5 - Glass - Language Arts

Language Arts Legend

12/4/2007 Liberty University EDUC 410-002

A- art AS – assessment CA – class activity CD – class discussion CI – community involvement CL – cultural literacy and diversity CW – classwork DA – differentation / accommodation FA – fine arts GA – group activity GP – guided practice IP – independent practice L – literacy LI – listening LS – life skills HW – homework MA – manipulative activity MO – movement / physical education MU – music R – reading RS – research RV - review T – technology TX – text W - writing

Language Arts Charts Day 1

Day 2

Day 3

Day 4

Day 5

JWG SOL LA 5.5 Reading Dictionary and Thesaurus R: Prepared Paragraph W: Paragraphs

JWG SOL LA 5.1 Group Work and Discussion R: Shiloh W: Story Maps

JWG SOL LA 5.16b Research: Internet R: Shiloh W: Story Maps

JWG SOL LA 5.1 Group Work and Discussion R: Shiloh W: Story Maps

JWG SOL LA 5.1 Group Work and Discussion R: Shiloh W: Story Maps

LI: The teacher will explain to the students the difference between a dictionary and a thesaurus and their respective uses.

LI: The teacher will divide the students into heterogeneous groups and will explain the importance of learning how to work together.

CA/LI/R/MO: The teacher will place a paragraph, written by the teacher, containing a variety of difficult vocabulary words on the overhead projector and read it aloud. The teacher will pause at each word in the paragraph that cannot be identified by any of the students. The students will then use dictionaries to race each other in finding the correct definition. The first student to find the definition will identify themselves by standing.

LI/LT: The teacher will read the first chapter of Shiloh. The teacher will then explain to the students how to complete a story map for each chapter. (The story maps will include basic principles such as describing the general setting, events, characters, and plot, thus building the necessary foundation for more in-depth study of those concepts later in the year.)

LI/LT: The teacher CD/GA: The will read chapter 3 teacher will aloud to the class. facilitate a class discussion in GA/R: The which the groups students will read share their chapters 4-6 in information about their groups. West Virginia.

CA/W: The teacher will first place another paragraph on the overhead. The students will then use a thesaurus to help them rewrite the paragraph by replacing words that have been previously highlighted by the teacher. CD: The students will share their writings with one another.

LI/LT: The teacher will read chapters LI/LT: The teacher 7 and 8 aloud to will read aloud the class. chapters 11 and 12 to the class. SS/LI: The teacher W: The students will point out West will complete story GA/R/W: The Virginia on a map. maps for each students will read The teacher will chapter. chapter 13 and instruct the complete the students how to T/M: The students corresponding use the internet for will complete an story map. research. online activity in GA/R/W: The which they use a students will read the map of West second chapter in their GA/T/HW: Each group will have to Virginia to answer groups. Upon completing the chapter, find four different specific distance the students will fill facts about the questions. complete another story state of West map regarding the Virginia using both HW/R: The specific chapter. the library and the students will read DA: Groups who internet. chapters 9 and 10 finish their assignment for homework. early will be directed to proceed to the next chapter.

W: The students will complete story maps for each chapter.

GA/W: In groups, the students will discuss the chapters they read for homework and will work together to complete corresponding story maps.

Language Arts Charts Day 6 Day 7 JWG SOL LA 5.17 JWG SOL LA Organizing 5.16a Information Research: Video R: Shiloh R: Movie W: Summaries description W: Summaries

Day 8 Day 9 JWG SOL LA 5.22 JWG SOL LA Adjective and 5.16a Adverb Research: Video Comparisons R: Movie Reviews R: Chanticleer and W: Movie Reviews the Fox W: Description of one’s weekend

Day 10 JWG SOL LA 5.16a Research: Video R: Movie Advertisements W: Movie Advertisements

CA/R: The class will collectively take turns reading aloud the last two chapters.

LI: The teacher will explain to the class the difference between adjectives and adverbs and will instruct them in how to recognize them.

T/R: The students will each use a computer to access the internet and silently read at least three movie reviews.

LI/R: The teacher will display and also read from a variety of movie advertisements in the form of a poster and explain the strategy involved in forming an advertisement.

LI/R: The teacher will further instruct the students about writing summaries and will use movie descriptions as an example.

LI: The teacher will explain how to summarize facts. LI/FA: The students will watch AS/W: The the movie version students will write of Shiloh. a ¾ - 1 page summary about the W: The students book. The teacher will each write a will use the summary of the summaries as an movie. informal assessment of how well each student comprehended the book.

LI/R/MO: The teacher will read Chanticleer and the Fox aloud to the class. Each time the students here an adjective, they must stand up. Each time the students hear an adjective, the students must make hold up a peace sign and each time the students hear an adverb, they must stand up. W: The students will each demonstrate their comprehension of adjectives and adverbs by writing a descriptive paragraph about their weekend.

CD: The teacher will facilitate a class discussion about the format of the reviews and the style in which they were written. The teacher will lead the students in forming a list of categories on the board from which the students must choose four of them for topics of review. GA/W: In their groups from last week, the students will work together to write a review of the movie Shiloh. DA: Groups who finish early will draw their own book cover/movie cover for Shiloh. CD: The teacher will facilitate a discussion in which the students talk about their reviews.

GA/W/FA: In their reading groups, the students will work together to make an advertisement for the movie Shiloh. Each advertisement must include specific adjectives describing the movie, appropriate quotes from a ‘source’, and creative art work.

Language Arts Charts Day 11

Day 12

Day 13

Day 14

Day 15

JWG SOL LA 5.2 JWG SOL LA 5.2 Non-verbal Non-verbal Communication Communication R: Shiloh R: Scripts W: Movie Scenes W: Scripts

JWG SOL LA 5.29 Drama R: Scripts W: Scripts

JWG SOL LA 5.29 Drama R: Scripts W: Reviews

JWG SOL LA 5.22 Adjective and Adverb Comparisons R: Where the Sidewalk Ends W: Acrostic Poems

LI/R: The teacher will call on various students to read specific exerts from Shiloh that describe a character’s feelings.

R/CA: Each student will be given a handout of a script written by the teacher, which includes a part for each student to play. The students will read the script, with each student reading their specific part.

R/MO/FA/GA: Each group will present their script to the class. The teacher will emphasize the need for students to use non-verbal communication.

LI/R: The teacher will explain to the students what an acrostic is and will read examples of acrostics from Where the Sidewalk Ends.

LI: The teacher will explain strategies involved in non-verbal communication.

FA/L: The students will watch clips from the movie Shiloh that correspond to the previously read passages.

R: The students will each silently read a handout of a script. The nonverbal communication CD: The teacher will will be highlighted ask the class how the characters in the movie for them. non-verbally expressed their feelings. W: The students will each write a scene in which a character uses non-verbal communication to express something different than what his words say.

W/GA: In their reading groups, the students will pick a scene from the previous day’s exercise to use for a script.

LI: The teacher will explain certain strategies involved in writing a script. W/GA: In their reading groups, the students will build on the previous day’s scene writing exercise and collaborate to write a brief script, which must contain a part for each member of the group.

GA/MO/FA: The teacher will divide DA: Students who finish early will write a the class into two script to go along with teams and will the scene. supervise a game of charades. * http://www.readwritethink.org/materials/acrostic/

W: Each group will have been assigned another group to officially review. Each group will practice writing a review drawing from concepts learned on day 9. CD/GA: Each group will select a spokesperson who will present the group review to the class.

W/T: Each student will use a computer to access the internet and practice using adjective and adverbs while constructing acrostics in an interactive online activity. * The students will use a thesaurus to help them use a wide variety of words. AS: The students will complete at least one acrostic using a wide range of adjectives. The wide range of adjectives will be assessed by the teacher according to each student’s individual ability.

Language Arts Charts Day 16

Day 17

Day 18

Day 19

Day 20

JWG SOL LA 5.9 JWG SOL LA 5.9 JWG SOL LA 5.9 JWG SOL LA 5.9 JWG SOL LA 5.3 Poetry Poetry Poetry Poetry Expressing Ideas R: The D- Poems R: The D- Poems R: The D- Poems R: The D- Poems R: The D- Poems of Jeremy Bloom of Jeremy Bloom of Jeremy Bloom of Jeremy Bloom of Jeremy Bloom W: Rhymes W: Rhymes W: Rhyme Royals W: Burlesque W: Synopsis LI/R: The teacher will begin by explaining to the students the common misconceptions of poetry and about the many different kinds of poetry. The teacher will read to the class from The DPoems of Jeremy Bloom.

GA/R: In their reading groups, the students will read more handouts of poems from the book. The students will use a dictionary whenever they come across an unknown word.

GA/R: In their reading groups, the students will read a variety of different poems from the book that have been printed out on handouts.

W/MU: The students will listen to a song, write down the lyrics and circle the rhyming words.

W: The students will write their own rhyme about the topic of their choice.

LI: The teacher will explain that the rhyming pattern is used in many songs. The teacher will play several songs to illustrate.

GA/W: In groups, the students will write a set of lyrics and form a song. GA/FA: Each group will perform their song for the class. The tune of the song may be original or that of a previously known song of the students’ choice.

GA/R: In their reading groups, the students will continue to read handouts from the book. LI/V: The teacher will explain what a rhyme royal is, including iambic pentameter. The teacher will provide selfwritten examples. GP/CD: The teacher will guide the class through writing rhyme royals through a class discussion. W: Each student will write a rhyme royal, complete with seven lines in iambic pentameter.

LI/V: The teacher will explain the burlesque style of poetry and will give examples. R/GA: In their reading groups, the students will read handouts from the book that illustrate burlesque. W/GA: Students will form their own groups and write a burlesque. DA: Students who finish early will read silently from a book of their choice. CD: The students will share their writing with the class as the teacher facilitates.

LI/V: The teacher will explain what a synopsis is and will instruct the class on how to write one. CD: The teacher will facilitate a discussion in which the students share their opinions on whether or not all of Jeremy Bloom’s poems deserved a D-. Throughout the discussion, the teacher will explain to the students that writing is just a matter of putting one’s words onto paper. W/R/AS: Each student will write a synopsis of his or her opinion regarding the merit of Jeremy Bloom’s poetry grades, according to the book. The student will cite examples from the book using the handouts from previous readings. The teacher will access the student’s comprehension of the reading material through the student’s synopsis.

Language Arts Charts Day 21

Day 23

Day 24

Day 25

JWG SOL LA 5.16 JWG SOL LA 5.13 Organizing Nonfiction: Information Categorizing R: Where the Information Sidewalk Ends R: American W: Topic Heroes Sentences W: Note taking, listing

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: American Heroes W: Note taking, listing

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: American Heroes W: Note taking, listing

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: American Heroes W: Note taking, listing

R/LI: The teacher will begin by reading a poem from Where the Sidewalk Ends about the effects of being disorganized.

LI: The teacher will explain to the students about how to categorize information by taking notes and then categorizing the notes.

R/LI: The teacher will read four chapters from American Heroes.

R/LI: The teacher will read four chapters from American Heroes.

R/LI: The teacher will read another chapter from American Heroes.

R/LI: The teacher will read a chapter from American Heroes, a biographical book containing information on a variety of American heroes.

W: Each student will take notes on each chapter. The student will form lists containing information they deem to be most important.

W: Each student will take notes on the chapter.

LI: The teacher will hand back all of the student’s assignments from the last four weeks and will instruct the student’s how to organize it in a three-ring binder. The teacher will explain to the student’s how to write a topic sentence and will write examples on the board.

W: Each student will take notes on each chapter. The student will form lists containing information they deem to be most important. DA: ELL students who struggle to keep up may work with a partner who will help them take proper notes.

DA: ELL students who struggle to keep up may work with a partner who will help them take proper notes.

W: Each student will construct a topic sentence for the beginning of each section of their notebook.

Day 22

W: Each student will take notes on the chapter. CD: On the board, the teacher will form a list containing key information as the students share their notes.

AS: Each student will complete a fill-in-the-blank worksheet containing questions regarding the eight American heroes upon which the students took notes. The students will use their notes and lists to correctly fill in each blank.

Language Arts Charts Day 26 JWG SOL LA 5.8 Distinguishing Genres R: Lincoln, Holes, Beauty, Ginger Pye, Joyful Noise, Bridges W: Descriptive Sentences LI: The teacher will explain to the students the difference between genres in writing and write them on the board. R/CD: The teacher will use an overhead projector to show students excerpts from a variety of books representing different genres. The teacher will read each excerpt as the students follow along silently. After each excerpt, the teacher will discuss with the class about which genre is represented. LI: The teacher will instruct the students on how to properly write descriptive sentences and will write examples on the board. W: The students will each write a descriptive sentence about each genre that was covered in class. (biography, fantasy, fiction, non-fiction, folktale, and poetry)

Day 27

Day 28

Day 29

Day 30

JWG SOL LA 5.13 JWG SOL LA 5.13 JWG SOL LA 5.13 JWG SOL LA 5.13 Nonfiction: Nonfiction: Nonfiction: Nonfiction: Categorizing Categorizing Categorizing Categorizing Information Information Information Information R: Biographies R: Biographies R: Biographies R: Biographies W: Summaries W: Summaries W: Summaries W: Summaries LI/MO: The teacher will divide the class into new reading groups. The new groups will be based homogenously according to ability. GA: The teacher will provide each group with a list of biographies. Different choices will be given to each group, according to their reading level.

LI: The teacher will explain to the class the definition of a collage and will give examples by showing pictures of collages.

FA/GA: The students will begin work on a collage based on their respective biographical LI: The teacher will explain that each group character. is responsible for reading the biography, writing a summary for each chapter, and using those summaries to form a report, which will be presented to the class. The presentation must include PowerPoint, a collage, and a song. W/R: Each group will divide their responsibilities evenly among their members and record them on paper, which will be collected by the teacher and will begin reading.

R/W/GA: The students will read in their groups and write summaries after each chapter. (Note: The theme of the biographies will revolve around the founding fathers.)

R/W/GA: The students will read in their groups and write summaries after each chapter.

R/W/GA: The students will read in their groups and write summaries after each chapter.

FA: Each group will continue to work on their collage and will begin or continue to work on their song.

FA: Each group will continue to work on their collage and song.

HW: Students will be responsible for working on their projects at home.

HW: Each group will be responsible for continuing to work on their project throughout the weekend. DA: Students who suffer from ADD will be allowed to stand up and work and also move around within the vicinity of their group.

Language Arts Charts Day 31

Day 32

Day 33

Day 34

Day 35

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: Biographies W: Summaries LI/T: The teacher will explain to the students how to use PowerPoint.

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: Biographies W: Summaries R/W/GA: The students will read in their groups and write summaries after each chapter.

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: Biographies W: Summaries R/W/GA: The students will read in their groups and write summaries after each chapter.

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: Biographies W: Summaries R/W/GA: The students will read in their groups and write summaries after each chapter.

R/W/GA: The students will read in their groups and write summaries after each chapter.

FA: Each group will continue to work on their collage and song.

FA: Each group will continue to work on their collage and song.

FA: Each group will continue to work on their collage and song.

JWG SOL LA 5.13 Nonfiction: Categorizing Information R: Biographies W: Summaries LI: The teacher will instruct the students on how to categorize the information from their summaries into a cohesive report.

FA: Each group will continue to work on their collage and song.

T: PowerPoint presentations may be started or continued.

T: PowerPoint presentations may be started.

HW: Students will be responsible for working on their projects at home.

HW: Students will be responsible for working on their projects at home. DA: Students who find themselves with nothing to do will construct a game containing information on their group’s book.

R/W: In their groups, the T: PowerPoint T: PowerPoint students will work presentations may presentations may together to form a be started or be started or report by reading continued. continued. summaries and dictating to a HW: Students will HW: Students will writer. be responsible for be responsible for working on their working on their projects at home. projects at home.

Language Arts Charts Day 36

Day 37

Day 38

Day 39

Day 40

JWG SOL LA 5.22 Punctuation: Fragments and Run-ons R: A Convention of Delegates W: Sentences/ Worksheets

JWG SOL LA 5.19 JWG SOL LA 5.4 Proofreading and Oral Presentations Revising R: Reports R: Reports W: Notes W: Editing and Revising the reports

JWG SOL L 5.16a JWG SOL LA 5.20 Research: Video Plural Possessives R: Movie Reviews R: American W: Movie Reviews Revolution W: Worksheet

LI: The teacher will explain to the class the definition of a fragment and a run-on.

LI: The teacher will explain the process of proofreading, revising, and editing. The teacher will highlight the differences between them.

LI/R: The teacher will read a movie review for Valley Forge, which was released in 1975.

R: The teacher will read excerpts from A Convention of Delegates and will purposefully change sentences from the book to provide examples of fragments and run-ons. W: The excerpts the teacher reads from the book will be about the biographical figures the students are doing their presentations on. The students will take notes on their historical figure. AS/W: The students will complete a grammar worksheet in order to practice and assess their knowledge concerning fragments and run-ons.

LI: The teacher will explain the format of the presentations.

OL/T/MU/FA/R: Each group will be given approximately 10 minutes to present their project, R/GA: Each group including the will proofread their PowerPoint, report by taking leading the class in turns reading it to their song, and each other. Each hanging up their person in the group collage on the will read it one wall. time, and each time the group will W: For each have a specific presentation, thing to look for in everyone not the revision and presenting will editing process take notes and will such as spelling, store them in their sentence structure, notebook for future punctuation, and reference. fragments and runons.

CD: The class will discuss what the movie is about and will talk about what they already know concerning Valley Forge and George Washington.

LI: The teacher will explain the definition of plural possessives. R/LI: The teacher will read excerpts from American Revolution and will use examples from the book to illustrate plural possessives.

W: The students will complete a LI/W: The worksheet that students will watch requires them to Valley Forge and write sentences will take notes containing plural throughout the possessives. movie. DA: Students who finish early will read silently.

Language Arts Charts Day 41

Day 42

Day 43

Day 44

Day 45

JWG SOL LA 5.9 Poetry R: The Last-Place Sports Poems of Jeremy Bloom W: Shape Poems

JWG SOL LA 5.9 Poetry R: Where the Sidewalk Ends W: Narrative Poems

JWG SOL LA 5.9 Poetry R: Midnight Ride of Paul Revere W: Idyll Poems

JWG SOL LA 5.9 Poetry R: Shadow W: Free Verse Poems

JWG SOL LA 5.9 Poetry R: The United States of Poetry W: Lay Poems

R: The teacher will call on various students to read poems from Korman’s book.

R/LI: The teacher will place a narrative poem from Where the Sidewalk Ends on the projector and read it as the class follows along.

LI/V: The teacher will verbally explain the definition of an idyll.

LI: The teacher will verbally explain what free verse is in relation to poetry.

LI: The teacher will verbally explain the definition of a lay poem.

R: The teacher will hand out copies of the Midnight Ride of Paul Revere, by Henry Wadsworth Longfellow, to each student. The teacher will call on individual students to read aloud.

R: The students will read Shadow aloud as a class, as the teacher picks individual students to read.

R/LI: The teacher will read/sing examples of lay poems from The United States of Poetry.

W: The students will choose from a list of topics given by a teacher and will write a free verse poem.

W/GA: In groups of their choosing, the students will write a lay poem.

LI: The teacher will explain the definition of a shape poem. W/FA: Each student will construct a shape poem by writing a poem in the shape of the object being writing about. DA: Whenever a student finishes early, he or she will engage in silently reading a book of their choice.

LI: The teacher will explain strategies in writing narratives. W: Each student will write a narrative poem using a topic of their choice.

W: Each student will write an idyll about one of the founding fathers they learned about earlier in the semester.

MU/GA: Each group will perform their lay poem to the class.

Language Arts Charts Day 46

Day 47

Day 48

JWG SOL LA 5.3 Expressing Ideas R: Epitaphs, Obituaries W: Epitaphs

JWG SOL LA 5.3 Expressing Ideas R: Nicholas: A Manhattan Christmas Story W: Descriptive Paragraphs or poems

JWG SOL LA 5.3 Expressing Ideas R: Something on My Mind W: Paragraphs or Poems

JWG SOL LA 5.3 JWG SOL LA 5.3 Expressing Ideas Expressing Ideas R: Recycling R: Advertisements George W: Advertisements W:

LI/R: The teacher will read aloud from Nicholas and will emphasize how the author, Anne Caroll Moore, effectively expresses her ideas in the story.

LI/R: The teacher will read excerpts from the book Something on My Mind and highlight examples of expressing ideas.

CD: The teacher will lead a discussion in which the students share real life experiences in which they have been forced to make changes.

LI: The teacher will verbally explain to the students the definition and significance of an epitaph and an obituary. R/LI: The teacher will read aloud several obituaries. CA/CI/R: The teacher will take the class on a field trip to a local cemetery. While there, the students will read the epitaphs on tombstones. W: Upon returning to the classroom, each student will write an original epitaph based on what they hope to accomplish in their lifetime.

CA/MO: The teacher will lead the class outside where everyone will lay down in the grass, in silence, for 15 minutes. The teacher will encourage the students to ‘breathe the air’, ‘taste the wind’ and concentrate on how their senses are affected by the time of year. The students will then be encouraged to walk around the schoolyard, run, skip, and take in the feeling of the particular time of year. W/CA: The teacher will gather the class together and will make a list of all the sights and sounds and smells and feelings and tastes and sensations of the time of year. The students will then each use the list to write a paragraph or poem.

CA/FA: The students will use a variety of materials, including wire, woods, Styrofoam, foil, and clay to construct objects that communicate such themes as ‘awe’, ‘poverty’, ‘rage’, ‘conflict’, ‘pride’, ‘renewal’, ‘contentment’, etc. W: Based on their sculptures, the students will write either a paragraph or a poem to match the theme or their artwork.

Day 49

Day 50

Autobiographical experiences

R/LI: The teacher will read excerpts from the book Recycling George, and will emphasize how the author described the changes in George’s life and how he reacted. W: The students will each write about a time in their life in which they were forced to make a big change.

LI: The teacher will read several different kinds of advertisements and will emphasize the need to use catchy phrases, adjectives, and adverbs. GA/W: In groups of two or three, of their choosing, the students will each eat small portions of peanut butter. The students will then write a TV commercial script for peanut butter. DA: Students who are allergic to peanut butter will be given pineapple instead. LI: The teacher will take this opportunity to review non-verbal communication (sol 5.2). FA/MO/GA: In their groups, the students will perform their advertisement in front of the class.

Language Arts Charts Day 51

Day 52

Day 53

Day 54

Day 55

JWG SOL LA 5.6 Root Words, Derivatives R: Growing up in Revolution and the New Nation W: Paragraph with topic and descriptive sentences

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions

LI: The teacher will verbally explain how to recognize root words.

LI: The teacher will introduce the book, Maniac Magee, to the class and will explain what it means to discuss and analyze.

R/GA: In their groups, the students will read chapters 35 from Maniac Magee.

R/GA: In their groups, the students will read chapters 610.

R/GA: The students, in their groups, will read chapters 10-14.

GA/R: The teacher will group the children heterogeneously; at least one strong reader will be available in each group to help a weak reader. The teacher will allow some friends, however, to be together. In their groups, the students will read the first three chapters of Maniac Magee. The groups will engage in discussion after each chapter.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

R/LI: The teacher will read aloud from Growing up in the Revolution and will point out specific words that can be broken down in a way that clearly illustrates root words. W: Each student will write a paragraph, based on the book, describing a specific activity or chore that was popular during colonial times and will determine whether or not they would have enjoyed it, stating why or why not. W/AS: Each student will complete work sheet in which they identify root words.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

DA: Students with extreme difficulty in reading or students who present extreme problems to their group will work with the teacher. HW: For any group that does not finish the assigned reading on a given day, homework for each student in that group will consist of catching up on the assigned reading.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

Language Arts Charts Day 56

Day 57

Day 58

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions

GA/R: The students, in their same literature groups, will read chapters 15-20.

R/LI: The teacher will read aloud chapter 21, the last chapter of part 1 in Maniac Magee.

JWG SOL LA 5.6 Prefixes and Suffixes R: Maniac Magee W: Worksheet on Identifying Prefixes and Suffixes LI: The teacher will verbally explain the difference between prefixes and suffixes and how to recognize them.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

CD: The teacher will lead the class in an open discussion about the theme of part 1 and what they think is going to happen next. The teacher will help the students analyze the hidden messages being portrayed by the author, Jerry Spinelli. W: The students write answers to discussion questions.

R/LI: The teacher will place excerpts from previously read chapters of Maniac Magee on the overhead projector and point out examples of prefixes and suffixes. W: Each student will complete a worksheet requiring them to identify prefixes and suffixes.

Day 59

Day 60

JWG SOL LA 5.23 JWG SOL LA 5.23 Discussion and Discussion and Analyzing: Fiction Analyzing: Fiction R: Maniac Magee R: Maniac Magee W: Answers to W: Story Maps discussion questions GA/R: In their groups, the students will read chapters 22-25.

R/GA: The students, in their groups, will read chapters 26-31.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

GA: The students will discuss each chapter upon reading it.

DA: Students with extreme difficulty in reading or students who present extreme problems to their group will work with the teacher.

T: The students will fill out a story map using a premade template on Microsoft Word. HW: Anyone who has not read through chapter 31, will be assigned the task of reading through chapter 31 for homework.

Language Arts Charts Day 61

Day 62

Day 63

Day 64

Day 65

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions LI/R: The teacher will read chapter 32, the last chapter of Part 2 in Maniac Magee.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions GA/R: In their groups, the students will read chapters 33-35.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions R/GA: The students, in their groups, will read chapters 36-39.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions R/GA: The students, in their groups, will read chapters 40-42.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Maniac Magee W: Answers to discussion questions R/GA: The students, in their groups, will read chapters 43-45.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

W: The groups will discuss and analyze each chapter and use complete and detailed sentences to write answers to literature questions.

The teacher will active in walking around the class ensuring everyone is staying on task.

DA: Groups who finish their assignments early will work to create a new character for the book and write a paragraph about him or her.

CD: The teacher will lead the class in an open discussion about part 2. W: The student’s will express their opinion of the first two parts of the story and write their predictions of what will happen in part 3.

HW: Anyone who has not read through chapter 45 must do so over the weekend before Monday.

Language Arts Charts Day 66

Day 67

JWG SOL LA 5.23 JWG SOL LA 5.9 Discussion and Poetry Analyzing: Fiction R: Becoming Joe R: Maniac Magee Dimaggio W: Synopsis W: Bio Poems RV/CD: The teacher will lead a discussion to summarize what was previously read. LI/R: The teacher will read the last chapter of Maniac Magee. CD: The teacher will lead the students in discussing the book and will analyze the different themes. W: The students will each write a synopsis of the book, listing both what they liked and disliked.

Day 68 JWG SOL LA 5.9 Poetry R: Cinquains W: Cinquains

LI: The teacher will explain to the class the definition of a bio poem.

MO/CA: The teacher will give each student a feather and instruct them to play with R: The teacher will pass out handouts to it by stroking it, each student blowing it in the containing poems from air, and then the book Becoming catching it on their Joe Dimaggio. elbows, toes, GA/FA/MO: In noses, heads etc. groups of their choosing, the students will draw outlines of each other’s bodies by taking turns lying down on large pieces of paper. The students will then use crayons, colored pencils to fill in their life-size portrait depicting one of his or her roles in life. W: Each student will write a bio poem describing the norms of behavior for that role.

LI/R: The teacher will explain to the student the definition of a cinquain and will read self-written examples to them. W: Each student will write a cinquain about feathers.

Day 69

Day 70

JWG SOL LA 5.9 JWG SOL LA 5.9 Poetry Poetry R: Cesar: Si, Si R: Voices of the Puede/ Yes, Yes We Trojan War Can! W: Epics W: Carpe Diem Poems R: The teacher will call on individual students to read aloud from Yes, Yes We Can! DA: The teacher will call on native speakers of Spanish to read the Spanish part of Si, Si Puede! LI: The teacher will verbally explain what a carpe diem poem is. CD: The teacher will lead a discussion in which the students talk about their goals in life and what they would do if there was nothing holding them back.

W: Each student will write a carpe diem about what they would do if they could go anywhere in the world with no boundaries.

LI/R: The teacher will explain the definition of an epic and will give examples by reading excerpts from the book Voices of the Trojan War. CD: The teacher will lead a discussion in order to trigger the student’s creativity into thinking about events in their own life than can be made into an epic. T/RS: The students will use computers to access the internet and research the Trojan War. HW: Each student will write a paragraph about the Trojan War; the paragraph is due on Monday. W: Each student will write an epic about an event in their life. The teacher will encourage the students to use creative license in their writing.

Language Arts Charts Day 71

Day 73

Day 74

Day 75

JWG SOL LA 5.25 JWG SOL LA 5.25 Discussion and Discussion and Analyzing: Poetry Analyzing: Poetry R: A Light in the R: All the Colors Attic of the Race W: Poetry (various W: Paragraphs kinds)

JWG SOL LA 5.25 Discussion and Analyzing: Poetry R: Student’s choice (must be a poetry book) W: Analytical Summaries

JWG SOL LA 5.25 Discussion and Analyzing: Poetry R: Student’s choice (must be a poetry book) W: Analytical Summaries

JWG SOL LA 5.25 Discussion and Analyzing: Poetry R: Student’s Choice (free reading) W: Test (poetry), Summary

R/LI/RV: The teacher will review the different types of poetry discussed since the beginning of the year by reading poems from Shel Silverstein’s A Light in the Attic and having the students identify the type of poem being read.

GA/R: In groups of their choosing, the students will pick a book of poetry and will read, discuss, and analyze at least three poems. (If the poem is particularly long, exceptions will be made.)

R/GA: In the same groups as yesterday, the students will again pick a book of poetry and will read, discuss, and analyze at least three poems. (If the poem is particularly long, exceptions will be made.)

W/CA/RV: The teacher will call out a type of poem and each student will race to write a brief version of that particular kind of poem.

Day 72

LI/R: The teacher will read from Arnold Adoff’s book All the Colors of the Race. CD: The teacher will lead the class in a discussion on the underlying theme that drove Adoff to write the poems in his book.

W: Each group W: Each student will analyze each will write a poem and will paragraph on a collectively write a time when they felt summary in which singled out they identify the because of their type of poem, the skin color and will theme, and write write another their opinion of it. paragraph about how they can help eliminate racism. DA: Students who finish early will engage in silent reading.

AS: The students will be formally assessed on their knowledge and comprehension of the different kinds of poetry including rhyme royals, burlesque, shape, narrative, idyll, free verse, lay, W: Each group will epitaph, bio, analyze each poem cinquain, carpe and will collectively diem, and epics. write a summary in The questions will which they identify consist of multiple the type of poem, the choice and short theme, and write answer. their opinion of it. CD/RV: The teacher will open the floor for question from the students in order to review.

HW: Each student must bring in a newspaper article for class on Monday along with a written summary.

Language Arts Charts Day 76 JWG SOL LA 5.15 Research: Current Events R: Newspapers W: Descriptive Sentences R/CA: Each student will read a summary of their article to the class. CD: The teacher will lead a discussion in which the students talk about why they think newspapers are important and why it is important to keep track of current events. T: The students will use computers to access the internet and look up 10 different newspaper sites. The students will write a descriptive sentence about each one.

Day 77

Day 78

Day 79

Day 80

JWG SOL LA 5.15 JWG SOL LA 5.15 JWG SOL LA 5.15 JWG SOL LA 5.15 Research: Current Research: Current Research: Current Research: Current Events Events Events Events R: Newspapers R: Newspapers R: Magazines R: Magazines W: Objectivity W: Subjectivity W: Editorials W: Comparison T/CA/R: The students will use computers to access the internet and research specific articles as assigned to them by the teacher. W: Each student will write a summary of their article. CD: The teacher will facilitate as the students share their summaries with each other. LI: The teacher will explain to the students the concept of objectivity. CD: The teacher will lead a discussion in which the students talk about when and where objectivity is needed.

LI: The teacher will talk about the difference between objectivity versus subjectivity.

R: The students will each read their summaries to the class.

R/T/CA: The teacher will assign each student a specific article to research using the internet.

CD: The teacher will lead a discussion in which the students talk about whether or not the editorials are objective or subjective and will explain their reasoning.

W: Each student will write a summary of their article. CD: The teacher will facilitate as the students share their summaries with the class.

W: Choosing from a list of topics prewritten by the LI: The teacher will explain to the students teacher on the the concept of board, the students subjectivity. will each write their own editorial. CD: The teacher will At the top of their lead a discussion in which the students talk editorial, next to about when and where their name, the subjectivity is needed. students will state whether or not they HW: Each student are being objective must bring in a copy of an editorial stapled to a or subjective. written summary.

HW: Each student must bring in a magazine along with a descriptive summary of the type of magazine they chose to bring.

R: The students will each read their summaries to the class. CD: The teacher will lead a discussion about the differences between the types of magazines and the different purposes and goals of each. W: Each student will write about the need for a balance between objectivity and subjectivity and the reasons why. DA: Accelerated learners may write a synopsis discussing how much of the current media is objective versus how much is subjective. HW: Each student will bring in an article of their choice from a newspaper, magazine, or internet article along with a written summary which also states whether or not the content is objective or subjective.

Language Arts Charts Day 81

Day 82

Day 83

JWG SOL LA 5.17 JWG SOL LA 5.17 JWG SOL LA 5.17 Writing: To Inform Writing: To Inform Writing: To Inform R: Newspapers R: Interviews R: Colonial W: News reports W: News reports Cookbook W: Recipes R: The students will R/LI: The teacher LI: The teacher read their summaries will read several will divide the aloud. recipes from class into groups based on behavior Colonial Cookbook. LI: The teacher will explain to the students and ability. how to use certain strategies when writing to inform. MO/CA: The teacher will lead the students outside and allow the students to roam around in pairs, chosen by the teacher according to behavior, and observe activities around the school grounds. CD: The teacher will reconvene with the students and talk about what they observed and how they can inform a general audience of what they saw. W: Role playing as a news reporter, the students will, in their groups, write a ‘news report’ about what they observed.

R: The teacher will call on individual R: The teacher will students to read their hand out print outs recipes to the class.

of an interview for each student to read silently.

GA/MO: The teacher will send the groups into the cafeteria to interview other students about their future interests and future goals. W: The students, in their groups, will write a news report based on the interview. HW: Each student will bring in a favorite family recipe for Wednesday.

CD: The teacher will lead a discussion about the differences between how people ate then and how people eat now. W: The students will pretend they are beginning a restaurant and will write a menu. With each dish they decide to have on the menu, the students must provide at least one descriptive sentence. Each menu must have at least five different choices.

HW: Each student will bring their favorite CD, movie, or book to class.

Day 84

Day 85

JWG SOL LA 5.17 R: Magazines Writing: Reviews

JWG SOL LA 5.17 Writing: To Inform R: Recipes W: Summaries

CD: Each student will share their favorite CD, movie, or book with the class.

CI: The teacher will invite all of the parents to come to class with an easy-to-make recipe and make it in class with the help of the students.

R: The teacher will pass magazines containing music, movie, and book reviews to the students. The students will read the reviews silently. LI: The teacher will instruct the students about how to properly inform a general audience of specific material.

R: The students will read the directions in the recipes.

W: The students will describe each dish that they tasted using appropriate W: Each student will adjective and adverbs. write a review of their favorite CD, movie, or book and will share their personal opinion about it and tell why they feel that way.

DA: Students who finish early will read silently from a book of their choice.

Language Arts Charts Day 86

Day 87

JWG SOL LA 5.18 Writing: To Entertain R: This Can’t Be Happening at Macdonald Hall! W: Paragraphs

JWG SOL LA 5.18 Writing: To Entertain R: This Can’t Be Happening at Macdonald Hall! W: Summaries R/LI: The teacher GA/R: The teacher will read the first will group the chapter of Gordon students Korman’s book This heterogeneously Can’t Be Happening according to at Macdonald Hall! ability, causing W: Each student will strong readers to be mixed in with write a paragraph weak readers. In explaining how their groups, the Korman’s writing students will read differs from the biographies they from This Can’t Be read earlier in the Happening at semester. Macdonald Hall! for 30 minutes. LI: The teacher will talk about the different strategies and how to write for different audiences.

GA/W: In their groups, the students will discuss what they read and will write CD: The teacher will ask the students a one-page questions concerning summary. the first chapter and will prompt them to investigate the strategies Korman uses to make the story come alive.

CD: The teacher will lead a discussion about the kinds of strategies Korman uses to entertain his audience.

Day 88

Day 89

Day 90

JWG SOL LA 5.18 Writing: To Entertain R: This Can’t Be Happening at Macdonald Hall! W: Brainstorming

JWG SOL LA 5.18 Writing: To Entertain R: This Can’t Be Happening at Macdonald Hall! W: Analysis R/GA: Within their groups, the students will read for 30 minutes.

JWG SOL LA 5.18 Writing: To Entertain R: This Can’t Be Happening at Macdonald Hall! W: Analysis LI/R: The teacher will read aloud the remainder of This Can’t Be Happening at Macdonald Hall!

W: The teacher will instruct each student to draw a circle in the middle of a piece of paper. In the middle, the students will write down a type of audience. The students will then draw lines extending from the circle and will write ideas of how to reach that type of audience. CD: The students will share their ideas with the class and discuss them. CD: The teacher will lead a discussion in which the students talk about how laughter makes them feel compared to sadness and anger. The teacher will explain the health benefits of laughter. R/LI: The teacher will read from Korman’s book for the remainder of the period.

W: In their groups, the students will write down how Korman avoids losing his audience and how he maintains interest. CD: The students will share their thoughts and will discuss them as the teacher facilitates. DA: Groups who are lagging behind will be given copies of the book to take home in order to catch up with the rest of the class.

W: Working individually, the students will answer a set of literature questions regarding the book including what their favorite part was, who their favorite character was, and how they liked the ending and why. CD: The teacher will facilitate a class discussion as the students share their opinions concerning the book.

Language Arts Charts Day 91

Day 92

Day 93

Day 94

JWG SOL LA 5.12 JWG SOL LA 5.12 JWG SOL LA 5.12 JWG SOL LA 5.11 Writing Writing Writing Writing Techniques: Techniques: Techniques: Techniques: Setting Setting Setting Developing R: A Blue-Eyed R: A Blue-Eyed R: A Circle of Characters Daisy Daisy Giving R: No More Dead W: Setting W: Setting W: Setting Dogs W: Character Charts R/LI: The teacher will CA: The teacher LI/R: The teacher CD: The teacher will begin class by will read an will begin class by read excerpts from Gordon Korman’s leading the excerpt from A asking the students book No More Dead students outside Blue-Eyed Daisy to to share some of Dogs to give the and walking them give another their writings from students examples of developing character. around to various example of setting. the previous class places around the period. CD: The teacher lead a school. CA/FA: The discussion in which the teacher will use the R/LI: The teacher students talk about the CD: Back inside, overhead projector will read excerpts books they have read throughout the year the students will to show the from A Circle of and discuss the talk about the students various Giving in order to different characters in factors in the pictures of give more the books and how the environment landscapes, examples of how author developed them around them that buildings, and to write setting. and made them seem real. made the various cities etc. places different. W/CA: The W/CA: For each students will spend W/CA/MO: Each student will choose R/LI: The teacher image shown on time writing a one of the characters will an excerpt the projector, the setting for their from any book and will make a chart read from A Bluestudents will be own short story, listing four personality Eyed Daisy to give given five minutes including the students an to create a setting. place, atmosphere, traits of their chosen character and give example of and time period. evidence of each based creating setting. on the character’s behavior, words, GP: The teacher thoughts, actions, W/CA: The will set up behind students will each a desk in the front feelings etc. The students will be free to pick a setting from of the classroom move around and find the list off the and host the actual book they board, prepared by ‘conferences’ for are writing about. the teacher, and students who need create a setting. help.

Day 95 JWG SOL LA 5.11 Writing Techniques: Developing Characters R: I Want to Go Home! W: Developing Characters LI/R: The teacher will read excerpts from Gordon Korman’s book I Want to Go Home! GA/W: The teacher will use an overhead projector to place pictures of a man, a woman, a boy, a girl, and an older woman. The class will then work in groups to create a short story through developing the characters. (The groups will be of their own choosing) CD: Each group will elect a reader, and that person will read their story to the class. DA: Groups who finish their story early will be encouraged to write more.

Language Arts Charts Day 96 JWG SOL LA 5.11 Writing Techniques: Developing Characters R: I Want to Go Home! W: Paragraphs LI/R: The teacher will read from the book I Want to Go Home!, and will concentrate on Korman’s use of dialogue and how it helped define the characters and advance the plot. W/CA: The students will write a paragraph about their favorite character out of any book read during the school year and will give reasons why that person, or animal, is their favorite character. R/CD: The students will share their paragraphs with each other through reading them aloud.

Day 97

Day 98

Day 99

Day 100

JWG SOL LA 5.10 JWG SOL LA 5.10 JWG SOL LA 5.10 JWG SOL LA 5.10 Writing Writing Writing Writing Techniques: Techniques: Techniques: Techniques: Creating Plot Creating Plot Creating Plot Creating Plot R: I Want to Go R: Harlem R: I Want to Go R: I Want to Go Home! W: Dialogue Home! Home! W: Dialogue W: Plot analysis W: Plot LI/R: The teacher will read from the book I Want to Go Home!

LI/R: The teacher will read poems by Langston Hughes.

R/LI: The teacher will read from the book, I Want to Go Home!, and will CD: The teacher use the book to W/CA: The will talk about how illustrate plot and teacher will place Hughes uses how it is created pictures of various dialogue to create using a variety of characters on the characters and how strategies. overhead projector. he incorporates The students will different dialects CD: The students then create a within dialogue. will discuss the dialogue using the The teacher will different elements characters. lead the class in of the book and discussion how Korman CD/R: The class concerning this advanced the plot will their writings topic. using previously with each other learned concepts through reading W/CA: The including setting, aloud. teacher will place a characterization, diverse group of and humor. HW: The class characters on the will read a chapter overhead projector W/R/CD: The from I Want to Go and will again tell students will write Home for the students to a paragraph about homework. create dialogue their most favorite between he plot from any book characters. and then share by reading aloud to R/CD: The class the class. will their writings with each other HW: The class through reading will read a chapter aloud. from I Want to Go Home for homework.

R/LI: The teacher will finish I Want to Go Home by reading aloud to the class. W: The students will each write a paragraph about the strategy they thought Korman used the most in creating the plot. DA: Students who finish early will assist other students.

Language Arts Charts Day 101

Day 102

Day 103

Day 104

Day 105

JWG SOL LA 5.4 Prefixes and Suffixes R: The Zucchini Warriors W: Worksheet

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Setting

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Characters

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Free Writing

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Free Writing

LI/R: The teacher will explain to the students about the difference between prefixes and suffixes. The teacher will read the first chapter of The Zucchini Warriors and will take examples from the book to illustrate prefixes and suffixes.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

W: Each student will work individually toward writing their own short story. For the first day, the students will work on building the setting.

W: The students will continue to work on their stories. Today, they will make a list of their characters and list their attributes and characteristics.

W: The students will be free to work on their stories using all of the strategies that were learned in past weeks.

W: The students will be free to work on their stories using all of the strategies that were learned in past weeks.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

W/AS: Each student will be assessed on their comprehension of prefixes and suffixes through a worksheet.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

DA: ELL will not have to write as many pages as the other students.

Language Arts Charts Day 106

Day 107

Day 108

Day 109

Day 110

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Free Writing

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Free Writing

JWG SOL LA 5.18 Writing: To Entertain R: The Zucchini Warriors W: Free Writing

JWG SOL LA 5.19 Proofreading and Revising R: The Zucchini Warriors, Proofreading W: Revising

JWG SOL LA 5.19 Proofreading and Revising R: The Zucchini Warriors, Proofreading W: Revising

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

R/LI: The teacher will read for 20 minutes from The Zucchini Warriors.

W: The students will be free to work on their stories using all of the strategies that were learned in past weeks.

W: The students will be free to work on their stories using all of the strategies that were learned in past weeks.

W: The students will be free to work on their stories using all of the strategies that were learned in past weeks.

LI: The teacher will review the process of proofreading and revising.

W: The students will revise their papers according to the errors pointed out to them by their classmates.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

GP: The teacher will set up a makeshift conference area where any student may at any time approach the teacher and ask for help.

GA/R: In groups of their own choosing, the students will read each other’s papers and mark corrections on them.

DA: Students who finish early will assist other students in the revision process. HW: Students will have their stories completed and ready to be read on Monday.

Language Arts Charts Day 111

Day 112

Day 113

Day 114

Day 115

JWG SOL LA 5.4 Oral Presentations R: Short Stories W: Summaries

JWG SOL LA 5.4 Oral Presentations R: Short Stories W: Summaries

LI: The teacher will review key concepts of public speaking and encourage the students to not be shy.

R: The students will finish reading aloud their stories.

JWG SOL LA 5.24 Discussion and Analyzing: Nonfiction R: Babe Didrikson Zaharias: The Making of a Champion W: Summaries R/LI: The teacher will read aloud from Babe Didrikson Zaharias: The Making of a Champion.

JWG SOL LA 5.24 Discussion and Analyzing: Nonfiction R: Babe Didrikson Zaharias: The Making of a Champion W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

JWG SOL LA 5.24 Discussion and Analyzing: Nonfiction R: Babe Didrikson Zaharias: The Making of a Champion W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

CD: The teacher will lead a discussion about the book’s setting.

CD: As a class, the students will discuss the what they read. The teacher will help them notice hidden meanings and will talk to the students about the difference between non-fiction and fiction.

CD: The teacher will lead the class in a discussion of what was read.

MO/CA: The students will move their desks into a close-knit circle. R: Each student will read aloud their story. W: Each student not reading will take notes on the story being read and write a brief summary of each story.

W: Each student not reading will take notes on the story being read and write a brief summary of each story. DA: Students with hearing disabilities will be placed directly beside the reader.

T/RS: Each student will use computers to access the internet and research other significant events that were going on at the time. W: Each student will write a brief summary of the events happening during the timeframe in which the book is set.

W: Each student will individually write a journal entry for each day during the reading of Babe and will relate something they learned to their own lives.

W: Each student will individually write a journal entry either summarizing a chapter or stating what they like about the book.

Language Arts Charts Day 116

Day 117

Day 118

Day 119

Day 120

JWG SOL LA 5.24 Discussion and Analyzing: Nonfiction R: Babe Didrikson Zaharias: The Making of a Champion W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

JWG SOL LA 5.24 Discussion and Analyzing: Nonfiction R: Babe Didrikson Zaharias: The Making of a Champion W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

JWG SOL LA 5.24 Discussion and Analyzing: Nonfiction R: Babe Didrikson Zaharias: The Making of a Champion W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

JWG SOL LA 5.24 Discussion and Analyzing: Nonfiction R: Babe Didrikson Zaharias: The Making of a Champion W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

JWG SOL LA 5.24 Discussion and Analyzing: Nonfiction R: Babe Didrikson Zaharias: The Making of a Champion W: Summaries GA/R: The teacher will group the students according to interests. Each group will read aloud to each other from Babe.

CD: The teacher will lead the class in a discussion of what was read.

CD: The teacher will lead the class in a discussion of what was read.

CD: The teacher will lead the class in a discussion of what was read.

CD: The teacher will lead the class in a discussion of what was read.

CD: The teacher will lead the class in a discussion of what was read.

W: Each student will write a summary of how they can relate to the struggles of Babe.

W: Each student will write their opinion of the role and opportunities women should have in sports.

W: Each student will write a summary of what they read.

W: Each student will write a summary of what they read.

W: Each student will write a summary of what they read.

DA: Any students who finish the book early will be given another biography to read on a famous woman athlete.

HW: Anyone who has not finished the book must do so before Monday.

Language Arts Charts Day 121

Day 122

Day 123

JWG SOL LA 5.24 Discussion and Analyzing: Nonfiction R: Babe Didrikson Zaharias: The Making of a Champion W: Editorials R/LI: The teacher will read excerpts from key passages throughout the book.

JWG SOL LA 5.24 Discussion and Analyzing: Nonfiction R: Babe Didrikson Zaharias: The Making of a Champion W: Editorials GA/W: The groups from the day before will finish their editorials.

JWG SOL LA 5.16b Research: Internet R: Internet articles W: Summaries

GA/MO: The teacher will group the students according to their opinion on women’s sports. W: Each group will nominate a writer for the group who will then express the thoughts of his group members in words.

T/R/RS: Each student will use the internet to research their choice from a list of athletes who overcame obstacles OL/GA/R: The of racism and/or group will prejudice to nominate a speaker succeed. who will read their written opinion to W: The students the class. will write summaries of the CD/GA: The articles they teacher will research. moderate a debate between the two groups.

Day 124

Day 125

JWG SOL LA 5.27 JWG SOL LA 5.17 Research Skills: Organizing Library Information R: Various library R: Various sources books W: Outlines W: Summaries

R/RS: Each student will use the library to continue their research of their chosen athlete.

LI: The teacher will instruct the students how to organize their information using an outline.

W: The students will take notes and write summaries of the books they research.

W: Each student will construct an outline and diagram the body of their research paper.

DA: Librarians will be on hand to assist students who struggle finding books due to any kind of disorder.

HW: The students will be responsible for completing their list of five sources by Monday.

Language Arts Charts Day 126

Day 127

Day 128

JWG SOL LA 5.28 Writing: Research Paper R: Various books and sources W: Research paper W/T: Each student will use Microsoft Word to being writing his or her paper.

JWG SOL LA 5.28 Writing: Research Paper R: Various books and sources W: Research paper W/T: The students will continue to work on their papers.

JWG SOL LA 5.28 Writing: Research Paper R: Various books and sources W: Research paper W/T: The students will continue to work on their papers.

JWG SOL LA 5.28 JWG SOL LA 5.28 Writing: Research Writing: Research Paper Paper R: Research Paper R: Research Paper W: PowerPoint W: PowerPoint

GP: The teacher will set up a desk in front of the students and will hold impromptu conferences for anyone who needs help.

GP: The teacher will set up a desk in front of the students and will hold impromptu conferences for anyone who needs help.

GP: The teacher will guide the students through the basic process of using PowerPoint.

GP: The teacher will set up a desk in front of the students and will hold impromptu conferences for anyone who needs help.

DA: Anyone who finishes early will be able to work on illustration to go along with his or her paper.

Day 129

LI/T: The teacher will instruct the students on how to use PowerPoint.

W/T: Each student will begin to create a PowerPoint presentation based on their research paper.

Day 130

W/T: The students will continue to work on the PowerPoint presentations.

Language Arts Charts Day 131

Day 132

Day 133

Day 134

Day 135

JWG SOL LA 5.28 Writing: Research Paper R: Various books and sources W: Research paper W/T: The students will continue to work on the PowerPoint presentations.

JWG SOL LA 5.4 Oral Presentations R: Presentations W: Summaries

JWG SOL LA 5.4 Oral Presentations R: Presentations W: Summaries

JWG SOL LA 5.3 Expressing Ideas R: Dear Mr. Henshaw W: Journal

JWG SOL LA 5.3 Expressing Ideas R: Dear Mr. Henshaw W: Journal

OL/R/LI: Students will present their PowerPoint presentations to the class.

OL/R/LI: Students will present their PowerPoint presentations to the class.

R/M: The students will again spread out and read silently to themselves.

W: Students not presenting will be responsible for taking notes and creating a brief summary of each presentation.

W: Students not presenting will be responsible for taking notes and creating a brief summary of each presentation.

LI: The teacher will give each student a copy of Dear Mr. Henshaw and then give a brief introduction into the content of the book. R: Weather permitting, the students will go outside and spread out to read individually. If the weather is not permitting, the students will spread out inside the classroom and will be free to sit on the floor. W: For the last 10 minutes of class, the students will write in their journals about anything they wish. Students may write about the book, personal experiences, feelings, or anything else they may choose.

W: For the last 10 minutes of class, the students will again write in their journals. DA: Students who are unable to read independently due to lack of ability will read with the teacher.

Language Arts Charts Day 136

Day 137

Day 138

Day 139

Day 140

JWG SOL LA 5.3 Expressing Ideas R: Dear Mr. Henshaw W: Journal

JWG SOL LA 5.3 Expressing Ideas R: Dear Mr. Henshaw W: Journal

JWG SOL LA 5.3 Expressing Ideas R: Dear Mr. Henshaw W: Journal

JWG SOL LA 5.3 Expressing Ideas R: Dear Mr. Henshaw W: Journal

JWG SOL LA 5.3 Expressing Ideas R: Strider W: Journal

R/M: The students will again spread out and read silently to themselves.

R/M: The students will again spread out and read silently to themselves.

R/M: The students will again spread out and read silently to themselves.

R/M: The students will again spread out and read silently to themselves.

LI/R: The students will listen as the teacher reads aloud the sequel to Dear Mr. Henshaw.

W: For the last 10 minutes of class, the students will again write in their journals.

W: For the last 10 minutes of class, the students will again write in their journals.

W: For the last 10 minutes of class, the students will again write in their journals.

W: For the last 10 minutes of class, the students will again write in their journals.

HW: Students will be free on this day to take home the book.

HW: Students will be free on this day to take home the book.

CD: The teacher will facilitate as the students engage in open discussion concerning their thoughts and feelings towards the book, Dear Mr. Henshaw.

DA: Any students who finish Dear Mr. Henshaw before Friday, will be given a copy of Strider to read.

Language Arts Charts Day 141

Day 142

Day 143

JWG SOL LA 5.16b Research: Internet R: Magazine articles W: Summaries T/R: The students will each research their favorite author on the internet and read an article about him or her.

JWG SOL LA 5.3 Expressing Ideas R: Summaries W: Letters

JWG SOL LA 5.22 Punctuation: Fragments and Run-ons R: Paragraphs W: Paragraphs LI/RV: The teacher will review the concept of recognizing fragments and runons.

W: Each student will write a summary on the article they read. CD: The students will share their newly found information with the class in a discussion format.

W: The students will use their summaries to help them write a letter to their favorite author. R: Anyone who wishes may read their letter aloud to the class.

R/W: The students will read various paragraphs from books read throughout the DA: ELL learners semester on the may choose to pick overhead projector. an author from The paragraphs their native will have been country and will be changed by the allowed to write teacher to include their letter in their fragments and runnative language. ons. Each student will re-write the paragraphs correctly. HW: Each student must bring in a newspaper article of their choice, whether it be sports, entertainment, news, or anything else.

Day 144

Day 145

JWG SOL LA 5.15 JWG SOL LA 5.23 Research: Current Discussion and Events Analyzing: Fiction R: Newspaper R: Amos Fortune: W: Reporting Free Man W: Summaries R/CD: The R/LI: The teacher students will read will introduce the aloud their articles book and read the to the class. The first chapter aloud. teacher will then facilitate a class W: The students discussion on the will write a events. summary of the first chapter. W: The students will each write out a plan of action in which they will follow a particular story (a sporting event, cooking, interview etc). HW: The students will have the weekend to put their plan into effect and write a report on it.

Language Arts Charts Day 146

Day 147

Day 148

JWG SOL LA 5.15 JWG SOL LA 5.15 JWG SOL LA 5.23 Research: Current Research: Current Discussion and Events Events Analyzing: Fiction R: Newspaper R: Newspaper R: Amos Fortune: W: Reporting W: Reporting Free Man W: Summaries R/CD: Half of R/CD: The other GA/R: Divided students will read half of the class into groups their reports and will read their heterogeneously, share their reports and share (there will be at experience and their experience least one strong their strategies and their strategies reader and one with the class. with the class. weak reader in every group) the DA: Gifted students will read learners may work from Amos in a group to Fortune. construct their own newspaper. GA/W: In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of twothree sentences each.

Day 149

Day 150

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Amos Fortune: Free Man W: Short answer GA/R: In their reading groups, the students will read from Amos Fortune.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Amos Fortune: Free Man W: Short answer GA/R: In their reading groups, the students will read from Amos Fortune.

GA/W: In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of twothree sentences each.

GA/W: In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of twothree sentences each.

Language Arts Charts Day 151

Day 152

JWG SOL LA 5.23 JWG SOL LA 5.23 Discussion and Discussion and Analyzing: Fiction Analyzing: Fiction R: Amos Fortune: R: Amos Fortune: Free Man Free Man W: Short answer W: Short answer GA/R: In their GA/R: In their reading groups, the reading groups, the students will read students will read from Amos from Amos Fortune. Fortune. GA/W: In their GA/W: In their groups, the groups, the students will students will answer literature answer literature questions, prepared questions, prepared by the teacher, by the teacher, with written short with written short answers of twoanswers of twothree sentences three sentences each. each.

Day 153

Day 154

Day 155

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Amos Fortune: Free Man W: Short answer GA/R: In their reading groups, the students will read from Amos Fortune.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Amos Fortune: Free Man W: Short answer GA/R: In their reading groups, the students will read from Amos Fortune.

JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Amos Fortune: Free Man W: Short answer GA/R: In their reading groups, the students will read from Amos Fortune.

GA/W: In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of twothree sentences each.

GA/W: In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of twothree sentences each.

GA/W: In their groups, the students will answer literature questions, prepared by the teacher, with written short answers of twothree sentences each.

DA: Any students who finish the book early will be given the book The Story Of Phillis Wheatley , Slave Poet.

HW: Anyone who has not finished the book will be responsible for finishing the book before Monday.

Language Arts Charts Day 156 JWG SOL LA 5.23 Discussion and Analyzing: Fiction R: Amos Fortune: Free Man W: Short answer AS: The teacher will formally assess the students comprehension of Amos Fortune and the concepts from the book by giving them a test consisting of literature questions similar to the ones the students completed the past couple of weeks during their group analysis time.

Day 157

Day 159

Day 160

JWG SOL LA 5.20 JWG SOL LA 5.1 Plural Possessives Group Work and R: Paragraphs Discussion W: Paragraphs R: Directions W: Summaries

JWG SOL LA 5.1 Group Work and Discussion R: Directions W: Summaries

JWG SOL LA 5.1 Group Work and Discussion R: Directions W: Summaries

LI/RV: The teacher will review plural possessives along with other grammatical key concepts.

GA/MO: In the same groups as yesterday, the students will follow a written set of directions for a scavenger hunt involving the area around the school.

GA/RS: The students, in their groups, will follow a written set of instructions involving researching a variety of information using the library.

R/CA: The students will read paragraphs off the overhead containing misuses of grammar. W: The students will re-write the paragraphs using correct grammar.

Day 158

LI: The teacher will review the successes and failures had within the groups throughout the year. The teacher will talk about the importance of learning how to work together in groups. The teacher will divide the class into heterogenous groups. GA/MO: The teacher will take the students outside where they will compete against each other, in groups, in a variety of team building exercises such as the wheelbarrow walk, the trust fall, tugof-war, etc. W: Back inside, the students will each write a summary of how they worked together as a group to accomplish a common goal.

W: The students will write summaries of their specific strategies. CD: The teacher will facilitate a class discussion on how the groups used certain strategies and worked together. DA: Students who are unable to read well will be paired with students who are able to help.

W: The students will summarize their experience in writing. CD: The class will discuss their opinions concerning working in groups, including the advantages and disadvantages.

Language Arts Charts Day 161

Day 162

Day 163

REVIEW (Grammar)

REVIEW (Setting, Plot, Characterization, Dialogue) LI: The teacher will review setting, plot, characterization, and dialogue.

REVIEW (Genres)

LI: The teacher will briefly review all of the grammar SOLS covered throughout the semester including fragments, run-ons, plural possessives, root words, suffixes, prefixes etc. GA: The teacher will divide the class in groups based on gender and will conduct the class in a game of jeopardy.

W: The students will give examples of each in writing. DA: The teacher will pair a slow learner with a gifted learner for this exercise if necessary.

Day 164

REVIEW (Writing to inform: subjectivity vs. objectivity) LI: The teacher LI: The teacher will review the will review the different kind of strategies involved genres, including in writing to fiction, non-fiction, inform and the poetry etc. differences between R/CA: The teacher subjectivity and will read excerpts objectivity. from some of the students’ personal R/CA: The teacher favorite books and will read from a the students will variety of news identify which sources, and the genre is being students will represented. identify whether the writer is being subjective or objective.

Day 165 REVIEW (Poetry) LI: The teacher will review the different kinds of poetry covered in the past semester. GA/W: In groups of their choosing, the students will be given a particular type of poem to write. CD/R: The students will read their poems aloud to the class and identify the type.

Language Arts Charts Day 166

Day 167

Day 168

Day 169

Day 170

Standardized Testing

Standardized Testing

Standardized Testing

Standardized Testing

Standardized Testing

DA: For each day of testing, students with disabilities rendering them unable to read the test will be given special assistance in a separate room.

Language Arts Charts Day 171

Day 172

Day 173

Day 174

Day 175

JWG SOL LA 5.26 Discussion and Analyzing: Drama R: Roald Dahl’s Charlie and the Chocolate Factory (Play)

JWG SOL LA 5.26 Discussion and Analyzing: Drama R: Roald Dahl’s Charlie and the Chocolate Factory (Play)

JWG SOL LA 5.26 Discussion and Analyzing: Drama R: Roald Dahl’s Charlie and the Chocolate Factory (Play)

JWG SOL LA 5.26 Discussion and Analyzing: Drama R: Roald Dahl’s Charlie and the Chocolate Factory (Play)

JWG SOL LA 5.26 Discussion and Analyzing: Drama R: Roald Dahl’s Charlie and the Chocolate Factory (Play)

R: The class will read from the book round-robin style. The teacher will call on individual students to read aloud.

R: The class will read from the book round-robin style. The teacher will call on individual students to read aloud.

R: The class will read from the book round-robin style. The teacher will call on individual students to read aloud.

R: The class will read from the book round-robin style. The teacher will call on individual students to read aloud.

R: The class will read from the book round-robin style. The teacher will call on individual students to read aloud.

LI: The teacher will emphasize the importance of voice projection and confidence.

CD: The teacher will lead a discussion on analyzing the play.

CD: The teacher will lead a discussion on analyzing the play.

W/HW: Each student will write a part in the play that they would like to have and will turn it in to the teacher before class on Friday.

CD: The teacher will lead a discussion on analyzing the play.

DA: Students who do not wish to make a preference will not be forced to do so. A small number of students will be selected to be stage hands.

Language Arts Charts Day 176

Day 177

Day 178

Day 179

Day 180

JWG SOL LA 5.29 Drama

JWG SOL LA 5.29 Drama

JWG SOL LA 5.29 Drama

JWG SOL LA 5.2 Expressing Ideas R: Student’s Choice W: Brainstorming chart

JWG SOL LA 5.2 Expressing Ideas R: Student’s Choice W: Listing

MO/FA: The students will perform the play Charlie and the Chocolate Factory for the rest of the school and their parents.

MO/FA/CI: The teacher will take the students to the first of two rest homes, in which the students will perform their play.

MO/FA/CI: The teacher will take the students to the second rest home, where the students will perform their last rendition of Charlie and the Chocolate Factory.

CD: The teacher will facilitate an open discussion in which the class brainstorms about what they liked and disliked about the school year.

CD: The teacher will facilitate an open discussion in which the class shares the things they learned during the school year.

DA: Students who are unable to perform on stage due to a disability will be assigned the duty of being a personal assistant to the teacher.

W/CA: The students will come to the board and create a brainstorming chart listing their ideas of how to fix things they did not like. R: The class will pick a book and will either read silently, out loud, or select the teacher to read aloud to them for the remainder of the period.

W/CA: Students will take turns coming to the board and writing down things they learned. R: The class will pick a book and will either read silently, out loud, or select the teacher to read aloud to them for the remainder of the period.

Resource List Bernier-Grand, C. T. (2004). Cesar: Si, Si Puede!/Yes, We Can! Marshall Cavendish Children's Books. Blum, J. (1996). The United States of Poetry. New York: Harry N. Abrams. Cendrars, B. (1982). Shadow. Antheneum. Chaucer, G. (1958). Chanticleer and the Fox. New York: Thomas Y. Crowell Company Inc. Cheaney, Janie B. (1996). Wordsmith Craftsmen. Melrose, FL: Common Sense Press. Cleary, B. (1983). Dear Mr. Henshaw. New York: HarperTrophy. Corbett, S. (1978). Bridges. New York: Macmillan Pub Co. Delano, M. F. (2005). American Heroes. Des Moines, Iowa: National Geographic Children's Books. Edmonds, W. D. (1941). Matchlock Gun. New York: Dodd. Estes, E. (1951). Ginger Pye. New York: HarperCollins. Frank, Majorie. (1979). If You’re Trying to Teach Your Kids How to Write, You’ve Gotta Have This Book! Nashville: Incentive Publications. Fleischman, P. (1988). Joyful Noise: Poems for Two Voices. New York: HarperTrophy. Freedman, R. (1999). Babe Didrikson Zaharias: The Making of a Champion. New York: Clarion Books. Freedman, R. (1987). Lincoln: A Photobiography. New York: Clarion Books. Grimes, N. (1978). Something on My Mind. Gloucester, MA: Peter Smith Publisher. Hauptly, D. J. (1987). "A Convention of Delegates": The Creation of the Constitution. New York: Atheneum. Hovey, K. (2004). Voices of the Trojan War. New York: Margaret K. McElderry. Howard, E. (1984). A Circle of Giving. New York: Atheneum. Korman, G. (1992). The D- Poems of Jeremy Bloom. Richmond Hill: Scholastic Inc. Korman, G. (1996). The Last Place Sports Poems of Jeremy Bloom. New York: Scholastic. Lasky, K. (2003). A Voice of Her Own: The Story of Phillis Wheatley, Slave Poetq. Cambridge, MA: Candlestick Press.

Longfellow, H. W. (1863). Midnight Ride of Paul Revere. Tales of Wayside Inn , 22-23. Lowry, L. (1989). Number the Stars. New York: Dell Publishing. McKinley, R. (1978). Beauty. New York: HarperCollins. McKissack, P. C. (1989). A Long Hard Journey: The Story of the Pullman Porter. New York: Walker and Comany. Miller, B. M. (2002). Growing up in Revolution and the New Nation 1775 to 1800. Minneapollis, Minnesotta: Lerner Publications. Moore, A. C. (1924). Nicholas: A Manhattan Christmas Story. New York: G.P. Putnam's Sons. Murray, S. (2005). American Revolution. New York: DK Children. Naylor, P. R. (1991). Shiloh. New York: Atheneum. Penner, L. R. (1976). Colonial Cookbook. New York: Hastings House Publishers. Poem of Quotes. (n.d.). Retrieved December 3, 2007, from http://www.poemofquotes.com/articles/poetry read, write, think. (n.d.). Retrieved from http://www.readwritethink.org/materials/acrostic. Roos, S. (2002). Recycling George. New York: Alladdin . Rylant, C. (1985). A Blue-eyed Daisy. New York: Alladdin. Sachar, L. (1998). Holes. New York: Yearling. Silverstein, S. (1974). Where the Sidewalk Ends. New York: HarperCollins. Spinelli, J. (1990). Maniac Magee. Boston: Little Brown and Company. Testa, M. (2002). Becoming Joe Dimaggio. New York: Candlewick. think quest. (n.d.). Retrieved from http://library.thinkquest.org/CR0211900/shiloh/shiloh.htm. Welch, Diane. (1990). Learning Language Arts Through Literature. Hawthorne, FL: Common Sense Press. Yates, E. (1950). Amos Fortune, Free Man. New York: Puffin.