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Passage to Freedom: The Sugihara Story by Ken Mochizuki

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Passage to Freedom: The Sugihara Story by Ken Mochizuki

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    1. Passage to Freedom: The Sugihara Story by Ken Mochizuki Courage Theme 1 Week2, Day 1 Taught by: Lori Miller

    4. Monday—Daily Gram 5: Objective: I can identify and write w/proper conventions, grammar, parts of speech, and combine sentences to make one good sentence on today’s Daily Gram

    12. Reading Objectives: I can read along with the Read Alouds used in the Strategy Workshop for this week's reading selections. I can comprehend text with a graphic organizer. I can comprehend a variety of text using comprehension strategies taught in class. I can discuss what it means to make a judgment I can make judgments about a characters actions based on story details and person experience and values I can understand the important elements of a primary source and how they relate to understanding the information provided

    13. Passage to Freedom: The Sugihara Story by Ken Mochizuki Courage Theme 1 Week2, Day 2 Taught by: Lori Miller

    14. Wednesday—Daily Gram 6: Objective: I can identify and write w/proper conventions, grammar, parts of speech, and combine sentences to make one good sentence on today’s Daily Gram

    15. Reading Objectives: I can read along with the Read Alouds used in the Strategy Workshop for this week's reading selections. I can comprehend text with a graphic organizer. I can comprehend a variety of text using comprehension strategies taught in class. I can discuss what it means to make a judgment I can make judgments about a characters actions based on story details and person experience and values I can understand the important elements of a primary source and how they relate to understanding the information provided

    16. Judgments Chart (Practice Pg. 32-Graphic Organizer)

    17. Award for a Hero (Practice pg. 33-Comp check): I can comprehend text with a graphic organizer. I can comprehend a variety of text using comprehension strategies taught in class.

    18. Passage to Freedom: The Sugihara Story by Ken Mochizuki Courage Theme 1 Week2, Day 3-5 Taught by: Lori Miller

    19. Vocabulary: Syllabication (VCCV and VCV Patterns) TE pg. 71C A syllable is a word part that has one sound. I do: He wrote visas from morning to night.   The refugee was upset.   A young Jewish boy stared in the window.

    20. Vocabulary: Syllabication (VCCV and VCV Patterns) TE pg. 71C Objective: I can read words that have two or more syllable within a group of words. We do: father refused morning diplomat permission during

    21. Vocabulary: Syllabication (practice pg. 36—VCCV and VCV Patterns) YOU DO: dip/lo/mat: I would like to become a diplomat for the United States and live abroad. hun/dreds: I have hundreds of sports cards in my collection. visas: Visas allow people to move from one country to another. re/plied: When my brother asked a favor, I replied yes. for/ev/er: Endangered species are gone forever.

    22. Friday—Daily Gram 7: Objective: I can identify and write w/proper conventions, grammar, parts of speech, and combine sentences to make one good sentence on today’s Daily Gram

    23. Phonics Review: Long Vowels *In most words, long vowel sounds are spelled with the Vowel/Consonant/e pattern Objective: I can read words that have long vowel sounds using decoding skills with a group of words.

    24. Objective: I can read words that have long vowel sounds using decoding skills with a group of words. We do: Some men began climbing over the fence. They were escaping Nazi soldiers. The entire family was in agreement. They ran alongside the train. You do: excitement frozen embraced translating favorite leading telegraph excited people

    25. Conjunctions (TE pg71I and Practice pg. 41): The words and, or, and but are conjunctions. A conjunction may be used to join words in a sentence. A conjunction may be used to join sentences. Use and to add information, or to give a choice, and but to show contrast.

    26. Writing: Memo- Day 1 I can define memos and identify characteristics of a memo with the class. I can create a list for school memo topics and then identify the individuals that would receive such memos. I can discuss the usefulness of memos with their shoulder partner and complete their graphic organizer with notes.

    28. Guidelines for Writing a Memo: Use these four headings: To, From, Date, and Subject. Each heading should be followed by a colon. Write the following information after each heading. Don’t include a greeting or a signature. In the body of the memo, explain why you are writing the memo. Keep your memo brief but include all the important information. Write in clear, direct language. Use a formal, businesslike tone and correct grammar and punctuation.

    30. Writing: Memo- Day 2 I can define memos and identify characteristics of a memo with the class. I can create a list for school memo topics and then identify the individuals that would receive such memos. I can discuss the usefulness of memos with their shoulder partner and complete their graphic organizer with notes.

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