1. Good Morning Today is Tuesday, February 24, 2015
Activity
Science
Good Morning Today is Tuesday, February 24, 2015
Bell work:
Turn in Progress Reports in the top basket of the test paper basket
Turn in Pasta for Pennies money
Math Bellwork –
Check the board, if you have a test to fix please get started on it  They are on the U shape table. Make sure you have your testing folder up
Enjoy your book 
This Day in History
Yankees attack Rebels near Dalton, Georgia
On this day in 1864, Union General George Thomas attacks Joseph Johnston's Confederates near Dalton, Georgia, as the Yankees probe Johnston's defenses in search of a weakness. Thomas found the position too strong and ceased the offensive the next day, but the Yankees learned a lesson they would apply during the Atlanta campaign that summer.
Did you know…
it's possible to lead a cow up stairs but not down
frogs can't swallow with their eyes open 11

2. Morning Meeting - Christian
Today is February 24th
We go to Computer today for Activity.
You have 30 seconds to greet one another around your desk.
Important dates for next week:
PARCC State Assessment starts NEXT MONDAY
Spring Break starts in 12 DAYS
Choose 3 people to share about something. After they have shared, choose 2 people to respond to the person sharing.
Quote of the Day
Let’s all have a great day and be HAPPY!
Take up snack money when you are done.

3. New Jobs Line leader - Sonja Computer techs – Demira & KeJuan
Librarians – Hallie, Skyler, Preston,
Door Holders – Dylan & Gerado
Sweepers – Breonna & Madison
Duster – Ariana
Bathroom Monitors –
Girls – Makayla
Boys - Christian
Teacher’s assisstant - Averie
Clip board carrier - Daishua
Pencil Sharpener – Brodie
Recyclers – Patrick V & Josue
Caboose – Patrick C
Calendar – Travis
Board eraser - Raven
Table Leaders –
Kloey
Alex
Andrew
Josef
Brodie
Sonja

4. What’s my focus for reading?
Summarizing Fiction
Identifying theme
We will get the ‘gist’ of fiction reading this week.

5. 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.

6. Summarizing Why Is It Important?
Summarizing allows both students and teachers to monitor comprehension of material.
Summarizing helps students understand the organizational structure of lessons or texts.

7. 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.

8. 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.
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.

9. Possible Anchor Chart
When summarizing fiction for a test, we are just tracking our thinking. One way to do that is to stop after ‘events’ and ask-Who? Did what? Why? 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.
This is just an example of one you can make.

10. Adding in THEME
Ok. Let’s review theme. We have to remember that theme is NOT one word though. It is OK to 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

11. Let’s talk about central idea/theme
You have probably discussed topical themes. That is a good way to start, but we can’t stop there. A theme is not a topic, it is the lesson the author wants us to learn. And since you are 5th graders then 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).

12. 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

13. Sample anchor charts

14. OK. We are going to read a short text
OK! We are going to read a short text. 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!

15. 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.
After reading aloud, do your think aloud-”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 w
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.

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

17. 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.
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.

18. What is your Summary?
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? Choose 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. Now we know what the story was about, we can find the theme.
Sample-

19. 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?
I would make an anchor chart of this to help remind kids

20. 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.
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.

21. Unit 4 America in Conflict
Reading
Unit 4 America in Conflict

22. Class Novel I will read the first three characters: Gideon Adams
Flora Wheelworth
James Dacy
Predict based on the wood cut
Northerner or Southerner?
Point of View (perspective) of the war (how do they feel about the war?)

23. Independent Reading
You will read pages
Characters:

24. Independent Reading Rotation
Monday
Tuesday
Wednesday
Thursday
Friday
Test Prep
(Mrs. Hicks)
Yellow
Orange
Pink
Green
Blue
Guided Reading
(Ms. Conrad)
Conference
Myon
(Entire time)
Skyler
Andrew
Hallie
Christian
KeJuan
Gerardo
Averie
Ariana
Daishua
Kloey
Patrick C.
Makayla
Preston
Patrick V.
Madison
Demira
Dylan
Breonna
Alex
Brodie
Josue
Josef
Sonja

25. Independent Reading Rotation
Monday
Tuesday
Wednesday
Thursday
Friday
Test Prep
(Mrs. Hicks)
Yellow
Orange
Pink
Green
Blue
Guided Reading
(Ms. Conrad)
Conference
Myon
(Entire time)
Jackson
Renee
Ryan
Drew
Khalia
Santavion
Alivia
Jalen
Alexandria
Rico
John
Cameron
Kyrian
Manuel
Kayla
Aliya
Tekyria
Kylon
Carlos
Terry
Haylee
Kenneth
Noah
Destiny
Daniel
Esther