1. Read the next slide and identify the theme in the passage.
Wednesday, January 27, 2016
Theme – the lesson about life or human nature that the story teaches
TOPICAL THEMES
Read the next slide and identify the theme in the passage.
8:10 – 8:40

3. What was the THEME of the story we just read?
Passage Theme: ?????

5. Writing Lesson Being a Writer
8:40 – 9:00

6. Expository Nonfiction
Week 1 Day 1

7. This unit in Being A Writer is called Expository Text, which is nonfiction texts. During this unit you and your partner will select a topic of interest and research the topic together. Each pair partners will write, revise, and publish an informational report about their topic.
You will learn research skills, such as taking notes, categorizing information by subtopic, and conducting effective internet searches. You will learn features of expository text, such as author biographies and bibliographies.

8. Partners will write an introduction to their report that captures the reader’s interest. You will use facts and examples to add substance to your writing and transitional words and phrases to link ideas.
You will learn ow to create text features and correct run-on sentences. Partners will share resources fairly, make decisions together, and take responsibility for your own part of the work.

10. Goals for Day 1: Work with new partners Hear and discuss expository nonfiction Explore how information is organized and presented Explore and write about topics that interest them

11. Pair Students and Discuss Working Together
Getting Ready to Write
Pair Students and Discuss Working Together
Bring your writing journal and pencil to the carpet, facing each other.
We will be working through this unit for the next 6 weeks.
You and your partner take a few minutes to discuss what different types of things you have written
about this year.
WHAT DID YOU LEARN ABOUT THE WRITING YOUR PARTNER HAS DONE THIS YEAR?

12. What do you know about nonfiction?
Introduce Nonfiction
You have heard examples of nonfiction
earlier this year.
What do you know about nonfiction?

13. NONFICTION writers present true information on topics they are curious about.
They write about these topics in a way that helps readers become curious about them as well.
In the coming weeks you will hear different examples of nonfiction to help them get ideas for their own nonfiction writing.

14. Read Parts of I Wonder Why Penguins Can’t Fly Aloud
Let’s look at the cover of I Wonder Why Penguins Can’t Fly.
Think about the title as I read it aloud.

15. Information in this book.
I will read parts of the book aloud, and you are invited to think about how the author presents
Information in this book.
Let’s take a look at the table of contents and read some of the chapter headings aloud.
Now, I’ll read pages 4-11, I will include the captions as I read, so that you can see how the author includes text features in expository writing. I will also show you illustrations and clarifying vocabulary as I read.
Suggested vocabulary from the read aloud:
poles: very top and very bottom of Earth (pg. 4)
magnetic field: area that has the power to attract iron or steel (pg 5)
mercury: liquid metal in a thermometer that rises in heat and falls in cold (pg 7)
mammoth: prehistoric animal like a hairy elephant (illustration on pg 9)
compass: instrument that tells which direction is north (illustration on pg 5)
tilted: leaning to one side (pg 4)

16. I WONDER_______________________
Discuss the Story and Generate Nonfiction Topics:
Use Think, Pair, Share to discuss:
What did you find out about Earth and seasons? Turn to your partner
If you were going to write a book like this one called I Wonder_____________, what
might you write about? Turn to your partner.
Let’s record your ideas on the “I Wonder _____________ anchor chart.
I WONDER_______________________
Students might say:
I would write I Wonder Who Invented Snowboarding because that’s my favorite sport. I would write a book called I Wonder Why the Titantic Sank

17. Independent Writing
9:00 – 9:25

18. Review Nonfiction Topics in Writing Notebooks
Open to the “writing ideas” section of your writing journals, add nonfiction topics to your writing ideas, think of more ideas for I Wonder books.
Make I Wonder Why Penguins Can’t Fly available for the students to look at if they wish.

19. SHARE WRITING and REFLECT
Share with each other what you wrote about today.
Listen carefully, as you will be responsible for sharing with the class what your partner wrote about.
What did your partner write about today? What did you and your partner do to work well together when talking and sharing your writing?

20. Restroom Break
9:25 – 9:30

21. Vocabulary Lesson
??????
Vocabulary REMINDER: curator – a keeper or custodian of a museum or other collection
9:30 – 9:45

22. Week 16 Currently, vast, convert, reuse, efficient, inefficient
Vocabulary
Week 16
Currently, vast, convert, reuse, efficient, inefficient

23. Vocabulary
Day 3

24. “Using sturdy reusable bags for shopping..”
Reuse= to use again
Reuse

25. Reuse What is something that you have reused? How did you reuse it?
Prompt: I reused ______ by
Reuse

26. Efficient “Fluorescent lightbulbs are more energy efficient…”
Efficient= a person or thing works well and does not waste time or energy
Efficient

27. What things in the classroom are efficient? Why do you say that?
Prompt: The _______ is efficient because…
Efficient

28. Efficient Who is someone you think is efficient? Why?
Prompt: ____________ is efficient because…
Efficient

29. Inefficient Efficient and Inefficient are antonyms
If something that is efficient works well, and efficient and inefficient are antonyms, how do you think something that is inefficient works?
Prompt: I think something that is inefficient…..
Inefficient

30. Inefficient= person or thing does not work well and wastes time or energy

31. “Efficient or Inefficient?”
Marta puts a piece of bread in the toaster. Less than one minute later, a perfect piece of toast pops up.
Is the toaster efficient or inefficient? Why do you think that?
Prompt: The toaster is {efficient/inefficient} because…
“Efficient or Inefficient?”

32. “Efficient or Inefficient?”
Every time that Farmer Daryl goes out to the field, he forgets one of his tools and has to go back to the shed to get it..
Chelsea’s shopping cart has an unsteady wheel. It takes a lot of effort to keep the cart moving in the right direction.
Walter the taxi driver knows the easiest, fastest way to get to any place in the city.
“Efficient or Inefficient?”

33. Antonym Match Prompt: ________is the antonym of _______ 1 2 Advantage
Solitary
Discourteous
Courteous
Efficient
Disadvantage
Fanciful
Thoughtful
Sociable
Inefficient
Thoughtless
Real
Prompt: ________is the antonym of _______
Antonym Match

34. Reading Lesson
9:50 – 10:55

35. Summarizing
What Is It?
To summarize is to put in your own words a shortened version of written or spoken material, stating the main points and leaving out everything that is not essential.

36. Summarizing Why Is It Important?
Summarizing allows readers to monitor if they have comprehension of the material you have read.
Summarizing also helps readers understand the organizational structure of lessons or texts.

37. “Who? Did what? Why?” Summarizing Fiction How to do it?
The absolute quickest and easiest way is to stop at the end of any change in event and ask
“Who? Did what? Why?”
For test purposes we aren’t writing out a full summary, we are summarizing ‘chunks’ of the fiction to help track our understanding of what we read.

38. Doing what? Running hard. Why? To win a race.
Summary Practice
In an instant the race had begun and Charles, with arms swinging back and forth, used all his strength to forge a place in the lead. Beads of sweat percolated through his skin. Regardless, his mind was focused on one objective ̶ winning. From the corner of his left eye, Charles could see another runner gain ground beside him.
For months, he had trained for this two-minute race. Months of practice and sacrifice would be wasted if he did not win. Something deep inside him stirred. He could see the other runners ahead of him, but Charles had to win. With all his strength, he pumped his legs harder and harder. Fighting through the pain of his stretching muscles he inched his body forward gaining a lead. He was doing it. All of a sudden, he won.
2nd Event (paragraph)
Remember – ask: Who?, Doing what?, Why?
Who?
Doing what?
Why?
Charles
Pushing himself to win even through pain
Because he had trained hard and really wanted it
1st Event (paragraph)
Remember – ask: Who?, Doing what?, Why?
Who? Charles
Doing what? Running hard.
Why? To win a race.
We will be using this short story for dual purpose-we will first read and summarize and then we will talk about theme. Teaching points-We don’t necessarily summarize each paragraph in fiction, sometimes it works out that way, but mostly we just stop after big events. When you model with the longer passage, they will have a better idea. It works that the first paragraph is one event-Who? Charles Doing what? Running hard. Why? To win a race. Second Paragraph/event- Who?Charles Doing what? Pushing himself to win even through pain. Why? Because he had trained hard and really wanted it. NOTE-I am not writing out a full summary, I am just helping kids track their thinking while reading fiction. You may want to create an anchor chart of how to summarize in chunks for fiction.

39. Anchor Chart: Summarizing Fiction. stop after ‘events’. ask: Who
Anchor Chart: Summarizing Fiction *stop after ‘events’ *ask: Who? Did what? Why?
This is just an example of one you can make.
This gives us a quick reminder of what we read, and allows us to know where to go back to find evidence for our writing.

40. THEME
Ok. Let’s review theme. Theme is NOT one word; that is a topical theme to help you get started.
Tip: Find the one word topical theme to get started and then develop that into our ‘bumper sticker’ theme.
A bumper sticker theme is the lesson you learned about the topical theme.
Teacher slide

41. Let’s talk about Central idea/Theme
A theme is not a topic, it is the lesson the author wants us to learn.
We need to know how that lesson is taught through the main character(s) in the story.
Say we read a text and you said it was all about ‘friendship’ then you have to ask two key questions about the topic to develop the theme.
What lesson did I learn about friendship?
How did the main character teach me that lesson?
Remember-it is not enough to stop at a topical theme. We have to get our kids recognizing the theme as it is developed through the main character(s). It is the character’s actions throughout the story that we will be able to reference as evidence. Anytime we read-we can ask-what was the central theme? How did the character teach us that theme? Create a TOPICAL theme and then ask the magic questions (next slide).

42. Anchor Chart: Formula for Theme/Central Idea Success!
After reading the text, ask “What was this text trying to teach me?”
If you start with a topical theme, then ask “What did I learn about_______?”
How did the main character(s) help teach me this theme?
I would make an anchor chart of this to help remind kids

43. OK! We are going to look at the text we summarized earlier.
Our goal will be to determine the theme and then how the theme was developed through the main character.
I will model my thinking with the first text. PAY ATTENTION!
You will be doing the second text!

44. Here are my thoughts about what I read:
”OK, I read that Charles had trained hard and wanted to win. Here in the first paragraph Charles was using all his strength, he had beads of sweat on his skin.
I see in the second paragraph that he saw other runners in front of him. He pumped his legs harder and fought the pain. In the end he won.
I am thinking that the topical theme is ‘don’t give up’ and the lesson I learn about ‘don’t give up’ is - Even though it is sometimes hard, if you want something, you don’t give up.
Charles developed the theme (taught me this lesson) when he kept running even though he was in pain and tired. He kept running because he wanted to win the race he had trained hard for.
In an instant the race had begun and Charles, with arms swinging back and forth, used all his strength to forge a place in the lead. Beads of sweat percolated through his skin. Regardless, his mind was focused on one objective ̶ winning. From the corner of his left eye, Charles could see another runner gain ground beside him.
For months, he had trained for this two-minute race. Months of practice and sacrifice would be wasted if he did not win. Something deep inside him stirred. He could see the other runners ahead of him, but Charles had to win. With all his strength, he pumped his legs harder and harder. Fighting through the pain of his stretching muscles he inched his body forward gaining a lead. He was doing it. All of a sudden, he won.

45. Teachers, decide if you want this to be alone or with partners
Teachers, decide if you want this to be alone or with partners. Personally, I like partners so they can question each other.
Your Turn! With your partner I want you to dazzle me with your brilliance.

46. Remember, summarize first: Who? Did What? Why?
Amanda knew that everyone might laugh, but she did not care. She placed the last sauerkraut dumpling onto the tray and ladled sauce over it. This recipe had been in her family for at least five generations with her grandmother bringing it with her when she first immigrated into this country.
Most of the other dishes that the students would share during home economics class would be typical dishes that everyone had heard of before such as spaghetti or hamburgers or meatloaf. Amanda was proud of her heritage which is why she decided to share her family dish although she thought her dish would seem odd to others.
The dish was a success! Everyone loved it. Dania approached Amanda after class.
“The food was great! I wish I would have made the dish that my mother makes for me at home. I seriously thought everyone would laugh and think it was weird,” said Dania.
“I thought about that too, but then I realized this is who I am. I figured that others could either take me or leave me. Thanks though for the compliment,” Amanda replied.
Remember, summarize first:
Who?
Did What?
Why?
Have kids summarize first! Then develop the theme. Just like you did as a model with the other text. The first event is all about the dish Amanda took to her class and that is really paragraphs 1 and 2- so, Who? Amanda Did what? Chose to bring a family dish rather than a typical dish Why? Because she was proud of her heritage. Next big event is the success of the dish and that is the rest of the story so: Her dish was a success and she was glad she stayed true to herself.

47. Does Your Summary Match? – pt 1
The first event is all about the dish Amanda took to her class and that is paragraphs 1 and 2. So, summarize first event: Who? Amanda Did what? Choose to bring a family dish rather than a typical dish Why? Because she was proud of her heritage.
Sample-

48. Does Your Summary Match? – pt 2
Next big event is the success of the dish and that is the rest of the story. So, summarize: Who? Amanda Did what? Made a successful dish Why? to stay true to herself Now we know what the story was about, we can find the theme.
Sample-

49. Now, apply your theme formula
After reading the text, ask “What was this text trying to teach me?”
If you start with a topical theme, then ask “What did I learn about_______?”
How did the main character(s) help teach me this theme?
What are your thoughts about the theme before I share mine on the next slide?

50. Amanda knew that everyone might laugh, but she did not care
Amanda knew that everyone might laugh, but she did not care. She placed the last sauerkraut dumpling onto the tray and ladled sauce over it. This recipe had been in her family for at least five generations with her grandmother bringing it with her when she first immigrated into this country.
Most of the other dishes that the students would share during home economics class would be typical dishes that everyone had heard of before such as spaghetti or hamburgers or meatloaf. Amanda was proud of her heritage which is why she decided to share her family dish although she thought her dish would seem odd to others.
The dish was a success! Everyone loved it. Dania approached Amanda after class.
“The food was great! I wish I would have made the dish that my mother makes for me at home. I seriously thought everyone would laugh and think it was weird,” said Dania.
“I thought about that too, but then I realized this is who I am. I figured that others could either take me or leave me. Thanks though for the compliment,” Amanda replied.
My idea for the theme:
I think it is about Amanda staying true to herself, SO I can say the theme is always being true to who you are.
Amanda taught us this lesson through her actions when she chose to take a family dish that others may laugh at rather than take a more typical dish. She decided it was more important to be herself than to try to make others like her for someone she is not.
Let kids do this on their own and then review. Sample-I think it is about Amanda staying true to herself. SO I can say the theme is always being true to who you are, Amanda taught us this lesson through her actions when she chose to take a family dish that others may laugh at rather than take a more typical dish. She decided it was more important to be herself than to try to make others like her for someone she is not.

51. IDR – Independent Daily Reading
Think about the theme as you read your books today!
Have students get their texts and read silently for up to 30 minutes.

52. Return to Homeroom Classes!