Name Week 29: Teacher-Directed

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Jeffery Bertram Garrett
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1 Mini-Lesson Activity: Paragraphing Conversation.. Week 29: Teacher-Directed Lesson Watch Out! Something is Changing! Writers have a special way to let a reader know that something is changing. Let's suppose you are reading along and your eyes are zipping down the page. Suddenly there is a jog in the print. That little jog is there because the writerhas indented. Writers indent to get your attention and to let you know that something is changing. You have learned to punctuate conversation correctly in previous lessons this year. One additional step is needed to help the reader follow the conversation. ' Each time the speaker changes, you need to indent. Read the following conversation and answer the questions; 1 "I bet you can't guess what I have hidden in this box," said Walt. 2 "Rocks?" asked Raj. 3 "Nope, guess aqaln." 4 "Candy?" 5 Walt said, "You haven't got it, yet. Let me give you a hint. It's 6 about three inches by three inches and the outside is hard like a rock." 7 "I still think it is a rock, but it could be a big magnet." 8 "One more hint: it has four legs and a tatl." 9 "If it's alive and in that box, it must be a box turtle," said Raj. 10 "Yes!" exclaimed Walt. "The turtle was a surprise gift from my' 11 Uncle Larry when he visited last weekend. I have named him Iggy." 1. How many people are part of this conversation? 2. Count the number of paragraphs in this conversation Lines 3, 4, 7, and 8 do not have any tags. How can you tell who is speaking? _ ,.---., Look for a section in your independent reading book that has conversation. Find the page with the most new paragraphs. Remember, a paragraph may have only one word. (See line 4 above.) Book Title, ~ = Page number _ Number of new paragraphs _ 336

2 Mini-lesson Activity: Paragraphing Conversation W~ek 29: Teacher-Dlrected Lesson e The writer forg.ot to indent each time the speaker changed in this conversation. o With a colored pencil place a e;] Write the conversation to mark the beginning of each paragraph. correctly below. Indent for each change of speaker. tt)gussighed,. "1 wish the rain would stop." "Why?" asked Max. "Well, it's too wet to go outside and ride my new skateboard," said. Gus. Max said, "Let's play that new video game you got for your birthday." "Sure, I forgot all about that," said Gus. "Do you even know where it is?" asked Max. "Yep, it's under that pile of clothes," ill\, I -! i Ii i! I! t: i I. t : I!! I II I!',! j: ::j I, '11 f II il I: I' L [ [,.1 'I.i r f, I i i \!,,;. I ~ f " I! ' I.!!!. ':,j, Write the names of people who are part of this conversation. Record the number of times they speak next to their names. This total should match the number of indentations. Who was the speaker in the last paragraph? _ 337 Daily Lanquaqe Instruction I :! J

3 Mini-Lesson Activity: Paragraphing Conversation Week 29: Independent Practice o The writer forgot to indent each time the speaker changed in this conversation. e- With a colored pencil place a en -to mark the beginning of each paragraph. Write the conversation correctly below. Indent for each change of speaker. ~ "I am going to enter my dog in a contest!" announced Abby. "Where and when is this contest?" asked Pippa. "It is downtown next month," said Abby. Molly asked, _IICan I enter my dogs, too?1i"sure," said Abby. "I just wish I had a dog to enter," sighed Pippa. "You can help me with my two dogs," suggested Molly. Write the names of people who are part of this conversation. Record the number of times they speak next to their names. This total should match the number of indentations. --,-_ Who was the speaker in the last paragraph? _ _ _:.. h~ ,,'orf

4 r Focus Skill: Four Reasons to Start New Paragraphs Week 29: Day One-Teacher-Directed Lesson The letters S, 5, T, T help remind us of reasons to start a new paragraph. S S new setting new speaker T T change of time new topic Working with your teacher, decide what the author has changed which requires a new paragraph. Identify and discuss the clue words/ideas that helped you determine the reason(s) for a new paragraph. Example: new topic Finally, the bus pulled out of the school parking lot on its way to the Outdoor Education Lab where our class would spend two days studying the environment. Mrs. May announced, "Just sit back and relax for an hour. When we reach the turn-off to the lab school, please watch out the windows and record any wildlife you observe." When the bus reached the lab SChool turn-off, everyone was excited. The students began to write the names of animals they spotted along the road. Almost everyone saw a few squirrels and birds by the time the bus pulled into the parking lot. Later that afternoon the group gathered at the flag pole for a class meeting. "Has anyone observed unusual animals, yet?" asked Mrs. May. Tyler announced, "I saw tigers and a giraffe behind the dining hall!" Dee started to giggle, "How in the world would you see African animals in these foothills?" "Come, take a look for yourself," said Tyler. The class walked around to the back of the dining hall where they did indeed see a picture of tigers and a giraffe painted on a wall disguising the dumpster. "Well, that wasn't exactly what I meant," chuckled Mrs. May.. Thirty seconds later, the group turned and saw. a bald eagle land high on a rocky ledge right behind them. Kim announced, "See; if Tyler hadn't brought us here to see the tigers and the giraffe, we would have missed seeing the eagle!" 1! 339

5 Focus Skill: Four Reasons to Start New Paragraphs Week 29: Day Two-Teacher-Dlrected Lesson Read the non-fiction passage below. Use four different colored pencils to circle the paragraphs. You will be looking for an introductory paragraph, two body paraqraphs.jind a short concluding paragraph. On the lines to the left, tell the reason(s) the author began each new paragraph. Reasonfor new paragraph: Main idea of paragraph 1: Reasonfor new paragraph: Main idea of paragraph 2: Reason for new paragraph: Main idea of paragraph 3: Reason for new paragraph:. Main idea of paragraph 4: Turtles and tortoises share many similarities and, therefore/ are often confused. However, recognizing these reptiles' habitats and. physical traits clearly shows they are distinctly different creatures.. The most significant difference is that turtles live in the water. The aquatic environment means that this animal moves about by swimming. The feet may be webbed.. and are shaped like flippers which makes turtles capable swimmers. Even their shells are flat, lightweight, and streamlined for swift movement through the water.' Turtles can live up to 40 years and may be kept as pets. On the other hand, tortoises live on land. Their feet are short, stubby, and sturdy for walking; They move rather slowly, carrying a much larger, heavy/ dome-shaped shell which protects them from predators. Tortoises have been known to live years with one recorded reaching the age of 188 years. Tortoises are not often kept as pets due to their large sizes and their long life-spans. The differences between turtles' and tortoises become clear when we examine the' different habitats in which they live. Both turtles arid..,. tortoises have bodies that are uniquely adapted t(j_thf their habitats. This knowledge helps us to easily tell '. the difference between a turtle and a tortoise.. 340

6 Focus Skill: Four Reasons to Start New Paragraphs Week 79: Day Three D ate Tell the four reasons writers start new paragraphs., s T _ s T~ _ Read the passage below. On the lines to the left, tell the reason(s) the author began each new paragraph. Ryan's class has been learning about non-fiction writing and research over the past few weeks. They have also learned how to create PowerPoint presentations as another effective option for presenting information. Yesterday Mr. Norton, Ryan's teacher, asked the class to choose a research topic on a job or volunteer position that illustrates how people help others in their community. In order to share the information with the class, each student would create a short' PowerPoint presentation. "Do you remember that clown that visited me when I was in the hospital?" asked Ryan. "Yes, he made you forget about the pain you were experiencing,"" said Mom. "Well, for my school topic I want to research Clown Therapy and how clowns help children in the hospital feel better," said Ryan. So Ryan asked his mom for some help in getting started on an Internet search for information about the program at Children's Hospital. He found many sites and good information, but Ryan felt like something was missing. Ryan asked, "Could we contact Rudy the Clown who came to see me? I bet he could add more personal information, and I could take some pictures of him in action for my PowerPoint." After school the next day, Ryan and his mom met Rudy at the hospital. Ryan snapped pictures of Rudy as he worked his magic with the young patients at the hospital. Walking out to their cars, Ryan asked, "Why did you become a Therapy Clown?" Rudy answered, "I always believed laughter was the best medicine, and I was born to make people lauqh!" 341

7 Focus Skill: Four Reasons to Start New Paragraphs Week 29: Day Four The writer forgot to indent each time the speaker changed in this conversation. c> With a colored' pencil place a tti to mark the beginning of each paragraph. s Write the conversation correctly below. In~_entfor each change of speaker. Efi "Did you hear that crash?" asked Corey. "Yeah, what was it?" asked Jill. "Something outside," said Kip. Corey said, "Ylkesl The old tree next door just went down!" "Luckily, we weren't sitting under it like we usually do," said Jill. "The wind is strong, but I didn't expect that!" said. Kip. Corey added, "Look, it's hollow and decayed inside. II ~--~ ~ Write the names of people who are part of this conversation. Record the number of times they speak next to their names. This total should match the number of indentations. 342

adorable _G3U2W2_ indd 1 2/19/10 5:19 PM

adorable _G3U2W2_ indd 1 2/19/10 5:19 PM adorable Routine for Lesson Vocabulary Introduce This puppy is adorable. Adorable means attractive and delightful. Let s say the word together: adorable. Demonstrate The baby chicks at the farm are adorable.