WRITING: Informational MONDAY LA.5.ELA5C1: POWER STANDARD - The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats ELACC5SL1: Engage effectively in a range of collaborative discussions (one-on-one, group, and teacher-led) on grade 5 topics and texts, building on others’ ideas and expressing their own clearly ELACC5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. ELACC5W8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources ELACC5W9: Draw evidence from literary or information texts to support analysis, reflection, and research ELACC5RI1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text GRAMMAR: Action/linking verbs, present-tense: subject-verb agreement, past, future, perfect tenses SPELLING: Words With in-, out-, down-, up-, -ation, -ition, -sion, -ion, silent letters & unusual plurals READING: Author’s Purpose and Perspective, Literary Devices, Literary Pattern and Symbols, Draw Conclusions, WRITING: Informational

ESSENTIAL QUESTIONS What can I learn from using evidence from informational texts? What methods can I use to precisely convey experiences and/or events? How do I accurately show characters’ responses to various situations using narrative techniques?

Action/linking verbs Most verbs are action verbs. Some action verbs refer to physical action that can be seen by other people. Others refer to mental action that cannot be seen. EXAMPLES: Physical Action: The gardener feeds the ducks. Mental Action: She likes the migrating birds best.

SUBJECT VERB AGREEMENT- EVERY VERB MUST AGREE WITH ITS SUBJECT Plural Subject Singular Subject Plural Subject Singular Verb Plural Verb Plural Verb Plural Verb

Present-Perfect Tense- has, have + past participle EX Present-Perfect Tense- has, have + past participle EX. The entire student body has assembled in the auditorium. Past-Perfect Tense- had + past participle EX. Dr. Smith had purchased a flower for each of her children. Future-Perfect Tense- will have + past participle EX. The library will have closed long before she arrives.

Words with Unusual Plurals To form the plural of many words, add –s To for the plural of words that end in sh, ch, ss, x, or z, add –es To for the plural of words that end in a consonant plus y, change the y to i and add -es

A suffix is a word part added to the end of a root word.

A suffix also changes the meaning of a word.

Words With in-, out-, down-, up-, -ation, -ition, -sion, -ion, SUFFIX MEANING EXAMPLE -ation Act or process Imagination- the act of imagining something. -ion Act of doing something Election – the act of electing someone.

Author’s Purpose and Perspective

What is the purpose? Did you know that everything you read has a purpose? When an author writes something (book, magazine, textbook, newspaper article), he/she chooses his/her words for a purpose.

What is the purpose? The author’s purpose is the main reason that he/she has for writing the selection. The author’s purpose will be to: Entertain Inform Persuade Image: fcit.usf.edu/fcat/strategies/i/24055.gif

What is the author’s point of view? When an author writes to entertain, persuade, or inform, he/she will have his/her point of view on the subject. Point of view is an author’s opinion about the subject. Image: http://images.dpchallenge.com/images_portfolio/30214/orig/Copyrighted_Image_Reuse_Prohibited_146904.jpg

How does the author’s purpose & author’s point of view go together? Author’s purpose and point of view go together. The author will want you to see the topic from his/her point of view or through his/her eyes. For some issues, you will be able to tell if the author is FOR or AGAINST something. Image: http://www.capitolchoices.org/images/resources/Book/through_my_eyes_lg.gif

I know the purpose! When you are able to recognize the author’s purpose, you will have a better understanding of the selection. Also, the purpose will determine how you read a selection. Image: http://images.jupiterimages.com/common/detail/71/93/23499371.jpg

Can a selection have two purposes? Some selections will have two purposes. For example, if the article is about eating healthy, it will try to persuade you to eat your vegetables as well as, inform you about the different types of food groups. Image: http://cache.eb.com/eb/image?id=82105&rendTypeId=4

Literary Devices Any element or the entirety of elements a writer intentionally uses in the structure of their work.

End rhyme: Rhyming words that are at the ends of their respective lines—what we typically think of as normal rhyme.

Epic: A long poem narrating the adventures of a heroic figure e. g Epic: A long poem narrating the adventures of a heroic figure e.g. Homer’s The Odyssey.

Imagery: The use of description that helps the reader imagine how something looks, sounds, feels, smells, or tastes. Most of the time, it refers to appearance. e.g. “Tita was so sensitive to onions, any time they were being chopped, they say she would just cry and cry; when she was still in my great-grandmother’s belly her sobs were so loud that even Nacha, the cook, who was half-deaf, could hear them easily.” --Like Water for Chocolate

Literary Pattern and Symbols Characters in folktales are often animals or other things in nature that act like humans and represent certain human qualities. Often, the characters in a folktale or fable represent values, beliefs, and ideas that are important to many people. If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different.

When you draw a conclusion, you use what you already know. DRAWING CONCLUSIONS When you draw a conclusion, you use what you already know.

A conclusion is a sensible decision you reach based on details or facts in a story or article.

Informational Writing Informational/Explanatory or Exposition is a type of writing discourse that is used to explain, describe, give information or inform. The creator of an expository text can not assume that the reader or listener has prior knowledge or prior understanding of the topic that is being discussed. Clarity requires strong organization, one of the most important mechanisms that can be used to improve our skills in exposition is to provide directions to improve the organization of the text.

ESSENTIAL ANSWERS What can I learn from using evidence from informational texts? Evidence from informational texts supports analysis, reflection, and research, concrete words, phrases, and sensory. What methods can I use to precisely convey experiences and/or events? Details serve to convey experiences and events. How do I accurately show characters’ responses to various situations using narrative techniques? Precisely, narrative techniques, such as dialogue, description, and pacing help in showing the responses of characters to various situations.

Write 3 sentences about what you learned. SUMMARY Write 3 sentences about what you learned.

INFORMATIONAL WRITING Conclusion- Restate thesis Summarize Ending sentence. HOOK? BACKGROUND- My favorite game is ______. The game of ______ was created ______. THESIS- The basic rules of ______ is ______, _____ and, ______. Games are a popular way to pass the time. Write an informative essay in which you tell about one of your favorite games. You could choose a game as simple as hopscotch or as complicated as baseball. Your essay can share information you already know, such as the basic rules and equipment. You can also use reference sources to find out more about your topic. The first basic rule of ____ is to The last basic rule of ____ is to The second basic rule of ____ is to

WRITING: Informational TUESDAY (REVIEW) LA.5.ELA5C1: POWER STANDARD - The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats ELACC5SL1: Engage effectively in a range of collaborative discussions (one-on-one, group, and teacher-led) on grade 5 topics and texts, building on others’ ideas and expressing their own clearly ELACC5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. ELACC5W8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources ELACC5W9: Draw evidence from literary or information texts to support analysis, reflection, and research ELACC5RI1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text GRAMMAR: Action/linking verbs, present-tense: subject-verb agreement, past, future, perfect tenses SPELLING: Words With in-, out-, down-, up-, -ation, -ition, -sion, -ion, silent letters & unusual plurals READING: Author’s Purpose and Perspective, Literary Devices, Literary Pattern and Symbols, Draw Conclusions, WRITING: Informational

ESSENTIAL QUESTIONS What can I learn from using evidence from informational texts? What methods can I use to precisely convey experiences and/or events? How do I accurately show characters’ responses to various situations using narrative techniques?

Subject-verb agreement agreement in a Nutshell The elephant trumpets for a peanut. elephant = singular subject trumpets = singular verb The elephants trumpet for peanuts. elephants = plural subject trumpet = plural verb

FILL IN THE BLANK FOR 50 TOKENS Present-Perfect Tense- _________+ _______________ Past-Perfect Tense- _________ + ________________ Future-Perfect Tense- _________+ _____________

Present-Perfect Tense- has, have + past participle Past-Perfect Tense- had + past participle Future-Perfect Tense- will have + past participle

For 50 tokens name 3 rules for words with unusual plurals

3 rules Unusual Plurals To form the plural of many words, add –s To for the plural of words that end in sh, ch, ss, x, or z, add –es To for the plural of words that end in a consonant plus y, change the y to i and add -es

Author’s Purpose: Inform If the author’s purpose is to inform, you will learn something from the selection. Information pieces sometime use one or more of the following: Facts Details/Instructions Places Events People Image: http://fcit.usf.edu/FCAT/strategies/ap/overview1.htm

Author’s Purpose: Persuade If the author’s purpose is to persuade, the author will want you to believe his/her position. Persuasive pieces are usually non-fiction. Although there are facts, it contains the author’s opinions. With persuasive pieces, it is clear on the author’s point of view (if he/she is FOR or AGAINST it). Image: celebrity read poster http://www.accessola2.com/olastore/images/50170707.jpg

Author’s Purpose: Entertain If the author’s purpose is to entertain, one goal may be to tell a story or to describe characters, places or events (real or imaginary). Examples of entertaining texts include: plays, poems, stories, jokes, or even comic strips.. Image: http://fcit.usf.edu/FCAT/strategies/ap/overview2.htm

Determine the author’s purpose Use the information on the bottle to determine the author’s purpose. A. To Inform B. To Entertain C. To Persuade Image: http://fcit.usf.edu/FCAT/strategies/ap/activity5.htm

Can you identify the author’s purpose? Inform Entertain Persuade His face appeared in the window. She knew he had been the cause of her waking at 3 a.m. Was she seeing things? Was his face real? She tried to lie still and decide what to do. Just then, the window shattered. She flew across the room to the hallway and straight into her mother’s room. Image: http://z.about.com/d/banking/1/0/r/scary_eyes.jpg

Drawing a Conclusion The smell of peanuts and cotton candy filled the air. I heard clapping. I even heard loud bellows that sounded like elephants. I knew a circus was going on.

Use what you already know and the details (smell of peanuts and cotton candy, clapping, loud bellows) of the story to draw a conclusion.

Sarah waited nervously. She knew the nurse would call her next Sarah waited nervously. She knew the nurse would call her next. She looked at the models of healthy teeth. She hoped her own teeth would be healthy. Where is Sarah?

What do I already know? I know I get nervous when I wait at the dentist office. I know I would see models for healthy teeth at the dentist office. I know there is a nurse at the dentist office.

What did the story tell me? Sarah is waiting nervously. She is looking at the models of healthy teeth. She hopes her teeth will be healthy.

In Conclusion I think Sarah must be at the dentist office for a checkup.

NAME 3 Figurative Language Literary Devices and explain them. 100 tokens for NAME 3 Figurative Language Literary Devices and explain them.

Give an example of a simile. 50 tokens for Give an example of a simile.

Give an example of a metaphor. 50 tokens for Give an example of a metaphor.

Give an example of a Personification. 50 tokens for Give an example of a Personification.

SUMMARY Write 3 sentences about what you learned (Turn to Practice Book pages 146 and 147 write your name and today’s date and read the directions silently).

INFORMATIONAL WRITING Conclusion- Restate thesis Summarize Ending sentence. HOOK? BACKGROUND- My favorite game is ______. The game of ______ was created ______. THESIS- The basic rules of ______ is ______, _____ and, ______. Games are a popular way to pass the time. Write an informative essay in which you tell about one of your favorite games. You could choose a game as simple as hopscotch or as complicated as baseball. Your essay can share information you already know, such as the basic rules and equipment. You can also use reference sources to find out more about your topic. The first basic rule of ____ is to The last basic rule of ____ is to The second basic rule of ____ is to