Tuesday, February 16, 2016 8:10 – 8:40

Figurative Language Quiz Are the following expressions examples of Personification Simile Or Metaphor 10:35 – 10:45

The Alarm clock went off like a bomb!

Simile

The ants marched home

Personification

She’s As Mad As a Hatter!

Simile

Sun went to bed!

Personification

The moon is a ghostly galleon tossed upon cloudy seas

Metaphor

She was as quiet as a mouse

Simile

The trees whispered to each other in the darkness

Personification

The frog’s tongue moved like lightning

Simile

She Ate the Mountain of food greedily

Metaphor

Metaphor Review!

Day 1 – Introduction Today, you will learn how to connect simple sentences. A simple sentence contains a subject and a predicate, and expresses a complete thought.

Day 1 – Introduction and but or so 1) Davida goes to Boxwood School. _______ 2) She is in Mr. Rosetti’s sixth-grade class. 3) Davida loves school. _______ 4) She gets good grades in all subjects. Ask the students to listen carefully as you read sentences 1-4, which are all simple sentences. Then read the sentences aloud and ask: Q- What did you notice about how these sentences sounded as I read them? If necessary, point out that the sentences are all short, which makes them sound choppy. Explain that to make these simple sentences longer and more interesting, we can use the word and to join pairs of sentences together. Write the word and. Then cross out the capital S in She and replace it with the lowercase s. Replace the period after School with a comma, and read the new sentence aloud: Davida goes to Boxwood School, and she is in Mr. Rosetti’s sixth-grade class. Point out that the ideas in the joined sentences relate to each other: they both tell about Davida and her school. Explain that when we join two simple sentences with related information we use a special kind of conjunction, or connecting word, called a coordinating conjunction. Point to the coordinating conjunctions and, but, or, and so in the word box. Remind the students that they used two of these conjunctions, and and or, to form compound subjects and compound predicates. Explain that when we use a coordinating conjunction to connect simple sentences with related information or ideas, we form what is called a compound sentence. Point to the comma in the sentence and explain that we put a comma before a coordinating conjunction in a compound sentence. *You may also want to mention a way to remember coordinating conjunctions (FANBOYS- for, and, nor, but, or, yet, so). Create an anchor chart if necessary.

Day 1 – Introduction and but or so Davida goes to Boxwood School, and she is in Mr. Rosetti’s sixth-grade class. Davida loves school, and she gets good grades in all subjects. 5) This year the school started a tutoring program. 6) Sixth graders can help younger students with reading. _______ 7) They can help them with math. 8) Davida likes math. _______ 9) She would rather help someone with reading. 10) Davida wants others to love reading as much as she does. _______ 11) She signs up to help a third-grader improve her reading skills. Have the students silently read sentences 3 and 4. Ask: Q- How can we use the coordinating conjunction and to make these two simple sentences a compound sentence? Q- How are the ideas in the two simple sentences related? Have a volunteer go to the whiteboard and write and in the blank, replace the period with a comma before the conjunction, cross out the capital S in She, and replace it with a lowercase s. As needed, explain that both sentences tell about the kind of student Davida is. Read the new compound sentence aloud. *If necessary remind the students to always change the capital at the beginning of the second sentence to a lowercase letter. Read sentence 5 aloud. Tell the students that using different types of sentences with different lengths adds variety to their writing and makes it more interesting. Since the paragraph now has two compound sentences at the beginning, you will leave sentence 5 as a simple sentence. Read sentences 6 and 7 aloud. Explain that these sentences show a choice between two school subjects-reading and math. Explain that instead of the coordinating conjunction and, we use another conjunction-or-to join two sentences that show a choice. Write or in the blank, replace the period after the first sentence with a comma, replace the T in They with a t, and read the new compound sentence aloud. Read sentences 8 and 9 aloud. Explain that these sentences show a contrast or difference between the subjects that Davida likes. Explain that to join sentences that show a contrast or difference, we use a third coordinating conjunction-but. Write but in the blank, replace the period with a comma, replace the S in She with an s, and read the new compound sentence aloud. Read sentences 10 and 11 aloud. Explain that these sentences show a cause-and-effect relationship: Davida signed up to help a struggling their-grader because Davida loves reading. Explain that to join sentences that show that one event is the result of another, we use a fourth coordinating conjunction-so. Write so in the blank, replace the period with a comma, replace the S in She with an s, and read the new compound sentence aloud. *You might want to tell the students that an easy way to check whether the coordinating conjunction so correctly joins two sentences is to substitute so with for that reason and see if the two sentences make sense together.

Vocabulary Test 8:40 – 8:55

Vocabulary Test interact academic dependent device preteen 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 interact academic dependent device preteen

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

Being a Writer Expository Nonfiction Week 4

Day 1

Weekly Writing Focus You will use various sources of information to research topics. You will modify and expand your thinking based on your research. You will take notes using your own words (paraphrasing). You will draft reports and include facts, details, and other information. You will explore transitional words and phrases. You will confer with one another and the teacher.

Weekly Social Development Focus You will make decisions and solve problems respectfully. You will act in fair and caring ways. You will work in a responsible way.

Today’s Plan Continue to research topics Take notes in your own words Check each other’s notes for understanding Share the work fairly

Getting Ready to Write Gather with your partners. You will need your notebooks and all the research and writing that you have completed so far. You have been researching your topics for a week now. Take a minute to read over all the things you have found and written to this point, quietly. After starting your research, did you change your mind about anything you wrote in your pre-research writing? Think, Pair, Share

Working With Partners Remember to consult the “Important Information About Books and Websites” chart when doing research today. Later this week you will begin putting together your first drafts. Think for a minute about what you hope to accomplish today. Discuss your goals briefly with your partner.

Restroom Break 9:25 – 9:30

Independent Writing 9:30 – 9:50

Writing Time 20 to 30 minutes Research nonfiction topics and take notes Share the work fairly

Sharing and Reflecting What was it like to take notes in your own words today? What is one interesting fact that you and your partner learned about your topic today? Take a look at your pre-research writing. Does what you have learned since you have been researching match up with what you thought you knew?

Reading Lesson 9:50 – 10:55

5th Grade Making Meaning Unit 7 Week 4: Analyzing Text Structure

Day 1 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 Explain your thinking Use discussion prompts in small-group discussions

Review Reading Focus We have been reading articles and functional texts and thinking about how expository nonfiction can inform readers. In the coming weeks we will look at another kind of expository nonfiction – textbooks, or schoolbooks. Have the students bring their Student Response Books and gather in their groups of four facing you. ***Note – I struggled with this one because we really don’t use textbooks. I guess you could put manuals or schoolbooks instead.

Discuss Reading Textbooks Textbooks are a kind of expository text that students read often in school. What kinds of textbooks have you read? What can be hard about reading textbooks? ***Note – The first question is actually “What kinds of textbooks have you been reading this year?

Plans for Learning For the next couple of weeks you will hear a book written in the style of a textbook. You will think about and discuss how textbooks can be organized to give readers information, and you will use what you learn to help you make sense of textbooks. There will be opportunities for you to explain your thinking and use discussion prompts in your groups.

Cover of the Book Tell students that this is the book you will read aloud and read the title.

Historical Background It is about schools built in the late 1800s and early 1900s for children from Native American Tribes. Native American is another term for American Indian. Boarding school is a school where students live away from home.

Beginning in the 1400s people from countries in Europe began traveling to North America by boat looking for new land and opportunity.

More Historical Background As the greater number of settlers came to North America, life became more and more difficult for Native Americans. Many Native Americans died from diseases the settlers brought from Europe and from the destruction of their way of life. Those who were left had less and less land to live on.

Native American Reservations By the mid 1800s, all of the Native American tribes in the United States had been forced to live on reservations, or small areas of land set aside by the U.S. government.

Map of Native American Land

Map of Native American Land

Notice the difference in the amount of land occupied by Native American tribes in 1775 and 1894.

Maps of Native American Land

Reservations On the reservations, the tribes did not have enough land to support themselves. The boarding schools were built because the government thought that if Native American children were educated to fit into the world outside the reservations, they could get better jobs and help support their tribes.

Table of Contents This is the table of contents. It is a common text feature in expository nonfiction.

Student Response Book – Page 58 Have the students turn to Student Response Book page 58, where the table of contents is reproduced. Read the chapter titles and headings aloud and then ask the question. Have one or two volunteers share their thinking. What topics do you think you will hear about in this book?

Today’s Reading Today you will hear the introduction and chapter 1 of the book. I will stop periodically during the reading to have you discuss what you have learned from the book so far.

Show the “Cherokee Removal Routes” map on page 4

Painting page 3 Show the painting on page 3 and read the caption aloud. Ask briefly and discuss the question. Have a few volunteers share what they found out. What was life like for the eastern tribes who had moved to Oklahoma?

“The Reservations” In the next section “The Reservations,” the book discusses how the government tried to prevent conflict between western, or Plains, Native American tribes and the European settlers who were moving west onto their land.

Page 5 What happened to the Plains tribes as the settlers moved west? Show the accompanying illustration and read the caption. Ask the question. Have a few volunteers share what they found out. What happened to the Plains tribes as the settlers moved west?

Discuss the Reading in Groups Why do you think the journey was called the Trail of Tears? Heads Together Use the discussion prompts during your conversations and refer to the information in the reading to support your thinking. Have a few volunteers share what they discussed in their groups. Be ready to refer to the text to help the students support their thinking.

Discuss the Reading in Groups Do you think the eastern and Plains Native American tribes were treated fairly by the U.S. government? Heads Together Use the discussion prompts during your conversations and refer to the information in the reading to support your thinking. Explain that you will ask another question for the groups to discuss. Have a few volunteers share what they discussed in their group. Tell them that tomorrow they will hear and discuss the next two chapters in the book.

Reflect on Group Work How did you do with explaining your thinking in your group? How did the discussion prompts help you participate in your group discussion? Ask briefly and discuss the questions.

Individualized Daily Reading For the next two weeks you will read parts of social studies texts during IDR. Think about what facts you are learning. At the end of IDR, I will ask you to share facts you learned with the class. 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 Your Reading What was the part of your text you read today about? Tell a fact you learned. Signal to let the students know when it is time to stop reading. Have a few volunteers share their reading.

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