4 - Claar-Smith - Language Arts Charts

A art
AC accountability
C compassion
CI community involvement- collaboration with the community
CC collaboration with colleagues/ resource teachers
CL cultural literacy and diversity
CM communication
CR creativity
CZ citizenship
DA differentiation/accommodation
E evaluation
GA group activity
I integrity
L literacy
LA Language Arts
LE leadership
LI listening
LS life skills
H health
HS home/school connection- collaboration with families
HW homework
M math
MA manipulative activity
MO movement/ physical education
MU music
O obedience
OL oral language/ public speaking
PS problem solving/ critical thinking
Q quiz
R reading
RE responsibility
RT respect
S science
SS social studies
T technology
TX text
W writing
Week 1
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
MCSOL E 4.1, 4.2, MCSOL E 4.1, 4.2, MCSOL E 4.1, 4.2, MCSOL E 4.1, 4.2, MCSOL E 4.1, 4.2,
4.3, 4.4 4.3, 4.4 4.3, 4.4 4.3, 4.4 4.3, 4.4
Oral Skills Oral Skills Oral Skills Oral Skills Oral Skills
R: syllabus R: directions activity, R: examples of step-by-step R: how-to paragraphs R: dictionary definition of
W: intro for partner recipes, game directions, directions of how to do W: journal response to “leadership”, leadership
instruction manual something leadership activity examples
W: response to directions W: how to paragraph W: leadership qualities
activity
LA/LI/AC/C/CR/ LI/O/R: The R: Students will OL/R: Students LA/LE: Students
I/O/RE/RT: The teacher will hand examine how-to will volunteer or the will brainstorm a list
teacher will out a list of examples of teacher will pick of leadership
discuss what will directions, the first students from random students to qualities and write
read their how-to them on the board.
be covered in the being to read previous years.
paragraphs to the Someone will look
fourth grade in through the entire Students will focus
class. up the definition of
language arts. The list before doing on such words as “leadership” in the
teacher will also anything, the last “next”, “then”, and dictionary and share
briefly mention saying to not do other transition GA/LE/MO:
it with the class.
each of the anything, just set words. Students will get
with a partner. One
character traits the list down and SS/LE: The class
partner will be
mentioned wait for the rest of W: Students will will also make a list
blindfolded. The of people from
throughout the the class, and the then write their
other partner will history that were
year. ones in the middle own how-to guide the
say to do all kinds paragraphs. good leaders.
blindfolded student
GA/OL: Students of crazy things. around the school LA: The teacher will
will partner up and Students will be LA/OL/HW/CI/ but with only explain how it is
ask their partner encouraged to read CR: Students will directions and not important to work
questions about directions carefully interview someone touching them. together well as a
themselves. Each (partly out of in their community They will then group and how
partnership must embarrassment for about how to do switch roles. sometimes there will
then briefly students that something that the be a leader to take
introduce the other actually start to do student does not LA/W: Students charge and how each
to the rest of the things). know how to do. will then write team member should
class. They will present about their be a good leader.
R: Students will their findings in experience and how
they felt about the LA/R: Students will
examine directions class in a week and
situation. then read
to a board game, a a half and must descriptions of
cookie recipe, and make a creative individuals that they
instruction manual display of the step- LA/OL: Some of
might have in their
to put something by-step process. the students in the
class and which
together. The class class will then read student they think
will discuss the DA: ELL students about their would make the best
importance of will have experience and leader and member
discuss as a class of a group and why.
following additional support
their feelings as a The class will
directions. and a word-list of
leader and as a discuss their results.
time transition
follower.
words.
Week 2
MCSOL E 4.1, 4.2, MCSOL E 4.1, 4.2, MCSOL E 4.1, 4.2, MCSOL E 4.1, 4.2, MCSOL E 4.1, 4.2,
4.3, 4.4 4.3, 4.4 4.3, 4.4 4.3, 4.4 4.3, 4.4
Oral Skills Oral Skills Oral Skills Oral Skills Oral Skills
R: list of discussion topics R: story from textbook R: opinion vs. fact R: newspapers, magazines R: magazine articles
for leadership activity W: comprehension questions statements, dictionary W: school policy change W: magazine articles
W: journal response to at the end of the story definition of “opinion” opinion description of purpose &
leadership activity W: opinion vs. fact audience
statements
LA/GA: Students LA/GA/OL/LE: LA: The teacher LA/SS/LS/CZ: LA/OL/LI: The
will divide up into Students will get in will discuss what Students will teacher will read
small groups of small groups and the students have discuss current sentence a few
four members each. together read a learned in the past events in the different ways, each
Each group member random story from few days about newspaper. way exhibiting a
will have a number their textbook. working with other Students can voice different style of
from 1-4. Starting They will go around group members. their opinions on speaking and
with student #1, the group and orally The teacher will the situation (as gestures. The
students will have a read the story. The then discuss how long as it is not too teacher will ask the
short amount of students will then sometimes group controversial in students to
time in which they complete the determine which is
members will nature), all the
will lead a textbook generated the best and why.
disagree about while keeping it
discussion on a comprehension and The teacher will
things. controlled.
topic from a list discussion then explain the
generated by the questions at the end Sometimes, such importance of word
teacher. The leader of the section. The things as LA/W: The choice and method
must take notes on group must agree “opinions” get in teacher will give a of communication
the discussion and on their answers the way. A student topic of interest to for a variety of
encourage the and work together will look up the the students, such audiences. The
group members to as a group to definition of as maybe school class will then
participate, complete this- in “opinion” and then uniforms or determine some
exhibiting the other words, one the teacher will inclusion of an characteristics of a
important student cannot help explain the additional sport in speech for a variety
characteristics of a complete the entire difference. the school, and the of audiences and
group leader as thing. The teacher student must write purposes.
described by the will monitor the LA: Students will their opinion of the
SOL. progress of this look at statements situation and then LA/R/W: Students
assignment and and determine back it up with will read excerpts
W: Students will make sure all group whether or not why not or why from different
then journal about members are they are opinions they agree with the magazines and
their group contributing or simply idea. The class compare the
discussion and how equally. statements. will then discuss audiences and
they felt as a leader the topic as a purpose of the
and as a group DA: Students with LA/HW: Students whole with writing. Students
member, showing ADD or get easily will then write students voicing will make a chart of
the differences distracted by others the differences.
their own opinion their beliefs and
between the two. will be able to work
statements and opinions on the
as a group in the
non-opinion subject.
hallway.
statements, 4 of
each.
Week 3
MCSOL E 4.5, 4.6 MCSOL E 4.5, 4.6 MCSOL E 4.5, 4.6 MCSOL E 4.5, 4.6 MCSOL E 4.5, 4.6
Oral Presentations Oral Presentations Oral Presentations Oral Presentations Oral Presentations
R: how-to projects R: how-to projects R: how-to projects R: how-to journal responses R: topic paragraphs
W: journal about W: journal about W: journal about W: qualities of good W: topic paragraphs
presentations presentations presentations questions
LA/OL/CR: One LA/OL/CR: LA/OL/CR: The LA/R: A few LA: The teacher
third of the Another third of last third of the students will read will explain that
students will the students will students will their journal when students are
present their how- present their how- present their how-to responses to the researching that
to projects to the to projects to the projects to the class various how-to they should
class. After each class and answer and answer project mention what is
project, students appropriate appropriate presentations. important to the
will have the questions about questions about topic and not
opportunity to ask their topic. Once their topic. Once LA: The class will mention irrelevant
relevant questions again, after the again, after the play the classic information.
presentations, game 20 questions.
about the task and presentations,
students will walk This will give
students must be students will walk LA/R: Students
around and read students a chance to
prepared to answer around and read will read a topic
what each student learn how to ask
the questions. what each student has written for their good, appropriate sentence and
After the has written for project. questions. Students determine if all of
presentations, their project. win if they correctly the sentences in the
students will walk W: The class will guess the answer; paragraph have to
around and read W: Again, students then journal about the teacher wins if do with that topic.
what each student will journal about what they learned the class does not Any irrelevant
has written for any knowledge from the get the item in information should
their project. they gained from presentations and under 20 questions. be underlined with
the presentations what interested If the class wins, a colored pencil.
W: The class will and what they them and then they will get 5 extra Students will then
then journal about found interesting. which presentation points on an add any sentences
what they learned was their favorite assignment. If the that would make
from the and why. teacher wins, the the paragraph flow
presentations and class will need to more and including
what interested DA: Gifted students thoroughly clean more relevant
them. can explain how the room (or do information to the
their topic is related whatever other busy topic.
to another work needs to be
individual’s topic or done, but not
make an analogy something too
about their topic. punishing in
They can also nature). The
explain how their teacher will explain
project was the importance of
meaningful to them. asking good
questions while
reading and in other
situations.
Week 4
MCSOL E 4.5, 4.6 MCSOL E 4.5, 4.6 MCSOL E 4.7b MCSOL E 4.7b MCSOL E 4.7b
Oral Presentations Oral Presentations Resource Materials Resource Materials Resource Materials
R: textbook reading on R: classroom nonfiction R: dictionary, thesaurus, R: dictionary, thesaurus, R: dictionary, thesaurus,
public speaking books glossary glossary glossary
W: notes on public speaking W: notes on portions of W: dictionary definitions W: thesaurus synonyms- W: journal about what
video classroom nonfiction books scavenger hunt learned about reference
materials
LA: Students will LA: The teacher LA/CC: The class LA/CC: The class LA: The teacher
watch a video will demonstrate will meet in the will once again will describe
about public some possible library. The meet in the library references and
speaking methods of note- librarian will and the librarian resources to be
techniques. taking for research explain how to use will review what found within the
Students will take purposes, leading and the purpose of was learned the classroom.
notes on the movie into the next a dictionary, day before.
while they are section. Students thesaurus, and LA/W: Students
watching it. The can use note cards glossary in an LA/GA: Students will write a letter
class will then or lined paper. encyclopedia or will work with a to a friend that is
review what they other nonfiction partner on a new to the
saw after the video LA/W/R: Students work. The scavenger hunt in classroom
and what some will find a librarian will the library to find explaining how to
important parts of nonfiction book identify important and apply the find references in
it were. somewhere in the parts of a principles learned the library and
book and take dictionary in the past two classroom.
LA/R: Students some notes on definition. days.
will then read a something they
portion of their might find LA/W: Students DA: Students that
textbook that interesting, using will look at may need more
explains about how some of the dictionary time have the
to take good notes. techniques definitions and option of staying
described by the then write their after school or
teacher. own definition to a during recess to try
made-up word to finish it up so
LA/OL: Students including all of the they will not fall
will go around the parts. behind the others.
classroom after
they have put their
books away and
state one
interesting thing
they read about
and that is in their
notes.
Week 5
MCSOL E 4.7c-d MCSOL E 4.7c-d MCSOL E 4.7c-d MCSOL E 4.7c-d MCSOL E 4.7c-d
Word Identification Word Identification Word Identification Word Identification Word Identification
Skills Skills Skills Skills Skills
R: dictionary R: dictionary R: sentences with unknown R: sentences R: difficult words with
W: dictionary definitions W: meaning of underlined words W: sentences suffixes
words W: definitions of unknown W: made up words
words containing suffixes to
determine the definition
MU: The teacher will LA/GA: Groups of 4- LA: The teacher LA: The teacher LA: Students will
play very different 5 students find will explain that will explain that review suffixes and
styles of music (like unusual words from sometimes it is sometimes words show that knowing
march, slow music, the dictionary. Each are pronounced word endings and
polka, etc.) and ask team member writes a
difficult to always beginnings can help
carry a dictionary differently based on
the class what kind of definition for the determine the context
occasion would be word but only one when trying to the context of the of a long word.
most appropriate for member writes the decipher an sentence. (i.e. Students will break
the music to be correct definition of unknown word and project, record, and down words with
played for to get the the word. Each team that sometimes just desert. The teacher suffixes into their
class thinking about stands and members looking at other will write those base word and the
context. orally read definitions words on the board suffix. Students may
in turn, trying to
words in the have an easier time
and ask how to
LA/GA: Now that convince the class sentence makes the with smaller portions
pronounce them. A
students know how to that each has the word clear. of words (bases) and
student will say it
use a dictionary, correct one. They one way. The then figure out the
students will work in will also try to use the LA/GA: Students teacher will then
meaning using the
pairs with dictionaries word in a sentence will complete a suffix.
to look up words with that seems to make ask them to use it in
worksheet that another way. The
multiple meanings. sense. The audience LA: Students will
contains sentences teacher will show
Students will copy all can applaud to vote make up their own
of the definitions on on which they believe with words way evidence of this word using a base
their worksheet. is correct. Then the above grade level from the dictionary. word and a suffix and
group will explain but with other (Integrating create their own
LA: The teacher will what the true words in the Language Arts meaning for the word.
discuss the problems definition of the word sentence that make Through Literature Students will then
of having one word is. (Creating the meaning & Thematic Units, present their new
with multiple Meaning Through word to the class and
known. Students p. 246)
meanings- how will Literature and the the class must
you know what it Arts, p. 264) will guess what the together decipher the
means? The teacher underlined word LA: Students will meaning of the word.
will introduce the LA: Students will means in the write their own
concept of looking at complete a worksheet sentence by sentences using one DA: Gifted students
the context of the with an underlined looking at the word with two will be challenged to
word. The teacher word that has several context. different find the definitions of
will give a few meanings in several pronunciations with very complicated
(Integrating
examples of how the different sentences sentences for each difficult words using
sentence wording can describing the Language Arts the skills they learned
Through Literature usage. Several
give different different uses of the students will read in class.
meanings to the same word. Students will & Thematic Units,
their sentences
words. explain the meaning p. 246)
of the word in that aloud.
particular context.
Week 6
MCSOL E 4.7e MCSOL E 4.7e MCSOL E 4.7e MCSOL E 4.7e MCSOL E 4.7e
Synonyms, Antonyms, Synonyms, Antonyms, Synonyms, Antonyms, Synonyms, Antonyms, Synonyms, Antonyms,
Homonyms Homonyms Homonyms Homonyms Homonyms
R: The King Who Rained R: A Chocolate Moose for R: thesaurus R: card game R: synonyms & antonyms
W: homonym-related Dinner W: worksheet W: worksheet W: worksheet of synonyms
sentences/ phrases W: homonym-related & antonyms
sentences/ phrases
LA/LI/R: The LA/LI/R: The LA: The teacher LA/MO: Students will LA/A: The teacher
teacher will begin teacher will read the will describe what play a game with will ask the
this lesson by sequel to the book synonyms. Each
a synonym is and student will be given
students to think of
reading the book read yesterday, A explain that an two things that are
an index card with one
The King Who Chocolate Moose easy way of word written in blue antonyms.
Rained, by Fred for Dinner and then remembering the and one in red. A Students will draw
Gwynne to get the discuss the student will read the
class thinking about word “synonym” is pictures of them
homonyms used in word in blue and
homonyms. that it is like whoever has the
and will then
the book. “same” with the present their
synonym written in red
LA: A student in the “s” at the goes to stand next to pictures to the
LA: Students will
class will look up the beginning. them. Then that class.
word “homonym” in
sign up for a student reads their blue
the dictionary and phrase/ sentence word and the game
LA: The class will LA/GA: The
the teacher will give that they would like continues. Once the
to do for their brainstorm a list of students can get it right teacher will have
a class definition for synonyms. some cut out
homonym class the first time, the
a homonym.
book. teacher will collect the words. Students
LA/R: Students cards and this time the must work with
LA/PS: The class students will play to
will brainstorm a list LA/T: Students will will look up see how fast they can
partners to match
of homonyms and type their sentence synonyms of a get it and compare to up the synonyms.
common phrases on the computer in given set of words previous classes of The students will
such as those used in the computer lab so in a thesaurus. students. then get a different
the book that could that they have (http://www.education- bag with words
be taken a world.com/a_lesson/04
something nice for LA/HW: Students and they will have
/lp334-01.shtml)
completely different their book. will complete a to match up the
way. worksheet in LA: The teacher will antonyms.
LA/A/HW: which they must then introduce
LA/A/CR: Students Students will then antonyms and explain
match synonyms. LA: Students will
will begin to pick come back and with They will finish it how they are have a worksheet
one phrase to make a whatever time is opposites. Students
page in a class-made for homework. can remember that and they will need
left, they will begin “antonym” and to identify whether
book with an
to illustrate their “opposite” both start the two words
illustration similar to
that of The King
individual page. with a vowel sound. listed are
Who Rained. Students must turn antonyms,
this in by Friday so LA: The class will
brainstorm a list of synonyms, or
DA: ELL students it can be copied and
antonyms. homonyms.
will have a phrase made into a class
given to them and book. LA/HW: Students will
additional teacher complete a worksheet
support in in which they must
understanding the match up antonyms.
meaning of the
English.
Week 7
MCSOL E 4.7e MCSOL E 4.7e MCSOL E 4.8 MCSOL E 4.8 MCSOL E 4.8
Synonyms, Antonyms, Synonyms, Antonyms, Fiction Fiction Fiction
Homonyms Homonyms
R: charades cards R: questions on test, choice R: fiction book scavenger R: Because of Winn-Dixie R: Because of Winn-Dixie
W: synonyms of book hunt W: new situation W: character web
W: questions on test W: answers for scavenger
hunt
LA/MO: Students LA/E: Students LA/CC: The class LA/R: The teacher
LA/W: Students
will play charades will take a test on will meet in the will pass outwill make a
with specific synonyms, library. The student copies of
character web of
words. Students antonyms, librarian will talk Because of Winn
all of the
will pick a word homonyms, and about the different Dixie, which the
characters
and for part of the word identification genres of books students will read
introduced thus far
time the acting skills. Students and that the genre for the next two
along with a list of
student will act out will need to write the students will be weeks. The adjectives for each
the antonym of down some studying is fiction. teacher will read
character. Students
that word and answers and read The librarian will aloud the first
will notice how
other students must short passages and explain how to chapter. their personalities
guess what the identify the find the fiction change throughout
original word was. appropriate kinds books. The LA/W/OL: the story. The
Then for each of words. librarian will also Students will write class will then
game, students explain the about a time in discuss their
must name two LA: The teacher organization of which they felt like results.
synonyms of the will hand out the books in the an outsider- maybe (http://www.rif.org
word on the card final copy of the library and where they moved or /educators/lessonpl
and the antonym class homonym to find different went to a different ans/winn-
that was acted out book to each books. school or maybe dixie.mspx)
and the teacher student. when they were
will write it on the LA/MO/GA: The put into a new LA/R/HW: With
board. This will be LA/R: Students in students will get situation that they whatever time is
played as a review whatever time is with a partner and did not know what left, students will
game for the test left can pick a will do a scavenger to do. Students continue to read
tomorrow. book and have a hunt around the will have time to the book. By
(Creating Meaning time of D.E.A.R. library in the write and then Monday, chapters
Through Literature Students can also fiction section to some students will 8-13 are due.
and the Arts, p. make up any work discover some read their journals.
264) that is overdue or things about the DA: Gifted
missing. way fiction books LA/R/HW/W: students will write
are arranged and Students will read a paper about how
where to find chapters 2-7 for the main characters
them, completing a homework due on changed
worksheet. Friday. throughout the
story, comparing
their actions at the
beginning to the
ending.
Week 8
MCSOL E 4.8 MCSOL E 4.8 MCSOL E 4.8 MCSOL E 4.8 MCSOL E 4.8
Fiction Fiction Fiction Fiction Fiction
R: Because of Winn-Dixie R: Because of Winn-Dixie R: Because of Winn-Dixie R: Because of Winn-Dixie R: Because of Winn-Dixie
W: answer questions about W: vocabulary list, pet story W: response to rock candy W: journal entry from W: compare/ contrast of
story activity perspective of character movie vs. book
LA: The class will LA/W/T: Students LA/R/HW:

LA/W: Students LA/T: The class
discuss important will receive a list Students will need
will pick a will watch the
events in the story of vocabulary to have the book
character from the movie version of
so far. The teacher words from finished for class
book and write a Because of Winn-
will add additional Because of Winn tomorrow.
journal entry in the Dixie.
things that the Dixie and they will perspective of that
children should need to fill it in
S: Students will individual and LA/W: Students
have been able to with definitions
learn how hard describe how they will write down
understand from the that the teacher has
candies such as get ready for the differences from
story. on the overhead.
Littmus Lozenges party at Gloria the movie to the
are made. The Dump’s house. book.
LA/R/W/GA/LE/O
L: Students will get LA/W: Students science experiment (http://www.rif.org
in groups of three will write about a is found at /educators/lessonpl
and answer one of pet that they have. http://www.explora ans/winn-
the following They will write a torium.edu/cookin dixie.mspx)
questions: Who is story about their g/candy/recipe-
Gloria Dump and pet. If the child rockcandy.html. LA/M: Gloria
why are the does not have a The teacher will Dump had music
Dewberrys afraid of pet, they can write have already made playing at her
her? What makes about a pet that rock candy for party, so while
people afraid of they know of or each student to students are
others? Why do the they can make up a have. writing their
Dewberrys annoy story about a pet journal article, the
Opal? Each student that they would LA/W: Students teacher will have
will pick a question like to have. will write a music playing in
that they will lead response to the the background.
and then that DA: ELL students science activity in
question leader will have an class today and
from each group additional set of write whether or
will share their vocabulary words not they liked the
findings with the on word cards so hard candy.
rest of the class. they can learn the
(http://www.rif.org/
English.
educators/lessonpla
ns/winn-
dixie.mspx)
LA/R/HW:
Students will need
to have chapters 14-
20 ready by
Wednesday.
Week 9
R: Because of Winn-Dixie R: test R: fiction book R: fiction book, dictionary R: fiction book
W: compare/ contrast of W: test W: list of questions about W: vocab. list W: character adjectives
movie vs. book book
LA/T: Students LA/E: Students LA/CC: For the LA/R: Students LA: The teacher
will watch the will take a test on first part of the will have a few will give the
second half of the Because of Winn class, students will minutes to students a list of
movie Because of Dixie. The test choose a fiction continue to read projects that they
Winn Dixie. will include book from the their book. can do on their
important library that they book. Students
LA/W: Students vocabulary and will do a project LA/W: As students will have to pick
will take notes of important events on. It must be a are reading, they two from the list to
the differences in from the story. book they have must keep a list of do as a project.
the movie. When never read before. important
they are done with vocabulary that LA/W: Students
the movie, students LA/W: Students they will turn in will keep a running
will write a will write down a along with a list of all of the
compare/contrast list of questions definition of the characters in their
of the movie and that they would word from the book and 2-3
the book and then like answered dictionary. They adjectives to
tell which one they before they start must include at describe each
liked better and reading the book. least 20 new words character. Students
why. The class minimum. will then write
will then discuss LA/R: Students which character
some of what they will begin reading they like at that
found. their book. time in their book
and why.
LA: With DA: Students of a
whatever time is lower reading level LA/R: With the
left over, the class can pick an easier remaining time,
will review for the book; students who students will
test tomorrow. are gifted or at a continue to read
higher reading their book.
level can pick a
more difficult book
to read.
Week 10
R: fiction book R: “Amelia and Eleanor Go R: “Amelia and Eleanor Go R: fiction book R: fiction book
W: project for a Ride” for a Ride” W: compare & contrast with W: reaction to book
W: Venn Diagram W: explanation of how previously read fiction book
comparison Amelia and Eleanor could
have been friends
LA/R/W/A/CR: LA: The teacher will LA/R/TX/OL: LA/W: Students LA/MO/OL:
Students will have talk about a certain The class will will think about Students will
a work time to kind of fiction finish reading the any other stories display their fiction
work on their known as historical story in the same that they have read projects. They will
fiction.
project during style as the class in the past that act as one of the
class. Their period before. were similar to the main characters in
LA/M: The teacher
projects must be will create a Venn Again, the teacher book they are the book they read
creative. Some Diagram comparing will ask reading now. and explain their
different project historical fiction comprehension Students will book. Students can
ideas are with contemporary questions along the compare and also dress like their
illustrating a scene fiction, which is way. contrast that book character.
from the story, what Because of to the one they are
writing an alternate Winn-Dixie is. LA/W: The reading now. If LA/W: Students
ending to the story, teacher will they can’t think of will write a one-
researching the LA: The class will explain that anything, they can page reaction to
brainstorm what they although the story
time of the story compare and their book and the
know about Amelia
and writing a 2- is fictional, how contrast it with project.
Earhart and Eleanor
page paper, Roosevelt before could the two have Because of Winn-
making a travel they read. The been friends? Dixie.
brochure, and so teacher will add What qualities and
on. input as well. experiences did
they have in
LA/R/TX/OL: The common?
class will read the Students will write
story “Amelia and a response with
Eleanor Go for a answers from the
Ride”. One student reading and
will begin reading
historical
one paragraph and
then pick someone knowledge. If
else to read the next students are
paragraph, with each stumped, they can
student having a work with a
chance at reading. partner.
Along the way, the
teacher will ask DA: The teacher
comprehension will explain the
questions. (Lead the phrase “birds of a
Way, p. 126-139) feather” to ELL
students. (Lead
the Way, p. 128)
Week 11
MCSOL E 4.9a MCSOL E 4.9a MCSOL E 4.9a MCSOL E 4.9b MCSOL E 4.9b
Graphic Organizers Graphic Organizers Graphic Organizers Prediction Prediction
R: “Red Writing Hood” R: “Red Writing Hood” R: The Stinky Cheese Man R: “The Gardener” R: “The Gardner”
W: graphic organizer of W: graphic organizer of and other Fairly Stupid W: predictions W: predictions
story story, evaluation of story Tales
W: graphic organizer of
story
LA: Students will LA/W: The LA/R: The teacher LA: Students will LA/R/TX: The
write out the plot line teacher will assist will read the story look up the word class will finish
of the original story students in making The Stinky Cheese “predict” in the reading the story
of “Little Red Riding dictionary. The class “The Gardner” and
Hood”. The teacher
a graphic organizer Man and other
will then come up making predictions
will demonstrate how of the story they Fairly Stupid
with a definition for about it.
this can be done on a just read of Tales, by Jon the word to put in
flow chart. important flow of Scieszka & Lane their notes.
events. Smith, to the class. LA/W: Students
LA/PS/TX: Students will then write
LA/TX: The teacher
will read the name of LA/W: Students LA/W: The about how many of
will ask students to
the next story they their predictions
will read, “Red
will write an teacher will pick look at the cover
actually were true
Writing Hood” and evaluation of the one of the stories page for the short
story called “The and how many were
predict what it will be story and whether to make a graphic
Gardener”. The wrong. Students
about. The teacher or not they think organizer flow will also ask
will point out the fairy tales should chart from, teacher will ask the
students to predict questions about
homonym in the word be left alone or comparing the
“writing” and how it what the story will topics that are not
changed. original story to specifically
might be different be about, given what
the rewritten form. they know about the addressed in the
than the original
story. DA: Gifted topic. writing.
students will pick a LA/GA: Students
LA/OL/TX: The fairy tale different will work in small LA/R/TX: The LA/SS: The class
teacher will ask for from the ones groups. Each teacher will begin to will talk about how
volunteers to read discussed the week group will be read “The times were different
each part and students before. The assigned a Gardener”. After during the Great
will dramatize the every few parts, the
student will then different story and Depression, the
story of “Red Writing teacher will ask
Hood” in their rewrite the ending students in the time setting of this
students to predict story.
textbooks. of the story so that groups will need to
what will happen
it is much different do this activity for next or what the LA/W: Students
LA: While students than the actual their particular character is referring
are reading, the version. story, comparing will then compare
to based on the other
teacher will ask a the actual story to and contrast the
information.
series of time period of the
the rewritten Throughout the
comprehension story with the
questions to be sure version. story, the teacher
will stop and ask present. Students
they are following will then write
along. questions about the
text and even the whether or not they
(Lead the Way, p.
456-470) illustrations. (Lead would rather live
the Way, p. 22-47) during that time or
stay in the present
time period.
Week 12
MCSOL E 4.9c MCSOL E 4.9c MCSOL E 4.9d MCSOL E 4.9d MCSOL E 4.9d
Conclusions Conclusions Summarizing Summarizing Summarizing
Techniques Techniques Techniques
R: “Red Writing Hood” R: “The Gardner” R: summarizing passage R: social studies textbook R: classroom book
W: conclusions W: conclusions W: summarize passage W: summarize social studies W: graphic organizers,
text predictions, conclusions, and
summaries
LA: The teacher LA: The teacher LA: The teacher LA: The class will LA/E: Students
will explain cause will explain how will ask students go over the results will have a passage
and effect to the making predictions that if someone of the worksheet similar to those
students. The and drawing asked them how completed used for the
teacher will refer conclusions from their day was, what yesterday. The summary part. At
back to the story, stories go hand-in- would be a better teacher will write various parts along
“Red Writing hand- predictions way to do it? The the answers on the the test, they will
Hood” in drawing are pre-reading and teacher will give board and show have to predict
conclusions about drawing one way where the how students can events happening,
events in the story. conclusions occur person talks about summarize right make a graphic
The class will after the story is all of the little from the passage organizer, draw
discuss several read to better details about by picking out conclusions from
conclusions that understand the everything and the important details. the text, and
they can draw story. The class other one is a summarize the
from this story and will draw some summary. LA/TX/SS: The selection for a test.
then writing them conclusions about Students will teacher will ask
down. The teacher the story “The respond that the students to LA/R: When
will explain that Gardner” and write summary version summarize a students are
drawing them down along is better. The chapter from the completed, they
conclusions can with their teacher will ask the students’ social can pick a book
help the students predictions. students why and studies textbook. from the class
better understand Students will also students will give The teacher will library and read for
the story. Students pull out their all kinds of ask students later the rest of the
can make a questions and reasons. The to share their class.
conclusion chart as together the class teacher will results.
seen in Lead the will try to figure explain the
Way, p. 471B. out the answer importance of
based off of the being able to
DA: Drawing text. summarize stories.
conclusions will
especially help LA/W/R: Students
ELL students. The will have a short
teacher will passage (1-2
provide extra pages) that they
assistance to these will need to
students so that summarize in a
they can better few sentences.
understand what is
happening in
stories.
Week 13
Research Skills/ Research Skills/ Research Skills/ Research Skills/ Research Skills/
research paper research paper research paper research paper research paper
R: citing resources, note R: book titles R: Dewey Decimal R: resources R: encyclopedia
cards for notes W: notes on research classification system W: KWL W: research for paper
W: citing resources, note materials W: worksheet
cards for notes
LA: The teacher LA/PS/AC: The LA/CC: Students LA/W: Students LA/PS: Students
will explain a good teacher will have a will meet in the will pick a topic will generate a list
method of note- list of books with library and will that interests them of questions that
their titles. Students
taking in order to will look at the list
learn about the and decide to write they would like to
write a research and decide which Dewey Decimal a short research have answered
paper. The teacher books would be the system. They will paper about it about their
will show how to best sources to use for learn how books in (minimum of 3 research topic.
divide note cards a research paper on the library are pages). Students They must come
up into different the topic of snakes. organized with the will sign up for up with a
headings. The teacher will go activity “Huey and their topics. minimum of 10
through each book
and ask whether or
Louie Meet Students will fill questions.
LA: The teacher not it would be a Dewey”. This out a KWL graphic
will then explain good source and then activity describes a organizer of what LA: Students will
how to cite why or why not. The fictional story of they already know, use encyclopedias
different resources. teacher will explain two boys learning want to learn, and found in the
Students will that not every source about the library eventually what classroom library
practice citing out there is a good organization they learn about to continue to learn
source to use and
resources and then system. There is their topic. about their topic.
students must learn
the class will go discernment. The also a worksheet to
over the proper teacher will explain accompany the LA/CC: Students
way to do so. The the problem with just library activity will go to the
teacher will using any source and which can be done library for a short
explain the how it can be individually or amount of time
importance of misleading to the with a partner. and pick up some
readers.
citing resources so (http://www.educat books that would
the person who LA/W: Students will ion- help the student
uses them is not in take notes on what is world.com/a_lesso research their
violation of discussed in class and n/02/lp261- topic. The
stealing them. important things to 02.shtml) librarian will show
look for when finding a good place to
research materials. find resources.
DA/CI/CZ: Gifted
students can go to
their library at home
and pick ten books
and explain how they
would be a good or a
bad source.
Week 14
R: research materials R: research materials R: resource materials R: resource materials R: peer’s paper
W: researching W: journal prompt W: rough draft W: rough draft W: proofreading paper
LA/CC/T: LA/W: Students LA/W: Students LA/W: Students LA/R/W/GA/RE/

Students will meet will answer a will work on a will work on AC: Students will
in the computer lab journal prompt that rough draft of their writing their rough pick a responsible
to do some they will write on paper. They will draft for their partner that they
researching using for a lot of the have all period to paper. trust to proofread
the internet and period in order to work on their their paper. The
computer practice writing. paper and organize LA/A/T: Students teacher will review
resources. The their research will design a cover the basic
computer lab LA/R: Students material. page for their proofreading skills
teacher will give will continue to project. Students and things to look
an introduction to gather information LA/HW/W: can draw a picture for when
the task of internet from the material Students will need or find a picture on proofreading.
and computer that they read in to have their rough the computer to When students get
program order to write their draft finished by use. their paper back,
researching and research paper. Friday. they must correct
then students will their mistakes.
be free to research
for themselves. A DA: The teacher
good website with and teacher’s aids
resources for will proofread the
children is paper of an ELL or
http://www.coolles learning disabled
sons.org/#research student due to the
help. high frequency of
errors. The teacher
AC: The teacher and teacher’s aid
will walk around will also help these
the computer lab to students
make sure students additionally, even
are being during recess and
accountable and before and after
on-task. school.
Week 15
R: diorama list R: paper R: paper R: research paper R: final project
W: plan for diorama W: typing final draft W: typing final draft W: journal entry about paper W: KWL
LA/A/CR/HW: LA/T/AC: LA/T/AC: LA/HW: Students LA/OL: Students

Students will make Students will meet Students will again will turn in their will go around the
a diorama to go in the computer lab work on typing final papers. classroom and
along with their and work on their final papers mention one
research paper. typing their report in the computer LA/A/CR: interesting thing
They will read neatly on the lab. When Students will have that they learned
over a list of computer. The students are done, time to work on about their
possible ideas and teacher will they can reread it their diorama. particular research
a supply list for the monitor to make to make sure there They can also (if it topic. Students can
diorama. Students sure they are are no mistakes. is done already) look at each others’
will have a time to staying on-task. write a journal dioramas about
work on it in class While students are T: If students get article about what their research topic
during this day and typing their draft, done typing and they found and ask questions.
then must work on they will make proofreading, the interesting about
it for homework. sure that their peer teacher will let their topic. They LA/HW: Students
grader caught all them know if they can write why they will turn in their
LA/W: Students of the mistakes, so are done for sure. initially picked research paper.
will write down a students might If they really are their topic and how
plan for the need to reread their finished, they can they found it LA/W: Students
diorama in their paper. play an educational interesting. They write what they
journal so the computer game for might even include have learned about
teacher knows MU: The teacher the rest of the time. how they might their topic on the
what they are will play some use their KWL graphic
thinking. They relaxing classical DA: Students that knowledge as a organizer
will then meet with music while might type slower future course of
the teacher to students are can come in during study.
discuss the typing. recess or before or
progression of after school to
their project. finish typing their
paper.
Week 16
MCSOL E 4.12a-j, m MCSOL E 4.12a-j, m MCSOL E 4.12a-j, m MCSOL E 4.12a-j, m MCSOL E 4.12a-j, m
Writing narratives Writing narratives Writing narratives Writing narratives Writing narratives
R: Jumanji R: Jumanji R: proofreading peer-written R: Where the Wild Things R: N/A
W: introduction paragraph W: introduction paragraph stories Are W: N/A
for story W: body for story W: conclusion for story
LA/LI/OL/T: The LA/R: The teacher LA: The teacher LA/R/LI: The Field Trip to
teacher will read the will finish reading will explain briefly teacher will read Jamestown
story Jumanji, by
Chris Van Allsburg,
Jumanji. The about the body of the story Where
1981, to the class, teacher will again the story, the part the Wild Things
showing the pictures review about the of the story in Are by Maurice
on Elmo. The teacher introduction and which all of the Sendak, 1963 and
will only read about identify the other action takes place, discuss the
half of it.
parts (like body the bulk of the different parts of
LA: The teacher will and conclusion). story. the story,
explain the different especially the
parts of a story- a LA/W: Students LA/W: Students conclusion.
beginning/ will then begin will continue to
introduction, body, and
a conclusion/ end.
their own stories. write their stories LA/W/HW:
This lesson will focus They will during the class Students will
on the introduction. brainstorm some time. continue to work
The teacher will ideas, making a on their stories,
explain where the topic web, and LA/R/GA: especially focusing
introduction is in the
then write their Students will on the conclusion
story Jumanji.
own story. They exchange their today. Whatever
LA/W: Students will will focus on story (even if it parts of the story
pick a topic to write having a good isn’t complete yet) the students cannot
about and then write introduction to the with a partner who finish in class, they
an opening few
story but can also will read and must finish for
sentences in a
paragraph as an work on other proofread it. homework.
introduction. The parts.
students will make LA/W: Students
sure the sentences after will then continue
the main topic writing and adding
sentence support that
sentence. to their story.
DA: Students who are

having trouble with
sentence structure and
having sentences that
support a topic
sentence will be given
extra help at the
reading table in the
back and will work on
a worksheet (similar to
a few weeks ago with
the exact same topic).
Week 17
MCSOL E 4.12a-j, m MCSOL E 4.12a-j, m MCSOL E 4.12a-j, m MCSOL E 4.12a-j, m MCSOL E 4.12a-j, m
Writing narratives Writing narratives Writing narratives Writing narratives Writing narratives
R: Jamestown narratives R: primary source R: proofreading stories R: picture book R: music-inspired narratives
W: Jamestown narrative Jamestown narrative W: final draft of story W: final production of story W: music-inspired narratives
W: rough draft of story
LA/SS/W: LA/SS/R: The LA: Students will LA/W/CC: LA/W/MU/R:

Students will write teacher will read come up individually Students will again Students will listen
a narrative about primary source to the teacher to work on their final to music and begin
what it would have documentation of discuss the copy neatly written to write a story.
proofreading done
been like to live in actual residents of on plan white When the music
on their story.
colonial colonial paper or typed – stops, they must
Jamestown. This Jamestown and LA/W/CC: Students the computer stop exactly where
is based on what their experiences at will then work on a teacher will again they are (even if in
the student learned the colony and final copy neatly be available in the mid-sentence) and
while on the field then compare that written on plan computer lab for pass it on to the
trip to Jamestown. to what students white paper or typed students to type next person. This
The story can be wrote the day – the computer their stories. person will need to
about if the before in class. teacher will be read what has
individual student The teacher will available in the LA/A/CR: happened thus far
could travel back explain how that computer lab for Students will work and once the music
students to type their
in time to colonial this is real-life on illustrations for starts again will
stories.
Jamestown or the situations whereas their story when continue to write
student can make their stories are LA/A/CR/HW: they are done. At the story. This will
up a character that probably made-up, Students will work the end of class, proceed the entire
might have lived at fiction stories. on illustrations for students will need class period. The
that time. Students their story when they to turn in their teacher will
must include the LA/GA: Students are done. Students stories to be explain when the
important parts of will exchange their will have all of the “published”. story should soon
a narrative. finished stories next class time to come to a close so
with a partner to work on their story LA/R/HW: When that child will
LA/GA/R: proofread it. some more, but they students are know that they
should have a lot of
Students will then finished with their must write a
it done for
in the last few LA/W: Students production, they conclusion. After
homework,
minutes exchange will make any especially if they are should find a this, the student
papers with a corrections to their behind. picture book in the who began the
partner and read rough draft to classroom and story will get their
what their peer has show the teacher DA: Students who identify the story back and get
read and also the next day. If do not want to draw introduction, body, to read it.
proofread the any students are or have problems and conclusion of (Creating Meaning
narrative. done, they can turn drawing pictures can the story. Students Through Literature
in their story for use printed pictures that take the entire and the Arts, p.
the teacher to instead of drawings. time for their book 374)
proofread. must do this for
homework.
Week #18
Day # 86 Day # 87 Day # 88 Day # 89 Day # 90
a-c, e-f a-c, e-f a-c, e-f a-c, e-f a-c, e-f
Writing Poems Writing Poems Writing Poems Writing Poems Writing Poems
R: Television and The Pig by R: Don’t Step on the Sky: a R: A Light in the Attic, and R: Love That Dog by Sharon R: Love That Dog by Sharon
Roald Dahl Handful of Haiku by Miriam Where the Sidewalk Ends by Creech Creech
W: Journal Writing Chaikin Shel Silverstein W: Create an imitation W: Write a cinquain
W: Analyze a haiku poem W: Write a haiku cinquain poem
LA/LI: The teacher LA/LI: The teacher LA/LI: The teacher LA/LI: The teacher LA/LI: The teacher
will introduce the will introduce the poet will introduce the poet will introduce an will introduce the poet
poetry unit and share of the day, Miriam of the day, Shel unrhymed form of of the day, Sharon
the quote, “To be young Chaikin, and give a Silverstein, and give a poetry called a Creech and give a brief
without poetry is like brief biographical brief biographical cinquain. biographical sketch.
being indoors in sketch. sketch.
spring”. LA/LI: The teacher LA/R: The teacher
LA/R: The teacher LA/R: The teacher will give a brief will introduce some of
LA/LI: The teacher will read some will check out some of background discussion Creech’s other books,
will explain to the examples of Chaikin’s Silverstein’s books on Adelaide Crapsey, including, Heartbeat
students the definition poetry and explain that from the library and the originator of the and Granny Torrelli
of poetry. Chaikin is known for have the students get cinquain. Makes Soup.
writing and illustrating into groups. Each
LA/LI: The teacher haiku poetry. student will take a turn LA/LI: The teacher LA/GA/W:
will explain that there reading a poem from will explain the The teacher will create
are several different LA/LI: The teacher the book. structure of a cinquain a quiet corner in the
types of poems, will introduce a haiku and create a poster to room, put two beanbag
including haiku, to be a traditional form LA/LI: The teacher show the students the chairs and a small table
cinquain, rhymes, of Japanese poetry. will review with the exact format and to transform it to the
limericks, and students the details they structure. “Poet’s Corner”. The
acrostics. LA/LI: The teacher learned on Day 87 teacher will place on
will explain the about haiku poem. LA/LI: The teacher the table a 3x5 file box
LA/LI: The teacher structure of a haiku to will show student- containing index cards
will introduce the poet consist of three lines, LA/MU/MO: written samples of with suggest titles for
of the day, Roald Dahl, the first and last lines The teacher will set up cinquains, pointing out poems, a box
and give a brief have five syllables and a center for the students the structure and part of containing lists of
biographical sketch. the middle line has to visit in groups. The each line. rhyming words, pads
seven syllables. teacher will play and pencils, and a
LA/R: The teacher The students will soothing Japanese LA/R: The teacher dictionary. The
will read some of review how to count music during this time will begin reading to students will take turns
Dahl’s poetry, syllables. of writing. the students a book visiting the “Poet’s
including, Television about imitation poetry Corner” with a partner.
and The Pig. LA/LI: The teacher LA/W: The students titled Love That Dog by Each student will be
will show the students will write a haiku using Sharon Creech. required to write a
LA/W: some examples of one of the ideas the cinquain using the
The teacher will end haiku poems, telling teacher posted in the LA/W: The teacher given materials.
the class period by them that most haikus center (i.e. the sea, the will give each student a
having the students act as riddles and wind, raindrops, a piece of poster board. LA/OL: The teacher
write in their journals answer, “What am I?” flower, falling leaves, The students will write will collect the
for ten minutes. The etc). an imitation poem, like student’s poems and
students will describe LA/W: The students the character in the hand them back to the
their favorite place and will copy a haiku in DA/LA/W: book. The students will correct “poet” for them
time to read and their journals, count the The students with LD, follow the correct form to read and share with
explain why it is so syllables, and then ED, and MD will be of a cinquain. the class.
special. solve the riddle. given additional time to
create their haikus.
Week # 19
a-c, e-f a-c, e-f a-c, e-f a-c, e-f a-c, e-f
Writing Poems Writing Poems Writing Poems Writing Poems Writing Poems
R: There Was an Old Man…, R: “Blue Peter” Book of R: The Real Mother Goose R: A Child’s Garden of R: Autumn: An Alphabet
Of Pelicans and Pussycats, Limericks, Daffy Down by Blanche Fisher Wright Verses by Robert Louis Acrostic, Winter: An
Edward Lear’s Book of Dillies: Silly Limericks by W: Journal Writing Stevenson Alphabet Acrosticby Steven
Nonsense Edward Lear W: Write couplets, triplets, Schnur and Leslie Evans
W: Write a limerick W: Write a limerick and quatrains W: Write an acrostic
LA/LI: The teacher LA/OL: The teacher LA/LI: The teacher LA/LI: The teacher LA/LI: The teacher
will introduce the form will review with the will explain to the will read to the students will introduce the
of poetry called a students the key details students that poets a few poems written by acrostic poem.
limerick. about Edward Lear’s often times write about Robert Louis
life and career as a what they are feeling or Stevenson. LA/LI: The teacher
LA/LI: The teacher poet. The teacher will other random ideas that will explain the
will explain the call upon students to they are thinking about. LA/LI: The teacher structure and form of an
structure of a limerick. share at least one fact will review with the acrostic and give the
they learned. LA/W: The students students the details of basic instructions on
LA/LI/GA: will write in their couplets, triplets, and how to write one.
The teacher will give DA/LA/GA/R: journals their response quatrains and write the
the students a handout The teacher will display to the following: Think rhyming patterns for LA/R: The teacher
that has several several of Lear’s books about a special friend each type of poem on will show the students
examples of limericks. for the students to and discuss what makes the board for the several examples of
The students will label choose from and get in close friendships students to use as a acrostic poems by
the rhyming pattern on small groups to read. valuable; Think of a reference. allowing the students to
each limerick and then This group reading time when you started choose from several
share with a partner activity will help ESL giggling and it was LA/W/GA: books.
why they chose that students work with inappropriate and how The teacher will place
particular pattern. English proficient did you stop; Think of several starter lines on LA/W/CR:
students. your favorite flower the board and have the The students will think
LA/LI: The teacher and name what you like students work in pairs of their favorite movie
will give a brief LA/W/CR: best about the flower. to find rhyming words or television show and
background discussion The students will work for the ending. The write it as their title,
on Edward Lear, the on creating their own LA/LI: The teacher students will share their each letter written
creator of the limerick. limerick, requesting will introduce the idea words with the class vertically. The students
help from the teacher of rhyming poems. The and then write their will then think of a
LA/R: The teacher when needed. teacher will explain the second line to create a phrase or statement for
will have the students terms couplet, triplet, couplet. each letter that has
gather in a reading LA/W: The students and quatrain. something to do with
circle and read some of will write their copy of LA/W: The students their topic.
Lear’s poems. a limerick and have the LA/LI: The teacher will be given several
teacher check over it. will briefly show triplets that have lines LA/W/CR/OL:
LA/W/CR/T: examples of the three missing and will write a The students will think
The students will LA: The students will types of rhyming line that fits the of a product they are
complete a worksheet turn in a final copy of patterns. meaning and keeps its trying to sell (i.e.
that has given the their limerick to be rhythm. The students cereal, toothpaste, etc)
starting lines for two entered in the limerick- LA/R: The teacher will share their poems and write an acrostic
different limericks and writing contest among will introduce the with the class. poem to advertise it.
they will have to their classmates. famous Mother Goose The students will create
complete the limerick. Another teacher will poems and have the LA/GA/W: posters with their
The students will copy judge. students read some of The students will work acrostic on it and
a limerick, which they the classic poems. in small groups to make present their product to
think is especially good quatrains; each group the class.
from a book. The will have the same
students will be starting lines and will
permitted internet present their poems to
access for this. the class.
Week # 20
a-e, g-n a-e, g-n a-e, g-n a-e, g-n a-e, g-n
Writing Explanations Writing Explanations Writing Explanations Writing Explanations Writing Explanations
R: The Cricket in Times R: The Cricket in Times R: The Cricket in Times R: The Cricket in Times R: The Cricket in Times
Square by George Selden Square by George Selden Square by George Selden Square by George Selden Square by George Selden
W: Paragraphs for W: Complete graphic W: Write a fact or fiction W: Write a summary W: Bon Voyage story
topics/central ideas organizer piece
LA/R: The students LA/R: The students LA/R: The students LA/R: The students LA/R: The students
will begin reading the will read the next two will read the next two will read the next two will read the next two
first two chapters of the chapters of the selected chapters of the selected chapters of the selected chapters of the selected
selected book. book in a small group, book. book. book.
taking turns reading
LA/LI: The teacher aloud. LA/LI: The teacher LA/W: The teacher LA/W: The teacher
will begin by will remind the students will allow the students will use this day to
introducing the concept LA: The teacher will to use their graphic to continue to work on allow the students
of the writing process. make sure that they organizers to help begin their paragraphs until finish their writing
have met with all the writing their they are completed. pieces.
LA/OL: The teacher students to determine paragraphs.
will have students their topic/central idea. LA/LI: The teacher LA/CR: The teacher
volunteer and tell what LA/LI: The teacher will then introduce the will create a writing
they think they already LA/LI: The teacher will remind the students idea of proofreading. activity for the students
know about the writing will introduce the to use their references The teacher will to do when they have
process. concept of having an and resources to help explain that the completed their
organized plan for them create their students will be fact/fiction pieces.
LA: The teacher will writing and using paragraphs. proofreading their own
give each student a graphic organizers. work and the work of LA/CR: The teacher
notebook and writing LA/LI/T: The teacher their peers. will bring in a suitcase,
folder to use for the LA/LI/T: The teacher will explain to the covered with “Bon
writing unit. will show the students a students the importance DA/LA/LI: The Voyage” travel sticker
website that has several of citing their sources teacher will show the on the outside.
LA/LI: The teacher examples of graphic and will show them an students a poster that
will explain that the organizers, explaining easy way to do so by has tips for LA: On each travel
first step to writing a how each graphic introducing a website proofreading and shows sticker there will be a
good piece is choosing organizer can be used that will help them what the students need printed label with a
a topic or central idea. (http://www.ncrel.org/s (http://www.oslis.org/el to pay attention to writing prompt. For
drs/areas/issues/student ementary/index.php). when proofreading, example,
LA/LI: The teacher s/learning/lr1grorg.htm) including grammar and -If I were a falling leaf,
will explain to the LA/LI: The teacher spelling errors. This I would like to fall…
students that their first LA/LI/T: The teacher will review with the will be a good tool for -If I were a fish, I
piece will be either fact will explain the students how to the visual learners to would like to swim
or fiction, allowing importance of using combine ideas to write use as a reference. to…
them to make that technology resources paragraphs that support -If I were a raindrop, I
choice. The teacher and other references the central idea. LA/GA: The students would splash…
will remind the students when writing (i.e. will switch papers with
the difference between internet, almanac, LA/LI/T/W: three peers and LA/W/A: The students
fact and fiction. encyclopedia, The teacher will complete the will select a travel
newspaper, etc.) introduce “Professor proofreading exercise.. sticker and write a
LA/LI/OL: Pen’s ‘Handy’ Guide to story. The students will
The students will LA/W: The teacher Writing” as the students LA/W: The students have the option to
choose two topics they will have the students begin writing their will choose one peer’s illustrate their story if
would like to write on choose two different paragraphs. paper to write a time permits.
and write a brief graphic organizers to (http://www.geocities.c summary. The teacher
paragraph about them complete with om/fifth_grade_tpes/Ha will go over the main LA/OL: The students
to decide what to write information they ndyguide.html). points of will share their stories
about. retrieve about their summarization. and illustrations with
topics. the class.
Week # 21
a-e, g-n a-e, g-n a-e, g-n a-e, g-n a-e, g-n
Writing Explanations Writing Explanations Writing Explanations Writing Explanations Writing Explanations
R: The Cricket in Times R: The Cricket in Times R: The Cricket in Times R: The Cricket in Times R: The Cricket in Times
Square by George Selden Square by George Selden Square by George Selden Square by George Selden Square by George Selden
W: Paragraphs for W: Complete graphic W: Write a cause and effect W: Journal Entry W: Write a dialogue
topics/central ideas organizer piece
LA/R: The students LA/R: The students LA/R: The students LA/R: The teacher LA/R: The students
will read the next two will read the next two will read the next two will read the next two will read the last two
chapters of the selected chapters of the selected chapters of the selected chapters of the selected chapters of the selected
book. book. book with a partner, book aloud to the book.
taking turns reading students.
LA/LI: The teacher LA: The teacher will aloud. LA/W: The teacher
will review with the make sure that they LA/W: The teacher will use this day to
students the main have met with all the LA/LI: The teacher will allow the students allow the students
details of the writing students to determine will remind the students to continue to work on finish their writing
process. their topic/central idea. to use their graphic their paragraphs until pieces if they are not
organizers to help begin they are completed. completed.
LA/LI: The teacher LA/LI: The teacher writing their
will review that the first will review with the paragraphs. LA/LI: The teacher LA/CR: The teacher
step to writing a good students the use of will review the details will create a writing
piece is choosing a graphic organizers. LA/LI: The teacher of proofreading; center for students to
topic or central idea. will remind the students pointing out the poster creatively write a
LA/LI/T: The teacher to use their references of tips for proofreading. dialogue.
LA/LI: The teacher will show students and resources, if This will be a good tool
will explain to the graphic organizers that necessary, to help them for the visual learners LA/LI: The teacher
students that their next are made to specifically create their paragraphs. to use as a reference. will explain to the
task of writing is a help create a cause and students the term
cause and effect piece. effect paper, using a LA/LI/T: The teacher LA/LI: The teacher dialogue.
website to help explain will explain to the will explain the
LA/LI: The teacher (http://www.educationo students the importance importance of word LA/CR: The teacher
will explain the asis.com/curriculum/G of citing their sources choice and sentence will name the activity
definition and structure O/cause_effect.htm). and will show them an variation when writing. “Chicken Chatter” and
of a cause and effect easy way to do so by The teacher will remind write several different
paper. LA/LI/T: The teacher introducing a website students to look for dialogue ideas, putting
will review with the that will help them appropriate word each idea in a plastic
LA/LI: The teacher students the (http://www.oslis.org/el choice and sentence egg. Some example
will show the students information and details ementary/index.php). variation in their own writing prompts are:
some examples of about using technology work and in the work of -What would a bar of
causes and effects. resources and other LA/LI: The teacher their peers. soap say to dirty hands?
references. The teacher will review with the -What might thunder
LA: The teacher will will explain that the students how to LA/GA: The students say to lightning?
give the students a students do not need to combine ideas to write will switch papers with -What might a Cadillac
short exercise to help use resources, paragraphs that support three peers and say to a Volkswagen?
them develop their depending on their the central idea. complete the
skills for cause and topic. proofreading exercise. LA/LI: The teacher
effect. LA/LI/T/W: Then the students will will review with the
LA/W: The teacher The teacher will review proofread their own students quotation
LA/LI/OL: will have the students with the students papers for a final time. marks and their use in
The students will choose two different “Professor Pen’s written dialogue.
choose two topics they graphic organizers to ‘Handy’ Guide to LA/W: The students
would like to write on complete with Writing” will complete a journal LA/W/GA:
and write a brief information they (http://www.geocities.c entry about what The students will
paragraph about them retrieve about their om/fifth_grade_tpes/Ha country they would like choose an egg, write a
to decide what to write topics. ndyguide.html). to visit and why? creative dialogue, and
about. share with a partner.
Week # 22
MCSOL E 4.13 a MCSOL E 4.13 a MCSOL E 4.13 a MCSOL E 4.13 a MCSOL E 4.13 a
Subject-Verb Subject-Verb Subject-Verb Subject-Verb Subject-Verb
Agreement Agreement Agreement Agreement Agreement
R: Dear America by R: Dear America by R: Dear America by R: Dear America by R: Dear America by
Kristiana Gregory/My Name Kristiana Gregory/My Name Kristiana Gregory/My Name Kristiana Gregory/My Name Kristiana Gregory/My Name
is America by Barry is America by Barry is America by Barry is America by Barry is America by Barry
Denenberg Denenberg Denenberg Denenberg Denenberg
W: Write sentences W: Journal Entry W: Correct sentences W: Journal Entry W: Write sentences
LA/LI: The teacher will LA/LI: The teacher will LA/LI/OL: The teacher LA: The teacher will LA/LI: The teacher will
introduce the term, review details from Day will have the students create a transparency with introduce the concept of
subject-verb agreement, 106. share their journal entries several simple subject verbs and compound
asking if any students from Day 107, noting if sentences. The teacher subjects.
know the meaning of the LA/GA: The teacher will there were any problems will have the students call
term. put students in groups of with the sentences. out the subject in the LA/LI: The teacher will
four, giving each group a sentence and then tell explain that just like a
LA/LI: The teacher will newspaper. The students LA/LI/W: The teacher what the correct form of simple subject, a
begin by reviewing with will each choose an article will write any examples of the verb is. compound subject must
the students the two main that seems interesting to ungrammatical sentences agree with its verb.
parts of a sentence, the them. The students will on the board. The teacher LA: The students will
subject and the verb. identify the subject and will have the students complete a worksheet by LA/LI: The teacher will
the verb in four to five write down the corrections circling the simple subject explain when a compound
LA/LI/OL: sentences. to each sentence in their in each sentence and subject is plural and when
The teacher will pass out a notebooks. The teacher underlining the correct it is singular, noting the
sentence to each student. DA/LA: The teacher will will read the corrected form of each verb in influence of the
The students will identify review the PowerPoint sentences aloud. parentheses. conjunction in the
the subject and the verb in presentation for students sentence.
the sentence and then with a LD or ESL students LA/LI: The teacher will LA/W/SS:
share their sentence with who may be having go into more detail to The students will write a LA: The students will
the class. difficulty with subjects explain subject-verb response in their journal to complete a worksheet,
and verbs. agreement. the following prompt: looking at the compound
LA/LI: The teacher will Imagine that you and a subject in each sentence,
show the students a LA/LI/MU: LA/LI: The teacher will friend travel backward in circling the conjunction,
PowerPoint presentation The teacher will play the show some sentences on a time and visit a relative and then underlining the
on subject-verb agreement song “Rainy Day Man” by transparency and have the from the Revolutionary verb.
to give them a better James Taylor and have the students decide if the War time. The students
understanding of what it students read the lyrics. subjects are singular or will write four things they LA/GA: The students
means for the subject and plural. The teacher will saw and the people they will work with a partner to
the verb to agree with LA/W: The teacher will have the students note if met. The students can rewrite a series of
each other ask the students to write in the verb is singular or choose to write in present sentences to correct the
(http://grammar. their journals a description plural. or past tense, errors.
ccc.commnet. of the rainy day man, remembering to have
edu/grammar/ using specific sentences/ LA: The teacher will give subject-verb agreement. LA/W: The students will
sv_agr.htm). phrases from the lyrics. the students a worksheet write a few sentences
that has some correct (C) LA/SS/R: about two of their heroes,
LA/W: The students will LA/SS/R: and incorrect (I) The students will continue making sure the verbs
write ten sentences, The students will continue sentences. The students reading Dear America: agree with any compound
underlining the subject reading Dear America: will write label the The Winter of Red Snow- subjects.
and circling the verb. The Winter of Red Snow- sentences C or I, making the Revolutionary Diary
the Revolutionary Diary sure the subject and verb of Abigail Jane Stewart LA/SS/R:
LA/SS/R: of Abigail Jane Stewart agree. (girls) and My Name is The students will continue
The students will begin (girls) and My Name is America: The Journal of reading Dear America:
reading Dear America: America: The Journal of LA/SS/R: William Thomas The Winter of Red Snow-
The Winter of Red Snow- William Thomas The students will continue Emerson(boys) the Revolutionary Diary
the Revolutionary Diary Emerson(boys) reading Dear America: of Abigail Jane Stewart
of Abigail Jane Stewart The Winter of Red Snow- (girls) and My Name is
(girls) and My Name is the Revolutionary Diary America: The Journal of
America: The Journal of of Abigail Jane Stewart William Thomas
William Thomas (girls) and My Name is Emerson(boys)
Emerson(boys) America: The Journal of
William Thomas
Emerson(boys)
Week # 23
MCSOL E 4.13 a MCSOL E 4.13 a MCSOL E 4.13 a MCSOL E 4.13 b MCSOL E 4.13 b
Subject-Verb Subject-Verb Subject-Verb Prepositional Phrases Prepositional Phrases
Agreement Agreement Agreement
R: Dear America by R: Dear America by R: Dear America by R: The Great Cheese R: The Great Cheese
Kristiana Gregory/My Name Kristiana Gregory/My Name Kristiana Gregory/My Name Conspiracy by Jean Van Conspiracy by Jean Van
is America by Barry is America by Barry is America by Barry Leeuwen Leeuwen
Denenberg Denenberg Denenberg W: Letter to exchange W: Sentences w/
W: Journal Entry W: Journal Entry W: Journal Entry student prepositional phrases
LA: The students will LA/Q: The teacher will LA/LI: The teacher will LA/R: The students will LA/R: The students will
complete a worksheet to have the students review with the students begin reading the selected read the next chapter to
review their knowledge on demonstrate their the points covered for book with a partner, themselves at their seat.
subject-verb agreement knowledge of identifying subject-verb agreement. taking turns reading aloud. The teacher will gather the
(http://owl.english.purdue. subjects and verbs by The teacher will review students in the reading
edu/handouts/esl/eslsubve creating a quiz for their with the students LA/LI: The teacher will circle and read the next
rbEX1.html). classmates, each quiz will examples of correct introduce the term chapter.
have four to five subject-verb agreement. prepositions.
LA/GA/MO: sentences. LA/LI: The teacher will
The teacher will have the LA/GA/T: LA: The teacher will give review with the students
students divide into two LA/GA: The teacher will The students will get with each student a list of the prepositions.
even groups. The teacher give students a packet of a partner to complete an common prepositions.
will write a series of handouts to complete with online activity to help LA/LI: The teacher will
sentences on poster board, a partner. The students them practice subject- LA/LI: The teacher will introduce prepositional
both simple subjects and will be given a verb and verb agreement. create and display a large phrases. The teacher will
compound subjects. A they must choose the (http://www.bbc.co.uk/skil cube. explain that the first word
student from each group correct form of the verb lswise/words/grammar/sen in the phrase is the
will race to the board and depending on the subject tencebasics/verbsubjectagr DA/LA: The teacher will preposition, which gives
fill in the correct form of in the sentence eement/game.shtml). have the students help the direction of the action;
the verb for that sentence. (http://www.chompchomp label all the different the words to follow give
The first team to get ten .com/exercises.htm). LA/GA/MO: positions and directions of information such as
sentences correct first The teacher will write a an object in relation to the where, when, or what
wins. LA/W/OL: series of sentences on cube to help the students kind.
The students will be given strips of poster board and get a better understanding
LA/W/GA/C: a particular writing then cut the sentences in of prepositions. The ESL LA/W: The students will
The teacher will have the prompt and they are to half. The teacher will students will work with an work on identifying
students write in their choose a historical figure give each student a half of English proficient student. prepositional phrases by
journals a description of they know something sentence and the students writing the prepositional
the best gift they ever about. The students will must find the other half of LA/MO/LI: phrase in each sentence
game to someone. The complete the sentence their sentence, making The teacher will help the and underlining the
students will explain why from the writing prompt sure to have correct students understand preposition.
the gift was so great and as if they were that subject-verb agreement. prepositions by calling out
special. The students will historical figure. The commands, such as LA/W: The students will
then write if they agree teacher will call on a few LA/W: The students will “Under the desk” and the be given sentences and be
that giving is better than students to share their write in their journal what students get under the required to write each
receiving. The students entries they have learned so far desk or “Next to the desk” sentence, adding a
will share their journal (http://www.tengrrl.com/te this year that has made and the students get next prepositional phrase.
entries with a partner. ns/017.shtml). them a better writer. to the desk, and so on
(http://www.lessonplans LA: The students will
LA/SS/R: LA/SS/R: LA/SS/R: page.com/LA underline the
The students will continue The students will continue The students will finish PrepositionalPhrases- prepositional phrase in
reading Dear America: reading Dear America: reading Dear America: repositionBoogie46.htm). every sentence.
The Winter of Red Snow- The Winter of Red Snow- The Winter of Red Snow-
the Revolutionary Diary the Revolutionary Diary the Revolutionary Diary LA/W: The students will
of Abigail Jane Stewart of Abigail Jane Stewart of Abigail Jane Stewart pretend they are meeting
(girls) and My Name is (girls) and My Name is (girls) and My Name is an exchange student and
America: The Journal of America: The Journal of America: The Journal of think of five questions to
William Thomas William Thomas William Thomas ask about his/her culture,
Emerson(boys) Emerson(boys) Emerson(boys) using prepositions.
Week # 24
MCSOL E 4.13 b MCSOL E 4.13 b MCSOL E 4.13 b MCSOL E 4.13 b MCSOL E 4.13 b
Prepositional Prepositional Prepositional Prepositional Prepositional
Phrases Phrases Phrases Phrases Phrases
R: The Great Cheese R: Find the Puppy by Phil R: The Great Cheese R: The Great Cheese R: The Great Cheese
Conspiracy by Jean Van Roxbee Cox Conspiracy by Jean Van Conspiracy by Jean Van Conspiracy by Jean Van
Leeuwen W: Movie Review Leeuwen Leeuwen Leeuwen
W: Letter to Pen Pal W: Journal Entry W: Write a letter to classmate W: Journal Entry
LA/R: The students LA/W: The students LA/R: The students LA/R: The students LA/R: The students
will continue reading will write a review of a will continue reading will continue reading will finish reading the
the selected book. movie they have seen the selected book. the selected book with selected book.
recently. a partner, taking turns
LA/LI: The teacher LA/W: The students reading aloud. LA/W/OL:
will review with the LA/LI: The teacher will do a journal entry The students will
students. will review some more by finishing this LA/LI: The teacher describe their favorite
with the students in sentence in as many will give the class family tradition and
LA: The students will regards to working with different ways as they instructions on how to share their journal entry
be given several prepositional phrases. can: “Life is like…” assemble their books. with the class.
sentences to work with. The teacher will write The students will
The student will some sentences on the explain their endings. LA/A/CR: LA/W/CR:
underline the board and the students The students will The students will create
prepositional phrase will cross out the LA/GA: The students illustrate and design a tongue twister. The
and then below the prepositional phrase will begin writing their their covers, title page, teacher will begin by
phrase tell what and identify the subject sentences with and dedication page for showing the students a
word(s) it modifies. and verb. prepositional phrases their books. well-known example of
LA/R: The teacher for their created books. a tongue twister. The
DA/LA/W: The will read to the students The students will LA/R/OL: Once their teacher will give the
students will imagine the book titled Find the switch their sentences books are all put students a modal to
that they have a pen pal Puppy. The teacher with another student to together, the students help them write and
in another country and will have the students proofread. will take turns reading include the main parts
they will come up with point out the their books to the class. of speech, especially
a recipe they would like prepositional phrases. LA/A/CR: prepositional phrases.
to share with that The students will LA/LS/W/CR: When The teacher will have
friend. The students LA/LI: The teacher continue to work on all the students have the students peer edit
will write sentences will explain to the their book by read their books, each and then post the final
telling their pen pal students that they will illustrating their student will choose products on the bulletin
how to prepare their be making their own sentences. another student to write board
favorite food, using book, using an encouraging letter to (http://www.lesson
prepositional phrases. prepositional phrases LA/A/CR: in regards to the book planspage.com/LA
The students from a throughout the book. The teacher will allow they created. The PartsOfSpeechTongue
different culture will the students to draw students will write their Twisters38.htm).
read their recipes and LA/LI: The teacher their pictures if they note anonymously and
share a little bit about will explain the want to or use the the teacher will collect LA/E/T: The teacher
their culture. important details the computer to print off them and distribute will have the students
students need to know clipart pictures. them. The students take turns during their
LA/CC/T: when creating their must give specific writing time to take an
The teacher will book. LA/A/W: reasons they enjoyed online self-test. The
prepare for the students The students will the book and be students will be given
to spend 30 minutes in LA/W/CR: rewrite their sentences creative and positive ten sentences and must
the computer lab. The The students will begin for a final draft and with whatever else they type in the
students will work on brainstorming the plot, have another student decide to write. prepositional phrase for
some online characters, and theme look over their work each sentence
educational websites and then meet with the before they meet with (http://aliscot.com/
that will help them teacher to explain the the teacher. bigdog/prep_
practice their details of their book. exercise.htm).
prepositional phrase
skills.
Week # 25
MCSOL E 4.13 c MCSOL E 4.13 c MCSOL E 4.13 c MCSOL E 4.13 c MCSOL E 4.13 c
Pronoun-Noun Pronoun-Noun Pronoun-Noun Pronoun-Noun Pronoun-Noun
Agreement Agreement Agreement Agreement Agreement
R: Charlotte’s Web by R: Charlotte’s Web by R: Charlotte’s Web by R: Charlotte’s Web by R: Charlotte’s Web by
E.B. White E.B. White E.B. White E.B. White E.B. White
W: Journal entry W: Comprehension W: Story from Wilbur’s W: Write a paragraph W: Journal Entry
questions perspective
LA/LI: The teacher LA/R: The students LA/R: The students LA/R: The students LA/R: The students
will begin the unit on will begin reading the will begin reading the will begin reading the will begin reading the
pronoun-noun selected book. selected book. selected book. selected book.
agreement by
reviewing nouns with LA/W: The teacher LA/W: The students LA/W: The students LA/W/OL:
the students. will give the students will write from the will write a paragraph The students will write
some comprehension perspective of Wilbur telling about their in their journals a reply
LA/OL: The teacher questions to complete, about his first days on favorite part of the to the following
will have some students answering in complete the farm. book so far. prompt: Dream up a
volunteer and explain sentences. superhero and write a
what they recall a noun LA/LI: The teacher LA: The students will description of the
to be. LA/LI: The teacher will introduce the be complete a warm-up superhero for your
will review with the concept of pronoun- worksheet, by writing classmates using
LA/LI: The teacher students pronouns. noun agreement, the pronoun that could pronouns. The teacher
will review with reminding students of replace or relate to each will remind the students
students the different LA/OL: The teacher subject-verb agreement boldfaced word or to make sure their
kinds of nouns, will have some students from Days 106-113. phrase. pronouns agree with
including, common and volunteer and explain their antecedents and
proper, singular and what they recall a LA/LI: The teacher LA/LI: The teacher their verbs agree with
plural, and possessive. pronoun to be. will explain to the will review the details their subject pronouns.
students that the word of pronoun-
LA/W: The teacher LA/LI: The teacher or phrase a pronoun noun/antecedent LA/GA: The teacher
will write sentences on will show the students refers to is also called agreement from Day will give the students a
the board and have several examples of a an antecedent. 123, remind students copy of a telegram that
each student copy their noun being transformed the different forms of one student is sending
sentences in their into a pronoun. LA/LI: The teacher agreement, and give to another. The teacher
journals. The students will explain that the examples of each type. will explain to the
will underline each LA/LI: The teacher antecedent includes a students that they need
singular common noun, will review with the noun. LA/LI: The teacher to substitute the
circle each plural students the different will create and display pronouns for nouns that
common noun, and kinds of pronouns, LA/LI: The teacher a poster to show that in are repeated too often.
draw a box around each including, personal, will explain further that order to have The students will
possessive noun. compound, and with pronoun- agreement, they must: complete the
possessive. noun/antecedent 1.) identify who or assignment and then
LA/R: The students agreement, the pronoun what the antecedent is; check their work with a
will begin reading the DA/LA/A: The and antecedent agree 2.) decide whether the partner.
selected book. students will create when they have the antecedent is male,
flashcards, displaying same number (singular female, or neutral; and
LA/W/OL: nouns on one side and or plural), case 3.) decide whether the
The teacher will the pronouns on the (subjective or antecedent is singular
explain how Templeton other side. The objective), and gender or plural.
the Rat collects objects students will illustrate (female or male).
in the book. The their flashcards. This LA: The students will
students will write activity will benefit LA: The teacher will work on sentences,
about objects that they ESL students, by seeing give the students some filling in the blanks
enjoy collecting. The the picture and sentences and have then with pronouns and
students will share their speaking the noun in circle the antecedent of telling what the
entries with the class. English. each pronoun. antecedent is.
Week # 26
MCSOL E 4.13 c MCSOL E 4.13 c MCSOL E 4.13 c MCSOL E 4.13 d MCSOL E 4.13 d
Pronoun-Noun Pronoun-Noun Pronoun-Noun Comma Usage Comma Usage
Agreement Agreement Agreement
R: Charlotte’s Web by R: Charlotte’s Web by R: Charlotte’s Web by R: Eat, Shoots, and R: Elliot’s House by Lois
E.B. White E.B. White E.B. White Leaves by Lynne Truss Lowry
W: Journal entry W: Write sentences W: Write descriptive W: List of activities, using W: Prediction paragraph
paragraph commas
LA: The teacher will LA/R: The students LA/R: The students LA/LI: The teacher LA/R: The teacher
place one sentence strip will begin reading the will begin reading the will introduce one form will read to the class the
at a time on the board selected book. selected book. of punctuation, the short story by Lois
for the students to comma. Lowry.
complete an activity. LA/MO/GA: LA/LI: The teacher
The teacher will create will complete a review LA/LI: The teacher DA/LA/A: The ESL
LA/GA/MA: pairs of note cards that exercise with the will show the students students will draw
The students will sit in have pronoun and students, reinforcing the five common uses pictures to help them
groups of two or three. antecedents pairs. The that pronouns substitute for commas and understand a few
Each student in the teacher will pass out for nouns and how provide examples of chosen vocabulary
group will be given the cards, having the important pronouns are each. words from the reading.
large Lego blocks and students pair up by in spoken and written
small Lego blocks. The matching the correct language. LA/LI: The teacher LA/W: The teacher
teacher will explain that antecedent or pronoun will prepare and show a will have the students
the large Lego’s with the correct noun. LA/LI: The teacher PowerPoint write in their journals
represent plural will hold up a large presentation for the their predictions on
antecedents and LA/GA/W/OL: portrait and introduce students to help what Elliott, the main
pronouns and the small The students who pair the person in the introduce the different character, might add
Lego’s represent up will write sentences picture, using his/her ways that commas are next to his drawing.
singular antecedents using the words on the name in every sentence. used This will help the
and pronouns. note cards. The The teacher will ask the (http://grammar.ccc. students with their
students will share their students how they commnet.edu/ prediction skills.
LA/GA/MA: sentences with their could avoid repeating a grammar/ppt/
The students will classmates, noting the person’s name so often. commas.pps#2). LA/LI: The teacher
determine the pronoun-noun The teacher will redo will explain that one
antecedent and the agreement the introduction, using LA/R: The teacher way to use commas is
pronoun. The students (http://www.associatedcon pronouns. will read from the book to separate items in a
will hold up the Lego’s tent.com/article/35598/en Eats, Shoots, and series. The teacher will
which represents the glish_grammar_lesson_pl LA/GA/W: The Leaves and explain to instruct the students to
an_pronoun.html).
pronoun and the teacher will have the the students that put a comma after each
antecedent. The LA/T: The teacher will
students get in pairs commas really do make item in the series except
teacher will continue to play a video clip that and each student will a difference. the last one.
replace the sentence further explains the write a paragraph
strips with new antecedent of a pronoun introducing their LA/W: The students LA/OL:
sentences (http://www.splashesfromt partner. The teacher will list and explain The teacher will have
(http://atozteacherstuff. heriver.com/Intermediate will remind the their favorite outdoor the students go back
com/pages/336.shtml). %20Grammar%201/inter student’s to use activities. The students through the reading and
mediate-grammar- pronouns that agree will complete this find sentences in which
lesson26.htm).
LA/R: The students with their antecedents. activity by first making three or more items are
will begin reading the a list of the activities, listed in a row.
selected book. LA/LI: The teacher using commas. The Volunteer students will
will collect and students will then read the sentences
LA/W: The students scramble the elaborate and explain aloud.
will write about how paragraphs and read the details of their lists.
they would choose to each one aloud, having
save Wilbur and write the students guess
their ideas in their which classmate is
journals. being described.
Week # 27
MCSOL E 4.13 d MCSOL E 4.13 d MCSOL E 4.13 d MCSOL E 4.13 d MCSOL E 4.13 d
Comma Usage Comma Usage Comma Usage Comma Usage Comma Usage
R: Maniac Magee by R: Maniac Magee by R: Maniac Magee by R: Maniac Magee by R: Maniac Magee by Jerry
Jerry Spinelli Jerry Spinelli Jerry Spinelli Jerry Spinelli Spinelli
W: Writing sentences W: Write a paragraph W: Write a knock-knock W: Journal Entry W: Letter to the President
using commas joke
will begin reading the will continue reading will continue reading will continue reading will continue reading
selected book. the selected book. the selected book. the selected book. the selected book.
LA/LI: The teacher LA/LI: The teacher LA/LI: The teacher LA/LI: The students LA/LI: The teacher
will remind the students will explain another will explain that will be given a will explain that
that commas tell the usage of commas, to commas can be used to worksheet and they commas can be used
reader where to pause. separate an separate a noun of have to add the missing when writing letters.
introductory word from direct address, who is comma to each
DA/LA: The teacher the rest of the sentence. being spoken to, from sentence. Then the LA/LI: The teacher
will show the ESL The teacher will show the rest of the sentence. students must decide will put a letter on a
students the use of an example of this The teacher will show why the comma is transparency and use it
commas in their usage. an example of this needed. The student to point out the
languages. usage. will write I for different places to put a
LA: The teacher will introductory word, C comma in a letter.
LA/LI: The teacher give the students some LA: The teacher will for compound sentence,
will review with the sentences and they give the students some or D for direct address. LA/W:
students the usage of must identify the sentences and they The students will write
commas in a series. introductory word and must use a comma to LA/LI: The teacher a letter to the President
then place the comma separate a noun of will explain that a of the United States,
LA/W: The students in the appropriate direct address from the comma can be used to trying to convince him
will be given a place. rest of the sentence. separate the day from to make school days
worksheet with several The student must also the date and the date shorter. The students
groups of sentences and LA/W: The students separate a direct from the date from the must place the correct
the students must will write a paragraph quotation from the rest year. The teacher will punctuation marks in
rewrite each group of describing the contents of the sentence. show an example of the right places,
sentences as a single of their school desk, this usage. including the commas.
sentence, using their desk or closet at LA/LI: The teacher
commas. home, or some other will explain that LA/LI: The teacher LA/GA: The students
potentially cluttered commas can be used to will explain that a will play a review game
LA/LI: The teacher place. The students separate the speaker’s comma can be used to in a group of four. The
will explain that will need to mention at exact words from the separate the name of a teacher will create the
commas can be used to least two series of items rest of the sentence, city or town from the necessary game
separate an independent and use yes, no, well, or such as in a direction name of a state. The board/pieces to play.
clause from a someone’s name at the quotation. The teacher teacher will show an The students will take
dependent clause. The beginning of the will show an example example of this usage. turns rolling the die,
teacher will show an sentence. of this usage. moving the correct
example of this usage. LA/W: The students spaces, and drawing a
LA: The teacher will LA/W/CR: will write a journal card. The students
LA/W: The teacher write a couple of The students will write entry, making sure to must tell whether the
will give the students sentences on the board a knock-knock joke for put the day and date at comma is in the right
some sentences to write and have students their classmates in the top of the page. place or not and if not,
in their writing volunteer to add direct quotation. The The students will then correct it. If the player
journals. The students commas after the students must use write a description of cannot answer, they
will place the comma in introductory words in commas when needed. the place they were move back one.
the correct place, the sentences. The students will share born, including the city
dividing the their joke with a partner or town and state.
independent and and then tell it to the
dependent clauses. class.
Week # 28
MCSOL E 4.13 e MCSOL E 4.13 e MCSOL E 4.13 e MCSOL E 4.13 e MCSOL E 4.13 e
Double Negatives Double Negatives Double Negatives Double Negatives Double Negatives
R: Maniac Magee by R: Maniac Magee by R: Maniac Magee by R: Maniac Magee by R: Maniac Magee by Jerry
Jerry Spinelli Jerry Spinelli Jerry Spinelli Jerry Spinelli Spinelli
W: Journal Entry W: Create sentences W: Write a postcard W: Create sentences W: Journal Entry
will continue reading will continue reading will continue reading will continue reading will finish reading the
the selected book. the selected book. the selected book. the selected book. selected book.
LA/LI: The teacher LA/LI: The teacher LA/LI: The teacher LA/W: The teacher LA/LI: The teacher
will introduce the term will review with the will introduce the idea will write some will remind the students
negative, a word that students the definition of contractions made questions on the board that it is important
means no or not. of a double negative, with the adverb not act and the students will communicate in the
reminding them that as a negative. have to create a clearest way possible
LA/LI: The teacher only one negative response to the and this is why
will provide the should be used in a LA/LI: The teacher questions, using eliminating double
students will examples sentence and if there will share with the sentences that contain negatives is crucial.
of negatives in are two then that students some negatives.
sentences. creates a double examples of common LA/LI: The teacher
negative. contractions, using the The teacher will record will review with the
LA/LI: The teacher adverb not to create a a conversation between students the recorded
will create and display LA/W: The teacher negative. himself/herself and conversation from Day
a poster with the will have the students another adult, 139, replaying if
common negatives. practice their skills of LA//LI: The teacher deliberately using necessary for
identifying double will review with the double negatives. refreshment.
LA/LI/OL: negatives. The teacher students the
The teacher will will write some words contractions made from DA/LA/LI: LA/LI/OL:
introduce the concept on the board for the verbs and not. The teacher will play The teacher will write
of double negatives, students to use when the tape for the some of the double
asking students to creating sentences. The LA: The students will students, asking them negatives on the board
volunteer and explain teacher will remind the work on correcting to listen for the and have the students
what they think a students to avoid sentences that exhibit language that does not volunteer to explain
double negative is. double negatives. double negatives. The sound correct. This why they are called
students will cut or activity is beneficial for double negatives.
LA/LI: The teacher LA/M/LI: The teacher replace at least one of students whose primary
will show examples of will introduce another the negatives in each learning modality is LA/LI: The teacher
sentences with double way of using negatives sentence and write the auditory. will remind the students
negatives. properly in a sentence. sentence correctly. that double negatives
The teacher will LA/LI: The teacher cancel each other out.
LA: The students will explain the mathematic LA/S/W: The students will play the tape a
complete a worksheet rules with negatives. will imagine that they second time before LA/W: The students
by choosing the word The teacher will have have traveled to the discussing the errors, will describe three
to complete the work with the students moon. The students letting the students things they like about
sentence, without to look at the will write a postcard to listen for what was themselves and three
creating a double construction of a friend on Earth, confusing and jot down things about themselves
negative. sentences to figure out telling them about what the phrases. they would like to
the meaning of the they see and do not see. change. The students
LA/W: The students sentence The students should use will avoid the use of
will write about their (http://leo.stcloudstate.e negatives in their double negatives.
most embarrassing du/grammar/doubneg.ht writing.
moment. ml).
Week # 29
MCSOL E 4.13 f MCSOL E 4.13 f MCSOL E 4.13 f MCSOL E 4.13 f MCSOL E 4.13 f
Sentence Structure Sentence Structure Sentence Structure Sentence Structure Sentence Structure
R: Tales of a Fourth R: Tales of a Fourth R: Tales of a Fourth R: Tales of a Fourth R: Tales of a Fourth
Grade Nothing by Judy Grade Nothing by Judy Grade Nothing by Judy Grade Nothing by Judy Grade Nothing by Judy
Blume Blume Blume Blume Blume
W: Write sentences W: Write sentences W: Write a paragraph W: Thank-you note W: Newspaper review
will read the first two will read the next two will read the next two will read the next two will read the last two
chapters of the selected chapters of the selected chapters of the selected chapters of the selected chapters of the selected
book. book. book. book with a partner. book.
Each student will take a
LA/LI: The teacher LA/LI: The teacher LA/W: The students turn reading a chapter LA/W: The students
will introduce the will review with the will write a paragraph aloud. will pretend that they
concept of sentence students the terms about their favorite are writing part of a
structure. subject and predicate. movie star. The LA/LI: The teacher book review column for
students will underline will expand on the the school newspaper.
LA/LI: The teacher LA/LI: The teacher each complete subject topic of subjects, The students will think
will explain to the will give the students once and underline predicates, introducing of their favorite book or
students that each some sentences, each each complete the terms compound a book they have
sentence is made up of sentence having predicate twice. subjects, and recently read. The
two parts, the subject underlined words. The compound predicates. students will use
and the predicate. students will label the LA/LI: The teacher sentences with
underlined words, will introduce and LA/LI: The teacher compound predicates to
LA/LI: The teacher either subject or explain the terms will show the students, tell what happens in
will explain to the predicate. complete and simple on a transparency, one part of the book.
students that the subject. samples of what a
subject is the part that LA/W: The teacher compound subject and a LA/LI: The teacher
tells whom or what the will write some phrases LA/LI: The teacher compound predicate will introduce the
sentence is about. on the board. The will introduce and looks like in sentences. concept that there are
students will add a explain the terms four different kinds of
LA/LI: The teacher subject or a predicate to complete and simple LA: The students will sentence structures.
will explain to the the each phrase to make predicate. work on combining
students that the it a sentence. The sentences to make LA/LI: The teacher
predicate is the part students will underline LA/LI: The teacher compounds. The will define and show
that tells what the the subject in each will show the students students will combine examples of the four
subject is or does. sentence. examples of sentences each set of sentences to kinds of sentences,
with simple subjects form one sentence that including, declarative,
LA/LI: The teacher DA/LA/MO/GA: and predicates. has either a compound interrogative,
will show the students The teacher will make subject or a compound imperative, and
sample sentences, sentence strips and cut LA/W: The students predicate. exclamatory.
pointing out the subject them in half, dividing will imagine they are
and predicate. them at the subject and doing a sports report LA/W/C: The students LA: The teacher will
predicate. The students for their school will write a thank you give the students a
LA/W/GA: will move around to newspaper. The note to someone who handout with several
The students will write find the other half of students will write has given them a gift, different sentences.
ten sentences and then their sentence. The sentences telling about telling them how they The students will
switch with a partner. movement in this the activities of the will use the gift. The identify the subject and
The students will activity will benefit athletes, underlining the students will use predicate in each
underline the subjects those students with simple subjects and compound subjects. sentence and then label
and draw a circle ADD/ADHD predicates. what kind of sentence it
around the predicate. (http://www.glc.k12.ga. is.
us/BuilderV03/LPTools
/LPShared/lpdisplay.as
p?LPID=16005).
Week # 30
MCSOL E 4.13 f MCSOL E 4.13 f MCSOL E 4.13 f MCSOL E 4.13 f MCSOL E 4.13 f
Sentence Structure Sentence Structure Sentence Structure Sentence Structure Sentence Structure
R: I’m New Here by R: I’m New Here by R: Tall Tales by R: Loki & Alex by R: Perfect Harmony by
Bud Howlett Bud Howlett Charles R. Smith Jr. Charles R. Smith Jr. Charles R. Smith Jr.
W: Journal entry W: Family interview W: Journal response W: Write story using W: Write a note/ Write
imperative sentences sentences
LA/R: The teacher will LA/R: The teacher LA/R: The teacher will LA/R: The teacher LA/R: The teacher will
gather the students on will gather the students read to the students the will gather the students gather the students on
the reading circle to on the reading circle to selected book. on the reading circle to the reading circle to
read the selected book. read some more of the read the selected book. read the selected book.
selected book. LA/W: The students
LA/W: The students will write in their LA/LI: The teacher LA/W: The students
will record their LA/LI: The teacher journals a response to will further explain the will think about a trip
questions and will further explain the one of the basketball imperative sentence. that they would like to
predictions about the interrogative sentence. stories. go on with their class
book. LA/LI: The teacher and write a note to the
LA/LI: The teacher LA/LI: The teacher will explain that an teacher. The students
LA/LI: The teacher will further explain the will further explain the imperative sentence is a will tell where they
will review with the declarative sentence. exclamatory sentence. direct command to would like to go. The
students the four someone. students will list
different kinds of DA/LA/OL: LA/LI: The teacher questions and express
sentences mentioned on The students who come will explain that the LA/LI: The teacher feelings they have
Day 145. from a different exclamatory sentence is will point out that an about that place. The
country/culture will more forceful version imperative sentence can students will use the
LA/LI: The teacher prepare to speak to the of a declarative end with either a period four kinds of sentences,
will explain the other students how they sentence. or an exclamation making sure to begin
importance of felt when they were point. and end each sentence
capitalization and new to the school. The LA/LI: The teacher correctly.
punctuation when teacher will be will explain that an LA/LI: The teacher
writing and identifying available to assist if exclamatory sentence is will explain that an LA/GA/W:
sentences. needed. usually not found in imperative sentence is The students will
writing, unless usually not used in complete an activity
LA/LI: The students LA/W/HW/HS: someone is being writing, unless it is a called “Be a Sentence”.
will work on The students will quoted. mild command. The students will work
proofreading some interview a parent, in small groups; each
sentences. The teacher guardian, or family LA/LI: The teacher LA/LI: The teacher group will be given a
will give the students member about how will point out the will show the students noun and a verb to
sentences and they they felt on their first punctuation mark that examples of imperative make a sentence. The
must begin and end day in school, or if they is required and always sentences. students will add the
each sentence correctly were new to this found in an correct punctuation and
with capitalization and country, how they felt exclamatory sentence, LA/W: The teacher then share their
punctuation. upon arriving. The the exclamation point. will write some sentence with the class,
students will write a imperative sentences on having their classmates
LA/LI/T/Q: summary of the LA/LI: The teacher the board and the define which kind of
The teacher will play interview in their will give the students a students will use them sentence they are
an educational video to journals, using paragraph, having the to create a story in their displaying.
explain the kinds of interrogative sentences students underline the journals. The students
sentences. The students for their questions and exclamatory sentences. will share their stories LA/W/Q: The students
will take a quiz to see declarative sentences with a partner. will create their own
what they have learned. for their replies. LA/LI/T: The teacher quizzes to administer to
(http://www.brainpop.c will play a video clip a partner to assess their
om/english/grammar/ty and have the students knowledge of the four
pesofsentences/preview make note of all the kinds of sentences.
.weml). exclamatory sentences.
Week # 31
MCSOL E 4.13 g MCSOL E 4.13 g MCSOL E 4.13 g MCSOL E 4.13 g MCSOL E 4.13 g
Adjectives and Adjectives and Adjectives and Adjectives and Adjectives and
Adverbs Adverbs Adverbs Adverbs Adverbs
R: The Case of the Curious R: The Case of the Curious R: The Case of the Curious R: The Case of the Curious R: excerpt from By the
Whale Watch by Lucinda Whale Watch by Lucinda Whale Watch by Lucinda Whale Watch by Lucinda Shores of the Silver Lake by
Landon Landon Landon Landon Laura Ingalls Wilder
W: Journal Entry W: Writing sentences W: Write an advertisement W: Descriptive paragraph W: Journal/Comp Questions
LA/R/GA: LA/R/GA: The LA/R/GA: LA/R/GA: LA/R/GA:
The students will read students will read the The students will read The students will read The students will read
the first twelve pages of next twelve pages of the next twelve pages the last twelve pages of the descriptive
the book with a partner. the book with a partner. of the book with a the book with a partner. paragraph by Wilder
partner. with a partner.
LA/LI: The teacher LA/LI: The teacher LA/GA: The students
will introduce the term will review with the LA/W/CR: will get with a partner LA/W: The students
adjective, a word that students the details The students will write and each student will will focus in on the
describes nouns and about adjectives from an advertisement for take a turn describing sensory details
pronouns. Day 151. the local newspaper an unfamiliar object to throughout the story
about a hot-air balloon their partner. The other and record in their
LA/LI: The teacher LA/W: The teacher festival. The students partner will have their journals any words or
will make a poster will give the students a will describe the eyes closed while they phrases that seem
explaining that set of ten sentences. festival for the are told descriptive particularly vivid and
adjectives tell what The students will newspaper’s readers, adjectives in order to that appeal to their
kind, how many, which replace each adjective using vivid adjectives. guess the object. senses.
one, etc. The teacher that tells what kind
will give examples of with a vivid adjective, DA/LA: The teacher LA/A/CR/W: LA/W: The students
adjectives. using the Writer’s will create five mystery The students will will answer the
Thesaurus if needed. bags, each bag design their own flag, discussion questions
LA: The teacher will containing a different including their favorite that pertain to the
write sentences on the LA/W: The teacher mystery object (i.e. colors, words, symbols, reading. The class as a
board about the reading will give the students a potato, fabric softener, and anything else that whole will go over the
and the students will set of ten sentences. etc). The mystery bags is meaningful to them. correct answers.
determine what the The students will will be distributed The students will then
underlined adjectives replace each adjective around the classroom, write a paragraph to LA/GA/CR:
are telling, either what that tells which one each student taking a describe their flag, The teacher will cut
kind or which one. with a vivid adjective, turn to place their hand using vivid adjectives interesting pictures out
using the Writer’s in the bag and feel the to tell about the from magazines or
LA/LI: The teacher Thesaurus if needed. object. The students different parts of the newspapers and
will give the students a can do anything except flag and to explain how laminate them to make
worksheet, going over LA/LS: The teacher look at the object. The they chose each. The cards. The students
the first few sentences will give each student a students will then write students will share their will get into small
as practice. The clipping from the down as many flag and paragraph with groups of three or four
students will have to newspaper or magazine adjectives for each the class. to play this game. The
circle each boldfaced (age appropriate) and object. The students students will role the
word that is an the students must will share with the class LA/HW: The teacher die and then draw a
adjective. highlight the adjectives the adjectives they will create a word card. Whatever the
found. wrote. The students search for the students number is that they
LA/W: The students will try to guess the to complete that is full role, they have to say
will write a journal object before the of adjectives. that many adjectives for
entry, using adjectives, teacher displays it. that picture on the card.
about the bedroom of This hands-on-activity
their dreams. is good for kinesthetic
learners
(http://www.csrnet.
org/csrnet/substitute/
adjectives.html).
Week # 32
MCSOL E 4.13 g MCSOL E 4.13 g MCSOL E 4.13 g MCSOL E 4.13 g MCSOL E 4.13 g
Adjectives and Adjectives and Adjectives and Adjectives and Adjectives and
Adverbs Adverbs Adverbs Adverbs Adverbs
R: No One is Going to R: No One is Going to R: No One is Going to R: The Tortoise and the R: The Mysteries of
Nashville by Mavis Nashville by Mavis Nashville by Mavis Hare by Aesop Harris Burdick by Chris
Jukes Jukes Jukes W: Write a fable Van Allsburg
W: Response Journal W: Character Sketch W: Journal Entry W: Write a paragraph
LA/R: The teacher LA/R: The teacher LA/R: The teacher LA: The students will LA/R: The teacher will
will read the first six will read the next six will read the last six practice working with introduce the selected
pages of the story pages of the story pages of the story adverbs by adding an book to the students.
aloud. aloud. aloud. adverb to each
sentence, given by the LA/GA/CR/OL:
LA/W: LA: The teacher will LA/W: The teacher teacher, to make the The students will all
The students will find review the details about will have the students sentence more vivid. gather in a circle in the
the details that show adverbs and review describe the elements The students will classroom to play the
how much each parent with the students by of the story by drawing rewrite the new game “I Took a
feels about Sonia’s writing some sentences a graphic organizer in sentence. Journey”. One student
desire to keep the dog on the board. their journals. The will start by saying “I
and write about it in students will write the LA/W/CR: took a journey and
their journal. The DA/LA: The teacher where and when of the The teacher will give traveled quickly on a jet
students will write how will ask some of the setting, descriptions of each student a handout plane.” The second
they think this gifted students to the characters, the that has each letter of student repeats what the
difference in opinion identify the adverbs. details of the plot. the alphabet on it. The first person said and
will affect the outcome students will find an then comes up with
of the story. LA/GA: The teacher LA: The students will adverb for each letter. another adverb and
will split students into practice with adverbs The students will then form of transportation.
LA/W: The teacher small groups of three by identifying the choose five adverbs and When a student forgets,
will review with the and four students. The adverb that describes use them in five he/she is out. The last
students about groups will receive a the verb in each different sentences student remaining wins.
adjectives and newspaper, each sentence. The student (http://www.enchanted
encourage the students student getting a page will tell whether the learning.com/alphabet/ LA/LI: The teacher
to keep lists of the (making sure that the adverb tells where, wordforeachletter/ will review the terms
colorful adjectives in pages have the same when, or how. adverb.shtml). adjectives and adverbs.
their journals. amount of words for
each player). The LA/MO/GA: LA/LI/R: The teacher DA/LA/LI/T: The
LA/LI: The teacher students will then circle The teacher will divide will remind with the teacher will play a short
will introduce the term as many adverbs as the class into two students what a fable is cartoon about
adverb, words that they can find on their teams. The students and introduce the adjectives and adverbs
describe verbs or page in 30 seconds. will play the game famous fable The (http://www.brainpop.
adjectives and tell how, The student with the called “Verb-Adverb Tortoise and the Hare. com/english/grammar/
when, where, or to most adverbs circled Charades”. The teacher The teacher will read adjectivesandadverbs
what extent. wins. will have two piles of the fable to the /preview.weml). This
cards, one verbs and students. activity will help visual
LA/LI: The teacher LA/W: The students one adverbs. The students.
will give the students will write a one- students will take turns LA/W/CR:
examples of adverbs, paragraph personality drawing a card and The students will write LA/W/OL:
pointing out that many sketch of a character acting out the verb and a one-paragraph fable, The students will think
adverbs end in –ly. from the story, using adverb for their remembering to use of a person who is
adverbs. teammates. If the animals as their main considered a winner
LA/LI: The students teammates guess, they characters. At the end and write a paragraph
will complete a get a point of the fable, the to tell the class how this
worksheet by drawing a (http://www.education- students will write a person became a
box around each world.com/a_lesson/ moral. The students winner, using
adverb. 04/lp334-02.shtml). will use adverbs in the adjectives and adverbs.
fables.
Week # 33
MCSOL MCSOL MCSOL MCSOL MCSOL
N/A N/A N/A N/A N/A
R: N/A R: N/A R: N/A R: N/A R: N/A
W: N/A W: N/A W: N/A W: N/A W: N/A
Standardized Standardized Standardized Standardized Standardized
Testing Testing Testing Testing Testing
Week # 34
MCSOL E 4.13 i MCSOL E 4.13 i MCSOL E 4.13 i MCSOL E 4.13 i MCSOL E 4.13 i
Articles Articles Articles Articles Articles
R: The Journey That Saved R: The Journey That Saved R: The Journey That Saved R: The Journey That Saved R: The Journey That Saved
Curious George by Louise Curious George by Louise Curious George by Louise Curious George by Louise Curious George by Louise
Borden Borden Borden Borden Borden
W: Write sentences W: Write descriptive W: Write clues for classmates W: Write sentences W: Journal entry
paragraph
LA/R: The teacher LA/R: The teacher LA/R: The teacher LA/R: The teacher LA/R: The teacher
will gather the will gather the will gather the will gather the will gather the
students to the students to the students to the students to the students to the
reading circle to reading circle to reading circle to reading circle to reading circle to
begin reading the continue reading the continue reading the continue reading the continue reading the
selected book. selected book. selected book. selected book. selected book.
LA/LI: The teacher LA/LI: The teacher LA/LI: The teacher LA/W: The teacher LA/W: The students
will introduce the will explain to the will review with the will give the students will write in their
term article. students that a is to students the some sentences to journals what they
be used before a information learned work on to help them think it would be like
LA/LI: The teacher singular noun that from Days 166-167. practice working with to have eyes in the
will explain the use begins with a articles. The back of their head
of a and an to refer to consonant sound. LA/LI: The teacher students will write and explain how they
any person, place, will explain to the each sentence in their could use them to
thing, or idea. LA/LI: The teacher students that the journals and draw an their advantage.
will explain to the articles (a, an, the) arrow from the
LA/LI: The teacher students that an is to are adjectives. article to the noun it DA/LA/CC/T:
will explain the use be used before a refers to. The teacher will take
of the to refer to a singular noun that LA/LI: The teacher the students to the
specific person, begins with a vowel will explain that an LA/Q/T: computer lab. The
place, thing, or idea. sound. article can tell which The teacher will have students will work
one about a noun. the students take with a partner to
LA/LI: The teacher LA/LI: The teacher turns on the computer complete some online
will show the will show the LA/W: The students to take an online quiz activities dealing
students examples of students examples of will choose an object to see how well they with articles. The
each rule discussed each rule discussed in the classroom and understand articles ESL students will
for articles. for articles. write a clue that will (http://a4esl.org/q/h/9 work with English
help someone guess 801/cg-a_an.html). proficient students
LA/W: The students LA/W: The students the object. The (http://a4esl.org/q/f/y/
will complete a will write a students will not LA/MA: zz95mck.htm).
handout, choosing description of a mention the object by The teacher will give
the article that best picture the teacher name, but instead each student a section
fits with the given displays, using nouns will describe the from newspaper or
noun. The students with and without objects near it, using magazine. The
will then choose five articles. The articles and students will search
articles and nouns students will write adjectives. The their section for
and write sentences. their descriptions on students will repeat articles, highlighting
(http://www.usingeng the board and the this activity several the article one color
lish.com/handouts/21 other classmates will times. and the noun that it
.html). circle the nouns and refers to another
articles. color.
Week # 35
MCSOL E 4.13 j MCSOL E 4.13 j MCSOL E 4.13 j MCSOL E 4.13 j MCSOL E 4.13 j
Verb tense Verb tense Verb tense Verb tense Verb tense
R: To Root, To Toot, To R: All for the Better: a Story R: All for the Better: a Story R: All for the Better: a Story R: The Complete Tales of
Parachute: What is a Verb? of El Barrio written by of El Barrio written by of El Barrio written by Uncle Remus by Joel
by Brian Cleary. Nicholasa Mohr Nicholasa Mohr Nicholasa Mohr Chandler Harris
W: Sentences with verbs W: Journal Response W: Writing at the board W: Write a riddle W: Response Journal
LA/LI: LA/LI: The teacher LA/GA/R: LA/GA/R: LA/LI: The teacher
The teacher will will give students a The students will get The students will will give students a
review with the handout that explains in the same pairs as complete the last handout that explains
students the part of the rules for the Day 172, read the three pages of the the rules for forming
speech verb. present tense. next four pages of the story with their the past tense.
story, and discuss partner.
LA/LI: DA/LA: among themselves LA/LI: The teacher
The teacher will The teacher will the events that have LA/LI: The teacher will explain that past
remind students that display a taken place so far. will review with the tense is when an
a verb is the doer of transparency to students how to spell action has already
the sentence. review subject-verb The teacher will have present tense verbs. happened.
agreement with verbs volunteers describe
LA/R: The teacher in present tense. The in brief sentences LA: The students LA/LI: The teacher
will read the book To teacher will call on some things they do will complete a will explain to the
Root, To Toot, To some gifted students each morning before worksheet by students that regular
Parachute: What is a to underline the verb leaving for school. identifying the form verbs form the past
Verb? by Brian in each sentence. The students will of the verb that tense by adding –ed.
Cleary. write their sentences correctly completes
LA/LI: The teacher on the board, the sentence. LA /R: The teacher
LA/A/OL: will introduce the highlighting the will read a few
The teacher will have story All for the subject and present LA: The students selections from The
the students create Better: a Story of El tense verb. will complete a Complete Tales of
posters that have the Barrio written by worksheet by writing Uncle Remus by Joel
term verb in the Nicholasa Mohr and LA/MA: the present tense Chandler Harris. The
center. Each student give a brief The teacher will ring form of the verb, teacher will explain
will fill their own background. a bell in front of the using the correct how people use past
poster with a class and have the spelling. tense to tell stories
minimum of 20 LA/GA/R: students brainstorm from the past. The
verbs. The teacher The students will get what a bell does, in LA/GA/W: teacher will have the
will do an informal in pairs and take as many different The students will students look out for
assessment by turns reading the first words as possible. choose a vegetable or the verbs that indicate
challenging the four pages of the The teacher will a fruit and write that the events in the
students to write the story. emphasize that the sentences that give story already took
verbs in different verb tense is present. information about place.
verb tenses. The LA/W: their choice without
students will share The students will LA/W: giving its name. The LA/W: The students
their posters with the write a paragraph, The students will students must use will write in their
class. telling why they like construct at least present tense verbs in journals describing a
to visit a particular three sentences using their sentences. The character they would
LA/W: The students relative or friend, the verb tenses students will then like to be from the
will choose five using present tense discussed in regards read their riddle to a book and why.
verbs from the poster verbs. to the bell. partner and have the
and use them in five partner guess the fruit
sentences. or vegetable.
Week # 36
MCSOL E 4.13 j MCSOL E 4.13 j MCSOL E 4.13 j MCSOL E 4.13 j MCSOL E 4.13 j
Verb tense Verb tense Verb tense Verb tense Verb tense
R: Grandfather’s Journey R: Grandfather’s Journey R: Sarah, Plain and Tall R: Sarah, Plain and Tall R: Sarah, Plain and Tall
by Allen Say by Allen Say by Patricia MacLachlan by Patricia MacLachlan by Patricia MacLachlan
W: Response Story W: Create an W: Creative sentences W: Creative sentences W: Journal Response
advertisement
LA/R: The teacher LA/LI: The teacher LA/LI: The teacher LA/GA/MO: LA: The students
will have the students will complete the will explain to the The students will get will complete a
gather in a reading book Grandfather’s students that a future into cooperative worksheet by naming
circle to begin Journey. tense verb shows groups and each the future tense of the
reading the book action that will group will be given a verbs in the
titled Grandfather’s LA/W: The teacher happen. piece of chart paper sentences.
Journey. will have the students with a general action
create an LA/LI: The teacher verb on it. Each LA: The students
LA/W: The students advertisement for a will explain that to group will be given will review the
will begin place they have form a future tense two minutes to come present, past, and
brainstorming for visited, such as verb, you must use up with as many future tense verbs and
their writing piece in another the helping verb will different specific complete a worksheet
regards to the book. neighborhood, town, with the main verb. action verbs and by identifying and
The students will or country, urging write them on the labeling the verb as
write about how the others to visit this LA/MA: paper. After time is present, past, and
author’s grandfather place. The students The teacher will have up, the groups will future tense.
felt in the beginning will be required to the students switch their papers
of the book. The have a minimum of brainstorm how the with another group LA/R: The teacher
students will ten past tense verbs. verbs from Day 172 and brainstorm about will read one chapter
compare if they ever would change if a another general aloud to the students
felt the same way LA/MA: bell had not sounded action verb. and the students will
when they visited a The teacher will use yet, but would in a read one chapter
new place. The the list of different few minutes. The LA/W: Once all the silently to complete
students will describe verbs from Day 172 teacher will posters a filled and the book.
their visit and their to continue the emphasize that the each group has had a
feelings. activity. The teacher verb tense is future. chance to brainstorm, DA/LA/W/OL:
will have the students the teacher will post The students will
LA: The teacher will brainstorm and LA/W: the posters in the write what souvenirs
encourage the change the words to The students will classroom. The they would bring
students to use some tell what a bell did. construct at least students will then from their area to
of the words from the The teacher will three sentences using choose one verb from someone living
story that described emphasize that the the verb tenses each poster and elsewhere and
how the grandfather verb tense is past. discussed in regards create a sentence, explain the
felt. The students to the bell. using the future tense information they
will underline their LA/W: of the verb. would share about
past tense verbs. The students will LA/R: The teacher each item. The
construct at least will read one chapter LA/R: The teacher students are
LA/GA: three sentences using aloud to the students will read one chapter encouraged to bring
The students will get the verb tenses and the students will aloud to the students in objects they write
with a partner and discussed in regards read one chapter and the students will about to share,
exchange stories to to the bell. silently. read one chapter especially students
read and review. silently. from other cultures.
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A art

LA: The class will LA/W/T: Students LA/R/HW:

LA/CC/T: LA/W: Students LA/W: Students LA/W: Students LA/R/W/GA/RE/

LA/A/CR/HW: LA/T/AC: LA/T/AC: LA/HW: Students LA/OL: Students

DA: Students who are

LA/SS/W: LA/SS/R: The LA: Students will LA/W/CC: LA/W/MU/R:

Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm

2007, Web site: http://members.aol.com/twittwoo/grpdfs/adjectives.pdf

You Tube Web site: http://youtube.com/watch?v=mMocYsK79DE

from the River Web site:

26, 2007, Web site: http://www.geocities.com/fifth_grade_tpes/Handyguide.html

Margret and H.A. Rey. Boston: Houghton Mifflin.

2007, from A to Z Teacher Stuff Web site: http://atozteacherstuff.com/pages/336.shtml

literacy. Boston: Houghton Mifflin.

Creech, S. (2001). Love that dog. New York: HarperCollins.

is America. New York: Scholastic.

"Double Negatives." LEO: Literacy Education Online. 1999. 25 Nov 2007

2007 from http://www.exploratorium.edu/cooking/candy/recipe-rockcandy.html.

2007, from Traci's Lists of Ten Web site: http://www.tengrrl.com/tens/017.shtml

Nov 2007 <http://www.emints.org/ethemes/resources/S00001760.shtml>.

America video series. [New York]: Scholastic.

Hopkins, G. "Verb-Adverb Charades." Education World. 20 02 2004. 25 Nov 2007

Howlett, B. (1993). I'm new here. Boston: Houghton Mifflin.

27, 2007, from Read Write Think Web site:

Morrow Junior Books.

University of Ottawa Web site:

27, 2007, from OWL Online Writing Lab Web site:

Web site: http://www.lessonplanspage.com/LAPartsOfSpeechTongueTwisters38.htm

"Printable Handout: A, An, or The." Using English. 2007. 25 Nov 2007

Pearson Education, Inc.

Say, A. (1993). Grandfather's journey. Boston: Houghton Mifflin.

Harper and Row.

Smith, C. R. (2000). Tall tales. New York: Dutton Children's Books.

Spinelli, J. (1990). Maniac Magee a novel. Boston: Little, Brown.

"Verb-Subject Agreement game." Skillwise. 2007. 25 Nov 2007

HotChalk's Web site: http://www.lessonplanspage.com/LAPrepositionalPhrases-

HotChalk's Web site: http://www.lessonplanspage.com/LAPowerVerbGoodGameIdea34.htm

Web site: http://www2.gsu.edu/~wwwesl/egw/lessonplans/xin.html

D. Columbus, Ohio: Zaner-Bloser.

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