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Weekly ELA Lesson Plans for the week of September 1, 2008
Teachers: Ms. Shy
Standards/ Elements:
ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and
signals a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view based on
purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order,
cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
ELA4C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats. The student
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
c. Uses and identifies correct mechanics (end marks, commas for series, capitalization),
correct usage (subject and verb agreement in a simple sentence), and correct sentence
structure (elimination of sentence fragments).
ELA4R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
c. Identifies the speaker of a poem or story.
ELA4R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and
contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material.
Content Skill(s):
Identify nouns, both singular and plural, and common and proper
Differentiate between a sentence and a fragment
Identify a subject and a predicate
Recognize sentences and correct punctuation
Distinguish between cause and effect
Essential Question(s):
• How do you differentiate between nouns?
• What is the difference between a sentence and a sentence fragment?
• Why are different punctuation marks used?
• How are cause and effect related?
Enduring Understanding:
Students will master the content skills and apply these skills across contents.
Other skills:
Technology will be used to illustrate the whole group lesson via various websites
Vocabulary:
• Nouns
• Common Nouns
• Proper Nouns
• Singular Nouns
• Plural Nouns
• Subject
• Predicate
Writing Component:
• Write a magazine article
• Write 5 sentences about what is seen in the classroom
• Write Directions- How to make a peanut butter and jelly sandwich
Performance Assessment:
• Performance Task- Make a PB&J sandwich
• Written assessment- multiple choice
Other Assessments:
See above
Interventions:
• Various centers to address differing learning needs
Materials:
• Construction Paper for “Make Your Own Bumper Sticker”
• Bread, Peanut Butter, and Jelly for “write directions”
• Sentence strips for “what is seen in the classroom” activity
• Overhead projector for “Edit a Paragraph”
• LCD Projector for “Word Search” and “Finish the Story”
•
Monday
Labor Day
Tuesday
Groupings
Differentiated groups
G1:
Rotate between centers
G2:
Rotate between centers
G3:
Rotate between centers
Home Work:
Read the attached article, and select 1 paragraph of interest.
Identify the subject and predicate of each sentence in the selected paragraph
Identify the nouns and verbs in each sentence of the selected paragraph
Word block:
“See Vocabulary Above”
Guided Whole Group:
Discuss nouns (singular vs. plural)
Flexible Small Group:
Write directions
Self Selected Reading:
Charlotte’s Web (Chapters 1 – 7)
Centers:
Technology: http://www.chompchomp.com/menu.htm
Writing: Edit a paragraph
Word Search: Read the text and identify the nouns
http://www.ilhawaii.net/~stony/loreindx.html
Close:
Wrap-up
Wednesday
Groupings
Differentiated groups
G1:
Rotate between centers
G2:
Rotate between centers
G3:
Rotate between centers
HW:
Identify the topic sentence of the paragraph you selected
Word block:
“See Vocabulary Above”
Guided Whole Group:
Discuss nouns (common vs. proper)
Flexible Small Group:
Write 5 sentences about what is seen in the classroom
Self Selected Reading:
Charlotte’s Web Chapters 1 - 7
Centers:
Technology: http://www.funbrain.com/grammar/index.html
Writing: Edit a paragraph
Word Search: Read Social Studies text, page 39, and identify nouns (singular, plural, common, and proper)
Close:
Wrap-up
Thursday
Groupings
Differentiated groups
G1:
Rotate between centers
G2:
Rotate between centers
G3:
Rotate between centers
HW:
Nouns-
-In the “Notes” spiral, write the information that is in the orange box on page 88 and page 90
-Select 5 Even numbers on page 89 and 5 Odd numbers on page 91
Word block:
“See Vocabulary Above”
Guided Whole Group:
Discuss nouns (common, proper, singular, and plural)
Flexible Small Group:
Write clues to help others decide what to look for when determining a noun
Self Selected Reading:
Charlotte’s Web Chapters 1 - 8
Centers:
Technology: http://www.childrensuniversity.manchester.ac.uk/interactives/literacy/wordclasses/interactive_fs.asp?swfpath=/interactives/literacy/wordclasses/nouns_section_i.swf
Writing: Edit a paragraph
Activity: Create a Bumper Sticker about using nouns
Close:
Wrap-up
Friday
Assessment- Multiple Choice
Centers:
Technology and Writing:
Make and finish your own story
http://www.brucevanpatter.com/storykitchen.html
What we are covering this year?
Writing
The student writes clear, coherent text that develops a central idea or tells a story.
The writing shows consideration of the audience and purpose. The student
progresses through the stages of the writing process (e.g., prewriting, drafting,
revising, and editing successive versions).
ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
maintains a coherent focus throughout, and signals a satisfying closure.
The student:
a. Selects a focus, an organizational structure, and a point of view based on
purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order,
cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
ELA4W2 The student demonstrates competence in a variety of genres.
The student produces a narrative that:
a. Engages the reader by establishing a context, creating a point of view, and otherwise
developing reader interest.
b. Establishes a plot, setting, and conflict, and/or the significance of events.
c. Creates an organizing structure.
d. Includes sensory details and concrete language to develop plot and character.
e. Excludes extraneous details and inconsistencies.
f. Develops complex characters through actions describing the motivation of
characters and character conversation.
g. Uses a range of appropriate narrative strategies such as dialogue, tension, or suspense.
h. Provides a sense of closure to the writing.
The student produces informational writing (e.g., report, procedures, correspondence)
that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. Frames a central question about an issue or situation.
c. Creates an organizing structure appropriate to a specific purpose, audience,
and context.
d. Includes appropriate facts and details.
e. Excludes extraneous details and inappropriate information.
f. Uses a range of appropriate strategies, such as providing facts and details,
describing or analyzing the subject, and narrating a relevant anecdote.
g. Draws from more than one source of information such as speakers, books,
newspapers, and online materials.
h. Provides a sense of closure to the writing.
The student produces a response to literature that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. Advances a judgment that is interpretive, evaluative, or reflective.
c. Supports judgments through references to the text, other works, authors, or
non-print media, or references to personal knowledge.
d. Demonstrates an understanding of the literary work (e.g., a summary that
contains the main idea and most significant details of the reading selection).
e. Excludes extraneous details and inappropriate information.
f. Provides a sense of closure to the writing.
The student produces a persuasive essay that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. States a clear position. Georgia Department of Education
c. Supports a position with relevant evidence.
d. Excludes extraneous details and inappropriate information.
e. Creates an organizing structure appropriate to a specific purpose, audience,
and context.
f. Provides a sense of closure to the writing.
ELA4W3 The student uses research and technology to support writing. The
student:
a. Acknowledges information from sources.
b. Locates information in reference texts by using organizational features (i.e.,
prefaces, appendices, indices, glossaries, and tables of contents).
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic
information, almanac, atlas, magazines, newspapers, and key words).
d. Demonstrates basic keyboarding skills and familiarity with computer terminology
(e.g., software, memory, disk drive, hard drive).
ELA4W4 The student consistently uses a writing process to develop, revise,
and evaluate writing.
The student
a. Plans and drafts independently and resourcefully.
b. Revises selected drafts to improve coherence and progression by adding, deleting,
consolidating, and rearranging text.
c. Edits to correct errors in spelling, punctuation, etc.
Conventions:
Conventions are essential for reading, writing, and speaking. Instruction in
language conventions will, therefore, occur within the context of reading, writing,
and speaking, rather than in isolation. The student writes to make connections
with the larger world. A student’s ideas are more likely to be taken seriously
when the words are spelled accurately and the sentences are grammatically correct.
Use of Standard English conventions helps readers understand and follow
the student’s meaning, while errors can be distracting and confusing. Standard
English conventions are the “good manners” of writing and speaking that make
communication fluid.
ELA4C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats.
The student:
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
c. Uses and identifies correct mechanics (end marks, commas for series, capitalization),
correct usage (subject and verb agreement in a simple sentence), and correct sentence
structure (elimination of sentence fragments).
d. Uses and identifies words or word parts from other languages that have been
adopted into the English language.
e. Writes legibly in cursive, leaving space between letters in a word and between
words in a sentence.
f. Uses knowledge of letter sounds, word parts, word segmentation, and syllabication
to monitor and correct spelling.
g. Spells most commonly used homophones correctly (there, they’re, their; two, too, to).
h. Varies the sentence structure by kind (declarative, interrogative, imperative,
and exclamatory sentences and functional fragments), order, and complexity
(simple, compound).
Weekly Content Overview ELA Lesson Plan
Week of September 15, 2008
Teachers: Ms. Shy
Standards/ Elements:
ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout,
and signals a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view based on
purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order,
cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
ELA4W3 The student uses research and technology to support writing.
b. Locates information in reference texts by using organizational features (i.e.,
prefaces, appendices, indices, glossaries, and tables of contents).
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic
information, almanac, atlas, magazines, newspapers, and key words).
ELA4C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats. The student
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
c. Uses and identifies correct mechanics (end marks, commas for series, capitalization),
correct usage (subject and verb agreement in a simple sentence), and correct sentence
structure (elimination of sentence fragments).
ELA4R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and
contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material.
Content Skill(s):
Identify action verbs and how they are used
Differentiate between a sentence and a fragment
Identify a subject and a predicate of a sentence
Know what an adjective is and how it is used
Recognize sentences construction and correct punctuation
Distinguish correct subject-verb agreement
Essential Question(s):
• How do you recognize action verbs?
• What are adjectives and how are they used to enhance sentences?
• What is the difference between a sentence and a sentence fragment?
• How is subject-verb agreement used when writing?
Enduring Understanding:
Students will master the content skills and apply these skills across contents.
Other skills:
Technology will be used to illustrate the whole group lesson via various websites and students will utilize different research methods to explore topics
Vocabulary:
• Thesaurus
• Dictionary
• Encyclopedia
• Atlas
• Almanac
• Magazines
• Newspaper
• Verbs
• Subject
• Predicate
Writing Component:
• Edit a paragraph: identifying verbs, nouns (plural, singular, common, and proper), sentence fragments, and capitalization
• Write topic sentences
• Map out the elements of a story using a graphic organizer
Performance Assessment:
• Research topics using pre-selected websites
• Written assessment- multiple choice
Other Assessments:
See above
Interventions:
• Various centers to address differing learning styles
Materials:
• Overhead projector for “Edit a Paragraph”
• LCD Projector for “Word Search”
Monday
Groupings
Differentiated groups
G1:
In-Class: Rotate between centers
HW: Look through magazines and select pictures of interest. Create captions for each picture that includes their nouns, verbs, and adjectives
G2:
In-Class: Rotate between centers
HW: Create a treasure hunt identifying nouns, and adjectives within the room
G3:
In-Class: Rotate between centers
HW: Create a game that demonstrates the correct usage of nouns, verbs, and adjectives
Word block:
Review noun and verb terminology
Guided Whole Group:
Review nouns and verbs
Introduce Adjectives
Flexible Small Group:
Rotate between centers
Self Selected Reading:
Charlotte’s Web (Chapters 1 – 12)
Centers:
Technology: http://www.geocities.com/fifth_grade_tpes/complete.html - write the sentence and identify the verbs, nouns, and adjectives
Writing: Edit a paragraph – identify the action verbs in the paragraph
Flashcards: http://www.mes-english.com/flashcards/verbs.php
Close:
Review verbs, nouns, and adjectives and how they are used
Tuesday
Groupings
Differentiated groups
G1:
In-Class: Rotate between centers
HW: Re-teach worksheet
G2:
In-Class: Rotate between centers
HW: Practice worksheet
G3:
In-Class: Rotate between centers
HW: Extend worksheet
Word block:
Review noun and verb terminology
Guided Whole Group:
Adjectives, Nouns and Verbs usage
Flexible Small Group:
Rotate between centers
Self Selected Reading:
Charlotte’s Web (Chapters 1 – 13)
Centers:
Technology: http://www.timeforkids.com/TFK/media/teachers/pdfs/2002F/020920NSw4.pdf - write the sentence and underline the verbs
Writing: Edit a paragraph – identify the action verbs in the paragraph
Flashcards: http://www.mes-english.com/flashcards/verbs.php
Close:
Review verbs, adjectives, and nouns and how they are used
Wednesday
Groupings
Differentiated groups
G1:
In-Class: Rotate between centers
HW: Compare and contrast 3 commercials. Use adjectives to describe the different commercials. No list may contain the same adjective
G2:
In-class: Rotate between centers
HW: Conduct a taste test of 3 types of fruit and write descriptive adjectives for each fruit to describe it. No list can contain the same adjective
G3:
In-class: Rotate between centers
HW: Create a drawing of their neighborhood in the future (10, 20, 100 years) from now and describe each scene using a list of adjectives
Word block:
“See Vocabulary Above”
Guided Whole Group:
Discuss articles
Flexible Small Group:
Complete selected problems from the textbook (page 264)
Self Selected Reading:
Charlotte’s Web (Chapters 1 – 13)
Centers:
Technology: http://www.timeforkids.com/TFK/media/teachers/pdfs/2002F/020920NSw4.pdf - write the sentence and underline the verbs
Writing: Edit a paragraph – identify the action verbs in the paragraph
Flashcards: http://www.mes-english.com/flashcards/verbs.php
Close:
Review verbs and how they are used
Thursday
Groupings
Differentiated groups
G1:
In-Class: Rotate between centers
HW: When to use a resource worksheet
G2:
In-class: Rotate between centers
HW: How to use reference resources worksheet
G3:
In-class: Rotate between centers
HW: Choosing the best reference resource worksheet
Word block:
“See Vocabulary Above”
Guided Whole Group:
Using Periodicals
Flexible Small Group:
Use Reference Resources (dictionary, atlas, encyclopedia, or a thesaurus) to complete the worksheet
Self Selected Reading:
Charlotte’s Web Chapters 1 - 16
Centers:
Dictionary/Encyclopedia/Thesaurus
Close:
Review using a reference resource
Friday
Assessment- Multiple Choice
Centers:
Technology and Writing:
Make and finish your own story
http://www.brucevanpatter.com/storykitchen.html
Weekly Content Overview ELA Lesson Plan
Week of September 22, 2008
Teachers: Ms. Shy
Standards/ Elements:
ELA4C1ach
The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both
written and spoken formats.
a. Recognizes the subject-predicate relationship in sentences.
c. Uses and identifies correct mechanics (end marks, commas for series, capitalization),
correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments).
h. Varies the sentence structure by kind (declarative, interrogative, imperative,
and exclamatory sentences and functional fragments), order, and complexity
(simple, compound).
LSV1a-l
The student participates in student-to-teacher, student-to-student, and group verbal interactions.
a. Initiates new topics in addition to responding to adult-initiated topics
b. Asks relevant questions
c. Responds to questions with appropriate information
d. Uses language cues to indicate different levels of certainty or hypothesizing
e. Confirms understanding by paraphrasing the adult’s directions or suggestions
f. Displays appropriate turn-taking behaviors.
g. Actively solicits another person’s comments or opinions
h. Offers own opinion forcefully without domineering
i. Responds appropriately to comments and questions
j. Volunteers contributions and responds when directly solicited by teacher or
discussion leader.
k. Gives reasons in support of opinions expressed
l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates
for similar expansions
ELA4W1 a-d
The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a
satisfying closure.
a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
ELA4R2
The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary
literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material.
Content Skill(s):
Identify the types of sentences and punctuation used for each type
Differentiate between a sentence and a fragment
Identify a subject and a predicate of a sentence
Distinguish between the singular and plural nouns
Recognize the elements of a compound sentence and how they are joined
Distinguish correct subject-verb agreement
Essential Question(s):
• How nouns are made plural?
• What are compound sentences and how are they joined?
• What is the difference between a sentence and a sentence fragment?
• How is subject-verb agreement used when writing?
Enduring Understanding:
Students will master the content skills and apply these skills across contents.
Other skills:
Technology will be used to illustrate the whole group lesson via various websites and students will utilize different research methods to explore topics
Vocabulary:
• Nouns
• Punctuation
• Sentence
• Sentence fragment
• Conjunction
Writing Component:
• Edit a story using Student Guide to Editing a Story (Teacher Provided)
• Write topic sentences and supporting sentences
• Write a five-paragraph essay about the solar system using provided sentence starters
Performance Assessment:
• Research topics using pre-selected websites
• Written assessment- multiple choice
• Perform pre-assigned assignment on conjunctions (attached)
• Create a game that demonstrates understanding of conjunctions
Other Assessments:
See above
Interventions:
• Various centers to address differing learning styles
Materials:
• Overhead projector for “Edit a Story”
• LCD Projector for “Word Search”
Monday
Groupings
Differentiated groups
Home-Work-
Homework will reinforce verbs, adjectives, nouns, and conjunctions to describe real-life situations
G1:
In-Class: Rotate between centers
HW: Look through magazines and select pictures of interest. Create captions for each picture that includes their nouns, verbs, and adjectives
G2:
In-Class: Rotate between centers
HW: Create advertising for a vacation retreat using pre-selected vacation destinations. Students will work in groups to select popular vacation destinations and individually describe
each locale in a way to encourage tourism.
G3:
In-Class: Rotate between centers
HW: Students will work within their assigned groups to brainstorm real or imaginary adventures. Students will then each choose a different adventure for a dramatic interpretation. Each
person will make their own props to aid in their performance of their selected adventure performance for the class. Word block:
Vocabulary Words above
Guided Whole Group:
Review Nouns, Verbs, Conjunctions, and adjectives
Flexible Small Group:
Rotate between centers
Self Selected Reading:
Tales of a Fourth Grade Nothing by Judy Blume- Chapters 1-2
Centers:
Technology: http://www.softschools.com/language_arts/games/singular_plural_nouns.jsp
Writing: Edit a paragraph – identify the action verbs in the paragraph
Flashcards: http://www.mes-english.com/flashcards/verbs.php
Close:
Review verbs, conjunctions, nouns, and adjectives and how they are used
Tuesday
Groupings
Differentiated groups
Home Work-
Homework will reinforce previously covered skills to ensure mastery
G1:
In-Class: Rotate between centers
HW: Re-teach worksheet
G2:
In-Class: Rotate between centers
HW: Practice worksheet
G3:
In-Class: Rotate between centers
HW: Extend worksheet Word block:
See Vocabulary above
Guided Whole Group:
Adjectives, Nouns, Conjunction, and Verbs usage
Flexible Small Group:
Rotate between centers
Self Selected Reading:
Tales of a Fourth Grade Nothing ( Chapters 1 – 5)
Centers:
Technology: http://www.timeforkids.com/TFK/media/teachers/pdfs/2002F/020920NSw4.pdf
- write the sentence and underline the verbs
Writing: Edit a paragraph – identify the action verbs in the paragraph
Word Search: http://www.quia.com/ws/312916.html
Close:
Review verbs, adjectives, and nouns and how they are used
Wednesday
Groupings
Differentiated groups
Home Work-
Homework will focus on nouns, verbs, and adjectives.
G1:
In-Class: Rotate between centers
HW: Compare and contrast 3 commercials. Use adjectives to describe the different commercials. No list may contain the same adjective. Students will also write in complete
sentences the actions that were observed in each commercial.
G2:
In-class: Rotate between centers
HW: Conduct a taste test of 3 types of fruit and write descriptive adjectives for each fruit to describe it. No list may contain the same adjective. Each fruit will be described using a
complete sentence.
G3:
In-class: Rotate between centers
HW: Create a time capsule. Students will create a time capsule that will be opened in 100 years. Each student will bring in 6 items that represent who they are as a person. They must
write a description of each item using different adjectives for each item. A short description will also include how the item is used by the student. The shoebox must be turned in
unsealed with each item inside. All descriptions must be in complete sentences. Word block:
“See Vocabulary Above”
Guided Whole Group:
Discuss Nouns, Verbs, Conjunctions, Subjects, Predicates, and Adjectives
Flexible Small Group:
Capitalization
Self Selected Reading:
Tales of a Fourth Grade Nothing- Chapters 1 - 6
Centers:
Technology: http://grammar.ccc.commnet.edu/GRAMMAR/cgi-shl/quiz.pl/fragments_add1.htm
- Write the sentences and each correct answer
Writing: Edit a paragraph – identify the action verbs in the paragraph
Flashcards: http://www.quia.com/pop/13222.html
Close:
Review verbs and how they are used
Thursday
Groupings
Differentiated groups
G1:
In-Class: Rotate between centers
HW: When to use a resource worksheet
G2:
In-class: Rotate between centers
HW: How to use reference resources worksheet
G3:
In-class: Rotate between centers
HW: Choosing the best reference resource worksheet
Word block:
“See Vocabulary Above”
Guided Whole Group:
Using Periodicals
Flexible Small Group:
Use Reference Resources (dictionary, atlas, encyclopedia, or a thesaurus) to complete the worksheet
Self Selected Reading:
Tales of a Fourth Grade Nothing- Chapters 1 - 8
Centers:
Dictionary/Encyclopedia/Thesaurus
Close:
Review using a reference resource
Friday
Assessment- Multiple Choice
Self Selected Reading:
Tales of a Fourth Grade Nothing- Chapters 1 - 9
Centers:
Technology and Writing:
Make and finish your own story
http://www.brucevanpatter.com/storykitchen.html
*Conjunction Performances are Due*
Conjunction Project:
Standard/Element:
ELA4C1
The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats.
ELA4LSV2
The student listens to and views various forms of text and media in
order to gather and share information, persuade others, and express and understand ideas.
a. Shapes information to achieve a particular purpose and to appeal to the interests
and background knowledge of audience members.
b. Uses notes, multimedia, or other memory aids to structure the presentation.
c. Engages the audience with appropriate verbal cues and eye contact.
d. Projects a sense of individuality and personality in selecting and organizing
content and in delivery.
Objective:
The objective of this assignment is to build mastery of the conventions of the English language through a hands-on activity.
Due Date:
September 26, 2008
Task:
The children will work in a group to complete the following activities:
1. Create a song about conjunctions- what they are and how they are used
2. Game-
a. Children will create a game that uses conjunctions
i. Game must include rules and steps on how to play
3. Presentation:
a. Song will be performed by group members
b. A dance in conjunction with the song will be performed
Grade:
Please see attached Rubric
Parents Signature and contact info: ________________________________________
Group Member’s Names and contact:
1.
2.
3.
4.
Oral Presentation Rubric : Conjunctions
Teacher Name: Ms. Shy
Student Name: ________________________________________
Teachers: Ms. Shy
Standards/ Elements:
ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and
signals a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view based on
purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order,
cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
ELA4C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats. The student
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
c. Uses and identifies correct mechanics (end marks, commas for series, capitalization),
correct usage (subject and verb agreement in a simple sentence), and correct sentence
structure (elimination of sentence fragments).
ELA4R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
c. Identifies the speaker of a poem or story.
ELA4R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and
contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material.
Content Skill(s):
Identify nouns, both singular and plural, and common and proper
Differentiate between a sentence and a fragment
Identify a subject and a predicate
Recognize sentences and correct punctuation
Distinguish between cause and effect
Essential Question(s):
• How do you differentiate between nouns?
• What is the difference between a sentence and a sentence fragment?
• Why are different punctuation marks used?
• How are cause and effect related?
Enduring Understanding:
Students will master the content skills and apply these skills across contents.
Other skills:
Technology will be used to illustrate the whole group lesson via various websites
Vocabulary:
• Nouns
• Common Nouns
• Proper Nouns
• Singular Nouns
• Plural Nouns
• Subject
• Predicate
Writing Component:
• Write a magazine article
• Write 5 sentences about what is seen in the classroom
• Write Directions- How to make a peanut butter and jelly sandwich
Performance Assessment:
• Performance Task- Make a PB&J sandwich
• Written assessment- multiple choice
Other Assessments:
See above
Interventions:
• Various centers to address differing learning needs
Materials:
• Construction Paper for “Make Your Own Bumper Sticker”
• Bread, Peanut Butter, and Jelly for “write directions”
• Sentence strips for “what is seen in the classroom” activity
• Overhead projector for “Edit a Paragraph”
• LCD Projector for “Word Search” and “Finish the Story”
•
Monday
Labor Day
Tuesday
Groupings
Differentiated groups
G1:
Rotate between centers
G2:
Rotate between centers
G3:
Rotate between centers
Home Work:
Read the attached article, and select 1 paragraph of interest.
Identify the subject and predicate of each sentence in the selected paragraph
Identify the nouns and verbs in each sentence of the selected paragraph
Word block:
“See Vocabulary Above”
Guided Whole Group:
Discuss nouns (singular vs. plural)
Flexible Small Group:
Write directions
Self Selected Reading:
Charlotte’s Web (Chapters 1 – 7)
Centers:
Technology: http://www.chompchomp.com/menu.htm
Writing: Edit a paragraph
Word Search: Read the text and identify the nouns
http://www.ilhawaii.net/~stony/loreindx.html
Close:
Wrap-up
Wednesday
Groupings
Differentiated groups
G1:
Rotate between centers
G2:
Rotate between centers
G3:
Rotate between centers
HW:
Identify the topic sentence of the paragraph you selected
Word block:
“See Vocabulary Above”
Guided Whole Group:
Discuss nouns (common vs. proper)
Flexible Small Group:
Write 5 sentences about what is seen in the classroom
Self Selected Reading:
Charlotte’s Web Chapters 1 - 7
Centers:
Technology: http://www.funbrain.com/grammar/index.html
Writing: Edit a paragraph
Word Search: Read Social Studies text, page 39, and identify nouns (singular, plural, common, and proper)
Close:
Wrap-up
Thursday
Groupings
Differentiated groups
G1:
Rotate between centers
G2:
Rotate between centers
G3:
Rotate between centers
HW:
Nouns-
-In the “Notes” spiral, write the information that is in the orange box on page 88 and page 90
-Select 5 Even numbers on page 89 and 5 Odd numbers on page 91
Word block:
“See Vocabulary Above”
Guided Whole Group:
Discuss nouns (common, proper, singular, and plural)
Flexible Small Group:
Write clues to help others decide what to look for when determining a noun
Self Selected Reading:
Charlotte’s Web Chapters 1 - 8
Centers:
Technology: http://www.childrensuniversity.manchester.ac.uk/interactives/literacy/wordclasses/interactive_fs.asp?swfpath=/interactives/literacy/wordclasses/nouns_section_i.swf
Writing: Edit a paragraph
Activity: Create a Bumper Sticker about using nouns
Close:
Wrap-up
Friday
Assessment- Multiple Choice
Centers:
Technology and Writing:
Make and finish your own story
http://www.brucevanpatter.com/storykitchen.html
What we are covering this year?
Writing
The student writes clear, coherent text that develops a central idea or tells a story.
The writing shows consideration of the audience and purpose. The student
progresses through the stages of the writing process (e.g., prewriting, drafting,
revising, and editing successive versions).
ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
maintains a coherent focus throughout, and signals a satisfying closure.
The student:
a. Selects a focus, an organizational structure, and a point of view based on
purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order,
cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
ELA4W2 The student demonstrates competence in a variety of genres.
The student produces a narrative that:
a. Engages the reader by establishing a context, creating a point of view, and otherwise
developing reader interest.
b. Establishes a plot, setting, and conflict, and/or the significance of events.
c. Creates an organizing structure.
d. Includes sensory details and concrete language to develop plot and character.
e. Excludes extraneous details and inconsistencies.
f. Develops complex characters through actions describing the motivation of
characters and character conversation.
g. Uses a range of appropriate narrative strategies such as dialogue, tension, or suspense.
h. Provides a sense of closure to the writing.
The student produces informational writing (e.g., report, procedures, correspondence)
that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. Frames a central question about an issue or situation.
c. Creates an organizing structure appropriate to a specific purpose, audience,
and context.
d. Includes appropriate facts and details.
e. Excludes extraneous details and inappropriate information.
f. Uses a range of appropriate strategies, such as providing facts and details,
describing or analyzing the subject, and narrating a relevant anecdote.
g. Draws from more than one source of information such as speakers, books,
newspapers, and online materials.
h. Provides a sense of closure to the writing.
The student produces a response to literature that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. Advances a judgment that is interpretive, evaluative, or reflective.
c. Supports judgments through references to the text, other works, authors, or
non-print media, or references to personal knowledge.
d. Demonstrates an understanding of the literary work (e.g., a summary that
contains the main idea and most significant details of the reading selection).
e. Excludes extraneous details and inappropriate information.
f. Provides a sense of closure to the writing.
The student produces a persuasive essay that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. States a clear position. Georgia Department of Education
c. Supports a position with relevant evidence.
d. Excludes extraneous details and inappropriate information.
e. Creates an organizing structure appropriate to a specific purpose, audience,
and context.
f. Provides a sense of closure to the writing.
ELA4W3 The student uses research and technology to support writing. The
student:
a. Acknowledges information from sources.
b. Locates information in reference texts by using organizational features (i.e.,
prefaces, appendices, indices, glossaries, and tables of contents).
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic
information, almanac, atlas, magazines, newspapers, and key words).
d. Demonstrates basic keyboarding skills and familiarity with computer terminology
(e.g., software, memory, disk drive, hard drive).
ELA4W4 The student consistently uses a writing process to develop, revise,
and evaluate writing.
The student
a. Plans and drafts independently and resourcefully.
b. Revises selected drafts to improve coherence and progression by adding, deleting,
consolidating, and rearranging text.
c. Edits to correct errors in spelling, punctuation, etc.
Conventions:
Conventions are essential for reading, writing, and speaking. Instruction in
language conventions will, therefore, occur within the context of reading, writing,
and speaking, rather than in isolation. The student writes to make connections
with the larger world. A student’s ideas are more likely to be taken seriously
when the words are spelled accurately and the sentences are grammatically correct.
Use of Standard English conventions helps readers understand and follow
the student’s meaning, while errors can be distracting and confusing. Standard
English conventions are the “good manners” of writing and speaking that make
communication fluid.
ELA4C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats.
The student:
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
c. Uses and identifies correct mechanics (end marks, commas for series, capitalization),
correct usage (subject and verb agreement in a simple sentence), and correct sentence
structure (elimination of sentence fragments).
d. Uses and identifies words or word parts from other languages that have been
adopted into the English language.
e. Writes legibly in cursive, leaving space between letters in a word and between
words in a sentence.
f. Uses knowledge of letter sounds, word parts, word segmentation, and syllabication
to monitor and correct spelling.
g. Spells most commonly used homophones correctly (there, they’re, their; two, too, to).
h. Varies the sentence structure by kind (declarative, interrogative, imperative,
and exclamatory sentences and functional fragments), order, and complexity
(simple, compound).
Weekly Content Overview ELA Lesson Plan
Week of September 15, 2008
Teachers: Ms. Shy
Standards/ Elements:
ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout,
and signals a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view based on
purpose, genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order,
cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
ELA4W3 The student uses research and technology to support writing.
b. Locates information in reference texts by using organizational features (i.e.,
prefaces, appendices, indices, glossaries, and tables of contents).
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic
information, almanac, atlas, magazines, newspapers, and key words).
ELA4C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats. The student
a. Recognizes the subject-predicate relationship in sentences.
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
c. Uses and identifies correct mechanics (end marks, commas for series, capitalization),
correct usage (subject and verb agreement in a simple sentence), and correct sentence
structure (elimination of sentence fragments).
ELA4R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and
contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material.
Content Skill(s):
Identify action verbs and how they are used
Differentiate between a sentence and a fragment
Identify a subject and a predicate of a sentence
Know what an adjective is and how it is used
Recognize sentences construction and correct punctuation
Distinguish correct subject-verb agreement
Essential Question(s):
• How do you recognize action verbs?
• What are adjectives and how are they used to enhance sentences?
• What is the difference between a sentence and a sentence fragment?
• How is subject-verb agreement used when writing?
Enduring Understanding:
Students will master the content skills and apply these skills across contents.
Other skills:
Technology will be used to illustrate the whole group lesson via various websites and students will utilize different research methods to explore topics
Vocabulary:
• Thesaurus
• Dictionary
• Encyclopedia
• Atlas
• Almanac
• Magazines
• Newspaper
• Verbs
• Subject
• Predicate
Writing Component:
• Edit a paragraph: identifying verbs, nouns (plural, singular, common, and proper), sentence fragments, and capitalization
• Write topic sentences
• Map out the elements of a story using a graphic organizer
Performance Assessment:
• Research topics using pre-selected websites
• Written assessment- multiple choice
Other Assessments:
See above
Interventions:
• Various centers to address differing learning styles
Materials:
• Overhead projector for “Edit a Paragraph”
• LCD Projector for “Word Search”
Monday
Groupings
Differentiated groups
G1:
In-Class: Rotate between centers
HW: Look through magazines and select pictures of interest. Create captions for each picture that includes their nouns, verbs, and adjectives
G2:
In-Class: Rotate between centers
HW: Create a treasure hunt identifying nouns, and adjectives within the room
G3:
In-Class: Rotate between centers
HW: Create a game that demonstrates the correct usage of nouns, verbs, and adjectives
Word block:
Review noun and verb terminology
Guided Whole Group:
Review nouns and verbs
Introduce Adjectives
Flexible Small Group:
Rotate between centers
Self Selected Reading:
Charlotte’s Web (Chapters 1 – 12)
Centers:
Technology: http://www.geocities.com/fifth_grade_tpes/complete.html - write the sentence and identify the verbs, nouns, and adjectives
Writing: Edit a paragraph – identify the action verbs in the paragraph
Flashcards: http://www.mes-english.com/flashcards/verbs.php
Close:
Review verbs, nouns, and adjectives and how they are used
Tuesday
Groupings
Differentiated groups
G1:
In-Class: Rotate between centers
HW: Re-teach worksheet
G2:
In-Class: Rotate between centers
HW: Practice worksheet
G3:
In-Class: Rotate between centers
HW: Extend worksheet
Word block:
Review noun and verb terminology
Guided Whole Group:
Adjectives, Nouns and Verbs usage
Flexible Small Group:
Rotate between centers
Self Selected Reading:
Charlotte’s Web (Chapters 1 – 13)
Centers:
Technology: http://www.timeforkids.com/TFK/media/teachers/pdfs/2002F/020920NSw4.pdf - write the sentence and underline the verbs
Writing: Edit a paragraph – identify the action verbs in the paragraph
Flashcards: http://www.mes-english.com/flashcards/verbs.php
Close:
Review verbs, adjectives, and nouns and how they are used
Wednesday
Groupings
Differentiated groups
G1:
In-Class: Rotate between centers
HW: Compare and contrast 3 commercials. Use adjectives to describe the different commercials. No list may contain the same adjective
G2:
In-class: Rotate between centers
HW: Conduct a taste test of 3 types of fruit and write descriptive adjectives for each fruit to describe it. No list can contain the same adjective
G3:
In-class: Rotate between centers
HW: Create a drawing of their neighborhood in the future (10, 20, 100 years) from now and describe each scene using a list of adjectives
Word block:
“See Vocabulary Above”
Guided Whole Group:
Discuss articles
Flexible Small Group:
Complete selected problems from the textbook (page 264)
Self Selected Reading:
Charlotte’s Web (Chapters 1 – 13)
Centers:
Technology: http://www.timeforkids.com/TFK/media/teachers/pdfs/2002F/020920NSw4.pdf - write the sentence and underline the verbs
Writing: Edit a paragraph – identify the action verbs in the paragraph
Flashcards: http://www.mes-english.com/flashcards/verbs.php
Close:
Review verbs and how they are used
Thursday
Groupings
Differentiated groups
G1:
In-Class: Rotate between centers
HW: When to use a resource worksheet
G2:
In-class: Rotate between centers
HW: How to use reference resources worksheet
G3:
In-class: Rotate between centers
HW: Choosing the best reference resource worksheet
Word block:
“See Vocabulary Above”
Guided Whole Group:
Using Periodicals
Flexible Small Group:
Use Reference Resources (dictionary, atlas, encyclopedia, or a thesaurus) to complete the worksheet
Self Selected Reading:
Charlotte’s Web Chapters 1 - 16
Centers:
Dictionary/Encyclopedia/Thesaurus
Close:
Review using a reference resource
Friday
Assessment- Multiple Choice
Centers:
Technology and Writing:
Make and finish your own story
http://www.brucevanpatter.com/storykitchen.html
Weekly Content Overview ELA Lesson Plan
Week of September 22, 2008
Teachers: Ms. Shy
Standards/ Elements:
ELA4C1ach
The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both
written and spoken formats.
a. Recognizes the subject-predicate relationship in sentences.
c. Uses and identifies correct mechanics (end marks, commas for series, capitalization),
correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments).
h. Varies the sentence structure by kind (declarative, interrogative, imperative,
and exclamatory sentences and functional fragments), order, and complexity
(simple, compound).
LSV1a-l
The student participates in student-to-teacher, student-to-student, and group verbal interactions.
a. Initiates new topics in addition to responding to adult-initiated topics
b. Asks relevant questions
c. Responds to questions with appropriate information
d. Uses language cues to indicate different levels of certainty or hypothesizing
e. Confirms understanding by paraphrasing the adult’s directions or suggestions
f. Displays appropriate turn-taking behaviors.
g. Actively solicits another person’s comments or opinions
h. Offers own opinion forcefully without domineering
i. Responds appropriately to comments and questions
j. Volunteers contributions and responds when directly solicited by teacher or
discussion leader.
k. Gives reasons in support of opinions expressed
l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates
for similar expansions
ELA4W1 a-d
The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a
satisfying closure.
a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
ELA4R2
The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary
literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material.
Content Skill(s):
Identify the types of sentences and punctuation used for each type
Differentiate between a sentence and a fragment
Identify a subject and a predicate of a sentence
Distinguish between the singular and plural nouns
Recognize the elements of a compound sentence and how they are joined
Distinguish correct subject-verb agreement
Essential Question(s):
• How nouns are made plural?
• What are compound sentences and how are they joined?
• What is the difference between a sentence and a sentence fragment?
• How is subject-verb agreement used when writing?
Enduring Understanding:
Students will master the content skills and apply these skills across contents.
Other skills:
Technology will be used to illustrate the whole group lesson via various websites and students will utilize different research methods to explore topics
Vocabulary:
• Nouns
• Punctuation
• Sentence
• Sentence fragment
• Conjunction
Writing Component:
• Edit a story using Student Guide to Editing a Story (Teacher Provided)
• Write topic sentences and supporting sentences
• Write a five-paragraph essay about the solar system using provided sentence starters
Performance Assessment:
• Research topics using pre-selected websites
• Written assessment- multiple choice
• Perform pre-assigned assignment on conjunctions (attached)
• Create a game that demonstrates understanding of conjunctions
Other Assessments:
See above
Interventions:
• Various centers to address differing learning styles
Materials:
• Overhead projector for “Edit a Story”
• LCD Projector for “Word Search”
Monday
Groupings
Differentiated groups
Home-Work-
Homework will reinforce verbs, adjectives, nouns, and conjunctions to describe real-life situations
G1:
In-Class: Rotate between centers
HW: Look through magazines and select pictures of interest. Create captions for each picture that includes their nouns, verbs, and adjectives
G2:
In-Class: Rotate between centers
HW: Create advertising for a vacation retreat using pre-selected vacation destinations. Students will work in groups to select popular vacation destinations and individually describe
each locale in a way to encourage tourism.
G3:
In-Class: Rotate between centers
HW: Students will work within their assigned groups to brainstorm real or imaginary adventures. Students will then each choose a different adventure for a dramatic interpretation. Each
person will make their own props to aid in their performance of their selected adventure performance for the class. Word block:
Vocabulary Words above
Guided Whole Group:
Review Nouns, Verbs, Conjunctions, and adjectives
Flexible Small Group:
Rotate between centers
Self Selected Reading:
Tales of a Fourth Grade Nothing by Judy Blume- Chapters 1-2
Centers:
Technology: http://www.softschools.com/language_arts/games/singular_plural_nouns.jsp
Writing: Edit a paragraph – identify the action verbs in the paragraph
Flashcards: http://www.mes-english.com/flashcards/verbs.php
Close:
Review verbs, conjunctions, nouns, and adjectives and how they are used
Tuesday
Groupings
Differentiated groups
Home Work-
Homework will reinforce previously covered skills to ensure mastery
G1:
In-Class: Rotate between centers
HW: Re-teach worksheet
G2:
In-Class: Rotate between centers
HW: Practice worksheet
G3:
In-Class: Rotate between centers
HW: Extend worksheet Word block:
See Vocabulary above
Guided Whole Group:
Adjectives, Nouns, Conjunction, and Verbs usage
Flexible Small Group:
Rotate between centers
Self Selected Reading:
Tales of a Fourth Grade Nothing ( Chapters 1 – 5)
Centers:
Technology: http://www.timeforkids.com/TFK/media/teachers/pdfs/2002F/020920NSw4.pdf
- write the sentence and underline the verbs
Writing: Edit a paragraph – identify the action verbs in the paragraph
Word Search: http://www.quia.com/ws/312916.html
Close:
Review verbs, adjectives, and nouns and how they are used
Wednesday
Groupings
Differentiated groups
Home Work-
Homework will focus on nouns, verbs, and adjectives.
G1:
In-Class: Rotate between centers
HW: Compare and contrast 3 commercials. Use adjectives to describe the different commercials. No list may contain the same adjective. Students will also write in complete
sentences the actions that were observed in each commercial.
G2:
In-class: Rotate between centers
HW: Conduct a taste test of 3 types of fruit and write descriptive adjectives for each fruit to describe it. No list may contain the same adjective. Each fruit will be described using a
complete sentence.
G3:
In-class: Rotate between centers
HW: Create a time capsule. Students will create a time capsule that will be opened in 100 years. Each student will bring in 6 items that represent who they are as a person. They must
write a description of each item using different adjectives for each item. A short description will also include how the item is used by the student. The shoebox must be turned in
unsealed with each item inside. All descriptions must be in complete sentences. Word block:
“See Vocabulary Above”
Guided Whole Group:
Discuss Nouns, Verbs, Conjunctions, Subjects, Predicates, and Adjectives
Flexible Small Group:
Capitalization
Self Selected Reading:
Tales of a Fourth Grade Nothing- Chapters 1 - 6
Centers:
Technology: http://grammar.ccc.commnet.edu/GRAMMAR/cgi-shl/quiz.pl/fragments_add1.htm
- Write the sentences and each correct answer
Writing: Edit a paragraph – identify the action verbs in the paragraph
Flashcards: http://www.quia.com/pop/13222.html
Close:
Review verbs and how they are used
Thursday
Groupings
Differentiated groups
G1:
In-Class: Rotate between centers
HW: When to use a resource worksheet
G2:
In-class: Rotate between centers
HW: How to use reference resources worksheet
G3:
In-class: Rotate between centers
HW: Choosing the best reference resource worksheet
Word block:
“See Vocabulary Above”
Guided Whole Group:
Using Periodicals
Flexible Small Group:
Use Reference Resources (dictionary, atlas, encyclopedia, or a thesaurus) to complete the worksheet
Self Selected Reading:
Tales of a Fourth Grade Nothing- Chapters 1 - 8
Centers:
Dictionary/Encyclopedia/Thesaurus
Close:
Review using a reference resource
Friday
Assessment- Multiple Choice
Self Selected Reading:
Tales of a Fourth Grade Nothing- Chapters 1 - 9
Centers:
Technology and Writing:
Make and finish your own story
http://www.brucevanpatter.com/storykitchen.html
*Conjunction Performances are Due*
Conjunction Project:
Standard/Element:
ELA4C1
The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats.
ELA4LSV2
The student listens to and views various forms of text and media in
order to gather and share information, persuade others, and express and understand ideas.
a. Shapes information to achieve a particular purpose and to appeal to the interests
and background knowledge of audience members.
b. Uses notes, multimedia, or other memory aids to structure the presentation.
c. Engages the audience with appropriate verbal cues and eye contact.
d. Projects a sense of individuality and personality in selecting and organizing
content and in delivery.
Objective:
The objective of this assignment is to build mastery of the conventions of the English language through a hands-on activity.
Due Date:
September 26, 2008
Task:
The children will work in a group to complete the following activities:
1. Create a song about conjunctions- what they are and how they are used
2. Game-
a. Children will create a game that uses conjunctions
i. Game must include rules and steps on how to play
3. Presentation:
a. Song will be performed by group members
b. A dance in conjunction with the song will be performed
Grade:
Please see attached Rubric
Parents Signature and contact info: ________________________________________
Group Member’s Names and contact:
1.
2.
3.
4.
Oral Presentation Rubric : Conjunctions
Teacher Name: Ms. Shy
Student Name: ________________________________________
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