Weekly Lesson

Monday 12/2

Agenda:

Students will create a visual chart of Possessive Pronouns.

Students will then learn the proper usage of "you, your, yours, you're", "whose, who, who's" and "their, theirs, they're" by using them in a sentence correctly.

 

Tuesday 12/3

Agenda:

Students will learn the difference between an Intensive Pronoun and a Reflexive Pronoun. Students will then create a visual chart of Intensive Pronouns and use them properly in a short writing passage. Students will choose 8 Christmas characters and write a sentence with an intensive pronoun to describe something about each character.

 

Wednesday 12/4

Agenda:

Whodunnit? Indefinite Pronouns

Students will answer multiple-choice questions. Each correct answer will result in a clue. Students will then arrange clues to form the correct answer.

 

Thursday 12/5

Agenda:

Whodunnit? Compound Subject and Object Pronouns

Students will answer multiple-choice questions. Each correct answer will result in a clue. Students will then arrange clues to form the correct answer.

 

Friday

12/6

Agenda:

Review Pronouns/Task Cards

Pronoun Unit Quiz

 





Monday 11/11

 OUT / Veterans Day 

Tuesday 11/12

Review Pronoun Study Guide on Subject/Object Pronouns, Antecedents. and Pronoun shifts

Review Possessive, and Intensive pronouns

Begin Pronoun Hunt using newspaper articles. Students will locate, label, and record subject/object pronouns and antecedents..

Wednesday 11/13

Using a newspaper article, students will locate, label, and record a minimum of 3 sentences that have a subject pronoun and 3 sentences that have an object pronoun. Students will also locate, label, and record 5 sentences with an antecedent.

Thursday 11/14

Antecedents and Subject/Object Pronoun Test

Friday 11/15

Begin Subject-Verb Agreement

Slideshare Notes in Google Classroom

 



Mon. 10/28

Students will discuss common superstitions and possible origins. They will then select one superstition to research and record information.
Red Ribbon Week:  Wear Red to show we are Red-y to say no to drugs.

Tue 10/29

Students will continue recording information from research. They will then summarize their results in a short narrative.
Red Ribbon Week:  Wear clothes backward to show we are turning our backs on drugs!

Wed.10/30

Students will cite textual evidence in non-fiction passage “Superstitions” and “Broken Mirrors”

 Red Ribbon Week:  Crazy sock day

Thur. 10/31

Snake Show/Bowling/Club Day/Halloween Activities

 Red Ribbon Week: Say BOO to drugs/students may wear costumes

Fri. 11/1

Students will cite textual evidence in non-fiction passage “Walking Under Ladders” and “The Number 13”

 Red Ribbon Week:  School Spirit Day  





Monday 10/21

Introduce Descriptive Writing / Compare to Expository writing

Review 5 Senses

Students will practice brainstorming descriptive words for all 5 senses using various classroom objects.

Tuesday 10/22

Adding adjectives to Descriptive writing Whole Group: Add adjectives to passage. “The Sherriff and the Stable” Descriptive Lang. W/S

Small Group: Students will pair up and make the paragraph mean something different than the first one. 

Wednesday 10/23

Large group: Students will view an audio description clip of the opening of the Lion King. They will then re-watch it and identify as many descriptive words as possible. 

QR Code Descriptive Writing Prompt

 

Thursday 10/24

Discuss descriptive essay outline focusing on present tense and 3rd person and

Students will select a mystery prompt and begin the writing process by brainstorming and prewriting.

Friday 10/25

Review Prewrite. Students will review with a peer and write final draft using the correct format. 







MONDAY

9/30

Main Idea 2… Create new title for example passages.

Complete Read and Respond graphic organizer on the nonfiction text: TV

(determine main idea/text evidence, develop opinion, and identify text structure)

 

TUESDAY

10/1

Main Idea … Create new title for example passages.

Complete Read and Respond graphic organizer on the nonfiction text: Metal Detectors (determine main idea/text evidence, develop opinion, and identify text structure)

 

WEDNESDAY

10/2

**TEST: Annotate Main Idea/Text Evidence

 Complete Read and Respond Nonfiction graphic organizers for both stories.

(determine main idea/text evidence, develop opinion, and identify text structure)

Writing assignment: Roll-A-Story

 

THURSDAY

10/3

Annotate free choice writing assignment.

Newspaper Activity: Students will select 3 stories from the newspaper and record the title and 3 pieces of text evidence.

 

FRIDAY

10/4

 OUT FALL BREAK





MONDAY
9/23

Bell Ringer:

Label Parts of Speech in a sentence.

Agenda: Introduce the organization and structure of expository writing by creating a pre-planner that includes an introduction, body, and conclusion. Read “Dragon” passage and have students identify structural elements of each paragraph using the pre-planner as a guide.

 

TUESDAY
9/24

Bell Ringer: Label Subject/predicate/prepositional phrase, direct objects in a sentence.

Agenda: Students will read “The Invention of Food” passage and identify structural elements of each paragraph independently. Students will then complete a written analysis of the passage independently.

 

WEDNESDAY
9/25

Bell Ringer: Label Clauses, sentence type, and sentence purpose.

Agenda: Students will create their own graphic organizer and complete on the passage “The Invention of Food” independently.

 

THURSDAY
9/25

Bell Ringer.

Agenda: Students will become familiar with some Do’s and Don’ts about writing a strong introduction. Students will also become familiar with the various types of introductions and how to write them.

 

FRIDAY
9/26

Bell Ringer: Correct punctuation and capitalization in the sentence.

Roots, Affixes

Station 1: Prefixes & Suffixes

Station 2: Adding Affixes

Station 3: Roots, Affixes, & Context Clues

Station 4: Plural Form of Latin Noun

 





MONDAY

9/16/19

Before: Fiction or Nonfiction PowerPoint *(TW)

During: Teacher will read the nonfiction article “Message in a Bottle” aloud, and then students will annotate the article using the annotation symbol handout provided.

After:

Share a Text-to–Self (TS), Text-to-Text (TT), or Text-to-World (TW) on the classroom poster.

TUESDAY

9/17/19

 Before: Review TT,TS,TW results from yesterday

During: Students will complete a “Read and Respond” graphic organizer on the nonfiction article “Message in a Bottle’, recording information such as 3 facts, an opinion, main idea, supporting details, vocabulary, and author’s purpose.

After:

Highlight transition words/phrases in the article.

WEDNESDAY

9/18/19

 

OUT Virtual Day

 

THURSDAY

9/19/19

*** Transitions Test

 Continue adding vocabulary words from the article to the Voc. Journal.

 

FRIDAY

9/20/19

Review Transitions Test

Complete “Read and Respond” graphic organizer.

Complete Voc words in journal.

Write sentences using 10 of the new words. 








Monday 9/2

Bell Ringer:
Parts of Speech 

Tuesday 9/3

Bell Ringer:
Correct punctuation and capitalization in the sentence.

Wednesday 9/4

Bell Ringer:
Clauses/Sentence Types

Thursday 9/5

Bell Ringer:
Punctuation/Capitalization

Friday 9/6

Bell Ringer:
Review

Labor Day

Before: Vocabulary Knowledge Chart (Never heard of it/Heard of it but don’t know it/I know it well)

 




During:
Students will create a Personal Vocabulary Journal (Template found on teacher website) with the voc. Words from Ch 1 and 2 of the book, “The Boy Who Saved Baseball”.

 Discuss the introduction of the story and determine the hook. Revisit the types of hooks and look at examples of each.

 

After:

Student will visit the words in context and compare meanings to Voc. Journal.

Before: Students will practice incorporating transitions in the handout (Goldilocks and the Three Bears). The goal is to select a transition appropriate to the meaning of the sentence and to the continuity of the story.



 
During: “Transition Words & Phrases” (handout.) Students will sort transition words to one of the six categories found on their Tree Map.

  
















After:

Have students reread the story, and then select their own transition words or phrases to fill in the blanks to make the story even better.

 

Before: Transition Word Hunt” (handout) Students will be given the non-fiction passage, “America's Favorite Sport Is Transitioning from Baseball and Football to Soccer” and will hunt and record the transition words and phrases.

 

“During: Once students have located transition words, they will then categorize the words in a Graphic Organizer according to type.

 

 















After:

Graphic Organizer

Transition Word Practice

(Resource 5)

Before: Personal Vocabulary Journal

Ch 3-6 vocabulary

 







During:
Students will write a story using 10 vocabulary words and 5 transition words/phrases.

 

  















After:
Formative assessment

” Transitions Quiz”

 

 

 






Monday
8/26
Before:
PowerPoint “The Writing Process” (located on my teacher website under “Useful Links”)

 

During: Students will record notes about the steps in the writing process in the handout (also on teacher website) from “The Writing Process” PowerPoint, with a focus on the introduction step.

Students will then practice writing “A Proper Introduction” using a group prompt created by the class.

 

After:

Name 3 steps in the writing process.

List 2 processes during the pre-write.

List 1 thing you learned.

 

Tuesday
 8/27
Before:
Oral review on the steps to The Writing Process, focusing on “A Proper Introduction”.

 

During: Students will examine the introductions of 3 library books, and then record their findings on their “Hook Your Reader” handout.

Once completed, students will then practice writing an introduction about the topic “Is a Tiny House for You?”

 

 

After:

Sum it Up for $2.00. (Words are 10 cents apiece)

Wed.
 8/28
Before:
Table Talk (Each student has two minutes to read the topic, “What NOT to do in an introduction”, reflect, and write a response)

 

 

During: Students will practice writing 4 various introductions selected from “What’s in a good Hook?”

 

After: Students will complete 3 “Something I…” .

Something I understand

Something I have questions about.

Something I noticed about my writing process.

 

 

 

 

Thursday
8/29
Before:
Vocabulary Knowledge Chart “Never Heard This Word, Heard Of It, But Don’t Know It, I Know This Word Well

 

During: Students will create a Personal Vocabulary Journal using the words from Chapter 1 of “The Boy Who Saved Baseball”

 

 

After: Students will visit the words in context and determine meaning.

 

 

 

Friday 8/30
Before:
Vocabulary Knowledge Chart “Never Heard This Word, Heard Of It, But Don’t Know It, I Know This Word Well

 

During: Students will add the words from Ch 2 of “The Boy Who Saved Baseball” in their Personal Vocabulary Journal.

 

 

After: Students will visit the words in *9----- context and determine meaning.

 

 

 

 

 

 











MON

8/19

Identify Coordinating, Correlative, and Subordinate Conjunctions

Locate Conjunctions in a passage.

Write 10 sentences using subordinate conjunctions.

TUE

8/20

Identify Interjections

Write 10 sentences using interjections.  Complete Conjunction worksheet.

WED

8/21

***Grammar Assessment

*** Sentence Type/Purpose, Conjunctions Formative Assessment

Introduce AEC Paragraph

THU

8/22

Setting up an AEC Paragraph with a focus on the introduction.

FRI

8/23

AEC Paragraph with a focus on the introduction.




MON

8/12

Nouns/Common/Proper/Absrtract/Concrete

Identify the difference between Sentence Types and Sentence Purpose
Label Sentence Types correctly
Label Sentence Purpose correctly

TUE

8/13

Common/Concrete/Abstract Nouns
Label Sentence Types correctly
Label Sentence Purpose correctly

WED

8/14

Personal Pronouns
Singular/Plural
Label Sentence Types correctly
Label Sentence Purpose correctly

THU

8/15

Verbs
Identify Helping, Linking, and Action verbs.
Label Sentence Types correctly
Label Sentence Purpose correctly

FRI

8/16

P.O.S. Task Cards
Adjective/Adverb
Identify Adjectives and Adverbs
Noun/Verb Formative Assessment