8:10 8:40 Tuesday, October 27, 2015 Science Journal Use complete sentences and reread your answer to be sure it is understandable. Writing Lesson Being a Writer 8:40 9:25 Todays Plan Hear, discuss, and draft fiction Explore how characters are developed Reflect on creativity in your own writing Ask one another questions about your own writing Read Aloud Gather with your partner and face me. Last week you heard The Wreck of Zephyr by Chris Van Allsburg. Today you will hear another story by this same author. Listen carefully and notice how they compare. Before I read, I want to point out some vocabulary words on the next slide. Read Aloud Bastille Day: holiday celebrating the French Revolution Francs: unit of money in France Sacre Bleu: French for Good heavens Eiffel Tower: Famous tower in Paris Reconstruction: rebuilding Hypnotism: a sleep like state in which the mind easily takes suggestions Great Danes: dogs that are a large and expensive breed Discuss Developing Characters in Stories Who is Monsieur Bibot, and what do we find out about him? Remember that stories are built around interesting characters and that authors help us get interested in their characters by showing us what the characters are like through the characters actions, thought, and speech. Open your Student Writing Handbooks to page 14 where the a passage from The Sweetest Fig is reproduced. Read the passage quietly by yourself What words or phrases describe Monsieur Bibot? Reread the passage again and underline words or phrases that reveal Monsieur Bibots personality. Notes About Fiction Chart Lets add: Characters personalities are revealed through action, thoughts, and speech (dialogue). Independent Writing 9:00 9:25 Writing Time 20 to 30 minutes Think of ways to describe your characters action, thoughts, and speech Work on a story you started earlier Start a new story Sharing and Reflecting One of the most important thing that fiction writers do is tap into their creativity their ability to use their imaginations to create something new or to re-create something familiar in their own way. Reread your own writing and find one sentence that you feel shows how you used your imagination today. Underline the sentence you chose. You will share them with the class. After hearing everyones sentences What sentence did you hear that got you interested in someone elses writing? What questions do you want to ask a classmate about his or her writing? Restroom Break 9:25 9:30 Grammar Lesson 9:30 9:40 Day 1 Introduction A noun is a word that names a person, a place, an animal, a thing, or an idea. A singular noun names one person, place, animal, thing or idea and a plural noun names more than one. Day 1 Introduction: Plural Nouns 1.My teacher knows a lot about ancient Egypt. Some ______ from our town have visited Egypt. 2. In my class, I learned that Egypt is in Africa. I enjoy all of my history ________. 3. Egypt is an interesting country. I want to learn about as many ______ as I can. 4. Mr. Kahn talked about the life of King Tut. Egyptian kings had fascinating ______. 5. King Tut was a child when he became king. _______ are not often kings. Add es to a noun that ends with s, ss, x, sh, or ch. To form the plural of a noun that ends with a consonant + y, change the y to I and add es. To form the plural of a noun that ends with f, or fe, replace the f or fe with ves Day 1 Introduction: Possessive Nouns the kings crown: the crown that belongs to the king the queens dresses: the dresses that belong to the queens the childrens toys: the toys that belong to the children Day 1-Introduction 1.A team of scientists found King Tut_ tomb and mummy in The scientists_ discovery amazed the world. 3.The mummy_ face was covered with a gold mask. 4.The king_ death at age nineteen has been a mystery. 5.People_ curiosity about the death of the boy king grew. 6.Today some researchers_ reports show that Tut may have died of natural causes. Vocabulary Lesson 9:30 9:50 Today we will: learn and use the scour, helter-skelter, and loll Review words with multiple meanings Build speaking and listening skills Use discussion prompts to build on one anothers thinking Lets focus in on page 50. At this part in the story, the author describes how orderly Winnies life was at home. Listen as I read this sentence from page 50 aloud: Under the pitiless double assaults of her mother and grandmother, the cottage where she lived was always squeaking clean, mopped and swept and scoured into limp submission. 1 st Vocabulary Word scour Vocabulary Word Focus: scoured scour scour - clean something thoroughly by rubbing it with a rough material Winnies mother and grandmother scoured, or thoroughly cleaned, their cottage, so that there was not a speck of dirt anywhere. Under the pitiless double assaults of her mother and grandmother, the cottage where she lived was always squeaking clean, mopped and swept and scoured into limp submission. scour I want to share with you a few things I scour. Your turn: Think Pair - Share Prompt: I scoured _________because What did you use to scour? Prompt: I used a __________ to scour because Some words have more than one meaning and those meanings are often quite different. Scour can also mean search an area very carefully in order to find something. Listen as I share some times I have had to scour a place to find something. Multiple Meanings When have you scoured your house, your room, or another place to look for something? Why? Prompt: I scoured __________ because Time to share your partners thinking! __________ said he/she scoured __________because scour Write word on Word Chart 2 nd Vocabulary Word helter-skelter Lets review the events from page 51. The parlor came next, where the furniture, loose and sloping with age, was set about helter-skelter. An ancient green-plush sofa lolled alone in the center, like yet another mossy fallen log, facing a soot-streaked fireplace still deep in last winters ashes. The table with the drawer that housed the mouse was pushed off, also alone, into a far corner, and three armchairs and an elderly rocker stood about aimlessly, like strangers at a party, ignoring each other. In this part of the story, the author describes the inside of Tucks house. Lets read the first full paragraph on page 51. Vocabulary Word Focus: helter-skelter helter-skelter helter-skelter means lying about in a disorganized, confusing, or careless way The furniture in the Tucks parlor was helter-skelter it had been placed here, there, and everywhere in a disorganized, confusing, or careless way. The sofa was alone in the middle of the room, the table was off in one corner, and three armchairs and a rocking chair were placed aimlessly around the room. The parlor came next, where the furniture, loose and sloping with age, was set about helter-skelter. An helter-skelter Activity - Imagine That! Remember, for this activity, I will describe a scene and ask you to picture the scene in your mind. Then partners will use the word helter-skelter to talk about what they have pictured. Imagine That! You walk into your friends bedroom and notice that things are helter-skelter. Prompt: _________ are helter-skelter in the room. The ____ are Close your eyes. Imagine That! After a busy day, Mrs. Thompsons classroom has been left with everything helter-skelter. Prompt: _________ are helter-skelter in the room. The ____ are Close your eyes. helter-skelter Write word on Word Chart 3 rd Vocabulary Word loll Lets return to page 51 and reread one of the sentences from the paragraph that describes the furniture in the Tucks parlor.. An ancient green-plush sofa lolled alone in the center, like yet another mossy fallen log, facing a soot-streaked fireplace still deep in last winters ashes. Vocabulary Word Focus: lolled loll loll sit or stand in a relaxed or lazy way The Tucks old green sofa appeared to loll, or sit in a relaxed or lazy way, in the middle of the parlor. An ancient green- plush sofa lolled alone in the center, like yet another mossy fallen log, facing a soot- streaked fireplace still deep in last winters ashes. loll Usually we use the word loll to talk about the way a person not an object sits or stands. Watch as I model how to loll in a chair. What did you see me do when I lolled in the chair? Prompt: When you lolled in the chair, you Raise your hand if you would like to show the class how to loll against the wall of the classroom. What did you see ______ do when he/she lolled against the wall? Turn to your partner. Prompt: When ____ lolled against the wall, she Where at home do you like to loll? What do you do when you loll? Turn to your partner. Prompt: At home, I like to loll __________. When I loll, I __________. loll Write word on Word Chart Scour can mean clean something thoroughly by rubbing it with a rough material or search an area very carefully in order to find something. When you hear or read a word like scour that has more than one meaning, you can usually figure out the correct meaning by how the word is used. Lets practice. I will read you a sentence that has the word scour in it; you decide which definition is used for the word. When Paolos cat ran away, Paolo and his family scoured the neighborhood until they found him. In the sentence, does scour mean clean something thoroughly by rubbing it with a rough material, or search an area very carefully in order to find something? Why? Prompt: I think scour means _____ because Ellen scoured the lasagna dish until all of the burned cheese was gone. In the sentence, does scour mean clean something thoroughly by rubbing it with a rough material, or search an area very carefully in order to find something? Why? Prompt: I think scour means _____ because When Jordan lost his wedding ring, he scoured every room in his house to find it. In the sentence, does scour mean clean something thoroughly by rubbing it with a rough material, or search an area very carefully in order to find something? Why? Prompt: I think scour means _____ because Reading Lesson 9:50 10:55 Making Meaning Analyzing Text Structure Partner up and Meet as a Group Please bring your STUDENT RESPONSE BOOK. Yesterday, you used Stop and Ask Questions to help you make sense and discuss Tuck Everlasting. Lets review our chart Questions About Tuck Everlasting before you review your own questions on page 22. Student Response Booklet p23 Please turn to page 23. Today as you listen to Chapters 11, 12, and 13 you will complete page 23. We will do Stop 1 as a class. Stop Think Question What questions can we ask about the story right now? After listening to page 56 and part of page 57 listen Lets listen to some more! Stop Think - Question What questions can we ask about the story right now? After listening to part of page 57 and finishing Chapter 11 p59 listen Lets listen to some more! Record your questions at Stop 2! Stop Think Question What questions can we ask about the story right now? After listening to page 60, 61, 62, and part of page 63 listen Lets listen to some more! Record your questions at Stop 3! Stop Think - Question What questions can we ask about the story right now? After listening to part of page 63 and finishing Chapter 12 p65 listen Lets listen to todays last section! Record your questions at Stop 4! Stop Think Question What questions can we ask about the story right now? After listening through the end of Chapter 13 Record your questions at Stop 5! Analyze Individually Review your questions from Student Response Book pages and put a check mark next to each question you think is answered in the story. Sometimes answers to questions are given right in the text, and sometimes an answer is not given directly but can be figured out from clues in the story. ?Questioning? Lets look at the question Does Miles have a job? Does this question have a direct or indirect answer? It is answered directly on p53, where Mae says Miles can do carpentering, and hes a pretty fair blacksmith, too. ?Questioning? How about the question, Is the man in the yellow suit good or bad? Can you find a direct answer? It isnt answered directly, but the story gives us clues. He spied on the Tucks and overheard their story, and now he has stolen their horse and taken it to the Fosters in the middle of the night. Hes up to something, but we dont know what. ?Questioning? What is another question on our chart that has been answered? Is it answered directly, or indirectly using clues? How? Now quietly think as you look at the questions you checked on pages 22 & 23 in your student response book. Which of those questions do you think are answered indirectly through clues? What clues? Which of those questions to you think are answered directly in the story? Paired Partners Discuss the story in pairs using your questions in your student response book. Class Discussion Discussion Prompts -I agree with ___________ because -I disagree with ____________ because -In addition to what _________ said, I think What is a question that got you and your partner talking about the story? Class Discussion Discussion Prompts -I agree with ___________ because -I disagree with ____________ because -In addition to what _________ said, I think Is that question answered directly, or did you figure out the answer from clues? What clues? Class Discussion Discussion Prompts -I agree with ___________ because -I disagree with ____________ because -In addition to what _________ said, I think What questions were not answered? How do you know? Do others agree that the question is answered/not answered in that way? Explain your thinking. Reading Comprehension Strategy making an inference When a reader uses clues to figure out something that is not stated directly in a story, the reader is making an inference. Making inferences is an important reading comprehension strategy that we will explore more in the coming weeks. Reading Comprehension Strategies -Using text features -Questioning -Recognizing story elements -Making inferences Important Elements of Fiction Remember that good readers think about character, setting, plot, and conflict to help them make sense of what is happening in a fiction story. Important Elements of Fiction -character: person in a story -setting: where and when a story takes place -plot: what happens to the characters in the story (the events that make up the story) -conflict or problem Conflicts can be between characters or within a characters own feelings. Winnies Character Think Pair Share Winnie feels many conflicting feelings (feelings that oppose or disagree with each other) in this story. What are some of these feelings? Turn to your partner Class Discussion Discussion Prompts -I agree with ___________ because -I disagree with ____________ because -In addition to what _________ said, I think How do you think Winnie might change as the story goes on? IDR Independent Daily Reading Instructions As you read today, think about what you are learning about your novels characters, settings, and plots, as well as any conflicts or problems the characters face. You will share at the end of IDR. Important Elements of Fiction -character: person in a story -setting: where and when a story takes place -plot: what happens to the characters in the story (the events that make up the story) -conflict or problem IDR Independent Daily Reading Who is the main character in your novel? What are you finding out about that character? Important Elements of Fiction -character: person in a story -setting: where and when a story takes place -plot: what happens to the characters in the story (the events that make up the story) -conflict or problem Remember the important elements of fiction What conflict is that character facing? How do you think the character might change? What is the setting like in your novel? What feelings does the author communicate through the setting? Out of Classroom! Lunch 10:55 11:20 Restroom Break 11:20 11:30 SCIENCE TIME 11:30 12:20 S.T.A.R. S.T.A.R. Booktures.htm S.T.A.R. S.T.A.R. Book Science Stations Complete 2 a day 6 a week! Station 1 (Read & Comprehend) Station 2 (Explore) Station 3 (Organize It) Station 4 (Center/Mini-Lab) Station 5 (Vocabulary) Station 6 (Computer) Group Rotation Day 1: Group A Station 1 & 2 Group B Station 2 & 1 Group C Station 3 & 4 Group D Station 4 & 3 Group E Station 5 & 6 Group F Station 6 & 5 Review Pages 28-29 compounds.htmcompounds.htm Out of Classroom! Recess 12:20 12:45 Activity 12:45 1:30 Math Time! 1:30 3:15 Math Bell Work! 1:30 1:37 Math Lesson! 1:37 2:00 Workbook pages Math Station Rotations! 2:00 3:15 Math Groups Today! Group 1Group 2Group 3Group 4 DavidEliSethAustin TerranceBretManuelHudson JasmineMargaretBrennanNathan SeanStormyTerricoAdam NaomiZacharyAnnaJeanelle JamarrienAshlynRebekahOlivia Workbook pages Even numbers Homework pages 340 & 346 Even numbers Pair-Up back to back and share one thing you learned in class today with your partner Pack-Up Office will announce: Car Riders Leave around 3:20 Bus Riders (listen to intercom for dismissal) 3:15 3:20Wrap Up!