Please note that students will be typing the
compare/contrast essay in the computer lab
for the next rotation (W 5.6).
CC Standards:
ELA Plans
Sept. 23-27, 2013
Content Mastery-sensory detail worksheet
on Monday??
RL 5.1, 5.7, 5.9
RI 5.9
W 5.3, 5.4, 5.9, 5.10
SL 5.1, 5.2
Mon- Whole Group:
L 5.2e, 5.4, 5.6
Read Aloud:
Word Choice –read Miss Rumphius; discuss word choice and making the world more beautiful.
As you read, show pictures and analyze with students how the pictures are used to contribute to
the beauty of the text.
Go through Descriptive Picture powerpoint-emphasize sensory details. Talk about pics using
prompts in ppt. Stop at Task.
Stretch break
Mini- Lesson:
Reading Workshop book pages 58-59; discuss strong words and sensory details in a nonfiction
narrative.
Writing:
Write about nature picture from Writing is Revision workshop landscape prompt sheet (task & pic
in ppt)
•
Use WS-“Landscape Writing Prompt” (43-44)
•
Using the next slide in ppt, complete WS to describe photograph.
•
You will need to submit this for Write Bowl points at the end of class – use only f/o and
s/e on narrative rubric??
Content Mastery on Monday-Sensory Details WS
_______________________________________________________
Tues. Whole Group:
ELA Journal-15 min (prompt at end of Descriptive Picture ppt)
Tell about a time when you saw something beautiful, such as a vivid sunset, rainbow, or a
majestic mountain. Include strong words and sensory details to describe the experience.
Read Aloud:
Tues. Library Dragon; students use alphabet chart to write strong words the author uses-review
these words (keep in writing folder-will need Wed)15 min
Mini- Lesson:
1) 6 trait ppt-Student video- 10 minutes; stop at 5:30 and do specific verb activity (use
ELA journal) https://www.youtube.com/watch?v=qCH3ciUK_X8
2) Time permitting you can finish watching video and discuss whole group activities girl
allows time for
Student LA text pg. 14 read over Word Choice; Do A & B together-10-15 min
Apply Activity
Using Helping Someone in Need narratives, students change at least 5 words to be more
descriptive or sensory. These words should be highlighted in pink and written on sticky notes.
Students may use paint cans, flowers, thesauri-computer-etc. Share and discuss. 10-15 min
Pre-Writing:
Ask students to summarize the two stories we read in the anthology last week, Camping with
the President and A Walk with Teddy. See what they can do without the textbooks. Using a Venn
Diagram either on board or under doc camera-class compares and contrasts the 2 stories. Have
a partner talk then a group talk then have group speaker share with teacher to create Venn.
Tues.- Prewrite for 15 minutes? using the CES writing diamond; intro should include hook which
should be dialogue or a sensory detailed sentence, setting, characters and restatement of
prompt; middle- name 3-5 events that you experienced with Teddy-use transition words (copy
in writing folder); conclusion should restate prompt and wrap up experience to include how
you felt about the president and nature around you as well as a hope or wish
After reading the stories from the anthology, Camping with the President on pages 46-61 and A
Walk with Teddy on pgs 64-67, tell about a time when you went camping with Theodore
Roosevelt at Yosemite National Park. Use details from the passages to help you write your
story. Make certain to use narrative techniques such as dialogue, description, and pacing to
develop experiences and events. Remember to use correct grammar, usage, capitalization,
punctuation, and spelling when writing your story.
HMWK option- Your turn practice wb page 30 to model strong words and phrases
Content Mastery Tues:
2. Kernel paragraph activity from Write Bowl-change general nouns to precise nouns (revisiting
ideas/focus) and rewrite paragraph (students will have own copy on back of alphabet chart
from Library Dragon) Students will make changes on WS. Final step not on WS, add dialogue.
Review correct punctuation and capitalization. Option-have students rewrite paragraph
(review indentation)
Wed. Whole Group:
Read Aloud/Mini- Lesson:
Put copy of part of Rumphius story under doc camera and reread. Ask students to locate
pumped up words and dialogue. Review correct punctuation and capitalization when using
dialogue. Discuss author’s word choice and how use of dialogue enhance the piece; Go through
dialogue ppt. On WS, highlight actual spoken words in dialogue and have students add correct
punctuation. 15 m
Review narrative rubric and prompt expectations (TAP the prompt-at least 3 paragraphs).
Students should use rubric (4’s) as a checklist to their writing. Compare rubric to Helping
Someone in Need paper. How would students score themselves? 10-15
Easy way to get a better score-use the 6 traits –we’ve discussed focus/organization; this weekpump up word choice and dialogue. Students add dialogue to Helping Someone in Need using
sticky note and share. 5-10min-I will show mine from last week and reread so we can see my
word choice and dialogue (can send to you).
(Students turn back in Helping Someone in Need narrative-grade revisions-5 word choice-/5
pt. dialogue sentence)
Writing:
Rough Draft-about 30 min should be left of class
Write rough draft based on the prompt and your prewrite from previous class. Use strong words
and descriptive details to help readers picture the experience. Do not forget to use dialogue
correctly, this may be a great hook for your paper. Please write this in your ELA journal and skip
lines!! Finish for hmwk.
After reading the stories from the anthology, Camping with the President on pages 46-61 and A
Walk with Teddy on pgs 64-67, tell about a time when you went camping with Theodore
Roosevelt at Yosemite National Park. Use details from the passages to help you write your
story. Make certain to use narrative techniques such as dialogue, description, and pacing to
develop experiences and events. Remember to use correct grammar, usage, capitalization,
punctuation, and spelling when writing your story.
Thurs. Whole Group:
Narrative story with dialogue- Quotations-point out how used in dialogue and how the author
cited from the text.
- student practice in LA wkbk pg. 113
(grade?) 15 min
Mini- Lesson:
1. Word Choice activity-; Model naming precise nouns for the general noun child (they should
come up with baby, infant, toddler, teenager, preschooler, ) Give one general noun to each
group on an index card and have them list 5 precise nouns. (cat, sports, food, candy, pet, job).
Share with class.
Revising Writing:
Teacher checks for nature rough draft completion. Students highlight dialogue and check for
capitalization and punctuation. Students highlight transition words in yellow. Students continue
to revise nature paper. Share with a partner. Choose three words or phrases that can be
changed using sensory details. These should be highlighted in pink. Refer to paint cans in front
of the room for word choice options. If able, conference at guided. When finished revising and
waiting for conference, students can begin to edit using the worksheet in their writing section of
binder or folder. Then students can begin final copy or read.
Fri.- Whole Group (due to testing, final copy may be given as hmwk on Thursday or completed
the following Monday during content mastery)
Fri-WOW Letters-Students use the friendly letter format to write a WOW letter. There is a
handout to be placed in the red folder. Students should write WOW letters on lined notebook
paper (loose). Place in correct class folder.
Read Aloud:
Fri.- Choose students to read their final nature pieces or their journal from Tuesday.
Mini- Lesson:
DOL on screen (DOL 9/23-9/27ppt) from grammar mini lessons Reading TE
Discuss common errors in writing final copiesEX/ Their (possession)/There(here or there-location)/They’re (contraction they are)
Writing:
Fri. Students write final copy of nature piece on lined paper neatly. (narrative grade)