Monday, November 2, 2015 Planners: EQ: How can I “slow down” to make my narrative more powerful? HW: Homework packet. Quiz Wednesday Agenda: Vocabulary Writing: Slowing Down Social Studies: Stone Age

Homework packets Collect Goosebumps Narrative

Take out: Plickers: front Narrative Rough draft 2 Blank lined Paper

Vocabulary Using context clues (Plickers)

The new ticket agent had a manner that her co- workers found abrasive. She even offended her new boss. Which would be the opposite of “abrasive”? a. pleasant b. harsh c. brisk d. rude

Vocabulary Word Maps

Think about a movie What do directors do to show a really important part? How do they give information about a character’s past? How do they show a daydream?

How to elaborate on the most important parts of your story. Write in “Slow motion” Include “scenes” remembered from the past Create imagined parts or daydreams. From the PastImagined Futures My mind drifted back to when…I imagined… I remembered the time that….In my mind I could picture… Just minutes/hours/months/years before… My mind wandered to a daydream…

Social Studies—Pre-Reading What is the title of the chapter? Read the introduction...two topics you are most excited to learn about? Look at the graphic organizer. What does it show? Read the headings...make a prediction about what the chapter will be about. Look at the pictures and text features. What do they show? Read the chapter summary.

Quiz An artifact was discovered that archeologists have dated to 515 B.C.E. How old is this artifact? 2015 PLUS 515 Equals 2530

Asking Questions… What are three questions you CAN answer from the page? What are three questions you CAN’T answer from the page?

Tuesday, November 3, 2015 DO NOW: Voice level 1 1.Get your binder 2.Complete planner (leave open to today) 3.Read silently. Planners: EQ: How can I read for the most important facts? HW: Homework packet. Quiz Tomorrow Agenda: Finish SS CH 3. Make sure you have no missing assignments Work on Book Blurbs Study Quizlet

Today -- Voice Level 0/1: 1.Finish Social Studies Ch 3 Notes (Google Classroom) 2.Make sure you have NO missing assignments for THIS CLASS. 3.Study Quizlet.com for quiz tomorrow Login with Google: Wrazien Block (Continents & Oceans & Their, there, they’re) You also need to know quotation marks. 4.Work on Book Blurbs 5.Newsela & Quiz yourself 6.Read silently

Period 5: Social Studies Ch 3, Sections Google Classroom. For EACH box/EACH section, you should have 2: -2 Facts -2 Questions -2 Reactions Response=Reactions (clinks & clunks) Period 6: 1.Make sure you have NO missing assignments for THIS CLASS. 2.Study Quizlet.com for quiz tomorrow Login with Google: Wrazien Block (Continents & Oceans & Their, there, they’re) You also need to know quotation marks. 4.Work on Book Blurbs 5.Newsela & Quiz yourself 6.Read silently Today is Independent work time. Voice Level 0/1

Homework packets

Take out: Plickers: front Vocab Word Map: Often used Narrative writing unit packet

Vocabulary Using context clues (Plickers)

Walking through the meadow, Carson pointed out the edible wild plants that we could take home for salad. edible means: A.delicious B.dangerous C.safe to eat D.poisonous

Vocabulary Word Maps

How to write a scary or suspenseful narrative

Inquiry and Editing

Wednesday, November 4, 2015 DO NOW: Voice level 1 1.Get your binder 2.Complete planner (leave open to today) 3.Take out your HW 4.Read silently. Planners: EQ: What are dependent & independent clauses? HW: HW packet Read 20 mins. Agenda: Spelling (weekly word study) Quiz Dependent & Independent Clauses

Weekly Word Study Copy no more than 5 words into your list in the first column. Make sure you have the CORRECT spelling Read the first word, look at it and say it. Spell the word to yourself: touch each letter with your pencil and say each letter to yourself. Close your eyes. See the word in your mind. Say each of the individual letters to yourself again. Now, cover the correct spelling and print the word in the second column. If you spelled the word correctly, put a star in the 3 rd column and go onto the next word. If you misspelled it, repeat the process again, this time printing the word in the 3 rd column.

Writing Workshop Rules 1. Save everything 2. Date and label everything 3. Write on one side of the paper only, always skip lines to leave room for editing. 4. Punctuate and spell as best you can WHILE writing. 5. Begin each workshop by rereading what you have already written 6. Writing is thinking. Do nothing to distract me or other writers. Don’t put words into other’s brains as we are struggling to find our own. 7. When you confer with me, use as soft a voice as I use to you. 8. Self-edit in a color different from your original writing. 9. Refer to your materials and proofreading list while you write. 10. Write as well and as much as you can.

Quiz Time Complete the FRONT & BACK of your quiz. Hold your quiz at your desk when you are done. When you are finished: – You may work on missing assignments that don’t require movement – Work silently on your Book Blurb – Read silently

Dependent & Independent Clauses

Thursday, November 5, 2015 DO NOW: Voice level 1 1.Get your binder 2.Complete planner (leave open to today) 3.Take out your HW 4.Read silently. Planners: EQ: How can I use text clues to help me make inferences? HW: HW Packet Read 20 mins. Agenda: SS Ch 3 notes Word Maps Making Inferences

3 rd Period Visitors in our class today

Library Review Classroom Library Check outs

Social Studies Ch 3 Notes Facts, Questions, Responses

Making Inferences Word Maps Context clues sentences

Using Clues Defective Detective…

Nearpod Go to NEARPOD.COM/Student

Inferences Practice

Friday, November 6, 2015 Planners: EQ: How can I write a powerful ending to my narrative? HW: Write down a sentence from your book that contains context clues on your index card. Read 20 mins. Agenda: Writing endings Inference reading practice 30 Book challenge review

Collect Book Blurbs

Writing Strong Endings Showing the lesson or moral. Why does your story matter? Why are telling your story? What can the reader learn?

Practice different endings 1. Show resolution to the problem or conflict. (what was learned or what changed?) 2. Have pieces of the beginning and middle 3. Have the reader feel the same emotions you felt. (Don’t just tell them, but re-create the scene to bring out those emotions.)

Practice 3 different endings 1. Show resolution to the problem or conflict. (what was learned or what changed?) 2. Have pieces of the beginning and middle 3. Have the reader feel the same emotions you felt. (Don’t just tell them, but re-create the scene to bring out those emotions.)

Questions to ask yourself about Conclusions How do I want y reader to feel and think at the end? What is my story REALLY about? Does my conclusion give readers a sense of closure but also invite them to want to read this writing again?

Inferences Finish Word Map

What is going on with the character? …all I could see from the ferry’s rolling deck was an endless curtain of gray. I clutched the rail and stared into the green waves, contemplating the fish who might soon be enjoying my breakfast…

What’s happening to the character? All this occurred to me in the time it took for the room to turn upside down and my knees to go out from under me, and for everything to fade into pulsing, velvety black.