planner stray this week’s ela cont nt standard · this week’s ela cont nt standard reading 3.1...
TRANSCRIPT
1DAY
2DAY
3DAY
4DAY
5DAY
Read and Comprehend
Key = Target Skill = also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
Get Ready to Read20–25 minutes 50–60 minutes Independent ActIvItIes40–45 minutes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
Managing Your Class Language Arts
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
Planner • Stray
question of the week How do we decide whether we can keep a pet?
SE/TE, p. 22
fluency/Vocabulary Reading and Vocabulary Warm-ups Additional Vocabulary for English Learners
UR, pp. 30–33
ELRN, Before You Read
oral Vocabulary/Build Concepts Writing About the Big Question:
Big Question Vocabulary determine
SE/TE, pp. 2–3, 22
UR, p. 34 RN/ARN/ELRN,
Making Connections
Picture it! Making Predictions SE, p. lxiii
Reading skill/strategy Use Prior Knowledge to Make Predictions
SE/TE, p. 21, GOT, pp. 6, 8 RN/ARN, Before You Read
Literary Analysis Plot SE/TE, p. 21, GOT, pp. 3, 5, RN/ARN,
Before You ReadVocabulary timidly, trudged, grudgingly, ignore, exhausted,
starvation Skill: Latin Suffix -ation
SE/TE, p. 22
Concept Deciding what is true
Reading Skill Make Predictions
Literary Analysis Plot
Reading Strategy use Prior knowledge
Word Study Latin suffix -ation
You may use either “Stray” or “The Homecoming” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “The Homecoming” the more challenging selection, appears on Teacher’s Edition p 21. A lesson plan for “The Homecoming” appears on pp. 2–3 of this booklet.
questIon of the dAy Why does Doris want to keep the puppy?
oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary evidence, decision
SE/TE, pp. 2–3
TE, p. 24
Prior knowledge/Build Concepts Activating Prior Knowledge
TE, p. 24
Background Animal Shelters
SE/TE, p. 23
Make Predictions prompts
Plot prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 24–28 GOT, pp. 3, 5, 6, 8
RN/ARN/ELRN Hear It! Audio CD
www.PHLitOnline.com
questIon of the dAy Why do Mr. and Mrs. Lacey not want to keep the puppy?
oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary unbelievable
SE/TE, pp. 2–3
TE, p. 24
Make Predictions prompts
Plot prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 24–28 GOT, pp. 3, 5, 6, 8
RN/ARN/ELRN Hear It! Audio CD
www.PHLitOnline.com
REVIEW
Make Predictions/Plot
Additional Vocabulary for English Learners
MonitoR PRoGRess Critical Thinking questions Reading Skill questions Literary Analysis questions Vocabulary Practice
SE/TE, pp. 28–29 ELRN, Vocabulary Skill Review
GOT, pp. 6, 8 RN/ARN/ELRN, After You Read
questIon of the dAy How does Mr. Lacey make his final decision?
oral Vocabulary/Prior knowledge/Build Concepts REVIEW
Concept Connector: Writing About the Big Question, Literary Analysis Graphic Organizer
TE, p. 27
questIon of the WeekWhat factors should help you decide whether or not to acquire
a pet?
oral Vocabulary/Build Concepts REVIEW
Big Question Vocabulary determine, evidence, decision, unbelievable
SE/TE, pp. 2–3 TE, p. 24
Reality Central, “A Place Where Strays Can Stay”
RC
MonitoR PRoGRess Selection Test A or B
UR, pp. 42–47
se/ te pAges 40 – 41
se/ te pAges 28–29
se/ te pAges 26 –27
se/ te pAges 23–25
se/ te pAges 20 –22
unit 1: First Selection Set Stray • 1
This week’s eLA CONTeNT sTANDARDsReading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Literary Analysis: Plot) • Writing 1.2 Create multiple paragraph expository compositions. (Writing: News Report) • Writing 1.4 Use organizational features of electronic text (e.g. keyword searches) to locate information. (Research and Technology: Brochure) • Language Conventions 1.4 Use correct capitalization. (Grammar: Common and Proper Nouns)
Conventions Common and Proper nouns
Writing Genre news Report
Trait organization
Daily Bellringer Activity Quick Write DBA, Week 1, Day 1
Conventions Introduce the Grammar concept. SE/TE, p. 40
writing Introduce the Writing genre. SE/TE, p. 41, RN/ARN, Support for Writing and
Extend Your LearningResearch and technology Introduce the Research and
Technology genre. Have students identify sources and formulate research questions for their brochures.
Reread for fluency with partners: Reading Warm-up A or B or other text at students’ independent level.
UR, pp. 32, 33
write a response to Writing About the Big Question. Share writing. SE/TE, p. 22
Complete Reading and Vocabulary Warm-ups A or B. UR, pp. 30–33
View and respond to the Get Connected video. www.PHLitOnline.com
Daily Bellringer Activity Quick Write DBA, Week 1, Day 2
Conventions Have students write a paragraph summarizing the story so far, underlining proper nouns and circling common nouns in their summaries.
writing Have students draft sample leads for news reports about a stray dog. SE/TE, p. 41, RN/ARN,
Support for Writing and Extend Your LearningResearch and technology Have students conduct research
for their brochures.
Reread for fluency with partners: the opening pages of the story or other text at students’ independent level.
SE, pp. 24–25
write about Doris’s reasons for wanting to keep the puppy.
Complete the Vocabulary Builder worksheet. UR, p. 37
View the Background video. www.PHLitOnline.com
Daily Bellringer Activity Quick Write DBA, Week 1, Day 3
Conventions Have students complete the Grammar worksheet.
UR, p. 57
writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their news reports.
SE/TE, p. 41, UR, p. 58 RN/ARN, Support for Writing
and Extend Your Learning
Research and technology Have students complete the Extend Your Learning worksheet and other appropriate supporting pages and begin drafting their brochures.
SE/TE, p. 41, UR, p. 59 RN/ARN, Support for Writing
and Extend Your Learning
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write an evaluation of Mr. Lacey’s decision at the end of the story. Share writing.
Complete the Reading Skill worksheet. UR, p. 35
Visit Vocabulary Central. www.PHLitOnline.com
Daily Bellringer Activity Quick Write DBA, Week 1, Day 4
Conventions Have students write a description of Mr. Lacey’s character, identifying proper and common nouns in their writing.
writing Have students revise their news reports.SE/TE, p. 41
Research and technology Have students complete their brochures.
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a response to the Question of the Week. Share writing.
Complete the Literary Analysis worksheet. UR, p. 36
Visit the Enriched Online Student Edition to take the Self-test and warm up for the Selection Test.
www.PHLitOnline.com
Daily Bellringer Activity Quick Write DBA, Week 1, Day 5
Conventions Have students complete Grammar Practice A and the Challenge.
SE/TE, p. 40
writing Have students share their news reports.SE/TE, p. 41
Research and technology Have students present their brochures.
Reread for fluency with partners: “A Place Where Strays Can Stay.” RC
Visit the Enriched Online Student Edition for an interactive Grammar Tutorial.
www.PHLitOnline.com
Complete the Enrichment worksheet (advanced learners). UR, p. 38
Visit the Enriched Online Student Edition for an additional research activity.
www.PHLitOnline.com
CAL ifoRniA
1DAY
2DAY
3DAY
4DAY
5DAY
Key = Target Skill = also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
20–25 minutes 50–60 minutes Independent ActIvItIes40–45 minutes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
Planner • The Homecoming
You may use either “Stray” or “The Homecoming” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “The Homecoming”, the more challenging selection, appears on Teacher’s Edition p. 21. A lesson plan for “Stray” appears on the first two pages of this booklet.
Reading Skill Make Predictions
Literary Analysis Plot
Reading Strategy use Prior knowledge
Word Study Latin suffix -able
se/ te pAges 20 –21, 30
questIon of the Week What can we learn from fiction?
SE/TE, p. 30
fluency/Vocabulary Reading and Vocabulary Warm-ups Additional Vocabulary for English Learners
UR, pp. 48–51
ELRN, Before You Read
oral Vocabulary/Build Concepts Writing About the Big Question:
Big Question Vocabulary fiction
SE/TE, pp. 2–3, 30
UR, p. 52 RN/ARN/ELRN,
Making Connections
Picture it! Making Predictions SE, p. lxiii
Reading skill/strategy Use Prior Knowledge to Make Predictions
SE/TE, p. 21, GOT, pp. 7, 8 RN/ARN, Before You Read
Literary Analysis Plot SE/TE, p. 21, GOT, pp. 4, 5, RN/ARN,
Before You ReadVocabulary escorting, charitable, distracted, murmured,
fascinated, recognize Skill: Latin Suffix -able
SE/TE, p. 30
se/ te pAges 31–34
questIon of the dAy What advice does the woodcutter’s wife give?
oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary fact, prove
SE/TE, pp. 2–3
TE, p. 32
Prior knowledge/Build Concepts Activating Prior Knowledge
TE, p. 32
Background Chess
SE/TE, p. 31
Get Ready to Read Concept Deciding what is true
Read and Comprehend
Make Predictions prompts
Plot prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 32–38 GOT, pp. 4, 5, 7, 8
RN/ARN/ELRN Hear It! Audio CD
questIon of the dAy Would you stop to watch the chess game? Why or why not?
oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary unbelievable, true
SE/TE, pp. 2–3
TE, p. 32
Make Predictions prompts
Plot prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 32–38 GOT, pp. 4, 5, 7, 8
RN/ARN/ELRN Hear It! Audio CD
se/ te pAges 35–37
se/ te pAges 38–39
questIon of the dAy What happens because the woodcutter ignores his wife’s advice?
oral Vocabulary/Prior knowledge/Build Concepts REVIEW
Concept Connector: Writing About the Big Question, Literary Analysis Graphic Organizer
TE, p. 37
REVIEW
Make Predictions/Plot
Additional Vocabulary for English Learners
MonitoR PRoGRess Critical Thinking questions Reading Skill questions Literary Analysis questions Vocabulary Practice
SE/TE, pp. 38–39 ELRN, Vocabulary Skill Review
GOT, pp. 7, 8 RN/ARN/ELRN, After You Read
se/ te pAges 40 – 41
questIon of the WeekHow can you apply the woodcutter’s experience to your own life?
oral Vocabulary/Build Concepts REVIEW
Big Question Vocabulary fiction, fact, prove, unbelievable, true
SE/TE, pp. 2–3 TE, p. 32
Reality Central, “Having Friends, Making Choices”
RC
MonitoR PRoGRess Selection Test A or B
UR, pp. 63–68
2 • Unit 1: First Selection Set The Homecoming • 3
Daily Bellringer Activity Quick Write DBA, Week 1, Day 4
Conventions Have students create a name for each story character, explaining their choices and identifying proper and common nouns in their writing.
writing Have students revise their news reports. SE/TE, p. 41, RN/ARN, Support for Writing and
Extend Your LearningResearch and technology Have students complete their brochures.
This week’s eLA CONTeNT sTANDARDsReading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Literary Analysis: Plot) • Writing 1.2 Create multiple paragraph expository compositions. (Writing: News Report) • Writing 1.4 Use organizational features of electronic text (e.g., keyword searches) to locate information. (Research and Technology: Brochure) • Language Conventions 1.4 Use correct capitalization. (Grammar: Common and Proper Nouns)
Conventions Common and Proper nouns
Writing Genre news Report
Trait organizationLanguage Arts
Daily Bellringer Activity Quick Write DBA, Week 1, Day 1
Conventions Introduce the Grammar concept. SE/TE, p. 40
writing Introduce the Writing genre. SE/TE, p. 41, RN/ARN, Support for Writing and
Extend Your LearningResearch and technology Introduce the Research and
Technology genre. Have students identify sources and formulate research questions for their brochures.
Managing Your Class
Reread for fluency with partners: Reading Warm-up A or B or other text at students’ independent level.
UR, pp. 50, 51
write a response to Writing About the Big Question. Share writing. SE/TE, p. 30
Complete Reading and Vocabulary Warm-ups A or B. UR, pp. 48–51
View and respond to the Get Connected video. www.PHLitOnline.com
Daily Bellringer Activity Quick Write DBA, Week 1, Day 2
Conventions Have students write a paragraph summarizing the story so far, underlining proper nouns and circling common nouns in their summaries.
writing Have students draft sample leads for news reports about a person who unexpectedly disappears and then returns. SE/TE, p. 41, RN/ARN,
Support for Writing and Extend Your LearningResearch and technology Have students conduct research
for their brochures.
Reread for fluency with partners: the opening pages of the story or other text at students’ independent level.
SE, pp. 32–33
write about how the woodcutter feels about the world around him.
Complete the Vocabulary Builder worksheet. UR, p. 55
View the Background video. www.PHLitOnline.com
Daily Bellringer Activity Quick Write DBA, Week 1, Day 3
Conventions Have students complete the Grammar worksheet.
UR, p. 57
writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their news reports.
SE/TE, p. 41, UR, p. 58 RN/ARN, Support for Writing
and Extend Your Learning
Research and technology Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin drafting their brochures.
SE/TE, p. 41, UR, p. 59 RN/ARN, Support for Writing
and Extend Your Learning
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write an evaluation of the decisions the woodcutter makes. Share writing.
Complete the Reading Skill worksheet. UR, p. 53
Visit Vocabulary Central. www.PHLitOnline.com
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a response to the Question of the Week. Share writing.
Complete the Literary Analysis worksheet. UR, p. 54
Visit the Enriched Online Student Edition to take the Self-test and warm up for the Selection Test.
www.PHLitOnline.com
Daily Bellringer Activity Quick Write DBA, Week 1, Day 5
Conventions Have students complete Grammar Practice B and the Challenge.
SE/TE, p. 40
writing Have students share their news reports.SE/TE, p. 41
Research and technology Have students present their brochures.
Reread for fluency with partners: “Having Friends, Making Choices.” RC
Visit the Enriched Online Student Edition for an interactive Grammar Tutorial.
www.PHLitOnline.com
Complete the Enrichment worksheet (advanced learners). UR, p. 56
Visit the Enriched Online Student Edition for an additional research activity.
www.PHLitOnline.com
CAL ifoRniA
1DAY
2DAY
3DAY
4DAY
5DAY
Key = Target Skill = also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
20–25 minutes 50–60 minutes Independent ActIvItIes40–45 minutes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
se/ te pAges 42– 44
se/ te pAges 45– 47
se/ te pAges 48– 49
se/ te pAges 50 –51
se/ te pAges 62– 63
questIon of the WeekWhat factors matter most in deciding to work for or to grant a
reward?
oral Vocabulary/Build Concepts REVIEW
Big Question Vocabulary opinion, prove, fact, evidence, decision,
SE/TE, pp. 2–3 TE, p. 46
questIon of the dAy How does Mom decide if the children deserve a reward?
oral Vocabulary/Prior knowledge/Build Concepts REVIEW
Concept Connector: Writing About the Big Question, Activating Prior Knowledge, Reading Skill Graphic Organizer
TE, p. 49
questIon of the dAyWhat reward does the narrator hope for when he refuses to cry
over the bee sting?
oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary decision
SE/TE, pp. 2–3
TE, p. 46
questIon of the dAy Why is movie-going such a reward for the narrator?
oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary fact, evidence
SE/TE, pp. 2–3
TE, p. 46
Prior knowledge/Build Concepts Activating Prior Knowledge
TE, p. 46
Background Drive-In Theaters
SE/TE, p. 45
questIon of the Week How do we decide if a reward is worth working for?
SE/TE, p. 44
fluency/Vocabulary Reading and Vocabulary Warm-ups Additional Vocabulary for English Learners
UR, pp. 69–72
ELRN, Before You Read
oral Vocabulary/Build Concepts Writing About the Big Question:
Big Question Vocabulary opinion, prove
SE/TE, pp. 2–3, 44
UR, pp. 73 RN/ARN/ELRN,
Making Connections
Get Ready to Read Concept Deciding what is true
Read and Comprehend
Reading Skill Make Predictions
Literary Analysis narrator and Point of View
Reading Strategy Read Ahead to Verify
Word Study Latin Prefix pre-
Planner • The Drive-In Movies
Picture it! Making Predictions SE, p. lxiii
Reading skill/strategy Read Ahead to Verify Predictions
SE/TE, p. 43, GOT, pp. 9, 11
RN/ARN, Before You ReadLiterary Analysis
Narrator and Point of View SE/TE, p. 43, GOT, pp. 12, 14, RN/ARN, Before You Read
Vocabulary prelude, pulsating, migrated, evident, winced,
vigorously Skill: Latin Prefix pre-
SE/TE, p. 44
Make Predictions prompts
Narrator and Point of View prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 46–50 GOT, pp. 9, 11, 12, 14
RN/ARN/ELRN Hear It! Audio CD
Make Predictions prompts
Narrator and Point of View prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 46–50 GOT, pp. 9, 11, 12, 14
RN/ARN/ELRN Hear It! Audio CD
REVIEW
Make Predictions/Narrator and Point of View
Additional Vocabulary for English Learners
MonitoR PRoGRess Critical Thinking questions Reading Skill questions Literary Analysis questions Vocabulary Practice
SE/TE, pp. 50–51 ELRN, Vocabulary Skill Review
GOT, pp. 12, 14 RN/ARN/ELRN, After You Read
Reality Central, “Smart Money”
RC
MonitoR PRoGRess Selection Test A or B
UR, pp. 81–86
You may use either “The Drive-In Movies” or “The Market Square Dog” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “The Market Square Dog,” the more challenging selection, appears on Teacher’s Edition p. 43. A lesson plan for “The Market Square Dog” appears on pp. 6–7 of this booklet.
4 • Unit 1: Second Selection Set The Drive-In Movies • 5
This week’s eLA CONTeNT sTANDARDsReading 3.5 Identify the speaker and recognize the difference between first- and third-person narration. (Literary Analysis: Narrator and Point of View) • Writing 2.1 Write narratives. (Writing: Autobiographical Narrative) • Language Conventions 1.0 Students write and speak with a command of standard English conventions appropriate to this grade level. (Grammar: Singular and Plural Nouns) • Listening and Speaking 2.1 Deliver narrative presentations. (Listening and Speaking: Conversation)
Language ArtsConventions singular and Plural nouns
Writing Genre Autobiographical narrative
Trait organization
Daily Bellringer Activity Sentence Modeling DBA, Week 2, Day 1
Conventions Introduce the Grammar concept. SE/TE, p. 62
writing Introduce the Writing genre. SE/TE, p. 63, RN/ARN, Support for Writing and
Extend Your LearningListening and speaking Introduce the Listening and
Speaking assignment. Have students identify features of a conversation.
Daily Bellringer Activity Sentence Modeling DBA, Week 2, Day 2
Conventions Have students identify three singular and three plural nouns in the story and use each in a sentence of their own.
writing Have students identify important events in their lives and begin narrowing their topics for their narratives. SE/TE, p. 63, UR, p. 97
RN/ARN, Support for Writing and Extend
Your Learning
Listening and speaking Have students identify story details they would like to discuss with a partner.
Daily Bellringer Activity Sentence Modeling DBA, Week 2, Day 3
Conventions Have students complete the Grammar worksheet.
UR, p. 96
writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their narratives.
SE/TE, p. 63, UR, p. 97 RN/ARN, Support for Writing
and Extend Your Learning
Listening and speaking Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin planning their conversations.
SE/TE, p. 63, UR, p. 98 RN/ARN, Support for Writing
and Extend Your Learning
Daily Bellringer Activity Sentence Modeling DBA, Week 2, Day 4
Conventions Have students write a description of the narrator’s tasks, identifying singular and plural nouns in their writing.
writing Have students revise their narratives. SE/TE, p. 63, RN/ARN, Support for Writing and
Extend Your LearningListening and speaking Have students rehearse their conversations.
Daily Bellringer Activity Sentence Modeling DBA, Week 2, Day 5
Conventions Have students complete Grammar Practice A and the Challenge.
SE/TE, p. 62
writing Have students share their autobiographical narratives.SE/TE, p. 63
Listening and speaking Have students present their conversations.
Managing Your Class
Reread for fluency with partners: Reading Warm-up A or B or other text at students’ independent level.
UR, pp. 71–72
write a response to Writing About the Big Question. Share writing. SE/TE, p. 44
Complete Reading and Vocabulary Warm-ups A or B. UR, pp. 69–72
View and respond to the Get Connected video. www.PHLitOnline.com
Reread for fluency with partners: the opening pages of the memoir or other text at students’ independent level.
SE, pp. 46–47
write about the narrator’s goal in working extra hard.
Complete the Vocabulary Builder worksheet. UR, p. 76
View the Background video. www.PHLitOnline.com
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a prediction of how Mom will react when she sees the car.
Complete the Reading Skill worksheet. UR, p. 74
Visit Vocabulary Central. www.PHLitOnline.com
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a response to the Question of the Week. Share writing.
Complete the Literary Analysis worksheet. UR, p. 75
Visit the Enriched Online Student Edition to take the Self-test and warm up for the Selection Test.
www.PHLitOnline.com
Reread for fluency with partners: “Smart Money.” RC
Visit the Enriched Online Student Edition for an interactive Grammar Tutorial.
www.PHLitOnline.com
Complete the Enrichment worksheet (advanced learners). UR, p. 77
Visit the Enriched Online Student Edition for an additional research activity.
www.PHLitOnline.com
CAL ifoRniA
1DAY
2DAY
3DAY
4DAY
5DAY
Key = Target Skill = also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
20–25 minutes 50–60 minutes Independent ActIvItIes40–45 minutes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
You may use either “The Drive-In Movies” or “The Market Square Dog” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “The Market Square Dog,” the more challenging selection, appears on Teacher’s Edition p. 43. A lesson plan for “The Drive-In Movies” appears on pp. 4–5 of this booklet.
Planner • The Market Square Dog
Get Ready to Read Concept Deciding what is true
Read and Comprehend
Reading Skill Make Predictions
Literary Analysis narrator and Point of View
Reading Strategy Read Ahead to Verify
Word Study Anglo-saxon Prefix be-
questIon of the Week What makes a pet truly great?
SE/TE, p. 52
fluency/Vocabulary Reading and Vocabulary Warm-ups Additional Vocabulary for English Learners
UR, pp. 87–90
ELRN, Before You Read
oral Vocabulary/Build Concepts Writing About the Big Question:
Big Question Vocabulary truly
SE/TE, pp. 2–3, 52
UR, p. 91, RN/ARN/ELRN, Making Connections
Picture it! Making Predictions SE, p. lxiii
Reading skill/strategy Read Ahead to Verify Predictions
SE/TE, p. 43, GOT, pp. 10, 11
RN/ARN, Before You ReadLiterary Analysis
Narrator and Point of View SE/TE, p. 43, GOT, pp. 13, 14 RN/ARN, Before You Read
Vocabulary devoured, trotted, anxiously, classified, custody,
bewildered Skill: Anglo-Saxon Prefix be-
SE/TE, p. 52
se/ te pAges 42– 43, 52
se/ te pAges 53–55
se/ te pAges 56 –58
se/ te pAges 59 – 61
se/ te pAges 62– 63
questIon of the dAy In what ways does the dog act like a good pet?
oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary confirm, fact
SE/TE, pp. 2–3
TE, p. 54
Prior knowledge/Build Concepts Activating Prior Knowledge
TE, p. 54
Background Veterinary Medicine
SE/TE, p. 53
questIon of the dAy What qualities make Mr. Herriot like the stray dog so much?
oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary unbelievable, evidence
SE/TE, pp. 2–3
TE, p. 54
questIon of the dAy Why does PC Phelps decide to keep the dog as a pet?
oral Vocabulary/Prior knowledge/Build Concepts REVIEW
Concept Connector: Writing About the Big Question, Activating Prior Knowledge, Reading Skill Graphic Organizer
TE, p. 59
questIon of the WeekWhat qualities should we consider when we choose a pet?
oral Vocabulary/Build Concepts REVIEW
Big Question Vocabulary truly, confirm, fact, unbelievable, evidence
SE/TE, pp. 2–3 TE, p. 54
Make Predictions prompts
Narrator and Point of View prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 54–60 GOT, pp. 10, 11, 13, 14
RN/ARN/ELRN Hear It! Audio CD
Make Predictions prompts
Narrator and Point of View prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 54–60 GOT, pp. 10, 11, 13, 14
RN/ARN/ELRN Hear It! Audio CD
REVIEW
Make Predictions/Narrator and Point of View
Additional Vocabulary for English Learners
MonitoR PRoGRess Critical Thinking questions Reading Skill questions Literary Analysis questions Vocabulary Practice
SE/TE, pp. 60–61 ELRN, Vocabulary Skill Review
GOT, pp. 13, 14 RN/ARN/ELRN, After You Read
Reality Central, “Policing Changes”
RC
MonitoR PRoGRess Selection Test A or B
UR, pp. 102–107
6 • Unit 1: Second Selection Set The Market Square Dog • 7
This week’s eLA CONTeNT sTANDARDsReading 3.5 Identify the speaker and recognize the difference between first- and third-person narration. (Literary Analysis: Narrator and Point of View) • Writing 2.1 Write narratives. (Writing: Autobiographical Narrative) • Language Conventions 1.0 Students write and speak with a command of standard English conventions appropriate to this grade level. (Grammar: Singular and Plural Nouns) • Listening and Speaking 2.1 Deliver narrative presentations. (Listening and Speaking: Conversation)
Conventions singular and Plural nouns
Writing Genre Autobiographical narrative
Trait organizationLanguage Arts Managing Your Class
Daily Bellringer Activity Sentence Modeling DBA, Week 2, Day 1
Conventions Introduce the Grammar concept. SE/TE, p. 62
writing Introduce the Writing genre. SE/TE, p. 63, RN/ARN, Support for Writing and
Extend Your LearningListening and speaking Introduce the Listening and
Speaking assignment. Have students identify qualities of an effective conversation.
Reread for fluency with partners: Reading Warm-up A or B or other text at students’ independent level.
UR, pp. 89–90
write a response to Writing About the Big Question. Share writing. SE/TE, p. 52
Complete Reading and Vocabulary Warm-ups A or B. UR, pp. 87–90
View and respond to the Get Connected video. www.PHLitOnline.com
Daily Bellringer Activity Sentence Modeling DBA, Week 2, Day 2
Conventions Have students write a paragraph describing the dog’s actions at the marketplace, circling singular nouns and underlining plural nouns in their descriptions.
writing Have students use the Writing worksheet to choose an experience and begin sequencing details about it. UR, p. 97, SE/TE, p. 63
RN/ARN, Support for Writing and Extend
Your LearningListening and speaking Have students identify story details
they would like to discuss with a partner.
Reread for fluency with partners: the opening pages of the story or other text at students’ independent level.
SE, pp. 54–55
write about what Mr. Herriot and the farmer notice about the dog.
Complete the Vocabulary Builder worksheet. UR, p. 94
View the Background video. www.PHLitOnline.com
Daily Bellringer Activity Sentence Modeling DBA, Week 2, Day 3
Conventions Have students complete the Grammar worksheet.
UR, p. 96
writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their narratives.
SE/TE, p. 63, UR, p. 97 RN/ARN, Support for Writing
and Extend Your Learning
Listening and speaking Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin planning their conversations.
SE/TE, p. 63, UR, p. 98 RN/ARN, Support for Writing
and Extend Your Learning
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a cause-effect sentence connecting what happens to the dog and to the way the Herriots’ day goes. Share writing.
Complete the Reading Skill worksheet. UR, p. 92
Visit Vocabulary Central. www.PHLitOnline.com
Daily Bellringer Activity Sentence Modeling DBA, Week 2, Day 4
Conventions Have students summarize the joke PC Phelps plays on Mr. Herriot, identifying singular and plural nouns in their writing.
writing Have students revise their autobiographical narratives.SE/TE, p. 63
Listening and speaking Have students rehearse their conversations.
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a response to the Question of the Week. Share writing.
Complete the Literary Analysis worksheet. UR, p. 93
Visit the Enriched Online Student Edition to take the Self-test and warm up for the Selection Test.
www.PHLitOnline.com
Daily Bellringer Activity Sentence Modeling DBA, Week 2, Day 5
Conventions Have students complete Grammar Practice B and the Challenge.
SE/TE, p. 62
writing Have students share their narratives.SE/TE, p. 63
Listening and speaking Have students present their conversations.
Reread for fluency with partners: “Policing Changes.” RC
Visit the Enriched Online Student Edition for an interactive Grammar Tutorial.
www.PHLitOnline.com
Complete the Enrichment worksheet (advanced learners). UR, p. 95
Visit the Enriched Online Student Edition for an additional research activity.
www.PHLitOnline.com
CAL ifoRniA
1DAY
2DAY
3DAY
4DAY
5DAY
Key = Target Skill = also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
20–25 minutes 50–60 minutes Independent ActIvItIes40–45 minutes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
Planner • My Papa, Mark Twain
You may use either “My Papa, Mark Twain” or “Stage Fright” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “Stage Fright”, the more challenging selection, appears on Teacher’s Edition p. 93. A lesson plan for “Stage Fright” appears on pp. 10–11 of this booklet.
Get Ready to Read Concept Deciding what is true
Read and Comprehend
Reading Skill fact and opinion
Literary Analysis Author’s Perspective
Reading Strategy Recognize Clues
Word Study Latin root -sequ-/-sec-
questIon of the Week How do we form opinions about people?
SE/TE, p. 94
fluency/Vocabulary Reading and Vocabulary Warm-ups Additional Vocabulary for English Learners
UR, pp. 134–137
ELRN, Before You Read
oral Vocabulary/Build Concepts Writing About the Big Question:
Big Question Vocabulary confirm
SE/TE, pp. 2–3, 94
UR, p. 138, RN/ARN/ELRN, Making Connections
Picture it! Fact and Opinion SE, p. lxi
Reading skill/strategy Recognize Clues That Indicate an Opinion
SE/TE, p. 93, GOT, pp. 23, 25
RN/ARN, Before You ReadLiterary Analysis
Author’s Perspective SE/TE, p. 93, GOT, pp. 20, 22 RN/ARN, Before You Read
Vocabulary striking, absent-minded, incessantly, consequently,
impatient, peculiar Skill: Latin Root -sequ-/-sec-
SE/TE, p. 94
se/ te pAges 92–94
se/ te pAges 95–97
se/ te pAges 98–99
se/ te pAges 100 –101
se/ te pAges 108–109
questIon of the dAyHow does the narrator’s description help you form an
opinion of Mark Twain?
oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary determine
SE/TE, pp. 2–3
TE, p. 96
Prior knowledge/Build Concepts Activating Prior Knowledge
TE, p. 96
Background Family Biographer
SE/TE, p. 95
questIon of the dAyWhat qualities does the narrator find in her father’s writing?
oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary evidence, fact
SE/TE, pp. 2–3
TE, p. 96
questIon of the dAyWhat quality helps Twain succeed at work instead of at school?
oral Vocabulary/Prior knowledge/Build Concepts REVIEW
Concept Connector: Writing About the Big Question, Literary Analysis Graphic Organizer
TE, p. 99
questIon of the WeekWhat type of information about a person helps you form an
opinion about him or her?
oral Vocabulary/Build Concepts REVIEW
Big Question Vocabulary confirm, determine, evidence, fact
SE/TE, pp. 2–3 TE, p. 96
Fact and Opinion prompts
Author’s Perspective prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 96–100 GOT, pp. 20, 22, 23, 25
RN/ARN/ELRN Hear It! Audio CD
Fact and Opinion prompts
Author’s Perspective prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 96–100 GOT, pp. 20, 22, 23, 25
RN/ARN/ELRN Hear It! Audio CD
REVIEW
Fact and Opinion/Author’s Perspective
Additional Vocabulary for English Learners
MonitoR PRoGRess Critical Thinking questions Reading Skill questions Literary Analysis questions Vocabulary Practice
SE/TE, pp. 100–101 ELRN, Vocabulary Skill Review
GOT, pp. 23, 25 RN/ARN/ELRN, After You Read
Reality Central, “Celebrity Scoop”
RC
MonitoR PRoGRess Selection Test A or B
UR, pp. 146–151
8 • Unit 1: Third Selection Set My Papa, Mark Twain • 9
This week’s eLA CONTeNT sTANDARDsReading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Reading Skill: Fact and Opinion) • Foundational Element 8b: Comprehension Skills Author’s point of view. (Literary Analysis: Author’s Perspective) • Writing 2.1 Write narratives. (Writing: Dramatic Scene) • Language Conventions 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects. (Grammar: Pronouns)
Language Arts Conventions Pronouns
Writing Genre Dramatic scene
Trait Conventions Managing Your Class
Daily Bellringer Activity Revision DBA, Week 4, Day 1
Conventions Introduce the Grammar concept. SE/TE, p. 108
writing Introduce the Writing genre. SE/TE, p. 109, RN/ARN, Support for Writing and
Extend Your LearningResearch and technology Introduce the Research and
Technology assignment. Have students identify sources and formulate research questions for their posters or charts.
Reread for fluency with partners: Reading Warm-up A or B or other text at students’ independent level.
UR, pp. 136–137
write a response to Writing About the Big Question. Share writing. SE/TE, p. 94
Complete Reading and Vocabulary Warm-ups A or B. UR, pp. 134–137
View and respond to the Get Connected video. www.PHLitOnline.com
Daily Bellringer Activity Revision DBA, Week 4, Day 2
Conventions Have students write a paragraph describing the narrator’s family, using and underlining personal and possessive pronouns in their descriptions.
writing Have students look for a passage that could work as a dramatic scene. SE/TE, p. 109, RN/ARN,
Support for Writing and Extend Your LearningResearch and technology Have students conduct research
for their posters or charts.
Reread for fluency with partners: the opening pages of the memoir or other text at students’ independent level.
SE, pp. 96–97
write about the qualities that the narrator observes in her father.
Complete the Vocabulary Builder worksheet. UR, p. 141
View the Background video. www.PHLitOnline.com
Daily Bellringer Activity Revision DBA, Week 4, Day 3
Conventions Have students complete the Grammar worksheet.
UR, p. 161
writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their scenes.
SE/TE, p. 109, UR, p. 162 RN/ARN, Support for Writing
and Extend Your Learning
Research and technology Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin drafting the text and sketching the organizers for their posters or charts.
SE/TE, p. 109, UR, p. 163 RN/ARN, Support for Writing
and Extend Your Learning
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a response to the narrator’s description of her father, expressing an opinion of Twain’s behavior. Share writing.
Complete the Reading Skill worksheet. UR, p. 139
Visit Vocabulary Central. www.PHLitOnline.com
Daily Bellringer Activity Revision DBA, Week 4, Day 4
Conventions Have students compare Twain’s experiences at school and work, using and circling personal and possessive pronouns in their writing.
writing Have students revise their dramatic scenes and rehearse if they wish to share through performance. SE/TE, p. 109
Research and technology Have students revise their posters or charts.
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a response to the Question of the Week. Share writing.
Complete the Literary Analysis worksheet. UR, p. 140
Visit the Enriched Online Student Edition to take the Self-test and warm up for the Selection Test.
www.PHLitOnline.com
Daily Bellringer Activity Revision DBA, Week 4, Day 5
Conventions Have students complete Grammar Practice A and the Challenge.
SE/TE, p. 108
writing Have students share their dramatic scenes, performing them if they wish. SE/TE, p. 109
Research and technology Have students present their posters or charts.
Reread for fluency with partners: “Celebrity Scoop.” RC
Visit the Enriched Online Student Edition for an interactive Grammar Tutorial.
www.PHLitOnline.com
Complete the Enrichment worksheet (advanced learners). UR, p. 142
Visit the Enriched Online Student Edition for an additional research activity.
www.PHLitOnline.com
CAL ifoRniA
1DAY
2DAY
3DAY
4DAY
5DAY
Key = Target Skill = also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
20–25 minutes 50–60 minutes Independent ActIvItIes40–45 minutes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
You may use either “My Papa, Mark Twain” or “Stage Fright” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “Stage Fright,” the more challenging selection, appears on Teacher’s Edition p. 93. A lesson plan for “My Papa, Mark Twain” appears on pp. 8–9 of this booklet.
Planner • Stage Fright
se/ te pAges 92–93, 102
se/ te pAges 103–104
se/ te pAge 105
se/ te pAges 106 –107
se/ te pAges 108–109
questIon of the Week How do people act when they are telling the truth?
SE/TE, p. 102
fluency/Vocabulary Reading and Vocabulary Warm-ups Additional Vocabulary for English Learners
UR, pp. 152–155
ELRN, Before You Read
oral Vocabulary/Build Concepts Writing About the Big Question:
Big Question Vocabulary prove
SE/TE, pp. 2–3, 102
UR, p. 156, RN/ARN/ELRN, Making Connections
questIon of the dAyHow does Twain feel when he gets to the theater? What
does he do?
oral Vocabulary/Build Concepts Big Question Vocabulary confirm
SE/TE, pp. 2–3
Prior knowledge/Build Concepts Activating Prior Knowledge
TE, p. 104
Background Stage Fright
SE/TE, p. 103
questIon of the dAy What does Twain do to hide his fear from the audience?
oral Vocabulary/Build Concepts Big Question Vocabulary determine
SE/TE, pp. 2–3
questIon of the dAyDoes the laughter and applause for Twain’s “gem” reflect the
true feeling of the audience?
oral Vocabulary/Prior knowledge/Build Concepts REVIEW
Concept Connector: Writing About the Big Question, Literary Analysis Graphic Organizer
TE, p. 105
questIon of the WeekWhat is the best way to decide what a person’s true feelings are?
oral Vocabulary/Build Concepts REVIEW
Big Question Vocabulary prove, confirm, determine
SE/TE, pp. 2–3
Picture it! Fact and Opinion SE, p. lxi
Reading skill/strategy Recognize Clues That Indicate Fact or Opinion
SE/TE, p. 93, GOT, pp. 24, 25
RN/ARN, Before You ReadLiterary Analysis
Author’s Perspective SE/TE, p. 93, GOT, pp. 21, 22 RN/ARN, Before You Read
Vocabulary sympathy, compulsion, intently, awed, agonizing,
hereditary Skill: Latin Root -pel-/-pul-
SE/TE, p. 102
Fact and Opinion prompts
Author’s Perspective prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 104–106 GOT, pp. 21, 22, 24, 25
RN/ARN/ELRN Hear It! Audio CD
Fact and Opinion prompts
Author’s Perspective prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 104–106 GOT, pp. 21, 22, 24, 25
RN/ARN/ELRN Hear It! Audio CD
REVIEW
Fact and Opinion/Author’s Perspective
Additional Vocabulary for English Learners
MonitoR PRoGRess Critical Thinking questions Reading Skill questions Literary Analysis questions Vocabulary Practice
SE/TE, pp. 106–107 ELRN, Vocabulary Skill Review
GOT, pp. 24, 25 RN/ARN/ELRN, After You Read
Reality Central, “Fear in the Spotlight”
RC
MonitoR PRoGRess Selection Test A or B
UR, pp. 167–172
Get Ready to Read Concept Deciding what is true
Read and Comprehend
Reading Skill fact and opinion
Literary Analysis Author’s Perspective
Reading Strategy Recognize Clues
Word Study Latin root -pel-/-pul-
10 • Unit 1: Third Selection Set Stage Fright • 11
This week’s eLA CONTeNT sTANDARDsReading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Reading Skill: Fact and Opinion) • Foundational Element 8b: Comprehension Skills Author’s point of view. (Literary Analysis: Author’s Perspective) • Writing 2.1 Write narratives. (Writing: Dramatic Scene) • Language Conventions 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects. (Grammar: Pronouns)
Language Arts Conventions Pronouns
Writing Genre Dramatic scene
Trait Conventions Managing Your Class
Daily Bellringer Activity Revision DBA, Week 4, Day 1
Conventions Introduce the Grammar concept. SE/TE, p. 108
writing Introduce the Writing genre. SE/TE, p. 109, RN/ARN, Support for Writing and
Extend Your LearningResearch and technology Introduce the Research and
Technology assignment. Have students identify sources and formulate research questions for their posters or charts.
Reread for fluency with partners: Reading Warm-up A or B or other text at students’ independent level.
UR, pp. 154–155
write a response to Writing About the Big Question. Share writing. SE/TE, p. 102
Complete Reading and Vocabulary Warm-ups A or B. UR, pp. 152–155
View and respond to the Get Connected video. www.PHLitOnline.com
Daily Bellringer Activity Revision DBA, Week 4, Day 2
Conventions Have students describe the narrator’s experiences with stage fright and seasickness, circling personal and possessive pronouns in their descriptions.
writing Have students look for a passage that could work as a dramatic scene.
SE/TE, p. 109, RN/ARN, Support for Writing and
Extend Your LearningResearch and technology Have students conduct research for their posters or charts.
Reread for fluency with partners: the opening pages of the speech or other text at students’ independent level.
SE, pp. 104–105
write about Mark Twain’s reaction to giving a speech.
Complete the Vocabulary Builder worksheet. UR, p. 159
View the Background video. www.PHLitOnline.com
Daily Bellringer Activity Revision DBA, Week 4, Day 3
Conventions Have students complete the Grammar worksheet.
UR, p. 161
writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their scenes.
SE/TE, p. 109, UR, p. 162 RN/ARN, Support for Writing
and Extend Your Learning
Research and technology Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin drafting the text and sketching organizers for their posters or charts.
SE/TE, p. 109, UR, p. 163 RN/ARN, Support for Writing
and Extend Your Learning
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write an evaluation of the lesson Twain learned from his first speech. Share writing.
Complete the Reading Skill worksheet. UR, p. 157
Visit Vocabulary Central. www.PHLitOnline.com
Daily Bellringer Activity Revision DBA, Week 4, Day 4
Conventions Have students summarize Twain’s experience at his speech and the audience’s reaction, using personal and possessive pronouns in their writing.
writing Have students revise their dramatic scenes and rehearse if they wish to share through performance. SE/TE, p. 109
Research and technology Have students revise their posters or charts, adding graphic interest if possible.
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a response to the Question of the Week. Share writing.
Complete the Literary Analysis worksheet. UR, p. 158
Visit the Enriched Online Student Edition to take the Self-test and warm up for the Selection Test.
www.PHLitOnline.com
Daily Bellringer Activity Revision DBA, Week 4, Day 5
Conventions Have students complete Grammar Practice B and the Challenge.
SE/TE, p. 108
writing Have students share their dramatic scenes, performing them if they wish. SE/TE, p. 109
Research and technology Have students present their posters or charts, referring to organizers as they speak.
Reread for fluency with partners: “Fear in the Spotlight.” RC
Visit the Enriched Online Student Edition for an interactive Grammar Tutorial.
www.PHLitOnline.com
Complete the Enrichment worksheet (advanced learners). UR, p. 160
Visit the Enriched Online Student Edition for an additional research activity.
www.PHLitOnline.com
CAL ifoRniA
1DAY
2DAY
3DAY
4DAY
5DAY
Key = Target Skill = also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
20–25 minutes 50–60 minutes Independent ActIvItIes40–45 minutes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
Planner • Names/Nombres
You may use either “Names/Nombres” or “The Lady and the Spider” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “The Lady and the Spider,” the more challenging selection, appears on Teacher’s Edition p. 111. A lesson plan for “The Lady and the Spider” appears on pp. 14–15 of this booklet.
Get Ready to Read Concept Deciding what is true
Read and Comprehend
Reading Skill fact and opinion
Literary Analysis tone
Reading Strategy use Resources to Check
Word Study Latin root -scrib-/-scrip-
questIon of the Week Is it easy or hard to show true feelings? Explain.
SE/TE, p. 112
fluency/Vocabulary Reading and Vocabulary Warm-ups Additional Vocabulary for English Learners
UR, pp. 173–176
ELRN, Before You Read
oral Vocabulary/Build Concepts Writing About the Big Question:
Big Question Vocabulary true
SE/TE, pp. 2–3, 112
UR, p. 177, RN/ARN/ELRN, Making Connections
Picture it! Fact and Opinion SE, p. lxi
Reading skill/strategy Use Resources to Facts
SE/TE, p. 111, GOT, pp. 26, 28
RN/ARN, Before You ReadLiterary Analysis
Tone SE/TE, p. 111, GOT, pp. 29, 31 RN/ARN, Before You Read
Vocabulary mistook, pursue, transport, inevitably, chaotic,
inscribed Skill: Latin Root -scrib-/-scrip-
SE/TE, p. 112
questIon of the dAyHow do the narrator and her mother feel about sharing
their Spanish names with English speakers?
oral Vocabulary/Build Concepts Big Question Vocabulary investigate
SE/TE, pp. 2–3
Prior knowledge/Build Concepts Activating Prior Knowledge
TE, p. 114
Background Languages
SE/TE, p. 113
Fact and Opinion prompts
Tone prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 114–120 GOT, pp. 26, 28, 29, 31
RN/ARN/ELRN Hear It! Audio CD
questIon of the dAyHow does the narrator feel about introducing her family
to classmates?
oral Vocabulary/Build Concepts Big Question Vocabulary prove
SE/TE, pp. 2–3
Fact and Opinion prompts
Tone prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 114–120 GOT, pp. 26, 28, 29, 31
RN/ARN/ELRN Hear It! Audio CD
questIon of the dAyBy the end of the essay, what name does the narrator use with
her friends? With her family? Which does she feel is her true name?
oral Vocabulary/Prior knowledge/Build Concepts REVIEW
Concept Connector: Writing About the Big Question, Activating Prior Knowledge, Reading Skill Graphic Organizer
TE, p. 119
REVIEW
Fact and Opinion/Tone
Additional Vocabulary for English Learners
MonitoR PRoGRess Critical Thinking questions Reading Skill questions Literary Analysis questions Vocabulary Practice
SE/TE, pp. 120–121 ELRN, Vocabulary Skill Review
GOT, pp. 29, 31 RN/ARN/ELRN, After You Read
questIon of the WeekWhat qualities do you need in order to show your true feelings?
oral Vocabulary/Build Concepts REVIEW
Big Question Vocabulary true, investigate, prove
SE/TE, pp. 2–3
Reality Central, “Facebook or Face-to-Face?”
RC
MonitoR PRoGRess Selection Test A or B
UR, pp. 185–190
se/ te pAges 130 –131
se/ te pAges 120 –121
se/ te pAges 117–119
se/ te pAges 113–116
se/ te pAges 110 –112
12 • Unit 1: Fourth Selection Set Names/Nombres • 13
This week’s eLA CONTeNT sTANDARDsReading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Literary Analysis: Tone) • Language Conventions 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects. (Grammar: Pronouns) • Writing 2.1 Write narratives. (Writing: Personal Anecdote) • Listening and Speaking 2.1 Deliver narrative presentations. (Listening and Speaking: Monologue)
Language Arts Conventions Pronouns
Writing Genre Personal Anecdote
Trait ideas Managing Your Class
Daily Bellringer Activity Research DBA, Week 5, Day 1
Conventions Introduce the Grammar concept. SE/TE, p. 130
writing Introduce the Writing genre. SE/TE, p. 131, RN/ARN, Support for Writing and
Extend Your LearningListening and speaking Introduce the Listening and
Speaking assignment. Have students identify features of a monologue.
Reread for fluency with partners: Reading Warm-up A or B or other text at students’ independent level.
UR, pp. 175–176
write a response to Writing About the Big Question. Share writing. SE/TE, p. 112
Complete Reading and Vocabulary Warm-ups A or B. UR, pp. 173–176
View and respond to the Get Connected video. www.PHLitOnline.com
Daily Bellringer Activity Research DBA, Week 5, Day 2
Conventions Have students write a paragraph describing the narrator’s different names, circling indefinite pronouns in their writing.
writing Have students brainstorm a list of interesting personal experiences and choose one to write about. SE/TE, p. 131, RN/ARN,
Support for Writing and Extend Your LearningListening and speaking Have students identify words and
phrases in the essay that express young Alvarez’s thoughts and feelings.
Reread for fluency with partners: the opening pages of the essay or other text at students’ independent level.
SE, pp. 114–115
write about the feelings the narrator has when she first comes to New York City.
Complete the Vocabulary Builder worksheet. UR, p. 180
View the Background video. www.PHLitOnline.com
Daily Bellringer Activity Research DBA, Week 5, Day 4
Conventions Have students write questions about Julia and her family, underlining interrogative pronouns in their writing.
writing Have students revise their anecdotes.SE/TE, p. 131
Listening and speaking Have students revise their monologues.
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a response to the Question of the Week. Share writing.
Complete the Literary Analysis worksheet. UR, p. 179
Visit the Enriched Online Student Edition to take the Self-test and warm up for the Selection Test.
www.PHLitOnline.com
Daily Bellringer Activity Research DBA, Week 5, Day 5
Conventions Have students complete Grammar Practice A and the Challenge.
SE/TE, p. 130
writing Have students share their anecdotes.SE/TE, p. 131
Listening and speaking Have students present their monologues.
Reread for fluency with partners: “Facebook or Face-to-Face?”. RC
Visit the Enriched Online Student Edition for an interactive Grammar Tutorial.
www.PHLitOnline.com
Complete the Enrichment worksheet (advanced learners). UR, p. 181
Visit the Enriched Online Student Edition for an additional research activity.
www.PHLitOnline.com
Daily Bellringer Activity Research DBA, Week 5, Day 3
Conventions Have students complete the Grammar worksheet.
UR, p. 200
writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their anecdotes.
SE/TE, p. 131, UR, p. 201 RN/ARN, Support for Writing
and Extend Your Learning
Listening and speaking Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin drafting their monologues.
SE/TE, p. 131, UR, p. 202 RN/ARN, Support for Writing
and Extend Your Learning
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a description of how Julia’s friends feel about her Dominican heritage. Share writing.
Complete the Reading Skill worksheet. UR, p. 178
Visit Vocabulary Central. www.PHLitOnline.com
CAL ifoRniA
1DAY
2DAY
3DAY
4DAY
5DAY
Key = Target Skill = also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
20–25 minutes 50–60 minutes Independent ActIvItIes40–45 minutes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
Independent ActIvItIes
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
Planner • The Lady
and the Spider
You may use either “Names/Nombres” or “The Lady and the Spider” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “The Lady and the Spider,” the more challenging selection, appears on Teacher’s Edition p. 111. A lesson plan for “Names/Nombres” appears on pp. 12–13 of this booklet.
Get Ready to Read Concept Deciding what is true
Read and Comprehend
Reading Skill fact and opinion
Literary Analysis tone
Reading Strategy use Resources to Check
Word Study Latin Root -met-/-mens-
se/ te pAges 110 –111, 122
se/ te pAges 123–125
se/ te pAges 126 –127
se/ te pAges 128–129
se/ te pAges 130 –131
questIon of the Week What facts and fears do you associate with spiders?
SE/TE, p. 122
fluency/Vocabulary Reading and Vocabulary Warm-ups Additional Vocabulary for English Learners
UR, pp. 191–194
ELRN, Before You Read
oral Vocabulary/Build Concepts Writing About the Big Question:
Big Question Vocabulary fact
SE/TE, pp. 2–3, 122
UR, p. 195, RN/ARN/ELRN, Making Connections
Picture it! Fact and Opinion SE, p. lxi
Reading skill/strategy Use Resources to Check Facts
SE/TE, p. 111, GOT, pp. 27, 28
RN/ARN, Before You ReadLiterary Analysis
Tone SE/TE, p. 111, GOT, pp. 30, 31 RN/ARN, Before You Read
Vocabulary mode, frenzied, inhabited, equipped, dimensions,
catastrophe Skill: Latin Root -met-/-mens-
SE/TE, p. 122
questIon of the dAyWhat fears does the narrator’s neighbor have
about spiders?
oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary investigate
SE/TE, pp. 2–3
TE, p. 124
Prior knowledge/Build Concepts Activating Prior Knowledge
TE, p. 124
Background Phobias
SE/TE, p. 123
Fact and Opinion prompts
Tone prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 124–128 GOT, pp. 27, 28, 30, 31
RN/ARN/ELRN Hear It! Audio CD
questIon of the dAy What facts does the narrator share about spiders?
oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary prove, fantasy
SE/TE, pp. 2–3
TE, p. 124
Fact and Opinion prompts
Tone Prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 128–129 GOT, pp. 27, 28, 30, 31
RN/ARN/ELRN Hear It! Audio CD
questIon of the dAyDo the woman’s feelings about spiders change after her
experience? Should they?
oral Vocabulary/Prior knowledge/Build Concepts REVIEW
Concept Connector: Writing About the Big Question, Activating Prior Knowledge, Reading Skill Graphic Organizer
TE, p. 127
REVIEW
Fact and Opinion/Tone
Additional Vocabulary for English Learners
MonitoR PRoGRess Critical Thinking questions Reading Skill questions Literary Analysis questions Vocabulary Practice
SE/TE, pp. 128–129 ELRN, Vocabulary Skill Review
GOT, pp. 30, 31 RN/ARN/ELRN
questIon of the WeekHow can we tell the difference between fears based on fact and
unreasonable fears?
oral Vocabulary/Build Concepts REVIEW
Big Question Vocabulary fact, investigate, prove, fantasy
SE/TE, pp. 2–3 TE, p. 124
Reality Central, “The Fear Factor”
RC
MonitoR PRoGRess Selection Test A or B
UR, pp. 206–211
14 • Unit 1: Fourth Selection Set The Lady and the Spider • 15
This week’s eLA CONTeNT sTANDARDsReading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Literary Analysis: Tone) • Language Conventions 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects. (Grammar: Pronouns) • Writing 2.1 Write narratives. (Writing: Personal Anecdote) • Listening and Speaking 2.1 Deliver narrative presentations. (Listening and Speaking: Monologue)
Language Arts Conventions Pronouns
Writing Genre Personal Anecdote
Trait ideas Managing Your Class
Daily Bellringer Activity Research DBA, Week 5, Day 1
Conventions Introduce the Grammar concept. SE/TE, p. 130
writing Introduce the Writing genre. SE/TE, p. 131, RN/ARN, Support for Writing and
Extend Your LearningListening and speaking Introduce the Listening and
Speaking assignment. Have students identify features of a monologue.
Daily Bellringer Activity Research DBA, Week 5, Day 2
Conventions Have students write questions the woman has about the spider, circling interrogative pronouns in their writing.
writing Have students brainstorm a list of interesting personal experiences and choose one to write about. SE/TE, p. 131, RN/ARN,
Support for Writing and Extend Your LearningListening and speaking Have students identify words and
phrases in the essay that express their chosen character’s thoughts and feelings.
Daily Bellringer Activity Research DBA, Week 5, Day 3
Conventions Have students complete the Grammar worksheet.
UR, p. 200
writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their anecdotes.
SE/TE, p. 131, UR, p. 201 RN/ARN, Support for Writing
and Extend Your Learning
Listening and speaking Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin drafting their monologues.
SE/TE, p. 131, UR, p. 202 RN/ARN, Support for Writing
and Extend Your Learning
Daily Bellringer Activity Research DBA, Week 5, Day 4
Conventions Have students write facts or opinions about spiders, using and underlining indefinite pronouns in their writing.
writing Have students revise their anecdotes, adding vivid details to describe personal reactions. SE/TE, p. 131
Listening and speaking Have students revise their monologues and rehearse if they wish to present orally.
Daily Bellringer Activity Research DBA, Week 5, Day 5
Conventions Have students complete Grammar Practice B and the Challenge.
SE/TE, p. 130
writing Have students share their anecdotes.SE/TE, p. 131
Listening and speaking Have students present their monologues, in dramatic form if they wish.
Reread for fluency with partners: Reading Warm-up A or B or other text at students’ independent level.
UR, pp. 193–194
write a response to Writing About the Big Question. Share writing. SE/TE, p. 122
Complete Reading and Vocabulary Warm-ups A or B. UR, pp. 191–194
View and respond to the Get Connected video. www.PHLitOnline.com
Reread for fluency with partners: the opening pages of the essay or other text at students’ independent level.
SE, pp. 124–125
write about the woman’s feelings about spiders.
Complete the Vocabulary Builder worksheet. UR, p. 198
View the Background video. www.PHLitOnline.com
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a description of the qualities you admire in spiders. Share writing.
Complete the Reading Skill worksheet. UR, p. 196
Visit Vocabulary Central. www.PHLitOnline.com
Read self-selected Independent Reading books at students’ independent level.
SE/TE, p. 167
write a response to the Question of the Week. Share writing.
Complete the Literary Analysis worksheet. UR, p. 197
Visit the Enriched Online Student Edition to take the Self-test and warm up for the Selection Test.
www.PHLitOnline.com
Reread for fluency with partners: “The Fear Factor.” RC
Visit the Enriched Online Student Edition for an interactive Grammar Tutorial.
www.PHLitOnline.com
Complete the Enrichment worksheet (advanced learners). UR, p. 199
Visit the Enriched Online Student Edition for an additional research activity.
www.PHLitOnline.com
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