James

Vickers
Monday 03/16/15
CCSS: (Unit):
RL.2 Determine the theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
RL.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.
-RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.6 Determine an authors point of view or purpose in a text and explain how it is conveyed in
the text.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.

Objectives: I will be able to
Use editors marks to correctly punctuate a sentence and to capitalize all necessary
words; identify clauses, sentence type, and sentence purpose (DGP).
Determine the meaning of unknown words based on context clues/STEMS.
Make predictions about the play based on what was read during Act 1 of the play, The
Phantom Tollbooth.
Produce the meaning of vocabulary used in The Phantom Tollbooth by writing the
definition, finding a synonym, drawing a picture and using the word in a sentence.
Focus Question(s):
How does drama provide the reader with a different experience than prose (short stories,
novels) or poetry?
Materials:
The Phantom Tollbooth, Act 2 Play
Character List- Act 2
Stems List SL #14
DGP Week 5 WorkSheet
Notecards (HW)
Four Square Vocabulary Sheet (2 Pages)
SSR Novel
Procedure:
Initiation
1. Greet Students. Instruct students to write homework in their agendas. Discuss each
homework assignment. Briefly discuss the agenda for the day. Go over the objectives
with the classroom. (5 minutes)
2. SSR (10 minutes)
3. [DGP] Daily Grammar Practice (5 minutes)

Lesson Development
4. STEMS: Students are given STEMS list #14. I will then pass out #SL 14 worksheet and we
will go over the stems on the Smart Board together. I will also pass out notecards for
their stems card deck, which they will complete for homework. I will introduce each
stem and ask for/write the definition. I will provide clues for click-it words and ask
students to use their inference skills to figure out my click-it words. I will write these
words on the board. Students are then given 5 minutes to find two new click-it words
per STEM (with elbow partner); students may/should use dictionaries as needed. I will
then ask students to volunteer to share words they found to use as their own click-it
words. We will then review the lesson with a small #SL 14 review cheer (20 minutes).
Closure
5. Drama Unit: Before beginning Act 2, students will give their predictions of what may
occur in the text. I will pass out the Act 2 packet and discuss students predictions. Then
they will choose a new character, which they will portray while reading the last act
aloud with the class. I will have a character list made so I am able to track what
character each student will be for every block. (10 minutes)
6. Vocabulary: Students will complete a vocabulary activity to develop and increase the
students knowledge of words through personal connection. There will be a piece of
paper divided into four parts (squares) and each square contains either the synonym
and/or antonym of the word, the definition of the word, a sentence containing the
word, and a picture representing the word. In the middle of the paper, there is a circle
where students will put the vocabulary word. I will choose two words that I think
students will find difficult and have them do a four square for the word for better
understanding before reading each day. If not completed in class, students are to take
the worksheets home and complete for homework. Students are to bring in the
homework, completed, and I will check them for a homework grade. (15 minutes)

Accommodations: Students are able to use their elbow partner to create STEMS click-it words.
Discussion is provided for comprehension of the text. Students are given vocabulary four square
sheet for a better understanding of vocabulary used in the dialogue of the play.
Assessment: Discussion, Predictions, Vocabulary Sheets
Homework: SSR (Read), Complete SL #14 Notecards, Vocab Sheet, SL #9-14 quiz Friday,
REMINDER: bring markers/color pencils for tomorrows task

Tuesday 03/17/15
CCSS: (Unit) :
RL.2 Determine the theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct form personal opinions or judgments.
RL.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.
-RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.6 Determine an authors point of view or purpose in a text and explain how it is conveyed in
the text.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.

Objectives: I will be able to
Identify sentence parts for Daily Grammar Practice.
Produce the meaning of vocabulary used in The Phantom Tollbooth by writing the
definition, finding a synonym, drawing a picture and using the word in a sentence.
Design a collage based on characters in The Phantom Tollbooth.
Focus Question(s):
How does drama provide the reader with a different experience than prose (short stories,
novels) or poetry?

Materials:
The Phantom Tollbooth, Act 2 Play
SSR Novel
Four Square Vocabulary Sheet
DGP Week 5 Worksheet
Construction Paper
Markers/Color Pencils
Magazines
Glue
Procedures: (60 min.)
Initiation
1. Greet Students. Instruct students to write homework in their agendas. Discuss each
homework assignment. Briefly discuss the agenda for the day. (5 minutes)
2. SSR (10 minutes)
3. Daily Grammar Practice [DGP] (5 minutes)
Lesson Development
4. Vocabulary: Students will complete a vocabulary activity to develop and increase the
students knowledge of words through personal connection. There will be a piece of

paper divided into four parts (squares) and each square contains either the synonym
and/or antonym of the word, the definition of the word, a sentence containing the
word, and a picture representing the word. In the middle of the paper, there is a circle
where students will put the vocabulary word. I will choose two words that I think
students will find difficult and have them do a four square for the word for better
understanding before reading each day. If not completed in class, students are to take
the worksheets home and complete for homework. Students are to bring in the
homework, completed, and I will check them for a homework grade. (10 minutes)

5. Drama Unit: Students will take out The Phantom Tollbooth play. Students will state what
their relationship as a student is to Milo and his adventures in Act 1. After discussing Act
1 and the impact it had on the students point of view, we will begin reading Act 2 until
coming to a specific stopping point. Students will be asked questions for comprehension
of text. (15 min.)
Closure
After the reading, we will briefly discuss the characters in the play. Some questions
would be: Who are the main characters? Who are the minor characters? How might
you know this? Who do you relate to? I will then distribute magazines and colored
paper. Students are to choose a partner; together they will choose a character from The
Phantom Tollbooth and create a collage using words and phrases to describe the
character chosen from magazines. Students will write a short explanation (3 sentences)
on a lined notecard describing their character and telling why they chose these words.
Students will then paste their explanations to the backs of their collages. I will show
some of the students completed collage on the Elmo and we will discuss which
character was chosen for a particular collage. I will then collect their collages and display
them on the wall outside the classroom. These collages will count as a classwork grade
for completion.

Accommodations: Students not reading the play are able to hear it read aloud for better
understanding and not focus on words misread. Students are able to use the collages for a
better understanding of characters through words and phrases.
Assessment: Vocabulary, Collages, Discussion
Homework: SSR (Read), Study SL #9-14 quiz Friday

Wednesday 03/18/15
CCSS:
RL.2 Determine the theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct form personal opinions or judgments.
RL.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.
-RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.6 Determine an authors point of view or purpose in a text and explain how it is conveyed in
the text.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.


Objectives: I will be able to
Identify the parts of speech in a sentence for Daily Grammar Practice.
Read The Phantom Tollbooth using appropriate expression.
Use questions to create a short narrative writing based on the adventures of Milo in
search of Rhyme and Reason in The Phantom Tollbooth.
Answer questions based on South Carolina ridiculous laws history passage.

Focus Question(s): How does drama provide the reader with a different experience than prose
(short stories, novels) or poetry?
Materials:
The Phantom Tollbooth, Act 2 Play
SSR Novel
DGP Week 5 Sheet
Into the Unknown Worksheet
ASPIRE prompt sheet
SC Ridiculous Laws Passage/Q&A
Procedures:
Initiation-
1. Greet Students. Instruct students to write homework in their agendas. Discuss each
homework assignment. Briefly discuss the agenda for the day. (5 minutes)
2. We will read aloud South Carolina ridiculous laws history passage to celebrate SC Day.
After reading the passage, students are to answer the questions assigned. When
completed we will go over the answers in class. (10 minutes)
3. Daily Grammar Practice [DGP] (5 minutes)
Lesson Development:
4. Drama Unit: Students will be given a sheet called, Into the Unknown. On this sheet,

students are given a writing prompt that states, Describe in detail a time when you
had to overcome your fears to do something courageous, different, strange, or
dangerous. Use these questions to plan your story description. I will first state my
expectations for answering the questions efficiently and also, show an example sheet on
the Elmo with completed answers. Students are to answer the questions in the blanks.
Once students have answered the questions, I will check for completion. Students will
then turn over their the sheet and find the ASPIRE prompt where students will use their
questions to answers to create a narrative essay. When students have completed their
essay, students will turn in the essay to the drawer for a classwork grade. If the
student is unable to finish the assignment, the prompt will still be collected and graded
as a classwork grade. (40 minutes)

Accommodations: Students are given guided questions to create a narrative and are able to use
their answers for their paragraphs.
Assessment: Discussion, Narrative Writing Prompt
Homework: SSR (Read), SL #10-14 quiz Friday

Thursday 03/19/15

CCSS:
RL.2 Determine the theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct form personal opinions or judgments.
RL.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.
-RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.6 Determine an authors point of view or purpose in a text and explain how it is conveyed in
the text.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.

Objectives: I will be able to
Develop and increase knowledge of vocabulary used in The Phantom Tollbooth.
Read The Phantom Tollbooth using appropriate expression.
Identify expressions used in The Phantom Tollbooth by using an expressions graphic
organizer.
Focus Question(s): How does drama provide the reader with a different experience than prose
(short stories, novels) or poetry?
Materials:
The Phantom Tollbooth, Act 2 Play
Four Square Vocabulary Sheet
Language Chart
SSR Novel
Procedures:
Initiation
1. Greet Students. Instruct students to write homework in their agendas. Discuss each
homework assignment. Briefly discuss the agenda for the day. (5 minutes)
2. SSR (10 minutes)
Lesson Development
3. Vocabulary: Students will complete a vocabulary activity to develop and increase the
students knowledge of words through personal connection. There will be a piece of
paper divided into four parts (squares) and each square contains either the synonym
and/or antonym of the word, the definition of the word, a sentence containing the
word, and a picture representing the word. In the middle of the paper, there is a circle
where students will put the vocabulary word. I will choose two words that I think
students will find difficult and have them do a four square for the word for better
understanding before reading each day. If not completed in class, students are to take

the worksheets home and complete for homework. Students are to bring in the
homework, completed, and I will check them for a homework grade. (15 minutes)

4. Drama Unit: Drama Unit: Students will take out The Phantom Tollbooth play and will
state an overview of the text before reading more of Act 2. Students will be asked
questions for comprehension of text. (20 min.)
Closure
5. Students will be given a language chart. This section will be lead as an I do, We do, You
do activity because of how difficult of a task it may be on students. On the language
chart, students are to find multiple expressions found in The Phantom Tollbooth.
Students are to fill out the chart accordingly starting with listing the expression, naming
the type of expression; its literal meaning, its intended meaning, and a small sketch.
There are two examples already created for students so they will only have to find three
more. I will first go through one example with the students. Next, I will ask students to
help gain different answers to fill out another section in the chart. After students have
had some examples with the assignment, students are to fill out the rest of the chart
with a partner. (15 minutes)
Accommodations: Directions read aloud for students who have difficulty comprehending.
Students are given a walk through of the task so there is no confusion or misunderstanding of
the work intended for them. Students not reading the play are able to hear it read aloud for
better understanding and not focus on words misread. Students are able to figure out
expressions through their own analysis of the text.
Assessment: Discussion, Vocabulary, Language Chart
Homework: SSR (Read), Study SL #10-14 quiz Friday

Friday 03/20/15

CCSS:
RL.2 Determine the theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct form personal opinions or judgments.
RL.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.
-RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.6 Determine an authors point of view or purpose in a text and explain how it is conveyed in
the text.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.

Objectives: I will be able to
Define and identify STEMS definitions by using a word bank and context clues in a
sentence.
Apply different concepts to organize, interpret, and define data successfully in Success
Maker Lab.
Analyze the text based on humor used within The Phantom Tollbooth.

Focus Question(s): How does drama provide the reader with a different experience than prose
(short stories, novels) or poetry?
Materials:
Success Maker Lab
Stems
SL #14 Quiz
SSR Novel
Youtube Clips
Procedures:
Initiation
1. Greet Students. Instruct students to write homework in their agendas. Discuss each
homework assignment. Briefly discuss the agenda for the day. (5 minutes)
2. Take students to Success Maker Lab (25 minutes).
Lesson Development
3. STEMS: Students will take the SL #14 STEMS quiz. When students have completed the
quiz, they may have extra time to read their SSR novel while others finish. (15 minutes)
Closure
1. Drama Unit: Students will take out The Phantom Tollbooth play and continue reading
from yesterday. Students will be asked questions for comprehension of text. We will

then have a brief lesson on humor. I will teach students the different forms of humor in
the play, such as physical humor, verbal humor, paradoxes, and nonsense. Some visuals
used will come from YouTube clips from cartoons such as Cars, Monsters Inc., and
Despicable Me. I will have students work in small groups of 3, and they are to locate
five humorous things that people have done or said during the play. Students are to
identify the type of humor found and also analyze why each example makes them or the
readers laugh. (15 minutes)
Accommodations: Directions read aloud for students who have difficulty comprehending.
Students not reading the play are able to hear it read aloud for better understanding and not
focus on words misread. Students are able to work with others to share different ideas.
Assessment: SML, Quiz, Discussion
Homework: SSR (Read)


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DGP Week 5 Sheet