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LESSON PLANS APRIL 26 – 29

READING

TEKS/STATE EXPECTATIONS: 7.01, 7.02, 7.03, 7.04, 7.05, 7.06, 7.07, 7.08, 7.09, 7.10, 7.11, 7.12, 7.13

TUESDAY, APRIL 26

Homework – Study persuasive vocabulary (Quiz – Thursday)

Discuss questions missed the most on non-fiction practice

Discuss persuasive vocabulary

Mini-Lesson – persuasive text and terms (focus on bias, exaggeration, categorical claim, stereotyping,

explicit and implicit messages

WEDNESDAY, APRIL 27

Homework – Study persuasive vocabulary (Quiz – Thursday)

Test – STAAR Reading Part I

“Should School Start Later” (article in Scope Magazine) – identify

facts for both sides of the debate

THURSDAY, APRIL 28

Quiz – persuasive vocabulary

Test – STAAR Reading Part II

“Should School Start Later (article in Scope Magazine) – identify

examples of exaggeration, categorical claims, and

stereotyping

FRIDAY, APRIL 29

Enjoy reading drama “When Girls Ruled Baseball”

LESSON PLANS APRIL 18 – 22

READING

TEKS/STATE STANDARDS: 7.01, 7.02, 7.07, 7.08, 7.09, 7.10, 7.11

MONDAY, APRIL 18

HOMEWORK

Study for Non-fiction Vocabulary Quiz (Wednesday)

***Quiz will only cover the words your child checked.

Review Non-fiction Vocabulary

Pre-read article from Scholastic Scope Magazine

(text features)

Read informational article

Finish any uncompleted work from Friday

TUESDAY, APRIL 19

HOMEWORK

Study for Non-fiction Vocabulary Quiz (Wednesday)

CLASS:  Study vocabulary on Quizlet

Activity – “Putting It All Together”

Mini-lessons: author’s purpose; author’s perspective, author’s tone

WEDNESDAY, APRIL 20

Non-fiction Vocabulary Quiz

Quiz – article in Scope Magazine

THURSDAY, APRIL 21

Students complete practice on various non-fiction skills

      again using Scope Magazine

FRIDAY, APRIL 22 (substitute)

Vocabulary – persuasive terms

Guided practice – persuasive passage

LESSON PLANS APRIL 11 – 15, 2016

READING – MRS. CLINE

TEKS/STATE EXPECTATIONS: 7.01, 7.02. 7.03, 7.07, 7.09, 7.10, 7.11, 7.12, 7.13

MONDAY, APRIL 11

Correct quizzes from last Thursday/Friday-poetry

Introduction to non-fiction; types

videos – non-fiction text structures

TUESDAY, APRIL 12

Homework – non-fiction reading passage and ques.

Power Point Presentation – text structures

Guided practice – text structures

WEDNESDAY, APRIL 13

Quiz – text structures

Power Point Presentation – text features

Guided practice – pre-reading (text features)

Thursday, April 14

Guided Practice – analyze, infer, draw conclusions, synthesize , make generalizations to comprehend non-fiction text 

FRIDAY, APRIL 15

Independent STAAR practice – non-fiction (informational)

LESSON PLANS OCT. 19 – 23

***FIRST WEEK OF NEW GRADING PERIOD

TEKS/STATE STANDARDS: 7.1, 7.2, 7.3, 7.4, 7.7, 7.8, 7.10, 7.14, 7.16, 7.17, 7.19,7.20

HOMEWORK:

EVERY EVENING – Read library book at least 20 minutes

TUESDAY – Independent/Dependent Clauses

WEDNESDAY – Writing Complex Sentences

MONDAY, OCT. 19

Writing:

Bell work – Peg Writing – revising/editing personal narrative essay

Review – Comma Patterns 1, 2, 3; coordinating conjunctions;

simple sentence; compound sentence

Mini-lesson – meaningful transitions in narrative writing

Students revise/add transitions to narrative essays

Reading:

Bell work – library book check

Peg Writing – Students complete suggested lessons on an individual

basis

TUESDAY, OCT. 20

Writing:

Bell work – Peg Writing – revising/editing personal narrative essay

Notice: Subordinating conjunctions and complex sentences

Mini-lesson – variety of sentence beginning

Students revise sentence beginnings in narrative essays

Reading:

Bell work – sustained silent reading

Literary focus: narrative poetry

Read/analyze – “The Highwayman”

WEDNESDAY, OCT. 21

Writing:

Bell work – last day for Peg Writing revising and editing

Distinguishing compound and complex sentences

Applying comma rules

Reading:

Bell work – sustained silent reading

Library

Figurative Language in “The Highwayman”

Read/analyze – “Annabel Lee”

THURSDAY, OCT. 22

Writing:

Bell work – Comma patterns

Independent practice – comma rules

Notice – paragraph development (TEXEXT)

Reading:

Bell work – sustained silent reading

Formative assessment – figurative language

Literary Focus: Non-fiction – read/respond to ques.

FRIDAY, OCT. 23

Writing:

Bell work – appositives

Notice – paragraph development (TEXEXT)

Guided practice on essential and non-essential clauses

Reading:

Bell work: sustained silent reading

Guided reading/non-fiction

LESSON PLANS SEPT. 21 – 25, 2015

TEKS/STATE EXPECTATIONS:

7.01, 7.02, 7.03, 7.08, 7.10, 7.14, 7.16, 7.19, 7.20, 7.21

*****HOMEWORK:*****

***Fiction library book must be finished by Friday, Sept. 25

Monday – Read at least 10 pages in library book

Tuesday – Read at least 10 pages in library book

finish English – The Sentence Review

Wednesday – Read at least 10 pages in library book

English – Sentence Combining Worksheet

Thursday – Read

Friday – Read

MONDAY, SEPT. 21

Writing

Bell work – sentence fragments

Continue to review subjects/predicates and

action/linking/helping verbs

Locate subjects/predicates in varied sentence patterns

Reading

Bell work – sustained silent reading

Distinguish the characteristics of myths and epics

Read the myth “Icarus”

Analyze characterization, conflict, theme

TUESDAY, SEPT. 22

Writing

Bell work – identifying run-on sentences

Final copy of descriptive writing/self-assessment

The Sentence Review (test – Wednesday)

Reading

Bell work – sustained silent reading

Read the epic

Analyze characterization, conflict, theme

WEDNESDAY, SEPT. 23

Writing

Bell work – sentence combining – compound parts, compound sentence

Grade The Sentence – Review

Test – The Sentence

Reading

Bell work – sustained silent reading

Library Day

Interactive Notebooks – elements of fiction – characterization and

academic vocabulary

THURSDAY, SEPT. 24

Writing

Bell work – ideas for writing a personal narrative

Reading a personal narrative prompt

Sentence combining

Reading

Bell work – sustained silent reading

Analyze literary elements of fiction within text

FRIDAY, Sept. 25

Writing

Bell work – personal narrative prompt

Pre-writing – personal narrative

Reading

Bell work – sustained silent reading

Choice sheet – library book assignments

LESSON PLANS SEPT. 14 – 18, 2015

TEKS/STATE EXPECTATIONS: 7.01, 7.02, 7.03, 7.08, 7.10, 7.14, 7.16, 7.19

7.20, 7.21, Fig. 19  

MONDAY, SEPT. 14

WRITING  

Bell work – subjects and predicates

Apply mnemonic device (song) to helping verbs (quiz – Thursday)

Sensory Grammar – sentence parts  

Construct simple sentences using compound parts

READING

Homework – Read at least 10 pages in library book

Bell work – sustained silent reading

Apply mnemonic device (TPCAST) to non-fiction passage

Construct literary responses to article “Worldwide Loss of Bees…”

TUESDAY,  SEPT. 15

WRITING

Homework – sentence combining

Bell work – short write – Show, Don’t Tell

Annotate a piece of descriptive writing (guided practice)

Notice – organizational strategy – spatial (guided practice)

READING

Homework – Read at least 10 pages in library book

Bell work – sustained silent reading

Review – history of storytelling and characteristics of a folktale

Pre-reading for folktale – “We Are All One”

Interactive notebook – theme and foreshadowing

WEDNESDAY, SEPT. 16

WRITING

Bell work – turn in sentence combining; practice listing the 23 helping verbs

Mini-lesson: action verbs vs. linking verbs; active vs. passive voice

Plan a descriptive essay using spatial organization; brainstorm relevant

details and sensory images

READING  

Homework – Reading passage and response questions – “Running A Real…”

Bell work – understanding new vocabulary/using a dictionary

Read/answer response questions – “We Are All One”

Independent practice – analyze theme in different cultural, historical, and

contemporary contexts

THURSDAY, SEPT. 17

WRITING

Bell work – precise word choice

Quiz – helping verbs

Appreciate a model descriptive essay

Begin drafting a descriptive essay

READING

Homework – Read at least 10 pages in library book

Bell work – turn in reading passage; precise word choice (continued from writing)

Continue drafting a descriptive essay

Collaborate with others: Revisit writing for examples of descriptive elements       (figurative language, vivid verbs and adjectives, etc.)

FRIDAY, SEPT. 18

WRITING

Bell work – precise word choice – finish and turn in

Revising and editing descriptive essay

Final copy of descriptive essay (test grade)

READING

Homework – Read at least 10 pages in library book.

Bell work – sustained silent reading

Library book check – Are You Really Reading?

Appreciate storytelling – videos of professional storytellers

LESSON PLANS SEPT. 8 – 11, 2015

TEKS/STATE EXPECTATIONS: 7.01, 7.02, 7.03, 7.08, 7.10, 7.14, 7.16, 7.19

7.20, 7.21, Fig. 19  

TUESDAY, SEPT. 8

Writing  

Bell work – Notice descriptive elements in model paragraph

Universal Screener (to assess students’ prior knowledge and skills)

Short write – Show, Don’t Tell

Reading

Homework – Read at least 10 pages in library book

Homework – Analyze non-fiction:  “Worldwide Loss of Bees a Growing Concern”

Bell work – sustained silent reading

Analyze plot of a short story (review – elements of plot)

WEDNESDAY,  SEPT. 9

Library Day – during Writing class

Writing  

Homework – Sentence parts: subjects and predicates

Bell work – Notice strategy: sentence parts: subjects and predicates

Short write:  Show, Don’t Tell

Analyze descriptive examples for vivid action verbs

Revise short write, eliminating linking verbs

Reading

Homework – Read at least 10 pages in library book

Bell work – sustained silent reading

Quiz – story plot

Universal Screener (to assess students’ prior knowledge and skills)

THURSDAY, SEPT. 10

Writing

Bell work – Notice strategy: combining sentences: compound subjects and   

       predicates

Analyze descriptive examples for word choice; using precise adjectives

Revise a short write: focus on word choice

Reading  

Bell work – sustained silent reading

Read folktale “We Are All One”; analyze foreshadowing and theme

Reading response questions

FRIDAY, SEPT. 11

Writing/Reading

Bell work – reflective questions

Remembering 9-11

Notice spatial organization in descriptive writing

Pre-writing – create a visual plan to write descriptively