8:15 – 8:30

1. Tuesday, April 1, 2014 Using a dry erase board, draw another example of gravitational potential energy being displayed. 8:15 – 8:30

2. Teacher Read Aloud/Paired Partners Part One – August Pages 1-26

12. Restroom Break 9:15 – 9:25

13. Small Group – Use Context Clues to Determine Meaning Part One – Augustp1-26

14. Figurative Language Search!! • Find the two similes on page 10! • Simile – “my head on Via’s lap like she was my pillow” • Simile – “like a lamb to the slaughter”

15. Figurative Language Search!! • Find the simile on page 16! • Simile – “It (the school) smelled like a hospital.”

16. Now, Character Traits Study/Analysis • Thoughtful readers envision, predict and identify with the characters. • This unit we will take a close look at the characters in the stories we read – studying what they are really like on the inside. • Today, I want to teach you that readers not only step inside the story and find themselves “getting lost in the story,” but they also pull back and step outside of the story to help grow theories about the characters. 9:35 – 10:10

17. Stepping Inside vs Outside the Story • There are two ways to read: • Step inside the story, envisioning what is happening and worrying about what will happen next. You’re involved with the story. • Step outside the story,thinking about the characters and trying to figure out what they are really like. You think on what has happened to let your ideas have a chance to grow and become more significant.

18. Stepping Inside the Story • Empathizing with August • nervous about entering a new school • wondering what people will think • afraid of not having any friends • ? • ? • ?

19. Stepping Outside the Story • Eager to talk about what has happened so far • I already think that… • I wonder why… • Maybe it is because… • I can’t believe that… • Maybe…

20. Make an Anchor Chart: Building Theories about Characters • We step outside of the story to help us build theories about the characters

21. First, lets make a page in our Reader’s Response Book – Character Notes for August • Next, lets list the physical traits we have learned about August from the evidence in the story • Then, lets create an image of your perception of August from the evidence in the story (use copy paper). • Now, lets list some personality/character traits we have learned about August from the evidence in the story. Let’s see if they are part of the common traits listed yesterday?

22. Remember these from yesterday?

23. Remember the “PCR” You will thoughtfully construct an audience-appropriate response supported by text evidence! You will use the rubric for a Prose Constructed Response (PCR) when completing your homework tonight.

24. Homework? Answer one of the following questions by writing a detailed paragraph or two. Cite the evidence that supports your answer from the page and paragraph in the book. Inferring Questions p1-26 • What do you think August means when he says that his parents see him as extraordinary? • What did the nurse mean when she said, “Everyone born of God overcometh the world.”? • Why do you think August prefers Mrs. Garcia’s smile when it isn’t “shiny.”?

25. MOVE TO LEARN http://www.movetolearnms.org/how-do-i-do-it/fitness-videos-4-6/soldier/

26. Stepping Inside & Outside of the Story • Now let’s apply what we learned to your independent novel • Locate a place where you can really envision what is happening, where you feel like you are part of the story. • Step outside of the story using the prompts: • I already think that… • I wonder why… • Maybe it is because… • I can’t believe that… • Maybe… INDEPENDENT READING 10:10 – 10:45 Small Group

27. Word Study Week #26 10:45 - 10:55

28. Tuesday Congress Concept Conquer Conversation Continent Consequences

29. Congress

30. Concept

31. Conquer

32. Conservation

33. Continent

34. Consequences

35. Being a Writer - Poetry 10:55 – 11:30

36. Exploring Poetry • Before we explore poetry and further, let’s review a few terms. • Alliteration – repeating consonant sounds (“Sing a song of sixpence…”) • Metaphor – Comparing two things without using the words like or as. (“Life is a broken-winged bird that cannot fly.”) • Meter – A fixed regular rhythm in a poem (“Two roads diverged in a yellow wood…”) • Onomatopoeia – Sound words (splash, pitter, patter) • Personification – Giving something that is not human, human characteristics (“The wind stood up and gave a shout.”)

37. Exploring Poetry • More terms • Repetition – Repeating words or phrases for a poetic effect (“ Bells, bells, bells”) • Rhyme – Words ending with the same sound (Twinkle and sprinkle) • Rhythm – Pattern of stresses and pauses in a poem • Simile – A comparison of two or more things using the words like or as (“My love is like a red, red rose.”)

38. Yesterday • Yesterday you listened to the poem “September” and began creating two anchor charts, one about the month of July and the other about poetry in general. • Today you are going to hear another poem titled, “umbrella”. • Close your eyes and create a picture in your minds as you listen to the poem.

39. “umbrella”by Valerie Worth Slack wings Folded, it Hangs by a Claw in The closet, Sleeping, Or Moping, Or quietly Hatching A plot To flap out And escape On the furious Sweep of The storm

40. “umbrella” by Valerie Worth • What sensory details do you notice in “umbrella” that help you imagine what’s happening? • The poet writes about the umbrella as if it is alive. What is this called? • What words does Valerie worth use to write about the umbrella as if it’s alive? Slack wings Folded, it Hangs by a Claw in The closet, Sleeping, Or Moping, Or quietly Hatching A plot To flap out And escape On the furious Sweep of The storm

41. “safety pin” • Listen as I read another poem that a poet writes about an object as if it is alive.

42. “safety pin” Closed, it sleeps On its side Quietly, The silver Image Of some Small fish; Opened, it snaps Its tail out Like a thin Shrimp, and looks At the sharp Point with a Surprised eye. • What words does the poet use to write as if the safety pin is alive? • What sensory details do you notice in these poems that help you imagine what’s happening?

43. Quick Write: Ideas for Poems About Objects • If you were going to write about an object in the classroom, what might it be? • What words might you use to describe what you object looks like? Sounds like? Smells like? Feels like? • If you object came to life, what might it do? • On the next blank page in your writer’s notebook, write the name of your object at the top of the page, and quick-write some ideas for what you could include in a poem about that object. • Add “Poems can be about anything and You can write about objects as if they are alive to the “Notes About Poems” anchor chart.

44. Independent Writing • For the next 20 to 30 minutes, here are your choices. • Continue writing what you started during the quick-write. • Continue to write words and images for months of the year. • Write about anything you choose.

45. Share and Reflect • Briefly talk with your partner about what you wrote today. • What did your partner write about today? • Did you or your partner write about an object? Read us what you wrote. • What problems did you and your partner have working together today? What will you do to avoid those problems next time?

46. Math Time! 11:30 –12:00

47. Chapter 10 Review PagesMath Workbook

48. Out of Classroom! • 12:00 – 12:45 Activity • 12:45 – 1:15 Lunch • 1:15 – 1:45 Recess

49. Chapter 10 Review PagesMath Workbook

50. SCIENCE TIME http://studyjams.scholastic.com/studyjams/jams/science/matter/energy-and-matter.htm 2:30 – 3:10