2018-2019
We will create a Gratitude Notebook that you may use at home. You will earn extra credit for filling out your Gratitude Notebook each day over the break. Please feel free to share your Gratitude Notebook with your family!
Homework due Monday, November 23, 2018:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break!
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney IS assigning IMPORTANT homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: I would like everyone to spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: If possible, help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be. You will earn extra credit for filling out your GRATITUDE NOTEBOOK over break.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
Fifth Grade Writing: Module One, Narrative Writing
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
Fifth Grade Writing: Module One, Narrative Writing
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
Please see the Homepage for a detailed explanation of procedures and expectations.
New York State P-12
Common Core Learning Standards for English Language Arts & Literacy
Common Core Learning Standards for English Language Arts & Literacy
nysp12cclsela.pdf | |
File Size: | 718 kb |
File Type: |
Fifth Grade Writing Rubric:
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Mrs. Looney's Class Expectations Packet and Contract:
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Parent Forms List: Please read, sign, and return to school.
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PowerPoint Presentation:
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Saving a document to your student folder on Scio's network drive:
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To view many amazing videos and resources:
1) Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
1) Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
Download File
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
Download File
RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
Download File
racer.short.answer.graphic.organizer.10.3.17.docx
Download File
RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
Download File
race.graphic.organizer.extended.12.7.17.docx
Download File
RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
Download File
racer.short.answer.rubric01.10.18.docx
Download File
Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
Download File
what.does.the.text.say.12.7.17.docx
Download File
Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
Download File
what.does.the.author.mean.12.7.17.docx
Download File
Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
Download File
why.does.it.matter.12.7.17.docx
Download File
Editing Using COPS:
editing.using.cops.12.20.17.pdf
Download File
editing.using.cops.12.20.17.docx
Download File
COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
Download File
cops.editing.checklist.12.20.17.docx
Download File
Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
Download File
Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
Download File
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
Download File
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
Download File
RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
Download File
racer.short.answer.graphic.organizer.10.3.17.docx
Download File
RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
Download File
race.graphic.organizer.extended.12.7.17.docx
Download File
RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
Download File
racer.short.answer.rubric01.10.18.docx
Download File
Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
Download File
what.does.the.text.say.12.7.17.docx
Download File
Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
Download File
what.does.the.author.mean.12.7.17.docx
Download File
Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
Download File
why.does.it.matter.12.7.17.docx
Download File
Editing Using COPS:
editing.using.cops.12.20.17.pdf
Download File
editing.using.cops.12.20.17.docx
Download File
COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
Download File
cops.editing.checklist.12.20.17.docx
Download File
Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
Download File
Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
Download File
Lucy Calkins, Narrative Craft
Heinemann, 2013.
For the next few weeks we will be reading, analyzing, annotating, and writing narrative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the narrative writing assignments. These standards will be practiced while utilizing the above articles in order to master these skills.
Learning Standards to be practiced:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
5th Grade Reading Standards (Narrative Text)
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Phonics and Word Recognition
Fluency
5th Grade Writing Standards:
5th Grade Speaking and Listening, Comprehension and Collaboration:
Knowledge of Language
Vocabulary Acquisition and Use
Heinemann, 2013.
For the next few weeks we will be reading, analyzing, annotating, and writing narrative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the narrative writing assignments. These standards will be practiced while utilizing the above articles in order to master these skills.
Learning Standards to be practiced:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
5th Grade Reading Standards (Narrative Text)
Key Ideas and Details
- 5R1: Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RL)
- 5R2: Determine a theme or central idea and explain how it is supported by key details; summarize a text. (RL)
- 5R3: In literary texts, compare and contrast two or more characters, settings, and events, drawing on specific details in the text. (RL)
Craft and Structure
- 5R4: Determine the meaning of words, phrases, figurative language, academic, and content-specific words and analyze their effect on meaning, tone, or mood. (RL)
- 5R5: In literary texts, explain how a series of chapters, scenes, or stanzas fits together to determine the overall structure of a story, drama, or poem. (RL) In informational texts, compare and contrast the overall structure in two or more texts using terms such as sequence, comparison, cause/effect, and problem/solution. (RI)
- 5R6: In literary texts, explain how a narrator’s or speaker’s point of view influences how events are described. (RL) In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI)
Integration of Knowledge and Ideas
- 5R7: Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. (RI&RL)
- 5R8: Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims. (RI&RL)
- 5R9: Use established criteria to categorize texts and make informed judgments about quality; make connections to other texts, ideas, cultural perspectives, eras and personal experiences. (RI&RL)
Phonics and Word Recognition
- 5RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
- 5RF3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Fluency
- 5RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension.
- 5RF4a: Read grade-level text across genres orally with accuracy, appropriate rate, and expression on successive readings.
- 5RF4b: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5th Grade Writing Standards:
- 5W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
- 5W3a: Establish a situation and introduce a narrator and/or characters.
- 5W3b: Use narrative techniques, such as dialogue and description, to develop experiences and events or show the responses of characters to situations.
- 5W3c: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
- 5W3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
- 5W3e: Provide a conclusion that follows from the narrated experiences or events.
5th Grade Speaking and Listening, Comprehension and Collaboration:
- 5SL1:Engage effectively in a range of collaborative discussions with diverse partners; express, ideas clearly and persuasively, and build on those of others.
- 5LS1a: Come to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion.
- 5SL1b: Follow agreed-upon norms for discussions and carry out assigned roles.
- 5SL1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- 5SL1d: Consider the ideas expressed and draw conclusion about information and knowledge gained from the discussions.
- 5SL2: Summarize information presented in diverse format (e.g., including visual, quantitative,and oral).
- 5SL3: Identify and evaluate the reasons and evidence a speaker provides to support particular points.
Knowledge of Language
- 5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- 5L3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
- 5L3b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Vocabulary Acquisition and Use
- 5L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
- 5L4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
- 5L4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,photograph, photosynthesis).
- 5L4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
- 5L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- 5L5a: Interpret figurative language, including similes and metaphors, in context.
- 5L5b: Recognize and explain the meaning of common idioms, adages, and proverbs.
- 5L5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
- 5L6: Acquire and accurately use general academic and content-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
PLEASE SCROLL ALL THE WAY DOWN
UNTIL YOU REACH
"WEEK OF OCTOBER 29, 2018".
UNTIL YOU REACH
"WEEK OF OCTOBER 29, 2018".
Themes for the Year:
WEEK OF SEPTEMBER 4:
Welcome! I am so glad to have you in my class!
Homework due Wednesday, September 6: Get agenda signed. Please have parents fill out paperwork and return it to school to your homeroom teacher. Thank you!
Classwork, Tuesday, September 5: First day of school! Welcome!
Welcome Video: K'NAAN "Wavin' Flag"
- All is well.
- "We are in the world to change the world." Kathe Kollowitz
- "Be the change you wish to see in the world." Mahatma Gandhi
- Dream it. Be it.
- Wave your flag!
- Each one of us is an important piece of the puzzle.
WEEK OF SEPTEMBER 4:
Welcome! I am so glad to have you in my class!
Homework due Wednesday, September 6: Get agenda signed. Please have parents fill out paperwork and return it to school to your homeroom teacher. Thank you!
Classwork, Tuesday, September 5: First day of school! Welcome!
- To start the year off, we will watch K'NAAN's "Wavin' Flag" video to set the tone for the year.
- As you watch the video, determine what message K'NAAN is trying to get across to us.
- Jot down your ideas.
- After we watch the video, students will turn to their partner and discuss what message or theme is apparent in the video.
- I can define the word "alliteration."
- I can use an example of an alliteration in a sentence.
- Using the Beginning-of-the-Year PowerPoint, we will begin introductions and begin discussing expectations.
- To help Mrs. Looney remember all the new names, we will play the name game while utilizing our knowledge of alliteration.
- According to the Merriam-Webster dictionary, alliteration is "the use of words that begin with the same sound near one another." For example, "Lisa Looney likes loud lizards."
Welcome Video: K'NAAN "Wavin' Flag"
"Wavin' Flag" Lyrics:
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Homework due : Gratitude List. Students will produce a list of at least ten things/people/places/values that they are grateful for. Due Tuesday, . Students will begin to think about what they want their poem to focus on, what they want their poem to be about.
Classwork, :
Classwork, :
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Question: When you think of the word "gratitude" what comes to mind?
- Write a quick list in your notebook a brainstormed list of words that come to mind when you hear the word "gratitude."
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development: Gratitude.
- Definition of concept: Gratitude
- Examples: What are some examples of being grateful?
- Nonexamples: What does it "look like" to not be grateful?
- Think/Pair/Share
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Independent Practice:
- The students will create a list of at least ten things/people/places/values that they are grateful for. Due Tuesday, October 24, 2017. Students will begin to think about what they want their poem to focus on, what they want their poem to be about.
Students' Poems of Gratitude
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GRATITUDE
Homework due Thursday, September 7: Get agenda signed. Bring in paperwork filled out by parents and bring it to your homeroom teacher.
Classwork, Wednesday, September 6:
Classwork, Wednesday, September 6:
- We can help each other organize our binders and homework folders.
- We will go over classroom procedures.
- As a class we will discuss the meaning of annotation.
- We will come up with a list of reasons when and why we annotate.
- We will brainstorm ideas as to what symbols we can use while we annotate.
- Mrs. Looney will model how to annotate by using the lyrics to "Wavin' Flag." See above for lyrics.
- Students will annotate the remainder of the lyrics.
Homework due Friday, September 8: Complete Brainstorm List of Goals.
Classwork, Thursday, September 7: "Wave Your Flag," by K'Naan.
Classwork, Thursday, September 7: "Wave Your Flag," by K'Naan.
- LEARNING TARGET:
- I can highlight key words as I read the directions.
- I can highlight the key tasks as I read the directions.
- I can annotate the lyrics of a song.
- I can infer the theme of a song.
- I can create a list of themes found in the song "Wave Your Flag."
- Using the NYS rubric, students will self-assess the beginning-of-the-year writing assessment.
- We will continue with our beginning-of-the-year discussions about expectations.
- In order to reach our individual goals, we will need to work as a team.
- We will make a list of all the things we can do to work together as a team in order to make our school year fantastic.
- After we determine how we can help each other, we will brainstorm a list of goals that we want to accomplish over the next few months and over the school year. We will add the smaller goals and strategies to this list. Students will fill up an entire page in their notebook.
- Culture: the knowledge, beliefs, customs, and values of a group of people.
- Society: a community of people who share a common culture.
- In social studies this year, we will be learning about different cultures and societies. In our classroom, in our school, in our Scio community we are part of a society. We have our own culture. This culture consists of values and rules that guide us. In class today, we will discuss our values and rules and come up with a short list that will help guide us this year to make this the best year possible.
- In celebration of the wonderful first few days that we have had together, we will watch and listen to an inspiring song written by K'naan called "Wave Your Flag." As a class we will discuss what a theme is. We will brainstorm a list of themes that we can infer from this song and the lyrics.
Homework due Monday, September 11: Get agenda signed. Bring in paperwork filled out by parents.
Classwork, Friday, September 8: "Wave Your Flag," by K'naan.
Classwork, Friday, September 8: "Wave Your Flag," by K'naan.
Homework due Tuesday, September 12: Complete your brainstorm list of things that are important to you. Get the Mrs. Looney's Class Expectations Contract signed. Get agenda signed.
Classwork, Monday, September 1:
Mrs. Looney's Class Expectations Contract: Sign and return.
Classwork, Monday, September 1:
- Common Core Standards addressed:
- ELA.CC.5.L.1: Demonstrate command of the conventions of standard English Grammar and usage when writing and speaking.
- ELA.CC.5.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- As a class, we will go over the class expectations. Students and Mrs. Looney will sign the contract agreeing to do the very best that we can this year in order to reach our goals. Students will be the expectations packet and contract home for their parents to sign.
- To prepare for our beginning-of-the-year writing assessment, students will create a list of things that are important to them, things that they value, things that they like. For example:
- hobbies
- interests
- favorite subject in school
- favorite food
- favorite kind of music
- favorite song
- favorite movie
- favorite book
- goals for this year
- what you want to be when you grow up
- Students are to add at least ten items to their list. Some students will try to fill up the whole page in their notebook.
Mrs. Looney's Class Expectations Contract: Sign and return.
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Homework due Wednesday, Thursday, and Friday, September 13, 14, and 15: Bring in signed Class Expectations Contract.
Classwork, Tuesday, Wednesday, and Thursday, September 12, 13, and 14: Students will type a friendly letter.
Classwork, Tuesday, Wednesday, and Thursday, September 12, 13, and 14: Students will type a friendly letter.
- New York State Common Core Learning Standards
- ELA.CC.6.L.1: Demonstrate command of the conventions of standard English Grammar and usage when writing and speaking.
- ELA.CC.6.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Activate Prior Knowledge:
- Example: sending and receiving a birthday card.
- Question: If you were ever at a place or on an adventure when you did not have a phone or internet, what could you do to communicate with other people that you miss and live so far away?
- Prior life experience: If you have ever had a time when you moved away from friends, how did you keep in touch.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next. Today we are going to learn how to write a friendly letter to someone that is at basic training in the military and has very little connection with family and friends.
- Learning Target: (Skill Development)
- Skill Development:
- Students will write a friendly letter and will include all the parts of a friendly letter. These letters will be typed on the computer.
- I can write a friendly letter.
- I can include the heading, greeting, body, closing, and signature of a friendly letter.
- I can use proper capitalization, punctuation, and spelling.
- Skill Development:
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain and show the students the parts of a friendly letter.
- Mrs. Looney will model preparing to write a friendly letter. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate and begin typing her letter on a word document on the SmartBoard.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- Students will use the friendly letter guide for ideas of what to include in the letter.
- Students will review the list of people, places, things, and activities that are important to them. They will add these things to their letter to share a bit about themselves.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will type their letters.
Friendly Letter Outline:
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Homework due Tuesday, and Wednesday, September 19, and 20: None.
Classwork, Monday, and Tuesday, September 18, and 19: Students will finish their friendly letters. Students will choose a quote and make a small poster with the inspiring words.
Classwork, Monday, and Tuesday, September 18, and 19: Students will finish their friendly letters. Students will choose a quote and make a small poster with the inspiring words.
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race.graphic.organizer.extended.9.20.17.pdf | |
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race.graphic.organizer.extended.9.20.17.docx | |
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race_blank_what_is_different_about_the_cacao_tree_.pdf | |
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Homework due Friday, September 29: None.
Classwork, Thursday, September 28: Students will learn how to use the RACER Graphic Organizer. Students will practice using the RACER Graphic Organizer.
Classwork, Thursday, September 28: Students will learn how to use the RACER Graphic Organizer. Students will practice using the RACER Graphic Organizer.
Homework due Monday, October 2: Answer the following question using the RACER Graphic Organizer: Why were the natural resources important to the _____________________________Native American group? (Fill in the blank with the name of the Native American group of which you are doing your mask.) For example, “Why were the natural resources important to the Plains Native American group?” See below for names of Native American groups to choose from. See below for details. Native American Cultural Regions Mask and Facts project is due on Monday, October .
Classwork, Friday, September 29:
Classwork, Friday, September 29:
- Answer the following question using the RACER Graphic Organizer: Why were the natural resources important to the _____________________________Native American group? (Fill in the blank with the name of the Native American group of which you are doing your mask.) For example, “Why were the natural resources important to the Plains Native American group?” See below for names of Native American groups to choose from.
- Read the section of your Native American group. See pages below. Your Native American group for your mask project should be one of the following:
- The Eastern Woodlands, pages 62-67
- The Plains, pages 70-75
- The Southwest, pages 76-78
- The West, pages 79-80
- The Northwest, pages 82-85
- The Artic, pages 86-87
- Be very specific as to which natural resources were used in your group’s region and how the natural resources were used. Some reasons that the natural resources were important to the Native American groups is that the natural resources were used for:
- housing
- clothing
- food
- tools/weapons
- transportation
- Fill out the entire RACER Organizer with your information.
- This is due on Monday.
Homework due Tuesday: Several students did not turn in their facts for the Native American Mask project. Many students did not complete the RACER Graphic Organizer. If you are one of those students, please see the detailed directions above. If you completed your work from Friday, you do not have any social studies or writing homework.
Classwork, Monday: Mask presentations.
- Each student will take time to present to the class what they have learned about their Native American Cultural Region.
- Students will present their masks.
Homework due Wednesday, October: Using the RACER Short Response Graphic Organizer, students will answer question number three found on page 103.
Classwork, Tuesday, :
Classwork, Tuesday, :
- Using the RACER Short Response Graphic Organizer, students will answer question three found on page 103 in the social studies textbook.
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Homework due Friday, October 6: None.
Classwork, Thursday, October 5:
Classwork, Thursday, October 5:
- Using the RACER Short Response Graphic Organizer, students will answer question three found on page 103 in the social studies textbook.
Homework due Friday, and Tuesday, October 10: Chapter 3 Lesson 1 Vocabulary cards on page 110. Students will write the definition of all 13 terms, AND will write a sentence for each of the 13 terms. Students will draw an image to represent all of the terms. There will be 14 cards in all which includes a title card. If a student does not have or cannot find index cards, they are permitted to do their vocabulary on a sheet of loose leaf paper, in their social studies textbook, on sticky notes, or on computer paper.
Classwork, Thursday, and Friday, October 5, and 6:
Classwork, Thursday, and Friday, October 5, and 6:
- Common Core standards addressed:
- SS.CC.5.3: Various European powers explored and eventually colonized the Western Hemisphere. This had a profound impact on Native Americans and led to the transatlantic slave trade.
- Today in class we will begin to read in our textbook for this chapter starting on page 110.
- We will practice as a class, once again, answering the Reading Check Question, found on page 111, using the RACER Short Response Graphic Organizer.
- As we read pages 110-115, we will be keeping notes in our Social Studies notebooks.
- For these notes, students will write down the reasons that Europeans came to the Americas. (Example- The Europeans came to the Americas to search for gold.)
- We will then compare these reasons to our predictions from yesterday.
- Homework: Chapter 3 “The Age of Exploration,” Lesson 1 Vocabulary cards.
- Vocabulary words are found on page 110 and below.
- Students will write the definition of all 13 terms, AND will write a sentence for each of the 13 terms.
- The sentences MUST pertain to social studies.
- Students will draw an image to represent all of the terms.
- There will be 14 cards in all (this includes a title card).
- If a student does not have or cannot find index cards, they are permitted to do their vocabulary on a sheet of loose-leaf paper, in their social studies textbook, on sticky notes, or on computer paper.
- This is due on TUESDAY, OCTOBER 11.
- Chapter Three, “The Age of Exploration,”
Lesson 1 Vocabulary Words:- technology
- navigation
- expedition
- empire
- entrepreneur
- cost
- benefit
- Reconquista
- Marco Polo
- Prince Henry
- Christopher Columbus
- King Ferdinand
- Queen Isabella
Homework due Wednesday, Thursday, Friday, and Monday, October 11, 12, 13, and 16: Annotation of "Chocolate: The Happy food (or, Take Your Medicine)" and RACER Graphic Organizer is due on Monday, October 16, 2017. Students will answer the question: Why does the author consider chocolate to be medicine? The question will be answered on the RACER Graphic Organizer.
Classwork, Tuesday, Wednesday, Thursday, and Friday, October 10, 11, 12, and 13:
Classwork, Tuesday, Wednesday, Thursday, and Friday, October 10, 11, 12, and 13:
- Activate Prior Knowledge:
- Question: When are times in your life when you will have to restate a question? When might you have to write a report using quotes to cite your evidence? When might you have to annotate?
- Students will write their answers in their notebooks.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Skill Development)
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) an article.
- Students will identify evidence to support their answer.
- Students will explain the evidence.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain to the class how to use RACER. We have gone over SEVERAL questions and answers working out the RACER together as a class.
- Mrs. Looney has modeled several times how to use RACER. We have been completing the RACER as a class for several days in a row.
- Students will now begin to do the steps in pairs.
- In a few days, students will be able to perform the steps individually.
- Independent Practice:
- The students will work in pairs to analyze and annotate the article "Chocolate: The Happy food (or, Take Your Medicine)."
- Students will highlight evidence to prove why the author considers chocolate to be evidence.
- Students will find at least three quotes as evidence to prove why the author considers chocolate to be evidence. Students will write these three quotes on sticky notes.
- Students will choose one of the quotes, the one quote that they feel proves why the author considers chocolate to be evidence the strongest.
- Students will fill out their RACER Graphic Organizer using the one strongest quote.
- Tomorrow we will learn how to use the RACER rubric to evaluate how well we filled out our RACER Graphic Organizer.
RACER: Why does the author consider chocolate to be medicine?
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Article: "Chocolate: The Happy food (or, Take Your Medicine)"
chocolate._the_happy_food._or_take_your_medicine.pdf | |
File Size: | 223 kb |
File Type: |
Homework due : The students will write a five paragraph essay: Comparing a modern-day Powwow with traditional Powwows. See the "Chapter 2: Native Americans" webpage for more details of directions.
Classwork, :
Classwork, :
- The students will type a five paragraph essay: Comparing a modern-day Powwow with traditional Powwows.
- Paragraph One: Introduction.
- Paragraph Two: Describe two new things that you have learned about the Native American culture.
- Paragraph Three: Compare and contrast modern-day Native American Powwows with historical Powwows of 100 years ago.
- Paragraph Four: Make an inference of what ways the European explorers have changed life for the Native American people.
- Paragraph Five: Conclusion.
- See the "Chapter 2: Native Americans" webpage for more details of directions.
October 31: Fall Rewards Party! I am very pleased to announced that each and every fifth and sixth grader has earned the reward of joining us for our Fall Rewards Party. Congratulations! The Rewards Party will take place during the social studies classes. If it would bring you joy, please bring in a snack or treat to share with the class. There are about 15 students in our class. The students really appreciate special snacks on this day. THANK YOU! PLEASE DO NOT BRING IN ANYTHING THAT CONTAINS ANY NUTS OR PEANUTS OR PEANUT BUTTER. Happy Fall! And what a gorgeous one it has been!
There won't be any homework due on November 1.
Homework due : The students will read the passage (paragraph #2 on the handout), identify the topic and the central idea (main idea), and complete the graphic organizer in partners.
Classwork:
BrainPop Central Idea (Main Idea) Paragraphs #1 and #2 with Graphic Organizer:
Classwork:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- 5R2: Determine a theme or central idea and explain how it is supported by key details; summarize a text. (RI&RL)
- Activate Prior Knowledge:
- Write down in your notebooks all the words that come to you when you hear the phrases "main idea/central idea."
- Think of your favorite movie. Write the name of your favorite movie in your notebook.
- Question: What is your favorite movie about?
- If your friend asked you what the movie is mostly about, what would you say?
- In one sentence, write down what your favorite movie is really about.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Skill Development)
- Skill Development:
- I can identify the topic of a paragraph or short video.
- I can identify the central idea (main idea) of a paragraph or short video.
- Personal Importance/Real Life Importance/Academic Importance:
- What are some reasons why this lesson is important academically?
- What are some reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain the definition of the central idea (main idea).
- "A text's central idea (main idea) is the most important point the writer is trying to make. Sometimes the central idea (main idea) is directly stated, but more often it's not.
- Supporting details are facts, examples, reasons, or descriptions that expand on the central idea (main idea).
- Readers determine a text's central idea (main idea) and supporting details so they can better understand the text's meaning. A central idea (main idea) often needs to be figured out by analyzing the supporting details.
- Students will watch the Main Idea Song and will take notes, jotting down all the words that describe "Main Idea." We will share these ideas. Click HERE to watch the Main Idea Song.
- We will watch the "Finding the Main Idea" video and will write down strategies that we can use to find the main idea/central idea. Click HERE to watch the "Finding the Main Idea" video or watch it below.
- Think of yourself as a detective describing a complex situation and finding clues to support your observations." Together we will watch a detective video to observe how to find the central idea (main idea). See YouTube video below: "Introduction to Reading Skills: Identifying the Main Idea and Supporting Details."
- In social studies class, we will read short passages from Chapter 3 "The Age of Exploration" and will determine the main idea and supporting details of the sections that we read. We will also write a summary of the section.
- As a class, we will determine the central idea (main idea) and supporting details from an article within the BrainPop Video: "Main Idea." https://www.brainpop.com/english/writing/mainidea/
- Mrs. Looney will model using paragraph #1 on the handout. (See below.) What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group as we work through paragraph #1 together.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- BrainPop Video: Main Idea
https://www.brainpop.com/english/writing/mainidea/
To get to the BrainPop video,
1) Go to snap.caboces.org.
2) Put in your username and password.
3) Your username and password is found written in your agenda.
4) Once you are logged in, go to BrainPOP.
BrainPop Main Idea Challenge: https://www.brainpop.com/english/writing/mainidea/challenge/
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will read the passage (paragraph #2 on the handout), identify the topic and the central idea (main idea), and complete the graphic organizer in partners.
BrainPop Central Idea (Main Idea) Paragraphs #1 and #2 with Graphic Organizer:
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WEEK OF OCTOBER 29, 2018
CHANGES NARRATIVE
October 31, 2018: Fall Rewards Party! I am very pleased to announced that each and every fifth grader has earned the reward of joining us for our Fall Rewards Party. Congratulations! The Rewards Party will take place during the social studies classes. If it would bring you joy, please bring in a snack or treat to share with the class. There are about 15 students in our class. The students really appreciate special snacks on this day. THANK YOU! PLEASE DO NOT BRING IN ANYTHING THAT CONTAINS ANY NUTS OR PEANUTS OR PEANUT BUTTER. Happy Fall! And what a gorgeous one it has been!
There won't be any homework due on November 1.
There won't be any homework due on November 1.
Changes Narrative: Lesson 1
Classwork, Monday, October 29, 2018
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Homework, Tuesday, October 30, 2018: Complete page 2 of the packet if it is not finished in class.
Classwork, Monday, October 29, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Changes Narrative packet, pencil
- Activate Prior Knowledge:
- What makes up a good story?
- What do all characters need to have?
- Have you heard of a Changes Narrative before? Do you have a guess for what this is?
- Have you heard of the Roller Coaster Plot Diagram?
- Learning Target:
- Students will analyze and identify various details about a character that goes through a change
- Students will write a Changes Narrative Essay – how has their character changed over time in the essay?
- What is a theme?
- What is the Roller Coaster Plot Diagram
- What is conflict?
- What is the COPS checklist?
- What is dialogue?
- What is descriptive/sensory language?
- Skill Development:
- Students will be able to ask questions and describe the different stages the Roller Coaster Plot Diagram
- Students will identify an important theme that they want to develop throughout their essay
- Students will identify what makes a compelling narrative
- Students will compare their Changes Narrative Essay to that of a classmate
- What are some ways that you have personally changed throughout your life?
- How have certain experiences shaped you into the person that you are?
- How does the Roller Coaster Plot Diagram relate to real life?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will begin the class by handing out the new writing packet
- Miss Morris will introduce the topic: Changes Narrative
- Students will number the pages in their packet
- Students will turn to page 1 and 2 of the packet
- Miss Morris will go over the directions with them and address any questions that they have
- Miss Morris will explain that much of the information in the direction we will be talking about later this week in class
- Students will look at page 2 and start this in class.
- If it is not completed in class, it will be homework.
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Complete page 2 of the packet if it is not finished in class.
Changes Narrative Packet
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Changes Narrative: Lesson 2
Classwork, Tuesday, October 30, 2018
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Homework, Wednesday, October 31, 2018: Narrow down/choose 3 themes that you may wish to include in your narrative essay
Classwork, Tuesday, October 30, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Changes Narrative packet, pencil
- Activate Prior Knowledge:
- What makes up a good story?
- What do all characters need to have?
- Have you heard of a Changes Narrative before? Do you have a guess for what this is?
- Have you heard of the Roller Coaster Plot Diagram?
- Learning Target:
- Students will analyze and identify various details about a character that goes through a change
- Students will write a Changes Narrative Essay – how has their character changed over time in the essay?
- What is a theme?
- What is the Roller Coaster Plot Diagram
- What is conflict?
- What is the COPS checklist?
- What is dialogue?
- What is descriptive/sensory language?
- Skill Development:
- Students will be able to ask questions and describe the different stages the Roller Coaster Plot Diagram
- Students will identify an important theme that they want to develop throughout their essay
- Students will identify what makes a compelling narrative
- Students will compare their Changes Narrative Essay to that of a classmate
- What are some ways that you have personally changed throughout your life?
- How have certain experiences shaped you into the person that you are?
- How does the Roller Coaster Plot Diagram relate to real life?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will have the word ‘theme’ written on the board.
- As a class, we will brainstorm what comes to mind when we hear this word
- Students will watch https://www.flocabulary.com/unit/theme/ and discuss what theme means
- Students will watch https://www.youtube.com/watch?v=LUngH-qQGAk and identify different themes throughout disney movies.
- We will then add to our brainstorm list
- Students will turn to page 3 and 4 of the packet
- Miss Morris will go over the list of themes throughout these 2 pages and ask students their thoughts on various ones
- How could the themes in these lists be used to show that a character goes through a change?
- Students will be asked to star or underline three that they think they could write their essay about – how could they write a story where their main character goes through a change and learns this life lesson?
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Narrow down/choose 3 themes that you may wish to include in your narrative essay
Changes Narrative: Lesson 3
Classwork, Wednesday, October 31, 2018
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Homework, Thursday, November 1, 2018: Begin thinking about your essay – who is your character, what change will he or she go through?
Classwork, Wednesday, October 31, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Changes Narrative packet, pencil
- Activate Prior Knowledge:
- What makes up a good story?
- What do all characters need to have?
- Have you heard of a Changes Narrative before? Do you have a guess for what this is?
- Have you heard of the Roller Coaster Plot Diagram?
- Learning Target:
- Students will analyze and identify various details about a character that goes through a change
- Students will write a Changes Narrative Essay – how has their character changed over time in the essay?
- What is a theme?
- What is the Roller Coaster Plot Diagram
- What is conflict?
- What is the COPS checklist?
- What is dialogue?
- What is descriptive/sensory language?
- Skill Development:
- Students will be able to ask questions and describe the different stages the Roller Coaster Plot Diagram
- Students will identify an important theme that they want to develop throughout their essay
- Students will identify what makes a compelling narrative
- Students will compare their Changes Narrative Essay to that of a classmate
- What are some ways that you have personally changed throughout your life?
- How have certain experiences shaped you into the person that you are?
- How does the Roller Coaster Plot Diagram relate to real life?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will ask students to turn to page 5
- Today we will be talking about “Show, Don’t Tell,” sensory language, and descriptive writing
- Miss Morris will guide students through the packet pages 5-7 and address any questions students may have
- The main point of these styles of writings is to get the reader interested in your story! It brings the story to life and paints a picture in your mind
- Students will see several examples between using this kind of language and not using this kind of language
- Students will be asked to start thinking about some of the ideas they have for their essay – who is their character, what change will he or she go through? What will the theme of your essay be?
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Students will be asked to start thinking about some of the ideas they have for their essay – who is their character, what change will he or she go through? What will the theme of your essay be?
Changes Narrative: Lesson 4
Classwork, Thursday, November 1, 2018
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Homework, Friday, November 2, 2018: Pages 11 and 12 in your packet
Classwork, Thursday, November 1, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Changes Narrative packet, pencil
- Activate Prior Knowledge:
- What makes up a good story?
- What do all characters need to have?
- Have you heard of a Changes Narrative before? Do you have a guess for what this is?
- Have you heard of the Roller Coaster Plot Diagram?
- Learning Target:
- Students will analyze and identify various details about a character that goes through a change
- Students will write a Changes Narrative Essay – how has their character changed over time in the essay?
- What is a theme?
- What is the Roller Coaster Plot Diagram
- What is conflict?
- What is the COPS checklist?
- What is dialogue?
- What is descriptive/sensory language?
- Skill Development:
- Students will be able to ask questions and describe the different stages the Roller Coaster Plot Diagram
- Students will identify an important theme that they want to develop throughout their essay
- Students will identify what makes a compelling narrative
- Students will compare their Changes Narrative Essay to that of a classmate
- What are some ways that you have personally changed throughout your life?
- How have certain experiences shaped you into the person that you are?
- How does the Roller Coaster Plot Diagram relate to real life?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will ask students to turn to 8
- Today we will be talking about dialogue
- What is dialogue?
- What does dialogue look like?
- What are the rules of dialogue?
- What are dialogue tags?
- How does dialogue help our story?
- Miss Morris will guide students through pages 8-10 in class
- Students will have the opportunity to ask questions and see what real life examples of dialogue looks like
- Miss Morris will model a conversation with a students and write their response with a dialog tag on the board
- Students will begin pages 11 and 12 for homework if there is time
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Pages 11 and 12 in your packet
Changes Narrative: Lesson 5
Classwork, Friday, and Monday, November 2 and 5, 2018
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Homework, Tuesday, November 5, 2018: Finish filling in the information for your Roller Coaster Plot Diagram.
Classwork, Friday, and Monday, November 2 and 5, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Changes Narrative packet, pencil
- Activate Prior Knowledge:
- What makes up a good story?
- What do all characters need to have?
- Have you heard of a Changes Narrative before? Do you have a guess for what this is?
- Have you heard of the Roller Coaster Plot Diagram?
- Learning Target:
- Students will analyze and identify various details about a character that goes through a change
- Students will write a Changes Narrative Essay – how has their character changed over time in the essay?
- What is a theme?
- What is the Roller Coaster Plot Diagram
- What is conflict?
- What is the COPS checklist?
- What is dialogue?
- What is descriptive/sensory language?
- Skill Development:
- Students will be able to ask questions and describe the different stages the Roller Coaster Plot Diagram
- Students will identify an important theme that they want to develop throughout their essay
- Students will identify what makes a compelling narrative
- Students will compare their Changes Narrative Essay to that of a classmate
- What are some ways that you have personally changed throughout your life?
- How have certain experiences shaped you into the person that you are?
- How does the Roller Coaster Plot Diagram relate to real life?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will begin class by checking and going over the homework from the day before
- Miss Morris will ask students to turn to page 13
- Miss Morris will explain to students that today is the most important step when they are beginning to write and think about their narrative essay
- Miss Morris will give the students the definitions of the various parts of the plot diagram
- Students will watch https://www.youtube.com/watch?v=cL-RjWKtZrM to review the story of Cinderella.
- Miss Morris will model what a plot diagram looks like in the familiar story: Cinderella
- Students will have some time at the end of class to work on age 14 – this page allows them to fill in the information about their story on an empty diagram worksheet
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Finish filling in the information for your Roller Coaster Plot Diagram
Changes Narrative: Lesson 6
- Homework, Wednesday – Thursday, November 5-8 : Changes Narrative due at the end of Class on Friday (if completed early, students will peer edit)
Classwork, Tuesday - Friday, November 5-9, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Changes Narrative packet, pencil, computer
- Activate Prior Knowledge:
- What makes up a good story?
- What do all characters need to have?
- Have you heard of a Changes Narrative before? Do you have a guess for what this is?
- Have you heard of the Roller Coaster Plot Diagram?
- Learning Target:
- Students will analyze and identify various details about a character that goes through a change
- Students will write a Changes Narrative Essay – how has their character changed over time in the essay?
- What is a theme?
- What is the Roller Coaster Plot Diagram
- What is conflict?
- What is the COPS checklist?
- What is dialogue?
- What is descriptive/sensory language?
- Skill Development:
- Students will be able to ask questions and describe the different stages the Roller Coaster Plot Diagram
- Students will identify an important theme that they want to develop throughout their essay
- Students will identify what makes a compelling narrative
- Students will compare their Changes Narrative Essay to that of a classmate
Personal Importance/Real Life Importance/Academic Importance:
- What are some ways that you have personally changed throughout your life?
- How have certain experiences shaped you into the person that you are?
- How does the Roller Coaster Plot Diagram relate to real life?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will have all week to write their narrative essay
- Miss Morris will go over page 19 – What to think about before writing and address any questions that arise
- Miss Morris will go over the outline with students and address any questions that arise
- Students will be encouraged to write carefully and make sure that they are including all parts of the plot diagram, a change in their character from the beginning to end of the story, and including a theme (a lesson learned)
- Students will get their computers, log in, and begin writing.
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Changes Narrative due at the end of Class on Friday
Changes Narrative: Lesson 7
Classwork, Friday, November 9, 2018 (for those students who are done early with their writing)
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
November 13th – Peer editing
November 14th – Read essays out loud to class (if desired)
November 15th – catch up day
November 16th – Miss Morris's last day – PARTY!
- Homework, Tuesday, November 13, 2018: None
Classwork, Friday, November 9, 2018 (for those students who are done early with their writing)
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Changes Narrative packet, pencil, computer
- Activate Prior Knowledge:
- What makes up a good story?
- What do all characters need to have?
- Have you heard of a Changes Narrative before? Do you have a guess for what this is?
- Have you heard of the Roller Coaster Plot Diagram?
- Learning Target:
- Students will analyze and identify various details about a character that goes through a change
- Students will write a Changes Narrative Essay – how has their character changed over time in the essay?
- What is a theme?
- What is the Roller Coaster Plot Diagram
- What is conflict?
- What is the COPS checklist?
- What is dialogue?
- What is descriptive/sensory language?
- Skill Development:
- Students will be able to ask questions and describe the different stages the Roller Coaster Plot Diagram
- Students will identify an important theme that they want to develop throughout their essay
- Students will identify what makes a compelling narrative
- Students will compare their Changes Narrative Essay to that of a classmate
- What are some ways that you have personally changed throughout your life?
- How have certain experiences shaped you into the person that you are?
- How does the Roller Coaster Plot Diagram relate to real life?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will log in to their computers and look at their essay
- Students will turn to page 22 in their packet
- Miss Morris will go over the COPS editing checklist
- Students will go over this list individually to their own writing and ask themselves if they have all of the required information in their outline and on the COPS list
- Students should check each box as they edit their paper
- Once students are done with this, they will use the editing checklist on page 13 to make sure that everything that needs to be included in the essay is evident
- If there is time, students will fill out the rubric on page 24 of their packet and assess themselves on the quality of their work.
- Miss Morris will take their assessment into consideration while grading their essays.
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Changes Narrative due at the end of Class on Friday
November 13th – Peer editing
November 14th – Read essays out loud to class (if desired)
November 15th – catch up day
November 16th – Miss Morris's last day – PARTY!
Homework due : Narrative list of 10 stories due . Students will write a list of possible stories that they can create that took place with a person that they know well. Each list should have at least 10 possible ideas for stories. Look at your Gratitude lists for ideas for stories.
Classwork, : Many ideas for the Changes Narrative Unit have come from Lucy Calkins and the Columbia Teachers College Reading and Writing Project.
- We will connect today's lesson with Esperanza Rising.
- Mrs. Looney will read Karen Hesse's picture book Come On, Rain!
- What is the time period during this book?
- How do the characters change in this picture book?
- Mrs. Looney will also read
- Students will choose a person that is important in your life.
- Brainstorm and write a list of small episodes in your writing notebook of all the small moment stories that come to your mind when you think of this person. This is one way to generate ideas for writing personal narratives. Mrs. Looney will model how to do this. At least ten ideas for stories are expected to be on this list.
- We will review Come On, Rain! and will discuss how the story is an episode, a seed story, and not a watermelon idea. What are the tiny details?
- Students will study their own list choose one episode that they want to turn into a story.
- Their story is expected to have at least one character that changes in the story. How did the main character in the story Come On, Rain change?
- Students will silently close their eyes and make a movie in their mind of exactly what happens in their story.
- Students will zoom into the most important part of the story.
- Students will get to work writing their story as quickly as they can, for as long as they can. They will type their stories on the computer.
- Students will include true, exact details from the movie that is in their mind, including as many tiny details as possible.
- Students will tell what you did first, then next, then next.
- Students will make sure that stories tell not just what happens, but also the response to what happens.
- On Monday, will read Ish and The Dot written by Peter Reynolds. These two stories are great examples of short seed ideas.
WEEK OF : Changes Narrative
Homework due : Narrative list of 10 stories due Monday. Students will write a list of 10 possible stories that they can create that took place with a person that they know well. Each list should have at least 10 possible ideas for stories. Look at your Gratitude lists for ideas for stories. Due Tuesday: Create a list of at least 10 possible stories that took place at a place that you know well. Look at your Gratitude lists for ideas for stories.
Classwork, Monday: Many ideas for the Changes Narrative Unit have come from Lucy Calkins and the Columbia Teachers College Reading and Writing Project.
Classwork, Monday: Many ideas for the Changes Narrative Unit have come from Lucy Calkins and the Columbia Teachers College Reading and Writing Project.
- We will read What You Know First by Patricia MacLachlan.
- Students will choose a place that they know best.
- Students will write a list of 10 more possible stories that they can write about that took place at the place that you know best.
- Due Tuesday: Create a list of at least 10 possible stories that took place at a place that you know well. Look at your Gratitude lists for ideas for stories.
Homework due Wednesday: Character Changes Columns. How have you changed throughout the story? See below for details.
Classwork, Tuesday:
Classwork, Tuesday:
- Ms. Z. will join our class. She will share ideas of how she gets started on writing a short story.
- Ms. Z. will teach the students how to use the Roller Coaster graphic organizer.
- Students will choose one of the stories on their brainstormed lists. Students will pick a story that they want to write about...something that has happened in their life...some event or story in which the student has changed.
- Students will complete the Character Changes Columns. In the writing notebook, students will write three columns: beginning, middle, and end. Students will fill in the columns. How did you feel, what was you thinking, what happened in the beginning of the story? Then, what happened, what were you thinking and feeling in the middle of the story and the same for the end of the story. How have you changed throughout the story?
- Ms. Z. will explain the Roller Coaster Graphic Organizer.
- Ms. Z. will give us an example of the story that she wrote while using the Roller Coaster Graphic Organizer.
- Students will begin by thinking about the conflict in their story using Ms. Z.'s Conflict Graphic Organizer.
- Students will begin filling out their Roller Coaster Graphic Organizer.
Dynamic vs Static Characters PowerPoint:
rt_static_vs_dynamic_ppt.pptx | |
File Size: | 5636 kb |
File Type: | pptx |
Dynamic vs Static Characters T-Chart:
hj_dynamic_and_static_characters_chart.docx | |
File Size: | 12 kb |
File Type: | docx |
Character Profile Sheet:
character_profile_sheet_page_0.pdf | |
File Size: | 348 kb |
File Type: |
Plot Diagramming Notes:
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Plot Diagramming Worksheet:
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Homework due Friday, Monday, and Tuesday: Roller Coaster Plot Diagramming Graphic Organizer due on Tuesday. See below for more details. Veterans Day is being recognized on Friday. Parent-Teacher Conferences are on Monday. Roller Coaster Graphic Organizer due Tuesday.
Classwork, Thursday:
Video: Pam Munoz Ryan, How Esperanza changes from the beginning of the story to the end
Classwork, Thursday:
- Common Core Standard addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.
- We will read The Dot and Ish written by Peter H. Reynolds.
- Students will begin to think about ways that characters can change from the beginning of the story until the end. We will specifically talk about character traits of each of the main characters in the book. After we read each of the stories, we will make three columns: beginning, middle, and end. We will list character traits of the main characters at each stage of the book.
- Students will add to their list of story ideas and will make a list of times when each student has changed. They will think about a time when they learned something new and how that changed their lives.
- Brainstorm and write a list episodes in your writing notebook of all the small moment stories that come to your mind when you think of change. This is one way to generate ideas for writing personal narratives. Mrs. Looney will model how to do this. Students will add at least two story episodes of a time they have changed.
- We will review The Dot and Ish and will discuss how the story is an episode, a seed story, and not a watermelon idea. What are the tiny details?
- Students will study their own list and choose one episode that they want to turn into a story.
- Their story is expected to have at least one character that changes in the story. How did the main character in the stories The Dot and Ish change?
- Students will silently close their eyes and make a movie in their mind of exactly what happens in their story.
- Students will zoom into the most important part of the story.
- We will continue to discuss plot diagramming using the Roller Coaster Graphic Organizer.
- We will watch another video that describes and gives examples of plot diagramming.
- We will review the Roller Coaster Plot Diagramming Graphic Organizer. Students will share examples of the actions that take place in their story and what they filled in on their diagram.
- Students will include true, exact details from the movie that is in their mind, including as many tiny details as possible.
- Students will tell what you did first, then next, then next.
- Students will make sure that stories tell not just what happens, but also the response to what happens.
- Roller Coast Graphic Organizer due on Tuesday.
Video: Pam Munoz Ryan, How Esperanza changes from the beginning of the story to the end
Homework due Monday, and Tuesday: None.
Classwork, Friday, and Monday: No school. Veterans Day is being recognized on Friday. Parent-Teacher Conferences are on Monday.
Classwork, Friday, and Monday: No school. Veterans Day is being recognized on Friday. Parent-Teacher Conferences are on Monday.
Plot Diagramming:
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Homework due Wednesday, Thursday, Friday, Monday, and Tuesday: Begin working on your personal narrative story.
Classwork, Tuesday, Wednesday, Thursday, Friday, and Monday:
Classwork, Tuesday, Wednesday, Thursday, Friday, and Monday:
- Common Core Standard addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.
- As a class we will watch the first video found above: Plot Structure, feat. Freytag's Triangle.
- Students will share the ideas that they included in their Roller Coaster Graphic Organizer (Plot Structure Diagram).
- We will begin our lesson by listening to the story "Your Name in Gold" found on page 3 in the Personal Narrative Writing packet.
- We will look at page 9 in the packet: When to Use Paragraphs in Narrative Writing. Does the "Your Name in Gold" follow the suggestions found on page 9?
- Choose one small moment story idea from your list of 10 ideas and continue to write a powerful personal narrative story.
- While writing the story, students will reflect on their five senses and add descriptive senses words to their story. What did you hear? What smells were present? What did you feel? What details did you see? What did you taste?
- Students will close their eyes and make a movie in their mind of of exactly what happened in the story.
- Zoom into the most important part of the story.
- Students will include true, exact details from the movie that is in their mind, including as many tiny details as possible.
- Students will write their stories in scenes, not summaries.
- Students will tell what they did first, then next, then next.
- Students will make sure that the story tells not just what happened, but also the response to what happened.
- Be sure that your spelling, grammar, and punctuation are correct.
- Be sure to use descriptive, creative sentences.
- Be sure to choose sophisticated words in your writing.
- While writing your personal narrative story, type as much as you can, as fast as you can.
- Don't forget some of the ways to hook your reader in the introduction: question, sound (onomatopoeia), dialogue (speaking).
- Don't forget to add a conclusion to wrap up your story.
On Tuesday, we will create a Gratitude Notebook that you may use at home. Please feel free to share your Gratitude Notebook with your family!
Homework due Monday:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break :)
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney is assigning homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: I would like everyone to spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: Help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
Homework due Monday:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break :)
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney is assigning homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: I would like everyone to spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: Help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
Homework due Tuesday: Complete page 8 in the Changes Narrative Packet.
Classwork, Monday:
"Eleven" written by Sandra Cisneros
Classwork, Monday:
- Common Core Standard addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.
- Activate Prior Knowledge: As a class we will watch the short video clip of an interview with Pam Munoz Ryan, the author of Esperanza Rising. Munoz Ryan discusses how Esperanza changes from the beginning of the book to l the end. See below for the video.
- Skill Development: Students will begin to sketch out a story of their own in which the main character changes from the beginning of the story until the end.
- Guided Practice:
- We will listen to a master storyteller tell her story. Does the main character change in the end? In what ways could the character changed in the end? Sandra Cisneros: "Eleven." https://vimeo.com/9245804
- What are some strategies that Sandra Cisneros uses in her story?
- Independent Practice: Students will begin to imagine a character at the beginning of the story, the middle of the story and the end. Students will write down the character's traits in their notebook. Students will begin to sketch the story in three sections: beginning, middle, end.
- Students will sketch out the details of their main character. This sketch is found on page 8 in the Changes Narrative packet.
"Eleven" written by Sandra Cisneros
cisneros.eleven.pdf | |
File Size: | 239 kb |
File Type: |
Homework due Tuesday, and Wednesday: Complete page 8 in the Changes Narrative Packet (due Tuesday, November 28, 2017). Finish up any other work that was due on Tuesday. Work on your Explorer Project and 10 facts. Explorer Project is due on
Classwork, Tuesday: Due to the fifth and sixth grade field trip, there won't be any additional homework due on Wednesday, .
Classwork, Tuesday: Due to the fifth and sixth grade field trip, there won't be any additional homework due on Wednesday, .
- Common Core Standard addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.
- For homework, students will complete page 8 in the "Changes Narrative" packet. This page will help the student to think about different aspects of their character and describe different aspects of their character.
Homework due Friday: Students will continue typing the personal narrative small moment story that we have been working on in class.
Classwork, Thursday:
- Common Core Standard addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.
- We will review the plot diagrams that the students have created. We will watch a video (see above for videos) that will help explain and give examples of the different steps in the Plot Diagram. The other videos are available for students to watch on their own if they need more examples or explanations.
- As a class we will watch the first video found above: Plot Structure, feat. Freytag's Triangle. (See above.)
- Students will share the ideas that they included in their Plot Structure Diagram.
- Students will be sure to have ideas and details for each of the seven steps of the Plot diagram.
- We will look at the packet and discuss some of the themes. We will discuss how those themes could be the "changes" that the characters go through.
- We will focus on hooking the reader in our introduction.
- We will listen to and read examples of hooks that other authors have written.
- Students will ask themselves, "What have other authors done that I can do?
- Students will continue typing the personal narrative small moment story that we have been working on in class.
- Students will write down the "hooks" that can make an introduction more interesting. Introduction: dialogue, onomatopoeia, describing the setting, questions, adding interesting details, describing actions.
- Students will revise their introductions.
- Mrs. Looney will model how to write dialog.
- Students will add dialog to their narratives.
- Students will read through their narratives, making note of which areas are in need of improvement in their writing.
- Students will make improvements. Students will especially add more descriptive sentences and words to their narrative.
- Students will continue to work on their narrative at home for homework.
- Today in class we will go over the writing technique "Show, Don't Tell." This technique is used for making our writing more mature and developed.
We will also be doing a writing exercise where students choose a sentence from the PowerPoint and rewrite it so that it is more descriptive and utilizes "Show, Don't Tell." - Students will continue to type their "Changes Narrative."
Show, Don't Tell PowerPoint:
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Homework due Monday: Write a short conversation between two characters using dialogue in your Dialogue notes packet.
Classwork, Friday
Classwork, Friday
- Core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Today in class we will be learning about dialogue.
- We will watch a BrainPOP video about dialogue. See below for reminders of how to log on to the website.
- BrainPop Video Dialogue: https://www.brainpop.com/english/writing/dialogue/
- Then we will go through PowerPoint about rules and tips for using dialogue (see PowerPoint below).
- To get to the BrainPop video:
1) Go to snap.caboces.org.
2) Put in your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES go to BrainPOP.
Dialogue PowerPoint:
dialogue.pptx | |
File Size: | 1060 kb |
File Type: | pptx |
Homework due Tuesday: Continue to work on your personal narrative story. Proofread and make corrections.
Classwork, Monday:
Classwork, Monday:
- Common core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- ELA.CC.5.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today we will be going over COPS, a pneumatic device students have seen before that helps us edit our writing pieces. We will go over it using guided notes and a PowerPoint.
- COPS stands for Capitalization, Organization, Punctuation, and Spelling
COPS PowerPoint:
cops_ppt.pptx | |
File Size: | 1119 kb |
File Type: | pptx |
COPS Guided Notes:
cops_guided_notes.docx | |
File Size: | 16 kb |
File Type: | docx |
Homework due Wednesday: Continue to work on your personal narrative story. Proofread and make corrections.
Classwork, Tuesday:
Classwork, Tuesday:
- Common core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- ELA.CC.5.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today we will be going over ARMS, like the COPS we learned about yesterday, it is a pneumatic device that helps us revise our writing pieces. We will go over it using guided notes and a PowerPoint.
- ARMS stands for Add, Remove, Move, and Substitute.
ARMS PowerPoint:
arms_ppt..pptx | |
File Size: | 1183 kb |
File Type: | pptx |
ARMS Guided Notes:
arms_guided_notes.docx | |
File Size: | 15 kb |
File Type: | docx |
Homework due Thursday, December 7, 2017: None.
Classwork, Wednesday, December 6, 2017: Mrs. Nolan will join our class for the Second Step Program.
Classwork, Wednesday, December 6, 2017: Mrs. Nolan will join our class for the Second Step Program.
Homework due Friday: None.
Classwork, Thursday
Classwork, Thursday
- Common core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- ELA.CC.5.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Students will use the COPS and ARMS tools to edit and revise our writing.
- Students will complete a packet (see below) that has them practice different kinds of editing and revising.
COPS and ARMS Practice Packet:
cops_and_arms_practice.docx | |
File Size: | 14 kb |
File Type: | docx |
Homework due Monday: None.
Classwork, Friday:
Classwork, Friday:
- Common core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- ELA.CC.5.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Students will be read their finished Changes Narratives to their peers.
PREVIOUS YEARS' LESSONS:
Homework due Tuesday: Creative Crazy Creature Story. At least two pages in your notebook. If you skip lines it will be four pages in your notebook.
Classwork, Monday:
Homework due Wednesday: None.
Classwork, Tuesday:
Classwork, Monday:
- First, read some of the descriptive words found on the “Crazy Creatures: What is a Crazy Creature?” inside page of the packet. Use these words to help you create your Crazy Creature.
- Circle five of the words found on the “Crazy Creatures: What is a Crazy Creature?” inside page of the packet. Use as many of these words as possible in your story.
- See #1. Draw your crazy creature on the left-hand page of the packet. You may use pencil, markers, or colored pencils.
- See #2. Answer questions found on the left-hand page of the packet.
- See #3. Plot out your plan for your story. “What is your mini saga (story) about? (Think about the beginning, middle and end!)”
- Begin writing your story in your writing section of your notebook. Each student is expected to have at least two pages in your notebook filled with your story to earn an average grade. If you skip lines it will be four pages in your notebook.
- ALL OF THE WORK THAT YOU DO NOT COMPLETE IN CLASS IS HOMEWORK AND IS DUE TOMORROW. ALL OF THIS WORK IS FOR A GRADE.
- Put your completed work in the homework file OR turn it in tomorrow when Mrs. Looney is here. DO NOT GIVE YOUR WORK TO THE SUB.
- You are to work silently and by yourself. You are NOT to work with a partner.
Homework due Wednesday: None.
Classwork, Tuesday:
- Students who wish to share their Crazy Creature Story with the class may do so at this time.
Homework due Friday, and Monday:
Classwork:
Classwork:
- Students will finish typing up their "Changes Narrative."
- Students will meet with partners to read their story and to get ideas for improving their story.
- Students will email me their final draft.
Homework : Finish revision of Changes Narratives.
Classwork, :
Classwork, :
- Common core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- ELA.CC.5.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today we will have a chance to use the new skills we have learned with COPS and ARMS and put them into practice by editing and revising our Changes Narratives.
- Tomorrow we will be sharing our stories with the class.
- For homework, students will be completing any revisions they want to make on their Changes Narratives.
Homework due : Personal Narrative Final Draft due in Writing Class on Friday morning!!! On loose-leaf!!! See above for expectations. Work on revisions and adding exciting details to your narrative.
Classwork
Classwork
- With the help of Ms. Z., Mrs. B., and Mrs. L., students will revise their personal narrative essays.
- As a class, we will read through the Personal Narrative Checklist written by Lucy Calkins, Teachers College Reading and Writing Project at Columbia University.
- Students will read through their narratives, making note of which areas are in need of improvement in their writing.
- Students will make improvements. Students will especially add more descriptive sentences and words to their narrative.
- Students will continue to work on their narrative at home for homework.
- We will see other examples of actions that take place within a plot by acting out the short plays by Pam Munoz Ryan.
- The final draft is due on Friday. The final draft should be handed in on a clean, unwrinkled piece of loose-leaf. The final draft should be about a page and a half on loose-leaf.
Homework due Thursday: As follow-up to Mrs. Root's Anti-bullying Strategies lessons, students will write a 2-4 page narrative (story) that teaches others how to act when a bully is bothering someone. This is to be written in your writing notebook.
Classwork, Wednesday: Substitute.
Anti-Bullying Strategy Narrative Ideas:
Classwork, Wednesday: Substitute.
- As follow-up to Mrs. Root's Anti-bullying Strategies lesson, students will write a narrative (story) that teaches others how to act when a bully is bothering someone.
- The narrative (story) will be two-four pages written in the writing notebook.
- Students will NOT skip lines while writing their story.
- This should be obvious but, students will write all the way from the red line on the left side of the pages in their notebook all the way to the end of the page.
- Students will write as much as they can as quickly as they can.
- Students will have two full class periods to complete this narrative.
- Students will proofread their work when they are done.
- When a student has completed four pages of writing in their notebook, they have two choices. They may continue their anti-bullying strategy story, or they may write a second story.
- Also, Ms. Z. is having a Halloween/Autumn/Fall writing contest. If your story takes place in the fall or Halloween, then we can submit your story to the writing contest. Just an idea.
- See below for ideas.
Anti-Bullying Strategy Narrative Ideas:
- Introduction:
- Don't forget to add a hook to grab your readers' attention. A hook may include:
- describing the setting: weather, day of the week, time of day, where the story takes place
- if the setting is the fall or Halloween, we can submit your story to the writing contest that Ms. Z. is organizing.
- a quote from a conversation
- describe an action
- onomatopoeia: a sound word (crash, boom, yay!)
- Don't forget to add a hook to grab your readers' attention. A hook may include:
- Beginning:
- Who are the main characters?
- Describe the main characters in detail.
- What are their names?
- What do they look like?
- How do they dress?
- Where are they from?
- How old are they?
- Where does the story take place?
- Describe the setting in detail. If the story takes place during the fall or during Halloween, the story can be submitted to Ms. Z.'s writing contest.
- What happens at the beginning of the story? Describe the actions in detail as they unfold.
- What is the mood at the beginning of the story? How are the characters feeling? Why?
- Middle:
- What is the main problem of the story?
- Who is the bully? Describe the bully.
- What does the bully do to upset people? Where? What does the bully say?
- How do the other characters react to the bully? What do the bystanders do or say?
- End
- Who is the hero of the story?
- What does the hero do and say to help the victims?
- How do the characters change?
- How does the victim change?
- How does the hero change?
- How does the bystander change?
- How does the bully change?
- What is the lesson of the story?
Homework due day: None.
Classwork:
Classwork:
- Common core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- ELA.CC.5.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today we will be looking back at the paragraph we edited on Tuesday and editing it again with COPS and ARMS in mind. Then we will rewrite the paragraph in its entirety.
- Afterward, some students will have the chance to share their paragraphs.
Homework Due Friday, September , 2016for more details.
Classwork, Thursday:
Classwork, Thursday:
- Common Core Standards addressed:
- ELA.CC.5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key ideas; summarize the text.
- ELA.CC.5.RI.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- As a class we will read the passages "The Discontented Rock" and "The Unfortunate Fireflies."
- After reading, students will break into pairs and read an essay by "Harry" about the two passages.
- The pairs will assess the essay based on the Adapted NYS 5th Grade Writing Rubric.
- If not finished in class, grading "Harry's" essay will be for homework.
*Students will receive a packet on this day containing all of these documents.
"The Discontented Rock":
the_discontented_rock.pdf | |
File Size: | 726 kb |
File Type: |
"The Unfortunate Fireflies":
the_unfourtunate_fireflies.pdf | |
File Size: | 557 kb |
File Type: |
Harry's Essay
harrys_essay.pdf | |
File Size: | 264 kb |
File Type: |
Adapted NYS 5th Grade Writing Rubric
Self-Assessment PowerPoint:
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Homework due : None.
Classwork:
Classwork:
- Common Core Standard addressed:
- i.ELA.CC.5.RL.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
- Today we will watch a BrainPOP video about drama and write down three ideas or facts we find interesting in the video.
- Then we will view a PowerPoint about dramas and plays.
plays_and_drama_ppt..pptx | |
File Size: | 1881 kb |
File Type: | pptx |
Homework Due Wednesday: None.
Classwork, Tuesday:
Classwork, Tuesday:
- Common Core Standard addressed:
- ELA.CC.5.RL.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
- Pam Muñoz Ryan's Website: http://www.pammunozryan.com/
- Today we will read a reader's theatre adaptation of The Dreamer by Pam Muñoz Ryan.
- The Reader's Theatre Scripts can be found here: http://www.pammunozryan.com/readers-theatre-scripts/
Homework Due Monday: None.
Classwork, Friday:
Classwork, Friday:
- Common Core Standards addressed
- ELA.CC.5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key ideas; summarize the text.
- ELA.CC.5.RI.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- Today in class we will be going over a PowerPoint that deals with the rubric in detail and taking notes.
Homework Due Tuesday: None.
Classwork, Monday:
Classwork, Monday:
- Common Core Standards addressed:
- ELA.CC.5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key ideas; summarize the text.
- ELA.CC.5.RI.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- Today in class we will continue going over the PowerPoint from Friday that goes over the rubric and work on note taking strategies.
Homework Due Wednesday:
Classwork, Tuesday:
Classwork, Tuesday:
- Common Core Standards addressed:
- ELA.CC.5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key ideas; summarize the text.
- ELA.CC.5.RI.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- Today in class we will continue going over the PowerPoint from Friday that goes over the rubric and work on note taking strategies.
- Students will hand in their notes for a check at the end of class if we finish the PowerPoint.
Homework Due Wednesday:
Classwork, Tuesday:
Classwork, Tuesday:
- Common Core Standards addressed:
- ELA.CC.5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key ideas; summarize the text.
- ELA.CC.5.RI.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- Today in class we continued going over the PowerPoint.
Homework Due Thursday: None.
Classwork, Wednesday:
Classwork, Wednesday:
- Common Core Standards addressed:
- ELA.CC.5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key ideas; summarize the text.
- ELA.CC.5.RI.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- Today in class we will finish going over the PowerPoint explaining the rubric
- Then we will grade two more essays from our packet in small groups and talk about what a good essay looks like.
Homework Due Friday: Personal Narrative Final Draft due in Writing Class!!! On loose-leaf!!! See above for expectations.
Classwork, Thursday,: FIRST DAY OF OCTOBER! My, oh, my! How time flies!
Samuel K. White
Mrs. Looney
5 Writing
2 October 2016
Classwork, Thursday,: FIRST DAY OF OCTOBER! My, oh, my! How time flies!
- Students will read through their narratives, making note of which areas are in need of improvement in their writing.
- Students will make improvements. Students will especially add more descriptive sentences and words to their narrative.
- Students will continue to work on their narrative at home for homework.
- Students will write their heading using the MLA format:
Samuel K. White
Mrs. Looney
5 Writing
2 October 2016
Homework Due Thursday: Complete a Plot Diagramming worksheet front and back based in a story/ movie of your choice.
Classwork, Wednesday:
Classwork, Wednesday:
- Common Core Standard addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.
- Today we will be learning about plot diagramming, which is the process of visually showing how the plot of a story progresses.
- See the handouts below for more information.
Homework Due Friday: None.
Classwork, Thursday:
Classwork, Thursday:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.
- Today in class students will be splitting up into groups and filling out a plot diagram like we did for homework (the worksheet can be found below).
- Then we will come together as a class and share our plot diagrams.
plot_diagramming_ws.docx | |
File Size: | 265 kb |
File Type: | docx |
Homework Due Tuesday: None.
Classwork, Friday:
Classwork, Friday:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.
- Today we will be doing another plot diagramming worksheet in small groups. We will be filling it out based on the reader's theatre script The Dreamer that we read on Tuesday.
Homework Due Wednesday: None.
Classwork, Tuesday:
Classwork, Tuesday:
- Today we will be taking beginning of the year baseline assessments.
Homework Due Thursday: Rewrite one sentence from the PowerPoint.
Classwork, Wednesday:
Classwork, Wednesday:
- Common Core Standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Today in class we will go over the writing technique "Show, Don't Tell." This technique is used for making our writing more mature and developed. - We will also be doing a writing exercise where students choose a sentence from the PowerPoint and rewrite it so that it is more descriptive and utilizes "Show, Don't Tell." If students do not finish this during class, they will have to rewrite the sentence for homework.
Homework Due Monday: Add 10 dynamic characters and 10 static characters to your T-chart.
Classwork, Friday:
Classwork, Friday:
- Common Core Standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Today we will be learning about dynamic and static characters.
- We will be taking notes on a PowerPoint we complete in class. We will take these notes in a packet that will be distributed in class.
Homework Due Tuesday: Complete a character profile sheet.
Classwork, Monday:
Classwork, Monday:
- Common core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Today we will be going over the assignment sheet for our Changes Narratives.
- Time permitting, students will have time to brainstorm about the main character and the change they will go through in their story.
Changes Narrative Directions:
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Homework Due Wednesday: Finish our plot diagrams.
Classwork, Tuesday:
Classwork, Tuesday:
- Common core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Today we will begin brainstorming the plot of our Changes Narratives using a plot diagram.
- We will talk about what should be going into our stories and how we begin to decide what goes into them.
- Then students will decide and write down what they are planning to write for their story into a plot diagram organizer.
- The instructions for this Changes Narrative writing assignment are above.
Homework Due Thursday: Complete outline, using the base outline we generate in our notebooks during class.
Classwork, Wednesday:
Classwork, Wednesday:
- Common core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Today we will be talking about outlining. We will be using the plot diagrams that we have been working on to guide our outlining process.
- Miss G will write out an outline on the board and students will copy this base outline into their notes so that they can fill it out for homework.
- For homework, students will complete their outline, using the base outline we write down in our notebooks in class.
Homework Due Friday: Write the first two paragraphs of your Changes Narrative.
Classwork, Thursday:
Classwork, Thursday:
- Common core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Today in class we will be revising our outlines and beginning to write our Changes Narratives.
- For homework students will write the first two paragraph of their Changes Narrative.
Homework Due Monday: Finish your Changes Narrative. Due Monday on loose-leaf.
Classwork, Friday:
Classwork, Friday:
- Common core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Today in class students will have time to work on their Changes Narratives.
- For homework, students need to finish their Changes Narratives. The essay is due on Monday on loose-leaf.
Changes Narrative Directions:
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Homework Due Tuesday: None.
Classwork, Monday:
Classwork, Monday:
- Common core standards addressed:
- ELA.CC.5.W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Today we will be brainstorming ways we can revise and edit our writing pieces. What can we do to make them better and stronger?
- Students will have the entire period to brainstorm on loose-leaf paper. They will turn these ideas in at the end of class.
COPS PowerPoint:
cops_ppt.pdf | |
File Size: | 1610 kb |
File Type: |
COPS Guided Notes:
cops_guided_notes.pdf | |
File Size: | 51 kb |
File Type: |
ARMS PowerPoint:
arms_ppt..pdf | |
File Size: | 604 kb |
File Type: |
ARMS Guided Notes:
arms_guided_notes.pdf | |
File Size: | 78 kb |
File Type: |
COPS and ARMS Practice Packet:
cops_and_arms_practice.pdf | |
File Size: | 111 kb |
File Type: |
Homework Due Thursday: None.
Classwork, Wednesday:
Classwork, Wednesday:
- Common core standards addressed:
- ELA.CC.5.RI.2:Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.
- Today we will be reading and discussing the article "Disaster in Haiti" from Scholastic. This article provides background information on the 2010 earthquake that rocked Haiti's capitol city.
- After reading the article as a class, students will break up into small groups and read it a second time. Then they will respond to the question, both verbally in their group and on paper, "How did this article make you feel about people affected by natural disasters?"
- There is no homework.
curriculum.map.and.standards.5.pdf | |
File Size: | 461 kb |
File Type: |
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Homework Due Thursday: Complete the personal narrative small moment story that was started in class in your writing notebook.
Classwork, Wednesday: Students will complete one personal narrative. Students may finish the story (personal narrative) that was started in class today or students may choose to begin a new story. Two personal narratives are due by Monday. Today's story is written in the writing notebook. Tomorrow in class, students will begin a different story on loose-leaf. Each story should be one-and-a-half to two sides of paper or more.
Classwork, Wednesday: Students will complete one personal narrative. Students may finish the story (personal narrative) that was started in class today or students may choose to begin a new story. Two personal narratives are due by Monday. Today's story is written in the writing notebook. Tomorrow in class, students will begin a different story on loose-leaf. Each story should be one-and-a-half to two sides of paper or more.
- Choose a person that is important to you in your life.
- Brainstorm and write a list in your writing notebook of all the small moment stories that come to your mind when you think of this person. This is one way to generate ideas for writing personal narratives.
- Choose one of the small moment stories on your list.
- Write a personal narrative. Write as much as you can, as fast as you can.
- Don't forget some of the ways to hook your reader in the introduction: question, sound (onomatopoeia), dialogue (speaking).
- Don't forget to add a conclusion to wrap up your story.
- You may write more than one story.
- Finish the story that you were working on in class today.
Homework Due Friday: Work on the personal narrative small moment story that was started in class on loose-leaf.
Classwork, Thursday: Students will complete another personal narrative. Students may finish the story (personal narrative) that was started in class today or students may choose to begin a new story. Two personal narratives are due by Monday. Today's story may be started in the writing notebook but must be handed in on loose-leaf. The story should be one-and-a-half to two sides of paper or more.
Classwork, Thursday: Students will complete another personal narrative. Students may finish the story (personal narrative) that was started in class today or students may choose to begin a new story. Two personal narratives are due by Monday. Today's story may be started in the writing notebook but must be handed in on loose-leaf. The story should be one-and-a-half to two sides of paper or more.
- Choose one small moment story idea and write a powerful personal narrative story.
- Our goal is to write at least a page and a half to two pages.
- Hand your story in on a clean, unwrinkled piece of loose-leaf.
- Be sure that your spelling, grammar, and punctuation are correct.
- Be sure to use descriptive, creative sentences.
- Be sure to choose sophisticated words in your writing.
- While writing your personal narrative story, write as much as you can, as fast as you can.
- Don't forget some of the ways to hook your reader in the introduction: question, sound (onomatopoeia), dialogue (speaking).
- Don't forget to add a conclusion to wrap up your story.
- This is for a grade.
Homework Due Monday: Two personal narratives are due by Monday. The story from Wednesday is written in the writing notebook. A second story is written on loose-leaf. Each story should be one-and-a-half to two sides of paper or more. Both are due on Monday. Choose the story you love best and practice reading it as you will read your story to the class on Monday.
Classwork, Friday:
Classwork, Friday:
- In class we will think about small moment stories that have occurred in a place that is important to us.
- We will listen to the story The Places You Know First written by Patricia MacLaghlin.
- Brainstorm and write a list in your writing notebook of all the small moment stories that come to your mind when you think of this place. This is one way to generate ideas for writing personal narratives.
- Choose one of the small moment stories on your list.
- Write a personal narrative. Write as much as you can, as fast as you can.
- Don't forget some of the ways to hook your reader in the introduction: question, sound (onomatopoeia), dialogue (speaking).
- Don't forget to add a conclusion to wrap up your story.
- You may write more than one story.
- Writers: You have writing homework every night. Begin living like a writer, like an artist. In addition to the homework that is listed above, I would like you to think of a small moment that you would like to create into a story. Be prepared for each writing class with a list of small moments that you wish to transform into powerful personal narratives.
- Please see the document below, written by Lucy Calkins and the Columbia Teachers College Reading and Writing Project, for more ideas of how to live your life like a writer.
narrative.livelikeawriter.hw.doc | |
File Size: | 37 kb |
File Type: | doc |
narrative.livelikeawriter.hw.pdf | |
File Size: | 114 kb |
File Type: |
Due day, , 201X: Revision of Personal Narrative Essay
- Revise your personal narrative essay.
- Use a thesaurus to find more sophisticated words to add to your writing.
- Be sure that you are writing about ONE SMALL MOMENT.
- Add details.
- Check a dictionary to be sure that all of the words are spelled correctly.
- Have someone proofread your work.
- REWRITE YOUR NARRATIVE ESSAY IN YOUR NEATEST HANDWRITING.
- HAND IN ON LOOSE-LEAF!
Due day, , 201X: Narrative Essay, #2.
- Using everything that we have learned in this unit of study, write the most powerful small moment story about something that you have experienced or witnessed.
- Be sure that your essay has a beginning, middle, and end.
- Be sure that you use your checklists for editing and revising.
- Be sure that you write your essay on loose-leaf.
- I am looking forward to reading your stories!
narrative.session1.makingresolutionshw.pdf | |
File Size: | 89 kb |
File Type: |
narrative.session1.makingresolutionshw.doc | |
File Size: | 33 kb |
File Type: | doc |
Homework Due day: None.
Classwork, day:
Classwork, day:
module1.unit3.fifth.grade.pdf | |
File Size: | 2126 kb |
File Type: |
Module One, Unit 3, Student Workbook:
module.1.unit.3.workbook.fifth.grade.pdf | |
File Size: | 1099 kb |
File Type: |
Readers Theater Script: American Heroes:
american-heroes-readers-theater-script.doc | |
File Size: | 42 kb |
File Type: | doc |
esperanza_module_1_lesson_1.doc | |
File Size: | 679 kb |
File Type: | doc |
american-heroes-readers-theater-script.pdf | |
File Size: | 78 kb |
File Type: |
Homework Due Wednesday:
Classwork, Tuesday: Lesson 1: Narratives as Theater, Part I: What is Readers Theater?
Classwork, Tuesday: Lesson 1: Narratives as Theater, Part I: What is Readers Theater?
5m1.3l1.doc | |
File Size: | 679 kb |
File Type: | doc |
Homework due Tuesday, and Wednesday: Continue typing your "Changes Narrative."
Classwork, Monday, and Tuesday:
Homework due Tuesday and Wednesday: Work on the personal narrative small moment story that was started in class on Friday. Write your first draft (rough draft) in your writing notebook. The first draft (rough draft) is due on Wednesday. Each student is expected to write AT LEAST TWO PAGES IN THE WRITING NOTEBOOK.
Classwork, : Students will continue to write their personal narrative that was started in class on Friday. The first rough draft personal narrative is due by Wednesday morning BEFORE writing class. The story should be at least two pages in your notebook or more.
Classwork, Monday, and Tuesday:
- As a class we will watch the first video found above: Plot Structure, feat. Freytag's Triangle.
- Students will share the ideas that they included in their Plot Structure Diagram.
- Students will write down the "hooks" that can make an introduction more interesting. Introduction: dialogue, onomatopoeia, describing the setting, questions, adding interesting details, describing actions.
- Students will revise their introductions.
- Mrs. Looney will model how to write dialog.
- Students will add dialog to their narratives.
- Students will continue to type their "Changes Narrative."
Homework due Tuesday and Wednesday: Work on the personal narrative small moment story that was started in class on Friday. Write your first draft (rough draft) in your writing notebook. The first draft (rough draft) is due on Wednesday. Each student is expected to write AT LEAST TWO PAGES IN THE WRITING NOTEBOOK.
Classwork, : Students will continue to write their personal narrative that was started in class on Friday. The first rough draft personal narrative is due by Wednesday morning BEFORE writing class. The story should be at least two pages in your notebook or more.
Homework Due Thursday: None.
Classwork, Wednesday: Lesson 2: Narratives as Theater: Esperanza Rising, from Novel to Script
Classwork, Wednesday: Lesson 2: Narratives as Theater: Esperanza Rising, from Novel to Script
- Students will practice their American heroes scripts.
- Students will then preform their American Heroes scripts.
- Students will get divided into groups of five people. I will assign the groups. I will also assign which group gets what section of the script.
- Explain to students that they will be practicing again a Readers Theater script.
- Students will practice their assign section of Pam Munoz Ryan’s script for “Esperanza Rising.”
- Students will perform their section of the script in front of the class.
- Give feedback based off of the rubric to the students.
- Display passages from the Novel Esperanza Rising.
- Students will read some of the passages.
- Students will think about how the novel is similar and different from the script they just practiced and preformed.
- Students will discuss in pairs how the novel and script of Esperanza Rising is the same and different.
- Add the similarities and differences to the I Notice/ I Wonder anchor chart.
Lesson 2: Narratives as Theater: Esperanza Rising, from Novel to script
5m1.3l2.doc | |
File Size: | 248 kb |
File Type: | doc |
Homework Due Friday:
Classwork, Thursday: Lesson 3: Readers Theater and the UDHR
Classwork, Thursday: Lesson 3: Readers Theater and the UDHR
- Review the UDHR themes.
- Have different students read the different themes.
- Distribute one of the “American Heroes” scripts and the Esperanza Rising script.
- Students will annotate the Esperanza Rising script. Students will connect the UDHR themes while annotating.
- Ex. In the Esperanza Rising script connects to the UDHR claim 17 because everyone deserves to own property.
- Students will make connections between the UDHR claims and the two scripts. Students should have at least two connections per script.
- Once students are done working they will share their annotations to the class.
- Students will then highlight all the narrator lines in each script.
- Students will then answer the Narrator Discussion Questions. If there is enough time, students will share their answers to the class.
NYS Social Studies Core Curriculum:
- The rights of citizens in the United States are similar to and different from the rights of citizens in other nations of the Western Hemisphere.
- Constitutions, rules, and laws are developed in democratic societies in order to maintain order, provide security, and protect individual rights.
- Different people living in the Western Hemisphere may view the same event or issue from different perspectives.
- The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and way of life with them when they move from place to place.
- Connections and exchanges exist between and among the peoples of Europe, sub-Saharan Africa, Canada, Latin America, the Caribbean, and the United States. These connections and exchanges include social/cultural, migration/immigration, and scientific/technological.
Lesson 3: Readers Theater and the UDHR
5m1.3l3.doc | |
File Size: | 96 kb |
File Type: | doc |
Homework due Friday, and Monday: Students will begin typing their "Changes Narrative."
Classwork, Thursday, and Friday:
Classwork, Thursday, and Friday:
- As a class we will watch the first video found above: Plot Structure, feat. Freytag's Triangle.
- Students will share the ideas that they included in their Plot Structure Diagram.
- We will look at pages 15, 16, and 17 in the packet and discuss some of the themes that are found on those pages. We will discuss how those themes could be the "changes" that the characters go through.
- We will talk about introductions and how to hook readers into their stories.
- Students will begin typing their stories.
Fifth Grade ELA Module One, Unit 3:
Stories of Human Rights.
Some of the ideas for the following lessons have been taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Common Core Standards can be found on the EngageNY website.
**Please note: Module One, Units 1 and 2 are being utilized in Mr. Smith's reading class. Unit 3 is the writing portion of Module One.
Central Texts:
Resources Website Links:
ELA Module One, Unit 3: Esperanza Rising, written by Pam Munoz Ryan.
Stories of Human Rights.
Some of the ideas for the following lessons have been taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Common Core Standards can be found on the EngageNY website.
**Please note: Module One, Units 1 and 2 are being utilized in Mr. Smith's reading class. Unit 3 is the writing portion of Module One.
Central Texts:
- Esperanza Rising, written by Pam Munoz Ryan
- Universal Declaration of Human Rights (UDHR):
Resources Website Links:
- Module One, Unit 3: ELA Module One, Unit 3, Fifth Grade: Stories of Human Rights,
http://www.engageny.org/resource/grade-5-ela-module-1-unit-3 - ELA Module One, Unit 3, Student Workbook: ELA Module One, Unit 3, Student Workbook, Fifth Grade,
http://www.caboces.org/sites/default/files/moduleworkbook/ELA/g5_m1_u3%20workbook%20ela.pdf - Curriculum Map and Common Core Standards: Curriculum Map and New York State Common Core CCLS Standards for Modules One through Four, http://www.engageny.org/resource/grade-5-ela-curriculum-map
- Graphic Organizers: Grades 3-5 ELA Curriculum: Appendix 2: Graphic Organizers, http://www.engageny.org/resource/grades-3-5-ela-curriculum-appendix-2-graphic-organizers
- United Nations: United Nations website, http://www.un.org/
- Declaration of Human Rights: http://www.un.org/en/documents/udhr/
- Aaron Shepard's RT Page, Scripts, and Tips for Readers theater:
ELA Module One, Unit 3: Esperanza Rising, written by Pam Munoz Ryan.
Homework Due Monday: None.
Classwork, Friday:
Classwork, Friday:
- As a class we will read The Graves Family by Patrica Polacco.
- After reading the book students will think, pair, share their favorite part in the book.
- Then, students will use on of the following writing prompts to write a short story.
- Running down the street with candy flying, I saw.......
- The black cat started to crouch and his when.......
- I couldn't believe my eyes when I saw......
- Something in the closet was making a strange noise, so I opened the closet and......
Homework Due Tuesday: None.
Classwork, Monday:
Classwork, Monday:
- Students will practice their assign section of Pam Munoz Ryan’s script for “Esperanza Rising.”
- Students will perform their section of the script in front of the class.
- Give feedback based off of the rubric to the students.
- Display passages from the Novel Esperanza Rising.
- Students will read some of the passages.
- Students will think about how the novel is similar and different from the script they just practiced and preformed.
- Students will discuss in pairs how the novel and script of Esperanza Rising is the same and different.
- Add the similarities and differences to the I Notice/ I Wonder anchor chart.
- Review the UDHR themes.
- Have different students read the different themes.
- Distribute one of the “American Heroes” scripts and the Esperanza Rising script. Students will annotate the Esperanza Rising script. Students will connect the UDHR themes while annotating.
- Ex. Fort like in the Esperanza Rising script connects to the UDHR claim 17 because everyone deserves to own property.
- Students will make connections between the UDHR claims and the two scripts. Students should have at least two connections per script.
- Once students are done working they will share their annotations to the class.
- Students will then highlight all the narrator lines in each script.
- Students will then answer the Narrator Discussion Questions. If there is enough time, students will share their answers to the class.
Homework due Friday, and Tuesday Page 3 in the packet should be completed. Complete page 10 in the packet. Complete your rough draft of your "Changes Narrative."
Classwork, Thursday, and Friday:
Classwork, Thursday, and Friday:
- Students will receive the "Changes Narrative: Writing a Story about Change" packet.
- For homework, students will complete page 3 in the "Changes Narrative" packet. This page will help the student to think about different aspects of their character and describe different aspects of their character.
- As a class we will go over pages 8, 9, and 10 as we learn how to plot out our stories. We will watch a video that will help explain and give examples of the different steps in the Plot Diagram. The other videos are available for students to watch on their own if they need more examples or explanations.
- Students will plot out their story on the diagram found on page 10. Refer to pages 8 and 9 in the packet for ideas.
- Students will be sure to have ideas and details for each of the seven steps of the Plot diagram.
- Students will begin to write their story.
- Students should aim for at least three pages in their writing notebook.
Homework Due Wednesday: None.
Classwork, Tuesday:
Classwork, Tuesday:
- Review the UDHR themes.
- Have different students read the different themes.
- Distribute one of the “American Heroes” scripts and the Esperanza Rising script.
- Students will annotate the Esperanza Rising script. Students will connect the UDHR themes while annotating.
- Ex. Fort like in the Esperanza Rising script connects to the UDHR claim 17 because everyone deserves to own property.
- Students will make connections between the UDHR claims and the two scripts. Students should have at least two connections per script.
- Once students are done working they will share their annotations to the class.
- Students will then highlight all the narrator lines in each script.
- Students will then answer the Narrator Discussion Questions. If there is enough time, students will share their answers to the class.
- Today you really get to start planning your own Readers Theater.
- We will focus on Article 5 of the UDHR in order to start identifying and categorizing passages for the creation of your own Readers Theater scripts.
- · We are going to focus on UDHR Articles 2, 14, 16, 17, and 25.
- Go over a couple of the Esperanza Rising passages. Have students see what UDHR category they think the task card goes in.
- Students should write the article number on the Esperanza Rising passage.
- Remind students that they will have to justify why they put a certain passage within a certain UDHR category.
Homework Due Wednesday: None.
Classwork, Tuesday:
Classwork, Tuesday:
- Students will then answer the Narrator Discussion Questions. If there is enough time, students will share their answers to the class.
- Today you really get to start planning your own Readers Theater.
- We will focus on Article 5 of the UDHR in order to start identifying and categorizing passages for the creation of your own Readers Theater scripts.
- We are going to focus on UDHR Articles 2, 14, 16, 17, and 25.
- Go over a couple of the Esperanza Rising passages. Have students see what UDHR category they think the task card goes in.
- Students should write the article number on the Esperanza Rising passage.
- Remind students that they will have to justify why they put a certain passage within a certain UDHR category.
- We will focus on UDHR Article 2. We will look in the Esperanza Rising book to help us find more passages that fit into this theme.
- Read pages 46-47 in Esperanza Rising.
- Passages that connect the UDHR theme could be found anywhere throughout the book.
- Students will be looking for additional passages to support their UDHR themes.
- Students will use the Esperanza Rising Focus Passages guide to help direct their thoughts.
- Students will get broken up into prearranged groups.
- Each student will get assigned a UDHR theme to find more passages for the book Esperanza Rising to fit into the UDHR theme that they were assigned.
· In order for students to write their Readers Theater script they have to pick passages from the book that connect and relate to the UDHR theme that they were assigned.
· Students will read the passages from the handout and write on a sticky note what lines they think relate to the UDHR theme that they were assigned.
- We will focus on UDHR Article 2. We will look in the Esperanza Rising book to help us find more passages that fit into this theme.
Homework due Friday, and Monday: None.
Classwork, Thursday, and Friday: Lesson 1: Narratives as Theater: What is Readers Theater?
Lesson 1: Narratives as Theater: What is Readers Theater?
Classwork, Thursday, and Friday: Lesson 1: Narratives as Theater: What is Readers Theater?
Lesson 1: Narratives as Theater: What is Readers Theater?
- I can define Readers Theater.
- I can identify the purpose of Readers Theater.
- I can participate in a Readers Theater.
- I can identify how a Readers Theater script differs from a novel.
- Ask students to think about the connection they have made between Esperanza Rising and the UDHR. Students can review the UDHR themes.
- Students will think, pair, and share their connections between Esperanza Rising and the UDHR themes.
- In this unit we are going to continue to focus on making connections to themes related to human rights. We are going to learn about a different type of narrative called a script. By the end of the day you will know what a script is and how to differentiate it from a novel.
- Read the I Notice/I wonder Anchor Chart
- What do you notice about the script?
- What do you think Readers Theater is?
- Students will turn to the page in their packets that says “What is RT? (And How Do You Really Spell It?)” As a class we will read this page over.
- Today students will get to partake in a readers theater.
- Go over the Readers Theater rubric.
- Students will perform their script in front of the class.
- Homework Due Thursday: None.
Classwork, Wednesday: - Students will practice their script for about ten minutes.
- Students will then present their scripts to the class.
- Students should say what UDHR theme their script relates to before preforming their scripts.
- Students should remember the make eye contact, speak loudly, and to be confident while presenting their part for their script.
- Assign groups of four one of the American heroes scripts.
esperanza_module_1_lesson_1.pdf | |
File Size: | 181 kb |
File Type: |
Homework Due Friday: None.
Classwork, Thursday: Lesson 4: Mid-Unit Assessment: Evaluating a Novel versus a Script
Classwork, Thursday: Lesson 4: Mid-Unit Assessment: Evaluating a Novel versus a Script
- Students will complete a mid unit assessment comparing and contrasting a novel from a script.
- Students will complete the Venn diagram on comparing and contrasting the similarities and differences between a novel and a script.
- As a class we will read both the passages from the Esperanza Rising novel and the Esperanza Rising script.
- Students will answer some comprehension questions evaluating a novel verses a script.
Lesson 4: Mid-Unit Assessment: Evaluating a Novel versus a Script
5m1.3l4.doc | |
File Size: | 1042 kb |
File Type: | doc |
Homework Due Monday:
Classwork, Friday: Lesson 5: Identifying Theme: Connecting Passages from Esperanza Rising to Human Rights
Classwork, Friday: Lesson 5: Identifying Theme: Connecting Passages from Esperanza Rising to Human Rights
- Students will connect passages from Esperanza Rising to a UDHR theme. We will do this as a class.
- Students will then be broken up into groups. Each group will be assigned one specific UDHR theme.
- Students will have to look up passages within the book that connect to the UDHR theme that they were assigned.
- Students will put sticky-note into sections that they believe relate to the UDHR theme that they were given.
Lesson 5: Identifying Theme: Connecting Passages from Esperanza Rising to Human Rights
5m1.3l5.doc | |
File Size: | 135 kb |
File Type: | doc |
Homework Due Wednesday:
Classwork, Monday: Lesson 6: Launching Readers Theater Groups: Identifying Passages from Esperanza Rising for Readers Theater that Connect to the UDHR
Classwork, Monday: Lesson 6: Launching Readers Theater Groups: Identifying Passages from Esperanza Rising for Readers Theater that Connect to the UDHR
- We will focus on UDHR Article 2. We will look in the Esperanza Rising book to help us find more passages that fit into this theme.
- Read pages 46-47 in Esperanza Rising.
- Passages that connect the UDHR theme could be found anywhere throughout the book.
- Students will be looking for additional passages to support their UDHR themes.
- Students will use the Esperanza Rising Focus Passages guide to help direct their thoughts.
- Students will get broken up into prearranged groups.
- Each student will get assigned a UDHR theme to find more passages for the book Esperanza Rising to fit into the UDHR theme that they were assigned.
- In order for students to write their Readers Theater script they have to pick passages from the book that connect and relate to the UDHR theme that they were assigned.
- Students will read the passages from the handout and write on a sticky note what lines they think relate to the UDHR theme that they were assigned.
Lesson 6: Launching Readers Theater Groups: Identifying Passages from Esperanza Rising for Readers
- Students will learn that narration is the part of the script
that introduces a scene and/or characters, and does not have quotation marks
around the text. Dialogue is when the characters are speaking and does have
quotation marks around the text.
Ask students if they know what the work rephrased means? Ask students to define the word narrow. - Students will go to page 44 in their Esperanza
Rising packets. Students will read over page 44.
- Students will wonder what they notice about the paragraph from the novel and what they notice about the line from the script
- Students will then go to page 45 in their Esperanza Rising packets.
- Students will be working on narrowing their text
selections for their scripts.
- Students will take the lines from their books
that they sticky-noted and write them on the back of their Esperanza Rising
packet. Students will highlight the specific parts of the lines that connect to
their UDHR theme.
- Students will be modeled how to take passages from Esperanza Rising and write out the small sections that connect to their UDHR theme (page 41).
- Students will then divide the passages into sections for each person. Each student will get a different passage.
- Students will decide what order they will put their texts in.
5m1.3l6.doc | |
File Size: | 118 kb |
File Type: | doc |
Homework Due Friday: None.
Classwork, Thursday: Lesson 7: Drafting Individual Readers Theater Scripts for a Specific Scene: Narrowing Text for Our Readers Theater Scripts
Classwork, Thursday: Lesson 7: Drafting Individual Readers Theater Scripts for a Specific Scene: Narrowing Text for Our Readers Theater Scripts
- Students will turn to page 46 in their Esperanza Rising packets. Students will learn how to write/pick what character or narrator will say each line. Whoever is part of the scene and says the line is the character who should say the line in the script.
- Students will then have to make sure that the setting is clear to the audience.
- Students will turn to page 47 in their Esperanza Rising packets.
- Students will notice how the script was changed to make the setting more aware for the audience.
- Students will work on rephrasing their scripts.
- Students then will come back together for whole class instruction.
- The narrator needs to introduce the setting and the problem that the characters face with the UDHR theme.
- Students will start writing their introductions.
- Questions to be answered:
- The setting for their scene.
- The main character (s).
- And the problem/ challenge the characters face in connection to te UDHR.
- Students will come back together and learn how to give peer feedback.
- As a class we will read page 48 in our Esperanza Rising packets.
- Students will turn to a partner and give peer feedback of their peers scripts so far.
Lesson 7: Drafting Individual Readers Theater Scripts for a Specific Scene: Narrowing Text for Our Readers Theater Scripts
5m1.3l7.doc | |
File Size: | 100 kb |
File Type: | doc |
Homework Due Monday: None.
Classwork, Friday:
Classwork, Friday:
- Students will turn to page 46 in their Esperanza Rising packets. Students will learn how to write/pick what character or narrator will say each line. Whoever is part of the scene and says the line is the character who should say the line in the script.
- Students will then have to make sure that the setting is clear to the audience.
- Students will turn to page 47 in their Esperanza Rising packets.
- Students will notice how the script was changed to make the setting more aware for the audience.
- Students will work on rephrasing their scripts.
- Students then will come back together for whole class instruction.
- The narrator needs to introduce the setting and the problem that the characters face with the UDHR theme.
- Students will start writing their introductions.
- Questions to be answered:
- The setting for their scene.
- The main character (s).
- And the problem/ challenge the characters face in connection to te UDHR.
- Students will come back together and learn how to give peer feedback.
- As a class we will read page 48 in our Esperanza Rising packets.
- Students will turn to a partner and give peer feedback of their peers scripts so fa
Homework Due Tuesday: None.
Classwork, Monday: Lesson 8: Drafting Individual Readers Theater Scripts for a Specific Scene: Rephrasing, Narrator Introduction, and Identifying Characters
Classwork, Monday: Lesson 8: Drafting Individual Readers Theater Scripts for a Specific Scene: Rephrasing, Narrator Introduction, and Identifying Characters
Lesson 8: Drafting Individual Readers Theater Scripts for a Specific Scene: Rephrasing, Narrator Introduction, and Identifying Characters
5m1.3l8.doc | |
File Size: | 124 kb |
File Type: | doc |
Homework Due Wednesday:
Classwork, Tuesday: Lesson 9: End of Unit Assessment: Individual Sections of Readers Theater Script
Classwork, Tuesday: Lesson 9: End of Unit Assessment: Individual Sections of Readers Theater Script
Lesson 9: End of Unit Assessment: Individual Sections of Readers Theater Script
5m1.3l9.doc | |
File Size: | 99 kb |
File Type: | doc |
Homework Due Monday: None.
Classwork, Friday: Lesson 10: Our Group Readers Theater: Managing the Sequence of Events in our Group Script
Classwork, Friday: Lesson 10: Our Group Readers Theater: Managing the Sequence of Events in our Group Script
- Students will put together their individual readers theater scripts into one large script. Students will do this in their UDHR groups.
- Students will have to think about the order of events and what would logically make sense.
- Students will have to write the order in ABC order.
Lesson 10: Our Group Readers Theater: Managing the Sequence of Events in our Group Script
5m1.3l10.doc | |
File Size: | 123 kb |
File Type: | doc |
Homework Due Tuesday: None.
Classwork, Monday: Lesson 11: Our Group Readers Theater: Revising Scripts, Conclusion, and First Rehearsal
Classwork, Monday: Lesson 11: Our Group Readers Theater: Revising Scripts, Conclusion, and First Rehearsal
- Students will finish putting together their larger scripts by using their individual scripts.
- Students will get into their UDHR theme Esperanza group in order to complete the task.
- Students will divide up lines between the group members in their group. Each student should have about 1-2 characters.
- Students will practice their Esperanza Rising script as a group.
Lesson 11: Our Group Readers Theater: Revising Scripts, Conclusion, and First Rehearsal
5m1.3l11.doc | |
File Size: | 263 kb |
File Type: | doc |
- Today's lesson will be a continuation of Monday's lesson. See above for more details.
- We will focus on hooking the reader in our introduction.
- On page 8 of our Personal Narrative Writing packet, we will listen to and read examples of hooks that other authors have written.
- Students will ask themselves, "What have other authors done that I can do?
- Students will fill out page 7 in the packet.
- Students will continue to write their stories fast and furiously- in silence.
Homework Due Wednesday: None.
Classwork, Tuesday: Lesson 12: Performance Task: Readers Theater Second Rehearsal and Performance
Classwork, Tuesday: Lesson 12: Performance Task: Readers Theater Second Rehearsal and Performance
- Students will practice their script for about ten minutes.
- Students will then present their scripts to the class.
- Students should say what UDHR theme their script relates to before preforming their scripts.
- Students should remember the make eye contact, speak loudly, and to be confident while presenting their part for their script.
Lesson 12: Performance Task: Readers Theater Second Rehearsal and Performance
5m1.3l12.doc | |
File Size: | 260 kb |
File Type: | doc |
Homework Due Thursday: None.
Classwork, Wednesday:
- Students will practice their script for about ten minutes.
- Students will then present their scripts to the class.
- Students should say what UDHR theme their script relates to before preforming their scripts.
- Students should remember the make eye contact, speak loudly, and to be confident while presenting their part for their script.
- Homework Due Thursday: None.
Classwork, Wednesday: - Students will practice their script for about ten minutes.
- Students will then present their scripts to the class.
- Students should say what UDHR theme their script relates to before preforming their scripts.
- Students should remember the make eye contact, speak loudly, and to be confident while presenting their part for their script.
- Assign groups of four one of the American heroes scripts.
Homework Due Friday: None.
Classwork, Thursday:
Classwork, Thursday:
- Students will have today to write about some lessons that they really enjoyed this past quarter.
- Students should write what their favorite lessons were and why they liked those specific lessons.
- Students can also write about some lessons that they did not enjoy as much as why.
- Student feedback is very important in the lesson plan making process and is very appreciated.
Homework Due Monday: None.
Classwork, Friday:
Classwork, Friday:
- Students will have a free write today.
- Students can write about anything they want.
- To help guide some students as to what they should write about here are some prompts:
- What are you doing over Thanksgiving break?
- What food do you have for Thanksgiving?
- What is your favorite part about Thanksgiving?
- What is your favorite memory?
- What is one of the most fun activities that you have ever done?
Homework Due Monday: "Unwritten" Essay due. Entire essay must be complete including the conclusion. This assignment is written in the writing notebook. Be sure to practice reading your essay at home as each student will read their essay to a partner.
Classwork, Friday: Continue to write essay.
Classwork, Friday: Continue to write essay.
- Students will work silently and independently finishing up the first draft of the "Unwritten" essay.
- Students will refer to the essay directions, directions to the outline, to the lyrics of the song, to their outline, and to their list of hopes and dreams as the essay is written. See above for the pdf documents.
- Students will use their rubric to guide them.
- Students will use dictionaries and thesauruses to use as many sophisticated words as possible.
- Be sure to practice reading your essay at home as each student will read their essay to a partner.
Esperanza Rising, Module One, Lesson One:
WAVE YOUR FLAG!!!!!
work closely with the ela teacher on what chapters they are reading.
start with RACE. short response questions...how did she change in this chapter? food for each cha-ter peer feedback...did your partner use RACE. work on revision.
revision: red dot, green dot
exxtended response: RACECECECE
scholastic website http://www.scholastic.com/teachers/lesson-plan/esperanza-rising-teachers-guide
pam's website: reader's theatre. http://www.pammunozryan.com/08-pluto-pricing.html
track the changes as they read the chapters.
edsitement.neh.gov quote about crochetng...what does the quote mean? http://edsitement.neh.gov/search/content/esperanza%20rising
http://www.pps.k12.pa.us/cms/lib07/PA01000449/Centricity/domain/262/2014%20ela%20curriculum/6th%20ELA/Grade%206%20Esperanza%20Rising-Teachers%20Guide.pdf
WORK ON REVISION AND SELF EDITING AND SELF EVALUATION. WHAT CAN YOU DO TO MAKE THHIS THE BEST WRITING YOU CAN DO.
TAG: TELL SOMETHING YOU LIKE, ASK A QUESTION, GIVE A SUGGESTION. RED DOT, GREEN DOT.
BERRY LANE: REVISORS TOOLBOX.******** LOOK ON AMAZON.
link to art: create a trading card about the greek god. use tag board.
doug lemov: teach like a champion
growth iinitiative
Supplement: core knowledge...on modules engage ny grade 2 listening and learning strand has background knowledge on greece. before i start the unit.
theme!!!!!!
work closely with the ela teacher on what chapters they are reading.
start with RACE. short response questions...how did she change in this chapter? food for each cha-ter peer feedback...did your partner use RACE. work on revision.
revision: red dot, green dot
exxtended response: RACECECECE
scholastic website http://www.scholastic.com/teachers/lesson-plan/esperanza-rising-teachers-guide
pam's website: reader's theatre. http://www.pammunozryan.com/08-pluto-pricing.html
track the changes as they read the chapters.
edsitement.neh.gov quote about crochetng...what does the quote mean? http://edsitement.neh.gov/search/content/esperanza%20rising
http://www.pps.k12.pa.us/cms/lib07/PA01000449/Centricity/domain/262/2014%20ela%20curriculum/6th%20ELA/Grade%206%20Esperanza%20Rising-Teachers%20Guide.pdf
WORK ON REVISION AND SELF EDITING AND SELF EVALUATION. WHAT CAN YOU DO TO MAKE THHIS THE BEST WRITING YOU CAN DO.
TAG: TELL SOMETHING YOU LIKE, ASK A QUESTION, GIVE A SUGGESTION. RED DOT, GREEN DOT.
BERRY LANE: REVISORS TOOLBOX.******** LOOK ON AMAZON.
link to art: create a trading card about the greek god. use tag board.
doug lemov: teach like a champion
growth iinitiative
Supplement: core knowledge...on modules engage ny grade 2 listening and learning strand has background knowledge on greece. before i start the unit.
theme!!!!!!
Homework Due Tuesday: "Unwritten" Essay due. Final copy of the essay must be completed on loose-leaf paper. Our goal is to write on two sides of loose-leaf paper. We will use special colored loose-leaf for this assignment.
Classwork, Monday: Continue to write essay.
Classwork, Monday: Continue to write essay.
- Students will take the time to read over their essay and make any necessary changes.
- Students will read their essay out loud to themselves, making any necessary changes.
- Students will read their essay to a partner, making any necessary changes.
- We will hang up the essays on the bulletin board in the hallway.
- BE SURE TO HAND IN YOUR RUBRIC WITH YOUR ESSAY! FIVE POINTS WILL BE DEDUCTED IF YOU DON'T HAVE YOUR RUBRIC! EXTRA COPIES OF YOUR RUBRIC CAN BE PRINTED FROM THIS WEBPAGE.
Natasha Bedingfield: "Unwritten."
"Natasha Anne Bedingfield (born 26 November 1981) is a British singer and songwriter. Bedingfield received a Grammy Award nomination for Best Female Pop Vocal Performance for the title track 'Unwritten'..." Taken from Wikipedia.
Lyrics to "Unwritten," by Natasha Bedingfield:
"Natasha Anne Bedingfield (born 26 November 1981) is a British singer and songwriter. Bedingfield received a Grammy Award nomination for Best Female Pop Vocal Performance for the title track 'Unwritten'..." Taken from Wikipedia.
Lyrics to "Unwritten," by Natasha Bedingfield:
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Homework Due Tuesday: In your writing notebook, make a list of goals and dreams that you aspire to in your life. Get agenda signed. Bring in paperwork filled out by parents.
Classwork, Monday: I'm in Charge of Celebrations, by Byrd Baylor. I'm in Charge of Celebrations, by Byrd Baylor.
Homework Due Thursday: OUTLINE for essay due tomorrow (Thursday). "Unwritten" ESSAY due Friday, September 12, 2014.
Classwork, Wednesday: Begin writing the outline for the "Unwritten" Essay. The outline is to be written in your writing notebook.
Ideas and suggestions for outline:
How well did you complete your outline?
There should be four parts to your outline: Paragraph 1, Paragraph 2, Paragraph 3, and Paragraph 4.
Give yourself 25 points for each part of your outline that answers all or some of the questions.
Paragraph 1: Introduction 25 points
Did you use a quote from the song? Yes No
Or did you ask a question in your outline? Yes No
Did you add one of the themes for this year? Yes No
Paragraph 2: Explanation of a line from the song that is most important to you. 25 points
Did you use direct quotations when writing the line from the song? Yes No
Did you explain why the line from the song is important to you? Yes No
Paragraph 3: Write about some examples of goals, hopes, and dreams. 25 points
Did you write about some of your goals? What do you want to accomplish in your life? Yes No
Did you write about some of your hopes? Did you write about what you hope to achieve in your life? Yes No
Did you continue to weave some of your favorite lines from the song into this paragraph as it pertains to your goals, hopes, and dreams? Yes No
Paragraph 4: Conclusion 25 points
Is your conclusion a recycling of your introduction? Yes No
Did you write about your favorite part of the song again? Yes No
Did you ask your question again? Yes No
Did you write the theme again? Yes No
"Unwritten" Outline:
Classwork, Monday: I'm in Charge of Celebrations, by Byrd Baylor. I'm in Charge of Celebrations, by Byrd Baylor.
- Mrs. Looney will read the book I'm in Charge of Celebrations, by Byrd Baylor.
- Individually, we will begin to think about the goals, hopes, and dreams we aspire to in our lives.
- In the students' writing notebooks, students will begin to write down their goals, hopes, and dreams. Each students' list should contain at least five items. Be sure to write the date on the top of the notebook page. Be sure to add a heading for your list at the top of the notebook page.
- Questions to think about: Do I want to go to college? Which colleges to I hope to attend? What do I want to do with my life? Is there someplace special that I wish to visit? Where do I want to live when I get older? What have I always wanted to do with my life?
Homework Due Thursday: OUTLINE for essay due tomorrow (Thursday). "Unwritten" ESSAY due Friday, September 12, 2014.
Classwork, Wednesday: Begin writing the outline for the "Unwritten" Essay. The outline is to be written in your writing notebook.
- As a class, we will discuss some of the lines in the song. Which lines are the most important to you? Why?
- If there is time we will listen to the song "Hall of Fame" by The Script. What does this song mean to you? What does it make you think about? How does this song help you to think about your dreams, goals, and hopes?
- Students will look at the list of goals, hopes, and dreams. Students will add to this list.
- Students will write a one-page essay about the song "Unwritten" and how it pertains to their individual goals, hopes, and dreams.
- Mrs. Looney will model the process of writing an outline.
- Students will begin to write an outline for the essay that they will write in class tomorrow. The essay is due on Friday, September 12, 2014.
- BE SURE TO TEACH STUDENTS HOW TO WRITE AN OUTLINE!!!!!!!
Ideas and suggestions for outline:
- Paragraph 1: Introduction Possibly use a quote from the song. Or ask a question. Or add one of the themes for this year. See the top of this webpage for examples of possible themes for the year.
- Paragraph 2: Explanation of a line from the song that is most important to you. Use direct quotations when writing the line from the song.
- Paragraph 3: Lead into some examples of goals, hopes, and dreams. Continue to weave some of your favorite lines from the song into this paragraph as it pertains to your goals, hopes, and dreams.
- Paragraph 4: Conclusion The conclusion is a recycling of your introduction. End with your favorite part of the song, or ask your question again or write the theme again.
How well did you complete your outline?
There should be four parts to your outline: Paragraph 1, Paragraph 2, Paragraph 3, and Paragraph 4.
Give yourself 25 points for each part of your outline that answers all or some of the questions.
Paragraph 1: Introduction 25 points
Did you use a quote from the song? Yes No
Or did you ask a question in your outline? Yes No
Did you add one of the themes for this year? Yes No
Paragraph 2: Explanation of a line from the song that is most important to you. 25 points
Did you use direct quotations when writing the line from the song? Yes No
Did you explain why the line from the song is important to you? Yes No
Paragraph 3: Write about some examples of goals, hopes, and dreams. 25 points
Did you write about some of your goals? What do you want to accomplish in your life? Yes No
Did you write about some of your hopes? Did you write about what you hope to achieve in your life? Yes No
Did you continue to weave some of your favorite lines from the song into this paragraph as it pertains to your goals, hopes, and dreams? Yes No
Paragraph 4: Conclusion 25 points
Is your conclusion a recycling of your introduction? Yes No
Did you write about your favorite part of the song again? Yes No
Did you ask your question again? Yes No
Did you write the theme again? Yes No
"Unwritten" Outline:
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hall.of.fame.outline.pdf | |
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hall.of.fame.outline.docx | |
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GOAL FOR: FIND RELEVANT QUOTES TO SUPPORT YOUR CLAIM!!!!!
- I can write a claim to guide my essay.
- I can write an essay using the RACE Organizer.
- I can choose two quotes to support my claim.
- Students will write a one-page essay about the theme of the song "Unwritten."
- Mrs. Looney will model how to use the RACE Organizer.
- Mrs. Bess will model the process of writing an outline.
- Students will create an outline to guide their writing. They may use the Outline Handout found below to help them write their outline. A GRADE WILL BE GIVEN FOR THE QUALITY OF THE INFORMATION INCLUDED IN THE OUTLINE.
- Students will begin to write an outline for their essay. The essay is due on Friday, September , 2016.
Plagiarism:
Before students begin to write their essays, we will have a discussion about plagiarism. We will discuss the importance of using quotation marks when using someone else's words.
Homework due Tuesday: Complete the "Writing Interview" sheet found below. Put the completed work in the homework file folders. Get agenda signed.
Classwork, Monday: "Writing Interview" sheet.
Classwork, Monday: "Writing Interview" sheet.
- Mrs. Looney will guide the students through the "Writing Interview" sheet. She will explain each question and share its importance.
- Each student will have time to work on this sheet in class. It is to be completed at home and turned in tomorrow.
Writing Interview Sheet:
writing_interview_sheet.pdf | |
File Size: | 903 kb |
File Type: |
Writing Interview Sheet Example:
writing_interview_sheets_example.pdf | |
File Size: | 1098 kb |
File Type: |
- FOCUS: Reading Closely and Writing to Learn
- Common Core Standards addressed:
- ELA.CC.5.L.1: Demonstrate command of the conventions of standard English Grammar and usage when writing and speaking.
- ELA.CC.5.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- RL.5.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- RL.5.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
- RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
- RL.5.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
- W.5.1. Write arguments to support claims with clear reasons and relevant evidence.
- A. Introduce claim(s) and organize the reasons and evidence clearly.
- B. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
- C. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Homework due Tuesday: Get agenda signed.
Classwork, Monday: Discussion and annotation of the song "Unwritten," by Natasha Bedingfield.
- LEARNING TARGET:
- I can write a heading using the MLA format.
- I can highlight key words as I read the directions.
- I can highlight the key tasks as I read the directions.
- I can annotate the lyrics of a song.
- I can infer the theme of a song.
- I can create a list of themes found within the song.
- I can write a claim to guide my essay.
- As a class, we will listen to the song "Unwritten," by Natasha Bedingfield. https://www.youtube.com/watch?v=TtGY4G7II6s
- As a class we will read the directions for our assignment and highlight key words.
- As a class we will read the directions for our assignment and highlight key tasks.
- After having listened to the song another time, students will determine what the theme of the song is.
- As a class we will talk about what "theme" is and how to find the theme.
- Mrs. Looney will begin modeling how to read each line of the song and annotate the song.
- In partners, students will reread the remainder of the song each line one at a time. In the margins of the song, students will annotate as they discuss the theme of the song.
- How do we prove the "theme" of this song?
- What is our "claim" of our essay?
- How do we prove our claim is correct?
- Introduce the RACE Organizer. Please click HERE to get to the RESOURCE PAGE for additional copies of the RACE Organizer.
- Which lines of the song stand out to you as evidence to support your claim? Each person will choose two parts of the song that are evidence to support their theme. Highlight at least two parts of the song. Be able to explain why the chosen parts are evidence to support your claim.
- If the partners do not finish rereading each line, students will finish the annotation for homework and will highlight two lines of the poem support their claim. For homework, highlight two lines of the poem support their claim.
- What does this song mean to you? What does it make you think about? How does this song help you to think about your dreams, goals, and hopes?
- Individually, we will begin to think about the goals, hopes, and dreams we aspire to in our lives.
- In the students' writing notebooks, students will begin to write down their goals, hopes, and dreams. Each students' list should contain at least five items. Be sure to write the date on the top of the notebook page. Be sure to add a heading for your list at the top of the notebook page.
- Questions to think about: Do I want to go to college? Which colleges to I hope to attend? What do I want to do with my life? Is there someplace special that I wish to visit? Where do I want to live when I get older? What have I always wanted to do with my life?
"Unwritten" Essay Directions:
unwritten.theme.essay.pdf | |
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unwritten.theme.essay.docx | |
File Size: | 35 kb |
File Type: | docx |
"Unwritten" Lyrics:
unwritten.lyrics.pdf | |
File Size: | 33 kb |
File Type: |
unwritten.lyrics.docx | |
File Size: | 91 kb |
File Type: | docx |
Homework Due Friday: "Unwritten" Essay due Monday. Be sure to practice reading your essay at home as each student will read their essay to a partner.
Classwork, Thursday:
"Unwritten" Essay Directions:
Classwork, Thursday:
- As a class we will go over the homework from the night before. Each student will look at his or her outline and compare the outline to the check list. Students will give themselves a grade for the completed homework assignment.
- If the outline was not complete for homework, it will be difficult to complete the essay.
- Before students begin to write their essays, we will have a discussion about plagiarism. We will discuss the importance of using quotation marks when using someone else's words.
- Students will begin to write their essay, utilizing the outline.
- Students are expected to work on their essays for homework.
- Students will write their essay on one entire side of a sheet of loose-leaf. We are limiting this assignment to only one side of loose-leaf.
- Hand your story in on a clean, unwrinkled piece of loose-leaf.
- Be sure that your spelling, grammar, and punctuation are correct.
- Be sure to use descriptive, creative sentences.
- Be sure to choose sophisticated words in your writing.
- Please refer to the expectations handout to be sure you are reaching our expectations. For example, each student will write a heading which will include the student's name, the date, and the name of the assignment. (This assignment is called "Unwritten Essay.") The loose leaf paper is clean without any rips. The three holes are located on the left-hand side. The student's handwriting is neat.
"Unwritten" Essay Directions:
"Unwritten" Targets PowerPoint:
unwritten.powerpoint.pdf | |
File Size: | 378 kb |
File Type: |
unwritten.powerpoint.pptx | |
File Size: | 759 kb |
File Type: | pptx |
Homework due Friday: Finish annotating evidence that proves the theme of the song "Unwritten," by Natasha Bedingfield. Be sure to underline two lines of the poem support their claim. Get agenda signed.
Classwork, Thursday, September 15, 2016: Discussion and annotation of the song "Unwritten," by Natasha Bedingfield.
Classwork, Thursday, September 15, 2016: Discussion and annotation of the song "Unwritten," by Natasha Bedingfield.
- LEARNING TARGET:
- I can annotate the lyrics of a song.
- I can infer the theme of a song.
- I can create a list of themes found within the song.
- As an introduction to the class we will watch a very short clip from the video The Lie We Live. We will begin at 6:40. Students will see and hear a different perspective of a similar theme.
- As a class, we will listen to the song "Unwritten," by Natasha Bedingfield. https://www.youtube.com/watch?v=TtGY4G7II6s
- As a class we will continue to talk about what "theme" is and how to find the theme.
- Mrs. Looney will begin modeling how to read each line of the song and annotate the song.
- Annotation Symbols: http://www.davis.k12.ut.us/cms/lib09/UT01001306/Centricity/Domain/32/Reading%20with%20a%20Pencil.pdf
- In partners, students will reread the remainder of the song each line one at a time. In the margins of the song, students will annotate as they discuss the theme of the song.
- How do we prove the "theme" of this song?
- What are some examples of themes of this song?
Homework due Wednesday: None.
Classwork, Tuesday:
Classwork, Tuesday:
- LEARNING TARGET:
- I can write a heading using the MLA format.
- I can highlight key words as I read the directions.
- I can highlight the key tasks as I read the directions.
- I can infer the theme of a song.
- I can create a list of themes found within the song.
- As a class, we will discuss some of the lines in the song "Unwritten". What are some examples of themes found in this song?
- After having listened to the song another time, students will determine what the theme of the song is.
- As a class we will talk about what "theme" is and how to find the theme.
Homework due Monday: The outline is due on Wednesday in your writing notebook. See the handout below for suggestions.
Classwork, Friday,:
Classwork, Friday,:
- LEARNING TARGET:
- I can choose three quotes to support my claim.
- I can read, annotate, and understand directions.
- I can plan an essay while creating an outline.
- I can write a claim to guide my essay.
- I can create a list of themes found within the song.
- Using my annotations, I can infer the theme of a song.
- As a class, we will review the task of the essay and review examples of the theme. What are some examples of themes found in this song?
- Mrs. Looney will model the process of writing an outline. We will begin our outline by reading, annotating, and understanding the directions.
- Which lines of the song stand out to you as evidence to support your claim? Each person will choose three parts of the song that are evidence to support their theme. Highlight at least three parts of the song. Be able to explain why the chosen parts are evidence to support your claim.
- Students will create an outline to guide their writing. They may use the Outline Handout found below to help them write their outline. A GRADE WILL BE GIVEN FOR THE QUALITY OF THE INFORMATION INCLUDED IN THE OUTLINE.
- How do we prove the "theme" of this song?
- What is our "claim" of our essay?
- How do we prove our claim is correct?
- Students will begin to write an outline for their essay in their notebooks. The outline is due on Monday, September 19.
- The essay is due on Friday.
"Unwritten" Outline Handout:
Homework due Tuesday:
- The outline is due Wednesday, in your writing notebook. See the handout below for suggestions.
- You may create a rubric to assess your work for extra credit. See me if you wish to create a rubric.
- Work on "Unwritten" Essay. Essay is due on Tuesday.
- LEARNING TARGET:
- I can plan an essay while creating an outline.
- I can read, annotate, and understand directions.
- I can write an essay using the RACE Organizer.
- I can use the RACE Organizer Rubric as an example of what my rubric could look like.
- I can use the RACE Organizer Rubric to assess my work.
- I can create my own rubric to assess my work.
- As a class we will go over the homework from the night before. Each student will look at his or her outline and compare the outline to the check list. Students will have a few minutes to improve their outline and jot down more ideas. If students have not completed their outline they may work on it a bit in class.
- Introduce the RACE Organizer. Please click HERE to get to the RESOURCE PAGE for additional copies of the RACE Organizer.
- Students will create their own rubric to assess their work.
- Students will begin to type their essays on Tuesday.
- Students are expected to work on their essays for homework. Students will email their work so they can work on it at home.
- Students will type their essay. Essay is due Friday.
- Be sure that your spelling, grammar, and punctuation are correct.
- Be sure to use descriptive, creative sentences.
- Be sure to choose sophisticated words in your writing.
- Please refer to the expectations handout to be sure you are reaching our expectations. For example, each student will write a heading which will follow the MLA format.
"Unwritten" Outline:
Homework due Friday, Monday, and Tuesday: Work on "Unwritten" Essay. Essay is due on Tuesday, September 27, 2016. Essay is to be completed on looseleaf.
- The outline was due Wednesday, in your writing notebook. See the "Unwritten" Outline handout found above for suggestions. This is for a grade. You cannot begin your essay without completing your outline.
- You may create a rubric to assess your work for extra credit. See me if you wish to create a rubric.
- Work on "Unwritten" Essay. Essay is due on Tuesday, September 27, 2016. Essay is to be completed on looseleaf.
- Students will begin to write their essay, utilizing the outline.
- Students are expected to work on their essays for homework.
- Students will write their essay on at least one entire side of a sheet of loose-leaf.
- Hand your story in on a clean, unwrinkled piece of looseleaf.
- Be sure that your spelling, grammar, and punctuation are correct.
- Be sure to use descriptive, creative sentences.
- Be sure to choose sophisticated words in your writing.
- Please refer to the expectations handout to be sure you are reaching our expectations. For example, each student will write a heading which will follow the MLA format. The loose leaf paper is clean without any rips. The three holes are located on the left-hand side. The student's handwriting is neat.
unwritten.theme.outline.pdf | |
File Size: | 79 kb |
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unwritten.theme.outline.docx | |
File Size: | 108 kb |
File Type: | docx |
Homework due Wednesday:
- The outline is due Wednesday, in your writing notebook. See the "Unwritten" Outline handout found above for suggestions. This is for a grade.
- You may create a rubric to assess your work for extra credit. See me if you wish to create a rubric.
- Work on "Unwritten" Essay. Essay is due on Tuesday.
- We will continue to work on our outlines together.
- Each student will look at his or her outline and compare the outline to the check list. Students will have a few minutes to improve their outline and jot down more ideas before they start writing the essay.
- If the outline is not completed for homework, it will be difficult to complete the essay.
- On Thursday, students will begin to write their essay, utilizing the outline.
- Students are expected to work on their essays for homework.
- Students will write their essay on at least one entire side of a sheet of loose-leaf.
- Hand your story in on a clean, unwrinkled piece of looseleaf.
- Be sure that your spelling, grammar, and punctuation are correct.
- Be sure to use descriptive, creative sentences.
- Be sure to choose sophisticated words in your writing.
- Please refer to the expectations handout to be sure you are reaching our expectations. For example, each student will write a heading which will follow the MLA format. The loose leaf paper is clean without any rips. The three holes are located on the left-hand side. The student's handwriting is neat.
Homework due Wednesday:
Classwork, Tuesday:
Classwork, Tuesday:
- During the last few weeks we have been analyzing the lyrics to the song "Unwritten," by Natasha Bedingfield.
- Students will hand in their essays.
- We will listen to the song on more time.
- Students will discuss the purpose of analyzing the words to the song.
- We will discuss as a class how the song is inspiring.
- In the writing notebook, each student will write down a goal that they have for the year. After we discuss the goals, students will write the goal on a "leaf" and they will be displayed on the bulletin board.
- We will connect today's lesson with Esperanza Rising and our new writing unit..
- We will begin our personal narrative writing unit.
- Mrs. Looney will read Karen Hesse's picture book Come On, Rain!
Homework due Tuesday: Student were given the "Creative Writing" assignment on Friday. I have encouraged them to turn in at the end of class on Monday so they don't have to worry about it and Halloween festivities at night. They have two class periods to work on this. If they aren't talking or fooling around there is not reason why they can't get this done in class. It is due on Tuesday, November 1.
Classwork, Monday: There will be a substitute teacher.
Creative Writing:
Classwork, Monday: There will be a substitute teacher.
- Student were given the "Creative Writing" assignment on Friday.
- I have encouraged them to turn in at the end of class on Monday so they don't have to worry about it and Halloween festivities at night.
- They have two class periods to work on this.
- If they aren't talking or fooling around there is no reason why they can't get this done in class.
- It is due on Tuesday, November 1.
- Directions:
- Write a creative essay on a topic of your choice.
- This is a time to be creative and enjoy your time writing.
- You may choose one or two topics from the list.
- Be sure to include an introduction that has a strong hook.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper or write in your notebook.
- If you choose to write in your writing notebook, be sure to write at least four pages.
- You will have the entire writing period and the entire social studies period to enjoy your writing.
- Anyone who is fooling around, whispering, laughing, talking, or not writing silently will be given a different assignment to complete.
-
Ideas for Writing Topics: Students may choose any topic or idea of their choice. Stories that include any violence will not be accepted. Below you will find ideas for creative writing. - Choose any two topics in your social studies text book and compare and contrast the topics. Use your RACE organizer.
- What I value most in my life
- My favorite animal: facts, traits, characteristics, why
- My favorite interests, hobbies
- Debate any two sides of an issue
- Favorite place: what 5 senses do I experience at this place
- Write a realistic fiction or nonfiction story
- Write a fantasy or hero’s journey story (no violence)
- My favorite book, my favorite movie, my favorite _______________
- Dream vacation
- Person I admire most, why
- If I could be a pair of shoes, what would it be, why
Creative Writing:
Homework due Wednesday, October 18: None.
Classwork, Tuesday, October 17: Guest speaker will be joining us for the class.
Homework due Thursday, October 19: As follow-up to Mrs. Root's Anti-bullying Strategies lessons, students will write a 2-4 page narrative (story) that teaches others how to act when a bully is bothering someone. This is to be written in your writing notebook.
Classwork, Wednesday, October 18: Substitute.
Anti-Bullying Strategy Narrative Ideas:
Classwork, Tuesday, October 17: Guest speaker will be joining us for the class.
Homework due Thursday, October 19: As follow-up to Mrs. Root's Anti-bullying Strategies lessons, students will write a 2-4 page narrative (story) that teaches others how to act when a bully is bothering someone. This is to be written in your writing notebook.
Classwork, Wednesday, October 18: Substitute.
- As follow-up to Mrs. Root's Anti-bullying Strategies lesson, students will write a narrative (story) that teaches others how to act when a bully is bothering someone.
- The narrative (story) will be two-four pages written in the writing notebook.
- Students will NOT skip lines while writing their story.
- This should be obvious but, students will write all the way from the red line on the left side of the pages in their notebook all the way to the end of the page.
- Students will write as much as they can as quickly as they can.
- Students will have two full class periods to complete this narrative.
- Students will proofread their work when they are done.
- When a student has completed four pages of writing in their notebook, they have two choices. They may continue their anti-bullying strategy story, or they may write a second story.
- Also, Ms. Z. is having a Halloween/Autumn/Fall writing contest. If your story takes place in the fall or Halloween, then we can submit your story to the writing contest. Just an idea.
- See below for ideas.
Anti-Bullying Strategy Narrative Ideas:
- Introduction:
- Don't forget to add a hook to grab your readers' attention. A hook may include:
- describing the setting: weather, day of the week, time of day, where the story takes place
- if the setting is the fall or Halloween, we can submit your story to the writing contest that Ms. Z. is organizing.
- a quote from a conversation
- describe an action
- onomatopoeia: a sound word (crash, boom, yay!)
- Don't forget to add a hook to grab your readers' attention. A hook may include:
- Beginning:
- Who are the main characters?
- Describe the main characters in detail.
- What are their names?
- What do they look like?
- How do they dress?
- Where are they from?
- How old are they?
- Where does the story take place?
- Describe the setting in detail. If the story takes place during the fall or during Halloween, the story can be submitted to Ms. Z.'s writing contest.
- What happens at the beginning of the story? Describe the actions in detail as they unfold.
- What is the mood at the beginning of the story? How are the characters feeling? Why?
- Middle:
- What is the main problem of the story?
- Who is the bully? Describe the bully.
- What does the bully do to upset people? Where? What does the bully say?
- How do the other characters react to the bully? What do the bystanders do or say?
- End
- Who is the hero of the story?
- What does the hero do and say to help the victims?
- How do the characters change?
- How does the victim change?
- How does the hero change?
- How does the bystander change?
- How does the bully change?
- What is the lesson of the story?
Homework due Wednesday, September , 2017:
Classwork, Tuesday, September , 2017:
Classwork, Tuesday, September , 2017:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will
Homework due day, , 2017:
Classwork, day, , 2017:
Classwork, day, , 2017:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will
Homework due day, , 2017:
Classwork, day, , 2017:
Classwork, day, , 2017:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will
- The students will