Thursday, August 28, 2014Thursday, August 28, 2014

8:15 – 8:30

Word Study Week 3 -Thursday

8:30 – 8:40

goal

cocoa

coal

approach

boast

relieve

goal

cocoa

coal

approach

boast

relieve

Teacher Read Aloud/Paired Partners

Part Five – Justin Part Five – Justin Pages 186-204Pages 186-204

Day 9 - Day 9 - WonderWonder

8:40 - 9:108:40 - 9:10

Take a look at the first pages of Justin's part. Notice anything interesting? Why do

you think it is written like that?

At the end of Part Four, Justin tells Auggie and Jack that he is the fiddler in a zydeco At the end of Part Four, Justin tells Auggie and Jack that he is the fiddler in a zydeco band. He describes zydeco as a type of music, like Creole music that began in band. He describes zydeco as a type of music, like Creole music that began in Louisiana. Now at the beginning of Part Five, Justin mentions zydeco again. I'm not Louisiana. Now at the beginning of Part Five, Justin mentions zydeco again. I'm not too familiar with zydeco, but I do know Sesame Street has been teaching kids for too familiar with zydeco, but I do know Sesame Street has been teaching kids for over 40 years.over 40 years.

http://www.youtube.com/watch?feature=player_embedded&v=w8f3cLARhhI

Justin talks about how cool it is that Olivia makes things like earrings our of pieces of circuit boards or dresses out of t-shirts, or bags out of old jeans. For Valentine's Day she gets him a messenger bag

made out of old floppy disks.

Baroque Violin

Justin explains how he traded his baroque violin for an eight-string hardanger fiddle. They look pretty similar, but do you notice the biggest difference?

Hardanger Fiddle

We learn that Olivia and Justin are trying out for a role in the play Our Town. We also learn that, according to the grapevine, the drama teacher had been planning to do The Elephant Man, but at the last minute he changed his mind. Wonder why...? (Skip ahead to the 0:55 mark for quick look at the play. Keep watching for more details.)

http://www.youtube.com/watch?feature=player_embedded&v=Iwn8Fboz8nA

Justin walks with Jack to the bus stop. He says Jack's "got a gravelly voice, like a little tough guy. he kind of looks like one of those little-rascal kids in old black-and-white movies, like he should be wearing a newsboy cap and knickers."

http://www.youtube.com/watch?feature=player_embedded&v=6dKEfdTq_Twhttp://www.youtube.com/watch?feature=player_embedded&v=6dKEfdTq_Tw

When Justin is on stage he sometimes forgets his lines. When that happens he plays a little "Soldier's Joy" which relaxes him and gives him a few moments to remember his lines. It might have sounded something like this fiddle player.

At the end of his part, Justin says his mind is full of thoughts that won't turn off. One of them is the

elements of the periodic table which he's supposed to be memorizing. Each box on the Periodic Table shows one

element.

Eventually, calmer thoughts soothe Justin "like a flatted third on a major chord." That's basically the difference between a major chord and a minor chord (or so I'm told). I looked and looked for a short video clip that would show the slight difference, but instead we'll ask Mrs. Horton if she can give us an example so we can hear the difference.

So with that ... Remember to ask when you go to Music!

PCR TEST QUESTIONPCR TEST QUESTION

Answer the following question by writing a detailed paragraph or two. Cite the evidence that supports your answer from the page and paragraph in the book.

Inferring Question p186-204Why did Justin say something to Julian and the other boys?

Restroom Restroom BreakBreak

9:10 – 9:209:10 – 9:20

How can I find the theme of a text?

9:20 – 9:559:20 – 9:55

What is theme?

Theme is the underlying message of a story or poem

Theme is a big idea, something that you can learn about life in general

Finding themes

Sometimes, an author will come right out and state the theme of a story or poem

I looked at all the candy I could buy. I had the dollar, right here in my hand, but suddenly I didn’t feel hungry. I wished that I hadn’t stolen the dollar. I wished that I hadn’t taken the money from my brother’s bank. “I don’t think I want to buy anything today,” I muttered quickly to the clerk. Then I ran from the store. I had learned something important—it’s better to be honest than to have money.

Finding themes

Sometimes, an author will come right out and state the theme of a story or poem

I looked at all the candy I could buy. I had the dollar, right here in my hand, but suddenly I didn’t feel hungry. I wished that I hadn’t stolen the dollar. I wished that I hadn’t taken the money from my brother’s bank. “I don’t think I want to buy anything today,” I muttered quickly to the clerk. Then I ran from the store. I had learned something important—it’s better to be honest than to have money.

Finding theme

Authors usually tell readers the theme toward the end of a story

Reading hint: Look at the last page of a story to see if you can find a stated theme

Finding theme Sometimes, though, the theme is not stated.

Then, you need to make an inference.

We knew that it was time to set the butterfly free. We had seen it make its chrysalis and emerge. Then it had flown around in the cage, trying to stretch its wings. Although we felt a little sad, we opened the lid to the cage one evening. The butterfly seemed confused and didn’t leave at first. Then, in one burst of zigzag fluttering, it erupted from the cage and flew all the way to the end of the yard and down the hill by the school. “That was the right thing to do,” Aidan said. “I know,” I answered, even though I already worried about the butterfly. What would it eat? How would it live?

Finding theme Sometimes, though, the theme is not stated.

Then, you need to make an inference.

We knew that it was time to set the butterfly free. We had seen it make its chrysalis and emerge. Then it had flown around in the cage, trying to stretch its wings. Although we felt a little sad, we opened the lid to the cage one evening. The butterfly seemed confused and didn’t leave at first. Then, in one burst of zigzag fluttering, it erupted from the cage and flew all the way to the end of the yard and down the hill by the school. “That was the right thing to do,” Aidan said. “I know,” I answered, even though I already worried about the butterfly. What would it eat? How would it live?

What clues lead us to the theme?

Finding theme Sometimes, though, the theme is not stated.

Then, you need to make an inference.

We knew that it was time to set the butterfly free. We had seen it make its chrysalis and emerge. Then it had flown around in the cage, trying to stretch its wings. Although we felt a little sad, we opened the lid to the cage one evening. The butterfly seemed confused and didn’t leave at first. Then, in one burst of zigzag fluttering, it erupted from the cage and flew all the way to the end of the yard and down the hill by the school. “That was the right thing to do,” Aidan said. “I know,” I answered, even though I already worried about the butterfly. What would it eat? How would it live?

What clues lead us to the theme?

Finding theme Sometimes, though, the theme is not stated.

Then, you need to make an inference.

We knew that it was time to set the butterfly free. We had seen it make its chrysalis and emerge. Then it had flown around in the cage, trying to stretch its wings. Although we felt a little sad, we opened the lid to the cage one evening. The butterfly seemed confused and didn’t leave at first. Then, in one burst of zigzag fluttering, it erupted from the cage and flew all the way to the end of the yard and down the hill by the school. “That was the right thing to do,” Aidan said. “I know,” I answered, even though I already worried about the butterfly. What would it eat? How would it live?

Wild creatures should be free

Finding theme You’ve probably read something with this theme before.

And that’s one of the neat things about theme—the same ideas are repeated over and over.

We knew that it was time to set the butterfly free. We had seen it make its chrysalis and emerge. Then it had flown around in the cage, trying to stretch its wings. Although we felt a little sad, we opened the lid to the cage one evening. The butterfly seemed confused and didn’t leave at first. Then, in one burst of zigzag fluttering, it erupted from the cage and flew all the way to the end of the yard and down the hill by the school. “That was the right thing to do,” Aidan said. “I know,” I answered, even though I already worried about the butterfly. What would it eat? How would it live?

Wild creatures should be free

Common themes

• Persistence pays off• Honesty is better than cheating• It’s more important to be nice than to

be popular• Be careful what you wish for• Love is the most important force

Can you find the theme?A day to playGot washed away.Rain comes down,Covers town.Eyes are sad.Rain is bad!

Come downstairs.Get the chairs.Blankets, sheet,Looking neat!Inside fortsInstead of sportsRainy day tearsCan turn into cheers.

How does the speaker feel about the beginning of the poem?

How do the speaker’s feelings change?

Can you find the theme?A day to playGot washed away.Rain comes down,Covers town.Eyes are sad.Rain is bad!

Come downstairs.Get the chairs.Blankets, sheet,Looking neat!Inside fortsInstead of sportsRainy day tearsCan turn into cheers.

Choices

Persistence pays off.

Good can come from bad.

A cheerful attitude can overcome obstacles.

Love conquers all

Can you find the theme?A day to playGot washed away.Rain comes down,Covers town.Eyes are sad.Rain is bad!

Come downstairs.Get the chairs.Blankets, sheet,Looking neat!Inside fortsInstead of sportsRainy day tearsCan turn into cheers.

Can you find the theme?A day to playGot washed away.Rain comes down,Covers town.Eyes are sad.Rain is bad!

Come downstairs.Get the chairs.Blankets, sheet,Looking neat!Inside fortsInstead of sportsRainy day tearsCan turn into cheers.

Can you find the theme?A day to playGot washed away.Rain comes down,Covers town.Eyes are sad.Rain is bad!

Come downstairs.Get the chairs.Blankets, sheet,Looking neat!Inside fortsInstead of sportsRainy day tearsCan turn into cheers.

Good can come from bad.

A cheerful attitude can overcome obstacles.

Either one of these can be supported with details from the text

Can you find the theme?A day to playGot washed away.Rain comes down,Covers town.Eyes are sad.Rain is bad!

Come downstairs.Get the chairs.Blankets, sheet,Looking neat!Inside fortsInstead of sportsRainy day tearsCan turn into cheers.

Good can come from bad.

Evidence from the text:-The day starts out badly, because of the rain-The speaker builds indoor forts-The speaker realizes that rainy days can still be fun

Can you find the theme?A day to playGot washed away.Rain comes down,Covers town.Eyes are sad.Rain is bad!

Come downstairs.Get the chairs.Blankets, sheet,Looking neat!Inside fortsInstead of sportsRainy day tearsCan turn into cheers.

A cheerful attitude can overcome obstacles.

Can you find evidence to support this?

What have you learned?

What is theme?

What have you learned?

What is theme?

Theme is the underlying message of a piece of text

What have you learned?

How can I find the theme?

What have you learned?

How can I find the theme?

Sometimes, the author will state the theme, usually somewhere near the end

Sometimes, we have to use clues to figure out the theme

Your turn

• Think about book you have read and movies you have watched

• What themes did you notice? Do you see the same themes come up again and again?

• Now it’s time for you to find some themes in your reading!

MOVE TO MOVE TO LEARNLEARN

http://www.movetolearnms.org/how-do-i-http://www.movetolearnms.org/how-do-i-do-it/fitness-videos-4-6/buenos-dias/do-it/fitness-videos-4-6/buenos-dias/

9:55 – 10:009:55 – 10:00

REMINDER!REMINDER!State Research State Research Project – Due Project – Due

Friday, Friday, September 5, September 5,

20142014This will count as a grade for each subject – Social Studies, Science, Math, and Language Arts.

INDEPENDENT INDEPENDENT READING READING

F & P Testing

Building Theories about Characters•Now let’s apply what we learned to your independent novel•Pay close attention to the actions and choices of the characters and think about what these actions reveal about them as people.•Make notes, then you will have a chance to step outside of the story and build theories about the characters in your story. 10:00 – 10:4010:00 – 10:40

MOVE TO MOVE TO LEARNLEARN

http://www.movetolearnms.org/how-do-i-http://www.movetolearnms.org/how-do-i-do-it/fitness-videos-4-6/buenos-dias/do-it/fitness-videos-4-6/buenos-dias/

10:40 – 10:4510:40 – 10:45

• Unit 1 – Week 2 – Day 4Unit 1 – Week 2 – Day 4

Being a WriterBeing a WriterWriting Time!Writing Time!

10:45 – 11:3010:45 – 11:30

New Writing Technique

• Today I am going to show you a way that some authors use to help them come up with new ideas.

Getting Ideas

• Open your writing notebooks to your latest piece of writing and read it silently to yourself.

Getting Ideas

• Reread your writing piece one more time. This time underline one or two sentences that you particularly like.

• Some of you will be asked to read aloud one of the sentences that you underlined. During that time you will read aloud the sentence and then tell me why you like it.

New Ideas and Quick Writes

• Pick one of the sentences that you liked and write it on the top of the next blank page in the writing section of your writing notebook.

• You are to write for 5 minutes today starting with that sentence. You MUST write the entire time, writing anything that comes to mind about that sentence without planning or thinking too hard.

Share

• Turn to your partners and share what you wrote. The partner with the longest hair goes first.

A Caring Community

• Was it hard or easy to start writing from the sentence you wrote? Why?

• When your partner read his or her writing to you, how did you show that you were interested?

Independent Writing

• For the next 15 -20 minutes you will choose to write one of the following. – Continue the piece you started during the quick-

write. – Work on a piece you started earlier. – Start a new piece of writing.

Share Time

• Who would like to share their writing today.

• Remember how to show that you are listening.

Math Time!Math Time!

11:30 –12:0011:30 –12:00

Math Workbook p93-94Math Workbook p93-94

Math Workbook p95-96Math Workbook p95-96Even Problems

Out of Classroom!•12:00 – 12:45 Activity

•12:45 – 1:15 Lunch•1:15 – 1:45 Recess

Finish Math Workbook p95-96Finish Math Workbook p95-96Even Problems

Math Homework Math Homework p97-98p97-98Even Problems

SCIENCE TIMESCIENCE TIME

2:30 – 3:102:30 – 3:10

Review Workbook pages 148-149

2:30 – 2:452:30 – 2:45

STATION DAY:

* Create Animal Adaptations Poster

* Vocabulary Match Up

WKBK pgs 150-151 (finish for HW)

2:45 – 3:102:45 – 3:10

HomeworkHomework• Math –• Read at least 30 minutes every day

3:10 – 3:153:10 – 3:15 Wrap Up!Wrap Up!

• Pack-Up

• Office will announce:Car Riders – Leave around 3:15Bus Riders – Teacher walks out about 3:22

(listen to intercom-dismisses by grade)