4-11-4-15

Reading- Lesson Plans are attached...
 * Mrs. Thompson placed a small group activity in your mail box for next week.
 * No story week of April 18th.. review necessary skills.
 * Benchmark test can be given next week.
 * After this week, reading lessons plans will differ depending on chapter book of your choice.Therfore, there will not be plans in wiki for Scott Foresman.

Have a great week! Ms. Brown

Writing- persuasive writing

STUDENT OBJECTIVES
Students will > > > > >
 * Work in cooperative groups to brainstorm ideas and organize them into a cohesive argument to be presented to the class
 * Gain knowledge of the different strategies that are used in effective persuasive writing
 * Use a graphic organizer to help them begin organizing their ideas into written form
 * Apply what they have learned to write a persuasive piece that expresses their stance and reasoning in a clear, logical sequence
 * Develop oral presentation skills by presenting their persuasive writing pieces to the class
 * Analyze the work of others to see if it contains effective persuasive techniques

Monday- Make a two-column chart for Session 1. Write //Winter is the best season// at the top of the chart. Write //agree// at the top of one column and //disagree// at the top of the other.

Session 1: The Game of Persuasion (Monday)

 * 1. || Post the chart you created where students can see it. Distribute sticky notes, and ask students to write their names on the notes. Call students up to the chart to place their notes in the column that expresses their opinion. ||
 * 2. || After everyone has had a chance to put their name on the chart, look at the results and discuss how people have different views about various topics and are entitled to their opinions. Give students a chance to share the reasons behind their choices. ||
 * 3. || Once students have shared, explain that sometimes when you believe in something, you want others to believe in it also and you might try to get them to change their minds. Ask students the following question: “Does anyone know the word for trying to convince someone to change his or her mind about something?” Elicit from students the word //persuade//. ||
 * 4. || Explain to students that they are going to play a game that will help them understand how persuasive arguments work. ||
 * 5. || Follow these rules of the game:


 * Have students get into their groups.
 * Have each team choose a recorder, or designate a recorder for each team yourself. The recorder's job is to write down the team's arguments.
 * Tell students that they must work together as a team for 15 to 20 minutes to come up with the best reason why the class should award thier group as the best, and why they should get an award. Their reasons can be serious or playful.
 * Use a signal to let them know when to begin and when time is up.
 * Have students present their arguments. Students can either present as a group or choose one person to be their speaker.
 * Have the judge decide on a winning group or ask students to vote for a group other than themselves that had a convincing argument.
 * Note:** While students are working, there should be little interference from you. This is a time for students to discover what they already know about persuasive arguments. ||


 * Home/School Connection:** Distribute Persuasion Is All Around You. Students are to find an example of a persuasive piece from the newspaper, television, radio, magazine, or billboards around town and be ready to report back to class during Session 2. Provide a selection of magazines or newspapers with advertisements for students who may not have materials at home. For English-language learners (ELLs), it may be helpful to show examples of advertisements and articles in newspapers and magazines.


 * Session 2: Analysis of an Argument (Tuesday) **
 * 1. || Begin by asking students to share their homework. You can have them share as a class, in their groups from the previous session, or in partners. ||
 * 2. || After students have shared, explain that they are going to get a chance to examine the arguments that they made during Session 1 to find out what strategies they already know how to use. ||
 * 3. || Pass out the Persuasive Strategy Definitions to each student. Tell students that you are going to explain each definition. ||
 * 4. || Read through each slide in the Persuasive Strategy PowerPoint Presentation. Discuss the meaning and how students used those strategies in their arguments during Session 1. Use your observations and notes to help students make connections between their arguments and the persuasive strategies. It is likely your students used many of the strategies, and did not know it. For example, imagine the reward for the winning team was 10 extra minutes of recess. Here is one possible argument:

“Our classmate Sarah finally got her cast taken off. She hasn’t been able to play outside for two months. For 60 days she’s had to go sit in the nurse’s office while we all played outside. Don’t you think it would be the greatest feeling for Sarah to have 10 extra minutes of recess the first week of getting her cast off?”

This group is trying to appeal to the other students’ emotions. This is an example of //pathos//. ||
 * 5. || As you discuss the examples from the previous session, have students write them in the box next to each definition on the Persuasive Strategy Definitions sheet to help them remember each meaning. ||


 * Home/School Connection:** Ask students to revisit their persuasive piece from Persuasion Is All Around You. This time they will use Check the Strategies to look for the persuasive strategies that the creator of the piece incorporated. It may be helpful for them to talk through their persuasive piece with you or a peer before taking it home for homework. Arrange a time for any student who may not have the opportunity to complete assignments outside of school to work with you, a volunteer, or another adult at school on the assignment.

Session 3: Persuasive Writing (Wednesday and Thursday)

 * 1. || Divide the class into groups of two or three students. Have each group member talk about the persuasive strategies they found in their piece. ||
 * 2. || After each group has had time to share with each other, go through each persuasive strategy and ask students to share any examples they found in their persuasive pieces with the whole class. ||
 * 3. || Explain to students that in this session they will be playing the game they played during Session 1 again; only this time they will be working with a partner to write their argument and there will be a different prize awarded to the winning team. ||
 * 4. || Share the Persuasive Writing Assessment with students and read through each category. Explain that you will be using this rubric to help evaluate their essays. Reassure students that if they have questions or if part of the rubric is unclear, you will help them during their conference. ||
 * 5. || Have students get together with the partners you have selected (see Preparation, Step 1). ||
 * 6. || Get students started on their persuasive writing by introducing them to the interactive Persuasion Map. This online graphic organizer is a prewriting exercise that enables students to map out their arguments for a persuasive essay.

Challenge students to use the persuasive strategies discussed during Session 2 in their writing. Remind students to print their maps before exiting as they cannot save their work online. ||
 * Have partners enter their names and topics on the opening screen.
 * The goal or thesis is the **claim** or stance that they are taking on the issue.
 * Students should then brainstorm three reasons to support their claim, and facts and examples to support each reason.
 * 7. || Have students begin writing their persuasive essays, using their printed Persuasion Maps as a guide. To maintain the spirit of the game, allow students to write their essays with their partner. Partners can either write each paragraph together taking turns being the scribe or each can take responsibility for different paragraphs in the essay. If partners decide to work on different parts of the essay, monitor them closely and help them to write transition sentences from one paragraph to the next. It may take students two sessions to complete their writing. ||
 * 8. || Meet with partners as they are working on their essays. During conferences you can:


 * Ask students to show you the persuasive strategies they are using
 * Guide students to use a variety of persuasive strategies
 * Make sure students are using their Persuasion Map as a guide
 * Check their supporting facts and examples for accuracy
 * Help groups write an interesting beginning and ending
 * Encourage partners to read their paragraphs to and provide feedback for each other
 * Edit for grammar and mechanics ||

Math Daily Practice Sheet and Test will cover Addition and Subtraction in word problems including decimals. Practice Sheet Monday – Thursday and Test Friday. Monday – Friday: Continue with any pattern investigations not completed last week including Cow Pens, Bull Pens and Increasing Patterns 1-4. Teachers may continue with these pattern investigations or they may choose to return to Investigation Book 8 – Patterns, Functions, and Change Patterns, Functions, and Change – Book 8 – Investigation 1 Session 1.1 p.26 – Students review measuring in meters and centimeters. They represent the stories of two children’s growth over time with a graph and table. Materials Needed: M9, M10, and Workbook(Unit 8) p.1 and 2 HW available: Unit 8 WB 3-4
 * Session 4: Presenting the Persuasive Writing (Friday) **
 * 1. || During this session, partners will present their written argument to the class. Before students present, hand out the Check the Strategy sheet. This checklist is the same one they used for homework after Session 2. Direct students to mark off the strategies they hear in each presentation. ||
 * 2. || Use the Observations and Notes sheet to record your observations. ||
 * 3. || After each set of partners presents, ask the audience to share any persuasive strategies they heard in the argument. ||
 * 4. || After all partners have presented, have students vote for the argument other than their own that they felt was most convincing. ||
 * 5. || Tally the votes and award the prize to the winning team. To end this session, ask students to discuss something new they have learned about persuasive arguments and something they want to work on to become better at persuasive arguments. ||

Session 1.2 p. 33 – Students make tables and graphs corresponding to growth stories over time and use them to describe and compare the growth of two students. Materials Needed: WB 5-7 HW Available: WB p. 8

Session 1.3 p. 41 – Students represent a situation of constant change – a fictious animal whose height increases by the same amount each year – with a table, a graph, and an arithmetic expression. Materials Needed: WB p.9-11 HW Available: WB p.12-14

Session 1.4 p.49 – Students use tables and graphs to compare the constant growth of three animals of Rhomaar. They are assessed with questions about comparing a pair of animals with different rates of growth and also a pair with the same rate of growth. Materials Needed: WB p. 15-16 and M17 HW Available: WB p.17 Session 1.5 p.56 – Students work with the growth pattern of an animal that does not grow at a constant rate. They develop a rule for its growth, complete a table and graph, and compare its growth to the other animals of Rhomaar. Materials Needed: WB p. 18-20 HW available: WB p.21-22

Monday-Begin variables investigation 1. See module binder. Begin Variables Vocabulary list. Tuesday-Continue setting up for swingers and finding variables. Wednesday-Continue with Variables Thursday-Begin Health packet. The Inner Way. Have students take survey from packet and begin journal for their data collection and reflection. Quiz on Variables Voc. and concepts. Friday-Have students Continue reflecting in journals and create goals for their health from survey and recent activities.
 * SCIENCE-Variables-Mass volume, density, Scientific method, Health Education **