Today They Are Going to Learn Ways Writers Help Readers Follow Directions

Lesson Plans

Week of January 25-January 29

Date: Monday, January 25, 2016
Subject: Reading
TEK: 2.3B I can ask questions of nonfiction texts and use evidence from the text or another source to find the answer.
Success Criteria:
I can ask a question for what I read.
I can find the answers to what I read in the text or in another source.
Vocabulary: prey, swallow
Word Wall: stop, live, worn, during
Spelling Principle: plurals with s and es.
Mini-Lesson: Lesson 10 Wonder About New Information pp. 36-41: Biggest Strongest, Fastest
Introduce Stations:
GT: Work on TPSP-works on Tornado website.
Create own book of a continent and facts about the continent.How To Writing-Make a game and develop your own how to for playing the game.
Station with text features.
Station Menu.
Computer:
1. NewsELA.
Writing
Materials: Chart paper, markers, How-to Book that you have written ahead of time, basket of how to books, writing from the previous day.
TEK 2.19A I can write a procedural text that I am interested in. I can write using features of a procedural text to make my directions clear for the reader.
Materials: Chart paper, markers, How-to Book that you have written ahead of time, basket of how to books, writing from the previous day.
Pass out booklets to begin working.
Materials: students writing from previous day, a writing sample in which you left out an important step in the How To, sticky notes, white boards
Mini-Lesson:

Remind student that they already know they can use exclamation points and ellipses to help people read their writing well.
Writers, you can add exclamation marks-!- to signal to readers, “Read this like it is exciting!”
You can use ellipses to tell the reader to slow down their voices when the read the sentence.
Today they are going to learn ways writers help readers follow directions.
List features that you notice: the writer has titled the book how to do something. This title sets up the expectations for the reader; begins with a list of the needed materials; uses pictures.
Show children the How to checklist of helpers.
Add to the chart the things students noticed about How-to books from Reader’s Workshop.
Have students use the chart to make sure that they have included these parts in their writing.
Assessment Rubric you may want to look at several papers to determine if most students are understanding this genre of writing.

Tuesday, January 26, 2016
Lesson 11 Read with a question in Mind pp. 50-52
Subject: Writing
TEK 2.19D I can write a procedural text that teaches others how to do something.
Success Criteria:
I can write my how to in order.
My how to has pictures that go with each step.
I use transition words or numbers to go with each step.
Mini-Lesson:

Remind the children that they’ve used charts to guide revisions. Suggest they can also use How-to texts to they find in the world to remind them of what writers do.
Tell children about a memo from the front office that qualifies as How-to text and share your realization that the world is full of many kinds of How-to texts, all of which deserve to be studied.
Let’s remember that How-to writing comes in many different shapes, sizes, and formats and we see this kind or writing everywhere and be ready to learn from it.
Read the memo aloud as an example of procedural text. (Fire drill, playground, cafeteria, hallway, library, etc. procedures.)
Tell children two lessons you learned from this text. One concerns the variety of How-to texts in the world; the other is that many texts include cautionary notes. Ex: Remember, even if you don’t have coats, you cannot go back to your classroom.
How-to writing is not always written in steps with numbers and a picture next to it.
Show other How-to texts that include cautionary notes.
Gail Gibbons uses a cautionary note in “The Pumpkin Book” she said, “Be careful and ALWAYS carve away from yourself.”

Today you might want to see if you can add a cautionary note to your how-to.
Social Studies
TEK: 2.6A I can identify major landforms and bodies of water on maps and globes.
Success Criteria:
I can use Google Earth to identify landforms.
I can create a booklet identifying different landforms.
I can write a definition of each landform.
Social Studies I can
TEKS 6.AIdentify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes.
6.BLocate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes.
6.CExamine information from various sources about places and regions.
LEARNING OBJECTIVES

Identify physical features of Earth, such as landforms andbodies of water.
Describe how the location of landforms and bodiesof water are shown on physical maps.
Recognize that the world is divided into different areaspolitically, such as towns, states, and countries.
Locate places and regions of significance on maps,including types of physical features and national borders.

Social Studies TEKS 6.AIdentify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes. 6.BLocate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes. 6.CExamine information from various sources about places and regions.
DIGITAL ACTIVITY: Lesson Introduction Time: 5 min
myWorld and Me
<screen 1>
Remind children of the discussion they had about the Big Question for the chapter: What is the world like? Explain to children that they are going to read and learn about the different kinds of landforms and bodies of water that are found on our planet.
ANALYZE VISUALS Ask: What is happening in the photograph? (A grandfather and grandson are fishing together.)
Is fishing an activity people do on land or on water? (water)
The grandfather and grandson in this photograph are fishing on a lake. Where else can people go fishing? (Possible answers: rivers, streams, oceans)
screen 2>
Advance to the next screen and draw children’s attention to the main objective for the lesson: I will know how to identify different kinds of land and water.
DIGITAL ACTIVITY: Got It? Time: 10 min
Landforms and Bodies of Water
myWorld and Me
Recap the different kinds of landforms and bodies of water with children. Say: Describe the land where you live.
Got it?
Explain to children that they will now use their knowledge of landforms and bodies of water to answer multiple-choice questions.Select children to choose the correct answers to the questions. (Island; Plateau; River; Ocean)
Remediate
If children have difficulty identifying landforms and bodies of water, divide children into groups of three or four. Provide groups with pictures from magazines and the Internet and have children work together to identify the types of landforms and bodies of water. When groups have finished identifying the pictures, have them share their answers with the class.
Assess:
Students will work with partners using Google Earth to create a landform booklet where they will:

Draw a picture of the landform and label it.
Write a definition of the landform in their own words.
Color their landform and booklets for neatness.
Examples of each.
Landforms to identify:
Hills
Ocean
River
Valley
Mountain
Lake
Plain
Plateau
Island
Peninsula

GT: Will create their own country with three out of the five landforms and label each. Student will say where they want to live and why.
Day 1: Google Earth Application: How to use and explore
Day 2: Hills, Mountains, Plains
Day 3: Island, Peninsula, Plateau
Day 4: Ocean, River, Lake
Day 5: Valley
Date: Wednesday, January 27, 2016
TEK: 2.3B I can ask questions of nonfiction texts and use evidence from the text or another source to find the answer.
Success Criteria:
I can ask a question for what I read.
I can find the answers to what I read in the text or in another source.
Vocabulary: prey, swallow
Word Wall: stop, live, worn, during
Spelling Principle: plurals with s and es.
Spelling Principle: ending in ing.
Lesson 11: Same lesson from yesterday continued pp. 53-54.
Subject: Writing
TEK 2.19D I can write a procedural text that teaches others how to do something.
Success Criteria:
I can write my how to in order.
My how to has pictures that go with each step.
I use transition words or numbers to go with each step.
Mini-Lesson:

Tell children that a celebration will be held soon. Select a text to publish and use class charts to guide them in improving it.
Tell the children you want to teach one new thing that How-to writers use: punctuation.
Remind your children that earlier they learned about ellipses from Angela Johnson. Tell them that they’ll study the punctuation How-to authors often use.
Show a page of a How-to text in which the author has used parentheses such as: Mix ½ cup (118 ml) brown sugar and ¼ teaspoon (1.23) ml) salt.
Help students to discover why the author used the parentheses. “Writers use parentheses when they want to pause for one second and add one little point, or say one more thing.”
Give children more examples of How-to texts that use parentheses.
Empty out the dirty water (first put the fish in a safe place). Rinse off the gravel.
Preheat the oven (350 degrees). Put the pan of cookies into the oven (don’t burn yourself).
Allow students time to work with a partner to edit their writing.

Revision Checklist for How-To Books

Complete the editing and revision process.
Prepare for celebration.

Social Studies

TEK: 2.6A I can identify major landforms and bodies of water on maps and globes.
Success Criteria:
I can use Google Earth to identify landforms.
I can create a booklet identifying different landforms.
I can write a definition of each landform.
Assess:
Students will work with partners using Google Earth to create a landform booklet where they will:

Draw a picture of the landform and label it.
Write a definition of the landform in their own words.
Color their landform and booklets for neatness.
Examples of each.
Landforms to identify:
Hills
Ocean
River
Valley
Mountain
Lake
Plain
Plateau
Island
Peninsula

Day 1: Google Earth Application: How to use and explore
Day 2: Hills, Mountains, Plains
Day 3: Island, Peninsula, Plateau
Day 4: Ocean, River, Lake
Day 5: Valley
GT: Will create their own country with three out of the five landforms and label each. Student will say where they want to live and why.
Date: Thursday, January 28, 2016 and Friday, January 29, 2016
Subject: Reading
TEK: 2.29A I can share information about my how to in a presentation. I can listen to others and ask questions as they present.
Success Criteria:
I can speak clearly to my audience.
I can share all steps of my how to in order.
I can listen to others presentations respectfully.
I can ask questions of others presentations when they are finished that are on topic.
Vocabulary: prey, swallow
Word Wall: stop, live, worn, during
Spelling Principle: plurals with s and es.
How To Presentations.
Friday: Buddy Test.
Subject: Writing
TEK 2.19D I can write a procedural text that teaches others how to do something.
Success Criteria:
I can write my how to in order.
My how to has pictures that go with each step.
I use transition words or numbers to go with each step.

How to presentations.

Social Studies
None today or tomorrow, how to presentations.