2018-2019
Fifth Grade Writing: INFORMATIVE WRITING
Extended-Response Essay, Text-Based, PART 1
Fifth Grade Writing: INFORMATIVE WRITING
Extended-Response Essay, Text-Based, PART 1
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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
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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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
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
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
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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
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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Writing Conclusions:
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New York State Next Generation English Language Arts Learning Standards:
nys-next-generation-ela-standards.pdf | |
File Size: | 760 kb |
File Type: |
INFORMATIVE WRITING:
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informational 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 writing assignments. These standards will be practiced while utilizing the assigned articles in order to master these skills.
Learning Standards to be Practiced:
5th Grade Reading Standards (Informational 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
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informational 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 writing assignments. These standards will be practiced while utilizing the assigned articles in order to master these skills.
Learning Standards to be Practiced:
5th Grade Reading Standards (Informational 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. (RI)
- 5R2: Determine a theme or central idea and explain how it is supported by key details; summarize a text. (RI)
- 5R3: In literary texts, compare and contrast two or more characters, settings, and events, drawing on specific details in the text. (RL) In informational texts, explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific evidence from the text. (RI)
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. (RI)
- 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:
- 5W2: Write informative/explanatory texts to explore a topic and convey ideas and information
- 5W2a: Introduce a topic clearly, provide a general focus, and organize related information logically.
- 5W2b: Develop a topic with facts, definitions, concrete details, quotations, or other relevant information; include text features, illustrations, and multimedia to aid comprehension.
- 5W2c: Use precise language and content-specific vocabulary to explain a topic.
- 5W2d: Use appropriate transitional/linking words, phrases, and clauses to clarify and connect ideas and concepts.
- 5W2e: Provide a concluding statement or section related to the information or explanation presented.
- 5W2f: Establish a style aligned to a subject area or task.
- 5W5: Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the Grade 5 Reading Standards.
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).
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, 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.
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.
INFORMATIVE WRITING: Character Traits.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informational texts about CHARACTER TRAITS OF REVOLUTIONARY PEOPLE. 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 writing assignments. These standards will be practiced while utilizing the assigned articles in order to master these skills. See the list of learning standards above.
REVOLUTIONARY WOMEN
Homework due Tuesday, and Wednesday, November 27, and 28, 2018: Students will begin to make a list of character traits of these revolutionary women. Choose which two revolutionary women you wish to analyze and write about.
Classwork, Monday, and Tuesday, November 26, 2018: REVOLUTIONARY WOMEN
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informational texts about CHARACTER TRAITS OF REVOLUTIONARY PEOPLE. 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 writing assignments. These standards will be practiced while utilizing the assigned articles in order to master these skills. See the list of learning standards above.
REVOLUTIONARY WOMEN
Homework due Tuesday, and Wednesday, November 27, and 28, 2018: Students will begin to make a list of character traits of these revolutionary women. Choose which two revolutionary women you wish to analyze and write about.
Classwork, Monday, and Tuesday, November 26, 2018: REVOLUTIONARY WOMEN
- Activate Prior Knowledge: "Well behaved women seldom make history." What does this quote mean to you?
- Learning Objectives:
- I can identify facts about revolutionary women.
- I can make inferences about revolutionary women, and character traits of these women.
- I can identify my own character traits.
- Concept Development:
- Mrs. Looney will model reading the several of the articles found in the Revolutionary Women magazine. As she is reading, students will begin to make a list of character traits of these revolutionary women.
- Students will begin deciding which two women they wish to analyze and write about.
- Skill Development: Students will identify ideas and make inferences about revolutionary women.
- "Making inferences is similar to drawing conclusions" (page 142). You combine information from the text to what you already know to make an educated guess about what it all means.
- Students will highlight and/or underline character traits and important facts that support inferences about the character traits of the revolutionary women.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life? How can we use what these women have taught us?
- Guided Practice: 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. We will refer to the text and make inferences about the revolutionary women's character traits. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer about our inferences of what the revolutionary women's character traits are. 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 they begin working 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? Mrs. Looney will know this by looking at the students compilation of character traits.
- Independent Practice:
- Students will read and annotate the articles found in the Revolutionary Women magazine.
- Students will focus on reading the introductory paragraphs (the paragraphs with larger print) on pages 2, 4, 6, 8, 12, and 15.
- While reading, students will make a list of character traits that these women possess.
- While making this list, students will be inferring.
- What conclusion can we make about these women?
- Something else to think about as you are reading the articles: compare yourself to these women. Have you gone through similar struggles in your life? Are there certain traits you think you share?
- Students will decide which two women they want to read about, analyze, and write about.
- Students will receive two summaries: one summary for each of the women that they choose to learn about and write about.
- Students will read and annotate the articles found in the Revolutionary Women magazine.
Homework due Thursday, Friday, and Monday, November 29, 30, and December 3, 2018:
1) Students will annotate the directions to essay found on pages one and two in the packet Revolutionary Women Essay packet.
2) Students will read and annotate at least two articles about on or two Revolutionary women.
3) EXTRA CREDIT: Students may annotate TWO MORE articles (for a total of four articles) about on or two Revolutionary women.
Classwork, Wednesday, Thursday, and Friday, November 28, 29, and 30, 2018:
ESSAY DIRECTIONS: REVOLUTIONARY WOMEN
1) Students will annotate the directions to essay found on pages one and two in the packet Revolutionary Women Essay packet.
2) Students will read and annotate at least two articles about on or two Revolutionary women.
3) EXTRA CREDIT: Students may annotate TWO MORE articles (for a total of four articles) about on or two Revolutionary women.
Classwork, Wednesday, Thursday, and Friday, November 28, 29, and 30, 2018:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- What are some ways that we can bring our writing to a higher level?
- ANNOTATE: What words come to mind when you hear the word "annotate"?
- What word is embedded in the word "annotate."
- When are some times in our life that we annotate when we are not in school?
- What are some ways that we can take notes on the directions and on the article? What symbols can we use to help us annotate?
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- When are times in our lives when we summarize? Why do we summarize? Write a quick list of times that we summarize.
- Students will watch a video that will relate to the articles in order for students to relate what they already know to what they are about to read.
- Learning Target: (Concept Development and Skill Development)
- Concept Development: Character traits.
- Definition of character traits.
- Examples: students will make a list of their own character traits. They will first focus on physical traits. Then they will make a list of personality traits.
- Skill Development:
- Students will name the character trait that most helps describe one of the revolutionary women.
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the two articles that they have chosen about revolutionary women.
- Students will identify the main idea of each article.
- Students will summarize individual paragraphs and will summarize the whole article.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to describe character traits?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we consider character traits?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- When do you summarize in your everyday life?
- Guided Practice:
- Mrs. Looney will model annotating the directions.
- What are the key words in the directions? What are some ways that we an annotate the key words?
- Mrs. Looney will begin modeling annotating the article one paragraph at a time.
- After reading the title of the article, what can I infer the article will be about?
- What types of words did I annotate?
- What symbols could I use to annotate?
- How did I decide which quotes to choose?
- Why did I highlight certain information?
- How many questions should I ask while annotating? (At least five.)
- Why do I ask questions while annotating?
- How can I annotate the main idea of the paragraph?
- Why do I annotate the main idea of the paragraph?
- How do I summarize the text?
- Why do I summarize the text?
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- Mrs. Looney will model annotating the directions.
- 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:
- Read and annotate at least two articles about revolutionary women.
- As you are reading and annotating, think about the following questions:
- What are some similar character traits that you and these women both possess?
- What are traits that characterize these revolutionary women?
- Which woman or women do you wish to write about?
- Students will compare their annotations and quotes with a partner.
- Decide on ONE or TWO traits that characterize one revolutionary woman.
- Highlight EVIDENCE that PROVES and supports the traits that you infer that represent this woman.
- Highlight four or five pieces of evidence (quotes or facts that prove or support the traits you infer that represent this woman).
- Decide on ONE or TWO traits that characterize another revolutionary woman.
- Highlight EVIDENCE that PROVES and supports the traits that you infer that represent this other woman.
- Highlight four or five pieces of evidence (quotes or facts that prove or support the traits you infer that represent this second woman).
ESSAY DIRECTIONS: REVOLUTIONARY WOMEN
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OUTLINE: REVOLUTIONARY WOMEN
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ARTICLE: "MEET THE WOMEN OF THE AMERICAN REVOLUTION"
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INTRODUCTION SUGGESTIONS:
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Homework due Tuesday, and Wednesday, December 4, and 5, 2018: Complete "Character Traits of Revolutionary Women" Essay.
Classwork, Monday, Tuesday, and Wednesday, December 3, 4, and 5, 2018:
Classwork, Monday, Tuesday, and Wednesday, December 3, 4, and 5, 2018:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- TASK: Write an essay describing character traits of at least two revolutionary women.
- Compare one of your character traits to a trait of at least one of the women that you have chosen to write about.
- DIRECTIONS:
- Decide on which evidence you will use in your essay. Be sure that you use EVIDENCE that PROVES and supports the traits that you infer that represent this other woman.
- Write an essay describing one or two character traits of one or two revolutionary women.
- Use evidence from the text to prove your inference of character trait or traits that this woman or women possess.
- Also, in one of your paragraphs, describe how you have a similar character trait of this woman (or women).
- Be sure to EXPLAIN each of the facts and examples that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find similarities in the theme.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction.
- Be sure to have an introduction, at least three body paragraphs, and a conclusion.
- Students will type their essays.
Homework due December 10, 2018:
1) Students will annotate the directions to essay found on pages 1-2 in the Revolutionary Men packet.
Classwork, Friday, December 7, 2018:
DIRECTIONS:
Outline: Revolutionary Men
Paragraph One: Introduction.
Paragraph Two: revolutionary man #1
Paragraph Four: revolutionary man #1
1) Students will annotate the directions to essay found on pages 1-2 in the Revolutionary Men packet.
Classwork, Friday, December 7, 2018:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- What are some ways that we can bring our writing to a higher level?
- ANNOTATE: What words come to mind when you hear the word "annotate"?
- What word is embedded in the word "annotate."
- When are some times in our life that we annotate when we are not in school?
- What are some ways that we can take notes on the directions and on the article? What symbols can we use to help us annotate?
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- When are times in our lives when we summarize? Why do we summarize? Write a quick list of times that we summarize.
- Students will watch a video that will relate to the articles in order for students to relate what they already know to what they are about to read.
- Learning Target: (Concept Development and Skill Development)
- Concept Development: Character traits.
- Definition of character traits.
- Examples: students will make a list of their own character traits. They will first focus on physical traits. Then they will make a list of personality traits.
- Skill Development:
- Students will name the character trait that most helps describe one of the revolutionary men.
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the two articles that they have chosen about revolutionary men.
- Students will identify the main idea of each article.
- Students will summarize individual paragraphs and will summarize the whole article.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to describe character traits?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we consider character traits?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- When do you summarize in your everyday life?
- Guided Practice:
- Mrs. Looney will model annotating the directions.
- What are the key words in the directions? What are some ways that we an annotate the key words?
- Mrs. Looney will begin modeling annotating the article one paragraph at a time.
- After reading the title of the article, what can I infer the article will be about?
- What types of words did I annotate?
- What symbols could I use to annotate?
- How did I decide which quotes to choose?
- Why did I highlight certain information?
- How many questions should I ask while annotating?
- Why do I ask questions while annotating?
- How can I annotate the main idea of the paragraph?
- Why do I annotate the main idea of the paragraph?
- How do I summarize the text?
- Why do I summarize the text?
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- Mrs. Looney will model annotating the directions.
- 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:
- Write an essay comparing and contrasting character traits of two revolutionary men.
- Compare one of your character traits to a trait of at least one of the men that you have chosen to write about.
DIRECTIONS:
- Annotate the directions.
- Read and annotate two of the magazines about revolutionary men.
- As you are reading and annotating, think about the following questions:
- Which two revolutionary men do you wish to analyze and write about?
- What are some similar character traits that you and these men both possess?
- What are traits that characterize these two revolutionary men?
- Decide on ONE or TWO traits that characterize one revolutionary man (Thomas Jefferson, George Washington, or Ben Franklin).
- Highlight four or five pieces of EVIDENCE (quotes and/or facts) that PROVES and supports the traits that you infer that represent this man.
- Decide on ONE or TWO traits that characterize another revolutionary man (Thomas Jefferson, George Washington, or Ben Franklin).
- Highlight four or five pieces of EVIDENCE (quotes and/or facts) that PROVES and supports the traits that you infer that represent this man.
- Write an essay comparing and contrasting the character traits of two revolutionary men.
- Use evidence from the text to prove your inferences comparing and contrasting the character traits of these two revolutionary men.
- Also, in one of your paragraphs, describe how you have a similar character trait of one of the revolutionary men.
- Be sure to have an introduction, at least three body paragraphs, and a conclusion.
Outline: Revolutionary Men
- COMPARING AND CONTRASTING CHARACTER TRAITS
Paragraph One: Introduction.
Paragraph Two: revolutionary man #1
- Write about one character trait about one revolutionary man (revolutionary man #1).
- Use a quote to prove your inference about the character trait.
- Write at least three sentences to explain your quote and the character trait.
- Write about another character trait about another revolutionary man (revolutionary man #2).
- Use a quote to prove your inference about the character trait.
- Write at least three sentences to explain your quote and the character trait.
- Is this character trait similar or different than the trait described above (for revolutionary man #1)? Explain.
Paragraph Four: revolutionary man #1
- Write about another character trait of revolutionary man #1.
- Use a quote to prove your inference about the character trait.
- Write at least three sentences to explain your quote and the character trait.
- Write about another character trait of revolutionary man #2.
- Use a quote to prove your inference about the character trait.
- Write at least three sentences to explain your quote and the character trait.
- Is this character trait similar or different than the trait described above (paragraph four, for revolutionary man #1)? Explain.
- Choose one of the above revolutionary men.
- Describe a similar character trait that you share with this man (revolutionary man #1 or #2).
WEEK OF DECEMBER 10, 2018
REVOLUTIONARY MEN:
Homework due Tuesday, and Wednesday, December 11 and 12, 2018: Choose which two revolutionary men you wish to analyze and write about. Read and annotate the entire magazine about the man that you are analyzing. For example, if you are writing your essay about George Washington, read and annotate the Washington magazine. If you are writing your essay about Thomas Jefferson or Ben Franklin, read and annotate the entire Jefferson or Ben Franklin magazine.
Classwork, Monday, and Tuesday, December 10 and 11, 2018: REVOLUTIONARY MEN
- COMPARING AND CONTRASTING CHARACTER TRAITS
- Thomas Jefferson, George Washington, and Ben Franklin
Homework due Tuesday, and Wednesday, December 11 and 12, 2018: Choose which two revolutionary men you wish to analyze and write about. Read and annotate the entire magazine about the man that you are analyzing. For example, if you are writing your essay about George Washington, read and annotate the Washington magazine. If you are writing your essay about Thomas Jefferson or Ben Franklin, read and annotate the entire Jefferson or Ben Franklin magazine.
Classwork, Monday, and Tuesday, December 10 and 11, 2018: REVOLUTIONARY MEN
- Activate Prior Knowledge: What were the steps in analyzing and writing about revolutionary women?
- Learning Objectives:
- I can identify facts about revolutionary men.
- I can make inferences about revolutionary men, and character traits of these men.
- I can identify my own character traits.
- Concept Development:
- Mrs. Looney will model reading the several of the articles found in the Jefferson, Ben Franklin, and Washington magazines. As she is reading, students will begin to make a list of character traits of these revolutionary men.
- Students will begin deciding which two men they wish to analyze and write about.
- Mrs. Looney will model reading the several of the articles found in the Jefferson, Ben Franklin, and Washington magazines. As she is reading, students will begin to make a list of character traits of these revolutionary men.
- Skill Development: Students will identify ideas and make inferences about revolutionary men.
- "Making inferences is similar to drawing conclusions" (page 142). You combine information from the text to what you already know to make an educated guess about what it all means.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life? How can we use what these women have taught us?
- Guided Practice: 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. We will refer to the text and make inferences about the men's character traits and rules to live by. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer about our inferences of what revolutionary men's character traits might be. 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 they begin working 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? Mrs. Looney will know this by looking at the students compilation of the character traits.
- Independent Practice:
- Choose which two revolutionary men you wish to analyze and write about.
- Read and annotate the entire magazine about the man that you are analyzing. For example, if you are writing your essay about George Washington, read and annotate the Washington magazine. If you are writing your essay about Thomas Jefferson or Ben Franklin, read and annotate the entire Jefferson or Ben Franklin magazine.
- While reading, students will make a list of character traits that these men possess.
- While making this list, students will be inferring.
- What conclusion can we make about these men?
- Something else to think about as you are reading the articles: compare yourself to these men. Have you gone through similar struggles in your life? Are there certain traits you think you share?
- Students will decide which two men they want to read about, analyze, and write about.
- Students will receive two summaries: one summary for each of the men that they choose to learn about and write about.
- Choose which two revolutionary men you wish to analyze and write about.
Homework Due Thursday, and Friday: Informative Essay rubric due Friday.
Classwork, Wednesday, and Thursday:
Blank RACE Rubric Template:
Classwork, Wednesday, and Thursday:
- Activate Prior Knowledge: Students will get back the two questions that they answered about rubrics. What is a rubric? How are rubrics useful? Students will share their answers with the class. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Skill development)
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it) the directions to the informative essay task. Students will identify three components that they wish to improve upon in their informative essay writing. Students will list the components onto their RACE Rubric blank template. See below to print a copy of the blank template.
- Mrs. Looney will model reading the directions and deciding which components she would choose to improve upon. 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 filling out the blank RACE template.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: 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 the 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 the students work on it on their own. 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: Students will complete their rubric that will help them self-evaluate their informative essay writing skills.
Blank RACE Rubric Template:
WEEK OF DECEMBER 17, 2018
DECEMBER 17-DECEMBER 20, 2018: NO HOMEWORK!
ENJOY THE WEEK OF PREPARING FOR THE HOLIDAYS. HELP YOUR PARENTS PREPARE FOR CELEBRATING.
Due to the iReady Assessments, we will not have writing and social studies lessons on Monday, Tuesday, and Wednesday of this week.
DECEMBER 17-DECEMBER 20, 2018: NO HOMEWORK!
ENJOY THE WEEK OF PREPARING FOR THE HOLIDAYS. HELP YOUR PARENTS PREPARE FOR CELEBRATING.
Due to the iReady Assessments, we will not have writing and social studies lessons on Monday, Tuesday, and Wednesday of this week.
Homework due Thursday, December 20, 2018: None. Students may complete an extra credit assignment. See home page for details.
Classwork, Thursday, December 20, 2018:
Classwork, Thursday, December 20, 2018:
- We will listen to Bill Harley's story "The Great Sled Race."
- Rationale: This story by Bill Harley shows how a common childhood activity can be turned into a tall-tale by hyperbole, humor, and “improvement” of actual events.
- We will listen to "The Great Sled Race" the first time for enjoyment.
- As students listen to the story for the second time, students will list examples of exaggeration and hyperbole from the story. Students will share examples to compile class list.
- Students will review the fact that hyperbole are so exaggerated that they can’t possibly have happened.
- Some examples include:
- The Sled had 4 afterburners (like on a jet) and took up half of the living room
- Mammoth Hill has an 88 degree angle is taller than Mt. Everest and had a course 3 miles long -- needed oxygen masks to go to the top and airplanes were passing below them
- Bill and Danny had been practicing at Olympic center
- Bill had the body of Arnold Schwarzenegger and knocked the principal’s wife into a tree at the crash
- Thank you to John E. Connor for his wonderful lesson plan!
- As we listen to another one of Bill Harley's stories, we will find the main idea/central idea. Some possibilities are: "It's a Long Way," "The Ballad of Dirty Joe," or "The Eeny Weeny Beeny Ghost."
- We will write a summary of the story.
- We will discuss our inferences.
- Bill Harley's Website: http://www.billharley.com/default.asp
- We will watch a fantastic video by K'naan called "Waving Flag." What can we infer about what "Waving Flag" means? What is the theme of the video?
- We will watch a few great videos to get us in the holiday spirit. We will also talk about cultural differences.
- Video number one: Amhrán na gCupán - When I'm gone as Gaeilge, YouTube. https://www.youtube.com/watch?v=Hz63M3v11nE
- Video number two: Avicii Vs Lurgan - "Wake Me Up" as Gaeilge https://www.youtube.com/watch?v=1A6__HssHW8&list=RDHz63M3v11nE&index=2
- Video number three: Beyonce surprises students - Let's Move! Flash Workout for New York City, YouTube video. https://www.youtube.com/watch?v=XoX9qXBP0Bs
- Video number four: Madcon, Glow, Official Music Video, YouTube. https://www.youtube.com/watch?v=P9QBK1W9Ag4
- Video number five: Carlson School of Management, "Deck the Halls." http://www.youtube.com/watch?v=uH8FvERQHtM
- Video six: Michael Franti, Say Hey (I Love You)
- As we listen to another one of Bill Harley's stories, we will find the main idea/central idea. Some possibilities are: "It's a Long Way," "The Ballad of Dirty Joe," or "The Eeny Weeny Beeny Ghost."
- We will also listen to Bill Harley's "The Ballad of the Mad Scientist." Mrs. Looney brought in an important prop to help us relate to the story.
- We will write a summary of the story.
- We will discuss our inferences.
- Bill Harley's Website: http://www.billharley.com/default.asp
- We will watch a fantastic video by K'naan called "Waving Flag." What can we infer about what "Waving Flag" means? What is the theme of the video?
- We will watch two great videos to get us in the holiday spirit.
- Video number one: Carlson School of Management, "Deck the Halls." http://www.youtube.com/watch?v=uH8FvERQHtM
- Video number two: Madcon, Glow, Official Music Video
WEEK OF JANUARY 1, 2019
Homework due Thursday, and Friday, January 3, and 4, 2019:
Annotate the article "Riding for Freedom." Answer questions one and two on the "Riding for Freedom Questions Sheet #1" using two RACER Graphic Organizers.
Classwork: Wednesday, Thursday, and Friday, January 2, 3, and 4, 2019:
"Riding for Freedom" text: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RidingForFreedom.pdf
QUESTIONS 1 AND 2, QUESTION SHEET #1: "RIDING FOR FREEDOM"
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RACER GRAPHIC ORGANIZER: SHORT RESPONSE
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Homework due Thursday, and Friday, January 3, and 4, 2019:
Annotate the article "Riding for Freedom." Answer questions one and two on the "Riding for Freedom Questions Sheet #1" using two RACER Graphic Organizers.
Classwork: Wednesday, Thursday, and Friday, January 2, 3, and 4, 2019:
- Students will read and annotate the social studies article "Riding for Freedom." Students will earn a grade for the annotations. Be sure that you aren't "highlighter happy"! Only highlight key words and quotes that you might want to use on your RACER. Be sure to ask at least five questions in the margins of the article as you annotate the article.
- Answer questions 1 and 2 on the RACER Graphic Organizers.
- Question #1: Describe one character trait of Sybil Ludington. Use two details from the text to support your response.
- Question #2: What lesson can be learned from Sybil Ludington? Use two details from the article to support your response.
- The annotations and the two RACER Graphic Organizers are due tomorrow for homework.
"Riding for Freedom" text: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RidingForFreedom.pdf
QUESTIONS 1 AND 2, QUESTION SHEET #1: "RIDING FOR FREEDOM"
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RACER GRAPHIC ORGANIZER: SHORT RESPONSE
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WEEK OF JANUARY 7, 2019
Homework due Tuesday, Wednesday, Thursday, and Friday, January 8, 9, 10, 11, 2019: None.
Classwork: Monday, Tuesday, Wednesday, and Thursday, January 7, 8, 9, and 10, 2019: All of our lessons this week will be utilizing the awesome new website "Nearpod."
1) Log on to your computer.
2) Open Google Chrome.
3) Search for "nearpod" in Google.
4) The "Nearpod-Technology in our classroom" website should be the first to pop up. Click on "Nearpod- Technology in our classroom."
5) Click "Log In" found in the upper right-hand corner.
6) Click "Join a Lesson" found on the bottom of the page.
7) Enter the code.
8) Write in your first name and last initial. Be sure to capitalize your name and initial. Put a period after your last name initial. Do NOT add a nickname.
9) Click "Join Session."
10) Wait patiently for the rest of the class.
Homework due Tuesday, Wednesday, Thursday, and Friday, January 8, 9, 10, 11, 2019: None.
Classwork: Monday, Tuesday, Wednesday, and Thursday, January 7, 8, 9, and 10, 2019: All of our lessons this week will be utilizing the awesome new website "Nearpod."
1) Log on to your computer.
2) Open Google Chrome.
3) Search for "nearpod" in Google.
4) The "Nearpod-Technology in our classroom" website should be the first to pop up. Click on "Nearpod- Technology in our classroom."
5) Click "Log In" found in the upper right-hand corner.
6) Click "Join a Lesson" found on the bottom of the page.
7) Enter the code.
8) Write in your first name and last initial. Be sure to capitalize your name and initial. Put a period after your last name initial. Do NOT add a nickname.
9) Click "Join Session."
10) Wait patiently for the rest of the class.
Homework due Monday, January 14, 2019: Annotate the article "Riding for Freedom." Answer questions three and four on the "Riding for Freedom Questions Sheet #2" using two RACER Graphic Organizers.
Classwork: Friday, January 11, 2019:
"Riding for Freedom" text: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RidingForFreedom.pdf
QUESTIONS 3 AND 4, QUESTION SHEET #2: "RIDING FOR FREEDOM
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RACER GRAPHIC ORGANIZER: SHORT RESPONSE
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Classwork: Friday, January 11, 2019:
- Students will reread and annotate the social studies article "Riding for Freedom." Students will earn a grade for the annotations. Be sure that you aren't "highlighter happy"! Only highlight key words and quotes that you might want to use on your RACER. Be sure to ask at least five questions in the margins of the article as you annotate the article.
- Answer questions 3 and 4 on the RACER Graphic Organizers.
- Question #3: What is the author's point of view? Use two details from the text to support your response.
- Question #4: What is the value in Sybil Ludington's actions? Use two details from the article to support your response.
- The annotations and the two RACER Graphic Organizers are due tomorrow for homework.
"Riding for Freedom" text: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RidingForFreedom.pdf
QUESTIONS 3 AND 4, QUESTION SHEET #2: "RIDING FOR FREEDOM
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RACER GRAPHIC ORGANIZER: SHORT RESPONSE
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WEEK OF JANUARY 14, 2019
Homework due Tuesday, Wednesday, and Thursday, January 15, 16, and 17: None.
Classwork: Monday, Tuesday, and Wednesday, January 14, 15, and 16, 2019: All of our lessons this week will be utilizing the awesome new website "Nearpod." We will utilize the "U.S. Constitution" nearpod, and "The Preamble" nearpod to learn the main ideas and principles of the Constitution and to practice writing what we have learned as well as our thoughts and opinions of the Constitution.
1) Log on to your computer.
2) Open Google Chrome.
3) Search for "nearpod" in Google.
4) The "Nearpod-Technology in our classroom" website should be the first to pop up. Click on "Nearpod- Technology in our classroom."
5) Click "Log In" found in the upper right-hand corner.
6) Click "Join a Lesson" found on the bottom of the page.
7) Enter the code.
8) Write in your first name and last initial. Be sure to capitalize your name and initial. Put a period after your last name initial. Do NOT add a nickname.
9) Click "Join Session."
10) Wait patiently for the rest of the class.
RACER GRAPHIC ORGANIZER: SHORT RESPONSE
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DR. MARTIN LUTHER KING, JR.
Homework due Thursday, Friday, and Tuesday, January 17, 18, and 22, 2019: None.
Classwork, Thursday, Friday, and Tuesday, January 17, 18, and 22, 2019: Themes in the life of Dr. Martin Luther King, Jr.
DR. MARTIN LUTHER KING, JR.
Homework due Thursday, Friday, and Tuesday, January 17, 18, and 22, 2019: None.
Classwork, Thursday, Friday, and Tuesday, January 17, 18, and 22, 2019: Character Traits of Dr. Martin Luther King, Jr.
Homework due sday, January , 2019:
Annotate the article "We Were Here, Too." Answer questions one and two using two RACER Graphic Organizers.
Classwork: sday, January , 2019:
QUESTIONS 1 AND 2: "We Were Here, Too"
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Homework due Tuesday, Wednesday, and Thursday, January 15, 16, and 17: None.
Classwork: Monday, Tuesday, and Wednesday, January 14, 15, and 16, 2019: All of our lessons this week will be utilizing the awesome new website "Nearpod." We will utilize the "U.S. Constitution" nearpod, and "The Preamble" nearpod to learn the main ideas and principles of the Constitution and to practice writing what we have learned as well as our thoughts and opinions of the Constitution.
1) Log on to your computer.
2) Open Google Chrome.
3) Search for "nearpod" in Google.
4) The "Nearpod-Technology in our classroom" website should be the first to pop up. Click on "Nearpod- Technology in our classroom."
5) Click "Log In" found in the upper right-hand corner.
6) Click "Join a Lesson" found on the bottom of the page.
7) Enter the code.
8) Write in your first name and last initial. Be sure to capitalize your name and initial. Put a period after your last name initial. Do NOT add a nickname.
9) Click "Join Session."
10) Wait patiently for the rest of the class.
RACER GRAPHIC ORGANIZER: SHORT RESPONSE
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DR. MARTIN LUTHER KING, JR.
Homework due Thursday, Friday, and Tuesday, January 17, 18, and 22, 2019: None.
Classwork, Thursday, Friday, and Tuesday, January 17, 18, and 22, 2019: Themes in the life of Dr. Martin Luther King, Jr.
- New York State Social Studies Framework:
- A. Gathering, Interpreting and Using Evidence
2. Identify, effectively select, and analyze different forms of evidence used to make meaning in social studies
(including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs). - F. Civic Participation
1. Demonstrate respect for the rights of others in discussion and classroom debates, regardless of whether one
agrees with the other viewpoint. Consider alternate views in discussion.
5. Participate in negotiating and compromising in the resolution of differences and conflict; introduce and examine
the role of conflict resolution.
6. Identify situations with a global focus in which social actions are required and suggest solutions.
7. Describe the roles of people in power both historically and currently. Identify ways
that current figures can influence people’s rights and freedom.
8. Identify rights and responsibilities of citizens within societies.
- A. Gathering, Interpreting and Using Evidence
- Activate Prior Knowledge:
- Show students the introductory slide to the video.
- With a partner, students will make a prediction about what the video will be about.
- Students will also make a prediction as to what type of video this is: primary source documentary, reenactment, animation, or something else. They will circle their prediction on the Video Analysis Worksheet.
- Students will predict one theme of the video, one theme in the life of Dr. Martin Luther King, Jr.
- Students will list three character traits of Dr. Martin Luther King, Jr. before they watch the video
- Students will discuss why we will watch this video at this point in our social studies unit.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: Skill Development
- Students will analyze the video Martin's Big Words (examine carefully, breaking it into components to understand it).
- Students will identify and describe themes in the life of Dr. Martin Luther King, Jr. and how these character traits enabled him to impact the world.
- Students will identify and describe character traits of Dr. Martin Luther King, Jr. and how these character traits enabled him to impact the world.
- Students will describe the features of the video and how these features helped them to understand the impact Dr. Martin Luther King Jr. has made in the world.
- Students will describe an aspect of the video that showed something they hadn’t seen before, caused them to think in a new way, or helped them understand something more thoroughly than before.
- Students will compare this type of video to other documentaries that we have analyzed in the past.
- 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:
- As a class we will read the questions before we watch the documentary so students will know what to look for and observe while we watch the video.
- Martin's Big Words. https://www.youtube.com/watch?v=qBKP6v3rWSI
- Mrs. Looney will periodically pause the documentary so students will have an opportunity to take short notes in the spaces provided on the worksheet.
- Students will practice taking notes while the documentary is playing, making sure that the note-taking doesn't interfere with carefully watching the film.
- While analyzing the video, students will determine if this documentary a primary source documentary, a reenactment, an animation, or something else.
- Students will write down how they can tell which type of documentary this film is.
- As a class we will discuss the features of the film that help increase our ability to learn about the topic.
- While watching the video, students will focus on this question: Nonfiction can enrich viewers in several important ways. Describe an aspect of the documentary that showed you something you hadn’t seen before, caused you to think in a new way, or helped you understand something more thoroughly than before.
- In pairs, students will discuss the task above (question number 3 found on the video analysis sheet).
- Dr. Martin Luther King, Jr. was driven to action by some spark. Why do you think he was willing to take these risks to stand up for what he believe in?
- Is there something that you learned about the character traits of Dr. Martin Luther King, Jr. from the video that caused you to think in a new way?
- As a class we will review the Video Analysis Rubric.
- As a class we will discuss components that we can add to our Video Analysis Rubric.
- 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:
- Students will analyze the video and write a list in bullets that answer the following task: Nonfiction can enrich viewers in several important ways. Describe an aspect of the documentary that showed you something you hadn’t seen before, caused you to think in a new way, or helped you understand something more thoroughly than before.
- Students will evaluate the Video Analysis Rubric and add to the rubric to reflect our growth on the ability to analyze videos.
DR. MARTIN LUTHER KING, JR.
Homework due Thursday, Friday, and Tuesday, January 17, 18, and 22, 2019: None.
Classwork, Thursday, Friday, and Tuesday, January 17, 18, and 22, 2019: Character Traits of Dr. Martin Luther King, Jr.
- New York State Social Studies Framework:
- A. Gathering, Interpreting and Using Evidence
2. Identify, effectively select, and analyze different forms of evidence used to make meaning in social studies
(including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs). - F. Civic Participation
1. Demonstrate respect for the rights of others in discussion and classroom debates, regardless of whether one
agrees with the other viewpoint. Consider alternate views in discussion.
5. Participate in negotiating and compromising in the resolution of differences and conflict; introduce and examine
the role of conflict resolution.
6. Identify situations with a global focus in which social actions are required and suggest solutions.
7. Describe the roles of people in power both historically and currently. Identify ways
that current figures can influence people’s rights and freedom.
8. Identify rights and responsibilities of citizens within societies.
- A. Gathering, Interpreting and Using Evidence
- Activate Prior Knowledge:
- Show students the introductory slide to the primary source documentary video of Dr. Martin Luther King, Jr.'s "I Have a Dream" speech.
- Students will make a prediction about what the video will be about.
- Students will also make a prediction as to what type of video this is: primary source documentary, reenactment, animation, or something else. They will circle their prediction on the Video Analysis Worksheet.
- Students will list three character traits of Dr. Martin Luther King, Jr. before they watch the video
- Students will discuss why we will watch this video at this point in our social studies unit.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: Skill Development
- Students will analyze the primary source documentary of Dr. Martin Luther King's "I Have a Dream" speech (examine carefully, breaking it into components to understand it).
- Students will identify and describe character traits of Dr. Martin Luther King, Jr. and how these character traits enabled him to impact the world.
- Students will describe the features of the video and how these features helped them to understand the impact Dr. Martin Luther King, Jr. has made on the world.
- Students will describe an aspect of the video that showed something they hadn’t seen before, caused them to think in a new way, or helped them understand something more thoroughly than before.
- Students will compare this type of video to other documentaries that we have analyzed in the past.
- 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:
- As a class we will review the Video Analysis Rubric to follow up from Friday.
- As a class we will discuss components that we can add to our Video Analysis Rubric.
- What are some characteristics that you can infer about Dr. Martin Luther King, Jr? Compare his characteristics from when he was younger to his characteristics of his during the time that he died.
- As a class we will read the questions before we watch the documentary so students will know what to look for and observe while we watch the video.
- Before we listen to King's speech and watch King deliver his speech, we will discuss the use of repetition as a powerful literary device. Students will write down at least two examples of repetition in his speech. Students will also be listening to the theme of the speech.
- As a class we will listen to Dr. Martin Luther King's speech. Dr. Martin Luther King, Jr., Five minutes of his "I Have Dream" Speech, Live https://www.youtube.com/watch?v=3vDWWy4CMhE
- Mrs. Looney will periodically pause the documentary so students will have an opportunity to take short notes in the spaces provided on the worksheet.
- Students will practice taking notes while the documentary is playing, making sure that the note-taking doesn't interfere with carefully watching the film.
- While analyzing the video, students will determine if this documentary a primary source documentary, a reenactment, an animation, or something else.
- Students will write down how they can tell which type of documentary this film is.
- As a class we will discuss the features of the film that help increase our ability to learn about the topic.
- If time permits we will sing "What Can One Little Person Do?" https://www.youtube.com/watch?v=uh0gAO09zOc
- Below are some more videos that inform about Dr. Martin Luther King, Jr.'s life and values.
- To get to the videos:
- (A) Click here to get onto the SNAP.caboces.org website. The username and password for the snap.caboces.org website is found in the students' agendas, Scio Tigers!
- (B) VERY IMPORTANT! READ STEP C BEFORE YOU MOVE ON TO STEP B!!!!! STEP B: After you log into SNAP.caboces.org, click on the Discovery Education icon. After you have opened the Discovery Education website you should be logged in. AND after you log into SNAP.caboces.org, click on the Learn360 icon. ALSO, click onto BrainPop and that will log you onto BrainPop.
- (C) After you are logged into Discovery Education and Learn360, come back to this webpage to click onto the two videos found below.
- Dr. Martin Luther King, Jr. Biography. https://www.youtube.com/watch?v=OmEZGbUvW2M
- Brain Pop: Dr. Martin Luther King, Jr. https://www.brainpop.com/socialstudies/freemovies/martinlutherkingjr/
- Learn 360: Dr. Martin Luther King, Jr. http://www.learn360.com/ShowVideo.aspx?lid=163210&SearchText=martin+luther+king+jr&ID=256351
- Dr. Martin Luther King, Jr., Five minutes of his I Have Dream Speech, Live https://www.youtube.com/watch?v=3vDWWy4CMhE
- If you cannot open SNAP.caboces.org above, Go to caboces.org On the CABOCES website, go to Instructional Support Services, Learning Resources.
- The username and password for the SNAP.caboces.org website is found in the students' agendas.
- Then go to STEP B above.
- Students will http://www.learn360.com/ShowVideo.aspx?lid=163210&SearchText=martin+luther+king+jr&ID=256351
- Independent Practice:
- In pairs, students will make a list of the character traits of Dr. Martin Luther King, Jr.
- Students will write one sentence that describes one way that there thinking has changed after watching Dr. Martin Luther King, Jr.'s speech.
Homework due sday, January , 2019:
Annotate the article "We Were Here, Too." Answer questions one and two using two RACER Graphic Organizers.
Classwork: sday, January , 2019:
- Students will read and annotate the social studies article "We Were Here, Too." Students will earn a grade for the annotations. Be sure that you aren't "highlighter happy"! Only highlight key words and quotes that you might want to use on your RACER. Be sure to ask at least five questions in the margins of the article as you annotate the article.
- Answer questions 1 and 2 on the RACER Graphic Organizers.
- Question #1: Choose one of the women in the article "We Were Here, Too." Describe one character trait of the woman you chose. Use two details from the text to support your response.
- Question #2: What is the author's point of view? Use two details from the article to support your response.
- The annotations and the two RACER Graphic Organizers are due tomorrow for homework.
QUESTIONS 1 AND 2: "We Were Here, Too"
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WEEK OF JANUARY 22, 2019
Homework due Monday, January 28, 2019: Complete the assignments found below.
Classwork, Friday: January 25, 2019:
Homework due Monday, January 28, 2019: Complete the assignments found below.
Classwork, Friday: January 25, 2019:
- Students will complete all of the above assignments in the social studies notebook.
- THE EXECUTIVE BRANCH:
- When you arrive in class, open up your notebook to the Executive Branch page in your notebook. Open up your magazine to pages 4 and 5 in your American Government magazine.
- Read and annotate pages 4 and 5 in the American Government magazine.
- As you are annotating, be sure to take bulleted notes on your Executive Branch notebook page. You will fill up the page. One bullet for each line.
- THE LEGISLATIVE BRANCH:
- Open up your notebook to the Legislative Branch page in your notebook. Open up your magazine to pages 6 and 7 in your American Government magazine.
- Read and annotate pages 6 and 7 in the American Government magazine.
- As you are annotating, be sure to take bulleted notes on your Legislative Branch notebook page. You will fill up the page. One bullet for each line.
- THE JUDICIAL BRANCH:
- Open up your notebook to the Judicial Branch page in your notebook. Open up your magazine to pages 8 and 9 in your American Government magazine.
- Read and annotate pages 8 and 9 in the American Government magazine.
- As you are annotating, be sure to take bulleted notes on your Judicial Branch notebook page. You will fill up the page. One bullet for each line.
Homework due sday, January , 2019:
Annotate the article "We Were Here, Too." Answer questions one and two using two RACER Graphic Organizers.
Classwork: sday, January , 2019:
QUESTIONS 1 AND 2: "We Were Here, Too"
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test.prep.we.were.here.too01.02.18.docx
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Annotate the article "We Were Here, Too." Answer questions one and two using two RACER Graphic Organizers.
Classwork: sday, January , 2019:
- Students will read and annotate the social studies article "We Were Here, Too." Students will earn a grade for the annotations. Be sure that you aren't "highlighter happy"! Only highlight key words and quotes that you might want to use on your RACER. Be sure to ask at least five questions in the margins of the article as you annotate the article.
- Answer questions 1 and 2 on the RACER Graphic Organizers.
- Question #1: Choose one of the women in the article "We Were Here, Too." Describe one character trait of the woman you chose. Use two details from the text to support your response.
- Question #2: What is the author's point of view? Use two details from the article to support your response.
- The annotations and the two RACER Graphic Organizers are due tomorrow for homework.
QUESTIONS 1 AND 2: "We Were Here, Too"
test.prep.we.were.here.too01.02.18.pdf
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test.prep.we.were.here.too01.02.18.docx
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NYS Text-based Essay Writing and Short-Response Questions
Homework due Wednesday, and Thursday: Begin reading the "" article written by and the article "" written by . Answer all of the questions in the packet and write the essay. USE THE RACE FORMAT ON ALL OF THE SHORT-RESPONSE QUESTIONS AND THE ESSAY!!!
Classwork: Tuesday, Wednesday, Thursday, and Friday:
Homework due Wednesday, and Thursday: Begin reading the "" article written by and the article "" written by . Answer all of the questions in the packet and write the essay. USE THE RACE FORMAT ON ALL OF THE SHORT-RESPONSE QUESTIONS AND THE ESSAY!!!
Classwork: Tuesday, Wednesday, Thursday, and Friday:
- As soon as you open the packet, write RACE and its meaning by EVERY QUESTION.
- Read the short-response questions and the essay question before you read the articles.
- UNDERLINE OR HIGHLIGHT THE KEY WORDS IN THE QUESTIONS!!!!! Be sure you understand the questions before you begin reading the articles.
- After you are sure that you understand the questions, begin reading the first article. Then answer the short-response question in RACE format.
- BE SURE TO ADD AT LEAST TWO QUOTES TO EACH SHORT-RESPONSE ANSWER.
- BE SURE TO EXPLAIN YOUR QUOTE WITH AT LEAST TWO SENTENCES.
- After you have completed the short-response questions, start preparing for the essay.
- Write an outline for your essay as quickly as you can.
- Complete the essay.
- On Thursday and Friday we will go over the questions, answers, and suggestions as a class.
Homework due Tuesday, Wednesday, Thursday, and Friday: Begin reading the "" article written by and the article "" written by . Highlight examples from the text that support the theme. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Monday, Tuesday, Wednesday, Thursday, and Friday:
- The rubric, outline, and essay are due on Friday at 8:00.
- DIRECTIONS:
- Begin reading the "" article written by and the article "" written by .
- Highlight examples from the text that support the theme.
- The rubric, outline, and essay are due on Friday at 8:00.
- The essay is to be written on loose-leaf.
- After reading the articles, students will decide on ONE common theme found in BOTH articles.
- What is your claim?
- Students will create a rubric to set goals for their writing.
- Students will create an outline to guide them as they write their essay. The outline may be filled out in the packet, or on loose-leaf, or on index cards, or in your notebook, or in any manner that is helpful to you.
- Write an essay stating as many facts and examples as you can that support your claim, your position.
- Be sure to EXPLAIN each of the facts and examples that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find similarities in the theme.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction. YOUR CLAIM SHOULD BE THE ONE common theme found in BOTH articles.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words). BE SURE TO EXPLAIN YOUR QUOTES...DON'T JUST RESTATE YOUR QUOTES...EXPLAIN!
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due on Friday morning.
- This essay is to be written on loose-leaf.
COMPARING THEMES ESSAY DIRECTIONS:
Homework due Monday-Friday: None.
Classwork, , Monday-Friday: Analyzing the New York State writing rubric.
Homework Due week of March 9, Monday-Thursday, March 9-12, 2015. DUE FRIDAY, MARCH 13, 2015: "How to Improve My Writing" Essay.
Classwork, week of March 9, Monday, Tuesday and Thursday, March 9-12, 2015: Analyzing the New York State writing rubric.
We Were Here, Too: Model Text
we.were.here.too.pdf
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Classwork, , Monday-Friday: Analyzing the New York State writing rubric.
- As a class we will analyze the entire NYS writing rubric to give us a better idea of how we can improve our writing and bring our writing to a higher level.
- To do that, we will discuss the meanings of each part of the rubric. We will discuss our expectations.
- Students will write out what they think each section of the rubric means.
- Students will write out steps and strategies that can help improve our writing in each section of the rubric.
- Students will analyze their own writing and decide what they can do to improve their writing.
Homework Due week of March 9, Monday-Thursday, March 9-12, 2015. DUE FRIDAY, MARCH 13, 2015: "How to Improve My Writing" Essay.
Classwork, week of March 9, Monday, Tuesday and Thursday, March 9-12, 2015: Analyzing the New York State writing rubric.
- As a class we will continue to analyze the entire NYS writing rubric to give us a better idea of how we can improve our writing and bring our writing to a higher level.
- To do that, we will discuss the meanings of each part of the rubric. We will discuss our expectations.
- Students will write out what they think each section of the rubric means.
- Students will write out steps and strategies that can help improve our writing in each section of the rubric.
- Students will analyze model essays and discuss what score on the NYS rubric they think each part of the essay should receive. Students will be able to give examples of why the author chose certain words, phrases, and styles of writing in the text. Students will give examples of why the text deserves the score that the student gave it.
- Students will analyze their own writing and decide what they can do to improve their writing.
- In essay form, paragraph form, students will write an essay that explains which areas on the NYS rubric they plan on improving and the exact steps how they will improve their writing.
- Students will refer to the packet that we have been using in class to take notes as we analyze our writing.
In what ways can you improve your writing? Analyze your writing using the New York State rubric. Use details from the New York State rubric to support your response.
In your response, be sure to
· analyze your writing samples using the New York State rubric
· give examples of how you can improve your writing in each section of the rubric
· use the rubric as you are writing this essay to be sure this is the best work you can do
We Were Here, Too: Model Text
we.were.here.too.pdf
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ESSAY DIRECTIONS: REVOLUTIONARY MEN
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OUTLINE: REVOLUTIONARY MEN
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INFORMATIVE WRITING
Article: "Dear Mother Earth: An Earthly Advice Column"
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informational 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 writing assignments. These standards will be practiced while utilizing the assigned articles in order to master these skills.
Homework Wednesday: See the seven bullets below. The first six tasks listed below are due , 2018.
2)Students will write "RACER" in the margins next to the question found on page X in the packet.
2) Students will annotate the directions to question found on page 5 in the packet.
3) Students will read and annotate the article "Dear Mother Earth: An Earthly Advice Column" The annotation should include at least five questions written in the margins.
4) In small groups or pairs, students will fill out the entire "Four Thoughts Boxes" sheet. Whatever isn't finished in class will be finished for homework.
4) Students will answer the question found on page X in the packet.
5) Students will use the RACER format to answer the question and to write the essay.
Classwork, Monday, Tuesday, March 19th, 20th, 2018:
"Dear Mother Earth: An Earthly Advice Column" article: http://www.patriciajmurphy.com/files/Aplsds0203.pdf
"Dear Mother Earth: An Earthly Advice Column" Test Prep Question Sheet:
Article: "Dear Mother Earth: An Earthly Advice Column"
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informational 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 writing assignments. These standards will be practiced while utilizing the assigned articles in order to master these skills.
Homework Wednesday: See the seven bullets below. The first six tasks listed below are due , 2018.
2)Students will write "RACER" in the margins next to the question found on page X in the packet.
2) Students will annotate the directions to question found on page 5 in the packet.
3) Students will read and annotate the article "Dear Mother Earth: An Earthly Advice Column" The annotation should include at least five questions written in the margins.
4) In small groups or pairs, students will fill out the entire "Four Thoughts Boxes" sheet. Whatever isn't finished in class will be finished for homework.
4) Students will answer the question found on page X in the packet.
5) Students will use the RACER format to answer the question and to write the essay.
Classwork, Monday, Tuesday, March 19th, 20th, 2018:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- What comes to mind when you hear the term "Dear Mother Earth: An Earthly Advice Column"? What do you think this article will be about?
- As a class, we will fill out the "What I Know" and the "Predictions" on the "Four Thought Boxes" sheet.
- ANNOTATE: What words come to mind when you hear the word "annotate"?
- What word is embedded in the word "annotate."
- When are some times in our life that we annotate when we are not in school?
- What are some ways that we can take notes on the directions and on the article? What symbols can we use to help us annotate?
- 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:
- We will make a list of all the strategies that we use to read non-fiction.
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the article "Dear Mother Earth: An Earthly Advice Column."
- Students will identify the main idea of the article.
- Students will summarize individual paragraphs and will summarize the whole article.
- Students will use the RACER format to answer both questions in the packet.
- Skill Development:
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to describe character traits?
- Does anyone have any other reasons why this lesson is important in your life?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- Guided Practice:
- Mrs. Looney will model annotating the directions.
- What are the key words in the directions? What are some ways that we an annotate the key words?
- Ms. Looney will begin modeling annotating the article one paragraph at a time.
- After reading the title of the article, what can I infer the article will be about?
- What types of words did I annotate?
- What symbols could I use to annotate?
- How did I decide which quotes to choose?
- Why did I highlight certain information?
- How many questions should I ask while annotating?
- Why do I ask questions while annotating?
- How can I annotate the main idea of the paragraph?
- Why do I annotate the main idea of the paragraph?
- How do I summarize the text?
- Why do I summarize the text?
- We will answer the questions on the "Dear Mother Earth: An Earthly Advice Column" test prep question sheet.
- When answering these short response questions, students will use the RACER organizer. See above for the RACER organizer and RACER rubric.
- When answering these short response questions, students will use the "What does the text SAY?," "What does the author MEAN?," and "Why does it MATTER?," transitional writing prompts. See above for these resources.
- Complete the Questions Sheet for "Dear Mother Earth: An Earthly Advice Column."
- These questions will be graded with the NYS Short Response Rubric. Each question is worth 10 points.
- Be sure to use the RACE Organizer.
- Be sure to give 2 quotes.
- Be sure to EXPLAIN the importance of the quote and how it relates to the question.
- When answering these short response questions, students will use the RACE organizer. See above for the RACE organizer and RACE rubric.
- When answering these short response questions, students will use the "What does the text SAY?," "What does the author MEAN?," and "Why does it MATTER?," transitional writing prompts. See above for these resources.
- After the students have completed all of the questions in RACE format, students will individually self-evaluate their work for each question using the RACE rubric. See above for the RACE rubric expectation.
- Students will utilize the Four Thought Boxes to help prepare the for the article that they will read. Students will first fill out the What I Know and the Predictions section of the Boxes.
- To analyze and gain a better understanding of the article that they are reading, students will complete the Four Thought Boxes.
- All four boxes will be completed.
- Mrs. Looney will model annotating the directions.
- 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:
- Since Mrs. Looney has modeled the steps of writing a short answer response following the RACER format MANY times, students will perform the step-by-step tasks individually.
- Students will write "RACER" in the margins next to the questions found on page X in the packet.
- Students will annotate the directions to question X found on page X of the packet
- Students will read and annotate the article "Dear Mother Earth: An Earthly Advice Column."
- Students will answer question X found on page X in the packet.
- Students will answer the questions in the packet.
- Students will use the RACER format to answer both questions in the packet.
- Students will compare their annotations and quotes with a partner.
- Students will use the RACER Rubric to check to see if they have included all of the parts of the RACER Format.
- After students have completed their work independently, students will engage in a discussion about the main idea of the text and about the quotes and explanations used to answer the short response questions. Students will ask questions about their partner's work.
"Dear Mother Earth: An Earthly Advice Column" article: http://www.patriciajmurphy.com/files/Aplsds0203.pdf
"Dear Mother Earth: An Earthly Advice Column" Test Prep Question Sheet:
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ARTICLE: "Dear Mother Earth: An Earthly Advice Column"
dear.mother.earth.article.pdf | |
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FOUR THOUGHT BOXES:
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NYS SHORT RESPONSE RUBRIC:
nys_2_point_rubric_short_response.pdf | |
File Size: | 138 kb |
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Homework Due Tuesday and Wednesday, March 24 and 25, 2015: Complete Question Sheet for "Riding for Freedom." Question 1 is due on Tuesday; questions 4-7 are due on Wednesday. Since the fifth grade has already completed an extensive essay on questions 2 and 3, the fifth grade will be skipping those two questions at this time. This assignment will be graded with the NYS Short Response Rubric. 2 points for each question. Be sure to use the RACE Organizer. Be sure to use 2 quotes and EXPLAIN the importance of the quote and how it relates to the question.
Classwork Monday and Tuesday, March 23 and 24, 2015:
"Riding for Freedom" text: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RidingForFreedom.pdf
Short Response Questions Sheet:
"Riding for Freedom"
Classwork Monday and Tuesday, March 23 and 24, 2015:
- Students will read the social studies article "Riding for Freedom."
- Students will answer the short response questions on the Questions Sheet.
- What is the central idea of the section you just read? Use two details from the text to support your response.
- What is the author’s purpose in this article? Use two details from the text to support your response.
- What is the author’s point of view? Use two details from the text to support your response.
- Describe one character trait of Sybil Ludington. Use two details from the text to support your response.
- Explain how the setting affects the author’s point of view. Use two details from the text to support your response.
- What is the value in Sybil Ludington’s actions? Use two details from the article to support your answer.
- What lesson can be learned from Sybil Ludington? Use two details from the article to support your response.
- Complete Question Sheet for "Riding for Freedom." Question 1 is due on Tuesday; questions 4-7 are due on Wednesday. Since the fifth grade has already completed an extensive essay on questions 2 and 3, the fifth grade will be skipping those two questions at this time.
- This assignment will be graded with the NYS Short Response Rubric.
- 2 points for each question.
- Be sure to use the RACE Organizer.
- Be sure to use 2 quotes and EXPLAIN the importance of the quote and how it relates to the question.
- Be sure to use the RACE Organizer.
- 2 points for each question.
- This assignment will be graded with the NYS Short Response Rubric.
"Riding for Freedom" text: http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RidingForFreedom.pdf
Short Response Questions Sheet:
"Riding for Freedom"
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ARTICLE: "Riding for Freedom"
riding.for.freedom.pdf | |
File Size: | 526 kb |
File Type: |
Homework due Tuesday, Thursday, and Friday: None.
Classwork, Monday, Tuesday, and Wednesday:
Classwork, Monday, Tuesday, and Wednesday:
- As a class we will read the article "Riding for Freedom."
- We will make a list of all the strategies that we use to read non-fiction.
- We will answer the questions on the "Riding for Freedom" test prep question sheet.
- When answering these short response questions, students will use the RACE organizer. See above for the RACE organizer and RACE rubric.
- When answering these short response questions, students will use the "What does the text SAY?," "What does the author MEAN?," and "Why does it MATTER?," transitional writing prompts. See above for these resources.
Homework due Wednesday: None.
Classwork, Tuesday:
Classwork, Tuesday:
- Students will utilize the Four Thought Boxes to help prepare the for the article that they will read. Students will first fill out the What I Know and the Predictions section of the Boxes.
- To analyze and gain a better understanding of the article that they are reading, students will complete the Four Thought Boxes.
- All four boxes will be completed.
- The topic for the Four Thought Boxes is: Dino Poop.
What was the Underground Railroad?
What name comes to mind of one woman who was a hero of the Underground Railroad?
What name comes to mind of one woman who was a hero of the Underground Railroad?
all.aboard.the_underground.railroad.pdf | |
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underground_railroad_essay_outline.pdf | |
File Size: | 411 kb |
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underground_railroad_essay_outline.docx | |
File Size: | 164 kb |
File Type: | docx |
cover.underground.railroad.pdf | |
File Size: | 5820 kb |
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cover.underground.railroad.docx | |
File Size: | 192 kb |
File Type: | docx |
Underground Railroad Essay Outline
Homework due Friday: Underground Railroad Rubric should be completed.
Classwork, Thursday:
Classwork, Thursday:
- Students will analyze their Underground Railroad essays using the RACER Rubric.
- Students will highlight all of the transition words that they use.
- Students will underline each of the quotes that are used.
- Students will number each of the sentences that are explaining the quotes in each paragraph. Each paragraph should have at least three sentences in each paragraph that explains each quote.
Homework due Tuesday, and Wednesday: Theme Story due in your notebook. At least four pages written in your writing notebook. (At least two pages written on loose-leaf if the student decides to write the story on loose-leaf.) I recommend that the students write the story in their writing notebook since we will not share these stories until after the NYS math test. I don't want the students to loose their work. They are welcome to turn it in as soon as it is completed.
Classwork: Monday, and Tuesday:
Classwork: Monday, and Tuesday:
- Mrs. Looney will hand out the list of common themes that are found in texts.
- These themes are not limited to but include: acceptance, courage, perseverance, cooperation, compassion, honesty, kindness, and loyalty.
- Mrs. Looney will read the dot and ish written by Peter H. Reynolds.
- As a class we will decide which of the themes on the list above fit with the theme of each of the books that were read. Can all of the themes fit with each of the books?
- Students will pick a theme and write a creative narrative that is centered around one or two themes of the student's choice.
- Each story should be written in the writing notebook and should be at least four notebook pages. Students may write the story on loose-leaf, but I do not recommend it since a few days will pass until we meet again after the NYS math test.
- Students should begin by choosing a theme, and outlining a story that is connected by the theme.
THE NEGRO BASEBALL LEAGUES: COMPARING THE THEME IN THE ARTICLES (ESSAY).
Homework due Tuesday, Wednesday, Thursday, and Friday: Begin reading the "The Negro Baseball Leagues" article written by Mary Northrup, the article "Women of the Negro Leagues" written by Mike Weinstein, and the article "Jack Roosevelt Robinson: Baseball's First Black Superstar" written by Leslie Anderson Morales. Highlight examples from all three texts that support the ONE theme. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Monday, Tuesday, Wednesday, Thursday, and Friday:
- The rubric, outline, and essay are due on Friday at 8:00.
- DIRECTIONS:
- Begin reading the "The Negro Baseball Leagues" article written by Mary Northrup, the article "Women of the Negro Leagues" written by Mike Weinstein, and the article "Jack Roosevelt Robinson: Baseball's First Black Superstar" written by Leslie Anderson Morales.
- Highlight examples from all three texts that support the ONE theme.
- The rubric, outline, and essay are due on Friday at 8:00.
- The essay is to be written on loose-leaf.
- After reading the articles, students will decide on ONE common theme found in ALL THREE articles.
- What is your claim?
- Students will create a rubric to set goals for their writing.
- Students will create an outline to guide them as they write their essay. The outline may be filled out in the packet, or on loose-leaf, or on index cards, or in your notebook, or in any manner that is helpful to you.
- Write an essay stating as many facts and examples as you can that support your claim, your position.
- Be sure to EXPLAIN each of the facts and examples that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find similarities in the theme.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction. YOUR CLAIM SHOULD BE THE ONE common theme found in ALL THREE articles.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words). BE SURE TO EXPLAIN YOUR QUOTES...DON'T JUST RESTATE YOUR QUOTES...EXPLAIN!
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due on Friday morning.
- This essay is to be written on loose-leaf.
COMPARING THEMES ESSAY DIRECTIONS:
ALL THREE ARTICLES: THE NEGRO BASEBALL LEAGUES
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Zoos and Animals in the Classroom can be found on the Fifth Grade Information Part 2 Page.
INFORMATIVE WRITING: Character Traits.
Article: "Helen Keller" and "Justice For All," written by Lynn Rymarz.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informational 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 writing assignments. These standards will be practiced while utilizing the assigned articles in order to master these skills.
Homework Wednesday, March 21st 2018: See the seven bullets below. The first six tasks listed below are due Wednesday, March 21, 2018.
1) Students will write "RACER" in the margins next to the questions found on page 5 in the packet.
2) Students will annotate the directions to questions number 35 and 36 found on page 5 in the packet.
3) Students will read and annotate the articles "Helen Keller" and "Justice For All"
4) Students will answer questions number 13 found on page 5 in the packet.
5) Students will answer the questions in the packet.
6) Students will use the RACER format to answer both questions in the packet.
7) "Helen Keller" article can be found here a this website: http://mrnussbaum.com/helen-keller/
and "Justice for All" article can be found at this link https://www.commonlit.org/texts/justice-for-all
8) The question and materials needed can be found below in pdf format
Classwork,Monday, Tuesday, Wednesday, March 19th, 20th, 21st, 2018:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- What are some ways that we can bring our writing to a higher level?
- ANNOTATE: What words come to mind when you hear the word "annotate"?
- What word is embedded in the word "annotate."
- When are some times in our life that we annotate when we are not in school?
- What are some ways that we can take notes on the directions and on the article? What symbols can we use to help us annotate?
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- When are times in our lives when we summarize? Why do we summarize? Write a quick list of times that we summarize.
- Students will watch a video that will relate to the articles in order for students to relate what they already know to what they are about to read.
- Learning Target: (Concept Development and Skill Development)
- Concept Development: Character traits.
- Definition of concept
- Examples: students will make a list of their own character traits. They will first focus on physical traits. Then they will make a list of personality traits.
- Skill Development:
- Students will describe the character trait that most helps the main character fly the kite.
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the articles "Helen Keller" and "Justice For All," written by Lynn Rymarz.
- Students will identify the main idea of the article.
- Students will summarize individual paragraphs and will summarize the whole article.
- Students will use the RACER format to answer both questions in the packet.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to describe character traits?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we consider character traits?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- When do you summarize in your everyday life?
- Guided Practice:
- Ms. Taggart will model annotating the directions.
- What are the key words in the directions? What are some ways that we an annotate the key words?
- Ms. Taggart will begin modeling annotating the article one paragraph at a time.
- After reading the title of the article, what can I infer the article will be about?
- What types of words did I annotate?
- What symbols could I use to annotate?
- How did I decide which quotes to choose?
- Why did I highlight certain information?
- How many questions should I ask while annotating?
- Why do I ask questions while annotating?
- How can I annotate the main idea of the paragraph?
- Why do I annotate the main idea of the paragraph?
- How do I summarize the text?
- Why do I summarize the text?
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- Ms. Taggart will model annotating the directions.
- Closure:
- Ms. Taggart 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:
- Since Ms. Taggart has modeled the steps of writing a short answer response following the RACER format MANY times, students will perform the step-by-step tasks individually.
- Students will write "RACER" in the margins next to the question found on page 5 in the packet.
- Students will annotate the directions to the question on page 6 of the packet
- Students will read and annotate the articles"Helen Keller" and "Justice For All," written by Lynn Rymarz.
- Students will answer question found on page 6 in the packet.
- Students will answer the questions in the packet.
- Students will use the RACER format to answer both questions in the packet.
- Students will compare their annotations and quotes with a partner.
- Students will use the RACER Rubric to check to see if they have included all of the parts of the RACER Format.
- After students have completed their work independently, students will engage in a discussion about the main idea of the text and about the quotes and explanations used to answer the short response questions. Students will ask questions about their partner's work.
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5th_grade_theme_question_planning_page_.docx | |
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INFORMATIVE SHORT RESPONSE ANSWER: Contributing to Understanding.
Article: "Diary of a Teenage Refuge" written by Amira, and "Into the Rapids" written by Bradford H. Robie.
Homework due Tuesday, March 27th, 2018 after class.: See the seven bullets below. The first six tasks listed below are due Friday, February 9, 2018.
1) Students will write "RACER" in the margins next to the questions found on page 10 in the packet.
2) Students will annotate the directions to questions number 32 and 33 found on page 10 in the packet.
3) Students will read and annotate the articles "Diary of a Teenage Refuge" written by Amira, and "Into the Rapids" written by Bradford H. Robie.
4) Students will answer questions number 32 and 33 found on page 10 in the packet.
5) Students will answer the questions in the packet.
6) Students will use the RACER format to answer both questions in the packet.
7) Diary of a Teenage Refuge" written by Amira can be found at this link: www.commonlit.org/texts/diary-of-a-teenage-refugee "Into the Rapids" written by Bradford H. Robie. can be found at this link: https://www.commonlit.org/texts/into-the-rapids
Classwork, Thursday, Friday, Monday, Tuesday, March 22nd, 23rd, 26th, 27th 2018:
Article: "Diary of a Teenage Refuge" written by Amira, and "Into the Rapids" written by Bradford H. Robie.
Homework due Tuesday, March 27th, 2018 after class.: See the seven bullets below. The first six tasks listed below are due Friday, February 9, 2018.
1) Students will write "RACER" in the margins next to the questions found on page 10 in the packet.
2) Students will annotate the directions to questions number 32 and 33 found on page 10 in the packet.
3) Students will read and annotate the articles "Diary of a Teenage Refuge" written by Amira, and "Into the Rapids" written by Bradford H. Robie.
4) Students will answer questions number 32 and 33 found on page 10 in the packet.
5) Students will answer the questions in the packet.
6) Students will use the RACER format to answer both questions in the packet.
7) Diary of a Teenage Refuge" written by Amira can be found at this link: www.commonlit.org/texts/diary-of-a-teenage-refugee "Into the Rapids" written by Bradford H. Robie. can be found at this link: https://www.commonlit.org/texts/into-the-rapids
Classwork, Thursday, Friday, Monday, Tuesday, March 22nd, 23rd, 26th, 27th 2018:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- As a class we will review the steps writing a short response answer.
- 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: Overcoming Challenges
- Definition of concept
- Examples: Students will identify the challenges that the two characters faced, and how they learned for those challenges
- Skill Development:
- Students will describe the theme that most helps the main characters to overcome challenges
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the articles ""Diary of a Teenage Refuge" written by Amira, and "Into the Rapids" written by Bradford H. Robie.
- Students will identify the main idea of the article.
- Students will use the RACER format to answer both questions in the packet.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to describe character traits?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we consider character traits?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- Guided Practice:
- Mrs. Looney will model annotating the directions.
- Mrs. Looney will begin modeling annotating the article. How did I decide which quotes to choose? Why did I highlight certain information?
- Since Mrs. Looney has modeled the steps in writing a short answer response following the RACER format MANY times, students will perform the step-by-step tasks individually.
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- 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:
- Students will write "RACER" in the margins next to the question found on page 7 in the packet.
- Students will annotate the directions to question found on page 7 in the packet.
- Students will read and annotate the articles "Diary of a Teenage Refuge" written by Amira, and "Into the Rapids" written by Bradford H. Robie.
- Students will answer question found on page 7 in the packet.
- Students will answer the questions in the packet.
- Students will use the RACER format to answer both questions in the packet.
- Students will compare their annotations and quotes with a partner.
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Homework Due Thursday, Friday, and Monday, April 9, 10, and 13, 2015: "Challenges of a Firefighter" Essay is due on loose-leaf on Monday. Essays will be about three or four pages. Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline. Write the essay following the tasks below describing the challenges of being a firefighter.
Classwork, Wednesday, Thursday, and Friday, April 8, 9, 10, 2015:
"Challenges of Being a Firefighter" Essay:
challenges.firefighter.essay.pdf
Download File
challenges.firefighter.essay.docx
Download File
Classwork, Wednesday, Thursday, and Friday, April 8, 9, 10, 2015:
- Students will read the five articles that are found in the “Firefighting” packet.
- Students will use all five articles to find historical information and up-to-date information about the challenges of being a firefighter from the past and in the present.
- Students will use the New York State rubric as a guide to bring their writing to a higher level.
- Students will use information, facts, and details, and quotes from all five articles found in the “Firefighter” packet in their essay.
- What are the challenges of being a firefighter? Use details from all five articles in the “Firefighter” packet to support your response.
- Our guest speaker will be Mrs. Farwell and a student junior firefighter.
- Students will add information from our interview with Mrs. Farwell to their essay.
- Several students have mentioned that they have people in their family that are firefighters. Students may interview a firefighter about the challenges that are faced. This information may be added to the essay for extra credit.
- Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline.
- In your response, be sure to:
- read all five articles in the “Firefighter” packet
- give examples of historical and present day challenges of being a firefighter using all five articles of the “Firefighter” packet
- write at least three or four pages
- use the rubric as you are writing this essay to be sure this is the best work you can do
- Be sure to EXPLAIN the importance of the quotes that you choose and EXPLAIN how the quotes relate to the question.
ARTICLES:
"An Interview with a Fire Investigator" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FireInvestigator.pdf
"Fighting Fire from Head to Toe" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FightingFireFromHeadToToe.pdf
"Fighting Through the Ages" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FirefightingThroughTheAges.pdf
"The Great Chicago Fire" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/TheGreatChicagoFire.pdf
"For Men Only? Not!" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/ForMenOnlyNOT.pdf
"Challenges of Being a Firefighter" Essay:
challenges.firefighter.essay.pdf
Download File
challenges.firefighter.essay.docx
Download File
INFORMATIVE ESSAY:
Similarities and Differences of finding solutions to problems.
Articles: The Discontented Rock, written by Francis Jenkins Olcott, and The Unfortunate Fireflies, written by Clara Gillingham Pierson.
Homework due Thursday, March 29th, 2018: See the three bullets below. Due in two days.
Articles, directions, and questions:
The Discontented Rock, written by Francis Jenkins Olcott, and The Unfortunate Fireflies, written by Clara Gillingham Pierson.
Similarities and Differences of finding solutions to problems.
Articles: The Discontented Rock, written by Francis Jenkins Olcott, and The Unfortunate Fireflies, written by Clara Gillingham Pierson.
Homework due Thursday, March 29th, 2018: See the three bullets below. Due in two days.
- Students will annotate the directions to questions number 37 and 38 found on page 8 in the packet of articles.
- Students will read the directions found on page 15 for the next essay that they will write.
- Students will review the outline graphic organizer to familiarize themselves with the information that is needed in the essay.
- Students will read and annotate the first articleThe Discontented Rock, written by Francis Jenkins Olcott, and The Unfortunate Fireflies, written by Clara Gillingham Pierson. (see attachments below to in the PDF 2013 ELA_Grade_5 on page 24 to reference the question students will be answering)
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- "Who can tell me what it means to compare and contrast two things?"
- Examples: Ms. Taggart will show some images on the board and have students compare and contrast the images
- Ms. Taggart will explain the connection between what the students already know and what they are going to learn next.
- "Who can tell me what it means to compare and contrast two things?"
- Learning Target: (Concept Development and Skill Development)
- Concept Development: Compare and Contrast
- Definition of concept : To find the similarities and differences between two things
- Examples
- Skill Development:
- Students will describe a theme that each young person faces in the articles The Discontented Rock, written by Francis Jenkins Olcott, and The Unfortunate Fireflies, written by Clara Gillingham Pierson.
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the first articleThe Discontented Rock, written by Francis Jenkins Olcott
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the second article The Unfortunate Fireflies, written by Clara Gillingham Pierson.
- Students will identify the themes of the articles.
- Students will compare and contrast the themes of the articles and discuss what the characters learned from these themes.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to compare and contrast? Within which academic subjects do we need to be able to differentiate and find similarities?
- Academically, when do we analyze problems and solutions?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we differentiate and find similarities?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- Guided Practice:
- Ms. Taggart will list some themes so students have an idea of what to look for.
- Ms. Taggart will model annotating the directions.
- Ms. Taggart will begin modeling annotating the first articles The Discontented Rock, written by Francis Jenkins Olcott, and The Unfortunate Fireflies, written by Clara Gillingham Pierson.
- How did I decide which quotes to choose? Why did I highlight certain information.
- Since Ms. Taggart has modeled the steps in writing an essay following the RACER format MANY times, students will perform the step-by-step tasks indiviudally. at the same time as a whole group.
- First, Ms. Taggart will complete the first step on the SmartBoard.
- Students will begin to do the steps individually.
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- Closure:
- Mrs. Taggart 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 annotate the directions of their next essay that they will write.
- The students will annotate the first articles The Discontented Rock, written by Francis Jenkins Olcott, and The Unfortunate Fireflies, written by Clara Gillingham Pierson.
- Students will compare their annotations and quotes with a partner.
Articles, directions, and questions:
The Discontented Rock, written by Francis Jenkins Olcott, and The Unfortunate Fireflies, written by Clara Gillingham Pierson.
2013_ela_grade_5_sample_annotated_items.pdf | |
File Size: | 5069 kb |
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INFORMATIVE SHORT RESPONSE ANSWER: Character Traits.
Article: "The Kite Fighters," written by Linda Sue Park.
Taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informational 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 writing assignments. These standards will be practiced while utilizing the assigned articles in order to master these skills.
Homework , 2018: See the seven bullets below. The first six tasks listed below are due , 2018.
1) Students will write "RACER" in the margins next to the questions found on page 5 in the packet.
2) Students will annotate the directions to questions number 35 and 36 found on page 5 in the packet.
3) Students will read and annotate the article "The Kite Fighters."
4) Students will answer questions number 35 and 36 found on page 5 in the packet.
5) Students will answer the questions in the packet.
6) Students will use the RACER format to answer both questions in the packet.
7) "The Kite Fighters," written by Linda Sue Park. New York State Common Core Assessment, 2016, Book 3, pages 2-5 (pages 39-42 of the online PDF document). CLICK HERE for the article and questions that are taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
Classwork, , 2018:
Article: "The Kite Fighters," written by Linda Sue Park.
Taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informational 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 writing assignments. These standards will be practiced while utilizing the assigned articles in order to master these skills.
Homework , 2018: See the seven bullets below. The first six tasks listed below are due , 2018.
1) Students will write "RACER" in the margins next to the questions found on page 5 in the packet.
2) Students will annotate the directions to questions number 35 and 36 found on page 5 in the packet.
3) Students will read and annotate the article "The Kite Fighters."
4) Students will answer questions number 35 and 36 found on page 5 in the packet.
5) Students will answer the questions in the packet.
6) Students will use the RACER format to answer both questions in the packet.
7) "The Kite Fighters," written by Linda Sue Park. New York State Common Core Assessment, 2016, Book 3, pages 2-5 (pages 39-42 of the online PDF document). CLICK HERE for the article and questions that are taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
Classwork, , 2018:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Does anyone know how to write a COLLEGE LEVEL essay? Today we will be learning how to begin to write like a junior high student, a high school student, and a college student.
- What are some ways that we can bring our writing to a higher level?
- ANNOTATE: What words come to mind when you hear the word "annotate"?
- What word is embedded in the word "annotate."
- When are some times in our life that we annotate when we are not in school?
- What are some ways that we can take notes on the directions and on the article? What symbols can we use to help us annotate?
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- When are times in our lives when we summarize? Why do we summarize? Write a quick list of times that we summarize.
- Students will watch a video that will relate to the articles in order for students to relate what they already know to what they are about to read.
- Learning Target: (Concept Development and Skill Development)
- Concept Development: Character traits.
- Definition of concept
- Examples: students will make a list of their own character traits. They will first focus on physical traits. Then they will make a list of personality traits.
- Skill Development:
- Students will describe the character trait that most helps the main character fly the kite.
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the article "The Kite Fighters."
- Students will identify the main idea of the article.
- Students will summarize individual paragraphs and will summarize the whole article.
- Students will use the RACER format to answer both questions in the packet.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to describe character traits?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we consider character traits?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- When do you summarize in your everyday life?
- Guided Practice:
- Mrs. Looney will model annotating the directions.
- What are the key words in the directions? What are some ways that we an annotate the key words?
- Mrs. Looney will begin modeling annotating the article one paragraph at a time.
- After reading the title of the article, what can I infer the article will be about?
- What types of words did I annotate?
- What symbols could I use to annotate?
- How did I decide which quotes to choose?
- Why did I highlight certain information?
- How many questions should I ask while annotating?
- Why do I ask questions while annotating?
- How can I annotate the main idea of the paragraph?
- Why do I annotate the main idea of the paragraph?
- How do I summarize the text?
- Why do I summarize the text?
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- Mrs. Looney will model annotating the directions.
- 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:
- Since Mrs. Looney has modeled the steps of writing a short answer response following the RACER format MANY times, students will perform the step-by-step tasks individually.
- Students will write "RACER" in the margins next to the questions found on page 5 in the packet.
- Students will annotate the directions to questions number 35 and 36 found on page 5 in the packet.
- Students will read and annotate the article "The Kite Fighters."
- Students will answer questions number 35 and 36 found on page 5 in the packet.
- Students will answer the questions in the packet.
- Students will use the RACER format to answer both questions in the packet.
- Students will compare their annotations and quotes with a partner.
- Students will use the RACER Rubric to check to see if they have included all of the parts of the RACER Format.
- After students have completed their work independently, students will engage in a discussion about the main idea of the text and about the quotes and explanations used to answer the short response questions. Students will ask questions about their partner's work.
Homework Due Tuesday, Wednesday: None.
Classwork: Monday, Tuesday, April 9, and 10: Attending to Details in Multi-Media.
- Students will read along as Mrs. Looney reads the two texts about the two wolves ( found below).
- After Mrs. Looney reads the text, students will annotate the articles. Circle words that you have questions about, write questions in the margins, write down the main idea and theme on the bottom of the page.
- What is the main idea/central idea of the text? (What is this text mainly about?)
- What information or ideas does this text present?
- What is the lesson that the author is trying to teach us?
- "The purpose of this exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail..."
- Students will read the stories again while thinking about the similarities and differences of the two versions of the story.
- Students will compare and contrast the two versions of the story. Students will highlight the parts of the story that are similar and other parts that are different.
- Students will view the PowerPoint Two Wolves, YouTube video by David Owen, http://www.youtube.com/watch?v=E8CHjX8HauA.
- What ideas stand out to me as I view the PowerPoint video?
- "Students will think about the guiding questions...as they watch the video."
- The first time the students observe the PowerPoint they will not take notes- just observe.
- How does the music affect the mood of the story?
- Students will observe the PowerPoint for a second time.
- As students observe again, they will take notes in a t-chart in their social studies notebook.
- Students will record text-specific questions.
- List details in the first column of the t-chart.
- On the other side of the t-chart, students will write questions that arise from the details that are noted.
- Students will highlight the details that he/she thinks are most important.
- Explain why they see the details as most important.
- Write a few sentences explaining what has been learned from the video.
- Students may read the text version of the legend: Two Wolves, A Cherokee Legend,
http://www.firstpeople.us/FP-Html-Legends/TwoWolves-Cherokee.html - What are the differences between watching the video and reading the second version of the legend? What is the difference in how you felt?
- Students will view the PowerPoint without the sound. We will stop at each of the photos to analyze the photos.
- After analyzing the photos from the PowerPoint, students will write a caption for each photo.
- What questions do you have about each photo? Notice how these questions are "text specific."
- Students will list three details that they think are important in helping them understand something that is going on in the images.
- Which is the wolf that you feed?
- On a sheet of computer paper, students draw a collage with words, drawings, and symbols that depict "the wolf that they feed?"
TEXTS: "Two Wolves, a Cherokee Legend"
native.american.legend.two.wolves.pdf
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native.american.legend.two.wolves.docx
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Essay: Lesson from "Two Wolves, a Cherokee Legend"
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Homework , 2018: See the seven bullets below. The first six tasks listed below are due , 2018.
1) Students will write "RACER" in the margins next to the questions found on page 5 in the packet.
2) Students will annotate the directions to questions number 35 and 36 found on page 5 in the packet.
3) Students will read and annotate the article "The Kite Fighters."
4) Students will answer questions number 35 and 36 found on page 5 in the packet.
5) Students will answer the questions in the packet.
6) Students will use the RACER format to answer both questions in the packet.
7) "The Kite Fighters," written by Linda Sue Park. New York State Common Core Assessment, 2016, Book 3, pages 2-5 (pages 39-42 of the online PDF document). CLICK HERE for the article and questions that are taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
Classwork, , 2018:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Does anyone know how to write a COLLEGE LEVEL essay? Today we will be learning how to begin to write like a junior high student, a high school student, and a college student.
- What are some ways that we can bring our writing to a higher level?
- ANNOTATE: What words come to mind when you hear the word "annotate"?
- What word is embedded in the word "annotate."
- When are some times in our life that we annotate when we are not in school?
- What are some ways that we can take notes on the directions and on the article? What symbols can we use to help us annotate?
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- When are times in our lives when we summarize? Why do we summarize? Write a quick list of times that we summarize.
- Students will watch a video that will relate to the articles in order for students to relate what they already know to what they are about to read.
- Learning Target: (Concept Development and Skill Development)
- Concept Development: Character traits.
- Definition of concept
- Examples: students will make a list of their own character traits. They will first focus on physical traits. Then they will make a list of personality traits.
- Skill Development:
- Students will describe the character trait that most helps the main character fly the kite.
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the article "The Kite Fighters."
- Students will identify the main idea of the article.
- Students will summarize individual paragraphs and will summarize the whole article.
- Students will use the RACER format to answer both questions in the packet.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to describe character traits?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we consider character traits?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- When do you summarize in your everyday life?
- Guided Practice:
- Mrs. Looney will model annotating the directions.
- What are the key words in the directions? What are some ways that we an annotate the key words?
- Mrs. Looney will begin modeling annotating the article one paragraph at a time.
- After reading the title of the article, what can I infer the article will be about?
- What types of words did I annotate?
- What symbols could I use to annotate?
- How did I decide which quotes to choose?
- Why did I highlight certain information?
- How many questions should I ask while annotating?
- Why do I ask questions while annotating?
- How can I annotate the main idea of the paragraph?
- Why do I annotate the main idea of the paragraph?
- How do I summarize the text?
- Why do I summarize the text?
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- Mrs. Looney will model annotating the directions.
- 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:
- Since Mrs. Looney has modeled the steps of writing a short answer response following the RACER format MANY times, students will perform the step-by-step tasks individually.
- Students will write "RACER" in the margins next to the questions found on page 5 in the packet.
- Students will annotate the directions to questions number 35 and 36 found on page 5 in the packet.
- Students will read and annotate the article "The Kite Fighters."
- Students will answer questions number 35 and 36 found on page 5 in the packet.
- Students will answer the questions in the packet.
- Students will use the RACER format to answer both questions in the packet.
- Students will compare their annotations and quotes with a partner.
- Students will use the RACER Rubric to check to see if they have included all of the parts of the RACER Format.
- After students have completed their work independently, students will engage in a discussion about the main idea of the text and about the quotes and explanations used to answer the short response questions. Students will ask questions about their partner's work.
INFORMATIVE SHORT RESPONSE ANSWER: Contributing to Understanding.
Article: "Rushing West," written by Joan Holub.
Taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
Homework due day, , 2018: See the seven bullets below. The first six tasks listed below are due Friday, February 9, 2018.
1) Students will write "RACER" in the margins next to the questions found on page 10 in the packet.
2) Students will annotate the directions to questions number 32 and 33 found on page 10 in the packet.
3) Students will read and annotate the article "Rushing West."
4) Students will answer questions number 32 and 33 found on page 10 in the packet.
5) Students will answer the questions in the packet.
6) Students will use the RACER format to answer both questions in the packet.
7) "Rushing West," written by Joan Holub. New York State Common Core Assessment, 2016, Book 2, pages 7-10 (pages 27-30 of the online PDF document). CLICK HERE for the article and questions that are taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
Classwork, sday, , 2018:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- As a class we will review the steps writing a short response answer.
- 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: Character traits.
- Definition of concept
- Examples
- Skill Development:
- Students will describe the character trait that most helps the main character fly the kite.
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the article "The Kite Fighters."
- Students will identify the main idea of the article.
- Students will use the RACER format to answer both questions in the packet.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to describe character traits?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we consider character traits?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- Guided Practice:
- Mrs. Looney will model annotating the directions.
- Mrs. Looney will begin modeling annotating the article. How did I decide which quotes to choose? Why did I highlight certain information?
- Since Mrs. Looney has modeled the steps in writing a short answer response following the RACER format MANY times, students will perform the step-by-step tasks individually.
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- 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:
- Students will write "RACER" in the margins next to the questions found on page 5 in the packet.
- Students will annotate the directions to questions number 35 and 36 found on page 5 in the packet.
- Students will read and annotate the article "The Kite Fighters."
- Students will answer questions number 35 and 36 found on page 5 in the packet.
- Students will answer the questions in the packet.
- Students will use the RACER format to answer both questions in the packet.
- Students will compare their annotations and quotes with a partner.
INFORMATIVE ESSAY:
Similarities and Differences of finding solutions to problems.
Articles Double Dutch and It's Our World, Too!
Homework due Friday, February , 2018: See the three bullets below. Due in two days.
Articles, directions, and questions:
"Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood."
"Excerpt from It's Our World, Too!"
New York State Common Core Assessment, 2017 Grade 4 English Language Arts Test Released Questions, Book 3, pages 6-15 (pages 45-52 of the online PDF document). CLICK HERE for the article and questions that are taken from https://www.engageny.org/resource/released-2017-3-8-ela-and-mathematics-state-test-questions
Similarities and Differences of finding solutions to problems.
Articles Double Dutch and It's Our World, Too!
Homework due Friday, February , 2018: See the three bullets below. Due in two days.
- Students will annotate the directions to questions number 37 and 38 found on page 8 in the packet of articles.
- Students will read the directions found on page 15 for the next essay that they will write.
- Students will review the outline graphic organizer to familiarize themselves with the information that is needed in the essay.
- Students will read and annotate the first article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood."
- New York State Common Core Assessment, 2016, Book 2, pages 6-15 (pages 45-52 of the online PDF document). CLICK HERE for the article and questions that are taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- What are some synonyms of "similarities" and "differences"? Brainstorm a list of words that come to your mind when you hear the words "similarities and differences."
- Has anyone ever heard of "Double Dutch"? Do you need to know what Double Dutch is to proceed with the assignment?
- 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: Similarities and Differences
- Definition of concept
- Examples
- Skill Development:
- Students will describe a problem that each young person faces in the article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood" and "Excerpt from It's Our World, Too!"
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the first article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood."
- Students will identify the problems and solutions that the main character faces.
- Students will list the problems and solutions that the main character faces.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to compare and contrast? Within which academic subjects do we need to be able to differentiate and find similarities?
- Academically, when do we analyze problems and solutions?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we differentiate and find similarities?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- Guided Practice:
- Mrs. Looney will model annotating the directions.
- Mrs. Looney will begin modeling annotating the first article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood." How did I decide which quotes to choose? Why did I highlight certain information.
- Since Mrs. Looney has modeled the steps in writing an essay following the RACER format MANY times, students will perform the step-by-step tasks indiviudally. at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard.
- Students will begin to do the steps individually.
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- 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 annotate the directions of their next essay that they will write.
- The students will annotate the first article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood."
- Students will compare their annotations and quotes with a partner.
Articles, directions, and questions:
"Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood."
"Excerpt from It's Our World, Too!"
New York State Common Core Assessment, 2017 Grade 4 English Language Arts Test Released Questions, Book 3, pages 6-15 (pages 45-52 of the online PDF document). CLICK HERE for the article and questions that are taken from https://www.engageny.org/resource/released-2017-3-8-ela-and-mathematics-state-test-questions
2017-released-items-ela-g4_3_.pdf | |
File Size: | 5787 kb |
File Type: |
Homework due Friday, February , 2018: Students will answer the questions number 37 and 38 found on page 8 in the packet of articles. Students will answer the questions using the RACER format and will answer in paragraph form. This is to be completed on loose-leaf.
Classwork, Thursday, Febuary , 2018:
Classwork, Thursday, Febuary , 2018:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- What does it mean when someone is "stumped"? Can someone please act out what it looks like when someone is stumped?
- What are some synonyms of "stumped"? Brainstorm a list of words that come to your mind when you hear the words "stumped."
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Independent Practice:
- Students will review the notes that they took while reading "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood."
- Students will highlight the quotes that they plan on using in their answers.
- Students will answer the questions number 37 and 38 found on page 8 in the packet of articles. Students will answer the questions using the RACER format and will answer in paragraph form.
- Students will use the RACER Rubric (found in the back of the packet) to be sure that they have completed all of the RACER steps accurately and to the best of their ability.
Homework due Friday, February , 2018: See the three bullets below. Due in two days.
- Students will annotate the directions to question number 39 found on page 12 in the packet of articles.
- Students will reread the directions found on page 15 for the next essay that they will write.
- Students will review the outline graphic organizer to familiarize themselves with the information that is needed in the essay.
- Students will annotate the second article "Excerpt from It's Our World, Too!"
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- "It's Our World, Too!" Who do you think could be the narrator of this article?
- What are some important steps that we can take before we write an essay or short response answer?
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Skill Development:
- With a partner, students will make a list/come up with a plan on what steps they should take before answering question number 39 found on page 12 of the packet.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to come up with a plan before we begin an assignment??
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we plan steps that are necessary to solve a problem?
- Can we use some of these lessons about problems and solutions in our everyday life?
- Independent Practice:
- Students will annotate the directions to question number 39 found on page 12 in the packet of articles.
- The students will annotate the second article"Excerpt from It's Our World, Too!"
- Students will compare their annotations and quotes with a partner.
Homework due Friday, February , 2018: Students will answer question 39 found on page 12 in the packet of articles. Students will answer the question using the RACER format and will answer in paragraph form. This is to be completed on loose-leaf.
Classwork, Thursday, Febuary , 2018:
Classwork, Thursday, Febuary , 2018:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Independent Practice:
- Students will review the notes that they took while reading "Excerpt from It's Our World, Too!"
- Students will highlight the quotes that they plan on using in their answer.
- Students will answer question number 39 found on page 12 in the packet of articles. Students will answer the question using the RACER format and will answer in paragraph form.
- Students will use the RACER Rubric (found in the back of the packet) to be sure that they have completed all of the RACER steps accurately and to the best of their ability.
- Students will review the notes that they took while reading "Excerpt from It's Our World, Too!"
Homework due Friday, February , 2018: See the four bullets below. Students will complete the problems and solutions similarities and differences chart. Due in two days.
- Students will reread the directions found on page 15 for the next essay that they will write.
- Students will review the outline graphic organizer to familiarize themselves with the information that is needed in the essay.
- Students will reread the article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood" and "Excerpt from It's Our World, Too!"
- Students will annotate the articles "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood" and "Excerpt from It's Our World, Too!" AGAIN to be sure that they have the quotes that they need for the compare and contrast essay.
- Students will complete the problems and solutions similarities and differences chart.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- What are some synonyms of "similarities" and "differences"? We will review our brainstorm list of words that come to our mind when we hear the words "similarities and differences."
- 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: Similarities and Differences
- Definition of concept
- Examples
- Skill Development:
- Students will describe a problem that each young person faces in the article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood" and "Excerpt from It's Our World, Too!"
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the articles "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood" and "Excerpt from It's Our World, Too!"
- Students will identify the problems and solutions that the main character faces.
- Students will list the problems and solutions that the main character faces.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to compare and contrast? Within which academic subjects do we need to be able to differentiate and find similarities?
- Academically, when do we analyze problems and solutions?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we differentiate and find similarities?
- Can we use some of these lessons about problems and solutions in our everyday life?
- Guided Practice:
- Mrs. Looney will model annotating the directions.
- Mrs. Looney will begin modeling annotating the first article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood." How did I decide which quotes to choose? Why did I highlight certain information.
- Since Mrs. Looney has modeled the steps in writing an essay following the RACER format MANY times, students will perform the step-by-step tasks indiviudally. at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard.
- Mrs. Looney will show the students how to compare solutions to the problems that the main characters faced.
- Students will begin to do the steps individually.
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- 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:
- Students will reread the directions found on page 15 for the next essay that they will write.
- Students will review the outline graphic organizer to familiarize themselves with the information that is needed in the essay.
- Students will reread the article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood" and "Excerpt from It's Our World, Too!"
- Students will annotate the articles "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood" and "Excerpt from It's Our World, Too!" AGAIN to be sure that they have the quotes that they need for the compare and contrast essay.
- Students will complete the problems and solutions similarities and differences chart.
- Students will compare their annotations and quotes with a partner.
Homework due Wednesday, February , 2018: Complete the Outline for the "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood" and "Excerpt from It's Our World, Too!" compare and contrast essay.
Classwork, Tuesday, February , 2018:
Classwork, Tuesday, February , 2018:
Homework due Monday, February 1, 2016: The outline must be complete by Monday morning before writing class. The outline is to be on loose-leaf. We began the outline in class. Students are to fill in the missing gaps in the outline and have it complete by Monday.
Classwork, Friday, January 29, 2016:
Classwork, Friday, January 29, 2016:
- Activate Prior Knowledge: Students will turn to their partner and explain the two character traits that they will be searching for evidence to support their claim. In other words, what are the two key terms that they are looking to explain.
- Learning Objective: (Skill development)
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it) the directions in order to fully understand the task at hand. Students will create an outline that they will use as a guide as they write their essay on Monday.
- 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.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: 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. Mrs. Looney will look through the directions and will read the article aloud. As she reads the article she will begin creating an outline on the SmartBoard. Gradually, students will begin to do the steps individually. As a class we will complete a "shell" of an outline. Students are required to fill in the missing pieces.
- Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before the students begin their task. 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: Students will finish writing their outline. The outline must be complete by Monday morning before writing class. The outline is to be on loose-leaf. We began the outline in class. Students are to fill in the missing gaps in the outline and have it complete by Monday. Students must add exact words and details of evidence to their outline.
Homework due Wednesday, February 3, 2016: None.
Classwork, Tuesday, February 2, 2016: Students will use the rubric that they created to revise and improve upon their essay.
Homework due Thursday, and Friday, February 4 and 5, 2016: Petition to King George Outline is due on Thursday. The Petition to King George must be completed by Friday by the end of social studies class. Please see the Fifth Grade Chapter 8 Colonies Unite page of the website for more detailed directions and resources.
Classwork, Wednesday, Thursday, and Friday, February 3, 4, and 5, 2016: Petition to King George Outline is due on Thursday. The Petition to King George must be completed by Friday by the end of social studies class. Please see the Fifth Grade Chapter 8 Colonies Unite page of the website for more detailed directions and resources.
Classwork, Wednesday, Thursday, and Friday, February 3, 4, and 5, 2016: Petition to King George Outline is due on Thursday. The Petition to King George must be completed by Friday by the end of social studies class. Please see the Fifth Grade Chapter 8 Colonies Unite page of the website for more detailed directions and resources.
WEEK OF FEBRUARY 8, 2016: Students will be typing their petitions in class. Petitions must be completed by Wednesday by the end of Social Studies class.
Homework due Tuesday, and Wednesday, February 9, and 10, 2016: Students will be typing their petitions in class. Petitions must be completed by Wednesday by the end of Social Studies class.
Classwork, Monday, Tuesday, Wednesday, February 8, 9, and 10, 2016: Students will be typing their petitions in class. Petitions must be completed by Wednesday by the end of Social Studies class.
Homework due Wednesday, January 10, 2016: None.
Classwork, Tuesday, February 9, 2016:
Homework due Tuesday, and Wednesday, February 9, and 10, 2016: Students will be typing their petitions in class. Petitions must be completed by Wednesday by the end of Social Studies class.
Classwork, Monday, Tuesday, Wednesday, February 8, 9, and 10, 2016: Students will be typing their petitions in class. Petitions must be completed by Wednesday by the end of Social Studies class.
Homework due Wednesday, January 10, 2016: None.
Classwork, Tuesday, February 9, 2016:
- Students will utilize the Four Thought Boxes to help prepare the for the article that they will read. Students will first fill out the What I Know and the Predictions section of the Boxes.
- To analyze and gain a better understanding of the article that they are reading, students will complete the Four Thought Boxes.
- All four boxes will be completed.
- The topic for the Four Thought Boxes is: Dino Poop.
- Four Thought Boxes:
CHALLENGES THAT CHILDREN FACE: COMPARING THEMES ESSAY
Homework due Thursday, and Friday, February 11, and 12, 2016: Begin reading the "What is Child Labor" article written by Chivy Sok and the article "Education is Our Hope" written by Lesley Reed. Highlight examples from the text that support the theme. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Wednesday, Thursday, and Friday, February 10, 11, 12, 2016:
- The rubric, outline, and essay are due on Friday at 8:00.
- DIRECTIONS:
- Begin reading the "What is Child Labor" article written by Chivy Sok and the article "Education is Our Hope" written by Lesley Reed.
- Highlight examples from the text that support the theme.
- The rubric, outline, and essay are due on Friday at 8:00.
- The essay is to be written on loose-leaf.
- After reading the articles, students will decide on a common theme found in both articles.
- What is your claim?
- Students will create a rubric to set goals for their writing.
- Students will create an outline to guide them as they write their essay. The outline may be filled out in the packet, or on loose-leaf, or in your notebook.
- Write an essay stating as many facts and examples as you can that support your claim, your position.
- Be sure to EXPLAIN each of the facts and examples that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find similarities in the theme.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words).
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due on Friday morning.
- This essay is to be written on loose-leaf.
DIRECTIONS: CHALLENGES THAT CHILDREN FACE. COMPARING THEMES ESSAY
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Article: "What is Child Labor?"
what.is.child.labor.pdf | |
File Size: | 771 kb |
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Article: "Education is Our Hope"
education.is.our.hope.pdf | |
File Size: | 650 kb |
File Type: |
Rubric Blank Template:
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Outline Graphic Organizer:
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RACE Graphic Organizer:
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RACE Rubric:
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THESE DOCUMENTS CAN BE FOUND ON THE FIFTH GRADE CHANGES NARRATIVES WEBSITE MODULE ONE.
Homework Due Friday, September , 2016: Students will grade Harry's essay if it is not finished in class. "Hall of Fame" Essay due Friday. ON LOOSE-LEAF! See above for more details.
Classwork, Thursday, September , 2016:
*Students will receive a packet on this day containing all of these documents.
"The Discontented Rock":
the_discontented_rock.pdf
Download File
"The Unfortunate Fireflies":
the_unfourtunate_fireflies.pdf
Download File
Harry's Essay
harrys_essay.pdf
Download File
Adapted NYS 5th Grade Writing Rubric
Self-Assessment PowerPoint:
selfassessment.pdf
Download File
selfassessment.pptx
Download File
Homework Due Friday, September , 2016: Students will grade Harry's essay if it is not finished in class. "Hall of Fame" Essay due Friday. ON LOOSE-LEAF! See above for more details.
Classwork, Thursday, September , 2016:
- 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
Download File
"The Unfortunate Fireflies":
the_unfourtunate_fireflies.pdf
Download File
Harry's Essay
harrys_essay.pdf
Download File
Adapted NYS 5th Grade Writing Rubric
Self-Assessment PowerPoint:
selfassessment.pdf
Download File
selfassessment.pptx
Download File
Homework due Monday, February 29, 2016: Creative writing. See directions on the handout below.
Classwork, Friday, February 26, 2016:
Classwork, Friday, February 26, 2016:
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NYS Text-based Essay Writing and Short-Response Questions:Grade 5, ELA Benchmark 2, 2012-2013, Day 3, Book 4
Homework due Wednesday, and Thursday, March 30, and 31: Begin reading the "Remembering a Forgotten President" article and the article "The Winter of Red Snow: The Diary of Abigail Jane Stewart" written by Kristiana Gregory. Answer all of the questions in the packet and write the essay. USE THE RACE FORMAT ON ALL OF THE SHORT-RESPONSE QUESTIONS AND THE ESSAY!!!
Classwork: Tuesday, Wednesday, Thursday, and Friday, March 29, 30, 31, and April 1, 2016:
- As soon as you open the packet, write RACE and its meaning by EVERY QUESTION.
- Read the short-response questions and the essay question before you read the articles.
- UNDERLINE OR HIGHLIGHT THE KEY WORDS IN THE QUESTIONS!!!!! Be sure you understand the questions before you begin reading the articles.
- After you are sure that you understand the questions, begin reading the first article. Then answer the short-response question in RACE format.
- BE SURE TO ADD AT LEAST TWO QUOTES TO EACH SHORT-RESPONSE ANSWER.
- BE SURE TO EXPLAIN YOUR QUOTE WITH AT LEAST TWO SENTENCES.
- After you have completed the short-response questions, start preparing for the essay.
- Write an outline for your essay as quickly as you can.
- Complete the essay.
- On Thursday and Friday we will go over the questions, answers, and suggestions as a class.
WEEK OF APRIL 11, 2016:
Homework due Tuesday, and Wednesday, April 12, and 13, 2016: Theme Story due in your notebook. At least four pages written in your writing notebook. (At least two pages written on loose-leaf if the student decides to write the story on loose-leaf.) I recommend that the students write the story in their writing notebook since we will not share these stories until after the NYS math test. I don't want the students to loose their work. They are welcome to turn it in as soon as it is completed.
Classwork: Monday, and Tuesday, April 11 and 12, 2016:
Homework due Tuesday, and Wednesday, April 12, and 13, 2016: Theme Story due in your notebook. At least four pages written in your writing notebook. (At least two pages written on loose-leaf if the student decides to write the story on loose-leaf.) I recommend that the students write the story in their writing notebook since we will not share these stories until after the NYS math test. I don't want the students to loose their work. They are welcome to turn it in as soon as it is completed.
Classwork: Monday, and Tuesday, April 11 and 12, 2016:
- Mrs. Looney will hand out the list of common themes that are found in texts.
- These themes are not limited to but include: acceptance, courage, perseverance, cooperation, compassion, honesty, kindness, and loyalty.
- Mrs. Looney will read the dot and ish written by Peter H. Reynolds.
- As a class we will decide which of the themes on the list above fit with the theme of each of the books that were read. Can all of the themes fit with each of the books?
- Students will pick a theme and write a creative narrative that is centered around one or two themes of the student's choice.
- Each story should be written in the writing notebook and should be at least four notebook pages. Students may write the story on loose-leaf, but I do not recommend it since a few days will pass until we meet again after the NYS math test.
- Students should begin by choosing a theme, and outlining a story that is connected by the theme.
WEEK OF APRIL 25, 2016: The End-of-Year Rosa Parks Writing Assessment is due on Tuesday, May 3, 2016. Students ARE NOT to get any assistance at home on this assignment. See below for more details as to what is expected for this assignment.
Homework due Monday, Tuesday, Wednesday, Thursday, and Friday, April 25, 26, 27, 28, and 29, 2016: Each student will create a rubric to help set writing goals for this assignment. Each student will be sure to have read all of the Rosa Parks articles. Be sure to have organized notes and your outline completed in order to be able to type your essay in class beginning on Monday.
Classwork, Monday, Tuesday, Wednesday, Thursday, and Friday, April 25, 26, 27, 28, and 29, 2016:
Videos:
Classwork, Monday, Tuesday, Wednesday, Thursday, and Friday, April 25, 26, 27, 28, and 29, 2016:
- Each student will create a rubric to help set writing goals for this assignment.
- Read and reread all of the articles about Rosa Parks that are found in the packet.
- Students will decide on which character traits that they wish to write about in reference to Rosa Parks. Each student will focus on about four character traits.
- Students will highlight, underline, and take notes of details that will support their claim of the character traits that describe Rosa Parks.
- Students will search for quotes as evidence to prove their claim about the character traits.
- Students must have all of their highlights, notes, and annotations completed in order to be able to write an outline in class tomorrow.
- Students are to write a detailed outline that includes several facts and several quotes from all of the articles.
- Students may use the outline that Mrs. Looney used as a model and AS A START for the outline. STUDENTS MUST ADD THEIR OWN INFORMATION (QUOTES AND FACTS) IN ORDER TO GET FULL CREDIT.
- After the outline is complete, students may begin typing their essay.
- The essay will follow MLA format. Please refer to OWL Purdue Online Writing Lab for guidelines to follow and sample papers that show what MLA format looks like. Click here for the link to OWL Purdue. (This is a fantastic site for all of your writing questions!)
- MLA format and sample paper is found in your packet.
- It is expected that each student writes about three to four pages typed.
- Each student will include about three to four character traits that represent Rosa Parks. Each trait should be supported and proved to be true by using three or four quotes as evidence. Therefore, each essay will have about ten paragraphs.
Videos:
Rosa Parks Essay Directions and Articles:
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Rosa Parks Helpful Resources:
arms_ppt.2.24.16.pptx | |
File Size: | 1228 kb |
File Type: | pptx |
essay.checklist.nonfiction.2.26.16.docx | |
File Size: | 146 kb |
File Type: | docx |
race.graphic.organizer.extended.2.24.16.docx | |
File Size: | 34 kb |
File Type: | docx |
show.dont.tell.pdf | |
File Size: | 217 kb |
File Type: |
theme_themeslist.pdf | |
File Size: | 40 kb |
File Type: |
what.does.the.text.say.2.26.16.docx | |
File Size: | 75 kb |
File Type: | docx |
race.rubric2.24.16.docx | |
File Size: | 33 kb |
File Type: | docx |
what.does.the.author.mean.2.26.16.docx | |
File Size: | 60 kb |
File Type: | docx |
why.does.it.matter.2.26.16.docx | |
File Size: | 56 kb |
File Type: | docx |
cops.revision.checklist.2.26.16.docx | |
File Size: | 113 kb |
File Type: | docx |
: COMPARING THEMES ESSAY
Homework due Tuesday, Wednesday, and Thursday, March 8, 9, and 10, 2016: Begin reading the "" article written by and the article "Education is Our Hope" written by Lesley Reed. Highlight examples from the text that support the theme. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Monday, Tuesday, Wednesday, and Thursday, March 7, 8, 9, and 10, 2016:
- The rubric, outline, and essay are due on Friday at 8:00.
- DIRECTIONS:
- Begin reading the "What is Child Labor" article written by Chivy Sok and the article "Education is Our Hope" written by Lesley Reed.
- Highlight examples from the text that support the theme.
- The rubric, outline, and essay are due on Friday at 8:00.
- The essay is to be written on loose-leaf.
- After reading the articles, students will decide on a common theme found in both articles.
- What is your claim?
- Students will create a rubric to set goals for their writing.
- Students will create an outline to guide them as they write their essay. The outline may be filled out in the packet, or on loose-leaf, or in your notebook.
- Write an essay stating as many facts and examples as you can that support your claim, your position.
- Be sure to EXPLAIN each of the facts and examples that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find similarities in the theme.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words).
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due on Friday morning.
- This essay is to be written on loose-leaf.
: COMPARING THEMES ESSAY
Homework due Tuesday, Wednesday, and Thursday, 2016: Begin reading the "" article written by and the article "Education is Our Hope" written by Lesley Reed. Highlight examples from the text that support the theme. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Monday, Tuesday, Wednesday, and Thursday, 2016:
Homework due Tuesday, Wednesday, and Thursday, 2016: Begin reading the "" article written by and the article "Education is Our Hope" written by Lesley Reed. Highlight examples from the text that support the theme. The rubric, outline, and essay are due on Friday at 8:00. The essay is to be written on loose-leaf.
Classwork, Monday, Tuesday, Wednesday, and Thursday, 2016:
- The rubric, outline, and essay are due on Friday at 8:00.
- DIRECTIONS:
- Begin reading the "What is Child Labor" article written by Chivy Sok and the article "Education is Our Hope" written by Lesley Reed.
- Highlight examples from the text that support the theme.
- The rubric, outline, and essay are due on Friday at 8:00.
- The essay is to be written on loose-leaf.
- After reading the articles, students will decide on a common theme found in both articles.
- What is your claim?
- Students will create a rubric to set goals for their writing.
- Students will create an outline to guide them as they write their essay. The outline may be filled out in the packet, or on loose-leaf, or in your notebook.
- Write an essay stating as many facts and examples as you can that support your claim, your position.
- Be sure to EXPLAIN each of the facts and examples that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find similarities in the theme.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words).
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due on Friday morning.
- This essay is to be written on loose-leaf.
Homework due day, January , 2016:
Classwork, day, January , 2016:
- Activate Prior Knowledge: Example first. Question: Prior life experience(concept or skill). Sub-skill review(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 Objective: (Concept 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.
- 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.
- 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...?
- 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.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: 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 the students begin their task. 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:
race.rubric10.15.pdf | |
File Size: | 90 kb |
File Type: |
Homework due day, January , 2016:
Classwork, day, January , 2016:
Classwork, day, January , 2016:
- Activate Prior Knowledge: Example first. Question: Prior life experience(concept or skill). Sub-skill review(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 Objective: (Concept 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.
- 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.
- 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...?
- 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.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: 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 the students begin their task. 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:
Homework due day, January , 2016:
Classwork, day, January , 2016:
Classwork, day, January , 2016:
- Activate Prior Knowledge: Example first. Question: Prior life experience(concept or skill). Sub-skill review(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 Objective: (Concept 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.
- 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.
- 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...?
- 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.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: 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 the students begin their task. 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:
Homework Due Thursday and Friday, February 26, and 27, 2015: Opinion essay due Friday morning at 8:00 on loose-leaf.
Classwork, Wednesday and Thursday, February 25 and 26, 2015:
Classwork, Wednesday and Thursday, February 25 and 26, 2015:
- We will analyze articles on pages 190-191 in the Ready New York CCLS workbook.
- While discussing similarities and differences of the text, we will first discuss the author's purpose of each text.
- We will notice and circle the titles and authors of the text. What does knowing the names of the author's tell us about the text? (Biography or autobiography.)
- We will follow the prompts on those two pages and answer the questions on page 192.
- In pairs students will discuss the difference between an opinion and an argument.
- When are their times in your life when you had to provide a convincing argument with friends or family? Make a list.
- When do people write persuasive essays? Newspapers, magazines, politicians, teachers, people in power, websites, etc.
- Brainstorm as a class topics for arguments.Some ideas may be: school uniform, longer school day, extended learning time, four-day weekends, Hip Hop in school, cell phone use in school, wearing hats in school, should students be allowed to publish whatever they like in a school newspaper or school newsletter.
- Word choice and tone: how does this help reveal an author's perspective and biases?
- Identify claims, reasons, and evidence. Evaluate effectiveness of claims. Are the claims supported by evidence?
- An effective argument includes sound reasons and evidence to prove claim. Reasons and evidence. Example: My son Aidan and cell phones...everyone has one.
- What do you think his point of view on the topic is? What do you think my point of view on the topic is?
- Who is your audience? Who are you trying to convince? How does knowing your audience affect your tone?
- Choose a topic. Begin listing your opinions about the topic.
- Decide who your audience is. What will your tone sound like?
- Write your claim.
- What words will you choose to use?
- Brainstorm and write a list of reasons to support your claim.
- Begin to write your essay.
- Focus on:
- introduction
- claim
- reasons to support your claim
- transition words
- conclusion
Homework Due week of March 2, Monday-Friday, March 2-6, 2015: None.
Classwork, week of March 2, Monday-Friday, March 2-6, 2015: Analyzing the New York State writing rubric.
Classwork, week of March 2, Monday-Friday, March 2-6, 2015: Analyzing the New York State writing rubric.
- As a class we will analyze the entire NYS writing rubric to give us a better idea of how we can improve our writing and bring our writing to a higher level.
- To do that, we will discuss the meanings of each part of the rubric. We will discuss our expectations.
- Students will write out what they think each section of the rubric means.
- Students will write out steps and strategies that can help improve our writing in each section of the rubric.
- Students will analyze their own writing and decide what they can do to improve their writing.
Homework Due week of March 9, Monday-Thursday, March 9-12, 2015. DUE FRIDAY, MARCH 13, 2015: "How to Improve My Writing" Essay.
Classwork, week of March 9, Monday, Tuesday and Thursday, March 9-12, 2015: Analyzing the New York State writing rubric.
Classwork, week of March 9, Monday, Tuesday and Thursday, March 9-12, 2015: Analyzing the New York State writing rubric.
- As a class we will continue to analyze the entire NYS writing rubric to give us a better idea of how we can improve our writing and bring our writing to a higher level.
- To do that, we will discuss the meanings of each part of the rubric. We will discuss our expectations.
- Students will write out what they think each section of the rubric means.
- Students will write out steps and strategies that can help improve our writing in each section of the rubric.
- Students will analyze model essays and discuss what score on the NYS rubric they think each part of the essay should receive. Students will be able to give examples of why the author chose certain words, phrases, and styles of writing in the text. Students will give examples of why the text deserves the score that the student gave it.
- Students will analyze their own writing and decide what they can do to improve their writing.
- In essay form, paragraph form, students will write an essay that explains which areas on the NYS rubric they plan on improving and the exact steps how they will improve their writing.
- Students will refer to the packet that we have been using in class to take notes as we analyze our writing.
In what ways can you improve your writing? Analyze your writing using the New York State rubric. Use details from the New York State rubric to support your response.
In your response, be sure to
· analyze your writing samples using the New York State rubric
· give examples of how you can improve your writing in each section of the rubric
· use the rubric as you are writing this essay to be sure this is the best work you can do
We Were Here, Too: Model Text
we.were.here.too.pdf | |
File Size: | 752 kb |
File Type: |
Homework Due Monday, March 16, 2015: "How to Eat an OREO Cookie" Essay due on Monday.
Classwork, Friday, March 13, 2015: “How to Eat an OREO Cookie”
Classwork, Friday, March 13, 2015: “How to Eat an OREO Cookie”
- As students enjoy the delicious taste of the one and only Oreo cookie, we will list adjectives that come to mind.
- We will generate a class list of these adjectives.
- We will then generate a list of verbs that we could use instead of "eat.
- Students will be given one more cookie to enjoy as they write their essay.
- Students will write an essay describing the steps taken of how to eat an OREO cookie.
- Students will write at least 5 paragraphs.
Homework Due Tuesday, March 17, 2015: None.
Classwork, Monday, March 16, 2015: Close Reading.
Classwork, Monday, March 16, 2015: Close Reading.
- As a class we read an article called "What are Wind Tunnels?" and answered questions that would help us to practice close reading and finding the main idea.
- We completed up to question number 12. We continue with going over the answer to that question and completing the remaining questions.
Homework Due Wednesday, March 18, 2015: None.
Classwork, Tuesday, March 17, 2015: Close Reading.
Classwork, Tuesday, March 17, 2015: Close Reading.
Homework Due Thursday, March 19, 2015: None.
Classwork, Wednesday, March 18, 2015: Close Reading.
Classwork, Wednesday, March 18, 2015: Close Reading.
Homework Due Friday, March 20, 2015: College Essay
Classwork, Thursday, March 19, 2015: College Essay
Classwork, Thursday, March 19, 2015: College Essay
- We will begin thinking about our "Dream Unit."
- Students were given a copy of the SUNY College Application.
- We discussed the sections of the application and realized that the application is not that difficult to fill out.
- Students may fill out the sections of the application for fun. (Most of the sections will not be able to be filled out but students may DREAM and imagine what the answers might be.)
- We also looked at and discussed the essay prompts for the Common Application which is found online. Many colleges use the Common Application to evaluate students.
- Students also received a list of words that can be used in the essay to describe themselves.
- Students will choose one of the writing prompts from the Common Application and write the essay as a rough draft in the writing notebook.
College Application Essay:
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Homework Due Monday, March 23, 2015: None.
Classwork, Friday, March 20, 2015: Close Reading.
Classwork, Friday, March 20, 2015: Close Reading.
WEEK OF MARCH 23, MONDAY THROUGH FRIDAY, MARCH 23-27:
DUE TO THE UPCOMING NEW YORK STATE ASSESSMENTS, WE WILL BE CLOSE READING SEVERAL ARTICLES AND ANALYZING IMPORTANT DETAILS AND IDEAS OF THE ARTICLES. BECAUSE OF THE INTENSE CLASSWORK, I AM STRIVING TO NOT ASSIGN ANY EXTRA HOMEWORK THIS WEEK. If a student does not complete the questions that follow the article, it is the students responsibility to complete the questions for homework. See individual articles below.
Classwork, Monday, March 23, 2015: Be sure to complete the assignment before class tomorrow. Read Excerpt from We Were There, Too! Complete Short Response question number 1 (page 33).
Classwork, Tuesday, March 24, 2015: Be sure to complete the assignment before class tomorrow. Read Excerpt from We Were There, Too! Complete Short Response question number 2 (page 40).
Classwork, Wednesday, March 25, 2015: Be sure to complete the assignment before class tomorrow. Read "How to be a Smart Risk-Taker." Complete Short Response question number 1, page 61. Read "The Young Man and the Sea."
Classwork, Thursday, March 26, 2015: Be sure to complete the assignment before class tomorrow. Finish reading "The Young Man and the Sea." Complete Short Response questions number 2 and 3, pages 70 and 77.
Classwork, Friday, March 27, 2015: Be sure to complete the assignment before class tomorrow. Complete the Extended-Response Essay on page 84 of the packet. This is to be completed by the end of class.
Homework Due Thursday, Friday, and Monday, April 9, 10, and 13, 2015: "Challenges of a Firefighter" Essay is due on loose-leaf on Monday. Essays
will be about three or four pages. Each student should write an
outline with bullet points. The outline should be completed by
Thursday. Students will earn a grade for the outline. Write the essay following the tasks below describing the challenges of being a firefighter.
Classwork, Wednesday, Thursday, and Friday, April 8, 9, 10, 2015:
"Challenges of Being a Firefighter" Essay:
Classwork, Wednesday, Thursday, and Friday, April 8, 9, 10, 2015:
- Students will read the five articles that are found in the “Firefighting” packet.
- Students will use all five articles to find historical information and up-to-date information about the challenges of being a firefighter from the past and in the present.
- Students will use the New York State rubric as a guide to bring their writing to a higher level.
- Students will use information, facts, and details, and quotes from all five articles found in the “Firefighter” packet in their essay.
- What are the challenges of being a firefighter? Use details from all five articles in the “Firefighter” packet to support your response.
- Our guest speaker will be Mrs. Farwell and a student junior firefighter.
- Students will add information from our interview with Mrs. Farwell to their essay.
- Several students have mentioned that they have people in their family that are firefighters. Students may interview a firefighter about the challenges that are faced. This information may be added to the essay for extra credit.
- Each student should write an outline with bullet points. The outline should be completed by Thursday. Students will earn a grade for the outline.
- In your response, be sure to:
- read all five articles in the “Firefighter” packet
- give examples of historical and present day challenges of being a firefighter using all five articles of the “Firefighter” packet
- write at least three or four pages
- use the rubric as you are writing this essay to be sure this is the best work you can do
- Be sure to EXPLAIN the importance of the quotes that you choose and EXPLAIN how the quotes relate to the question.
ARTICLES:
"An Interview with a Fire Investigator" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FireInvestigator.pdf
"Fighting Fire from Head to Toe" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FightingFireFromHeadToToe.pdf
"Fighting Through the Ages" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/FirefightingThroughTheAges.pdf
"The Great Chicago Fire" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/TheGreatChicagoFire.pdf
"For Men Only? Not!" http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/ForMenOnlyNOT.pdf
"Challenges of Being a Firefighter" Essay:
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Homework Due Tuesday, Wednesday, Thursday, and Friday, April 14-17, 2015: None.
Classwork: Monday, Tuesday, Wednesday, and Thursday, April 15-16, 2015: Attending to Details in Multi-Media.
Guiding questions:
"Two Wolves, a Cherokee Legend":
Classwork: Monday, Tuesday, Wednesday, and Thursday, April 15-16, 2015: Attending to Details in Multi-Media.
Guiding questions:
- What is the main idea/central idea of the text? (What is this text mainly about?)
- What ideas stand out to me as I view the PowerPoint video? What information or ideas does this text present?
- What is the lesson that the author is trying to teach us?
- "The purpose of this exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail..."
- Students will view the PowerPoint Two Wolves, YouTube video by David Owen, http://www.youtube.com/watch?v=E8CHjX8HauA.
- "Students will think about the guiding questions...as they watch the video."
- The first time the students observe the PowerPoint they will not take notes- just observe.
- How does the music affect the mood of the story?
- Students will observe the PowerPoint for a second time.
- As students observe again, they will take notes in a t-chart.
- Students will record details in a t-chart on loose-leaf. Students will record text-specific questions.
- List details in the first column of the t-chart.
- On the other side of the t-chart, students will write questions that arise from the details that are noted.
- Students will highlight the details that he/she thinks are most important.
- Explain why they see the details as most important.
- Write a few sentences explaining what has been learned from the video.
- Students may read the text version of the legend: Two Wolves, A Cherokee Legend,
http://www.firstpeople.us/FP-Html-Legends/TwoWolves-Cherokee.html - What are the differences between watching the video and reading the second version of the legend? What is the difference in how you felt?
- Which is the wolf that you feed?
- On a sheet of computer paper, students draw a collage with words, drawings, and symbols that depict "the wolf that they feed."
- Students will view the PowerPoint without the sound. We will stop at each of the photos to analyze the photos.
- After analyzing the photos from the PowerPoint, students will write a caption for each photo.
- What questions do you have about each photo? Notice how these questions are "text specific."
- Students will list three details that they think are important in helping them understand something that is going on in the images.
"Two Wolves, a Cherokee Legend":
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Homework Due Monday, April 20, 2015: Students are expected to make revisions and additions to their Challenges of Firefighters Essay.
Classwork, Friday, April 17, 2015: Revisions to the Challenges of Firefighters Essay.
Classwork, Friday, April 17, 2015: Revisions to the Challenges of Firefighters Essay.
- Students were given back their Challenges of Firefighters Essay.
- Each student received extensive written individual feedback as to how they can specifically bring their writing to a higher level.
- We also had a class discussion about common ways that students can enhance their essays.
- Students also worked in pairs as they helped each other improve their writing.
- All students (with the exception of three students who received full credit for their essay) are encouraged to make revisions to their essays in order to improve their writing skills. Students who take the time will earn a higher grade accordingly.
- If students have misplaced their Challenges of Firefighters packet, the five articles can be downloaded from the files above.
Homework Due Tuesday, April 28, 2015: Character trait essay about someone you know well.
Classwork: Monday, April 27, 2015:
Classwork: Tuesday, April 28, 2015:
Classwork: Monday, April 27, 2015:
- Choose one person that you know well: someone in your family, a relative, a very good friend.
- List all of the traits of this person.
- Pick one trait that really describes this person.
- Write an essay describing one trait of this person that you know well.
- Use many examples of facts, descriptions, stories, and evidence to support this trait.
- Your essay must be about two pages long.
Classwork: Tuesday, April 28, 2015:
- Today students will write a character trait essay about themselves.
- List all of the traits that you can think of about yourself.
- Pick one trait that really describes you.
- Write an essay describing one of your traits.
- Use many examples of facts, descriptions, stories, and evidence to support this trait.
- Your essay must be about two pages long
Characterization of Rosa Parks: End-of-the-Year Writing Assessment: Due Wednesday, May 20, 2015. Students are expected to type this assessment.
Directions:
Directions:
- Take notes as you watch video footage of Rosa Parks on The Biography Channel website.
- Read the articles that are included in the “Characterization of Rosa Parks” packet.
- What are some character traits of Rosa Parks? Write an essay that describes the character traits of Rosa Parks.
- In your essay, write an inference/claim that states the character traits of Rosa Parks.
- List evidence from the texts to support your inference/claim.
- See the directions handout (below) for more specific details of how to make this the best writing that you are able.
Characterization of Rosa Parks Directions:
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Rosa Parks articles:
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Videos:
Homework Due Wednesday, May 6, 2015: Be sure to have read all of the Rosa Parks articles. (See articles above.) Be sure to have organized notes to be able to write an outline in class on Wednesday.
Classwork, Tuesday, May 5, 2015:
Classwork, Tuesday, May 5, 2015:
- Read and reread all of the articles (found above) about Rosa Parks that are found in the packet.
- Students will decide on which character trait that they wish to write about in reference to Rosa Parks.
- Students will highlight, underline, and take notes of details that will support their claim of the character trait that describes Rosa Parks.
- Students must have all of their notes completed by tomorrow in order to be able to write an outline in class tomorrow.
Homework Due Thursday, May 7, 2015: Rosa Parks Outline due tomorrow. THIS IS FOR A GRADE.
Classwork, Wednesday, May 6, 2015:
Classwork, Wednesday, May 6, 2015:
- All students should have already read the Rosa Parks articles.
- Students are to write a detailed outline that includes several facts and several quotes from all of the articles.
- Students may use the outline that Mrs. Looney used as a model and AS A START for the outline. STUDENTS MUST ADD THEIR OWN INFORMATION (QUOTES AND FACTS) IN ORDER TO GET FULL CREDIT.
Homework Due Week of May 11, 2015: Students will be reading articles, taking notes, and writing their essays. The Rosa Parks essay is due Thursday, May 20, 2015.
Classwork, Thursday, and Friday, May 7, and 8, 2015:
Classwork, Week of May 11, 2015:
Classwork, Thursday, and Friday, May 7, and 8, 2015:
Classwork, Week of May 11, 2015:
- Students will begin typing their essays.
- See directions.
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Rosa Parks Articles:
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Due day, , 201: Homework: Finish "The Great Escape" essay. See below for more details.
Classwork: Monday, February 24, 2014
The following ideas and information comes from the book A Curriculum Plan for the Writing Workshop, Lucy Calkins, Heinemann: Portsmouth, NH, 2011, pps. 132-136.
· Thinkers and writers: Lucy Calkins says on page 139 in the book A Curriculum Plan for the Writing Workshop that "writing can be a way to not only hold on to one's thinking about a particular subject or about a text but also clarify and elaborate on that thinking."
· Read "The Great Escape."
· Ask yourself the question, "What idea do I have about this article that I can write about in an essay?"
· Tell readers an idea that you have about the article.
· Show evidence that supports the idea using details from the text.
Be sure to:
· include your claim/inference/thesis in the introduction
· provide one example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· conclusion which restates the original claim and provides added insight
Due day, , 201: Homework: Finish your plan for the immigration essay. See below for more details.
Classwork: day, , 201
In your response, be sure to:
•restate the author’s point
•support this point with details, quotations, and information from the text
•group information logically into paragraphs
•use precise language related to the topic
•provide a concluding statement related to the author’s point
Classwork: day, , 201
- Closely read the informational text “The Great Escape,” from a book called Ellis Island, by Judith Jango-Cohen. Tomorrow, in class, you will answer the question that follows. The question asks you to write an essay.
- Write an explanatory essay in which you answer this question:
- In class on today, Tuesday, you will read closely and write you plan for the essay that you will write in class tomorrow.
In your response, be sure to:
•restate the author’s point
•support this point with details, quotations, and information from the text
•group information logically into paragraphs
•use precise language related to the topic
•provide a concluding statement related to the author’s point
Due day, , 201: Homework: None.
Classwork: day, , 201
Prompted Essays, text-based:
The following ideas and information comes from the book A Curriculum Plan for the Writing Workshop, Lucy Calkins, Heinemann: Portsmouth, NH, 2011, pps. 132-136.
· Reread "The Great Escape."
· Write an essay that answers the following question:
1) In “The Great Escape” the author makes the point that immigrants often escaped to America because they faced so many difficulties in their homelands. What evidence strongly supports this point in the text?
Be sure to:
· include your claim/inference/thesis in the introduction
· include the title of the article in the introduction
· include some background information about immigration either in the introduction or first paragraph
· provide one example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· provide as many paragraphs that are necessary to include as much evidence as possible to support your claim.
· conclusion which restates the original claim and provides added insight
· write your essay on loose-leaf
· hand in the essay before writing class is over
Classwork: day, , 201
Prompted Essays, text-based:
The following ideas and information comes from the book A Curriculum Plan for the Writing Workshop, Lucy Calkins, Heinemann: Portsmouth, NH, 2011, pps. 132-136.
· Reread "The Great Escape."
· Write an essay that answers the following question:
1) In “The Great Escape” the author makes the point that immigrants often escaped to America because they faced so many difficulties in their homelands. What evidence strongly supports this point in the text?
Be sure to:
· include your claim/inference/thesis in the introduction
· include the title of the article in the introduction
· include some background information about immigration either in the introduction or first paragraph
· provide one example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· provide another example of evidence/proof/details from the text to support your claim
· provide as many paragraphs that are necessary to include as much evidence as possible to support your claim.
· conclusion which restates the original claim and provides added insight
· write your essay on loose-leaf
· hand in the essay before writing class is over
essay.great.escape.questions.pdf | |
File Size: | 60 kb |
File Type: |
essay.great.escape.questions.docx | |
File Size: | 93 kb |
File Type: | docx |
Classwork: Thursday, February 27, 2014 and Friday, February 28, 2014.
Due Friday, February 28, 2014: Homework: Be sure your essay plan is completed by writing class.
Due Monday, March 3, 2014: Homework: None.
Due Friday, February 28, 2014: Homework: Be sure your essay plan is completed by writing class.
Due Monday, March 3, 2014: Homework: None.
- Students will reread the Stamp Act primary source documents A, B, and C.
- The documents can be found on the fifth grade social studies page, chapter 8.
- Students will compare and contrast these three documents.
- Students will gather text-based evidence and details to support the claim.
- Students will complete a writing plan for the essay that will be written in class on Friday.
- The plan can be an outline, an evidence web, a t-chart, or other plan that will enable students to write an organized essay filled with details and evidence from the text.
- Generally speaking, a claim such as "Documents A, B, and C, primary source documents written about the Stamp Act, have similarities and difference," is a sufficient claim.
- On Friday the essay will be written in class in the 42 minute time period. Essays must be turned in before class is over. Essays must be written on loose-leaf. Rubrics must be stapled to the essay.
essay.stamp.act.documents..docx | |
File Size: | 106 kb |
File Type: | docx |
essay.stamp.act.documents..pdf | |
File Size: | 63 kb |
File Type: |
writing_sheet1.pdf | |
File Size: | 51 kb |
File Type: |
writing.rubric.2013.xlsx | |
File Size: | 10 kb |
File Type: | xlsx |
Classwork, Monday, March 24, 2014: "How to" Essay.
Due Tuesday, March 25, 2014: "How to" Essay. Due in your writing notebook.
Due Tuesday, March 25, 2014: "How to" Essay. Due in your writing notebook.
Classwork, sday, March , 2014: Characterizations of myths.
Due sday, March , 2014: Characterization of myths list.
Classwork, Wednesday and Thursday, March 26, and 27, 2014: Opinion Essay.
Due Friday, March 27, 2014: Opinion Essay.
Classwork, Friday, March 28, 2014: Opinion Essay.
Due Monday, March 31, 2014: None.
Due sday, March , 2014: Characterization of myths list.
- Students will listen to several myths.
- Then students will read Greek myths and create bulleted list of similarities between the myths.
- Students will begin to read two or three Greek myths that are in the packets.
- Students are to write a bulleted list of the similarities between the myths (including literary similarities). This list should be written in the writing notebook. If you finish reading two or three, you should read the remaining myths in the packet and add to your bulleted list.
- The bulleted list of similarities is the characterization of myths.
Classwork, Wednesday and Thursday, March 26, and 27, 2014: Opinion Essay.
Due Friday, March 27, 2014: Opinion Essay.
- Students will write a list of characteristics of personal narratives and a list of informative texts.
- Students will write an argument essay about whether or not you think there should be gender equality in sports in the public school system
- Students will fill out the two graphic organizers in the packet.
Classwork, Friday, March 28, 2014: Opinion Essay.
Due Monday, March 31, 2014: None.
- Using the prompt and graphic organizer, students will write an Opinion Essay about whether or not students should be permitted to use personal devices in school.
Writing Rubric:
eoy.writing.rubric.2014.xlsx | |
File Size: | 10 kb |
File Type: | xlsx |
Homework Due Tuesday, April 22, 2014: Sunshine essay due tomorrow. Begin to work on poem.
Classwork, Monday, April 21, 2014: Sunshine essay.
Homework Due Wednesday, April 23, 2014: Original Poem. Be sure poem is complete. Final copy must be turned in by Thursday.
Classwork, Tuesday, April 22, 2014: Poetry.
Homework Due Thursday, April 24, 2014: Work on essay.
Classwork, Wednesday, April 23, 2014: Opinion/Argument Writing.
Classwork, Thursday, April, 24 2014: Continue to work on opinion/argument essay.
Homework Due Monday, April 28, 2014: If you haven't presented your essay in class, be prepared to share your essay on Monday.
Classwork, Friday, April 25, 2014: Read essays in class.
Classwork, Monday, April 21, 2014: Sunshine essay.
- Watch "Sound of Sunshine" video by Michael Franti.
- Write a two page essay that describes how the sunshine affected your life over the break. This essay is due tomorrow.
- For homework, students will begin to think about and write an original poem to submit to the poetry contest.
- It would be best if poems are typed.
Homework Due Wednesday, April 23, 2014: Original Poem. Be sure poem is complete. Final copy must be turned in by Thursday.
Classwork, Tuesday, April 22, 2014: Poetry.
- Students will read their Sunshine essays.
- Students will continue to revise and shape the poems.
Homework Due Thursday, April 24, 2014: Work on essay.
Classwork, Wednesday, April 23, 2014: Opinion/Argument Writing.
- Students will chose a topic to write an opinion piece.
- Topics may be, but are not limited to, the following ideas:
- Choose a daring activity from the ideas below or think of one of your own. Form an opinion about the safety of the activity.
- -Should you and your friends climb down into a mystery hole? Choose a position and persuade others to agree with you.
- -Walking on Top of a Fence
- -Riding a Bike While Pulling Someone on Skates Behind You
- -Hanging Upside Down From a High Tree Branch
- Which would be the more interesting hobby to pursue?
- -Collecting Autographs
- -Collecting Coins
- -Collecting Stamps
- -Collecting Baseball Cards
- -Collecting Books
- -Collecting Postcards
Classwork, Thursday, April, 24 2014: Continue to work on opinion/argument essay.
Homework Due Monday, April 28, 2014: If you haven't presented your essay in class, be prepared to share your essay on Monday.
Classwork, Friday, April 25, 2014: Read essays in class.
- Students will read the essays that they completed for homework to the whole class.
CHomework due Wednesday, January 3, 2018: None.
Classwork, Tuesday, January 2, 2018:
Classwork, Tuesday, January 2, 2018:
- 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
Homework due Monday, October 23, 2017: None.
Classwork, Friday, October 20, 2017:
Classwork, Friday, October 20, 2017:
- 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
INFORMATIVE ESSAY:
Similarities and Differences of finding solutions to problems.
Articles Double Dutch and It's Our World, Too!
Homework due Friday, February , 2018: See the three bullets below. Due in two days.
Articles, directions, and questions:
"Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood."
"Excerpt from It's Our World, Too!"
New York State Common Core Assessment, 2017 Grade 4 English Language Arts Test Released Questions, Book 3, pages 6-15 (pages 45-52 of the online PDF document). CLICK HERE for the article and questions that are taken from https://www.engageny.org/resource/released-2017-3-8-ela-and-mathematics-state-test-questions
Similarities and Differences of finding solutions to problems.
Articles Double Dutch and It's Our World, Too!
Homework due Friday, February , 2018: See the three bullets below. Due in two days.
- Students will annotate the directions to questions number 37 and 38 found on page 8 in the packet of articles.
- Students will read the directions found on page 15 for the next essay that they will write.
- Students will review the outline graphic organizer to familiarize themselves with the information that is needed in the essay.
- Students will read and annotate the first article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood."
- New York State Common Core Assessment, 2016, Book 2, pages 6-15 (pages 45-52 of the online PDF document). CLICK HERE for the article and questions that are taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- What are some synonyms of "similarities" and "differences"? Brainstorm a list of words that come to your mind when you hear the words "similarities and differences."
- Has anyone ever heard of "Double Dutch"? Do you need to know what Double Dutch is to proceed with the assignment?
- 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: Similarities and Differences
- Definition of concept
- Examples
- Skill Development:
- Students will describe a problem that each young person faces in the article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood" and "Excerpt from It's Our World, Too!"
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the first article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood."
- Students will identify the problems and solutions that the main character faces.
- Students will list the problems and solutions that the main character faces.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to compare and contrast? Within which academic subjects do we need to be able to differentiate and find similarities?
- Academically, when do we analyze problems and solutions?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we differentiate and find similarities?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- Guided Practice:
- Mrs. Looney will model annotating the directions.
- Mrs. Looney will begin modeling annotating the first article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood." How did I decide which quotes to choose? Why did I highlight certain information.
- Since Mrs. Looney has modeled the steps in writing an essay following the RACER format MANY times, students will perform the step-by-step tasks indiviudally. at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard.
- Students will begin to do the steps individually.
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- 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 annotate the directions of their next essay that they will write.
- The students will annotate the first article "Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood."
- Students will compare their annotations and quotes with a partner.
Articles, directions, and questions:
"Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood."
"Excerpt from It's Our World, Too!"
New York State Common Core Assessment, 2017 Grade 4 English Language Arts Test Released Questions, Book 3, pages 6-15 (pages 45-52 of the online PDF document). CLICK HERE for the article and questions that are taken from https://www.engageny.org/resource/released-2017-3-8-ela-and-mathematics-state-test-questions
INFORMATIVE SHORT RESPONSE ANSWER: Contributing to Understanding.
Article: "Rushing West," written by Joan Holub.
Taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
Homework due day, , 2018: See the seven bullets below. The first six tasks listed below are due Friday, February 9, 2018.
1) Students will write "RACER" in the margins next to the questions found on page 10 in the packet.
2) Students will annotate the directions to questions number 32 and 33 found on page 10 in the packet.
3) Students will read and annotate the article "Rushing West."
4) Students will answer questions number 32 and 33 found on page 10 in the packet.
5) Students will answer the questions in the packet.
6) Students will use the RACER format to answer both questions in the packet.
7) "Rushing West," written by Joan Holub. New York State Common Core Assessment, 2016, Book 2, pages 7-10 (pages 27-30 of the online PDF document). CLICK HERE for the article and questions that are taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
Classwork, sday, , 2018:
Article: "Rushing West," written by Joan Holub.
Taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
Homework due day, , 2018: See the seven bullets below. The first six tasks listed below are due Friday, February 9, 2018.
1) Students will write "RACER" in the margins next to the questions found on page 10 in the packet.
2) Students will annotate the directions to questions number 32 and 33 found on page 10 in the packet.
3) Students will read and annotate the article "Rushing West."
4) Students will answer questions number 32 and 33 found on page 10 in the packet.
5) Students will answer the questions in the packet.
6) Students will use the RACER format to answer both questions in the packet.
7) "Rushing West," written by Joan Holub. New York State Common Core Assessment, 2016, Book 2, pages 7-10 (pages 27-30 of the online PDF document). CLICK HERE for the article and questions that are taken from the New York State Common Core Assessment, 2016: https://www.engageny.org/resource/released-2016-3-8-ela-and-mathematics-state-test-questions/file/148566
Classwork, sday, , 2018:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- As a class we will review the steps writing a short response answer.
- 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: Character traits.
- Definition of concept
- Examples
- Skill Development:
- Students will describe the character trait that most helps the main character fly the kite.
- Students will analyze (examine carefully, breaking it into components to understand it) and annotate the article "The Kite Fighters."
- Students will identify the main idea of the article.
- Students will use the RACER format to answer both questions in the packet.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically? Within which academic subjects do we need to be able to describe character traits?
- Does anyone have any other reasons why this lesson is important in your life? When in our lives do we consider character traits?
- Can we use some of these lessons about problems and solutions in our everyday life?
- When will we ever need to annotate in our lives?
- Guided Practice:
- Mrs. Looney will model annotating the directions.
- Mrs. Looney will begin modeling annotating the article. How did I decide which quotes to choose? Why did I highlight certain information?
- Since Mrs. Looney has modeled the steps in writing a short answer response following the RACER format MANY times, students will perform the step-by-step tasks individually.
- Tomorrow students will break into pairs and compare the notes they have taken and the quotes they have chosen.
- 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:
- Students will write "RACER" in the margins next to the questions found on page 5 in the packet.
- Students will annotate the directions to questions number 35 and 36 found on page 5 in the packet.
- Students will read and annotate the article "The Kite Fighters."
- Students will answer questions number 35 and 36 found on page 5 in the packet.
- Students will answer the questions in the packet.
- Students will use the RACER format to answer both questions in the packet.
- Students will compare their annotations and quotes with a partner.
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, day, , 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
- 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 Wednesday, February , 2018: None.
Classwork, Tuesday, February , 2018:
Classwork, Tuesday, February , 2018:
- 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
Homework due day, , 2018:
Classwork, day, , 2018:
Classwork, day, , 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
- 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 Monday, October 23, 2017: None.
Classwork, Friday, October 20, 2017:
Classwork, Friday, October 20, 2017:
- 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
FOUND ON FIFTH GRADE MODULE ONE PAGE
Homework due day, December , 2017: None.
Classwork, day, December , 2017:
COPS PowerPoint:
cops_ppt.pptx
Download File
COPS Guided Notes:
cops_guided_notes.docx
Download File
Homework due day, December , 2017: None.
Classwork,day, December , 2017:
ARMS PowerPoint:
arms_ppt..pptx
Download File
ARMS Guided Notes:
arms_guided_notes.docx
Download File
Homework due day, December , 2017: None.
Classwork, day, ber , 2017:
COPS and ARMS Practice Packet:
cops_and_arms_practice.docx
Download File
Homework due day, December , 2017: None.
Classwork, day, December , 2017:
Homework due day,December , 2017: 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, day, December , 2017:
Homework ue day, December , 2017: Finish revision of Changes Narratives.
Classwork, day, December , 201:
Homework due day, December , 2017: None.
Classwork, day, December , 2017:
- 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
Download File
COPS Guided Notes:
cops_guided_notes.docx
Download File
Homework due day, December , 2017: None.
Classwork,day, December , 2017:
- 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
Download File
ARMS Guided Notes:
arms_guided_notes.docx
Download File
Homework due day, December , 2017: None.
Classwork, day, ber , 2017:
- 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 putting the COPS and ARMS, the tools we have been learning to use to edit and revise our writing.
- Students will complete a packet (see below) that has them practice different kinds of editing and revising.
- There is not homework.
COPS and ARMS Practice Packet:
cops_and_arms_practice.docx
Download File
Homework due day, December , 2017: None.
Classwork, day, December , 2017:
- 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 day,December , 2017: 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, day, December , 2017:
- 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 ue day, December , 2017: Finish revision of Changes Narratives.
Classwork, day, December , 201:
- 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.