Unit 4 Lessons 6 - 14 + Pausing Points

Lesson 6 (Photos Here)

Listening: We did page 6.1, and I emphasized looking back in the text. 

Reading: Did not do the Cupid story.

Language: We talked about why 'e' is long in these words - because they are at the end of an open syllable.  We highlighted, split syllables, and sorted.

Writing: We did not do the 'Futbol' text. Instead, we looked at some stories I wrote following the OREO opinion writing format. They found the opinion sentence, the reasons, examples, and concluding sentence.

Lesson 7

Listening: Before listening, I had them sort sentences into patrician or plebeian. During listening, they checked and confirmed if they were in the correct category. We did not do the worksheet.

Writing: Using the details from the text, we answered the prompt "Would you rather be a plebeian or patrician?" I guided them through the planning sheet. More on this a couple posts back.

Language: Split syllables and highlighted again. Fill in the blanks on slides for "to have".

Reading: Did not read Damocles - ran out of time due to spending extra time on writing.

Pausing Point

Riddles: These are in the TG. They were searching in their books and interactive notebooks for answers, which was fun to see!

Writing: We used the planning sheet and sentence stems to write a paragraph on color coded paper.

Reading: Listened to and read books on Epic about Roman times and Roman mythology.  This slide is in my Language Choice Boards & Libraries.

Lesson 8

Reading/Listening: Compared and contrasted the 2 chapters about Julius Caesar using a Venn Diagram in the Interactive Notebooks. Did not do the worksheet. Did a Pear Deck thumbs up/down to check for understanding. We highlighted the answers in the text (on the hub).

Writing: Did not do this

Language: Quick overview of suffixes -ist and -ian.  Did the matching activity from my suffixes packet. Filled in missing letters for the spelling words.

Lesson 9 (Photos Here)

We compared/contrasted the Julius Caesar chapters using a Venn Diagram in the Interactive Notebook. I wrote it on the board, and the provided me with text evidence to highlight. We also did a thumbs up/down activity before and after reading. They love revising their knowledge and changing their answers!

Using my favorites @hanson, we learned suffixes -ist and -ian, then completed the matching page from my suffixes packet. They also filled in the missing spellings for their spelling words on Pear Deck.

Lesson 10

While listening, since they didn’t have anything to write down, I circled words from the text and they used them in sentences to summarize. We did another Venn Diagram.

In writing, they completed the debate web (9.2) alone, then we shared out to complete both sides. After voting, 23-1 that Caesar was a traitor we worked together writing our opinion piece. The planning sheet is from my unit 4 writing packet.

Lessons 9-10 | Opinion Writing (Photos here)

1. After reading the chapters, we had a discussion about if JC was a hero or traitor. We took notes on 9.2, and I wrote them on a Classroom Screen.

2. We voted and 23-1 thought he was a traitor, so I did a guided writing with that response using the planning sheet from my opinion writing packet. My 1 student did his own writing about why JC is a hero.

3. The next day, we used the same sentence stems from the last writing prompt to turn the pre-writing into a paragraph. I guided them in this, and allowed them to choose their own stems.

Lesson 11

Before reading vs after reading!

CKLA works if you teach it with a reading mindset, not a science/ss mindset. Kids aren’t supposed to memorize this stuff - they need to learn how to look back in the text to find the answer to any question posed.

Lesson 11 (Photos Here)

Using the planning sheet and sentence stems, the kids wrote their opinion paragraph. I guided them on the board.

We skimmed the chapters to fill in the timeline (10.4).

We had extra time, so we played a Unit 4 Blooket - one I found in the search.

New spelling words: sorted them in the Interactive Notebook, and I highlighted them on the board.

Lesson 12

We did another before/after reading thumbs up/down. Look at how they were able to revise their knowledge using the text!

We used the “shutter flaps” as I call them to do the “read and find” activity for chapter 17. The way I do this is guided, but independent. We read the question, then they read alone to look for the answer. After a few minutes, I play it on the Hub and we highlight the answer.

Lesson 12

As we get further along in the units, the kids will be asked to do more “read and find” lessons. You ask them the question and they are to find the answer in the text. Almost always, this is a supposed to be a verbal response. My kids do so much better when they have a place to write down their answers! AND all kids are responding instead of the same few who raise their hands. I created these shutter flaps for the interactive notebook so they have the questions and a place to record their answers. This helps me see who is finding the answers in the text!

Pausing Point

It’s the day before Thanksgiving but we managed to squeeze in a little CKLA! Today is a pausing point day, so they wrote 10 facts about Ancient Rome. They had to be from the reader…kids were skimming, rereading, and using vocabulary! I was impressed how engaged they were!

Lesson 13 (Photos here)

Listening: I forgot to print off the interactive notebook page, so the kids wrote down main events on a blank page in their notebooks. They did a lot better with this than I anticipated!

Reading: We did not do the play. They earned a class reward of a movie and popcorn, so instead we watched Arthur’s Thanksgiving.

Spelling: We did the spelling sort from Lesson 11 to practice for the test. They used the words from the slides and page 11.4.

Pausing Point - (This was the day before break!)

Riddles: We did this on the slides using Pear Deck to respond.

10 Facts: They used their readers to record 10 things they have learned about Ancient Rome.

We also took the spelling test.

Lesson 14-15 (same day)

Reading: I read the 2 cases to them. On a pear deck slide, they wrote down what the author’s opinion was and how they knew. We did not do the worksheets.

Writing: We read 15.4 to get more information to answer the prompt “What do you think is the Roman Empire’s greatest contribution. We made a list of ideas, then they filled out the planning sheet on their own. Kids who wrote about the same thing got together and compared answers. The next day, they wrote this into a paragraph.

Language: We did the -y and -al word/definition match up, then the suffix spinner activity with a partner. These are both from my Unit 4 Suffix packet on TPT.