Date Mon. August 20th
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Content purpose
Content purpose Understand organizational text features in non-fiction text.
Understand organizational text features in non-fiction text.
Locate text features in a content area text book.
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text_features_continued_la.pptx | |
File Size: | 397 kb |
File Type: | pptx |
Content Purpose
Power Words
™Analyze purpose of each text feature in relation to comprehending the text.
Read a selection personal narrative which utilizes vocabulary terms of the week
™Analyze purpose of each text feature in relation to comprehending the text.
Read a selection personal narrative which utilizes vocabulary terms of the week
Content Purpose
Vocab quiz
Power Words Sentence
Create text features for a non-fiction article.
Power Words Sentence
Create text features for a non-fiction article.
text_features_lesson_4_la.pptx | |
File Size: | 59 kb |
File Type: | pptx |
None
No school Labor Day
Content Purpose
Finish Text Features
Content Purpose
Make connections between non-fiction narrative and other non-fiction texts
Recognize the common literary theme of "freedom" within a text
Recognize the common literary theme of "freedom" within a text
Content Purpose
Reduce a large section of text to a brief form
Use evidence from an article "MAnners" to support two sides of an issue using a yes/no chart pg 23
Use evidence from an article "MAnners" to support two sides of an issue using a yes/no chart pg 23
Content Purpose
Analyze word relationships to determine meaning
Content Purpose
Define literary terms related to fiction text
Content Purpose
Identify literary terms related to fiction text.
Analyze the purpose of exposition and setting in a plot structure in a short story
Explain how the exposition and setting impact the development of a plot structure in a short story.
Read "The princess and the tin box" by James Thurber (pg 21 REV) and create a plot diagram.
Analyze the purpose of exposition and setting in a plot structure in a short story
Explain how the exposition and setting impact the development of a plot structure in a short story.
Read "The princess and the tin box" by James Thurber (pg 21 REV) and create a plot diagram.
midplotstructure.pps | |
File Size: | 1648 kb |
File Type: | pps |
Substitute Lesson | |
File Size: | 20 kb |
File Type: | docx |
plot_chart_worksheet_pdf.mht | |
File Size: | 423 kb |
File Type: | mht |
Content Purpose
-Code Red practice
-Review CH 2 REV vocabulary terms with visuals
-Identify the parts of plot and literary elements in a children's story
-Review CH 2 REV vocabulary terms with visuals
-Identify the parts of plot and literary elements in a children's story
Content Purpose
Identify types of conflict within literature
Students answered several personalized questions relating to vocabulary worlds from Ch 2 REV
Students answered several personalized questions relating to vocabulary worlds from Ch 2 REV
C.P.
Students completed multiple vocabulary review exercises for Chapter 2 REV vocabulary terms. Students an
Content Purpose- TESTING
Also, students were able to view Fairytales online for ideas for conflict skits
Content Purpose
Read ch 1 of Chomp aloud·
Demonstrate knowledge of story elements by constructing an outline of a group skit using an online drama map
· Develop a story plot with sequential events using an online plot diagram
· Develop listening, speaking, and performing skills by working cooperatively to create and perform a group skit
· Recognize conflict and resolution in a story by analyzing each other's skits
Demonstrate knowledge of story elements by constructing an outline of a group skit using an online drama map
· Develop a story plot with sequential events using an online plot diagram
· Develop listening, speaking, and performing skills by working cooperatively to create and perform a group skit
· Recognize conflict and resolution in a story by analyzing each other's skits
Content Purpose
Above Lesson continued
Read Chomp aloud to class
Understand and identify Stage Directions, plot, characters, setting, and dialogue as relating to drama.
Read Chomp aloud to class
Understand and identify Stage Directions, plot, characters, setting, and dialogue as relating to drama.
Content Purpose
Focus on key literary elements of plot, conflict, characters, and other fiction elements
On Thursday students read a fiction reader's theater and focused on character development in preparation for presenting their own group skits on Mon-Wed in front of a live classroom audience
Audience members analyzed the confict and resolution of each skit
On Thursday students read a fiction reader's theater and focused on character development in preparation for presenting their own group skits on Mon-Wed in front of a live classroom audience
Audience members analyzed the confict and resolution of each skit
Content Purpose
Identify and distinguish between relevant and irrelevant details in a fictional passage.
The student will write their own scary story using the elements of narrative writing
Listen to a selection of Edgar Allan Poe's A Tell Tale Heart and use this as an inspiration for completing prewriting about your own scary story.
The student will write their own scary story using the elements of narrative writing
Listen to a selection of Edgar Allan Poe's A Tell Tale Heart and use this as an inspiration for completing prewriting about your own scary story.
Content Purpose
Students completed a FCAT diagnostic test
Read Chomp
Check out books for reading logs and "Book It"
Read Chomp
Check out books for reading logs and "Book It"
book_it.pdf | |
File Size: | 99 kb |
File Type: |
Content Purpose
Finish listening to A Tell Tale Heart and extract relavant details from this fictional passage to predict the main idea
Using our prewriting worksheet, begin drafting the exposition of our own short story
Listen to and read Chomp
Continue taking the FCAT diagnostic test
Using our prewriting worksheet, begin drafting the exposition of our own short story
Listen to and read Chomp
Continue taking the FCAT diagnostic test
Content Purpose
Read Chomp
Revise and peer edit our first rough draft
Revise and peer edit our first rough draft
Content Purpose
Mon-Thurs: Red Ribbon Week Lesson
Read an article about a guy named "goat" who turned his life around and fought against drug use in young people.
Discuss choices and how to live with life's choices
Day three of Red Ribbon Week lesson: Peer pressure
Read a readers theater script of "Frankenstein" from Scope Magazine reader's theater.
Chomp
Work on revising short story due Oct 31
Read Frankenstein in class (reader's theater)
Read "Chomp" each day
Identify Protagonists and Antagonists as well as other narrative literary elements within reading and writing and attempt to impove paragraph structurwe.
Complete 20 min of reading each night (5 nights) and sign reading log (parent)
Write a short summary book report due by the 31st to receive credit for "Book It"
Complete more of the FCAT practice test
Read an article about a guy named "goat" who turned his life around and fought against drug use in young people.
Discuss choices and how to live with life's choices
Day three of Red Ribbon Week lesson: Peer pressure
Read a readers theater script of "Frankenstein" from Scope Magazine reader's theater.
Chomp
Work on revising short story due Oct 31
Read Frankenstein in class (reader's theater)
Read "Chomp" each day
Identify Protagonists and Antagonists as well as other narrative literary elements within reading and writing and attempt to impove paragraph structurwe.
Complete 20 min of reading each night (5 nights) and sign reading log (parent)
Write a short summary book report due by the 31st to receive credit for "Book It"
Complete more of the FCAT practice test
Content Purpose
Identify examples of figurative language
Content Purpose
Language Purpose
Use the question terms, who, what, where, when, and why to interview your peer.
Use the words "who, what, where, when, and why" in creating interview questions
Associate the words Title, text, heading,
Language Purpose
Use the terms to identify them within a text.
Table of Contents Glossaries Indexes Key/Guide
Table of Contents Glossaries Indexes Key/Guide
Language Purpose
Use the terms to identify them within a text.
Headings/Sub-headings
Captions
Vocabulary Words
Bold Print/Italics/Underline
Headings/Sub-headings
Captions
Vocabulary Words
Bold Print/Italics/Underline
Media orientation today
use and memorize Student number
Language Purpose
Use the sentence frame to summarize the information provided by the text feature. “The (text feature) _____ gives the reader the following information: __________.”
Language Purpose
™Explain the function of each text feature as it pertains to comprehending the text. ™Use the sentence frame to justify the importance of each text feature within the text.
“The text feature helps me understand the text better because______.”
Review Vocabulary as a class using visual image photographs
( Thurs)Complete pg 13 in the vocabulary text using the vocabulary terms of the week: crescendo, abyss, retract, disillusioned, buffet, turbulence, conspire, imprudent, intrepid, clandestine
“The text feature helps me understand the text better because______.”
Review Vocabulary as a class using visual image photographs
( Thurs)Complete pg 13 in the vocabulary text using the vocabulary terms of the week: crescendo, abyss, retract, disillusioned, buffet, turbulence, conspire, imprudent, intrepid, clandestine
Language Purpose
§Summarize the important information in an article and create a text feature to aid the reader’s understanding.
Language Purpose
Utilize the terms: enslaved, free will, captors, domestic servitude, human trafficking, protective custody, involuntary servitude,
Language Purpose
Extract the relavant details from the passage to justify the summary statement
Language Purpose
Make connections between text, your life, and society to comprehend the new vocabulary words in chapter 2:
Realm, plod, disdainful, tawdry, glut, deride, copious, eclipse, appraise, ironic
Realm, plod, disdainful, tawdry, glut, deride, copious, eclipse, appraise, ironic
Language Purpose
Define elements of a story:
Setting Character Development
Exposition Character Point of View
Rising Action Theme
Falling Action Resolution
Climax
Conflict
Setting Character Development
Exposition Character Point of View
Rising Action Theme
Falling Action Resolution
Climax
Conflict
Language Purpose
Use the correct definitions when identifying elements of a story:
Setting Character Development
Exposition Character Point of View
Rising Action Theme
Falling Action Resolution
Climax
Conflict
Use literary terms exposition and setting to explain how they relate to the plot structure.
Sentence Frame:
“It” has been included because _______, and relates to the plot structure by _____.
Use literary element terms (exposition & setting) to analyze how the plot develops in the story.
Sentence Frame: This part of the exposition will help develop the story by:
Beginning:_________,
Middle: ______________, &
End: ___________________.
Setting Character Development
Exposition Character Point of View
Rising Action Theme
Falling Action Resolution
Climax
Conflict
Use literary terms exposition and setting to explain how they relate to the plot structure.
Sentence Frame:
“It” has been included because _______, and relates to the plot structure by _____.
Use literary element terms (exposition & setting) to analyze how the plot develops in the story.
Sentence Frame: This part of the exposition will help develop the story by:
Beginning:_________,
Middle: ______________, &
End: ___________________.
Language Purpose
Continued use of plot diagram, identifying characters, conflict, climax, and theme w/in a story
All Vocabulary in Ch 2 rev
All Vocabulary in Ch 2 rev
Language Purpose
Review ch 2 vocabulary using pg 24
Introduce Conflict types and character development
Introduce Conflict types and character development
Language Purpose
Students reviewed Vocabulary
Language Purpose
Students clarified their group roles for the conflict skit
- Facilitator
- Director
- Casting Director
-Screenwriter
Reviewed and communicated guidelines for creating and performing skits
- Facilitator
- Director
- Casting Director
-Screenwriter
Reviewed and communicated guidelines for creating and performing skits
Language Purpose
Utilize the following vocabulary:
Story Elements: Characters, setting, plot
Drama, stage directions, upstage, downstage, stage right, stage left, scenery, plot, conflict, climax, rising action, falling action, resolution, scenes, acts, main characters, minor characters, narrator, dialogue
Story Elements: Characters, setting, plot
Drama, stage directions, upstage, downstage, stage right, stage left, scenery, plot, conflict, climax, rising action, falling action, resolution, scenes, acts, main characters, minor characters, narrator, dialogue
Language Purpose
Students each verbalized each narrative element
Students used Literary Cubes to answer questions aloud about the narrative elements of their skits
Students used Literary Cubes to answer questions aloud about the narrative elements of their skits
Language purpose
Use the sentence frame to apply relevant and irrelevant when discussing details.
Sentence Frame:
“_____ is a relevant detail because ____.”
“____ is an irrelevant detail because ___.”
characters
Dialogue
Setting
Plot
Point of View
Beginnings, Transitions, and Endings
Sentence Frame:
“_____ is a relevant detail because ____.”
“____ is an irrelevant detail because ___.”
characters
Dialogue
Setting
Plot
Point of View
Beginnings, Transitions, and Endings
FCAT diagnostic
Language Purpose
USe the sentence frame to make inferences about the main idea from what you already know. "When I know ___________, + with what is given _________(relavant details) = _______________________ (inferences, main idea).
- It was a cold Halloween night when I saw the...
- The mad scientist was creating a new monster that could...
- The large cauldron of purple liquid started to boil when...
- I got an eerie feeling when I heard...
- The mysterious object started floating in the air and...
- The Halloween pumpkin turned into a...
- The black cat started to crouch and hiss when...
- Something in the closet was making a strange noise, so I opened the door and...
- I couldn't believe my eyes when I saw...
- As I carefully entered the haunted house, the door shut behind me and...
- Make up your own Scary Starter
Prewrite using sounds to create descriptive wording and feelings to improve language
Language Purpose
Review Chapter 3 vocabulary from REV
Use the sentence frame to show how relevant details support the main idea.
The main idea is _____________. I know this because the relevant details are ____________________.
Use the sentence frame to show how relevant details support the main idea.
The main idea is _____________. I know this because the relevant details are ____________________.
Language Purpose
Text analysis of "Frankenstein" including reflection on major ideas of the play and connections to "Promethetheus"
Language Purpose
Hyperbole
Symbolism
Similie
Metaphore
Personification
Symbolism
Similie
Metaphore
Personification
Group work/Classwork
Complete slotted notes with procedures
Create a list of interview questions to ask peers fo the silent interview
Create a list of interview questions to ask peers fo the silent interview
Group work/Classwork
In your group, work together to identify the text features in the Language Arts Grammar book.
In a group, create foldable with visual representations of each type of text feature.
In a group, create foldable with visual representations of each type of text feature.
Group work/Classwork
In a group, continue foldable with visual representations of each type of text feature.
Media check out today
Begin reading 20 minutes every night and completing a reading log to summarize reading each night. I will be printing a better reading log form soon.
First check will be Mon. Sept. 2nd.
First check will be Mon. Sept. 2nd.
Group work/Classwork
With a partner, complete a Text Feature Scavenger Hunt using a Science or Social Studies text book.
text_feature_treasure_hunt.pdf | |
File Size: | 79 kb |
File Type: |
PGW OUtcome
- Using the non-fiction text from yesterday, continue to complete the text feature treasure hunt in the group.
™With a partner, use the sentence frame to explain the importance of each text feature.
Together, peer check vocabulary explainations in the vocab book lesson
*With a partner, complete an analysis of group communication and what makes a good member of a productive group.
™With a partner, use the sentence frame to explain the importance of each text feature.
Together, peer check vocabulary explainations in the vocab book lesson
*With a partner, complete an analysis of group communication and what makes a good member of a productive group.
PGW Outcome
§In a group, read the non-fiction article (without text features) and create text features for the important information featured in the article.
PGW outcome
Read the article "A child slave in California" from Scholastic Scope magazine.
PGW outcome
Take turns debating a "controversial" issue within a group after completing a yes/no idea chart including
Should gum be allowed in school?
Should smart phones be allowed in school?
Should school uniforms be manditory?
Should gum be allowed in school?
Should smart phones be allowed in school?
Should school uniforms be manditory?
PWG outcome
Debate issues (see yesterday)
Write each vocab word and a definition in your composition notebook
Write each vocab word and a definition in your composition notebook
PGW Outcome
create a foldable of a plot diagram of the definitions using notes from the board
Read the fable "The Princess and the Tin Box" in REV vocabulary book and identify the elements of a story as well as our weekly vocabulary terms within the story.
.
Read the fable "The Princess and the Tin Box" in REV vocabulary book and identify the elements of a story as well as our weekly vocabulary terms within the story.
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Content Purpose
In your group, read a children’s story and label the elements of the story.
With a partner, use the sentence frame to explain how the elements of exposition and setting relate to the story.
With a partner, link the elements of exposition and setting to the plot of the story.
With a partner, use the sentence frame to explain how the elements of exposition and setting relate to the story.
With a partner, link the elements of exposition and setting to the plot of the story.
PGW Outcome
Read a childrens story with a partner (pair read)
Complete a plot diagram with your partner for the children's story
Complete a plot diagram with your partner for the children's story
PGW Outcome
Students review Vocabulary.
Students created a typed "foldable" of the four types of conflict
Students created a typed "foldable" of the four types of conflict
PGW Outcome
Students played "Quiz Quiz trade" with peers to review the vocabulary terms and quiz others using visual representations.
Students wrote a story using all 10 vocabulary terms
Notebook collection 9/20
Students wrote a story using all 10 vocabulary terms
Notebook collection 9/20
PGW Outcome:
Testing
Vocab. Quiz
FAIR testing
Reading Logs collected 9/24
PGW Outcome
Create a "Drama Map" to make a skit using the elements of plot that we discussed in class
PGW Outcome
-Students will listen to ch 2 of Chomp
-Students will complete the "Story Elements Web" on their own paper
-Students will read pg 317 of The Language of Literature to understand drama terms
-Students will begin mapping "setting" and "characters" on their drama maps.
-Students will complete the "Story Elements Web" on their own paper
-Students will read pg 317 of The Language of Literature to understand drama terms
-Students will begin mapping "setting" and "characters" on their drama maps.
PGW Outcome
Students listened to Chomp through chapter 8.
Students presented skits to the class.
Students analyzed each other's skits.
Students submitted story maps based on the elements required in each skit.
Students completed a group evaluation.
Students continue to submit reading logs for 100 minutes of independent reading each day.
Students presented skits to the class.
Students analyzed each other's skits.
Students submitted story maps based on the elements required in each skit.
Students completed a group evaluation.
Students continue to submit reading logs for 100 minutes of independent reading each day.
PGW Outcome
Use the sentence frames to discuss the relevant and irrelevant details in a passage.
write-scary2.pdf | |
File Size: | 222 kb |
File Type: |
fictional_narrative_elements_notes.pdf | |
File Size: | 103 kb |
File Type: |
PGW Outcome
PGW Outcome
PGW Outcome
Peer Revision WS
PGW Outcome
Turn in Readers log, visit media center, listen to Chomp, discuss drug use choices
Text:
"Who's the monster?" WS
PGW Outcome
Copy definitions from the text (using the glossary or index to locate) of each figurative language term and include an example.
"Yo Mamma" Jokes (appropriate only)
"Yo Mamma" Jokes (appropriate only)
1scope-102212-debate-essaykit.pdf | |
File Size: | 458 kb |
File Type: |