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McKinney ISD Instructional Planning Guide – Reading & Writing2nd quarter 2012-13 Grade Level- 5th

Week 1 Reading: Reading is Thinking – Making Connections – Trickster Tales

ELAR TEKS: Student Expectations ELL Resources Assessment/ Product Enduring Understandings-Essential Questions

Establish a purpose for reading fiction:

3.a Compare themes or moral lessons of fiction

6.a Describe rise to/foreshadowing in novel

6.b Explain character relationships/conflicts

6.c Explain diff. forms of 3rd person

Figure 19f Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

ELPS: (c) 2.c: learn new expressions during classroom instruction and interactions.

(c) 4.d: Use pre- reading supports such as graphic organizers to enhance comprehension of written text.

E5 – Making Connections

E1-Change and continuity in language and literature reflect individual and societal evolution.

Why is an author’s cultural context important?

How do a reader’s experiences change the text at hand?

Science & Social Studies Integration Web 2.0 Tools/ Apps Vocabulary

Connect ED

Discovery Education

appreciationburdensinstructeducatemerchandisetreasurerunfortunatewaresjamboluresgenerations

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ELEMENTARY ELAR IPG


Week 1 Reading: Reading is Thinking – Making Connections – Trickster Tales

Day 1

Intro to The

Trickster

E2 – Use Texas Treasures Resource, Unit 3 Week 1, pg. 254 The Catch of the Day – A Trickster Play by: Angela Shelf Medearis*Teachers may choose to act out this play or use it as a whole class – read throughSome other examples of Trickster Tales that may be available in your LMC are:Trick of the Tale by: John MatthewsCoyote: a trickster tale from the American Southwest by: Gerald McDermottJabuti, the tortoise a trickster tale from the Amazon by: Gerald McDermottRaven: a trickster tale from the Pacific Northwest by: Gerald McDermottZomo the Rabbit: a trickster tale from West Africa by: Gerald McDermott

E2 - Tell the students that this story is called a Trickster Tale. A trickster tale is a folktale usually about animals, in which one character tries to trick another. Sometimes the trickster ends up looking foolish. Discuss the theme of the story.

E3 – Ask students to record this information about trickster tales in their RRJ:Trickster Tales are a form of folklore and have these attributes:

Animal characters with human traits that teach a moral lesson Were first passed down by word of mouth and then were written down Have one clever but mischievous character who outsmarts the other Have been popular for centuries in many different cultures Often exist in many versions such as (Anansi, Br’er Rabbit)

E4 – ask students to respond to this reading response in their RRJ:Write the definition of theme: the main message or moral lesson the author wants to convey to the reader. The theme is usually implied.“Does the trickster control the story? Why or Why not?”Students may also complete student pg. 94 on character development and theme.

Day 2

Trickster

Tales

E2 – Continue to Read Texas Treasures Resource, Unit 3 Week 1, pg. 254 The Catch of the Day – A Trickster Play by: Angela Shelf Medearis *Teachers may choose to act out this play or use it as a whole class – read through or any of the Trickster Tales from Day 1.

E3 – Ask students to make predictions about what is happening in the story and to confirm them with text evidence. This should be done whole group as a mini lesson.

E4 – Ask students to complete the comprehension check on TT pg. 273. Discuss

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Day 3

Another Trickster

E2 - Read the paired selection from Texas Treasures, Unit 3 Week 1, pg. 274 – The Fox and the Crow by: Mei Kirimoto.

E3 – Tell the students that this trickster tale is a fable – a fable is a story that is meant to teach a lesson, often through the actions of an animal that acts like a person. The moral of the fable is the lesson that it teaches, which the reader can apply to real life. Discuss theme.

E4 – Discuss the use of metaphor – a metaphor is a type of figurative language that compares two things without using the words “like” or “as”. Ask students to write this definition in their RRJ. Ask students to complete the Connect and Compare questions on pg. 275. Discuss as a group.

Day 4

Discover

Anansi

E2 – Use Discovery Education - Video – Anansi and the Turtle

E3 – Discuss the two characters from the story Anansi and Turtle. Ask students to write a description about both characters in their reading response journal and discuss these traits. The teacher may want to make an anchor chart that is similar to the student response page from Texas Treasures:

What does the Character do and Say? What Happens to the Character?

E4 – Ask students to write down the “theme” to this story in their reading response journal. Ask students what the theme is?

Day 5

Anansi

Continued

E2 – Use Discovery Education - Video – How Anansi Obtained the Sky God’s Stories

E3 – Discuss the characters, setting, plot, and theme of this story. Teachers may want to have students watch the video and then summarize the characters, setting, plot, and theme as a formative assessment of trickster tales as a portion of folktales.

E4 – Ask students to write their own trickster tale with a partner. This story must include a trickster and a theme. Share these stories in author’s chair.

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Week 1 Writing: Narrative Writing ~ Writing Stories from Ordinary Moments

ELAR TEKS: Student Expectations ELL Resources Assessment/ ProductEnduring Understandings-

Essential Questions

17 Write personal narratives

18.a (i) Present effective introduction & conclusion

18.a (ii) Guide/ inform reader of key ideas & evidence

18.a (iii) Include specific facts, details in organized structure

18.a (iv) Use variety sentence structures and transitions to link paragraphs.

ELPS:

3G: Express opinions, ideas, and feelings.

3H: Describe and explain with specificity and detail.

See ELL charts in The Write Source on pgs. 57 & 59.

Allow students to draw a scary picture before they write.

E5-

Final Completed Paper to be assessed using the STAAR rubric of a 1, 2, 3, or 4.

E1

All writing centers around audience and the desired effect on that audience.

How do authors select specific vocabulary to convey meaning?

Why do authors use different literary devices?


Empowering Writersplanningbeginningsbodyconclusionstory organizer

E2, E3, E4-SAMPLE LESSONS: Week 1 Writing – Narrative Writing ~ Writing Stories from Ordinary MomentsRead Aloud:

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Day 1

Plan by Design

Milo’s Hat Trick by: Jon AgeeGorky Rises by: William Steig

E2-Review qualities of Narrative writing. For this week’s writing we will focus around the theme of “magic”. Remember, every reading experience should also be a prewriting experience. Use the following summarizing framework to develop a problem/ solution narrative:

This story is about _______________________________________________________________

The problem, adventure/ experience was ____________________________________________

The problem was solved by _______________________________________________________

Story critical elements to be described are:

Character__________________________ Setting _____________________________ Object ____________________

E3-Invite students to write a story about a magical object. This could include: a pencil, wand, ball, shoes, hat, etc…

Ask students to outline or plan their magical object story.

Day 2

Good Beginnings

E2- Read Aloud:Strega Nona by: Tomie De PaolaE3- Discuss the magical object/ events in the story. Make a list of possible sentence starters with the class:

The __________ was shaped like________________ It seemed to be______________________________ All of my friends stared at ______________________ Listening closely I heard_______________________ This magical object made me feel _______________ I wondered _________________________________

E4- Ask students to draw a picture of their magical object. Using their plan and the sentence starters from above, ask students to create a paragraph about their magical object that has many details.

Day 3 E2- Remind students that the elaborative detail and sentence variety is what makes the difference between the “3” paper and the “4” paper.

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Word Choice

Makes the Story

Tell students to remember these things when revising their papers today:

When you elaborate, you STOP the action and observe. Use 5 senses Your description should make the reader feel as though he or she is right there with the main character. Your elaborative segment should be 3-4 sentences. Remember, sentence variety is VERY important.

E3- Ask students to work on their magical object paper. Remind them to use interesting words and to make it entertaining!

Day 4

Pair/ Share

E2- Read Aloud: (a student sample like this one- about a magical key)

I stared in wonder at the scraped, cold ancient artifact. The sun’s glare illuminated the silver glint of the tool.Most people thought it was a normal household object, but I soon realized that with it I could unlock a secret. It was silent as it glided through the lock. The prize for my hard work was stunning. This was no ordinary key.It was magic. (This story needs more detail about what kind of magic the key provides.)

E3- Allow students to share their magical object story with a partner. Each student will need to give feedback to their partner on how to make the story better.

E4- Ask students to revise their story to make it the best possible version that it can be.

Day 5

The

Magical Ending

E2-Ask students: What makes a good ending? Discuss.

E3- Allow students time to get their final copy of their paper together with the picture of the magical object. Tell them to make sure that the ending is precise.

E4- Share this story in Author’s Chair. These would make great stories to hang up on a bulletin board with the pictures of the magical objects.

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Week 2 Reading: Reading is Thinking – Making Connections- Mythology


Essential Questions

3.a Compare themes or moral lessons of fiction

3.b Describe the phenomena explained in origins of myths

3.c Explain the effect of historical event

6.a Describe rise to/foreshadowing in novel

6.b Explain character relationships/conflicts

11.e Make text connections

Figure 19f Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

ELPS: 2H: Understand implicit ideas/ information in spoken language4G: Develop comprehension by responding to questions.

Pre teach the vocabulary for the poem/ assessment on day 5.

Use anchor charts for text connections – leave these up in the room for the entire week.

E5---Observation--Written assessment

E1Change and continuity in language and literature reflect individual and societal evolution.




Connect Ed mythsymbolismmoralGreekLatin

E2, E3, E4-SAMPLE LESSONS: Week 2 Reading – Reading is Thinking~ Making Connections- MythologyThe Reading Workshop should include the following:

Word work Literature Circles

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Day 1

Making Connections

Independent Reading Time/SSR Guided reading/small group instruction (as needed to support literature circles or re-teach) Time to visit the library

***This quarter, the majority of students’ time should be spent engaged in literature circle activities (reading the material, completing an assignment based on the material, and sharing/discussing the material with others during meetings). The literature circle theme for Q2 is perseverance. Books chosen for groups could be around this topic.

E2--Review types of connections—text to text (t/t), text to world (t/w), and text to self (t/s).

Text to Text- These are connections between stories. Things that happen in story that might remind you of another story.

Text to Self- These are connections between experiences that you have had that are similar to something in the story.

Text to World – These are connections between events in the story and things that I've seen or read about occurring in the real world. They are not about me but about other people in the real world.

E3 - Explain to students that when you make connections, you leave “tracks” of your thinking, just like animals leave their tracks. The teacher may want to make anchor charts about these types of connections for support.

E4 – Ask students to make a three-column anchor chart with one example of each type of connection in their RRJ.

Day 2

Text to Self

E2—Review Text to Self Connections. Ask student to recall the meaning from yesterday.

E3— Use Texas Treasures, Unit 4 Week 2, pg. 432 The Flight of IcarusTell the students that Myths – are stories that helped people make sense of the world around them. Myths tell stories about the life, gods, and heroes of ancient cultures. The use of symbolism is often present. Symbolism is the use of concrete objects to represent abstract ideas.Ask students to make a text to self connection – Have they ever NOT listened to their parents?

E4-- Independently, throughout the week, and encourage students to make connections to library or literature circle books and to add their connections to the anchor chart (use sticky notes) under the appropriate column. Remind students to do this with LC books!

Day 3

E2—Review Text to Text Connections.

E3— WatchThe video from Discovery Education – Telling Tales: Narcissus (5:00 min)or Myths and Legends: Ancient Greece (20:00 min)Ask students to make a text to text connection. Use these prompting questions to stimulate students in making a connection: Ask students to record these in their reading response journal.

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Text to Text• What does this remind me of in another book/ story I have seen?• How is the author’s writing style similar to other things I have read? • How is this text different from other things I have read or seen?

Encourage students to use the following language before stating their connection: "This book reminds me of (name the book) because..."Discuss aloud. Record responses in the RRJ.

E4-- Independently, during the week, encourage students to make connections to library or literature circle books and to add their connections to the anchor chart (use sticky notes) under the appropriate column.

Day 4

Text to World

E2--Review Text to World Connection. Use anchor chart created on Day 1.

E3— Explain to students that a text to world connection is a connection to something that is happening in the world around us.

Read: The Wooden Horse on www.stornory.com (12 minutes) This is linked on 4th grade elar wiki.

Use Greek Myths from www.starfall.com (these may seem simple however – we are reading these as an intro to mythology and the purpose for myths.

Ask students to make a text to world connection. Use these prompting questions to stimulate students in making a connection: Ask students to record these in their reading response journal.

E4 - Ask students to make a text to world connection. Use these prompting questions to stimulate students in making a connection:• What does this remind me of in the real world? • How are events in this story similar to things that happen in the real world? • How are events in this story different from things that happen in the real world?

Encourage students to use the following language before stating their connection: “This reminds me of [something I've seen, heard, know in the real world] because..."Ask them to record their thoughts in their RRJ.Ask students to write about the theme of one of these stories.

E2--Review all types of connections (t/t, t/w. t/s). Discuss the connections students have made over the week using the post it notes students have added to the anchor chart.

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http://www.starfall.com/

http://www.stornory.com/


Day 5

Assess

Connections

E3—Provide students a copy of How the Whale Got His Throat by: Rudyard Kipling in the TT Read Aloud Anthology – 5th grade*This is a Pourquoi Tale/ Legend – Discuss the similarities between this story & the myths from the week. Read it together.

E4—Ask students to make at least 1 connection for each category (as deep as possible) and label the type of connection made. Encourage students to use the phrases to begin each connection and write these in their RRJ:

Text to Self –"The text says…” ”This reminds me of..." Text to Text –"This selection reminds me of (name of piece) because..."

Text to World- "This reminds me of [something I've seen, heard, know in the real world] because..."

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Week 2 Writing: Narrative Writing – Writing Stories from Ordinary Moments

ELAR TEKS: Student Expectations ELL Resources Assessment/ Product

Enduring Understandings-Essential Questions






ELPS:

3G: Express opinions, ideas, and feelings.

3H: Describe and explain with specificity and detail.

E5-

Final Completed Paper to be assessed using the STAAR rubric of a 1, 2, 3, or 4.

E1-





HMH – The Write Source Online compositionone pagerorganizerplan

E2, E3, E4-SAMPLE LESSONS: Week2 Writing –Narrative Writing – Writing Stories from a Prompt

E2-Review qualities of Narrative writing. Use The Write Source/ Texas Assessment Preparation Book, pg. 80, to review the steps of

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Day 1

Planning

Writing a One Page Composition. (26 Lines) Use the terminology of: Read, Look, Think, and Write when responding to a prompt.

E3-Ask students to respond to this prompt: Write a one page personal narrative about a time you had to overcome something. Brainstorm a list of hardships that may be important to students. Leave on the board for students to use while writing. Have students brainstorm story ideas and begin plan sheets for story. Use the MISD diamond organizer as a planning tool for this paper.

E4- Ask students to begin a first draft writing around the prompt.

Day 2

The Best Papers

E2- Using the list of students’ ideas, have students begin to plan their paper. Use The Write Source/ Texas Assessment Preparation Book, pg. 82, Written Composition: Personal Narrative to discuss a well written paper.Be sure to show the score point 4 paper on pg. 83 as “mentor text”. Some topics that students may have had to overcome could include:

Moving Making new friends Playing a new sport Learning something new

E3- Allow students time to plan and write their story around this prompt. Be sure to confer with students as they work through the writing process.

Day 3

A One Pager

E2-Allow students to discuss how to elaborate and add meaningful details in their stories. Use The Write Source/ Texas Assessment Preparation Book, pg. 82, Written Composition: Personal Narrative to discuss a well written paper.Show the score point 2 paper on pg. 84. Discuss ways that the students could make this into a score point 4 paper. The teacher may want to annotate the score point 2 paper to show how it could be improved.

E3- Use The Write Source Online/ Interactive Whiteboard Lessons/ Smart Notebook lesson on Narrative Writing. (note: any of these SMART notebook lessons can be downloaded to your desktop to use with your smart board.

E4- Allow students time to write their paper, get feedback from the teacher, and to revise the story to make it better. For this prompt the teacher may want to give students a copy of the 26 lined paper that they are used to from 4 th grade. Students may also write on notebook paper.

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Day 4

The Mechanics

E3- Use The Write Source Online/ Grammar Snap videos to reinforce grammar skills such as: adjectives, adverbs, nouns, pronouns. (note: there are many videos on grammar, so the teacher may want to watch one grammar video per day and discuss.)

E4-Have students continue working on their papers. This would be a great time to allow students to peer edit. Sometimes other students catch mistakes that the writer does not see.

**Be sure to confer with students as they move through the writing process. It is imperative that they have teacher feedback to score well on this paper.

Day 5

Publish & Share

E2-Ask students: What makes a good ending? Allow students to discuss.

E3-Have students complete their paper about a time that they had to overcome something. Have conferences and work with students in order to help write an effective ending.

E$- Share these stories in author’s chair!

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Week 3 Reading: Reading is Thinking – Poetry Cafe


Essential Questions

2.a Determine meaning of roots/affixes

2.b Use context clues- multiple meaning words

4 Poetry/structure/elements – analyze sound effects

8 Recognize sensory language – imagery & figurative

9 Maintain comprehension & provide evidence of reading

Figure 19d Make inferences about text and use text evidence to support understanding

ELPS: (c) 4J: employ inferential skills such as making connections between texts, and predicting

-E5Poetry responses

E1Change and continuity in language and literature reflect individual and societal evolution.




Connect Ed poetrhyme schemefree verseline breakfigurative languagetraditionglideknowledge

E2, E3, E4-SAMPLE LESSONS: Week 3 Reading – Reading is Thinking- Poetry CafeIntroduce Poetry and set a purpose for reading poetry. In this unit students will be expected to read & write poems:

E2 – Use Texas Treasures – Read Aloud Anthology – pg. 52 Tradition from Under the Sunday Tree by: Eloise Greenfield

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Day 1

Poems Tell

Stories

E3 – Tell the students that this poem does not have to be formal or difficult to say something important. Be sure to emphasize the conversational style of the poem.

E4 – Answer the think and respond questions at the end of the poem. Students should write their answers in their reading response journal. Students should also be able to write a poem that is about a tradition that they have.

** It will be important for students to create a folder, book, or binder that will house all of their poetry responses from this week.

Day 2

Poems

Personify

E2 – Use Texas Treasures – Unit 2 Week 5, pg. 236 – Suspense by: Pat Mora

E3 – Discuss the literary elements that have been used in the poem. Ask students to write these definitions down in their reading response journal:

free verse: poems written without rhyme scheme or meter

personification: used to give human characteristics to animals, objects or ideas

imagery: the use of descriptions to create vivid pictures in the reader’s mind

E4 – Ask students to complete the Connect & Compare portion in their RRJ. Discuss.

Day 3

Cinquains

E2 – Use Texas Treasures – Unit 3 Week 5, pg. 372 – Navajo Code Talkers – Five Cinquains by: Mary Willie


cinquain: a poem that has 5 lines. The first line has 2 syllables, line 2- 4 syllables, line 3 – 6 syllables, line 4 – 8 syllables, and the last line has 2 again

consonance: the repetition of end and intermediate consonant sounds in a series of words

symbolism: the use of objects to represent or express ideas, concepts, or qualities

E4 – Ask students to create their own cinquain around the topic of “school”. Ask students to complete TT student practice page 133.

Day 4

Diamante

E2 – Use The Write Source – 5th grade – Creative Writing – Writing a Diamante pg. 306. Read the Diamante “Outside”Diamante: a five line poem written in a diamond shape. The lines follow a specific formula:Title: one noun

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Two adjectives about the first nounThree – ING words about the first nounTwo words about the first noun, and two about the final nounThree – ING words about the final nounTwo adjectives about the final nounOne noun (the title’s opposite)

E3 – Ask students to choose two opposite words about a school topic. Make an anchor chart about these topics for the students to refer back to.

E4 – Ask students to write their own example of a diamante. Share these in author’s chair.

Day 5

Poetry Cafe

E2 – Use The Write Source – 5th grade – Creative Writing- Writing Other Forms of Poetry:LimerickList Poem

E3 – Ask students to choose a funny event or favorite activity and to write their own limerick or list poem.

E4 – Invite students to share their poems in author’s chair. This would be an excellent time to invite parents or other classes in to see this work in the Poetry Café!

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Week 3 Writing: Poetry Cafe


Essential Questions

16.b (i) Write poems with poetic techniques

16.b (ii) Write poems with figurative language

16.b (iii) Write poems using graphic elements

Respond to Poetry

ELPS: 3J: Respond orally to information presented to build and reinforce language attainment.

5B: Write using content based vocabulary.

E5- E1-





HMH – The Write Sourceassonanceconsonancecinquainlimerickdiamantelist poem

E2, E3, E4-SAMPLE LESSONS: Week 3 Writing – Poetry CafeIntroduce Poetry and set a purpose for reading poetry. In this unit students will be expected to read, write, and respond to poems:

E2 – Use Texas Treasures – Read Aloud Anthology – pg. 52 Tradition from Under the Sunday Tree by: Eloise Greenfield

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Day 1

Poems That Tell Stories

Create a list of poetic terms that students will need to know. Add to the list as you read different poems:

Rhythm Rhyme Rhyme scheme Line Meter Stanza

E3 – Tell the students that this poem does not have to be formal or difficult to say something important. Be sure to emphasize the conversational style of the poem.

E4 – Answer the think and respond questions at the end of the poem. Students should write their answers in their reading response journal. Students should also be able to write a poem that is about a tradition that they have.

** It will be important for students to create a folder, book, or binder that will house all of their poetry responses from this week.

Day 2

Free Verse Poems

E2 – Use Texas Treasures – Unit 2 Week 5, pg. 236 – Suspense by: Pat Mora


free verse: poems written without rhyme scheme or meter

personification: used to give human characteristics to animals, objects or ideas

imagery: the use of descriptions to create vivid pictures in the reader’s mind

E4 – Ask students to write a free verse poem about their childhood.** The teacher may have to make this type of poem as a model to share with class.Invite students to come up with a comprehension question about the poem. Discuss whole group.

Day 3

Cinquain

E2 – Use Texas Treasures – Unit 3 Week 5, pg. 372 – Navajo Code Talkers – Five Cinquains by: Mary Willie

E3 – Discuss the literary elements that have been used in the poem. Ask students to write these definitions down in their reading response journal.

**The teacher will also add these to the Poetic Elements chart:

cinquain: a poem that has 5 lines. The first line has 2 syllables, line 2- 4 syllables, line 3 – 6 syllables, line 4 – 8 syllables, and the last

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line has 2 again

consonance: the repetition of end and intermediate consonant sounds in a series of words

symbolism: the use of objects to represent or express ideas, concepts, or qualities

E4 – Ask students to create their own cinquain around the topic of “school”. Ask students to complete TT student practice page 133.

Day 4

Diamante

E2 – Use The Write Source – 5th grade – Creative Writing – Writing a Diamante pg. 306. Read the Diamante “Outside”Diamante: a five line poem written in a diamond shape. The lines follow a specific formula:Title: one nounTwo adjectives about the first nounThree – ING words about the first nounTwo words about the first noun, and two about the final nounThree – ING words about the final nounTwo adjectives about the final nounOne noun (the title’s opposite)

E3 – Ask students to choose two opposite words about a school topic. Make an anchor chart about these topics for the students to refer back to.

E4 – Ask students to write their own example of a diamante. Share these in author’s chair. Ask students to create 2 comprehension questions about their diamante or the poem “outside”.

Day 5

Write a Poem of

Your Choice

E2 – Use The Write Source – 5th grade – Creative Writing- Writing Other Forms of Poetry:LimerickList Poem

E3 – Ask students to choose a funny event or favorite activity and to write their own limerick or list poem.

E4 – Invite students to share poems in author’s chair that they have written or ones they like. Comprehension of poetry is KEY!

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Week 4 Reading: Reading is Thinking – Historical Fiction

ELAR TEKS: Student ExpectationsELL Resources

Assessment/ ProductEnduring Understandings-

Essential Questions

9 Maintain comprehension & provide evidence of reading

10 Analyze author’s purpose – social studies

11.a Summarize main ideas/supporting details

11.b Determine/ verify facts in text

11.c Analyze organizational patterns in text

ELPS:

2G: Understand the important details of spoken language.

2H: Understand the implicit ideas and information in complex spoken language.

**Use the visual vocabulary cards that go with this unit from Connect Ed

E5-

--Observation

--Comprehension Questions

E1-

All reading and writing centers around audience and the desired effect on that audience.

How do authors use text structure to convey meaning?

How do pieces on the same topic vary in meaning because of the structure used?


Historical Fiction – Sleds On Boston Common

Connect Edgovernorinspectinstructnavigationpatriotsstarktyrantspectaclescommandercommonbarracks

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E2, E3, E4-SAMPLE LESSONS: Week 4 Reading: Reading is Thinking – Historical Fiction

Day 1

Intro to

Historical Fiction

E2 – Use Texas Treasures, Unit 1 Week 5, pg. 100 – Sleds on Boston Common – A Story from the American Revolutionby: Louise BordenDiscuss the definition of Historical Fiction as a genre. Ask students to write this definition in their reading response journal.Historical Fiction: tells a story in which fictional characters take part in historical events with real people from the past

E3 – Tell the students that we will be working on the skill of determining importance in text AND drawing conclusions from text, while reading this selection. Ask students to refer to page 39 on TEXT CLUES and CONCLUSIONS in their student practice book as they read through this selection.

E4 – Ask students to read through to page 109. Answer this question in their reading response journal:What important events have taken place so far in the story?

Day 2

Sleds on Boston

Common

E2 – Use Texas Treasures, Unit 1 Week 5, pg. 100 – Sleds on Boston Common – A Story from the American Revolutionby: Louise BordenContinue to read

E3 – Invite students to continue reading through to page 115. Discuss all of the real facts from the story and the fictional pieces.The teacher may want to make an anchor chart that has this information on it for later use.

E4 – Ask students to answer this question in their reading response journal:What is the author’s purpose for mixing real historical facts with story details that did not really happen?

Day 3

Understanding

Historical Fiction


E3 – Invite students to continue reading the rest of the story and the author’s page. Students will need to complete the comprehension check on page 119. Discuss as a class.

E4 – Ask students to respond to this question in their reading response journal:How is this story true and how is it make believe. Ask them to prove it with text evidence.

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Day 4

Paired Selection

E2 – Use Texas Treasures, Unit 1 Week 5, pg. 120 – Paul Revere’s Ride (poem)

E3 – Discuss the literary elements of this poem. Ask students to write these words in their RRJ:

meter: the regular arrangement of accented and unaccented syllables in a line of poetry

alliteration: the repetition of the same first consonant letter or sound in a series of words

E4 – Ask students to complete the Connect & Compare questions from pg. 123. Discuss

Day 5

Reflect on Historical

Fiction

E2 – Watch – Discovery Education video – Boston Tea Party

E3 – Invite students to write a response to this video. How would you feel if you were a colonist? A loyalist?

E4 – Write reflections in the RRJ.

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Week 4 Writing: Narrative Writing – Writing Inside the Story


Essential Questions






ELPS:

3J: Respond Orally to information presented to build and reinforce language attainment.

5B: Write using content based vocabulary.

E5-

Final Completed Paper to be assessed using the TAKS rubric of a 1, 2, 3, or 4.

E1-





Historical Fiction- Sleds on Boston Common HMH The Write Source Online – Grammar Snap – Use these grammar lessons as mini lessons for mechanics in writing

Text evidenceResponse to literature

E2, E3, E4-SAMPLE LESSONS: Week 4 Writing – Responding to Literature- Historical FictionE2 – Use Texas Treasures, Unit 1 Week 5, pg. 100 – Sleds on Boston Common – A Story from the American Revolutionby: Louise Borden

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Day 1

Response to

Literature

Discuss the definition of Historical Fiction as a genre. Ask students to write this definition in their reading response journal.Historical Fiction: tells a story in which fictional characters take part in historical events with real people from the past

E3- Response to literature is an important skill for the critical reader. The student must do three things when responding to literature:

Answer the question Provide text evidence for their answer Support the answer with their own reflection (why)

E4- Ask students to complete these response to literature questions:

1. What is the theme of this story? How do you know?

2. What are the conflicts between the British government and the colonists? Are they listed in the plot?

3. Do the illustrations help the reader confirm meaning? Why or Why not?

Day 2

A Well Crafted

Response


E3- Ask students to respond to these questions about this selection in their RRJ:

1. What is the author’s purpose for mixing real historical facts with make believe story details?

2. What other hardships might the people of Boston face now that the War for Independence has begun? Provide text evidence.

3. What would you do if you lived during this time period?

Day 3

A “4”


E3- Ask students to answer the following questions as a response to literature:

24


Response 1. What did Henry learn because he was willing to treat General Gage as a man and NOT just a general.

2. How did Henry demonstrate his maturity? Provide text evidence.

3. If you had walked through the British soldier’s camp on Boston Common, what might you have seen or heard?

Day 4

Show What You

Know





E4- Ask students to research Paul Revere. Tell them to identify his major role, accomplishments, and contributions to the outcome of the American Revolution. Students may work in pairs to create a time line of important events in his life, and share their findings with the class.

All students to share the timeline and important facts about Paul Revere in Author’s Chair.

**This work make take two days to complete! Ongoing for day 5.

Day 5

Show What You

Know





E4- Ask students to research Paul Revere. Tell them to identify his major role, accomplishments, and contributions to the outcome of the American Revolution. Students may work in pairs to create a time line of important events in his life, and share their findings with the class.

All students to share the timeline and important facts about Paul Revere in Author’s Chair.

**This work make take two days to complete! Ongoing for day 5.

25


Week 5 Reading: Determining Importance in Text - Expository


Essential Questions

10 Analyze author’s purpose – social studies




11.d Use multiple text features and graphics


ELPS:

4J: Employ inferential skills such as predicting.

4F: Use visual and contextual support and support from peers and teachers to read content area text.

E5—

Non Fiction Text Features

E1-

Systems and structures define the various genres in literature.

Non- fiction stories are a genre.

How are texts in a genre defined?

What elements determine a text’s genre?

What is the difference between fiction and non-fiction?


26


Connect Ednaturalistcombineddiversevacantinstill

E2, E3, E4-SAMPLE LESSONS: Week 5 Reading – Determining Importance in Text - Expository

Day 1

Define

Expository

E2 – Use the Texas Treasures Textbook Resource, Unit 5 Week 3, pg. 582 A Historic Journey

E3 – Tell the students that this is an expository article – facts and information are about real people, places, and events. Read through the article ad discuss the cause and effect guidelines.

E4 – Ask students to use TT student practice book pg. 202. Complete the comprehension check on pg. 585 with students.

Day 2

Test

E2 – Use the Texas Treasures Textbook Resource, Unit 5 week 3, pg. 586 Designed by Nature – Test Practice

E3 & E4 – Ask students to answer the test practice questions. Discuss as a group.

Day 3

E2 – Use the Texas Treasures Textbook Resource, Unit 5 Week 3, pg. 582 A Historic Journey

E3 – Remind students about the Features of Non Fiction Text. Write these on your smart board or white board:

Features of Non- Fiction Text:

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Expository

Text Features

Fonts: boldface, color, italics, bullets, captions, labels Signal Words/ Phrases: for example, for instance, in fact, in conclusion, most important, such as… Illustrations & Photos: these have information in them too! Graphics: diagrams, cut- aways, cross- sections, overlays, maps, word bubbles, and charts. Text Organizers: index, preface, table of contents, glossary, or appendix Text Structures: cause & effect, problem & solution, compare & contrast, and sequence

E4 – Ask students to notice and record some of the text features used in this article in their reading response journal.

Day 4

Just the Facts

E2 – Use the Texas Treasures Textbook Resource, 5th Grade Read Aloud Anthology, pg. 60 Deborah Sampson: Patriot Soldier Disguised as a Man by: Diane Silcox- Jarrett

E3 – Encourage the students to listen to find out why Deborah Sampson joined the army and if her secret was ever revealed to the other men.

E4 – Invite students to read through the article in pairs, then interview each other and write down ONLY the most important FACTS from the story. After each group has had enough time to complete this task bring all of the students together to see if EVERYONE agrees on the most important information. Tell them that this is called “determining importance in text”. When they can do this well, they will understand the story better.

Make an anchor chart of the most important facts from the story.

Day 5

Show

What You Know

E2 – Use the Texas Treasures Textbook Resource, 5th Grade Read Aloud Anthology, pg. 60 Deborah Sampson: Patriot Soldier Disguised as a Man by: Diane Silcox- Jarrett

E3 & E4 – Ask students to complete the Think and Respond questions that go with this article on pg. 63 of the Read Aloud Anthology. Discuss

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Week 5 Writing: Writing an Expository Essay


Essential Questions




18.a (iv) Use variety sentence structures/transitions to link paragraphs

ELPS:

3B: Expand vocabulary by learning & using high frequency words.

3D: Speak using content area vocabulary in context/ new English words.

E5—

An Expository Paper

E1- All writing centers around audience and the desired effect on that audience.




The Write Source Online expository essaypoint of viewfactssupporting detailsconclusion

29


E2, E3, E4-SAMPLE LESSONS: Week 5 Writing – Writing an Expository Paper

Day 1

The Expositor

y

Paragraph

E2 – Use The Write Source, 5th Grade- Expository Writing Unit, pgs. 128 – 159 Ask students to think of their favorite game and to write down the rules of the game

E3 - Use the Write Source Online or Print Edition, pg 129 – An Expository Paragraph

E4- Ask students to write a simple paragraph explaining their favorite game and how to play it. If a friend came from another country would they be able to play the game from your paragraph?

Day 2

The Expositor

y Paragraph

E2 - Use the Write Source Online or Print Edition, pg 130

E3- Remind students that an expository essay has three main components:

A thesis statement Body Closing sentence/ statement

E4- Read the anchor paper Hit the Penny, from pg. 130 with students as mentor text. Invite students to read their story about how to play a game from yesterday. Can the class catch any mistakes to the “rules” of these games. It is really harder than it looks to write a quality “how to” paper.

Answer these questions after reading Hit the Penny:

What is the main idea of this story?

List two transition words that connect sentences in the body of the paper.

How does the player score points in the game?

Day 3

The Essay

E2- Use the Write Source Online or Print Edition, pg 133

E3- Tell students that today they will write an expository essay that explains how something works. The student’s goal is to share interesting information with the reader.

E4- Ask students to plan for this paper. Choose a topic that they can support.

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Day 4

Essay


E3- Use the anchor paper- Food for Everybody on pg. 135 as mentor text for this assignment. Discuss the beginning, middle, and end of the essay, drawing student’s attention to the critical features of this well written paper.

E4- Ask students to respond to these questions after reading this paper:

How does the writer introduce the topic? What transitions help connect the sentences and the middle paragraphs? What words or phrases show that the writer understands and cares about the topic? How can you replicate these strategies in your writing?

Day 5

Share


E3- Ask students to work on their paper and to include:

a strong thesis statement about how something works.

1,2, or 3 supporting topics/ details that outline how something works.

a closing statement that sums the paper up.

E4- Share these well written papers in author’s chair!

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Week 6 Reading: Determining Importance in Text – Expository Summaries


Essential Questions11.a Summarize main ideas/supporting details



11.d Use multiple text features and graphics


12.a Identify/explain author’s point of view

ELPS:

2G – Understand the important details of spoken language.

4F – Use visual and contextual support to enhance and confirm understanding.

E5 –

Written summaries of non-fiction or expository text

E1-

Systems and structures define the various genres in literature.

Non- fiction stories are a genre.

How are texts in a genre defined?

What elements determine a text’s genre?

What is the difference between fiction and non-fiction?


Colonial America

Connect Ed

Colonial Kids - Thinkquest coloniescoloniessettlersculture

E2, E3, E4-SAMPLE LESSONS: Week 6 Reading – Determining Importance in Text – Expository/ NF SummariesE2— Leading Question: What elements make up non-fiction text? Write down what students recall: topic, important subtopics, interesting facts/details from the text, something the reader still wonders.

E3—Explain that knowing the different parts of non-fiction text makes it easier to summarize. When they summarize, they should try to include all

32


Day 1

Introduce Non-fiction Summaries

of the elements of the text. Introduce the reporter’s formula strategy: Who, Did What, When, Where, Why (sometimes How)? Write these topics on the smart board, whiteboard, or make an anchor chart of this. Demonstrate by using the text in Texas Treasures, Leveled Reader – Children at Work in Colonial America or any non-fiction story about Colonial America, such as:

Capstone Press Series: The American Colonies: by Muriel Dubois

E4—Discuss how this helps to make a summary. Create a criteria chart for writing your summaries. This chart will be displayed in the classroom. See below. Ask students to record information from this selection into this chart and write the answers in their reading response journal.

Example: Reporter’s Notebook

Day 2

Determining

Importance

E2—Review class activity from Day 1 and review Reporter’s Notebook

E3- Use Texas Treasures, Leveled Reader – Children at Work in Colonial AmericaRead the text aloud. Together, discuss the topic, important sub-topics, and other main idea words in the text. Distribute copies of Non-Fiction Summary Anchor Chart and fill in together.

Discuss how it correlates to Reporter’s Notebook

E4—Students should use their Non-Fiction Summary Anchor Chart and highlighted/marked text to write a summary independently or in pairs.

When done, reveal teacher’s summary and compare to student versions. Discuss.

33

Strategy for Nonfiction Summary:

Who/What is the passage mostly about? (topic or subject)

What is important about the topic or subject?

When does this take place?

Where does this take place?

Why is the topic or subject important?


Day 3

Summarize

And Apply

E2—Review the Non-Fiction Summary Anchor Chart and connect to Reporter’s Notebook Page (Day 1 and Day 2).

E3— Texas Treasures, Leveled Reader – Children at Work in Colonial America

Read the text aloud. Together, highlight the topic, important sub-topics, and other main idea words in the text. Distribute copies of Non-Fiction Summary Anchor Chart and complete together as a class modeling how to correctly locate information and complete chart.

E4— Ask students to write a brief report on what it would feel like to live and work in Colonial America. Share these reports in author’s chair.

Day 4

E2—Review the Non Fiction Summaries anchor chart and information from Day 1 and Day 2.

E3—Explain to students that today they are going to be reporters. They have all the tools (anchor charts) they need now to correctly SUM UP and REPORT the news.

Watch the video from Discovery Education American History: Colonial America – Colonial Life (3:21 min)34


Report Your Findings

Students will work with a partner or in a group. Students should take notes on the topic, important sub-topics, and other main ideas in the story. When done students should complete the Anchor Chart worksheet and write a well written summary. Monitor pairs/groups while they are working to ensure they are being successful.

E4—When students are finished, have each group report their findings. Students are encouraged to only read their summaries. Discuss after each group.

*Idea - Use an old suit coat(s) and microphone(s) to use as props during the students’ news reports.* The teacher may even wish to record these!

Day 5

Just the Facts

E2—Review non-fiction summarization strategies discussed on Day 1 and 2.

E3—Remind students of the elements required in a non-fiction summary and review the teacher model from Day 1 or show teacher models from days 2, 3, or 4.

E4-- Distribute copies of TT – Leveled Reader – Life in Colonial America or any non-fiction book on colonial life.

Students should read the text independently. Then, they should, highlight the topic, important sub-topics, and other main idea words in the text and complete a Non-Fiction Summary Pyramid organizer sheet independently.

Students should use their Non-Fiction Summary organizer sheet and highlighted/marked text to write a summary independently.

Use this activity as an assessment.

35


Week 6 Writing: Writing a Feature Article


Essential Questions

Write a feature article:




18.a (iv) Use variety sentence structures/transitions to link paragraphs

ELPS:



E5—

An Expository Article

E1-





Feature article – Colonial America

Connect Edfeature articletopicsupporting detailsfactspoint of view

E2, E3, E4-SAMPLE LESSONS: Week 6 Writing- Writing a Feature Article

E2 - Remind students as they read feature articles to notice the non-fiction text features. Students will read a feature article and notice how subtitles, subheadings (paragraphs), and illustrations help readers understand text. Use TT Time for Kids, Rebuilding Jamestown

36


Day 1

Feature Article

Capstone Press Series: The American Colonies: by Muriel Dubois

E3 – Give students a list of topics that they can write an article about or have them choose one that they already have some schema for. This is NOT a full blown research model, so a limited amount of research time will be allowed, This project on feature article is merely another way to write an expository paper (in a different form).

E4 – This feature article must be well planned, so ask students to begin planning their article by using the MISD expository writing organizer. The information for the article will be the same, however the outcome of the project will look more like a newspaper article.

Day 2

Gather Resources

E2 – Today students will support their topic with some research. This may be a good time to allow students to go to the library to gather resources for their feature article. Make sure that students understand that this is not a full research project, however it is more of an inquiry project, where they will present their findings to the rest of the class.

E3 – Ask students to narrow down their topic to one animal and find out some information and details about this animal.

E4 – Go to the LMC and work with the LMS on the gathering of information.

Day 3

Design the Feature Article

E2 – Show the TT Time for Kids, Rebuilding Jamestown orCapstone Press Series: The American Colonies: by Muriel Dubois

Ask students to fill in the following grid in their writing journal:

Feature Article Elements: How It Helps Us?SubtitlesIllustrationsSubheadings (paragraphs)

E3 – Ask students to begin working on the layout of their feature article. This article can be done with construction paper and be hand written, or in digital format with word templates/ pages templates.

E4 – Students will work on their feature article.

Day 4

E2 - Review how an important element of feature articles is the writer’s stance or perspective. Every feature article is written from a different stance or perspective, depending on what the author is trying to say to the audience.

E3 – Tell the students that some headings for their feature article may consist of the following:

37


Feature Article Work

E4 – Students will work on their feature article.

Day 5

Present the

Feature Articles

E2 – Tell students that today is the day that they will present their work on the feature article on their animal.

E3 & E4 – Present feature articles to all students in author’s chair.

** A rubric for this project could be developed by the class.

38


Week 7 Reading: Determining Importance in Text - Drama


Essential Questions

1.a Read and maintain fluency & comprehension

5.a Analyze the similarities and differences between original text and a dramatic play

3.c Explain the effect of a historical event on the theme of work of literature

To fully comprehend drama reading & writing plans will be united to allow time for students to read, rehears, and to write comprehension questions and responses to this play.



E5- Drama E1-


How does drama affect the audience?

What is common knowledge?


American History Connect ED dramadramatic playplaywrightcharactersdialoguestage directionslines

E2, E3, E4-SAMPLE LESSONS: Week 7 Reading – Determining Importance in Text - Drama

Day 1

E2 – Use Texas Treasures, Read Aloud Anthology, pgs. 147 A Boy Named Abe- This selection is also available in Connect Ed This selection is about Abraham Lincoln when he was a boy.

E3 – Tell the students that this week we will be putting on a dramatic play. Tell them that a play is a story that can be acted out. Be sure to

39


Understanding Drama

assign roles to the students on the first day of the dramatic play. There are 13 speaking roles. Here are some topics that need to be addressed when learning about dramatic plays:

Setting Characters Dialogue Stage directions

E4 – Facilitate a first read through of the play with the whole class. Determine which students want to have speaking parts in the play. (You may have to have two groups.) Ask students to practice their lines with a partner. The teacher may also have students practice the play as a group. It is important for students to actually be in a play to really have the schema to comprehend a play.

Students may have to do some research to determine if the facts from the play are the same as Abe Lincoln’s real life!

Day 2

Drama:

Focus on Stage

Directions


E3- Allow students to rehearse the play and to work on stage directions. There are many in this play and they enhance the meaning of the play.

E4- After students have practiced their parts in the play, facilitate a discussion about the message of the play. Ask these questions of your class:

How does the dialogue between actors help us develop our understanding of the plot? How do the stage directions help the actor? How do those actions (stage directions acted out) help the viewer to understand the play?

Day 3

Drama


E3- Ask students to determine the problem & solution (conflict & resolution) in the play.

E4- Allow time for students to practice the play as a whole group.

Day 4

Drama


E3 – Ask students to act out the entire play as a run through for the performance tomorrow. The teacher may want to invite other classes to see the play so that this experience makes an impact. ** For some students this will be their first experience with a dramatic play, so it is important

40


&

The End

to act it out in front of an audience.

E4- Draw student’s attention to the last lines of text from page 155 of the read aloud anthology. The writer of this play chose a few stories that she had read about Abraham Lincoln and dramatized them – or made them into scenes in a play.

What additional facts about Abe’s life could we add to the end of this play? Discuss

Day 5

The Performance/ Assessment


E3 – Tell the students that this is the day of the play performance. Ask students to act out the play for another class or group of classes or their parents. There may be a need for students to have props or costumes for this play. Allow time to make simple costumes and have students make or bring props from home. Enjoy!

E4- Ask students to write comprehension questions for this play and give them to the teacher. The teacher will pick his/her favorite ones to ask of the class. Remember, comprehending drama is the most important part of this experience!

41


Week 7 Writing – Writing- Drama


Essential Questions

16.a (i) Write stories with focus, plot & point of view

16.a (ii) Write stories w/believable setting using sensory language

16.a (iii) Write dialogue that develop stories

To fully comprehend drama reading & writing plans will be united to allow time for students to read, rehears, and to write comprehension questions and responses to this play.

ELPS:



E5 – Drama E1-


How does drama affect the audience?


America drama

42


Week 7 Writing – Writing- Drama

Day 1

Understanding Drama

During DRAMA weeks – Reading & Writing lessons are the same – focus on the play and comprehensionE2 – Use Texas Treasures, Read Aloud Anthology, pgs. 147 A Boy Named Abe- This selection is also available in Connect Ed This selection is about Abraham Lincoln when he was a boy.

E3 – Tell the students that this week we will be putting on a dramatic play. Tell them that a play is a story that can be acted out. Be sure to assign roles to the students on the first day of the dramatic play. There are 13 speaking roles. Here are some topics that need to be addressed when learning about dramatic plays:

Setting Characters Dialogue Stage directions

E4 – Facilitate a first read through of the play with the whole class. Determine which students want to have speaking parts in the play. (You may have to have two groups.) Ask students to practice their lines with a partner. The teacher may also have students practice the play as a group. It is important for students to actually be in a play to really have the schema to comprehend a play.

Students may have to do some research to determine if the facts from the play are the same as Abe Lincoln’s real life!

Day 2

Drama:

Focus on Stage

Directions


E3- Allow students to rehearse the play and to work on stage directions. There are many in this play and they enhance the meaning of the play.

E4- After students have practiced their parts in the play, facilitate a discussion about the message of the play. Ask these questions of your class:

How does the dialogue between actors help us develop our understanding of the plot? How do the stage directions help the actor? How do those actions (stage directions acted out) help the viewer to understand the play?

Day 3

Drama


E3- Ask students to determine the problem & solution (conflict & resolution) in the play.

E4- Allow time for students to practice the play as a whole group.

43


Day 4

Drama

&

The End


E3 – Ask students to act out the entire play as a run through for the performance tomorrow. The teacher may want to invite other classes to see the play so that this experience makes an impact. ** For some students this will be their first experience with a dramatic play, so it is important to act it out in front of an audience.

E4- Draw student’s attention to the last lines of text from page 155 of the read aloud anthology. The writer of this play chose a few stories that she had read about Abraham Lincoln and dramatized them – or made them into scenes in a play.

What additional facts about Abe’s life could we add to the end of this play? Discuss

Day 5

The Performance/ Assessment


E3 – Tell the students that this is the day of the play performance. Ask students to act out the play for another class or group of classes or their parents. There may be a need for students to have props or costumes for this play. Allow time to make simple costumes and have students make or bring props from home. Enjoy!

E4- Ask students to write comprehension questions for this play and give them to the teacher. The teacher will pick his/her favorite ones to ask of the class. Remember, comprehending drama is the most important part of this experience!

44


Week 8 Reading – Determining Importance in Text- Persuasive Stories


Essential Questions

9.a Maintain comprehension & provide evidence of reading (book talks)

10.a Draw conclusions from the information presented by the author and evaluate author’s purpose



12.a Identify/explain author’s point of view

12.b Recognize exaggerated, contradictory or misleading statements in text



E5- Persuasive E1-


How do authors control language to support their persuasive argument?


persuasioninvestigatingobservedinhibitsconquerinsight

E2, E3, E4-SAMPLE LESSONS: Week 8 Reading - Persuasive StoriesE2- Use Texas Treasures, Unit 2, Week 3, pg. 184 – These Robots are Wild

45


Day 1

Persuasive Stories

E3- Remind students that this article is an expository piece, but it is also persuasive. We can tell that it is persuasive by the title of the article, and it’s subheading:

These Robots are Wild! The latest robots look like insects. How may they help us one day?

Ask students to tell you what the author’s purpose is for this article: To inform and persuade

E4- Pre-teach the vocabulary from this story:

agile arthropods arachnids antennas

Ask students to read through the story with you. Use Student Practice pg. 173 to record student responses for this text. Students may also use their reading response journal to take any notes on this selection.

Day 2

How do Authors

Persuade?

E2- Use Texas Treasures, Unit 2, Week 3, pg. 184 – These Robots are Wild

E3- Ask students to provide some lines of text from the story that help the author persuade the reader in a certain way, such as:

Imitating nature has become popular in building machines. Many engineers now realize that much can be learned from biology Arthropods are very good robot models New robots will be able to move through any landscape

E4- Ask students to answer the Think and Compare questions with you on pg. 187.

Day 3

Speeches

E2- Use Texas Treasures, Read Aloud Anthology – pg. 87 The Gettysburg Address by: Abraham Lincoln

E3- Explain that address is another word for speech. Point out that this is a primary source and that it is about Abraham Lincoln from the play we performed a last week. This speech has Abraham Lincoln’s actual words in it, and it is meant to be persuasive. Speeches are meant to be persuasive.

Remind students that Abraham Lincoln’s language in the speech reflects both the seriousness of the occasion and the more formal way that people wrote during the 1800s’

46


Define the vocabulary from the speech:

four score: eighty; one score is twenty conceived: born or begun proposition: an idea detract: to take away from resolve: to firmly decide

E4- Read through the speech with students

Day 4

Speeches


E3- Read through the speech for a second time – This is called second draft reading. Ask students to take notes over what they think Abe is talking about in this speech.

E4- Ask students comprehension questions about this speech. Allow students to discuss the speech as a group to determine what Abraham Lincoln’s message was. What was the author’s intent? Tell the students that Abe rewrote this speech 5 times for clarity!

Day 5

Speeches


E3- Ask students to complete the Think & Respond questions after the speech, on page 91.

E4- Review student answers as a class.

47


Week 8 Writing – Determining Importance in Text- Persuasive Stories


Essential Questions




18.a (iv) Use variety sentence structures/transitions to link Ps

19 Write to persuade: influence attitude/actions



E5- Persuasive E1-


How do authors control language to support their persuasive argument?


persuasive essaypersuasive argumentpoint of view

E2, E3, E4-SAMPLE LESSONS: Week 8 Reading & Writing- Persuasive StoriesE2- Use the Write Source Online or Print Edition, pg 189 – The Persuasive Paragraph

48


Day 1

Persuasive

E3- Review the directions for writing a persuasive paragraph on page 189. A persuasive paragraph tries to convince readers to agree with the writer.

E4- Ask students to write a persuasive paragraph on a healthy habit:

Remind students that this is a form of expository writing. The well crafted paper will include:

A thesis statement Body of the paper with supporting details A closing statement

Day 2

The Persuasive Paragraph

E2- Use the Write Source Online or Print Edition, pg 190 – The Persuasive Paragraph

E3- Use the anchor paper: The Best Health Drink of All as mentor text for these paragraphs.

E4- Ask students to answer these questions after they have read/ seen the anchor paper: Ask students to plan & write a persuasive paragraph.

1. What is the topic? What is the writer’s position?

2. What reasons and details does the writer give for drinking water?

3. What words or phrases make the voice sound convincing?

Day 3

The Persuasive

Essay

E2- Use the Write Source Online or Print Edition, pg 193- The Persuasive Essay

E3- Now ask students to write a persuasive essay about a health related issue.Some suggestions could include:

Brushing teeth Working out Eating healthy

E4- Ask students to plan and begin a persuasive essay about a health related issue.


E3- Read the anchor paper on pg. 195 – Polish Your Pearly Whites

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Day 4

Persuasive Essay

E4- Allow students to time to develop a well crafted essay around a health issue to be shared with the class tomorrow.

Day 5

Persuasive Essay


E3- Allow students to time to develop a well crafted essay around a health issue.

E4- Share these persuasive essays in author’s chair.

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