Michael J. Allen

Class of 2018 - 2019

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Teacher Plans

January 7th - 11th


We got off to a good start last week.  '24 Years' had passed into history with only a single mural left to show it had ever existed in the classroom.

Most of the the students seemed ready to be back and returned into school routine and skills practice smoothly and with good energy and focus across the three days back. With me, the class has been excellent to be around! They have also continued to pick up rave-reviews from other teachers.

The students have started work on the new Writing Workshop project, though, we didn’t get quite as far along as I had planned in this work.

The students have responded with a broad level of enthusiasm to the new project on Minerals and Rocks and the return to reading and Math lessons. Having said that there has been some groaning and complaining from the less inspired students. Hopefully we can get them out of their torpur this week!

This week

This week, I'm hoping for a week filled with laughter and fun as well as focus and effort as we return to the challenge of making progress in our school lives!

We push onto week two of our Minerals and Rocks project. This week the focus will be on minerals.  The Writing Workshop 'essay boot camp' pushes on.

The PTO Enrichment committee have brought us a special one day long Science Museum workshop on Windmills for all Fifth grade students. It's a forty-five minute long workshop for each class. We take part in that on Tuesday.

It's another fun-packed, authentic and academic week of endeavor coming up!


Morning meeting

As part of the whole-school philosophy each class begins each day with a thirty-minute long class meeting.

The meeting is structured into four phases:

  • Greetings

  • Sharing - short news items from members of the class

  • Activities - short, fun community building activities

  • Message - topic of the day, often with academic angle.

This week our meetings will be shorter as we use the time to get our basic spelling and handwriting practice in after the lengthy break from basic-skills practice.

We will review and sing our collection of songs on Thursday and meet with our Kindergarten Buddies on Wednesday.



Writing Workshop

I will be using lessons based on, 'Breathing Life into Essays' by Lucy Calkins for this phase of our year, blending them into the appropriate Journeys lessons structures.

The main lessons are to be found here. Pardon my obtuse simplifications Ms. Calkins! I am 'mixing and matching' from these lessons.

The focus of this unit is developing the ability to powerfully and effectively write an persuasive/opinion essay.

In the introductory phase, I will approached tackle this by using the following basic structural plan:

  • The rule of threes – always have three strong reasons for the choice.

  • List using bullet points: for example:

    • Favorite animal - falcon

      • Elegant and Beautiful

      • Fastest creature on Earth

      • Great predator

  • Introduction – use style and descriptive vocabulary. 1-3 sentences.

  • Transition 1: 'The first reason I chose the falcon was....'

Use 'Fact, detail, detail'! (The students need to add two extra thoughts to the basic fact expressed.)

  • Transition 2: ' The second reason for choosing the falcon was...'

          Use 'Fact, detail, detail'!

  • Transition 3: ' The final reason I decided to write about the falcon was...'

          Use 'Fact, detail, detail'!

  • Conclusion – the mirror image of the intro. The main points raised are restated in a summary sentence.

Most of the students will complete between one and three of these pieces of writing during this week on Google Classroom.


Google Classroom


We will be doing much more of this sort of structured writing throughout this phase of the year as we work on reports and persuasive writing. I'm hoping for some excellent results across the class during this next week as the majority of the students understand and adopt the structure in their writing.



Wrap up the 'Essay boot camp' completing the first two or three 'favorites' essays.



Elaboration: Introduce 'Pushing our Thinking chart. Do practice exercise using four conversational prompts.

Pushing Our Thinking

  • For example…

  • Another example is…

  • In addition…

  • The thing that surprises me...

  • This makes me realize…

  • This is important because…

  • This is giving me the idea that…

  • I am getting the idea that..

  • The reason for this is…

  • Another reason is…

  • This connects with…

  • On the other hand…

  • I partly disagree but…because…

  • This is similar to…

  • This is different from….

  • This might not be true, but could it be that…

  • I used to think…but now I realize…

  • What I think this says about me is that…

  • Many people think…but I think…

  • Because

  • To add on



Analyze model student essays to highlight structure.



Using mini-stories for elaboration



Choosing essay subjects/planning essays


We will be doing much more of this sort of structured writing throughout this phase of the year as we work on reports and persuasive writing. I'm hoping for some excellent results across the class during this next week as the majority of the students understand and adopt the structure in their writing.



We are going to continue reading The Wind Singer, written by award winning author William Nicholson using this story as a launch pad for various Journey's based lessons.

I will be reading chapters of the book to the students. The students will be rereading the chapters themselves then taking part in various activities including topical discussions, Reader's Theater and analysis of the text.

We will also have a regular twenty minute long private-reading experience on most days after recess.


Assignment books

The students will continue 'rebooting' their Assignment books this week.

The students will be bringing in their Assignment books every day, and they should be bringing them back home each afternoon.

We're also continuing with the reading record in the book, where the students keep a record of all the things they read for the week.  


Reading Research Guidelines:

Research by Dick Allington suggests:

  • Students should read about 15 pages in 20 minutes, as a rough guideline, when reading a 'just right' book (a book the student can read with 96% accuracy or better).
  • Students reading rate should be somewhere between 100 and 200 words per minute.
  • Examples:
    • Hatchet - Gary Paulson 192 pages - level R - should take between four and eight hours to read.
    • Stone Fox - level P - 82 pages should take one and a half hours to read.




Continue with Unit 7.



Rocks, minerals and fossils

We will conduct a series of tests of twelve mineral samples in an attempt to identify them by using their observed and tested properties and a key.

The students will read about minerals and ores. They will focus on iron and steel, diamonds and quartz. They will visit a PBS site showing the uses of minerals in our everyday lives.

The students will answer questions about minerals from their reading.

After this, we will be reading about the three types of rocks: igneous, metamorphic and sedimentary rocks. We will examine, classify and investigate mystery rock samples. After examining samples, the students will use a key or chart to establish the identity of the mysterious rock samples.

We will also find out about and make diagrams of the 'rock cycle'.

In the final week, we will find out about the structure of the Earth:

  • Core, mantle and crust.

  • Plate tectonics

  • Earthquakes

  • Volcanoes

  • Fault lines

We will visit the UCMP ( University of California Museum of Paleontology) website for a tour of geologic time and some classic cheesy animations on how fossils form and how we date rocks and fossils.


Rocks and Minerals Links



Technology Challenge 3

Wind Vehicle Challenge

Design a vehicle to enter a road race powered only by the wind.
Can you design the winner - not only one of the fastest, but also the strongest vehicle?

This week, we will introduce the challenge.


Science-class teacher plan

This is the route to the 'Specialist Class' page.

This page is for the students and parents of Ms.Tuttle to find out about what happens during the Science class!


See you back here next week!