1. Notebook Paper Wednesday, November 18, 2015 8:10 – 8:40
Use complete sentences and reread your answer to be sure it is understandable.
8:10 – 8:40

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

3. Day 3 Do ahead – May a chart titled “Transitional Words and Phrases”.
See slide 29 for help.

4. Today’s Plan Reread your writing critically
Explore transitional words and phrases
Mark places in your draft where you can add to the plot
Revise your draft
Reflect on creativity in your own writing

5. Getting Ready to Write Stay at your desk today
Open your writing notebooks to the story that you chose to publish.
Yesterday you began analyzing and revising your drafts. Remember that the purpose of revision is to make your stories as interesting as possible before publishing.
Today we will think about ways to strengthen the plot of your stories.

6. Transitional Words and Phrases
Remember that our focus for the day is to make the plot of your story stronger.
One way to do this is to add transitional words and phrases. These words help a reader make connections when reading.
Let’s refer to the anchor chart, “Transitional Words and Phrases”.

7. Transitional Words and Phrases
Connects Events in a Story:
One time
One day
When
A few days later
From that day on
then
Connects ideas in a story by comparing and contrasting them:
But
Also
Again
Besides
Here
There
Over there
In the distance
Especially
Particularly
For example
For instance
In other words

8. Transitional Words and Phrases
What other transitional words and phrases might you use in a story to help readers connect events?
Think about text structures. Remember that we focused on signal words to help us determine what text structure an author chose. Those signal words are transitional words.

9. Guided Reading of Drafts
Reread the story that you have chosen to publish.
Look up at me when finished.
Today we are Revising for Plot.
Find a place where you use, or could use, a transitional word or phrase to help readers connect events. Put a self-stick note in the margin next to that place and write “connect events” on it.
Find a place where you use, or could use, a transitional word or phrase to help readers connect ideas. Put a self-stick note in the margin next to that place and write “connect ideas” on it.
Find the place in your draft where the most interesting or important thing happens, or could happen, to your character. Mark the margin next to that place with a self-stick note and write “most important” on it.
Will your readers be able to follow what happens from the beginning to the end of your story? If you think a place might be confusing, mark the margin next to that place with a self-stick note and write “confusing” on it.
It may be helpful to make an anchor chart titled, “Revising for Plot” to display for the future.

10. Model Revising to Develop the Plot
As they were sailing back to shore.
The family heard a horrible, crunching sound. “What was that?” cried Bernard’s mother. “We’ve hit a rock,” his father replied. “It’s ripped a hole in the boat.” Water began sloshing into the boat around their feet. “We’re sinking!” screamed Pearl. Bernard calmly removed a golf ball-sized wad of gum from his mouth. What a waste, he thought, a perfectly good piece of gum that even had some flavor left in it. He stuffed the gum into the hole, and immediately the water stopped pouring in. Bernard suddenly noticed that his jaw felt sore. “Bernard saves the day!” his parents cried, throwing their arms around him. Even Pearl hugged him.
Most important
She pointed to a gib blue fin circling the boat. “Is that a shark?” She gasped.
Explain to the class that here is a sample of your own writing. Have them watch while you model how to revise to develop the plot. You also may choose to give more examples if you feel that they need it.
confusing

11. Independent Writing
9:00 – 9:25

12. Writing Time
20-30 minutes
Add transitional words and phrases to help readers connect events and ideas.
Add information about what happens to make your plot more interesting.
Remove the self-stick notes as you finish revising.
If you finish, work on another piece of writing.

13. Restroom Break
9:25 – 9:30

14. Vocabulary Lesson
9:30 – 9:45

15. Vocabulary Day 3
clank, heave, budge

16. clank Clank= a short, loud sound similar to metal being hit.
“They heard the constable’s footsteps coming up to Mae’s cell. The barred door clanked.”
Clank= a short, loud sound similar to metal being hit.

17. clank “Would it Clank?” A spoon hitting the side of a metal bowl
Would a spoon hitting the side of a metal bowl clank? Why?
Prompt: It (would/would not) clank because…

18. clank “Would it Clank?” A rubber mallet hitting a drum
Prompt: It (would/would not) clank because…

19. heave heave= pull, throw, or lift with a lot of effort
“In the midst of the noise, Miles gave a mighty heave.”
heave= pull, throw, or lift with a lot of effort

20. heave
Who would like to act out pulling a heavy canoe out of the water?
What did you see when _______ do when he/she acted out heaving a heavy canoe out of the water?
When ________ acted out heaving a heavy canoe out of the water, he…

21. heave When have you heaved something or seen someone heave something?
What is the meaning of heave?
pull, throw, or lift with a lot of effort

22. budge
“But the window did not budge.”
budge= move just a little

23. budge
There’s a big rock in my front yard that I want to get rid of, but when I try to move it, it will not budge.
What objects in the classroom would not budge if you tried to move them?
Prompt: The ______ would not budge if I tried to move it.

24. budge
What objects outside the classroom can you think of that would not budge if you tried to move them?
Prompt: A _______ would not budge if I tried to move it.
What is the meaning of Budge?
move just a little

25. Onomatopoeia Clank is an example of an onomatopoeia.
Onomatopoeia is the use of words that sound like what they are describing.
Other examples include: whiz, beep, buzz, crunch, quack, slurp

26. Reading TEST
9:45 – 10:55

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

28. Restroom Break
11:20 – 11:30

29. SCIENCE TIME
11:30 – 12:20

30. Did you Know Bubble – Work Time
Students color background
Students write/print facts found
Students write final draft of “Topic” is important because…
Students paste information/shapes onto “bubble”

31. Due – Thursday, November 19, 2015 – To be completed at school

32. Sample – Newton’s Laws of Motion

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

34. Math Time!
1:30 – 3:15

35. Math Bell Work!
1:30 – 1:37

36. Check Progress!

37. Math Review Conferences

39. 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)