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Please note:  lesson plans are subject to change

Last week Readers studied object and color symbolism in literature, listened to an excerpt from “The Masque of the Red Death” by Edgar Allan Poe, received a color symbolism chart for reference, read silently and answered prompts in their reading journals.  Writers read and responded to copies of book reviews, completed a packet of sentence review exercises and did free-writing in their writing journals, with emphasis on  color symbolism inclusion.  They also completed a flashforward/flashback writing exercise.

This week Readers will:

• analyze plot development, conflict and problem solution
• read silently
• answer prompts in their reading notebooks

Writers will:

• complete a CBA diagnostic
• work more on sentence structure and parts of speech
• receive book review rubric and begin template

Please note:  lesson plans are subject to change

Last week Readers looked for personal connections and elements of plot as defined by Freytag’s Pyramid during silent reading.  We also went to the library.  Writers discussed “be” verbs and active versus passive verbs, completed a revision exercise and reviewed sentence structure (with focus on sentence fragments and run-on sentences) as well as free writing in their journals.

This week Readers will:

• continue silent reading and journal entries
• analyze story plot and problem solution
• review literary devices such as foreshadowing, flashback and symbolism

Writers will:

• review parts of speech and more sentence structure
• research book reviews online
• read and analyze book reviews in preparation for writing their own
• complete a book review template

Please note:  lesson plans are subject to change.

Last week Readers worked on style in writing by practicing using more descriptive sentences, active verbs and eliminating “fluff”, as well as silent reading and answering prompts in reading notebooks.  Writers completed a final draft of a movie review by turning in the completed five-paragraph template, research document, rough and final drafts.  They also did some free writing, worked on main idea and details and started Wordly Wise Vocabulary Lesson #3.

This week Readers will:

• Continue vocabulary development by completing Wordly Wise Lesson #3
• Begin review of literary devices per TAKS Reading Objective #2
• Continue silent reading,  reading logs and answering prompts in their reading notebooks

Writers will:

• Review and practice sentence structure and “be” verbs  for revision and editing
• Review their short stories and continue to eliminate “fluff” in their writing to create more cohesive, readable text
• Review Freytag’s Pyramid and practice developing a plot line

Please note:  lesson plans are subject to change

Last week in Reading, students filled out character charts using their current books, learned about the denotative and connotative meanings of words, worked online in the library to research information for their movie reviews, used reading strategies to build vocabulary and were assigned reading homework.  Writers used the five-paragraph template to write and revise a G or PG movie review into a rough draft using published review examples and researched information.

This week Readers will:

• Continue silent reading and response to prompts in their notebooks
• Continue to use strategies to comprehend and build vocabulary
• Complete an exercise on style

Writers will:

• Turn in the final draft of their movie reviews
• Begin writing book reviews, which will become booklets to be kept in the classroom
• Continue book review booklets
• Complete Wordly Wise Vocabulary Lesson #3
• Complete an assignment on finding main idea and details

Please note:  Lesson Plans are subject to change

Last week Readers worked on Wordly Wise lesson #2, checked out books from my classroom library and began keeping a reading log.  Writers read several different reviews for the film “Cloudy with a Chance of Meatballs”, noted persuasive words and phrases and completed a thinking map comparing similarities and differences between two reviews.  Students also completed a CBA diagnostic.

This week Readers will:

• Study denotative/connotative meanings and main idea and details
• Use strategies to think deeply about their reading
• Continue to record pages read in class and at home
• Visit the school library on Thursday

Writers will:

• Write their own movie review using the five-paragraph stencil
• Begin working on product, music and/or book reviews
• Continue writing in their journals