Times Square by George Selden W: Write a summary
R: The Cricket in Times Square by George Selden W: Bon Voyage story
LA/R: The students will begin reading the first two chapters of the selected book.
LA/R: The students will read the next two chapters of the selected book in a small group, taking turns reading aloud.
LA/R: The students will read the next two chapters of the selected book.
LA/R: The students will read the next two chapters of the selected book.
LA/R: The students will read the next two chapters of the selected book.
LA/LI: The teacher will remind the students to use their graphic organizers to help begin writing their paragraphs.
LA/W: The teacher will allow the students to continue to work on their paragraphs until they are completed.
LA/W: The teacher will use this day to allow the students finish their writing pieces.
LA/LI: The teacher will then introduce the idea of proofreading. The teacher will explain that the students will be proofreading their own work and the work of their peers.
LA/CR: The teacher will create a writing activity for the students to do when they have completed their fact/fiction pieces.
LA/LI: The teacher will begin by introducing the concept of the writing process. LA/OL: The teacher will have students volunteer and tell what they think they already know about the writing process. LA: The teacher will give each student a notebook and writing folder to use for the writing unit. LA/LI: The teacher will explain that the first step to writing a good piece is choosing a topic or central idea. LA/LI: The teacher will explain to the students that their first piece will be either fact or fiction, allowing them to make that choice. The teacher will remind the students the difference between fact and fiction. LA/LI/OL: The students will choose two topics they would like to write on and write a brief paragraph about them to decide what to write about.
LA: The teacher will make sure that they have met with all the students to determine their topic/central idea. LA/LI: The teacher will introduce the concept of having an organized plan for writing and using graphic organizers. LA/LI/T: The teacher will show the students a website that has several examples of graphic organizers, explaining how each graphic organizer can be used (http://www.ncrel.org/s drs/areas/issues/student s/learning/lr1grorg.htm) LA/LI/T: The teacher will explain the importance of using technology resources and other references when writing (i.e. internet, almanac, encyclopedia, newspaper, etc.) LA/W: The teacher will have the students choose two different graphic organizers to complete with information they retrieve about their topics.
LA/LI: The teacher will remind the students to use their references and resources to help them create their paragraphs. LA/LI/T: The teacher will explain to the students the importance of citing their sources and will show them an easy way to do so by introducing a website that will help them (http://www.oslis.org/el ementary/index.php). LA/LI: The teacher will review with the students how to combine ideas to write paragraphs that support the central idea. LA/LI/T/W: The teacher will introduce “Professor Pen’s ‘Handy’ Guide to Writing” as the students begin writing their paragraphs. (http://www.geocities.c om/fifth_grade_tpes/Ha ndyguide.html).
Week # 21
DA/LA/LI: The teacher will show the students a poster that has tips for proofreading and shows what the students need to pay attention to when proofreading, including grammar and spelling errors. This will be a good tool for the visual learners to use as a reference. LA/GA: The students will switch papers with three peers and complete the proofreading exercise.. LA/W: The students will choose one peer’s paper to write a summary. The teacher will go over the main points of summarization.
LA/CR: The teacher will bring in a suitcase, covered with “Bon Voyage” travel sticker on the outside. LA: On each travel sticker there will be a printed label with a writing prompt. For example, -If I were a falling leaf, I would like to fall… -If I were a fish, I would like to swim to… -If I were a raindrop, I would splash… LA/W/A: The students will select a travel sticker and write a story. The students will have the option to illustrate their story if time permits. LA/OL: The students will share their stories and illustrations with the class.
Monday Day # 101
Tuesday Day # 102
Wednesday Day # 103
Thursday Day # 104
Friday Day # 105
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
MCSOL E 4.12 a-e, g-n Writing Explanations
R: The Cricket in Times Square by George Selden W: Paragraphs for topics/central ideas
R: The Cricket in Times Square by George Selden W: Complete graphic organizer
R: The Cricket in Times Square by George Selden W: Write a cause and effect piece
R: The Cricket in Times Square by George Selden W: Journal Entry
R: The Cricket in Times Square by George Selden W: Write a dialogue
LA/R: The students will read the next two chapters of the selected book.
LA/R: The students will read the next two chapters of the selected book.
LA/R: The teacher will read the next two chapters of the selected book aloud to the students.
LA/R: The students will read the last two chapters of the selected book.
LA/LI: The teacher will review with the students the main details of the writing process.
LA: The teacher will make sure that they have met with all the students to determine their topic/central idea.
LA/R: The students will read the next two chapters of the selected book with a partner, taking turns reading aloud.
LA/LI: The teacher will review that the first step to writing a good piece is choosing a topic or central idea.
LA/LI: The teacher will review with the students the use of graphic organizers.
LA/LI: The teacher will explain to the students that their next task of writing is a cause and effect piece. LA/LI: The teacher will explain the definition and structure of a cause and effect paper. LA/LI: The teacher will show the students some examples of causes and effects. LA: The teacher will give the students a short exercise to help them develop their skills for cause and effect. LA/LI/OL: The students will choose two topics they would like to write on and write a brief paragraph about them to decide what to write about.
LA/LI/T: The teacher will show students graphic organizers that are made to specifically help create a cause and effect paper, using a website to help explain (http://www.educationo asis.com/curriculum/G O/cause_effect.htm). LA/LI/T: The teacher will review with the students the information and details about using technology resources and other references. The teacher will explain that the students do not need to use resources, depending on their topic. LA/W: The teacher will have the students choose two different graphic organizers to complete with information they retrieve about their topics.
LA/LI: The teacher will remind the students to use their graphic organizers to help begin writing their paragraphs. LA/LI: The teacher will remind the students to use their references and resources, if necessary, to help them create their paragraphs. LA/LI/T: The teacher will explain to the students the importance of citing their sources and will show them an easy way to do so by introducing a website that will help them (http://www.oslis.org/el ementary/index.php). LA/LI: The teacher will review with the students how to combine ideas to write paragraphs that support the central idea. LA/LI/T/W: The teacher will review with the students “Professor Pen’s ‘Handy’ Guide to Writing” (http://www.geocities.c om/fifth_grade_tpes/Ha ndyguide.html).
Week # 22
LA/W: The teacher will allow the students to continue to work on their paragraphs until they are completed. LA/LI: The teacher will review the details of proofreading; pointing out the poster of tips for proofreading. This will be a good tool for the visual learners to use as a reference. LA/LI: The teacher will explain the importance of word choice and sentence variation when writing. The teacher will remind students to look for appropriate word choice and sentence variation in their own work and in the work of their peers. LA/GA: The students will switch papers with three peers and complete the proofreading exercise. Then the students will proofread their own papers for a final time. LA/W: The students will complete a journal entry about what country they would like to visit and why?
LA/W: The teacher will use this day to allow the students finish their writing pieces if they are not completed. LA/CR: The teacher will create a writing center for students to creatively write a dialogue. LA/LI: The teacher will explain to the students the term dialogue. LA/CR: The teacher will name the activity “Chicken Chatter” and write several different dialogue ideas, putting each idea in a plastic egg. Some example writing prompts are: -What would a bar of soap say to dirty hands? -What might thunder say to lightning? -What might a Cadillac say to a Volkswagen? LA/LI: The teacher will review with the students quotation marks and their use in written dialogue. LA/W/GA: The students will choose an egg, write a creative dialogue, and share with a partner.
Monday Day # 106
Tuesday Day # 107
Wednesday Day # 108
Thursday Day # 109
Friday Day # 110
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 a Subject-Verb Agreement
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Write sentences
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Journal Entry
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Correct sentences
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Journal Entry
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Write sentences
LA/LI: The teacher will introduce the term, subject-verb agreement, asking if any students know the meaning of the term.
LA/LI: The teacher will review details from Day 106.
LA/LI/OL: The teacher will have the students share their journal entries from Day 107, noting if there were any problems with the sentences.
LA: The teacher will create a transparency with several simple subject sentences. The teacher will have the students call out the subject in the sentence and then tell what the correct form of the verb is.
LA/LI: The teacher will introduce the concept of verbs and compound subjects.
LA/LI: The teacher will begin by reviewing with the students the two main parts of a sentence, the subject and the verb. LA/LI/OL: The teacher will pass out a sentence to each student. The students will identify the subject and the verb in the sentence and then share their sentence with the class. LA/LI: The teacher will show the students a PowerPoint presentation on subject-verb agreement to give them a better understanding of what it means for the subject and the verb to agree with each other (http://grammar. ccc.commnet. edu/grammar/ sv_agr.htm). LA/W: The students will write ten sentences, underlining the subject and circling the verb. LA/SS/R: The students will begin reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
LA/GA: The teacher will put students in groups of four, giving each group a newspaper. The students will each choose an article that seems interesting to them. The students will identify the subject and the verb in four to five sentences. DA/LA: The teacher will review the PowerPoint presentation for students with a LD or ESL students who may be having difficulty with subjects and verbs. LA/LI/MU: The teacher will play the song “Rainy Day Man” by James Taylor and have the students read the lyrics. LA/W: The teacher will ask the students to write in their journals a description of the rainy day man, using specific sentences/ phrases from the lyrics. LA/SS/R: The students will continue reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
LA/LI/W: The teacher will write any examples of ungrammatical sentences on the board. The teacher will have the students write down the corrections to each sentence in their notebooks. The teacher will read the corrected sentences aloud. LA/LI: The teacher will go into more detail to explain subject-verb agreement. LA/LI: The teacher will show some sentences on a transparency and have the students decide if the subjects are singular or plural. The teacher will have the students note if the verb is singular or plural. LA: The teacher will give the students a worksheet that has some correct (C) and incorrect (I) sentences. The students will write label the sentences C or I, making sure the subject and verb agree. LA/SS/R: The students will continue reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
Week # 23
LA: The students will complete a worksheet by circling the simple subject in each sentence and underlining the correct form of each verb in parentheses. LA/W/SS: The students will write a response in their journal to the following prompt: Imagine that you and a friend travel backward in time and visit a relative from the Revolutionary War time. The students will write four things they saw and the people they met. The students can choose to write in present or past tense, remembering to have subject-verb agreement. LA/SS/R: The students will continue reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
LA/LI: The teacher will explain that just like a simple subject, a compound subject must agree with its verb. LA/LI: The teacher will explain when a compound subject is plural and when it is singular, noting the influence of the conjunction in the sentence. LA: The students will complete a worksheet, looking at the compound subject in each sentence, circling the conjunction, and then underlining the verb. LA/GA: The students will work with a partner to rewrite a series of sentences to correct the errors. LA/W: The students will write a few sentences about two of their heroes, making sure the verbs agree with any compound subjects. LA/SS/R: The students will continue reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
Monday Day # 111
Tuesday Day # 112
Wednesday Day # 113
Thursday Day # 114
Friday Day # 115
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 a Subject-Verb Agreement
MCSOL E 4.13 b Prepositional Phrases
MCSOL E 4.13 b Prepositional Phrases
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Journal Entry
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Journal Entry
R: Dear America by Kristiana Gregory/My Name is America by Barry Denenberg W: Journal Entry
R: The Great Cheese Conspiracy by Jean Van Leeuwen W: Letter to exchange student
R: The Great Cheese Conspiracy by Jean Van Leeuwen W: Sentences w/ prepositional phrases
LA: The students will complete a worksheet to review their knowledge on subject-verb agreement (http://owl.english.purdue. edu/handouts/esl/eslsubve rbEX1.html).
LA/Q: The teacher will have the students demonstrate their knowledge of identifying subjects and verbs by creating a quiz for their classmates, each quiz will have four to five sentences.
LA/LI: The teacher will review with the students the points covered for subject-verb agreement. The teacher will review with the students examples of correct subject-verb agreement.
LA/R: The students will begin reading the selected book with a partner, taking turns reading aloud.
LA/R: The students will read the next chapter to themselves at their seat. The teacher will gather the students in the reading circle and read the next chapter.
LA/GA/T: The students will get with a partner to complete an online activity to help them practice subjectverb agreement. (http://www.bbc.co.uk/skil lswise/words/grammar/sen tencebasics/verbsubjectagr eement/game.shtml).
LA: The teacher will give each student a list of the common prepositions.
LA/GA/MO: The teacher will have the students divide into two even groups. The teacher will write a series of sentences on poster board, both simple subjects and compound subjects. A student from each group will race to the board and fill in the correct form of the verb for that sentence. The first team to get ten sentences correct first wins.
LA/GA: The teacher will give students a packet of handouts to complete with a partner. The students will be given a verb and they must choose the correct form of the verb depending on the subject in the sentence (http://www.chompchomp .com/exercises.htm).
LA/W/GA/C: The teacher will have the students write in their journals a description of the best gift they ever game to someone. The students will explain why the gift was so great and special. The students will then write if they agree that giving is better than receiving. The students will share their journal entries with a partner.
LA/W/OL: The students will be given a particular writing prompt and they are to choose a historical figure they know something about. The students will complete the sentence from the writing prompt as if they were that historical figure. The teacher will call on a few students to share their entries (http://www.tengrrl.com/te ns/017.shtml).
LA/SS/R: The students will continue reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
LA/SS/R: The students will continue reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
LA/GA/MO: The teacher will write a series of sentences on strips of poster board and then cut the sentences in half. The teacher will give each student a half of sentence and the students must find the other half of their sentence, making sure to have correct subject-verb agreement. LA/W: The students will write in their journal what they have learned so far this year that has made them a better writer. LA/SS/R: The students will finish reading Dear America: The Winter of Red Snowthe Revolutionary Diary of Abigail Jane Stewart (girls) and My Name is America: The Journal of William Thomas Emerson(boys)
Week # 24
LA/LI: The teacher will introduce the term prepositions.
LA/LI: The teacher will create and display a large cube. DA/LA: The teacher will have the students help label all the different positions and directions of an object in relation to the cube to help the students get a better understanding of prepositions. The ESL students will work with an English proficient student. LA/MO/LI: The teacher will help the students understand prepositions by calling out commands, such as “Under the desk” and the students get under the desk or “Next to the desk” and the students get next to the desk, and so on (http://www.lessonplans page.com/LA PrepositionalPhrasesrepositionBoogie46.htm). LA/W: The students will pretend they are meeting an exchange student and think of five questions to ask about his/her culture, using prepositions.
LA/LI: The teacher will review with the students prepositions. LA/LI: The teacher will introduce prepositional phrases. The teacher will explain that the first word in the phrase is the preposition, which gives the direction of the action; the words to follow give information such as where, when, or what kind. LA/W: The students will work on identifying prepositional phrases by writing the prepositional phrase in each sentence and underlining the preposition. LA/W: The students will be given sentences and be required to write each sentence, adding a prepositional phrase. LA: The students will underline the prepositional phrase in every sentence.
Monday Day # 116 MCSOL E 4.13 b Prepositional Phrases
Tuesday Day # 117 MCSOL E 4.13 b Prepositional Phrases
Wednesday Day # 118 MCSOL E 4.13 b Prepositional Phrases
Thursday Day # 119 MCSOL E 4.13 b Prepositional Phrases
Friday Day # 120 MCSOL E 4.13 b Prepositional Phrases
R: The Great Cheese Conspiracy by Jean Van Leeuwen W: Letter to Pen Pal
R: Find the Puppy by Phil Roxbee Cox W: Movie Review
R: The Great Cheese Conspiracy by Jean Van Leeuwen W: Journal Entry
R: The Great Cheese Conspiracy by Jean Van Leeuwen W: Write a letter to classmate
R: The Great Cheese Conspiracy by Jean Van Leeuwen W: Journal Entry
LA/R: The students will continue reading the selected book.
LA/W: The students will write a review of a movie they have seen recently.
LA/R: The students will continue reading the selected book.
LA/R: The students will continue reading the selected book with a partner, taking turns reading aloud.
LA/R: The students will finish reading the selected book.
LA/LI: The teacher will review with the students. LA: The students will be given several sentences to work with. The student will underline the prepositional phrase and then below the phrase tell what word(s) it modifies. DA/LA/W: The students will imagine that they have a pen pal in another country and they will come up with a recipe they would like to share with that friend. The students will write sentences telling their pen pal how to prepare their favorite food, using prepositional phrases. The students from a different culture will read their recipes and share a little bit about their culture. LA/CC/T: The teacher will prepare for the students to spend 30 minutes in the computer lab. The students will work on some online educational websites that will help them practice their prepositional phrase skills.
LA/LI: The teacher will review some more with the students in regards to working with prepositional phrases. The teacher will write some sentences on the board and the students will cross out the prepositional phrase and identify the subject and verb. LA/R: The teacher will read to the students the book titled Find the Puppy. The teacher will have the students point out the prepositional phrases. LA/LI: The teacher will explain to the students that they will be making their own book, using prepositional phrases throughout the book. LA/LI: The teacher will explain the important details the students need to know when creating their book. LA/W/CR: The students will begin brainstorming the plot, characters, and theme and then meet with the teacher to explain the details of their book.
LA/W: The students will do a journal entry by finishing this sentence in as many different ways as they can: “Life is like…” The students will explain their endings. LA/GA: The students will begin writing their sentences with prepositional phrases for their created books. The students will switch their sentences with another student to proofread. LA/A/CR: The students will continue to work on their book by illustrating their sentences. LA/A/CR: The teacher will allow the students to draw their pictures if they want to or use the computer to print off clipart pictures. LA/A/W: The students will rewrite their sentences for a final draft and have another student look over their work before they meet with the teacher.
Week # 25
LA/LI: The teacher will give the class instructions on how to assemble their books. LA/A/CR: The students will illustrate and design their covers, title page, and dedication page for their books. LA/R/OL: Once their books are all put together, the students will take turns reading their books to the class. LA/LS/W/CR: When all the students have read their books, each student will choose another student to write an encouraging letter to in regards to the book they created. The students will write their note anonymously and the teacher will collect them and distribute them. The students must give specific reasons they enjoyed the book and be creative and positive with whatever else they decide to write.
LA/W/OL: The students will describe their favorite family tradition and share their journal entry with the class. LA/W/CR: The students will create a tongue twister. The teacher will begin by showing the students a well-known example of a tongue twister. The teacher will give the students a modal to help them write and include the main parts of speech, especially prepositional phrases. The teacher will have the students peer edit and then post the final products on the bulletin board (http://www.lesson planspage.com/LA PartsOfSpeechTongue Twisters38.htm). LA/E/T: The teacher will have the students take turns during their writing time to take an online self-test. The students will be given ten sentences and must type in the prepositional phrase for each sentence (http://aliscot.com/ bigdog/prep_ exercise.htm).
Monday Day # 121 MCSOL E 4.13 c Pronoun-Noun Agreement
Tuesday Day # 122 MCSOL E 4.13 c Pronoun-Noun Agreement
Wednesday Day # 123 MCSOL E 4.13 c Pronoun-Noun Agreement
Thursday Day # 124 MCSOL E 4.13 c Pronoun-Noun Agreement
Friday Day # 125 MCSOL E 4.13 c Pronoun-Noun Agreement
R: Charlotte’s Web by E.B. White W: Journal entry
R: Charlotte’s Web by E.B. White W: Comprehension questions
R: Charlotte’s Web by E.B. White W: Story from Wilbur’s perspective
R: Charlotte’s Web by E.B. White W: Write a paragraph
R: Charlotte’s Web by E.B. White W: Journal Entry
LA/LI: The teacher will begin the unit on pronoun-noun agreement by reviewing nouns with the students.
LA/R: The students will begin reading the selected book.
LA/R: The students will begin reading the selected book.
LA/R: The students will begin reading the selected book.
LA/R: The students will begin reading the selected book.
LA/W: The teacher will give the students some comprehension questions to complete, answering in complete sentences.
LA/W: The students will write from the perspective of Wilbur about his first days on the farm.
LA/W: The students will write a paragraph telling about their favorite part of the book so far.
LA/LI: The teacher will introduce the concept of pronounnoun agreement, reminding students of subject-verb agreement from Days 106-113.
LA: The students will be complete a warm-up worksheet, by writing the pronoun that could replace or relate to each boldfaced word or phrase.
LA/LI: The teacher will explain to the students that the word or phrase a pronoun refers to is also called an antecedent.
LA/LI: The teacher will review the details of pronounnoun/antecedent agreement from Day 123, remind students the different forms of agreement, and give examples of each type.
LA/W/OL: The students will write in their journals a reply to the following prompt: Dream up a superhero and write a description of the superhero for your classmates using pronouns. The teacher will remind the students to make sure their pronouns agree with their antecedents and their verbs agree with their subject pronouns.
LA/OL: The teacher will have some students volunteer and explain what they recall a noun to be. LA/LI: The teacher will review with students the different kinds of nouns, including, common and proper, singular and plural, and possessive. LA/W: The teacher will write sentences on the board and have each student copy their sentences in their journals. The students will underline each singular common noun, circle each plural common noun, and draw a box around each possessive noun. LA/R: The students will begin reading the selected book. LA/W/OL: The teacher will explain how Templeton the Rat collects objects in the book. The students will write about objects that they enjoy collecting. The students will share their entries with the class.
LA/LI: The teacher will review with the students pronouns. LA/OL: The teacher will have some students volunteer and explain what they recall a pronoun to be. LA/LI: The teacher will show the students several examples of a noun being transformed into a pronoun. LA/LI: The teacher will review with the students the different kinds of pronouns, including, personal, compound, and possessive. DA/LA/A: The students will create flashcards, displaying nouns on one side and the pronouns on the other side. The students will illustrate their flashcards. This activity will benefit ESL students, by seeing the picture and speaking the noun in English.
LA/LI: The teacher will explain that the antecedent includes a noun. LA/LI: The teacher will explain further that with pronounnoun/antecedent agreement, the pronoun and antecedent agree when they have the same number (singular or plural), case (subjective or objective), and gender (female or male). LA: The teacher will give the students some sentences and have then circle the antecedent of each pronoun.
Week # 26
LA/LI: The teacher will create and display a poster to show that in order to have agreement, they must: 1.) identify who or what the antecedent is; 2.) decide whether the antecedent is male, female, or neutral; and 3.) decide whether the antecedent is singular or plural. LA: The students will work on sentences, filling in the blanks with pronouns and telling what the antecedent is.
LA/GA: The teacher will give the students a copy of a telegram that one student is sending to another. The teacher will explain to the students that they need to substitute the pronouns for nouns that are repeated too often. The students will complete the assignment and then check their work with a partner.
Monday Day # 126 MCSOL E 4.13 c Pronoun-Noun Agreement
Tuesday Day # 127 MCSOL E 4.13 c Pronoun-Noun Agreement
Wednesday Day # 128 MCSOL E 4.13 c Pronoun-Noun Agreement
Thursday Day # 129 MCSOL E 4.13 d Comma Usage
Friday Day # 130 MCSOL E 4.13 d Comma Usage
R: Charlotte’s Web by E.B. White W: Journal entry
R: Charlotte’s Web by E.B. White W: Write sentences
R: Charlotte’s Web by E.B. White W: Write descriptive paragraph
R: Eat, Shoots, and Leaves by Lynne Truss W: List of activities, using commas
R: Elliot’s House by Lois Lowry W: Prediction paragraph
LA: The teacher will place one sentence strip at a time on the board for the students to complete an activity.
LA/R: The students will begin reading the selected book.
LA/R: The students will begin reading the selected book.
LA/LI: The teacher will introduce one form of punctuation, the comma.
LA/R: The teacher will read to the class the short story by Lois Lowry.
LA/MO/GA: The teacher will create pairs of note cards that have pronoun and antecedents pairs. The teacher will pass out the cards, having the students pair up by matching the correct antecedent or pronoun with the correct noun.
LA/LI: The teacher will complete a review exercise with the students, reinforcing that pronouns substitute for nouns and how important pronouns are in spoken and written language.
LA/LI: The teacher will show the students the five common uses for commas and provide examples of each.
DA/LA/A: The ESL students will draw pictures to help them understand a few chosen vocabulary words from the reading.
LA/LI: The teacher will prepare and show a PowerPoint presentation for the students to help introduce the different ways that commas are used (http://grammar.ccc. commnet.edu/ grammar/ppt/ commas.pps#2).
LA/W: The teacher will have the students write in their journals their predictions on what Elliott, the main character, might add next to his drawing. This will help the students with their prediction skills.
LA/GA/MA: The students will sit in groups of two or three. Each student in the group will be given large Lego blocks and small Lego blocks. The teacher will explain that the large Lego’s represent plural antecedents and pronouns and the small Lego’s represent singular antecedents and pronouns. LA/GA/MA: The students will determine the antecedent and the pronoun. The students will hold up the Lego’s which represents the pronoun and the antecedent. The teacher will continue to replace the sentence strips with new sentences (http://atozteacherstuff. com/pages/336.shtml). LA/R: The students will begin reading the selected book. LA/W: The students will write about how they would choose to save Wilbur and write their ideas in their journals.
LA/GA/W/OL: The students who pair up will write sentences using the words on the note cards. The students will share their sentences with their classmates, noting the pronoun-noun agreement (http://www.associatedcon tent.com/article/35598/en glish_grammar_lesson_pl an_pronoun.html). LA/T: The teacher will play a video clip that further explains the antecedent of a pronoun (http://www.splashesfromt heriver.com/Intermediate %20Grammar%201/inter mediate-grammarlesson26.htm).
LA/LI: The teacher will hold up a large portrait and introduce the person in the picture, using his/her name in every sentence. The teacher will ask the students how they could avoid repeating a person’s name so often. The teacher will redo the introduction, using pronouns. LA/GA/W: The teacher will have the students get in pairs and each student will write a paragraph introducing their partner. The teacher will remind the student’s to use pronouns that agree with their antecedents. LA/LI: The teacher will collect and scramble the paragraphs and read each one aloud, having the students guess which classmate is being described.
Week # 27
LA/R: The teacher will read from the book Eats, Shoots, and Leaves and explain to the students that commas really do make a difference. LA/W: The students will list and explain their favorite outdoor activities. The students will complete this activity by first making a list of the activities, using commas. The students will then elaborate and explain the details of their lists.
LA/LI: The teacher will explain that one way to use commas is to separate items in a series. The teacher will instruct the students to put a comma after each item in the series except the last one. LA/OL: The teacher will have the students go back through the reading and find sentences in which three or more items are listed in a row. Volunteer students will read the sentences aloud.
Monday Day # 131 MCSOL E 4.13 d Comma Usage
Tuesday Day # 132 MCSOL E 4.13 d Comma Usage
Wednesday Day # 133 MCSOL E 4.13 d Comma Usage
Thursday Day # 134 MCSOL E 4.13 d Comma Usage
Friday Day # 135 MCSOL E 4.13 d Comma Usage
R: Maniac Magee by Jerry Spinelli W: Writing sentences
R: Maniac Magee by Jerry Spinelli W: Write a paragraph using commas
R: Maniac Magee by Jerry Spinelli W: Write a knock-knock joke
R: Maniac Magee by Jerry Spinelli W: Journal Entry
R: Maniac Magee by Jerry Spinelli W: Letter to the President
LA/R: The students will begin reading the selected book.
LA/R: The students will continue reading the selected book.
LA/R: The students will continue reading the selected book.
LA/R: The students will continue reading the selected book.
LA/R: The students will continue reading the selected book.
LA/LI: The teacher will remind the students that commas tell the reader where to pause.
LA/LI: The teacher will explain another usage of commas, to separate an introductory word from the rest of the sentence. The teacher will show an example of this usage.
LA/LI: The teacher will explain that commas can be used to separate a noun of direct address, who is being spoken to, from the rest of the sentence. The teacher will show an example of this usage.
LA/LI: The students will be given a worksheet and they have to add the missing comma to each sentence. Then the students must decide why the comma is needed. The student will write I for introductory word, C for compound sentence, or D for direct address.
LA/LI: The teacher will explain that commas can be used when writing letters.
DA/LA: The teacher will show the ESL students the use of commas in their languages. LA/LI: The teacher will review with the students the usage of commas in a series. LA/W: The students will be given a worksheet with several groups of sentences and the students must rewrite each group of sentences as a single sentence, using commas. LA/LI: The teacher will explain that commas can be used to separate an independent clause from a dependent clause. The teacher will show an example of this usage. LA/W: The teacher will give the students some sentences to write in their writing journals. The students will place the comma in the correct place, dividing the independent and dependent clauses.
LA: The teacher will give the students some sentences and they must identify the introductory word and then place the comma in the appropriate place. LA/W: The students will write a paragraph describing the contents of their school desk, their desk or closet at home, or some other potentially cluttered place. The students will need to mention at least two series of items and use yes, no, well, or someone’s name at the beginning of the sentence. LA: The teacher will write a couple of sentences on the board and have students volunteer to add commas after the introductory words in the sentences.
LA: The teacher will give the students some sentences and they must use a comma to separate a noun of direct address from the rest of the sentence. The student must also separate a direct quotation from the rest of the sentence. LA/LI: The teacher will explain that commas can be used to separate the speaker’s exact words from the rest of the sentence, such as in a direction quotation. The teacher will show an example of this usage. LA/W/CR: The students will write a knock-knock joke for their classmates in direct quotation. The students must use commas when needed. The students will share their joke with a partner and then tell it to the class.
Week # 28
LA/LI: The teacher will explain that a comma can be used to separate the day from the date and the date from the date from the year. The teacher will show an example of this usage. LA/LI: The teacher will explain that a comma can be used to separate the name of a city or town from the name of a state. The teacher will show an example of this usage. LA/W: The students will write a journal entry, making sure to put the day and date at the top of the page. The students will then write a description of the place they were born, including the city or town and state.
LA/LI: The teacher will put a letter on a transparency and use it to point out the different places to put a comma in a letter. LA/W: The students will write a letter to the President of the United States, trying to convince him to make school days shorter. The students must place the correct punctuation marks in the right places, including the commas. LA/GA: The students will play a review game in a group of four. The teacher will create the necessary game board/pieces to play. The students will take turns rolling the die, moving the correct spaces, and drawing a card. The students must tell whether the comma is in the right place or not and if not, correct it. If the player cannot answer, they move back one.
Monday Day # 136 MCSOL E 4.13 e Double Negatives
Tuesday Day # 137 MCSOL E 4.13 e Double Negatives
Wednesday Day # 138 MCSOL E 4.13 e Double Negatives
Thursday Day # 139 MCSOL E 4.13 e Double Negatives
Friday Day # 140 MCSOL E 4.13 e Double Negatives
R: Maniac Magee by Jerry Spinelli
R: Maniac Magee by Jerry Spinelli
R: Maniac Magee by Jerry Spinelli
R: Maniac Magee by Jerry Spinelli
R: Maniac Magee by Jerry Spinelli
W: Journal Entry LA/R: The students will continue reading the selected book.
W: Create sentences LA/R: The students will continue reading the selected book.
W: Write a postcard LA/R: The students will continue reading the selected book.
W: Create sentences LA/R: The students will continue reading the selected book.
W: Journal Entry LA/R: The students will finish reading the selected book.
LA/LI: The teacher will introduce the term negative, a word that means no or not.
LA/LI: The teacher will review with the students the definition of a double negative, reminding them that only one negative should be used in a sentence and if there are two then that creates a double negative.
LA/LI: The teacher will introduce the idea of contractions made with the adverb not act as a negative.
LA/W: The teacher will write some questions on the board and the students will have to create a response to the questions, using sentences that contain negatives.
LA/LI: The teacher will remind the students that it is important communicate in the clearest way possible and this is why eliminating double negatives is crucial.
LA/LI: The teacher will provide the students will examples of negatives in sentences. LA/LI: The teacher will create and display a poster with the common negatives. LA/LI/OL: The teacher will introduce the concept of double negatives, asking students to volunteer and explain what they think a double negative is. LA/LI: The teacher will show examples of sentences with double negatives. LA: The students will complete a worksheet by choosing the word to complete the sentence, without creating a double negative. LA/W: The students will write about their most embarrassing moment.
LA/W: The teacher will have the students practice their skills of identifying double negatives. The teacher will write some words on the board for the students to use when creating sentences. The teacher will remind the students to avoid double negatives. LA/M/LI: The teacher will introduce another way of using negatives properly in a sentence. The teacher will explain the mathematic rules with negatives. The teacher will have work with the students to look at the construction of sentences to figure out the meaning of the sentence (http://leo.stcloudstate.e du/grammar/doubneg.ht ml).
LA/LI: The teacher will share with the students some examples of common contractions, using the adverb not to create a negative. LA//LI: The teacher will review with the students the contractions made from verbs and not. LA: The students will work on correcting sentences that exhibit double negatives. The students will cut or replace at least one of the negatives in each sentence and write the sentence correctly. LA/S/W: The students will imagine that they have traveled to the moon. The students will write a postcard to a friend on Earth, telling them about what they see and do not see. The students should use negatives in their writing.
Week # 29
The teacher will record a conversation between himself/herself and another adult, deliberately using double negatives. DA/LA/LI: The teacher will play the tape for the students, asking them to listen for the language that does not sound correct. This activity is beneficial for students whose primary learning modality is auditory. LA/LI: The teacher will play the tape a second time before discussing the errors, letting the students listen for what was confusing and jot down the phrases.
LA/LI: The teacher will review with the students the recorded conversation from Day 139, replaying if necessary for refreshment. LA/LI/OL: The teacher will write some of the double negatives on the board and have the students volunteer to explain why they are called double negatives. LA/LI: The teacher will remind the students that double negatives cancel each other out. LA/W: The students will describe three things they like about themselves and three things about themselves they would like to change. The students will avoid the use of double negatives.
Monday Day # 141 MCSOL E 4.13 f Sentence Structure
Tuesday Day # 142 MCSOL E 4.13 f Sentence Structure
Wednesday Day # 143 MCSOL E 4.13 f Sentence Structure
Thursday Day # 144 MCSOL E 4.13 f Sentence Structure
Friday Day # 145 MCSOL E 4.13 f Sentence Structure
R: Tales of a Fourth Grade Nothing by Judy Blume W: Write sentences LA/R: The students will read the first two chapters of the selected book.
R: Tales of a Fourth Grade Nothing by Judy Blume W: Write sentences LA/R: The students will read the next two chapters of the selected book.
R: Tales of a Fourth Grade Nothing by Judy Blume W: Write a paragraph LA/R: The students will read the next two chapters of the selected book.
R: Tales of a Fourth Grade Nothing by Judy Blume W: Newspaper review LA/R: The students will read the last two chapters of the selected book.
LA/LI: The teacher will introduce the concept of sentence structure.
LA/LI: The teacher will review with the students the terms subject and predicate.
LA/LI: The teacher will explain to the students that each sentence is made up of two parts, the subject and the predicate.
LA/LI: The teacher will give the students some sentences, each sentence having underlined words. The students will label the underlined words, either subject or predicate.
LA/W: The students will write a paragraph about their favorite movie star. The students will underline each complete subject once and underline each complete predicate twice.
R: Tales of a Fourth Grade Nothing by Judy Blume W: Thank-you note LA/R: The students will read the next two chapters of the selected book with a partner. Each student will take a turn reading a chapter aloud.
LA/LI: The teacher will explain to the students that the subject is the part that tells whom or what the sentence is about. LA/LI: The teacher will explain to the students that the predicate is the part that tells what the subject is or does. LA/LI: The teacher will show the students sample sentences, pointing out the subject and predicate. LA/W/GA: The students will write ten sentences and then switch with a partner. The students will underline the subjects and draw a circle around the predicate.
LA/W: The teacher will write some phrases on the board. The students will add a subject or a predicate to the each phrase to make it a sentence. The students will underline the subject in each sentence. DA/LA/MO/GA: The teacher will make sentence strips and cut them in half, dividing them at the subject and predicate. The students will move around to find the other half of their sentence. The movement in this activity will benefit those students with ADD/ADHD (http://www.glc.k12.ga. us/BuilderV03/LPTools /LPShared/lpdisplay.as p?LPID=16005).
LA/LI: The teacher will introduce and explain the terms complete and simple subject. LA/LI: The teacher will introduce and explain the terms complete and simple predicate. LA/LI: The teacher will show the students examples of sentences with simple subjects and predicates. LA/W: The students will imagine they are doing a sports report for their school newspaper. The students will write sentences telling about the activities of the athletes, underlining the simple subjects and predicates.
Week # 30
LA/LI: The teacher will expand on the topic of subjects, predicates, introducing the terms compound subjects, and compound predicates. LA/LI: The teacher will show the students, on a transparency, samples of what a compound subject and a compound predicate looks like in sentences. LA: The students will work on combining sentences to make compounds. The students will combine each set of sentences to form one sentence that has either a compound subject or a compound predicate. LA/W/C: The students will write a thank you note to someone who has given them a gift, telling them how they will use the gift. The students will use compound subjects.
LA/W: The students will pretend that they are writing part of a book review column for the school newspaper. The students will think of their favorite book or a book they have recently read. The students will use sentences with compound predicates to tell what happens in one part of the book. LA/LI: The teacher will introduce the concept that there are four different kinds of sentence structures. LA/LI: The teacher will define and show examples of the four kinds of sentences, including, declarative, interrogative, imperative, and exclamatory. LA: The teacher will give the students a handout with several different sentences. The students will identify the subject and predicate in each sentence and then label what kind of sentence it is.
Monday Day # 146 MCSOL E 4.13 f Sentence Structure
Tuesday Day # 147 MCSOL E 4.13 f Sentence Structure
Wednesday Day # 148 MCSOL E 4.13 f Sentence Structure
Thursday Day # 149 MCSOL E 4.13 f Sentence Structure
Friday Day # 150 MCSOL E 4.13 f Sentence Structure
R: Loki & Alex by Charles R. Smith Jr. W: Write story using imperative sentences LA/R: The teacher will gather the students on the reading circle to read the selected book.
R: Perfect Harmony by Charles R. Smith Jr. W: Write a note/ Write sentences LA/R: The teacher will gather the students on the reading circle to read the selected book.
LA/LI: The teacher will further explain the interrogative sentence.
LA/W: The students will write in their journals a response to one of the basketball stories.
LA/LI: The teacher will further explain the imperative sentence.
LA/LI: The teacher will further explain the declarative sentence.
LA/LI: The teacher will further explain the exclamatory sentence.
LA/LI: The teacher will explain that an imperative sentence is a direct command to someone.
DA/LA/OL: The students who come from a different country/culture will prepare to speak to the other students how they felt when they were new to the school. The teacher will be available to assist if needed.
LA/LI: The teacher will explain that the exclamatory sentence is more forceful version of a declarative sentence.
LA/W: The students will think about a trip that they would like to go on with their class and write a note to the teacher. The students will tell where they would like to go. The students will list questions and express feelings they have about that place. The students will use the four kinds of sentences, making sure to begin and end each sentence correctly.
R: I’m New Here by Bud Howlett W: Journal entry
R: I’m New Here by Bud Howlett W: Family interview
R: Tall Tales by Charles R. Smith Jr. W: Journal response
LA/R: The teacher will gather the students on the reading circle to read the selected book.
LA/R: The teacher will gather the students on the reading circle to read some more of the selected book.
LA/R: The teacher will read to the students the selected book.
LA/W: The students will record their questions and predictions about the book. LA/LI: The teacher will review with the students the four different kinds of sentences mentioned on Day 145. LA/LI: The teacher will explain the importance of capitalization and punctuation when writing and identifying sentences. LA/LI: The students will work on proofreading some sentences. The teacher will give the students sentences and they must begin and end each sentence correctly with capitalization and punctuation. LA/LI/T/Q: The teacher will play an educational video to explain the kinds of sentences. The students will take a quiz to see what they have learned. (http://www.brainpop.c om/english/grammar/ty pesofsentences/preview .weml).
LA/W/HW/HS: The students will interview a parent, guardian, or family member about how they felt on their first day in school, or if they were new to this country, how they felt upon arriving. The students will write a summary of the interview in their journals, using interrogative sentences for their questions and declarative sentences for their replies.
LA/LI: The teacher will explain that an exclamatory sentence is usually not found in writing, unless someone is being quoted. LA/LI: The teacher will point out the punctuation mark that is required and always found in an exclamatory sentence, the exclamation point. LA/LI: The teacher will give the students a paragraph, having the students underline the exclamatory sentences. LA/LI/T: The teacher will play a video clip and have the students make note of all the exclamatory sentences.
Week # 31
LA/LI: The teacher will point out that an imperative sentence can end with either a period or an exclamation point. LA/LI: The teacher will explain that an imperative sentence is usually not used in writing, unless it is a mild command. LA/LI: The teacher will show the students examples of imperative sentences. LA/W: The teacher will write some imperative sentences on the board and the students will use them to create a story in their journals. The students will share their stories with a partner.
LA/GA/W: The students will complete an activity called “Be a Sentence”. The students will work in small groups; each group will be given a noun and a verb to make a sentence. The students will add the correct punctuation and then share their sentence with the class, having their classmates define which kind of sentence they are displaying. LA/W/Q: The students will create their own quizzes to administer to a partner to assess their knowledge of the four kinds of sentences.
Monday Day # 151 MCSOL E 4.13 g Adjectives and Adverbs
Tuesday Day # 152 MCSOL E 4.13 g Adjectives and Adverbs
Wednesday Day # 153 MCSOL E 4.13 g Adjectives and Adverbs
Thursday Day # 154 MCSOL E 4.13 g Adjectives and Adverbs
Friday Day # 155 MCSOL E 4.13 g Adjectives and Adverbs
R: The Case of the Curious Whale Watch by Lucinda Landon W: Journal Entry
R: The Case of the Curious Whale Watch by Lucinda Landon W: Writing sentences
R: The Case of the Curious Whale Watch by Lucinda Landon W: Write an advertisement
R: The Case of the Curious Whale Watch by Lucinda Landon W: Descriptive paragraph
R: excerpt from By the Shores of the Silver Lake by Laura Ingalls Wilder W: Journal/Comp Questions
LA/R/GA: The students will read the first twelve pages of the book with a partner.
LA/R/GA: The students will read the next twelve pages of the book with a partner.
LA/R/GA: The students will read the next twelve pages of the book with a partner.
LA/R/GA: The students will read the last twelve pages of the book with a partner.
LA/R/GA: The students will read the descriptive paragraph by Wilder with a partner.
LA/LI: The teacher will introduce the term adjective, a word that describes nouns and pronouns.
LA/LI: The teacher will review with the students the details about adjectives from Day 151.
LA/LI: The teacher will make a poster explaining that adjectives tell what kind, how many, which one, etc. The teacher will give examples of adjectives.
LA/W: The teacher will give the students a set of ten sentences. The students will replace each adjective that tells what kind with a vivid adjective, using the Writer’s Thesaurus if needed.
LA: The teacher will write sentences on the board about the reading and the students will determine what the underlined adjectives are telling, either what kind or which one. LA/LI: The teacher will give the students a worksheet, going over the first few sentences as practice. The students will have to circle each boldfaced word that is an adjective. LA/W: The students will write a journal entry, using adjectives, about the bedroom of their dreams.
LA/W: The teacher will give the students a set of ten sentences. The students will replace each adjective that tells which one with a vivid adjective, using the Writer’s Thesaurus if needed. LA/LS: The teacher will give each student a clipping from the newspaper or magazine (age appropriate) and the students must highlight the adjectives found.
LA/W/CR: The students will write an advertisement for the local newspaper about a hot-air balloon festival. The students will describe the festival for the newspaper’s readers, using vivid adjectives. DA/LA: The teacher will create five mystery bags, each bag containing a different mystery object (i.e. potato, fabric softener, etc). The mystery bags will be distributed around the classroom, each student taking a turn to place their hand in the bag and feel the object. The students can do anything except look at the object. The students will then write down as many adjectives for each object. The students will share with the class the adjectives they wrote. The students will try to guess the object before the teacher displays it. This hands-on-activity is good for kinesthetic learners (http://www.csrnet. org/csrnet/substitute/ adjectives.html).
Week # 32
LA/GA: The students will get with a partner and each student will take a turn describing an unfamiliar object to their partner. The other partner will have their eyes closed while they are told descriptive adjectives in order to guess the object. LA/A/CR/W: The students will design their own flag, including their favorite colors, words, symbols, and anything else that is meaningful to them. The students will then write a paragraph to describe their flag, using vivid adjectives to tell about the different parts of the flag and to explain how they chose each. The students will share their flag and paragraph with the class. LA/HW: The teacher will create a word search for the students to complete that is full of adjectives.
LA/W: The students will focus in on the sensory details throughout the story and record in their journals any words or phrases that seem particularly vivid and that appeal to their senses. LA/W: The students will answer the discussion questions that pertain to the reading. The class as a whole will go over the correct answers. LA/GA/CR: The teacher will cut interesting pictures out from magazines or newspapers and laminate them to make cards. The students will get into small groups of three or four to play this game. The students will role the die and then draw a card. Whatever the number is that they role, they have to say that many adjectives for that picture on the card.
Monday Day # 156
Tuesday Day # 157
Wednesday Day # 158
Thursday Day # 159
Friday Day # 160
MCSOL E 4.13 g Adjectives and Adverbs
MCSOL E 4.13 g Adjectives and Adverbs
MCSOL E 4.13 g Adjectives and Adverbs
MCSOL E 4.13 g Adjectives and Adverbs
MCSOL E 4.13 g Adjectives and Adverbs
R: No One is Going to Nashville by Mavis Jukes W: Response Journal LA/R: The teacher will read the first six pages of the story aloud.
R: No One is Going to Nashville by Mavis Jukes W: Character Sketch LA/R: The teacher will read the next six pages of the story aloud.
R: No One is Going to Nashville by Mavis Jukes W: Journal Entry LA/R: The teacher will read the last six pages of the story aloud.
R: The Tortoise and the Hare by Aesop W: Write a fable
R: The Mysteries of Harris Burdick by Chris Van Allsburg W: Write a paragraph LA/R: The teacher will introduce the selected book to the students.
LA/W: The students will find the details that show how much each parent feels about Sonia’s desire to keep the dog and write about it in their journal. The students will write how they think this difference in opinion will affect the outcome of the story.
LA: The teacher will review the details about adverbs and review with the students by writing some sentences on the board.
LA/W: The teacher will have the students describe the elements of the story by drawing a graphic organizer in their journals. The students will write the where and when of the setting, descriptions of the characters, the details of the plot.
LA/W: The teacher will review with the students about adjectives and encourage the students to keep lists of the colorful adjectives in their journals. LA/LI: The teacher will introduce the term adverb, words that describe verbs or adjectives and tell how, when, where, or to what extent. LA/LI: The teacher will give the students examples of adverbs, pointing out that many adverbs end in –ly. LA/LI: The students will complete a worksheet by drawing a box around each adverb.
DA/LA: The teacher will ask some of the gifted students to identify the adverbs. LA/GA: The teacher will split students into small groups of three and four students. The groups will receive a newspaper, each student getting a page (making sure that the pages have the same amount of words for each player). The students will then circle as many adverbs as they can find on their page in 30 seconds. The student with the most adverbs circled wins. LA/W: The students will write a oneparagraph personality sketch of a character from the story, using adverbs.
LA: The students will practice with adverbs by identifying the adverb that describes the verb in each sentence. The student will tell whether the adverb tells where, when, or how. LA/MO/GA: The teacher will divide the class into two teams. The students will play the game called “Verb-Adverb Charades”. The teacher will have two piles of cards, one verbs and one adverbs. The students will take turns drawing a card and acting out the verb and adverb for their teammates. If the teammates guess, they get a point (http://www.educationworld.com/a_lesson/ 04/lp334-02.shtml).
Week # 33
LA: The students will practice working with adverbs by adding an adverb to each sentence, given by the teacher, to make the sentence more vivid. The students will rewrite the new sentence. LA/W/CR: The teacher will give each student a handout that has each letter of the alphabet on it. The students will find an adverb for each letter. The students will then choose five adverbs and use them in five different sentences (http://www.enchanted learning.com/alphabet/ wordforeachletter/ adverb.shtml). LA/LI/R: The teacher will remind with the students what a fable is and introduce the famous fable The Tortoise and the Hare. The teacher will read the fable to the students. LA/W/CR: The students will write a one-paragraph fable, remembering to use animals as their main characters. At the end of the fable, the students will write a moral. The students will use adverbs in the fables.
LA/GA/CR/OL: The students will all gather in a circle in the classroom to play the game “I Took a Journey”. One student will start by saying “I took a journey and traveled quickly on a jet plane.” The second student repeats what the first person said and then comes up with another adverb and form of transportation. When a student forgets, he/she is out. The last student remaining wins. LA/LI: The teacher will review the terms adjectives and adverbs. DA/LA/LI/T: The teacher will play a short cartoon about adjectives and adverbs (http://www.brainpop. com/english/grammar/ adjectivesandadverbs /preview.weml). This activity will help visual students. LA/W/OL: The students will think of a person who is considered a winner and write a paragraph to tell the class how this person became a winner, using adjectives and adverbs.
Monday Day # 161 MCSOL N/A
Tuesday Day # 162 MCSOL N/A
Wednesday Day # 163 MCSOL N/A
Thursday Day # 164 MCSOL N/A
Friday Day # 165 MCSOL N/A
R: N/A
R: N/A
R: N/A
R: N/A
R: N/A
W: N/A Standardized Testing
W: N/A Standardized Testing
W: N/A Standardized Testing
W: N/A Standardized Testing
W: N/A Standardized Testing
Week # 34
Monday Day # 166 MCSOL E 4.13 i Articles
Tuesday Day # 167 MCSOL E 4.13 i Articles
R: The Journey That Saved Curious George by Louise Borden W: Write sentences
R: The Journey That Saved Curious George by Louise Borden W: Write descriptive paragraph
LA/R: The teacher will gather the students to the reading circle to begin reading the selected book. LA/LI: The teacher will introduce the term article. LA/LI: The teacher will explain the use of a and an to refer to any person, place, thing, or idea.
Thursday Day # 169 MCSOL E 4.13 i Articles
Friday Day # 170 MCSOL E 4.13 i Articles
R: The Journey That Saved Curious George by Louise Borden W: Write clues for classmates
R: The Journey That Saved Curious George by Louise Borden W: Write sentences
R: The Journey That Saved Curious George by Louise Borden W: Journal entry
LA/R: The teacher will gather the students to the reading circle to continue reading the selected book.
LA/R: The teacher will gather the students to the reading circle to continue reading the selected book.
LA/R: The teacher will gather the students to the reading circle to continue reading the selected book.
LA/R: The teacher will gather the students to the reading circle to continue reading the selected book.
LA/LI: The teacher will explain to the students that a is to be used before a singular noun that begins with a consonant sound.
LA/LI: The teacher will review with the students the information learned from Days 166-167.
LA/W: The teacher will give the students some sentences to work on to help them practice working with articles. The students will write each sentence in their journals and draw an arrow from the article to the noun it refers to.
LA/W: The students will write in their journals what they think it would be like to have eyes in the back of their head and explain how they could use them to their advantage.
LA/LI: The teacher will explain the use of the to refer to a specific person, place, thing, or idea.
LA/LI: The teacher will explain to the students that an is to be used before a singular noun that begins with a vowel sound.
LA/LI: The teacher will show the students examples of each rule discussed for articles.
LA/LI: The teacher will show the students examples of each rule discussed for articles.
LA/W: The students will complete a handout, choosing the article that best fits with the given noun. The students will then choose five articles and nouns and write sentences. (http://www.usingeng lish.com/handouts/21 .html).
LA/W: The students will write a description of a picture the teacher displays, using nouns with and without articles. The students will write their descriptions on the board and the other classmates will circle the nouns and articles.
Wednesday Day # 168 MCSOL E 4.13 i Articles
LA/LI: The teacher will explain to the students that the articles (a, an, the) are adjectives. LA/LI: The teacher will explain that an article can tell which one about a noun. LA/W: The students will choose an object in the classroom and write a clue that will help someone guess the object. The students will not mention the object by name, but instead will describe the objects near it, using articles and adjectives. The students will repeat this activity several times.
Week # 35
LA/Q/T: The teacher will have the students take turns on the computer to take an online quiz to see how well they understand articles (http://a4esl.org/q/h/9 801/cg-a_an.html). LA/MA: The teacher will give each student a section from newspaper or magazine. The students will search their section for articles, highlighting the article one color and the noun that it refers to another color.
DA/LA/CC/T: The teacher will take the students to the computer lab. The students will work with a partner to complete some online activities dealing with articles. The ESL students will work with English proficient students (http://a4esl.org/q/f/y/ zz95mck.htm).
Monday Day # 171
Tuesday Day # 172
Wednesday Day # 173
Thursday Day # 174
Friday Day # 175
MCSOL E 4.13 j Verb tense
MCSOL E 4.13 j Verb tense
MCSOL E 4.13 j Verb tense
MCSOL E 4.13 j Verb tense
MCSOL E 4.13 j Verb tense
R: To Root, To Toot, To Parachute: What is a Verb? by Brian Cleary. W: Sentences with verbs
R: All for the Better: a Story of El Barrio written by Nicholasa Mohr W: Journal Response
R: All for the Better: a Story of El Barrio written by Nicholasa Mohr W: Writing at the board
R: All for the Better: a Story of El Barrio written by Nicholasa Mohr W: Write a riddle
R: The Complete Tales of Uncle Remus by Joel Chandler Harris W: Response Journal
LA/LI: The teacher will review with the students the part of speech verb.
LA/LI: The teacher will give students a handout that explains the rules for the present tense.
LA/GA/R: The students will complete the last three pages of the story with their partner.
LA/LI: The teacher will give students a handout that explains the rules for forming the past tense.
LA/LI: The teacher will remind students that a verb is the doer of the sentence.
DA/LA: The teacher will display a transparency to review subject-verb agreement with verbs in present tense. The teacher will call on some gifted students to underline the verb in each sentence.
LA/GA/R: The students will get in the same pairs as Day 172, read the next four pages of the story, and discuss among themselves the events that have taken place so far.
LA/R: The teacher will read the book To Root, To Toot, To Parachute: What is a Verb? by Brian Cleary. LA/A/OL: The teacher will have the students create posters that have the term verb in the center. Each student will fill their own poster with a minimum of 20 verbs. The teacher will do an informal assessment by challenging the students to write the verbs in different verb tenses. The students will share their posters with the class. LA/W: The students will choose five verbs from the poster and use them in five sentences.
LA/LI: The teacher will introduce the story All for the Better: a Story of El Barrio written by Nicholasa Mohr and give a brief background. LA/GA/R: The students will get in pairs and take turns reading the first four pages of the story. LA/W: The students will write a paragraph, telling why they like to visit a particular relative or friend, using present tense verbs.
The teacher will have volunteers describe in brief sentences some things they do each morning before leaving for school. The students will write their sentences on the board, highlighting the subject and present tense verb. LA/MA: The teacher will ring a bell in front of the class and have the students brainstorm what a bell does, in as many different words as possible. The teacher will emphasize that the verb tense is present. LA/W: The students will construct at least three sentences using the verb tenses discussed in regards to the bell.
Week # 36
LA/LI: The teacher will review with the students how to spell present tense verbs. LA: The students will complete a worksheet by identifying the form of the verb that correctly completes the sentence. LA: The students will complete a worksheet by writing the present tense form of the verb, using the correct spelling. LA/GA/W: The students will choose a vegetable or a fruit and write sentences that give information about their choice without giving its name. The students must use present tense verbs in their sentences. The students will then read their riddle to a partner and have the partner guess the fruit or vegetable.
LA/LI: The teacher will explain that past tense is when an action has already happened. LA/LI: The teacher will explain to the students that regular verbs form the past tense by adding –ed. LA /R: The teacher will read a few selections from The Complete Tales of Uncle Remus by Joel Chandler Harris. The teacher will explain how people use past tense to tell stories from the past. The teacher will have the students look out for the verbs that indicate that the events in the story already took place. LA/W: The students will write in their journals describing a character they would like to be from the book and why.
Monday Day # 176 MCSOL E 4.13 j Verb tense
Tuesday Day # 177 MCSOL E 4.13 j Verb tense
R: Grandfather’s Journey by Allen Say W: Response Story
R: Grandfather’s Journey by Allen Say W: Create an advertisement
R: Sarah, Plain and Tall by Patricia MacLachlan W: Creative sentences
R: Sarah, Plain and Tall by Patricia MacLachlan W: Creative sentences
R: Sarah, Plain and Tall by Patricia MacLachlan W: Journal Response
LA/R: The teacher will have the students gather in a reading circle to begin reading the book titled Grandfather’s Journey.
LA/LI: The teacher will complete the book Grandfather’s Journey.
LA/LI: The teacher will explain to the students that a future tense verb shows action that will happen.
LA/GA/MO: The students will get into cooperative groups and each group will be given a piece of chart paper with a general action verb on it. Each group will be given two minutes to come up with as many different specific action verbs and write them on the paper. After time is up, the groups will switch their papers with another group and brainstorm about another general action verb.
LA: The students will complete a worksheet by naming the future tense of the verbs in the sentences.
LA/W: The students will begin brainstorming for their writing piece in regards to the book. The students will write about how the author’s grandfather felt in the beginning of the book. The students will compare if they ever felt the same way when they visited a new place. The students will describe their visit and their feelings. LA: The teacher will encourage the students to use some of the words from the story that described how the grandfather felt. The students will underline their past tense verbs. LA/GA: The students will get with a partner and exchange stories to read and review.
LA/W: The teacher will have the students create an advertisement for a place they have visited, such as another neighborhood, town, or country, urging others to visit this place. The students will be required to have a minimum of ten past tense verbs. LA/MA: The teacher will use the list of different verbs from Day 172 to continue the activity. The teacher will have the students brainstorm and change the words to tell what a bell did. The teacher will emphasize that the verb tense is past. LA/W: The students will construct at least three sentences using the verb tenses discussed in regards to the bell.
Wednesday Day # 178 MCSOL E 4.13 j Verb tense
LA/LI: The teacher will explain that to form a future tense verb, you must use the helping verb will with the main verb. LA/MA: The teacher will have the students brainstorm how the verbs from Day 172 would change if a bell had not sounded yet, but would in a few minutes. The teacher will emphasize that the verb tense is future. LA/W: The students will construct at least three sentences using the verb tenses discussed in regards to the bell. LA/R: The teacher will read one chapter aloud to the students and the students will read one chapter silently.
Resources
Thursday Day # 179 MCSOL E 4.13 j Verb tense
LA/W: Once all the posters a filled and each group has had a chance to brainstorm, the teacher will post the posters in the classroom. The students will then choose one verb from each poster and create a sentence, using the future tense of the verb. LA/R: The teacher will read one chapter aloud to the students and the students will read one chapter silently.
Friday Day # 180 MCSOL E 4.13 j Verb tense
LA: The students will review the present, past, and future tense verbs and complete a worksheet by identifying and labeling the verb as present, past, and future tense. LA/R: The teacher will read one chapter aloud to the students and the students will read one chapter silently to complete the book. DA/LA/W/OL: The students will write what souvenirs they would bring from their area to someone living elsewhere and explain the information they would share about each item. The students are encouraged to bring in objects they write about to share, especially students from other cultures.
(1988). Graphic Organizers. Retrieved November 26, 2007, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm (2002, May). Adjective Games and Associated Worksheets. Retrieved November 26, 2007, Web site: http://members.aol.com/twittwoo/grpdfs/adjectives.pdf (2006). Oregon School Library Information System. Retrieved November 27, 2007, Web site: http://www.oslis.org/elementary/index.php (2006). Roald Dahl Poems. Retrieved November 27, 2007, from Famous Poets and Poems Web site: http://famouspoetsandpoems.com/poets/roald_dahl/poems (2007). Haiku. Retrieved November 27, 2007, from Kid Zone Web site: http://www.kidzone.ws/poetry/haiku.htm (2007, March 24). The Legend of Zelda 7: Island of Kaswordinner. Retrieved November 27, 2007, from You Tube Web site: http://youtube.com/watch?v=mMocYsK79DE (2006). Antecedent of Pronoun and Pronouns in Apposition. Retrieved November 25, 2007 from Splashes from the River Web site: http://www.splashesfromtheriver.com/Intermediate%20Grammar%201/intermediate-grammarlesson26.htm. (2006). Cause and Effect Graphic Organizers. Retrieved November 25, 2007, from Education Oasis Web site: http://www.educationoasis.com/curriculum/GO/cause_effect.htm. Adjectives and Adverbs. Retrieved November 25, 2007, from Brain POP website: http://www.brainpop.com/english/grammar/adjectivesandadverbs/preview.weml>. Aesop, & Pinkney, J. (2000). Aesop's fables. New York: SeaStar Books. Bafile, C. (2002) Huey and Louie meet Dewey. Retrieved November 26, 2007 from http://www.education-world.com/a_lesson/02/lp261-02.shtml. Beck, I. L., Farr, R. C., & Strickland, D. S. (2007) Lead the way: Teacher’s edition. Orlando: Harcourt.
Bergey, Michelle (2000). Professor Pen's "Handy" Guide to writing five Paragraphs. Retrieved November 26, 2007, Web site: http://www.geocities.com/fifth_grade_tpes/Handyguide.html Blume, J. (2004). Tales of a fourth grade nothing. New York: Random House/Listening Library. Borden, L., & Drummond, A. (2005). The journey that saved Curious George the true wartime escape of Margret and H.A. Rey. Boston: Houghton Mifflin. Carla (2007). Subject/Verb Agreement and Pronoun/Antecedent Agreement . Retrieved November 27, 2007, from A to Z Teacher Stuff Web site: http://atozteacherstuff.com/pages/336.shtml Chaikin, M., & Nakata, H. (2002). Don't step on the sky a handful of haiku. New York: Henry Holt. Cleary, B. P., & Prosmitsky, J. (2001). To root, to toot, to parachute what is a verb? Minneapolis, Minn: Carolrhoda Books. Cooper, J. D., & Pikulski, J. J. (1996). Teacher's book a resource for planning and teaching. Invitations to literacy. Boston: Houghton Mifflin. Cornett, C. E. (2007) Creating meaning through literature and the arts: An integration resource for classroom teachers. (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Cox, P. R., & Cartwright, S. (2000). Find the puppy. Tulsa, Okla: EDC Pub. Creech, S. (2001). Love that dog. New York: HarperCollins. Dahl, R. (1991). The collected short stories of Roald Dahl. Michael Joseph. Denenberg, B. (1998). The journal of William Thomas Emerson, a Revolutionary War patriot. My name is America. New York: Scholastic. "Double Negatives." LEO: Literacy Education Online. 1999. 25 Nov 2007
Fifth grade poetry project. Retrieved November 27, 2007, from Big Spring Web site: http://www.bigspring.k12.pa.us/file_view.php?id=9929&PHPSESSID=d7b24fa932df03b60388e9 14ee47b0e4 "Find an Adverb for Each Letter." Enchanted Learning. 2007. 25 Nov 2007
Jaiswal , Preeti (2005, 9 05). Techniques for Teaching Adjectives and Four Classroom Activities. Retrieved November 27, 2007, from The Internet TESL Journal Web site: http://iteslj.org/Techniques/Jaiswal-Adjectives.html Joyce Clay, Cynthia (1996). Prepositional Phrase Exercises. Retrieved November 26, 2007, Web site: http://oestarapublishing.com/grammar/prepex.html Jukes, M., & Bloom, L. (1983). No one is going to Nashville. New York: A.A. Knopf. Kelly, Charles. "A, An, or [Nothing]." Quiz Machine. 2004. 25 Nov 2007
Mohr, N., & Gutierrez, R. (1993). All for the better a story of El Barrio. Stories of America. Austin, Tex: Raintree Steck-Vaughn. OWL at Perdue University, (2004). Making Subjects and Verbs Agree: Exercises. Retrieved November 27, 2007, from OWL Online Writing Lab Web site: http://owl.english.purdue.edu/handouts/esl/eslsubverbEX1.html Pollan, Ryla (2007, Novemeber 12). Tongue Twisters. Retrieved November 27, 2007, from HotChalk's Web site: http://www.lessonplanspage.com/LAPartsOfSpeechTongueTwisters38.htm "Printable Handout: A, An, or The." Using English. 2007. 25 Nov 2007
Children's Books. Smith, C. R. (2002). Perfect harmony a musical journey with the Boys Choir of Harlem. New York: Jump at the Sun. Smith, C. R. (2000). Tall tales. New York: Dutton Children's Books. Spinelli, J. (1990). Maniac Magee a novel. Boston: Little, Brown. Stevenson, R. L., & Commins, S. (1947). Selected writings of Robert Louis Stevenson. New York: Random House. Strickland, D. S. (1993). HBJ language. [Grade 5]. Orlando: Harcourt Brace Jovanivich. Subject-Verb Agreement. Retrieved November 27, 2007, from The Guide to Grammar and Writing Web site: http://grammar.ccc.commnet.edu/grammar/sv_agr.htm Teaching Adjectives With Music. Retrieved November 27, 2007, from Christian Hosting Web site: http://www.csrnet.org/csrnet/substitute/adjectives.html Truss, L. (2004). Eats, shoots & leaves the zero tolerance approach to punctuation. New York: Gotham Books. Van Allsburg, C. (1984). The mysteries of Harris Burdick. Boston: Houghton Mifflin. Van Leeuwen, J., & Gobbato, I. (1969). The great cheese conspiracy. New York: Random House. "Verb-Subject Agreement game." Skillwise. 2007. 25 Nov 2007
Winograd, Marcy (2007, Novemeber 12). Preposition boogie. Retrieved November 27, 2007, from HotChalk's Web site: http://www.lessonplanspage.com/LAPrepositionalPhrasesPrepositionBoogie46.htm Winograd, Marcy (2007, Novemeber 12). The Power is in the Verb . Retrieved November 27, 2007, from HotChalk's Web site: http://www.lessonplanspage.com/LAPowerVerbGoodGameIdea34.htm Wright, B. F. (1916). The real Mother Goose. Chicago: Rand, McNally &. Yan, Xin Lesson plan on how to teach nouns, articles, and determiners. Retrieved November 27, 2007, Web site: http://www2.gsu.edu/~wwwesl/egw/lessonplans/xin.html Zaner-Bloser (Firm). (1997). G.U.M. instruction and practice for grammar, usage, and mechanics. Level D. Columbus, Ohio: Zaner-Bloser.
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