3 Mink Weaver Language Arts Charts

Week 1 English Chart
Jennifer Mink & Sarah Weaver

Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
JSSOL LA3.1 JSSOL LA3.1 JSSOL LA3.1 JSSOL LA3.1 JSSOL LA3.1
Development of verbal, Development of Development of verbal, Development of verbal, Development of verbal,
writing, and visual skills. verbal, writing, and writing, and visual writing, and visual writing, and visual
Response questions visual skills. skills. Response skills. Response skills. Response
Response questions questions questions questions
LI: The teacher will OL/R/LI: Volunteers GA/OL: To begin class, GA/OL: Students will E: The class will
introduce the vocabulary will read their students will participate perform their action participate in a spelling
and spelling words for the journals to the class. in “The Arrangement” stories that were and vocabulary test.
week. activity to illustrate that developed the previous
LI,MA: The teacher length of time to do a day. DA: Extra time will be
LI: The teacher will will explain the key task decreases when provided for test and
explain that introductions elements to use when communication skills GA/LI: Students will instructions because it is
make newcomers feel at speaking to people are perfected. participate in “Secret the first.
home and also tell the key such as; eye contact, Directions” activity to
guidelines to follow when organized thoughts, R/LI: The teacher will display the importance LI/OL: Students will
making introductions. good posture, ext. introduce class by found in listening. participate in “Tell and
reading a short story Don’t Show”, which is
GA/OL/PS/LI: In groups, A: The students will from Trophies. The W/LI/PS: The class like show and tell but
students will choose a draw a picture of two teacher will explain that will list reasons why it the students have to
partner to introduce to the people students can tell stories is important to be a listen extra carefully
group. They will begin by communicating, verbally. The teacher good listener. because the object will
asking their partner 5 illustrating the key will explain the basics be hidden.
questions. Then they will elements within the telling a story. HW: Students will be
introduce their partner to picture. required to bring a show LI/W/PS: Students will
the group using the key GA/PS/W: In pairs and Tell for the next review the importance
guidelines. GA/OL/LI: In students will participate class. of listening and write 5
groups, students will in an “Action stories” main reasons in their
W: In journals, students explain their pictures, activity. Then they will journals.
will write about an while using the key write down the action
instance where they where elements that were story that was produced.
introduced by someone. discussed in class.
Development of verbal, Development of verbal, Oral skills, oral reports Oral skills, oral reports Oral skills, oral reports
writing, and visual writing, and visual and using correct and using correct and using correct
skills. Response skills. Response grammar. grammar. grammar.
questions questions
L: The teacher will W/R: The class will do GA,A,W: In groups, CM/MA: “Paper Bag LA/L: The class will
introduce the “Airy Answers” writing students will create Speech” participate in a spelling
vocabulary and spelling activity. “Sand Cards” in order Students will collect and vocabulary test.
words for the week. to help with spelling between 3 and 5 items
W/R/PS: In groups words. (From previous that describe them and R/OL: The class will
W: The students will students will write their exercises) put them in a paper bag. participate in a choral
write “Super Sentences” own riddles that their Students will give a reading activity.
for vocabulary partners will practice LI: To focus and assess speech using these items
understanding. writing and solving. students’ oral skills the to explain why they GA/CM: Afterwards,
teacher will begin by describe them. The the students will break
LI/MA: The teacher GA/W: The teacher will giving an oral teacher will record into discussion groups.
will discuss the basic then implement instructions activity. informal observations to
parts of a book using a “Liscence to Learn”. Students will complete provide feedback. DA: Students may use a
reading book from the Clerks will be assigned individually, and guide of previously
library as an illustration. for the Liscence afterwards as a class we W/PS: Each student selected questions for
Burearu. Students will will go through the will write on a slip of discussion.
W/GA: In pairs, fill out a “Application instructions completing paper one thing they
students will practice Form” worksheet and each one on the board. think they could have
finding each segment of submit it to the liscence done better or improved
a book and labeling in bureau. LS/LI: The teacher will on.
their journals where give tips on how to
each was found. PS/W: Students will make the best of oral
write rough drafts and instructions.
W/PS: Students will do their partners will
a worksheet entitled revise, then they will
“Parts of a Book submit their assignment
to the liscence bureau.
WeekMink
Jennifer 4 English
& Sarah Chart
Weaver
Monday Tuesday Jennifer Mink & Sarah
Wednesday Weaver Thursday Friday
Monday
Day 1 Tuesday
Day 2 Wednesday
Day 3 Thursday
Day 4 Friday
Day 5
JSSOL LA3.2 Day 1 JSSOL LA3.2Day 2 JSSOL LA3.2 Day 3 JSSOL LA3.2Day 4 Day
JSSOL LA3.2 5
JSSOL LA3.2
Oral skills, oral reports JSSOL LA3.2
Oral skills, oral reports JSSOL LA3.2
Oral skills, oral reports JSSOL LA3.3oral reports
Oral skills, JSSOL LA3.3oral reports
Oral skills,
Oral skills, oral
and using correct reports Oral skills, oral
and using correctreports Oral skills, oral
and using correctreports Reading
and usingstrategies,
correct Reading strategies,
and using correct
and grammar.
using correct and using correct
grammar. and using correct
grammar. identifying letter and
grammar. identifying letter and
grammar.
LI/CM:grammar.
The teacher LI/A: Thegrammar.
students will LI/MA: grammar.
The teacher GA/W: word patternswill
Students word patterns
MO/OL/LI:
The introduce
will teacher will what a GA/LI/CM:
hear a recorded Students
telling OL:
will Students
introducewill “Howgiveto GA/A: The groups
break into class will
of no . GA/R:
RADIOThe class will
PLAYS!
introduce the
myth is. The students will be given interview their persuasive speech “Design
of the Indian Paintbrush write a script for a radio more than five to work a Sign”, read Uncle Willie
Each group will standand or
vocabulary
will be led in and spelling templates.
discussion The class
behind a gentle drum on the best
play”. Alsokind of pet
the teacher drawing a vocabulary
on scripting their own the Soup Kitchen.
sit behind a large
words for the
to brainstorm what week. will break into partners to own including
beat. Then students will will have and display a their word and illustration
radio play. Every student on curtain. As the radio
and conduct interviews. reasons. a
characteristics of the sun draw a picture summing table of sound props for is to have a role in the piece of construction LI/PS:
play isThe teacher will
performed
LI: The
moon andteacher
water.will Each
up thestudent
story. will have a effects. paper.
radio play. then discuss
students with
will usethe
explain oral skills and turn to interview and to LI/LA/GA/R: The class questions
microphones to toamplify
help
give demonstrations.
LI/CL: The teacher will answer questions.
DA: Gifted students teacher
SS/LI: will conference
Students will LI: The teacher Students
MU/MO/MA: will students understand
their voices. pre-
Classmates
tell the story Water, with students
may further illustrate the listen to the radio play,to offer introduce the Reading
may get up and use the reading, during reading,
will listen for enjoyment
LI/CZ/LA:
Moon, and Sun The( a OL:
storyAfter the activity,
by creating a story feedback
“War of the on their
Worlds”. Strategy
sound propsof previewing
for effects and
andafter reading
comprehension
students will watch
Nigerian myth story- and each student
slide strip. will speeches and correct the and
in their play orand
predicting may strategies
questionsand listing
after the
listen to
found in ateacher’s
short clipguide present about the other mechanics
CM: Students of it,will
while
then display
invent how it is done,
or create their each strategy on the
performance.
looking
book) for one example student and their the
MU/CC/R: The teacher be allowed to askrest of class will illustrating the board
own sound effects but board.
of each skill and will information.
will hand out tales of the peer conference
questions and
and discuss questions
must havetoatask oneself.
least five,
write it down in their
CM/LI: The teacher and Monaccan Indians. The write at least one
what happened and how one for every person in W/PS/MA: The
notebooks.
students willThe class
discuss HW/LI: Students
teacher will have thewill strength
the radioabout
play the
was W/R: Students will
their play. students will write a
will tradition.
oral discuss those be assigned
music a short
instructor come in speech.
conducted. preview/predict Uncle chart containing
examples, and talk speech on what
and use a djembe to kind of Willie
LA: The andlast
the portion
Soup of headings; before, during
about the strenghts
LA/LI/SS: Two and pet they drum
provide think is best to
beats HS/HW: Students will Kitchen. class will They will to
be used write and after reading. They
weaknesses from that own. The teacher
volunteers will come up while the students take will be asked to brainstorm there predictions in
have group conferencing their will then organize each
speaker
and retellbeing gracious
the story in briefly give aspects
turns reading to the of a and consult parents on
beat. journals,
for grammaralongand with a strategy from the board
about the latter.
their own style adding a persuasive speech. purpose
ideas for their own radio presentation for reading. into their charts.
few new details. play. suggestions.
DA: Students who have GA/MA: In groups,
never had a pet can look students will play a
through the teacher’s game entitled “Match
pet care book to decide Me”.
what they think would
be best. HW: “Miss Rumphius”
worksheet.
Week 5 EnglishChart
Reading strategies, Reading strategies, Reading strategies, Reading strategies, Reading strategies,
identifying letter and identifying letter and word identifying letter and identifying letter and identifying letter and word
word patterns patterns word patterns word patterns patterns
LI: The teacher will LI: The teacher will LI: The teacher will LI: The teacher will LI: The teacher will
introduce the new explain that understanding review and visually show introduce the vocabulary review words from Johnny
spelling and vocabulary shor vowel sounds can the different vowel and spelling words for Appleseed and illustrate
for the week. help use the patterns. the week. how to use structural
Phonics/Decoding strategy analysis for independent
to decode unfamiliar
LI/MA/PS: The teacher GA/PS/W/MA: Students GA,R: In reading decoding of words.
words. Then, a sentence
will write a sentence on will be displayed and the will be divided into circles, students will
the board that has the teacher will show a step- groups. With provided read Johnny Appleseed. LI/MA/W: The teacher
word pointed in it. by-step procedure to books, magazines and will model how to use
Students will be asked if understand an unknown newspapers, students LI: The teacher will structural clues by using
there is a word with a word. will do a word hunt for a explain that good readers the worksheet entitled
base word point in it. words depicting each are like detectives “Structural Clues”.
The teacher will review PS/GA: In pairs students vowel pattern. Then they looking for structural
how to decode words will be given 10 words and will make a special list and contextual clues. GA/MA/W: With pairs,
through finding the base will have to circle the short of the words, which were The teacher will model students will use a
vowel pattern and decode
word. found and display their examples from the story. dictionary and the
each word. They will then
lists to the other groups. provided chart to use
model one answer at the
GA/W/PS: The teacher board. PS/R: Students will structural clues to help
will write sentences on DA: A translator will be determine the word decode words.
the board with certain GA/MA/PS: In groups, provided for English as a boisterous from reading
words underlined. In students will be given Lost second language the sentences around the OL: Volunteers will
pairs students will copy and Found boxes with students. word. explain how they used
the words and find their items labeled. They will be structural clues to figure
base word and required to decode. GA/MA: In groups, out unfamiliar words.
brainstorm other words students will participate
with the same base. in the “Word Detective” A: Students will make a
activity. poster that lists the
HW: “Base Words” prefixes and suffixes and
worksheet. their meanings.
identifying letter and identifying letter and identifying letter and identifying letter and identifying letter and
word patterns word patterns word patterns word patterns word patterns
GA: In groups, students MA/LI: Using Think LI: Using think aloud, E: The class will
will participate in Aloud, the teacher will the teacher will LI/TX: The teacher will participate in a spelling
“Giving Words Hospital use Meet the Orchestra illustrate how to use introduce homonyms and vocabulary test.
Care” activity for to understand analogies context clues to and the students will
spelling and vocabulary. through the use of determine word take notes in a fill in the MO/R/LA: As an
synonyms and meanings. blank format. opening activity with
W: In journals, students antonyms. homonyms, the teacher
will write a paragraph MA/W: Students will LA: Students will be will put on the overhead
describing sounds heard W/PS: Using Meet the look through magazines given a story with a madlib about the
at either a beach, Orchestra, students will or newspapers for mixed homonyms in it. students in class.
schoolyard or city do a “This is to That unfamiliar words. Then They will not be told Certain words will be
street. as…” chart. they will write the which ones they are but left out that are
words in a chart are to find and circle the homonyms. Students
R/GA: Reading circles GA/OL/MA: In pairs, containing the headings; words they think are the will be called upon to
will read Meet the students will locate unfamiliar word, clue wrong homonym. come up and fill in the
Orchestra. synonym or antonym words, and meaning. correct word.
pairs in the classroom They will complete the T/E: The students will
LI: The teacher will use then write down several chart with 10 words. proceed to their GA/CM: Students will
Meet the Orchestra to analogies. Then they computer stations to break into partners and
illustrate that will pantomime the OL/PS/W: In pairs, play a picture game in give each other verbal
synthesising means to elements of each students will write two which the students will quizzes to spell and use
combine important parts analogy for the class. unfamiliar words in a be given the selected homonyms in
of a story to determine sentence from the corresponding appropriate sentences.
its overall meaning. DA: Students will previous activity. Then homonyms and will
generate their own they will read their match the correct word.
GA: In groups using a incomplete analogies. sentence to the class.
facilitator and reporter,
students will complete a
synthesising chart.
identifying letter and identifying letter and identifying letter and identifying letter and identifying letter and
word patterns word patterns word patterns word patterns word patterns
LI/OL/R: Students will LA/SS: Students will A/L: The teacher will R/SS/LA: The class will LI/TX: Students will be
read aloud complete a giant KWL hand out a coloring finish up the Titanic given highlighters and
On Granddaddy’s chart on the dry erase sheet with the letters story. The teacher will handouts. The teacher
Farm. board relating to boats SQ3R all down the systematically go will explain that story
and also the Titanic. sheet. Students will through each part of highlighting helps to
E/L: Students will write out what each SQ3R with the titanic bring out the important
complete a worksheet in SS/LI/T: Students will character means next to story asking students to ideas in a story. The
review and to continue watch a video it as each is explained, point out or explain. class will go through an
with word study and documentary of Titanic and then decorate it. example with the
compound words from survivors. PS/W: Students will teacher.
the story. LA: The teacher will go answer their question
LA/W: The class will through an example cards from the R/S/M: Students will
W: Students will take write a journal entry passage with the class information given in the read about deep sea
those compound words detailing what they demonstrating the story. divers and the dangers
from the story and write thought about the video SQ3R method. of the depths of the
a new sentence for each and what questions they LI/CM: A brief period ocean. Students will
in their notebooks. might have. SS/R: The class will of time will be left at highlight subtitles and
begin reading The the end for students to key words.
HS/HW: The teacher Titanic: Lost…and ask questions about
will hand out flash cards Found ( a non-fiction what they have read. LA/MO: The teacher
of compound and found in the teacher’s will put up a pocket
unfamiliar words to be guide book) using the chart. The students will
cut out and taken home SQ3R method and gather round on the
to practice with. making the questions carpet bringing their
from the subheadings. stories with them. The
DA: Students who have teacher will create cards
difficulty with scissors for the words the
will have an aid come students picked out
help them. guiding which key
words go up.
Reading strategies, Reading strategies, Comprehension Skills: Comprehension Skills: Comprehension Skills:
identifying letter and identifying letter and word and context word and context word and context
word patterns word patterns meaning, self- meaning, self- meaning, self-
correction, improve correction, improve correction, improve
fluency fluency fluency
W: Students will quietly MA/LA: The teacher will LI/CM/E: Students will MO/MA/LI: Students
come in and read the put sequencing words up grade their homework in will play a Halloween E/R: This is an informal
message on the board on the board for students class and correctly fill comprehension game. assessment day.
telling them to sit quietly to put on index cards. in the answers in red to The teacher will read a Individual students will
and write down use this as a studyguide. few sentences and ask a come and take the
observations about the R/LI: The class will read
question relating to informal reading
actions of the teacher for Very Last First Time
the next few minutes. (found in the teacher’s CM/OL: The teacher context questions. If inventory with the
guide book), while the will ask students to you answer correctly teacher while the rest of
OL/CM/L: The teacher teacher points out these explain how good candy will be given. the class has silent
will ask for volunteers to sequencing clues. readers may use context sustained reading for
share their observations. clues to figure out S/LA/R: The teacher extra credit book
MA: The students will be words they don’t know. will use detective reports. Reading levels,
LI: The teacher will given a story strip with the reading to have the fluency, and measure of
explain the importance of events all out of order. TX/R: The students will students figure out what self-correction will be
sequence or order and Students need to rearrange be given isolated habitat is being spoken checked.
how it relates to events in them in the correct order. paragraphs from their about by using context
a story.
text and asked to figure clues. Related words
HW/L: A comprehension
LS/MA/GA: Students will sheet will go home with out what the passage is should be circled.
break into groups and be the students referring to. They will
given kids cookbooks. accompanying the story. fill these out on a
They will be asked to pick Students will need to use worksheet.
a recipe read it. They will their knowledge of
then rewrite each step on sequence to correctly DA: An online activity
slips of paper. Students answer the questions. will be available on the
will take turns within their computer for students to
groups putting the steps in take turns using word
the correct order. context.
Week 9 EnglishChart
Monday Tuesday Week Wednesday
10 English Chart Thursday Friday
Day 1 Day 2 Jennifer Mink Day & Sarah
3 Weaver Day 4 Day 5
JSSOL MondayLA3.4 JSSOL Tuesday
LA3.4 JSSOL Wednesday
LA3.4 JSSOLThursday
LA3.4 Friday
JSSOL LA3.4
ComprehensionDay 1 Skills: Day 2 Skills:
Comprehension ComprehensionDay 3 Skills: Day 4 Skills:
Comprehension Day 5 Skills:
Comprehension
JSSOL
word andLA3.4
context JSSOL
word andLA3.4
context JSSOL
word andLA3.4
context JSSOL
word andLA3.4
context JSSOL
word andLA3.4
context
Comprehension
meaning, self- Skills Comprehension
meaning, self- Skills
correction,
LI: The teacher improve will correction,
LI: The teacherimprovewill correction,
GA: The class improve
will correction,
LI: The teacherimprovewill correction,
E: The classimprove
will
fluency
introduce the fluency
introduce the reading fluency fluency
participate in the “To Tell explain how to find the fluency
participate in a spelling
E/HW:
vocabularyStudentsand will fill
spelling TX/R/L:
strategies;TheThinkstudents
about LA: Before reading
the Definition Game” for SS/R/OL: Students
supporting details inwill
a and vocabulary test.
out a reading strategy will perform initial spelling
Sarah and
Plain vocabulary.
and Tall choose a person frombyan OL/MO/MA/L:
words for the week. Words, and Self- paragraph and story
inventory. Anything they timed text readings
Questioning throughwiththe students will make approved
asking list ofwhen,
where, famous Students will play
LI: The teacher their
will
don’t check often to needs expression and LI: The teacher
predictions aboutwillwhat people in history. role and recite their
LI:beThe
to teacher
improved onwill
and use of “Miss Nelson is explain thatthethe story
and why.
readerwill Students will then be
introduce to the class
introduce; Predict and accuracy.
Missing”. they think speeches using the
the importance of
implemented in the should know what is to be
Infer through the use of be about. given a monologue or selected props. The
following sessions. looked for and how to find GA/OL/A: In groups, classification and how
a Think Aloud about MA/L:The students
W/PS: Students will will the main idea of a
speech from
students will that
mapperson.
a teacher will be
many words or grading
ideas
“Miss Nelson
LA/L/OL: is will
Students create a fold out book HW/HS: Students
participate in “Sentence sentence, paragraph and are to Students are to read,
story from the Reading on fluency and
fall into a general
recite a chosen poem from with
Missing”. the appropriate
Completion” read
story.5-6 pages to a practiceonand
center memorize
a poster board, expression.
classification.
A Light in the Attic by third grade level
assignment to help themsight parent or guardian for their speech.
answering the three
Shel
W: TheSilverstein.
studentsThey willwill words.
remember Students
to readwill
the the next twoInnights
GA/A/MA: groups,and the main questions. Each L/SS:
LA/OL/GA:The students
The will
circle
write any words
in their they a
journals work
wholetowards
sentencecorrect
in order get signed
students willoffreadonanit. A/MA/SS:
group Students
will then presentwill hear audio
teacher willclips
giveofeach
some
mispronounce or stumble pronounciation and article and draw a picture use or create a prop to of the real people who
prediction of what will to understand an their maps to the class, group a category and
over. They will practice speedy recognition. of the
E: main idea
Students willandtakewrite
a accompanya their
happen in the story unknown word. providing list ofspeech.
the made these
they will havespeeches
to
saying correctly getting all a title comprehension
short for the main idea For example, someone like Martin Luther King
through
the wordslooking
right. at supporting details. pantomime an object
pictures. MA/R:
W: StudentsStudents
will will
write quiz over the assigned having Abe Lincoln Jr.
that falls under that
R/W: The students will
play an online
questions they have madlibs reading each day. could
W/PS:make a tallwill
Students black category, allowing the
A/W: Students will participate in “Checking
GA: In groups,
illustrate the poemthe with a game, using these
about the story on the to the Main Idea Using a
paper hat…etc.
locate details in 10 rest of the class to guess
students picture
different will participate
than the reinforce
board, which will be R/W: The first portion
Picture” activitiy. Through provided sentences by what it is.
poem does and the
in “Choosing write a
Right comprehension.
written in their journals will be readthe
this activity in students
class re-reading for detail and
sentence or two
Ending” activity. giving the along with the answers aloud.
will be Students
able to will
check their underlining the correct A/PS/W: Students will
main idea of the poem. write
work in anorder
ad similar
to maketo answer in each make booklets that will
W/LA: Students will the
sure one
they in the story.
understand the sentence. be used for
DA:
writeStudents
riddles who about have
the main idea of each picture. classification using
trouble drawing may look
story for their partners DA: Students will do 5 pictures and words.
through appropriate
to guess the
magazines foranswer,
pictures.this of the 10 provided
will help with inference. sentences.
Comprehension Skills: Comprehension Skills: Comprehension Skills: Comprehension Skills: Comprehension Skills:
LI: The teacher will LI: The teacher will GA: In groups, the class LI: The teacher will E: The class will
introduce the introduce the process of will do a “Dot to Dot introduce the reading participate in a spelling
vocabulary and spelling determining fact from Game” in order to help strategy of cause/effect and vocabulary test.
words for the week. opinions. with vocabulary and seeing
relationships. GA/MA/PS: In pairs,
LI: The teacher will W/OL/PS/LI: Students LI: The teacher will students will do
introduce the reading will write a fact and introduce the skill of GA/LA/OL: In “Sequence of Events”
strategies; Monitor and fiction short story. Then, perceiveing time groups, students will using a map of what
Evaluate through the students will get in front relationships. create a puppet show Miss Jones will see at
use of “Miss Nelson is of the class and tell two displaying a cause and the grocery store
Missing”. stories, one being fact GA/MA/PS: In groups, effect situation. Each
and one being fiction. students will be given a group will perform LI: The teacher will
GA/R/PS/W: In pairs, The class will then newspaper and magazine their puppet show to introduce the reading
the students will read determine which story is article. They will the class. strategy, Sequence and
the story and answer fact and which is underline all of the Summarizing through
questions written on the fiction. words that tell about PS: The students will the use of “Miss Nelson
board (read to find out time. be given 10 paragraphs is Missing”.
activity) and check DA: Students can write on a piece of paper.
predictions in their a fact and fiction short MA/GA: Using a rope They will then be PS/GA: The class will
partners journals. story in pairs. and clothspins, The class required to match the organize the story into
will make a timeline of a cause paragraph with First, Next, Then, and
GA/MA/W: In pairs PS/W/R: Students will 100 year time period that the effect using string last sequence
students will create an be given four is being studied in Social and glue.
article for a magazine paragraphs that they Science, they wll be A/GA/PS/OL: Groups
about their evaluations will have to read and required to illustrate the will make a chart on a
of the book. Then all the determine whether each time line chart. posterboard to help
articles will be collected is fact or opinion. summarize, using;
and created into a class MA/PS: Students will be character, setting,
magazine. given 5 different pictures problem, events, and
that they will have to ending. Group leaders
determine which time will present their charts
period that is being to the class.
depicted in the picture.
Jennifer
Week Mink13 & SarahChart
English Weaver
Monday Tuesday Jennifer Wednesday
Mink & Sarah Weaver Thursday Friday
Day 1
Monday Day
Tuesday 2 Day 3
Wednesday Day 4
Thursday Day 5
Friday
JSSOL LA3.4
Day 1 JSSOLDay LA3.4 2 JSSOL Day LA3.43 JSSOL LA3.5Day 4 JSSOL LA3.5 Day 5
Comprehension
JSSOL LA3.5 Skills: Comprehension
JSSOL LA3.5 Skills: JSSOLComprehension
LA3.5 Skills: JSSOL
Literary skills,
LA3.5 Literary skills,
JSSOL LA3.5
wordLiterary
and context
skills, wordLiterary skills,
and context wordLiterary skills,
and context Literary skills,
Interpretation and Interpretation
Literaryandskills,
meaning, self-
Interpretation and Interpretation
meaning, self- and Interpretation
meaning, self- and Interpretation
Analyzing and
of literature Analyzing of literature
Interpretation and
correction,
Analyzing ofimprove
literature Analyzing of literature
correction, improve of Analyzing of literature
correction, improve of Analyzing of literature
of various types. of
ofAnalyzing
various types.
of literature of
fluency various
fluency types. fluencyvarious types. various
(FABLES) types. (FABLES)
of various types. various types.
(FOLKTALES) (FOLKTALES) (FOLKTALES)
LA: Students will
(FABLES) A/E/MA: Students will W: Students will be DA: CI/A/LI: The LI: The teacher will
(FOLKTALES)
complete a Word web to create a flip book
L: The teacher
activate will
prior knowledge LI: The teacher will based GA: asked
Theat the will
class startdoofthe traveling
R/GA: Thedrama troupe
class will formally explain fables.
read
E: The class will
on yesterday’s
introduce story.
the section on class to okay
“Classroom their
Password from
the the local
second half ofhigh
the story
introduce the
on what they know about participate in a spelling and
The main
Folktales by ideas must be Game”
identifying outlines withassociate
to help the school will
the together; usingcome
choralin and
TX/R/A/W: The
vocabulary
lost and where it
treasure and vocabulary test.
presented
the and inthat are vocabulary
folktale books teacher. Any
words finishing performwhen
with their reaading a couple of
necessary. students will be given
spelling
comes words for the
from.
chronological
found in the reading order. touches may be made at Aesop’s famous fables.
definitions. short parables or fables
week. GA/MA/OL:The students
LA/L/MA: The teacher center and explaining the start of class. The The
MU: students
class will sing
poseAand asked to explain in
will hold a mock trial to
will introduce new about folktales.
T/SS/R: Students will PS: The class will Lady and a to
questions Flybe
to looking
relate to
a brief paragraph. They
CM/OL/LS: The assess the blame of the
vocabulary be given time to search determine SS/CM:the purposewill
Students of the
forrepatition
throughout found
thein thewill also be asked to
students will students
and
GA/W: trouble in the forest.
will use theirasdictionaries onlineThe at anclass will
approved reading
be askedWhytoMosquitos
recall what story.
performance. accompany their fable
brainstorm a class create a web of the Buzz in People’s Ears and or
to have a defining race for site for more other recovered ships with a drawing.
truisms they have features and purposes of write it on the board. GA/PS: In partners, the R: The class will read The
each word. information on sunken artifacts they know CM: The class will
heard and discuss folktales. students will add to their Ant and the Grasshopper
treasure and recovered R/A: about…hint, hint discussthethose answers LA/L: Students will
them.
R/TX/LA/SS: Students With reading partners, hangers sequence of
artifacts and ships. (Titanic)
R/W: The class will then the students will read the and the meanings
events and a short of the
pair up to proofread.
will read the story Sunken GA/W/PS: In groups the
Students will
preview Why Mosquitos organize first half of the story and fables.
summary of the folktale.
A/LA/W:
Treasure Each
(teacher’s students will answer
theirininformation
Buzz People’s Earsinto anda makeOL/SS: Students
a hanger willan
depicting
student will
manual) usingpick
the one questions that pertain to
simple
make outline format.
a prediction share their
in their illustration findings in
of the W/PS: The students will
and write their have
techniques they own making judgements,
learned journals of what will less than Setting,
Characters, 2 minutes.
and the think and respond to the
story tolike SQ3R and
illustrate that Cause/Effect,
preview happen in the story. location of the folktale. story in their journals using
truth or and set.
point. summary, literary analysis, Summarizing, and the
R/OL: Volunteers will DA: A poster can be conclusions, and theme.
W/GA: Student will
create questions at the read their predictions and improvised. judgements.
explain to the class why GA/MA: In pairs, students
beginning of each
subtitled portion. After they came to their W: The students will write will make a Venn Diagram
reading students will conclusions. a letter of advice to the to compare and contrast A
break into partners and animals in the story. Lady and Fly and The Ant
ask each other their and the Grasshopper.
questions.
Week 14 EnglishChart
JSSOL LA3.5 JSSOL LA3.5 JSSOL LA3.5 JSSOL LA3.5 TEST DAY & FIELD
Literary skills, Literary skills, Literary skills, Literary skills, Interpretation and TRIP TO THE
Interpretation and Interpretation and Interpretation and Analyzing of literature of various PERFORMING ARTS
Analyzing of literature Analyzing of literature Analyzing of literature types. CENTER
of various types. of various types. of various types. (PLAYS)
(PLAYS) (PLAYS) (PLAYS)
LI: The teacher will PS/W: Students will be LI: The teacher will LI/R/A/LA: The students will look at
introduce the play given a Venn diagram. explain mood, tone, and excerpts from a few different types of YAY!! The class goes to see
genre. They will fill out the other literary elements. plays; ie- historical, comedy. a musical! MUSIC MAN!
diagram by what
LI: The class will happened to the first W/LA: The students R/OL/LI: The class will participate
follow along in reading boy only, what make a story chart in a reader’s theatre reading.
with an audio happened to his twin identifying all the major www.teachingheart.net/readerstheater
presentation about a set brother only, and what elements. Students will .htm
of twin boys. occurred with both the decorate these. Students
boys. who do neat work, will
LA: The students will have theirs put up on
create a compare and GA/CM: Students will the neat work board in
contrast chart for the break into discussion the classroom.
two main characters. groups and talk about
why these events W: The students will be
happened. asked to write a short
response to why the
author chose to present
the story the way he did,
and how it would be
different if; the
characters were girls,
the time was present
day, etc.
Literary skills, Literary skills, Literary skills, Literary skills, Literary skills,
Interpretation and Interpretation and Interpretation and Interpretation and Interpretation and
Analyzing of literature Analyzing of literature of Analyzing of literature Analyzing of literature Analyzing of literature
of various types. various types. of various types. of various types. of various types.
(PLAYS) (PLAYS) (POEMS) (POEMS) (POEMS)
LI/CM: Students will LI/A/MO/MU/OL/CI/HS: LI: The teacher will CM/PS/LI: Have GA/OL: Have the
review and recall what The classroom is open for introduce poetry’s Students brainstorm students break into pairs
they have learned about families to hear the class literary terms. what kinds of things to reread the previous
play genres. Christmas play. frustrate them and what poem aloud. Each
Students have had scripts LI/LA: The teacher will frustration really means. student should take
LI/CM/CL: The to work on independently open with several silly Have the class rate these turns reading about
students will discuss the and a few after school poems. situations from least to every other two lines.
town’s reaction to the practices have been held. most frustrating. Then
music man and analyze GA/W/OL: Groups will ask the students if one LI/LA: When they
the responses of several be formed and students of these seems funny finish ask students to list
key characters. will be given an object and why. Incorporate any sound effects they
to write a simple rhyme how this is like the found in the poem.
W/HW: Students will about. Students will be poem and draw their These include: repeated
be asked to write a play allowed to share their attention to the sounds, words, and
review. The length poems. illustration. rhyming.
should be one full page.
R/LI: Students will read LA/R/MU: Students
Song of Frustration will be given a small
(Teacher’s Manual) packet of poems to
analyze while listening
CM/LA: Students will to soft classical music.
analyze this boy’s
feelings and discuss
whether he really means
what he says.
Literary skills, Literary skills, Literary skills, Literary skills, Literary skills,
Interpretation and Interpretation and Interpretation and Interpretation and Interpretation and
Analyzing of literature Analyzing of literature Analyzing of literature Analyzing of literature Analyzing of literature
of various types. of various types. of various types. of various types. of various types.
(POEMS) (NONFICTION) (NONFICTION) (NONFICTION) (NONFICTION)
LI: The teacher will LI: The teacher will GA: The class will R/PS: In reading pairs, E: The class will
introduce the introduce the genre of participate in the “To Tell students will read the participate in a spelling
vocabulary and spelling Nonfiction explaining the the Definition Game” for second half of the story. and vocabulary test.
words for the week. different types of spelling and vocabulary. While reading, students
Nonfiction and displaying will answer questions Students will determine
different examples. DA: Students can write from the board, in order to
T/LI/CM: The teacher if their predictions were
out the vocabulary 3 set a purpose.
will show a video of a GA/A: In groups, students times. correct about Dancing
few of these poems will create a poster GA/A/R/PS: In groups, Rainbows and make
being dramatically read. displaying the key OL: Select students will students will review the revisions if necessary.
The teacher will point elements of Nonfiction, show and explain their story picking out major
out techniques and providing three examples. magazine covers to the points found in Dancing S/A: The class will
facilitate discussion of class. Rainbows and create a create a diagram of how
their meaning from the R,GA: The class will read graphic organizer the sun’s energy warms
packets students a Non-fiction article W: Students will write a displaying the information the Earth.
completed. entitled Moving West. The journal response to what found. Then they will
students will be instructed they predict will happen in determine the author’s PS/W: The class will
to picture the people, Dancing Rainbows. purpose and write it in the
E: Students will take a determine whether
setting and details beginning of their
brief quiz on poems and described. R/PS:The class will begin organizer. Starry Starry Night is
plays. reading Dancing fiction or nonfiction and
HW,A: Students will draw Rainbows and the teacher W: Students will each write in their journals a
a magazine cover for the will help students by write a summary prediction of what they
article that was read. asking comprehension paragraph for one of the think will happen in the
questions. pages from their groups story.
graphic organizer.
Literary skills, Literary skills, Comprehension of Comprehension of Comprehension of
Interpretation and Interpretation and nonfiction, nonfiction, incorporating nonfiction, incorporating
Analyzing of literature Analyzing of literature incorporating organizational skills. organizational skills.
of various types. of various types. organizational skills. (biographies) (biographies)
(NONFICTION) (NONFICTION) (biographies)
L: The teacher will GA/A/W: In groups GA: The class will do R: The class will read The E: The class will participate
introduce the students will create a the “Climb the Babe Didrickson Story. in a spelling and vocabulary
vocabulary and spelling timeline of the major Beanstalk Game” to test.
words for the week. facts that are mentioned help read and define GA/PS/W: In groups,
GA/R: With reading
in Star Light, Star their vocabulary words. students will create a
partners, students will read
R: With reading Bright. timeline of the three Brave Bessie Coleman:
partners, students will PS/W: The class will significant events that Pioneer Aviator.
read Star Light, Star W: Students will use list on the board reasons happened in Babe
Bright. their timelines as aids why people read and Didrickson’s life. GA/A/W: With partners,
for writing a summary write biographies. students will create a
W/R: Individually Star Light, Star Bright LI/OL: The class will drawing or paper airplane
students will generate a on notebook paper. W/PS: Students will discuss the meaning of and write a description of
list of questions that the order what has foreshadowing. how Bessie flew in
article answers. GA/PS: The class will happened in their day airshows.
create a thus far, illustrating DA: Definition card will be
W: Students will write in
OL/GA: Reading campare/contrast chart segment of events. provided
their journals different
partners will take turns for Star Light, Star elements that make the past
roleplaying an Bright and The Big LI/OL/PS: The class GA/W: With partners, two stories biographies.
interviewer and an Dipper. will discuss the key students will choose
astronomer on the elements that make up a something from Babe’s life GA/MA/PS: In pairs, the
camcorder. GA/OL: In groups biography and create a that forshadow’s her career. class will use research
students will talk about class poster as an materials provided by the
HW: Student’s will read their posters that contain illustration. HW: Students will write a teacher to choose a person
The Big Dipper. the key elements of the journal entry determining to write their biographies
genre non-fiction. the different lessons learned on, including facts.
from Babe Didrickson’s life.
JSSOL LA3.6 JSSOL LA3.6 JSSOL LA3.6 REVIEW AND TECHNOLOGY AND
Comprehension of Comprehension of Comprehension of TEST DAY RESOURCE
nonfiction, nonfiction, incorporating nonfiction, incorporating WORKSHOP
incorporating organizational skills. organizational skills.
organizational skills. (autobiographies) (autobiographies)
(biographies)
L: The teacher will LI: The teacher will GA: In groups, students
introduce the introduce and explain the will participate in the “Mix
vocabulary and spelling key elements of and Match Game” for
words for the week. autobiographies. spelling and vocabulary.
W/GA: In pairs, GA/W/PS: The students W/E: Students will do the

students will write their will create compare and “Family Fun” worksheet.
biographies. They will contrast chart to find the This will consist of filling
make sure that events difference between in a web about the different
are in the correct order autobiographies and things Carmen’s family did
and include a strong biographies in their together.
introductory and journals.
concluding paragraphs. A/W:Students will draw a
R: The class will read picture of a favorite
MU/GA: In pairs, Family Pictures/Cuadros memory and write a
students will write a de familia. paragraph explain the chain
song about their of events that took place in
biographical person. GA: In groups students will this memory.
make a tally chart of all the
personal pronouns used GA/OL: In groups
throughout the story to students will do a tableau
illustrate one way to of one or more of their
determine an favorite scenes from
autobiography. Family Pictures/ Cuadros
de familia and present to
the class.
Students will learn and Students will learn and Students will learn and Students will learn and Students will learn and
utilize resources and utilize resources and utilize resources and utilize resources and utilize resources and
technology to gain technology to gain technology to gain technology to gain technology to gain
information. information. information. information. information.
LI: Students will be LA/L/W: Students will LI: The teacher will LI/R/TX/MA: Students
introduced on how to be given a specific list introduce how to use an will be given in-class CL: Students will
use a dictionary. of words and asked to encyclopedia. exercises in which to choose a country to
find them individually. use encyclopedias. research from a pre-
LI/E: They will be Once found, students T/CC/LI: A media selected list.
given a set of pictures will use the correct presentation on the R/TX/GA/CM: The
along side a set of context to create a encyclopedia will be students will compile R/W/LS: Class time
definitions. Students sentence for each word. given by the librarian. various information on will be used to begin
will match the pictures reptiles. Classmates will researching from the
and definitions. R: A “mystery” sheet CM: Students will have compare their findings encyclopedia and any
will be given to the a time for questions. in groups. relevant dictionary
LI/LA: Students will students. Peter terms. Students are to
follow along with a few porcupine is all mixed DA: students with make one notecard per
examples in class of up and giving the wrong learning disabilities will fact they collect. Over
directly looking up meanings for what he have one on one time all by the end they will
certain words. means to say. Students with the teacher or an need 30 facts.
must help decifer what aid.
he’s trying to say and
solve his mystery.
Students will learn and Students will learn and Students will learn and Students will learn and Students will learn and
utilize resources and utilize resources and utilize resources and utilize resources and utilize resources and
technology to gain technology to gain technology to gain technology to gain technology to gain
information. information. information. information. information.
LI: The teacher will T/LI/SS: The teacher LI: The students will be LI: The teacher will LI/R: The teacher will
introduce how to use a will have a map on the shown how to use the introduce how to introduce how to use
thesaurus. computer pulled up, and library card catalogue. navigate around specific Microsoft word. An
bring the kids to various websites approved for example report will be
R/LA/LS: A poorly locations on the map. MA/MO/LS/CC: The this project. given to the kids.
worded story will be The teacher will then class will have a book
given to the students introduce how to use an scavenger hunt in the R/W: Students will be LA/L/T: Students will
and they will have to atlas. library. The librarian given snapshot handouts be given a story task
decide what needs to be will be on hand to to refer back to and can and will be asked to
changed and substitute MA/LS: Students will assist. take notes. correctly type out the
the more appropriate be given single area story using the various
words. pages and given MA/T: The students tools on Word.
numbered locations to will complete a “Find
R: Thesaurus checklist- find on their map. They Me” activity by The teacher will check
Students will use this to will place stickers on correctly navigating over work.
test themselves and see those locations. around these various
if they can maneuver sites. DA: For students who
around a thesaurus. may not have computers
at home, extra time will
be given in class, as
well as any down time
may be used to work on
reports.
Students will learn and Students will learn and PRESENTATIONS PRESENTATIONS PRESENTATIONS
utilize resources and utilize resources and
technology to gain technology to gain
information. information.
R/W/LS/T: Students LI: The teacher will HARD WORK IN HARD WORK IN HARD WORK IN
will have a work day in introduce how to use ACTION ACTION ACTION
class. They will be spell check. She will
allowed to used any have students checking
resources and over their work.
computers to work on
their reports. The R/OL: Notecards will
teacher will be available be examined and
to answer questions and sourced collected. The
assist in any way. students will work on
their overall
LI/CM: Conferencing presentation and oral
about reports will be speeches.
going on.
Cursive Handwriting & Cursive Handwriting & Cursive Handwriting & Cursive Handwriting & Cursive Handwriting &
Exercises. Exercises. Exercises. Exercises. Exercises.
W: The teacher will W: The teacher will W: The teacher will W: The teacher will W: The teacher will
hand out cursive demonstrate the writing demonstrate the next set demonstrate the next set demonstrate the next set
workbooks and direction. of direction writing. of direction writing. of direction writing.
demonstrate pattern.
The students will trace MA: The students will MA: The students will MA: The students will
the first designated set line out the next set of trace in sand this set of trace these cursive MA: The students will
of letters. designated letters with cursive letters. letters with finger paint create these cursive
toothpicks one letter at a on paper. letters with m&m’s
MA: The students will time. W: The students will
have string and draw trace and practice W: The students will W: The students will
out their letters. W: The students will writing these letters in trace and practice trace and practice
trace and practice their handbook. writing these letters in writing these letters in
W: The students will writing these letters in their handbook. their handbook.
practice writing these their handbook.
letters on there lined DA: Paintbrushes will
paper. be available.
Cursive Handwriting & Cursive Handwriting & Cursive Handwriting & Cursive Handwriting & Cursive Handwriting
Exercises. Exercises. Exercises. Exercises. & Exercises.
W: The teacher will W: The teacher will W: The teacher will MO/PS: The teacher W: Students will be
demonstrate the next set review the whole have cursive words up will have a classroom given a chart of their
of direction writing. alphabet of cursive on the board. The scavenger hunt in the own personal
letters. students will follow beginning. Students will information. Students
MA: The students will along and write simple be given clues on paper will copy exactly in
take their slate boards MA/A: Students will sentences in cursive. strips. cursive.
and trace with chalk this make a cursive poster to
set of letters. be laminated and put in W/MA:The teacher will W: Afterwards, students W/LS: Students will
their folders. pass out a worksheet will write these clues in also spend time getting
W: The students will with pictures and a chronological order in comfortable enough to
trace and practice W: Students will manuscript sentence of cursive. write their own name in
writing these letters in complete a cursive that picture to be written cursive.
their handbook. handwriting exercise in cursive. DA: Students who may
with words in their have trouble R/W: Students will be
handbook. remembering the order given a story written in
can have someone help cursive and asked to
number the events on take home and read and
the side. write a short paragraph
summarizing it.
 From this point on cursive will continue to be used throughout the year and into 4th grad
Writing: Focus, Writing: Focus, Writing: Focus, Writing: Focus, Writing: Focus,
Organization, and Detail Organization, and Detail Organization, and Detail Organization, and Detail Organization, and Detail
L: The teacher will GA/PS: In groups, GA/LA: In groups, the R/PS: Students will E: The class will
introduce the vocabulary students will brainstorm class will create a play review their own participate in a spelling
and spelling words for the different ideas for using one of the descriptive paragraphs and vocabulary test.
week. descriptive paragraphs. vocabulary words. asking themselves; Do
Students will then some parts seem LI/W/PS: Students will
GA/MA/S: In group determine their topic for
LI: The class will stronger than others? finish mini-conferences
students will participate in their descriptive
a “Sensory activity”. Each paragraph. review the what the Could you use better with the teacher for tips
person will close their introductory, sensory details? on proofreading.
eyes and describe that LI: The teacher will supporting, and
they taste on a cotton review with the class the concluding sentences GA/W/PS: In peer W/A: Students will
swab. A scribe will write use of metaphors and do. conference groups, write their final
down the descriptive similes. students will read their descriptive paragraph
words that each person W: Students will then story’s and the members and draw a picture of
uses. PS: Students will do “The write their draft will determine whether what they described.
Word Cupboard” activity descriptive paragraphs the paragraph includes
LI/GA: The class will sheet. including strong the three main points OL: Students will
determine what a
introductory and written on the board; present their paragraphs
descriptive paragraph is. DA: Metaphor/Simile
The teacher will explain worksheet can be concluding sentences, vivid illustrations, and pictures.
that a good descriptive substituted. descriptive sensory comparisons, and exact
paragraph includes vivid words, and exact nouns. nouns.
words that let the reader W/MA: Students will then
see, hear, feel, taste and write 3 simile’s and 3 W/PS/LI: Students will
smell. metaphors that they would make appropriate
like to use in their corrections and begin
OL: Each group will tell descriptive paragraph. mini-conferences with
the different descriptive They will then organize the teacher for tips on
word used for the foods their sensory details in a proofreading.
which were tasted. chart.
L: The teacher will LI: The teacher will GA: In groups, the PS: Students will begin E: The class will
introduce the explain that a persuasive students will play the by checking their participate in a spelling
vocabulary and spelling paragraph is intended to “Classroom Password persuasive paragraphs and vocabulary test.
words for the week. persuade the audience to Game” for the vocabulary for a topic sentence,
do something. Then the words. reasons stated clearly, PS/MO/OL/R:
teacher will introduce the
GA/R/PS/W: In reading topic for the persuasive and the strongest reason Students will participate
W/PS: Students will then
groups, students will paragraphs being; why it organize there thoughts in last. in one of the following
read Piggins. Then they is important to be trusted. the organizational chart. publication options;
will answer questions GA/R/LI/PS: In peer presentation, dance, or a
about the story. GA/R/PS: In groups, DA: Grid paper will be conference pairs, tape recording. They
students will read provided if needed. students will read their will then present their
LI/OL/PS: The teacher illustrations of persuasive paragraph aloud to their publication to the class.
will introduce the topic paragraphs. They will GA/W/PS: Students will partner. Then each
of Writing Persuasive determine the order that write their introductory partner will respond to
paragraphs and ask for the paragraph is written and concluding sentences listener and writer
input as to how it might and create their own list of and allow their partner to questions provided on
requirements in a revise it.
relate to the story. the board.
persuasive paragraph
W: After revisions,
PS/W: Students will OL/LI: The class will students will write a draft OL/LI/W/PS: Students
participate in the review different ideas and of their persuasive will participate in mini-
Writer’s Workshop the teacher will introduce paragraph including; a conferences with the
assignment. the organizational chart sentence stating their teacher for tips on
including; opinion, reason, opinion, three reasons that proofreading. Other
reason, strongest reason, will convince their students will participate
and request for action. audience, and tell their in reading a book or
feeling at the end of the writing their final draft.
paragraph.
HW/W: Students will
write their final
persuasive paragraph.
L: The teacher will LI: The class will GA: In groups, the LI: The class will E: The class will
introduce the vocabulary review the importance students will create review four major participate in a spelling
and spelling words for the of sequencing and talk posters with the questions to answer and vocabulary test.
week. about using; Step 1, vocabulary words and while revising How-To
Step 2, Step 3, Step 4 or illustrations. Paragraphs. OL/MA: Students will
OL/W: Students will give
First, Next, Then, Last. present their how-to
examples of different
how-to paragraphs, which LI/GA/W: The class GA/OL/W/PS: In peer paragraphs using their
a volunteer will write on W/MA: Students will will review topic and conference groups, each booklets and props.
the board. determine the materials concluding sentences. student will read their
needed for their how to Then students will trade how-to paragraph out
MA/GA/OL: In groups, topic. On separate their sentences with a loud to their group. The
students will observe notecards, students will partner who will help groups will answer the
different how-to write each step to their with revisions. four questions
paragraphs such as: directions, including pertaining to each
recipes, instructions, four steps. Then, they W/A: Students will then person and make
directions, ext. Then they will organize their write a draft of their appropriate revisions.
will brainstorm different
notecards. Last they will how-to paragraph,
ideas for how-to
directions. Each student make a chart including; including exact A/W/MA: Students will
will write down their title, materials, and measurements. create a how to booklet
groups ideas on paper. A steps in sequential with pictures for
volunteer from each group order. DA: Students will draw illustrating.
will give examples of a picture of each step.
ideas they produced. HW: Students will HW: Students will write
develop their their final how-to
PS: Each students will introductory and paragraph drafts and
determine their own how- concluding sentences. bring in necessary
to topics. materials to demonstrate
for the class.
Writing Revision and Writing Revision and Writing Revision and Writing Revision and Writing Revision and
Refinement. Refinement. Refinement. Refinement. Refinement.
Writing: STORIES Writing: STORIES Writing: STORIES Writing: STORIES Writing: STORIES
L: The teacher will GA/R: Reading groups GA: In pairs, the GA/R: Reading groups E: The class will
introduce the will read a segment of students will write a will read a segment of participate in a spelling
vocabulary and spelling Charlotte’s Web. story using two assigned Charlotte’s Web and and vocabulary test.
words for the week. vocabulary words. answer questions
W/PS: Students will pertaining to the book. LI/MA: The teacher will
GA/A: The class will determine their story GA/R: Reading groups explain how to develop
review the topic by answering three will read a segment of LI: The teacher will a stories characters and
characteristics that questions on a piece of Charlotte’s Web. review the purpose of setting, comparing it to
make a great story and paper: Who will be the the three parts of a story painting a picture and
the five major elements. audience? What is the LI: The teacher will (beginning, middle, and using a transperency
In groups, students will purpose? How the story explain good tips for ending) and introduce with questions to
create a story hanger will be published. organizing and planning the story map. answer.
displaying the key
essentials to a story. W/GA: Students will W/PS/MA: On paper, GA/MA: In groups W/A/MA: Students will
write three summary students will write their students will find answer the questions
E/HW/PS/W: Students sentences of what they main characters, setting, examples of good short about their
will read an example of plan to write about. and story problem or story plots with books characters/setting in a
a short story Pete, the They will then trade situation that will be provided, taking note in word web form and
Patriotic Pig and their sentences with a found in the story. their journals of key draw a picture to
answer questions about partner, who will decide Students will then write points they will want to visualize each. Then,
it. which summary sparks their main events on a remember when writing they will begin writing
the most interst. They notecard and organize it their stories. their story, describing
LI: The teacher will will then write a in their desired order. the characters and
introduce a story sentence summary and After organizing MA/W: Students will setting.
entitled Charlotte’s Web the teacher will check notecards into a timeline create a plot and use a
that will be read in them. they will transfer their “Story Map” worksheet HW/R: Students will
reading groups and give main events onto their to organize the three read an assigned
background information DA: Draw a picture and story outline paper main events of their segment of Charlotte’s
write two summary using time words for plot. Web and complete their
sentences. organization. story drafts.
Writing Revision and Writing Revision and Writing Revision and Writing Revision and Writing Revision and
Refinement. Refinement. Refinement. Refinement. Refinement.
Writing: STORIES Writing: STORIES Writing: LETTERS Writing: LETTERS Writing: LETTERS
L: The teacher will GA/R: Reading groups GA,W: In pairs, GA/R: Reading groups E: The class will
introduce the will read a segment of students will write will read a segment of participate in a spelling
vocabulary and spelling Charlotte’s Web. “Super Sentences” Charlotte’s Web. and vocabulary test.
words for the week. using the vocabulary
DA: Students will draw words. LI: The teacher will R/PS: Students will
GA/R: Reading groups a picture depicting what explain that they will be read and revise their
will read a segment of they read in reading MA/LI: The teacher writing Thank-You own thank you letters,
Charlotte’s Web. groups. will bring in examples letters to a person of asking themselves three
of formal and non choice. major questions of
LI: The teacher will MA: Students will formal letters. She will importance provided by
review possesive nouns decide between two explain and hand out GA/PS/W: In small the teacher.
and encourage students different publishing addresses for Pen-pals groups, students will
to use them in their suggestions; make a that will be used brainstorm a list of GA/LI/W/R: In peer
revisions. videotape or audiotape throughout the year. ideas for informationton conference groups
of the story read aloud include in their thank- students will read their
PS: Students will or illustrate in a GA/PS/W: In groups, you letters. They will letters and the groups
evaluate their stories by storyboard format. Then students will create a create a chart to will discuss the major
using “Revising Your they will proceed to chart to compare and generate ideas. questions pertaining to
Story” worksheet. publish their stories. contrast the difference listener and writer.
they see between formal MA/LI: The class will
GA/PS: In pairs, and nonformal letters. discuss the five basic W: Students will make
students will proofread parts of a letter corrections to their draft
stories for punctuation W/LI/OL: The class displaying them on the letters.
and grammatical errors, will discuss the ELMO.
using the “Proofreading differences between HW: Students will write
Mark Legend” formal and nonformal A/W:Students will write their final drafts on their
letters, writing the a draft of their thank- paper stationary and
HW: Write Final Copy differences on the board you letters. They will read the ending of
and in their journals. also decorate computer Charlotte’s Web.
paper for stationary.
WeekMink
Jennifer 30 English
& Sarah Chart
Weaver
Monday Tuesday Jennifer Mink & Sarah Weaver
Wednesday Thursday Friday
Monday
Day 1 Tuesday
Day 2 Wednesday
Day 3 Thursday
Day 4 Friday
Day 5
Day 1
JSSOL LA3.10 JSSOL LA3.10Day 2 JSSOL LA3.10Day 3 Day 4
JSSOL LA3.10 Day 5
JSSOL LA3.10
JSSOL Revision
Writing LA3.10 and JSSOL LA3.10
Writing Revision and JSSOL LA3.10
Writing Revision and
Writing Revision and
Refinement. Writing Revision and
Refinement.
Refinement.
Writing: ESSAYS Refinement.
Writing: ESSAYS
Writing: REPORTS
LI: The teacher will Writing:REPORTS
MA/W: The teacher Writing: REPORTS
R: Students will read Writing: REPORTS R/L/E: TheREPORTS
Writing: teacher will
L: The teacher
introduce willThe
essays. PS/MA:
will giveStudents
out threewill GA: Inin
Storm groups, students
the Night W/GA: The
W/LS/T: class
The will
student’s E: The
hand outclass will
a purposely
introduce the vocabulary
teacher will show an then create
pictures from their will participate
(Teacher’s Manuel) in the create a revising checklist
will use their revisions participate in a spelling
poor written essay.
and spelling
example of words for the magazines.
an essay. “Research Log The Journals”
students “What’s My Word Game” checklist and a proofreading
to edit their and vocabulary
Students will betest.
told
week. and write questions from using vocabulary words. checklist. They will
will be asked to write a W/LA: Students will papers. Final drafts will how many grammatical
their K-W-L charts that proceed to revise their
R/LS: Students will be half page response on write a one page essay be A: Studentsandwill make
PS/W: The students will they want answered. LI/W: The teacher will owntyped on the
drafts. mistakes
given a rubric to be used what is going on in the examining diorama’s of there
their are.
determine the answer to review topicthe figurative
sentences and computer. misspellings
in the future, and
“What does a pinapple picture.
LI/MA: The teacher will and descriptive
supporting details and GA/W/PS: In groups, reportswill
They forbe
publication
asked to
samples
plant lookoflike?”
a poorTheessay
class demonstrate how to color language in the story.
formulate sentences from students will discuss their and sharing
find purposes.
all of the mistakes
and a well written
will formulate essay. GA:
a table, Students will
code information andhave their topic webs.The reports in a “Writing and correct them on the
topic sentence, and aplace
peeritediting
in their check.
research CM: Thewill
students teacher
create will
topic Conference”. They will OL/T:inStudents
paper red pen.will be
paragraph.
GA/MA/LA: Students logue. and supporting
conference with sentences. answer six questions individually video-taped
will pair up and play a students. concerning each others using their diorama’s to
R: The class will
game of memory to read a W/PS/MA: Students will LI: The teacher will reports.Then they will help illustrate a
research report entitled
discover the tips to research their K-W-L DA/T: Students may use trade papers with a partner
review the introducing and newsbroadcast of their
Oranges by Christina questions and record their concluding paragraphs and read/revise reports reports.
writing good essays. spell check on
Vela. findings in their reseach from the Oranges report using a teacher provided
logues. Then the will cut Microsoft
and explainWord to
that the “Revising Strategies and
check basic spelling. DA: Notecards can be
LI: The teacher will out their information and introduction presents the Proofreading” list.
review the characteristics use the color codes to help topic and creates interest used while giving
of a good report. The class place information in the and the concluding LI/MA: The teacher will newsbroadcast.
will list report topics on correct category. They will paragraph sums up the instruct students how to
the board and create K-W- then paste their main idea. present bibliographical HW: Students will write
L charts to help select and information in the form of information. in their journals an
narrow topics. a topic web to help HW: Write introducting analysis of what they
visualize the main topics and concluding HW: Students will write learned about the
HW: Find 5 resources on and supporting details. paragraphs. their final draft, including process of writing
report topics. bibliography. reports.
Editing, Grammar and Editing, Grammar and Editing, Grammar and Editing, Grammar and Editing, Grammar and
Mechanics Mechanics Mechanics Mechanics Mechanics
Improvement Improvement Improvement Improvement Improvement
LI: The teacher will LI: Through interactive MA/OL/PS: Volunteers GA: In groups, students E: The class will
introduce the teaching and the use of will read five sentences will particpate in the “Mix participate in a spelling
vocabulary and spelling the markerboard, the on the board and and Match” vocabulary and vocabulary test.
words for the week. teacher will explain that determine who or what the game.
sentence is about and put
every sentence contains LI: The class will
it on the apples of the R/W/PS: Students will
LI: The teacher will use a predicate that tells review their book or
apple tree. read sentences on the
interactive teaching to what the subject is board and determine what pronouns and the use of
explain that a sentence doing. LI: Through interactive the underlined words subject pronouns.
tells a complete thought teaching the teacher will replace.
and to distinguish the MA/W: Volunteers will explain what and where MA/OL/W/PS:
four types of sentences. come to the front and the subject is found. LI: The teacher will Students will look for
pantomime what they explain that a subject interesting pictures in a
GA/W: In groups, would do if they found LA/W/PS: Students will pronoun takes the place of magazine and write a
students will write a treasure. The class will right riddles about people one or more nouns in the caption explaining it.
journal entry about a write a sentence or objects in the room. subject of the sentence. Then they will go to the
Their partners will write
gardener containing all describing what each front to share their
responses and circle the A/W/GA: Groups will be
four types of sentences. person did. findings. Volunteers will
subject in their responses. assigned a subject
pronoun and write and make a statement about
GA/W/A: In pairs, W/PS: In journals, GA/MA/W: Students do decorate it on a piece of the picture using a
students will make a students will write a “Famous or Favorite construction paper, subject pronoun. A
comic book containing paragraph about Subject” Activity. placing them in the book recorder will write the
all four types of different chores they do. of pronouns. volunteers statements
sentences. Then they will trade DA: Students use subjects on the board.
their journals with a and simple predicates on GA/LI: Students will
partner who will notecards to combine into practice displaying their W/L/PS: Students will
proofread and underline sentences. pronouns during a short participate in the
story.
the predicate in each activity “What’s Your
sentence. Hobby”.
MA/LI: The teacher OL/LI: The class will LI: The teacher will GA: As a class students LI: The teacher will write
will read three sentences review Singular write two sentences on will particpate in a three categories on the
and then write a list of Posessive and the board containing the “Bingo” game using the board; present, spelling
three people and three volunteers will read same subject. A vocabulary words. change, and past. Then
show how to change verbs
items. Volunteers will their sentences about the volunteer will suggest a
LI,MO: The teacher will from present to past.
draw lines from the art. way to combine the introduce the lesson by
person to their sentences. Then a writing a present tense GA: In groups, students
posession through A/GA/W: Students will transperency will be sentence on the board and will play “Fast Time with
understanding the draw their own artwork. used to illustrate having a student role play Past Time”
sentences. Then switch with a combining predacits. the sentence. This will be
partner who will write repeated three times, GA/W:The teacher will
LI/ MA:The teacher sentences with singular W: Students will do the integrating the teaching of write five past tense
will use interactive posessive nouns activity “Write a Short present tense verbs. sentences on the board
teaching about describing the picture. Story”, combining that are formed incorrectly
borrowing to illustrate sentences with the same GA: In groups students and will correct the
will play “Subject-Verb sentences with a partner.
singular posessive W: In journals, students subject.
Match Up”. Then students
nouns. will make a list of six will practice matching DA: Strong english
objects in an attic and GA/W: In pairs, subject and verb cards, readers will be paired
A/MA/W: The teacher then write sentences students will write 5 paying attention to accordingly.
will display paintings about each object and pairs of sentences, each singular and plural.
that contain many who it belongs to. pair containing the same HW/W: A past tense letter
objects. Students will subject. They will then HW/E: Given 10 in journals about
write about the elements switch sentences and incorrect sentences, something unual they saw
of the paintings using combine accordingly. students will correct the to help a person
singular posessive present time verbs understand 100 years from
nouns. accordingly. now.
R/TX: The students will W/R/LA: Students will R/LA:The teacher will LA: The student will be E: The students will be
be given a packet of revise each others hand out a subject-verb given a worksheet and tested on mechanics
short stories to find journal letters for the agreement diagram and will be asked to identify with a narrative passage,
grammar mistakes in. future. explain it. subjects by circling and given a matching
They are to include them and underlining subject-verb sheet.
They will circle and positive comments R/W/LA:The students the verbs.
rewrite those sentence along with revision. will create their own MA/GA: Students will
correctly diagram from sentences GA/W: Students will form study groups and
Students will watch a from Looney Toons. pair up and each will list will be given quiz cards
cartoon short from 8 random things or to prepare each other.
DA: The smart board Looney Toons of LA: Each student will people. Then they will
will be available to use improper grammar. self correct when it is each have to write a
gone over in class. sentence with an
agreeing verb form.
MA/LI: The teacher OL/LI: The class will LI: The teacher will GA: As a class students
will read three sentences review Singular write two sentences on will particpate in a
and then write a list of Posessive and the board containing the “Bingo” game using the LI: The teacher will write
three people and three volunteers will read same subject. A vocabulary words. three categories on the
items. Volunteers will their sentences about the volunteer will suggest a board; present, spelling
LI,MO: The teacher will change, and past. Then
draw lines from the art. way to combine the introduce the lesson by show how to change verbs
person to their sentences. Then a writing a present tense from present to past.
posession through A/GA/W: Students will transperency will be sentence on the board and
understanding the draw their own artwork. used to illustrate having a student role play GA: In groups, students
sentences. Then switch with a combining predacits. the sentence. This will be will play “Fast Time with
partner who will write repeated three times, Past Time”
LI/ MA:The teacher sentences with singular W: Students will do the integrating the teaching of
will use interactive posessive nouns activity “Write a Short present tense verbs. GA/W:The teacher will
teaching about describing the picture. Story”, combining write five past tense
borrowing to illustrate sentences with the same GA: In groups students sentences on the board
will play “Subject-Verb that are formed incorrectly
singular posessive W: In journals, students subject.
Match Up”. Then students and will correct the
nouns. will make a list of six will practice matching sentences with a partner.
objects in an attic and GA/W: In pairs, subject and verb cards,
A/MA/W: The teacher then write sentences students will write 5 paying attention to DA: Strong english
will display paintings about each object and pairs of sentences, each singular and plural. readers will be paired
that contain many who it belongs to. pair containing the same accordingly.
objects. Students will subject. They will then HW/E: Given 10
write about the elements switch sentences and incorrect sentences, HW/W: A past tense letter
of the paintings using combine accordingly. students will correct the in journals about
singular posessive present time verbs something unual they saw
nouns. accordingly. to help a person
understand 100 years from
now.
Review Review and Practice SOL TESTING SOL TESTING SOL TESTING
sheets

SOL Testing Classroom Publications Classroom Publications Classroom Publications Class Party &
Special Fine Arts
Performance
LI: The teacher will W: The authors group will finish R/A/MO: All work is MO/A: The
explain about having a writing the story today. The rest shown to the the teacher presenters will act
classroom publication. of class works on their journal for final approval and out the story.
The class will be divided entries. suggestions. The
into groups: Illustrators, presenters can go out into The teacher will
authors, editors, and A/R/W: Once the authors are the hall with the aid and bring in snacks
presenters. finished the illustrators and begin putting acting into and drinks for a
editors can finish their work. The the story. class party.
LS: Each group will be authors and presenters are
given responsibilities in working on journaling. R/CM: The rest of the The class will
creating the class book. class will read and enjoy watching
discuss other classroom movie.
The story idea must be publications from
thought of today. different classes.
W/R/CM/GA: Each
group will start working
once the storyline is
given.
Works Cited:
Abrahamson, Richard F. (1995) Treasury of Literature. New York: Harcourt Brace.
Alexander, Rosemary (1986) Big Book of Absolutely Everything. New York: Instructors Books
Beck, Isabel L. (2007) Trophies. Orlando: Harcourt.
Cooper, J. David. (1996) Invitations to Literacy. Boston: Houghton Mifflin Company.
Herr, E. Selma. (1961) Learning Activities for Reading. Iowa: Brown Company.
Literature Works Teacher’s Guide. (1996) Needham Heights, MA Silver Burdett Ginn.
Reading Language Arts Practice Book. (1995) New York, New York. Macmillan/McGraw-Hill School Division.
Literature Works Source Bank. (1996) Needham Heights, MA. Silver Burdett Ginn.
Idea Zone. (1996) Needham Heights, MA Silver Burdett Ginn.
Sweeney, Jacqueline. Teaching Poetry: Yes You Can! (1993). New York, New York. Scholastic Inc.
Joy, Flora. Creative Writing Booklets: Easy to Make-Easy to Use. (1985). Carthage, IL Good Apple, Inc.
White, E.B. Charlotte’s Web. (1974) Harper Trophy.

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3 Mink Weaver Language Arts Charts

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Week 1 English Chart

Jennifer Mink & Sarah Weaver

W/GA: In pairs, GA/W/PS: The students W/E: Students will do the

Monday Tuesday Wednesday Thursday Friday

Abrahamson, Richard F. (1995) Treasury of Literature. New York: Harcourt Brace.

Beck, Isabel L. (2007) Trophies. Orlando: Harcourt.

Cooper, J. David. (1996) Invitations to Literacy. Boston: Houghton Mifflin Company.

Idea Zone. (1996) Needham Heights, MA Silver Burdett Ginn.

White, E.B. Charlotte’s Web. (1974) Harper Trophy.

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