Wednesday, October 9, :10 – 8:30 Who found out the moon phase? Waxing Crescent

Class Novel Read Part 2 -Chapter 7 & Complete T chart 8:30 – 9:15 SummaryQuestions Pt 2 Chapter 7

Restroom Break 9:15 – 9:25

9: :00 INDEPENDENT READING

Paired Partner Practice 10:00 – 10:20

Grammar Time! Grammar Time! 10:20 – 10:30

sane pure hesitate persuade prejudice responsibilities Word Study

saneantonym

pure

unexpected guests hesitate

persuade

prejudice antonym

responsibilities

Making Meaning - Vocabulary Partners meet at the carpet 10:30 – 10:45

Today’s Vocabulary Word Focus comes from… According to this article, recess is no longer part of the daily schedule in some schools. According to this article, recess is no longer part of the daily schedule in some schools.

Today’s Vocabulary Word Focus comes from… Let’s read this part of the article. think about this word “discontinue”

discontinue Look at the word discontinue. Notice “dis-” in the word. Remember “dis-” is a prefix Prefix “dis-” means not or the opposite of So when you add the prefix dis- to the word continue, it makes the word discontinue. The words continue and discontinue are antonyms, or words with opposite meanings.

Classroom Discussion Based on what you know about the prefix dis- and the word continue, what do you think discontinue means? What do schools do when they discontinue recess?

Think-Pair-Share Do you think recess should be discontinued at our school? Why do you think that?

Many things we do in the classroom are fun or help us learn, so they should not be discontinued. For example, learning to be a better writer is very important, so our writing should not be discontinued. Learning new words is also important, so our vocabulary work should not be discontinued. Learning how to play the recorder is fun, so I don’t think that should be discontinued either.

Think-Pair-Share What is something else we do that should not be discontinued? Why?

What’s the word we’re learning that’s the antonym of continue? discontinue Write word on Word Chart

Our second Vocabulary Word Focus comes from… Let’s read these two paragraphs. Notice the words “blow off steam”

Vocabulary Word Focus: “blow off steam” blow off steam blow off steam – do or say something that helps you get rid of energy or strong feelings “Blow off steam” is an idiom, an expression or phrase that means something different from what it appears to mean.

Think – Pair – Share When you have lots of energy built up, what do you do to blow off steam? When we say recess gives students a chance to “blow off steam,” we do not mean that the students blow steam out of their mouths and ears during recess. Instead we mean that recess gives the students an opportunity to get rid of stored-up energy by running and playing.

Classroom Discussion What do you do to blow off steam when you are feeling angry or disappointed?

What’s the idiom we’re learning that means “do or say something that helps you get rid of energy or strong feelings”? blow off steam Write phrase on Word Chart

Our final Vocabulary Word Focus comes from… Let’s read this part of the article. Notice the word “restrictions”

Classroom Discussion What restrictions on recess are mentioned in the article? What limits have been placed on what students can do at recess?

Think – Pair – Share What are other restrictions in our school or classroom? At school and in class we have certain restrictions, or rules that limit what we can do and what is allowed. For example, there is a restriction on the amount of time a student can spend looking for a book for independent reading. We limit the time so that everyone will have a chance to look for a book.

Classroom Discussion Why do you think we have a restriction on the number of library books we can check out?

Classroom Discussion What restrictions do you have at home? What limits have your parents placed on what you can do or where you can go?

What’s the word we’re learning that means “a rule or law that limits what a person can do or what is allowed to happen”? restrictions Write word on Word Chart

Unit 3 – Week 2 – Day 3 Unit 3 – Week 2 – Day 3 Being a Writer 10:45 – 11:25

Today’s Agenda Hear discuss and draft personal narratives Explore learning or change in personal narratives Quick Write Share and ask questions about other’s writing

Read Aloud “On Respect: What I Learned from Carl” from Writing from the Heart: Young People Share Their Wisdom edited by Peggy Veljkovic and Arthur J. Schwartz This personal narrative is written by a 17 year old boy named Nick Maney.

On Respect: What I Learned from Carl My mind seems always to return to the day that I met Carl. The city bus, with its mechanical hiss and its slightly dizzying engine-exhaust fumes, stopped at the corner of 31 st and Centennial Drive to pick up the daily commuters, a group in which I was included. Boarding the bus, I looked, seemingly in vain, for a place to sit, because I hated standing in the aisle and being subjected to the rocking of the bus. At last, I spotted a place to sit near the back. The occupant of the seat next to the one I was going for was an older man in a grey suit, well-worn dress shoes, and a black hat like I always pictured reporters wearing, but without the little press card. Sliding into the seat next to the man, I began to

read the book I’d been carrying, which was Jack Kerouac’s On the Road. The man in the seat next to me introduced himself by asking if I’d read any other books like the one I was currently holding, books from the same era. When I told him I had, he seemed to become interested, and, to tell the truth, so did I. He introduced himself as Carl. He told me about how he used to play the trumpet back in the fifties in jazz clubs. He asked if I like jazz, and I told him that I didn’t really listen to it, that I liked punk music. Waiting for Carl to tell me that I should listen to “real music” I was shocked when he just smiled and nodded. He said, “you remind me of myself when I was your age. I remember

how my parents hated jazz, how they couldn’t see how I could listen to ‘that awful noise.’ I bet your parents say the same thing, don’t they?” Now it was my turn to smile, amused with how right he was. As the bus ferried us from one side of the city to the other, Carl and I talked about a lot of different things. The more we talked, the more amazed I became at how much the two of us really had in common, despite the age difference. Finally, Carl got off at his stop, and mine was soon after, I haven’t seen him since then, but the thought of our connection that day rarely leaves my mind. Carl really made me think about how much we can learn from each other if we just break through the barriers we’ve got. I mean, I would have never thought that I could have so much in common with someone that much older than I, just because of age. But Carl taught me that no matter what, we’re all just people, and that we should make an extra effort to try and get to know our neighbors and people we see every day, regardless of age, or of race, religion, sex, or anything else. If we all took the time to attempt to understand each other, I think that the world would be a much better place that we could share together, as humans.

Look at your copy of the narrative. Reread the personal narrative quietly to yourself. Be prepared to discuss the following questions when you are finished. –What is the episode that Nick Maney describes? –What sensory details tell you what it was like on this bus? –What does he learn from Carl? What sentences tell you so?

Quick Write: A Valuable Lesson If you were going to write a personal narrative about something you’ve learned from someone, what might you write about? –Turn and talk Open your writer’s notebooks to the next blank page in the writing section. Spend the next 5 minutes writing about something that you learned from someone. Remember the important thing in this stage of the writing process is to get your thought down on paper. You will revise and edit later if you choose to publish the piece.

Independent Writing Write silently for the next 20 to 30 minutes. Here are your writing choices for the day. –Work on the piece you started during the quick-write. –Continue a personal narrative you started earlier. –Start a new personal narrative. –Include sensory details in your writing. I will be pulling for conferences today during this time.

Sharing and Reflecting Read your writing from today. Pick one sentence to share with the class and underline it. –Each person will share their sentence quickly aloud. Be ready to read yours and make sure that you listen to others. I will be asking questions. –What sentence did you hear that got you interested in someone else’s writing? –What questions do you want to ask a classmate about his or her writing?

Math Time! 11:30 – 12:00

Math Workbook page 233

Math Workbook page 234

Out of Classroom! 12:00 – 12:45 Activity 12:45 – 1:15 Lunch 1:15 – 1:45 Recess

Math Time! 1:45 – 2:45

Math Workbook page 235

Math Workbook page 236

2:45 – 3:10 SCIENCE TIME

Respiritory System Hands-on Activity

Homework Workbook pages 239 (all), even #’s Review body systems Read at least 30 minutes every day Choice - Vocabulary Practice Wed. Words

3:10 – 3:15Wrap Up! Pack-Up Office will announce: Car Riders – Leave around 3:15 Bus Riders – Teacher walks out about 3:22 (listen to intercom-dismisses by grade)