October 31-November 4 Lesson PlansS

Reading

  • Monday
    • Students will take notes on figurative language.
  • Tuesday
    • Students will work with guided reading group to identify and analyse figurative language in their novels.
  • Wednesday
    • Students will learn how to write a summary
  • Thursday
    • Students will read with their guided reading group and write a summary of the section of text read in class today.
  • Friday
    • Students will learn how to write a plot summary over a picture book.

English

  • Students have started a PBL called “Writing with Relevance.” PBL stands for project based learning. PBL is more than a project, but is an instructional method that puts the student in the driver’s seat and takes them on journey where learning is engaging, relevant and results in a product that creates change in the real world.
  • Over the next 4 weeks, they will work towards answering the question, “How will I use my work of fiction to create change?”
  • So far, they have determined what they know and will need to know to answer the question.
  • They have also brainstormed potential audiences and products for their work of fiction.
  • This week students will decide who their audiences are and what type of product they will create.
  • They will work through the pre-writing stage of the process by determining what the plot of their story will be and completing their “Story Elements” outline and “Diagramming Story.”
  • Students will work towards completing the task on the checklist below.
  • Check

    When

    Done

    Lessons and Deliverables Excellent

    100-91

    Okay

    90-70

    Needs work

    69-0

    PreWrite: I have completed every section of “Story Elements.”
    PreWrite: I have completed “Diagramming a Story.”
    Draft: I have written a rough draft of my narrative using my prewriting as a guide.
    PreWrite: I have completed the “Innovative Introduction” section of my prewriting.

    Learn: I have watched the LearnZillion Video, “Organize the story so that the plot begins naturally.”

    Revise: I have revised my narrative draft introduction demonstrating I can apply the skill learned from the video.

    PreWrite: I have completed the “Memorable Conclusion” section of my prewriting.

    Learn: I have watched the LearnZillion video, “Write a strong ending for a narrative.”

    Revise: I have revised my narrative draft conclusion to demonstrate I can apply the skill learned in the video.

    Learn: I have watched the LearnZillion Video, “Introduce the main character and his/her role.”

    Revise: I have revised my narrative story demonstrating I can apply the skill learned from the video.

    PreWrite: I have completed the “Sensory Language” section of my prewriting.

    Learn: I have watched the LearnZillion Video, “Use setting to reveal character.

    Learn: I have watched the LearnZillion Video, “Show, don’t tell.

    Revise: I have revised my draft demonstrating I can apply sensory language to my setting.

    Revise: I have revised my draft demonstrating I can use setting to reveal character.

    Learn: I have watched the LearnZillion video, “Include dialogue to explain what is happening in the story.”

    Revise: I have revised my narrative draft using meaningful dialogue that is punctuated correctly.

    Learn: I have watched the LearnZillion video, Use transition words, clauses, and phrases to convey sequence in a story.

    Revise: I have revised my narrative draft demonstrating I can use meaningful transitions.

    Final Draft: I have a final draft of my narrative story that has a clearly defined focus, plot, and point of view; a specific, believable setting created through the use of sensory details; and dialogue that develops the story.

 

October 17-21 Lesson Plans

Reading

  • Monday
    • Students will work with their guided reading group to analyze a character in their text. They will determine the character’s role in the plot, make inferences based on the appearance and the actions of the character and determine how the author uses dialect to convey the character.
    • They will complete Character Analysis 1 of Guided Reading Handout.
    • Homework
      • Reading Log: Question 3
  • Tuesday
    • Students will work independently to analyze a different character in their text. They will determine the character’s role in the plot, make inferences based on the appearance and the actions of the character and determine how the author uses dialect to convey the character.
    • They will complete Character Analysis 2 of Guided Reading Handout.
    • Homework
      • Reading Log: Question 4
  • Wednesday
    • Students will learn how author’s create mood and tone in a story.
    • Student will work with their guided reading group to identify mood and tone and using text evidence to support their thinking.
    • Students will complete Tone and Mood questions on Guided Reading Handout 3.
    • Homework
      • Reading Log Question 5
  • Thursday
    • Students will review how to identify figurative language in literature.
    • They will work with their group to identify and decode figurative language found in their guided reading text.
    • They will complete Figurative Langue Question 1 on Guided Reading Handout 3.
    • Homework
      • Reading Log Question 1
  • Friday
    • Students will complete Figurative Language Question 2 on Guided Reading Handout 3 independently.
    • They will complete Guided Reading Self Assessment for the week.
    • Homework
      • Reading Log Question 2

English

  • Monday
    • Students will finish reading “Out of My Mind.”
  • Tuesday
    • Students will diagram the story “Out of My Mind” working with a group.
  • Wednesday
    • Students will learn to summarize the elements of plot and create a summary of “Out of My Mind.”
  • Thursday
    • Students will draft  Writing About Reading Response.
  • Friday
    • Students will complete Writing About Reading Response.

October 10-14 Lesson Plans

Reading

  • Monday
    • Students will take notes over character roles in plot and character traits.
    • Students will work with their guided reading group to analyze the main character’s role in the plot.
    • Homework: Students will read from independent reading book for at least 20 minutes and log it.
  • Tuesday
    • Students will review maps and historical documents relevant to the setting of their guided reading book.
    • Students will read with their guided reading group.
      • Homework: Students will read from independent reading book for at least 20 minutes and log it.
  • Wednesday
    • Students will try to determine the conflict in their book as they work and read in their guided reading groups.
      • Homework: Students will read from independent reading book for at least 20 minutes and log it.
  • Thursday
    • Students will select a section of their text that either explains setting, character or conflict to read as a reader’s theatre to the rest of the class.
      • Homework: Students will read from independent reading book for at least 20 minutes and log it. Students will answer question 1 on new log.
  • Friday
    • We will take notes on point of view and students will determine the point of view their guided reading text is written in.
      • Homework: Students will read from independent reading book for at least 20 minutes and log it. They will answer question 2 on new log.

English

  • Monday 
    • Students will complete revisions of WAR 2 Final Draft and work on typing club if done.
  • Tuesday
    • Students will share WAR 2 aloud.
  • Wednesday
    • Students will start “Why Write?” PBL with an entry launch showcasing how fiction writing influences their world.
  • Thursday
    • Students will brainstorm and determine an audience and purpose for writing a narrative story.
  • Friday
    • Students will start outlining narrative.