Monday

• Students will begin class with either 30 minutes of independent reading or with the completion of the i-Ready Reading Diagnostic that we began last week.

• Students will then be introduced to the Weekly Reading Log and how to document their daily reading.

• After we begin the class with reading, students complete the Monday Grammar Warm-Up focusing on the difference between There, Their, and They're.  This week, will focus on the use and proof of "They're"  Students will be introduced to the proof and attempt to use and prove their use of the word in a brief writing response.  Volunteers will share sentences from their writing.  Students will then document their understanding in their Writer's and Reader's Notebooks.

• We will finish the day reviewing the plot structure of "The Lorax" by Dr. Seuss that students diagrammed last week.

Tuesday

• Studenst will be introduced to the Word Work vocabulary expansion assignment. The process will be modeled and practiced.

• Students will then continue our examination of the use of Symbolism  in "The Lorax," and take a look at how that might lead to the major themes of the story.

• The 2nd half of the block will transition to WIN time  (What I Need).  Students may read their book for independent reading or continue their biweekly Word Work assignment, which is due by Friday.

Wednesday

• Students will then experience a brief lesson on the construction of an Objective Summary Statment (SWBS) for a piece of fiction.  We will use "Little Red Riding Hood" to model the process, which students will then apply to our own reading of "The Lorax."

• The 2nd half of the block will transition to WIN time  (What I Need).  Students may read their book for independent reading and/or continue their work on their Word Work Assignment.

Thursday

• The Thursday Poetry Warm-Up will involve a reading and analysis of "The Pretty Good Poem."  Students will apply the an easy reading strategy to support their understanding of the text and then apply the Analysis Pyramid in an attempt to identify the structure of the poem and figure and compare the message students are taking from the poem to a famous quotation attributed to Aristotle in an attempt to examine the theme of the poem.

• Students will then apply the same Analysis Pyramid to "The Lorax" in an attempt to formally analyze several elements of this text.

• The 2nd half of the block will transition to WIN time  (What I Need).  Students may read their book for independent reading and/or continue their work on their Word Work Assignment.

Friday

• Students will begin class with the Friday Funny Bone activity.  This is an inferential activity where students examine a Gary Larson cartoon, draw conclusions about it, and construct a possible caption that attempts to not only make sense out of the image, but also make it funny.

• Students will then experience a lesson and take notes on Theme and how to find it.  Students will practice constructing a Thematic Statement with "Little Red Riding Hood" and finally apply it to "The Lorax"

• We will use any remaining time to complete their "The Week in Review" along with the completion of any additional unfinished business.

• The 2nd half of the block will transition to WIN time  (What I Need).  Students may read their book for independent reading, complete their work on their Word Work Assignment, finish their Week in Review, or wrap up any unfinished business for the week.

Homework: Students should read their independent reading novel for 30 minutes tonight and document their reading on their reading log.