Students will:

Story:  The Three-Century Woman
      Define and identify contractions and negatives.
      Use contractions and negatives correctly in writing. 
      Identify the characteristics of writing to persuade.
      Identify the characteristics of an editorial.
      Compose an editorial providing support for an argument.
      Use a rubric.

Story: The Unsinkable Wreck of the R.M.S. Titanic
     Define and identify adjectives and articles.
     Use adjectives and articles correctly in writing.
      Identify the characteristics of a problem/solution essay and a persuasive essay.
      Compose a problem/solution essay providing support for an argument.
      Use a rubric.

Story: Talk with an Astronaut
    Define and identify adjectives this, that, these and those.
     Use adjectives this, that, these and those correctly in writing. 
    Focus on sentences.
    Identify the characteristics of a biographical sketch.
    Write a biographical sketch that includes quotations.
    Use a rubric.
 
Story: Journey to the Center of the Earth
     Define and identify comparative and superlative adjectives.
     Use comparative and superlative adjectives correctly in writing.
      Identify the characteristics of a persuasive letter.
      Write a persuasive letter tailored to a specific audience.
      Use a rubric.

Story: Ghost Towns of the American West
    Define and identify adverbs.
    Use adverbs correctly in writing.  
    Identify elements of style that improve writing.
    Write an persuasive ad.
    Use a rubric.

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 21 on SMART Board, following along as teacher explains and identifies Contractions and Negatives. They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB) on Contractions and Negatives.

Writing:  View writing transparency 21A on the SMART Board and participate in class discussion about the characteristics of an editorial.  View writing transparency 21B on SMART Board and work as a group to compose editorial providing support for an argument.

2. View grammar transparency 22 on SMART Board, following along as teacher explains and identifies Adjectives and Articles.  They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB) on Adjectives and Articles.

Writing:  View writing transparency 22A on SMART Board, following along as teacher discusses the characteristics of a problem/solution essay.  View transparency 22B on SMART Board and work together to identify and use persuasive language to re-write a paragraph.

3. View grammar transparency 23 on SMART Board, following along as teacher explains and identifies adjectives this, that, these and those. They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB); to define and identify adjectives this, that, these and those.  While completing the worksheets they will practice using these adjectives in writing.

Writing:  View writing transparency 23A on the SMART Board, participating in class discussion as teacher points out the characteristics of a biographical sketch.  View writing transparency 23B on the SMART Board, as teacher explains how quotations help to develop character. Students will participate as class composes a paragraph using quotations to develop character.

4. View grammar transparency 24 on SMART Board, following along and  participating in discussion as the teacher defines and shows examples of Comparative and Superlative Adjectives.  They will interact using the SMART Board to complete guided practice worksheets (GWPB); demonstrating their ability to identify and define Comparative and Superlative Adjectives and use them in writing.

Writing:  View transparency 24A on the SMART Board, following along as teacher points out the characteristics of a persuasive letter.  View transparency 24B on the SMART Board, participating as the class writes a persuasive paragraph to convince someone to agree with your opinion.

5. View grammar transparency 25 on SMART Board, participating in discussion as the teacher defines and identifies adverbs.  They will interact using the SMART Board to complete guided practice worksheets (GWPB), demonstrating their ability to identify, define, and use adverbs in writing.

Writing:  View transparency 25A, participating as teacher discusses the traits of writing sentences and improving writing with word choices.  View transparency 25B, participating in the discussion of using style to make their writing smooth and writing a paragraph using style to make it interesting. 

During independent work time, students will complete:

1.  Contractions and Negatives Grammar and Writing Practice Book pages 81 and 82.

2.  Adjectives and Articles Grammar and Writing Practice Book pages 85 and 86.

3. Adjectives this, that, these, and those Grammar and Writing Practice Book pages 89 and 90.

4.  Comparative and Superlative Adjectives Grammar and Writing Practice Book pages 93 and 94.

5.  Adverbs Grammar and Writing Practice Book pages 97 and 98. 



Writing:
1.  Students will read the writing prompt on page 531.  They will compose an editoral about an issue that they choose.  They will use a T-chart to list reasons for and against their opinion, then choose their strongest reasons provide evidence for them.   They will write a draft, then use a rubric to self-evaluate it, revising as needed.  Students will read aloud to the class.

2.Students will read the writing prompt on page 553.  They will think about a problem that they want to solve. They will use a graphic organizer to collect details about the problem and possible solutions to the problem.  They will write a draft using specific words to provide support for their argument, then use a rubric to self-evaluate it, revising as needed.  Students will complete a finished essay and publish on the WRITINGS bulletin board display.

3. Students will read the writing prompt on page 577.  The students will think of someone they know and write a biographical sketch about that person.  Students will create a sequence chart to arrange details and important events in that person's life in chronological order.Students will compose 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. 

4.  Students will read the writing prompt on page 599.  They will think of something that they would like a parent to agree with. They will organize their arguments and reasons in a numbered list from least important to most important.   They will use the conventions of a friendly letter. 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 page 621.  Students will think of a place that they have visited and then write an advertisement poster that will persuade others to visit that place.They will create a word web using words that make the place seem appealing. They will list the reasons for visiting the place in order of importance.   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 advertising poster aloud to the class.

During whole group and guided instruction, the teacher will:

1. Use prepared lesson materials including Transparency 20, Grammar and Writing Practice Book (GWPB)
    pages 81 and 82, and the SMART Board to teach, discuss, and provide guided practice, on contractions and negatives.

Writing:  Use Transparencies 20A and 20 B to teach, discuss and provide guided practice in writing and the characteristics of an editorial.

2. Use prepared lesson material including Transparency 21 and GWPB pages 85-86, on the SMART Board to
    teach, discuss, and provide guided practice, on Adjectives and Articles.

Writing:  Use Transparencies 21A and 21B to teach, discuss and provide guided practice on the characteristics of a problem/solution essay and a persuasive essay.


3. Use prepared lesson material including Transparency 22 and GWPB pages 89-90, on the SMART Board to
    teach, discuss, and provide guided practice, on adjectives this, that, these and those.

Writing:  Use Transparencies 22A and 22 B to teach, discuss and provide guided practice on the characteristics of a biographical sketch including quotations.


4. Use prepared lesson material including Transparency 23 and GWPB pages 93-94, on the SMART Board to
    teach, discuss, and provide guided practice, on Comparative and Superlative Adjectives.

Writing:  Use Transparency 23A and 23B to teach, discuss and provide guided practice on the characteristics of a persuasive letter and writing to a specific audience.


5. Use prepared lesson material including Transparency 24 and GWPB pages 97-98, on the SMART Board to
    teach, discuss and provide guided practice, on adverbs.
  
Writing:  Use Transparencies 24A and 24B to teach, discuss and provide guided practice on identifying identifying elements of style that improve writing and focusing on sentences that persuade.

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



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

Scott Foresman Reading Street Series

•  Grammar Transparencies
• Grammar and Writing Practice Books (GWPB)
• Grammar and Writing Books
• Unit 5 Benchmark Test
• Rubrics
• Writing Transparencies
• Graphic organizers

www.PearsonSuccessNet.com
Smart Board

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

1. Use pages 170-175 in the Grammar and Writing Book to extend instruction on Contractions and Negatives as well as writing to persuade and editorials.

2. Use pages 176-181 in the Grammar and Writing Book to extend instruction on Adjectives and Articles and persuasive writing techniques.

3. Use pages 182-187 in the Grammar and Writing Book to extend instruction on adjectives this, that, these and those as well as using quotations in a biographical sketch.

4. Use pages 188-193 in the Grammar and Writing Book to extend instruction on Comparative and Superlative Adjectives as well as characteristics of a persuasive letter.

5. Use pages 194-169 in the Grammar and Writing Book to extend instruction on using adverbs and style.

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

1.Contractions and negatives - GWPB page 142.
2. Adjectives and Articles- GWPB page 143.
3. This, that, these and those-  GWPB page 144.
4. Comparative and Superlative adjectives- GWPB page 145 
5. Adverbs- GWPB page 146

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

Address special needs during small group instruction.
Teacher/student one-on-one meetings.
Peer assistance