5th - Turner and Currie - Languae Arts Charts

Language Arts Legend
A – art
AA- afternoon activity
CI – community involvement – collaboration with the community
CC – collaboration with colleagues
CL – cultural literacy and diversity
CM – communication
CZ – citizenship
DA – differentiation / accommodation
DR- drama
E – evaluation
G- game
GA – group activity
I- instruction
IR- independent reading
L – literacy
LA – Language Arts
LI – listening
LS – life skills
H – health
HS – home / school connection – collaboration with families
HW – homework
M – math
MA – manipulative activity
MO – movement / physical education
MU – music
OL – oral language / public speaking
PS – problem solving / critical thinking
R – reading
S – science
SS – social studies
T – technology
TE- testing
TX – text
W – writing
WU- warm-up activity
Week 1 Language Arts Chart
Tekla Currie & Kristen Turner
Day 1 Day 2 Day 3 Day 4 Day 5
KTSOL E 5.11: KTSOL E 5.11: KTSOL E 5.11: KTSOL E 5.11: KTSOL E 5.11:
First Day of School Inverted word order Inverted word order Inverted word order Inverted word order
I: Teacher will I: Teacher will I: Teacher will I: Teacher will T/W: Teacher will
introduce the discuss correct review inverted give more reserve the
students to the word order with word order with examples of computer lab for
Language Arts the class. the students. inverted word the students to
section of the day. Teacher will give order to the class practice typing
She will walk them I/GA: Teacher will more examples of for them to correct. sentences that are
through a sample then show the class inverted word correct and
day. correct and order to the class W/GA/E: Students incorrect. Students
incorrect word for them to correct. will construct 15 will use spelling
I/LA/T: Teacher ordered sentences. sentences with and grammar
will introduce Students will have W/GA/E: Teacher incorrect word check to make
inverted word to correct the will then give order. They will necessary changes
order to the sentences. Teacher students a then trade papers to their sentences.
students. Teacher will review why worksheet on with a neighbor. Teacher will
will use the each change was inverted word They will correct provide the
overhead and Elmo made with the order. Students the sentences. sentences for the
to show examples. class. This activity will be allowed to Teacher will class to type.
She will also have will be done on the work in groups. collect.
the students white board. Teacher will AA/R/IR:
involved in the collect. AA/R/IR: Students will have
lesson. AA/R/IR: Students will have independent
Students will have AA/R/IR: independent reading time.
W: Teacher will independent Students will have reading time.
then give a small reading time. independent GA/R: Students
worksheet to each reading time. W/E: Teacher will will break off into
student to R/I/TE: Teacher give a topic to the reading groups and
complete. will give a reading TE: Teacher will students. The take turns reading
assessment test to give a vocabulary students will then through a short
AA/R/IR: Teacher each student to assessment test to write a one page story given to them
will then explain assess their reading each student. essay on that topic. by the teacher.
that students will level. Teacher will Teacher will adjust Teacher will
have independent use the results to her plans collect and
reading time for reading groups. accordingly. evaluate where
everyday. Today Teacher will also each child is in
the teacher will use the results to their writing
allow 30 minutes determine which process.
for this. Students books will be used
will be allowed to for the class and DA: Students who
choose a book which have a handwriting
from the class supplemental disability will be
library to read. books should be allowed to use the
provided. class computers to
complete this
assignment.
Direct objects Indirect objects All objects All objects All objects
I: Teacher will I: Teacher will I: Teacher will W/E: Teacher will CC/GA/R:
discuss direct discuss indirect review direct and write 10 sentences Teacher will
objects with the objects with the indirect objects on the board. arrange for the
class. She will class. She will with the students. Students will class to visit a
show many show many identify the direct Kindergarten class.
examples of direct examples to them. W/ E: Students and indirect Students will pair
objects to them. will begin to write objects by writing up with a
R/W/E: Students their own story them on a piece of Kindergarten
R/W: Students will will find 20 that will be paper. Teacher will student and they
find 20 examples examples of published into a collect. will read a book to
of direct objects in indirect objects in book. Students will their student.
The Lion, the The Lion, the be allowed to W: Students will Students will point
Witch and the Witch and the create their own compile a list of 15 out the direct and
Wardrobe. Wardrobe. non-fiction or direct and indirect indirect objects in
Students will Students will fiction work. When objects that they the book. Students
record their record their this work is want use in their will ask
findings on a piece findings on a piece completed it will book. Students will comprehension
of paper with the of paper with the be bound and then develop questions to the
page numbers page numbers published for the sentences that have Kindergarteners to
listed beside them. listed beside them. students to keep. direct and indirect see if they can
Today students objects in them. recall what
W/PS/GA: W/E/GA: Teacher will begin to happened in the
Teacher will have will have the brainstorm topics GA/W/E: Students book. These
the students create students create 5 for their books. will then trade questions will also
a sentence of their sentences of their sentences with tell if the
own and then trade own. Students will AA/R/IR: The another classmate. Kindergartener
them with a then trade them Lion, the Witch The other understood the
neighbor. The with a neighbor. and the Wardrobe. classmate will indirect and direct
neighbor will find The neighbor will circle the direct objects.
the direct object. find the indirect W/E: Students will objects and
objects. complete a underline the AA/R/IR: The
AA/R/IR: The worksheet on indirect objects. Lion, the Witch
Lion, the Witch AA/R/IR: The direct and indirect Teacher will and the Wardrobe.
and the Wardrobe. Lion, the Witch objects. Teacher collect.
and the Wardrobe. will collect. W: Students will
W: Students will AA/R/IR: The write a 1 page
write a paragraph W: Students will HW/E: Students Lion, the Witch reflection on their
on their favorite use the paragraph will decide on the and the Wardrobe. time in the
summer activity. that they wrote topic that they will Kindergarten class.
Students will then yesterday and be using for their W/E: Students will
highlight every underline the book. make corrections DA: Students who
direct object in the indirect objects in to the book have a hard time
paragraph. the paragraph. sentences. Teacher reading will read
will collect. an easier book.
Literature: The Lion, the Witch, and the Wardrobe By: C.S. Lewis
Conjunctions Conjunctions Conjunctions Conjunctions Conjunctions
I: Teacher will I: Teacher will I: Teacher will T/I: Teacher will G/GA: Students
introduce review review reserve the will play a game
conjunctions to the conjunctions with conjunctions with computer lab for with conjunctions.
class. Teacher will the class. the class. the class. The Students will
show many students will be receive an index
examples of I/GA: Teacher will W/E: Students will provided with a list card with a word
conjunctions to then introduce the write 20 sentences. of websites that written on it.
them. dialogue game. They will then they can visit. Students will walk
Students will trade papers with a Students will around the room
LI: Teacher will divide into two classmate. spend the class and find others that
then show the class teams and line up Classmates will time visiting the they can make a
‘Conjunction one behind the then highlight all interactive sentence with.
Junction’ from the other. The teacher of the conjunctions websites dealing Students will have
TV show will call out a that they find. with conjunctions. to stand in
Schoolhouse Rock. sentence and the Teacher will sentence order
students will take collect the paper. AA/R/IR: The until the teacher
W/E: Students will turns saying a Lion, the Witch approves of their
write 10 sentences sentence that starts OL: Teacher will and the Wardrobe. sentence.
using at least one with “Yes, but…”. then write
conjunction. This will continue sentences on the W: Students will W: Students will
Students will circle until everyone has board that have write a reflection then receive a
their conjunctions. a turn. missing parts. on their time in the conjunction chart.
Teacher will Students will tell computer lab. They They will have to
collect. AA/R/IR: The the teacher which will describe what listen to the teacher
Lion, the Witch words belong in they learned, and tell a story and
AA/R/IR: The and the Wardrobe. those blanks. their favorite and record how many
Lion, the Witch least favorite conjunctions the
and the Wardrobe. W/GA: Students AA/R/IR: The websites. teacher uses.
will create a Lion, the Witch
W/PS/E: Students conjunction wall in and the Wardrobe. DA: Students who AA/R/IR: The
will receive and the classroom. cannot behave Lion, the Witch
complete a Students will be W/E: Students will while at the and the Wardrobe.
crossword puzzle given an index complete a computers will
dealing with card and they will worksheet on have worksheets to W: Students will
conjunctions. write a conjunction conjunctions. work on while continue working
Teacher will go on it. Students will Teacher will their classmates on their book.
over the puzzle then be allowed to collect. are completing They will make
and then collect. decorate the index their computer sure they have
card before placing W: Reader work. conjunctions in
it on the wall response journal each sentence.
entry.
Prepositions Prepositions Prepositions Prepositions Test 1
I: Teacher will I: Teacher will G/OL/GA: I: Teacher will TE/E: Students
introduce review Teacher will play a review will take Test 1
prepositions to the prepositions with review preposition prepositions with which will include:
class. She will the class. game with the the class. o Inverted word
show the students class. Students will order
all prepositions. T: Teacher will divide into 2 TE/E: Teacher
then use the groups. Students will give the o Direct Objects
T/I: Teacher will overhead to show will line up in a students a mini
then use the the students single file line quiz on o Indirect
overhead to show different word facing the prepositions. Objects
students sentences problems. Students overhead. Teacher
that contain will identify will display a W: Students will o Conjunctions
prepositions. prepositions within sentence with a spend the rest of
Students will the word problems. preposition the day working on o Prepositions
identify the missing. The first their rough draft of
prepositions. T/I: Teacher will student to call out their book. AA/R/IR: The
then show the the correct Lion, the Witch
R/I: Students will students an online preposition will get AA/R/IR: The and the Wardrobe.
then practice writing lab on a point for their Lion, the Witch
identifying prepositions. She team. The winning and the Wardrobe.
prepositions by will use her laptop team will get a free DA: Students who
using a paragraph and project the lab homework pass. MU: Students will have difficulties
from their current on the screen. practice the testing in the
reading and W/A: Students preposition song. classroom will be
highlighting all of W/PS: Students will continue allowed to test in
the prepositions will then create working on their W: Students will another room
that they find. their own books for complete a where they are
Teacher will go definition for what publishing. This reader’s response monitored.
over it with class. a preposition is. week they will be journal entry.
working on adding
AA/R/IR: The AA/R/IR: The prepositions to I: Teacher will
Lion, the Witch Lion, the Witch their book. answer any
and the Wardrobe. and the Wardrobe. Students must have questions
at least 15 regarding the test
W: Students will MU: Students will prepositions in for tomorrow.
make a preposition learn the their book.
flip book. Students preposition song.
will use 3x5 index AA/R/IR: The
cards to make their Lion, the Witch
book. Students will and the Wardrobe.
write one
preposition on MU: Students will
each card. practice the
preposition song.
Prep. Phrases Prep. Phrases Prep. Phrases Grammar Grammar
I: Teacher will I: Teacher will I: Teacher will I: Teacher will I/W/E: Teacher
introduce review review review basic will explain to the
prepositional prepositional prepositional grammar errors class that they will
phrases to the phrases with the phrases with the with the class. continue to peer
class. Teacher will students. students. edit each others
demonstrate how I/W/E: Teacher book rough drafts.
to make W: Students will OL/LA: The class will show the class Teacher will give
prepositional receive a version will then tell a how to edit a work special instructions
phrases out of of ‘Mad Libs’. rotating story. Each with grammatical for the students to
prepositions. This version will student will create errors in it. Teacher follow. Students
ask students to one sentence of the will write sample will use a red pen
W/E: Students will come up with a story. Each sentences on the to correct each
then record preposition and a sentence must board that have others rough drafts.
prepositional prepositional include a grammatical errors Teacher will hand
phrases in their phrase in order to prepositional in them. Students out the rough
book of complete the phrase. The teacher will have to correct drafts to the
prepositions. paragraph. will start and the these sentences. students. Students
Students will write students will take Teacher will go will only correct
a prepositional OL: Students will turns adding on to over the correct grammatical errors.
phrase on the other then present their the story. answers with the After the students
side of the index paragraphs to the class. are done, teacher
card. Teacher will class. W: Students will will collect the
collect. then write a W/E: Teacher will corrected rough
AA/R/IR: The paragraph on then give the drafts and review
W: Students will Lion, the Witch prepositional students a them.
record and the Wardrobe. phrases and why worksheet and the
prepositional they are important. students will have AA/R/IR: The
phrases they find W/E: Students will to correct the Lion, the Witch
in The Lion, the review their rough AA/R/IR: The grammatical errors and the Wardrobe.
Witch and the drafts. They will Lion, the Witch on the worksheet.
Wardrobe. put a square and the Wardrobe. W/E: Teacher will
around the AA/R/IR: The hand back
AA/R/IR: The prepositions in Students will finish Lion, the Witch corrected rough
Lion, the Witch their rough drafts. any work that they and the Wardrobe. drafts and students
and the Wardrobe. are behind on. will make all
W: Students will W/E: Students will necessary
R: Students will complete a DA: Students who make a second corrections.
read the chapter in reader’s response have a lot of work copy of their rough Students will then
their textbook journal entry. to make up will draft for their submit a new copy
dealing with finish at home. book. Teacher will of their rough
prepositions and collect both copies. draft.
prepositional
phrases.
Capitalization Capitalization Spelling Spelling Spelling
I/W: Teacher will I/E/W: Teacher I/E/W: Teacher W/PS/I: Teacher W/E: Teacher will
review will explain to the will review the will give students a explain to the class
capitalization rules class that they will most commonly crossword puzzle that they will
and how to edit continue to peer misspelled words to solve. Teacher continue to peer
errors with the edit each others and how to edit a will then explain edit each others
class. Teacher will book rough drafts. paper with the importance of book rough drafts.
write sample Teacher will give misspelled words. spelling words Teacher will give
sentences on the special instructions Teacher will write correctly. special instructions
board that have for the students to sample sentences for the students to
capitalization follow. Students on the board that TE/E: Students follow. Students
errors in them. will use a red pen have spelling will take their will use a red pen
Students will have to correct each errors in them. spelling quiz. to correct each
to correct these others rough Students will have others rough drafts.
sentences. drafts. Teacher will to correct these W/E: Students will Teacher will hand
hand out the rough sentences. edit their own out the rough
I: Teacher will go drafts to the books for spelling drafts to the
over the correct students. Students I: Teacher will go errors. Students students. Students
answers with the will only correct over the correct will write a new will only correct
class. capitalization answers with the rough draft. The spelling errors.
errors. class. teacher will then
W/E: Teacher will make a copy to E: After the
then give the E: After the E/W: Teacher will distribute students are done,
students a students are done, then give the tomorrow. teacher will collect
worksheet and the teacher will collect students a the corrected rough
students will have the corrected rough worksheet and the AA/R/IR: The drafts and review
to correct the drafts and review students will have Lion, the Witch them.
capitalization them. to correct the and the Wardrobe.
errors on the spelling errors on AA/R/IR: The
worksheet. AA/R/IR: The the worksheet. W/E: Students will Lion, the Witch
Lion, the Witch receive a and the Wardrobe.
AA/R/IR: The and the Wardrobe. AA/R/IR: The paragraph with
Lion, the Witch Lion, the Witch grammar, spelling, E/W: Teacher will
and the Wardrobe. W/E: Teacher will and the Wardrobe. and capitalization hand back
hand back errors in it and corrected rough
E/W: Students will corrected rough LA: Students will they must edit the drafts and students
edit their writing drafts and students be given a list of paragraph. Teacher will make all
for capitalization will make all spelling words to will collect. necessary
errors. Then necessary learn for a quiz corrections.
submit another corrections. tomorrow. This list DA: Students who Students will then
copy of their rough Students will then will be a list of the have spelling submit a new copy
draft. submit a new copy most commonly difficulties will be of their rough
of their rough misspelled words. allowed to use a draft.
draft. dictionary.
Punctuation Punctuation Sentence Structure Sentence Structure Format
I: Teacher will W/E: Teacher will I: Teacher will I/W/E: Teacher I: Teacher will
review basic explain to the class review sentence will give students a review formats
punctuation errors that they will structures with the list of items to look with the class. She
with the class. continue to peer class. for when editing will show them
Teacher will show edit each others sentence examples of
the class how to book rough drafts. OL: Students will structures. Teacher different formats of
edit a work with Teacher will give be asked to tell the will then give poems and essays.
punctuation errors special instructions teacher what things students a short
in it. for the students to should each essay to edit. W: Students will
follow. Students sentence possess. Students will work in groups to
I: Teacher will will use a red pen follow the determine if the
write sample to correct each I: Teacher will directions on the format used in the
sentences on the others rough write good and piece of paper to selected works is
board that have drafts. Teacher will ‘bad’ sentences on edit their papers. correct. For the
punctuation errors hand out the rough the board and the Students’ papers poetry works the
in them. Students drafts to the students will have will be color coded students will have
will have to correct students. Students to choose which by the edits that to write what
these sentences. will only correct ones are which. they have done. format is being
Teacher will go punctuation errors. Teacher will used.
over the correct W/PS: Teacher collect.
answers with the E: After the will then give AA/R/IR: The
class. students are done, students a T: Teacher will Lion, the Witch
teacher will collect worksheet where then use the over and the Wardrobe.
W/E: Teacher will the corrected rough they will have to head to show the
then give the drafts and review determine if each class what edits LA: Students will
students a them. sentence is a good should have flip through a
worksheet and the sentence or a bad occurred. variety of books
students will have AA/R/IR: The on. If it is a bad and examine the
to correct the Lion, the Witch one the students AA/R/IR: The different types of
punctuation errors and the Wardrobe. will fix that Lion, the Witch formats used.
on the worksheet. sentence to be a and the Wardrobe.
W/E: Teacher will good one. BOOK REPORT
AA/R/IR: The hand back IR/R: Students DUE!!
Lion, the Witch corrected rough AA/R/IR: The complete any Students will turn
and the Wardrobe. drafts and students Lion, the Witch reading left over in their book report
will make all and the Wardrobe. from The Lion, the for The Lion, the
W/E: Students will necessary Witch, and the Witch and the
edit their writing corrections. DA: Students who Wardrobe. Wardrobe.
for punctuation Students will then have difficulties
errors. Then submit a new copy with English will
submit another of their rough be allowed to work
copy of their rough draft. with someone.
draft.
Format Edit Writing Edit Writing Edit Writing Test 2
I: Teacher will I: Teacher will W/GA/E: Teacher W/E: Students will TE/E: Students
review formats review all editing will explain to the be editing their will take Test 2
with the students. techniques with the class that they will own rough drafts. which will include:
class. be peer editing After their rough o Prepositional
W: Students will each others book drafts have been Phrases
follow the format W/E: Students will rough drafts. edited by many
guidelines for an edit the essays that Teacher will give classmates they are o Grammar
essay. The teacher they wrote special instructions finally ready for
will have the yesterday using all for the students to one more edit. o Capitalization
students write on of the techniques follow. Teacher will give
their favorite that they have been Students will use a special instructions o Spelling
Holiday. Students practicing before. red pen to correct for the students to
will write a Teacher will each others rough follow. o Punctuation
complete essay on collect and review. drafts. Teacher will Students will use a
this topic. hand out the rough red pen to correct o Sentence
AA/R/IR: drafts to the each others rough Structure
AA/R/IR: Students will have students. Students drafts. Teacher will
Students will have independent will edit the entire hand out the rough o Format
independent reading time. book. drafts to the
reading time. students. Students
o Edit Writing
W/E: Students will E: After the will edit the entire
G/GA: Students make the needed students are done, book.
will then play a corrections on their teacher will collect AA/R/IR:
game to see who essays. Teacher the corrected rough E: After the Students will have
can name the will collect and drafts and review students are done, independent
format first. review. them. teacher will collect reading time.
Students will break the corrected rough
up into two teams. AA/R/IR: drafts and edit DA: Students who
The team who gets Students will have them one last time have difficulties
the most points independent for the students. testing in the
will win a free reading time. classroom will be
homework pass. AA/R/IR: allowed to test in
W/E: Teacher will Students will have another room
hand back independent where they are
corrected rough reading time. monitored.
drafts and students
will make all W: Teacher will
necessary hand back
corrections. corrected rough
Students will then drafts and students
submit a new copy will make all
of their rough necessary
draft. corrections a final
copy will be
submitted.
Dictionary Dictionary Dictionary Dictionary Dictionary
I/T: Teacher will I: Teacher will I: Teacher will T/I: Teacher will W/PS: Students
show students review with the review how to use show students how will create 5 words
what a dictionary students how to a dictionary with to use an online that they would
is. She will then use a dictionary. the class. dictionary. want to be added to
show them all of Students will see the dictionary.
the different W: Students will PS/W/G: Students the difference Students will come
dictionaries that look up the will do a between the two. up with the words
are out there. definitions for all dictionary and definition.
Teacher will then of these weeks scavenger hunt. W: Students will Students will check
show the students spelling words. Teacher will then use a the dictionary to
how to use a provide the words dictionary to check make sure that
dictionary. W/A/OL: Students for them to find. the words in their none of their words
Students will call will find their Students will find essay to make sure are in the
out a word and the favorite word in the words and they have the dictionary already.
teacher will use the the dictionary. record the correct meaning
Elmo to show the They will record definition and page and spellings. OL/PS: Once
students how to the definition and number they found Students will make students have their
use the dictionary then draw a picture the word on. The any wanted 5 words they will
to look up the that resembles that first five to finish changes. present their words
meaning of the word. Students with all words to the class. The
word. will then present it found correctly AA/R/IR: class will vote on
to the class. will win a prize. Students will have one out of the five
W: Students will independent words to add. This
work in groups to AA/R/IR: AA/R/IR: reading time. will continue until
find and record the Students will have Students will have all of the students
definition of 10 independent independent GA/W: Students have gone.
words selected by reading time. reading time. will work in
the teacher. groups and will AA/R/IR:
DA: Students R: Students will receive a Students will have
AA/R/IR: whose primary catch up on their worksheet where independent
Students will have language is not reading of Frindle. they will have to reading time.
independent English will be If a student is unscramble the
reading time. allowed to use a caught up on word and then use GA: Class will
double dictionary Frindle then they the dictionary to then vote on the
W: Students will one that converts will be allowed to find the definition. top five words to
make a reference their language into read a book of add to the
card for a English. their choice. dictionary. From
dictionary. the top five the
Students will write students will vote
when a dictionary on one word to
would be used. add.
Literature: Frindle By: Andrew Clements
Thesaurus Thesaurus Thesaurus Glossary Glossary
I: Teacher will I: Teacher will I: Teacher will I: Teacher will I: Teacher will
show students review how to use review how to use show students review how to use
what a thesaurus a thesaurus with a thesaurus with what a glossary is a glossary with the
is. the students. the students. and how to use it. students.
T/W/PS: Teacher MA/W: Students MA/W/LA: W/T/I: Students PS/G/E: Students

will then show the will use a Students will will use their will then be given
students how to thesaurus to edit receive a synonym social studies a scavenger hunt to
use a thesaurus. their books. chart to fill out. textbook to follow complete in
Students will call Students will see if Students will along with the groups. Students
out a word and the they can use a search the teacher. Teacher will use a glossary
teacher will use the bigger word thesaurus for the will use the Elmo to complete this
Elmo to show the instead of main word and to show the scavenger hunt.
students how to repeating some of then they will pick students the steps The group to get
use the thesaurus the other words. the synonym that to using a glossary. all answers correct
to look up the they like the most. Students will then will receive and
other words that W/E: Once Students will do have time to award. Teacher
mean the same students have this for the 15 explore using a will collect.
thing as the word searched their word in the chart. glossary for
they are looking whole essay they Students will then themselves. AA/R/IR:
up. will resubmit their write a story that Teacher will do a Students will have
essay with any contains all of the closing activity for independent
PS/R/W: Students changes. Teacher synonyms in the using a glossary. reading time.
will work in will review and chart.
groups to find and give back to the AA/R/IR: R/E/PS: Student
record the words students. AA/R/IR: Students will have will use their math
that are listed Students will have independent book glossary to
beside 10 words AA/R/IR: independent reading time. complete a
selected by the Students will have reading time. different scavenger
teacher. independent W: Students will hunt. This will be
reading time. W/PS: Students make a reference an individual
AA/R/IR: will complete a card for a glossary. scavenger hunt.
Students will have thesaurus Students will write Teacher will
independent DA: Students who scavenger hunt when a glossary collect.
reading time. have difficulty prepared ahead of would be used.
reading English time by the
W: Students will will be allowed to teacher.
make a reference work with a
card for a partner to complete
thesaurus. Students work.
will write when a
thesaurus would be
used.
Other Resources Other Resources Other Resources Other Resources Test 4
I: Teacher will I/T: Teacher will I/T: Teacher will T/I: Teacher will TE/E: Students
schedule a visit to instruct students on instruct students on reserve the will take Test 4
the library for the the uses and the information computer lab to which will include:
students. The functions of an contained in an show students how
librarian will then atlas. Students will Encyclopedia and to use online o Dictionary
teach the students also learn how to then she will show resources to
how to use the card use an atlas. them how to use conduct research. o Thesaurus
catalogue to find Teacher will show and Encyclopedia.
the books that they students how to Teacher will use T/I/W: Students o Glossary
need. use an atlas by the Elmo. will draw a slip of
using the Elmo to paper out of a hat. o Other
GA/R: Teacher show them. R/W/OL: Students Students will then Resources
will prepare a will each receive a go to that website
scavenger hunt for GA/E/W: Teacher volume of an and research the AA/R/IR:
the students to will give students encyclopedia. topic given to Students will have
complete as a an atlas worksheet Students will have them. Students will independent
team. Students will to complete. to find a topic in write a one-page reading time.
use the card Students will be their encyclopedia summary of their
catalogue to allowed to work in and prepare a 2 topic. DA: Students who
complete the a group for the last minute oral have difficulties
scavenger hunt. half of the presentation to AA/R/IR: testing in the
Students will then worksheet. Teacher give to the class on Students will have classroom will be
use the card will collect. their topic. Teacher independent allowed to test in
catalogue to find a will approve topics reading time. another room
picture book to W/E: Students will before speeches where they are
read for the make up their own are given. W: Students will monitored.
remainder of the quiz on using an write one
time. atlas. Teacher will OL: Student will paragraph on
collect. then give an oral which form of
AA/R/IR: presentation on research that they
Students will have AA/R/IR: their topic. enjoyed the most.
independent Students will have Students will also
reading time. independent AA/R/IR: write a one
reading time. Students will have paragraph on
W: Students will independent which form of
write a one TE/W: Students reading time. research they liked
paragraph will take each the least.
reflection on using other’s quizzes OL: Students will
the card catalogue. from the morning finish speeches left
session. over from the
morning session.
Non-Fiction Non-Fiction Non-Fiction Non-Fiction Non-Fiction
I/OL: Teacher will LA/W: Teacher A/PS: Teacher will LA/W/A: Teacher DR/OL/GA:
introduce the book will give students a assign the will give students a Teacher will select
the students will be vocabulary list scrapbook project vocabulary list for a chapter of the
reading for the from chapters 1 for this book. chapters 3 and 4. book to read as a
next few weeks. and 2. Students Students will Students will then class (chapter 4).
Teacher will will work in choose a character choose a word and This reading will
explain that this groups to find the from the book and describe that word be done in a
book is a non- definition of these they will create a in pictures. reader’s theatre
fiction book. words. scrapbook on that Students will manner. Teacher
Teacher will call person. Students present their will select the cast
upon the students W: Students will will use clues from picture to the class. members and when
to tell her what a write a ‘runaway’ the book to create it comes to their
non-fiction book letter their parents. the scrapbook. W/PS: Students part in the book
is. This will be due on will brainstorm they will have to
W: Students will day 72. ideas for their read and act out
GA/OL: Students begin their scrapbook. that part as if they
will complete a Reader’s Response W/M/PS: Students Students will write were that person.
pre-reading Journal. will complete a ideas on paper. After that character
activity. Students worksheet on New has had a turn they
will be asked a AA/R/IR: York City. They AA/R/IR: will then select
series of questions Students will have will follow Students will have someone to replace
about what they independent directions to find independent them. This will
think will happen reading time. their way around reading time. continue until the
in the book and New York City. whole chapter has
other questions T: Students will They will have a W: Students will been read.
dealing with take an online tour map to use as a write a journal
scenarios in the of the Metropolitan guide. entry. AA/R/IR:
book. Museum of Art. Independent
AA/R/IR: HW: read chapter reading time.
A/I: Students will HW: read chapter Students will have 4.
then learn about 2. independent LS/T/S: Students
the author. reading time. will learn how to
Students will DA: Students who use a compass.
create a collage of have difficulty W: Students will Teacher will show
the author’s life. seeing will be write a journal students how to
allowed to sit on entry. read one by using
AA/R/IR: the floor close to the Elmo. Students
Students will have the screen to see HW: read chapter will then go
independent the online tour. 3. Take home quiz. outside and record
reading time. compass readings.
HW: read chapter HW: catch up on

1. reading. Take
home quiz.
Literature: From the Mixed-up Files of Mrs. Basil E. Frankweiler By: E.L. Konigsburg
W/T/A: Students LA/W/PS/GA: I: Teacher will LA: Teacher will DR/OL/GA:
will have all Teacher will give discuss who give the students a Reader’s Theatre:
morning to work the students a Michelangelo is vocabulary list for Teacher will select
on their scrapbook. vocabulary list and what he did. chapters 7 and 8. a chapter of the
Teacher will have from chapters 5 book to read as a
supplies ready for and 6. Students A/MA/H: Students DR/OL: Students class (chapter 8).
them. Teacher will will then select 10 will then design will then choose
be available to words and create a their own sculpture one word and W: Students will
help students and crossword puzzle out of a bar of create a 2 minute write a journal
to offer advice out of those words. soap. Teacher will skit to ‘sale’ their entry.
when she is asked. Students will then also talk about word to the class.
Students will have swap puzzles and personal hygiene at Students are trying AA/R/IR:
access to the solve. this time. to persuade the Students will have
computer at this class to choose independent
time to do OL/LI: Teacher AA/R/IR: their word instead reading time.
research, type, or will lead a class Students will have of another
print. discussion on the independent vocabulary word. W: Students will
points of views reading time. create a character
AA/R/IR: used in the books. AA/R/IR: profile of the
Students will have The class will W: Students will Students will have person that they
independent respond. write a journal independent choose to do their
reading time. entry. reading time. scrapbook on. This
AA/R/IR: page will be apart
W: Students will Students will have A: Students will W: Students will of their scrapbook
write a journal independent create their own write a journal in the end.
entry. reading time. mark like the one entry.
in the book. HW: Finish all
HW: Read chapter W: Students will Teacher will HW: Read chapter reading. Take
5. write a journal display the marks 8. home quiz.
entry. on the bulletin
board.
HW: Read chapter
6. HW: Read chapter
7. Take home quiz.
DA: Students who

have a physical
disability with
their hand will be
allowed to use the
computer paint
program or they
will be able to
draw.
PS/W: Students GA/OL: Students R/G: Teacher will GA/OL: Students OL/FA/GA:
will create their will break off into give each student a will break off into Students will vote
own schedule as if groups. They will quote from the pairs and they will on a chapter to act
they were Claudia come up with a book and they will retell the story to out. This reading
and Jamie. The newscast and have to come to one another. will be done in a
schedule should present it to the the front of the Teacher will then reader’s theatre
cover one whole class. Students will room and read the draw the class manner. Teacher
day. cover the story as quote as if they back together and will select the cast
breaking news that were that person. retell the story in members and when
M/W/PS: Students the children have Students will raise her own words. it comes to their
will work in a been found. their hands to Teacher will then part in the book
group to create an guess. The first explain to the they will have to
expense report that AA/R/IR: one to guess students that read and act out
includes all of Students will have correctly will get everyone is that part as if they
Jamie and independent to go next. different and so are were that person.
Claudia’s expenses reading time. their After that character
in the book. AA/R/IR: interpretations but has had a turn they
OL: Students will Students will have in the end the story will then select
PS/W: Students continue with their independent is still the same. someone to replace
will then have a newscasts. reading time. them. This will
packing scenario to AA/R/IR: continue until the
solve. Students W/A: Students W/A: Students Students will have whole chapter has
will be given a will work on will work on independent been read.
shoe box to fill scrapbook. scrapbook. reading time.
with items that Students will have Students will have AA/R/IR:
they will need if access to the access to the W/A: Class will Students will have
they ran away. computer if they computer if they create a picture independent
Students will have need to type or need to type or dictionary for each reading time.
to list the items print anything. print anything. all of the
that they would vocabulary lists. T/W: Students will
bring. DA: Students who Students will be work on
have a hard time given 5 words scrapbook.
AA/R/IR: speaking in front each. They will Students will have
Students will have of a crowd will be have to create at access to the
independent allowed to have a dictionary page for computer if they
reading time. smaller part. each word. need to type or
print anything.
W/PS: Class will
work together to HW: Bring in
create a list of all supplies for class
of the ways that luncheon.
they could earn
money.
Non-Fiction Non-Fiction Non-Fiction Test 5 Graphic Organizer
I/GA/E: Teacher OL/E/T: Students LI: Students will TE: Students will W: Teacher will
will reserve the will turn in their view the movie take Test 5 which introduce graphic
school’s learning scrapbooks. “The Hideaways”. will cover: organizers to the
kitchen. Students Students will also class. Teacher will
will work together present their AA/R/IR: o From the show students
to prepare lunch scrapbooks to the Students will have Mixed-up Files examples of
for the class and class. They will be independent of Mrs. Basil different graphic
their parents. allowed to use the reading time. E. Frankweiler. organizers.
Students will make Elmo so that every
food that was child will be able I: Teacher will DA: Students who W/IR: Teacher
mentioned in the to see the review major have difficulties will focus in on the
book. scrapbook. points in the story testing in the Venn Diagram. She
with the class. classroom will be will display a
H/GA: Students AA/R/IR: allowed to test in paragraph on the
will use the food Students will have another room overhead. Students
that they brought independent where they are will read this
from home to reading time for monitored. paragraph to
make: the remainder of themselves.
o Nouiles et the afternoon. AA/R/IR: Teacher will then
fromage en Students will have show the students
casserole independent how to fill in the
o Carrot and reading time. Venn diagram. She
celery sticks will ask for them to
o Fresh apples help her fill in the
and peanut diagram.
butter.
o Milk or juice AA/R/IR:
Students will have
GA: When food is independent
ready teacher will reading time.
serve the food to
the students and W/E: Students will
their parents. create a Venn
Diagram
AA/R/IR: comparing the
Students will have movie and the
independent book.
reading time.
DA: Teacher will

handle all knives
and cutting duties.
Graphic Organizer Graphic Organizer Graphic Organizer Graphic Organizer Graphic Organizer
I: Teacher will I: Teacher will I: Teacher will I: Teacher will I/W/E: Teacher
introduce students introduce students introduce students introduce students will give students a
to main idea to sequence to charts. Teacher to timelines. short story.
graphic organizers. graphic organizers. will complete a Teacher will Students will
sample chart for complete a sample choose any two
R/W/E: Students R/W/E: Students the students. timeline for the graphic organizers
will read a short will read a short students. to organize the
story and then story and then W/E: Students will information.
compose a main compose a receive a list of W/E: Students will Teacher will
idea graphic sequence graphic information and then make a collect.
organizer for the organizer to they will complete timeline of their
short story. accompany it. a chart on the lives. They must GA/W/T: Students
Teacher will Teacher will information that include at least 10 will work together
collect. collect. they received. events. Teacher as a class to form a
Teacher will will collect. large graphic
W/E: Students will W/MA/H: collect. organizer for a
then make a main Students will then AA/R/IR: short story that the
idea graphic write out the steps AA/R/IR: Students will have teacher displays on
organizer for the to making a peanut Students will have independent the overhead.
book From the butter and jelly independent reading time.
Mixed-up Files of sandwich. Teacher reading time. AA/R/IR:
Mrs. Basil E. will then walk the W/E: Students will Students will have
Frankweiler. class through the W/E: Students will receive a timeline independent
Teacher will steps to making a receive a worksheet to reading time.
collect. peanut butter and worksheet on complete. Teacher
jelly sandwich. charts to complete. will collect.
AA/R/IR: Students will then Teacher will
Students will have be able to eat the collect.
independent sandwiches.
reading time.
AA/R/IR:
W/E: Students will Students will have
receive a main idea independent
worksheet to reading time.
complete. Teacher
will collect. W/E: Students will
receive a sequence
worksheet to
complete. Teacher
will collect.
DA: Students with

food allergies will
be allowed to eat
something else.
Fiction Fiction Fiction Fiction Fiction
I: Teacher will R/W: Teacher will R/W/E: Teacher OL/W/E: Teacher OL/E: Students
reserve the library. give students a will give students will allow students will give their oral
The librarian will fictional short another fictional to work on their presentations of
explain to the story on the short story to read. oral presentations. their books.
children what a Olympics. Students will read Students will then
fiction book is and Students will read this short story and make an outline AA/R/IR:
where they can this short story and construct a for the Students will have
find them in the construct a graphic sequence graphic presentation. independent
library. Students organizer for this organizer for this Teacher will reading time.
will spend the rest short story. story. Students will collect and review
of the morning have to sequence outlines. W: Students will
finding a sports OL: Teacher will the events that write a one page
fiction book that have students happened. AA/R/IR: reflection on their
they would like to explain which Students will have presentation and
read. Once graphic organizer GA: Students will independent the book that they
students have they used a why. then work with in reading time. read.
selected their book pairs and compare
then they will W: Teacher will their organizers. R/W: Students will
check it out. then choose a read a short fiction
graphic organizer I: Teacher will excerpt from their
R: Students will sit and she will then display her textbook and then
in the library and construct one for sequence graphic write a one
read their book the short story that organizer for the paragraph
until everyone has was read. class. summarization.
found a book and
checked it out. AA/R/IR: AA/R/IR: DA: students who
Students will Students will have have a hard time
AA/R/IR: spend their reading independent writing will be
Students spend the time reading their reading time. allowed to use the
rest of the book of choice. computer to type
afternoon reading OL/PS: Students their outline.
the book that they HW: Students will will begin to
choose. finish their brainstorm their
outlines. oral presentation
HW: Students will for their book of
make an outline of choice.
their book thus far.
Literature: Sport book of Choice
R/L/I: Teacher R/W/PS/E: R/I/W: Teacher OL/W/E: Teacher OL: Students will
will take the Teacher will give will give students a will allow students give their oral
students to the students a fictional fictional story on to work on their presentations of
library and have short story on Thomas Jefferson. oral presentations. their books.
them select a George Students will read Students will then
historical fiction Washington. this story and make an outline AA/R/IR:
book to read for Students will read choose a graphic for the Students will have
the week. Teacher this short story and organizer to presentation. independent
will check the construct a Venn complete on this Teacher will reading time.
books to make sure Diagram story. collect and review
that they are comparing George outlines. W: Students will
appropriate. Washington and R/W/I: Teacher write a one page
Students will Abe Lincoln. will read a AA/R/IR: reflection on their
check out the Teacher will historical fiction Students will have presentation and
books. collect. piece to the class. independent the book that they
Students will reading time. read.
AA/R/IR: R/GA: Class will record all of the
Students will have read a fictional information that R/W: Students will
independent piece together. they can remember read a short fiction
reading time. from the story. excerpt from their
AA/R/IR: textbook and then
R/W/E: Students Students will read AA/R/IR: write a one
will read a short their historical Students will have paragraph
story on Abe fiction book. independent summarization.
Lincoln. Students reading time.
will write a one R: Students will DA: students who
paragraph read fictional OL: Students will have a hard time
summary of the stories from their begin to plan for writing will be
story. Teacher will textbook. their oral allowed to use the
collect. presentation of computer to type
their book of their outline.
choice.
Literature: Historical Event book of Choice.
R: the teacher will R: the teacher will R: the teacher will R: the teacher will R: the students
read the first part read the middle of read the end of So read The Little will read The Little
of So You Want To So You Want To You Want To Be House (Burton). House (Burton)
Be President? (St. Be President? (St. President? (St. silently.
George). George). George). W: the students
will write a letter W: the teacher
W: the students W: The students R: The teacher from the little will show students
will look up the will brainstorm a will read a house to its how the author
word “caricature” list of things that a campaign speech. owners, explaining writes in shapes,
in their president should what expansion is the words on a
dictionaries, and have (traits, values, W/PS/GA: the (social studies page forming a
the class will work etc). students will work lesson) and why it shape. The
together to write a in groups to write a wants to go out of students will write
definition on the W: The students campaign speech the city. a short story about
board. will write a (around a something they eat,
paragraph or two paragraph) that one AA/R: Students and they will write
W/A: The students about what a of their group will have it in the shape of
will focus on one president needs to would use to run independent the item they eat.
president, and they be a good for president. The reading time. The teacher will
will write down president. teacher will remind help students to
four sentences that them that they find the right
describe that AA/R: Students should use any shape, and will
president. The will have traits they have help them fit their
students will then independent that they identified words into the
draw their own reading time. as important for a shape they need.
caricature of their president to have. The challenge will
president, and it be to write enough
must include a OL: The students to fill the shape,
visual chosen by the but not too much!
representation of group to run for
all of their four president will read DA: Students who
descriptive their campaign cannot write inside
sentences. speeches for the the lines can write
class. without their
AA/R: Students limitations.
will have AA/R: Students
independent will have AA/R: Students
reading time. independent will have
reading time. independent
reading time.
R: the students R: the students R: The students R: the students R: The students
will read “Johnny will read “Davy will read “Sally will read “Swamp will read “Johnny
Appleseed” Crockett” Ann Thunder Ann Angel” (Isaacs) Appleseed” again,
(Osborne) aloud as (Osborne) Whirlwind aloud. to refresh their
a class. independently. Crockett” memory of
(Osborne) aloud as W: The students different tall tale
W: The students OL: The class will a class. will write a list of characters.
will write a discuss what parts “Bouncers,
summary of the of the story are W: the students Whoppers, & W: The students
tall tale, showing fact, and what will write out an Tarradiddles” will write a first
exaggerations, parts are fiction. outline of a tall tale (Post), to practice draft of their own
problems, and character. They writing the sort of tall tale, using their
solutions in the W: The students will write in detail sentences found in character outline
story. will write out a what special a tall tale. from Wednesday.
chart, showing abilities their
AA/R: Students what aspects of the character has, what AA/R: Students AA/R: Students
will have story are fact, and exaggerations they will have will have
independent which are fiction. will make, and independent independent
reading time. what problems the reading time. reading time.
DA: Students who character might
have a learning face.
disability can be
given a worksheet AA/R: Students
for this instead of will have
writing out the independent
chart. reading time.
AA/R: Students
will have
independent
reading time.
R: The students R: The students R: The students R: the students R: The students
will read “Paul will read the will read “Mike will read “Swamp will read any story
Bunyan” (Kellogg) version of “Paul Fink” (Kellogg) Angel” (Isaacs) they choose from
aloud as a class. Bunyan” found in aloud as a class. again “American Tall
“American Tall independently to Tales” (Osborne)
W/I: The class Tales” (Osborne) W: The students gain deeper silently.
will review what a aloud as a class. will write a information.
tall tale is by paragraph W/A: The
writing a list of I/OL: The class describing their tall W/E: The students will write
facts and fictions will discuss any tale character. students will edit their final draft of
on the board. small differences their tall tales for their own tall tale,
between the two A: The class will spelling, grammar carefully, on a
W: The students versions, and why make life-sized and clarity, and blank piece of
will work on the there might be tracings of each will add any paper provided by
editing of their differences in tall student, and will exaggeration to the the teacher. The
own tall tales. tales. color the tracing in tale that they students will
They will write as their tall tale would like. decorate the story
five sentences that W: the students character. The tall with a border or
exaggerate their will write a tale characters will AA/R: Students illustration, and
character. paragraph hang out in the will have hang it in the hall
describing why hall. independent with their
AA/R: Students there could be so reading time. character.
will have many differences AA/R: Students
independent between two will have AA/R: Students
reading time. authors’ versions independent will have
of a tall tale. reading time. independent
reading time.
DA: Students who
have a learning
disability can be
given a worksheet
to show the
differences.
AA/R: Students
will have
independent
reading time.
R: The students R: The students R: The students R: The students R: The students
will read ch. 1, 2 will read ch. 3 of will read ch. 4, 5 will read ch. 6, 7 will read ch. 8 of
of class book. class book of class book. of class book. class book.
W: Students will W: Students will W/A: Students W/GA: Students W/OL: The
learn how to make study the different will make a story will identify main students will learn
a cluster, which kinds of sentences set, by drawing a ideas and the importance of
they will later use found in the huge mural of the supporting details “summing up a
to write about the novel’s first three house in the story. from the book. paragraph.” The
story. The students chapters, by The teacher will The teacher will teacher will read
will draw a circle sorting sentences hang a large piece give the students examples from the
on their paper for from the book into of paper on the sentences, like on novel, as well as a
chapter one. They piles. Teacher will board where Tuesday, and the few from Writing
will write ch. 1 in print out sets of students can reach students will sort Skills by Behrman
the center of the sentences and give it. Then the themselves out into (74A). The teacher
circle, and they one to each teacher will lead main ideas and will give students
will write things student. Then the the class in a supporting sentence cards, and
that happened, or teacher will tape discussion about sentences. The she will organize
that they thought categories of what is in the teacher will break groups of students
while reading sentences around house, with as each group into in the front of the
chapter one. If the room, and much detail as two for the next class to show
there is time, the students will sort possible. The activity. meaningful use of
students and themselves into teacher will write a The teacher will a summative
teacher will do two groups. Once the list, and assign write four main sentence in a
chapters. students are in each student one or ideas on the board, paragraph. Each
(Behrman 87A). groups, the teacher two details to draw assigning one to group will
will have them use on the house. The each group. The represent a
OL/I: The class their sentences to teacher will have students will then paragraph. Once
will discuss all the write a funny two students at a have ten minutes they are in order,
things that script that they can time come to the to find as many the students will
happened in the act out. front of the class to supporting details read their
chapter, and the draw while the rest for their main sentences.
teacher will show OL/I: The class work on a work topic, from the
the students how will discuss why sheet that novel, as possible. W: The students
well they could writers use a introduces them to The students will will use the
remember because variety of new words in the write all of the paragraphs they
of their clusters. sentences when text. sentences, wrote on Thursday,
they write. including the main and they will write
AA: The students topic, as a summative
DA: gifted will use their new paragraph to show sentences for their
students can create vocabulary labels that their paragraphs about
props for the to label items that supporting ideas the novel.
scripts. appear in the all fit together.
house.
Literature: The Matchlock Gun By: Edmonds
R: The students R: The students R: The students R: The students
will read ch. 9 of will read ch. 10 of will read The will read The SCIENCE
The Matchlock The Matchlock Matchlock Gun. Matchlock Gun.
Gun. Gun. FIELD
W: The teacher W/A: the teacher
W/I/OL: the W/I: The teacher will have students will give students TRIP
teacher will ask the will guide students write a brainstorm time to write out
students if they in writing about for their topic all of their topic .
have learned their favorite part sentence. The sentence,
anything else about of the book. The teacher will pass supporting ideas,
the setting of the first step will be to out paper “brain and add a
novel. The teacher write their topic cut outs” and paper summative
will help them sentence. circles, and the sentence, and then
organize their students will write the students will
thoughts and add LA/OL: The all of their write their final
new setting teacher will pass supporting ideas draft. The teacher
illustrations to out sets of on the circles. The will hand out white
their house. sentences that students will write paper for the final
contain a topic their topic sentence draft, and
W/I: The teacher sentence to every on the brain, and oversized paper so
will ask every student. The will use drinking the students can
student to write at students will put straws to connect make an illustrated
least one thing that the sentences in the ideas to the border and glue
has happened at or the order they like, topic sentence and their paragraph
to a particular and then will read will staple their over it. The teacher
place or thing in them aloud. The brainstorms on the will hang the
their illustration. teacher will ask wall of the finished products
The teacher will each student why classroom. on the wall in the
emphasize they put the topic hallway.
remembering the sentence in the AA/R: Students
little details as well beginning of their will have AA/R: Students
as the larger plot paragraph, and the independent will have
points. The students will reading time. independent
students will write realize that it tells reading time.
what happened and what the paragraph
the class will is all about.
staple the
“happenings” to DA: Students with
the house. a learning
disability will
AA/R: Students receive a
will have paragraph cut in
independent half.
reading time.
Literature: The Matchlock Gun By: Edmonds
Fiction Fiction Oral Presentation Oral Presentation Oral Presentation
R: The teacher W: The teacher I: The teacher will W: The students W: The students
will begin to read will write the word explain that in will begin working will work on the
Because of Winn “character” on the order for the reader in the computer lab last five pages of
Dixie aloud to the board, and the to understand a on their online their scrapbook.
class. Then the students will character, the scrapbook. The
students will have brainstorm what a author gives details students will use OL: The teacher
30 min. of silent character is in in the text. their ten details to will explain that
reading time. more detail than on make ten pages the students can
Monday. W/T/A: The about their share the details
W/PS: The students will make character. they have learned
teacher will write I: The teacher will a list of some main about their
character, plot, ask the students to characters, and A/W: The students characters with
theme and setting explain how the they will each pick will work on the their classmates by
on the board, and story would one to make an first five pages of using their
the class will change if each online scrapbook their scrapbook scrapbooks to
brainstorm words character was not about one of the today. design an oral
to describe each in it. characters in the presentation.
one. novel. DA: students who
W: The students need extra time AA/R: Students
A: The teacher will write a three W/A: The students can make only six will read Because
will pass out four or four sentence will take the rest of pages with six of Winn Dixie.
blank sheets of description of how the time to find details.
paper to each each character descriptions of
student. The changes Opal’s their character in AA/R: Students
students will draw understanding the book. They will read Because
simple sketches on about friendship, will write down of Winn Dixie.
each to show belonging, and ten details for their
character, plot, acceptance. character, and will
theme and setting. draw illustrations
AA/R: Students if they like.
AA/R: Students will read Because
will read Because of Winn Dixie. AA/R: Students
of Winn Dixie. will read Because
of Winn Dixie.
Literature: Because of Winn Dixie By: Kate DiCamillo
Oral Presentation Oral Presentation Oral Presentation Oral Presentation Oral Presentation
R: The teacher OL/E/GA/W: The OL/T: The A: The students LI/T: The students
will begin to read students will pair students will give will draw a picture will watch the last
Because of Winn up and practice their oral of Winn Dixie as part of the movie
Dixie aloud to the giving their five presentations in he is described in version of Because
class. minute oral front of the class the novel. of Winn Dixie.
presentations to using a projection
W: The teacher one another. Each of their online LI/T: The students A: The students
will write an student will read scrapbook about will watch the first will draw a picture
outline for an oral the other’s their character. half of the movie of Winn Dixie as
presentation on the presentation, and version of Because he is described and
board. then the students DA: Students who of Winn Dixie. shown in the
will share part of cannot give an oral movie.
W/T: The students their presentations presentation can W: As the
will write a first orally. The teacher have theirs read by students watch the W: the students
draft of their oral will give each pair the teacher. movie, they will will write a
presentation using two constructive fill in skeleton paragraph about
their online advice cards, and W/LI: The notes provided by the differences
scrapbook for the students will students listening the teacher. between the book
support. fill one in for their will take notes and the movie.
partners. about the character AA/R: Students The students will
AA/R: Students as their classmate will read Because use their skeleton
will read Because E: The students gives their of Winn Dixie. notes from
of Winn Dixie. will revise their presentation. Thursday’s
oral presentations. viewing of the
AA/R: Students movie to help them
AA/R: Students will read Because remember details
will read Because of Winn Dixie. to compare.
of Winn Dixie.
AA/R: Students
will finish Because
of Winn Dixie.
Literature: Because of Winn Dixie By: Kate DiCamillo
Writing Writing Writing Writing Writing
I/W/A: The OL: The teacher W/A: As the I: The class will W: The students
teacher will will open a students get to discuss how the will write two
introduce the discussion with the know the vocabulary they paragraphs on two
vocabulary words class about what it characters and the are learning helps sheets of paper. In
for the book to the means to be a setting in Narnia, them to understand the first paragraph
students. She will leader. The class the students will the story, and the students will
write them all on will brainstorm the pick one character about how the write a summary of
the board, and the meaning of being a to write a poem British English in the book as they
students will copy leader on the about. The the novel can be have read it so far.
them into their board. students can write fun but difficult. In the second
vocabulary any kind of poem paragraph, the
notebooks. Each W: The students about any W: The teacher students will write
word has four will write poetry character, and they will assign each their opinion of the
blocks in the about being a will write the student two book so far. They
notebook, with a leader. The poem and draw an vocabulary words, can dislike the
circle in the students will write illustration, which and the students novel, but they
middle. The an acrostic poem will be glued to the will repeat the must give literary
students will write using the word back of their poem activity from reasons.
their vocabulary LEADER. (O’Brien-Palmer Wednesday for
words in the circle, 11). each word. A: The students
the definition AA/R: Students will decorate their
(given by the will read Prince DA: Students who A: The student’s paragraphs with
teacher) in one Caspian. need more four poems will be construction paper,
square, an guidance will be hung from a coat and will hang them
illustration in given a specific hanger to make a from their mobiles.
another square, type of poem and mobile, and all the
and two sentences topic to write mobiles will be AA/R: Students
in the third and about. hung in the will read Prince
fourth squares. classroom. Caspian.
AA/R: Students
AA/R: Students will read Prince AA/R: Students
will read Prince Caspian. will read Prince
Caspian. Caspian.
Literature: Prince Caspian By: C. S. Lewis
W/A: The teacher W: The students W/A: The students W/A: The students R: The students
will explain to the will use their first will use their will use their third will take turns
students that they word. Each second word. word. The reading aloud from
are going to be student will write a Each student will students will be the class’s
writing a book on paragraph about use research allowed to write an leadership book.
leadership. The how the word materials to find a essay or a poem,
students will each describes a leader. person, but it must be in TE/E: The
write three pages contemporary or the shape of a lion. students will take a
and illustrate three A: The students historical who The teacher will vocabulary quiz.
pages, and will use art exemplifies that make several lion
everyone’s pages materials to word. The outlines available AA/R: Students
will be put illustrate their students will find a to the students. will read Prince
together to make a paragraphs. picture of their They will write a Caspian
book. person, a rough draft of their
A/W: The students description they poem or
I/W: The teacher will create a can copy, and the paragraph, and
will ask each matching exercise students will write then they will
student to make a with their a paragraph about write it in the lion
list of ten traits that vocabulary words how the person and illustrate it.
a leader should and definitions, shows the quality
have. The teacher using yarn to needed for DA: students who
will write all of the connect the two. leadership. . cannot write neatly
words on the board in the lines of the
and will allow AA/R: Students AA/R: Students lion can write
each student to will read Prince will read Prince without the
pick three. Caspian. Caspian outline.
W/A: The students AA/R: Students

will use three will read Prince
pieces of Caspian.
construction paper
and magazines to
use print letters to
make their three
words at the top of
three pieces of
paper.
AA/R: Students
will read Prince
Caspian.
Literature: Prince Caspian By: C. S. Lewis
R: The teacher R: The students R: The students R: The students R: The students
will read The will read The will read the will read The will read The
Legend of the Legend of the biography Legend of the Legend of the
Indian Paintbrush Indian Paintbrush information on Indian Paintbrush Indian Paintbrush
(dePaola). (dePaola). http://falcon.jmu (dePaola). (dePaola).
.edu/~ramseyil/d
W: The students OL/I: The teacher epaola.htm A/W: The students W: The students
will create a KWL will ask the as well as reading will use crumpled will write their
chart as a class. students how they one of the links on paper bags and final draft of the
think Little Gopher the page. drinking straws to essay they wrote
I/W: The teacher would write, and make a teepee. on Monday, and
will ask the what he would use. W/A: The teacher The students will will hang them and
students to write a She will guide will write five paint their teepees their illustrations
short essay about them to understand important with designs. The on the wall.
how they would that he would have questions on the students will work
feel if they had to write with board, and the together as a class I/A/PS: The
been Little Gopher. natural paint on students will to write teacher will use the
deer skin. answer the instructions for class directions for
W: The students questions about making a teepee. making a teepee
will write their A/W: The students Tomie dePaola They will have to and will follow the
first draft of this will tear large from the text they be very detailed so directions exactly.
essay and make an pieces of paper read on the that someone who
illustration. bags, and they will internet. The has never seen the AA/R: Students
crumple them to students will process can make a will have
AA/R: Students look like a hide. answer the teepee. independent
will have Then the students questions by reading time.
independent will use natural writing them in a DA: Students with
reading time. colors of paint to simple flip book a learning
write a letter to they make with disability will be
Little gopher about three pieces of given an
what they use to construction paper. incomplete set of
write. directions to fill in.
AA/R: Students
AA/R: Students will have AA/R: Students
will have independent will have
independent reading time. independent
reading time. reading time.
will read an article will read an article will read an article will read an article will read an article
from the local from the local from the local from the local from the local
newspaper. newspaper. newspaper. newspaper. newspaper.
I/OL: The teacher GA/W: The R/W/A/E: Each R/W: Each student W/A: The students
will read a short students will work student will select will read one will write the final
article aloud to the on outlining a an article to read article from the draft of their story,
students and the whole section of a which clearly local newspaper, and make a collage
class will discuss newspaper. The demonstrates an and they will use to illustrate it using
the main idea of students will work introduction, a the story in the pictures from
the article. in groups to body containing article to write a newspapers and
outline four or five several paragraphs, piece of fiction. magazines.
W/A: The teacher articles. and a conclusion. The students will
will ask the They will cut out use only the
students to write GA/OL: Each the article then cut characters, place AA/R: Students
the main idea for group will select it into paragraphs. names and general will have
the article they two students to They will put them story line independent
read. The students stand in front of in an envelope and presented in their reading time.
will write the main the class as have written the article.
idea, use it to write newscasters. article's title on the
their own title for front. After placing W: The students
the article, and OL/I: The class the paragraphs in will write an
draw an illustration will present their the envelope, they outline and first
for the article. newscast from the will exchange draft of their story
newspaper, and the envelopes with today.
A: The students teacher will another student.
will put all of their discuss with them This student is to AA/R: Students
articles together as how news can be arrange the will have
a newspaper. delivered in paragraphs in independent
different mediums. proper order. Once reading time.
AA/R: Students the article is in
will have DA: Students who order the original
independent have trouble with student will check
reading time. public speaking the article for
can choose shorter proper order. These
news stories or not articles can be
present at the used several times
teacher’s for further
discretion. practice.
AA/R: Students AA/R: Students

will have will have
independent independent
will take turns will take turns will take turns will take turns will take turns
reading from reading from The reading from The reading from reading from The
Where the Book of Pigericks Book of Pigericks Where The Book of Pigericks
Sidewalk Ends. Sidewalk Ends.
W: The class will W/A: The teacher W/GA: The
W/A: the students discuss what a will pass out W/I: the teacher students will write
will each pick their limerick is. The worksheets with will show students a poem using one
favorite poem they teacher will guide pig outlines to some examples of set of rules. Each
have heard, and the students to each student. The the poems they student will write
will draw a picture come up with the students will write have read, and will the poem on
they think makes a rules of writing a their own show them how cardstock and will
good illustration limerick, and will “pigerick” inside there are many cut out a puzzle.
for the poem (the write them on the of the pig. Each different forms of The students will
teacher will allow board. The class student must first poetry. She will exchange their
the students to read will compose a write a rough draft explain that they puzzles to read
the poems again if limerick, guided of their “pigerick” have had their classmate’s
they wish). The by the teacher, who on notebook paper, experience with poems (O’Brien-
students will make will write the show that they limericks, and now Palmer 14).
their illustration, limerick on the have made at least they will
and they will write board (Post 126). two improvements experiment with DA: Students who
a short, one to it, and then they other forms of cannot handle
paragraph W/A: Each student must write their poetry. scissors can draw
description of what will copy the class final draft inside their puzzle shapes
and why they have limerick onto their the pig. Any extra W/OL: The and the teacher
drawn. own paper, and time can be spent teacher will write will cut them out.
will use magazines either drawing an the rules for
AA/R: Students to make a collage illustration for several rule-based AA/R: Students
will have around the edge of their limerick, or poetry styles. She will have
independent the paper as a using magazines to will ask a student independent
reading time. border to the make a collage to read a poem, reading time.
limerick. around their pig. and the class will
discuss what kind
AA/R: Students AA/R: Students of poem it is.
will have will have
independent independent AA/R: Students
reading time. reading time. will have
independent
reading time.
will read Out of will read Out of will read Out of will read Out of will read Out of the
the Dust by Karen the Dust by Karen the Dust by Karen the Dust by Karen Dust by Karen
Hesse. Hesse. Hesse. Hesse. Hesse.
PS/I: The teacher W: The students W: The students W: The students W: The students
will discuss with will make their will make their will make their will make their
the class the fact second link for third link in their fourth link in their fifth link in their
that the book is their story chain. story chain. story chain. story chain.
written in poems.
The class will W/PS: The I/OL: The teacher I: The teacher will W: The students
brainstorm students will place will draw the open a discussion will use their story
possible reasons themselves in the student’s attention about how hard it chain to write a
why this might be shoes of one of the to the front and might be for short summary of
so, relating it to characters in the back covers of someone living in their story.
their own poetry novel, and will their novel. She the great
writing. write a short essay will discuss with depression. The G/GA: The teacher
about how they them how the teacher will tell the will lead the class
W: The class will feel about their cover makes them students that in playing a “chain
make a story map experiences. The feel, what it says sometimes the game” where they
for the novel, up to students will pull about the story, etc. nicest thing to do will go around the
this point. The clues from the text for someone who room saying one
students will make to determine how A/W/PS: Each is down is to write sentence in a story,
the first link for a each character student will draw them a letter. until everyone has
story chain based would respond to their own new told part of the
upon what they their cover for the book, W: The students story.
read today. circumstances. and they will write will write a letter
their own blurb on to one of the AA/R: Students
W/PS/I: The AA/R: Students the back. The characters in the will have
teacher will ask the will have teacher will novel to help them independent
students to write independent explain that now is cheer up. The reading time.
what they think reading time. the perfect time to students will have
could happen. She do this, because to ask the character
will emphasize that the back of the questions and tell
there are no right book never gives them about
or wrong answers, away an ending! themselves.
but stories must
have a clear AA/R: Students AA/R: Students
ending. will have will have
DA: Students with reading time. reading time.
learning
disabilities will be
given an idea sheet
for their ending.
R: The teacher R: The teacher R: The teacher R: The teacher R: The teacher will
will read a story will read a story will read a story will read a story read a story from
from The Stinky from The Stinky from The Stinky from The Stinky The Stinky Cheese
Cheese Man and Cheese Man and Cheese Man and Cheese Man and Man and Other
Other Fairly Stupid Other Fairly Stupid Other Fairly Stupid Other Fairly Stupid Fairly Stupid Tales
Tales by Jon Tales by Jon Tales by Jon Tales by Jon by Jon Scieszka.
Scieszka. Scieszka. Scieszka. Scieszka.
W/PS/E/I: The
W/E/MA: The A/W/I/PS: The R/W: The teacher OL/W: The students will write
teacher will teacher will show will have each students will a silly story again
explain to the the students how student read one present their now that they have
students that they she can summarize story from the descriptions and had experience
are going to have a the plot of a silly book. Each models of the main with them. The
very silly week! story by making a student will write a character to the teacher will show
They will start out cartoon out of it. two paragraph class. Each the students a
by writing their description of the student will picture of a kite,
own silly stories. A/W: The students plot of the story. present their and they will write
The teacher will will write a short material, and their a short story about
place several summary of the A: Each student classmates will the adventures the
simple items at the story read today, will use art write one-sentence kite might have.
front of the and then they will supplies to create responses to each
classroom where draw a cartoon the main character presentation. A/W: The students
everyone can see. frame for every in their story as a will construct a
Every student must major point (at visual aid. DA: Students with kite out of a small
pick at least one least 6). speech paper bag, and will
item and write a AA/R: Students impediments that write a poem about
silly story about AA/R: Students will have will not allow the kite on the bag
the item. will have independent them to speak (O’Brien-Palmer).
independent reading time. publicly can write
A: The students reading time. their speeches and AA/R: Students
will illustrate their the teacher can will have
stories and hang read them. independent
them around the reading time.
room. AA/R: Students
will have
AA/R: Students independent
will have reading time.
independent
reading time.
Organize/ Organize/ Organize/ Organize/ Organize/
Summarize Summarize Summarize Summarize Summarize
will read Wild will read Wild will read Wild will read Wild will read Wild
Timothy by Gary Timothy by Gary Timothy by Gary Timothy by Gary Timothy by Gary
L. Blackwood. L. Blackwood. L. Blackwood. L. Blackwood. L. Blackwood.
I: The teacher will I/W/A: The OL: The students W/E: The students W: The students
explain to the teacher will open a will present the will outline their will continue to
students that this discussion of what papers they made adventure story write their own
week they will makes an on Tuesday, with the teacher’s survival/ adventure
read an adventure adventure story showing the help. The teacher tales.
story and write one adventurous. She definitions of will guide the class
of their own. will ask the courage and fear through the A/I: The teacher
students to use two visually and outlining process will provide art
W/PS: The teacher sheets of paper to talking about them. to make sure they supplies as well as
will ask the explain similarities have every step in lots of examples
students to and differences W/PS/GA: The place, and she will placed around the
compare what they and give their own teacher will guide look at each room of adventures
have read in the definitions of such the class to write student’s outline as and survival tales
book so far to their concepts as fear one definition on they begin to write for the students to
own lives. The and courage. The the board for each their story. look at for
teacher will ask the students will do so word, and the inspiration.
students to write a using collage students will begin DA: Students who
list, comparing and materials, pencil, to design the main have a learning AA/R: Students
contrasting their text and art. character for their disability will be will have
adventures to own adventure given an “outline” independent
adventures that AA/R: Students story. outline to fill in. reading time.
people in books will have
have. independent A/W: They can AA/R: Students
reading time. draw the character will have
AA/R: Students or outline its independent
will have personality. reading time.
independent
reading time. AA/R: Students
will have
independent
reading time.
R: the students R: the students R: the students R: the students R: the students
will read Sounder will read Sounder will read Sounder will read Sounder will read Sounder
(Armstrong). (Armstrong). (Armstrong). (Armstrong). (Armstrong).
W: The teacher W: The class will W: the students W: the students W: the teacher
will introduce each discuss what they will write a letter will exchange will ask the
of the main know about the to the main letters and each students to write a
characters to the setting. The character in the student will answer set of instructions
students. Te students will write book, asking him one letter for how to take
students will write a paragraph about his life and pretending to be care of a dog. The
three descriptive describing the experiences. the main character. teacher will ask the
sentences about setting in the The students will students to
each character and novel, as it is AA/R: Students “send” their letters compare and
will make a paper unfolding. will have back and read the contrast the dog in
doll for each of the independent answers. Because of Winn
main characters in A: Each student reading time. Dixie to the dog in
the story. will make a AA/R: Students Sounder.
diorama out of a will have
DA: Students with box with the independent AA/R: Students
trouble handling details of the reading time. will have
scissors can use setting all shown. independent
pre-cut pieces to reading time.
make their dolls AA/R: Students
and their clothes. will have
independent
AA/R: Students reading time.
will have
independent
reading time.
R: the students R: the students R: the students R: the students R: the students
will read Sounder will read Sounder will read Sounder will read Sounder will read Sounder
(Armstrong). (Armstrong). (Armstrong). (Armstrong). (Armstrong).
W: The students DR: The students W: the students W: The students OL/DR: The
will write a skit for will perform their will write a will finish writing students will
their paper doll paper doll skits for summary of the their script of the perform their
characters to their classmates. novel. story script, and the
perform in their (summarized) and teacher will
dioramas. The W: the students W: The students they will cast the videotape them.
students will each who are watching will begin working show and begin The students will
write their script will write a review on a script for the practicing. watch the
and practice their of the class to perform to videotape when
skit. performance, as if show the story. DA: Students with they are done.
they were writing a speech
AA/R: Students for a newspaper AA/R: Students impediment or W: the students
will have watching a play. will have physical handicap, will write their
independent The students will independent the teacher will own critique of
reading time. not write about the reading time. write their lines on their performance.
other students, but cards or cast them
will write about in a role they can AA/R: Students
the paper dolls. physically enjoy. will have
independent
AA/R: Students AA/R: Students reading time.
will have will have
R: The students R: The students R: the students R: the students R: the students
will read Little will read Yeh-Shen will read Glass will read Glass will read Glass
Red Riding Hood : A Cinderella Slipper, Gold Slipper, Gold Slipper, Gold
by Trina Schart Story from China Sandal : A Sandal : A Sandal : A
Hyman by Ai-Ling Louie, Worldwide Worldwide Worldwide
Cinderella Cinderella Cinderella
W: the teacher W: the teacher by Paul by Paul by Paul
will make a tree will have a box Fleischman Fleischman Fleischman
for the classroom, filled with creative
and will hang writing topics like W: the students W: the students W: The student
paper seeds with writing a soap ad, will write their will exchange their will write their
story starters on writing about a goals and hopes summer hopes final drafts of their
the back. The discovery of soap for the summer. stories and read summer hopes
students will take poison, etc. Found They will write a them. The essays, and they
turns picking a at The Teacher’s one page essay and students will make will make a frame
seed off of the tree, Desk website, they will use art positive comments for them using art
and then they will under “Writing materials to make and suggestions on supplies. The
write their story. plans”, “Soapy illustrations. the papers, and the students will paste
The students will Writing.” students will revise their illustrations
write their stories DA: Students with their writing. on the back to take
on a tree or flower AA/R: Students learning home.
shaped paper, and will have disabilities will not AA/R: Students
they will “plant” independent have to write a full will have AA/R: Students
their trees in paper reading time. page. independent will have
pots to take home. reading time. independent
AA/R: Students reading time.
AA/R: Students will have
will have independent
independent reading time.
reading time.
Math Resources
Anders, G., & Beech, L.W. (1990). Reading: Mapping for Meaning. New York: Sniffen Court Books.
Ansell, M. (2000). English Grammar: Explanation and Exercises. Retrieved November 19, 2007 from
http://www.ingilizceci.net/GrammarMaryAns/Yeni%20K las%F6r/gramex11.html.
Armstrong, W. H. Sounder. New York: Harper & Row, 1969.
Behrman, C. H. Writing Skills Problem Solver. John Wiley & Sons- San Francisco, 2000.
Blackwood, G. L. Wild Timothy New York: Simon & Schuster, 1987.
Borba, M., & Ungaro, D. (1982). Bookends: Activities, centers, contracts, and ideas galore to enhance
children’s literature. Carthage, Illinois: Good Apple, Inc..
Bradfeldt, E., & Milliken, J. (2004). Search for Synonyms: A Thesaurus Lesson. Retrieved November 19,
2007 from http://www.learnnc.org/lessons/ EricBradfeldt2112003479.
Burton, V. L., The Little House. Boston: Houghton Mifflin, 1942.
Clements, A. Frindle. New York: Simon & Schuster Children’s Publishing, 1998.
Clery, J. (1991). Troll Classroom Themes, Learning Through Literature: Wonderful Women. Mahwah,
New Jersey: Troll Associates, Inc..
Dell, D. (2006). Dictionary Day Activities: Games and Activities for Celebrating Words. Retrieved
November 19, 2007 from http://my-ecoach.com/online/webresourcelist.php?rlid=9204.
DePaola, T. the Legend Of The Indian Paintbrush. New York: Penguin, 1996.
DiCamillo, K. Because of Winn Dixie. New York: Candlewick, 2004.
Diehl, T., & White, D. Conjunction Activities for Children. Retrieved November 19, 2007 from
http://department.monm.edu/english/kroberts/english201/ project2002/group7/activities.htm.
Edmonds, W. D. The Matchlock Gun. New York: Dodd, Meade & Co., 1941.
eMINTS. (2004). Grammar: Parts of Speech: Prepositions. Retrieved November 19,2007 from
http://www.emints.org/ethemes/resources/S00001022.shtml.
Enchanted Learning (2007). Parts of Speech: Conjunction. Retrieved November 19, 2007 from
http://www.enchantedlearning.com/grammar/partsofspeech/conjunctions/.
Enchanted Learning (2007). Parts of Speech: Preposition. Retrieved November 19, 2007 from
http://www.enchantedlearning.com/grammar/partsofspeech/prepositions/.
Fleischman, P. Glass Slipper, Gold Sandal : A Worldwide Cinderella New York: Henry
Holt & Co. 2007.
Horner, J., & Khan, I. Yes, But Dialogue Game. Retrieved November 19, 2007 from
http://www.canteach.ca/elementary/drama1.html.
Hyman, T. S. Little Red Riding Hood New York: Holiday House, 1987.
Instructor Web. (2007). Language Arts Lesson: Dictionary Skills and Thesaurus Use. Retrieved
November 19, 2007 from http://www.instructorweb.com/ lesson/dictionarythesaurus.asp.
Instructor Web. (2007). Understanding Parts of Speech: Prepositional Phrases. Retrieved November 19,
2007 from http://www.instructorweb.com/lesson/ prepphrase.asp.
Isaacs, A. Swamp Angel. New York: Penguin, 1994.
Jefferies, D. (1992). Thematic Unit: Multicultural Folk Tales. Huntington Beach, California: Teacher
Created Materials, Inc..
Kellogg, S. Paul Bunyan. New York: William Morrow, 1984.
Konigsburg, E.L. From the Mixed-up Files of Mrs. Basil E. Frankweiler. Simon & Schuster Children’s
Publishing, 2002.
Lesson Planet (2007). Thesaurus Lesson Plans. Retrieved November 19, 2007 from
http://www.lessonplanet.com/search/Research_Tools/Thesaurus.
Lewis, C. S. Prince Caspian. New York: Harper Collins, 2004.
Lewis, C. S. The Lion, the Witch and the Wardrobe. New York: Harper Collins, 1994.
Lewis, L. (2006). All About Words: Dictionary Activities! Retrieved November 19, 2007 from
http://www.education-world.com/a_lesson/lesson/lesson206.shtml.
Lobel, A. The Book of Pigericks. New York: Harper & Row, 1983.
Louie, A. Yeh-Shen : A Cinderella Story from China New York: Penguin, 1996.
Lynch, C.H (2000). In Other Words: Using a Thesaurus. Retrieved November 19, 2007 from
http://www.education-world.com/a_tsl/archives/00-1/lesson0004.shtml.
McCarrier, A., Pinnell, G. S., Fountas, I. C., Interactive Writing: How Language and
Literacy Come Together, K-2. Portsmouth: Heinneman, 2000.
Monash University. (2007). Using a Glossary. Retrieved November 19, 2007 from
http://www.monash.edu.au/lls/llonline/writing/artdesign/writing/4.5.xml.
O’Brien-Palmer, M. Poetry Projects With Pizzazz! New York: Scholastic, 2001.
Osborne, M., P. American Tall Tales. New York: Scholastic, 1991.
Post, A. D. Celebrating Children’s Choices, 25 Years of Children’s Favorite Books.
Newark: International Reading Association, 2000.
Premazon, J., & Sheppard, V. (1982). Carnival of Language Fun: Open-ended Projects Designed to
Stimulate Creativity While Strengthening Language Skills. Carthage, Illinois: Good Apple, Inc..
Silverstein, S. Where The Sidewalk Ends. New York: Harper Collins, 1974.
Scieszka, J. The Stinky Cheese Man and Other Fairly Stupid Tales.
St. George, J., Small, D. So You Want To Be A President? New York: Penguin, 2000.
The Teacher’s Desk. Retrieved 11/23/07 from http://www.teachersdesk.org/lessons.html.
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http://falcon.jmu.edu/~ramseyil/depaola.htm.
Wyatt. Prepositional Phrases as Modifiers. Retrieved November 19,2007 from
http://www.longview.k12.wa.us/mmhs/wyatt/homework/grammar/less4.html.

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T/W/PS: Teacher MA/W: Students MA/W/LA: W/T/I: Students PS/G/E: Students

HW: read chapter HW: catch up on

DA: Students who

DA: Teacher will

DA: Students with

W/A: The students AA/R: Students

AA/R: Students AA/R: Students

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O’Brien-Palmer, M. Poetry Projects With Pizzazz! New York: Scholastic, 2001.

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