8:15 – 8:30

Tuesday, April 1, 2014Tuesday, April 1, 2014

Using a dry Using a dry erase board, erase board, draw another draw another example of example of gravitational gravitational potential energy potential energy being displayed.being displayed.

Teacher Read Aloud/Paired Partners

Part One – August Part One – August Pages 1-26Pages 1-26

Restroom Restroom BreakBreak

9:15 – 9:259:15 – 9:25

Small Group – Use Context Clues

to Determine Meaning

Part One – Augustp1-26

Figurative Language Figurative Language Search!!Search!!

• Find the two similes on page 10!

• Simile – “my head on Via’s lap like she was my pillow”

• Simile – “like a lamb to the slaughter”

Figurative Language Figurative Language Search!!Search!!

• Find the simile on page 16!

• Simile – “It (the school) smelled like a hospital.”

Now, Character Traits Study/AnalysisNow, Character Traits Study/Analysis

• Thoughtful readers envision, predict and identify with the characters.

• This unit we will take a close look at the characters in the stories we read – studying what they are really like on the inside.

• Today, I want to teach you that readers not only step inside the story and find themselves “getting lost in the story,” but they also pull back and step outside of the story to help grow theories about the characters.

9:35 – 10:109:35 – 10:10

Stepping Stepping InsideInside vs vs OutsideOutside the Story the Story

• There are two ways to read:– Step inside the story, envisioning what is

happening and worrying about what will happen next. You’re involved with the story.

– Step outside the storyoutside the story, thinking about the characters and trying to figure out what they are really like. You think on what has happened to let your ideas have a chance to grow and become more significant.

Stepping Inside the StoryStepping Inside the Story

• Empathizing with August– nervous about entering a new school– wondering what people will think– afraid of not having any friends– ?– ?– ?

Stepping Outside the StoryStepping Outside the Story

• Eager to talk about what has happened so far– I already think that…– I wonder why…– Maybe it is because…– I can’t believe that…– Maybe…

Make an Anchor Chart:

Building Theories about Characters•We step outside of the story to help us build theories about the characters

• First, lets make a page in our First, lets make a page in our Reader’s Response Book – Reader’s Response Book – Character Notes for AugustCharacter Notes for August

• Next, lets list the physical traits Next, lets list the physical traits we have learned about August we have learned about August from the evidence in the storyfrom the evidence in the story

• Then, lets create an image of your Then, lets create an image of your perception of August from the perception of August from the evidence in the story (use copy evidence in the story (use copy paper).paper).

• Now, lets list some Now, lets list some personality/character traits we personality/character traits we have learned about August from have learned about August from the evidence in the story. Let’s see the evidence in the story. Let’s see if they are part of the common if they are part of the common traits listed yesterday?traits listed yesterday?

Remember these from yesterday?

Remember the “PCR”You will thoughtfully construct an audience-appropriate response supported by text evidence!You will use the rubric for a Prose Constructed Response Prose Constructed Response (PCR) when completing your homework tonight.

Homework?Homework?Answer one of the following questions by writing a detailed paragraph or two. Cite the evidence that supports your answer from the page and paragraph in the book.

Inferring Questions p1-261.What do you think August means when he says that his parents see him as extraordinary?2.What did the nurse mean when she said, “Everyone born of God overcometh the world.”?3.Why do you think August prefers Mrs. Garcia’s smile when it isn’t “shiny.”?

MOVE TO MOVE TO LEARNLEARN

http://www.movetolearnms.org/how-do-i-do-it/fitness-videos-4-6/soldier/

INDEPENDENT INDEPENDENT READING READING

Small Group

Stepping InsideInside & OutsideOutside of the Story•Now let’s apply what we learned to your independent novel•Locate a place where you can really envision what is happening, where you feel like you are part of the story.•Step outside of the story using the prompts:

• I already think that…• I wonder why…• Maybe it is because…• I can’t believe that…• Maybe…

10:10 – 10:4510:10 – 10:45

Word Word Study Study Week Week #26#26

10:45 - 10:5510:45 - 10:55

TuesdayCongressConceptConquer

ConversationContinent

Consequences

Congress

Concept

Conquer

Conservation

Continent

Consequences

Being a Writer Being a Writer - Poetry- Poetry

10:55 – 11:3010:55 – 11:30

Exploring Poetry• Before we explore poetry and further, let’s review a

few terms. – Alliteration – repeating consonant sounds (“Sing a song of

sixpence…”)– Metaphor – Comparing two things without using the

words like or as. (“Life is a broken-winged bird that cannot fly.”)

– Meter – A fixed regular rhythm in a poem (“Two roads diverged in a yellow wood…”)

– Onomatopoeia – Sound words (splash, pitter, patter)– Personification – Giving something that is not human,

human characteristics (“The wind stood up and gave a shout.”)

Exploring Poetry• More terms– Repetition – Repeating words or phrases for a

poetic effect (“ Bells, bells, bells”)– Rhyme – Words ending with the same sound

(Twinkle and sprinkle)– Rhythm – Pattern of stresses and pauses in a

poem– Simile – A comparison of two or more things using

the words like or as (“My love is like a red, red rose.”)

Yesterday• Yesterday you listened to the poem

“September” and began creating two anchor charts, one about the month of July and the other about poetry in general.

• Today you are going to hear another poem titled, “umbrella”.

• Close your eyes and create a picture in your minds as you listen to the poem.

“umbrella”by Valerie Worth

Slack wingsFolded, itHangs by aClaw inThe closet,

Sleeping,Or Moping,Or quietlyHatching A plot

To flap outAnd escapeOn the furiousSweep of The storm

“umbrella”• What sensory details do

you notice in “umbrella” that help you imagine what’s happening?

• The poet writes about the umbrella as if it is alive. What is this called?

• What words does Valerie worth use to write about the umbrella as if it’s alive?

Slack wingsFolded, itHangs by aClaw inThe closet,

Sleeping,Or Moping,Or quietlyHatching A plot

To flap outAnd escapeOn the furiousSweep of The storm

by Valerie Worth

“safety pin”• Listen as I read another poem that a poet

writes about an object as if it is alive.

“safety pin”Closed, it sleepsOn its sideQuietly,The silverImageOf someSmall fish;

Opened, it snapsIts tail outLike a thinShrimp, and looksAt the sharpPoint with a Surprised eye.

• What words does the poet use to write as if the safety pin is alive? •What sensory details do you notice in these poems that help you imagine what’s happening?

Quick Write: Ideas for Poems About Objects• If you were going to write about an object in the

classroom, what might it be? • What words might you use to describe what you object

looks like? Sounds like? Smells like? Feels like?• If you object came to life, what might it do? • On the next blank page in your writer’s notebook,

write the name of your object at the top of the page, and quick-write some ideas for what you could include in a poem about that object.

• Add “Poems can be about anything and You can write about objects as if they are alive to the “Notes About Poems” anchor chart.

Independent Writing• For the next 20 to 30 minutes, here are your

choices. – Continue writing what you started during the

quick-write.– Continue to write words and images for months of

the year.– Write about anything you choose.

Share and Reflect• Briefly talk with your partner about what you

wrote today.– What did your partner write about today?– Did you or your partner write about an object?

Read us what you wrote.– What problems did you and your partner have

working together today? What will you do to avoid those problems next time?

Math Time!Math Time!

11:30 –12:0011:30 –12:00

Chapter 10 Review PagesMath Workbook

Out of Classroom!•12:00 – 12:45 Activity•12:45 – 1:15 Lunch•1:15 – 1:45 Recess

Chapter 10 Review PagesMath Workbook

SCIENCE TIMESCIENCE TIME

2:30 – 3:102:30 – 3:10

http://studyjams.scholastic.com/studyjams/jams/http://studyjams.scholastic.com/studyjams/jams/science/matter/energy-and-matter.htmscience/matter/energy-and-matter.htm

Uses of EnergyUses of Energy

Did you Know Bubble – Work Did you Know Bubble – Work TimeTime

• Students write/type information on shapes and decide placement on “bubble”– Information and Shape choice for:• Facts• Thought Bubble• Speech Bubble• Revise/Edit “Topic” is important because…

HomeworkHomework• Math –• Read at least 30 minutes every day

3:10 – 3:153:10 – 3:15 Wrap Up!Wrap Up!

• Pack-Up

• Office will announce:Car Riders – Leave around 3:15Bus Riders – Teacher walks out about 3:22

(listen to intercom-dismisses by grade)