Mrs. Marybeth OkulaILAweek of 5-4-14

Literature:My Brother Martin by Christine King Farris

Genre:Biography

Skill:Cause and Effect/Questioning

Objectives:TSWBAT

  1. Read fluently.
  2. Develop oral vocabulary.
  3. Develop listening comprehension.
  4. Tell the order of events in a story and summarize to aid with comprehension.
  5. Identify and use author’s purpose.
  6. Understand literary elements—character, setting, and plot.
  7. Identify main ideas and details to aid comprehension.
  8. Use the inferring strategy to aid comprehension.
  9. Analyzetext structure to aid comprehension.
  10. Identify cause and effect to aid comprehension.
  11. Draw conclusions to aid comprehension.
  12. Ask literal, interpretive and evaluative questions of text.
  13. Identify fact and opinions to aid comprehension
  14. Use the monitor and clarify strategy to aid comprehension
  15. Use graphic sources to aid comprehension.
  16. Identify sequence to aid comprehension.
  17. Use the important ideas strategy to aid comprehension.
  18. Compare and contrast elements of a story to aid comprehension
  19. Use the visualize strategy to aid comprehension.
  20. Use context clues to determine meanings of unfamiliar words.
  21. Spell words with suffixes –ful, -ly, -ion

Monday, 5-5-14- Gym

Strategies/Procedures:

  1. ILA/Spelling –Complete and review RWNB p. 400- and 405

2.ILA/Grammar–Review WB p. 73 and 74. Introduce Linking Verbs p. 414 – 415 (WB p. 75 and 76)

3.Reading – Get Reading to Read: My Brother Martin SE p. 328 (75 mins)

  • Big Question for Unit 6: What does it take to achieve our goals and dreams? TE p. xx
  • Introduce Concepttalk: How can words change people’s lives? TE p. 322j. SE p. 322-323. Create a concept map on the board. Use guided questions in TE p. 322-323j.
  • Introduce and discuss Amazing Words. TE p. 173a-b (integrate, demonstrating, sensitive, remarks, peaceful, liberties, fairness, laws, pride, equal).
  • Introduce skills of the week: cause and effect/questioning. TE p. 323c. Use Envision IT videos from website. SE p. EI 4 and EI 21. SE p. 324-325. Read Rosa Parks Started Something Big (SE p. 325). Model fluency, students should “lip-read” and think aloud how the skills/strategies apply to this story. Students should complete Reader’s and Writer’s Notebook p. 385.
  • Introduce tested vocabulary –generations, pulpit, minister, numerous, shielding, avoided, ancestors. See TE p. 325a. Have pairs of students’ complete Frayer Model graphic organizers. Complete and review RWNB p. 387.

Materials: reading text, copybook, Reader’s & Writer’s Notebook, spelling cb, leveled readers (all levels), Voyages in English Text book and workbook

Homework: Spelling – 2x each, alphabetize, 5 sentences.. Test on Wednesday, 5/15.

Tuesday5-6-14 - Music

Strategies/Procedures:

  1. Reading-
  • Review concept talk from day before. Use guided questions in TE p. 326a. How can words change people’s lives?
  • Vocabulary – review words– RWNB p. 387. Read Out of SlaverySE p. 327. Highlight use of vocab. words.
  • Build Background – Using think-pair-share discuss the question of the week (How can words change people’s lives??) Structure with the following questions to be used for discussion. What have you read or heard about the life of Martin Luther King Jr.? What do you think it might have been like to grow up with Martin Luther King Jr.? How might Martin Luther King’s childhood have been similar to your childhood? (See TE p. 328-329)
  • Prereading Strategies - Discuss genre: biography – is a story of a real person’s life that is written by another person. A biography may cover the person’s whole life or only a part of it. Have students identify the narrator and setting and predict what they will find out as they read.
  • Purpose for Reading: Think about what Martin Luther King Jr. might have been like as a child.
  • Begin reading the story on SE p. 329. Use guided reading questions along the way. What caused Martin’s parents to sometimes be away from home? What caused Daddy to avoid taking streetcars?
  1. ILA/Spelling- review for spelling test – Use sparkle TE p. 175c. (15 min)
  2. English – Verbs – helping verbs p. 416-417. WB p. 77-78

Materials: reading text, copybook, Reader’s & Writer’s Notebook, spelling cb,

Homework: Reading–Reread My Brother Martin. Practice assigned fluency page.

Wednesday, 5-7-14–Spanish/ Dress Down Day for Spring Pictures / Irish Dance 3-4 p.m.

Strategies/Procedures:

  1. Reading – SSR (15 mins)
  2. ILA/Spelling –TEST on words with prefixes mis-, non-, pre-, and re- TE p. 353c (words from Jim Thorpe)
  3. Reading
  • Remind students of weekly concept question: How can words change people’s lives? TE p. 336a.
  • Word Analysis. TE p. 326c – Latin Roots gener and port. The Latin root gener can mean “birth” or “to produce”. The Latin root port means “to carry”. Model and use word routine on p. 326c.
  • Review what we read together Using guided questions on TE p. 336c.
  • Have students retell My Brother Martin. They should summarize information in the text in logical order.
  • Have students read aloud the parts of the story they practiced.
  • Read about the author on SE p. 343. Discuss Think Critically questions on SE p. 342
  • Using Retelling Cards as prompts, have students retell the story by accurately describing main topic and important ideas in a logical order and use key vocabulary as they retell.

Materials: Scott Foresman Reading Street text, copybook, Reader’s & Writer’s Notebook, Voyages in English Text book and workbook

Homework:

Thursday, 5-8-14 – Art – I’m out, Mrs. Fitzgerald will be subbing today. / International Dinner 5:30 to 7:30 p.m.

Strategies/Procedures:

1.Spelling– Pretest –Tia Lola – suffixes –less, -ment, -ness TE p. 385c

2.Reading- Review for Weekly Test.

  • Review concept talk: How can words change people’s lives? See TE p. 346a/ 349f. Use concept map
  • Review compare and contrast TE p. 349h. Use handouts from Let’s Practice it! P. DVD p. 309313. Using the whiteboard, go to Teacher Resources – Practice Books – Let’s Practice it! – SE and display the page the students are working on.
  • Review word analysis TE p. 326c/349i. Use Routine on TE p. 349i. Review words
  • Review the tested vocabulary words; see TE p. 326-327. Use picture cards.
  • Use the leveled readers. Divide class into 3 reading groups. Work with Strategic Intervention group: We Shall Overcome; On-level: The Civil Rights Movement; Advanced: The Women’s Movement.Think about causes and effects in the selection. Write one sentence stating a cause. Write one sentence explaining the effect.
  • Handout Fresh Read workbooks and have students work according to their levels, collect

Materials: Scott Foresman Reading Streettext, copybook, Reader’s & Writer’s Notebook, Voyages in English Text book and workbook

Homework: Reading - Weekly Reading Test on cause and effect/questioning, Latin Roots gener- and port-and vocab; Spelling–incorrect spelling words 2x each, alphabetizing, 5 sentences. Test on Wednesday, 5/14/14

Friday, 5/9/14 – Mass 8:45 a.m.

Strategies/Procedures:

1.Spelling –Complete and review RWNB p.411 and 416

2.ILA /English–Verbs. Principal verb parts p. 420-421 WB p. 81. Irregular verbs p. 422-425 (WB p. 82-83). Test next week on Tuesday, 5/13/14.

  • Reading - Review for Weekly Test.
  • Review concept talk
  • Review word analysis. Review words.
  • Review the tested vocabulary words. Use picture cards.
  • Handout Weekly Test collect and assess

Materials: Scott Foresman Reading Streettext, copybook, Reader’s & Writer’s Notebook, Voyages in English Text book and workbook

Homework: Spelling–incorrect spelling words 2x each, alphabetizing, 5 sentences. Test on Wednesday, 5/14/14. English – test on verbs – Tuesday, 5/13/14.