2. 8:10 – 8:30 Who found out the moon phase? 3285 Wilson Mill Road West Lake Cormorant, MS 38641 Write a letter back to your new Pen-Pal at our neighboring area school! Tuesday, October 1, 2013 Waning Crescent

3. Let’s Practice Our Reading Strategies

4. Class Novel 8:40 – 9:30 SummaryQuestions Part 2 – Chapter 1 Read Part 2 -Chapter 1 & Complete T chart

5. Restroom Break 9:30 – 9:40

6. Making Meaning – Recognizing Text Features! 9:25 – 10:00 Yesterday we heard the article “Follow That Ball! Soccer Catching On in the U.S.” What do you remember about this article?

7. Open Student Booklet to these pages! This is a copy of the article I read yesterday. Today I will read it again, and then we will discuss the text features in pairs and as a class.

8. Review Student Booklet! caption Notice photographs and caption News articles often contain photographs with captions and other features to help the reader better understand the topic.

9. Scan the Student Booklet! Think – Pair – Share What text features do you notice? How might they help readers understand the topic?

10. Circle Graph Focus! What is the title for the Circle Graph? Circle Graphs and other graphs can help readers understand pieces of information or data in a quick and easy way.

11. Which sports are among the top seven sports played by 12-17- year olds in the U.S.? Which sports are among the top seven sports played by 12-17- year olds in the U.S.? Of the sports listed, what percentage of 12-17-year olds play ice hockey? Of the sports listed, what percentage of 12-17-year olds play ice hockey? Of the sports listed, what percentage of 12-17-year olds play softball? Of the sports listed, what percentage of 12-17-year olds play softball? Circle Graph Focus!

12. Think – Pair – Share Looking at this graph, what statements can you make about the top seven sports played by 12-17- year-olds in the U.S.? What does this graph tell you about the popularity of soccer in the U.S.?

13. Circle Graph Focus! Text features such at this circle graph help readers make sense of the information in articles and books. Remember to notice text features when you read independently We’ll be looking at another news article later this week!

14. Reflect What did you say to your partner if you did not understand his/her thinking? Did that help?

15. 10:00 – 10:30 INDEPENDENT READING

16. 10:30 – 10:45 Making Meaning - Vocabulary Review word chart! guarantee devastate lifeless

17. Partner Up & Move to the Carpet Last time we learned three words from Life in the Rainforests. Today we’re going to think about those words and really use them! Quiz time!

18. guarantee What is the definition of… A promise or make certain that something will happen or be done

19. devastate What is the definition of… to destroy

20. lifeless What is the definition of… without life or living things such as people, animals, or plants

21. Think – Pair – Share Which of the words we learned yesterday do you think was interesting or fun to talk about? Why?

22. Game - Finish the Story Today we’re going to play a game I will tell a story, but leave off the last word. Partners will finish the story by deciding which of the vocabulary words we’ve learned would make the best ending for it. First we’ll practice!

23. Game - Finish the Story The amusement park has been closed for months. The park, which was once crowded with people, is now______________. Which of our vocabulary words makes the best ending for the story? Why?

24. Think – Pair - Share Paired Partners - Finish the Story Hurry Up Harry’s appliance repair service promises to fix any appliance in less than a week. That is their ______________. Which of our vocabulary words makes the best ending for the story? Why?

25. Think – Pair - Share Paired Partners - Finish the Story Song was sick with the flu. She lay in bed, barely able to move. When her dad saw her, he said, “Song, I have never seen you so ______________.” Which of our vocabulary words makes the best ending for the story? Why?

26. Think – Pair - Share Paired Partners - Finish the Story Thousands of locusts swarmed the wheat field, eating every plant in sight. The farmer’s crops were ______________. Which of our vocabulary words makes the best ending for the story? Why?

27. Think – Pair - Share Paired Partners - Finish the Story The author isn’t sure when he’ll finish his book. He told his publisher, “I’ll try to get the book to you by the 17 th. But that is not a date I can ______________.” Which of our vocabulary words makes the best ending for the story? Why?

28. Think – Pair - Share Paired Partners - Finish the Story The hurricane smashed ashore destroying everything in its path. Entire neighborhoods were ______________.” Which of our vocabulary words makes the best ending for the story? Why? Tomorrow we will have a vocabulary study for three new words!

29. Grammar Time! Grammar Time! 10:45 – 10:55

30. Word Study dissatisfied disadvantage disability disregard discrimination unfamiliar

31. dissatisfied

32. disadvantage

33. disability

34. disregard

35. discrimination

36. unfamiliar

37. Unit 2 – Week 3 – Day 2 Unit 2 – Week 3 – Day 2 Being a Writer 10:55 – 11:25

38. Today’s Plan Hear and discuss a personal narrative Explore features of personal narratives Quick-write about interesting events Write freely about things that interest you

39. Notes About Personal Narratives Come to the carpet. Bring your pencil and writer’s notebook. Make sure you sit next to your new partner. Yesterday you heard “Never the Monkey,” a personal narrative by Jerry Spinelli. We are going to add notes today to our chart, “Notes About Personal Narratives” to help us understand more about personal narratives.

40. Notes About Personal Narratives A personal narrative tells a true story from the author’s own life. (Let’s add that to our chart.) We will continue adding to this chart as we discover more about what makes personal narratives different from other kinds of writing.

41. “Shortstop” Today I will read you part of another personal narrative from Knots in My Yo-yo string. In “Shortstop” Jerry Spinelli writes about learning an important lesson. While listening to this story I want you to think about the important lesson that he learns.

42. “Shortstop” What event does Jerry Spinelli describe in this story? Let’s listen again to the passage on page 30: “I could hear the ball crunching along the sandy ground…the manager was waiting for me.” What do you see in yur mind when you hear this passage? – Turn and talk (person closest to the front of the room goes irst.)

43. Notes About Personal Narratives In many personal narratives, including this one, the author tell about interesting events from his/her life and includes sensory details to help the reader see, hear, smell, taste, and feel what is happening. Let’s add “Sensory details to help the reader see, hear, smell, taste, and feel what’s happening.” to our chart, “Notes About Personal Narratives”.

44. Two Question to Think About Jerry Spinelli writes about an interesting event that happened to him when he was learning how to play baseball. What are some interesting events you could write about from your own life? Jerry Spinelli says he learned a lesson he never forgot from his manager. When did you learn something that you’ve never forgotten? Without talking, open your writer’s notebooks to the page titled “Ideas from My Own Life,” located in the ideas section, and add other interesting events from you own life that you could write about.

45. Independent Writing Return to your seats. For the next 20 to 30 minutes, write about either of the following. – Continue the writing you began in the quick write. – Write about something else that interest you. Remember to double-space your writing.

46. Sharing and Reflecting Did you write about an interesting event from your life? Tell us about it. What other topics did you write about today? Tell us about them.

47. Reflect 11:25 – 11:30Sharing

48. Math Time! 11:30 – 12:00

52. Math Workbook page 201

53. Math Workbook page 202

55. Out of Classroom! 12:00 – 12:45 Activity 12:45 – 1:15 Lunch 1:15 – 1:45 Recess

56. Math Time! 1:45 – 2:45

58. Math Workbook page 203

59. Math Workbook page 204

61. 2:45 – 3:10 SCIENCE TIME

62. 12/3/2015By W. Ribbeck Scientific Method http://studyjams.scholastic.com/st udyjams/jams/science/scientific- inquiry/sidentify-outcomes.htm http://studyjams.scholastic.com/st udyjams/jams/science/scientific- inquiry/sidentify-outcomes.htm

63. 12/3/2015By W. Ribbeck Scientific Method Basic Steps (The Rattlesnake Experiment)

64. Definition ► Scientific method: basic steps that scientists follow in uncovering facts and solving scientific problems

65. Basic Parts of Scientific Method ► Stating the problem ► Gathering information ► Suggesting an answer for the problem ► Performing an experiment to see whether the suggested answer makes sense ► Recording and analyzing the results of experiments or other observations ► Stating conclusions

66. Stating the Problem ► What invisible trail does a rattlesnake follow in tracking down its bitten prey?

67. Gathering Information ► A rattlesnakes eyes are only sensitive to visible light ► A pair of organs located under the eyes detect invisible light in the form of heat ► A rattler’s tongue “smells” certain odors in the air ► The sight or smell of an unbitten animal does not trigger the rattler’s tracking action

68. Hypothesis ► After the snake wounds its victim, the snake follows the smell of its own venom to locate the animal

69. Experiment ► Drag a dead mouse that has been struck and poisoned by a rattlesnake along a curved path on the bottom of an empty cage ► Place the snake in the cage ► The snake follows the exact trail that has been laid out ► Control ► Drag an unbitten dead mouse along the path ► The snake seems disinterested

70. Recording and Analyzing Data ► Do the experiment many times ► Record the data

71. Conclusion ► The scent of venom was the only factor that could cause a rattlesnake to follow its bitten victim.

72. Homework Math Workbook pages 205-206 Review Science Binder Read at least 30 minutes every day Choice - Vocabulary Practice Tues. Words

73. 3:10 – 3:15Wrap Up! Pack-Up Office will announce: Car Riders – Leave around 3:15 Bus Riders – Teacher walks out about 3:22 (listen to intercom-dismisses by grade)