WRITING PROMPT: (use notebook paper – be complete and use vivid descriptions) What did you do over Christmas Break? 8:10 – 8:40 Monday, January 4, 2016

Writing Lesson Being a Writer 8:40 – 9:25

FUNCTIONAL WRITING Exploring Functional Writing: Week 1 Day 1 Focus: Identifying types of functional writing Focus: Identifying types of functional writing

Exploring Functional Writing: During the next three weeks, you will work together with your new partners to explore functional writing. Functional writing helps people learn how to do things, get from one place to another, and complete everyday tasks (jobs), such as buying groceries and paying bills.

I will point out a few examples of functional writing in our classroom. What other functional writing do you see in our classroom? Turn to your partner and discuss. 1, 2, 3 look at me. Let’s hear from a few volunteers what you discuss. Let’s start an anchor chart titled “Types of Functional Writing”—let’s list some of your findings.

Let’s take a walk around the school Today we are going to take a stroll around the school to look for more examples of functional writing. We will stop a few time so the you can look around quietly and talk about the type of functional writing that you see. Remember it is important to act responsibly and talk with a whisper. If you are unable to act appropriate, then you will walk with me and not your partner.

Our first stop was the main office. What functional writing did you see? Who wants to share your findings? Our second stop was the library. What functional writing did you see? Who wants to share your findings? I will add these findings to our anchor chart of “Types of Functional Writing”.

Introduce the Collection of Functional Writing I collect a variety of functional writing pieces. You may take a moment to look through these materials, so that you can get some ideas for writing your functional writing texts. For example, you might want to write a flyer about a upcoming event, a schedule for your after school activity, or a “to-do” list.

Independent Writing 9:00 – 9:25

INDEPENDENT WRITING TIME 30 MINUTES KEEP IN MIND THE WRITINGS WE SAW ON OUR WALK TODAY AND THE MATERIALS THAT I BROUGHT FOR YOU TO BROWSE.

Let’s Share & Reflect! What did you do to act responsibly during the walk? How do you think that heled the people around us? What problems, if any, did we have as a class? What can we do to avoid those problems in the future? I plan for us to go on more walks around our school!

Restroom Break 9:25 – 9:30

Reading Lesson 9:50 – 10:55

Unit 6 – Week 1 - Day 1 In this lesson, students will: Begin working with new partners Learn prompts to extend a conversation Hear and discuss a historical fiction book Make inferences about the story’s plot, conflict, setting, and characters Explore social and ethical issues in the story Read independently for up to 30 minutes

Making Meaning – Making Inferences New Partners for Unit 6! Partners meet up and then Gather as a Class During this unit, you will work with the same partner. Remember in previous lessons you learned to ask clarifying questions, confirm your partners’ thinking by repeating back what you heard, and use discussion prompts to add to your partner’s conversation. You should continue to use these skills as needed in your partner conversations.

Sometimes partners quickly finish what they are saying and end up sitting without saying anything for the rest of discussion time. Sometimes partners quickly finish what they are saying and end up sitting without saying anything for the rest of discussion time. What suggestions do you have to help partners keep their conversations going? What suggestions do you have to help partners keep their conversations going? What are some prompts partners might use to get each other talking again? – Let’s create a chart: “Prompts to Extend a Conversation” What are some prompts partners might use to get each other talking again? – Let’s create a chart: “Prompts to Extend a Conversation”

Prompts to Extend a Conversation Example Chart: Prompts to Extend a Conversation -“Tell me more of your thinking about…” -“Let’s talk a little more about…” -“Another way to think about it might be…” Does our chart include any of these?

During “Turn to Your Partner” and “Think, Pair, Share,” you and your partner will continue talking until I signal to end your conversations. We have been using the strategy of making inferences to help make sense of stories and poems. This week we will continue to make inferences and review story elements, including character, setting, conflict, and plot.

The story I will read aloud today is Richard Wright and the Library Card. Author: William Miller Illustrator: Gregory Christie

This story is based on a true incident from the life of Richard Wright, a famous author. Let’s read the author’s note on the last page of the book. The setting of the story is the 1920’s in the South, when segregation was part of everyday life.

What do you think you know about segregation? Segregation, or the practice of keeping people of different racial groups apart, was a way of life throughout the United States until the mid-1900’s. Some states in the South had laws that required African Americans to attend different schools from white people and to use separate public facilities like restrooms and drinking fountains. Many businesses owned by white people, such as hotels and restaurants, refused to serve African Americans. Segregation resulted in great inequality and hardship for African Americans. In the 1920’s, when Richard Wright and the Library Card takes place, many African Americans were moving north, seeking freedom and opportunity in states without segregation laws.

Listen as I read this book aloud.

Turn and Talk What is the plot of this story What is the plot of this story (what happens in the story)? Remember to continue talking until I signal you to end your conversations. Use the “Prompts to Extend a Conversation” as needed. -“Tell me more of your thinking about…” -“Let’s talk a little more about…” -“Another way to think about it might be…”

What conflicts or problems are there in the story? – turn to your partner What conflicts or problems are there in the story? – turn to your partner What is the setting (the time and place)? Why is the setting an important part of this story? - turn to your partner What is the setting (the time and place)? Why is the setting an important part of this story? - turn to your partner What kind of person is Richard? What in the story makes you think that? - turn to your partner What kind of person is Richard? What in the story makes you think that? - turn to your partner What do you admire about Richard Wright? What can we learn from his life that might help us in our own? – turn to your partner What do you admire about Richard Wright? What can we learn from his life that might help us in our own? – turn to your partner Prompts to Extend a Conversation -“Tell me more of your thinking about…” -“Let’s talk a little more about…” -“Another way to think about it might be…”

What conflicts or problems are there in the story? What conflicts or problems are there in the story? What is the setting (the time and place)? Why is the setting an important part of this story? What is the setting (the time and place)? Why is the setting an important part of this story? What kind of person is Richard? What in the story makes you think that? What kind of person is Richard? What in the story makes you think that? What do you admire about Richard Wright? What can we learn from his life that might help us in our own? What do you admire about Richard Wright? What can we learn from his life that might help us in our own? Class Discussion Discussion Prompts -I agree with ___________ because… -I disagree with ____________ because… -In addition to what _________ said, I think…

The author does not say directly that Richard is smart, but you inferred that, or figured it out from clues in the story. Remember that as you talked about the plot, conflict, setting, and characters in the story, you made inferences. In the next lesson, you will continue to explore making inferences as you hear the story read aloud again.

Reflect on Using Prompts to Extend a Conversation Let’s have a brief discussion about how you extended your partner conversations. Prompts to Extend a Conversation What prompt on the “Prompts to Extend a Conversation” chart did you try using today? How did that help keep you and your partner talking? Prompts to Extend a Conversation -“Tell me more of your thinking about…” -“Let’s talk a little more about…” -“Another way to think about it might be…”

IDR – Independent Daily Reading Instructions For the next three weeks you will read poetry, fiction, narrative nonfiction, or expository nonfiction during IDR. Please refer to the “Thinking About My Reading” chart – let’s review the questions. Remember to stop, think about what you are reading, and use the questions on the chart to help monitor your comprehension.

IDR – Independent Daily Reading Instructions Use a “fix-up” strategy if you do not understand what you are reading. If you have tried both of these strategies and you still don’t understand the text, try the strategies listed on the “Reading Comprehension Strategies” chart. After those strategies have been exhausted, you can ask a fellow classmate or myself for help.

IDR – Independent Daily Reading Don’t understand? Mark your text and use a strategy! Why is it important to stop as you are reading and ask yourself if you understand what you read? How do rereading and reading ahead help you make sense of text? Which comprehension strategy do you find the most helpful when you’re not understanding something you’re reading? Why?

Out of Classroom! Lunch 10:55 – 11:20