4 - Pilato-Eshleman - Language Arts Charts

Week 1 –English
Monday Tuesday Wednesday Thursday Friday

Day 1 Day 2 Day 3 Day 4 Day 5
EEMP SOL E EEMP SOL EEMP SOL E EEMP SOL E EEMP SOL E
4.1a-c - E 4.1a-c - 4.1a-c - 4.1a-c - 4.1a-c -
Cooperation Cooperatio Cooperation Cooperation Cooperation
n
LA – The R – The R – The teacher R – The teacher R – The teacher
teacher will teacher will will continue will continue will continue
explain to the begin reading The reading The reading The
students the reading The Alfred Summer Alfred Summer Alfred Summer
importance of Alfred to the class. to the class. to the class.
cooperation and Summer to
team work in a the class LA/MI/W – The LA/GA/T/W/V W – The teacher
classroom. which is a teacher will read A – The will explain to
chapter book the school’s students will the class what a
MO/GA – The about mission work in groups prediction is and
students will teamwork. statement to the to create a the students will
gather in a circle class and discuss pretend write a
and hold hands W/CC – The the importance advertisement paragraph in
with any person teacher will of cooperation for the boat that their journals to
that is not arrange with with the class. the boys are determine how
standing on a 1st grade The students making in the they think The
either side of teacher to will take notes. story. They will Alfred Summer
them. As a class, have use the ends. They will
they will work students pair CE/CM/DR/GA information be sure to
together to up and – The students about the boat include
untangle their create Venn will role play a that they explanations for
arms. Diagrams of scene between learned through their opinions.
likes and two students that the class
W – The dislikes are having a reading time, DA – The
students will between conflict. The and create this students with a
write a each other. students will act advertisement native language
paragraph in The 1st out the way two using Microsoft other than
their journals grader will students would Word. English will
about what they draw the handle a have the
learned from the pictures and situation like the opportunity to
“tangled up” the 4th grader one that they are Microsoft Word draw a picture
activity. will do all of in by using of an ending
the writing. cooperation. The scene in their
R – Students will class will then journals rather
“Drop discuss the than write.
Everything And correct way to
Read”. treat friends.
Week 2 -English

EEMP SOL E EEMP SOL E EEMP SOL E EEMP SOL E EEMP SOL E
4.1a-c - 4.1d,e - 4.1d,e - 4.1d,e - 4.1d,e -
Cooperation Research Research Research Research
R – The teacher R – The R – The LA/R – The LA/T/R/W –
will finish students will students will teacher will The students
reading The “Drop “Drop hand out a will have
Alfred Summer to Everything Everything worksheet with access to
the class. And Read” for And Read” for two paragraphs computers and
30 minutes in 30 minutes in about two library so that
LA – The the afternoon. the afternoon. animals that live they may
teacher will give in the ocean. research for
a short review of LA – The LA/GA/W – The first information
the book. The teacher will The students paragraph will about their sea
class will have a explain to the will work in have obviously creature. After
discussion on the students the pairs and be inaccurate reading the
most important structure of a told to information for information,
scenes of the good interview. interview each the students to the students
book. The class will other and write identify. The will record
brainstorm down the students will their
DR/ GA – The appropriate answers to learn the information in
students will get questions to each question importance of writing.
into groups of ask while answered. The reliable sources.
four or five and being students will DA – The
have 30 minutes interviewed. then introduce W – The students that
to create a short their partner to students will have trouble
skit from their LA – The the class based have five using the
favorite scene in teacher will on the minutes to write computer and
the book. The brainstorm questions facts about their library
students will with the class answered in favorite sea resources will
then share their the value and the interview creature. be given extra
scenes with the effects of speaking clear assistance from
rest of the class. research. while using CC – The the teacher.
good grammar. students will
W – Students make a trip to
will have 3 HW/CF – The the library so
minutes to write students will the librarian
down the words interview their may explain
that they can person of how to research
make from the choice at using the library
letters in home. resources.
“cooperation”.
Week 3 -English

4.1d,e – 4.2a-c – Oral 4.2a-c – Oral 4.2a-c – Oral 4.2a-c – Oral
Research Presentations Presentations Presentations Presentations
R – The LA/W – The R – The R – The LA/LI/MI –
students will teacher will students will students will The teacher will
“Drop explain that one “Drop “Drop show the
Everything And of the ways oral Everything And Everything And importance of
Read” for 30 language is Read” for 30 Read” for 30 expression by
minutes in the used is to minutes in the minutes in the reading the
afternoon. persuade. The afternoon. afternoon. Missions
teacher will Statement of
LA/W/T/E – brainstorm with W/O – The LA/W/O – The IBE to the
The students the class students will teacher will students in a
will organize different use their notes explain that monotone
their research examples of from Week 2 to oral language is voice.
into an persuasion, create a also used to
appropriate few such as commercial to inform, and O/R – The
paragraphs. The commercials, convince their description is teacher will
students will that they are classmates to an important have a hat filled
use the familiar with. buy a sea aspect. The with different
computer lab to The students creature as a pet
students will ways one can
type their will take notes. keeping in split into express
paragraphs and mind points groups of 4 or themselves
hand them in to HO/R/VA – made in 5. Each group such as anger,
be graded as The students Teachers Book: will get a sadness, or
class work. The cut out Earth Patrol on different snack excitement. The
teacher will be appropriate page 185K. The food, such as a students will
able to evaluate advertisements most persuasive brownie or a take turns
the student’s from their salesman will piece of candy. picking a slip of
understanding magazines. The win a prize. Each group will paper and read
of research. ads will then be write down 7 to the Missions
pasted onto DA – The 10 descriptive Statement to the
HW – The poster board students fear words about class in that
students will and hung public speaking their snack. The manner.
collect around the will keep their groups will
magazines or classroom to notes while then share with W – The
newspapers that remind the presenting the the class their students will
are able to be students about commercial and descriptions write about
cut up and torn persuasion in present a while the class what they
apart. oral speech. shorter guesses. experienced.
commercial.
Week 4 -English

EEMP SOL E EEMP SOL E Review TEST 1 EEMP SOL E
4.2a-c – Oral 4.2a-c – Oral 4.3a – Word
Presentations Presentations Families
LA/R – The LA/W – The LA/R/W – To LA/R/W – A LA/R – The
teacher will teacher will review for the test will be teacher will
explain that review with the test the students administered to explain that
oral language is students the will be given a the students by when we read
also used to important short study the teacher. words that we
entertain. The aspects of oral guideith the The first part of do not
teacher will presentations important notes the test will be understand, we
share a few before the discussed while short answer, do not always
jokes from a students give reviewing SOL and the students need a
joke book to their skits. The 4.1 and 4. 2. will have to dictionary. The
entertain the students will The study guide write a short teacher will
students. write notes in will be fill in paragraph about share five
preparation for the blank and a time they had examples of
GA /W – The the upcoming the teacher will to cooperate. difficult words
students will test. review through The second and placed in
work in groups it with the third part of the descriptive
of 4 or 5 and DR/ R/E – The whole class. test will consist sentences. The
create an students will Students will of 15 questions students will
entertaining skit use the scripts have the that pertain to determine the
to share with they created to opportunity to research and meaning of the
the class. The act out their ask the teacher oral words based on
students will be entertaining questions about presentations. the sentences
sure to skits for the the test. The questions shared.
remember the class. This skit will be multiple
oral will contribute choice and fill W – Students
presentation bonus credit to in the blank. will write a list
tips learned in the students’ of at least 5
previous grades for the words that they
lessons. first test. have heard but
do not
HW – The DA – Students understand.
students will that struggle
prepare their with stage
costumes for fright may be
their skit to given smaller,
bring to school yet important
the next day. parts in their
group skit.
Week 5 -English

4.3a – Word 4.3a – Word 4.3a – Word 4.3a – Word 4.3b – Roots,
Families Families Families Families Prefixes,
Suffixes
LA/R/W – The LA – The LA/R – The LA/MU/T – LA/MO/R –
students will go teacher will goteacher will Because word The teacher will
to the library around the explain that families can be write sentences
and check out a room and read there are words a list of words on the board
chapter book of the words that that sound the that rhyme, the and will choose
their choice that the each student
same but have teacher will a few students
is approved by wrote in their different share an to pantomime
the teacher. The journals. meanings. The appropriate the verbs in the
students will teacher will popular CD sentence. The
use the entire R/W - The read several with the teacher will
Language Arts students will examples of the students. While then circle the
time to read review each of words while the listening to the root words of
their chapter the words they students raise songs, students the verb and the
books and found and go their hands and will write down other different
record in their back to the share the two the words that ways the root
journals page they found different rhyme. word can be
difficult words each word on. meanings. used.
that they find. By reading the MO/W – Each
They will write few sentences W – The of the students VA/W – The
the word and around each students will be will receive one students will be
the page word, the given a laminated word given a list of
number of a students will worksheet that that has a match root words and
minimum of 10 estimate the has a list of in the class. The will illustrate
words found definitions. words that have students will one of the
while reading. a similar find their words with a
T - Students sounding word partner and drawing. The
DA – Students will use the with a different create one student will use
that are not able internet to play meaning and sentence using the word in a
to read as fast a game called possibly a both words. sentence.
will only have Cows Context different Words will be
to write down a Clues on spelling. The scrambled and Cooper and
minimum of 7 internet4 students will re-passed out. Pikulski 547H
words found classrooms.com fill out the
while reading. worksheet by R – “Drop
internet4 writing the Everything and
classrooms.com match. Read”.
Week 6 -English
4.3b – Roots, 4.3b – Roots, 4.3b – Roots, 4.3b – Roots, 4.3c –
Prefixes, Prefixes, Prefixes, Prefixes, Antonyms,
Suffixes Suffixes Suffixes Suffixes Synonyms,
Homophones,
Homographs
LA – Teacher LA/R – The LA/MO/W – R – “Drop LA/W/HO –
will begin by teacher will To practice Everything and The teacher
asking students read aloud other suffixes Read” for 30 will write
how the word from students will minutes in the sentences with
“read” changes Teacher’s Pet each be given a afternoon. adjectives on
when “re” is put by Johanna prefix or a the chalkboard.
on the front. Hurwitz. suffix T – Students will The students
The teacher will Teacher will “necklace” use the website will take turns
explain that a introduce the made with internet4 circling the
prefix comes at suffix “ment” paper and yarn. classrooms.com changeable
the beginning to the students The teacher to play a game words and the
and adds by writing will write a called “Jelly class will write
meaning to the root words in word on the Fish” in which the sentences
word. one color and chalkboard and the students have using a
R/W/GA – The the suffix in students that to label the synonym of the
teacher will another color. have necklaces prefix, the base original.
write 10 words The class will that fit will word, and the
on the board read the words come to the suffix in a word R – “Drop
and the students aloud. front of the in order to fill Everything and
will read them room and stand the tank with Read” their
aloud. The W – The on the correct fish. book of choice
students will students will side of the W – Students for 30 minutes
write the words complete the word. Students will complete in the
down and worksheet will write down worksheets afternoon.
choose prefixes found Spelling all of the about prefixes
to write down Practice combinations. and suffixes.
with a different Book:
color marker. Celebrate R – “Drop DA – Students
The students Reading! 4 Everything and that struggle
will compare Read” their with typing in
their results Hurtwitz B7 book of choice. the answers or
with each other. Foresman 22 comprehending
the answers will
Cooper and be able to work
Pikulski 547H with a classmate.
Week 7 –English
4.3c – 4.3c – 4.3c – 4.3c – 4.3d – Using
Antonyms, Antonyms, Antonyms, Antonyms, Dictionaries,
Synonyms, Synonyms, Synonyms, Synonyms, Thesaurus,
Homophones, Homophones, Homophones, Homophones, Etc.
Homographs Homographs Homographs Homographs
LA/MO/R – LA/R/W/DR – LA/W – The MU/GA/E – LA/R - The
The students The students teacher will The students teacher will
will choose one will be explain the will work in introduce the
word out of a detectives and difference groups of 3 or 4 SOL by having
hat and hold the learn how between the to write a song students to
sheet of paper homophones homophone and to the tune of choose 5 words.
at their desks. are similar and the homograph. “Twinkle The teacher will
Each sheet will alike in the way The students Twinkle Little then search the
have adjectives they are said will draw Venn Star” using word in the
and an antonym and the way Diagrams in homophones dictionary and
of it on another they are read. their journals to and the thesaurus.
sheet. On the Students will compare and homographs. The teacher will
count of three, write down the contrast the 2. The teacher read the results
the students different will observe to aloud so that
will go around meanings of the LI/O/R/GA – evaluate their the students
to their homophones. The students understanding. will understand
classmates to The students will complete a the difference
find their will determine worksheet that R/W – The between both
opposite pair. whether words has sentences students will books.
are including a pair read Wallaby
W – Students homophones or of homographs. Creek and write W–A
will write 2 not. The students down the worksheet will
sentences with will work with descriptive be given with
their partner T – Students a partner to words. The vocabulary
using their will use practice reading students will words. The
words. bbc.co.uk to the sentences write in their words will have
play a review correctly. journals an results from the
DA – The game about opposite dictionary or
students who homophones. W/R - The account of the thesaurus.
struggle with students will some of the The students
writing in complete the things will have to
complete worksheet on described by determine
sentences will highland.hitcho. using which book was
have help from com. About antonyms. used.
their partner. homographs.
Week 8 -English
4.3d – Using 4.3d – Using 4.4a-d –
Dictionaries, Dictionaries, Comprehension
Thesaurus, Thesaurus, of Fiction
Etc. Etc.
LA – The class R/W/L/HO – T/R - To The students LA/LI/W – The
will recite the The students review for the will be issued a teacher will
ABC’s will make a test, the test. The test begin by telling
together. The thesaurus for students will go will have 2 the students a
teacher will the classroom. to the computer matching story, letting
explain that it is The teacher lab to play a sections. The them believe it
important to will pass series of first section will be true, and
remember the around a sign- different games will be for the turning it into an
order of letters up sheet with a about roots, students to obviously fiction
because the list of prefixes, match a prefix story toward the
words are listed adjectives on it. suffixes, to a root word end. The teacher
in alphabetical The students synonyms, and the second will explain the
order. will each sign antonyms, will be to definition of
up for two homophones, & match a root fiction to the
R/W – The adjectives. The homographs. word to the students. The
students will students will suffix. The students will
each be given a make a W – The third section write the
dictionary and decorative page students will will be multiple definition down
a list of words for each write a journal choice, and the into their
that the adjective and entry about students will journals for
students will brainstorm how they will choose future reference.
not recognize synonyms to prepare for the synonyms,
but have funny their adjective test. antonyms, R – “Drop
definitions. The without using homophones, Everything and
students will another & homographs Read” their
put the words thesaurus but based on the book of choice
in alphabetical using their directions for 30 minutes
order and classmates. The given. in the afternoon.
practice teacher will
searching for photocopy the DA – Students
words in the pages and that have trouble
dictionary. The create a writing may
students will thesaurus for draw a fictitious
write the most each student. picture instead.
appropriate
definition.
Week 9 -English
4.4a-d – 4.4a-d – 4.4a-d – 4.4a-d – 4.4a-d –
Comprehension Comprehension Comprehension Comprehension Comprehension
of Fiction of Fiction of Fiction of Fiction of Fiction
LA/ CC – The R – “Drop R – “Drop R – “Drop R – “Drop
students will use Everything and Everything and Everything and Everything and
the library Read”. Read Read Read
resources to
check out fiction LA/ R/MO – LA/R – The LA/R/LI – The DA – The
books for their The teacher will students will teacher will read students will act
reading read Where the identify the The Three Little out their own
throughout the Wild Things Are difference Pigs to the skits to show
week. Students to the students between students, which that they
will read these to give the extraordinary will be a understand
books during students an fantasy and familiar story. fiction.
“DEAR” time. example of a ordinary The students
good award realism. The will see that this W – The
R – “Drop winning fiction teacher will read type of story is students will
Everything and story. The a portion of also fiction. finish the study
Read”. students will Charlotte’s Web of fiction by
walk and imitate to the students. W – The writing a fiction
W/VA – The the way they The students students will story of their
students will use believe the wild will identify split up into choice in their
poster board and things walked. what makes groups of 4 or 5. journals. The
other craft items Charlotte a The students students will
to create a W – The fictional will prepare a have the
fictional students will character. skit based on a opportunity to
character to cut write a short recognizable share.
out and hang story in their W – The story or fairy
around the journals to go students will tale. The DA – Students
room. The along with the make a chart in students will that are from
students will creatures that their journals write a skit, other cultures
remember their they made the using columns. giving each will have
definition of previous day. One column will partner a different stories
fiction while be labeled speaking part. and tales to
they complete “Extraordinary share. They will
this project. The Fantasy” and the HW – The have the
students will other “Ordinary students will opportunity to
write a few Realism”. talk to parents & share the stories
sentences to come up with from their
describe it. Cooper 597 costumes. culture.
Week 10 -English
4.5a – 4.5a– 4.5a– 4.5a– 4.5a –
Computer Computer Computer Computer Computer
Knowledge Knowledge Knowledge Knowledge Knowledge
LA – The LA/R – The T/R/W – The W/ R/T - The T – The
students will teacher will students will students will students will
begin by read a short continue continue to type finish their
choosing a story biography researching their famous computer typed
famous about Martin information person report reports by
historical Luther King, Jr. about their being sure to including a
person from our so that the famous person. use good heading and
nation. The students can When they grammar and important
teacher will have a good finish they will important picture that will
explain the understanding start typing up computer skills. add to the text.
difference of nonfiction the papers on
between fiction text. the computers. LA/E – The R/W – The
and nonfiction. student will students will
W – The DA – The show trade papers
T/R/W – The students will be students that understanding with a
students will go given a are not familiar of the classmate and
to the computer worksheet with with using assignment by read and correct
lab and begin a list of computers will answering it, leaving kind
researching different be able to questions that notes when
information people. The observe their the teacher will appropriate.
about their students will classmates and ask about their
person using label whether ask the teacher individual T – The student
good resources. these people are for assistance. person as the will then return
The students fictional These students teacher scans to the laptop
will record the characters or will be given a the room. and complete
important nonfiction shorter the final paper,
information characters. assignment if after corrections
down onto a necessary. are made.
piece of paper.
Week 11 -English
EEMP SOL E EEMP SOL E Trip to EEMP SOL E EEMP SOL E
4.5b – 4.5b – Library 4.5b – 4.5b –
Formulating Formulating Formulating Formulating
Questions Questions Questions Questions
GA/LA/CM – LA/R/W/LI/ – Field Trip LA – The R/W – The
The students The teacher teacher will tell teacher will
will work in will first show the students pass out the
pairs to play a the book Rules that there was work done on
short game by Cynthia not enough Thursday but
using questions. Lord to the time to prepare not to the same
The students students. The a test for the student that
will carry a students will class for Friday. created the
conversation share questions The teacher questions. The
with each other they have about wants the students will
using only the book based students to take answer the
questions. This on the title and a test though, questions that
will probably the pictures on so the students their classmate
make them the cover. The will have the wrote down
laugh. students will responsibility to from the story.
write their create the test.
LA/W – The questions HW – The
teacher will down. The R/W – The students will
then gather the teacher will students will watch a TV
students and read the book to read the same show that night
review the the students. short story or over the
important After reading printed onto a weekend and
question words: the book the worksheet and create 5
who, what, students will will have to questions that
where, when, ask more create five were answered
why, and how. questions about questions that in the TV show.
The students the story and would have
will take notes. write them been answered DA – Students
down also. in the text. The that do not have
R – The students will access to a
students will hand their work television can
“Drop in to the read a
Everything And teacher. newspaper or a
Read” for 30 picture book
minutes in the from the library.
afternoon.
Week 12 -English
4.5c – 4.5c – 4.5c – 4.5c – 4.5d –
Identifying Identifying Identifying Identifying Deduction
Purpose Purpose Purpose Purpose Based on Text
LA/R – The LA – The LA/DR/HO – LA/MU/R – LA/R - The
teacher will students will The students The teacher teacher will
read Moses: review Moses: will choose a will play a CD read Rapunzel
When Harriet When Harriet slip of paper of different by Paul
Tubman Led Tubman Led out of a hat. songs such as a Zelinsky to the
Her People to Her People to Each paper will love song, a sad class stopping a
Freedom by Freedom and have a purpose song, and a few pages
Carole Boston brainstorm such as to song with a before
to the students. what Boston’s persuade, to strong beat. The finishing. The
purpose of inform, or to students will students will
W – The writing the entertain. The listen to the guess what will
teacher will ask book was. students will lyrics and the happen next
the students each choose an type of music based on the
what they R – The item in the and identify the information that
thought the students “Drop room to use purpose of the they have
author’s Everything And during their song. The already read
viewpoint of Read” for 30 presentation to teacher will and write it in
Harriet Tubman minutes in the the class. The print out the their journals.
was. The afternoon. students will lyrics of the
students will present their songs for the T – The
create a chart W – The item to the class students to students will
listing the student will using the read. The use the
viewpoint and complete a purpose they students will computer lab to
examples from worksheet titled chose and the highlight where access a game
the story, such “Why am I class will guess the purpose of called “Be a
as descriptions writing this?” which purpose the song stands Critical Reader”
the author used, it is. out in the which has very
to prove the DA – Students lyrics. short
viewpoint. that have R – “Drop paragraphs for
trouble reading Everything And W – The students to read
Cooper and can work on Read” students will and answer
Pikulski 469 this worksheet write a short questions based
with a friend. W – The poem that on the text.
students will shares a
manatee.k12. write in their specific Tv411.org
fl.us journals about message or
the experience. purpose.
Week 13 -English
EEMP SOL E EEMP SOL Review TEST 3 EEMP SOL E
4.5d – E 4.5d – 4.5e,f –
Deduction Deduction Coming to
Based on Text Based on Conclusions
Text
O/R – The T/R – The R – The E – The CC – The
students will students will students will students will be teacher will
read the practice using then The assessed on invite a
inference that inferences by students will how well they detective from
they made based playing trade their understood the the community
on the story “Inference papers from information into the
Rapunzel from Riddle” online yesterday with from weeks 9 to classroom to
Friday to their in the a friend and use 13. share with the
classmates. computer lab. their inferring Part 1 students the
The students skills to The first part importance of
DA – Students will read the determine what will be True facts being
that do not feel inferences and the object is. and False. The organized so
comfortable type in the students will that conclusions
reading their answer they W – The write a “true” if can be made.
story to the class think is students will the sentence is
do not have to. correct. write a fiction fiction and R – The
They may read it paragraph “false” if it is students will
to the teacher W – The choosing a not. begin reading
privately. students will specific Part 2 their own copy
write a short purpose while The students of From the
LA/R - The description of writing the will read a short Mixed Up Files
teacher will an object that story and paragraph and: of Mrs. Basil E.
finish reading someone labeling it. The a. determine the Frankweiler by
Rapunzel to the would find in students will purpose of the E. L.
class and the a school and write 5 author Konigsburg.
class will see if save their questions that b. create 3 They will read
their guesses paper for the story questions that chapters 1 and
were correct. review day. answers. are answered in 2.
the text
W – The students and W – The
will write in their c. make a students will
journals what deduction based write about
they think might on the text. what they
happen after the learned from
story is finished. the detective
today.
Week 14 -English
4.5e,f – 4.5e,f – 4.5e,f – 4.5e,f - 4.5e,f –
Coming to Coming to Coming to Coming to Coming to
Conclusions Conclusions Conclusions Conclusions Conclusions
LA - The R – The teacher R/O – The R/O –The LA/R/W – The
teacher will will read students will students will class will
refute what the chapters 4 and get into groups take turns discuss the
detective said 5 during class of 3 or 4 and reading chapter conclusion of
and explain that to the students read chapter 7 9 aloud in class.From the Mixed
the students and the students with each other. They will Up Files of
need to have all will follow The students popcorn pass Mrs. Basil E.
facts organized along in their will have the the reading to Frankweiler.
in order for a own books. opportunity to the next The teacher will
conclusion to read as much s student. have left up the
be made. The W – While the they want as notes from the
teacher will tellteacher is long as LA – The previous day
the students reading the everyone reads students will and the students
that they will bestudents will aloud in the talk about will read tem
detectives all take notes in group. conclusions and aloud. The
week. their journals discuss what students will
that will help DA – Students they think the compare which
R – The teacher lead to the that struggle conclusion will notes were
will read conclusion at with reading be in the story. accurate and
chapter 3 the end of the out loud can The students important to the
during class mystery. practice by will share the final conclusion
and the students reading with notes that they of the story.
will follow HW – The the teacher. took throughout The students
along. students will the book while will copy the
read chapter 6 HW – The acting as important notes
HW – The of From the students will detectives. The into their
students will Mixed Up Files read chapters 8 teacher will journals and
read chapter 4. of Mrs. Basil E. of From the record the notes write the
Frankweiler. Mixed Up Files on the conlusion of the
W – The of Mrs. Basil E. chalkboard. story in their
students will Frankweiler. own words.
complete the HW – The
crossword students will
puzzle based on read chapter 10
chapters 1 & 2. of From the
Mixed Up Files
Edhelper.com of Mrs. Basil E.
Frankweiler.
Week 15 -English

EEMP SOL EEMP SOL E EEMP SOL E EEMP SOL E EEMP SOL E
E 4.5g – 4.5g – 4.5g – 4.5g – 4.5g –
Correlating Correlating Correlating Correlating Correlating
Concepts Concepts Concepts Concepts Concepts
LA/R – The LA/R – The LA/R – The LA/R – The LA/R – The
teacher will teacher will teacher will teacher will teacher will
begin reading continue continue continue finish reading
Bridge to reading Bridge reading Bridge reading Bridge Bridge to
Terabithia by to Terabithia by to Terabithia by to Terabithia by Terabithia by
Katherine Katherine Katherine Katherine Katherine
Patterson to the Patterson to the Patterson to the Patterson to the Patterson to the
students. The students. The students. The students. The students. The
teacher will teacher will teacher will teacher will teacher will
read chapters read chapters 4 read chapters 6- read chapters 9 read chapters
1-3 aloud. and 5 aloud. 8 aloud. and 10 aloud. 11-13 aloud.
W - The DA/CE/GA – LA/O – The LA – The W – After

students will The students students will students will finishing the
relate this will work in discuss the make an book, the
reading to their pairs and role characters, inference based students will
previous lesson play Jesse and scene, and plot. on the text they discuss the
prefixes and Leslie’s The students have read so message that
suffixes. While friendship. The will discuss far. The the author was
the teacher students will act whether this students will trying to
reads, the upset with each book is fiction discuss the portray through
students will other and then or not, which important Bridge to
write down create a relates to the events of the Terabithia. The
prefixes and friendship. This comprehension story and guess students will
suffixes that is a reiteration of fiction lesson what will write down a
they hear. of a lesson on previously happen in the list of questions
cooperation. learned. final 3 chapters. that the text
LA – After answers and
reading the W – The W – The W – The create a short
first 3 chapters, students will students will students will pretend test for
the teacher will write in their write in their write down their
write some of journals about a journals their guesses in classmates.
the examples time that they whether they their journals.
on the board fought a friend, think that this DA – Students
and review the and how the story is fiction that struggle
definitions. problem was or not and give with this can
solved. examples. work in pairs.
Week 16 – English

4.5h – Cause 4.5h – Cause 4.5h – Cause 4.5h – Cause 4.5h – Cause
and and and and and
Effect/Fact Effect/Fact Effect/Fact Effect/Fact Effect/Fact
and Fiction and Fiction and Fiction and Fiction and Fiction
LA/R – The R – The teacher LA – The LA/W – The LA/R – The
teacher will read Mr. teacher will class will teacher will
write 2 Popper’s draw a chart on discuss fire and read aloud what
sentences on Penguins by the board and create a the boa
the board. The Richard explain cause brainstorm web constrictor says
students will Atwater. and effect to the about it. The in the second
read them aloud students again. teacher will paragraph on
together. The LA/HO – The The teacher draw the web page 166 of
students will teacher will will show that on the board. Teacher’s
state which was draw a chart on sometimes one The class will Book: Earth
an action and the board and effect can be a then discuss Patrol.
which made give an cause for a fact & opinion
something example of a second effect. and rewrite all W – The
happen. The cause and effect The teacher the comments students will
teacher will situation. The will give an about fire into identify which
introduce clue students will example by the correct statements are
words to the follow and give filling in the column. The facts and which
students. other examples. chart on the students will are opinions.
They will write board. copy all of this The students
W – The their cause and into their will record their
students will effect examples W - The journals. findings in their
write 10 cause on the chalk students will journals.
and effect board and in create a chart R – “Drop
circumstances their journals. similar to the Everything and
that have teachers to Read”.
happened in DA – Students record in their
their own lives. that do not feel journals. T – The
comfortable students will
Cooper and writing on the R – “Drop take a fact or
Pikulski 335 board can ask Everything and opinion quiz on
the teacher to. Read.” quia.com
Week 17 -English

4.5i – 4.5i – 4.6a –Creating
Identifying Identifying Questions
New New about a Topic
Information Information
GA/W – The W/VA – The R/W – The E – The teacher LA/ W – The
students will students will students will will issue a test teacher will
work use large poster prepare for the to the students. write the words
individually boards to create upcoming test The first part of “Stray Dog” on
and choose a a chart of old by reading a the test will be the chalk board.
zoo animal. The and new story that the a list of facts The students
students will information. teacher typed and opinions. will then be
write down all The new and printed out. The students given 5 minutes
of the facts that information The students will have to to write down
they know should be will underline answer whether as many
about the zoo bright and the facts with a the questions questions as
animal. colorful and red marker and are facts or they can think
easy for the opinions opinions. The of about the
R/T – The someone to with a blue second part of words “stray
students will read. marker. The the test will be dog”.
then search students will fill-in-the-
reliable online R/O – The circle the blank. There LA – The
sources and students will causes with a will be a teacher will
encyclopedias then take turns green marker sentence explain eh
to record new reading sharing and circle the written down. importance of
information their new effects with an The students asking
about the interesting facts orange marker. will have to questions about
animal. with their The students choose from a a topic.
classmates. will then trade key which
LA – The class papers and sentence goes R – The teacher
will then correct their with which will read
regroup and friend’s paper. cause or effect. chapters 1-5
discuss the new The students from Because
information that will discuss of Winn-Dixie
they learned. why they by Kate
answered the DiCamillo.
DA – Students way they did
that are easily while grading HW – The
distracted will each other. students will
work in pairs read chapters 7
for this activity. and 8.
Week 18 -English

4.6a –Creating 4.6a –Creating 4.6a –Creating 4.6a –Creating 4.6b- Finding
Questions Questions Questions Questions Resources
about a Topic about a Topic about a Topic about a Topic
LA/W – The R – The teacher R – The teacher R – The teacher LA/MO/LI –
class will will read will read will read The class will
discuss what chapters 14-17 chapters 18-21 chapters 22-26 play “Whisper
happened in from Because from Because from Because Down the
chapters 7 and of Winn-Dixie of Winn-Dixie of Winn-Dixie Alley” to teach
8 over the by Kate by Kate by Kate them the
weekend. The DiCamillo. DiCamillo. DiCamillo. importance of
class will create finding reliable
a list of CC/O/W – The W/O/LA – The W/O – The resources and
questions to teacher will class will students will go not just trusting
watch for have an discuss the back to their any resources.
answers for employee from main character, question list
while reading a local animal Opal. The about stray W – The
chapters 9-13. shelter come to teacher will dogs and see if students will
The students the class to provoke any of their discuss the
will write the 5share with the questions to be questions had different
best questions students about asked about her been answered options for
on the stray dogs. The character. The through the resources and
chalkboard. students will students will book and write what
have the chance make educated through the resources they
R – The teacher to ask this guesses based animal shelter would most like
will read employee on the reading employee. If to use in their
chapters 9-13 questions about already they had, they journals.
from Because stray dogs completed. The will share them
of Winn-Dixie while referring students will with the class. R – The
by Kate to their list of write down students will
DiCamillo. questions that questions about DA – Students “Drop
they wrote on Opal that they that have Everything And
the Friday would like to trouble reading Read” for 30
before. The have answered in front of the minutes in the
students will before the end class will only afternoon.
take notes. of the story. be encouraged,
not forced to
share their
answers.
Week 19 -English
4.6b –Finding 4.6b –Finding 4.6b –Finding 4.6b –Finding 4.6b – Finding
Resources Resources Resources Resources Resources
LA – The LA/R/W – The LA/R/T/W – LA – The LA/GA – The
students have students will The students teacher will students will
already learned each pick a will continue review with the work in groups
the importance topic of their researching students the of 3 or 4 and
of reliable interest, their topic of importance of share their
resources, so whether it be interest, but finding reliable stories with
the teacher will cars, dolls, The instead of using resources. their
now explain Revolutionary only print classmates.
how to find War, etc. On the resources the LA/R/W/T – They will read
reliable first day the students will The students them aloud to
resources. students will use only online will organize each other
use only print resources. The their quietly.
T/R – The resources to students will information and
teacher will find out have to be write a short R – “Drop
show the information careful not to paper about Everything And
students about their find any false their topic of Read”
handouts from topic. They will information on interest. The
kathyshrock.net have access to the internet. students will W – The
that specify the the library and also list the students will
ABC’s of how record all of the DA – The resources that write in their
to find information students that they used on a journals the
resources. The they receive. have trouble second sheet of most difficult
students will staying focused paper. thing about
take turns on appropriate finding
reading aloud websites will resources. The
for the class. stay with the students will
teacher and also write what
W – The have the type of resource
students will teacher help to they prefer to
write in their search the use.
journals the top internet.
3 rules that
stood out in
their minds.
Week 20 -English
4.6c- 4.6c- 4.7a- Focusing
Evaluating Evaluating on One Aspect
Information Information of a Topic
LA/HO/R – The LA/R – The LA/R – The E –The LA/W – The
class will use a students will students will students will be teacher will
recipe to make a read a paper review by evaluated on draw a
yummy dessert written by their going over the their studies. brainstorm web
that does not teacher about notes that they The first part of on the
require an oven their town. The took throughout the test will be chalkboard.
or a microwave. students will the past 2 multiple The teacher
Each student evaluate the weeks. The choice. It will will write “Itsy
will have a information to students will ask questions Bitsy
particular job in determine read the ABC’s directly from Elementary”
the process. The whether it is of finding the study guide inside of the
class will correct or not. resources about spider web. The
discuss the again. evaluating students will
importance of an HW/CF – The information brainstorm
accurate recipe. students will W – The and finding different things
The teacher will take the paper students will resources. The that relate to
propose home and ask choose an item second part of Itsy Bitsy
questions such their guardians, in the the test will be Elementary
as: What if it hopefully a classroom and true or false such as 1st
required 5 sticks reliable write a list of 5 taken from the grade, 2nd
of butter instead resource, if the questions about ABC’s of grade, lunch,
of 1? paper written the topic. finding recess, etc. The
has valid resources. students will
W – The information or R/W – The copy this chart
students will not. students will The students into their
write about the fill out a short will be given a journals.
importance of study guide topic on the test
evaluating with questions and will have R – “Drop
information to about to create 3 Everything And
assure that it is evaluating questions about Read”.
correct. information and the topic.
finding HW – The
DA – The resources. students will
teacher will draw their own
prepare a snack web choosing
that does not one thing to be
negatively react the center and
with allergies. branching off.
Week 21 -English

4.7a- Focusing 4.7a- Focusing 4.7a- Focusing 4.7a- Focusing 4.7b-
on One Aspect on One Aspect on One Aspect on One Aspect Preparing
of a Topic of a Topic of a Topic of a Topic Before an
Outline
LA – The LA/GA/W/HO MO/R/W/LA – LA/W – The LA/DR – When
students will – The students The students students will writing a paper,
take out their will work in will all stand by brainstorm and it is important
homework and groups of 3 or the chalkboard. make a list for to determine
set it on their 4. Each group The teacher 1 minute of who your
desks. The will have a bag will choose a different audience is. The
teacher will of random broad topic like vacation teacher will fill
explain the items. The “pizza”. The locations. Next, 2 hats with
importance of students will teacher will the students different types
narrowing take out each stand in the will brainstorm of audiences.
down your item and write center of the different ideas The class will
topic so that the down whether room with the that relate to 1 split into 2
paragraph you the item would word pizza of the vacations groups, and the
write is not too be a good topic written on a for 2 minutes. students will
broad. or too broad of sheet of paper. They will take turns being
at topic. If the The teacher choose a an audience and
W – The topic is too will call on specific topic speaking to the
students will broad, the students to from their list. audience about
read over their students will branch out from pizza.
homework, and think of a way the center of the DA – If a
make changes to make it more web (her) and student has W – The
necessary. They specific. write a new trouble writing students will
will choose one word to relate quickly, the write down
of the outer R – The to that. They teacher will which audience
branches and students will will read the write while the they would like
create a new “Drop word aloud. student dictates. to write to
spider web Everything And The students about their
using that as the Read” for 30 may branch out R – The vacation.
center. minutes in the from each other students will
afternoon. also. The web “Drop R – The
R – “Drop will not be Everything And students will
Everything And complete until Read” for 30 “Drop
Read” all of the minutes in the Everything and
students have afternoon. Read”.
participated.
Week 22 –English

4.7b- 4.7b- 4.7c – 4.7c – 4.7c –
Preparing Preparing Demonstrating Demonstrating Demonstrating
Before an Before an a Central Idea a Central Idea a Central Idea
Outline Outline
LA/W – The LA –The LA – The LA/W – The LA/GA/R –
teacher will teacher will students will students will The students
create a simple review with the review the complete a will read a short
outline on the students the outline that prewriting story written by
chalk board. different steps they created the activity found the teacher. The
The teacher in creating an previous day. in Teacher’s students will
will go through outline. They will make Book: work in pairs to
each step of any corrections American underline the
writing an W/T – The that are Snapshots on topic sentence
outline with the teacher will go necessary. page 397B. The in red and then
students. The through the students will each of the
students will directions with R/W – The write questions supporting
copy the the students for students will that the reader ideas in blue.
teacher’s the website. hand their might want to
outline into The students papers to the know, and LA – The class
their journals. will use teacher and the ensure that the will discuss the
interactives. teacher will questions are story and will
MU – The Mped.org to randomly pass answered by note the
teacher will create an them out. The the outline. placement of
show the outline about students will the topic
students the their topic. write on the R – The sentence in
song by back of the students will each of the
Jennifer R – The outline who “Drop paragraphs.
Fixman called students will they think the Everything and
“Main Idea, “Drop audience is and Read” for 30 W – The
Supporting Everything And what the central minutes in the students will
Detail, Wrap It Read” for 30 idea of the afternoon. prepare topic
Up”. The minutes in the outline is. sentences for
students will afternoon. Cooper and each of the
sing along. Pikulski 397B headings in
DA – The their outline.
R – “Drop students that do
Everything and not comprehend
Read” the directions
can work with
the teacher.
Week 23 -English

4.7c – 4.7c – 4.7c – 4.7d – Writing 4.7d – Writing
Demonstrating Demonstrating Demonstrating Several Several
a Central Idea a Central Idea a Central Idea Paragraphs Paragraphs
LA/W – The LA/W – The LA – The LA/MO/O – T/R – The
teacher will teacher will set teacher will The teacher students will go
discuss the up 5 stations review with the will write a to the website
importance of around the students the topic sentence and play the
central idea. classroom. The importance of on the chalk interactive
The teacher class will split having a central board. She will game on
will write 5 into 5 groups idea in a paper. write “First, tv411.org to
questions on and move from Next, and learn the
the board that a around the R/W – The Finally” on important
book should stations. At students will separate lines things to
answer to find each station, review their below. She will include in an
the central idea. there will be an outlines one throw a beach opening
The teacher object for the last time. They ball to a paragraph.
will read students to will read the student, and the
Officer Buckle create a central critiques that student that W – The
and Gloria by idea and 3 their classmates catches it will students will
Peggy supporting wrote on their think of the read their
Rathmann to ideas. The papers and take next sentence. outline and
the class. The students will the ideas into The ball will be write an
students will write down account. If the passed around opening
take notes their ideas and intended in the same paragraph based
while the story discuss them audience was way. The on what they
is read. The afterward. not guessed students will learned from
class will correctly, the practice until the website
discuss the R – “Drop student will they can write tv411.org.
central idea of Everything and make necessary paragraphs on
the story and Read.” changes. their own in
whether the this way.
book answered DA – The
the 5 questions. students that R/W – The
process ideas students will
R – The slower, will be practice writing
students will dispersed paragraphs in
“Drop through the this way and
Everything and groups and then read them
Read”. encouraged to aloud to the
participate. class.
Week 24 -English

EEMP SOL E EEMP SOL E EEMP SOL E EEMP SOL E Trip to Science
4.7d – Writing 4.7d – Writing 4.7d – Writing 4.7d – Writing Museum
Several Several Several Several
Paragraphs Paragraphs Paragraphs Paragraphs
LA –The W – The LA/W – The LA/W – The Field Trip
students will students will teacher will teacher will
review the write explain that review the
important paragraphs there are many lesson from
components of using their different ways Wednesday
a paragraph previously to write several briefly and
with the burger made outlines. paragraphs. The instruct the
technique. The The students students will students to
teacher will will use colored read an essay write a personal
have the large markers to and discuss essay. The
poster board circle each what it is about. students will
burger hanging sentence The students brainstorm
on the board. according to the will go through ideas such as
part of the page 451C in who they
R – The burger that it is.Teacher’s admire and
students will Book: Meet the why, the quality
read a O/R – The Challenge and they like best in
paragraph from students will discuss the people, and
Because of share their purpose and what a “best”
Winn-Dixie. paragraphs with how an essay is friend is.
The students the class and written. The
will decide as a will point to the students will R – The
class which burger as they learn that there students will
sentence read. is no right or have time set
matches to wrong way to aside when the
which part of DA – The write an essay. students can
the burger students ha The students read their
struggle with will take notes. essays aloud to
W – The reading aloud the class.
students will will not feel R – “Drop
fill in blanks on obligated to Everything and
a worksheet read. They may Read”
that has the ready theirs to
burger model the teacher to Cooper and Cooper and
on it. show Pikulski 451 C Pikulski 451D
understanding.
Week 25 -English
4.7d – Writing 4.7e- Expand 4.7e- Expand 4.7e- Expand 4.7e- Expand
Several Writing Skills Writing Skills Writing Skills Writing Skills
Paragraphs
LA/R – LA – The LA – The LA – The LA – The
Another way teacher will students will teacher will teacher will
that students write the practice explain how an give examples
can write sentences “The combining author can to how an
several pretty horse ran sentences after show rather author provides
paragraphs is to fast” and “The the teacher than tell in a emphasis in
write an beautiful steed shares the basic story. The class writing. The
explanation. galloped rules of it with will read class will
The students quickly.” The the students. selected discuss why
will read aloud students will paragraphs and this happened
the solution to discuss the LA/MO – Each discuss what and how it
Encyclopedia words in both student will the author does.
Brown and the sentences and have a “said” without
Case of the how the second laminated sheet using words. R/W – The
Disgusting sentence paints of paper with a class will read
Sneakers. The a more sentence, GA/W/R – The Meg
students will beautiful comma and a students will Mackintosh and
learn that an picture. conjunction, or practice writing the Case of the
explanation a semi-colon. sentences that Curious Whale
tells “Why” or W – The The class will “show” and do Watch and
“How”. students will practice not “tell”. The record when the
each have a combining students will something is
W - The worksheet to sentences. work in pairs to emphasized.
teacher will fill in. The verify
discuss the worksheet will W – The class understanding. R/W – The
guidelines for have basic will do a class will
writing an sentences for worksheet DA - The practice by
explanation on the students to where they will students that giving
page 293C of “upgrade” with combine are slow to emphasis to the
Teacher’s better sentences in the understand the essay they
Book: Super descriptions. most concepts can wrote
Sleuths. appropriate work with a previously in
R – The way. cooperative the year.
Cooper and students will gifted classmate
Pikulski 293C “Drop R – “Drop teacher.
Everything And Everything And
Read” for 30 Read” Cooper and
minutes. Pikulski 416
Week 26 –English

Review TEST 6 EEMP SOL E EEMP SOL E EEMP SOL E
4.7f- 4.7f- 4.7f-
Unrhymed and Unrhymed and Unrhymed and
Rhymed Rhymed Rhymed
Poetry Poetry Poetry
R/W – To E – The LA – The LA – The LA /W – The
review for the students will teacher will teacher will teacher will
test the teacher take an exam discuss the introduce give the
will pass out a that will cover season of riddles to directions on
study guide for the previous summer with students. The how to write a
the students to unit that they the students. teacher will “name poem”
read over and have learned. The teacher explain how a while writing a
fill in. The class The test will will discuss the riddle works name poem
will go through consist of way the 5 and that there is about
the study guide multiple choice, senses relate to always a himself/herself
as a whole, and fill in the blank, summer. solution to the on the
the students and 2 short riddle. The chalkboard. The
will fill in the answer LA/GA/W/R – students will students will
blanks along questions. The The class will discuss a riddle follow along
the way. students will split up into together. and take notes
answer groups of 5 and on the
questions that each student R/W – The directions.
come directly will choose one students will
from their study of the 5 senses. complete a VA/W – The
guide from the The students worksheet filled students will
previous day. will work with riddles. write a name
together to The students poem about
DA – The write 5 will read the themselves into
students that descriptive riddles and try their journals.
need more time words. The to solve them. The students
to complete the class will put will then draw
test will have all of the words R/W – The their name
the opportunity together to students will poems onto a
to take it during create a poem write a riddle in poster board.
a study hall. in the chalk their journals The students
board. The and read them will decorate
class will aloud for their their posters in
record the classmates to a colorful way
poem in their try and solve. and hang them
journals. around the class
room.
Week 27 -English

Standardized Standardized Standardized Standardized Standardized
Testing Testing Testing Testing Testing
TEST TEST TEST TEST TEST
Week 28 –English
4.7f- 4.7f- 4.7f- 4.7g- 4.7g-
Unrhymed and Unrhymed and Unrhymed and Techonology Techonology
Rhymed Rhymed Rhymed for Research for Research
Poetry Poetry Poetry
LA – The LA – The LA – The LA – Because LA/T/R/GA –
teacher will teacher will teacher will use students have The students
discuss riddles discuss with the the idea on already learned will split into
again with the students the Lesson plans how to search groups of 4 or
class, but specific format page.com to for reliable 5 and will use
instead this of a Haiku help the resources, the the computer
time they will poem. The students to students will lab to search
only talk about students will write a sneaky review what a for information
rhyming riddles brainstorm poem. The reliable resource about an
where 2 words ideas about the teacher will is with the assigned poet.
mean 2 other state of first give an teacher. The students
words that Virginia. example and will each
rhyme. For have the R – The choose a poem
example: Funny W/R – The students guess students will written by that
Horse means students will the object. “Drop author to read
“Silly Filly”. write a Haiku Everything and to the class.
poem about W - The Read” for 30
W – The what reminds students will minutes in the W/VA – The
students will them of they create their afternoon. students will
have fun filling Virginia. The own sneaky work together
out a worksheet students will poem by W – Students to create a
based on these then illustrate brainstorming will write a silly poster with
riddles. their poem by describing poem about information
drawing a words. what happened about the
R – “Drop picture. The to someone poem.
Everything and students will R – “Drop when they used
Read”. read them Everything and a bad resource.
aloud. Read. “
DA – Students
struggling with
rhyming words
do not need to
write a rhymed
poem.
Week 29 -English
4.7g- 4.7g- 4.8a- Subject- 4.8a- Subject- 4.8a- Subject-
Techonology Techonology Verb Verb Verb
for Research for Research Agreement Agreement Agreement
LA –The LA/GA/R/W – LA – The LA/MO – The LA/MU – The
teacher will The teacher students will teacher will students will
introduce a will mix up begin by introduce action learn about
lesson on everyone’s talking about verbs. The class helping verbs
alliteration. The name in a hat. nouns. Nouns will split into by singing the
teacher will Each student are usually two teams and song on
make up a short will choose one subjects. The push all of the lessonplans
sentence using name and write students will desks out of the page.com to the
alliteration for an acrostic review what a way. The tune of the
each student. poem about the common and a students will do Barney song, or
person they proper noun is. a relay raced “This Old
T/R – The chose. The that involves Man”. The class
students will students will DA – The completing will practice
view the use an internet students will different action using these
website thesaurus to take turns verbs including verbs in
volweb.utk.edu come up with playing skipping, sentences
to read the appropriate charades and running,
alliteration for creative words acting out a hopping, etc. W – The
each letter of to describe their famous proper students will
the alphabet. friend. noun. The class W – The class study the list of
will guess. will write helping verbs
W – Each W – The sentences in and use that
student in the students will W – The their journals knowledge to
class will create write their students will using action complete
a small poster poems out on complete a verbs to explain sentences on a
for one letter of an 8x11sheet of worksheet that what they did worksheet
the alphabet paper and deals with during the provided by the
creating their illustrate it with common and relay. teacher.
own alliteration colorful proper nouns.
sentence. pictures. The R – The R – The
students will R – The students will students will
DA – If there hang their work students will “Drop “Drop
are more around the “Drop Everything and Everything and
students than room and Everything and Read “ for 30 Read” and later
letters, students everyone will Read” for 30 minutes in the share a sentence
that struggle be encouraged. minute in the afternoon. with the class.
can work in afternoon.
pairs.
Week 30 -English

4.8a- Subject- 4.8a- Subject- 4.8b- 4.8b- 4.8b-
Verb Verb Prepositional Prepositional Prepositional
Agreement Agreement Phrases Phrases Phrases
W – The LA/R/W/T – MU/LA – The .MO/W – The R/W/VA – The
students will The students students will students will students will
write sentences will edit their learn the play a game of page through
using previous prepositions charades where the appropriate
“Yesterday, writing to while singing they have to act magazines to
Today, & makesure that the preposition out a cut out
Tomorrow” to they are using song found on preposition prepositions
practice verb subject verb lessonsplan including an and nouns that
tenses. agreement. page.com. object and their they find that
They will use a classmates will are bold and
R – The teacher red pen to edit a W/VA – The guess it. The colorful. The
will read a book previous piece students will class will be students will
written by written in the each choose a split into 2 use the
Walter Dean class. After preposition and teams for this prepositions
Myers titled editing their use it to draw a game. The and the nouns
Jazz and note own paper, the creative picture. students will to create a short
the different students will The picture write down all story that can
tenses that the trade papers should help to of the fit onto a poster
author uses with a resemble what prepositions board. The
throughout the classmate and the preposition presented. students will
book. edit each means. For use at least 5
other’s papers. example: R – “Drop prepositional
MO/LA – The The students “Between” Everything And phrases on their
students will will return them could be Read” poster board
play a game back to the written between story. The
called “Tenses owner of the a drawing of 2 DA – Students poster boards
with your paper and the people. that struggle will be hung
Senses” and say owner will from stage around the
sentences in retype the paper R – The fright will have room
each tense including all students will the opportunity
using the the corrections. read story to be primarily
present and past printed from guessers for
tense verbs the computer their team.
while acting and circle all of
them out such the prepositions HW – Bring
as running or that they find. magazines in
smelling. for tomorrow.
Week 31 –English

EEMP SOL E EEMP SOL E EEMP SOL E EEMP SOL E Trip to
4.8b- 4.8b- 4.8b- 4.8b- Monument
Prepositional Prepositional Prepositional Prepositional
Phrases Phrases Phrases Phrases
LA/R/W – The MO/LA – The VA/W – The LA/GA/MO – Field Trip
students will teacher will students will To review
check out a explain that create a floor prepositions the
small picture prepositions plan of their students will all
book from the often indicate a bedroom, their stand in a circle
library. The direction or living room, or around the
students will location in an imaginary room. The
page through space. The dream students will go
the picture teacher will call bedroom. The around the
book to find 10 out things like students will circle saying a
prepositional “Under the label each of prepositional
phrases. The desk” and the the items inside phrase and
students will students will of their room using a
write the move there. and write 10 preposition that
sentences down The students sentences using has not been
that include the will then play prepositional used yet. When
phrases. The Simon Says phrases to a word is
students will using describe where repeated that
circle the prepositional things are student will sit
preposition, phrases to placed. For down. The
underline the explain which Example: The game continues
prepositional direction to go clock is on the until only one
phrase, and in. table. person is
point an arrow standing.
to what the W – The R/O – The
prepositional students will students will R – “Drop
phrase is write down share their floor Everything and
describing. sentences from plan by reading Read”
today’s activity. it aloud to the
DA – Students class. W – The
that need more R – The students that
time for this students will get out will
lesson will only “Drop write the
have to find 5 Everything and prepositions
prepositional Read” for 30 said to help the
phrases in the minutes in the teacher keep
reading. afternoon. track.
Week 32 –English

4.8c- 4.8c- 4.8d- Noun-
Elimination of Elimination of Pronoun
Double Double Agreement
Negatives Negatives
LA/W – The LA/MO/R – LA/W – The E – The LA –The
teacher will The class will students will students will be teacher would
introduce be split into 2 begin reviewingevaluated on read a story to
double teams and play for the test bythe concepts the students that
negatives to the a game that is a going over the that they have includes no
students by mix between notes given in learned in the pronouns and
writing the list family feud and the previous last few weeks. the students
of negative wheel of lessons. The The first part of would have to
words on the fortune. Two students will the test will be tell why it does
chalk board. students will practice subject
matching. The not flow.
The students come up at a verb agreement students will
will copy the time and the by writing 10 match poem W – The class
words into their teacher will sentences in styles to an would practice
journals. The read a question their journals example of by filling out a
teacher will relating to and underliningpoetry. The worksheet of a
read examples double the subjects and
second part of written
of sentences negatives. The the verbs. The the test will be paragraph. The
with double student that students will multiple choice. worksheet will
negatives and first grabs the circle the The students have blanks
the students paper towel prepositional will choose where pronouns
will raise their role will tell the phrases that which subject will be placed
hand and answer and they include inor verb fits into and the students
explain what then guess a their sentences.
the sentence will have the
was negative. letter in the correctly. The option to place
blanks on the R – The third part of the the noun or the
R/T – The chalkboard. The students will tests will be fill pronoun into
students will team that read poetry in the blank. In that slot.
read and deciphers the books out loud part A the
complete a quiz sentence on the to each other students will R – The
found on board wins. and clap every fill in the students will
discovery time they hear a appropriate “Drop
education.com DA – Students negative word. negative word Everything and
that asks that cannot play and in part B Read” for 30
students the game can the students minutes in the
questions about fill in the letters will fill in the afternoon.
negatives. on the board. preposition.
Week 33 –English

4.8d- Noun- 4.8d- Noun- 4.8d- Noun- 4.8d- Noun- 4.8d- Noun-
Pronoun Pronoun Pronoun Pronoun Pronoun
Agreement Agreement Agreement Agreement Agreement
LA/GA/R/W– LA – The MU/GA/W – LA/R/W – The LA/T – The
The students students will The students students will students will
will divide into discuss will work in practice review all of
pairs and create demonstrative groups of 4 or 5 including the pronouns
a matching pronouns and and use the list indefinite that they have
game with what they of indefinite pronouns in learned through
scissors, replace in pronouns to try their writing the last week.
markers, and sentences. and create a and recognizing They will play
colored paper. song using the indefinite the game on
The students W – The pronouns to a pronouns in eduplace.com
will write students will familiar tune to sentences by about pronouns.
pronouns and write sentences help the class to writing a short
nouns that including the memorize the story including R/W – The
match and the demonstrative pronouns. The at least 10 students will
squares to be pronouns which students will indefinite also review by
the same size are this, that, write their song pronouns. reading the
and shape. The these, and on a piece of When the story Snowflake
students will those. paper and a stories are Bentley by
then turn the confident group complete, the Jacqueline
cards over and R – The member will students will Briggs Martin.
play matching students will sing it to the trade them with The students
games to see read Anatole class. The a partner and will write down
who can find and the Cat by whole group circle the all of the
the most Eve Titus and may sing it to indefinite pronouns they
matches. recognize all of the class pronouns. read in the
the together. book; they will
DA – Students demonstrative write each
with poor pronouns used R – The different type of
memories may in the story. students will pronoun in a
work as “Drop different color.
partners and Everything and
they may create Read” for 30
fewer cards to minutes in the
match for the afternoon.
game.
Week 34 –English
4.8e- Commas 4.8e- Commas 4.8e- Commas 4.8e- Commas 4.8e- Commas
R/W – The LA –The LA/R – The LA/R – The LA/O/W – The
students will teacher will teacher will students will students will try
practice write lists on write a sentence review previous to read a
combining the board inside on the journal entries paragraph aloud
sentences using of sentences chalkboard that and check the that does not
a comma and a and the students has an content for contain any
conjunction. will have to introductory appropriate commas. After
The students place the statement that comma usage. losing their
will complete a commas in the requires a breath, the
worksheet that correct places. comma. The W – After students will
explains when a students will reading through admit that
comma is W – The read the previous commas are
necessary when students will sentence out entries, the necessary in
using a write sentences loud as a class students will writing. The
conjunction. that include and recognize find the journal students will
lists of items the need for a entry that needs each write a
T/R/W – Then and place the comma. the most paragraph that
the students commas in the correcting. The does not
will complete correct places. W – The students will contain any
an activity The class will students will rewrite one of commas.
found on owl. practice making complete a the journal
English.purdue. lists together worksheet with entries and GA/R/W – The
Com . This and the students sentences with include teacher will
activity is will write them introductory necessary collect all of the
similar to the in their statements that commas. The papers and pass
worksheet that journals. need commas. students will them out again
they completed write the to different
before. R – The DA – The commas in red students. Each
students will teacher will so that they student will add
HW – The “Drop give students stand out. commas to the
students will Everything and that have paragraph. The
cut out 2 Read” for 30 trouble R – The papers will be
newspaper minutes in the understanding students will passed back for
articles and afternoon. the concept a “Drop the original
circle the worksheet filled Everything and author to
commas in each with examples. Read” for 30 double check
of the articles. minutes in the the newly
afternoon. added commas.
Week 35 –English
4.8f- Adverbs 4.8f- Adverbs 4.8f- Adverbs 4.8f- Adverbs 4.8f – Adverbs
and Adjectives and Adjectives and Adjectives and Adjectives and Adjectives
LA /DA/R– LA/R – The LA /R– The LA/R/W – The LA/R/W/VA –
The teacher students will students will teacher will The students
will write understand that learn that write different will use the
adverbs on slips adverbs adjectives headings that magazines that
of paper and describe verbs, describe nouns different they bring to
place them adverbs, and and pronouns adjectives class to cut out
inside of a hat. adjectives by while the describe such descriptive
The students the sentences teacher reads as “what kind” adjectives and
will take turns written on the Ox-Cart Man and “how adverbs. The
choosing an board. The by Donald Hall. many”. The students will
adverb and read teacher will The students students will have to follow a
the sentence write the will discuss the label columns worksheet that
written on the sentences from descriptive in their journals has guidelines
board with the Teacher’s words used and place the on the types of
correct Book: Meet the throughout the correct adjectives and
expression. The Challenge page book, and the adjectives in adverbs that
students will 509I on the teacher will the correct need to be cut
learn that chalkboard. The write them on column as the out. After
adverbs can class will read the chalk board. class reads cutting all of
describe the sentences sentences their adjectives
actions. aloud together W – The together out, the
and learn to students will students will
W – The compare using write 10 HW – The write a short
students will adverbs. sentences using student will story that will
complete a adjectives. bring fit onto a poster
worksheet. The W – The magazines to board that
worksheet will students will DA – The class tomorrow. includes all of
have a list of 10 write the gifted students their required
sentences with sentences that will write 2 adjectives and
many adverbs. are written on paragraphs adverbs. The
The students the board into instead of 10 students will
will underline their journals so sentences. hang their
all of the that they can creations
adverbs in the use them as . around the
sentences. study guides for classroom.
the upcoming
test.
Week 36 –English
EEMP SOL E EEMP SOL E Review FINAL TEST Fun Day
4.8g- Articles 4.8g- Articles
LA/W – The LA/R/W – The LA/R/W/GA – E – The The stidemts
teacher will teacher will To review for students will be will have fun
introduce the write sentences the last test of evaluated on language arts
three articles to incorrectly on the school year their final unit. worksheets to
the students by the chalk board the students In the first part fill out
writing them on and the students will review of the test, the throughout the
the chalk board. will copy the noun and students will day that have
The students sentences into pronoun match pronouns riddles and fun
will discuss, as their journals. agreement, to the noun that alliteration!
a class, the The problems commas, they replace.
different ways with the prepositional The second part Splend your
to use each of sentences will phrases, of the test will Summer
the articles and all be because adverbs, be a list of 5 Superbly!
create class of articles that adjectives, and sentences. In
definitions for are used articles. The this section, the
each article. erroneously. classroom will students will
The students The teacher be divided into place commas
will write the will call on as 5 sections and in appropriate
class definition many students the students locations in the
into their as there are will work in sentences. The
journals. sentences to small groups. third part will
come to the The students be a written
R – The teacher board and will work their paragraph in
will read a short correct the way around the which the
poem to the sentence. The stations. Each students have to
class and the students will station will circle
class will keep copy the have review prepositional
a tall y mark of sentences into and study tips phrases in
how many their journals. of one of the green,
articles are five topics underline
used. DA – The talked about in adjectives in
gifted students this unit. The blue, underline
will not only student will adverbs in
copy the take notes and yellow, and
sentences into follow the draw a square
their journals directions around articles
but they will written at each in purple.
write extra station.
sentences.

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Week 1 –English

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

W - The DA/CE/GA – LA/O – The LA – The W – After

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

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