January 8-12 Lesson Plans

Monday

  • Students will complete “Excerpt Revisions and Edits” and turn in to Google Classroom

Tuesday

  • Students will complete “NaNoWriMo Showcase Slides,” and get it approved by Mrs. Kelley

Wednesday

  • The whole class will rehearse for NaNoWriMo showcase.

Thursday

  • Students will polish or make any last minute improvements to the showcase.

Friday

  • NaNoWriMo Showcase in the library. Parents are invited!

November Lesson Plans

Now that NaNoWriMo is in full swing, here is what your child will be doing this month in English. Students will be able to work through each step at their own pace, and the must be completed by listed to ensure no one falls behind.

If you haven’t talked to your child about their novel yet, ask them about it. They are developing some very interesting plots, and I have loved reading what they have so far!

Complete each task to advance to the next level. Privilege Date to complete level
Level 1

  • Complete “Writer’s Eye”
  • Complete “Creating awesome Characters” pages 11-15 and write character bio on draft page
  • Set word count goal
  • Complete “Creating Conflict” pages 16-19 and write a conflict scene on draft page
  • Sign up for NaNoWriMo class using google classroom instructions
November 3
Level 2

  • Read and Complete “Outlining Your Plot” pages 20-30 flocab
  • Read and complete “Setting” pages 31-38 flocab
  • Complete “Story Map” p. 6.5
  • Read and Complete “Writing Really Good Dialogue” Pages 39-56 flocab
  • Write ¼ of word count goal
Choose seat. November 8
Level 3

  • Read and complete “Back to the Beginning” pages 56-59
  • Read and complete “Details, Details, Details” pages 60-70 Flocab
  • Read and complete “Character Interviews” pages 74-80
  • Write ½ of word count goal
Choose seat.

Listen to music.

November 15
Level 4

  • Read and complete “List, list, list” pages 81-84
  • Read and complete “Sub Plotting” pages 72-73
  • Write ¾ of word count goal
  • Create a Book Cover
Choose seat.

Listen to music.

Bring snack.

November 28
Level 5

  • Reached word count goal!
  • Create a video for Author Bio
  • Trade novels and complete each other’s pages 86-90
  • Create book trailer
  • Create book illustrations
Choose seat.

Listen to music.

Bring snack and drink.

November 30

 

Wondering how things will be graded this month?

Daily Grades:

As you complete each task on the list, it will be a daily grade.

You will apply the skills, ideas generated and words written to your working novel.

 

Test Grade:

At the end of November, you will get a test grade for your novel.

How will it be graded?

Your progress toward your word count goal will be part of the test grade. A minimum word count for a passing test grade is 1,000 words. There is no maximum word count goal.

Your novel must demonstrate that you have included all of the skills we will work through this month.

Skills to be identified in your novel:

  • Character development
  • Conflict and plot
  • Relevant setting
  • Sensory details
  • Dialogue that develops the story
  • Introduction Strategy
  • Conclusion Strategy

 

Lost your Workbook? Use this link to access it.

Young Novelist Workbook

October 30-November 3

This week students learning that they will be participating in National Novel Writing Month. Throughout the month of November, I will take them step by step through the steps needed to create their very own novel!

Monday

  • Entry launch with Mrs. Cooper
  • Students get introduced to the project and get their Young Novelist Workbook, YNW

Tuesday

  • Students will brainstorm ideas for their novel using the Writer’s Eye technique in their YNW.

Wednesday

  • Students will Skype with Author, Alexandar London.

Thursday

  • Students will create a word count goal.
  • Students will complete Writer’s Eye brainstorming activity.
  • Students will silence the “Evil Inner Editor.”

Friday

  • Students will learn how to create awesome characters by using and completing pages 11-15 in their YWN.

October 23-27 Lesson Plans

Monday

  • Cursive Sentence Bellringer
  • Typing.com
    • Lesson j, f and space
  • Students will have time to respond to pen pal via e-mail.

Tuesday

  • Cursive Sentence Bellringer
  • Typing.com
    • Lesson u, r, k
  • Students will complete “Independent and Dependent Clause” notes in their composition book.

Wednesday

  • Cursive Sentence Bellringer
  • Typing.com
    • Lesson d, e, i
  • Students will complete guided practice on identifying and creating independent and dependent clauses.

Thursday

  • Cursive Sentence Bellringer
  • Typing.com
    • lesson c, g, n
  • Students will watch Flocabulary Video and complete Read and Respond over Complex Sentences.

Friday

  • Cursive Sentence Bellringer
  • Typing.com
    • Review week one of beginning typer lessons
  • Students will complete Flocabulary quiz over Complex Sentences.

October 16-19 Lesson Plans

Monday

  • Cursive vowel combinations
  • Some students will complete “Famous Fails” Slideshow while others workshop thier RACE 2 paragraph.

Tuesday

  • Cursive vowel combinations
  • Students will share their “Famous Fails” Slideshow and RACE 2 paragraphs.

Wednesday

  • Cursive months
  • Students will share “Famous Fails” Slideshow and RACE 2 paragraphs

Thursday

  • Cursive months
  • Students will complete “Dependent Clause and Independent Clause” Notes on Google Classroom

Friday

  • Teacher workday, so we can plan awesome lessons for awesome kids!

 

October 9-13 Lesson Plans

Monday

  • Cursive Consonant Combinations “sk, sp, sq”
  • We will read the Scope Article, “They Failed. (And So Can You.)”
  • Students will work through the writing process this week to construct a response to the question, “Why should we be willing to fail?” This will be referred to as RACE 2

Tuesday

  • Cursive Consonant Combinations “ch, sh, wh”
  • Students will start constructing a response to “They Failed” by completing their RACE 2 graphic organizer.

Wednesday

  • Cursive Consonant Combinations “kn, mb, wr”
  • Students will create a rough draft to their “They Failed” response paragraph. This will be called RACE 2 Rough Draft.

Thursday

  • Cursive Consonant Combinations “lt, ft, sl,”
  • Students will work through writing stations to peer edit their rough draft.

Friday

  • Students will polish and submit their final draft of RACE 2

Some students may master and work through this writing process faster. Those students will create their own “Famous Fails” slideshows about people in their own lives: parents, guardians, siblings, teachers, or friends.

Students who have not mastered the RACE paragraph writing skills will work as a small group through the standard based writing stations with me.

October 2-6 Lesson Plans

Monday

  • Cursive X
  • Students will learn how to combine two simple sentences and practice.

Tuesday

  • Cursive Y
  • Students will get their final drafts of RACE 1 back and make needed corrections for resubmission on google classroom.

Wednesday

  • Cursive Z
  • We will read the Scope Article, “They Failed. (And So Can You.)”
    • Students will work through the writing process this week to construct  a response to the question, “Why should we be willing to fail?” This will be referred to as RACE 2

Thursday

  • Consonant Combinations “bl, fl, and gl”
  • Students will start constructing a response to “They Failed” by completing their RACE 2 graphic organizer.

Friday

  • Consonant Combinations “br, cr, and dr”
  • Students will create a rough draft to their “They Failed” response paragraph. This will be called RACE 2 Rough Draft.

September 25-September 29

Monday

  • Cursive U
  • Students will work on RACE stations to complete their graphic organizers and rough draft.

Tuesday

  • Cursive V
  • Students will revise their RACE paragraphs using self-evaluation and peer feedback forms.

Wednesday

  • Cursive W
  • Students will select a new Writing About Reading Prompt and start their second RACE paragraph using the graphic organizer.

Thursday

  • Review all cursive letters learned to date
  • Students will complete RACE graphic organizer.

Friday

  • Review all cursive letters learned to date
  • Students will draft a paragraph to their second WAR prompt.

September 18-22 Lesson Plans

Monday

  • Cursive R
  • Students will complete Broad vs. Detailed competition.

Tuesday

  • Cursive S
  • C=Cite
    • Students will learn how to Cite evidence from the text when constructing a response to a prompt as a small group using “Out of My Mind.”
    • Students will practice citing using evidence from the text to prove character traits in “LIttle Red Riding Hood.”

Wednesday

  • Cursive T
  • E= Explain
    • Students will learn how to explain how their cited evidence supports their answer in their WAR paragraph.

Thursday

  • Cursive Review Letters
  • Students will put RACE Quick Guide notes and Reading Response self and peer evaluation notes in their composition book.

Friday

  • Cursive Review Letters
  • Students will independently cite evidence and explain their evidence in their W.A.R. draft.

September 11-15 Lesson Plans

This week we will work towards developing a writing about reading response.

Monday

  • Cursive N
  • This week students will learn how to construct a response to a question about what they are reading. This is called writing about reading, or W.A.R.
  • To help them thoroughly answer the questions given and write a well-developed paragraph, I will teach them to use the acronym R.A.C.E.
    • R=Reword/restate the question
    • A=Answer the question
    • C=Cite using evidence from the text
    • E=Explain how the evidence supports your answer.
  • We will put these notes in our composition book.

Tuesday

  • Cursive O
  • Students will learn how to Reword/restate the question
    • We will take notes, practice as a whole group (Kahoot)

Wednesday

  • Cursive P
  • Students will use question cards to practice rewording/restating the question in a small group.
  • Students will complete individual over restating/rewording a question.

Thursday

  • Cursive Q
  • Students will learn how to answer the question using transition words by taking interactive notes and working with a small group.
  • Students will learn the difference between broad and detailed responses by playing “Broad Vs. Detailed” game as a whole class. (Kahoot)

Friday

  • Cursive practice review of letters A-Q
  • Students will independently practice answering the question using appropriate transitions and broad responses.