8:10 – 8:40 Monday, August 31, 2015 Thought of the Day… “Learn that your actions do affect other people, so be careful what you say and do. It’s not always just about you.” Cursive Practice – Write a letter to my son Jacob; thank him for the candy. (Cursive Practice – Write a letter to my son Jacob; thank him for the candy.)

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

Today’s Plan Learn about a professional author’s writing process. Review your recent drafts, and select one to develop and publish. Reread your writing critically. Complete the first drafts of your selected writing pieces. Use Writing Time responsibly.

Getting Ready to Write Gather – Sit next to your partner (They are the same for this unit). Make sure you have your notebook and pencil. Face me. Review – Over the past 3 weeks you have been hearing many different kinds of books and getting many different ideas for writing. Plan – Throughout this week you will develop one piece of writing into a book for the classroom library.

The Writing Process Before you select which draft you want to take to publication, you will learn how, Jon Scieszka, a professional author that you met in the last unit, develops a piece of writing for a book. What do you remember about Jon Scieszka?

Jon Scieszka Today I will read to you more from an interview with Jon Scieszka. In this interview he talks about his writing process, or how he writes.

Do you have a daily work routine? I can write anywhere – on the subway, on airplanes, or in the park. I always have a pen with me. I’m always ready! I write later drafts on my computer, but I start out in longhand because I can write faster that way. The main thing is that I try to make myself write every day, no matter what. Sooner or later I write something worth rewriting! I have a notebook full of ideas. When I want to start a book, I come back to that notebook to see if I can get one of those ideas to take off.

Do you revise your work much? Yes. I was amazed once, going through some old files, to realize how many reams of paper I had gone through before I finished the first Time Warp books. It was kind of scary! I try to polish my work as much as possible before showing it to my editor, because I’ve found that if I involve other people too soon, it confuses me. I lose track of what it was I wanted to say.

What is the best part of being a writer? Being a writer is fun, but it’s also torture. The hardest part is sitting down to write on a nice summer day. It becomes fun once I get something going, when like an athlete I know I’m “in the zone”. That’s when ideas come, and that feels magical. But the best part of writing is finishing a good piece of writing.

Think, Pair, Share 1.What did you learn about Jon Scieszka’s writing process? (Think, then turn and talk with your partner.) 2.What do you think he means when he says, “Sooner or later I write something worth reading”? (Think, then turn and talk with your partner. )

Prepare to Review Drafts Professional authors usually work a long time on a piece of writing to get it ready to be published, or made into a book to be read by others. Authors start with an idea or a first draft. After that the rewrite or do research, add and take out words and information, and make the piece as interesting and clear as possible. This is called the revision process. During the next 2 weeks each of you will revise a piece of writing to get it ready to publish.

2 Weeks! Carefully read all of the drafts you have written in your notebooks and select one draft to revise and publish. Make sure that you are really interested in the piece that you choose. Otherwise 2 weeks will seem like forever!

Selecting Your Draft Pick a piece that offers revision possibilities. – No lists – Not a piece that you already feel is perfect – Not too long – Not too short Be prepared to answer these questions about the piece you choose. – Why did you choose this piece to revise? – What might you add or change in this piece to make it more interesting?

Questions About First Drafts Does your writing make sense? What parts might you want to check again to make sure they make sense? What still needs to be added to your first draft for it to be finished? What else might readers want to know about when they are reading your piece? Read the last sentence of your piece. Does it feel like an ending? What more can you write to make it feel like an ending?

Turn and Talk Turn and talk with your partner about the questions I just read to you. – Does your writing make sense? What parts might you want to check again to make sure they make sense? – What still needs to be added to your first draft for it to be finished? – What else might readers want to know about when they are reading your piece? – Read the last sentence of your piece. Does it feel like an ending? What more can you write to make it feel like an ending?

Independent Writing 9:00 – 9:25

Your Goal For Today You will finish your drafts today, making sure they have included everything you want to say at this point.

Writing Time Work silently for the next 20 to 30 minutes to finish your first drafts.

Share and Reflect What did you do to take responsibility for your own work during Writing Time today? How does it help to build our community when you do that?

Restroom Break 9:25 – 9:35

Grammar Lesson 9:35 – 9:45

©2002 The McGraw-Hill Companies, Inc. Sentence Skills, Form A, 7E Sentence Variety I Last Week we reviewed: Simple Sentence Create an Anchor Chart Let’s add it to our Reading Reference

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. 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.

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. 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.

Vocabulary Lesson 9:45 – 10:00

Let’s Review last week’s vocabulary words! lushdimclamber lushdimclamber lurkpollutenourish lurkpollutenourish

Vocabulary Test Select at least five of your reading vocabulary words to include in a narrative you will write (topic your choice). Be sure to include narrative elements such as a naturally sequenced plot, dialogue, and a problem that gets resolved by the end of the story. lush dim clamber lurk pollute nourish

Reading Lesson 10:00 – 10:55

Day 1 In today’s lesson you will: Hear and discuss an expository nonfiction article Read independently for minutes Explain their thinking Share their partners’ thinking

Get Ready to Work Together Today we will talk about a nonfiction article that I will read aloud. Be sure to focus on explaining your thinking to your partner. I will ask you to report on your partner’s conversations at the end of the lesson.

Review Text Features In the last lesson, we read a kind of nonfiction called expository nonfiction. We read Rainforests and used text features to help us understand the text.

Articles This week we will use text features to help us understand articles (short pieces of expository writing that appear in newspapers, magazines, and websites) What newspapers, magazines, or websites have you seen or read? Why do people read newspapers, magazines, or websites?

Today’s Article The article I will read aloud is titled “Follow That Ball! Soccer Catching On in the U.S.” After hearing the title, what do you think this article might be about?

What have you found out so far? Turn to your partner.

Discuss the Article as a Class What is this article about?

Think, Pair, Share Why is soccer becoming more popular in the U.S.? What in the article tells you that? [pause] Turn to your partner. Why do you think soccer is so popular among American women? [pause] Turn to your partner.

Reflect on Explained Thinking What did you say to your partner to help explain your thinking today? What can you say to your partner next time if you don’t understand what he or she said?

Individualized Daily Reading Today you will read nonfiction texts. You will read silently for minutes. Think about the text features you notice and how they helped you learn.

Text Features What text features did you encounter in your reading today?

Out of Classroom! Lunch 10:55 – 11:25

SCIENCE TIME 11:25 – 12:10

S.T.A.R.

S.T.A.R.

Animal Interactions and Food Webs

carnivore Eats meat…

herbivore Eats plants…

omnivore Eats both meat and plants…

producer Makes its food…

Secondary Consumer Primary Consumer Has to go get its food…

decomposer scavenger Feed off of dead things….

predator and prey Hunting and being hunted

endangered and extinct Will this species survive or disappear forever?

S.T.A.R. REVIEW

S.T.A.R.

Food Chain A food chain shows the flow of energy from one thing to the next.

Create a Food Chain!

pg (finish for HW) 2:45 – 3:10

Restroom Break 12:10 – 12:15

Out of Classroom! Recess 12:15 – 12:45 Activity 12:45 – 1:30

Math Bell Work! 1:30 – 1:37

Math Lesson! 1:37 – 2:00

Patterns with Prime Factorization Chapter 2 Lesson 2

Pre-Skills Review Find the prime factorization of x 2 x 2 x 3 x 3 = 72

Essential Question:  How are patterns useful in finding prime factorization of numbers?

I Can...  Identify the factors of numbers.  Find the prime factorization of numbers.  Explore patterns in prime factorization.

Key Terms  Factor – A whole number that multiplies with another number to make a third number.  Product – The result when two numbers are multiplied.  Prime – A number that has exactly two factors (1 and itself).  Composite – A number with more than two factors.  Prime Factorization – To write a number as a product of its prime factors.

Mini Lesson ① Write your number on a red strip. Then glue the ends to make a loop. ② If the number is divisible by 2, write “2” on a white strip. Then loop it through the red link, and glue the ends. ③ If the quotient obtained by dividing the red number by 2 can be divided by 2 or another prime number on the board, write it on another red strip. Then loop it through the red link and glue the ends. If the quotient can be divided only by 1 and itself, write it on a white strip and add it to the chain. We are going to make Prime-Factorization Chains!

Prime-Factorization Chains ④ Continue dividing by 2 (or by another prime number) until the quotient is 1. ⑤ Record the number’s prime factorization on another sheet of paper.

Patterns with Prime Factorization NumberPrime Factorization

Math Workbook p87-88

Math Station Rotations! 2:00 – 3:15

Math Workbook p 89-90

Math Homework p85 & p92 Even Problems

Sharing Time  How are patterns helpful in finding prime factorization of numbers?

Exit Ticket NumberPrime Factorization Complete the table below to show the prime factorization of each number.

3:10 – 3:15Wrap 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 3:15 Bus Riders – (listen to intercom for dismissal)