Day 1:

Time Activity Teacher Role Student Role

9-9:05
(5-7 mins)
Mini-lesson for reading
workshop

Objective: students will be
able to identify to difference
between external and
internal trait of a character

Provide the
students with a
model of how to
identify character
traits followed by
an independent
practice.
Come to carpet for mini-
lesson. They can take notes in
their notebook on content.
The students will engage in
whole group discussion.
9:05-9:20
(15 mins)
Guided Reading

Materials:
Guided reading book
(teacher-selected)
Work with small
group on teacher-
selected text. Work
on reading
strategies with each
group.
Students read selected book
with guidance from teacher.
They answer any questions
teacher prompts them.
9:20-9:50
(30 mins)
Independent Reading

Materials:
Just Right Books
Teacher should be
reading while the
students are.
Teacher may
conference with
students one-on-
one during this
time.
Students can read their just
right books. Student-selected
books based on what they are
interested in.

Students will create a chart in
their readers notebook:
internal vs. external traits.
9:50- 9:55
(5 mins)
Literature Circle

Materials: teacher
guided/student-selected
book

Teacher guides their
in-depth analysis.
Students meet with their
groups to discuss what they
read, what they will read and
how they will reflect.
9:55-10:00 Group Share and Evaluation Teacher guides
students in groups
share to bring out
critical thinking in
students.
Students will reflect on their
reading lesson. They will give
examples of external and
internal traits.
10:00-10:10
(10 mins)
Mini-lesson for writing
workshop

Objective: students will be
able to record relevant
research on their topic for
their biographies.

Teacher gives brief
teacher talk to
introduce topic to
class
Students come to carpet for
mini-lesson. They may take
notes during the mini-lesson.

10:10- 10:45
(35 mins)
Investigations:

Materials:
Biography books provided by
teacher
Confer regularly
with individual
students about their
work and provide
guidance and
Research topic and regularly
record on post its that will be
organized later.

feedback
10:45-11:00
(15 mins)
Group Share and Evaluation Prompt students to
share about their
topic and what
writing strategies
they used.
Students answer teacher
questions to assess how much
they have learned.



Day 2:

Time Activity Teacher Role Student Role
9:00-9:05
(5 mins)
Mini-lesson for reading
workshop

Objective: students will be
able to present a picture
based on envisioning a scene
from a piece of literature.
Provide the
students with a
model of how to
visualize a picture in
your head based off
of a piece of
literature followed
by independent
practice.
Participate in whole group
discussion as well as take notes
and annotate important details
of the text to use for
visualization.
9:05-9:20
(15 mins)
Guided Reading

Materials:
Guided reading book
(teacher-selected)
Work with small
group on teacher-
selected text. Work
on reading
strategies with each
group.
Students read selected book
with guidance from teacher.
They answer any questions
teacher prompts them.
9:20-9:50
(30 mins)
Independent Reading

Materials:
Just Right Books
Teacher should be
reading while the
students are.
Teacher may
conference with
students one-on-
one during this
time.
Students can read their just
right books. Student-selected
books based on what they are
interested in.

They will create an image
based on envisioning and draw
a picture in their readers
notebook.
9:55-10
(5 mins)
Group Share and Evaluation Teacher guides
students in groups
share to bring out
Students will reflect on their
reading lesson and share
pictures with the class and
explain what scene they
envisioned.
10:00-10:10
(10 mins)
Mini-Lesson for Writers
workshop

Objective: Students will be
able draft, revise and edit
their personal narratives.
Teacher gives brief
teacher talk to
introduce topic to
class
Students come to carpet for
mini-lesson. They may take
notes during the mini-lesson.

10:10-10:45
(35 mins)
Independent Writing Confer regularly
with individual
Students should be working in
their writers notebook

students to provide
guidance and
feedback.
drafting, revising and editing
previous work on their
personal narratives.
10:45-11:00
(15 mins)
Group share and evaluation Ask students why
revising and editing
are important.
Students answer questions to
reflect on importance of what
they have just practiced.