Language Arts: Grammar/Writing
Inventors and Artists

Students will:

Story: Wings for the King
Define and identify past, present and future tenses.
Use past, present, and future tenses in writing.
Identify characteristics of a well-written skit.
Use powerful verbs in writing.
Focus on conventions.

Story: Leonardo's Horse
Define and identify principal parts of regular verbs.
Use principal parts of regular verbs in writing.
Identify characteristics of a well-written question/answer essay.
Stick to the topic in writing.
Focus on focus/ideas.
Use a rubric.

Story: The Dinosaurs of Waterhouse Hawkins
Define and identify principal parts of irregular verbs.
Use principal parts of irregular verbs in writing.
Identify the characteristics of a well-written feature story.
Show understanding of, by using, paragraph structure.
Focus on organization/paragraphs.

Story: Mahalia Jackson
Define and identify principal parts of troublesome verbs.
Use principal parts of troublesome verbs in writing.
Identify characteristics of a description.
Use specific word to enhance a description.
Focus on word choice.

Story: Special Effects in Film and Television
Define and identify prepositions and prepositional phrases.
Use prepositions and prepositional phrases in writing.
Write expository essay for a test.
Identify key words in a prompt.
Focus on sentences.

Yes

Students will be assessed:

• During whole group discussion, the teacher will use observation checklists, 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 students are participating in cooperative learning activities.
• Using Weekly assessments and Unit Benchmark Tests.

Students will be assessed:

1. Using the Past, Present and Future Tenses GWPB pages 43-44, and GWB test pages 112-113 to show that the students can define, identify and use the Past, Present and Future Tenses in writing.
Writing:  using a writing trait rubric (used by both the teacher and student) to evaluate the student's skit.

2. Using the Principal Parts of Regular Verbs GWPB pages 47-48, and GWB test pages 118-119 to show that the students can define, identify and use the Principal Parts of Irregular Verbs in writing.
    Writing:  using a writing trait rubric (used by both the teacher and student) to evaluate the student's question/answer essay.

3. Using the Principal Parts of Irregular Verbs GWPB pages 51-52, and GWB test pages 124-125 to show that the students can define, identify, and use the Irregular Verbs in writing.
    Writing:  using a writing trait rubric (used by both the teacher and student) to evaluate the student's feature story .

4. Using the Troublesome Verbs GWPB page 55-56, and GWB test pages 130-131 to show that the students can define, identify, and use Principal Parts of Troublesome Verbs in writing.
    Writing:  using a writing trait rubric (used by both the teacher and student) to evaluate the student's descriptions.

5. Using the Prepositions and Prepositional Phrases GWPB pages 59-60, and GWB test pages 136-137 to show that the students can define, identify, and use Prepostitions and Prepositional Phrases in writing.
    Writing:  using a writing trait rubric (used by both the teacher and student) to evaluate the student's expository writing.

6. Using the Unit 3 Benchmark Exam to show that the students can:

          a.  Define, identify and use Past, Present and Future Verb Tenses. (Questions 34, 35, 38)

          b.  Define, identify and use Principals of Regular Verbs . (Question 36)

          c.  Define, identify and use Irregular Verbs. (Question 33)

          d.  Define, identify and use Principal Parts of Troublesome Verbs. (Question 37)
               Define, identify and use Prepositions/Phrases.  (Question 39)

          f.   Writing performance event

        



         

80%

During whole group and guided instruction, students will:

1. View grammar transparency 11 on SMART Board, following along as teacher explains and identifies Past, Present and Future Tenses. They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB) on Past, Present and Future Verb Tenses.
Writing: View writing transparency 11A on the SMART Board, participating in class discussion about the characteristics of a well-written skit, how verb tenses are used correctly and how dialogue and stage directions are clearly set off with consistent style. View writing transparency 11B on SMART Board, working as a group to identify effective stage directions that use powerful verbs.


2. View grammar transparency 12 on SMART Board, following along as teacher explains and identifies Principal Parts of Regular Verbs.  They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB), on the Principal Parts of Regular Verbs.
Writing: View writing transparency 12A on the SMART Board, participating in class discussion about the characteristics of a well-written question/answer essay that has a clearly stated main idea/topic with supporting details that stick to that topic/idea only. View writing transparency 12B on SMART Board, working as a group to eliminate details that do not stick to the topic.


3. View grammar transparency 13 on SMART Board, following along as teacher explains and shows examples of Irregular Verbs. They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB); to define and identify Principal parts of Irregular Verbs.  While completing the worksheets they will practice using Principal Parts of Irregular Verbs in writing.
Writing: View writing transparency 13A on the SMART Board, participating in class discussion about the characteristics of a well-written feature story that has logical organization and unified paragraphs. View writing transparency 13B on SMART Board, working as a group to identify a topic sentence and order support logically.


4. View grammar transparency 14 on SMART Board, following along, participating in discussion as the teacher defines and shows examples and Principal Parts of Troublesome Verbs.  They will interact using the SMART Board to complete guided practice worksheets (GWPB); demonstrating their ability to identify and define the Principal Parts of Troublesome Verbs; and use them in writing with correct punctuation.
Writing: View writing transparency 14A on the SMART Board, participating in class discussion about the characteristics of a description that has details with vivid sensory words, specific nouns, exact verbs and figurative language. View writing transparency 14B on SMART Board, working as a group to replace general phrases with specific, vivid language.


5. View grammar transparency 15 on SMART Board, participating in discussion as the teacher defines and shows examples of Prepositions and Prepositional Phrases.  They will interact using the SMART Board to complete guided practice worksheets (GWPB), demonstrating their ability to identify, define, and use Prepositions and Prepositional Phrases, with correct punctuation.

Writing: View writing transparency 15A on the SMART Board, participating in class discussion about the model expository writing that use prepositional phrases to create a variety of sentences. View writing transparency 15B on SMART Board, working as a group to identify and use parallel structure.

During independent work time, students will complete:

1.  Past, Present and Future Verb Tenses Grammar and Writing Practice Book pages 43 and 44.

2.  Principal Parts of Regular Verbs Grammar and Writing Practice Book pages 47 and 48.

3.  Principal Parts of Irregular Verbs Grammar and Writing Practice Book pages 51 and 52.

4.  Troublesome Verbs Grammar and Writing Practice Book pages 55 and 56.

5.  Prepositions and Prepositional Phrases Grammar and Writing Practice Book pages 59 and 60.  

Writing

1.  Prewrite and Draft.  Prewrite: read the writing prompt on page 281 (Student Edition).  Then students will think about a lesson that they believe is important for people to know.  Using learned will make a story plan, ad-lib possible dialogue with someone, and/or imagine and take notes about words or actions that may be used.  Draft: When they have finished, they will begin writing their first draft of the skit that shows a character learning that lesson.  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.  The teacher may have the students to stage their skits for the class.

2. Prewrite and Draft. Prewrite: read the writing prompt on page 311 (Student Edition). They will think about modern inventions.  Which recent invention changed people's lives most.  Then, they will write a question/answer essay answering that question.  Using learned brainstorming ideas they will write a topic sentence stating the essay's main idea and web supporting ideas and brainstorm a list of words and phrases that connect ideas logically: since, next, therefore, at last.  Draft: begin writing the essay.  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 bulletin board display.

3. Prewrite and Draft.  Prewrite: read the writing prompt on page 339 (Student Edition).  They will be prompted to think about the introduction of something new to the school or community and write a feature story about it.  Next, they will brainstorm and organize their thoughts before writing.  Draft: Using logical sequencing, they will write their feature stories.  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.  The teacher may choose to use peer editing and may choose to have the students share their work in a small presentation.

4. Prewrite and Draft.  Prewrite: read the writing prompt on page 359 (Student Edition).  Think about a unique sound.  Write that topic into the center of a word web and begin listing descriptive words that appeal to each sense.  Draft: Write a description of that sound, using vivid sensory words.  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.
The teacher may choose to use peer editing and may choose to have the students share their work in a small presentation.

5. Prewrite and Draft.  Read the writing prompt on page 379 (Student Edition).  Using these writing test tips: 1. Read the prompt carefully; 2. Develop a plan; 3. Support your ideas; 4. Choose clear, precise words; 5. Check your writing; 6. Use a variety of sentence structures.  Draft and Revise:, the students will write an expository writing comparing/contrasting a television show and a movie that have the same genres.  When finished writing, the students will use a checklist to edit and revise their work, checking the Focus, Organization, Support, and Conventions.  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.
The teacher may choose to use peer editing and may choose to have the students share their work in a small presentation.

During whole group and guided instruction, the teacher will:

1. Use prepared lesson materials including Transparency 11, Grammar and Writing Practice Book (GWPB) pages 41 and 42, and the SMART Board to teach, discuss, and provide guided practice, on Past, Present, and Future Tenses.
Writing: use Transparency 11A to discuss the characteristics of a skit.  Point out how the dialogue and stage directions are clearly set off and consistent style is used.  Explain that it is also important to use verb tenses correctly.  Next, use Transparency 11B to guide the students as they work to identify effective stage directions that use powerful verbs.  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 12 and GWPB pages 45-46, on the SMART Board to teach, discuss, and provide guided practice, on the Principal Parts of Regular Verbs.
Writing: use Transparency 12A to discuss the characteristics of a question/answer essay.  Point out how the introduction answers the question and states the main idea of the essay and all the supporting details focus on proving the point.  Next, use Transparency 12B to guide the students as they work to eliminate details that do not stick to the topic.  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 13 and GWPB pages 49-50, on the SMART Board to teach, discuss, and provide guided practice, on the Principal Parts of Irregular Verbs.
Writing: use Transparency 13A to discuss the characteristics of a well-written feature story.  Point out how the writer uses time order words and well-crafted paragraphs to show logical organization and unified paragraphs.  Next, use Transparency 13B to guide the students as they work to identify a topic sentence and order support logically.  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 14 and GWPB pages 53-54, on the SMART Board to teach, discuss, and provide guided practice, on Troublesome Verbs.

Writing: use Transparency 14A to discuss the characteristics of a description.  Point out how the writer has chosen words that appeal to the senses.  Next, use Transparency 14B to guide the students as they work to replace general phrases with specific, vivid language.  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 15 and GWPB pages 57-58, on the SMART Board to teach, discuss and provide guided practice, on Prepositions and Prepositional Phrases.  
Writing: use Transparency 15A to discuss the model of expository writing and tips on writing for tests.  Point out how parallel structure and transitions are used to express ideas clearly.  Also, note that it is important to use a variety of sentence structures.  Next, use Transparency 15B to guide the students as they work to identify parallel structure.  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 Books
• Grammar and Writing Books
• Unit 3 Benchmark Test

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Teacher-made cooperative learning activities
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 110-111 in the Grammar and Writing Book to extend instruction on Past, Present, and Future Tenses.

2. Use pages 116-117 in the Grammar and Writing Book to extend instruction on the Principal Parts of Regular Verbs.

3. Use pages 122-123 in the Grammar and Writing Book to extend instruction on the Principal Parts of Irregular Verbs.

4. Use pages 128-129 in the Grammar and Writing Book to extend instruction on Troublesome Verbs.

5. Use pages 134-135 in the Grammar and Writing Book to extend instruction on Prepositions and Prepositional Phrases.

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

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.
Provide one-on-one help when needed.
Make needed modifications when allowed.
Peer tutoring.