Tuesday, October 27, 2015
Science Journal
Use complete sentences and reread your
answer to be sure it is understandable.
8:10 – 8:40
Writing Lesson
Being a Writer
8:40 – 9:25
Today’s Plan
• Hear, discuss, and draft fiction
• Explore how characters are developed
• Reflect on creativity in your own writing
• Ask one another questions about your
own writing
Read Aloud
• Gather with your partner and
face me.
• Last week you heard The
Wreck of Zephyr by Chris Van
Allsburg. Today you will hear
another story by this same
author. Listen carefully and
notice how they compare.
• Before I read, I want to point
out some vocabulary words
on the next slide.
Read Aloud
• Bastille Day: holiday celebrating the
•
•
•
•
•
•
French Revolution
Francs: unit of money in France
Sacre Bleu: French for “Good
heavens”
Eiffel Tower: Famous tower in Paris
Reconstruction: rebuilding
Hypnotism: a sleep like state in which
the mind easily takes suggestions
Great Danes: dogs that are a large and
expensive breed
Discuss Developing Characters
in Stories
• Who is Monsieur Bibot, and what do we find out about
him? Remember that stories are built around interesting
characters and that authors help us get interested in their
characters by showing us what the characters are like
through the characters’ actions, thought, and speech.
• Open your Student Writing Handbooks to page 14
where the a passage from The Sweetest Fig is reproduced.
• Read the passage quietly by yourself
• What words or phrases describe Monsieur Bibot?
• Reread the passage again and underline words or phrases
that reveal Monsieur Bibot’s personality.
“Notes About Fiction”
Chart
• Let’s add:
• Characters’ personalities are
revealed through action, thoughts,
and speech (dialogue).
Independent
Writing
9:00 – 9:25
Writing Time
• 20 to 30 minutes
• Think of ways to describe your
characters’ action, thoughts, and
speech
• Work on a story you started earlier
• Start a new story
Sharing and
Reflecting
• One of the most important thing that fiction writers do is tap into
their creativity – their ability to use their imaginations to create
something new or to re-create something familiar in their own way.
• Reread your own writing and find one sentence that you feel shows
how you used your imagination today. Underline the sentence you
chose. You will share them with the class.
• After hearing everyone’s sentences
• What sentence did you hear that got you interested in someone else’s
writing?
• What questions do you want to ask a classmate about his or her writing?
Restroom
Break
9:25 – 9:30
Grammar
Lesson
9:30 – 9:40
Day 1 – Introduction
• A noun is a word that names a person, a place,
an animal, a thing, or an idea.
• A singular noun names one person, place,
animal, thing or idea and a plural noun names
more than one.
Day 1 – Introduction: Plural Nouns
1. My teacher knows a lot about ancient Egypt.
Some ______ from our town have visited Egypt.
–es to a noun that ends
2. In my class, I learnedAdd
that
Egypt is in Africa.
with s, ss, x, sh, or ch.
I enjoy all of my history ________.
To form the plural of a noun that
with a consonant + y, change
3. Egypt is an interesting country. ends
the y to I and add –es.
I want to learn about as many ______ as I can.
To form the plural of a noun that
ends with
f, or fe, replace the f or fe
4. Mr. Kahn talked about the life of King
Tut.
with –ves
Egyptian kings had fascinating ______.
5. King Tut was a child when he became king.
_______ are not often kings.
Day 1 – Introduction: Possessive Nouns
the king’s crown: the crown that belongs to the
king
the queens’ dresses: the dresses that belong to
the queens
the children’s toys: the toys that belong to the
children
Day 1-Introduction
1. A team of scientists found King Tut_ tomb
and mummy in 1922.
2. The scientists_ discovery amazed the world.
3. The mummy_ face was covered with a gold
mask.
4. The king_ death at age nineteen has been a
mystery.
5. People_ curiosity about the death of the
“boy king” grew.
6. Today some researchers_ reports show that
Tut may have died of natural causes.
Vocabulary
Lesson
9:30 – 9:50
Today we will:
 learn and use the scour, helter-skelter,
and loll
 Review words with multiple meanings
 Build speaking and listening skills
 Use discussion prompts to build on one
another’s thinking
1st Vocabulary Word – scour


Let’s focus in on page 50. At this part in the
story, the author describes how orderly
Winnie’s life was at home.
Listen as I read this sentence from page 50
aloud:
“Under the pitiless double assaults of
her mother and grandmother, the
cottage where she lived was always
squeaking clean, mopped and swept
and scoured into limp submission.”
Vocabulary Word
Focus:
“scoured”
scour - clean
something
thoroughly by
rubbing it with a
rough material
“Under the pitiless
double assaults of her
mother and
grandmother, the
cottage where she
lived was always
squeaking clean,
mopped and swept
and scoured into limp
submission.”
Winnie’s mother and grandmother scoured, or
thoroughly cleaned, their cottage, so that there was
not a speck of dirt anywhere.
scour
I want to share with you a few things I
scour.
Your turn:
Think – Pair - Share
Prompt:
I scoured _________because…
What did you use to scour?
Prompt:
I used a __________ to scour because…
Multiple Meanings
Some words have more than one meaning
and those meanings are often quite different.
Scour can also mean “search an area very
carefully in order to find something.”
Listen as I share some times I have had to
scour a place to find something.
When have you scoured your house, your room,
or another place to look for something? Why?
Prompt:
I scoured __________ because…
Time to share your partner’s thinking!
__________ said he/she scoured
__________because…
scour
Write word on Word Chart
2nd Vocabulary Word – helter-skelter
Let’s review the events from page 51.
In this part of the story, the author describes the
inside of Tucks’ house. Let’s read the first full
paragraph on page 51.
“The parlor came next, where the furniture, loose and
sloping with age, was set about helter-skelter. An
ancient green-plush sofa lolled alone in the center, like
yet another mossy fallen log, facing a soot-streaked
fireplace still deep in last winter’s ashes. The table
with the drawer that housed the mouse was pushed
off, also alone, into a far corner, and three armchairs
and an elderly rocker stood about aimlessly, like
strangers at a party, ignoring each other.”
Vocabulary Word Focus:
“helter-skelter”
helter-skelter
means lying about
in a disorganized,
confusing, or
careless way
“The parlor came next,
where the furniture,
loose and sloping with
age, was set about
helter-skelter. An…”
The furniture in the Tucks’ parlor was helter-skelter –
it had been placed here, there, and everywhere in a
disorganized, confusing, or careless way. The sofa
was alone in the middle of the room, the table was
off in one corner, and three armchairs and a rocking
chair were placed aimlessly around the room.
helter-skelter
Activity - Imagine That!
Remember, for this activity, I will describe a
scene and ask you to picture the scene in
your mind. Then partners will use the word
helter-skelter to talk about what they have
pictured.
Imagine That!
Close your eyes.
You walk into your friend’s bedroom and
notice that things are helter-skelter.
Prompt:
_________ are helter-skelter in the room. The ____ are…
Imagine That!
Close your eyes.
After a busy day, Mrs. Thompson’s classroom
has been left with everything helter-skelter.
Prompt:
_________ are helter-skelter in the room. The ____ are…
helter-skelter
Write word on Word Chart
3rd Vocabulary Word – loll
Let’s return to page 51 and reread one of the
sentences from the paragraph that describes the
furniture in the Tucks’ parlor..
“An ancient green-plush sofa
lolled alone in the center, like yet
another mossy fallen log, facing
a soot-streaked fireplace still
deep in last winter’s ashes.”
Vocabulary
Word Focus:
“lolled”
loll – sit or
stand in a
relaxed or
lazy way
“An ancient greenplush sofa lolled alone
in the center, like yet
another mossy fallen
log, facing a sootstreaked fireplace still
deep in last winter’s
ashes.”
The Tucks’ old green sofa appeared to loll, or sit in
a relaxed or lazy way, in the middle of the parlor.
loll
Usually we use the word loll to talk about the
way a person – not an object – sits or stands.
Watch as I model how to loll in a chair.
• What did you see me do when I lolled
in the chair?
• Prompt:
When you lolled in the chair, you…
Raise your hand if you would like to show the
class how to loll against the wall of the
classroom.
• What did you see ______ do when
he/she lolled against the wall? Turn to
your partner.
• Prompt:
When ____ lolled against the wall,
she…
Where at home do you like to
loll? What do you do when you
loll? Turn to your partner.
• Prompt:
“At home, I like to loll __________.
When I loll, I __________.
loll
Write word on Word Chart



Scour can mean “clean something thoroughly
by rubbing it with a rough material” or “search
an area very carefully in order to find
something.”
When you hear or read a word like scour that
has more than one meaning, you can usually
figure out the correct meaning by how the
word is used.
Let’s practice. I will read you a sentence that
has the word scour in it; you decide which
definition is used for the word.
When Paolo’s cat ran away, Paolo
and his family scoured the
neighborhood until they found him.
• In the sentence, does scour mean
“clean something thoroughly by
rubbing it with a rough material,” or
“search an area very carefully in order
to find something”? Why?
• Prompt:
• I think scour means _____ because…
Ellen scoured the lasagna dish until all of
the burned cheese was gone.
• In the sentence, does scour mean
“clean something thoroughly by
rubbing it with a rough material,” or
“search an area very carefully in order
to find something”? Why?
• Prompt:
• I think scour means _____ because…
When Jordan lost his wedding ring, he
scoured every room in his house to find it.
• In the sentence, does scour mean
“clean something thoroughly by
rubbing it with a rough material,” or
“search an area very carefully in order
to find something”? Why?
• Prompt:
• I think scour means _____ because…
Reading
Lesson
9:50 – 10:55
Making Meaning –
Analyzing Text Structure
Partner up and
Meet as a Group
Please bring your STUDENT RESPONSE BOOK.
Yesterday, you used
“Stop and Ask
Questions” to help you
make sense and discuss
Tuck Everlasting.
Let’s review our chart
“Questions About Tuck
Everlasting” before you
review your own
questions on page 22.
Student Response Booklet – p23
Please turn to page 23.
Today as you listen
to Chapters 11, 12,
and 13 you will
complete page 23.
We will do Stop 1 as
a class.
After listening to page 56 and
part of page 57…
Stop Think
Question
• What questions
can we ask about
the story right
now?
Let’s listen to some
more!
After listening to part of page 57
and finishing Chapter 11 p59…
Stop – Think Question
Let’s listen to some
more!
• What questions
can we ask about
the story right
now?
Record your
questions at Stop 2!
After listening to page 60, 61,
62, and part of page 63…
Stop Think
Question
• What questions
can we ask about
the story right
now?
Record your
questions at Stop 3!
Let’s listen to some
more!
After listening to part of page 63
and finishing Chapter 12 p65…
Stop – Think Question
Let’s listen to
today’s last section!
• What questions
can we ask about
the story right
now?
Record your
questions at Stop 4!
After listening through the
end of Chapter 13…
Stop Think
Question
• What questions
can we ask about
the story right
now?
Record your
questions at Stop 5!
Analyze Individually
• Review your questions from Student Response
Book pages 22-23 and put a check mark next
to each question you think is answered in the
story.
• Sometimes answers to questions are given right
in the text, and sometimes an answer is not
given directly but can be figured out from clues
in the story.
?Questioning?
• Let’s look at the question “Does Miles have a
job?” Does this question have a direct or
indirect answer?
• It is answered directly on p53, where Mae says
“Miles can do carpentering, and he’s a pretty
fair blacksmith, too.”
?Questioning?
• How about the question, “Is the man in the
yellow suit good or bad?” Can you find a direct
answer?
• It isn’t answered directly, but the story gives us
clues. He spied on the Tucks and overheard
their story, and now he has stolen their horse
and taken it to the Fosters in the middle of the
night. He’s up to something, but we don’t
know what.
?Questioning?
• What is another question on our chart that has
been answered? Is it answered directly, or
indirectly using clues? How?
• Now quietly think as you look at the questions
you checked on pages 22 & 23 in your student
response book.
• Which of those questions to you think are
answered directly in the story?
• Which of those questions do you think are
answered indirectly through clues? What clues?
Paired Partners
• Discuss the story in pairs using your questions
in your student response book.
Class Discussion
• What is a question that got you and your
partner talking about the story?
Discussion Prompts
- I agree with ___________ because…
- I disagree with ____________ because…
- In addition to what _________ said, I think…
Class Discussion
• Is that question answered directly, or did you
figure out the answer from clues? What clues?
Discussion Prompts
- I agree with ___________ because…
- I disagree with ____________ because…
- In addition to what _________ said, I think…
Class Discussion
• What questions were not answered? How do
you know?
• Do others agree that the question is
answered/not answered in that way? Explain
your thinking.
Discussion Prompts
- I agree with ___________ because…
- I disagree with ____________ because…
- In addition to what _________ said, I think…
Reading Comprehension Strategy
• When a reader uses clues
to figure out something
that is not stated directly in
a story, the reader is
making an inference.
• Making inferences is an
important reading
comprehension strategy
that we will explore more
in the coming weeks.
Reading
Comprehension
Strategies
- Using text features
- Questioning
- Recognizing story
elements
- Making inferences
Important Elements of Fiction
Important
Elements of
Fiction
-
-
character: person in a story
setting: where and when a
story takes place
plot: what happens to the
characters in the story (the
events that make up the
story)
conflict or problem
• Remember that good
readers think about
character, setting, plot,
and conflict to help them
make sense of what is
happening in a fiction
story.
• Conflicts can be between
characters or within a
character’s own feelings.
Winnie’s Character
• Think – Pair – Share
– Winnie feels many conflicting feelings (feelings
that oppose or disagree with each other) in this
story.
– What are some of these feelings?
– Turn to your partner
Class Discussion
• How do you think Winnie might change as the
story goes on?
Discussion Prompts
- I agree with ___________ because…
- I disagree with ____________ because…
- In addition to what _________ said, I think…
IDR – Independent Daily Reading
Instructions
Important
Elements of
Fiction
-
-
character: person in a story
setting: where and when a
story takes place
plot: what happens to the
characters in the story (the
events that make up the
story)
conflict or problem
• As you read today, think
about what you are
learning about your
novel’s characters,
settings, and plots, as
well as any conflicts or
problems the characters
face. You will share at
the end of IDR.
IDR – Independent Daily Reading
Remember the important elements of fiction
-
Important Elements • Who is the main character
of Fiction
in your novel?
character: person in a story
setting: where and when a
story takes place
plot: what happens to the
characters in the story (the
events that make up the
story)
conflict or problem
• What are you finding out
about that character?
• What conflict is that character
facing? How do you think the
character might change?
• What is the setting like in your novel? What
feelings does the author communicate through
the setting?
Out of Classroom!
• Lunch 10:55 – 11:20
Restroom
Break
11:20 – 11:30
SCIENCE
TIME
11:30 – 12:20
S.T.A.R. Book
http://studyjams.scholastic.com/studyjams/jams/science/matter/mix
tures.htm
S.T.A.R. Book
Science Stations
Complete 2 a day – 6 a week!
•
•
•
•
•
•
Station 1 (Read & Comprehend)
Station 2 (Explore)
Group Rotation
• Day 1:
Station 3 (Organize It)
Station 4 (Center/Mini-Lab) – Group A Station 1 & 2
– Group B Station 2 & 1
Station 5 (Vocabulary)
– Group C Station 3 & 4
Station 6 (Computer)
– Group D Station 4 & 3
– Group E Station 5 & 6
– Group F Station 6 & 5
Review Pages 28-29
http://studyjams.scholastic.com/studyjams/jams/science/matter/elements-andcompounds.htm
Out of Classroom!
• Recess 12:20 – 12:45
• Activity 12:45 – 1:30
Math Time!
1:30 – 3:15
Math Bell Work!
1:30 – 1:37
Math Lesson!
1:37 – 2:00
Workbook pages 341-342
Math Station
Rotations!
2:00 – 3:15
Math Groups Today!
Group 1
Group 2
Group 3
Group 4
David
Terrance
Jasmine
Sean
Naomi
Jamarrien
Eli
Bret
Margaret
Stormy
Zachary
Ashlyn
Seth
Manuel
Brennan
Terrico
Anna
Rebekah
Austin
Hudson
Nathan
Adam
Jeanelle
Olivia
Workbook pages 343-344
Even numbers
Homework pages 340 & 346
Even numbers
3:15 – 3:20 Wrap Up!
• Pair-Up back to back and share one thing you
learned in class today with your partner
• Pack-Up
• Office will announce:
Car Riders – Leave around 3:20
Bus Riders – (listen to intercom for dismissal)