Notebook Paper Tuesday, November 17, 2015 8:10 – 8:40 Use complete sentences and reread your answer to be sure it is understandable. 8:10 – 8:40

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

Today’s Plan Reread your draft critically Mark places in your drafts where characters are revealed through actions, thoughts, or speech Begin revising your drafts Reflect on creativity in your won writing

Revising to Develop Characters Getting Ready to Write Stay in your seat today. Open your notebooks to the draft you selected yesterday. Make sure you have sticky notes at your table. Revising to Develop Characters How does your main character act? Find a place in your draft where you describe, or could describe, your main character’s actions. Mark the margin next to that place with a self-stick note and write “actions” on it. What does your character say or think? Find a place in your draft where you describe, or could describe, your character’s speech or thoughts. Make the margin next to that place with a self-stick note and write “speech” or “thoughts” on it.

Revising to Develop Characters During writing time today you will revise the places that you have marked with sticky notes. Watch as I model for you how to do this.

“Bernard, you must stop chewing so much gum,” his parents said. “Why?” On Bernard’s birthday, he did not wish for toys, books, or games, like other kids. He wished for gum. Bernard loved to chew gum more than anything in the world. “Bernard, you must stop chewing so much gum,” his parents said. “Why?” “Because your teeth will all rot and fall out.” “Because,” added his sister, Pearl. “It’s disgusting.” But this did not stop Bernard from chewing gum. Thoughts and actions

“Bernard, you must stop chewing so much gum,” his parents said. “Why?” On Bernard’s birthday, he did not wish for toys, books, or games, like other kids. He wished for gum. Bernard loved to chew gum more than anything in the world. “Bernard, you must stop chewing so much gum,” his parents said. “Why?” “Because your teeth will all rot and fall out.” “Because,” added his sister, Pearl. “It’s disgusting.” He figured that if some of the best baseball players in the world could chew gum, so could he. But this did not stop Bernard from chewing gum. You may choose to give more examples of making this type of revision.

Independent Writing 9:00 – 9:25

Writing Tme 20-30 minutes Add actions, thoughts, and speech to your draft to tell about your character. Remove the sticky note when you finish each task. If you finish early, then work on another piece of writing.

Sharing and Reflecting What ideas did you have for describing your character today? What ideas did you have that you fell were creative or original today? Tell us about them.

Restroom Break 9:25 – 9:30

Grammar Lesson 9:30 – 9:45

Day 2 – Guided Practice Stands Alone: mine yours his hers ours theirs Use before a noun: my your his her its our their Stands Alone: mine yours his hers ours theirs As they began the walk, Raoul’s mom said, “Raoul, would you carry ______ map?” Raoul led ______ family down the trail. They saw tall cactus plants on _______ walk. Dad explained that the height of a cactus is a hint about ______ age. He said to Raoul, “That tall plant on ______ right is about 100 years old.” The group saw lizards sitting in the sun. As the group observed a big brown lizard, the wind blew off Raoul’s hat. Another hiker caught it and asked Dad, “Is this ______?” Lara pointed to Raoul and said, “No. It’s ______.” Tell the students that they are going read a passage that is missing some pronouns and work together to fill in the blanks. Read aloud the words at the top of the slide. Then read the first sentence aloud and ask students which possessive pronoun they could use in the blank. Invite a volunteer to the whiteboard to add our into the blank and read the sentence aloud. Ask the students why this pronoun is the correct choice. Continue working through the story. Once all of the pronouns have been correctly placed, have a volunteer read the completed passage aloud. If necessary, help the students choose the correct pronoun by asking: “Does the pronoun come before a noun or does the pronoun stand alone?” Point out that his is in both groups; it can both come before a noun and stand alone. Have the students work in pairs to write a paragraph using at least four possessive pronouns. *If students have difficulty thinking of a topic, suggest that they write about having a favorite outdoor activity.

Day 2 – Paired Partners

Day 2 – Homework

Vocabulary Lesson 9:45 – 9:55

Vocabulary Day 2 exert, dab, rustle

exert, dab, rustle If you were writing a story about a camping trip, which of these words might you use? Prompt: I might use the word _________. I might..

“Would You?” Would you exert yourself to gather a meager amount of berries from a prickly bush? Prompt: I (would/would not) exert myself to gather a meager amount of berries because…

“Would You?” Would you dab your face with a napkin after devouring your dinner? Why? I (would/would not) dab my face with a napkin after devouring my dinner because..

“Would You?” Would you feel uneasy if you heard something rustle in the bushes beside you? Prompt: I (would/would not) feel uneasy if I heard something rustle in the bushes beside me because…

Reading Lesson 9:50 – 10:55

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

Where did we leave Winnie at the end of yesterday’s reading? How do you think the story will end? Discussion Prompts I agree with ___________ because… I disagree with ____________ because… In addition to what _________ said, I think… After discussing yesterday’s reading, display the “Winnie’s Character” chart and briefly review the items on it. Remind the students that earlier in the week they talked about how they thought Winnie was changing. Explain that readers can expect main characters in fiction to change – to be different at the end of the story from the way they were at the beginning. Yesterday we heard Chapter 24 and part of Chapter 25 of Tuck Everlasting.

Add Character Change to Chart 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 climax: point of great excitement and interest in a story theme: big question, message, or lesson character change Explain that you will read the rest of Chapter 25 aloud, and ask the students to think as they listen about who Winnie has become at the end of the story compared to who she was at the beginning.

Let’s begin reading on page 130 Read aloud beginning in the middle of page 130 with the sentence “Though she was confined to the yard…” through “He began to bark again, and reached out a long paw.” p131

After listening to part of page 130 through part of page 131… What are you thinking about the part of the story you just heard? Turn and Talk Without discussing as a class, reread the last sentence before the stop “He began to bark again, and reached out a long paw.” p131 through the end of the chapter p133 Vocabulary to note: revulsion – disgust; intense dislike p131

Classroom Discussion Character Change What kind of person is Winnie now, compared to who she was at the beginning of the story? What in the story makes you think that? Facilitate a brief discussion using the question on the slide. Students might say: “Winnie is a braver person now. She used to be more afraid.” “I agree with (student). She’s even able to pick up a toad now. It doesn’t scare her.” In addition to what (student) said, at the beginning she wanted to change the world but didn’t know how. Now she has done something to make a difference in the world.” Add a few of the students’ ideas to the “Winnie’s Character” chart as they generate them. Discussion Prompts I agree with ___________ because… I disagree with ____________ because… In addition to what _________ said, I think…

Remember the book opened with a prologue, or a “short introduction before the first chapter.” The book ends with an epilogue, which is a “short section after the main part of the book.” Explain that authors sometimes use epilogues to tell about things that happen long after stories end.

Let’s read the epilogue beginning on page 134. Show the first page of the epilogue and read pages 134 – 139 aloud slowly and clearly. Vocabulary to note: blacktopped – paved so cars can drive easily on it p134 cemetery – place with graves where people are buried after death p137

Classroom Discussion What do we find out in the epilogue? Discussion Prompts I agree with ___________ because… I disagree with ____________ because… In addition to what _________ said, I think…

Discussion Prompts I agree with ___________ because… I disagree with ____________ because… In addition to what _________ said, I think… Paired Partners One of the themes in the novel is the big question “Is immortality a blessing or a curse?” I want you turn and talk for each of the following questions. In the end, how does Winnie answer the question of whether immortality is a blessing or a curse?? What is Tuck feeling when he finds the grave, and why do those feelings make sense based on what we know about him? Revisit the Story’s Big Question (Theme) As partners talk, circulate and listen for evidence that they understand the big question about immortality and are referring to the text to support their ideas. What do you think about the choice Winnie made?

Important Elements of Fiction Reading Comprehension Strategies We read Tuck Everlasting to learn strategies of questioning and to recognize story elements! 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 climax: point of great excitement and interest in a story theme: big question, message, or lesson character change Reading Comprehension Strategies Using text features Questioning Recognizing story elements Making inferences Remind students that these strategies help them to understand and enjoy fiction at a deeper level. Encourage them to practice these strategies anytime they read fiction independently.

IDR – Independent Daily Reading 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 climax: point of great excitement and interest in a story theme: big question, message, or lesson character change Remember, theme is “a big idea, message or lesson”. Stories can have more than one theme. Think about the themes in your novels. You will write about your theme thinking at the end of IDR. Have students read silently for 25-30 minutes. After they have settled into their reading, confer with individual students.

IDR – Independent Daily Reading Journal Entry 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 climax: point of great excitement and interest in a story theme: big question, message, or lesson character change Write a journal entry about the novel you are reading. Please include: The title and the author’s name What the novel is about One theme you noticed in the novel If you didn’t notice a theme, something you learned about a character, the setting, the plot, or a conflict in the novel Ask the students to think quietly about what they will write about. After a moment, have partners take turns sharing what they plan to write. Give students a few minutes to write in their journals. If time permits, have a few volunteers share their journal entries with the class. Additional Writing about Reading lesson – Write About Character Change in Tuck Everlasting p231 (next slide)

Writing About Reading Journal Entry Over the past few weeks we have had several discussions about the main character, Winnie, and how she changes from the beginning to the end of the novel. Let’s review “Winnie’s Character” chart. Today I want you to write about how Winnie changes during the course of the novel. Have a few volunteers share their thinking. Then ask students to watch as you think aloud and model writing about how Winnie changes during the course of the novel. You might say: “I think one important way Winnie changes is that she develops courage. I’ll write: Over the course of the story Tuck Everlasting, the main character, Winnie, changes in an important way: she develops courage. Now I want to explain what in the story makes me think that. I’ll write: Early in the story, Winnie longs for adventure, but when she gets kidnapped by the Tucks, she has several moments of fear and wants to go home. By the end of the story, Winnie is willing to go to the jailhouse in the middle of the night and take Mae’s place in order to help her friends escape. That is a courageous act that all of Winnie’s experiences, conversations, and reflections have prepared her for.” Think – Pair – Share first, then we’ll each write. What are some important ways you think Winnie changes during the story? What in the story makes you think so?

Out of Classroom! Lunch 10:55 – 11:20

Restroom Break 11:20 – 11:30

SCIENCE TIME 11:30 – 12:20

Did you Know Bubble – Work Time Students write information on shapes and decide placement on “bubble” Information and Shape choice for: Facts Thought Bubble Speech Bubble Revise/Edit “Topic” is important because…

Due – Thursday, November 19, 2015 – To be completed at school

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 397-398

Workbook pages 399-400 Even Numbers

Workbook pages 403-404

Workbook pages 405-406

Homework wkbk pages 402 & 408

3:15 – 3:20 Wrap Up! 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)