Saint Paul American Schools
Language Arts
Curriculum > Middle > 6th Grade- Course Description
- The main focus of grade 6 Language arts is to develop an appreciation of literature in its many forms, the ultimate goal being to read and write for pleasure. Students will explore short stories, plays, poetry, and novels, connecting their own experiences with that of the various authors’ writing. As they read and write they will develop an awareness of the many points of view throughout the world, and the techniques the authors used to make an impact on the reader. Learning from these techniques, students will develop their own style, writing from a variety of points of view, with the intent to inform, persuade, and entertain. They will also be learning and applying grammar and the conventions of English through mini‐lessons that incorporate student writing. To help with word decoding strategies, they will learn Greek and Latin root words, prefixes, and suffixes.
- Course Learning Objectives
-
Using graphic organizers, group discussion, debates and discussions, and
book reports on self‐chosen chapter‐books, students will:
· Analyze the connections between the texts they read and the real world.
· Demonstrate how to paraphrase, evaluate, and summarize the information they read.
· Analyze the differences between fact and opinion.
· evaluate point of view and analyze figurative language and · identify elements of poetry
· Decode complex words by using their knowledge of roots and affixes.
· Increase fluency with read‐aloud and dramatizations.
- Course Language Objectives
-
Students will decode words and phrases using knowledge of Greek and
Latin root words; homonyms, homographs, etc.; and in context
Students will understand and use figurative language such as sarcasm, irony, similes, metaphors, personification, hyperbole, and idioms in their writing.
Students will develop and use vocabulary pertinent to a particular mode, such as the transition words used in expository writing.
Students will properly pronounce words commonly heard in English.
- Resources
- Textbook‐‐Reading Street, Grade 6; 2008; Scott Foresman; 0‐328‐24354‐X Chapter books—to be determined.
- Units, Themes, and Course Organization
-
On‐going throughout the year—vocabulary, Greek/Latin roots, spelling,
grammar, using references.
Semester 1:
Unit One: Reading‐‐Elements of a short story—setting, characters, plot, conflict, point of view ‐‐Figurative devices
Writing—Descriptive, using figurative devices
Book report
Unit Two: Reading‐‐‐‐Main idea, text details, compare and contrast
Writing—narrative; using the senses to improve writing
Unit Three: Reading—visualization, prediction, text structure
Writing—continue narrative
Book report
Semester 2:
Unit Four: Reading—Cause and Effect, Author’s Purpose
Writing—Expository using cause and effect relationships
Unit Five: Reading and Writing—Poetry
—rhyme, meter, voice, imagery, figurative
devices Book report
Unit Six: Reading—analyze text for six writing traits
Writing‐‐ persuasive essays using fact versus opinion
- Learning Activities and Methods
- Students will read independently, use the internet and other resources to do research on reading content and to develop well‐informed written work, participate in class discussions, create their own words for classmates to decode, play vocabulary and other word games, create and present book reports, and write collaboratively and independently to inform, persuade, and entertain.
- Assessment
Evaluation:
| Spelling and Grammar | 20% |
| Writing | 20% |
| Homework | 10% |
| Classwork | 10% |
| Book Reports | 20% |
| Reading Comprehension | 20% |
Grading Scale:
| A+ | 97 - 100 | 4.0 |
| A | 94 - 96.99 | 4.0 |
| A- | 90 - 93.99 | 3.7 |
| B+ | 87 - 89.99 | 3.3 |
| B | 84 - 86.99 | 3.0 |
| B- | 80 - 83.99 | 2.7 |
| C+ | 77 - 79.99 | 2.3 |
| C | 74 - 76.99 | 2.0 |
| C- | 70 - 73.99 | 1.7 |
| D+ | 67 - 69.99 | 1.3 |
| D | 64 - 66.99 | 1.0 |
| D- | 60 - 63.99 | 0.7 |
| F | 0 - 59.99 | 0 |
- Classroom Policies
-
Classroom rules are very basic:
Be respectful at all times—of other students, staff, and yourself
Be prepared—bring all materials and your homework every day
Be punctual.
Please see your handbook for the consequences of dishonesty and attendance problems.
- Supplies
-
A4 lined paper—no tiny notebooks, please!
Pens—black or blue
Pens—Red, purple, green, etc.—for editing and correcting papers. Must
contrast with blue and black (please—no yellow or pale pink!)
Pencils
Hand‐held pencil sharpener with shavings‐catcher
Colored pencils
- Questions?
-
Parents, guardians, and host parents: If you have any questions,
comments, or concerns, please feel free to contact me. E‐mail is the best
way to reach me. I am happy to answer questions via e‐mail or meet with
you in person.
Students‐‐If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.
Important Note:
This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be introduced to class procedures, as well as to an overview of activities happening throughout the year. They will begin reading and writing simple stories.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to discuss aspects of their own lives using proper adjectives, decode words using Greek/Latin roots.
Monday
Tuesday
Wednesday
Thursday
Friday
- ***FIRST DAY OF CLASS***
- Learning Objective:
- Intro to class rules, overview of course.
- Language Objective:
- Listening skills.
- Main Activity:
- Intro to class, ask questions, answer questions on a worksheet—“What’s the Scoop?”.
- Evaluation:
- Finishing worksheet.
- Vocabulary:
- Homework:
- Learning Objective:
- Follow directions.
- Language Objective:
- Use adjectives to describe oneself, translate them into pictures.
- Main Activity:
- Students will create “Bubble Name” posters describing their lives using adjectives which are then illustrated.
- Evaluation:
- Following directions while making posters.
- Vocabulary:
- adjective, hobby, favorite, language, bilingual
- Homework:
- Finish Bubble Names.
- Learning Objective:
- Understand the origins of the English language, be introduced to vivid verbs as an essential component of good writing.
- Language Objective:
- Memorize Gr/L. roots.
- Main Activity:
- Review elements of stories, then read the story about dogs as loyal companions in the textbook. Discuss the vivid verbs used and how they create a strong written story.
- Evaluation:
- Following in the book with their peers, ready to read when called on, identify verbs.
- Vocabulary:
- verb; lunge, romp, pounce; root words—bi-, tri-, phobe-
- Homework:
- Write a very short story 3-4 paragraphs) about a pet—describe its importance to your family, how you take care of it, etc.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Determine setting of a story from context clues.
- Language Objective:
- Orally describe the setting of a story.
- Main Activity:
- Present Bubble Names, read own story to the class, class feedback, read beginning of “Old Yeller”.
- Evaluation:
- Homework completed, prepared to present Bubble Name, ability to orally identify the story setting.
- Vocabulary:
- setting, time, place, weather, social conditions
- Homework:
- Materials / Resources (including technology)
- Textbook (Reading Street), paper, colored pencils
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how to spell 15 common words in English, derived from students’ writing; use context clues to aid comprehension; how to identify and write a simile.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to spell new words correctly, write similes, skim a story looking for context clues to answer questions.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Skim a story to find clues to help aid comprehension.
- Language Objective:
- Read aloud fluently.
- Main Activity:
- Take spelling pre-test #1; Read “Old Yeller” aloud, checking for understanding.
- Evaluation:
- Prepared for class, participation, answering questions orally.
- Vocabulary:
- skim; spelling words
- Homework:
- Correct misspelled words 3 times (from the pre-test), write sentences with spelling words.
- Learning Objective:
- Read, then skim text for context clues.
- Language Objective:
- Read aloud fluently.
- Main Activity:
- In small groups, continue reading “Old Yeller”.
- Evaluation:
- Participation, comprehension of text.
- Vocabulary:
- Spelling words.
- Homework:
- Spelling crossword.
- Learning Objective:
- Read, then skim text for context clues; understand the value of similes in writing
- Language Objective:
- Speak and write similes using language appropriate to similes.
- Main Activity:
- Read aloud from “Old Yeller”, read from “Black Holes”, skim both for context clues to check for comprehension; write similes.
- Evaluation:
- participation in class, completed HW, attempt at simile writing.
- Vocabulary:
- simile, “as, is, to, like”.
- Homework:
- Write several similes.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Peruse a book for clues to its contents; write “extreme” similes.
- Language Objective:
- read aloud fluently, use words appropriate for writing similes.
- Main Activity:
- Spelling Test #1; share similes from the day before; write “extreme” similes, start the book “Because of Winn-Dixie”.
- Evaluation:
- Participation in class; following in the text while others read; writing extreme similes when asked.
- Vocabulary:
- extreme
- Homework:
- Simile worksheet.
- Materials / Resources (including technology)
- Reading Street text, Spelling worksheets, “Black Holes” worksheet, Simile worksheets, book—Because of Winn-Dixie
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Ss will learn to spell Week 2 spelling words (dropping the “y”, add “I”), will use context clues to answer comprehension questions, will relate stories to their own lives, and will recognize and write analogies.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will begin to practice skimming a text to look for answers to comprehension questions; will discern patterns in order to create analogies; will know the spelling rule for words ending in “y”; and will be able to make predictions based on their reading so far.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will apply the spelling rule of turning a “y” into an “i” and adding the rest of a suffix to comparative adjectives; they will skim a text looking for clue words to answer comprehension questions; and will practice spelling words, they will connect the text to their own experiences, and will make predictions based on their reading.
- Language Objective:
- Students will spell spelling words correctly, and will match clue words within their books with the same words on their worksheets.
- Main Activity:
- Spelling Pre-test #2, read Winn-Dixie “popcorn” style, answer questions on paper and through class discussion.
- Evaluation:
- Class participation, following in book, ready to read when asked, answer comprehensions questions correctly, prediction is thoughtful and makes sense.
- Vocabulary:
- Spelling words week #2
- Homework:
- Spelling words corrected 3 times, spelling crossword
- Learning Objective:
- Students will skim a text looking for clue words to answer comprehension questions; will thoughtfully respond to “opinion” questions based on the book; and will know the definitions of their spelling words as shown through meaningful sentences.
- Language Objective:
- Objective: Students will know the definitions of spelling words.
- Main Activity:
- Introduction to analogies and “hink-pinks”; read from Winn-Dixie and answer comprehension questions.
- Evaluation:
- Class participation, following in book, ready to read when asked, answer comprehensions questions correctly.
- Vocabulary:
- Spelling words
- Homework:
- Write meaningful sentences containing spelling words.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Book—Because of Winn-Dixie; spelling word list, spelling crossword
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will learn new spelling words (week #3). They will be introduced to “hink-pinks”, and will continue to read for comprehension in “Winn-Dixie”.
- Language Objective:
- Students will differentiate between homophones (flour/flower) and remember the spelling rule for words that end in “y”.
- Main Activity:
- Spelling pre-test #3, spelling test #2 (from last week’s cancelled school day); read Winn-Dixie.
- Evaluation:
- Spelling test #2 words spelled correctly; correction of spelling words #3; Winn-Dixie comprehension questions answered correctly.
- Vocabulary:
- Spelling words from list #3.
- Homework:
- Study spelling words; write misspelled words three times.
- Learning Objective:
- Students will identify words that can be used instead of overused words (said, went, etc.).
- Language Objective:
- Ss will brainstorm words to replace boring words and pronounce them correctly (vivid verbs).
- Main Activity:
- Ss will make writing carrels.
- Evaluation:
- Following directions.
- Vocabulary:
- Spelling words, words from Word Bank.
- Homework:
- Study spelling words, write meaningful sentences using each spelling word.
- Learning Objective:
- Students will continue to brainstorm and remember meanings of vivid verbs.
- Language Objective:
- Students will pronounce vivid verbs correctly.
- Main Activity:
- Ss will continue to make their writing carrels.
- Evaluation:
- Following directions.
- Vocabulary:
- ivid verbs and other words, spelling words.
- Homework:
- Spelling crossword week #3; short essay describing a favorite meal.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will identify words that can be used to describe the senses.
- Language Objective:
- Ss will use vivid adjectives and verbs to describe the five senses, especially as they pertain to the way the student eats a favorite food.
- Main Activity:
- Using a step-by-step guide, students will reflect on the way they eat a vanilla cookie, including the way it smells, feels, and tastes. They will also take note of the way they actually eat the cookie, using descriptive language. Ss will also be informed of the book report project.
- Evaluation:
- Following directions, recording their observations.
- Vocabulary:
- vivid language pertaining to the senses, especially adjectives.
- Homework:
- Write a rough draft of the way the student eats a vanilla cookie; parent signature on book report directions.
- Materials / Resources (including technology)
- Tag board, writing carrel papers, rulers, gluesticks, scissors, vanilla wafers, worksheet on which to record observations, book report directions
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know to use sensory language to improve their writing.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to use increased vocabulary, based on the senses, to describe a given experience.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will conclude that use of specific vivid words improves their writing.
- Language Objective:
- Increased use of vocabulary, applicable to describing “How I eat an Oreo”.
- Main Activity:
- Students will brainstorm words that can substitute for “boring” vague words, such as eat, chew, and feel.
- Evaluation:
- Participation in discussion, progress on a rough draft.
- Vocabulary:
- Vivid verbs, spelling words.
- Homework:
- Write missed spelling words three times each (week 4)
- Learning Objective:
- students will continue to brainstorm vivid verbs and will apply them to their writing.
- Language Objective:
- Familiarity with and writing of vivid verbs.
- Main Activity:
- Students will each be given an Oreo and a worksheet to use to organize and record their observations of themselves as they eat the Oreo. When finished, they will start a rough draft.
- Evaluation:
- Recording their observations, thoughtful reflection.
- Vocabulary:
- Vivid verbs.
- Homework:
- Spelling sentences.
- Learning Objective:
- Students will continue to choose appropriate descriptive words and phrases in their writing.
- Language Objective:
- Students will use their vivid verb vocabulary in their rough draft.
- Main Activity:
- Students will work on their rough drafts, refining as they write.
- Evaluation:
- Focus on their work, following directions.
- Vocabulary:
- Vivid verbs and phrases.
- Homework:
- Spelling crossword.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will critique their classmates’ writing, using editing marks as needed.
- Language Objective:
- Students will use correct vocabulary when giving feedback to their peers.
- Main Activity:
- Students will share their rough drafts, critiquing each other’s work, then use the feedback to write their final drafts. They will also decorate the covers of their Oreo writing.
- Evaluation:
- Focus on their writing, using vivid language.
- Vocabulary:
- Vivid language.
- Homework:
- Read for their book reports.
- Materials / Resources (including technology)
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will increase their descriptive writing vocabulary, as well as identify inferences in their reading.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify inferences in their chapter book. They will also continue to identify, define, and use descriptive verbs and adjectives in their writing.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will memorize the difference between homophone pairs: their/there/they’re, and hear/here, piece/peace, and through/threw. They will identify vivid verbs in their reading, and use them in their writing.
- Language Objective:
- Verb identification.
- Main Activity:
- Ss will share their Oreo stories and discuss the vivid verbs used, and take a spelling pre-test of mostly homophone pairs. They will also continue to read the book Winn-Dixie, answering literal and inferential questions from Ch. 5.
- Evaluation:
- Reading along with the person reading aloud, writing answers to the questions on the book, identifying vivid verbs and adjectives from the book.
- Vocabulary:
- Spelling words, verbs from Winn-Dixie.
- Homework:
- Correct spelling words three times, write spelling sentences.
- Learning Objective:
- Ss will continue to define and identify verbs, and will add nouns to their lists.
- Language Objective:
- Students will correctly identify and pronounce verbs from their reading.
- Main Activity:
- Ss will finish reading chapter 5 in Winn-Dixie, answer literal and inferential questions, and identify verbs. They will also take a Basic Skills pre-test to assess their knowledge of parts of speech, alphabetizing, and grammar.
- Evaluation:
- Reading aloud when asked, orally identifying verbs and nouns.
- Vocabulary:
- Spelling words, unfamiliar words in Winn-Dixie.
- Homework:
- Spelling crossword.
- Learning Objective:
- Students will memorize the meaning of noun, verb, adverb, and adjective, and be able to identify new words as one of the above but its context.
- Language Objective:
- Ss will name new words as a noun, verb, adjective, or adverb.
- Main Activity:
- Students will each create a poster illustrating the use of and examples of each of the main parts of grammar. They will present the poster to the class next week. They will also take Spelling Test #5.
- Evaluation:
- Correct definitions, attention to detail, and pride in their work concerning their posters, spelling test results.
- Vocabulary:
- Various words students choose appropriate to their posters.
- Homework:
- Read for fun.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Spelling Test #5, crossword #5, Basic Skills Pre-test, white copy paper, colored pencils
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the basic parts of speech, plus the vowels and their sounds.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify nouns, verbs, adjectives, and adverbs.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will identify and use nouns.
- Language Objective:
- Students will identify and properly pronounce nouns.
- Main Activity:
- After taking a spelling pre-test, students will review the four main types of words, then brainstorm lists of nouns. They will then “interview” each other, gathering a list of nouns as cued, then each students will apply his or her list to a noun poem, Mad-Lib style. They will then read their poems to the class.
- Evaluation:
- Engagement in discussion, ability to identify and list nouns.
- Vocabulary:
- Spelling words, nouns.
- Homework:
- Correct spelling words three times, write meaningful sentences with spelling words.
- Learning Objective:
- Students will identify and use adjectives correctly.
- Language Objective:
- Students will identify and properly pronounce adjectives.
- Main Activity:
- Students will very briefly review the basic parts of speech, then brainstorm lists of adjectives.
They will be given a worksheet listing groups of unrelated nouns, and will find adjectives that are common to each noun in a set. (Ticket Trio worksheet). They can work in pairs if desired, and share ideas.
- Evaluation:
- Engagement in discussion, ability to identify and list adjectives.
- Vocabulary:
- Spelling words, new adjectives, new nouns.
- Homework:
- Spelling crossword.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will identify, define, and use adverbs correctly. They will also alphabetize titles of books and movies correctly.
- Language Objective:
- Students will identify and properly pronounce adverbs, and they will recognize proper alphabetical order used to organize titles.
- Main Activity:
- Students will review parts of speech, then brainstorm a list of verbs to use as springboards to help think of adverbs. They will circulate four pieces of blank white paper, each headed with a part of speech, and they will quickly write down an example of whatever part of speech is on the paper (eg noun, verb, etc.) The papers will then be posted on the wall.
- Evaluation:
- Engagement in class discussion, ability to identify adverbs, nouns, adjectives, and verbs.
- Vocabulary:
- Spelling quiz, adverb definition and lists.
- Homework:
- Read for their book reports.
- Materials / Resources (including technology)
- Noun poem worksheet, Ticket Trio WS, blank white paper, colored pens or pencils
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the steps one takes to write a persuasive paper, and will continue to build knowledge on identifying clues to aid in reading comprehension.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to write a rough draft of a persuasive paper, and will build comprehension skills.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will continue to answer comprehension questions of various levels.
- Language Objective:
- Students will be introduced to the correct spelling and pronunciation of spelling words fro this week.
- Main Activity:
- Students will work in pairs reading chapters 6, 7, and 8 in the book Winn-Dixie, and answer literal, inferential, and evaluative questions.
- Evaluation:
- Working well in pairs, answering questions in a timely manner.
- Vocabulary:
- Spelling list
- Homework:
- Correct spelling words three times, write spelling sentences.
- Learning Objective:
- Students will use the answer to question 8 of yesterday’s Winn-Dixie questions to formulate their own persuasive essay topic.
- Language Objective:
- Students will use persuasive words effectively in their brainstorm sessions.
- Main Activity:
- Students will use their answer to question 8 (If you could ask for anything for your birthday, what would it be?) to plan a persuasive essay. They will first draw a “cloud” diagram which they’ll use to brainstorm reasons for their choices, then add the details that support their reasons.
- Evaluation:
- Diagram drawn, details support reasons.
- Vocabulary:
- persuasive
- Homework:
- Write first two paragraphs of rough draft.
- Learning Objective:
- Students will write a paragraph within their persuasive essay that addresses the “opponent’s” point of view.
- Language Objective:
- Students will use “persuasive essay” phrases that pertain to the opponent’s POV, such as “I know you think that…” and “in case you’re wondering how I will solve this problem…”.
- Main Activity:
- Students will continue to work on their rough drafts.
- Evaluation:
- Comprehension quiz (slavery and quilts); continued work on rough drafts.
- Vocabulary:
- Spelling words.
- Homework:
- Spelling crossword, study spelling words.
- Learning Objective:
- Students will continue to refine their persuasive essay rough drafts.
- Language Objective:
- Students will write the opposing argument in their rough draft.
- Main Activity:
- Students will continue to formulate their arguments and counter-argument in a rough draft.
- Evaluation:
- Spelling Test #7, work on rough draft.
- Vocabulary:
- Counter-argument.
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Spelling List #7, crossword #7, reading comprehension quiz, Winn-Dixie book and questions Ch. 6, 7, 8.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how to write a 5-paragraph book report.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to write a 5-paragraph book report, and will be able to critique their persuasive essay rough drafts.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will outline their book report papers.
- Language Objective:
- Students will write information about their books in a graphic organizer.
- Main Activity:
- Students will gather the information pertaining to the books they will present at the end of the week, and put it in a graphic organizer.
- Evaluation:
- Completed organizer.
- Vocabulary:
- Theme, spelling words.
- Homework:
- Spelling week 9—words corrected three times.
- Learning Objective:
- Students will organize their information with transition words.
- Language Objective:
- Students will use transition words between paragraphs.
- Main Activity:
- Students will continue to organize their information, then begin a rough draft, writing appropriate transition words between paragraphs.
- Evaluation:
- Completed homework, transition words are used properly.
- Vocabulary:
- Spelling list, transition words.
- Homework:
- Spelling sentences.
- Learning Objective:
- Students will organize their paragraphs properly in their book report essay, using transition words to do so.
- Language Objective:
- Students will use vivid words to describe their books, and use transition words effectively.
- Main Activity:
- Students will refine their rough drafts for their book reports. When finished, they will peer edit for spelling, organization, vivid words, and transition words, then write their final drafts.
- Evaluation:
- Completed rough draft, peer editing accomplished in pairs, completed final draft.
- Vocabulary:
- Spelling words.
- Homework:
- Spelling crossword.
- Learning Objective:
- Students will arrange their persuasive essay arguments using a computer website.
- Language Objective:
- Students will use vivid words in their persuasive essay.
- Main Activity:
- Students will take their persuasive essays to the computer lab, where they will use an online organizer to write their arguments.
- Evaluation:
- Completed print out of their arguments written on line.
- Vocabulary:
- Spelling list.
- Homework:
- Practice for their book report presentations.
- Learning Objective:
- Students will relate their understanding of their books through a visual or performance and a written report.
- Language Objective:
- Students will pronounce the words they use in their book reports.
- Main Activity:
- Each student will give an oral report and presentation on the book he or she read. If there’s time after the presentations, students will continue to write their persuasive papers, using the print-outs from the internet.
- Evaluation:
- Completed book report, including having followed directions, oral presentation.
- Vocabulary:
- Words that pertain to the book—will vary.
- Homework:
- Read for fun—book of choice
- Materials / Resources (including technology)
- Spelling List Week 8, crossword, transition word paper, persuasive essay organizer; Website-- http://www.readwritethink.org/files/resources/interactives/persuasion_map/
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how to organize persuasive writing.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- SWBAT organize their arguments into a cohesive essay.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will develop strong arguments to support their “thesis”.
- Language Objective:
- Students will articulate their arguments in complete sentences and with proper grammar.
- Main Activity:
- Using the last question from the Winn-Dixie questions as a prompt, students will develop ideas for something they would like to have, and brainstorm arguments for acquiring it. They will organize those ideas into a web diagram.
- Evaluation:
- Completed diagram.
- Vocabulary:
- persuade, argument, support, diagram.
- Homework:
- Correct spelling words 3 times (Week 9).
- Learning Objective:
- Students will continue to develop strong arguments to support their “thesis”, and they will develop a response to a potential counter-argument.
- Language Objective:
- Students will memorize the rules for making nouns plural.
- Main Activity:
- Students will add to their response to a counter-argument to their web diagrams, then begin writing a rough draft.
- Evaluation:
- Diagram with completed counter-argument; beginning of rough draft.
- Vocabulary:
- Counter-argument.
- Homework:
- Spelling sentences.
- Learning Objective:
- Students will recognize sound reasoning for their arguments.
- Language Objective:
- Students will practice applying the rules of pluralizing nouns.
- Main Activity:
- Students will read each other’s essays, giving each other feedback on the logic of their reasoning.
- Evaluation:
- Giving helpful feedback, rewriting papers if necessary.
- Vocabulary:
- reason
- Homework:
- Spelling crossword.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will finalize their persuasive essays.
- Language Objective:
- Students will note noun/verb agreement mistakes, as well as articles mistakes, and correct them if needed.
- Main Activity:
- Students will organize their essays in the computer lab, where they will use the grammar check to note mistakes in their writing.
- Evaluation:
- Final essay—finished.
- Vocabulary:
- Transition words.
- Homework:
- Read for fun.
- Materials / Resources (including technology)
- “Packaged plurals” and extra plural practice worksheets, computer lab (Word docs)
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how to identify antonyms and puns, and will make inferences while reading.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify antonyms and puns, and WBAT read between the lines.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will identify the common denominator in puns, thereby identifying them.
- Language Objective:
- Students will point out the similarities between puns. By finding the commonalities, they will be able to define and identify them.
- Main Activity:
- Students will read The Phantom Tollbooth, answering literal, inferential, and evaluative questions.
- Evaluation:
- Answering questions, defining puns.
- Vocabulary:
- Spelling words Week 10; whether/weather.
- Homework:
- Correct missed spelling words 3x. Tuesday
- Learning Objective:
- Students will identify the common denominator in puns, thereby identifying them. They will also identify antonyms.
- Language Objective:
- Students will justify their reasoning behind their choices of antonyms for a given word.
- Main Activity:
- Students will brainstorm antonyms for fall-themed words. They will also The Phantom Tollbooth, answering literal, inferential, and evaluative questions.
- Evaluation:
- Completed worksheet; progress on questions.
- Vocabulary:
- doldrums, lethargy; Spelling words.
- Homework:
- Spelling sentences
- Learning Objective:
- Students will illustrate their understanding of how to use a dictionary.
- Language Objective:
- Students will explain the manner in which a dictionary is formatted.
- Main Activity:
- Students will answer questions regarding The Phantom Tollbooth, explaining the mode in which the cabinet members speak, and creating their own conversations in the same manner,
- Evaluation:
- Finished conversation.
- Vocabulary:
- Listed on worksheet.
- Homework:
- Spelling crossword.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will recall and correctly spell vocabulary from spelling lists and The Phantom Tollbooth.
- Language Objective:
- Students will correctly spell and define vocabulary words.
- Main Activity:
- Students will play a Scrabble-like game in which the object is to spell and discuss as many spelling and vocabulary words as possible.
- Evaluation:
- Participation in word game.
- Vocabulary:
- digit, diction, polis
- Homework:
- Read for enjoyment
- Materials / Resources (including technology)
- Phantom Tollbooth book, Phantom Tollbooth questions, Spelling words Week 10, Scrabble game, antonyms worksheet, dictionary
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how to use a thesaurus, and will continue to explore puns.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify and explain puns, and will be able to use a thesaurus to find synonyms.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will apply their understanding of the use of a thesaurus.
- Language Objective:
- Students will explain the meaning of “synonym”.
- Main Activity:
- Students will read in The Phantom Tollbooth, and answer questions. They will do a writing activity, where they emulate a passage in the book. They write their own conversation using synonyms.
- Evaluation:
- Make good progress reading; write a conversation using synonyms.
- Vocabulary:
- See Phantom Tollbooth worksheet.
- Homework:
- Spelling words corrected three times.
- Learning Objective:
- Students will continue to apply their understanding of the use of a thesaurus, they will continue to explain puns, and they will construct sentences out of jumbled words.
- Language Objective:
- Students will use synonyms and homonyms correctly, and write complete sentences using jumbled words.
- Main Activity:
- Students will read in The Phantom Tollbooth, and answer questions. They will each make up nonsense sentences, then exchange the words and create sentences that make sense.
- Evaluation:
- Completed sentence activity.
- Vocabulary:
- See Phantom Tollbooth worksheet.
- Homework:
- Spelling sentences.
- Learning Objective:
- Students will continue to apply their understanding of the use of a thesaurus, and they will continue to explain puns.
- Language Objective:
- Students will explain puns.
- Main Activity:
- Students will read in The Phantom Tollbooth, and answer questions about puns and comprehension
- Evaluation:
- Attention to their reading and the worksheet.
- Vocabulary:
- On Phantom Tollbooth WS.
- Homework:
- Spelling crossword.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will produce their own dictionaries.
- Language Objective:
- Students will show how to alphabetize, plus list the parts of speech for words.
- Main Activity:
- Students will read in The Phantom Tollbooth, then they will begin alphabetizing vocabulary words in their own personal dictionaries.
- Evaluation:
- Completed reading, dictionaries are begun.
- Vocabulary:
- See Phantom Tollbooth Ws
- Homework:
- Read
- Materials / Resources (including technology)
- Phantom Tollbooth questions Ch 5-8, books, dictionaries, thesauruses, copy paper for making own dictionaries
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how to use dictionaries and thesauruses.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to look up words using the word’s root as a basis for finding the alternate form (for instance, look up “begin” in order to find beginning.) They will also use a thesaurus to find synonyms.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will recognize that words can have different meanings, and that dictionaries differentiate between these meanings with numbers.
- Language Objective:
- Students will read from dictionaries, pointing to each new meaning of a word using numbers as their clues.
- Main Activity:
- Students will continue to read in The Phantom Tollbooth, answering questions, and will then do a writing/art activity (#2 in Adventures in Writing).
- Evaluation:
- Working on questions, definition activity.
- Vocabulary:
- thesaurus
- Homework:
- Spelling words corrected three times.
- Learning Objective:
- Students will recognize and use synonyms appropriately.
- Language Objective:
- Students will write synonyms correctly.
- Main Activity:
- Students will continue to answer Phantom Tollbooth questions, and will use a thesaurus to write a series of synonyms according to the instructions for #1, in Adventures in Writing #1.
- Evaluation:
- Working on questions, completion of Adv. In Writing.
- Vocabulary:
- New vocabulary list, Ch. 1-8.
- Homework:
- Spelling Crossword
- Learning Objective:
- Students will recognize and use synonyms appropriately.
- Language Objective:
- Students will write synonyms correctly.
- Main Activity:
- Students will continue to answer Phantom Tollbooth questions. They will continue to work on their synonym dialogues.
- Evaluation:
- Vocabulary:
- Vocabulary list.
- Homework:
- Spelling sentences.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will master the use of a dictionary, and use their own words to define vocabulary from The phantom Tollbooth.
- Language Objective:
- Students will correctly pronounce and use vocabulary and spelling words.
- Main Activity:
- In pairs, Students will look up, define, and illustrate vocabulary words. They will also play Scrabble to practice spelling and vocabulary, and take a spelling test.
- Evaluation:
- Participation in the Scrabble game, attention to word definitions.
- Vocabulary:
- Vocab list
- Homework:
- Materials / Resources (including technology)
- Phantom Tollbooth questions, Adv. In Writing #1, Spelling Week 12, spelling crossword Week 12, dictionaries, thesauruses
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will further add to their lists of synonyms, and will practice plurals.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to find and identify synonyms in a thesaurus.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will identify synonyms in a thesaurus.
- Language Objective:
- Students will use alphabetizing skills to find synonyms in a thesaurus.
- Main Activity:
- Students will reread the first half of Chapter 3 in The Phantom Tollbooth, taking note of the conversation between the cabinet members. They will make synonym lists of their own for the walls.
- Evaluation:
- Participation in activity, reading.
- Vocabulary:
- New synonyms, spelling words, including sets of homonyms.
- Homework:
- Spelling words corrected 3 times.
- Learning Objective:
- Students will continue to identify synonyms.
- Language Objective:
- Students will use and pronounce synonyms properly.
- Main Activity:
- Students will read from The Phantom Tollbooth, They will continue to create synonym lists for the walls.
- Evaluation:
- Participation in activity, reading.
- Vocabulary:
- Spelling words.
- Homework:
- Spelling crossword.
- Learning Objective:
- Students will make inferences in order to answer questions from their reading.
- Language Objective:
- Students will write in complete sentences in answering comprehension questions.
- Main Activity:
- Students will read in their book, The Phantom Tollbooth, answering questions on a worksheet. While reading they will watch for and record synonyms for their lists.
- Evaluation:
- Reading, answering questions.
- Vocabulary:
- spelling words, unfamiliar words from the reading selection.
- Homework:
- Spelling sentences.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will continue to master answering questions regarding their reading material using complete sentences.
- Language Objective:
- Students will write in complete sentences, and will translate their understanding of the reading selection into an art project.
- Main Activity:
- Students will apply their understanding of the marketplace in the Phantom Tollbooth by answering questions, and by using their own choice of adjectives to create colorful, flavorful, and textural letters of the alphabet.
- Evaluation:
- Engagement in the activity, answering questions.
- Vocabulary:
- Spelling words, synonyms (if found).
- Homework:
- Read for pleasure.
- Materials / Resources (including technology)
- Phantom Tollbooth book, questions, and activities; banner paper for synonym lists; markers.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how to write dialogue and will know how to locate synonyms.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to write dialogue with punctuation marks, and will find synonyms in a thesaurus.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will use quotation marks correctly, and will find synonyms in a thesaurus.
- Language Objective:
- Students will find appropriate synonyms for their choice of words.
- Main Activity:
- Students will reread the section in Ch. 3 in The Phantom Tollbooth that showcases the king’s cabinet speaking in synonyms. They will then write their own prompts in the form of a sentence, and respond to the prompt using only synonyms, and punctuate it correctly with quotation marks. Students will list the words on banner paper and display them on the wall.
- Evaluation:
- On track reading, participation in activity.
- Vocabulary:
- Synonyms for chose words (eg “blistering, burning, scorching” for hot).
- Homework:
- Study rules for making words plural.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will practice for their plurals test, and review spelling words.
- Language Objective:
- Students will spell the plural form of nouns correctly while increasing their vocabulary.
- Main Activity:
- Students will play Scrabble, with the objective being to make points using spelling words and plurals.
- Evaluation:
- Participation in game, plurals quiz.
- Vocabulary:
- All spelling words, plural words.
- Homework:
- Read.
- Materials / Resources (including technology)
- Plurals quiz, Scrabble game
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how to organize and “flesh out” their descriptive writing.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to incorporate vivid language into their writing.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to use proper punctuation when writing dialogue.
- Language Objective:
- Students will use proper terminology, orally, for dialogue punctuation.
- Main Activity:
- Students will have a mini-lesson on punctuating dialogue, then they will practice on their own with a worksheet and with sentences they create on their own.
- Evaluation:
- Accurately written worksheets and sentences.
- Vocabulary:
- Spelling words; comma, apostrophe, quotation marks.
- Homework:
- Sp.words corrected three times.
- Learning Objective:
- Students will know how to pre-write an essay.
- Language Objective:
- Students will translate their thoughts into short statements in their pre-writing.
- Main Activity:
- Students will brainstorm topic sentences and supporting details, then arrange them in a prewriting diagram,
- Evaluation:
- Finished pre-writing diagram.
- Vocabulary:
- Sp. Words.
- Homework:
- Study spelling words.
- Learning Objective:
- Students will use their pre-writing notes to compose paragraphs in an essay.
- Language Objective:
- Students will use transition words correctly, as well as write a rough draft from their prewriting.
- Main Activity:
- Students will compose a rough draft from their pre-writing diagram.
- Evaluation:
- Attention to their writing, effective use of time.
- Vocabulary:
- Transition words.
- Homework:
- Sp. Crossword.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will continue to choose vivid language in their writing.
- Language Objective:
- Students will use vivid verbs and interesting adjectives in their writing.
- Main Activity:
- After underlining all verbs and nouns, students will choose two verbs to be replaced with more vivid language, and two nouns to enhance with interesting adjectives. They will then write a finished essay, incorporating the improved language.
- Evaluation:
- Finished essay.
- Vocabulary:
- N/A
- Homework:
- Read for fun.
- Materials / Resources (including technology)
- Spelling words and crossword, week 14.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the difference between expository and fiction writing, between fact and opinion, and between faulty and valid opinions.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to differentiate expository from fiction writing, fact from opinion, and faulty opinions from valid opinions.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will differentiate between fact and opinion.
- Language Objective:
- Students will discuss words that have Greek and Latin origins.
- Main Activity:
- Students will be introduced to Greek and Latin root words. They will brainstorm words in English that are based on given Greek roots, and record them on index cards. They will also read sentences on a worksheet, determining which fact are and which are fiction.
- Evaluation:
- Participation in class activities.
- Vocabulary:
- fact, opinion, bio-, sol-, cycl-
- Homework:
- F/O worksheet
- Learning Objective:
- Students will continue to differentiate between fact and opinion, and whether or not an opinion is faulty or valid.
- Language Objective:
- Students will discuss their reading using the words “fact” and “opinion”.
- Main Activity:
- Students will read “Give Oceans a Break” in their anthologies. In class discussions, they will determine which statements are facts and which are fiction, recording their findings on a graphic organizer.
- Evaluation:
- Ability to determine the difference between fact and opinion, and faulty and valid opinions.
- Vocabulary:
- valid, faulty
- Homework:
- N/A
- Learning Objective:
- Students will identify their reading as the expository genre, and will organize the information they read in note-taking form.
- Language Objective:
- Students will choose key words from their reading to translate into notes.
- Main Activity:
- Students will read together in small groups, stopping after each paragraph to write notes. They will also identify factual versus opinion statements.
- Evaluation:
- Prepared to read orally, taking notes properly.
- Vocabulary:
- Academic vocabulary from the stories.
- Homework:
- N/A
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will show their understanding of the expository genre by writing their own piece, using factual and opinion statements, and suggesting a solution.
- Language Objective:
- Students will use given vocabulary words and Greek and Latin roots in their writing.
- Main Activity:
- Students will write on a topic of their own choosing.
- Evaluation:
- Completed rough draft.
- Vocabulary:
- Words from this week’s reading; root words.
- Homework:
- N/A
- Materials / Resources (including technology)
- Textbooks; Fact/Opinion worksheet.
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how to write a paper from an alternate POV. They will also recognize improper noun-verb agreement.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to write a paper (essay) from a POV other than their own or another author’s.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will memorize new vocabulary and list the main events from a story.
- Language Objective:
- Students will guess the meaning of a word based on the root as well as its context.
- Main Activity:
- “In popcorn” mode, Students will read the first part of the story “Crowbar” in their anthologies. They will keep track of the words they don’t know in a chart.
- Evaluation:
- Attention to reading, pronunciation.
- Vocabulary:
- Spelling words, unfamiliar words from the story.
- Homework:
- Spelling words corrected 3 times; define and illustrate eight of the unfamiliar words.
- Learning Objective:
- Students will memorize more unknown vocab from the story. They will also continue to find and agree on the main events.
- Language Objective:
- Students will read fluently. They will also guess at the meanings of words using context clues and roots they already know.
- Main Activity:
- Students will continue to read “Crowbar”. Partway through they will stop, and prepare to rewrite the beginning of the story from the crow’s POV. TTW model the process, then students will use their list of main events to write a rough draft of their paper.
- Evaluation:
- Fluency in reading, list of main events is complete and accurate, rough draft is begun.
- Vocabulary:
- Unknown words, spelling words.
- Homework:
- Spelling crossword; rough draft—POV essay
- Learning Objective:
- Students will memorize more unknown vocab from the story. They will continue to hone their ability to think and write from the POV of another creature.
- Language Objective:
- Students will use the proper verb tense when writing from a different POV.
- Main Activity:
- Students will share their stories aloud, getting feedback from their peers. They will listen for nounverb agreement. They will compare the main events as chosen by another student to their own choices.
- Evaluation:
- Finished POV essay, ability to recognize noun-verb agreement.
- Vocabulary:
- Unfamiliar words, spelling words.
- Homework:
- Spelling sentences.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will show their reading comprehension ability through a quiz.
- Language Objective:
- Students will deduce the meanings of words, determine the author’s purpose, and identify the main ideas of a story. They will also spell spelling words correctly.
- Main Activity:
- Reading comprehension quiz, then noun-verb agreement game.
- Evaluation:
- Quiz results, ability to identify noun-verb agreement, spelling test.
- Vocabulary:
- Spelling words.
- Homework:
- Read for enjoyment.
- Materials / Resources (including technology)
- Anthology, spelling list, crossword, reading comp. quiz.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- ***SEMESTER 1 EXAMS***
- Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the definition of a simile, how to write a simile, and how to improve upon a simile.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify similes, write simple similes, and improve their own and others’ similes.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will identify and write similes.
- Language Objective:
- Students will identify adjectives, then use them to write similes.
- Main Activity:
- Students will review the meanings of the adjectives on their worksheet, looking them up if necessary. They will then write similes using those adjectives, or adding others if they choose.
- Evaluation:
- Participation in class, proper use of time.
- Vocabulary:
- simile, adjective, unfamiliar words.
- Homework:
- Complete simile worksheet
- Learning Objective:
- Students will continue to write and improve similes.
- Language Objective:
- Students will use adjectives correctly in their simile writing. They will also focus on including the word “is”, as in “It IS as cold as…”
- Main Activity:
- Students will share the similes they write for homework. They will then read together as a class the poems printed on their new worksheets, underlining the similes. They will then write 7 adjectives about a subject of their choice, and use those adjectives to write 7 similes.
- Evaluation:
- Use of time in class, writing similes in the correct form.
- Vocabulary:
- poem, unfamiliar words.
- Homework:
- Finish WS given in class.
- Learning Objective:
- Students will know how to organize their similes in a poem.
- Language Objective:
- Students will use proper grammar in their written work.
- Main Activity:
- Students will create poems from their simile sentences.
- Evaluation:
- Attention to detail in their artwork, similes are written correctly.
- Vocabulary:
- Unfamiliar words.
- Homework:
- Finish poems.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Students will share their simile poems. They will decide which simile is their favorite, stating their reasons. They will take a comprehension quiz, then rotate through language games (Scrabble and noun/verb agreement).
- Evaluation:
- Comp quiz results, ability to participate in games.
- Vocabulary:
- Unfamiliar words.
- Homework:
- Read for fun.
- Materials / Resources (including technology)
- Simile worksheets; A-4 paper, colored pencils, comprehension quiz.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know what hyperbole is and how to use it. They will know how to spell figurative language words, and use them to enhance their writing. They will practice finding clues in a test to increase their reading comprehension.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to use hyperbole and similes in their writing. They will also be able to find textual clues to increase their reading comprehension.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will recognize key words in their texts in order to answer comprehension questions.
- Language Objective:
- Students will match key words from their text to their worksheets.
- Main Activity:
- Students will finish the simile poem they wrote last week, They will also take a spelling pre-test, and will answer reading comprehension questions from the story “Sol…” in their textbooks.
- Evaluation:
- Progress on comprehension questions, ability to find key words.
- Vocabulary:
- All unfamiliar words in text.
- Homework:
- Finish simile poem
- Learning Objective:
- Students will recognize and write hyperbole.
- Language Objective:
- Students will use appropriate vocabulary words to write sentences using hyperbole.
- Main Activity:
- Students will be introduced to hyperbole. They will fill in a worksheet, recognizing hyperbole, and writing their own hyperbole statements.
- Evaluation:
- Appropriate progress on worksheet, understanding concepts.
- Vocabulary:
- hyperbole
- Homework:
- Hyperbole worksheet.
- Learning Objective:
- Students will continue to identify textual clues for reading comprehension.
- Language Objective:
- Students will match clue words with questions, They will also practice spelling words.
- Main Activity:
- Students will review their comprehension tests, and attempt to find the correct answer for those they missed.
- Evaluation:
- Ability to find textual clues, correct test answers.
- Vocabulary:
- Spelling words.
- Homework:
- Spelling Crossword.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will continue to identify textual clues for reading comprehension.
- Language Objective:
- Students will match clue words with questions, They will also practice spelling words.
- Main Activity:
- Students will continue reading the story “Sol”, in their textbooks, and answering questions. They will then play word games of their choice, such as Scrabble and Boggle.
- Evaluation:
- Ability to find textual clues and correct answers on their worksheets; spelling test results.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbooks, answer worksheets, hyperbole worksheet, spelling list and crossword.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know what a metaphor is and how to write one.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify and write metaphors.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will recognize metaphors
- Language Objective:
- Students will use the vocabulary they need to write their observations.
- Main Activity:
- Students will use the vocabulary they need to write their observations.
- Evaluation:
- Following directions.
- Vocabulary:
- Metaphor, loupe
- Homework:
- N/A
- Learning Objective:
- Students will write metaphors correctly.
- Language Objective:
- Students will use the correct format for writing metaphors (no “like” or “as”, as in similes).
- Main Activity:
- Students will continue with the lesson from yesterday, closely scrutinizing the same or another object. They will use their observations to write metaphors correctly in the form of a poem.
- Evaluation:
- Correctly written metaphors.
- Vocabulary:
- Metaphor
- Homework:
- N/A
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Loupes, copy paper, colored pencils, examples of metaphors for mini-lesson.
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know what alliteration is and how to write their own examples.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify alliteration in writing and oral language, and be able to write examples of their own. They will also practice reading for comprehension.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will recognize alliteration in print, and use their knowledge to write their own alliterative phrases.
- Language Objective:
- Students will list words with the same beginning sounds, using parts of speech correctly.
- Main Activity:
- Students will choose the proper words, from their brainstormed words, on a worksheet.
- Evaluation:
- Students have listed words that begin with the same sound, then chosen words from that list that make sense when combined with prompts (parts of speech are accurate).
- Vocabulary:
- Alliteration, unfamiliar words.
- Homework:
- People/Animal alliteration WS.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will apply their knowledge of alliteration to their own writing.
- Language Objective:
- Students will choose words that have the same beginning sound, and arrange them in a way that makes grammatical sense.
- Main Activity:
- Students will brainstorm words that describe themselves. They will then find synonyms for those words with which to write an acrostic poem, using their names.
- Evaluation:
- Finished rough draft of acrostic poem.
- Vocabulary:
- Unfamiliar words.
- Homework:
- N/A
- Materials / Resources (including technology)
- Alliteration worksheet; thesaurus or computer for looking up synonyms.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know how to answer three types of comprehension questions from a chapter book.
ESL students will know definitions of words from their social studies unit, and how to use those words.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to answer comprehension questions from a chapter book.
ESL students will be able to define vocabulary words, use them in sentences, and find their synonyms and antonyms.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will locate answers in a chapter book with the use of context clues.
- Language Objective:
- Students will use vocabulary correctly.
- Main Activity:
- After a spelling pre-test, Students will read together from the book Drift. They will answer the
comprehension questions together on a worksheet, providing evidence for their answers.
ESL students will work together on an A-Z packet of social studies vocabulary words.
- Evaluation:
- Using class time appropriately.
- Vocabulary:
- Vocab from the book; ESL words in the packet.
- Homework:
- Write corrected spelling words 3 times.
- Learning Objective:
- Students will continue to locate answers in a chapter book with the use of context clues.
- Language Objective:
- Students will use vocabulary correctly.
- Main Activity:
- Students will read together from the book Drift. They will answer the comprehension questions
together on a worksheet, providing evidence for their answers.
ESL students will continue to work together on an A-Z packet of social studies vocabulary words.
- Evaluation:
- Using class time appropriately.
- Vocabulary:
- Vocab from the book; ESL words in the packet.
- Homework:
- ESL students—continue to work on packet.
- Learning Objective:
- Students will continue to locate answers in a chapter book with the use of context clues. They will also create a crossword.
- Language Objective:
- Students will use vocabulary correctly.
- Main Activity:
- Students will read together for about 20 minutes from the book Drift. They will answer the comprehension questions together on a worksheet, providing evidence for their answers.
ESL students will continue to work together on an A-Z packet of social studies vocabulary words.
Following the reading, they will begin creating a crossword of their spelling words. ESL students will make a crossword of their vocabulary words.
- Evaluation:
- Using class time appropriately.
- Vocabulary:
- Vocab from the book; ESL words in the packet.
- Homework:
- Finish creating a crossword.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will manipulate letter combinations in order to create words.
- Language Objective:
- Students will use vocabulary words correctly.
- Main Activity:
- Students will practice the spelling and definitions of their spelling words as well as the ESL vocabulary words. They will study their words, plus exchange and do their crosswords. They will take their spelling test, then play word games such as Word for Word and Boggle, focusing on common letter combinations that will lead to the recognition of vocabulary words.
- Evaluation:
- Spelling test results, participation in class.
- Vocabulary:
- Homework:
- n/a
- Materials / Resources (including technology)
- Spelling week 18; graph paper for creating crosswords (2/student); copies of Drift
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the meaning of “onomatopoeia”, and will recognize such words when they see and hear them. They will continue to practice reading comprehension skills.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to recognize and write onomatopoeia words. They will be able to comprehend texts, including inferential questions.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will recognize and define onomatopoeia words.
- Language Objective:
- Students will memorize and pronounce onomatopoeia words.
- Main Activity:
- After the spelling pre-test, students will participate in a mini-lesson on onomatopoeia words. They will then be given an “A to Z” packet spotlighting onomatopoeia words. As a class, we will review a list of such words, define them, and know where and how to use them.
- Evaluation:
- Using dictionary properly.
- Vocabulary:
- Onomatopoeia words, Spelling words.
- Homework:
- Finish defining words
- Learning Objective:
- Students will continue to recognize and define onomatopoeia words.
- Language Objective:
- Students will use onomatopoeia words correctly.
- Main Activity:
- Students will begin working in their A to Z packets, finding synonyms for their words and filling in cloze sentences.
- Evaluation:
- Attention to task at hand.
- Vocabulary:
- Onomatopoeia words, Spelling words.
- Homework:
- Continue work in booklet
- Learning Objective:
- Ss will continue to recognize and define onomatopoeia words. The native English speakers will also continue to read in their chapter books, Drift, and will answer comprehension questions.
- Language Objective:
- Students will continue to memorize and correctly pronounce onomatopoeia words.
- Main Activity:
- Students will begin work on creating a book of onomatopoeia words for young children. They will decide on a theme, illustrate it, and write captions using onomatopoeia words.
- Evaluation:
- Progress on the book—theme, illustrations, and words for the first two pages.
- Vocabulary:
- Same as all week.
- Homework:
- Spelling Crossword
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will continue to recognize and define onomatopoeia words. The native English speakers will also continue to read in their chapter books, Drift, and will answer comprehension questions.
- Language Objective:
- Students will continue to memorize and correctly pronounce onomatopoeia words.
- Main Activity:
- After the spelling test, ESL students will continue to work on their booklets. Native speakers will read Drift and answer questions, as well as work on their books.
- Evaluation:
- Appropriate use of class time, correct answers on Drift (non-ESL), and two more pages added to the onomatopoeia booklet.
- Vocabulary:
- Same as all week.
- Homework:
- Materials / Resources (including technology)
- A to Z packet with onomatopoeia list included, Spelling Week 19, Spelling Crossword, copies of Drift, blank A-4 paper, colored pencils.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- - Students will know how to pronounce and use onomatopoeia words, and will recognize such words when they
- see and hear them. They will continue to practice reading comprehension skills.
- They will also know the opposites of certain given words, and that one word that has two meanings can also - have two opposites. - Weekly
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to
- use onomatopoeia words correctly.
- answer comprehension questions from a text and/or the book Drift.
- find opposites for given words.
- write in complete sentences.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will recognize and write onomatopoeia words, and will answer questions from the book Drift.
- Language Objective:
- Students will correctly pronounce and correctly write (in context) onomatopoeia words.
They will also recognize word clues in their papers or books to aid in reading comprehension.
- Main Activity:
- Students will continue working on their onomatopoeia books. They will also answer questions from Drift.
- Evaluation:
- Adequate progress on book, correct answers from Drift.
- Vocabulary:
- Onomatopoeia words.
- Homework:
- Finish onomatopoeia book.
- Learning Objective:
- Students will identify opposites for given words.
- Language Objective:
- Students will write the opposites of certain given words.
- Main Activity:
- Students will be given a crossword, where the clues are opposites of the words they need to find. They will then be given a WS where they have to identify the two opposites of one word.
- Evaluation:
- Finished onomatopoeia book, finished opposite worksheets.
- Vocabulary:
- All words given and their opposites.
- Homework:
- Finish worksheets if not done in class.
- Learning Objective:
- Students will write in complete sentences, with proper noun/verb agreement.
- Language Objective:
- Students will recognize nouns and verbs, and use the proper tense when writing them.
- Main Activity:
- Students will be given a sheet of prompts. They will answer each prompt in complete sentences, writing with proper noun/verb agreement. They will read each other’s answers, asking comprehension questions of each other.
- Evaluation:
- Ability to write complete sentences; ability to read another student’s work and ask questions apropos to that work.
- Vocabulary:
- Opposites
- Homework:
- finish worksheets if not done in class.
- Learning Objective:
- Students will show their ability to understand a written piece through reading comprehension questions.
- Language Objective:
- Students will read a given text and respond correctly in writing.
- Main Activity:
- Students will take a written reading comprehension test.
- Evaluation:
- Results of reading comp test.
- Vocabulary:
- Opposite words, onomatopoeia words.
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Crossword of opposites; Ws of double opposites; “If I could…” WS; Reading Comp test (Red Kangaroos), and 2 answer sheets, tiered for English ability.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know the definitions, synonyms, and antonyms for certain vocabulary words.
They will know how to write grammatically correct sentences describing scenes in pictures.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to list synonyms and antonyms for certain vocabulary words, and discern their definitions
on a quiz.
They will also be able to write sentences describing given pictures.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will identify synonyms and antonyms for given vocabulary words, many of which are the same as this week’s spelling words.
- Language Objective:
- Students will define and pronounce new vocab words correctly.
- Main Activity:
- After the spelling pre-test, students will be given a packet of vocab words, many of them being
spelling words.
Working in pairs or small groups, they will define the words and find their synonyms and antonyms.
- Evaluation:
- Completed first half of the A-Z packet.
- Vocabulary:
- New vocab and spelling words.
- Homework:
- Complete first half of the packet if not finished in class.
- Learning Objective:
- Students will continue to identify synonyms and antonyms for given vocabulary words.
- Language Objective:
- Students will define and pronounce new vocab words correctly.
- Main Activity:
- Students will work together on the second half of their A-Z packet, using their thesauruses and dictionaries as necessary.
- Evaluation:
- Completed second half of the packet.
- Vocabulary:
- A-Z words in packet, spelling words.
- Homework:
- Complete packet if not finished in class.
- Learning Objective:
- Students will continue to memorize vocab words’ meanings, synonyms, and antonyms.
- Language Objective:
- Students will define and pronounce new vocab words correctly.
- Main Activity:
- Students will choose a picture from a given set. They will then write descriptive sentences about their chosen picture. After they have written everything they observe, they will re-write the sentences using their vocab words from the A-Z packet. When finished they can work on extra synonym worksheets.
- Evaluation:
- Attention to the classroom assignment.
- Vocabulary:
- Given words.
- Homework:
- Study vocab words.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will show their mastery of the vocabulary they have studied this week, and of their spelling words, via quizzes.
- Language Objective:
- Students will define and spell vocabulary words correctly.
- Main Activity:
- Students will take a spelling test and a vocab test, then play word games such as Scrabble and Boggle.
- Evaluation:
- Test results
- Vocabulary:
- Homework:
- N/A
- Materials / Resources (including technology)
- A-Z vocabulary packet, spelling words week 20, Spelling crossword, synonym worksheets from the internet, pictures from the internet, vocab quiz.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know:
- synonyms and antonyms of various common words.
- reading comprehension strategies.
- word-building skills.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify synonyms and antonyms of common words, find answers to reading comprehension questions, including inferential, and use word-recognition skills to build new words from “old”.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will identify and paraphrase answers to a reading comp. practice story.
- Language Objective:
- Students will define unfamiliar vocabulary words. They will try to answer comprehension questions.
- Main Activity:
- Students will read a practice comprehension story (Roly Poly Pillbugs), define unfamiliar words using a dictionary, and answer questions tiered to their English level.
- Evaluation:
- Finished assignment.
- Vocabulary:
- Unfamiliar words.
- Homework:
- Finish questions if not done in class.
- Learning Objective:
- Students will review and discuss reading comprehension questions, increasing their ability to comprehend a text, and build vocabulary via word play worksheets.
- Language Objective:
- Students will pronounce unfamiliar words correctly while increasing their vocabulary.
- Main Activity:
- Students will review the answers to the reading selection from yesterday, and will build vocabulary via worksheets.
- Evaluation:
- Participation in class.
- Vocabulary:
- Unfamiliar words.
- Homework:
- Word-building worksheets
- Learning Objective:
- Students will identify and paraphrase answers to a reading comp. practice story; they will also build vocabulary with homophone and synonym worksheets.
- Language Objective:
- Students will define unfamiliar vocabulary words. They will try to answer comprehension questions.
- Main Activity:
- Students will read a practice comprehension story (“Bird Brains at Work”), define unfamiliar words using a dictionary, and answer questions tiered to their English level.
- Evaluation:
- Finished classwork.
- Vocabulary:
- Unfamiliar words.
- Homework:
- Unfinished work.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Reading Comprehension stories, Word-building worksheets, synonym worksheet, homophone WS.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know: - Increased vocabulary via homophone searches. - How to use context clues to find word meanings and make inferences. Weekly Procedural Knowledge Overview - (Students will be
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to: - Increase their vocabulary via homophone searches. - Use context clues to find word meanings and make inferences.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will use context clues to make inferences and words definitions.
- Language Objective:
- Students will learn new vocabulary.
- Main Activity:
- Students will read in the book Drift, answering comprehension questions. The lower level readers will read the A-z book “Endangered Birds”, answering questions and taking note of vocabulary.
- Evaluation:
- Correct answers to inference questions, good use of time in class.
- Vocabulary:
- Listed on question worksheets.
- Homework:
- Spelling crossword.
- Learning Objective:
- Students will increase their vocabulary via a homophone worksheet.
- Language Objective:
- Students will increase their vocabulary.
- Main Activity:
- Students will continue to read in their books, answering comprehension questions. They will also use thesauruses and dictionaries to find homophones for select words.
- Evaluation:
- Correct answers to questions.
- Vocabulary:
- Words in answer sheets and on homophone worksheet.
- Homework:
- Finish homophone WS; spelling sentences.
- Learning Objective:
- Students will practice reading comprehension.
- Language Objective:
- Students will use vocabulary to help understand and answer questions.
- Main Activity:
- Students will read the short story “Achoo!”, and answer questions as if it was a reading comprehensions test. The class will then discuss the answers, focusing on the justification for choosing one answer over another.
- Evaluation:
- Attention to the practice test, correct answers.
- Vocabulary:
- All words from the week, unfamiliar words in the story.
- Homework:
- n/a
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Ss will show their mastery of reading via answers to the short story “”Pseudoscorpions”.
- Language Objective:
- n/a
- Main Activity:
- Students will take a reading comprehension test, then a spelling test. They will play word games if there is time.
- Evaluation:
- Test results.
- Vocabulary:
- All words from the week.
- Homework:
- n/a
- Materials / Resources (including technology)
- Spelling words, crossword Wk 21; homophone WS; Reading Comprehension stories.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know: - How to identify personification. - How to write using personification. - That adding the suffix “–ic” changes a noun to an adjective.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to: - Identify and write with personification. - Identify words ending with “-ic” as adjectives (usually).
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will identify phrases using personification.
- Language Objective:
- Students will identify personification.
- Main Activity:
- As a class, students will compare “normal” verbiage in a sentence to the same sentences using personification. They will choose which sentence is more visual and makes a bigger impact on the reader. They will be introduced to the concept of giving inanimate objects human characteristics.
- Evaluation:
- Ability to identify examples of personification on a worksheet.
- Vocabulary:
- Spelling words (nouns converted to adjectives using the “-ic” suffix).
- Homework:
- Personification WS
- Learning Objective:
- Students will continue identifying personification.
- Language Objective:
- Students will differentiate between verbs that would be attributed to human behavior and those that would be attributed to any object
- Main Activity:
- Students will identify examples of personification on a worksheet. In preparation for their own writing, they will make a list of 10 verbs, 10 feelings, and 1 non-human, non-animal object.
- Evaluation:
- Complete, correct list of verbs and feelings.
- Vocabulary:
- n/a
- Homework:
- Spelling crossword; personification WS (side 1).
- Learning Objective:
- Students will produce complete sentences using personification.
- Language Objective:
- Students will use personification to write sentences.
- Main Activity:
- Students will use their list of verbs, feelings, and the one object to write 10 sentences. The resulting sentences should be examples of personification.
- Evaluation:
- Sentences written correctly, using personification.
- Vocabulary:
- All words this week.
- Homework:
- Personification WS (side 2); completed sentences.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will continue using personification phrases and words to create sentences.
- Language Objective:
- Students will use verbs appropriately, and will spell their spelling words correctly.
- Main Activity:
- Students will use verbs appropriately, and will spell their spelling words correctly.
- Evaluation:
- Completed work, spelling test results.
- Vocabulary:
- Same as all week.
- Homework:
- n/a
- Materials / Resources (including technology)
- Personification worksheets; A-4 paper; Spelling words and crossword.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know: - How to add an –ed ending to a verb. - How to use personification. - How to look for context clues to enhance reading comprehension. - New English words and phrases.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to: - Add an –ed ending to a verb. - Use personification in their own writing. - Look for context clues to enhance reading comprehension. - Recognize and use new English words and phrases.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will recognize and use personification in their own work.
- Language Objective:
- Students will correct their use of verbs and adjectives correctly while copying their own sentences.
- Main Activity:
- After finishing copying their personification sentences on A-4 paper, the students will choose one of the sentences to illustrate, creating a page for their figurative devices book.
- Evaluation:
- Finished class work.
- Vocabulary:
- New spelling words with –ed endings.
- Homework:
- Correct spelling words three times, finish illustrations of not completed in class.
- Learning Objective:
- Students will continue to use context clues to define words and make inferences, and will write sentences using the correct form of a verb.
- Language Objective:
- Unfamiliar vocabulary.
- Main Activity:
- Students will read together, either in the book Drift, or, for the lower level readers, the A-Z book “Turtle Tom”. They will discuss the questions and answer them on paper in their own words.
- Evaluation:
- Attention to reading, completed answer sheets.
- Vocabulary:
- Unfamiliar words, spelling words.
- Homework:
- Spelling sentences.
- Learning Objective:
- Students will continue to use context clues to define words and make inferences.
- Language Objective:
- Students will use spelling word definitions to complete a crossword puzzle.
- Main Activity:
- Students will take a practice reading comprehension quiz, then, as a class, discuss the answers and how each student came to that answer. Context clues will be emphasized as the key to both word meaning and correct inferences made.
- Evaluation:
- Correct answers on the reading comprehension quiz.
- Vocabulary:
- hover, pollen, pollination
- Homework:
- Spelling crossword.
- Learning Objective:
- Students will demonstrate mastery of adding the –ed ending to their spelling words via a test. They will also add to their repertoire of English phrases and words via a game, Apples to Apples.
- Language Objective:
- Students will rephrase words and phrases as they play a word game.
- Main Activity:
- Students will first take a spelling test. They will then play Apples to Apples, where they will have
to read cards and associate them with a phrase. A judge will then decide if he or she agrees with the
connections the other players have made.
Evaluation: Engagement in game, spelling test results.
- Evaluation:
- Vocabulary:
- Spelling words.
- Homework:
- n/a
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know:
- to look for context clues when trying to deduce the meaning of a word.
- how to add an –ing ending to a verb that ends with an C and e.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to:
- to use context clues when trying to deduce the meaning of a word.
- add an –ing ending to a verb that ends with an C and e.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will identify verbs that end with a consonant and an e, and correctly rewrite the verb with an –ing ending.
- Language Objective:
- Students will write spelling words correctly.
- Main Activity:
- Students will take a spelling pre-test, focusing on verbs that end in –ing. Because several of the verbs will be new to them, they will then work in an A-Z vocabulary packet, which will contain some of the words they will need to be familiar with in order to successfully take a reading comprehension test.
- Evaluation:
- Participation in their reading groups.
- Vocabulary:
- Spelling words.
- Homework:
- Correct spelling words three times; Finish A to Z packet.
- Learning Objective:
- Students will find key words and phrases to use as clues to infer meaning.
- Language Objective:
- Students will record vocabulary and apply it to their reading.
- Main Activity:
- Students will read in their books—Drift and Turtle Tom. They will answer questions about the reading.
- Evaluation:
- Reading fluency, ability to correctly answer questions.
- Vocabulary:
- Spelling and vocabulary words.
- Homework:
- Write spelling sentences.
- Learning Objective:
- Students will continue to find key words and phrases to use as clues to infer meaning.
- Language Objective:
- Students will record vocabulary and apply it to their reading.
- Main Activity:
- Students will read in their books—Drift and Turtle Tom. They will answer questions about the reading.
- Evaluation:
- Reading fluency, ability to correctly answer questions.
- Vocabulary:
- Spelling and vocabulary words.
- Homework:
- Create a word search using spelling words.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will demonstrate their reading comprehension progress via a quiz.
- Language Objective:
- Students will use knowledge of their spelling words to improve their test scores.
- Main Activity:
- Students will take a spelling test and a reading comprehension quiz. They will then solve each other’s spelling word searches.
- Evaluation:
- Test and quiz results.
- Vocabulary:
- n/a
- Homework:
- n/a
- Materials / Resources (including technology)
- Books—Drift, Turtle Tom (A to Z book), A-Z packet.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know:
- The meaning of the suffix “able” and how to use it.
- How to use context clues to deduce meanings.
- The meaning of vocabulary words.
- How to organize the main events in a story in a storyboard.}
- How to substitute pronouns for nouns (review).
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to: - Correctly spell and change the meanings of words using the suffix “able”. - Use context clues to deduce meanings. - Define vocabulary words. - Organize the main events in a story via a storyboard. - Substitute pronouns for nouns (review).
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will review and practice using pronouns, and will begin using the suffix “able” to change the meaning of a word.
- Language Objective:
- Students will add the suffix “able” to words, spelling them correctly, and will record the meaning of vocabulary words.
- Main Activity:
- Students will take a spelling pre-test consisting mostly of words using the suffix “able”. They will also review possessive pronouns.
- Evaluation:
- Completion of pronoun worksheet.
- Vocabulary:
- Spelling words.
- Homework:
- Write sentences using spelling words.
- Learning Objective:
- Students will infer literal and figurative meanings from their books. They will also practice pronouns.
- Language Objective:
- Students will use pronouns correctly.
- Main Activity:
- Students will read in their books, answering comprehension questions. They will also practice pronouns using a worksheet, and will work on a crossword to practice vocabulary.
- Evaluation:
- Finished worksheet, comprehension questions are answered correctly.
- Vocabulary:
- Unfamiliar words.
- Homework:
- Pronoun WS, make a spelling crossword.
- Learning Objective:
- Students will continue to use clues to answer literal and inferential questions in their books.
- Language Objective:
- STUDENTS will spell and define vocabulary words correctly.
- Main Activity:
- Students will continue to read in their books, answering comprehension questions. They will also exchange their crosswords, thereby practicing spelling and defining their spelling words.
- Evaluation:
- Finished questions, finished crosswords.
- Vocabulary:
- Spelling words, unfamiliar words
- Homework:
- Study spelling words
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will show their mastery of spelling words with the “able” suffix. They will also put the main events from their reading in order via a storyboard.
- Language Objective:
- Students will spell their spelling words correctly, and will use words from their books appropriately in the storyboard they create.
- Main Activity:
- Students will take a spelling test. They will also create a storyboard for the first four chapters of the book Drift.
- Evaluation:
- Spelling test results, comprehension of main events’ order in their chapter book.
- Vocabulary:
- Spelling words, unfamiliar words from their book.
- Homework:
- n/a
- Materials / Resources (including technology)
- The book Drift; comprehension questions, A4 paper, A-Z books (Tian Tian, Hermit Crabs, etc.), graph paper for crosswords, pronoun worksheets.
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know: - How to use clues in a text to discern meaning. - How to organize the main events in a story sequentially. - The definition of “idiom”. - The meaning of a set of common idioms.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to: - Use clues in a text to discern meaning. - Organize the main events in a story sequentially. - Define “idiom”. - Explain and draw the meaning of a set of common idioms.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will sort events in a story sequentially.
- Language Objective:
- Students will choose vocabulary from the book to help illustrate their storyboards.
- Main Activity:
- Students will brainstorm the main events in chapters 3 and 4 in the book Drift. They will make a storyboard of eight spaces, and draw simple pictures representing the events.
- Evaluation:
- Good progress on the storyboard.
- Vocabulary:
- Unfamiliar words.
- Homework:
- Finish storyboard.
- Learning Objective:
- Students will search for answers to comprehension questions on their books. They will also define and explain the meaning of certain idioms.
- Language Objective:
- Students will translate idioms into their figurative meanings.
- Main Activity:
- Students will first read in their book and answer comprehension questions. They will then listen to a mini-lesson describing idioms, and apply that lesson to a worksheet. They will look up the meaning of various idioms, and write a sentence using the idiom.
- Evaluation:
- Completed worksheet.
- Vocabulary:
- Unfamiliar words.
- Homework:
- Finish the storyboard and the idiom worksheet.
- Learning Objective:
- Students will continue to read for comprehension, looking for idioms as they read.
- Language Objective:
- Students will translate idioms they find.
- Main Activity:
- Students will answer questions from the book Drift, and A-Z books for the lower level readers. They will look for key word clues to aid finding the answers, and will also identify and translate idioms when they find them in their reading.
- Evaluation:
- Ability to answer questions of comprehension, and to translate idioms.
- Vocabulary:
- Unfamiliar words.
- Homework:
- n/a
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Copies of Drift, questions (already handed out), idioms worksheet.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know:
- how to conjugate two verbs.
- the meanings of 22 given idioms.
- how to spell given words with the –ial endings.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to: - conjugate two verbs—to take, to buy. - translate and use 22 given idioms. - spell given words with the –ial endings.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will conjugate the irregular verbs “to take” and “to buy”, and will spell given words with the –ial ending.
- Language Objective:
- Students will conjugate the irregular verbs “to take” and “to buy”, and will spell given words with the –ial ending.
- Main Activity:
- Students will first take a spelling pre-test, focusing on words that can be transformed from root words to adjectives by adding –ial endings. They will then conjugate the verbs “to take” and to buy” on a verb chart.
- Evaluation:
- Attention to pre-test and verb charts.
- Vocabulary:
- all spelling words, and conjugated verbs.
- Homework:
- Correct all misspelled words on pre-test.
- Learning Objective:
- Students will choose the appropriate form of a verb, and write sentences using those verbs.
- Language Objective:
- Students will conjugate verbs properly.
- Main Activity:
- Students will play a game (“Superheroes”), where they pick verbs and helping verbs with which to write complete sentences. They will score each other’s sentences for creativity.
- Evaluation:
- Participation in game
- Vocabulary:
- Verbs to conjugate
- Homework:
- n/a
- Learning Objective:
- Students will predict and translate 22 idioms into normal language.
- Language Objective:
- Students will define 22 idioms.
- Main Activity:
- Students will be given a list of 22 idioms. They will guess the meanings of the idioms, then look them up and write the actual definitions. They will begin drawing the idioms on A-4 paper—they fold the paper into 6th’s, so they have 12 sections in which to draw. They will choose 12 of the idioms to draw, then draw a picture of what the idiom literally says, write the idiom above the picture, and write its meaning below the picture.
- Evaluation:
- Attention to the assignment.
- Vocabulary:
- Idioms, spelling words.
- Homework:
- Spelling crossword.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students memorize the meanings of 22 given idioms.
- Language Objective:
- Students will memorize the meanings of the 22 idioms.
- Main Activity:
- Students will continue to draw their 12 idioms. They will also take a spelling test, then if there’s time after the idiom drawing, they will play a game such as Apples to Apples.
- Evaluation:
- Finished drawings, memorized idioms, spelling test results.
- Vocabulary:
- Words that comprise the idioms.
- Homework:
- Finish idiom drawing, if not done in class.
- Materials / Resources (including technology)
- Spelling list and crossword, list of idioms; Superhero game; A-4 paper.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know:
- How to substitute a noun with a pronoun, and find the proper verb form agreement.
- 22 common idioms.
- How to spell 15 words associated with ancient Rome (their Social Studies unit).
- How to conjugate the verb “to sew”.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to:
- Substitute a noun with a pronoun, and find the proper verb form agreement.
- Use 22 common idioms.
- Spell 15 words associated with ancient Rome (their Social Studies unit).
- Conjugate the verb “to sew”.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will review their pronoun/verb agreement worksheet from last week.
- Language Objective:
- Main Activity:
- After taking a spelling pre-test of words associated with their ancient Rome Social Studies unit, the students will correct their pronoun/noun/verb agreement work from last week.
- Evaluation:
- Finished work, correct noun/verb agreement.
- Vocabulary:
- Spelling words.
- Homework:
- Correct spelling words 3 times.
- Learning Objective:
- Students will review the 22 idioms they are responsible for from last week. They will continue to memorize the meanings.
- Language Objective:
- Main Activity:
- Students will review the meanings of the 22 idioms, then rewrite given sentences with idioms instead of the literal meaning.
- Evaluation:
- Completed classwork.
- Vocabulary:
- Homework:
- Learning Objective:
- Students will continue to read the book Drift, or their A to Z books, answering comprehension questions.
- Language Objective:
- Main Activity:
- Students will review their sentences written with idioms from the day before. Then they will read in their books, answering questions, and identifying idioms as they find them.
- Evaluation:
- Attention to the reading, ability to identify idioms.
- Vocabulary:
- Homework:
- Spelling crossword.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will show their mastery of the meaning of 22 idioms and four verbs through a quiz. They will also take a quiz on their 15 spelling words.
- Language Objective:
- Main Activity:
- Students will take two quizzes—one on idioms and verb conjugation, the other on Week 27 spelling words. They will them play word games such as Apples to Apples or “Scrabble”
- Evaluation:
- Quiz results.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Spelling week 27, idiom lists and worksheets, verb charts, games.
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will:
- Identify homophones.
- Answer Reading comprehension questions.
- Become familiar with various spelling strategies.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to: - Identify homophones. - Answer Reading comprehension quest. - Use spelling strategies to remember the spelling of difficult words.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will identify simple homophones as vocabulary practice. They will also memorize the spelling of some homophones.
- Language Objective:
- Main Activity:
- Students will take a spelling pre-test focusing on homophones, and in pairs, will work on a cloze worksheet on homophones.
- Evaluation:
- Participation in class work.
- Vocabulary:
- Spelling words, homophones.
- Homework:
- Correct spelling words three times.
- Learning Objective:
- Students will use various spelling strategies to help them remember spelling words.
- Language Objective:
- Main Activity:
- Students will be given a paper detailing different spelling strategies. They will apply each strategy to one, two, or three of their spelling words.
- Evaluation:
- Participation in activity.
- Vocabulary:
- Spelling words.
- Homework:
- Finish paper if not done in class.
- Learning Objective:
- Students will review noun/verb agreement with a worksheet, will share their spelling strategies, and will read for comprehension.
- Language Objective:
- Main Activity:
- Students will practice noun/verb agreement by fixing mistakes in a worksheet. They will them share their spelling strategies, and will read in Drift, answering questions as they read together.
- Evaluation:
- Attention to the reading, ability to identify idioms.
- Vocabulary:
- Homework:
- Spelling crossword
- Learning Objective:
- Students will show their mastery of their spelling words, homophones, and noun/verb agreement via a test.
- Language Objective:
- Main Activity:
- Students will take a test on spelling words, homophones, and noun/verb agreement of irregular verbs. They will then play language games—Apples to Apples, etc.
- Evaluation:
- Test results.
- Vocabulary:
- Homework:
- n/a
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will know:
- a set of given homophones.
- how to interpret a reading passage (comprehension).
- Weekly Procedural Knowledge Overview - (Students will be able to...)
-
Students will be able to:
- state the definitions of a set of given homophones.
- interpret a reading passage (comprehension).
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Learning Objective:
- Students will distinguish between the definitions of two homophones, and use the correct spelling for each. They will also infer meaning from passages in their books.
- Language Objective:
- Students will distinguish between the definitions of two homophones, and use the correct spelling for each. They will also infer meaning from passages in their books.
- Main Activity:
- After taking a spelling pre-test of 15 words, most of which are homonym pairs or triplets, the students will read in their books and answer comprehension questions. They will also illustrate their homonym pairs on A-4 paper, splitting each picture into two parts. One section will be for one of the meanings (illustrated), the other section for the other meaning (illustrated).
- Evaluation:
- Correct meanings of words
- Vocabulary:
- Spelling words
- Homework:
- Finish illustrations
- Learning Objective:
- Students will distinguish between the definitions of two homophones, and use the correct spelling for each. They will also infer meaning from passages in their books.
- Language Objective:
- Students will distinguish between the definitions of two homophones, and use the correct spelling for each. They will also infer meaning from passages in their books.
- Main Activity:
- Students will use spelling strategies to help them remember the spelling of the homophones.
- Evaluation:
- Completed strategies worksheet
- Vocabulary:
- Spelling words
- Homework:
- Completed strategies
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- tudents will show their mastery of the spelling of homophones, and practice reading comprehension.
- Language Objective:
- Students will distinguish between the definitions of two homophones, and use the correct spelling for each. They will also infer meaning from passages in their books.
- Main Activity:
- students will take a spelling test, practice reading strategies using their books, and play word games.
- Evaluation:
- Vocabulary:
- Test results, participation in games.
- Homework:
- Materials / Resources (including technology)
- Spelling Test Week 29; spelling strategies worksheet; A4 paper; colored pencils.
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- ALL WEEK—writing practice and sharing stories of summer vacation plans --review for tests—idioms. reading comprehension.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- ALL WEEK—writing practice and sharing stories of summer vacation plans --review for tests—idioms. reading comprehension.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Spelling week 27, idiom lists and worksheets, verb charts, games.
- State of Minnesota Standards Covered
-