Students will be assessed:

• During whole group discussion, the teacher will use observations, answers recorded on the SMART Board, and/or Moodle responses to evaluate student learning.
• The student will complete independent work, GWPB pages, that will assess student learning.
• The teacher will use observation and questioning while the students are participating in cooperative learning activities.
• Using weekly assessments and Unit Benchmark Tests.
• Using Rubrics/Scoring Guides ( by both the teacher and students) to evaluate the students writing assignments.

During whole group and guided instruction, students will:

1. View grammar transparency 16 on SMART Board, following along as teacher explains and identifies Subject and Object Pronouns. They will participate in discussion and interact using the SMART Board to complete guided practice worksheet (GWPB) on Subject and Object Pronouns.
Writing:  View writing transparency 16A on the SMART Board and participate in class discussion about the characteristics of an e-mail and conventions in writing.  View writing transparency 16B on SMART Board and work as a group to compose an e-mail response to the writing prompt, making sure to use the conventions of writing correctly.

2. View grammar transparency 17 on SMART Board, following along as teacher explains and identifies Pronouns and Antecedents.  They will participate in discussion and interact using the SMART Board to complete guided practice worksheet (GWPB) on Pronouns and Antecedents.
Writing:  View writing transparency 17A on SMART Board, following along as teacher discusses the characteristics, organization and clear ideas of a journal entry.  View transparency 17B on SMART Board and work together to focus on an idea and elaborate on it.

3. View grammar transparency 18 on SMART Board, following along as teacher explains and identifies Possessive Pronouns. They will participate in discussion and interact using the SMART Board to complete guided practice worksheet (GWPB); to define and identify Possessive Nouns.  While completing the worksheet they will practice using Possessive Nouns in writing.
Writing:  View writing transparency 18A on the SMART Board, participating in class discussion as teacher points out the vivid  word choices used to create a mood and the characteristics of a story.  View writing transparency 18B on the SMART Board, then will respond independently to the writing prompt.

4. View grammar transparency 19 on SMART Board, following along and  participating in discussion as the teacher defines and shows examples of Indefinite and Reflexive Pronouns.  They will interact using the SMART Board to complete guided practice worksheet (GWPB); demonstrating their ability to identify and define Indefinite and Reflexive Pronouns and use them in writing.
Writing:  View transparency 19A on the SMART Board, following along as teacher points out the characteristics of a letter of advice.  Discuss writing letters of advice to fellow students and the voice you use to express feelings.

5. View grammar transparency 20 on SMART Board, participating in discussion as the teacher defines and identifies using who and whom as subjects and objects.  They will interact using the SMART Board to complete guided practice worksheet (GWPB), demonstrating their ability to identify, define, and use who and whom as subjects and objects in writing.
Writing:  View transparency 20, participating as teacher discusses the key words in a selection.  View transparency 20B, participating the the discussion of sensory details and how they can improve your writing. 

During independent work time, students will complete:

1.  Subject and Object Pronouns Grammar and Writing Practice Book pages 61 and 62.

2.  Pronouns and Antecedents Grammar and Writing Practice Book pages 65 and 66.

3.  Possessive Pronouns  Grammar and Writing Practice Book pages 69 and 70.

4.  Indefinite and Reflexive Pronouns Grammar and Writing Practice Book pages 73 and 74.

5.  Using Who and Whom as Subjects and Objects Grammar and Writing Practice Book pages 77 and 78. 

6.  Work with a partner to write a 7 sentence paragraph using pronouns.

Writing:
1.  Students will read the writing prompt on page 409.  They will compose an e-mail to a person that has done something on their own rather than just "following the herd".  They will use proper conventions in writing and focus on 3 interesting actions of that person.  Students will complete a word web to put down ideas and details.  They will write a draft, then use a rubric to self-evaluate it, revising as needed.  Students will complete a finished paragraph and read aloud to the class.

2.Students will read the writing prompt on page 433.  They will think about someone they know with a mental or physical challenge.  They will compose a journal entry describing their observations and feelings about that person.  They will use a graphic organizer to collect details related to the main idea.  They will write a draft, then use a rubric to self-evaluate it, revising as needed.  Students will complete a finished journal entry and publish on the WRITINGS bulletin board display.
3. Students will view the writing transparency 18B on the SMART Board.  The students will write a passage about an animal in a specific mood.  Students will focus on word choice and tone to create the mood of an animal, such as happy dog, sad lion or angry mouse.  Students will make a story plan listing the animal, the mood they want to convey, vivid verbs they will use to create an image of the animal.  Students will create a draft and then get with a partner to use a rubric to evaluate each others work.  They will make the necessary revisions and then read aloud to the class.  Fellow students will point out key words that helped them to understand the mood of the story.
4.  Students will read the writing prompt on page 479.  They will write a letter of advice to a new student at their school.  They will include specific information and focus on the voice they use in their writing to express feelings. They will start by making a list with specific details of advice they would like to give.  They will write a draft and use a rubric to self-evaluate their work, making revisions as needed.  They will created a finished copy and publish to the WRITING bulletin board display.

5. Students will read the writing prompt on writing transparency 20B.  Students will write 5 sentences describing their first experience of a new food.  They will use each of the 5 senses to describe their experience using vivid sensory details.  Students will read the writing prompt on page 431.  They will pick out the key words, develop a plan by making a simple graphic organizer and write about an important lesson they have learned.  they will use vivid words and sensory details to make their writing come alive.  They will create a draft and use a rubric to evaluate their own work, then have a peer proofread it.  They will make necessary revisions. Students will then read their writings aloud to the class.

During whole group and guided instruction, the teacher will:

1. Use prepared lesson materials including Transparency 16, Grammar and Writing Practice Book (GWPB)
    pages 61 and 62, and the SMART Board to teach, discuss, and provide guided practice, on Subject and Object Pronouns.
Writing:  Use Transparencies 16A and 16 B to teach, discuss and provide guided practice on the conventions in writing and the characteristics of an e-mail.


2. Use prepared lesson material including Transparency 17 and GWPB pages 65-66, on the SMART Board to
    teach, discuss, and provide guided practice, on Pronouns and Antecedents.
Writing:  Use Transparencies 17A and 17B to teach, discuss and provide guided practice on the characteristics of a journal entry and focusing on ideas.


3. Use prepared lesson material including Transparency 18 and GWPB pages 69-70, on the SMART Board to
    teach, discuss, and provide guided practice, on Possessive Pronouns.
Writing:  Use Transparencies 18A and 18 B to teach, discuss and provide guided practice on the characteristics of a story and focusing on word choice for vivid writing.


4. Use prepared lesson material including Transparency 19 and GWPB pages 73-74, on the SMART Board to
    teach, discuss, and provide guided practice, on Indefinite and Reflexive Pronouns.
Writing:  Use Transparency 19A to teach, discuss and provide guided practice on the characteristics of a letter of advice and writing with voice.


5. Use prepared lesson material including Transparency 20 and GWPB pages 77-78, on the SMART Board to
    teach, discuss and provide guided practice, on Who and Whom as Subjects and Objects.  
Writing:  Use Transparencies A and 16 B to teach, discuss and provide guided practice on identifying key words in a prompt to write a response for a test question and using sensory details in writing.


6.  Proofread and edit the student paragraphs and return for them to write a final copy.



While students are completing independent assignments, the teacher will observe and assist students having difficulties.

Each week the students will complete Daily Fix-It pages to find and correct errors in grammar, spelling, and punctuation.

1. Use pages 140-145in the Grammar and Writing Book to extend instruction on Subject and Object Pronouns and writing an e-mail.

2. Use pages 146-151 in the Grammar and Writing Book to extend instruction on Pronouns and Antecedents and creating a journal entry.

3. Use pages 152-157 in the Grammar and Writing Book to extend instruction on Possessive Pronouns and creating a mood in a story.

4. Use pages 158-163 in the Grammar and Writing Book to extend instruction on Indefinite and Reflexive Pronouns writing a letter of advice.

5. Use pages 164-169 in the Grammar and Writing Book to extend instruction on using Who and Whom as Subjects and Objects and using sensory details and writing for a test.

If additional practice is needed, use other pull-in resources and peer tutoring.

1. Subject and Object Pronouns - GWPB page 137.
2. Pronouns and Antecedents- GWPB page 138.
3. Possessive Pronouns-  GWPB page 139
4. Indefinite and Reflexive Pronouns- GWPB page 140 
5. Using Who and Whom- GWPB page 141

Use centers and cooperative group activities during weekly small group time.