11-3-08

Focus on setting and vocabulary.

Vocabulary: terrible wearily jetted slammed strange alarm familiar time flew by signaling snatching

Learning Objectives

• Practice defining, writing, reading, and pronouncing English words within a short story/narrative. • Identify nouns, verbs, pronouns, and adjectives. Agenda

I) Have students write and correct Proofreading Warm-ups. We will go over warm-up as a class. Students will make necessary correction on the board. Examples are below. a) Hanaa singned a song for her sister b) abraham lincon is the 16th president of the united state c) hasnt nobody in our class been at washingtun state

II) Students will read “A Slippery Sidewalk” to themselves and scan for any words that are unfamiliar. The teacher will model the reading for the students as they listen. Then, the students will read the story out loud. Students will identify nouns, verbs, pronouns, and adjectives.

III. Define vocabulary words from writing prompt and translate into Spanish and Arabic.

IV. Have students write a sentence using each vocabulary word. Students can partner up with each other.

=November 3, 2008= =Directions:=
 * 1) Get your notebook.
 * 2) Copy today's learning objectives.

=__Learning Objectives__ (copy in your planner)=
 * Learn to define and identify the elements of personal narratives (sight, sound, smell, touch, taste).
 * Use graphic organizers to keep track of identified elements of personal narratives.

=__Agenda__ (do not copy)=


 * 1. How to Identify Sensory Details.**
 * 2. Teacher Modeling**
 * **Teacher models how to identify sensory details on the white board for a paragraph from the reading:**




 * 3. Students read [|The Racist Warehouse]**
 * Working in groups of 3 to 4, students identify all of the sensory details by underlining them and labeling them according to the instructions received on item 1 of the agenda.
 * In groups, students develop an Events, Sensory Details, and Dialogue chart.
 * In groups, students develop a Beginning, Middle, and End chart.