Level 6 Teacher s Manual

Transcription

1 TABLE OF CONTENTS Lesson Unit 1 Page 1 PRETEST. (Skills tested: Patterns 1-5, Adjective and adverb definitions, capitalization/punctuation, simple sentences with compound parts, compound sentences, complex sentences, fragments, helping verbs, and paragraph writing.) Discuss student and parent letters. Motivate students to be the best they can be. 2 STUDY SKILLS. Introduce long term goals and short term goals. 3 3 STUDY SKILLS. Introduce getting organized, listening, planning study time, doing homework. Use Quigley stories to discuss study skills. 4 STUDY SKILLS. Introduce beginning setup plan for school, study plans for school and home, student progress chart, and daily lesson planner. TEACHER RESOURCE SECTION 13 5 Introduce vocabulary: sarcasm, sentence jingle, synonyms and antonyms, and complete sentences GROUP A. Introduce noun and verb jingles and kinds of sentences. Review sarcasm and sentence jingle. Give Group A Test. (Skills tested: Kinds of sentences and synonyms/antonyms.) 7 GROUP A. Introduce adverb and adjective jingles and journal writing. Review previously taught jingles. Check Group A 8 GROUP B. Introduce vocabulary: submit, subject noun, verb, adjective, adverb, article, Pattern 1, complete subject/complete predicate, and question/answer flow. Review previously taught jingles. Classify Group B Beginning Practice Sentences. 9 GROUP B. Introduce oral skill builder check, a noun check, singular/plural nouns, common/proper nouns, simple subject/simple predicate, complete subject/complete predicate, and noun job table. Review submit and previously taught jingles. Classify Group B Beginning Practice Sentences. Give Group B Test. (Skills tested: Pattern 1 sentences, noun job table, and synonyms/antonyms.) 10 GROUP B. Introduce vocabulary: reiterate. Review previously taught jingles. Classify Group B Beginning Practice Sentences. Check Group B 11 GROUP 1. Introduce adverb exception, natural and inverted word order, a scrambled sentence, and four of the eight parts of speech. Review reiterate and previously taught jingles. Classify Group 1 Sentences. Do oral skill builder check. 12 GROUP 1. Introduce vocabulary: brevity and how to find one part of speech. Review previously taught jingles. Classify Group 1 Sentences. Give Group 1 Test. (Skills tested: Pattern 1 sentences, noun job table, scrambled sentence, naming the parts of speech, and finding one part of speech.) 13 GROUP 1. No new skills. Review brevity and previously taught jingles. Classify Group 1 Sentences. Check Group 1 14 PRACTICE & IMPROVED SENTENCES. Introduce vocabulary: erroneous, practice and improved sentences, and guided class writing activity for practice and improved sentences. Review previously taught jingles. Do teacher-guided group work for practice and improved sentences. 15 PRACTICE & IMPROVED SENTENCES. Introduce adding a vocabulary check to oral skill builders and writing practice and improved sentences as a test. Review erroneous and previously taught jingles. Do a teacher-guided test for practice and improved sentences. 16 GROUP 2. Introduce vocabulary: ambiguous, preposition jingle and concept, object of the preposition jingle and concept, preposition flow jingle, prepositional phrase, the preposition as a part of speech, and the object of the preposition in the noun check. Review previously taught jingles. Classify Group 2 Sentences. Do oral skill builder check. Review unscrambling a sentence. Do teacher-guided group work for practice and improved sentences. 17 GROUP 2. Introduce matching English terms and definitions. Review ambiguous and previously taught jingles. Classify Group 2 Sentences. Give Group 2 Test. (Skills tested: Pattern 1 sentences, noun job table, scrambled sentence, and definitions.) Assign practice and improved sentences. 18 GROUP 2. Introduce vocabulary: prostrate. Review previously taught jingles. Classify Group 2 Sentences. Check Group 2 19 GROUP 3. Introduce pronoun jingle and concept, subject pronoun jingle and concept, understood subject pronoun, possessive pronoun jingle and concept, possessive noun, eight parts of speech jingle, and the possessive noun in the noun check. Review prostrate and previously taught jingles. Classify Group 3 Sentences. Do oral skill builder check. Do teacher-guided group work for practice and improved sentences. 20 GROUP 3. Introduce vocabulary: preliminary. Review previously taught jingles. Classify Group 3 Sentences. Give Group 3 Test. (Skills tested: Pattern 1 sentences, scrambled sentence, synonyms/antonyms, and parts of speech.) Assign practice and improved sentences iii

2 Lesson Unit 1 Continued Page 21 GROUP 3. Introduce oral definition test. Review preliminary and previously taught jingles. Classify Group 3 Sentences. Check Group 3 22 GROUP 4. Introduce helping verb jingle and concept, the NOT adverb, the question verb, and a subject/verb agreement check in the oral skill builders. Review vocabulary words 1-8 and previously taught jingles. Classify Group 4 Sentences. Do oral skill builder check. Do teacher-guided group work for practice and improved sentences. 23 GROUP 4. No new skills. Review and test Vocabulary Words 1-8. Review previously taught jingles. Classify Group 4 Sentences. Give Group 4 Test. (Skills tested: Pattern 1 sentences, scrambled sentence, parts of speech, vocabulary words, and definitions.) Assign practice and improved sentences. 24 GROUP 4. Introduce vocabulary: negligent. Review previously taught jingles. Classify Group 4 Sentences. Check Group 4 25 GROUP 5. Introduce conjunction, interjection, adding conjunction and interjection to the parts of speech, and the verb chant in the oral skill builders. Review negligent and previously taught jingles. Classify Group 5 Sentences. Do oral skill builder check. Do teacher-guided group work for practice and improved sentences. 26 GROUP 5. Introduce vocabulary: motive. Review previously taught jingles. Classify Group 5 Sentences. Give Group 5 Test. (Skills tested: Pattern 1 sentences, scrambled sentence, and parts of speech.) Assign practice and improved sentences. 27 GROUP 5. No new skills. Review motive and previously taught jingles. Classify Group 5 Sentences. Check Group 5 28 GROUP 6. Introduce vocabulary: hindrance, object pronoun jingle and concept, and a Pattern 1 sentence written independently. Review previously taught jingles. Classify Group 6 Sentences. Do oral skill builder check. 29 GROUP 6. Introduce subject-verb agreement and homonyms. Review hindrance and previously taught jingles. Classify Group 6 Sentences. Give Group 6 Test. (Skills tested: Pattern 1 sentences, homonyms, synonyms/antonyms, and subject/verb agreement.) 30 GROUP 6. Introduce vocabulary: premature. Review previously taught jingles. Classify Group 6 Sentences. Check Group 6 31 WRITING. Introduce the three-point expository paragraph. Writing: Give Expository Paragraph Writing Assignment # WRITING. Introduce first person point of view and third person point of view. Writing: Give Expository Paragraph Writing Assignments #2 & #3. 33 GROUP 7. Introduce capitalization and punctuation. Review premature and classify Group 7 Sentences. Do oral skill builder check. Give Group 7 Test. (Skills tested: Pattern 1 sentences, homonyms, synonyms/antonyms, subject/verb agreement, and capitalization/punctuation.) Assign independent Pattern 1 Sentence. 34 GROUP 7. Introduce vocabulary: vague. Review previously taught jingles. Classify Group 7 Sentences. Check Group 7 Test. Writing: Give Expository Paragraph Writing Assignment #4. 35 GROUP 8. Introduce writing rule numbers for capitalization and punctuation of a friendly letter. Review vague and classify Group 8 Sentences. Do oral skill builder check. Give Group 8 Test. (Skills tested: Pattern 1 sentences and capitalization/punctuation.) Assign independent Pattern 1 Sentence. 36 GROUP 8. Introduce vocabulary: buoyant. Review previously taught jingles. Classify Group 8 Sentences. Check Group 8 Share Time for Writing Assignment #4. 37 GROUP 9. Introduce capitalization and punctuation of a friendly letter using corrections only. Review buoyant and classify Group 9 Sentences. Do oral skill builder check. Give Group 9 Test. (Skills tested: Pattern 1 sentences, homonyms, synonyms/antonyms, and capitalization/punctuation.) Assign independent Pattern 1 Sentence. 38 GROUP 9. No new skills. Review Vocabulary Words 9-14 and previously taught jingles. Classify Group 9 Sentences. Check Group 9 Test. Writing: Give Expository Paragraph Writing Assignment #5. 39 GROUPS 10A & 10B. Introduce capitalization/punctuation of a business letter using rule numbers. Review Vocabulary Words 9-14 and classify Group 10A Sentences. Do oral skill builder check. Give Group 10A and Group 10B Tests. (Skills tested: Pattern 1 sentences, capitalization/punctuation, homonyms, synonyms/antonyms, simple subject/simple predicate, subject/verb agreement, pronouns, and vocabulary.) Assign independent Pattern 1 Sentence. 40 GROUPS 10A & 10B. No new skills. Review previously taught jingles. Classify Group 10A Sentences. Check Group 10A and Group 10B Tests. Give oral definition test. Write in Share Time for Writing Assignment #5. 41 WRITING. Introduce how to change plural categories to singular points in a three-point paragraph. Writing: Give Expository Paragraph Writing Assignments #6 & #7. Share Time for Writing Assignments #6 & #7. 42 WRITING. No new skills. Writing: Give Expository Paragraph Writing Assignments #8 & #9. Share Time for Writing Assignments #8 & # iv

3 Lesson Unit 1 Continued Page 43 WRITING. Introduce standard and time-order form. Writing: Give Expository Paragraph Writing Assignment #10. Share Time for Writing Assignment # WRITING. Introduce general topic sentence. Writing: Give Expository Paragraph Writing Assignment #11. Share Time for Writing Assignment # WRITING. Choosing the Best Writing Form. Writing: Give Expository Paragraph Writing Assignment #12. Share Time for Writing Assignment # Lesson Unit 2 Page 46 GROUP 1. Introduce direct object jingle and concept, transitive verb, Pattern 2, and the direct object in the noun check. Review previously taught jingles. Classify Group 1 Sentences. Do oral skill builder check. Do teacher-guided group work for practice and improved sentences. Write in 47 GROUP 1. Introduce punctuating a business letter using corrections only. Review previously taught jingles. Classify Group 1 Sentences. Give Group 1 Test. (Skills tested: Pattern 2 sentences, capitalization and punctuation of a business letter.) Assign practice and improved sentences. 48 GROUP 1. No new skills. Review previously taught jingles. Classify Group 1 Sentences. Check Group 1 Test. Write in 49 GROUP 2. Introduce vocabulary: laudable, a and an choices, and writing an independent Pattern 2 Sentence. Review: Classify Group 2 Sentences. Do oral skill builder check. Give Group 2 Test. (Skills tested: Pattern 2 sentences, scrambled sentence, homonyms, synonyms/antonyms, subject/verb agreement, a/an choices, capitalization/punctuation, and definitions.) Writing: Give Expository Paragraph Writing Assignment # GROUP 2. No new skills. Review laudable and previously taught jingles. Classify Group 2 Sentences. Check Group 2 Writing: Share Time for Writing Assignment # GROUP 3. Introduce vocabulary: humane, fragments, simple sentences, simple sentences with compound parts, and run-on sentences. Review: Classify Group 3 Sentences. Do oral skill builder check. Give Group 3 Test. (Skills tested: Pattern 2 sentences, fragments, simple sentences, simple sentences with compound parts, and run-on sentences.) Assign independent Pattern 2 Sentence. 52 GROUP 3. No new skills. Review humane and previously taught jingles. Classify Group 3 Sentences. Check Group 3 53 GROUP 4. Introduce vocabulary: annul, a compound sentence, a comma splice, coordinate conjunctions, and connective adverbs. Review: Classify Group 4 Sentences. Give Group 4 Test. (Skills tested: Pattern 2 sentences, fragments, run-ons, simple sentences, simple sentences with compound parts, and compound sentences.) 54 GROUP 4. No new skills. Review annul and previously taught jingles. Classify Group 4 Sentences. Check Group 4 Test. Write in 55 GROUP 5. Introduce vocabulary: minimum. Review: Do oral skill builder check. Give Group 5 Test. (Skills tested: Pattern 2 sentences, fragments, run-ons, simple sentences, simple sentences with compound parts, and compound sentences.) Writing: Give Expository Paragraph Writing Assignment # GROUP 5. No new skills. Review minimum and previously taught jingles. Classify Group 5 Sentences. Check Group 5 Writing: Share Time for Writing Assignment # GROUP 6. Introduce vocabulary: pursuit, combining sentences and pronoun cases. Review: Do oral skill builder check. Give Group 6 Test. (Skills tested: Pattern 2 sentences, fragments, run-ons, simple sentences, simple sentences with compound parts, compound sentences, combining sentences, and pronoun cases.) 58 GROUP 6. No new skills. Review pursuit and previously taught jingles. Classify Group 6 Sentences. Check Group 6 59 GROUP 7. Introduce vocabulary: provision and mixed patterns 1-2. Review: Classify Group 7 Sentences. Do oral skill builder check. Give Group 7 Test. (Skills tested: Mixed patterns 1-2, fragments, run-ons, simple sentences, simple sentences with compound parts, compound sentences, combining sentences, and pronoun cases.) Writing: Give Expository Paragraph Writing Assignment # GROUP 7. No new skills. Review provision and previously taught jingles. Classify Group 7 Sentences. Check Group 7 Writing: Share Time for Writing Assignment # v

4 Lesson Unit 2 Continued Page 61 GROUP 8. Introduce vocabulary: petty. Review: Do oral skill builder check. Give Group 8 Test. (Skills tested: Mixed patterns 1-2 sentences, fragments, run-ons, simple sentences, simple sentences with compound parts, compound sentences, combining sentences, and pronoun cases.) Writing: Give Expository Paragraph Writing Assignments #16 & # GROUP 8. No new skills. Review petty and previously taught jingles. Classify Group 8 Sentences. Check Group 8 Test. Write in 63 GROUP 9. Introduce vocabulary: justify and possessive forms of nouns. Review: Do oral skill builder check. Give Group 9 Test. (Skills tested: Mixed patterns 1-2, possessive forms of nouns, combining sentences, pronoun cases, and compound sentences.) 64 GROUP 9. No new skills. Review justify and previously taught jingles. Classify Group 9 Sentences. Check Group 9 Test. Write in 65 GROUPS 10A & 10B. No new skills. Review Vocabulary Words Give 10A Test and Group 10B Test. (Skills tested: 250 Definitions, be verbs, prepositions, vocabulary words, homonyms, synonyms/antonyms, a/an choices, subject/verb agreement, possessive nouns, and capitalization/punctuation.) 66 GROUPS 10A & 10B. No new skills. Review: Check Group 10A Test and Group 10B WRITING. Introduce essay writing, the editing checklist, and editing an expository essay. Writing: Give Group 11 Editing Test. 68 WRITING. Introduce rough drafts. Writing: Give Expository Essay Writing Assignment # WRITING. Divide students into editing partners. Writing: Expository Essay. Have students edit rough drafts and start final papers for Expository Essay Writing Assignment # WRITING. No new skills. Writing: Begin Conference Time for Expository Essay Writing Assignment #18. Give Creative Writing Assignment # POETRY. Introduce personality poem. Writing: Conduct group activity and guided poetry assignment. Share Time for poetry. 72 SHARE TIME. Introduce share time guidelines. Conduct share time for creative or expository writing Lesson Unit 3 Page 73 GROUP 1. Introduce indirect object jingle and concept, Pattern 3, and the indirect object in the noun check. Review previously taught jingles. Classify Group 1 Sentences. Do oral skill builder check. Do teacher-guided group work for practice and improved sentences. 74 GROUP 1. Introduce personal pronouns, antecedents, and indefinite pronouns. Review previously taught jingles. Classify Group 1 Sentences. Give Group 1 Test. (Skills tested: Pattern 3 sentences, pronoun/antecedent agreement, indefinite pronouns, subject/verb agreement, combining sentences, pronoun cases, and compound sentences.) Assign practice and improved sentences. 75 GROUP 1. No new skills. Review previously taught jingles. Classify Group 1 Sentences. Check Group 1 Test. Write in 76 GROUP 2. No new skills. Review: Classify Group 2 Sentences. Give Group 2 Test. (Skills tested: Pattern 3 sentences, pronoun/antecedent agreement, subject/verb agreement, indefinite pronouns, fragments, simple sentences, simple sentences with compound parts, compound sentences, combining sentences, and pronoun cases.) Assign independent Pattern 3 Sentence. Write in 77 GROUP 2. No new skills. Review previously taught jingles. Classify Group 2 Sentences. Check Group 2 Test. Writing: Give Expository Essay Writing Assignment #20 for rough draft rotation. 78 GROUP 3. Introduce vocabulary: stagnant. Review: Classify Group 3 Sentences. Do oral skill builder check. Give Group 3 Test. (Skills tested: Pattern 3 sentences, pronoun/antecedent agreement, subject/verb agreement, indefinite pronouns, possessive nouns, capitalization/punctuation, and compound sentences.) Assign independent Pattern 3 Sentence. Write in 79 GROUP 3. No new skills. Review stagnant and previously taught jingles. Classify Group 3 Sentences. Check Group 3 Writing: Do editing rotation for Expository Essay Writing Assignment # vi

5 Lesson Unit 3 Continued Page 80 GROUP 4. Introduce vocabulary: proclaim, complex sentences, and subordinate conjunctions. Review: Classify Group 4 Sentences. Give Group 4 Test. (Skills tested: Pattern 3 sentences, fragments, run-on sentences, simple sentences, simple sentences with compound parts, compound sentences, complex sentences, and possessive nouns.) Write in 81 GROUP 4. No new skills. Review proclaim and previously taught jingles. Classify Group 4 Sentences. Check Group 4 Test. Writing: Do final paper for Expository Essay Writing Assignment # GROUP 5. Introduce vocabulary: precipice. Review: Classify Group 5 Sentences. Do oral skill builder check. Give Group 5 Test. (Skills tested: Pattern 3 sentences, fragments, run-on sentences, simple sentences, simple sentences with compound parts, compound sentences, complex sentences, pronoun/antecedent agreement, and subject verb agreement.) Write in Writing: Check and Conference Time for Expository Essay Writing Assignment # GROUP 5. No new skills. Review precipice and previously taught jingles. Classify Group 5 Sentences. Check Group 5 Test. Writing: Check and Conference Time for Expository Essay Writing Assignment # GROUP 6. Introduce vocabulary: portal. Review: Do oral skill builder check. Give Group 6 Test. (Skills tested: Pattern 3 sentences, run-on sentences, fragments, simple sentences, simple sentences with compound parts, compound sentences, complex sentences, indefinite pronouns, pronoun cases, and capitalization/punctuation.) Writing: Give Expository Essay Writing Assignment #21 for rough draft rotation. 85 GROUP 6. No new skills. Review portal and previously taught jingles. Classify Group 6 Sentences. Check Group 6 Test. Writing: Do editing rotation for Expository Essay Writing Assignment # GROUP 7. Introduce vocabulary: vex and mixed patterns 1-3. Review: Classify Group 7 Sentences. Do oral skill builder check. Give Group 7 Test. (Skills tested: Mixed patterns 1-3, run-on sentences, fragments, simple sentences, simple sentences with compound parts, compound sentences, complex sentences, capitalization/punctuation, combining sentences, and pronoun cases.) Writing: Do final paper for Expository Essay Writing Assignment # GROUP 7. No new skills. Review vex and previously taught jingles. Classify Group 7 Sentences. Check Group 7 Test. Write in Writing: Check and Conference Time for Expository Essay Writing Assignment # GROUP 8. Introduce vocabulary: prevalent. Review: Do oral skill builder check. Give Group 8 Test. (Skills tested: Mixed patterns 1-3, run-on sentences, fragments, simple sentences, simple sentences with compound parts, compound sentences, complex sentences, capitalization/punctuation, combining sentences, and pronoun cases.) Writing: Check and Conference Time for Expository Essay Writing Assignment # GROUP 8. No new skills. Review prevalent and previously taught jingles. Classify Group 8 Sentences. Check Group 8 90 GROUP 9. Introduce double negatives. Review Vocabulary Words Do oral skill builder check. Give Group 9 Test. (Skills tested: Mixed patterns 1-3, run-on sentences, fragments, simple sentences, simple sentences with compound parts, compound sentences, complex sentences, and double negatives.) Write in 91 GROUP 9. No new skills. Review Vocabulary Words Review previously taught jingles. Classify Group 9 Sentences. Check Group 9 Test. Writing: Give Expository Essay Writing Assignment # GROUPS 10A & 10B. No new skills. Review Vocabulary Words Give Group 10A Test and Group 10B Test. (Skills tested: Definitions, be verbs, pronoun/antecedent agreement, subject/verb agreement, double negatives, fragments, simple sentences, simple sentences with compound parts, compound sentences, complex sentences, possessive nouns, indefinite pronouns, pronoun cases, capitalization/punctuation, and vocabulary.) Writing: Share Time for Writing Assignment # GROUPS 10A & 10B. No new skills. Review: Check Group 10A Test and Group 10B Writing: Share Time for Writing Assignment # WRITING. Introduce persuasive writing and editing a persuasive essay. Writing: Give Group 11 Editing Test WRITING. No new skills. Writing: Check edited essays with students. Give Persuasive Essay Writing Assignment #23 for rough draft rotation. 96 WRITING. No new skills. Writing: Have students edit rough drafts and start final papers for Persuasive Essay Writing Assignment # WRITING. No new skills. Writing: Begin Conference Time for Persuasive Essay Writing Assignment #23. Give Creative Writing Assignment # POETRY. Introduce emotion poem. Writing: Conduct group activity and guide poetry assignment. Share Time for poetry. 99 SHARE TIME. No new skills. Review: Conduct share time for creative or persuasive writing vii

6 Lesson Unit 4 Page 100 GROUP 1. Introduce predicate noun jingle and concept, linking verb, Pattern 4, and the predicate noun in the noun check. Review previously taught jingles. Classify Group 1 Sentences. Do oral skill builder check. Do teacher-guided group work for practice and improved sentences. 101 GROUP 1. Introduce regular/irregular verbs, simple verb tenses, and tenses of helping verbs. Review previously taught jingles. Classify Group 1 Sentences. Give Group 1 Test. (Skills tested: Pattern 4 sentences, regular/irregular verbs, simple verb tenses, and tenses of helping verbs.) Assign practice and improved sentences. 102 GROUP 1. No new skills. Review previously taught jingles. Classify Group 1 Sentences. Check Group 1 Test. Write in 103 GROUP 2. Introduce principal parts of verbs. Review: Classify Group 2 Sentences. Do oral skill builder check. Give Group 2 Test. (Skills tested: Pattern 4 sentences, regular/irregular verbs, simple verb tenses, tenses of helping verbs, and principal parts of verbs.) Assign independent Pattern 4 Sentence. 104 GROUP 2. No new skills. Review previously taught jingles. Classify Group 2 Sentences. Check Group 2 Test. Writing: Give Persuasive Essay Writing Assignment #25 for rough draft rotation. 105 GROUP 3. Introduce vocabulary: edible. Review: Classify Group 3 Sentences. Give Group 3 Test. (Skills tested: Pattern 4 sentences, regular/irregular verbs, simple verb tenses, tenses of helping verbs, and principal parts of verbs.) Assign independent Pattern 4 Sentence. Write in 106 GROUP 3. No new skills. Review edible and previously taught jingles. Classify Group 3 Sentences. Check Group 3 Test. Writing: Do editing rotation for Persuasive Essay Writing Assignment # GROUP 4. Introduce vocabulary: embellish and changing present tense verbs to past tense verbs in a written paragraph. Review: Give Group 4 Test. (Skills tested: Pattern 4 sentences, regular/irregular verbs, simple verb tenses, tenses of helping verbs, and changing verb tenses in a paragraph.) Writing: Do final paper for Persuasive Essay Writing Assignment # GROUP 4. Introduce oral verb tense exercise on changing present tense verbs to past tense verbs in a paragraph. Review embellish and previously taught jingles. Classify Group 4 Sentences. Check Group 4 Test. Writing: Check and Conference Time for Persuasive Essay Writing Assignment # GROUP 5. Introduce vocabulary: impudent and changing mixed tense verbs to past tense verbs in a paragraph. Review: Give Group 5 Test. (Skills tested: Pattern 4 sentences, regular/irregular verbs, simple verb tenses, tenses of helping verbs, and changing verb tenses in a paragraph.) Do oral skill builder check. Writing: Check, Conference, Share Time for Persuasive Essay Writing Assignment # GROUP 5. No new skills. Review impudent and previously taught jingles. Classify Group 5 Sentences. Check Group 5 Writing: Share Time for Writing Assignment # GROUP 6. Introduce vocabulary: vigorous. Review: Classify Group 6 Sentences. Do oral skill builder check. Give Group 6 Test. (Skills tested: Pattern 4 sentences, regular/irregular verbs, simple verb tenses, tenses of helping verbs, changing verb tenses in a paragraph, simple sentences with compound parts, compound sentences, and complex sentences.) Writing: Give Persuasive Essay Writing Assignment #26 for rough draft rotation. 112 GROUP 6. No new skills. Review vigorous and previously taught jingles. Classify Group 6 Sentences. Check Group 6 Writing: Do editing rotation for Persuasive Essay Writing Assignment # GROUP 7. Introduce vocabulary: reticent, and mixed patterns 1-4. Review: Classify Group 7 Sentences. Do oral skill builder check. Give Group 7 Test. (Skills tested: Mixed patterns 1-4, regular/irregular verbs, simple verb tenses, tenses of helping verbs, changing verb tenses in a paragraph, simple sentences with compound parts, compound sentences, and complex sentences.) Writing: Do final paper for Persuasive Essay Writing Assignment # GROUP 7. No new skills. Review reticent and previously taught jingles. Classify Group 7 Sentences. Check Group 7 Writing: Check and Conference Time for Persuasive Essay Writing Assignment # GROUP 8. Introduce vocabulary: excessive. Review: Do oral skill builder check. Give Group 8 Test. (Skills tested: Pattern 4 sentences, regular/irregular verbs, simple verb tenses, tenses of helping verbs, changing verb tenses in a paragraph, simple sentences with compound parts, compound sentences, and complex sentences.) Writing: Check, Conference, Share Time for Persuasive Essay Writing Assignment # GROUP 8. No new skills. Review excessive and previously taught jingles. Classify Group 8 Sentences. Check Group 8 Writing: Share Time for Writing Assignment # viii

7 Lesson Unit 4 Continued Page 117 GROUPS 9A & 9B. Introduce frequently confused verbs. Review Vocabulary Words Do oral skill builder check. Give Group 9A & 9B Tests. (Skills tested: Mixed patterns 1-4, regular/irregular verbs, simple verb tenses, tenses of helping verbs, changing verb tenses in a paragraph, principal parts, frequently confused verbs, and verb usage.) Writing: Share Time for Writing Assignment # GROUPS 9A & 9B. No new skills. Review Vocabulary Words and previously taught jingles. Classify Group 9 Sentences. Check Group 9A & 9B Tests. Writing: Give Persuasive Essay Writing Assignment # GROUPS 10A, 10B & 10C. No new skills. Review Vocabulary Words Give Group 10A, 10B, and 10C Tests. (Skills tested: Definitions, capitalization/punctuation, pronoun/antecedent agreement, subject/verb agreement, double negatives, fragments, simple sentences, simple sentences with compound parts, compound sentences, complex sentences, changing verb tenses in paragraphs, combining sentences, pronoun cases, frequently confused verbs, verb usage, and vocabulary.) Writing: Share Time for Writing Assignment # GROUPS 10A, 10B & 10C. No new skills. Review: Check Group 10A Test, 10B Test, and 10C Tests. Write in Writing: Share Time for Writing Assignment # WRITING. Introduce descriptive writing and editing a descriptive paragraph. Writing: Give Group 11 Editing Test WRITING. No new skills. Writing: Check edited paragraphs with students. Give Descriptive Paragraph Writing Assignment #28 for rough draft rotation. 123 WRITING. No new skills. Writing: Have students edit rough drafts and start final papers for Descriptive Paragraph Writing Assignment # WRITING. No new skills. Writing: Begin Conference Time for Descriptive Paragraph Writing Assignment #28. Give Creative Writing Assignment # POETRY. Introduce color poem. Writing: Conduct group activity and guide poetry assignment. Share poetry SHARE TIME. No new skills. Review: Conduct share time for creative or persuasive writing Lesson Unit 5 Page 127 GROUP 1. Introduce predicate adjective jingle and concept and Pattern 5. Review previously taught jingles. Classify Group 1 Sentences. Do oral skill builder check. Do teacher-guided group work for practice and improved sentences. 128 GROUP 1. Introduce degrees of adjectives. Review previously taught jingles. Classify Group 1 Sentences. Give Group 1 Test. (Skills tested: Pattern 5 sentences, degrees of adjectives, combining sentences, and pronoun cases.) Assign practice and improved sentences. 129 GROUP 1. No new skills. Review previously taught jingles. Classify Group 1 Sentences. Check Group 1 Test. Write in 130 GROUP 2. Introduce quotations. Review: Classify Group 2 Sentences. Do oral skill builder check. Give Group 2 Test. (Skills tested: Pattern 5 sentences, punctuating quotations, and degrees of adjectives.) Assign independent Pattern 5 Sentence. 131 GROUP 2. No new skills. Review previously taught jingles. Classify Group 2 Sentences. Check Group 2 Test. Writing: Give Descriptive Paragraph Writing Assignment #30 for rough draft rotation. 132 GROUP 3. Introduce vocabulary: constrain. Review: Classify Group 3 Sentences. Give Group 3 Test. (Skills tested: Pattern 5 sentences, punctuating quotations, and degrees of adjectives.) Assign independent Pattern 5 Sentence. Writing: Do editing rotation for Descriptive Paragraph Writing Assignment # GROUP 3. No new skills. Review constrain and previously taught jingles. Classify Group 3 Sentences. Check Group 3 Writing: Do final paper for Descriptive Paragraph Writing Assignment # GROUP 4. Introduce vocabulary: comprise. Review: Give Group 4 Test. (Skills tested: Pattern 5 sentences, punctuating quotations, and degrees of adjectives.) Write in Writing: Check and Conference Time for Descriptive Paragraph Writing Assignment # GROUP 4. No new skills. Review comprise and previously taught jingles. Classify Group 4 Sentences. Check Group 4 Writing: Check, Conference, Share Time for Descriptive Paragraph Writing Assignment # ix

8 Lesson Unit 5 Continued Page 136 GROUP 5. Introduce vocabulary: edifice and feign. Review: Do oral skill builder check. Give Group 5 Test. (Skills tested: Pattern 5 sentences, punctuating quotations, and capitalization/punctuation of a business letter.) Write in Writing: Share Time for Writing Assignment # GROUP 5. No new skills. Review edifice and feign and previously taught jingles. Classify Group 5 Sentences. Check Group 5 Writing: Share Time for Writing Assignment # GROUP 6. Introduce vocabulary: notable and smolder. Review: Do oral skill builder check. Give Group 6 Test. (Skills tested: Pattern 5 sentences, punctuating quotations, and capitalization/punctuation of a friendly letter.) Writing: Give Descriptive Paragraph Writing Assignment #31 for rough draft rotation. 139 GROUP 6. No new skills. Review notable and smolder and previously taught jingles. Classify Group 6 Sentences. Check Group 6 Writing: Do editing rotation for Descriptive Paragraph Writing Assignment # GROUP 7. Introduce vocabulary: vagrant and feasible and mixed patterns 1-5. Review: Classify Group 7 Sentences. Do oral skill builder check. Give Group 7 Test. (Skills tested: Mixed patterns 1-5, punctuating quotations, and degrees of adjectives.) Writing: Do final paper for Descriptive Paragraph Writing Assignment # GROUP 7. No new skills. Review vagrant and feasible and previously taught jingles. Classify Group 7 Sentences. Check Group 7 Writing: Check and Conference Time for Descriptive Paragraph Writing Assignment # GROUP 8. No new skills. Review and test Vocabulary Words Classify Group 8 Sentences. Do oral skill builder check. Give Group 8 Test. (Skills tested: Mixed patterns 1-5, punctuating quotations, and vocabulary.) Writing: Check, Conference, Share Time for Writing Assignment # GROUP 8. Introduce vocabulary: maximum and fundamental. Review previously taught jingles. Classify Group 8 Sentences. Check Group 8 Writing: Share Time for Writing Assignment # GROUP 9. Introduce vocabulary: impeccable and turbulent and punctuating a story ( George and His Mom ). Review: Do oral skill builder check. Give Group 9 Test. (Skills tested: Mixed patterns 1-5 and punctuating a story.) Writing: Share Time for Writing Assignment # GROUP 9. Introduce vocabulary: inflexible and prohibit. Review previously taught jingles. Classify Group 9 Sentences. Check Group 9 Writing: Give Descriptive Paragraph Writing Assignment # GROUPS 10A & 10B. No new skills. Review and test Vocabulary Words Give Group 10A and Group 10B Tests. (Skills tested: Definitions, double negatives, vocabulary, regular/irregular verbs, simple verb tenses, and punctuation of a story.) Writing: Share Time for Writing Assignment # GROUPS 10A & 10B. No new skills. Review: Check Group 10A and Group 10B Tests. Give posttest. Check posttest POSTTEST. No new skills. Review: Give posttest. Check posttest WRITING. Introduce narrative writing and editing a narrative essay. Writing: Give Group 11 Editing Test WRITING. No new skills. Writing: Give Narrative Essay Writing Assignments #33 & #34 for rough draft rotation WRITING. No new skills. Writing: Have students edit rough drafts and start final papers for Narrative Essay Writing Assignment #33 & Writing Assignment # WRITING. No new skills. Writing: Begin Conference Time for Narrative Essay Writing Assignment #33 & Writing Assignment #34. Give Creative Writing Assignment # POETRY. Introduce personality poem. Writing: Conduct group activity and guide poetry assignment. Share Time for poetry. 154 SHARE TIME. No new skills. Conduct share time for creative writing x

9 Lesson Unit 6 Page 155 FRIENDLY LETTER. Introduce vocabulary: adversary and contempt, the friendly letter and envelope. Group work for a friendly letter. 156 GROUPS 1A & 1B. Introduce unscrambling the parts of a friendly letter and envelope, punctuating a story ( Kay and Robert ), and tall tales. Review adversary and contempt. Give Group 1A Test and Group 1B Test. (Skills tested: Friendly letter, envelope, punctuation of a story.) Writing: Give Narrative Essay Writing Assignment # GROUP 2. Introduce vocabulary: persevere and bigoted. Review: Check Group 1A Test and Group 1B Test. Give Group 2 Test. (Skills tested: Friendly letter, envelope, punctuation of a story.) Write in Writing: Share Time for Writing Assignment # GROUP 3. No new skills. Review persevere and bigoted. Check Group 2 Test. Give Group 3 Test. (Skills tested: Friendly letter, envelope, punctuation of a story.) Write in 159 GROUP 3. Introduce vocabulary: disposition and elusive. Review: Check Group 3 Test. Write a friendly letter and address an envelope. Write in 160 BUSINESS LETTER. Introduce vocabulary: abnormal and placid, the four types of business letters, and the parts of a business letter. Group work for a business letter. 161 GROUPS 4A & 4B. Introduce unscrambling the parts of a business letter and envelope. Review Vocabulary Words Give Group 4A Test and Group 4B Test. (Skills tested: Business letter, envelope, vocabulary words, punctuation of a story.) Write in 162 GROUP 5. No new skills. Review: Check Group 4A Test and Group 4B Test. Give Group 5 Test. (Skills tested: Business letter, punctuation of a story.) Write in 163 GROUP 6. No new skills. Review: Check Group 5 Test. Give Group 6 Test. (Skills tested: Business letter, punctuation of a story.) Write in 164 GROUP 6. No new skills. Review: Check Group 6 Test. Write a business letter and address an envelope THANK-YOU NOTE. Introduce the thank-you note. Write a thank-you note. Writing: Give Narrative Essay Writing Assignment # INVITATION. Introduce the invitation. Write an invitation. Writing: Share Time for Writing Assignment # GROUP 7. Introduce contractions. Review: Give Group 7 Test. (Skills tested: Contractions and possessive pronouns.) Write in Writing: Share Time for Writing Assignment # GROUP 8. No new skills. Review: Check Group 7 Test. Give Group 8 Test. (Skills tested: Contractions and possessive pronouns.) Write in Give Narrative Essay Writing Assignment # GROUP 8. No new skills. Review: Check Group 8 Writing: Share Time for Writing Assignment # xi

10 Lesson Unit 7 Page 170 GROUP 1. Introduce dictionary skills: alphabetizing, guide words, and entry words. Give Group 1 Test. Check Group 1 Test. (Skills tested: Alphabetizing, guide words, and entry words.) 171 GROUP 2. Introduce main parts of a library, how to find books in the library, and the card catalog. Give Group 2 Test. Check Group 2 Test. (Skills tested: Parts of a library, how to find books in the library, and the card catalog.) 172 GROUP 3. Introduce parts of a book: title page, table of contents, copyright page, index, bibliography, preface, appendix, 520 glossary, and body. Give Group 3 Test. Check Group 3 Test. (Skills tested: Parts of a book.) 173 GROUP 4. Introduce table of contents. Give Group 4 Test. Check Group 4 Test. (Skills tested: Table of contents.) GROUP 5. Introduce index. Give Group 5 Test. Check Group 5 Test. (Skills tested: Index.) GROUP 6. Introduce reading purposes, reading speeds, skimming, and scanning. Give Group 6 Test. Check Group 6 Test. (Skills tested: Skimming and scanning.) 176 GROUP 7. Introduce outlining. Give Group 7 Test. Check Group 7 Test. (Skills tested: Outlining.) REPORT WRITING. Introduce guided report: Steps select topic, make topic outline guide, select sources, make bibliography cards, take notes, organize note cards. 178 REPORT WRITING. Introduce guided report: Step 7 - Make outline REPORT WRITING. Introduce guided report: Steps write rough draft, edit rough draft, write final outline, write final report, put report in correct order, hand in final report. 180 REPORT WRITING. No new skills. Writing. Give Independent Report Writing Assignment #39. Help students select and narrow topics, select sources and make bibliography cards. 181 REPORT WRITING. No new skills. Writing. Continue Independent Report Writing Assignment #39. Help students take notes. 182 REPORT WRITING. No new skills. Writing. Continue Independent Report Writing Assignment #39. Help students organize note cards and write outlines. 183 REPORT WRITING. No new skills. Writing. Continue Independent Report Writing Assignment #39. Help students write rough drafts. 184 REPORT WRITING. No new skills. Writing. Continue Independent Report Writing Assignment #39. Help students edit rough drafts and write final outlines. 185 REPORT WRITING. No new skills. Writing. Finish Independent Report Writing Assignment #39. Help students write final reports and organize all related papers in correct order. 186 REPORT WRITING. No new skills. Writing: Give Creative Writing Assignment #40. Check Independent Report Writing Assignment # POETRY. Introduce couplet poem. Writing: Conduct group activity and guided poetry assignment. Share Time for poetry. 188 SHARE TIME. No new skills. Conduct Share Time for creative writing Ideas for Creative Writing Unit 8 Page I. An Intriguing Person - Me 555 II. Descriptive Writing 556 III. Riddles 557 IV. Mr. Fix It 558 V. Tall Tales 558 VI. Creative Topics 558 VII. Things to Think About and Do 558 VIII. Autobiography 560 xii