1. Science Journal Monday, October 26, 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. Fiction Week 2 Do ahead: Gather pictures of people
Being a Writer
Fiction Week 2
Do ahead: Gather pictures of people

4. Today’s Plan Hear, discuss, and draft fiction
Quick-write ideas from pictures
Cultivate a relaxed attitude toward writing

5. Elements of Fiction
Last week you heard and began drafting fiction stories. This week you will continue to do the same.
Notes About Fiction:
Something happens to someone, somewhere in time
Something happens (This is your PLOT) to someone (these are your CHARACTERS) somewhere (this is your SETTING) in time

6. Read Aloud
Harlem is a neighborhood in New York City where African American culture has flourished since the early 1900s.
Harlem was home to many musicians who played jazz music.
Listen carefully for the plot, characters, and setting.
You may need to clarify that a brownstone is a building made of brown stones, commonly found in New York City.

7. Class Discussion Who is this story about? What happens?
When and where does it happen?
Look at the picture and author’s note on page 32. Just like Debbie A. Taylor you will imagine stories as you look at pictures today.

8. Quick-write: Getting Ideas from Pictures
What story might we write about the person in this picture?
How would you describe the setting or when and where the story happens?
Think, pair, share with your partner to discuss what type of story you could make up about this picture.
For the next 5 minutes, write a few sentences of a story about this picture. Try to create a plot, characters, and a setting.

9. Independent Writing
9:00 – 9:25

10. Writing Time 20 to 30 minutes (Each student get a picture)
Write a story about your picture
Work on a story you started earlier
Start a new story

11. Sharing and Reflecting
What ideas came out of your imagination while you were writing today?
Who wrote a story about their picture? Tell us about it.
Think about your attitude toward writing. How did you feel as you wrote today? If you got stuck, what happened? What do you want to try tomorrow to help yourself out with your writing?
Extension is available for an extra quick-write if time allows.

12. Restroom Break
9:25 – 9:30

13. Vocabulary Lesson
9:30 – 9:50

14. Week 8 Vocabulary Test

15. Let’s Review last week’s vocabulary words!
tranquil contemplate meager
grimace strolled battered

16. Include at least five reading vocabulary words in a narrative you will write (topic your choice).
Be sure to include narrative elements such as a naturally sequenced plot, dialogue, and a problem that gets resolved by the end of the story.
GRAMMAR and PUNCTUATION count. Be sure to edit your story when you think you are finished.
Vocabulary Test
tranquil
contemplate
meager
grimace
strolled
battered

17. Reading Lesson
9:50 – 10:55

18. Making Meaning – Analyzing Text Structure
Partners meet up and then Gather as a Class
Please bring your STUDENT RESPONSE BOOK.

19. Important Elements of Fiction What has happened in the story so far?
We have been exploring elements of fiction through the novel Tuck Everlasting.
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
Review Chapters 1-8
What has happened in the story so far?

20. Reading Comprehension Strategies
Remember recognizing story elements is a powerful strategy you can use to better understand stories you hear and read independently.
Questioning is also a powerful strategy that we will use in the coming weeks to make sense of fiction.
Reading Comprehension Strategies
Using text features
Questioning
Recognizing story elements
Review the “Reading Comprehension Strategies” Chart. If necessary, refer to the “Important Elements of Fiction” chart and review the story elements character, setting, plot, and conflict or problem.

21. I will continue to read this book in sections by chapters.
I will also continue to stop several times to allow you and your partner time to talk about the story.
I want you to use the thinking tool “Stop and Ask Questions” as you listen to Chapters 9 & 10.
Reread the last paragraph on page 45 and continue through half of page 48, stopping after “The boys say you brung along a real, honest-to-goodness, natural child!”
Vocabulary to note: put vanity aside – stopped caring so much about how she looked p46
revived – awakened from sleep p47
colander – bowl with holes in it that is used to wash vegetables p47

22. Turn and Talk What questions can we ask about the story right now?
After listening to the end of page 45 through part of 48…
Turn and Talk
What questions can we ask about the story right now?
Let’s record those on an anchor chart – Questions About Tuck Everlasting
After Turn and Talk – have a few volunteers share their questions with the class. Record the questions on a chart. Reread the sentence “The boys say you brung along a real, honest-to-goodness, natural child.” and finish Chapter 9 through p49.
Let’s listen to some more!

23. After listening to the rest of 48 and page 49
Turn and Talk
What questions can we ask about the story?
After Turn and Talk – have a few volunteers share their questions with the class. Record the questions on a chart.

24. Student Response Booklet – p22
Please turn to page 22.
At the next three stops you will write questions of your own.
After explaining instructions, reread last sentence on page 49, “’… this is the finest thing that’s happened in – oh – at least eighty years.’” and stop after “’Where do they go when they’re away?’ asked Winnie. ‘What do they do?’” p53
Vocabulary to note: indomitable - unbeatable p50
camphor – mothballs, used to keep moths away from clothes p51
revolutionary – world or life changing p53

25. Let’s listen some more to Chapter 10!
After listening to p50 through part of p53…
In your Student Response Book on page 22, write your questions in STOP 3 box.
Have the students quietly write their questions in the Stop 3 Box. Do not discuss as a class. Reread the last sentence read “’Where do they go when they’re away?’ asked Winnie. ‘What do they do?’” p53 and continue through “’It’s just about time.’” p54
Let’s listen some more to Chapter 10!

26. Let’s listen to some more of Chapter 10!
After listening to the rest of p53 through part of p54…
In your Student Response Book on page 22, write your questions in STOP 4 box.
Have the students quietly write their questions in the Stop 4 Box. Do not discuss as a class. Reread the last sentence read “’It’s just about time.’” p54 and continue through “’And, likewise, I don’t see how we deserve to be cursed, if it’s a curse.’” at the top of p55
Let’s listen to some more of Chapter 10!

27. Let’s listen to the rest of Chapter 10!
After listening to the rest of p54 and part of page 55…
In your Student Response Book on page 22, write your questions in STOP 5 box.
Let’s listen to the rest of Chapter 10!
Have the students quietly write their questions in the Stop 4 Box. Do not discuss as a class. Reread the last sentence read “’And, likewise, I don’t see how we deserve to be cursed, if it’s a curse.’” at the top of p55 and continue through the end of Chapter 10 p55
Vocabulary to note: shed – take off p55

28. Paired Partners
Review your questions and put a check mark next to each question you think is answered in the story.
Now, discuss the story with your partner using your questions. Be sure to think about what you heard that might help answer some of your questions.
Use Questions to Discuss the Story

29. Class Discussion
Which questions got you and your partner talking about the reading? What did you hear that helped you to discuss those questions?
Discussion Prompts
I agree with ___________ because…
I disagree with ____________ because…
In addition to what _________ said, I think…
If the students do not suggest the question “Is immortality a blessing or a curse?” ask it yourself and record it, exactly as stated, on the “Questions About Tuck Everlasting” chart.

30. IDR – Independent Daily Reading Instructions
As you read today, think about what you are learning about your novel’s characters, settings, and plots, as well as any conflicts or problems the characters face.
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

31. IDR – Independent Daily Reading
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
Remember the important elements of fiction. At the end of IDR, I will ask for some of you to share.
Who is the main character in your novel?
Upon finishing, there is a WRITING ABOUT READING lesson. It takes additional preparation to complete.
What are you finding out about that character?
What conflict or problem is that character facing?
What is the setting like in your novel?

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

33. Restroom Break
11:20 – 11:30

34. SCIENCE TIME
11:30 – 12:20

49. Science Stations Complete 2 a day – 6 a week!
Station 1 (Read & Comprehend)
Station 2 (Explore)
Station 3 (Organize It)
Station 4 (Center/Mini-Lab)
Station 5 (Vocabulary)
Station 6 (Computer)
Group Rotation
Day 3:
Group A Station 3 & 4
Group B Station 4 & 3
Group C Station 5 & 6
Group D Station 6 & 5
Group E Station 1 & 2
Group F Station 2 & 1

50. Science Station Groups
A B C D E F Naomi David Stormy Terrico Brooklyn Terrance Seth Brennen Jamarrien Jeanelle Sean Adam Ashlyn Angelese Dalton Zachary Nathan Manuel Austin Anna Hudson Jasmine Olivia Brennan Eli Margaret Rebekah Bret

51. Homework Pages 28-29

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

53. Math Time!
1:30 – 3:15

54. Math Bell Work!
1:30 – 1:37

55. Math Lesson!
1:37 – 2:00

56. Workbook pages

57. Math Station Rotations!
2:00 – 3:15

58. Math Groups Today! Group 1 Group 2 Group 3 Group 4
David Eli Seth Austin
Terrance Bret Manuel Hudson
Jasmine Margaret Brennan Nathan
Sean Stormy Terrico Adam
Naomi Zachary Anna Jeanelle
Jamarrien Ashlyn Rebekah Olivia

59. Workbook pages
Even numbers

60. Homework pages
Even numbers

62. 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)