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Narrative Text Checklist

What makes a strong narrative?

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Analyzing a model

Narrative Texts Anchor Chart

Narratives

Narratives tell a story about real events or imagined experiences. They can be told from a first person (I) or third person (he/she) point of view.
Narratives have a clear sequence of events that makes sense and is easy to understand. These texts have:

– A beginning that establishes the situation and introduces the characters and/or narrator

Analyzing a Model

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Analyzing a model

What is the gist of this part of the text? What is it mostly about?

Analyzing a Model

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Let’s think about narrative texts pgs 117-118

How did the author establish the situation in this story? What is happening, and what is the setting?

How did the author introduce the characters? Who is the narrator, and what does the reader need to know about him/her?

what is happening: Meg wakes up from a dream and needs to walk to the outhouse in the dark; what is the setting: Camp in Cameroon, nighttime, in a tent over a spot where a poisonous snake lives

narrator: Meg; what the reader needs to know about her: She’s a rainforest scientist.

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Guiding practice: planning the beginning of a narrative

A butterfly lands on James after swimming (pg. 28)
After dinner, the boys go for a walk in the forest with their mom (pg. 37)
The boys reach the canopy (pg. 33)
Meg puts the spider into a vial filled with alcohol to send it off (pg. 39)**

Guided Practice: Planning the Beginning of a Narrative

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Guided Practice: Planning the Beginning of a Narrative

Are there any specific criteria about the beginning in these narratives that you should be aware of and list in that column on the checklist?

Use Blue Creek as the name of the rainforest when describing the setting.

Guided Practice: Planning the Beginning of a Narrative

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Drafting the Beginning of a Narrative

Who will be the narrator of your story?

What point of view will your story be written in?

What words will you use to let your reader know the point of view of your story?

What elements of your research will you use to make your story more realistic?

Meg or one of her sons

first person

I or my to show what the narrator is doing, thinking, or saying.

Guided Practice: Drafting the Beginning of a Narrative

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Plan and write the beginning of your narrative

I will pick your partner
You are working together, BUT

BOTH students fill out their own graphic organizer
BOTH students write the narrative on a separate doc.

How can I work to compromise with my partner to make the best narrative?

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1/8/24 Additional Language and Literacy Block

During this time, you will get a chance to work with the teacher ,alone,, in pairs, or groups to support each other as you read.

Today’s ALL Block Schedule is: DLI WEEK 13, Test on Friday

Group 1	Group 2 Teacher Group	Group 3
Read Works Article- Rainforest Plants	Writing Practice p. 237 in Teacher ALL Block Overview: With teacher guidance, students analyze the dialogue in an excerpt from The Most Beautiful Roof in the World, discussing how the dialogue propels the action forward.	Students will read their free choice reading text independently. After 10 minutes, record a new word in your vocabulary log.

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Math

Agenda- Write out homework for this week

Leave this on your desk so that I can stamp it

You do not have solve and share today
Early Finishers- Reflex

Monday, January 8, 2024

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FLEX Day AND Topic 5

Today is a FLEX Day in math. You will be doing different things during our block time to meet your specific needs. Since people will be completing a retake - we need to be silent during this time to show them respect!

If you do not need to retake your topic 5 test

Complete practice Canvas activity 6-3

There are 8 questions
You can retake this up to 3 times

Retake any of your Math practice activities on Canvas to try and get a higher score. Remember you can retake them up to 3 times. If you have a specific question, come and see me!
Watch review videos from Khan Academy on Adding and Subtracting Fractions. The links will be sent you on Canvas for you to click on
Get to green on Reflex
If you have any work from Mrs. Gaines, you can also work on that

If this does not apply to you, do not worry!

Topic 5 Retake

If you need to retake your Topic 5 and 11 Test, that is what you will be working on during this time

Log onto Mastery Connect
Test Code:

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Math Workshop

Complete your independent work
Make sure your have 80% or better on all of your Canvas Assignments
Work on Reflex or Dreambox

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Weather Lesson 32

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Weather

I can understand weather patterns and phenomena, making connections to weather in a particular place and time.

Lesson 8 Outline

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Read D 74-D 81

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Lesson 8 Outline

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Tuesday, January 9th,2023/ SCHOOL CANCELED

BAD STORM PREDICTED

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Wednesday, January 11th,2023

Good Morning!

Wipe your desk down with a Clorox wipe
Get your chromebook out
Get out your literacy materials
No switching today due to fieldtrip
Cursive writing

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Morning Schedule

8:15 - 8:30 Morning meeting

8:30 - 8:50 Work on Literacy narrative

9:00 - 11:45 Field Trip to see Schoolhouse Rock

Review show info from website

11:45 - 12:15 Flocabulary - Conjunction, Interjections, Prepositions Flocabulary

12:15 - 12:50 Science

Magic School Bus

12:50 - Pack up, Clean up

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Thursday, January 11th,2024

Good Morning!

Wipe your desk down with a Clorox wipe
Get your chromebook out
Get out your literacy materials
Find a good book and read around the room

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Module 2: Unit 3: Lesson 3

Pgs 119

I can plan and draft the middle of a narrative that develops a sequence of events that unfolds naturally and shows the response of the narrator and the response of other characters to the situation.
I can explain the function of conjunctions in general and in particular sentences from “Bite at Night.”

Guiding Questions

Why do scientists study the rainforest?

What can we do to help the rainforest?

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Analyze a Model

Narrative Texts Anchor Chart

Narratives tell a story about real events or imagined experiences. They can be told from a first person (I) or third person (he/she) point of view.
Narratives have a clear sequence of events that makes sense and is easy to understand. These texts have:

A beginning that establishes the situation and introduces the characters and/or narrator.

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Analyze a Model

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Planning the Middle of a Narrative

Standard	Characteristics of Effective Narrative Writing	Characteristics of My First Person Rainforest Narrative	Yes? No?
W.5.3a	The events in my narrative are clear and connected.
W.5.3a	My narrative has a central problem.
W.5.3a	I organize events in a sequence that unfolds naturally.

There is a main problem in my narrative, and it is inspired by what happened to Meg and her sons.

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Mini Lesson: Conjunctions

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Conjunctions

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Mini lesson: Conjunctions

1. Work alone or with a partner to reread the first three paragraphs of “Bite at Night” and find examples of conjunctions used to join together words, phrases, or clauses.

	Function?	Examples	More Examples
Coordinating conjunctions	Coordinating conjunctions join equal words, phrases, and independent clauses. None is dependent on the other.	FANBOYS-for, and,nor, but, or, yet, so I like cake, but I don’t like frosting. We have a big soccer game on Friday, so I am nervous.	“I knew that at least one of those venomous snakes slept under the platform of my tent, and I certainly didn’t want to run into one of those at night.”
Subordinating conjunctions	Subordinating conjunctions join two clauses together but in doing so make one clause dependent on the other.	because, when, while, though We have an umbrella because it is raining. Because it is raining, we have an umbrella.	“I was just reaching for another leaf when suddenly there was a loud bang.”

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Drafting the Middle of a Narrative

Guiding Questions:

“Who is the narrator of your story?”
“What point of view is your story written in?”
“What words are you using to let your reader know the point of view of your story?”
“What research can you use from Unit 1 to make your narrative more realistic?”

Remember to:

Skip lines
Use all reference materials available to you
Complete your own draft even though you are working with a partner

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Module 2: Unit 3: Lesson 4

I can identify the characteristics of the end of a narrative.
I can plan and draft the end of a narrative that provides a satisfying solution to the problem.

Guiding Questions

Why do scientists study the rainforest?

What can we do to help the rainforest?

satisfying - compelling, effective

solution - the answer to the problem, or the way it is fixed/resolved

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Analyzing a Model Narrative Ending

What is the problem of the story?

How is it solved (resolved)?

Meg tells everyone it was just ants, and someone brings her a flashlight so she can find her first aid kit. Meg vows never to go out without a flashlight again.

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Standard	Characteristics of Effective Narrative Writing	Characteristics of My First Person Rainforest Narrative
W.5.3.a	The events in my narrative are clear and connected.
W.5.3a	I organize events in a sequence that unfolds naturally.
W.5.3e	My narrative has a satisfying conclusion.

Planning the End of Narrative

Are there any specific criteria that you should be aware of and list in that column on the checklist?

The events in my narrative are based on events from The Most Beautiful Roof in the World and happen in the same order as described in the book.

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Drafting the End of Narrative

Who is the narrator of your story?
What point of view is your story written in?
What words are you using to let your reader know the point of view of your story?
What research from Unit 1 are you using to make your narrative realistic?

Remember to skip lines as you write!

Refer to the following while they are working:

Narrative Writing Checklist
Narrative Texts anchor chart
Planning Graphic Organizer
research from Unit 1
Word Walls

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Module 2: Unit 3: Lesson 5 pgs 121-123

I can peer edit my narrative text that has a clear sequence of events.

Guiding Questions

Why do scientists study the rainforest?

What can we do to help the rainforest?

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Read pages 31-32 in The Most Beautiful Roof in the World

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Peer Edit Narrative

Peer edit narrative
Finalize narrative

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Mid-Unit 3 Assessment: Part I

Write a narrative on lined paper inspired by The Most Beautiful Roof in the World on pages 31-32.

Part I: Plan a new narrative using graphic organizer.

Write from Meg’s point of view.
The problem is Meg’s concern for her son’s safety.
Resolution: Did the boys reach the canopy successfully?

Part II: Write first draft of new narrative on lined piece of paper skipping lines.

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Mid-Unit 3 Assessment: Part II

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Tracking Progress

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1/9/24 Additional Language and Literacy Block

During this time, you will get a chance to work alone,in pairs, or groups to support each other as you read.

Today’s ALL Block Schedule is: DLI WEEK Week 13

Group 1	Group 2 Teacher Group	Group 3
n/a	Social Studies Lesson	Students will read their free choice reading text independently for 10 minutes. After 10 minutes, record a new word in your vocabulary log.

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Weather Lesson 36

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Weather

I can explain how global wind patterns impact the daily weather.

Jet Stream

ENSO Cycle

Bill Nye

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The Shortest Distance Article

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Jet Streams Notes

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4 hr 40 min

4 hr 3 min

San Francisco

Chicago

Miami

Dallas

2 hr 20 min

2 hr 40 min

3 hr 25 min

4 hr 25 min

1 hr 40 min

2 hr 30 min

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ENSO Cycle Reading & Bill Nye

ENSO Cycle Reading

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Math

Please have on your desk

Complete your Solve and Share on page 269
Early Finishers-Reflex

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Solve and Share PG 269

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This Photo by Unknown Author is licesed under CC BY

Darrens

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7-1

I can estimate sums and differences of fractions.

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Try This PG 270

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Visual Learning Bridge

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Convince Me PG 270

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Workbook Guided Practice PG 271

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Workbook Pages 271-272

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Workbook Pages Answers

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Math Workshop

If you are not being pulled today by your math teacher, here is what you will work on during math workshop. Please follow the steps listed below in this specific order-if the task is completed, go onto the next task!

Finish all independent practice work from class within your large EnVisions workbook.

You ARE NOT working on homework!

Get to GREEN on Reflex
Classwork for Mrs. Gaines
Finish or redo (up to 3 times!) any of your math Canvas activities

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Weather Lesson 33

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Weather

I can understand weather patterns and phenomena, making connections to weather in a particular place and time.

Lesson 9

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Read D 82-D 91

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Lesson 9 Outline

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Weather

I can understand weather patterns and phenomena, making connections to weather in a particular place and time.

Lessons 8-9 Interpret Illustrations

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Vocab Quiz

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Lesson 8 Interpret Illustrations

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Lesson 9 Interpret Illustrations

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Weather Lesson 35

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Weather

I can explain how global wind patterns impact the daily weather.

Jet Streams

Water currents

foldable

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Jet Streams & Water currents

Water Currents

Jet Streams

El Nino and La Nina

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Weather & Climate foldable

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Weather v Climate

Weather Climate:

What Charlotte is like outside What Charlotte is usually like

_________ _________ (or soon) _________ ________

Jet Stream

Gulf Stream

El Nino & La Nina

Air Masses & Fronts

High band of ______ _______.
Separates _________ and _________ air.
If it dips ________ us, expect ________ weather.

_________ currents
Brings _________ from the _______ of _______ across the Atlantic ocean
It’s a ________ water current

_________ of water in the Pacific Ocean
Brings _______ and ________ weather to the U.S
It cycles with La Nina.

Blob of _____ with similar temperature and _______ throughout
_______ collide in fronts

Brings _______ and ________ than usual weather to the U.S.

Warm fronts leave _______ weather
Cold fronts leave ________ weather
All fronts can to to ________

Right Now

Over time

Fast air

Hot cold

Below cold

water

Gulf

Mexico

warm

warming

warmer

wetter

cooler

drier

air

moisture

masses

warmer

colder

weather

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Friday, January 12th,2024

Good Morning!

Wipe your desk down with a Clorox wipe
Get your chromebook out
Get out your literacy materials
Get your Friday treat!
Happy Comfy, Cozy Day… You can read around the room!

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Module 2: Unit 3: Lesson 6 pgs 124

I can revise my narrative writing to speed up time in places where nothing relevant to the plot is happening.

Guiding Questions

Why do scientists study the rainforest?

What can we do to help the rainforest?

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Analyzing a Model pgs 112-113

Instructions:

When your teacher gives the signal, take out your copy of “Bite at Night” and move to sit with the partner with whom you wrote your narrative in the first half of the unit.
Whisper-read “Bite at Night” together and determine places in the text where the author sped up time and how it was done.
Use the provided purple colored pencils/ highlighters/ pens to annotate where and how the author sped up time.

Suggested slide pacing: 15-17 minutes and continues on three subsequent slides

Grouping: Whole group/pairs

Teaching Notes:

Students will need purple colored pencils/highlighters/pens during this work time.
Refer to “Bite at Night” Pacing (for teacher reference) located in Module 2 Supporting Materials as necessary.
The three subsequent slides contain the remaining sections of “Bite at Night.” The slide notes are identical for reference purposes.

Teacher Actions:

Display and invite students to retrieve “Bite at Night.” Remind students that they have read this text multiple times and explain that this author sped up time at certain points in this story when nothing relevant to the plot was happening.
Remind students that when looking for where the author has sped up time, they are looking for where the reader jumps forward in time to the next place something relevant to the plot is happening.
Ask students to take their texts and move to sit with the partners with whom they wrote their narratives in the first half of the unit.
Instruct pairs to whisper-read “Bite at Night” together and determine places in the text where the author sped up time and how it was done.
Distribute purple colored pencils/highlighters/pens and direct students to annotate where and how the author sped up time.
Circulate as students work. Identify and clarify misunderstandings and select students who have correctly identified places in the narrative to share with the whole group after students have finished working.
After 10 minutes, refocus whole group.
Direct selected students to come up and use the displayed narrative to underline places where the author sped up time. Refer to “Bite at Night” Pacing (for teacher reference) as necessary.
Using a total participation technique, invite responses from the group:

“Looking across the parts you have underlined, what do you notice about what the author did to speed up time?” (used transitional words and phrases and combined/reduced sentences to summarize something that may have taken a while in a brief sentence)
“Why did the author speed up time here?” (because nothing of interest relevant to the plot was happening)

If productive, use a Goal 1 Conversation Cue to encourage students to expand the conversation about time:

“Can you say more about that?” (Responses will vary.)

Student Look-fors/Listen-fors:

Students actively engage with their partner to locate places in the text where the author sped up time and how it was done.

Support for Any Students Who Need It:

Model the task of finding language that speeds up time in “Bite at Night.” Think aloud as you read: “I lay back again and spent the next thirty minutes … Hmm. Does that speed up time? Yes, I think so, because it talks about half an hour passing, but it doesn’t say everything that happened in that 30 minutes. I think I’ll underline that sentence.”
Select a couple of key phrases or sentences that speed up time. Focus first on the meaning of these phrases that speed up time before discussing why they speed up time. As a group, create an anchor chart of author strategies for speeding up time, such as: “Author says how much time has passed” or “Author writes a list of several activities that already happened.” Ask:

“What does quickly mean?” (fast) “Do you think that speeds up time? Why?” (Yes. It means ‘fast,’ and it doesn’t describe every detail that happened in that time.)
“What does ‘spent the next thirty minutes tossing and turning’ mean?” (tried to sleep for half an hour)
“What do you do in 30 minutes at school?” (listen, answer questions, write, play)
“So, 30 minutes passed for Meg. But do we know everything that happened in that 30 minutes?” (No.)
“What else do you think happened as Meg tossed and turned?” (She thought about the loud noise; other campers moved around; she yawned; an owl hooted.)
“But the writer left out these things. So, did the writer make 30 minutes in the story go faster or slower than in real life?” ( faster; the writer sped up)

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Analyzing a Model pgs 112-113

continued

Suggested slide pacing: 15-17 minutes continued from previous slide

Grouping: Whole group/pairs

Teaching Notes:

Students will need purple colored pencils/highlighters/pens during this work time.
Refer to “Bite at Night” Pacing (for teacher reference) located in Module 2 Supporting Materials as necessary.
The two subsequent slides contain the remaining sections of “Bite at Night.”

Teacher Actions:

Display and invite students to retrieve “Bite at Night.” Remind students that they have read this text multiple times and explain that this author sped up time at certain points in this story when nothing relevant to the plot was happening.
Remind students that when looking for where the author has sped up time, they are looking for where the reader jumps forward in time to the next place something relevant to the plot is happening.
Ask students to take their texts and move to sit with the partners with whom they wrote their narratives in the first half of the unit.
Instruct pairs to whisper-read “Bite at Night” together and determine places in the text where the author sped up time and how it was done.
Distribute purple colored pencils/highlighters/pens and direct students to annotate where and how the author sped up time.
Circulate as students work. Identify and clarify misunderstandings and select students who have correctly identified places in the narrative to share with the whole group after students have finished working.
After 10 minutes, refocus whole group.
Direct selected students to come up and use the displayed narrative to underline places where the author sped up time. Refer to “Bite at Night” Pacing (for teacher reference) as necessary.
Using a total participation technique, invite responses from the group:

“Looking across the parts you have underlined, what do you notice about what the author did to speed up time?” (used transitional words and phrases and combined/reduced sentences to summarize something that may have taken a while in a brief sentence)
“Why did the author speed up time here?” (because nothing of interest relevant to the plot was happening)

If productive, use a Goal 1 Conversation Cue to encourage students to expand the conversation about time:

“Can you say more about that?” (Responses will vary.)

Student Look-fors/Listen-fors:

Students actively engage with their partner to locate places in the text where the author sped up time and how it was done.

Support for Any Students Who Need It:

Model the task of finding language that speeds up time in “Bite at Night.” Think aloud as you read: “I lay back again and spent the next thirty minutes … Hmm. Does that speed up time? Yes, I think so, because it talks about half an hour passing, but it doesn’t say everything that happened in that 30 minutes. I think I’ll underline that sentence.”
Select a couple of key phrases or sentences that speed up time. Focus first on the meaning of these phrases that speed up time before discussing why they speed up time. As a group, create an anchor chart of author strategies for speeding up time, such as: “Author says how much time has passed” or “Author writes a list of several activities that already happened.” Ask:

“What does quickly mean?” (fast) “Do you think that speeds up time? Why?” (Yes. It means ‘fast,’ and it doesn’t describe every detail that happened in that time.)
“What does ‘spent the next thirty minutes tossing and turning’ mean?” (tried to sleep for half an hour)
“What do you do in 30 minutes at school?” (listen, answer questions, write, play)
“So, 30 minutes passed for Meg. But do we know everything that happened in that 30 minutes?” (No.)
“What else do you think happened as Meg tossed and turned?” (She thought about the loud noise; other campers moved around; she yawned; an owl hooted.)
“But the writer left out these things. So, did the writer make 30 minutes in the story go faster or slower than in real life?” ( faster; the writer sped up)

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Analyzing a Model pgs 112-113

continued

Suggested slide pacing: 15-17 minutes continued from previous slide

Grouping: Whole group/pairs

Teaching Notes:

Students will need purple colored pencils/highlighters/pens during this work time.
Refer to “Bite at Night” Pacing (for teacher reference) located in Module 2 Supporting Materials as necessary.
The subsequent slide contains the remaining sections of “Bite at Night.”

Teacher Actions:

Display and invite students to retrieve “Bite at Night.” Remind students that they have read this text multiple times and explain that this author sped up time at certain points in this story when nothing relevant to the plot was happening.
Remind students that when looking for where the author has sped up time, they are looking for where the reader jumps forward in time to the next place something relevant to the plot is happening.
Ask students to take their texts and move to sit with the partners with whom they wrote their narratives in the first half of the unit.
Instruct pairs to whisper-read “Bite at Night” together and determine places in the text where the author sped up time and how it was done.
Distribute purple colored pencils/highlighters/pens and direct students to annotate where and how the author sped up time.
Circulate as students work. Identify and clarify misunderstandings and select students who have correctly identified places in the narrative to share with the whole group after students have finished working.
After 10 minutes, refocus whole group.
Direct selected students to come up and use the displayed narrative to underline places where the author sped up time. Refer to “Bite at Night” Pacing (for teacher reference) as necessary.
Using a total participation technique, invite responses from the group:

“Looking across the parts you have underlined, what do you notice about what the author did to speed up time?” (used transitional words and phrases and combined/reduced sentences to summarize something that may have taken a while in a brief sentence)
“Why did the author speed up time here?” (because nothing of interest relevant to the plot was happening)

If productive, use a Goal 1 Conversation Cue to encourage students to expand the conversation about time:
“Can you say more about that?” (Responses will vary.)

Student Look-fors/Listen-fors:

Students actively engage with their partner to locate places in the text where the author sped up time and how it was done.

Support for Any Students Who Need It:

Model the task of finding language that speeds up time in “Bite at Night.” Think aloud as you read: “I lay back again and spent the next thirty minutes … Hmm. Does that speed up time? Yes, I think so, because it talks about half an hour passing, but it doesn’t say everything that happened in that 30 minutes. I think I’ll underline that sentence.”
Select a couple of key phrases or sentences that speed up time. Focus first on the meaning of these phrases that speed up time before discussing why they speed up time. As a group, create an anchor chart of author strategies for speeding up time, such as: “Author says how much time has passed” or “Author writes a list of several activities that already happened.” Ask:

“What does quickly mean?” (fast) “Do you think that speeds up time? Why?” (Yes. It means ‘fast,’ and it doesn’t describe every detail that happened in that time.)
“What does ‘spent the next thirty minutes tossing and turning’ mean?” (tried to sleep for half an hour)
“What do you do in 30 minutes at school?” (listen, answer questions, write, play)
“So, 30 minutes passed for Meg. But do we know everything that happened in that 30 minutes?” (No.)
“What else do you think happened as Meg tossed and turned?” (She thought about the loud noise; other campers moved around; she yawned; an owl hooted.)
“But the writer left out these things. So, did the writer make 30 minutes in the story go faster or slower than in real life?” ( faster; the writer sped up)

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Analyzing a Model pgs 112-113

continued

Suggested slide pacing: 15-17 minutes continued from previous slide

Grouping: Whole group/pairs

Teaching Notes:

Students will need purple colored pencils/highlighters/pens during this work time.
Refer to “Bite at Night” Pacing (for teacher reference) located in Module 2 Supporting Materials as necessary.
This is the final slide containing sections of “Bite at Night.”

Teacher Actions:

Display and invite students to retrieve “Bite at Night.” Remind students that they have read this text multiple times and explain that this author sped up time at certain points in this story when nothing relevant to the plot was happening.
Remind students that when looking for where the author has sped up time, they are looking for where the reader jumps forward in time to the next place something relevant to the plot is happening.
Ask students to take their texts and move to sit with the partners with whom they wrote their narratives in the first half of the unit.
Instruct pairs to whisper-read “Bite at Night” together and determine places in the text where the author sped up time and how it was done.
Distribute purple colored pencils/highlighters/pens and direct students to annotate where and how the author sped up time.
Circulate as students work. Identify and clarify misunderstandings and select students who have correctly identified places in the narrative to share with the whole group after students have finished working.
After 10 minutes, refocus whole group.
Direct selected students to come up and use the displayed narrative to underline places where the author sped up time. Refer to “Bite at Night” Pacing (for teacher reference) as necessary.
Using a total participation technique, invite responses from the group:

“Looking across the parts you have underlined, what do you notice about what the author did to speed up time?” (used transitional words and phrases and combined/reduced sentences to summarize something that may have taken a while in a brief sentence)
“Why did the author speed up time here?” (because nothing of interest relevant to the plot was happening)

If productive, use a Goal 1 Conversation Cue to encourage students to expand the conversation about time:

“Can you say more about that?” (Responses will vary.)

Student Look-fors/Listen-fors:

Students actively engage with their partner to locate places in the text where the author sped up time and how it was done.

Support for Any Students Who Need It:

Model the task of finding language that speeds up time in “Bite at Night.” Think aloud as you read: “I lay back again and spent the next thirty minutes … Hmm. Does that speed up time? Yes, I think so, because it talks about half an hour passing, but it doesn’t say everything that happened in that 30 minutes. I think I’ll underline that sentence.”
Select a couple of key phrases or sentences that speed up time. Focus first on the meaning of these phrases that speed up time before discussing why they speed up time. As a group, create an anchor chart of author strategies for speeding up time, such as: “Author says how much time has passed” or “Author writes a list of several activities that already happened.” Ask:

“What does quickly mean?” (fast) “Do you think that speeds up time? Why?” (Yes. It means ‘fast,’ and it doesn’t describe every detail that happened in that time.)
“What does ‘spent the next thirty minutes tossing and turning’ mean?” (tried to sleep for half an hour)
“What do you do in 30 minutes at school?” (listen, answer questions, write, play)
“So, 30 minutes passed for Meg. But do we know everything that happened in that 30 minutes?” (No.)
“What else do you think happened as Meg tossed and turned?” (She thought about the loud noise; other campers moved around; she yawned; an owl hooted.)
“But the writer left out these things. So, did the writer make 30 minutes in the story go faster or slower than in real life?” ( faster; the writer sped up)

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Analyzing a Model pgs 112-113

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Combining/Reducing Sentences pgs 124-125

Someone loaned me a flashlight, so I went to the outhouse to use the bathroom. After that, I started my walk back to my tent. I walked more carefully this time to avoid falling over. Once I got back to my tent, I spent ten minutes looking for my first aid kit. I put ointment on my ant bites to soothe the pain.
Someone loaned me a flashlight so that I could safely make it to the outhouse and then back to my tent, where I located my first aid kit and nursed my wounds.

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Narrative Writing Checklist, pg 121-123

Narrative Writing Checklist
Standard	Characteristics of Effective Narrative Writing	Characteristics of My First Person Rainforest Narrative	Yes? No?
W.5.3.b	I “slow down” important events by adding detail and use transitions to “speed up” events that are not important.

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Partner Practice: Revising a Narrative

Writing: Speeding Up Time

Choose the correct colored pencil. Today’s color is purple.
Decide where you are going to revise based on feedback or new learning.
Write your revision in the space above the sentence you want to change, and draw a line through the parts you will eliminate.
Read through your entire narrative piece and continue to revise.
Review your revisions to be sure they make sense.

Instructions:

Take out your partner narrative drafts.
Refer to the words and phrases you identified on your Linking Words and Phrases handout (90) as well as the relevant criteria on the Narrative Writing Checklist (121) as you identify places in your narrative to speed up time.
Remember: only revise where it is necessary
Even though you are working with a partner, you should each revise your own draft.

Steps for Revising My Writing

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1/12/24 Additional Language and Literacy Block

During this time, you will get a chance to work alone, in pairs, or groups to support each other as you read.

Today’s ALL Block Schedule is: DLI WEEK 13

Group 1 Independent Work	Group 2 Teacher Group	Group 3 AIR Time
N/A	Social studies	Students will read their free choice reading text independently for 10 minutes. After 10 minutes, record a new word in your vocabulary log.

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Math

Please have on your desk

Homework from last night so that I can stamp it
Complete your Solve and Share on page 273
Early Finishers-Reflex

Thursday, January 11, 2024

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Solve and Share PG 273

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This Photo by Unknown Author is licesed under CC BY

Darrens

Name: Darren

Juanita

Tomas

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7-1 HW Answers

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7-2

I can find equivalent fractions using halves, fourths, and eighths; thirds, sixths, and twelfths; and fifths, tenths, and hundredths.

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Try This PG 274

Juanita’s Sandwich

Scott’s Sandwich

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Visual Learning Bridge

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Convince Me PG 274

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Workbook Pages Guided Practice PG 275

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Workbook Pages 275-276

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Workbook Answers

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Lesson 9 Interpret Illustrations

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Weather Lesson 35

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Weather

I can explain how global wind patterns impact the daily weather.

Jet Streams

Water currents

foldable

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Jet Streams & Water currents

Water Currents

Jet Streams

El Nino and La Nina

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Weather & Climate foldable

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Weather v Climate

Weather Climate:

What Charlotte is like outside What Charlotte is usually like

_________ _________ (or soon) _________ ________

Jet Stream

Gulf Stream

El Nino & La Nina

Air Masses & Fronts

High band of ______ _______.
Separates _________ and _________ air.
If it dips ________ us, expect ________ weather.

_________ currents
Brings _________ from the _______ of _______ across the Atlantic ocean
It’s a ________ water current

_________ of water in the Pacific Ocean
Brings _______ and ________ weather to the U.S
It cycles with La Nina.

Blob of _____ with similar temperature and _______ throughout
_______ collide in fronts

Brings _______ and ________ than usual weather to the U.S.

Warm fronts leave _______ weather
Cold fronts leave ________ weather
All fronts can to to ________

Right Now

Over time

Fast air

Hot cold

Below cold

water

Gulf

Mexico

warm

warming

warmer

wetter

cooler

drier

air

moisture

masses

warmer

colder

weather

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