1. Thursday, January 7, 2016 WRITING PROMPT:
(use notebook paper – restate the question as a statement
and use specific details to answer the question)
Tell me about your family. How many people live in your house? How many siblings do you have? What do you and your family like to do? Whatever you want to share about your family is great!
8:10 – 8:40

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

3. Group Conferring and revising
Getting Ready to Write:
Week 1 Day 4

4. Confer in groups of four about your directions
Goals for this lesson:
Confer in groups of four about your directions
Explore completeness, accuracy, and clarity in functional writing
Ask for and receive feedback about your writing
Give feedback in a helpful way
Revise your directions

5. Exchange and Imagine Following Directions
Get out your “Find a Secret Object” directions. Yesterday you wrote directions to a secret object in the classroom.
Today each partner pair will join another pair of partners to form a group of four.
Each of you will take turns reading his/hers directions to the group.
The other group members will imagine following the your directions, guess the secret object, and give helpful feedback.

6. Confer in groups about directions
Lets refer to the “Writing Good Directions” chart and think about then discuss each question on the
Chart in groups of four:
“Writing Good Directions”
Are the directions accurate and clear?
Does the reader have all of the formation needed?
Discuss: If you were confused about any of the directions, how might you give that feedback in a respectful and helpful way?
This is the time you want to walk and assess each student—use the Class assessment record sheet on pg 113 of the assessment resource book.
Look on page 492 in vol 2 of BW for class assessment note.

7. Discussion: What feedback did you get that helped you?
What was helpful about how the other students in your group talked to you?
What suggestions do you have for how the other students might give feedback in the future?
Today during writing time you will use the feedback you received to help you revise your directions, if necessary.
Think about what you can add to you directions that can make your directions clearer.

8. Independent Writing
9:00 – 9:25

9. WRITING TIME Revise Drafts
Return to your seats and work on revising your secret object directions.
If you finish, the begin writing another set of directions for another object that is on your list.

10. Sharing and Reflecting What a great day of writing!
What is one change you made to your directions today? Read it to us. Why did you make this change?
What a great day of writing!

11. Restroom Break
9:25 – 9:30

12. Reading Lesson
9:30 – 10:00

13. Unit 6 – Week 1 - Day 4 In this lesson students will:
Hear and discuss a historical fiction book
Make inferences about the story’s plot, conflict, setting, and characters
Compare two historical fiction books
Explore the use of first- and third-person points of view
Read independently for up to 30 minutes
Use prompts to extend a conversation

14. Making Meaning – Making Inferences
Partner up and Meet as a Group

15. Review Story Elements
Earlier we heard Richard Wright and the Library Card and talked about story elements, including character change.
Today I will read another story aloud and partners will talk about the story elements they notice.
Thinking about elements such as character and character change, setting, plot, and conflict can help readers identify with and remember what is important in the story.

16. Prompts to Extend a Conversation
Remember to continue using the prompts to extend your conversations.
Prompts to Extend a Conversation
“Tell me more of your thinking about…”
“Let’s talk a little more about…”
“Another way to think about it might be…”

17. The story I will read aloud today is Uncle Jed’s Barbershop.
Author:
Margaree King Mitchell
Illustrator:
James Ransome

18. Comparing the Setting
The setting of this story is the South during a time when segregation was part of everyday life.
Richard Wright and the Library Card also takes place in the segregated South.
The time period of the two stories is a little different though.

19. Comparing the Setting
Richard Wright and the Library Card takes place during the 1920’s.
The first part of Uncle Jed’s Barbershop takes place during the Great depression, a period in the 1930’s when many factories and businesses closed and millions of Americans were out of work. Thousands of banks also shut down and many people lost their life savings.

20. The author of Uncle Jed’s Barbershop based the character of Uncle Jed on her grandfather.

21. Let’s Begin Uncle Jed’s Barbershop
Stop after p11: That meant they lived in a shack and worked somebody else’s land in exchange for a share of the crop.
What has happened in the story so far?
Turn to your partner.
At each of the stops, as pairs talk, circulate among them and notice whether they are referring to the story in their discussions. If the students are having difficulty, you might spark their thinking with questions such as:
Who do you think is the main character in the story?
What problem do you think the main character is facing? Why do you think that?
How do you think the main character is dealing with the problem?

22. Let’s Read Some More!!
Stop after p16: “And the doctors wouldn’t do the operation until they had the money.”
What has happened in the story so far? Turn to your partner

23. Let’s Read Some More!!
Stop after p22: “Uncle Jed had over three thousand dollars in the bank, and it was gone.”
What has happened in the story so far? Turn to your partner

24. Let’s Finish Uncle Jed’s Barbershop!
Classroom Discussion!
What challenges does Uncle Jed face as he tries to fulfill his dream? How does he deal with the challenges?
What do we know about the setting in this story? How does the setting affect what happens to the characters?
What can we learn from Uncle Jed about dealing with challenges in our own lives? Explain your thinking.
Remind the students to use the prompts they have learned. Be ready to reread passages and show illustrations again to help the students recall what they heard.
Students might say:
“First, Uncle Jed uses some of his savings to pay for Sarah Jean’s operation. Then he loses his savings when the bank fails.”
“Uncle Jed lives in the South during segregation. It was hard then for African American people to own their own businesses.”
“In addition to what “student” said, the white doctors wouldn’t treat the African Americans until after the white people were treated. That was because of segregation, too.”
“We can learn never to give up on our dreams, even if it takes a long time and we have big setbacks.”

25. Book Comparison - Similarities
In what ways are these two stories similar? - Turn to your partner
Student Sample Responses:
“They’re both stories that mix made-up parts with real history. The story about Richard Wright is based on his life. That means some of the details might be made up. And Uncle Jed and Sarah Jean are made-up characters.”
“In addition to what “student” said, they’re both about African American men who live in the South during segregation.”
“I agree with “student”. Also, they’re both about people who keep fighting to live their dreams even though they face big challenges. Uncle Jed gets his barbershop and Richard Wright is able to get books and moves north.”
“In addition to what everyone else has said, both characters are treated badly by the racist society, but they don’t let that get them down.”

26. Book Comparison - Differences
In what ways are these two stories different? - Turn to your partner
Student Sample Responses:
“Richard Wright was a real person. Uncle Jed is a made-up character.”
“Another difference is that Richard is a teenager, just getting started with life. Uncle Jed is an older man who dies at the end of the story.”
“The settings are different. The story about Richard Wright starts out in the country but takes place mostly in a city. The story about Uncle Jed is set in the country.”
“Uncle Jed’s Barbershop is told by a character named Sarah Jean. I think that’s called first-person point of view.”
“In addition to what “student” said, the story about Richard Wright isn’t told by someone who’s in the story. I think it’s written from the third-person’s point of view.”

27. First- and Third-person Points of Views
Think-Pair-Share
Who is telling the story? What in the story makes you think so? - turn to your partner

29. Uncle Jed’s Barbershop pages 28-29 – previous slide
Notice the woman in the illustration. The character, Sarah Jean, is telling the story.
When the person telling the story is a character in the story, we say the story is being told from the first-person point of view.
Words like my, I, and me are clues that can help you recognize first-person point of view.

30. Richard Wright and the Library Card excerpt
As I read this excerpt, I want you to think about who is telling the story.
Who is telling the story? What in the story makes you think so? – Turn to your partner
Have one or two volunteers share their thinking with the class.
Students might say:
“It’s hard to tell who’s telling this story because the person telling it doesn’t say anything about himself.”
“I think the narrator could be someone who has read a lot about Richard Wright and wanted to write a book about Richard Wright’s life.”

31. Richard Wright and the Library Card excerpt
If Richard Wright and the Library Card were being told from the first-person point of view, it would use the words I, me, and myself instead of the words he, him, and himself.
Let’s look at each sentence and read it as if it were written in the first-person point of view.
Do you think Richard Wright and the Library Card would be a more interesting story if it were told from the first-person point of view? Why?
Student’s might say:
“I think it would be more interesting because if it said I and my and me, it would be more like Richard Wright was telling his own story.”
“I think it’s more interesting the way it is. Richard Wright was a real person, and this book is telling us what happened in his childhood that led to him becoming a famous author. That’s why it says, ‘he did this, he did that.’”

32. Making Connections
Making connections between texts, or thinking about what is the same and different about the texts, helps readers enjoy and understand what they read.
One of the ways readers make connections is to think about each text’s point of view, or who is telling the story.
I want you to continue to notice connections between texts that you hear and read.

33. Vocabulary Lesson
10:00 – 10:15

34. Making Meaning – Vocabulary
Week 14 – Day 3
In this lesson, the students:
Learn and use the words bundle, selfless, and resilient
Review the suffix –less
Build speaking and listening skills
Include everyone in the discussions
Contribute to group work
Use prompts to extend a conversation

35. Review Uncle Jed’s Barbershop
Sarah Jean and her parents are in this illustration on page 17.
Sarah Jean’s parents take her to the hospital and find out that she needs an operation. They cannot afford to pay for it, so they take Sarah Jean home.

36. Pages 18 & 19 of Uncle Jed’s Barbershop
Let’s read the first sentence on page 19.

37. Vocabulary Word #1: bundle
bundle – wrap or tie things together
Sarah Jean’s mother bundles, or wraps, Sarah Jean in a blanket to keep her warm on the way home.

38. Bundling Up
When we wrap ourselves in a blanket or put on warm clothing because it is cold, we say we are bundling up.
When have you had to bundle up? What did you bundle up in?
Prompt: I had to bundle up when… AND
I bundled up in…

39. Bundling Letters
In addition to wrap, bundle means tie things together.
Sometimes people use string or twine to bundle newspapers, or tie them together.
Bundling makes them easier to store or carry.
Sometimes people use rubber bands to bundle their computer cords under their desks to keep the cords tidy.
What else might people bundle?
Prompt: People might bundle…
Have a few volunteers use the prompt to share their thinking with the class.

40. bundle
Imagine you have a bunch of letters from a friend. You put your letters into a neat stack so that you can bundle them.
What might you use to bundle the letters? Turn to your partner
Prompt: I might use ____ to bundle the letters.
Why might you bundle the letters?
Prompt: I might bundle the letters because…
Have one or two volunteers use the prompt to share their thinking with the class.

41. What is the word we’re learning that means wrap or tie things together?
bundle

42. Pages 18 - 21 – Uncle Jed’s Barbershop
Sarah Jean’s father finds Uncle Jed and tells him about the operation Sarah Jean needs.
Let’s read the second paragraph on page 19 and the first paragraph on page 21 aloud.

43. Next Vocabulary Word: selfless
selfless – unselfish or without thought for yourself
When you are selfless you are more concerned about others than you are about yourself.
Uncle Jed has been saving every penny so that he can open a barbershop.
When he uses his money to pay for Sarah Jean’s surgery instead, he is being selfless, or unselfish.
He is more concerned about Sarah Jean’s health than about his barbershop.

44. selfless uses the suffix -less
-less is a suffix that means “without”
Adding the suffix –less to the word self makes the new word selfless, which means “without self.”
When people are selfless, they act without thinking about themselves – they focus on the needs of others.

45. Selfless or Not Selfless?
Partners will play a game called Selfless or Not Selfless.
Selfless people sacrifice (give up) something they care about to help others.
Listen as I share a few examples of selfless acts I know about.
You might say:
“A friend of mine went to Ghana, a country in western Africa, as a volunteer. He taught people there how to irrigate, or create a watering system for, their crops. He was being selfless because he gave up his job and three months of his time to share what he knew with people in another country. Firefighters and police officers are selfless because they are willing to sacrifice their lives to save or help other people.”

46. Is this person selfless?
I will describe something a person is doing. You and your partner will decide if the person is being selfless and why you think so.

47. Is this person selfless?
Rebecca and six of her friends are going on a rafting trip. When they get to the river, they find out that only six people can fit on the raft. Rebecca volunteers to stay behind so her friends can go.
Is Rebecca being selfless? Why do you think that? – Turn and talk
Prompt: Rebecca (is/is not) being selfless because…

48. Is this person selfless?
Ben donates most of his old clothes to charity, but he keeps an old sweatshirt he especially likes.
Is Ben being selfless? Why do you think that? – Turn and talk
Prompt: Ben (is/is not) being selfless because…

49. Is this person selfless?
A factory owner decides to close her factory because pollution from the factory is hurting the environment. All of her workers lose their jobs.
Is the factory owner being selfless? Why do you think that? – Turn and talk
Prompt: The factory owner (is/is not) being selfless because…

50. selfless When have you, or someone you know, been selfless?
Prompt: ___ was selfless when…

51. What is the word we’re learning that means unselfish or without thought for yourself?
selfless

52. Pages 22-23 – Uncle Jed’s Barbershop
A few years after Sarah Jean’s operation, Uncle Jed has enough money to open his barbershop. Let’s read pages again.

53. Final Vocabulary Word - resilient
resilient – able to recover from or adjust to misfortune or change
Uncle Jed is resilient because he is able to adjust after he loses his money.
He does not give up his dream. Instead he starts saving money again.
resilient – able to recover from or adjust to
misfortune or change

54. Being resilient
A resilient person recovers from a bad situation or is able to adjust to it.
I want to share a few examples of people I know who are resilient.
When have you, or someone you know, been resilient? - Turn to your partner
Prompt: _____ was resilient when…
You might say:
“My sister’s best friend, Molly, moved away last summer. My sister was sad and lonely for a while, but in time she made new friends. She and Molly talk to each other once a week and they text and in between. My sister is resilient because she was able to recover from the disappointment of her friend moving away. My niece fell off her bike and broke her arm. Some children would be afraid to ride their bikes again after an accident like that, but not my niece. She went riding the very next day her cast came off. She was resilient because she was able to get over her fear of getting hurt and ride her bike.

55. What is the word we’re learning that means able to recover from or adjust to misfortune or change?
resilient

56. IDR – Independent Daily Reading
Let’s Focus on Making Inferences!
Today I want you to read for 15 minutes, then reread the same section and think about inferences you might make. Use a self-stick note to mark your place.
Have students get their texts and read silently for up to 30 minutes. Confer with individual students during this time.
10:15 – 10:55

57. “Reading Comprehension Strategies”
Sharing Time!
“Reading Comprehension Strategies”
Let’s hear from a few volunteers (one at a time):
Share the title of your text, the author’s name, and what the text is about.
What is happening in the part of the text that you read today? How do you know? Are those things stated directly or are you inferring them from clues? What clues?
Writing About Reading activity p321
Extensions p321,322

58. Return to Homeroom Classes!