1. Monday
Unit 4 Week 2 Day 1

2. Grammar-10 minutes
•Today we will practice recognizing and using pronouns, or words that take the place of nouns.
•Using pronouns correctly helps writers compose smooth, clear sentences.

4. The pronoun it refers to a thing, so it replaces the new song.
The pronoun them refers to more than one person, so them replaces Liz, Josh, and Jake.
The pronoun him refers to “one male,” so him replaces Mr. Hendrick.
The pronoun us refers to one or more people plus the speaker, so us replaces Liz, the twins, and me

5. This Week's Writing Focus:
Hear, discuss, and draft fiction writing
Explore characters, setting, and plot
Explore how setting is developed in stories
Cultivate and develop creativity in writing
Extension: During bellwork or independent writing, consider using photos as prompts for fiction stories.

6. Today, let's search for these fiction elements when we read!
What do you remember from our discussion of fiction writing from last week? (T-P-S)
NOTES ABOUT FICTION chart: Let's review!
In fiction stories.... something happens to someone, somewhere in time...
NOTES ABOUT FICTION chart: Let's add!
something happens (plot)
to someone (character)
somewhere in time (setting)
Today, let's search for these fiction elements when we read!
Focus Discussion
~ about 5 mins.

7. Read: Owl Moon

8. Discuss: SETTING (T-P-S) ~ 5 mins.
Who is the story about? What happens? Where does it happen?
What did you imagine seeing as you listened to the story? What did you imagine hearing? Feeling?
If you were going to write about an outdoor place, what place might you choose? What might it be like?

9. Write about an outdoor place Work on a story you started earlier
IDW
Independent Writing Time
Write about an outdoor place
Work on a story you started earlier
Start a new story - be creative!
* I will be having individual conferences. Please show respect.
~ about 15 mins.

10. What ideas came out of your imagination in your writing today?
Share
What ideas came out of your imagination in your writing today?
> 5 mins.

11. Reflect Reflect on your attitude today during writing
How did you feel as you wrote today?
If you got stuck, what happened?
What do you want to try tomorrow to help you in your writing?
Tomorrow, we will continue to hear, discuss, and draft fiction! ☺
> 5 mins.

12. Survey
Grandma surveys the black clouds, or looks over or inspects them carefully, to figure out how far away the storm is.
What clues help you figure out what survey means?

13. Survey- look over or inspect something carefully
Why might a gardener survey their crop?

14. Bellow
CRACKLE, CRACKLE, BOOOM, KA- BOOOM, the thunder bellowed. It was dark and I was scared.
What clues help you figure out what bellow means?

15. Bellow- shout or roar loudly
Would you bellow if:
You reach into your lunch bag, and a big, hairy spider crawls into your hand?
You walk into the library and bang your knee painfully against a table?

16. Luscious The little girl picked three ripe luscious tomatoes.
What clues helped you know what luscious means?

17. Luscious- delicious
What is a synonym for luscious?

18. This Week's Reading Focus:
To explore elements of narrative text structure in a fiction story, including character, setting, plot, point of view, and conflict
Read Independently
Work in a responsible way
build on one another's thinking during class discussions

19. We have been focusing on four important story elements character
setting
plot
point of view
The purpose is to help you learn to recognize and think about these elements so you understand stories at a deeper level.
Reading Meeting
1 min

20. Reading
It’s important to know who is telling the story because it helps the reader know what to take away and helps you understand better!

21. If it’s in “dialogue”
It doesn’t count.
Point of view only
Counts towards what is
Outside of the “dialogue”.

22. Introducing: Chicken Sunday
In Chicken Sunday three children are accused of doing something they did not do.
Q: Have you ever been accused of doing something you did not do? What happened?
-Turn and Talk (1 min)
-Share (1 min)
Introducing: Chicken Sunday

23. Chicken Sunday Read Aloud

24. Who are the characters in the story. Tell me about them
Who are the characters in the story? Tell me about them. -Turn and Talk (1 min) - Share (1 min)
DISCUSS

25. Who is telling the story. What in the story makes you think so
Who is telling the story? What in the story makes you think so? (this is text-based evidence) -Turn and Talk (1 min) -Share (1 min)
DISCUSS

26. In a few sentences, what is the plot of Chicken Sunday
In a few sentences, what is the plot of Chicken Sunday? What happens in the story? -Turn in Talk (1 min) -Share (1 min)
DISCUSS

27. Think as you read about what you notice about he story's setting, plot, and point of view. *I will be conferencing with individual students
IDR
25 MIN

28. Q: Who is telling the story. What in the story makes you think so
Q: Who is telling the story? What in the story makes you think so? Q: What is the setting of your story? How do you know that? Q: What is the plot of your story? What happens to the characters?
SHARE TIME!!
5 MIN.

29. tuesday
Unit 4 Week 2 Day 2

31. Writing Focus ~ 5 mins. Review our discussion from yesterday.
What have you learned about fiction so far? ~ 2 min. (T-P-S)
It's important to be CREATIVE when we write fiction. Why? What is creativity?

32. In Owl Moon, the author, Jane Yolen, describes a favorite outdoor place...
Notes about Fiction: Let's add! ~ Can be about an outdoor place
Author Jane Yolen describes the setting using SENSORY DETAILS.
Remind your partner: What are sensory details?
1. What happens in the story?
2. What do you imagine from this passage? What does this place....
Look like?
Sound like?
Feel like?
* The author includes many details to help the reader IMAGINE the setting.
Getting Ready to Write
1. Point out that the setting (where & when) of Owl Moon is in the woods on a winter night. Tell students that you will reread a passage from the story and you want them to close their eyes to imagine what they visualize as they listen. Reread pg. 5 of Owl Moon.
2. Repeat w/pg. 16, starting with "We went into the woods"/ ending with "in the middle of the night".
Repeat again w/pg. 18.

33. Think of a place you like to be!
Open your journal to the next clean page. Write down the name of the place you're thinking of.
NOW CLOSE YOUR EYES and think...
Imagine looking around your favorite place.
What do you see? What's in front of you, behind you, above and below you? Notice the colors, shapes, and sizes of what you see in your mind.
What do you hear in your favorite place? Are the sounds loud or quiet? Is it exciting and crazy, or is it peaceful and relaxing?
Is it outside or inside? How does your body feel in this place? Is it cold? Warm? Hot?
What does it smell like in this place? Do the smells remind you of anything?
Visualization
2 mins.

34. Write what you imagined as you listened to my questions.
OPEN YOUR EYES!
Write what you imagined as you listened to my questions.
Write silently.
Quick- Write
4 mins.

35. Let's hear some of your ideas. Any volunteers? ☺
Pencils down.
Let's hear some of your ideas. Any volunteers? ☺
Share
2 mins.

36. Independent Writing Time
Work on the story you just began during the Quick-Write today
Work on a story you started earlier
Start a new fiction story
* Try to include SENSORY DETAILS to help your readers imagine the SETTING...
IDW
~ mins.

37. Tap into.... your CREATIVITY! Use your imagination to create
something new or re-create
something in your own way!
Review what you wrote today. Choose 1 sentence you loved in your writing to share with the class.
Underline your favorite sentence.
When it's your turn, read your sentence nice & loud for us!
Share
> 10 mins.

38. Focus: CREATIVITY
What sentence did you hear that got you interested in someone's writing?
What questions do you want to ask a classmate about his or her writing?
Reflect
> 5 mins.

39. Vocabulary
Use these words in a paragraph:
Luscious
Survey
bellow

40. Reading Workshop- Focus
Hear Chicken Sunday again
Discuss character change and conflict
Use discussion prompts to build one on another's thinking

41. Story Elements: Character Setting Plot Point of View
Who are the important, or main, characters in Chicken Sunday?
What do we know about these characters? What in the story tells us that?
**Characters change often in stories as a result of what happens to them in a story. You can most likely expect the main character to be different at the end of a story from the way they were in the beginning of the story. Sometimes, the changes are easy to see, sometimes they are harder.

42. Chicken Sunday
Listen as I read the story again to how the characters in the story change. After I am done reading, you and your partner will share your ideas.

43. Discussion of Character Change
Who changes in the story? Why do you think so? Turn and share with your partner (2 minutes)
What are the children thinking about or hoping for at the beginning of the story? What are they thinking about later? How do their attitudes change?
How do Miss Eula's feelings change during the story? Why do they change?
What is Mr. Kodinski like when we first meet him? What is he like at the end? Why does his attitude change?

44. Discussion of Story, Conflict or Problem
I asked you and your partner to talk about who changes in this story. What did you and your partner say about this? (1 min.)
How does that character change? What do you think causes the change?
**A lot of times in stories that main character or characters must deal with a conflict or problem and find a way to end the conflict or solve the problem and this causes the character to change and grow.

45. Important Elements of Stories:
character: person in a story
setting: where and when a story takes place
plot: what happens to the characters in a story(the events that make up the story)
point of view: who is telling the story
conflict or problem

46.
Book Club

47. IDR
~ 25 minutes

48. Wednesday
Unit 4 Week 2 Day 3

49. Grammar-Day 3

50. What do you notice?
“Did everybody remember to bring a headband?” Asked Mrs. Morita. She was our first-grade teacher. Eagerly we showed her.
The older children waved flags and headbands and shouted at the top of their lungs until the mountain echoed the noise like rumbling thunder.

51. Read Roxaboxen Writing Focus
Review yesterday's discussion about fiction & Owl Moon
Read Roxaboxen
an imaginary town invented by children in the story...
***
Writing Focus
*** Stop after pg. 14: What are you imagining about Roxaboxen? (TPS)

52. What did you imagine seeing in Roxaboxen as you listened?
… feeling?
… smelling?
… tasting?
If you were going to write about an imaginary place, what might it be like? (TPS)
Add to Notes about Fiction chart: Can be about an imaginary place
Discuss Setting
5 mins.

53. Write about an imaginary place using sensory details.
Work on a story you started earlier.
Start a new story.
IDW
~ mins.

54. Who wrote about an imaginary place? Tell us!
What other topics did you write about?
Share
> 5 mins.

55. How did you feel as you wrote today?
If you got stuck, what did you do to get unstuck?
What will you do to help yourself tomorrow in writing?
Reflect
3 min.

56.
REVIEW STORY ELEMENTS
4 MIN

57. Vocabulary

58. Using a dictionary
You’re going to look the words up then use the word in a sentence.
Humble

59. Rummage

60. Mislead

61. Read Independently Without Stopping
Get one post-it and place it in the margin next to the place where you will begin reading today.
NOW, read independently for 15 min.
Read Independently Without Stopping
15 min.

62. BUT FIRST, I'd like to model by reading page 5 of Chicken Sunday
Each of you will reread the same pages in your book, starting again at the post-it note.
As you reread, use additional post-its to mark places where you notice interesting things or learn new things about the main character, and you will write what you notice on the post-it.
BUT FIRST, I'd like to model by reading page 5 of Chicken Sunday

63. IDR Now I want you to reread independently from the post-it.
I will stop you periodically to talk in pairs about the passages you marked and what you learned or noticed about a character.
IDR

64. SHARE TIME Q: What did you find out about characters in your story?
5 MIN

65. thursday
unit 4 week 2 day 4

66. Grammar-Day 4

67. Write a short passage about a pet you have or would like
Write a short passage about a pet you have or would like. Use at least two subject pronouns and two object pronouns.

68. Yesterday, we read Roxaboxen
Yesterday, we read Roxaboxen... describe setting by using sights, sounds, smells, tastes, & feelings
Add to Notes about Fiction chart: Includes sensory details (describes what you taste, smell, see, hear, and feel)
CLOSE YOUR EYES... Imagine the setting while I read...
1. *pg. 10
2. *pg. 15
3. *pg. 27
Writing Focus
* 1. Skip the sentence "Charles made his of the biggest stones. After all, he was the oldest."   Ask: What did you imagine???  (TPS)
   2. Skip "But it didn't matter; Roxaboxen was always waiting. Roxaboxen was always there."
  3. Stop after "...jeweled windows"

69. Analyze Student Writing Handbook = p. 11
Partners: Read through the passages together and underline words or phrases that helped you imagine this place.
What words or phrases did you underline?
How did that help you imagine Roxaboxen?
Fully describing the setting in a story makes the story seem real and helps the readers imagine where it takes place.
Analyze

70. Work on a story you started earlier. Start a new story.
Continue to include sensory details to hep a reader imagine the setting.
IDW

71. Share & Reflect Who wrote about an imaginary place? Tell us about it!
Who wrote about an interesting thing that happened to a character?
Let's reflect on our attitudes about our writing...
How did you feel as you wrote today?
What did you do when you felt stuck?
What will you try tomorrow?
Share & Reflect

72. Write a paragraph with the following words.
Humble
Rummage
mislead

73. Reading Workshop Today, you will need the following:
fiction book for independent reading
Student Response Book
Pencil

74. Reading Workshop
Yesterday, we focused on characters as we read independently and we marked the passages where we learned things about the characters.
Today, you are going to have another opportunity to read independently and think about the characters in your reading.
I will pass out sticky notes and I want you to place one in the margin next to the place where you will begin your reading today.
Read minutes silently.

75. IDR continued....
In your book, go back and reread the passages in your book starting at the self-sticky note. Mark places where you notice about a conflict or problem a character is facing or how a character changes in your story.
Watch me as I read Chicken Sunday....
What is the problem here?
Read chicken sunday (pgs. 7-9) to model and remind the students how Miss Eula always stops at Mr. Kodinski's hat shop to admire the hats in the beginning of the story . 

76. IDR continued...
Begin to reread your book independently from your sticky note.
I will be coming around to talk to you and your partner about that passages to discuss the problem or conflict.

77. Discussion of what you noticed
What conflict or problem is your character facing? How does the character feel about the problem?
What is the character doing to end the conflict or solve the problem?
What changes have you noticed in the character since the beginning of the story? What do you think caused the change?
** Remember: the purpose of learning to think about character, conflict or problem, and other story elements is to help us better understand the stories we read on our own.
As students share their book for discussion, remind them to say the title of the book they are reading, the author's name, and a little bit about the plot.  You could also have them share what they learned from the passage about the conflict or problem or a change in a character. 

78. Journal Entry
Write a journal entry about the book you are reading. Please include:
the title and the author's name
what the story is about
what you learned about a conflict or problem a character is facing or a change in the character
something else you learned about a character if you didn't learn about a conflict or problem or a character change

79. friday
unit 4 week 2 day 5

80. Refer to Notes about Fiction chart
Review: Fully describing the setting in a story helps the reader imagine it and understand where the story is taking place.
Refer to Notes about Fiction chart
Writing Focus

81. Work on a story you started earlier
Start a new story
Continue to include sensory details to help a reader imagine the setting
IDW

82. Today, you will read ONE of your fiction drafts to your partner.
Review procedures for pair conferencing.
Use QUESTIONS for my PARTNER about MY DRAFT chart.
What other questions might you ask your partner about your draft?
Pair Conferences

83. Reflect on Pair Conferences
What questions did you ask your partner about your story?
How did you show interest in your partner's writing? What did you do as they talked?
Why is it important to ask your partner questions about their draft and your own draft?
Reflect on Pair Conferences

84. Share a Sentence & Reflect
Choose ONE sentence from your draft that you LOVE ♥
Underline that one sentence.
When it's your turn, stand up to read that one sentence.
NICE AND LOUD. ☺
What sentence did you hear that got you interested in someone else's writing?
What questions do you want to ask a classmate about their writing?
Share a Sentence & Reflect
10 mins.

85. Review
Analyze –
boost –
plead –
seek –
yearn -

86. READERS' THEATRE Movies and TV shows are stories, too.
These visual stories are based on written scripts and have the same elements as written stories (character, setting, and plot centered around a problem or conflict).
TODAY, you will be grouped to create your own TV show!
1. I will group you and give you your script
2. You will read the script, and practice for your TV show
3. When the timer sounds, we will perform our TV shows
4. While watching each show, you will write about the story
elements you identified in the show
READERS' THEATRE

87. Narrative Elements Video

88. BrainPop – Point of View
User: Dingeman
Password: Tigers

89. analyze - boost - plead - seek - yearn
replaced the underlined word
Jessica can't get over the fence , so her friend pushes her.
Dr. Strand carefully studies the effects of global warming on animals and plants all over the world.
Julia is looking for information about icebergs on the Internet.
After spending all summer in the hot, crowded city, Max longs for some time in the country.
Sonia is feeling sad, so Martin tells her a joke to improve her spirits.
"I know I can do a better job painting your bike! Please give me another chance," Terry begged.