Study vocabulary for test today!!! Monday, February 22, 2016 procedure sequence indicate supreme hair-raising priority Study vocabulary for test today!!! 8:10 – 8:40

Vocabulary Test 8:40 – 8:55

Vocabulary Test procedure sequence indicate supreme priority Write a sentence for each of the vocabulary words in the box. Check each sentence for: Capitalization (Does your sentence start with a capital letter? Is there a proper noun that needs to be capitalized?) Punctuation (Does your sentence have an end mark?) Spelling (Are your vocabulary words spelled correctly?) Content (Does your sentence make sense? Does it sound right?) Figurative Language (Did you include any imagery?) Vocabulary Test procedure sequence indicate supreme priority

Writing Lesson Being a Writer 8:55 – 9:25

Day 4

Today’s Plan Draft your informational reports • Explore transitional words and phrases • Include facts, details, definitions, and other information related to your topics • Confer with one another about your drafts • Work responsibly in pairs • Share the work fairly

Getting Ready to Write Yesterday you began writing your drafts. Today you will continue to do work on them. Gather with your partners. You will need your notebooks and your pencils. Today we will work on making our reports better by adding transitional words and phrases.

Transitional Words and Phrases Here is a list of transitional words and phrases. another, for example, also, because, besides, especially, particularly, for instance, in other words, consequently, eventually, furthermore, however, in addition, in fact, on the other hand, similarly, since, therefore, to summarize.

How You Use Transitional Words and Phrase to Improve Your Reports If I want to include information about how an animal can hear or feel a tsunami before it comes, what sentence could I write to get this across in an interesting way? What words or phrase could I use to make it clear that I am about another idea about how animals see or feel tsunamis before they are visible?

Restroom Break 9:25 – 9:30

Independent Writing 9:30 – 9:50

Writing Time Continue writing your report. • Try to grab your reader’s attention and provide facts, details, definitions, and other information. • Use transitional words and phrases to connect ideas. • Share the writing fairly. Each partner will write on different topics and put their work together when complete.

Sharing and Reflecting Do you understand everything your partner wrote today? If not, what can you ask your partner to help you understand? If your partner is confused about something you wrote, how can you revise it to make it clearer? What did you do to take responsibility for your part of the work today? How did that help your pair work? What did you and your partner do to reach agreement about how to write your informational report? If you did not agree, what did you do to reach agreement?

Reading Lesson 9:50 – 10:55

Day 4 In today’s lesson, you will: Hear and discuss part of an expository book Identify what you learned from the text Read independently for up to 30 minutes Contribute to the group work Explain your thinking

Review What We’ve Read The part of the book you heard yesterday described life at the boarding schools. What do you remember finding out in the part of the book you heard yesterday? Have the students gather in groups of four, facing you.

Today’s Reading The part of the book you will hear today tells what happened to the Native American boarding schools. It also discusses the effect the schools had on the student and on Native American culture. I will periodically stop during the reading to have you discuss what you have learned so far.

These sections tell why the U. S These sections tell why the U.S. government began to think the boarding schools weren’t a good idea. Listen for the information about problems at the schools. Page 22 Read aloud the chapter 6 title, “Boarding Schools in Question,” and the first two headings, “A Good Investment?” and “The Meriam Report.” Read both sections and ask the question. Have a few volunteers share their thinking. ELL Vocabulary: its Native American policies had failed – the government’s plans to make Native Americans more like European Americans did not work experts – people who are known for being good at what they do nutrients – things in food that make the food healthy

Page 22 The next section talks about the closing of the schools. Read “Closed for Good” aloud.

Page 23 Show the photograph and read aloud the caption. Then ask the question. Have one or two volunteers share what they found out.

This section talks about what happened to children who went to the boarding schools. Page 24 Read aloud the chapter 7 title, “Long-term Effects,” and the first heading, “Effects on the Students.” Read the first section aloud and ask the question. Have one or two volunteers share their thinking. Suggested Vocabulary: suppress Native American ways – stop Native Americans from living as they did in their tribes ELL Vocabulary: damaged – hurt faced prejudice – were treated unfairly because of their race had lost the ability to communicate altogether

These last sections talk about what effects the boarding schools had on all Native Americans and how Native Americans have tried to regain their rights. Page 25 Read aloud the next two headings, “Effects on Native American Culture as a Whole” and “Hope for the Future.” – The second section is on the next slide. Read aloud bother sections. Suggested Vocabulary: humiliated – ashamed ELL Vocabulary: final blow – last and worst thing that happened

Page 26 Show the photograph and read aloud the caption and the text box on page 26. Then ask the question. Have a few volunteers share what they found out. ELL Vocabulary: exclude them – keep them out

“Heads Together” Be sure to include everyone in and contribute to the group discussion. Remember your discussion prompts. Why did Captain Pratt and the U.S. government want Native American children to be Americanized? Heads together. Review that Captain Pratt and the U.S. government got the idea for educating Native American children at boarding schools because they thought it was important for the children to be “Americanized.” Circulate and randomly select groups to observe as they work. Class Assessment Note – CA4 Have a few volunteers share what they discussed in their groups after each question.

What Do You Think About It? What do you think of the idea of trying to Americanize Native American children at the boarding schools? Explain your thinking. Use your discussion prompts. Refer to the text to support your thinking. Facilitate a brief discussion using the question. Be ready to reread from the text to help them.

Reflect on Group Work I would like to share some of my observations of how you did explaining your thinking in your groups. You will have more opportunities to explain your thinking in the coming weeks.

Individualized Daily Reading As you read your social studies texts today, I want you to pay attention to text features. I would also like you to think about what facts or other information you learn from the text features. At the end of IDR, I will ask you to share with your partners about the text features and what you learned from the features. Give students a moment to select the sections they wish to read today, and then read silently for up to 30 minutes. Confer with individual students. ***Note- Making Meaning says that they are to use their social studies textbooks. We do not have them at my school, so I just put social studies texts. I am sure we can find plenty of these types of books at the library.

Share With Your Partner What was the part of your text you read today about? What is a text feature you noticed? What did the text feature help you learn? Signal to let the students know when it is time to stop reading.

Return to Homeroom Classes!