1. Monday, December 7, 2015
8:10 – 8:40

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

3. Today’s Plan Assess your own writing
Initiate pair conferences about your drafts
Ask for and receive feedback about your writing
Give feedback in a helpful way
Write and confer responsibly during Writing Time

4. Prepare to Self-assess
Gather your notebooks and pencils.
Sit next to your partner.
REVIEW
Notes about fiction chart – Is there anything else that we need to add?
Self-assessment questions – These are the questions that you want to ask yourself and possibly your partner too, in order to make your writing as interesting and error free as it can be.
Is there anything in your story that doesn’t fit in with the rest of the story?
Are there any overused words in your writing?

5. Self-assess
Reread your own drafts and ask yourself the following self-assessment questions.
What will you add to or change in your story to make your character and setting more believable, interesting, and descriptive?
What will you add to or change in your story to make your plot make more sense?

6. Complete Second Drafts and Initiate Pair Conferences
Today you will make the revisions that you are thinking about and then work on finishing your second drafts.
After finishing rewriting your draft, you will initiate a conference with a partner to get feedback before starting to work on your final revisions.
If someone asks you to confer, but you would rather keep writing, how will you respond to the person respectfully?

7. Independent Writing
9:00 – 9:25

8. Writing Time
20-30 minutes
Conferencing will start after 15 of silent writing time has taken place. I will signal to let you know.
Goals:
Make any necessary revisions
Completing your second drafts

9. Sharing and Reflecting
How did your writing conferences go today?
If you participated in a pair conference today, what feedback did you receive from your partner that was helpful to you?
If you continued to write while pair conferences were happening, were you able to concentrate? Why or why not?
What problems arose today during the pair conference time? What effect did those problems have on our writing community? How can we avoid those problems next time?

10. Restroom Break
9:25 – 9:30

11. Vocabulary Lesson
9:30 – 9:45

12. Vocabulary Test – Week 12

13. Let’s Review last week’s vocabulary words!
harbor picturesque peculiar
conspicuous suit spectacle

14. Vocabulary Test
Write one sentence for each of the vocabulary words in the box to the right.
GRAMMAR and PUNCTUATION count. Be sure to edit your sentences when you think you are finished.
harbor
picturesque
peculiar
conspicuous
suit
spectacle

15. Reading Lesson
9:45 – 10:55

16. 5th Grade Making Meaning
Unit 5 Week 2:
Making Inferences

17. Day 1 In today’s lesson, you will: Hear, read, and discuss a poem
Build awareness of making inferences as you read and hear the poem
Learn to use a double-entry journal
Read independently for up to 30 minutes
Use clarifying questions and statements

18. Time for Review
Last week you practiced using the chart of questions and statements when you did not understand what your partner said.
I would like you to continue using the questions and statements with your partner today.
Have students bring their Student Response Books and pencils and gather with partners.

19. Making Inferences
Last week you practiced the skill of making inferences to help you understand the stories in The Van Gogh Café.
When a reader uses clues to figure out something that is not stated directly in the text, the reader is making an inference.
This week you will practice making inferences as you listen to a different type of text, poetry.

20. Introduce Poetry
Think silently for a moment about poems you have heard and read.
What do know about poems?
What do poems look like?
How are they the same as or different from stories?

21. Interpreting Poetry This week you will hear several poems.
To understand poems, readers must often make inferences.

22. Today’s Poem – “Speech Class”
Today I will read a poem called “Speech Class” by Jim Daniels.
In the poem, Jim Daniels describes what it was like to have speech difficulties in school and what it was like to get help from a speech therapist during the school day.
I will read the poem aloud twice.
I need you to pay close attention to the feelings the poet describes.

23. Read “Speech Class” (including the title and poet’s name) aloud twice, slowly and clearly, pausing between the readings. Clarify vocabulary during the first reading.
Suggested Vocabulary:
outcasts – people driven out or rejected by a group
stutters, slurring – two kinds of speech difficulties
therapist – person trained to help people with difficulties
graduated – successfully completed a program
deserter – person who leaves a place before he or she should
ELL Vocabulary:
clenched – pressed tightly together

24. Discuss the Poem What happens in this poem?
The dedication of the poem is “for Joe.” Who do you think Joe might be? Why do you think so?
What are some feelings that Jim Daniels remembers having? Are those feelings stated directly, or did you infer them?

25. Student Response Book – Page 30
Read along as I read the poem aloud a third time.
Have the students turn to the poem in their response book and ask them to read along as you read the poem aloud a third time.

26. Look for Clues to Support Inferences
The poet does not directly say how he felt, but you can use clues in the poem to make inferences about his feelings.
Work with your partner to underline words or phrases in the poem that are clues to Jim Daniel’s feelings.
Remember to use clarifying questions and statements if you do not understand what your partner is saying.

27. Double-entry Journal

28. Double-entry Journal
A double-entry journal is a tool you can use to record your thinking.
Today we will use this as a class to record inferences you made about the poet’s feelings and the clues that helped you make these inferences.

29. On the left-hand column you will write the words or phrases from the poem that you used to make inferences.
On the right-hand column, you will write your inferences.

30. Clues to Support Inferences
We will take turns sharing the words and phrases you underlined and the inferences you made.
We will record these on the chart.
If the students do not offer words or phrases from the poem, you can use the following examples for the “What I Read” column:
“and that was plenty for a friendship”
“We hoped they wouldn’t laugh”
“We clenched teeth and went”
“I felt that punch in the gut”
Then, have the students discuss in pairs and as a class what they can infer about the poet’s feelings from these lines.

31. Making Inferences
Making inferences helps you think more deeply about texts.
In the next lesson, you will read another poem and use a double-entry journal again to record inferences you notice.

32. Individualized Daily Reading
This week you will read poetry and narrative texts during IDR.
Today you will practice rereading and making inferences in your independent reading.
You will read your text for 15 minutes and then read the same section again while thinking about the inferences you might make.
Place a sticky-note where you start to read, and read silently.
Stop the students after 15 minutes.

33. Practice Making Inferences
Stop reading and look at the chart.
Use the questions on the chart to think quietly about your inferences.
Take turns discussing your thinking with your partner.
Place a sticky note where you stopped reading and resume reading for another 15 minutes.
You will discuss your inferences with the class after IDR.
After students have thought about their inferences let them talk with their partner.
At the second part of reading, confer with individual students.

34. Share Your Reading Share the title and author of your text.
What is the text about?
What is happening in the part of the text that you read today? How do you know?
Are those thing stated directly, or are you inferring them from clues? What clues?
Signal students to stop reading. Ask a few volunteers to share.

35. Extension If you are interested, I invite you to write poems.
You can write poems about a school memory or any other subject that interests you.
When you are done, you can share your poem with the class.
If we get enough poems, I might collect them into a book and include it in the classroom library.

36. Class Novel Book Clubs

37. Book Talk Meeting Discuss Chapter 6
Predict what will happen in Chapter 7 based on the title and what you have learned so far

38. As we read this chapter think about…
What is self-control? Do you think self-control is valued in the Obijaway tribe? Find some examples of Omakayas using self-control. Who loses self-control? How? What are the consequences? Who exhibits self-control?

39. Let’s Begin Chapter 7! Why is there so much emphasis on food?
What foods are stored for the winter? Teacher will read pages (What does Nokomis ask?) What does she do?) What does this passage tell us about the beliefs and traditions of the Anishinabe?

40. **Focus Skill: inferences**
INDEPENDENT READING
Assignment: Chapter 7 (if needed, finish for homework)
**Focus Skill: inferences**
Write a summary of Chapter 7 (Discuss at Book Talk Meeting)

41. Out of Classroom!
Lunch 10:55 – 11:20

42. Restroom Break
11:20 – 11:30

43. SCIENCE TIME
11:30 – 12:20

44. 5th Grade Daily Reinforcers
TEK 5.2D & 5.5D
Solution
Not a solution
Oil and water
Pepper and water
Salt and water
Sand and water
Sugar and water
Rice and water
56. Which of the following examples is under the wrong heading in the table?
A. Pepper and water
B. Sugar and water
C. Sand and water
D. Oil and water

45. 5th Grade Daily Reinforcers
TEK 5.2D & 5.5D
56. Which of the following examples is under the wrong heading in the table?
Answer:
D. Oil and water

46. 5th Grade Daily Reinforcers
TEK 5.2D, 5.5B
58. The graph above shows the changes that took place to a beaker of ice on a hot plate. Which of the following shows the correct description for the processes that took place at AB and CD?
A. AB- melting, CD- boiling
B. AB- boiling, CD- melting
C. AB- freezing, CD- melting
D. AB- freezing, CD- boiling

47. 5th Grade Daily Reinforcers
TEK 5.2D, 5.5B
58. The graph above shows the changes that took place to a beaker of ice on a hot plate. Which of the following shows the correct description for the processes that took place at AB and CD?
Answer:
A. AB- melting, CD- boiling

48. 5th Grade Daily Reinforcers
TEK 5.2A,B
60. Jada is planning to investigating whether copper or steel conducts heat better. She filled some containers with hot water. Which pair of the above set-ups should she use to conduct a fair test?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

49. 5th Grade Daily Reinforcers
TEK 5.2A,B
60. Jada is planning to investigating whether copper or steel conducts heat better. She filled some containers with hot water. Which pair of the above set-ups should she use to conduct a fair test?
Answer:
C and E because they both have the same volume (100ml) and the same temperature (90°C). C is copper and E is steel.

54. Test Review

55. Out of Classroom!
Recess 12:20 – 12:45
Activity 12:45 – 1:30

56. Math Time!
1:30 – 3:15

57. Math Bell Work!
1:30 – 1:37

58. Math Lesson!
1:37 – 2:00

59. Workbook pages

60. Lesson 6 and 14 Multiply and Divide Decimals by Powers of Ten
THE AVENGERS
Lesson 6 and 14
Multiply and Divide Decimals by Powers of Ten

61. Multiply the following decimal numbers: 0. 3 x 1. 8 = _____ 0. 9 x
Multiply the following decimal numbers: 0.3 x 1.8 = _____ 0.9 x .02 = _____ Write each product using exponents, then solve. 10 x 10 x 10 = ____ 10 x 10 = _____ 2 x 2 x 2 x 2 = ______
Pre-Skills Review
Answers: .30; .54; .018; 10³=1,000; 10² =100; 2⁴ =16

62. How can we multiply and divide decimals by powers of 10?
Essential Question

63. Multiply and divide decimals by powers of 10.
I can

64. Decimal - A number that has a digit in the tenths place, hundredths place, and beyond.
Exponent – in a power, the number of times the base is used as a factor.
Power of 10 – A number such as 10, 100, 1,000 and so on. It is the result of using only 10 as a factor.
Key Terms:

65. The Avengers will increase or decrease their super powers “exponentially”. Help them find out how much power they will have. With his hammer, Thor can pound through 98.3 tons of brick. If Thor’s powers are increased 102, how many tons of brick will he be able to pound through?
Mini - Lesson

66. 98.3 x 10² (100)= .
= 9830
Answer

67. Nick Fury multiplies each Avenger’s strengths by powers of 10
Nick Fury multiplies each Avenger’s strengths by powers of 10. Find out what the new strengths will be for each hero.
Name
Current Strength
Increased
by (x)
New Strength
Captain America
23.78
10² ?
Thor
457.3
10⁴
The Hulk
6,783.5 10
Ironman
802.45
10³
2,378
4,573,000
Teacher will model through the first two examples. Students will try the last two examples.
67,835
802,450

68. Thor’s brother, Loki, is trying to take over planet Earth
Thor’s brother, Loki, is trying to take over planet Earth. Thor is going to decrease his power to save our planet. Loki’s strength is and Thor needs to decrease it by 102. What is Loki’s new strength?
Mini - Lesson

69. 498.7 ÷ 10² (100)= . =
Answer

70. Ultron tries to stop the Avengers by dividing their strengths by powers of 10. Find out what the powers of each Avenger will be if Ultron succeeds in his evil plot.
Name
Current Strength
Decreased by (÷)
New Strength
Black Widow
8,322
10³ ?
Hawkeye
6.234
10²
Nick Fury
964.3 10
Incredible
Hulk
5,471
10⁴
8.322
.06234
Teacher will model through the first two examples. Students will try the last two examples.
96.43
.5471

71. Math Station Rotations!
2:00 – 3:15

72. Math Groups Today!
Group 1 Group 2 Group 3 Group 4 Ashlyn Jeanelle Adam Seth Eli Jasmine Hudson Zachary Naomi Bret Margaret Brennan Manuel Terrance Austin Anna Terrico Jamarrien Stormy Nathan Sean David Olivia Rebekah

73. Workbook pages
Even Numbers

74. Why is the place of the decimal important when multiplying and dividing by powers of 10?
SHARING TIME

75. Exit Ticket 10⁴ x 29 = ______ 6.8479 x 10³ = _____ 63 x _____ = 6,300
7,540 ÷ 10²= _____
85.29 ÷_____ = .8529
Exit Ticket

77. 3:15 – 3:20 Wrap 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 3:20
Bus Riders – (listen to intercom for dismissal)