Good Morning, Class!

Please take out:

• independent reading book
• SS Turning Points (white book)
• Chromebook

Per. 1 (8:15-9:09)

Learning Target: Students will be able to sustain attention and focus on independent reading the entire time.

• Independent Reading

Per. 2 (9:12-10:00)

Learning Target: Students will be able to craft a body paragraph and use transitions to clarify relationships among ideas in informative/explanatory writing.

Extended Writing Project – Body Paragraphs and Transitions

Define

• Why is it so important to begin your body paragraphs with a topic sentence? What purpose does it serve?
• How can the quality of the evidence presented impact your writing? What types of evidence can you use in a body paragraph?
• Why do you need to analyze and explain your evidence?
• What should you do in your conclusion sentence? Why is this sentence important?
• According to the definition, what are transitions? How can specific transition words and phrases help readers recognize the organizational structure of a text? How do transitions provide coherence in a text?

Model

• What evidence is used in the first body paragraph to support the topic sentence?
• What is the purpose of the last line in the first body paragraph?
• What is the first bold transition word that is pointed out in the excerpt from the Student Model? What type of organizational text structure does this phrase suggest? What are some other words and phrases that indicate a compare-contrast structure?

Your Turn

• Partners read the paragraphs and discuss questions
• Share out whole class

Write

• Draft the first body paragraph for your informative/explanatory essay
• Do two peer reviews when finished, providing specific suggestions for improvement

Homework:

1. Read 25+ pages and log on Biblionasium:
   1. Book title
   2. Page #s you read (p. ____ to p. ____)
   3. Big Thing that Happened (1-2 sentences: Who? What? When? Where?) + 1 question, prediction, inference, connection, visualization, or new word and how you guessed its meaning

Per. 3 (10:03-10:51)

Learning Target: Students will be able to deliver an effective oral performance of a script or story.

Reader’s Theater Practice

• Move desks to center of room
• Have five groups rehearse their reader’s theater scripts for performing on Monday