• Spelling Strategy 24
• The importance of spelling in published writing
• Words are almost always spelled correctly in books for a number of reasons: it makes the text easier to read, it’s part of the pride authors take in their work, and that’s just the way the adult world works.

• Review strategy 24

• Review Pattern 24

• Review strategy and pattern 24

• Spelling Strategy 21
• Definitions in the dictionary
• When looking up words in the dictionary, reading the definition of the word can help you make sure you’ve found the right spelling.

• Review strategy 21

• Review Pattern 21

• Review strategy and pattern 21

Review characteristics of narrative, expository, and descriptive writing.

WRITING TEST TODAY!!!!

• Spelling Strategy 19
• Using guide words in the dictionary.

• Review strategy 19

• Review Pattern 19

• Review strategy 19 and pattern 19

Review characteristics of narrative, expository, and descriptive writing.

Even in the desert it rains sometimes. Think of what the world looks like outside your window when it rains. Think about how it looks, smells, and feels. What sounds do you hear? What does the rain taste like? Describe what the world looks like outside a window when it rains.

Prompt: Flowers always make a yard or a room look very pretty. Think of a garden or a bunch of flowers you have seen. Make it even better and prettier in your mind. What does it look and feel like? Does it smell? Describe the garden or a bunch of flowers so that you r reader can see it and smell it in his or her mind.

• Spelling Strategy 18
• Using the second letter of a word can help you find it more quickly in the dictionary.

• Review strategy 18

• Review Pattern 18

• Review strategy 18 and pattern 18.

Review characteristics of narrative, expository, and descriptive writing.

Descriptive essay- Imagine you have just been given the name and address of a penpal. Describe yourself to that person.

Prompt: Your teacher comes into the classroom and places a bag on her desk. Then she leaves. The bag starts to move and shake. Write a story about what happens next.

If you could become any animal, what animal would you choose to be? Why. Make sure you give reasons and examples.

• Spelling strategy 14
• A spell checker can help you if (1) you can get close enough to the right spelling that it knows what word you have in mind and (2) you can recognize the right spelling when you see it.

• Review strategy 14

• Review Pattern 14

• Review strategy 14 and pattern 14

Review characteristics of narrative, expository, and descriptive writing.

.

• Spelling Pattern 13
• Many words ending in y change the y to i after a consonant and before an added suffix, except when the suffix is -ing.

• Review strategy 13

• Review Pattern 13

• Review pattern and strategy

• Review (nouns, verbs, adjectives, adverbs, adverb exception, inverted sentences, 4 types of sentences, article adjectives, helping verbs, subject pronouns, possessive pronouns)
• Review Shurley- pattern 1 and 2
• Irregular Verbs- English book pages 164-165 ; 188
• Shurley workbook page 108

1. i and amy should have visited grants tomb while we were in new york
2. jerry either you can lift me or you can get me a chair to stand on
3. we ordered the following items two chairs one desk a lamp and three baskets

• 9. this dress don’t fit like it should said tammy
• 10. bob will you car for michelles dog while she is in Europe

• Spelling Pattern 12
• I before e, except after c, or when sounded like a, as in neighbor and weigh. And it works, with a few exceptions.

Review strategy 12

• Review pattern 12

3. marys clothes I think have became worn from playing so much Football
4. consequently I have took to more days to finish the job

• Review (nouns, verbs, adjectives, adverbs, adverb exception, inverted sentences, 4 types of sentences, article adjectives, helping verbs, subject pronouns, possessive pronouns)
• Review Shurley- pattern 1 and 2
• Complex sentences due tomorrow!

3. his theory however wasnt write said ruth
4. as time threw the ball to margarita and I the phone rung

Take up complex sentences.

• 7. I might of wanted however to set their
• 8. welcome to roman empire restaurant the best restaurant in the east

Write a Expository

Why do you celebrate Christmas ? Explain why give reasons and examples.

Practice Test- Some of these will be sent off and scored!

• Spelling Pattern 11
• When a vowel sound has an r after it, the r makes the vowel sound a little different. Sometimes you can hear which vowel it should be, and sometimes you just have to know the word.

Review strategy 11

• Review pattern 11

3. pat might of drew those people more large
4. on friday march 9 1990 well visit dr blake and he

• Review (nouns, verbs, adjectives, adverbs, adverb exception, inverted sentences, 4 types of sentences, article adjectives, helping verbs, subject pronouns, possessive pronouns)
• Review Shurley
• Review lay, lie, set, sit, good, well
• Workbook page 23 check

3. i will have ate by the time you get hear said neil
4. no you cant come since you left the dog run away

• 7. dear vera my father and me will arrive after 430 P M we hope you can meat us your cousin dorothy

8. melissa and i lied on the Beach while at stanford state park
9. no I wont leave you lay down yet

Write a narrative.

YCW notebook page 50.

Review characteristics of narrative writing. (See posters of YCW notebook p. 58 – 60.)

Finish narrative on page 50.

• Spelling pattern 10
• Two sounds are spelled with double o: the one we hear in food and the one we hear in book. The vowel sound in food is also spelled u_e, as in dude. Words like fuse have the same spelling with a different sound.

Review strategy 10

• Review pattern 10

3. toms family goed to Australia for there vacation this year
4. if you had only too answers write on the whole Test wouldn’t you need to study more nick

• Review (nouns, verbs, adjectives, adverbs, adverb exception, inverted sentences, 4 types of sentences, article adjectives, helping verbs, subject pronouns, possessive pronouns)
• Pattern 2 worksheet for a grade

• 7. david and me were laying on our beds studyng when mother said its time to turn out the light
• 8. the chung king restaurant is where there going for lunch

1. ms susan mason 2343 lazona avenue mesa az 85203
2. if your going to play good at the baseball game yull have to practice more hard

Finish the essay from Friday. YCW notebook page 46. suppose you were an adult for a day. Write a story telling what happened.

Review characteristics of narrative writing. (See posters of YCW notebook p. 58 – 60.)

Students will plan and write a narrative for the prompt located on p. 47.

Students will continue writing the narrative which was started in class yesterday.

Students will turn in their narratives at the end of class.

The teacher will share some exemplary writing samples from students’ previous writings. Discuss the good characteristics of each as well as improvements that would make the paper better.

Students will plan and begin writing a narrative for the prompt located in the YCW notebook p. 52.

Students will finish writing the narrative which was started yesterday.

• Spelling pattern 8
• There are a few common ways to spell the long e sound (ea, ee), and several less common ones (e, y, ie, ei) that are a matter of just knowing the word.

Review strategy 8

• Review pattern 8

3. he had chose to lay down at 800 PM on thursday september 16 1987
4. breadas grades begin to raise as she studied more harder

• Review (nouns, verbs, adjectives, adverbs, adverb exception, inverted sentences, 4 types of sentences, article adjectives, helping verbs, subject pronouns, possessive pronouns)
• Pattern 2 Workbook page 16
• Teacher made worksheet for review!

• 7. theres nothing for billy and he to do cried gloria
• 8. cindy and her had took the most long way home from School

1. leo don’t want to help me and hannah today
2. he has grew two inches this year but he don’t think he can play basketball yet

• Journal Writing (If time allows.)
• Descriptive Writing- 60 minutes to plan. write, and edit.

• Journal Writing (If time allows.)
• Descriptive Writing
• Write a 60 minute descriptive essay.

Introduce the narrative mode of writing. Share with students the transparency "How to Feed a Cat". After reading the story, discuss the qualities of the narrative writing example. (grabber lead, dialogue, clear sequence of events, big moment, 3^rd hole rule, etc.)

Using the poster of p. 59 of the YCW notebook, discuss the plan we will use for narrative writing. Discuss the before, during, and after scenes..

Review yesterday’s discussion.

Discuss the posters of p.58 and 60 of the YCW notebook.

Use transparency of chicken story plan to show how to plan for a narrative.

• Spelling pattern 6
• You can make a good first guess for a word that’s spelled with long a, and then have a strategy for what to do after writing your first attempt at the word.

Review strategy 6

• Review pattern 6

1. my dad he bought another car on wednesday august 25
2. calvin and her walks down hill street every day
3. frisky his dog was so old that he could no longer here

• Review (nouns, verbs, adjectives, adverbs, adverb exception, inverted sentences, 4 types of sentences, article adjectives, helping verbs, subject pronouns, possessive pronouns)
• Review pattern 1- check workbook pages 13-14
• Plural rules page 84-85 English text book

1. the petunias should have grew to
2. i and my Brother worked carefully and our model turned out good

• 7. did you see bobs artwork on display last thursday asked karen
• 8. he is going to take these papers to Juanita and I at the Biltmore hotel

• Journal Writing (If time allows.)
• Expository Writing
• Write and essay on why we say no to drugs! This is for red ribbon week.

• Journal Writing (If time allows.)
• Descriptive Writing
• Discuss figurative language.
• Continue writing essay started with Mr. Shelton

• Journal Writing (If time allows.)
• Descriptive Writing

Review the characteristics of descriptive essays.

Continue writing essay!

As students are writing, the teacher will conference with individual students about the essays that were written last week and provide help with the essay that is currently being written.

• Journal Writing (If time allows.)
• Descriptive Writing

Students will plan and begin writing the essay for the prompt located on p. 63 of the YCW notebook.

• Spelling pattern 5
• It’s important to know when spelling really matters. As students’ attitudes toward spelling mature, they’ll care more about correct spelling.

Review strategy 5

• Review pattern 5

• DOL

1. i and my brother were learning sharon how to ride her bike
2. the boy and his friend isnt going to set on these hard chairs for long

Review parts of speech.

Review definitions.

• Review (nouns, verbs, adjectives, adverbs, adverb exception, inverted sentences, 4 types of sentences, article adjectives, helping verbs, subject pronouns, possessive pronouns)
• Review subject pronouns, possessive pronouns, and understood subject pronoun.
• Review Shurley
• Check

Go over punctuation rules on page 113-114 in the workbook.

TE 145,148,149,150

• 7. i have took them boys to denver colorado several times

9. Maria was to have sang in the west side glee club this year
10. he had hid in his Room so that other children would let him alone

• Give DOL test.
• Review Capitalization and punctuation rules
• Teacher made worksheets

• Descriptive Writing
• Continue writing essay from last week.
• Prompt is on page 61.

• Journal Writing (If time allows.)
• Descriptive Writing

Using the posters of YCW p. 71 and 73, discuss the characteristics of descriptive writing and how descriptive essays are organized.

Discuss sensory details, figurative language, vivid verbs and adjectives, and noun details.

• Journal Writing (If time allows.)
• Descriptive Writing

Review / continue yesterday’s lesson.

Work on figurative language!!!

• Journal Writing (If time allows.)
• Descriptive Writing

Review the characteristics of descriptive essays.

Discuss the plan used for descriptive writing (YCW p. 72)

Begin writing a descriptive essay as a whole group. We will write to the prompt located on p.62.

• Journal Writing (If time allows.)
• Descriptive Writing

Continue writing the essay that was started yesterday.

Review strategy

• Review pattern.

• Journal Writing (If time allows.)
• Descriptive Writing

Using the posters of YCW p. 71 and 73, discuss the characteristics of descriptive writing and how descriptive essays are organized.

Discuss sensory details, figurative language, vivid verbs and adjectives, and noun details.

• Journal Writing (If time allows.)
• Descriptive Writing

Review / continue yesterday’s lesson.

Using the transparencies from the State Dept. of Education, share and discuss a few examples of descriptive essays.

• Journal Writing (If time allows.)
• Descriptive Writing

Review the characteristics of descriptive essays.

Discuss the plan used for descriptive writing (YCW p. 72)

Begin writing a descriptive essay as a whole group. We will write to the prompt located on p.61.

• Journal Writing (If time allows.)
• Descriptive Writing

Finish writing the group essay that was started yesterday.

• Strategy 3
• Invented spelling is always useful when you don’t know how to spell a word. As you become a better speller, you don’t have to invent as many words

• Pattern 3- How to spell the /J/ sound
• The /j/ sound can be spelled with a j or a g. If the /j/ sound comes at the beginning of the word, and the second letter is anything except e.i. and y, j has to be used. Before those three letters, some words use g and some j (gel, jelly).

• Review pattern 3

• Review strategy 3 and pattern 3.

• DOL/ DOL test tomorrow.
• 7. andrea sat how to fish, her new book, on the table
• 8. how had you knowed which was the more easier of the two
• Shurley – Review (nouns, verbs, adjectives, adverbs, adverb exception, inverted sentences, 4 types of sentences, article adjectives, helping verbs, subject pronouns, possessive pronouns)
• Capitalization Rules TE 148
• Teacher made worksheet
• Check

• 9 my brother he has gave me that kind of sandwich to
• 10. he had hid in his Room so that other children would let him alone
• Give DOL test.
• Check and discuss answers to the worksheet that was done yesterday. (Students will have these in their binder.)
• Shurley – Review (nouns, verbs, adjectives, adverbs, adverb exception, inverted sentences, 4 types of sentences, article adjectives, helping verbs, subject pronouns, possessive pronouns)

Students will plan and write the introductory paragraph for the prompt located on p. 28 of the YCW notebook. If time allows, students may continue on to the body of their essay.

As students are writing, the teacher will conference with individual students about the essays that were written last week and provide help with the essay that is currently being written.

• Journal Writing (If time allows.)
• Expository Writing

Students will continue writing the essay that was started yesterday.

As students are writing, the teacher will conference with individual students about the essays that were written last week and provide help with the essay that is currently being written.

• Journal Writing (If time allows.)
• Expository Writing

Students will finish writing their rough draft of the essay that was started Monday.

As students are writing, the teacher will conference with individual students about their essays.

• Journal Writing (If time allows.)
• Expository Writing

Students will plan and write the introductory paragraph for the prompt located on p. 29 of the YCW notebook. If time allows, students may continue on to the body of their essay.

As students are writing, the teacher will conference with individual students about the essays that were written earlier in the week.

• Journal Writing (If time allows.)
• Expository Writing

Students will finish writing their rough draft of the essay that was started Thursday.

As students are writing, the teacher will conference with individual students about their essays.

• Spelling pattern 2

Review strategy

• Review pattern.

• DOL

Review parts of speech.

Review definitions.

• Introduce Interjections TE 108
• Helping verbs discussion
• Finish page 6
• Homework: Vocabulary test tomorrow

• Review compound sentences with conjunction. Students will write 10 compound sentences using the conjunctions and, but, and or. Students will construct 10 compound sentences. The sentences will be due on Tuesday Sept 23. (in cursive)
• Review (nouns, verbs, adjectives, adverbs, adverb exception, inverted sentences, 4 types of sentences, article adjectives, helping verbs, subject pronouns, possessive pronouns)
• Review subject pronouns, possessive pronouns, and understood subject pronoun.
• Vocabulary Quiz
• Check page 6 in workbook

• 7. he has began to read bed in summer, one of my favorite poems
• 8. my teacher looked at my paper and said please learn jane how to do this work good

• Give DOL test.
• Teacher made worksheet for review/grade

• Expository Writing (If time allows.)

Using the essays that the students wrote last week, the teacher will select a few papers to share with the class. Transparencies will be made of the papers, and the class will discuss the good characteristics of each paper as well as how they could be improved.

Students will plan and write the introductory paragraph for the prompt located on p. 25 of the YCW notebook. If time allows, students may continue on to the body of their essay.

As students are writing, the teacher will conference with individual students about the essays that were written last week and provide help with the essay that is currently being written.

• Journal Writing (If time allows.)
• Expository Writing

Students will continue writing the essay that was started yesterday.

As students are writing, the teacher will conference with individual students about the essays that were written last week and provide help with the essay that is currently being written.

• Journal Writing (If time allows.)
• Expository Writing

Students will finish writing their rough draft of the essay that was started Monday.

As students are writing, the teacher will conference with individual students about the essays that were written last week and provide help with the essay that is currently being written.

• Journal Writing (If time allows.)/Expository Writing

Students will revise and edit their essays that they have written this week. Specifically, students will make revisions for: compound sentences, sentence variety (YCW notebook p. 17), avoiding tacky expressions (YCW notebook p. 18). After revising their essay, students will publish their papers. Collect all papers.

• 1. theyre friends will wait hear for betsy and i
• 2. were going to visit the ford motor company
• 3. she want to read summer rain, ashort poem, even thought she cant read good
• 4. mrs. olson should of saw that movie but she wasnt feeling good

1. he don’t want no turkey mashed potatoes or beans for thanksgiving
2. mr birch, our teacher, has learned us how to draw a conclusion from the sisters, a short story

• 9 i now that mayor cabot had took her guitar along and had sang some songs
• 10. the telephone had rang five times before he answered it for i

Students will revise and edit their essays that they have written this week. Specifically, students will make revisions for: compound sentences, sentence variety (YCW notebook p. 17), avoiding tacky expressions (YCW notebook p. 18). After revising their essay, students will publish their papers. Collect all papers. (I plan to grade the introduction to these essays only.)

• Journal Writing (If time allows.)
• Expository Writing

Using the essays that the students wrote this last week and finished this week, the teacher will select a few papers to share with the class. Transparencies will be made of the papers and the class will discuss the good characteristics of each paper as well as how they could be improved.

• Shurley - Review (nouns, verbs, adjectives, adverbs, adverb exception, inverted sentences, 4 types of sentences, article adjectives)

Review preposition jingle.

Students will plan and write the introductory paragraph for the prompt located on p. 24 of the YCW notebook. If time allows, students may continue on to the body of their essay.

As students are writing, the teacher will conference with individual students about the essays that were written last week and provide help with the essay that is currently being written.

• Journal Writing (If time allows.)
• Expository Writing

Students will continue writing the essay that was started yesterday.

As students are writing, the teacher will conference with individual students about the essays that were written last week and provide help with the essay that is currently being written.

Students will finish writing their rough draft of the essay that was started Monday.

As students are writing, the teacher will conference with individual students about the essays that were written last week and provide help with the essay that is currently being written.

• Journal Writing (If time allows.)
• Expository Writing

Students will revise and edit their essays that they have written this week. Specifically, students will make revisions for: compound sentences, sentence variety (YCW notebook p. 17), avoiding tacky expressions (YCW notebook p. 18). After revising their essay, students will publish their papers. Collect all papers. (I plan to grade the introduction to these essays only.)

• 1. she had came to my house to right a theme
• 2. yesterday I seen the biggest of the two horses

• 3. i and my sister should of build the fence
• 4. dad finished the book silent spring and said this book as so much to say

• 5. this morning I drawed a nice picture and now i feel well about that
• 6. I wont never see dr johnsons car

Shurley – Review

Extra Practice sentences TE page 81

Oral skill check with sentences

Teaching script for subject pronoun and understood subject pronoun TE 83

Review Preposition jingle

• 7. he don’t have no change in his pocket
• 8. there is a green car and a motorcycle on harriet street

• Review Preposition Jingle

• 9 jack and me gots a friend at lakeside park
• 10. my Sister has went to plays but she wont have nothing to do with musicals

• Give DOL test. Collect all papers for a grade.
• Review Shurley( definitions)
• Review Preposition jingle
• Review sentences on the board

Students will plan and write the introductory paragraph for the prompt located on p. 23 of the YCW notebook. If time allows, students may continue on to the body of their essay.

As students are writing, the teacher will conference with individual students about the essays that were written last week and provide help with the essay that is currently being written.

• Journal Writing (If time allows.)
• Expository Writing

Students will continue writing the essay that was started yesterday.

As students are writing, the teacher will conference with individual students about the essays that were written last week and provide help with the essay that is currently being written.

• Journal Writing (If time allows.)
• Expository Writing

Students will finish writing their rough draft of the essay that was started Monday.

As students are writing, the teacher will conference with individual students about the essays that were written last week and provide help with the essay that is currently being written.

• Journal Writing (If time allows.)
• Expository Writing

Students will revise and edit their essays that they have written this week. Specifically, students will make revisions for: compound sentences, sentence variety (YCW notebook p. 17), avoiding tacky expressions (YCW notebook p. 18). After revising their essay, students will publish their papers. Collect all papers. (I plan to grade the introduction to these essays only.)

• Journal Writing (If time allows.)
• Expository Writing

Using the essays that the students wrote this week, the teacher will select a few papers to share with the class. Transparencies will be made of the papers and the class will discuss the good characteristics of each paper as well as how they could be improved.

Monday: DOL

1. the tank in there car hasnt no gas in it
2. did you hear jungle voices, a short poem

1. Subject
2. verb
3. capital letter
4. end mark
5. makes sense

Noun Jingle- page 31

Verb Jingle- page 31 (TG)

Adjective and adverb definition and jingle

They will not have this memorized yet. We have to review everyday.

Pattern 1 sentence flow to page 2 together

Tuesday: DOL

Friday: DOL

9. there wedding will be held in march

10. you didn’t tell me that carl moved to ames iowa

DOL TEST

Review

Complete page three together

• Journal Writing
• Expository Writing- Continue writing the 4 body paragraphs for the essay.

• Journal Writing
• Discuss the conclusion of an essay. Discuss (CS) closing sentences and (NAD) not a declarative sentence.
• Using their plan, students will write a conclusion to their essay.

• Journal Writing
• Discuss the conclusion of an essay. Discuss (CS) closing sentences and (NAD) not a declarative sentence.
• Using their plan, students will write a conclusion to their essay.

Discuss the plans made by the students- making sure they are explaining why, giving three reasons with examples. Remind students that each paragraph gets its own topic sentence and concluding sentence.

Students will write the introductory paragraph to their essay. (See YCW notebook p. 6-9)

Monday: DOL

1. my friends went two the hillcrest grocery for some treats to
2. he has knowed his seven cousins five aunts and four uncles for a long time

1. Subject
2. verb
3. capital letter
4. end mark
5. makes sense

Noun Jingle- page 31

Verb Jingle- page 31 (TG)

They will not have this memorized yet. We have to review everyday.

Pattern 1 sentence flow to page 2 together

4 types of sentences TG page 31-32

English Text- pages 16 and 17

Tuesday: DOL

Friday: DOL

9. dad he growed carrots their in the corner

10. my brother has took the turtle, a short story, to School with him

DOL TEST

Review

Complete page two together

• Journal Writing
• Introduce YCW notebook. Discuss "Rules for Writing" sheet.
• Briefly review how to write a paragraph. YCW p.3.
• Use poster to discuss characteristics of expository writing. YCW p.2

• Journal Writing
• Expository Writing – Review information discussed yesterday. YCW p.2
• Use poster as a guide to discuss the writing plan used for expository writing. YCW . 20.
• Give each student a copy of the expository plan.
• Discuss grabber leads (GL) and topic sentences (TS).
• Assign prompt - Think about your favorite candy. Explain why it is your favorite. Be sure to give reasons and examples.
• As a group write the GL and TS of the essay.
• Plan the three body paragraphs together for the following prompt:

• Journal Writing
• Expository Writing - Finish discussing / writing the 3 body paragraphs for the essay that was started yesterday. Remind students to use their plan that was made yesterday.

• Journal Writing
• Discuss the conclusion of an essay. Discuss (CS) closing sentences and (NAD) not a declarative sentence.
• Using their plan, students will write a conclusion to their essay which was started Wednesday.