4 Pippin Spears Engish Charts

Week 1 Day 1 KS-SOL e.21 Poetry LI - The teacher will instruct on poetry – form, types, rhyming, etc. The students will create poems with magnetic words. SP - Teacher will introduce week’s spelling words by going over them orally- using the overhead projector

Day 2 KS-SOL e.21 Poetry LI – The teacher will introduce limericks as forms of poetry by reading several famous ones. SP - The teacher will review the week’s spelling words orally – using the overhead projector.

TR – The teacher will read Because of Winn Dixie

Day 3 KS-SOL e.21 Poetry LI – The teacher will allow the students to write a poem about a designated picture they select from her file. SP - The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class.

Day 4 KS-SOL e.21 Poetry LI – The teacher will show a movie clip from Matilida and instruct the class on how rhyming can help with memory.

TR - The teacher will read Because of Winn Dixie

TR - The teacher will read Because of Winn Dixie

Day 5 KS-SOL e.21 Poetry LI – The teacher will introduce famous poets and allow the student to select one of three to memorize and recite Monday for a free homework pass – emphasizing the beauty of poetry SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR - The teacher will read Because of Winn Dixie

IR – The students will do a worksheet where they read a passage answer comprehension questions from text. SP - The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week J – The students will begin their journals by writing an entry about ‘first day’

IR – The students will compose their own “Leaf Limericks” (Pumpkins 24) and practice positive language arts skills by reading two friends limericks. SP – The students will complete exercise D of their spelling text (completing each rhyme with a spelling word)

RE – The students will eat popcorn as they silently ‘movie style’ read the excerpt from BWD.

J – The students will write in their journals their own ‘memory jogging rhyme’ and why it will help them remember.

DA – for students with disabilities, alternative spelling options will be available in their resource room.

SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

IR – The students will research the poet of the poem in which they selected to memorize and write a brief synopsis of his/her life SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry

Week 2 Day 6 KS-SOL e.9.a Building Stories LI – The teacher will use the overhead projector and prior knowledge of sequencing to instruct on ‘beginning, middle, and end’ SP – The teacher will introduce the week’s spelling words by going over them orally- using the overhead projector TR – The teacher will read Because of Winn Dixie

Day 7 KS-SOL e.9.c Building Stories LI – The teacher will have several story cards from familiar stories and will allow the class to dictate beginning, middle and end to create a nonsense story SP – The teacher will review the spelling words. TR – The teacher will read Because of Winn Dixie

Day 8 KS-SOL e.9.c Building Stories LI – The teacher will instruct on ‘building stories’ by building a model house out of foam board (labeled with story element parts)

Day 9 KS-SOL e.9.c Building Stories LI – The teacher will continue to instruct on building stories, today comparing the structures of different genres.

SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class.

TR – The teacher will read Because of Winn Dixie

TR – The teacher will read Because of Winn Dixie

Day 10 KS-SOL e.9.b Building Stories LI – The teacher will pair the students up and have them compose their own stories – being sure to include all the learned elements (to be presented orally and graded with a rubric) SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR – The teacher will read Because of Winn Dixie

IR – The students will do a worksheet where they read a passage answer comprehension questions from text. SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week J – The students will write in their journals the given topic (work versus play)

IR – The students will assist the teacher in creating a nonsense story, then defining beginning, middle and end elements and vocab in an oral exercise with a partner. SP – The students will complete exercise E of their spelling text (spelling words crossword puzzle)

IR – The students will silently read their excerpt from BWD, and respond to teacher-asked comprehension questions after allotted time DA – For students with disabilities, an oral reading of the excerpt will be made available by the teacher in the resource room

J – The students will write in their journals something that entails a beginning, middle and end SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry GA – The students will pair up with a partner and compose their own story together – learning valuable principles through collaborative efforts

Week 3 Day 11 KS-SOL e.9.b Building Stories LI – The teacher will introduce the ‘five essential vocabulary terms’ of short stories SP – The teacher will introduce the week’s spelling words by going over them orally- using the overhead projector TR – The teacher will read Trasure Island

Day 12 KS-SOL e.9.b Building Stories LI – The teacher will real a few passages from Raul Daul’s short stories and initiate discussion on yesterday’s terms SP – The teacher will review the spelling words. TR – The teacher will read TR

Day 13 KS-SOL e.9.d Building Stories LI – The teacher will pass out a worksheet for the students to brainstorm and write their own short story SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class.

Day 14 KS-SOL e.9.d Building Stories LI – The teacher will split the class up and allow them to take turns editing their short stories, typing up and printing them and reading them to the teacher for grading

TR – The teacher will read TR

TR – The teacher will read TR

Day 15 KS-SOL e.9.d Building Stories LI – The teacher will allow the students to read from a selection of short stories – filling out an id worksheet to define the five terms from each story SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR – The teacher will read TR

LI – The students will create posters in groups – one for each vocab term IR – The students will do a SSR activity rotation in which they have 15 minutes of pleasure reading at their desks and 15 minutes of SSR cards according to their reading level SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week

J – The students will write in their journals the given topic (meeting new neighbors/friends) SP – The students will complete exercise E from their spelling text (complete each sentence with a spelling word)

J – The students will write in their journals about their daily routines DA – For students with disabilities, the teacher will meet privately with the student in order to assist them with the brainstorming activity

LI – The students will rotate through the short story stations (if all completed, can illustrate a picture to go along with their short story) SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry LI – The students will complete the id worksheet with reference to the selected short stories they choose

Week 4 Day 16 KS-SOL e.19.a Writing Stories LI – The teacher will introduce the next two week’s task of composing their very own stories, hold a class-wide brainstorm session for appropriate topics, create their own brainstorm web, and begin first draft

Day 17 KS-SOL e.19.b Writing Stories LI – The teacher will read from the LA text about what it means to be an author, ‘poetic lisence,’ best sellers list, and different careers that writing is utilized; She’ll then allow them to continue working on their stories

Day 18 KS-SOL e.19.b. Writing Stories LI – The teacher will pass out a rubric for the students who feel like their finishing up their stories (so they can self-assess) and then will conduct a ‘power proofreading’ lesson (www.internet4classrooms.com)

SP – The teacher will introduce the week’s spelling words by going over them orally- using the overhead projector

SP – The teacher will review the spelling words.

TR – The teacher will read TR

TR – The teacher will read Treasure Island LI – The students will create their own brainstorm idea web and begin their first draft of their story SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week

SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peer-check the tests by orally spelling the words outloud as a class.

Day 19 KS-SOL e.19.c Writing Stories LI – The teacher will allow students 20 minutes to continue their stories, then pair them up for peer revision of their stories

TR – The teacher will read TR

TR – The teacher will read TR

LI – The students will continue working on their stories SP – The students will complete exercise E in their spelling text (write spelling word to complete the analogy)

Day 20 KS-SOL e.19.c. Writing Stories LI – The teacher will meet with the students individually to go over their peerrevised stories, make corrections, then allow time for final draft/illustrate SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test it will be graded in class. TR – The teacher will read TR

LI – The students will interact with the teacher for the ‘power proofreading’ activity J – The students will creativewrite in their journals stemming from a spelling word used that week. DA – For students with disabilities, assistive technology (such as a verbal-command computer software program) will be made available in order to perform the writing task involved with their story composition

LI – The students will continue writing their stories, peerreviewing when ready

SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry

SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

LI – The students will meet with the teacher to review their story, as well as complete a grammar worksheet (Sentence Order, Good Apple, 109) in order to apply the knowledge to their writing

Week 5 Day 21 KS-SOL e.20 Writing Stories LI – The teacher will allot 20 minutes for writer’s workshop time and allow for the remaining time to be spent creating a title page and cover for their book SP – The teacher will introduce the week’s spelling words by going over them orally- using the overhead projector

Day 22 KS-SOL e.20 Writing Stories LI – The teacher will meet with students individually to review their rough draft for editing (in the mean time, the students are working on Sentence Worksheet out of Good Apple 87)

Day 23 KS-SOL e.20 Writing Stories LI – The teacher will bring the class to the computer lab and conduct a brief lesson on writing and it’s appliciblity to technology – then allowing the students to type their stories

SP – The teacher will review the spelling words.

SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class.

TR – The teacher will read TR

TR – The class will go to the library where the librarian will present a fun Treasure Island presentation IR – The students will do a SSR activity rotation in which they have 15 minutes of pleasure reading at their desks and 15 minutes of SSR cards according to their reading level SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week J – The students will write in their journals the given topic (work versus play)

Day 24 KS-SOL e.20 Writing Stories LI – The teacher will pass out the spiral bound completed stories to the class and allow them to share with their peers before a Subject and Predicate lesson (Good Apples, 87)

TR – The teacher will read TR

TR – The teacher will read TR IR – The students will meet with the teacher about their story and complete the Sentence Worksheet SP – The students will complete exercise C from their spelling text (match the clue)

IR – The students will type their story in the computer lab and then switch computers with their neighbor in order to edit BEFORE spell check DA – For students who are not able to utilize the computer keyboard, appropriate accommodations will be made (such as an aid to compose the work for them)

Day 25 KS-SOL e.20 Writing Stories LI – The teacher will conduce a vote according to the best liked story (after having read the back cover of all) to be read at the next parent night SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR – The teacher will read TR

J – The students will write in their journals about the first sale of their published story SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry VA – The students will create treasure chests (portfolios) in which they’ll keep their literary works in that they compose all year long – tying the literature piece into significance of things in life

Week 6 Day 26 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will guide the students in popcorn reading of Mufaro's Beautiful Daughters and then conduct a class compare/contrast LA activity SP – The teacher will introduce the week’s spelling words by going over them orally- using the overhead projector TR – The teacher will read TR

Day 27 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will conduct a class-character sketch of the characters in TR; and will then read in the LA text about pirates

Day 28 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will read from the LA text and have the class read passages by gender then do a worksheet for comprehension

SP – The teacher will review the spelling words.

SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests

TR – The teacher will read TR

Day 29 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will guide the class in a ‘Will the Real Buccaneer Please Stand Up’ lesson (www.randomhouse.com) incorporating research into literature/language arts

TR – The teacher will finish reading TR

Day 30 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will conduct a ‘Shiver Me Timbers’ lesson with the SP – The teacher will give the spelling test TR – The teacher will play Muppet’s Treasure Island for the class and eat ‘pirate booty’

TR – The teacher will read TR IR – The students will do a SSR activity rotation in which they have 15 minutes of pleasure reading at their desks and 15 minutes of SSR cards according to their reading level SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week LI – The students will participate in the compate/contrast exercise of MBD

IR – The students will read passages in their text about pirates. LI – The students will have an opportunity to compose a short skit in which they act out the part of a pirate SP – The students will complete exercise D in their spelling text (match the definition with the word)

LI – The students will perform their short skits compoaed the previous day about pirates J – The students will write in their journals the given topic (experiencing moving to a new place) DA – For students with disabilities, the option to draw a picture-story to illustrate their feelings about the above journal entry topic will be made available.

SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

SP – The students will take their spelling test (if applicable), grade it in class LI - class in which the students draw and label parts of a sailing ship, discuss various genres of literature

Week 7 Day 31 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships

Day 32 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships

LI – The teacher will read from the LA text and lead the class in a discussion of different literary genres that they’ve encountered.

LI – The teacher will have students participate in a LA read and comprehend activity about two students going to the Circus (www.instructorsweb.com)

SP – The teacher will introduce the week’s spelling words by going over them orally- using the overhead projector TR – The teacher will read Number the Stars

SP – The teacher will review the spelling words. TR – The teacher will read NS

Day 33 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will guide a lesson on folk tales – focusing on Paul Bunyon SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class.

Day 34 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will explore more folk tales (Brer Rabbit, Pecos Bill) , create a lasso out of licorice, and do a grammar activity (Good Apple 39)

TR – The teacher will read NS

TR – The teacher will read NS

IR – The students will do a SSR activity rotation in which they have 15 minutes of pleasure reading at their desks and 15 minutes of SSR LI – The students will do a worksheet in which they identify main characteristics of different genres SP – The students will rewrite them on the ‘Words to Master’ worksheet

IR – The students will read The Circus passage and answer questions for comprehension and then make cotton candy models – writing their story summaries to be wrapped around the cottoncandy handle and displayed SP – The students will complete exercise D from their spelling text (word puzzle) J – The students will write in their journals the given topic (circus experience)

IR – The students will read an exerpt from PB and complete a ‘woodsman worksheet’ to practice adverb skils DA – For students with disabilities, a modified worksheet will be provided with appropriate skill requirements

J – The students will write in their journals about healthy snack options they can make themselves SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

Day 35 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will wrap up folk tales by watching the Disney movie and discussing erarelated literature and culture SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR – The teacher will read NS SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry IR – The students will access www.apples4the teacher.com and have free LA time on the computers to play games, read fun passages, etc.

Week 8 Day 36 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will introduce the week’s LA unit on fall [in which each day will include reading a passage related to fall and doing a corresponding activity.] DAY 1: Corn is Maize by Aliki reading and comprehension questions and popcorn art activity SP – The teacher will introduce the week’s spelling words TR – The teacher will read NS IR – The students will do a SSR activity SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week J – The students will write in their journals the given topic (what it means to respect your elders)

Day 37 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – DAY 2: The teacher will guide the students in popcorn reading of How Do Apples Grow by Betsy Maestro and an apple-family tree diagram project SP – The teacher will review the spelling words. TR – The teacher will read NS

IR – The students will popcorn read LI – The students will create an ‘apple family tree’ picture to hang around the classroom SP – The students will complete exercise E from their spelling text (complete each sentence with a spelling word)

Day 38 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – Day 3: The teacher will animatedly read Red Leaf, Yellow Leaf by Lois Ehlert and disperse the class to create leaf rubbings with collected leaves SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class.

IR – The students will read their copy of Number the Stars and answer five comprehension questions LI – The students will create leaf rubbings in correlation with the LA lesson on leaves DA – Students with disabilities that might inhibit them from creating the leaf-art project will have adequate accommodations so that they can create a piece of art themselves.

Day 39 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – DAY 4: The teacher will call on students to read The Autumn Equinox by Ellen Jackson which will lead into their science activity dealing with the Earth and it’s rotation and relation to seasons

Day 40 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – DAY 5: The teacher will split the class into reading project groups in order for the students to compose short skits about their book SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class.

TR – The teacher will read NS

TR – The teacher will read NS

LI – The students will discuss the book read aloud and how accurate the information was after their science lesson – creating a compare and contrast chart on the board

SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry

J – The students will write in their journals about autumn changes SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

LI – The students will read The Stranger by Chris Van Allsburg, The Pumpkin Patch by Elizabeth King, or The Lonely Scarecrow by Tim Preston and create skits to present to the class.

Week 9 Day 41 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will create a concept map for Number the Stars using the smart board and then allow the students to read exercpts from Anne Frank’s Diary, Journey to America, The Upstairs Room, The Lily Cupboard in order to create their own concept maps

Day 42 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will provide newspaper clippings, [edited] pictures, and other materials for the students to make a powerpoint presentation about the tragedy that the holocaust was

SP – The teacher will introduce the week’s spelling words by going over them orally- using the overhead projector

SP – The teacher will review the spelling words.

TR – The teacher will read Number the Stars

TR – The teacher will read TR

Day 43 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will review bulletin board expectations and give the students time to work together as a class in order to create an ‘acceptance board’ SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class.

Day 44 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will introduce the class speaker, the daughter of a holocaust survivor

TR – The teacher will read TR

TR – The teacher will read TR IR – The students will read given exercpts and create concept maps SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week J – The students will write in their journals the given topic (baseball as America’s national sport)

IR – The students will read the materials presented them by the teacher LI – The students will begin their group work on their powerpoint presentation SP – The students will complete exercise C (analogy matching)

Day 45 KS-SOL e.10 & e.11 Reading a Variety of Works and Understanding Relationships LI – The teacher will show the video clips from The Hiding Place – assigning response writing accordingly SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR – The teacher will read TR

LI – The students will use their knowledge of holocaust information to apply in the creation of a bulletin board project.

J – The students will write in their journals about their reaction to the speaker and how they can see prejudices in our world today

DA – For students with disabilities, mini-bulletin board worksheets will be made available for individual work

SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry T – The students will present their powerpoint presentations for NS

Week 10 Day 46 KS-SOL e.2 Museum Curator Project AK The teacher will introduce the new project to the class. Available topics to present to the class will be from science or history that the class is currently studying. students will being research on a topic and will eventually present the information to the class. RE The teacher will introduce the book “Lily’s Crossing” to the class.

PS The students will being thinking about a topic and that they will eventually present the information to the class. The topics will be approved by the teacher, making sure that the student will find enough resources about the topic. RE The students will read independently from “Lily’s Crossing.” SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week

Day 47 KS-SOL e.2 Museum Curator Project T The teacher will take the class to the library and have the librarian show the students how to gather resources for their projects, including technology and the Dewey decimal system.

T The students will pay close attention to the librarian so that they may find resources to help make their project better. Three resources will be needed for each presentation. SP – The students will complete exercise C (analogy matching) RE/GA The students will popcorn read from “Lily’s Crossing.”

Day 48 KS-SOL e.2 Museum Curator Project T Research will continue in the library. SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class. RE/The teacher will discuss the main characters and setting of “Lily’s Crossing.” T The students will actively research resources for their topics, being respectful for the library and other classes that may be in the library during the given time. RE The students will read independently from “Lily’s Crossing.”

Day 49 KS-SOL e.2 Museum Curator Project T Research will conclude in the library. RE The teacher will read the daily portion of “Lily’s Crossing” to the class. DA – The librarian will assist students who have difficult understanding Dewey decimal system.

CM The students will show the teacher the three resources that they have found and get the resources approved by the teacher. If the resource is web-based the resource must be printed out. The students resources will count as a quiz grade. This will be done so that when the project comes due students will be without excuse. SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

Day 50 KS-SOL e.6 Museum Curator Project CM The teacher will begin to introduce organizational skills to the class for the purposes of organizing their resources. The teacher will help the students to classify resources as primary and secondary. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class.

GA The students will work in groups organizing one person’s information at a time, while the teacher comes around and makes sure that the group’s are on task and that organization is taking place the way it needs to be. SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry RE/GA The students will be broken up into groups and read from “Lily’s Crossing.” They will answer questions about the text from a teacher made worksheet.

Week 11 Day 51 KS-SOL e.6 Museum Curator Project AK The teacher will teach organizational skills by telling students to begin their projects by telling the earliest information then proceeding to the latest information(using a timeline as an example for the students to follow). RE/W The teacher will discuss main events of “Lily’s Crossing” with the class to take fill-in-theblank notes. DA- These students will be given notes that are already filled in.

PS The students will organize their information and have the teacher approve their organization method for their project. RE The students will read independently from “Lily’s Crossing.” SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week

Day 52 KS-SOL e.2 Museum Curator Project T The teacher will allow students one more day in the library to get additional resources for their projects, also to get new information if previous was not helpful.

PS The students will gather resources if necessary or pull information from texts to use in their projects. SP – The students will complete exercise C (analogy matching) RE/GA The students will popcorn read from “Lily’s Crossing.”

Day 53 KS-SOL e.4 Museum Curator Project CM/W The teacher will show students that their organized information can be written about and will show the students how to write their organized information into paragraph from. SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class. W The students will diligently work to take their information and begin working on a report. RE/AK The students will finish reading “Lily’s Crossing” and will discuss its ending with the teacher.

Day 54 KS-SOL e.4 Museum Curator Project

Day 55 KS-SOL e.4 Museum Curator Project

CM The teacher will help the students organize their thoughts about their projects and form them into reports. R The teacher will give the students review tips for their test on “Lily’s Crossing.”

CM The teacher will help the students organize their thoughts about their projects and form them into reports. TS The teacher will administer a test over “Lily’s Crossing.” SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class.

W The students will continue working on their reports, as the teacher helps them gather their ideas. SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test. R The students will take notes about what will be on their reading test.

AK The students will continue working on their reports, as the teacher helps them gather their ideas. SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry TS The students will have a test over “Lily’s Crossing.”

Week 12 Day 56 KS-SOL e.3 Museum Curator Project R The teacher will review language skills for the class to use that would be appropriate for their reports. RE The teacher will introduce “The Black Pearl” to the class.

Day 57 KS-SOL e.3 Museum Curator Project CM The teacher will inform students of how to pull their resources together and incorporate them into their paper. RE The teacher will read the daily portion of “The Black Pearl” to the class and lead a discussion about the plot of the story.

AK The students will use correct grammar and spelling in their reports. RE/GA The students will popcorn read from “The Black Pearl.” SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week

AK The students will use their resources in their reports. SP – The students will complete exercise C (analogy matching)

Day 61

Day 62

Day 58 KS-SOL e.3 Museum Curator Project CM The teacher will hold quick meetings with each students to quickly go over their reports and check for spelling mistakes. SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class.

Day 59 KS-SOL e.1 Museum Curator Project E The teacher will grade the students on their museum curator projects.

Day 60 KS-SOL e.1 Museum Curator Project E The teacher will grade the students on their museum curator projects. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class.

CM The students will peer check each other’s reports for spelling and grammar mistakes. RE/GA The students will get into groups and will read “The Black Pearl.”

OL/E The students will present their projects in the form of a museum curator. The grade will count as a test grade. SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test. RE The students will independently read “The Black Pearl” and answer questions about what they have read for a quiz grade.

OL/E The students will present their projects in the form of a museum curator. The grade will count as a test grade. SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry

RE/GA The students will participate in a discussion about “The Black Pearl.” DA- Students will use one resource in their paper.

Day 63

Day 64

RE The students will independently read “The Black Pearl.”

Day 65

Week 13 KS-SOL e.1 Museum Curator Project E The teacher will grade the students on their museum curator projects.

KS-SOL e.1 Museum Curator Project E The teacher will grade the students on their museum curator projects. RE The teacher will read the daily portion of “The Black Pearl.”

OL/E The students will present their projects in the form of a museum curator. The grade will count as a test grade. RE The students will independently read “The Black Pearl.” SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week

OL/E The students will present their projects in the form of a museum curator. The grade will count as a test grade. SP – The students will complete exercise C (analogy matching)

KS-SOL e.7 Word Work

KS-SOL e.7 Word Work

KS-SOL e.7 Word Work

AK The teacher will show students that when reading a book, and coming across a word that they do not understand to look the word up using a dictionary. SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class. W The students will be given 5 words from “The Black Pearl” to look up using a dictionary.

CM The teacher will inform students that some words hold more than one definition. The teacher will give the students examples to look up in the dictionary, to show the diversity of words and their meanings..

E The teacher will administer a quiz over using a dictionary and how to look words up. E The teacher will administer a written book report to the class over “The Black Pearl.” SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class.

AK The students will make up a word and let the word have several different meanings. SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test. AK/W The students will diagram “The Black Pearl” into a sequence of events for their book report tomorrow.

E The students will take the quiz over using a dictionary. Then they will write a story about how a word got its meaning, including a specific definition of a word. SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry

RE The students will independently read “The Black Pearl.”

E The students will complete a written book report over “The Black Pearl” to be counted as a test grade. DA- These students will draw a picture of a scene from the book to count as their test grade.

Week 14 Day 66 KS-SOL e.7 Word Work CM The teacher will introduce the resource of a Thesaurus. The teacher will show the students that if they use a word too much in a report then go look up the word and see what other words mean the same thing and can replace the word. RE The teacher will also introduce the next book for the two weeks, “Frindle.” “Frindle” deals with words and making up new words.

Day 67 KS-SOL e.7 Word Work LI – The teacher will assign a ‘funny word’ look up activity to reinforce the students’ dictionary skills and privately work with students with disabilities on their personal deskionaries.

Day 68 KS-SOL e.7 Word Work LI – The atecher will conduct a ‘Which Resource Is Best’ lesson in which the students hold up popsicle stickindex card signs for their vote – gaining tokens for correct answers and completing a worksheet for comprehension

SP – The teacher will review the spelling words.

SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peer-check the tests by orally spelling the words outloud as a class. TR – The teacher will read Frindle

TR – The teacher will read Frindle

LI The students will pay attention to learning how to use a thesaurus. RE The students will read “Frindle” in groups of two taking turns reading. SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week

LI – The students will participate in the dictionary skills lesson, looking up ‘funny words’ in the dictionary and charting their real meaning as opposed to the hypothesized meanings J – The students will write in their journals the given topic (showing gratitude) SP – The students will complete exercise F from their spelling text (write the rhyming word to complete the spelling sentances)

J – The students will write in their journals about their daily routines SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peer-check the tests by orally spelling the words outloud as a class. DA – For students with disabilities, the teacher will meet privately with the student and create a personal desk-ionary of words (and future words) they do not know

Day 69 KS-SOL e.8 Word Work LI – The teacher will show the students ‘context clues skills’ and call several students to the board to participate in a LA text activity to show comprehension

TR – The teacher will read Frindle

Day 70 KS-SOL e.8 Word Work LI – The teacher will allow the students to play various word-related games such as Boggle, Upwords, Scrabble, etc. and then journal about their experiences SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR – The teacher will read Frindle

LI – Students will participate in the context clues skill activity in order to not use dictionaries when not available as well as play the NameMe game (www.instructor web.com) – reinforcing their dictionary skills SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry IR – The students will read silently at their desk ‘Did You Look It Up’ by Lisa Vondrasek and answer comprehension questions for submission

Week 15 Day 71 KS-SOL e.16 Sum up that Summary LI – The teacher will begin LA class by babbling on and on about factual information and then ask the students to recall the information; capitalizing on the importance of note taking skills – guiding the class into a worksheet on positive note taking

Day 72 KS-SOL e.16 Sum up that Summary LI – The teacher will continue to review positive note taking skills – teaching cornell style

Day 73 KS-SOL e.16 Sum up that Summary LI – The teacher will guide a lesson on story pyramids – a stepping stone in the direction of note taking and summary writing

SP – The teacher will review the spelling words.

SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class.

TR – The teacher will read IC

SP – The teacher will introduce the week’s spelling words by going over them orally- using the overhead projector TR – The teacher will read The Indian in the Cupboard IR – The students will read given exercpts and create concept maps in order to later write summaries SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week J – The students will write in their journals the given topic (baseball as America’s national sport)

Day 74 KS-SOL e.16 Sum up that Summary LI – The teacher will instruct on scanning skills – giving several passages with comprehension questions to check for knowledge

TR – The teacher will read IC

TR – The teacher will read IC

IR – The students will read the materials presented them by the teacher LI – The students will begin their group work on their powerpoint presentation SP – The students will complete exercise C (analogy matching)

LI – The students will use their knowledge of holocaust information to apply in the creation of a bulletin board project.

J – The students will write in their journals about their reaction to the speaker and how they can see prejudices in our world today

DA – For students with disabilities, mini-bulletin board worksheets will be made available for individual work

SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

Day 75 KS-SOL e.15 End a Story LI – The teacher will conduct a cumulative review of summary skills by assigning the reading of a lengthy passage and a summary for evaluation SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR – The teacher will read IC SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry T – The students will present their powerpoint presentations for NS

Week 16 Day 76 KS-SOL e.15 End a Story LI – The teacher will conduct a lesson on conclusions in expository writing, defining ‘character’ SP – The teacher will introduce the week’s spelling words by going over them orally- using the overhead projector TR – The teacher will read IC

Day 77 KS-SOL e.15 End a Story LI – The teacher will select several books covered in class already (number the stars, Treasure Island, etc.) in order to explain ‘plot’ SP – The teacher will review the spelling words TR – The teacher will read IC

Day 78 KS-SOL e.15 End a Story LI – The teacher will split the class up into discussion groups that will then come up with a definition of ‘theme’ according to a covered book of their choice SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class.

Day 79 KS-SOL e.15 End a Story LI – The teacher will use a magnetic train on the board to show cause-andeffect, then explain how it’s applied to literature T – The class will watch the first half of The Indian in the Cupboard movie TR – The teacher will read IC

SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week J – The students will write in their journals the given topic (early bird versus sleep head – which are you?)

IR – The students will dialogue in order to grasp the concept of ‘plot’ then create a timeline for an SSR book in order to illustrate plot LI – The students will begin their group work on their powerpoint presentation SP – The students will complete exercise F (fill in spelling words according to the clues given)

LI – The students will interact in their groups in order to define ‘theme’ and how it applies to a covered book HW – The students will watch one cartoon episode for homework and define one character, the plot and theme DA – For students who are not able to watch television, they can break down the character, plot and theme of an SSR book of their choice

T – The class will finish the IC movie TR – The teacher will read IC SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words – in preparation for the spelling test and it will be graded in class.

TR – The teacher will read IC IR – The students will read given exercpts and create character webs in which they explore character attributes within stories

Day 80 KS-SOL e.15 End a Story LI – The teacher will post character webs around the room-created Monday-and explain ‘static,’ ‘dynamic,’ ‘flat,’ and ‘round’ characters and devel.

LI – The students will break down each chapter of a selected book into cause-and-effect sections on a worksheeet

SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry

J – The students will write in their journals about cause and effect of pollution

LI – The students will create flip books as an illustration of character development in literature

SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

Week 17 Day 81 KS-SOL e. 14 What causes this effect LI – The teacher will help the students brainstorm about a significant event in their lives, selecting one. TR – The teacher will read IC SP - Teacher will introduce week’s spelling words by going over them orallyusing the overhead projector; then the students will rewrite them on the worksheet provided (to study from all week)

Day 82 KS-SOL e. 14 What causes this effect LI – The teacher will facilitate as the students perform their short narratives SP – The teacher will review the spelling words

TR – The teacher will read IC

LI – The students will create narrative notecards according to the event they chose in order to organize their thoughts for a performance the following day SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week J – The students will write in their journals the given topic (favorite thing at recess)

IR – The students will dialogue in order to grasp the concept of ‘plot’ then create a timeline for an SSR book in order to illustrate plot LI – The students will begin their group work on their powerpoint presentation SP – The students will complete exercise E in their spelling text (fill in the correct spelling words to complete the postcard)

Day 83 KS-SOL e. 14 What causes this effect LI – The teacher will use resources from the high school drama dep’t in order to illustrate the meaning of ‘scene.’ She’ll then allow the students to break into three groups and play the game Gestures (uses the scene clapper tool) SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class. TR – The teacher will read IC LI – The students will play Gestures in groups of eight HW – The students will memorize a short monologue from a ‘scene’ of a play of their choice (10-15 lines) DA – For students who may have difficulty memorizing a lengthy monologue, they can select one and dramatically read it for the teacher

Day 84 KS-SOL e. 14 What causes this effect LI – The teacher will facilitate as the students select improv acting cues from a basket and perform them SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words. TR – The teacher will read IC

Day 85 KS-SOL e. 14 What causes this effect LI – The local construction crew mngr will pay the class a visit and explain everything that goes into set construction and design (esp in movies) SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR – The teacher will read IC

LI – The students will participate in a ‘Who’s Line’ of sorts J – The students will write in their journals about a play they’ve seen or would like to see SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

LI – The students will design their own sets for a play – making a list of necessary tools, materials, etc. AND complete a grammar exercise on punctuation (Good Apples, 62) SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry

Week 18 Day 86 KS-SOL e. 14 What causes this effect LI – The teacher will discuss what it means to reflect on a theatrical performance and the difference between a response and a critique. She’ll teach the sandwich technique of constructive criticism and objective review skills

Day 87 KS-SOL e. 14 What causes this effect LI – The teacher will play a clip from a Muppets movie showing the ‘siscal and ebert’ characters, then allow students to read play reviews from local papers.

SP - Teacher will introduce week’s spelling words by going over them orally- using the overhead projector; then the students will rewrite them on the worksheet provided (to study from all week)

SP – The teacher will review the spelling words

LI – The students will write their own response to their personal narrative performed the previous LA lesson – to be graded with a review rubric

LI – The students will write a critique of the first half of the IC movie they watched today according to the teacher-created checklist

SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week

SP – The students will do exercise D from their spelling text (crossword puzzle with spelling words)

J – The students will write in their journals the given topic (least/favorite subjects in school)

T – The class will watch the first half of The Indian in the Cupboard movie

Day 88 KS-SOL e.17 What causes this effect LI – The teacher will show a video clip of an opera, an orchestra performance, a rock concert, a ballet, and slap stick comedy show and encourage the students to share their personal views on the meaning of each SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class.

Day 89 KS-SOL e.17 What causes this effect LI – The teacher will type up sentances using this week’s spelling words for the students to read in different ‘voices’ printed on the back. She’ll then bring the students into the multi-purpose center for DR TR – The teacher will finish IC

Day 90 KS-SOL e.17 What causes this effect LI – The teacher will facilitate as the students perform – serving as MC

SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR - The class will finish the IC movie

TR – The teacher will read IC LI – The students will create notecards that on the front they draw a picture of a specific performance and on the back write the typical meaning/purpose behind it DA – Students with visual impairments will be given large sheets of paper as opposed to small notecards in order to complete their assignment

LI – The students will experiment with voice fluctuation and accents and then move into the multipurpose center for DR J – The students will write in their journals about a play they’ve seen or would like to see SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

LI – The students will perform for the other fourth grade classes their abridged narratives in a compellation called ‘My Life As A Fourth Grader’ SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry

Week 19 Day 91 KS-SOL e.17 What causes this effect LI – The teacher will begin the thematic unit on Famous Americans – having students begin their ‘famous Americans’ biographical sketch book in which top people’s lives will be summarized and accompanied by a picture SP - Teacher will introduce week’s spelling words by going over them orally

Day 92 KS-SOL e.17 What causes this effect LI – The teacher will provide resources at the library for students to utilize in order to continue on their Famous Americans sketch as well as assign a grammar assignment (Good Apple Punctuation Problems 79) SP – The teacher will review the spelling words TR – The teacher will read TW

TR – The teacher will read The Wangdoodle

LI – The students will review ‘summary’ notes and materials and begin research on famous Americans in order to complete their sketch book

LI – The students will continue to research, summarize and create their Famous Americans sketch books and complete their grammar worksheets

SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week

IR – The students will read a book of choice from the library after recess

J – The students will write in their journals the given topic (what would it be like to time travel?)

Day 93 KS-SOL e.17 What causes this effect LI – The teacher will review Famous Americans materials, encouraging class participation and prepare the students for their sketch book presentations the following day.

Day 94 KS-SOL e.17 What causes this effect LI – The teacher will facilitate as the class presents their Famous Americans sketch books

TR – The teacher will read TW

SP – The teacher will administer the spelling pre-test to the students (if score 100% no test Friday); and the students will peercheck the tests by orally spelling the words outloud as a class. TR – The teacher will read TW LI – The students will complete their Famous Americans sketch books HW – The students will interview their parents about their American lineage (trace ancestors as far back as are present in American history) DA – Students with disabilities will receive assistance in completing their FAS books from an aid or resource teacher

Day 95 KS-SOL e.17 What causes this effect LI – The teacher will introduce students to A.Indian literature by reading several passages from their LA text. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR – The teacher will read TW

LI – The students will present their FAS books in front of the class and complete peer review sheets as other perform SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

LI – The class will do group work to discover examples of myths and legends and write individually about similarities and differences between A.Indian literature and A.Literature SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry

Week 20 Day 96 KS-SOL e.13 Graphing Information LI – ALL ABOUT OUR TOWN UNIT : the teacher will use brochures to teach informational writing/graphing 1) teacher will facilitate as students brainstorm, collaborate, research, and begin their brochures TR – The teacher will read TW

Day 97 KS-SOL e.13 Graphing Information LI – ALL ABOUT OUR TOWN UNIT: the teacher will continue to facilitate and guide/direct students in the creation and informative writing skills SP – The teacher will review the spelling words TR – The teacher will read TW

SP - Teacher will introduce week’s spelling words

Day 98 KS-SOL e.13 Graphing Information LI – ALL ABOUT OUR TOWN UNIT: the teacher will write the guidelines on the board in the lab, facilitate as students type and assist in web browsing

Day 99 KS-SOL e.13 Graphing Information LI – ALL ABOUT OUR TOWN UNIT: the teacher will distribute examples of brochures for the students to take note of the aesthetics, highlighting positive

SP – The teacher will administer the spelling pre-test to the students

TR – The teacher will read TW

TR – The teacher will read TW

Day 100 KS-SOL e.13 Graphing Information LI – ALL ABOUT OUR TOWN UNIT: the teacher will distribute the disposable cameras, give instructions for weekend assn, do an interactive lesson on interesting paragraphs, SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR – The teacher will read TW

LI – The students will brainstorm, collaborate, research and begin brochures COMPLETING New Town Interview Questionnaire for hmwk SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week J – The students will write in their journals the given topic imaginary worlds like that in the wangdoodle)

IR – The students will chart responces from their NTIQ, work in groups to continue their themed brochures LI – The students will begin their group work on their powerpoint presentation SP – The students will complete exercise E in their spelling text (write spelling words in abc order)

LI – The students will follow the guidelines given by the teacher in order to internet-research the main focus of their brochure HW – The students will finish their brochure research/planning according to the ‘brochure planning guide’ distributed by the teacher DA – For students who can’t access the computer, phone books, atlases, and community interaction will be available

LI – The students will review brochures and meet with groups in order to begin planning graphics of their brochures and placement of informative text

LI – The students will assist as the teacher completes a most interesting paragraph on the smart board, AND do a subject-verb grammar worksheet (Good Apples 14)

J – The students will write in their journals about their favorite site in or around the city and why

SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry

SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

Week 21 Day 101 KS-SOL e.13 Graphing Information LI – ALL ABOUT OUR TOWN UNIT : the teacher will present all of the pictures taken over the weekend in and around town on the smart board; then will walk around to each group and help them choose for their brochure

Day 102 KS-SOL e.13 Graphing Information LI – ALL ABOUT OUR TOWN UNIT: the teacher will collect completed brochures – allowing the students free time to play LA games

TR – The teacher will read TW

TR – The teacher will read TW

SP – The teacher will review the spelling words

Day 103 KS-SOL e.13 Graphing Information LI – The teacher will read Twas the Night Before Christmas and discuss unfamiliar vocabulary. SP – The teacher will administer the spelling pre-test to the students

Day 104 KS-SOL e.10 & e.5 Taking Notes on a Story LI – The teacher will facilitate as the students chorally read TNBC, pass out comprehension question guideline sheet TR – The teacher will read TW

TR – The teacher will read TW

SP - Teacher will introduce week’s spelling words LI – The students will meet in groups in order to revise their informative paragraphs and placement of text and pictures on their brochures SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week J – The students will write in their journals the given topic (castles – fun and adventures or dank and scary?)

Day 105 KS-SOL e.10 & e.5 Taking Notes on a Story LI – The teacher will pass out the stocking pattern that the students will write a poem reflecting the events in the story TNBC SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TR – The teacher will read TW

IR – The students will read a SSR selection at their desks LI – The students will turn in their completed brochures and then play LA games SP – The students will complete exercise E in their spelling text (finish the story with spelling words filling in the blanks)

LI – The students will listen as the teacher reads TNBC and discuss vocab, then completing a ‘christmas tree’ activity of sequencing events HW – The students will write a ‘Merry Christmas’ card to a soldier in Iraq DA – For students with disabilities, assistance on sequencing will be given by the teacher/aid in which choices are narrowed

LI – The students will read TNBC in unison, and write five comprehension questions with a partner – exchanging and answering another pair’s questions J – The students will write in their journals about their favorite winter/holiday/Christmas tradition

SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

LI – The students will write their own poems re: TNBC to ‘hang by the hearth’ in the classroom and eat candy canes SP – The students will take their spelling test (if applicable), grade it in class, and apply their words in a journal entry

Week 22 Day 106 KS-SOL e.10 & e.5 Taking Notes on a Story LI – The teacher will introduce the concept of blogs by framing its reference with journals; then will access news4’s web blog on the smart board and show the students another class’ blog; then brainstorm appropriate blog topics; then intro individ. assn TR – The teacher will read TW

Day 107 KS-SOL e.10 & e.5 Taking Notes on a Story LI – The teacher will read several African ‘trickster tales’ and engage the students in a conversation about interpretation; then assigning them to retell the story in their own words – occurring in their neighborhood

Day 108 KS-SOL e.10 & e.5 Taking Notes on a Story

Day 109 KS-SOL e.10 & e.5 Taking Notes on a Story

Day 110 KS-SOL e.10 & e.5 Quiz on Story Notes

LI – The teacher will pass out recipe cards to the students and have the students write how-to texts.

LI – The teacher will introduce the guest speaker: a professional story teller and pass out the required note-taking worksheet to the class

E The teacher will administer a quiz in which the students will have to read a very short story and write down the notes that have been discussed in class for taking story notes. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class.

SP – The teacher will administer the spelling pre-test to the students

TR – The teacher will finish TW

TR – The teacher will read TW

SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words.

LI – The students will take notes on other students’ how-to dictations, drawing a pictures of the best described how-to performance as explained

LI – The students will listen intently to the guest speaker, taking adequate notes on the worksheet handed out – to be turned in

HW – The students will go home and perform an accomplishable recipe they took notes on and write a report on how they did to be turned in the following day

J – The students will write in their journals about how they get to school and what they would do if school started an hour earlier!

TR – The teacher will read TW

SP - Teacher will introduce week’s spelling words LI – The students will produce their very own web blog to be posted on the school’s webstie about the class goingson from the class pet’s point of view!

IR – The students will read their very own trickster tale at their seat – taking sufficient cornell notes to be turned in for grading

SP – The students will rewrite them on the ‘Words to Master’ worksheet to keep and study from all week

LI – The students will recount the story told by the teacher in their own words

J – The students will write in their journals the given topic (transportation’s evolution in our history … what’s in the future?)

SP – The students will complete exercise C in their spelling text (complete the tongue twisters with spelling words)

DA – For students who may not be able to perform the desired homework requirement, parental assistance will be acceptable E The students will peercheck the spelling tests by orally spelling the words out loud as a class.

SP – The students will play a rousing game of ‘SPARKLE’ to review for tomorrow’s spelling test.

E The students will take the story note quiz. RE The students will independently read “Weird Stories from Lonesome Café.”

Week 23 Day 111 KS-SOL e.12 What are Sensory Words

Day 112 KS-SOL e.12 How Sensory Words help build a Story CM The teacher will read R/M The teacher will the students as made up review what are story containing many sensory words with sensory words. The teacher the class. The teacher will explain to students will then show the that sensory words create class how to use their feelings within us to help sensory words to help connect the reader to the build up a story by story. helping either build SP - Teacher will suspense or introduce week’s spelling excitement. words by going over them orally- using the overhead projector. RE The teacher will read the daily portion from “Weird Stories from Lonesome Café.”

Day 113 KS-SOL e.12 Using Sensory Words in a Essay W/AK The teacher will give the students a writing assignment in which they will have to have a character, setting, and events and use sensory words to help develop their essay’s. TS The teacher will administer the spelling pre-test to the students (if score 100% no test Friday).

Day 114 KS-SOL e.12 Using Sensory Words in a Essay E The teacher will look at the students essay’s and will make corrections, also allowing the students to peer check each other’s essays. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words.

Day 115 KS-SOL e.12 Using Sensory Words in a Essay CM The teacher will address common mistakes made among the students and will show the students how to fix these mistakes. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TS The teacher will administer a test in the form of writing a biography of a character from “Weird Stories from Lonesome Café.”

LI The students will pay attention to the use of sensory words and will pick out the sensory words on a given worksheet. W The students will rewrite the spelling words on the worksheet provided (to study from all week)

W The students will begin a rough draft of their sensory essay. E The students will peer-check the spelling tests by orally spelling the words out loud as a class. RE/GA The students will group read “Weird Stories from Lonesome Café” and answer questions related to the text.

W/PS The students will carefully read and make changes to their peer’s essays. W The students will write in their journals using correct spelling and grammar. RE/W The students will independently read “Weird Stories from Lonesome Café.” The students will also write about their favorite scene from the book using worksheet.*

W The students will work diligently on their essays to produce favorable work to present to their classmates. TS The students will take a spelling test. RE/W The students will write a biography of a character from “Weird Stories from Lonesome Café.” DA – students with disabilities will read the simplified version of WSLC and answer character comprehension questions

Day 116

PS The students will begin to brainstorm about ideas that they have in order to write an essay using sensory words. W The students will do exercises a, b, and c, in their spelling books. RE The students will independently read “Weird Stories from Lonesome Café.”

Day 117

Day 118

Day 119

Day 120

Week 24 KS-SOL e.1 Presenting Stories to the Class

KS-SOL e.1 Presenting Stories to the Class

E The teacher will grade the students on their stories that they present to the class. SP - Teacher will introduce week’s spelling words by going over them orally- using the overhead projector.

E The teacher will grade the students on their stories that they present to the class. DA – Students with disabilities will listen to their audio version of ‘Holes’ with headphones in the reading corner

OL The students will give oral stories to the class to be counted as a grade.

RE The teacher will introduce the new book to the class “Holes.” The teacher will administer a handout of questions to be filled out during the reading of the book.

OL The students will give oral stories to the class to be counted as a grade. RE The students will read from “Holes” and answer questions pertaining to the text. W The students will rewrite the spelling words on the worksheet provided (to study from all week).

W The students will do exercises a, b, and c, in their spelling books. RE The students will independently read from “Holes.”

KS-SOL e.1 Presenting Stories to the Class

KS-SOL e.1 Presenting Stories to the Class

KS-SOL e.22 Technology for Writing

E The teacher will grade the students on their stories that they present to the class. TS The teacher will administer the spelling pre-test to the students (if score 100% no test Friday). The teacher will read the daily portion of “Holes” to the class.

E The teacher will grade the last remaining students on their stories that will be presented to the class. The teacher will also discuss the next upcoming project a report that the students will write, making sure not to overwhelm the students with the work that they will be doing the teacher will inform the students that most of the project will be done in class and time will be taken to make sure that they project is done correctly. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words.

T /AK The teacher will remind the students of how to use technology to help them find sources for their upcoming report. The teacher will also show students, in the computer lab, how to use the computer to type their reports so that the reports look more professional. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class.

E The students will peer-check the spelling tests by orally spelling the words out loud as a class.

OL The students will give oral stories to the class to be counted as a grade. LI The students will listen eagerly as the teacher explains their new project. W The students will write in their journals using as many spelling words as possible. The students will popcorn read from “Holes.”

R The students will review the uses of technology for their reports and will stay on task in the computer lab by not doing things on the computer that they are not supposed to. The students will take their spelling test. RE The students will independently read from “Holes.”

OL The students will give oral stories to the class to be counted as a grade. LI The students will actively listen to the teacher as she read from “Holes.”

Week 25 Day 121 KS-SOL e.22 Technology for Writing T The teacher will take the class to the computer lab and guide them on websites that should be helpful in leading them to find resources about their topics they will be writing about. SP - Teacher will introduce week’s spelling words by going over them orally- using the overhead projector. DA – Students with disabilities will receive a modified spelling list according to their dolch sight word level

LI The students will pay close attention to the teacher approved websites and look diligently for information that can be used to help them write their reports. W The students will rewrite the spelling words on the worksheet provided (to study from all week). RE The students will independently read from “Holes.”

Day 122 KS-SOL e.22 Technology for Writing M The teacher will show the students online encyclopedias, dictionaries, and thesaurus’s that they can use when doing these projects. The teacher will show the students how to search for a term in all three of the resource materials. RE The teacher will read the daily portion of “Holes” to the class. T The students will show self control in the computer lab and will stay focused and find resources that may be helpful to them. W The students will do exercises a, b, and c, in their spelling books. LI The students will listen quietly as the teacher reads from “Holes.”

Day 123 KS-SOL e.22 Technology for Writing T The teacher will show the students how to search for an applicable website by using Google and looking for only websites that end in .edu or .gov. TS The teacher will administer the spelling pre-test to the students (if score 100% no test Friday). TS The teacher will administer a reading test in the form of an alternate ending to “Holes.” T The students will use Google to look for applicable websites for their research. E The students will peer-check the spelling tests by orally spelling the words out loud as a class. W/PS The students will create an alternate ending to “Holes” to be counted as a test grade.

Day 124 KS-SOL e.22 Finding Sources for Topics T The teacher will review resources for the students to use in their upcoming papers. Technology will be used as the main way of finding sources. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words. T The teacher will show the movie “Holes” to the class.

Day 125 KS-SOL e.22 Finding Sources for Topics T The teacher will take the students to the computer lab and help them find sources for their papers. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. T The teacher will show the movie “Holes” to the class.

LI The students will pay attention to the sources to be used for their papers. W The students will write in their journals. T The students will view the movie and pay attention to what is in the movie and not mentioned in the book.

T The students will behave themselves in the computer lab so that they may get enough resources to complete their project. T The students will view the movie and pay attention to what is in the movie and not mentioned in the book.

Week 26 Day 126 KS-SOL e.22 Finding Sources for Topics

Day 127 KS-SOL e.18 Checking Validity of Sources

Day 128 KS-SOL e.18 Checking Validity of Sources

Day 129 KS-SOL e.18 Re-Finding Sources

T The teacher will take the students to the computer lab and help them find sources for their papers.

CM The teacher will show students how to check to make sure that their sources are actually about their topic they are writing about. The teacher will quickly view over some students sources to make sure they are applicable to their topics.

RE The teacher will have the students read over their sources to make sure that the author has no misleading information by way of errant facts or something that contradicts what the students know to be as true. TS The teacher will administer the spelling pre-test to the students (if score 100% no test Friday).

T The teacher will take the class to the computer lab so that students who found faulty resources can look for new resources, while letting other students who found good resources the first time look for interesting information in their sources. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words.

AK The students will make sure that their resources are about the topic they are writing about. W The students will do exercises a, b, and c, in their spelling books.

AK The students will check over their resources and check the author’s validity. E The students will peer-check the spelling tests by orally spelling the words out loud as a class. RE The students will silently read the daily selected reading from LWW.

T The students will diligently look for new resources or look for exciting information in their sources. W The students will write in their journals using correct grammar, punctuation, and spelling. RE The students will silently read the daily selected reading from LWW.

SP - Teacher will introduce week’s spelling words by going over them orallyusing the overhead projector. RE The teacher will introduce the book, “The Lion, The Witch, and The Wardrobe.” (LWW)

CM The students will present their resources to the teacher. W The students will rewrite the spelling words on the worksheet provided (to study from all week RE The students will silently read the daily selected reading from LWW.

RE/GA The students will popcorn read from LWW.

Day 130 KS-SOL e.6 Getting Organized (Making an Outline for Writing) M The teacher will show the students the correct way to make an outline by using a fill in the blank outline for the students to follow along with. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. RE/PS The teacher will discuss plot and main characters in LWW with the class and read the daily portion for the class. W The students will complete the outline TS The students will take their spelling test. LI The students will pay attention in today’s lessons to make sure they begin to understand how to make an outline and understand the main characters and plot of LWW. DA – students with disabilities will receive assistance in writing an outline

Week 27 Day 131 KS-SOL e.6 Getting Organized (Making an Outline for Writing) M The teacher will demonstrate organizing information and making an outline by reading a quick picture book to the class and highlighting what information needs to be included in the outline to help remember parts of the story. SP - Teacher will introduce week’s spelling words by going over them orally- using the overhead projector.

Day 132 KS-SOL e.6 Getting Organized (Making an Outline for Writing) CM The teacher will quickly check over the students outline making final corrections before they turn them in tomorrow for a quiz grade.

W The students will rewrite the spelling words on the worksheet provided (to study from all week). RE The students will silently read the daily selected reading from LWW.

W/AK The students will do corrections to their outlines and make them presentable for the next day. W The students will do exercises a, b, and c, in their spelling books. The students will listen as the teacher reads LWW to the class and make sure they understand the elements of the story.

RE/AK The teacher will read the last part of LWW to the class and review the book with the class making sure that the students understand the good and bad and light and dark issues of the book. DA – students with disabilities will receive individual instruction on outlines – making appropriate accommodations where necessary so they grasp the concept.

Day 133 KS-SOL e.6 Getting Organized (Making an Outline for Writing) E The teacher will collect the students finalized outline to count for a quiz grade. The outlines will be graded strictly making sure that good information is included so the students can be successful in their writing. TS The teacher will administer the spelling pretest to the students (if score 100% no test Friday).

E The students will turn in outlines making sure that the information they wish to convey is in the outline. E The students will peercheck the spelling tests by orally spelling the words out loud as a class. The students will write a sequel to LWW to be counted as a test grade for reading.

Day 134 KS-SOL e.20 Writing a Paper (Review the Writing Process) R The teacher will review the steps to the writing process giving students exact directions to follow in each step. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words. T The teacher will show the class the movie LWW.

Day 135 KS-SOL e.20 Writing a Paper (Review the Writing Process) M The teacher will hand out a report exactly like the students are to do having labeled each part of the writing process in the complete document that is given to the students. The teacher will go over the document with the class, showing them how simple the writing process will be for them if they hand in items on time. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. T The teacher will show the class the movie LWW.

LI The students will pay attention to the steps of the writing process. W The students will write thoroughly in their journals about their journal topic. T The students will watch the LWW video and relate the movie to the book they have just read.

LI The students will listen very carefully as the teacher shows the class the writing process through the document to be given to them. TS The students will take their spelling test. T The students will watch the LWW video and relate the movie to the book they have just read.

Week 28 Day 136 KS-SOL e.20 Applying the Writing Process to the Student’s Topic AK The teacher will have the students begin to write introductory paragraphs for their reports, by having them list the main topics they hope to discuss in their reports and building a paragraph around those main ideas. SP - Teacher will introduce week’s spelling words by going over them orally- using the overhead projector. RE The teacher will introduce the new reading book, “Bridge to Terebithia”(BT).

W/AK The students will work hard on their introductory paragraphs, making sure that sentences are complete and address the main points of their reports. W The students will rewrite the spelling words on the worksheet provided (to study from all week). RE/GA The students will be broken up into groups and will read the opening chapters of BT, and answer questions about main characters and setting.

Day 137 KS-SOL e.20 Applying the Writing Process to the Student’s Topic CT The teacher will have the students continue working on their introductions making sure that they flow. Once the introductions have been approved by the teacher, the students will begin to take their main ideas as listed in their introductory paragraph and write their paper. The teacher will put special emphasis on topic sentences with a worksheet.* W/AK The students will have their introductory paragraphs approved and begin diligent work on the body of their reports. W The students will do exercises a, b, and c, in their spelling books. RE The students will silently read the daily portion of BT.

Day 138 KS-SOL e.20 Applying the Writing Process to the Student’s Topic CT The teacher will have the students working on the body of their paper, making sure to follow their outlines they have created and following the points they have made in their introductory paragraphs. TS The teacher will administer the spelling pretest to the students (if score 100% no test Friday). RE/LI The teacher will read the daily portion of BT, and answer any questions students have about BT. DA – students with disabilities will draw in their picture journals as opposed to writing W/AK The students will work on their reports by including resources and following their outlines. E The students will peercheck the spelling tests by orally spelling the words out loud as a class. RE/LI The students will listen carefully as the teacher reads BT portion to them and will ask pertinent questions if they have any.

Day 139 KS-SOL e.20 Applying the Writing Process to the Student’s Topic CT The teacher will continue to work with the students on their reports, having individual conferences with each student making sure that they are on task to writing their best work and finishing their report on time. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words.

Day 140 KS-SOL e.20 Applying the Writing Process to the Student’s Topic CT The teacher will continue to work with the students on their reports, having individual conferences with each student making sure that they are on task to writing their best work and finishing their report on time. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class.

W/AK The students will work on their reports. W The students will write diligently in their journals. RE The students will silently read the daily portion of BT.

W/AK The students will work very hard on their reports and take the comments that the teacher gives them to make their paper better. TS The students will take their spelling test. RE The students will read silently the daily portion of BT.

Week 29 Day 141 KS-SOL e.20 Applying the Writing Process to the Student’s Topic CM The teacher will continue to work with the students on their reports, having individual conferences with each student making sure that they are on task to writing their best work and finishing their report on time. SP - Teacher will introduce week’s spelling words by going over them orally- using the overhead projector.

Day 142 KS-SOL e.20 Applying the Writing Process to the Student’s Topic E The teacher will check the progress of the students work and will lead them into concluding their reports. The teacher will show the students that they need to sum up their information in a last paragraph making sure no loose ends are left untied. AK The teacher will administer questions about BT, to be answered by the students for a reading quiz grade.

Day 143 KS-SOL e.20 Applying the Writing Process to the Student’s Topic CM The teacher will continue to prompt the students to finish their concluding paragraphs and make sure their paper has followed their outline. TS The teacher will administer the spelling pre-test to the students (if score 100% no test Friday).

W/AK The students will continue to work on their reports making sure to follow their outlines they have previously made. W The students will rewrite the spelling words on the worksheet provided (to study from all week). RE/GA The students will popcorn read aloud from BT.

W/AK The students will continue to work on their reports making sure to follow their outlines they have previously made. W The students will do exercises a, b, and c, in their spelling books. RE/GA The student will group read BT and answer questions about events that take place in the book.

W/AK The students will finish up their reports and finish their concluding paragraphs. E The students will peer-check the spelling tests by orally spelling the words out loud as a class. RE The students will finish reading BT silently to themselves.

Day 144 KS-SOL e.23.a.h. Peer Correcting Papers

Day 145 KS-SOL e.23.b.e. Peer Correcting Papers

CM The teacher will have the students correct their peers papers for spelling errors and will teach the class the correct way to use a, an, and the. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words. R The teacher will review key information from BT. AK The students will grade each other’s papers and look for spelling errors and correct use of articles. W The students will write in their journals about the given topic. LI The students will listen carefully to the key information from BT and ask questions about the story so as to gain better understanding of the story.

CM The teacher will lead the class in peer checking their papers looking for effectively using adjectives and adverbs and using prepositional phrases to describe location. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. TS The teacher will administer a test over BT. AK The students will peer check papers looking for effective adjectives and adverbs and making sure prepositional phrases make sense. TS The students will take their spelling test. TS The students will take a test on BT. DA – Students with disabilities will use their ‘parts of speech cheat sheet’ to assist them in peer checking

Week 30 Day 146 KS-SOL e.23.b.e. Peer Correcting Papers

Day 147 KS-SOL e.23.d.i. Peer Correcting Papers

CM The teacher will continue to show students how to peer check each other’s papers by continuing to look for mistakes in prepositional phrases and making sure that adjectives and adverbs are used effectively. SP - Teacher will introduce week’s spelling words by going over them orally- using the overhead projector. The teacher will introduce the new book “Tuck Everlasting” (TE) by asking the students if they could would they rather live forever (never fear dying) or would they rather live and know there is a risk of death. This will be conducted in an open class discussion.

CM The teacher will lead the class in making sure that subjects and verbs are in agreement, that singular subjects have singular and the same for plural. The teacher will also remind students that the first sentence of a paragraph is the topic sentence and everything else in the sentence has to deal with that topic sentence or it needs to be moved.

W The students will rewrite the spelling words on the worksheet provided (to study from all week). RE/GA The students will participate in an open class discussion pertaining to TE and will read the daily portion of TE.

AK The students will check each other’s paper’s for subject-verb agreement and well constructed paragraphs. W The students will do exercises a, b, and c, in their spelling books. RE/GA The students will group read the daily portion of TE.

Day 148 KS-SOL e.23c.f. Peer Correcting Papers CM The teacher will have the students look for double negatives in their peer’s papers, making sure that they cross out the incorrect negative if any exist in the papers. The teacher will also make sure the students understand that nouns and pronouns agree. TS The teacher will administer the spelling pre-test to the students (if score 100% no test Friday). The teacher will read the daily portion of TE to the class.

AK The students will check for double negatives and noun pronoun agreement in their peer’s papers. E The students will peer-check the spelling tests by orally spelling the words out loud as a class.

Day 149 KS-SOL e.23.g.j. Peer Correcting Papers

Day 150 KS-SOL e.23 Final Paper Due

CM The teacher will show the students how to look for punctuation errors, especially noticing comma mistakes. The teacher will show the students that when commas are used a break in reading will take place, so the students will know to read aloud quietly to make sure commas are used correctly. The teacher will hand out a worksheet to help the students with their punctuation.* SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words.

The teacher will collect the student’s final papers. The teacher will let the students draw a pictures summing up some part of their reports. The picture will count as extra credit for their papers. The picture will be graded thoroughly by making sure that what was drawn was actually in the report. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. The teacher will administer a writing prompt for the students to count as two quiz grade for reading. DA – students with disabilities will draw a sequence picture-story re: the writing prompt

AK The students will check papers for punctuation, especially commas. W The students will write in their journals about the given topic. The students will read silently the portion of TE, making sure to ask any questions that they might to the teacher to gain understanding of the book.

A The students will turn in their papers and draw a picture from their report. TS The students will take their spelling test. AK/W The students will answer the prompt given to them on day 146 using examples from the story to back up their reasoning.

Week 31

Day 151 Testing

Day 152 Testing

Day 153 Testing

Day 154 Testing

Day 155 Testing

Afternoon Reading Time: The teacher will read to the class My America: My Brother’s Keeper: Virginia’s Civil War Dairy, Book One by: Mary Pope Osborne

Afternoon Reading Time: The teacher will read to the class My America: My Brother’s Keeper: Virginia’s Civil War Dairy, Book One by: Mary Pope Osborne

Afternoon Reading Time: The teacher will read to the class My America: My Brother’s Keeper: Virginia’s Civil War Dairy, Book One by: Mary Pope Osborne

Afternoon Reading Time: The teacher will read to the class My America: My Brother’s Keeper: Virginia’s Civil War Dairy, Book One by: Mary Pope Osborne

Afternoon Reading Time: The teacher will read to the class My America: My Brother’s Keeper: Virginia’s Civil War Dairy, Book One by: Mary Pope Osborne

Week 32 Day 156 KS-SOL e.11 English Unit on Reconstruction Read A Time to Dance: Virginia’s Civil War Diary, Book Three (TD) CM The teacher will look at the setting of TD, by reading the first chapter of the book aloud to the class. The teacher will also discuss if the characters have grown any and what changes have been made since reading My America: My Brother’s Keeper: Virginia’s Civil War Dairy, Book One by: Mary Pope Osborne SP - Teacher will introduce week’s spelling words by going over them orallyusing the overhead projector. LI The students will pay attention to the setting of TD and will make note of any change that have taken place between the tow stories. W The students will rewrite the spelling words on the worksheet provided (to study from all week). RE The students will read the daily portion of TD silently.

Day 157 KS-SOL e.9.11 English Unit on Reconstruction

Day 158 KS-SOL e.9.11 English Unit on Reconstruction

Day 159 KS-SOL e.9.11 English Unit on Reconstruction

Day 160 KS-SOL e.9.11 English Unit on Reconstruction

CM The teacher will make correlations between the reconstruction that the students are learning about in history. The teacher will make note of what events are taking place to call this time reconstruction. DA – students with disabilities will receive assistance from an aid to write their poem

PS The teacher will look at the characters of the book and see how they are dealing with the changes of their surroundings, noting on why the book is titled “A Time to Dance.” TS The teacher will administer the spelling pre-test to the students (if score 100% no test Friday). The teacher will read the daily portion of TD and have the students act out the scenes as she reads the portion. AK The students will offer suggestions of why the book is called “A Time to Dance.” E The students will peer-check the spelling tests by orally spelling the words out loud as a class. RE/GA The students will practice their acting skills and act out the scenes the teacher reads.

CM/AK The teacher will discuss the author’s purpose in writing the story along with the students offering hypothesis about why the book was written. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words.

CM The teacher will once again have students compare the events that happen in the book to those events that actually took place in history surrounding the reconstruction era. This will be done as a compare/contrast chart. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class.

CM The students will help the teacher figure out why such a book was written to inform readers about reconstruction. W The students will write in their journals using correct grammar and punctuation. RE The students will read the daily portion of TD silently.

W The students will copy down the compare/contrast chart and offer valid answers to the differences and similarities between the two read about events. The students will take their spelling test. RE The students will read the daily portion of TD silently.

W The students will write a poem detailing one of the events that took place during the reconstruction era. W The students will do exercises a, b, and c, in their spelling books. RE/GA The students will group read TD and will share their poems with their group members.

Week 33 Day 161 KS-SOL e.9.11 Review for Test

Day 162 KS-SOL e.9.11 Test over A Time to Dance

R The teacher will lead the students in a review over TD for their test tomorrow, by playing game of jeopardy. SP - Teacher will introduce week’s spelling words by going over them orally- using the overhead projector.

TS The teacher will administer a test over A Time to Dance.

R The students will play jeopardy to add in review over the test tomorrow over the book TD. W The students will rewrite the spelling words on the worksheet provided (to study from all week). RE The students will read a book of choice from the library.

RE/W The students will have time today to free read anything of their choosing and will write a paragraph describing the setting, characters, and events of what they have read so far in their books. DA – students with disabilities will be given the opportunity to access reading websites approved by the teacher in order to strengthen reading skills TS The students will be tested over the setting, event and characters of A Time to Dance. W The students will do exercises a, b, and c, in their spelling books. The students will have time today to free read anything of their choosing and will write a paragraph describing the setting, characters, and events of what they have read so far in their books.

Day 163 KS-SOL e.7.10. Reading about Segregation using Roll of Thunder, Hear My Cry (RT) by Mildred D. Taylor CM The teacher will begin a new subject matter of talking about what segregation means, and how the book that they class is about to read deals with the issue of segregation. TS The teacher will administer the spelling pre-test to the students (if score 100% no test Friday). RE/GA The teacher will lead the class in reading RT and finish the daily reading by having the students popcorn read. LI The students will listen carefully as the teacher talks about segregation and introduces the new book, Roll of Thunder, Hear My Cry (RT) by Mildred D. Taylor. E The students will peercheck the spelling tests by orally spelling the words out loud as a class. RE/OL The students will follow along and read aloud portions of RT.

Day 164 KS-SOL e.7.10. Reading about Segregation

Day 165 KS-SOL e.7.10. Reading about Segregation

CM The teacher will introduce material to the class that deals with segregation but is calm in content. The content will be read and various issues will be discussed. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words.

CM The teacher will look at spelling words the author uses in RT to help the students understand the story better. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class.

RE/AK The students will read the content on segregation and aid in class discussions about prompts the teacher makes. W The students will write in their journals using correct grammar and punctuation. RE The student will silently read the daily portion of RT.

CM The students will look for meanings of words used in story, and will write a story about segregation using some tog the words Taylor uses. TS The students will take their spelling test. RE/GA The students will group read the daily portion of RT.

Week 34

Day 166 KS-SOL e.7.10. Reading about Segregation CM The teacher will once again look at what happened during the events that take place during segregation and compare them to the events that take place in the book. SP - Teacher will introduce week’s spelling words by going over them orallyusing the overhead projector.

LI The students will listen attentively when the teacher talks about segregation and the events that take place in the book and the actual events that occurred. W The students will rewrite the spelling words on the worksheet provided (to study from all week). RE The student will silently read the daily portion of RT.

Day 167 KS-SOL e.7.10. Reading about Segregation CM The teacher will again look at what happened during the events that take place during segregation and compare them to the events that take place in the book, creating a chart in the classroom for the students to use a reference. DA- Students who can’t take notes well, will draw pictures to represent the events that took place in segregation. LI The students will listen attentively when the teacher talks about segregation and the events that take place in the book and the actual events that occurred. W The students will do exercises a, b, and c, in their spelling books. RE/GA The students will group read RT.

Day 168 KS-SOL e.7.10. Reading about Segregation

Day 169 KS-SOL e.7.10. Reading about Segregation

OL The teacher will read aloud to the class one of the other stories by Mildred Taylor pertaining to segregation and have the students draw conclusions from the story and this will hopefully lead to more understanding of RT. TS The teacher will administer the spelling pre-test to the students (if score 100% no test Friday).

OL The teacher will read aloud to the class one of the other stories by Mildred Taylor pertaining to segregation and have the students draw conclusions from the story and this will hopefully lead to more understanding of RT. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words. The teacher will lead the students in reading the daily portion of RT by popcorn reading. W The students will write down the differences that they notice between the story read in class and RT. W The students will write in their journals using correct grammar and punctuation. RE/GA The students will pay close attention when reading the daily portion of RT to be ready when called on to read.

CM The students will listen attentively to the teacher as she reads one of the stories for them to compare to RT. E The students will peercheck the spelling tests by orally spelling the words out loud as a class. RE The student will silently read the daily portion of RT.

Day 170 KS-SOL e.7.10. Reading about Segregation OL The teacher will read aloud to the class one of the other stories by Mildred Taylor pertaining to segregation and have the students draw conclusions from the story and this will hopefully lead to more understanding of RT. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. A The students will draw a picture of one of the characters from RT, being very detailed in their drawing. The students will take their spelling test. RE The student will silently read the daily portion of RT.

Week 35

Day 171 KS-SOL e.7.10. Reading about Segregation CM The teacher will look at certain details from RT and show connections with how they help the story to develop. SP - Teacher will introduce week’s spelling words by going over them orally- using the overhead projector.

AK The students will help the teacher point out details and see the connections that the teacher makes. W The students will rewrite the spelling words on the worksheet provided (to study from all week). RE The student will silently read the daily portion of RT.

Day 172 KS-SOL e.7.10. Reading about Segregation CM The teacher will make the final connections between the book and historical segregation, including details that will help the students to understand key events that happened in historical segregation.

LI/W/AK The students will pay attention to the final discussion of segregation and will ask any questions they may have. The students will write a paragraph about an event that took place in segregation. W The students will do exercises a, b, and c, in their spelling books. RE/GA/W The students will group read the last portion of RT and answer questions about events that took place in the book together.

Day 173 KS-SOL e.7.10. Review for Test over book R The teacher will administer a review handout over RT for the students to fill out as the answers are given in class. TS The teacher will administer the spelling pre-test to the students (if score 100% no test Friday). The teacher will find short articles about segregation for the class to read during Reading Time. DA- Students who have trouble reading will be allowed to read in groups with a stronger reader. W/R The students will fill in their reviews sheets so they will be better prepared for their test two days away. E The students will peer-check the spelling tests by orally spelling the words out loud as a class. RE The students will read silently the short article given to them in class.

Day 174 KS-SOL e.7.10. Review for Test over book R The teacher will play a review game with the class to help concrete facts about the story so that they may be recalled for tomorrow’s test. SP / J – The teacher will assign a journal entry topic to the students in which they have to use 15/20 spelling words. RE The teacher will find short articles about segregation for the class to read during Reading Time. V The students will play in the game and will seek to answer questions correctly. W The students will write in their journals using correct grammar and punctuation. RE The students will read silently the short article given to them in class.

Day 175 KS-SOL e.7.10. Test over book CM The teacher will help the students understand difficult words in Roll of Thunder, Hear My Cry by showing the students what the words mean by using a dictionary or thesaurus. The teacher will administer a test over Roll of Thunder, Hear My Cry. SP - The teacher will administer the spelling test (for the students who do not take test, quiet free time will be awarded); and it will be graded in class. CM The teacher will discuss the short articles that were read in class about segregation. LI The students will learn the meanings of words that are difficult to understand in Roll of Thunder, Hear My Cry. TS The students will take a test over Roll of Thunder, Hear My Cry. TS The students will also take a spelling test. GA/OL The students will actively participate in the discussion about the segregation articles that were read in class.

Week 36

Day 176 KS-SOL e.9 Writing Prompt CM The teacher will read the class a bizarre story in which at the end of the school year a blizzard happened and the students had to spend part of their summer vacation at school doing work. This story will contain setting, events, and characters. CM The teacher will inform the students that they can pick a science fiction book as group, that the book needs to be small enough to be finished in three days, and that a scene will have to be acted out from the book. W/A The students will work on their own bizarre story containing setting, events, and characters. They will also draw a picture of one of the scenes from their story. RE/GA During reading time the students will read a short science fiction chapter book for their group’s choosing. Each member of the group will take turns reading from the book.

Day 177 KS-SOL e.9 Writing Prompt E The teacher will encourage the students to be creative and will quiz grade the students on their stories.

Day 178 KS-SOL e.9 Writing Prompt E The teacher will grade the students on their stories. R The teacher will hold a fourth grade spelling bee. DA – The students will poor vocabulary will play Scrabble.

OL/W The students will finish up their bizarre stories and will read them to the class. The class will vote each day for the best story read. One the last day of school, the student who has written the best story will be granted the first swing at the party piñata, that will take place during English time. RE/GA The students will group read from their science fiction book, and will begin to prepare a scene from the book to act out in front of the class.

OL The students will read their stories for the class, and the class will vote on the best one for the day. V The students will participate in the spelling bee. RE/GA The students will group read from their science fiction book, and finalize preparations for their acting to take place the next day.

Day 179 KS-SOL e.9 Writing Prompt E The teacher will grade the students on their stories. R The teacher will hold a fourth grade spelling bee.

Day 180 KS-SOL e.9 Writing Prompt GA The teacher will have a party for the class for their diligent work this year in English. R The teacher will hold a fourth grade spelling bee. At the end of today, the fourth grade spelling be champ will be named.

OL The students will read their stories for the class, and the class will vote on the best one for the day. V The students will participate in the spelling bee. GA The students will act out a scene from their science fiction books.

OL/V The students who were selected as the daily winners will read their stories once again and the class will vote on the best story and the winner will take the first (directed towards the target) swing at the piñata. The students will participate in a party for their hard work this year i TS n English. V The students will participate in the spelling bee. V The students will act out a scene from their science fiction books.