Chapter 7: Planning Portfolio

Period: 3-35 | Subject: English | Grade: 5

Chapter Overview

This chapter covers Planning Portfolio during the period 3-35.

Source Text Excerpt

A Basic Writing Guide A Handy Handbook Your Writers Express handbook gives lots of good advice about writing. But there is only one way to learn how to write, and that is to do it—every day if you can. Your handbook gives you help to get started, tips to keep going, and ideas for making your writing as good as it can be. Keep it handy whenever you are writing. This chapter has questions and answers about writing. The questions are ones that many writers ask. The answers will help you find your way through the writing process and around the first part of the handbook. “^7 IMPRESS !->V

Questions & Answers About Writing D What can / write about? Write about a subject that you know about or can learn about. Also, write about something that really interests or excites you. Your subject could be something you have written about in your journal. What you write about depends on why you are writing (your purpose) and who you are writing to (your audience). ^
Choosing a Subject Page 35 Using a Checklist Page 37 \ Btfow do / get started? First of all, be sure you know your subject well. Gather the information you need for the kind of writing you will be doing. If you know a lot about the subject already, you can write freely or make a list to get your ideas going. If you need to gather new information, you can read books or magazines or find information on-line. You can also interview someone who knows about the subject. -s
Activities for Choosing a Subject Page 36 ^
Write Down Your Thoughts Page 45 “s
Talk to Others Pages 46 and 159 ^ Research Your Subject Page 46

Htfow do / know what to say about my subject? You can’t write everything you know about a subject, so you have to decide on a focus, or main idea. You also need to make a plan and know what form of writing you will be using. ^ Finding a Form Pages 40-43 Develop a Writing Plan Page 47 s
Organize Your Details Page 48 How should / write my first draft? First, follow your plan. Then write your first draft free

Learning Objectives

• Understand the key events and figures of this period
• Analyze cause-and-effect relationships
• Compare multiple perspectives on historical events
• Develop chronological reasoning

Key Vocabulary

• Period: 3-35
• Key Figures: (identified in chapter)
• Key Events: (identified in chapter)

Learning Activities

1. Read & Narrate: Read the chapter aloud; student narrates back in own words
2. Timeline Entry: Add key events/dates to timeline
3. Map Work: Locate places mentioned on map/globe
4. Discussion Questions: (see Teacher’s Guide)
5. Notebook Entry: Written response to focus question

Assessment

• Oral narration
• Map quiz
• Timeline placement
• Written response to essential question

Source: Writers Express: A Handbook for Young Writers, Thinkers, and Learners by Dave Kemper, Ruth Nathan, Carol Elsholz, Patrick Sebranek

👩‍🏫 Teacher’s Guide — Section 1 - Chapter 7: Planning Portfolio

Lesson Plan at a Glance

• Topic: Section 1 - Chapter 7: Planning Portfolio
• Grade: 5 | Subject: English | State: OK
• Reading: Textbook: Writers Express: A Handbook for Young Writers, Thinkers, and Learners, Chapter 7: Planning Portfolio
• Suggested Pacing: 4 sessions × 45 min (Read → Narrate → Activity → Notebook)

Teaching Sequence

1. Read Aloud the assigned text; have student narrate back in their own words.
2. Big Idea to Land: Core concept of this lesson.
3. Cover These Sections: (see student content for section headings)
4. Do a Hands-On Activity from the list — concrete experience before abstract.
5. Notebook: Student completes journal entry recording observations.
6. Review: Ask discussion questions orally; finish with review questions.

Discussion Questions (with what to listen for)

• Q: Who is the audience for this writing? How does that change the tone? (Listen for audience awareness.)
• Q: What is the main idea? How do the details support it? (Listen for main idea + evidence.)
• Q: How would you revise this for a different audience? (Listen for audience adaptation.)

Vocabulary to Define Together

Materials to Gather

• Notebook/journal
• Writing utensils
• Textbook: Writers Express: A Handbook for Young Writers, Thinkers, and Learners
• Map/globe (for history/geography)
• Basic lab supplies (for science)

Standards Covered

Watch For (Common Misconceptions)

• Confusing mass with weight — use the Moon example consistently.
• Skipping narration — oral retelling is where retention happens; don’t skip it.
• Activity without notebook — the journal entry IS the assessment; don’t separate them.
• Lecturing instead of questioning — aim for 80% student talk, 20% teacher talk.

Differentiation

• Struggling: Provide sentence frames for narration; allow oral responses.
• Advanced: Add extension question: “How would this change if…?”
• ELL: Pre-teach key vocabulary; use visual aids and sentence frames.

Assessment Look-Fors

• Accurate narration with key vocabulary
• Notebook entry shows observation + reflection
• Map/timeline entry accurate
• Discussion participation with evidence
• Project completion with explanation