1. Science Journal Thursday, November 5, 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. Today’s Plan Explore character, plot, and setting.
Hear, discuss, and draft fiction
Explore using dialogue to reveal characters
Cultivate a relaxed attitude toward writing
Gather with your partner. You will need pencils and notebooks.
Remember that fiction stories tell about something that happens to someone, somewhere in time.

4. Read Aloud Vocabulary:
Mulch – to spread leaves, straw, or other materials around plants
Trudged – walk slowly in a tired way
Trowel – small shovel
Pulp – soft juicy part of fruit

5. Discuss the Story Who is this story about? Why do you think so?
What happens to the father in this story?
Where does this story take place? How would you describe the place in this story?
Character (someone)
Plot (something happens)
Setting (somewhere in time)
The father
He ruins Mr. Bellavista’s garden with his friends
His neighborhood
Careless
He tries to make it up to Mr. Bellavista
When he was a kid
Likes to get messy

6. Independent Writing
9:00 – 9:25

7. Writing Time Return to your own seats
Remember that in fiction stories something happens (plot) to someone (character) somewhere in time (setting).
Independent Writing: 20 – 30 minutes
Work on a story you started earlier
Start a new story

8. Share and Reflect What ideas came out of your imagination today?
How did you feel today? If you got stuck, what did you do to help? What do you want to do tomorrow to help yourself with your writing?

9. Restroom Break
9:25 – 9:30

10. Vocabulary Lesson
9:30 – 9:45

11. Day 2
Today we will:
Review and practice using the words contented, uneasy, and soothe from Day 1
Build speaking and listening skills
Use discussion prompts to build on one another’s thinking

12. What’s the word we’re learning that means nervous, worried, or anxious?
uneasy

13. What’s the word we’re learning that means make someone or something calmer and less upset?
soothe

14. What’s the word we’re learning that means satisfied or happy?
contented

15. contented uneasy soothe
Which of yesterday’s words do you think was especially fun or interesting to talk about? Why? Turn to your partner
Prompt:
I think the word __________ was especially fun or interesting to talk about because…
After partners have talked, have one or two volunteers use the prompt to share their thinking with the class.

16. Activity: Create a Sentence
Partners will do an activity called “Create a Sentence.” I will read aloud the beginning of a sentence that uses one of yesterday’s words. Then you will use your imaginations and what you know about the word to finish the sentence. Before you and your partner begin, we will practice as a class.

17. contented – satisfied or happy
Classroom Practice
Activity: Create a Sentence
contented – satisfied or happy
How might you use the word contented in a sentence? Turn to your partner.
Discussion Prompt: Does it make sense to say: I was contented when… Why?
After partners have talked, have a few volunteers share their sentences with the class.

18. uneasy – nervous, worried, or anxious
Classroom Practice
Activity: Create a Sentence
uneasy – nervous, worried, or anxious
How might you use the word uneasy in a sentence? Turn to your partner.
Discussion Prompt: Does it make sense to say: I was uneasy when… Why?
After partners have talked, have a few volunteers share their sentences with the class.

19. soothe – make someone or something calmer or less upset
Classroom Practice
Activity: Create a Sentence
soothe – make someone or something calmer or less upset
How might you use the word soothe in a sentence? Turn to your partner.
Discussion Prompt: Does it make sense to say: I was soothed when… Why?
After partners have talked, have a few volunteers share their sentences with the class. Extension activity on metaphors – page 230

20. Reading Lesson
9:45 – 10:55

21. Making Meaning – Analyzing Text Structure
Partner up and Meet as a Group
Please bring your STUDENT RESPONSE BOOK and pencil.

22. What happened at the Tuck cottage in yesterday’s reading?
What else did we learn about the man in the yellow suit?
Discussion Prompts
I agree with ___________ because…
I disagree with ____________ because…
In addition to what _________ said, I think…
After discussing these questions, explain that most fiction plots have a climax and that a climax is a “point of great excitement and interest in a story.” Explain that usually the climax of a plot centers around one of the story’s conflicts, such as the conflict between the Tucks and the man in the yellow suit.
So far we’ve read 19 Chapters of Tuck Everlasting.

23. What exciting and interesting event happened in yesterday’s reading involving the Tucks and the man in the yellow suit?
Discussion Prompts
I agree with ___________ because…
I disagree with ____________ because…
In addition to what _________ said, I think…
If necessary, remind the students that Mae Tuck hit the man in the yellow suit with a shotgun. Explain that this event is the climax of the story because it is a moment of great excitement and interest and also because it lets us know how the conflict between the Tucks and the man in the yellow suit ends.

24. Important Elements of Fiction
Add Climax to Chart
Important Elements of Fiction
character: person in a story
setting: where and when a story takes place
plot: what happens to the characters in the story (the events that make up the story)
conflict or problem
climax: point of great excitement and interest in a story
Explain that after the climax, characters often change in some way. Display the “Winnie’s Character” chart and briefly review the items on it. Explain that as you read chapters 20 and 21 the you would like the students to listen for ways that Winnie might be changing. Tell them that you will stop several times during the reading so partners can discuss the reading.

25. Let’s begin reading Chapter 20

26. After listening to page 101 through part of page 104…
What are you thinking about the part of the story you just heard?
Turn and Talk
Without discussing as a class, reread the last sentence before the stop “’Mr. Tuck,’ she said, ‘don’t worry. Everything’s going to be all right.’” p104 through “…Mae Tuck would not be able to die.” p105

27. After listening to part of page 104 through the end of page 105 (Chapter 20)…
What are you thinking about the part of the story you just heard?
Turn and Talk
Without discussing as a class, reread the last sentence before the stop “…Mae Tuck would not be able to die.” p105 through “And no amount of telling about it could help them understand or share what she felt.” p108

28. After listening to part of page 105 and part of page 108…
What are you thinking about the part of the story you just heard?
Without discussing as a class, reread the last sentence before the stop “And no amount of telling about it could help them understand or share what she felt.” p108 through the end of chapter 21.
Turn and Talk

29. After listening to part of page 108 through the end of Chapter 21 p110…
What are you thinking about the part of the story you just heard?
Turn and Talk

30. Character Change Let’s review the “Winnie’s Character” chart.
Using Think-Pair-Share discuss the following questions:
How is Winnie changing? What makes you think so?
What do you think has caused her to change?
Have a few volunteers share their thinking.
Students might say:
“Winnie is not as afraid as she was at first. She knows that she loves the Tucks and wants to defend them.”
“I agree with (student). Winnie is brave when she tells the constable that she wanted to go with the Tucks and that they didn’t kidnap her.”
In addition to what (students) said, I think one thing that makes Winnie change is that she realizes the Tucks care about saving others from having to live forever like they do.”
Circulate among pairs. Listen for evidence that the students understand the idea of character change and are referring to the text to discuss their ideas.
Discussion Prompts
I agree with ___________ because…
I disagree with ____________ because…
In addition to what _________ said, I think…

31. Student Response Booklet
Paired Partners
Student Response Booklet
Review your questions again from pages in your student response book.
Put a check mark next to any questions that you think are being answered in the story.
Discuss the story with your partner using your questions.
When most pairs have finished talking, facilitate a class discussion using questions to further discuss the story on the next slide.

32. Classroom Discussion
Discussion Prompts
I agree with ___________ because…
I disagree with ____________ because…
In addition to what _________ said, I think…
What is a question that got you and your partner talking about the story?
Is that question answered directly, or did you figure out the answer from clues? What clues?
What questions were not answered? How do you know?
Encourage the students to continue to practice asking questions to deepen their understanding and enjoyment of fiction.
Do others agree that the question is answered in that way/not answered in that way? Explain your thinking

33. IDR – Independent Daily Reading Instructions
As you read today, think about how the characters in your novel are changing.
You will share at the end of IDR.
Important Elements of Fiction
character: person in a story
setting: where and when a story takes place
plot: what happens to the characters in the story (the events that make up the story)
conflict or problem
climax: point of great excitement and interest in a story
Have students read silently for minutes. After they have settled into their reading, confer with individual students.

34. IDR – Independent Daily Reading
Think about character changes
Please share what you have read with your partner. Be sure to include:
The title
The author’s name
What your novel is about
How the characters are changing
Important Elements of Fiction
character: person in a story
setting: where and when a story takes place
plot: what happens to the characters in the story (the events that make up the story)
conflict or problem
Extension activity available to explore 3rd person point of view p211
What did your partner share with you today about his or her reading?

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

36. Restroom Break
11:20 – 11:30

37. SCIENCE TIME
11:30 – 12:20

43. Bill Nye Video – Chemical Reactions (taking notes)

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

45. Math Test! Chapter 5
1:30 – 3:15

47. 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)