Good Friday Morning! Today is Oct.4th!

1. Good Friday Morning! Today is Oct.4th! CAUGHT YA’ Can you find all the errors? Look Carefully! on october 4 1957 the soviet union launched the first man-made satellite into orbit it was called sputnik I and traveled around the Earth once every 96 minutes Number of the Day Worksheet! You MUST KEEP up with this paper! Put your name on it and complete #s 13 and the BONUS-YES THE BONUS. • Please find your seat quietly. • Complete your Number of the day and your Problem of the Day-look at the “Caught Ya’-can you figure out what is wrong? • Copy ALL of your Homework and Test Schedule notes. • Take care of any morning needs. (Pencils, bathroom, water, check out a book, etc.) Interesting Quote of the Day: “A person who won’t read has no advantageover someone who can’t read.” --Mark Twain (American author)

2. Let’s talk about scientists! Scientists’ inventions are usually medical breakthroughs. Salk, Pasteur, Fleming, Lister

3. Grammar What have we been learning this week?

4. What is your opinion of this summary? Be specific. What went right? What could be done to improve it?

5. Well…what did you come up with?

6. Let’s Grow as Writers!

7. “Mrs. Seeton’s Whistle” Today I am going to read aloud a segment (pgs. 53-55) of a personal narrative in which Jerry Spinelli writes about one small memory he has. I want you to think as you listen about what he does to make his memory feel real to us as readers. Vocabulary words: Flanking the ice – on either side of the ice Castanet – a musical instrument that makes a clacking noise Relishing – really enjoying

8. Explore Sensory Details • What did you imagine seeing as you listened to this passage? • What did imagine hearing? • What other senses did you imagine using? • What words in this passage helped you imagine these things? • Do you think it was just luck that the author wrote something that gave so much detail that allowed us to imagine this? • Jerry Spinelli’s memory becomes real to us because he includes sensory details, or words that help us imagine using our senses.

9. Independent Writing • For the next 20 – 30 minutes you will continue to write personal narratives. If you finish one story then you may begin another one. • Don’t forget that you do have a list of ideas that you came up with in your “Ideas” section of your notebook, for personal narratives.

10. Share and Reflect • Just as you did yesterday, pick one sentence that you like and underline it. Be prepared to share your sentence with the class.

11. Questions • What sentence did you hear that got you interested in someone else’s writing? • What questions do you want to ask a classmate about his or her writing?

12. Reading Like a Detective

13. Making Meaning – Recognizing Text Features! Yesterday we heard the article “All Work and No Play: Trends in School Recess” What do you remember about this article? 9:00 – 9:20

14. Open Student Booklet to these pages! This is a copy of the article I read yesterday. Today I will read it again, and then we will discuss the text features in pairs and as a class.

15. Scan the Article and Consider these Questions • What features do you notice? • How might these text features help readers understand the topic of the article?

16. Examine and Discuss Bar Graph! We looked closely at a circle graph in our last article. Today we will look at a bar graph. Notice the Title

17. Examine and Discuss Bar Graph! • How many minutes of recess do fifth graders in city schools have? • Where do fourth graders have more minutes of recess? How do you know? • How many more minutes of recess do third graders in city schools have than fifth graders in city schools?

18. Analyze the Graph! • Think – Pair – Share • Looking at this graph, what statements can you make about recess in U.S. schools?

19. Think – Pair – Share • What are you wondering after looking closely at this bar graph? Bar Graph!

20. Bar Graph Focus • Text features give readers information to help them understand what they have read. • Text features get the reader thinking more about the topic.

21. Get with your partner! Ok…let’s see how well you can interpret data 

22. IF I call you to my table, please come quietly. You will not need to bring anything but your brain.

23. Making Meaning - Vocabulary guarantee devastate lifeless paradise preserve plight Review word chart! 9:30-9:40

24. Partner Up & Move to the Carpet • Last time we learned three more words from Life in the Rainforests. • Today we’re going to think about those words and really use them! Quiz time!

25. a place, situation, or activity that is extremely pleasant, beautiful, or enjoyable What is the definition of… paradise

26. protect from harm or damage What is the definition of… preserve

27. a very serious or dangerous situation What is the definition of… plight

28. Class Discussion • If you were writing a story about an endangered animal, which of the words might you use? Why? paradise preserve plight

29. Think – Pair - Share If you never had to go to school again, would that be paradise? Why?

30. Think – Pair - Share If someone wanted to close your favorite park and build a video arcade on the land, would you try to preserve the park? Why?

31. Think – Pair - Share If you wrote a story about a family of happy mice, would you call your story “The Plight of the Mice”? Why?

35. Math Workbook p215

36. Math Workbook p216

38. Math Workbook p217

39. Math Workbook p218