Five Day Generic Lesson Plans
Welcome! Information
These lessons are generic, but do lead to a culmination activity in Day 5.
Each class lesson includes several activities to keep student focus.
Note:
Writing Lessons for grades 5, 6, 7, 8 are mostly the same, except for the type of prompt.
Remember that the whiteboard is for special computer pens only, not markers. Please use the chart stand for markers/whiteboard.
Computer work is assigned; therefore, no computers on days with substitutes.
Schedule:
7:45-9:00 Prep (Student breakfast 7:45-8:12; student JumpStart 8:15-9:00
9:05-10:00 Reading Grade 8
10:05-11:00 Writing Grade 8
11:05-12:00 Writing Grade 7 (lunch rotates with the homeroom teacher; see schedule)
12:53-1:47 Writing Grade 6
1:52-2:40 Writing Grade 5
2:40-2:45 Homeroom Grade 8 (Notes home/dismissal -- dismiss sports through hallway and bus/walkers through outside door)
Fire Alarm:
To the left of the outside door is the folder with directions, class list and red/green signal cards.
For help:
The teachers in this wing, starting next door, are:
Tracie Merrill next door, Math Teacher, ext 35
Head Teacher, Dean Erickson, Social Studies 36
Jama VanBrunt, Science 26
Terrie Sanger, Resource Room 19
Nancy Armstrong-Montes, Fourth Grade 30
Also see:
Office 10
John Adkins 12
Opportunity, Erika Kelly, 22
About the Lessons
- color-coded for class; columns are days 1-5.
- Texts are located in student desks (Write Source 2000-black; Write Source Blue paperback).
- Dictionaries/Thesaurus are located around the room in crates.
Handouts
- attached;
- you’ll need copies if none are located in an expandable file folder on my desk at far left under the Reading binder.
Links
Discipline notes and class lists
- are also in the expandable file folder.
Thank you!
Day 1
Reading - 8
Independent Reading 30 min.: Students read own texts. If students have no text, allow them three minutes to choose a book from the shelves. Questions: While reading students think about:
- What did I learn? (in words and graphics)
- How does this relate to me?
- How does this help me understand the world?
Response (5 min): Students write for 5 minutes to answer the questions.
Activity 1 (10 Min): Each student defines four vocabulary words from their reading (sheet attached); Students teach each other one of their words.
Activity 2 (10 min): Each student finds 2 places of excellent writing in their book to share and explain why it demonstrates good writing.
Writing- 8
1. Power Write (directions attached to plan at in link at right)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on a persuasive writing prompt. (see attached). -- offer two choices.
Writing - 7
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on a persuasive writing prompt. (see attached). -- offer two choices.
Writing 6
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on an expository writing prompt. (see attached). -- offer two choices.
Writing 5
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite for a narrative writing prompt. (see attached). -- offer two choices.
Day 2
Reading - 8
Independent Reading 30 min.: Students read own texts. If students have no text, allow them three minutes to choose a book from the shelves. Questions: While reading students think about:
- What did I learn? (in words and graphics)
- How does this relate to me?
- How does this help me understand the world?
Response (5 min): Students write for 5 minutes to answer the questions.
Activity 1 (10 Min): Each student defines four vocabulary words from their reading (sheet attached); Students teach each other one of their words.
Activity 2 (10 min): Each student finds 2 places of excellent writing in their book to share and explain why it demonstrates good writing.
Writing- 8
1. Power Write (directions attached to plan at in link at right)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on a persuasive writing prompt. (see attached). -- offer two choices.
Writing - 7
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on a persuasive writing prompt. (see attached). -- offer two choices.
Writing 6
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on an expository writing prompt. (see attached). -- offer two choices.
Writing 5
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite for a narrative writing prompt. (see attached). -- offer two choices.
Day 3
Reading - 8
Independent Reading 30 min.: Students read own texts. If students have no text, allow them three minutes to choose a book from the shelves. Questions: While reading students think about:
- What did I learn? (in words and graphics)
- How does this relate to me?
- How does this help me understand the world?
Response (5 min): Students write for 5 minutes to answer the questions.
Activity 1 (10 Min): Each student defines four vocabulary words from their reading (sheet attached); Students teach each other one of their words.
Activity 2 (10 min): Each student finds 2 places of excellent writing in their book to share and explain why it demonstrates good writing.
Writing- 8
1. Power Write (directions attached to plan at in link at right)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on a persuasive writing prompt. (see attached). -- offer two choices.
Writing - 7
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on a persuasive writing prompt. (see attached). -- offer two choices.
Writing 6
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on an expository writing prompt. (see attached). -- offer two choices.
Writing 5
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite for a narrative writing prompt. (see attached). -- offer two choices.
Day 4
Reading - 8
Independent Reading 30 min.: Students read own texts. If students have no text, allow them three minutes to choose a book from the shelves. Questions: While reading students think about:
- What did I learn? (in words and graphics)
- How does this relate to me?
- How does this help me understand the world?
Response (5 min): Students write for 5 minutes to answer the questions.
Activity 1 (10 Min): Each student defines four vocabulary words from their reading (sheet attached); Students teach each other one of their words.
Activity 2 (10 min): Each student finds 2 places of excellent writing in their book to share and explain why it demonstrates good writing.
Writing- 8
1. Power Write (directions attached to plan at in link at right)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on a persuasive writing prompt. (see attached). -- offer two choices.
Writing - 7
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on a persuasive writing prompt. (see attached). -- offer two choices.
Writing 6
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on an expository writing prompt. (see attached). -- offer two choices.
Writing 5
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite for a narrative writing prompt. (see attached). -- offer two choices.
Day 5
Reading - 8
Independent Reading 30 min.: Students read own texts. If students have no text, allow them three minutes to choose a book from the shelves. Questions: While reading students think about:
- What did I learn? (in words and graphics)
- How does this relate to me?
- How does this help me understand the world?
Response (5 min): Students write for 5 minutes to answer the questions.
Activity 1 (10 Min): Each student defines four vocabulary words from their reading (sheet attached); Students teach each other one of their words.
Activity 2 (10 min): Each student finds 2 places of excellent writing in their book to share and explain why it demonstrates good writing.
Writing- 8
1. Power Write (directions attached to plan at in link at right)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on a persuasive writing prompt. (see attached). -- offer two choices.
Writing - 7
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on a persuasive writing prompt. (see attached). -- offer two choices.
Writing 6
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite on an expository writing prompt. (see attached). -- offer two choices.
Writing 5
1. Power Write (directions attached)-- about 10 minutes to Power Write and 5 minutes to edit, and order.
2. Review compound sentences (see power writing sheet--right side)
Compound Sentences
Write Source 2000, page 96
A compound sentence combines two sentences into one using a comma and a conjunction, such as and, or, but. Ask students to write two compound sentences, checking each other’s work.
3. Ask students to prewrite for a narrative writing prompt. (see attached). -- offer two choices.
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