7:55 – 8:30 Friday, August 14, 2015 Thought of the Day… “You can never cross the ocean unless you have the courage to lose sight of the shore.” Cursive.

7:55 – 8:30

Friday, August 14, 2015

Thought of the Day…

“You can never cross the ocean unless you have

the courage to lose sight of the shore.”

Cursive Practice – write a sentence or two about something you

learned this week!(Cursive Practice –

write a sentence or two about something you learned this week!)

Independent Reading

8:30 – 8:50

Begin reading pages 186-204 of Wonder – finish for homework.

Reading – Unit Study

8:50 – 9:00

Class Novel Discussion

Part Four – Jack pt2 Pages 158-185

(review following slides to give further depth of understanding before discussing questions)

Wonder - Pages 158-185Photoshop is a computer program that allows users to easily edit photos, including removing someone completely from an image. The name of the program has become a verb - to Photoshop is to edit a digital image. Here are some example of what can be done with Photoshop.

In an email to Mr. Tushman, Julian's mom reminds him that Beecher Prep is not an inclusion school. An inclusion school allows and encourages students with special educational needs to be included in the general education classrooms. What Julian's mom is saying is that Auggie has special education needs. Does Auggie have a disability, or does he just look different from other students? Here are some images that illustrate ways students with disabilities can be included with all students.

Charlotte tells Jack about Julian's plan and shares a list of the students in the class and what group they fall into. One of the groups is the "Neutrals." To be neutral simply means to not take sides in a dispute. Many times it is used to describe countries that refuse to take sides in a war.

When Jack goes to Auggie's house to work on their science project, he comments that Auggie has a cool iMac. He also says that his family has an "ancient Dell that's practically dead."

The title "Darth" in Star Wars is given to Sith Lords. The Sith are the people who use the dark side of the force, and Sith Lords are their leaders.Or, as quoted on Wookieepedia,

"The Darth title was more than just a symbol of power; it was a claim of supremacy. It was used by those Dark Lords who have sought to enforce their will on the other Masters. It was a challenge — a warning to bow down or be destroyed."In the simplest terms, in the Star Wars world, people named "Darth Someone" are bad, bad dudes.

So now, think about Daisy the dog's official name: Darth Daisy. This evil Sith Lord was a shabby mutt bought from a homeless person. I actually Googled "Darth Daisy" and this is what I found.

Jack and Auggie are partners for their science project. After suggesting a sun clock, a volcano, and growing crystal spikes, the partners settle on an organic battery made out of potatoes. Auggie reads that they can power a lamp with it and says, "We could call it the Spud Lamp or something."

Figurative Language Search!!

• Find the metaphor on page 162!

• Metaphor – “pressure being placed on his young shoulders.”

Writing Lesson Being a Writer

9:00 – 9:25

Today has a plan! 

• Today you will: – Hear and discuss two poems – Think about ordinary moments– Think about words that appeal to the senses– Write freely about things that interest them– Express interest in and appreciation for one 

another’s writing

Prepare to Hear Poetry• Get out your writing notebooks and the 

Student Writing Handbooks. • Gather with your partners sitting at desks.• I am going to read aloud two poems today by 

Rebecca Kai Dotlich. I want you to close your eyes and imagine what is happening in the poems while I read them. 

“Lemonade” • Remember 

your eyes are closed. 

• I will read it twice. Keep your eyes closed the entire time.

LemonadeWe pourIts liquid seetnessFrom a tallGlass pitcher,SplashingSunshineOn frosty squaresOf ice,Lemon lightAnd slightly tart,We gulp its gold- Licking our lipsWith summer.

What did you imagine as you listened to this poem? Turn to your partner? What words helped you imagine what’s happening in this poem?

“Backyard Bubbles”• Remember to 

keep you eyes closed.

• I will read it twice. Your eyes will stay closed through both readings. 

Backyard BubblesBy Rebecca Kai Dotlich

One bubbleShimmiesFrom the wandTo waltz around The backyard lawn.One fragile globe of soapy skin – A glimmering of breath within A perfect pearl, I blow again!One more bubble squeezes through, One blushing beadOf water-blue;And thenAnotherRinsed in pink(ShiveringWith pastel ink)Dances on A summer sigh,ShimmeringWith shades of sky,S-l-o-w-l-y slidesRight out of sight;Backyar bubbles Taking flight

What did you image seeing?What did you imagine feeling on your skin?Turn to page 5 of your handbooks and read the poem again. What words in this poem help you see or feel what’s happening? 

Ordinary Moments• What are ordinary moments in your life that 

you could write about? Turn and talk.

Don’t forget to write your ideas on a page in your “Writing Ideas” section of your notebook, titled “Ordinary Moments” 

Restroom Break

9:25 – 9:35

Independent Writing

9:35 – 9:55

Independent Writing• Here are your choices for the next 10 to 15 

minutes of independent writing time today. – Try writing a poem about an ordinary moment– Work on a piece you started earlier– Start a new piece of writing 

9:35 – 9:55

Sharing and Reflecting• Put away your pencils, but not your 

notebooks. • A few of you will share again today. 

Grammar/Vocabulary

Lesson9:55 – 10:10

Day 4In this lesson, you will:Review and practice using the words

memento, reassure, and tattered from Day 3

Build your speaking and listening skills

Listen to one another

memento       reassure        tatteredYesterday you learned three words

from or about the story Something to Remember Me By.

Today you will talk more about the words.

memento       reassure        tatteredIf you were writing a story about losing

something that is important to you, which of these words might you use? How might you use the word?

Prompt 1: I would use the word __________.I would write…

Introduce “Which Word Goes With?”

You and your partner will play a game called “Which Word Goes With?”

I will write a word you know and you will think about which of yesterday’s words goes with the word I wrote.

Before you do this in pairs, we will practice as a class.

Which Word Goes With?The word that I write might go

with more than one of the vocabulary words.

You and your partner may not always agree and that is fine.

What is important is that you explain why you think the words go together.

Before you play the game in pairs, we will practice playing as a class.

memento       reassure        tattered

postcard

memento       reassure        tatteredWhich of the words do you think goes with

postcard? Why do you think that?

Prompt 2: I think _________ goes with postcard because…

Your TurnYou will now continue the activity with your partner.

memento       reassure        tatteredWhich of these words do you think goes

with blanket? Why do you think that?

Prompt 3: I think __________ goes with blanket because…

Reading Lesson

10:10 – 10:55

5th Grade Making

Meaning

The Reading Community: FictionUnit 1 Week 2

Day 1In today's lesson you will:• Learn the procedure for “Think,

Pair, Share”• Hear and discuss a story• Make text-to-self connections• Read independently for up to 15

minutes• Listen to one another

• “Think, Pair, Share” is like “Turn to Your Partner.”• The difference is that you will think to

yourselves before you talk in pairs.• I will ask you a question and you will think about

it quietly for a moment.• When I say “Turn to Your Partner,” then you will

turn and begin talking.• Don’t forget the signal to stop talking and direct

your attention back to me.

“Think, Pair, Share” Practice

• What is one thing you want to keep in mind today to help your partner conversations go well? [pause]

• Turn to your partner.

Today’s Reading• Today I will be reading

Everybody Cooks Rice written by Norah Dooley and illustrated by Peter J. Thorton.

• When have you eaten rice? How was it prepared?

• What are some other rice dishes you have seen or eaten?

• As you listen to the story, think about the rice dishes you have eaten or heard about.

Discuss the StoryMake Text-to-Self Connections

• What are some of the different ways rice is prepared in this story?

• What do you think the girl learns about people as she finds out about the rice dishes they eat? Why do you think so?

• What is your favorite rice dish? What do you like to eat with rice?

Reflect on “Think, Pair, Share”

• How did thinking before you shared with your partner help you and your partner talk about the story?

Individualized Daily Reading

• Remember, we are reading books and practicing the reading comprehension strategies learned in the Making Meaning program.

• The more reading practice you do at your level, the stronger you will become as a reader.

• Read silently to yourself. • I will signal you when it is time to stop

reading.

Share Reading with Partners

• Before you share with a partner, I will show you what sharing might look like.

• Now, take turns discussing what you have read.

Reflect on Partner Work

• What was one thing you liked about sharing what you read with a partner today?

Text-to-Self Connections

• What do you remember about the story Everybody Cooks Rice?

• How does this story remind you of your own life?

Text-to-Self Connections

• When you think about how a story reminds you of your own lives, you are making connections to the story.

• Making connections to stories helps readers enjoy and understand the stories.

Out of Classroom!

• Lunch 10:55 – 11:25

SCIENCE TIME

11:25 – 12:10

Graphing Practice

• Students will create circle graphs using information pertaining to the class– Girls vs. boys– Pets– Favorite activity (from survey taken on first day) 

Sales1st Qtr2nd Qtr3rd Qtr4th Qtr

Paired Partner Work

Restroom Break

12:10 – 12:15

Out of Classroom!

•  Recess 12:15 – 12:45•  Activity 12:45 – 1:30

Math Bell Work!1:30 – 1:37

Math Lesson!

1:37 – 2:00

http://connected.mcgraw-hill.com/c2j/resourceLibrary.do?bookId=PMJ9CKMO2Q7DDOXZZTS1YO3HG4&libraryId=JO4N3S8BNB5KEVV7N1DOP8MYL8 

Math Workbook p29 & 30

Math Station Rotations!

2:00 – 3:00

Teacher Time – Place ValueComputer Time – Various math websitesOn your Own – Independent PracticeGames/Activities – Fluency Practice (multiplication)

Math Rotations

Math Workbook p25 & 26

Math Wkbk pgs 31 & 32

Math Additional Practice

Math Additional Practice

3:10 – 3:15 Wrap Up!

• Pair-Up back to back and share one thing you learned in class today with your partner

• Pack-Up• Office will announce:

Car Riders – Leave around 3:15Bus Riders – (listen to intercom for dismissal)