Monday, February 29, 2016 Practice Test Taking – Handout: The Basketball Game Answering Fill in the Blanks 8:10 – 8:40

Grammar Lesson 8:40 – 8:55

Day 1 – Introduction Today, you will learn how to combine related sentences to form sentences with compound subjects and compound predicates. A compound subject has two or more subjects joined by the conjunction and or or. A compound predicate has two or more verbs joined by the conjunction and or or. Knowing how to combine sentences will help you write smooth sentences that vary in style and length.

Day 1 – Introduction 1. Carlton goes to the movies. Eva goes to the movies. 2. The huge screen is new. The excellent sound system is new. 3. The two friends meet. The two friends take the bus to the theater. 4. They could buy two small snacks. They could share one big snack. 5. Carlton might buy water. He might decide to save the money instead. Read the two sentences in item 1 aloud and ask: Q- What do you notice about these sentences? As necessary, point out that two or more short sentences in a row can sound choppy. Explain that we can combine two sentences with the same predicate by linking the subjects. Ask: Q- What is the subject of each sentence? (Carlton; Eva) Q- What word can we use to combine the two subjects to form a compound subject? (and) Below the sentences for item 1, correctly combine both to create a compound subject, Carlton and Eva. Draw the students’ attention to the verb, and explain that the singular form of the verb goes must now change to the plural form in order to agree in number with the compound subject Carlton and Eva. Answer item 1: Carlton and Eva go to the movies. Repeat the process for the sentences in item 2, pointing out that the singular form of the verb is changes to the plural form are to agree with the compound subject screen and sound system. Answer item 2: The huge screen and excellent sound system are new. Read the sentences in item 3 aloud and ask: Q- What do you notice about the subject of each sentence? (The subject is the same in both sentences.) Answer item 3: The two friends meet and take the bus to the theater. Tell the students that we can combine related sentences with the same subject by combining the predicates. Q- What is the predicate of each sentence? (meet; take the bus to the theater) Q- What word can we use to combine the two predicates to form a compound predicate? (and) Below the sentences for item 4, correctly combine both to create a compound predicate. Read it aloud, pointing out the two verbs, meet and take, in the compound predicate. Answer item 4: They could buy two small snacks or share one big snack. Repeat the process for the remaining items, pointing out the conjunction or in items 4 and 5. Also point out that, in the combined sentences for both items 4 and 5, the two main verbs share one helping verb. Answer item 5: Carlton might buy water or decide to save the money instead. *If necessary, remind the students that the conjunction and connects ideas that are similar while the conjunction or shows choice. After completing the items, point out that there is often more than one way to combine two sentences. For example, we might combine the two sentences in item 3 by creating a complex sentence: After the friends meet, they take the bus to the theater. If the students repeat the friends in the independent clause, point out that they should replace it with they to avoid repetition. Then ask: Q- How can we combine the sentences in item 4 to form a compound sentence? (by adding a comma and the conjunction or after snacks)

Day 1 – Introduction 1. Carlton always talks about Superman. Superman is his favorite superhero. 2. Superman was born on an imaginary planet. The planet is called Krypton. 3. Mr. and Mrs. Kent adopted him on Earth. They were a very nice couple. 4. The boy lived with them for many years. He came to be known as Clark Kent. Read the two sentences in item 1 aloud. Explain that we can also combine sentences when one sentence identifies or describes someone or something mentioned in another sentence. Ask: Q- What does Carlton always talk about? (Superman) What does the second sentence tell you about Superman? (He is Carlton’s favorite superhero.) Tell the students that we can move the phrase his favorite superhero after Superman at the end of the first sentence. Write in the correct way to combine both sentences in item 1. Read it aloud. Point to his favorite superhero and explain that a phrase that identifies or tells more about someone or something is called an appositive. It follows the noun it identifies. Answer item 1: Carlton always talks about Superman, his favorite superhero. Q- Which punctuation mark do we use when we add the appositive? (comma) Point out that commas are used to set off the appositive from the rest of the sentence. Repeat the process for the remaining sentences. Answer item 2: Superman was born on an imaginary planet, Krypton. Answer item 3: Mr. and Mrs. Kent, a very nice couple, adopted him on Earth. Answer item 4: The boy, Clark Kent, lived with them for many years. Q- How does using appositives improve your writing? (Using appositives helps create smoother and more interesting sentences.)

Writing Lesson Being a Writer 8:55 – 9:25

Being a writer Expository Nonfiction Week 5 Day 5

Goals for this lesson: Explore and write author biography sections Finish drafting their informational reports Reach agreement before making decisions Check each other’s writing for understanding Give feedback in a helpful way

Explore “About the Author” Sections Getting to Write Explore “About the Author” Sections Today we will think about an important feature of informational reports: sections that tell about the author. These sections give information about the author’s life and often his or her expertise (knowledge) of the topic discussed in a book. I will read the section that tells abut Seymour Simon from the book Global Warming, which you heard earlier. Open your Student Handbook to pg 25, where the information about Seymour Simon is reproduced. What do you find out about the author? What words or phrases show you that the author is an expert on writing about science for young people? Display Author Biography Section for Global Warming.

Model Writing a Section About the Author “I want to let my readers know that I’m really interested in tsunamis and I have the necessary knowledge to write an accurate report about them. I also want to let my readers know a little bit about me as a person because I think if my readers feel connected to me, that will help make them interested in what I write.” An example of “About the Author” is on the next slide

About the Author Juliana Barillo has taught informational report writing to hundreds of students in her 15 years as an elementary school teacher. She enjoys helping her students understand the importance of what she calls “finding the beauty in science.” Mrs. Barillo became interested in tsunamis after reading about the tsunami that hit the Japanese coast in 2011. She wanted to know more about how scientist predict tsunamis and how communities warn people when a tsunami is predicted. She has read many, many books, articles, and websites about these fascinating but terrifying waves. When Mrs. Barillo is not teaching or writing, she enjoys spending time with her husband, Craig, her son, Jeffrey, and their parakeet, Captain Hook.

Restroom Break 9:25 – 9:30

Independent Writing 9:30 – 9:50

Writing Time Decide what you will each write about yourself. As you write today ask: What can I write to let readers know that I have the knowledge needed to write this paper? What can I share with readers to help them get to know me a little bit? Writing Time Decide what you will each write about yourself. Share your ideas with your partner. Write your part of the “About the Author” section. If students have difficulty suggesting sentences, continue thinking aloud and writing a few more yourself. Point out that you are trying to make your writing demonstrate to readers that you are friendly, interesting person with expertise on the topic tsunamis.

Sharing and Reflecting Read to each other what they have written today and make sure you each understand what the other has written. Class discussion: What was something you shared about yourself in your part of the “About the Authors” section?

Reading Lesson 9:50 – 10:55

5th Grade Making Meaning Unit 7 Week 5: Analyzing Text Structure

Day 1 In today’s lesson, you will: Use text structure to analyze an expository text Explore sequence in the text Explore how information can be organized in expository text Read independently for up to 30 minutes Work in a responsible way during group work

Get Ready to Work Together For the past several weeks, you have been working on how to be a responsible group member. You have been making an effort to include everyone in your group discussions, used discussion prompts, and contributed your thinking and ideas to your small-group discussions. I would like you to continue to work responsibly during your small-group discussions this week. Have the students bring their Student Response Books and gather in their groups of four, facing you.

Review Survival and Loss In the last lesson, you heard Survival and Loss: Native American Boarding Schools, a book written like many social studies textbooks.

Student Response Book – Page 58 Have the students turn to Student Response Book page 58. Remind the students that this is the table of contents from the book. Ask the students to read silently. Then use “Heads Together” to discuss. What did you learn in each chapter? Heads together.

Review Native American Boarding Schools What are some things you learned about Native American boarding schools from Survival and Loss?

Organizing Information It can be helpful to understand textbooks by thinking about how the information is organized. We will use Survival and Loss to explore three different ways information can be organized in nonfiction text. You will use this information to help you make sense of your own texts.

The author made deliberate choices when deciding what the chapters would be about and their order in the book. The text is organized by discussing events in the order in which they happened. Read the chapter titles aloud.

The book begins in chapters 1 and 2 by describing how the U. S The book begins in chapters 1 and 2 by describing how the U.S. government forced Native American tribes on to reservations to make room for settlers. Read the chapter titles aloud.

Chapter 3 explores how conditions on the reservations led to the creation of the first boarding school. Chapters 4 and 5 describe how the children lived and what they learned at the boarding schools. Read the chapter titles aloud.

Chapter 6 explains the closing of the boarding schools. Chapter 7 traces the effects of the schools from then to the present day. Read the chapter titles aloud.

Sequence of Events Text Structure When the events are written in the order in which they occurred, we say they are organized in a sequence.

Student Response Books – Pages 59-60 Have the students turn to Student Response Book pages 59-60. Explain that this is the section is from the first part of chapter 1. Tell the students that this is another example of information organized in a sequence. Ask the students to follow along as you read the text aloud, and ask them to notice how the author uses sequence to organize the information. Read the entire section aloud, and then briefly discuss the question. If necessary, point out that the passage describes events in order that they happened, from the two-year warning in 1836 to the forced removal of the Cherokee tribes in 1838. What do you notice about how the author uses sequence to organize information in this passage?

“Expository Text Structures” Chart Expository text structures are ways that authors organize information in expository texts. Recognizing when information is organized in a sequence can help you make sense of the nonfiction texts you read. Expository Text Structures Sequence

I will add to the chart in the coming days as you explore other ways information can be organized. We will explore another expository text structure in Survival and Loss tomorrow. Look for information organized in a sequence when you read expository texts independently.

Individualized Daily Reading During IDR today, I want you to think about what facts you are learning as you read your social studies texts. Also, you should notice whether the part you are reading is organized in sequence. At the end of IDR, I will ask you to share with the class what you have discovered. Have the students read silently for up to 30 minutes. Confer with individual students.

Share Your Reading What did you read about today? What is a fact you learned? Was your text organized in sequence? Signal to let the students know when it is time to stop reading. Ask a few volunteers to share their reading with the class.

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