MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Standard/Strand/Benchmark/

GLE

06,  07, 16, 18, 19b, 25,& 26a

06,  07, 16, 18, 19b, 25,& 26a

25, 31d ,37a, 20a, 20b, 20c, 20d, 23a, 23b, 23c, 23d, 23e, 23f, 23g, 24, 27, 28, 29, 30a, 30b, 31b, 31c, 31d

20a, 20b, 20c, 20d, 23a, 23b, 23c, 23d, 23e, 23f, 23g, 24, 27, 28, 29, 30a, 30b, 31b, 31c, 31d

20a, 20b, 20c, 20d, 23a, 23b, 23c, 23d, 23e, 23f, 23g, 24, 27, 28, 29, 30a, 30b, 31b, 31c, 31d

OBJECTIVE(S)

Identify literary devices, including

personification. Distinguish an author’s purpose for writing. Explain how an author’s purpose influences organization of a text, word choice, and sentence structure. Write for various purposes. 

Identify literary devices, including

personification. Distinguish an author’s purpose for writing. Explain how an author’s purpose influences organization of a text, word choice, and sentence structure. Write for various purposes. 

Demonstrate active listening skills. Apply knowledge of parts of speech in writing. Develop an understanding of the importance of precise language in a variety of literary devices. Write a composition of at least three paragraphs with a clearly stated central idea.

Observation Lesson

Write compositions of at least three paragraphs organized with a clearly stated central idea.

Write compositions of at least three paragraphs organized with a clearly stated central idea.

MATERIALS/TECHNOLOGY

“Ladybug, Ladybug” poem, reading notebooks, and binder

“”

 “Who Has Seen the Wind?” poem, reading notebook, and binder

Describing Challenge handouts (levels 1-4) cheetos or popcorn, seeds, Lifesavers or Jolly Ranchers, playdoh, Sensory Words word bank, mystery bags, dry erase boards with erasers

Prompt: Personal Narrative about Terrible Day, student writing process sheets, writing process transparency

Prompt: Personal Narrative about a Terrible Day, student writing process sheets, writing process transparency

ACTIVITIES

M    - Modeling

GP  - Guided Practice

IP  - Independent                                Practice

R   - Review

C   - Closure

Activities 3 & 5

Anticipatory Set- Use the teacher’s guide for suggestions.

M/G- Think out loud and interject with guided questions.  For example, refer to the text structure:  lines, stanzas. Does any part of the poem remind you of a person? Inform the students that this technique is called personification.  What part? Why? What is the author’s purpose? (to entertain)  Why did the author write this way? (The author’s purpose is to entertain you by making the ladybugs appear to be human.) If time allows, the students may write their responses in their reading notebooks.

 IP- Students response to the poetry questions. Extension: Students will write a friendly letter to the writer stating what they learned from the poem and whether or not they enjoyed the poem.

Hwk : Study notes and write friendly letter.

Hwk:  Copy the poetry notes in the reading notebook for studying.

Activities 3 & 5

Anticipatory Set- Use the teacher’s guide for suggestions.

M/G- Use the same strategy as yesterday’s lesson. 

IP- (in reading notebooks) Which pairs of words rhyme?  What is acting like a person in the poem? How does the author entertain you in this poem? 

Extension:  Think of words to describe your pencil that would make it seem more like a human being.  How does the pencil act like other students or you? (skips in  line,  jumps in the air, sometimes makes annoying noises,  writes words instead of talking out loud, likes to get attention, can be laid-back, etc.)

HWK:  Explain how animals act like human beings. (What do animals have in common with human beings?  Exaggerate their actions.

Anticipatory Set:  Mystery Bags with various items-edible and inedible

Mini-Lesson on Describing:

M/G- In groups (2 to 3), students will brainstorm –Circle Map- how to describe the sensory items.  Extension: Tree Map- Looks,

Feels, Tastes, and/or Smells

Writing:

IP- Tsw independently complete the various levels of challenges.Note:  Some of the students will only complete two of the challenges.  More advanced students will complete all four challenges.

C- How do vivid adjectives make your writing enjoyable? (It helps the audience understand exactly what I am saying.) How do brainstorming and planning help your writing make sense? (It helps me to organize my thoughts and keep the purpose for my writing in mind.)

M-mini-lesson on using precise language and turning details into sentences

GP- conferences on editing and how to use the dictionary and the thesaurus 

IP- writing the rough drafts

C- Why should you use a dictionary or a thesaurus? (spell checking and vivid details)

M-mini-lesson on zooming in (vivid details)

GP-conferences on peer editing

IP-writing the final drafts

 C- Why are editing and revising an important part of the writing process?

ASSESSMENT (Teacher observation, questioning, activity, quiz, etc.)

Teacher Observation

Oral and Written Responses

Reading Notebook

Teacher Observation

Oral and Written Responses

Reading Notebook

Teacher Observation

Oral and Written Responses

Circle and Tree Map

Teacher Observation

Oral and Written Responses

Circle,  Tree, and Flee Map

Teacher Observation

Circle,  Tree, and Flee Map

 Rough and Final Drafts