8:10 – 8:40 Wednesday, October 21, 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

In this lesson you will… Hear, discuss, and draft fiction Informally explore character and plot Cultivate a relaxed attitude toward writing

Embarked on a daily promenade- went on a walk every day Mousse- pudding-like dessert Cinnamon Danish- kind of sweet bread Dine on- eat Panting- breathing heavily

“Eva added this to her notebook and wondered what could possibly happen next…” What is happening to Eva in this story? Turn to your partner

Which character did you find the most interesting? What was interesting about that character? What is Eva’s problem at the beginning of the story? How is the problem solved?

Independent Writing 9:00 – 9:25

Today, I want you to think of a problem that needs to be solved and write a story about how the problem was solved. Or Write about an interesting character whom unusual things happen to.

Restroom Break 9:25 – 9:30

Grammar Lesson 9:30 – 9:40 Homework Review

Review Homework

Vocabulary Lesson 9:40 – 9:55

Today we will:  Review and practice using the words tranquil, contemplate, and meager from Day 1  Build speaking and listening skills  Use discussion prompts to build on one another’s thinking

tranquil

meager

contemplate

If you were writing a story about a peaceful grove of trees, which of these words might you use? Why? Prompt: If I were writing a story about a peaceful grove of trees, I might use the word ________ because… tranquilcontemplatemeager

Partners will do an activity called “Create a Sentence.” I will read aloud the beginning of a sentence that uses one of yesterday’s words. Then you will use your imaginations and what you know about the word to finish the sentence. Before you and your partner begin, we will practice as a class.

How might you complete the sentence? What tranquil, or calm and peaceful, place might Michael walk to after school each day? After school each day, Michael walks to the tranquil... Tranquil – calm or peaceful Prompt: After school each day, Michael walks to the tranquil… Turn to your Partner

How might you complete the sentence? What might Sophia contemplate? Why might she contemplate that? Before writing in her grandmother’s birthday card, Sophia contemplated... Contemplate – think about something seriously or look at something carefully Prompt: Before writing in her grandmother’s birthday card, Sophia contemplated ________ because… Turn to your Partner

How might you complete the sentence? What did Rico see that was meager? Rico was disappointed to see the meager amount of... Meager – very small in amount or hardly enough Prompt: Rico was disappointed to see the meager amount of… Turn to your Partner

Reading Lesson 9:40 – 10:55

Unit 4 – Week 1 - Day 3

Making Meaning – Analyzing Text Structure Partner up and Meet as a Group

So far we’ve read about 3 ½ Chapters of Tuck Everlasting. We’ve really started thinking about the story in terms of character, setting, and plot.

What has happened in the story so far? Classroom Discussion Discussion Prompts -I agree with ___________ because… -I disagree with ____________ because… -In addition to what _________ said, I think…

What words or phrases might we use to describe Winnie’s character at this point in the story? Why do you think so? Think – Pair - Share

Classroom Discussion Character Traits Let’s think about Winnie and make a chart about her character (use evidence from the text) Winnie’s Character Discussion Prompts -I agree with ___________ because… -I disagree with ____________ because… -In addition to what _________ said, I think… Main characters of fiction stories often change over the course of the stories. Listen to the story and discover who Winnie is now, and how she changes.

Today we will finish Chapter 5 and read Chapter 6. Today we will finish Chapter 5 and read Chapter 6. I will again stop at various points for you and your partner to discuss. I will again stop at various points for you and your partner to discuss. listen Let’s begin – Don’t forget to listen closely!

Turn and Talk What are you thinking about the story so far? After listening to the rest of p25 and most of 26… listen Let’s listen to some more!

Turn and Talk What do you think might happen next? What in the story makes you think so? After listening to the rest of page 26, all of 27 and half of page 28… listen Let’s listen some more and finish Chapter 5!

Turn and Talk After listening through p30 and finishing Chapter 5… listen Let’s listen some more and begin Chapter 6! What do you think might happen next? What in the story makes you think so?

Turn and Talk After listening to the beginning of Chapter 6 (p31) through the very top of p33… listen Let’s listen some more and finish Chapter 6! What do you think might happen next? What in the story makes you think so?

Turn and Talk After listening to the rest of p33 through the end of Chapter 6 p36… What happened so far in the story? Turn to your partner. What do you think might happen next? What in the story makes you think so?

Paired Partners First! I will ask a question that you and your partner will discuss first. Then we will have a class discussion. How would you describe the plot, or what’s happening to Winnie, so for in this story? Turn to your partner. Now Classroom Discussion! Discussion Prompts -I agree with ___________ because… -I disagree with ____________ because… -In addition to what _________ said, I think…

Paired Partners First! Why do you think the Tucks might be acting so strangely? Turn to your partner. Now Classroom Discussion! Discussion Prompts -I agree with ___________ because… -I disagree with ____________ because… -In addition to what _________ said, I think…

Paired Partners First! What else have we learned about Winnie that we can add to this chart? What in the story makes you think that? Turn to your partner. Now Classroom Discussion! Discussion Prompts -I agree with ___________ because… -I disagree with ____________ because… -In addition to what _________ said, I think… Winnie’s Character

Important Elements of Fiction Important Elements of Fiction chart The key elements found in our Important Elements of Fiction chart are common to all fiction stories: character, setting, plot. Learning to recognize these elements in fiction as you read will help you understand the story on a deeper level and enjoy it more. 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)

Reading Comprehension Strategies Reading Comprehension Strategies chart Recognizing story elements Recognizing story elements is an effective reading strategy. Let’s add that to our Reading Comprehension Strategies chart. Reading Comprehension Strategies -Using text features -Questioning -Recognizing story elements

IDR – Independent Daily Reading Instructions As you read today, focus on the characters in your novel. The important characters in a story are the main characters. Think about who the main characters of your novel are and what you are learning about them. We will share what you have learned with the class 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)

IDR – Independent Daily Reading Remember to look for evidence to support who the main characters are in your novel. Who is one of the main characters 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)

Out of Classroom! Lunch 10:55 – 11:20

Restroom Break 11:20 – 11:30

SCIENCE TIME 11:30 – 12:20 chemistry/statesofmatter/

S.T.A.R. S.T.A.R. Book Share examples of how water expands to take up more volume when it freezes!

S.T.A.R. S.T.A.R. Book

Vocabulary Shuffle! Divide class into two lines facing each other Give each student either a vocabulary word or a vocabulary definition Each student gives the definition or word for their card Students then shuffle (students from opposite ends of each line go the end of their line

Science Stations Complete 2 a day – 6 a week! Group Rotation Day 1: – Group 1 Station A & B – Group 2 Station B & A – Group 3 Station C & D – Group 4 Station D & C – Group 5 Station E & F – Group 6 Station F & E Station 1 (Read & Comprehend) Station 2 (Explore) Station 3 (Organize It) Station 4 (Center/Mini-Lab) Station 5 (Vocabulary) Station 6 (Computer)

Science Station Groups A B C D E F Naomi David Stormy Terrico BrooklynTerrance Seth Brennen Jamarrien Jeanelle SeanAdam Ashlyn Angelese Dalton Zachary NathanManuel Austin Anna Hudson Jasmine Olivia Brennan Eli Margaret Rebekah Bret

Review Pages 6-8

Pages 9-10 (finish for HW)

Out of Classroom! Recess 12:20 – 12:45 Activity 12:45 – 1:30

Math Time! 1:30 – 3:15

Chapter 4 Test

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!