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Overarching
Questions:
Question 1- How does examining the story structure help good readers set a purpose for reading?
Question 2- How can an experiment clarify an idea?
Question 3- How do amusement parks use the laws of force and motion to make rides
fun?
Question 4- How are the rides at the amusement park alike? How are they different?
Question 5- What is sir Isaac Newton known for?
Question 6- What is physics?
Question 7- What keeps a satellite from flying off into space?
Question 8- What keeps roller coaster cars on their tracks?
Question 9- What property of physics do satellites, roller coaster cars, and the swing ride
have in common?
Text 1
Text 2
Educational Videos:
Force (video) on Gamequarium.org
Centripetal Force - Roller Coaster (video)
(4:40)
Math Connection:
I can use variables appropriately to represent
numbers whose values are not yet known
I can make, record, display and interpret data
and graphs that include whole numbers,
decimals, and fractions
Text 1
In the City, In the Country
Jackie Churchill/Journeys ELL Reader
1.5 Task 1 #IKnowTheme
Identify the details in the play that help you
understand the message the author is trying to tell
you. Complete the Theme Graphic Organizer. Then
write a phrase or a sentence as a tweet to tell what
you think the theme is.
Text 2
1) Flash Mobs!
2) Kabuki
1) Unknown/Reading A-Z
2) Kabuki Article (World Book)
4.1 Task 1 All Kinds of sentences
or Terrific Topic Sentences
Teacher brainstorms with students and/or
prepares ideas and sentence starters that
facilitate determining themes and the writing
of topic sentences. Then, in a game-like
environment, students are challenged to
turn their topic sentences into each of the
four types of sentences. Example. Were
taking a trip next fall to ______________. A
student says, to the country. Students
change this to exclamatory, What beautiful
countryside and animals well see this
summer!, interrogative, Have you ever
been to the country?, and
command/imperative, Take a Trip to the
Country. From this activity students also
learn that using a variety of sentence types
makes their writing more interesting to the
reader.
Reading A-Z
Journeys Digital Resources (in Teacher
Gateway):
Destination Reading: Theme (RL 5.2)
Journeys Interactive Whiteboard: Grammar
Lesson Kinds of Sentences
Grammar:
Four Kinds of sentences at Grammar Gold
(Harcourt Schools Search Engine)
Declarative, Interrogative, Imperative, or
Exclamatory? Use this interactive game to
practice identifying the four kinds of
sentences.
Article in Tennessee Electronic Library:
Drama (introduction; article)
(Source: English.tutorvista.com)
What elements of drama are used in
Japanese kabuki? Is a flash mob a form of
performance art?
Question 1- How do good readers use signal words to compare and contrast?
Question 2- Why is determination a good quality for a politician to have?
Question 3- What are the traits of a good leader?
Question 4- Where was Lincoln born?
Question 5- Which two qualities helped him change the course of United States history,
according to the author?
Question 6- What was one of Lincolns favorite things to do?
Question 7- Why didnt he go to school often?
Question 8- What did Lincoln do when he was 21 years old?
Question 9- What did Lincoln want to become when he grew up?
Question 10- How did he learn the law?
Question 11- Read this sentence from the text: Lincoln did not always win, but he
persevered and ran again. What does persevere mean?
Question 12- When was he elected president?
Question 13- What qualities did Abraham Lincoln possess as a young man. How can you
tell?
Question 14- Why did Lincoln decide not to do something to end slavery soon after he
became president?
Question 15- How did this decision show intelligence?
Question 16- How did Lincoln show perseverance?
Text 1
Text 2
A Better Plan
Task description
Reading A-Z
Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.
(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)
Question 1- How do good readers use signal words and context clues to determine the
sequence of events?
Question 2- How can being active in sports improve someones attitude?
Question 3- Why did women ask for the right to vote?
Question 4- What were the arguments for and against allowing women to vote?
Question 5- Which state was the earliest to allow women to vote? (Level 2)
Question 6- Why was Susan B. Anthony arrested in 1872? (L2)
Question 7- What were some of the reasons women wanted to vote? (L3)
Question 8- How does the author compare womens rights with the rights of slaves? (L3)
Question 9- What organization was formed in 1848 to promote womens rights? (L1)
Question 10- What amendment ended slavery? (L1)
Question 11- Why did the ERA split into two associations? (L3)
Question 12- How did Alice Paul gain recognition for the womens movement? (L2)
Text 1
Text 2
Task description
Task description
1.10Task 2 Title
Task description
Task description
Reading A-Z
Guided Reading Lesson for Women and the
Vote
Journeys Digital Resources (in Teacher
Gateway)
Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.
(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)
Text 1
Text 2
Baseball Memories
Title
Texas Horse
Ranch
no professional
baseball teams
warm weather
humid (wet)
weather
swimming in Lake
Michigan
big city
no lakes; friends
may have
swimming pools
(p. 5)
small town (p. 3)
large, flat open
space (3)
gorgeous
landscape
place frozen
cloths around
neck to keep
players cools
place frozen
cloths beneath
helmet before
riding to stay cool
photograph of Mr.
Suarezs old
baseball team
photograph of
Coreys favorite
team (p. 3)
Author/Source
10.1Task 1 Idiomatic Language
Beginners: Point out the phrases kept on, got
up, and went back to. Demonstrate what it
means to keep on writing, to get up from your
chair, and to get back to writing.
Low Intermediate: Display sentence frames.
I __________ writing.
I __________ from my chair.
I __________ sitting.
Act out each sentence as students fill in the blanks.
High Intermediate
Point out the phrases. Have pairs determine their
meanings and write complete sentences using
them correctly.
10.2Task 2
10.3 Task 3 Sentence Frames: Singular and
Plural Nouns
Display the posters of Rules for Making
Nouns Plural
Beg. Use the following sentence frames to
demonstrate how to change singular nouns
to plural nouns by adding s or es. The first
sentence should have a singular noun, and
the second should have a singular noun in
plural form.
Ari played one _____ at the park. (game)
Ari played two ______ at the park. (games)
Low Int. Use sentence frames to demonstrate how
to change singular nouns into plural nouns. Choose
nouns that change form to become plural. For
example:
Aris cow had one _______. (calf)
Zias cows had two _______. (calves)
High int. Pairs of students write sentence frames
similar to those above. Partners exchange the
frames and check to see if plurals are formed
correctly. Encourage them to use both regular
plurals and those that change form.
Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.
(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)
Question 1- How do good readers use cause and effect relationships to understand the
text?
Question 2- How do authors reveal cause and effect relationships?
Question 3- Why is it important to research and protect endangered animals?
Question 4- How is the winter tundra different from the summer tundra? How are they
similar?
Question 5- What happens after the temperature rises in the tundra?
Question 6- What is the main idea of the section, Built to Survive?
Question 7- What do all of the insects on the tundra hatch in the summer?
Question 8- Does the author present an unbiased report on polar bears? Why or why
not?
Text 1
Text 2
Task description
Task description
1.14Task 2 Title
12.2Task 2 Title
Task description
Task description
Reading A-Z
Grammar: Verbs
Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.
(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)
Text 1
Text 2
Katherine Follett/www.readinga-z.com
14.1Task 1 Main Idea and Details
Foldable
Make a main idea and details Foldable
1.16Task 2 Title
Task description
[add more tasks as needed]
www.readinga-z.com
Guided Reading Lesson for Yee Haw!: The
Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.
(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)
Question 1- How does knowing the authors purpose help good readers understand the
text?
Question 2- How do the text features help me identify why the text was written?
Question 3- What reasons do people have for protecting the environment?
Question 4- What are two natural forces that are responsible for changing Earths
surface?
Question 5- Why is John Muir famous?
Question 6- What is a conservationist?
Question 7- What did the narrator in this story want to prove?
Question 8- How are Nana and the narrator of this story different at the beginning?
Question 9- What was the last thing the narrator did to earn his badge?
Question 10- What is a replica building?
Question 11- Who ate leaves, stems, seeds, bulbs, and berries?
Question 12- What is talus, and how is it made?
Question 13- When did Nana agree to go to Yosemite?
Question 14- What is the authors purpose?
Question 15- What causes the boy to want to visit Yosemite National Park?
Question 16- How is a tent cabin similar to or different from a tent?
Question 17- Why did the Ahwahneechee move to the foothills in the winter?
Question 18- Is this book realistic fiction or fantasy? How do you know?
Text 1
Text 2
Task description
1.18Task 2 Title
Task description
[add more tasks as needed]
naturalist? A
person who
enjoys studying
and learning
about things in
nature.
Science Connection:
GLE 507.2.3 Establish connections between
human activities and natural disasters and
their impact on the environment.
Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.
(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)
Question 1- How do details in the text lead good readers to draw conclusions?
Question 2- How do good readers figure out ideas the author doesnt state directly in the
t text?
Question 3- How can an act of courage reveal a persons true nature?
Question 4- What happens right after the speed of the wind increases in a hurricane?
Question 5- What is the center of the storm called?
Question 6-What causes a storm surge?
Question 7- What is a storm surge?
Question 8-How high does the ocean level rise?
Question 9-How do we measure the height of the ocean level? (in feet)
Question 10-What causes a hurricane to decrease in strength? (striking land or after they
strike land)
Question 11- What often happens as a result of hurricane-force winds? (destroy
buildings, tear loose signs, roofing material, and any items left outside)
Question 12-What is the safest thing you can do when there is a hurricane?Think of how
you can relate the additional text: Why did you choose this text to add? What do you want
children to learn about this in the way of Math, Science, or Social Studies?
[add more questions as needed]
Text 1
Text 2
1.20Task 2 Title
Task description
heavy rains
Reading A-Z
Close Reading Pack: Earths Most
Destructive Storms
Making Predictions Lesson
can trigger
mudslides;
severe
flooding
Hurricanes (video)
Learn about hurricanes, how they form and
what you can do to stay safe in this short,
computer-animated video. Key concepts
include: hurricane formation, hurricanes over
water, hurricanes over land, tropical storms,
meteorologists, hurrican watches, hurricane
warmings, hurricane safety, and hurricane
classification.
Grammar Practice
Complex Sentence Camp
Writing objectives may be such as- and may be ongoing (a consideration)- if you want to design one set of
weeks (perhaps 3 or 4) around a writing assignment- You could search for related texts across these weeks to
create an ongoing research project (just an idea).
Compare text 1 with text 2:
After reading both texts, which authors point of view do you support and why? Give details from both texts.
Identify the text structure of each text: chronological, compare & contrast, sequence, problem & solution,
cause & effect.
Further down the line: After id the text structure- Ask which text structure is best for opinion/argument,
informative/ explanatory.
(The above table may be edited in size any way you need to do so- as long as all components remain the
same.)