Students will:

Story:  At the Beach
  Define and identify modifiers and recognize misplaced modifiers.
  Use modifiers in writing. 
   Use conventions in writing.
   Identify the characteristics of expository essay about something in nature.
Compose an expository essay about something in nature.

Story: The Mystery of Saint Matthew Island
 Define and identify conjunctions.
 Use conjunctions correctly in writing. 
  Identify the characteristics of note taking, including organization and summarizing.
  Take notes on a selection passage.

Story: King Midas and the Golden Touch
Define and identify uses for commas.
 Use commas correctly in writing. 
Focus on voice.
Identify the characteristics of a humorous poem.
Write a humorous poem.

Story: The Hindenburg
 Define and identify uses for quotations and quotation marks.
 Use quotations and quotation marks correctly in writing.
  Identify the characteristics of an outline.
  Write an outline of a nonfiction text, focusing on organization.
  
Story: Sweet Music in Harlem

Define and identify uses for punctuation.
Use punctuation correctly in writing. 
Identify the characteristics of an informational article.
Write an informational article with effective topic sentences.

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 26 on SMART Board, following along as teacher explains and identifies modifiers. They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB) on modifiers.
Writing:  View writing transparency 26A on the SMART Board and participate in class discussion about the characteristics of expository writing.  View writing transparency 26B on SMART Board and work as a group to develop a thesis statement, making sure to use the convections of writing correctly.

2. View grammar transparency 27on SMART Board, following along as teacher explains and identifies conjunctions.  They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB) on conjunctions
.
Writing:  View writing transparency 27A on SMART Board, following along as teacher discusses the characteristics of note taking.  View transparency 27B on SMART Board and work together to paraphrase original text.

3. View grammar transparency 28 on SMART Board, following along as teacher explains and identifies uses for commas. They will participate in discussion and interact using the SMART Board to complete guided practice worksheets (GWPB); to define and identify uses for commas.  While completing the worksheets they will practice using commas in writing.

Writing:  View writing transparency 28A on the SMART Board, participating in class discussion as teacher points out the figurative language and characteristics of a humorous poem.  View writing transparency 28B on the SMART Board, then participate in classroom activity to fill in the transparency using figurative language.

4. View grammar transparency 29 on SMART Board, following along and  participating in discussion as the teacher defines and shows examples of using quotations and quotation marks.  They will interact using the SMART Board to complete guided practice worksheets (GWPB); demonstrating their ability to identify and define quotations and quotation marks and use them in writing.

Writing:  View writing transparency 29A on the SMART Board, following along as teacher points out the characteristics and organizational aspects of an outline.  View transparency 29B on the SMART Board, participating as teacher explains and models finding important details, both main and supporting.

5. View grammar transparency 30 on SMART Board, participating in discussion as the teacher defines and identifies uses for punctuation.  They will interact using the SMART Board to complete guided practice worksheets (GWPB), demonstrating their ability to identify, define, and use punctuation in writing.

Writing:  View writing transparency 30A, participating as teacher discusses thecharacteristicsof an informational article. View transparency 30B, participating in finding and writing effective topic sentences.

During independent work time, students will complete:

1.  Modifiers Grammar and Writing Practice Book pages 101 and 102.

2.  Conjunctions Grammar and Writing Practice Book pages 105 and 106.

3.  Commas Grammar and Writing Practice Book pages 109 and 110.

4.  Quotations and Quotation Marks Grammar and Writing Practice Book pages 113 and 114.

5.  Using punctuation Grammar and Writing Practice Book pages 117 and 118. 


Writing:
1.  Students will read the writing prompt on page 651.  They will compose an expository essay piece describing a creature they have observed up close. Students will complete a word web to add 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 669.  They will think about what the scientists might have written in their notes and write these down in an organized way.  They will use an outline to organize notes into main ideas and supporting details.  They will use diagrams and illustrations to add important ideas to the study.  They will write a draft, then use a rubric to self-evaluate it, revising as needed.  Students will complete their finished notes and publish on the WRITINGS bulletin board display.
3. Students will read the writing prompt on page 697.  The students will write a humorous poem about something fantastical that they wish they could do. They will use voice to create a lighthearted mood.  Students will use a word web to collect descriptive words and phrases and rhyming words.  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. 

4.  Students will read the writing prompt on page 721.  They will think ou a disaster that they have either experienced or read about and make an outline about it.  They will use index cards to organize their information by listing main ideas, supporting facts, example and explanations on each card, then organize the cards into a logical order. They will use this information to create a finished copy and publish to the WRITING bulletin board display.

5. Students will read the writing prompt on page 749.  Students will think about an activity or interest that is an important part of their life and write an informational article about it.  They will use a graphic organizer outline to write down the main ideas and supporting ideas. 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 26, Grammar and Writing Practice Book (GWPB)
    pages 101and 102, and the SMART Board to teach, discuss, and provide guided practice, on modifiers.
Writing:  Use Transparencies 26A and 26 B to teach, discuss and provide guided practice on the conventions in writing and the characteristics of expository writing and developing a thesis statement.

2. Use prepared lesson material including Transparency 27 and GWPB pages 105-106, on the SMART Board to
    teach, discuss, and provide guided practice, on conjunctions.

Writing:  Use Transparencies 27A and 27B to teach, discuss and provide guided practice on the characteristics of paraphrasing and good note-taking.


3. Use prepared lesson material including Transparency 28 and GWPB pages 69-70, on the SMART Board to
    teach, discuss, and provide guided practice on using commas.

Writing:  Use Transparencies 28A and 28 B to teach, discuss and provide guided practice on the characteristics of a humorous poem and using figurative language.

4. Use prepared lesson material including Transparency 29 and GWPB pages 113-114, on the SMART Board to
    teach, discuss, and provide guided practice, on using quotations and quotation marks.

Writing:  Use Transparency 29A  and 29B to teach, discuss and provide guided practice on the characteristics of an outline and selecting good supporting details.


5. Use prepared lesson material including Transparency 30 and GWPB pages 117-118, on the SMART Board to
    teach, discuss and provide guided practice, on using punctuation.
  
Writing:  Use Transparencies 30A and 30 B to teach, discuss and provide guided practice on identifying the characteristics of an informational article and writing effective topic sentences.

6.  Proofread and edit the student's writings  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 6 Benchmark Test
• Rubrics
• Writing Transparencies
• Graphic organizers

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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 200-205 in the Grammar and Writing Book to extend instruction on modifiers and expository writing.

2. Use pages 206-211 in the Grammar and Writing Book to extend instruction on conjunctions and paraphrasing to take notes.

3. Use pages 212-217 in the Grammar and Writing Book to extend commas, figurative language and humorous poem.

4. Use pages 218-223 in the Grammar and Writing Book to extend instruction on quotations and quotation marks as well as creating an outline.

5. Use pages 224-229 in the Grammar and Writing Book to extend instruction on using punctuation and informational articles with topic sentences.

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

1.Modifiers- GWPB page 147.
2. Conjunctions- GWPB page 148.
3. Commas-  GWPB page 149.
4. Quotations and quotation marks- GWPB page 150 
5. Punctuation- GWPB page 151

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