1. Sequence – Text Structure
Friday, March 4, 2016
Free Choice – until 8:30
Sequence – Text Structure
Write a paragraph or two about what plans you and your family have for spring break.
Write your plans in sequential order.
8:10 – 8:40

2. Vocabulary Lesson
8:40 – 8:55

3. Day 3 Clash- fight or argue
Squander- carelessly waste something such as money, time, or opportunities
Defenseless- without defense, helpless, or unprotected

4. Squander-
“Unlike Native Americans, the settlers were not respectful to the land.
When the settlers cut down many trees, they were squandering, or carelessly wasting, their resources that were important to the Native Americans.
Because the settlers were squandering the trees, some Native Americans fought them.

5. Is Tulip squandering?
Tulip wants to be an artist, so she takes an art class. When her instructor gives her pointers on how to become a better painter, Tulip ignores her advice.
Do you think Tulip is squandering?
Why or why not?

6. Tulip…
At dinner, Tulip eats a few bites of her dinner and decides to feed the rest to her dog.
Is Tulip squandering her food?
Prompt- I do/ do not think Tulip is squandering her food because…

7. Clash- to fight or argue
The U.S. government passed laws that required Native Americans to live on reservations. In some instances, the U.S. government may have already promised that same land to other tribes. This led to fights between tribes, because they were now competing for water, game, and land.

8. Clash within the class
Think-Pair-Share- Has there been a time where students have clashed? What was it about? How was it resolved?

9. Examples of Clash
My sister and I use to clash or argue over who would sit in the front seat.
We would also argue or clash over who would get the shower first in the morning time.
When have you clashed or argued with a sibling?
Turn and Talk

10. Defenseless-
Captain Richard Henry Pratt wanted to “Americanize” Native American children by educating them in boarding schools, so Pratt built a boarding school in Pennsylvania in 1879.
Captain Pratt said that the children were defenseless because they could not read or write English. He argued that if the Native American children learned to read and write, then they would be able to defend themselves against unfair treatment.

11. -less is a suffix What do you remember abut the suffix –less?
Less means without.
Example- A deer is spotted by a hunter a few yards away. It sniffs the air around it.
Is the deer defenseless?
Why or why not?

12. Defenseless or not?
A hungry fox creeps up on a baby chick. The mother is nowhere to be found.
Is the chick defenseless?
Why or why not?

13. Defenseless or not?
A child is being bullied on the playground. There are other children around and teachers on duty.
Is the child being bullied defenseless?
Why or why not?

14. Writing Lesson Being a Writer
8:55 – 9:25

15. Being A Writer Expository Nonfiction
Week 6 Day 3

16. Goals for this lesson Explore and develop bibliographies
Finish writing their final versions
Reach agreement before making decisions
Share the work fairly

17. Explore Bibliographies
Getting Ready to Write
Explore Bibliographies
Students get your sources and reports and sit at desks with partners together.
You have been proofreading your reports and writing your final versions. You will publish your reports this week.
The purpose of your informational reports is to help your classmates become interested in and curious about the topics they selected to research. One way authors spark their readers’ curiosity and help them know what else to read about a topic is by providing a bibliography, or a list sources the author used while writing the book.
The information they wrote down about their books and websites will now help you write your bibliographies.

18. Bibliography of Print and Online Sources
Alexander, Tim. The Big Book of Tsunami Facts.
New York: XYZ Books, Print.
Malone, Kimberly. Anything and Everything You Could
Possibly Want to Know About Tsunamis. Boston: LMNO
Publishers, Print.
Stinson, Ralph. “What Causes Tsunamis?” Standard
Infographics. Association of Infographic Publishers, 5 March
2011. Web. 18 March 2014.
Ziegler, Abigail. “Tsunamis and You.” TTSS
What do you notice about the way this bibliography is organized?
How might this bibliography help a reader?

19. Parts of a bibliographic citation are written in a specific order.
Alexander, Tim. The Big Book of Tsunami Facts.
New York: XYZ Books, Print
Point out that this is a book citation, and ask the student to listen as you describe
each part.
Before you can complete your bibliographies, you need to be sure that you have
Recorded the title, author’s name, and publication information for each of your sources.
Look through your index cards and make sure you have recorded information about each
of the sources you used to research your topic.
BEFORE you complete your bibliographies, you should finish writing your final draft.
You might say: The author’s last name goes first, then the author’s first name, separated by a comma. Notice there’s a period at the end of the first name. The title of the book comes next, underlined. The city where the publisher of the book is located comes next, followed by a colon. Then comes the name of the publisher, followed by a comma and the year of the book’s publication and a period. The word Print comes next, since this is a book. The citation ends with a period.

20. Restroom Break
9:25 – 9:30

21. Independent Writing
10:00 – 9:50

22. Finish copying your final versions. Discuss and write a bibliography
Writing Time
Finish copying your final versions.
Discuss and write a bibliography
If you finish, add illustrations and captions.

23. Sharing and Reflecting
Each pair of students will give the class a “preview” of their informational report by reading aloud any two sentences from it.
Partners quietly reread your reports and select two interesting sentences (one for each partner) to read aloud.
What sentences did you hear that made you curious?

24. Independent Daily Reading
10:00 – 10:55

25. Return to Homeroom Classes!