TEACHER: Lisa Abu AtiehSUBJECT: ELADATE: 5/1 –5/5

GUIDING QUESTION:

METHOD / MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
DO NOW / 1.On desk: red pen, black pen, highlighter.
2. Copy assignments.
3. Spiral and INB under desk.
4. Complete Daily Oral Language / 1.On desk: red pen, black pen, highlighter.
2. Copy assignments.
3. Spiral and INB under desk.
4. Complete Daily Oral Language / 1.On desk: red pen, black pen, highlighter.
2. Copy assignments.
3. Spiral and INB under desk.
4. Complete Daily Oral Language / 1.On desk: red pen, black pen, highlighter.
2. Copy assignments.
3. Spiral and INB under desk.
4. Complete Daily Oral Language / 1.On desk: red pen, black pen, highlighter.
2. Copy assignments.
3. Spiral and INB under desk.
4. Complete Daily Oral Language
ESSENTIAL
LEARNING
(Objectives) / 1.I can analyze the reason for writing a piece to decide on task, purpose, and audience.
2.I can determine suitable idea development strategies, organization, and style appropriate to task, purpose and audience
3.I can produce a writing piece that is clear and coherent with idea development, organization, and style appropriate to task, purpose and audience. / 1.I can analyze the reason for writing a piece to decide on task, purpose, and audience.
2.I can determine suitable idea development strategies, organization, and style appropriate to task, purpose and audience
3.I can produce a writing piece that is clear and coherent with idea development, organization, and style appropriate to task, purpose and audience. / 1.I can analyze the reason for writing a piece to decide on task, purpose, and audience.
2.I can determine suitable idea development strategies, organization, and style appropriate to task, purpose and audience
3.I can produce a writing piece that is clear and coherent with idea development, organization, and style appropriate to task, purpose and audience. / 1.I can analyze the reason for writing a piece to decide on task, purpose, and audience.
2.I can determine suitable idea development strategies, organization, and style appropriate to task, purpose and audience
3.I can produce a writing piece that is clear and coherent with idea development, organization, and style appropriate to task, purpose and audience. / 1.I can analyze the reason for writing a piece to decide on task, purpose, and audience.
2.I can determine suitable idea development strategies, organization, and style appropriate to task, purpose and audience
3.I can produce a writing piece that is clear and coherent with idea development, organization, and style appropriate to task, purpose and audience.
ENGAGE/
EXECUTE
(Strategy for involvement; what lesson looks like) / 1. The teacher will go over the guidelines for students and address any questions they may have.
2. Plot diagrams will be reviewed and checked with guidelines to ensure all elements of standard are complete.
3. Students will begin composing story on keynote, using the plot diagram as guide. Project guidelines will also be available to serve as support / 1. Teacher will review part 1 of the project with students reviewing objectives with students.
2. Class will discuss the progress they have made and any questions or clarifications will be answered.
3. Teacher will monitor students and provided guidance who those who may need additional help. / 1. The second part of the project – the cinquain -will be discussed with students
2. The teacher will demonstrate for students how to write a cinquain and then provide time for students to practice writing a cinquain
3. Encouragement of strong vocabulary and above grade level vocabulary will be stressed for effective writing
3. Teacher will remind students that it must be about a character from the original story they wrote on Monday and Tuesday. / 1. The teacher will review the 2nd part of the project that includes the cinquain.
2. Each line will be reviewed with students to assess understanding.
3. Students may garden walk to view other student’s work to gain insight or ideas. / 1. Students will finish the civilization project.
2. They will go through a checklist to make sure all elements are complete and will be given to proofread with a partner and make any changes.
PRACTICE/
PRODUCT
(Worksheet, foldable, output) / 1. Students will begin working on the story section of the civilization project involving writing a story related to their civilization. They may choose any genre. / 1. Students will continue to work on the story section of the civilization project involving a story related to their civilization. They will work on finishing the story and adding illustrations. / 1. Students will begin to write a Cinquain Poem about a specific character from their short story.
2. The poem must be 5 lines describing a person, place, or thing. / 1.Students will continue to write a Cinquain Poem about a specific character from their short story.
2. The poem must be 5 lines describing a person, place, or thing.
3. They may add an illustration for interest, but it must be related to content / 1. Students will finish civilization project by proofreading with a partner and making any changes necessary.
2. Students will turn in completed plot diagram and final checklist sheet as well as other sheets related to project.
EVALUATE
(How do I know what they know?) / Questioning
Teacher/Student Feedback
Independent Work
Project
Observation / Questioning
Teacher/Student Feedback
Independent Work
Project
Observation / Questioning
Student practice writing cinquain
Teacher/Student Feedback
Independent Work
Project
Observation / Questioning
Teacher/Student Feedback
Independent Work
Project
Observation / Questioning
Teacher/Student Feedback
Independent Work
Project
Observation
REFLECT
(Students take on their own learning) / Close Lesson –
Share ideas and tips on how to make project interesting
Exit Activity – Question Survey
Have students complete survey to check to see where they are on the project and what they need help with / Close Lesson –
Have students garden walk to look at each other’s projects
Exit Activity - Have students complete survey to check to see where they are on the project and what they need help with / Close Lesson –
Have students describe the cinquain poem.
Ask students to share their poems
What resources could be used to improve vocabulary?
Exit Activity - Have students complete survey to check to see where they are on the project and what they need help with / Close Lesson –
Discuss how illustrations can enhance story.
Explain how you should choose illustrations to fit your project.
Exit Activity - Have students complete survey to check to see where they are on the project and what they need help with / Close Lesson –
How would you change or add to the project?
How did you decide to what kind of civilization to create?
What impact do you think your literature would have had on your civilization?
Exit Activity - Have students complete survey to check to see where they are on the project and what they need help with
HOMEWORK / CHOMPS 52
Work on Civilization project / CHOMPS 53
Work on Civilization project / CHOMPS 54
Work on Civilization project / CHOMPS 55
Work on Civilization project
Project due Friday / ENJOY THE
WEEKEND

STANDARDS FOR THIS WEEK’S LESSONS:

RL 6.9 – Compare and contrast texts in different forms or genres (e.g., stories or poems; historical novels and fantasy stories in terms of their approaches to similar themes and topics.

W 6.4–Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and style are appropriate to task, purpose, and audience.

OBJECTIVES FOR THIS WEEK’S LESSONS:

  1. I can identify the characteristics of different genres, the theme in two or more genres, and the topic in two or more genres.
  2. I can compare and contrast how two or more stories of the same genre approach a similar theme and/or topic.
  3. I can analyze the reason for writing a piece to decide on task, purpose, and audience.
  4. I can determine suitable idea development strategies, organization, and style appropriate to task, purpose and audience
  5. I can produce a writing piece that is clear and coherent with idea development, organization, and style appropriate to task, purpose and audience.