Daily Lesson Plans
- What
- Daily Lesson Plans
- When
- 11/13/2024
Benner, Burandt, Thompson – 5th Block 1 & 2 Nov. 11-Nov. 15, 2024 Week of: *for additional curriculum information, please visit the district's resourceElementary Teaching Resources or Georgia Standards of Excellence READING Unit 4: Distinct Voices, Diverse Perspectives Lessons 6-10 WRITING Benchmark Workshop & Write Score Monday, 11/11 Achieve Article: Free Choice No School - Veterans Day NO School Tuesday, 11/12 Standard(s): RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. LT: I am learning to determine a theme from details in the text (story, drama, or poem) based on how the character in a story responds to challenges or how a speaker in a poem reflects upon a topic. SC: I know I can when I… Identify the main character and describe his/her traits. Use details to support character traits. Analyze the story elements and key terms from the text to explain how the character reacts to them. Explain how the speaker of the poem reflects upon a topic. Lesson 6: Identify Elements of Drama Lesson 8: Identify Elements of Drama 5W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. LT: I am learning to write a text-based narrative that uses story elements. Lang. Obj.: I am learning to use a text to help me write a story with characters, setting, and events in my writing to help describe it more. SC: I know I can when… ❑ I can brainstorm a list of ideas for narrative writing. ❑ I can create a graphic organizer to provide a sequence for my writing. ❑ I can determine the character’s trait and how he/she will handle the problem (conflict). ❑ I can write in sequence order that logically paces the story. Lesson: Text-based Narrative The teacher will explain that there are times that they will be asked to write a narrative based on informational passages . The teacher will model what this will look like with a “Gaming” advertisement.. The teacher will ask and answer questions as they work through this together. Upon completion, the actual prompt and passages (kneeboarding) that students will use to write the narrative will be passed out. Wednesday, 11/13 Standard(s): RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LT: I am learning to draw inferences to explain the text. SC: I know I can when I can… Tell the difference between obvious and hidden information. Think about what the author is saying and what they want me to feel or know. Make connections based on the details from the text. Write an inference from a direct quote. Lesson 7: Draw Inferences Activity: Students will read their own fiction book and use sticky notes to write down inferences they draw about a person or people in their story. Students will mark the text evidence that supports their inference. 5W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. LT: I am learning to use a narrative text to help me improve my own narrative writings. Lang. Obj.: I am learning to use characters, setting, and events in my writing to help describe it more. SC: I know I can when… ❑ I can read a narrative and identify key components. ❑ I can use the model to help me organize and plan my writing. Lesson: Text-based Narrative Students will Thursday, 11/14 Standard(s): L.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g. synonyms, antonyms, homographs) to better understand each of the words. LT: I am learning to determine the meaning of unfamiliar words, including figurative language, using context clues. SC: I know I can when I … Identify 5th grade vocabulary words. Identify prefixes and suffixes. Read around the word. Explain the meaning of figurative language in the text. . Lesson 9: Build Vocabulary: Use Context Clues (Cause and Effect Relationships) Activity: As students read their own book, they will use the cause-and-effect relationships to determine the meaning of unknown words. Students will write these words on an index card and identify the context clues that helped them determine the meaning. 5W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. LT: I am learning to use a narrative text to help me improve my own narrative writings. Lang. Obj.: I am learning to use characters, setting, and events in my writing to help describe it more. SC: I know I can when… ❑ I can read a narrative and identify key components. ❑ I can use the model to help me organize and plan my writing Lesson: Text-based Narrative The teacher will provide passages “Lucky Day”. Students will read the text and the teacher will guide students through discussions about the dialogue and description found in the text. Teachers will pull students in groups as time permits to work to improve skills from previous writings. Friday, 11/15 Standard: RL.6 Describe how a narrator’s or speaker’s point of view influences how events are described. LT: I am learning to describe how a narrator’s or speaker’s points of view influences the events. SC: I know I can when I can… Identify the difference between 1st, 2nd, and 3rd point of view. Explain a narrator’s point of view. Explain a speaker’s point of view. Describe how the point of view influences the story. Practice writing from different points of view. Lesson 10: Analyze Author’s Point of View Activity: Students will read and determine the theme in their text to infer the author’s point of view. They will record this on an index card. Students will complete Unit 4 Week 2 Assessment. 5W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. LT: I am learning to use a narrative text to help me improve my own narrative writings. Lang. Obj.: I am learning to use characters, setting, and events in my writing to help describe it more. SC: I know I can when… ❑ I can read a narrative and identify key components. ❑ I can use the model to help me organize and plan my writing Lesson: Text-based Narrative introduction continued The teacher will provide passages “Lucky Day”. Students will read the text and the teacher will guide students through discussions about how to write a strong introduction in a narrative. Students will view an example and then attempt one of each type of introduction–onomatopoeia, snapshot, or dialogue. Teachers will pull students in groups as time permits to work to improve skills from previous writings.
Activity: Students will read their own book and write down the elements of a drama as they come across them in their book.
