Language Arts: Grammar/Writing
Doing the Right Thing

Students will:

Story: Inside Out
Define and identify regular and irregular plural pronouns.
Use regular and irregular pronouns in writing.
Identify qualities of a summary.
Identify and eliminate wordiness from writing.
Focus on focus/ideas.
Use a rubric.

Story: Passage to Freedom
Define and identify possessive nouns.
Use possessive nouns in writing.
Identify qualities of a story review or critique.
Understand how to support ideas in a review.


Story: The Ch'i-lin Purse
Define and identify action and linking verbs.
Use action and linking verbs in writing.
Identify qualities of a new story.
Answer 5w's and How for a news story.
Focus on organization/paragraphs.
Use a rubric.

Story: Jane Goodall's 10 Ways to Help Save Wildlife
Define and identify main and helping verbs.
Use main and helping verbs in writing.
Identify Characteristics of well written rules.
State and follow a purpose for writing.
Focus on word choice.

Story: The Midnight Ride of Paul Revere
Define and identify subject-verb agreement.
Use subject-verb agreement in writing.
Write an interview for a test.
Identify key words in a prompt.
Focus on organization.
Use a rubric.

Yes

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.

1. Using the Regular and Irregular Plural Nouns GWPB pages 23 and 24, and GWB test pages 82 and 83 to show that the students can define, identify and use Regular and Irregular Plural Nouns in writing.
    Writing:  using a writing trait rubric, by both the teacher and the student, to write a summary, using correct format, that focuses on the topic and eliminates unnecessary/repeated words.

2. Using the Possessive Nouns GWPB pages 27 and 28, and GWB test pages 88 and 89 to show that the students can define, identify and use Possessive Nouns in writing.
    Writing:  using a writing trait rubric, by both the teacher and the student, to write a story review that contains a supported opinion of the story.

3. Using the Action and Linking Verbs GWPB pages 31 and 32, and GWB test pages 94 and 95 to show that the students can define, identify and use Action and Linking Verbs in writing.
   Writing:  using a writing trait rubric, by both the teacher and the student, to write a news story that answers the 5W's and how, using correct paragraph organization.

4. Using the Main and Helping Verbs GWPB pages 35 and 36, and GWB test pages 100 and 101 to show that the students can define, identify and use Main and Linking Verbs in writing.
    Writing:  using a writing trait rubric, by both the teacher and the student, to state and follow a purpose for writing a set of rules that includes correct word choice.

5. Using the Subject-Verb Agreement GWPB pages 39 and 40, and GWB test pages 106 and 107 to show that the students can define, identify and use Subject-Verb Agreements in writing.
    Writing:  using a writing trait rubric, by both the teacher and the student, to write an interview that addresses key points and uses transitions to help with organization.

6. Using the Unit 2 Benchmark Exam to show students can:

    a. Define, identify and use Regular and Irregular Plural Nouns in writing. (Questions 33, 34 and 35)

    b. Define, identify and use Possessive Nouns in writing. (Question 36)

    c. Define, identify and use Action and Linking Verbs in writing. (Question 37)

    d. Define, identify and use Main and Linking Verbs in writing. (Question 40)

    e. Define, identify and use Subject-Verb Agreements in writing. (Question 36)

    **Writing Performance Event

80%

During whole group and guided instruction, students will:

1. View grammar transparency 6 on SMART Board, following along as teacher explains and identifies different types of Regular and Irregular Plural Nouns. They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB) on Regular and Irregular Plural Nouns.
Writing: View writing transparency 6A on the SMART Board, participating in class discussion about the qualities of a summary and how the author should focus on the main events in the story and not use unnecessary/repeated words. View writing transparency 6B on SMART Board, working as a group to correct wordy statements and state ideas succinctly.


2. View grammar transparency 7 on SMART Board, following along as teacher explains and identifies Possessive Nouns.  They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB), on Possessive Nouns.

Writing: View writing transparency 7A on the SMART Board, participating in class discussion about the qualities of a story review and how the author focuses on what the story is about, summarizes the story and provides an opinion of the story that is supported by details from the story. View writing transparency 7B on SMART Board, working as a group to identify sentences that provide support for opinions.


3. View grammar transparency 8 on SMART Board, following along as teacher explains and shows examples of Action and Linking Verbs. They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB); to define and identify Possessive Nouns.  While completing the worksheets they will practice using Possessive Nouns in writing.
Writing: View writing transparency 8A on the SMART Board, participating in class discussion about the qualities of a news story and how the author summarizes the event telling who, what, when, where, why and how, in the first paragraph. View writing transparency 8B on SMART Board, working as a group to answer the 5W's and how in a story.


4. View grammar transparency 9 on SMART Board, following along, participating in discussion as the teacher defines and shows examples of Main and Helping Verbs.  They will interact using the SMART Board to complete guided practice worksheets (GWPB); demonstrating their ability to identify and define Main and Helping Verbs; and use them in writing with correct punctuation.

Writing: View writing transparency 9A on the SMART Board, participating in class discussion about the qualities of rules and how the author uses clear forceful words that make their purpose clear. View writing transparency 9B on SMART Board, working as a group to identify details that support a writer's purpose.


5. View grammar transparency 10 on SMART Board, participating in discussion as the teacher defines and shows examples of Subject-Verb Agreements.  They will interact using the SMART Board to complete guided practice worksheets (GWPB), demonstrating their ability to identify, define, and use Subject-Verb Agreements in writing, with correct punctuation.

Writing: View writing transparency 10A on the SMART Board, participating in class discussion about the qualities of an interview and how it should be organized, using sequence phrases and transitions, tracing events in logical order. View writing transparency 10B on SMART Board, working as a group to put details in order and choose transitions to connect them.

During independent work time, students will complete:

1.  Regular and Irregular Plural Nouns Grammar and Writing Practice Book pages 23 and 24.

2.  Possessive Nouns Grammar and Writing Practice Book pages 27 and 28.

3.  Action and Linking Verbs Grammar and Writing Practice Book pages 31 and 32.

4.  Main and Helping Verbs Grammar and Writing Practice Book pages 35 and 36.

5.  Subject-Verb Agreements Grammar and Writing Practice Book pages 39 and 40.  

Writing

1.  Prewrite and Draft.  Prewrite: read the writing prompt on page 159 (Student Edition). Students will think about stories that they have read recently.  They will choose one of the stories.  Before writing the summary, they should make a chart listing the story events in order.  It would also be helpful for them to brainstorm a list of transition words that could be used in the summary.  Then, they will write a summary about the story, making sure to follow the writing test tips.   Draft and Revise. When finished writing the students will trade with a partner, and using a checklist they will edit each other's work.  They will return the papers and make revisions before using a rubric to evaluate their own work.  When satisfied with their paper and their evaluation they will turn both in to the teacher.

2. Prewrite and Draft. Prewrite: read the writing prompt on page 179 (Student Edition). Use a graphic organizer or chart to help organize story elements, write opinions and list examples and quotes to support the opinions.  Draft: begin writing a story review.  Draft and Revise: When finished writing, the students will use a checklist to edit and revise their work.  Then, they will use a rubric to evaluate their own work.  When satisfied with their paper and evaluation, they will turn both in to the teacher.  The teacher may have the students to share with the class or create a tall tell bulletin board display.

3. Prewrite and Draft.  Prewrite: read the writing prompt on page 205 (Student Edition).  Students will think about a real or fictional person or event.  Next, they will fill in a chart answering the 5W's and how.  They will also write down the story's main idea and use only supporting ideas when writing the news story.  Draft: Using the correct format, begin writing news story.  Draft and Revise:  When finished writing, the students will use a checklist to edit and revise their work.  Then, they will use a rubric to evaluate their own work.  When they have completed their work and have evaluated it, they will turn both work and rubrics in to the teacher.

4. Prewrite and Draft.  Prewrite: read the writing prompt on page 225 (Student Edition).  Brainstorm about other situations in which rules would be helpful.  Make a web for each rule, listing the reasons for it, words that are vivid and help explain the rule and a few facts to support it.  Draft: Write the rules.  Draft and Revise:  When finished writing, the students will use a checklist to edit and revise their work.  Then, they will use a rubric to evaluate their own work.  When they have completed their work and have evaluated it, they will turn both work and rubrics in to the teacher.

5. Prewrite and Draft.  Prewrite: read the writing prompt on page 249 (Student Edition).  Then students will think about another famous American.  Then, they will write an interview with that person, making sure to follow the writing test tips.   Draft and Revise. When finished writing the students will use a checklist to edit and revise their work.  Then, they will use a rubric to evaluate their own work.  When satisfied with their paper and their evaluation they will turn both in to the teacher.

During whole group and guided instruction, the teacher will:

1. Use prepared lesson materials including Transparency 6, Grammar and Writing Practice Book (GWPB) pages 21 and 22, and the SMART Board to teach, discuss, and provide guided practice, on Regular and Irregular Plural Nouns.
    Writing: use Transparency 6A to discuss the qualities of a summary.  Point out how the summary starts with a description of the story events in the writer's own words.  Then, the next paragraph 2 starts summarizing the main events of the story.  They focus on the most important details and feelings.  Next, use Transparency 6B to guide the students as they work to correct wordy statements and state ideas succinctly.  Help them with paraphrasing.  Before the students begin their prewriting process, the teacher will review graphic organizers and how they may be helpful with organizing thoughts and information for writing.  The teacher will assist and guide students during the writing process.  When finished, the students and the teacher will use rubrics to evaluate the students' work.  The teacher will provide students with revising checklists for each writing assignment.

2. Use prepared lesson material including Transparency 7 and GWPB pages 25-26, on the SMART Board to teach, discuss, and provide guided practice, on Possessive Nouns.

    Writing:  Writing: use Transparency 7A to discuss the qualities of a story review.  Point out that a story review summarizes the story setting, characters, and theme and includes a reaction to the story.  Next, use Transparency 7B to guide the students as they work to identify sentences that correctly support ideas and opinions.  Help them understand that it is important to use specific details from the story.  Before the students begin their prewriting process, the teacher will review graphic organizers and how they may be helpful with organizing thoughts and information for writing.  The teacher will assist and guide students during the writing process.  When finished, the students and the teacher will use rubrics to evaluate the students' work.  The teacher will provide students with revising checklists for each writing assignment.


3. Use prepared lesson material including Transparency 8 and GWPB pages 29-30, on the SMART Board to teach, discuss, and provide guided practice, on Action and Linking Verbs.

    Writing: use Transparency 8A to discuss the qualities of a news story.  Point out how the news story has an interesting lead summary that is followed by strong elaboration and short paragraphs.  The final sentence provides closure.  Point out that news stories answer who, what, when, where, why and how.  Next, use Transparency 8B to guide the students as they work to identify the 5W's and how in a story.  Before the students begin their prewriting process, the teacher will review graphic organizers and how they may be helpful with organizing thoughts and information for writing.  The teacher will assist and guide students during the writing process.  When finished, the students and the teacher will use rubrics to evaluate the students' work.  The teacher will provide students with revising checklists for each writing assignment.


4. Use prepared lesson material including Transparency 9 and GWPB pages 33-34, on the SMART Board to teach, discuss, and provide guided practice, on Main and Helping Verbs.

   Writing:  Writing: use Transparency 9A to discuss the qualities of well-written rules.  Explain how each rule should begin with a strong verb, use vivid, strong, active words to persuade.  Next, use Transparency 9B to guide the students as they work to identify details that support a writer's purpose.  Lead a discussion on why it is important to state and follow a purpose for writing.  Before the students begin their prewriting process, the teacher will review graphic organizers and how they may be helpful with organizing thoughts and information for writing.  The teacher will assist and guide students during the writing process.  When finished, the students and the teacher will use rubrics to evaluate the students' work.  The teacher will provide students with revising checklists for each writing assignment.


5. Use prepared lesson material including Transparency 10 and GWPB pages 37-38, on the SMART Board to teach, discuss and provide guided practice, on Subject-Verb Agreements.  

   Writing:  Writing: use Transparency 10A to discuss the qualities of an interview.  Point out how the interview traces events in a logical order and uses sequence words as transitions.  Next, use Transparency 10B to guide the students as they work to put details in order and choose transitions to connect them.  Before the students begin their prewriting process, the teacher will review graphic organizers and how they may be helpful with organizing thoughts and information for writing.  The teacher will assist and guide students during the writing process.  When finished, the students and the teacher will use rubrics to evaluate the students' work.  The teacher will provide students with revising checklists for each writing assignment.

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

Scott Foresman Reading Street

• Grammar Transparencies
• Grammar and Writing Practice Book
• Grammar and Writing Book
• Unit 2 Benchmark Test

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SMART Board

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

1. Use pages 80-81 in the Grammar and Writing Book to extend instruction on Regular and Irregular Plural
    Nouns.

2. Use pages 86-87 in the Grammar and Writing Book to extend instruction on Possessive Nouns.

3. Use pages 92-93 in the Grammar and Writing Book to extend instruction on Action and Linking Verbs.

4. Use pages 98-99 in the Grammar and Writing Book to extend instruction on Main and Helping Verbs.

5. Use pages 104-105 in the Grammar and Writing Book to extend instruction on Subject-Verb Agreements.

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

1. Regular and Irregular Nouns- GWB page 127 and GWPB pages 153-154
2. Possessive Nouns- GWB page 128 and GWPB pages 153-154
3. Action and Linking Verbs- GWB page 129 and GWPB pages 153-154
4. Main and Helping Verbs- GWB page 130 and GWPB pages 153-154
5. Subject-Verb Agreements- GWB page 131 and GWPB pages 153-154

Use centers and cooperative group activities during weekly small group time.
Use Grammar and Writing Book with corresponding pages to enhance and build on the writing concepts.

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