MONDAY March 20, 2017

8:05-8:25 Homeroom

8:25-8:50 Power Up Time

Language Arts
*Essential Questions:
How does the purpose influence the format of your writing?
Why do we write?
How do we approach writing?
What are readers thinking about as they read?
Why are strategies important?

Reading Mini-Lesson (8:50-9:20 & 12:15-12:45)

SOLs: 5.5 The student will read and demonstrate comprehension of fictional
texts, narrative nonfiction, and poetry.
e) Describe how an authors choice of vocabulary contributes to the authors
style.
Objectives:
The student will be able to define tone and mood.
The students will be able to identify similarities and differences
between tone and mood.
Introduction: Review poetry types and elements
Procedure: 1. Play Frozen horror preview and discuss
2. Explain that we will be discussing tone and mood, which will help us
understand the authors style
3. Have students create a Venn diagram for tone and mood in their LA
notebooks. Explain that they will use it to watch an Ed puzzle about tone and
mood
4. Have students discuss their Venn diagrams in their groups.
Closure: Exit ticket(Google Classroom) What is tone? What is mood?
Mastery of Criteria: Students will be able to accurately define tone and mood

Writing (9:20-9:45 & 12:45-1:25)

SOLs: 5.8 The student will edit writing for correct grammar, capitalization,
spelling, punctuation, sentence structure, and paragraphing.
f) Use commas to indicate interrupters.
k) Identify and use conjunctions.
Objectives:
The student will be able to use commas correctly with coordinating
conjunctions.
Introduction: Review conjunctions
Procedure: 1. Explain when to use commas with coordinating conjunctions
2. Model how to complete the first question on the Using commas with
conjunctions handout
3. Have students complete the rest of the handout independently
Closure: Share examples
Mastery of Criteria: Students will be able to accurately combine sentences
with a comma and coordinating conjunction 6 out of 8 times

Reading Rotations (10:30-11:45 & 1:45-3:00)

Introduction: Review reading rotations expectations
Procedure: 1. Independent WorkLearning Menu
Group 1: read Eagle Feather-chapter summary with main idea
Group 2/3: read next chapter in Lilys Crossing, incredible shrinking notes-
main idea
Group 4: read Zachary Beaverreading response using inferences
TUESDAY March 21, 2017
WEDNESDAY March 22, 2017
THURSDAY March 23, 2017 (Into the Woods
@ 9)
8:05-8:25 Homeroom

8:25-8:50 Power Up Time

Language Arts
*Essential Questions:
How does the purpose influence the format of your writing?
Why do we write?
How do we approach writing?
What are readers thinking about as they read?
Why are strategies important?

Reading Mini-Lesson (8:50-9:20 & 12:15-12:45) & (9:20-9:45 & 12:45-1:25)--

STATIONS
SOLs: 5.5 The student will read and demonstrate comprehension of fictional
texts, narrative nonfiction, and poetry.
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an authors choice of vocabulary contributes to the authors
style.
Objectives:
The student will be able to identify tone and mood.
The student will be able to identify elements of poetry through
analyzing poems.
The student will be able to identify rhyme scheme.
Introduction: Review stations expectations
Procedure: 1. Students will rotate through stations:
1) With meanalyzing poetry (differentiation occurs with level of
scaffolding and teach assistance)
2) Tone and Mood Mad Libs--Pick a word from the Tone & Mood box. Use
a dictionary or thesaurus to look up the word and become an expert on
it. Then, pick out a mad lib sheet to fill out using your word. For
example, if you picked excited from the box, you would want to fill in
your mad lib using words that show excitement! If you finish before
time is up, you may do another. Put your Mad Libs in the bag when you
are done--dont forget your name!!!
 3) Rhyme Scheme Practice--Complete the worksheet (in the folder) by
reading the directions. You may use your notes, but remember to
decide rhyme scheme you need to look at the LAST word in each line:)
Put your completed worksheet in the bag before leaving the station.
4) IXL--5th grade Poetry NNN.1 & NNN.2
5) Analyzing Poetry--Pick a poem from the folder. Using your Poem
Reading Strategies (that should be in your LA notebook) and read the
poem several times. Then, create a Google Slides answering the
questions in the box--answer as many questions as you can! However,
you need to answer at least 4 questions about your poem. Be sure to
put your name and the poems title on the first slide, but besides that,
you have creative freedom as to what the slides may look like.
Closure: Rate the stations
Mastery of Criteria: Rhyme SchemeStudents will accurately identify 4 out
of 5 examples of rhyme scheme. Analyzing PoetryStudents will accurately
identify the type of poem and 3 out of 4 elements of poetry.

Reading Rotations (10:30-11:45 & 1:45-3:00)

Introduction: Review reading rotations expectations
Procedure: 1. Independent WorkLearning Menu
Group 1: read Eagle Feather-chapter summary with main idea & affix review!
Group 2/3: read next chapter in Lilys Crossing, making connections and
review supporting details
Group 4: read Zachary Beaverreading response using inferences and
predications using evidence from the text (review summary vs. sequencing
of events)
MARCH MADNESS!!!!!!!!
FRIDAY March 24, 2017
8:05-8:25 Homeroom

8:25-8:50 Power Up Time

Language Arts
*Essential Questions:
How does the purpose influence the format of your writing?
Why do we write?
How do we approach writing?
What are readers thinking about as they read?
Why are strategies important?

Reading Mini-Lesson (8:50-9:20 & 12:15-12:45) & (9:20-9:45 & 12:45-1:25)

SOLs: 5.5 The student will read and demonstrate comprehension of fictional
texts, narrative nonfiction, and poetry.
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an authors choice of vocabulary contributes to the authors
style.
Objectives:
The student will be able to identify tone and mood.
The student will be able to identify elements of poetry through
analyzing poems.
The student will be able to describe the characteristics of poetry
Introduction: Review test taking strategies
Procedure: 1. Take poetry quiz
2. Read when complete
3. If time allows, begin new read aloud!
Closure: predictions for new read aloud
Mastery of Criteria: Students will score a 70% or above on the quiz

Reading Rotations (10:30-11:45 & 1:45-3:00)

Introduction: Review reading rotations expectations
Procedure: 1. Independent WorkLearning Menu
GENIUS HOUR!