Lesson plans shared
- 1. Lesson Plans: Monday 8/18 Tuesday 8/19 Wednesday 8/20 Thursday 8/21 Friday 9/19 8/22 ELA Objecti ve Team Building, Expectations,R ules and Routines Team Building, Expectations,R ules and Routines Team Building, Expectations,R ules and Routines Team Building, Expectations,R ules and Routines Team Building, Expectations,R ules and Routines Cougar T I. R. I.R. I.R. I.R. I.R. Lesson Readin g Practic e Writing Grabber: Esta blish Rules, Procedures and Expectations Team Building Activities Examples- Icebreakers, one lie and two truths, Jigsaw activity, marshmallow challenge, Hula Hoop activity, name challenge, Bio Poems, Theme Toss, Main Activity Story Changer Grabber: Establish Rules, Procedures and Expectations Team Building Activities Examples- Icebreakers, one lie and two truths, Jigsaw activity, marshmallow challenge, Hula Hoop activity, name challenge, Bio Poems, Theme Toss, Main Activity Story Changer Grabber: Establish Rules, Procedures and Expectations Team Building Activities Examples- Icebreakers, one lie and two truths, Jigsaw activity, marshmallow challenge, Hula Hoop activity, name challenge, Bio Poems, Theme Toss, Main Activity Story Changer Grabber: Establish Rules, Procedures and Expectations Team Building Activities Examples- Icebreakers, one lie and two truths, Jigsaw activity, marshmallow challenge, Hula Hoop activity, name challenge, Bio Poems, Theme Toss, Main Activity Story Changer Grabber: Establish Rules, Procedures and Expectations Team Building Activities Examples- Icebreakers, one lie and two truths, Jigsaw activity, marshmallow challenge, Hula Hoop activity, name challenge, Bio Poems, Theme Toss, Main Activity Story Changer
- 2. Monday 8/25 Dismissal @ 2:35 Tuesd ay 8/26 735 team meeti ng Wednesd ay 8/27 Fire Drill 10am Brain Pop Webinar 330pm, PTA 305 in Media Center Thursday 8/28 Frida y 8/29 1030 Book Fair Previe w Gr 5 Team Buildi ng ;o) ELA Obje ctive Compare and contrast 2 or more characters, settings, or events in a story or drama, drawing on specific details from the text. Comp are and contra st 2 or more chara cters, settin gs, or event s in a story or drama , drawi ng on specifi c details from the text. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes Deter mine the meani ng of words and phras es as they are used in a text, includi ng figurat ive langu age such as metap hors and simile s Cou gar T Independent Reading Indep enden t Readi ng Independe nt Reading Independe nt Reading Indep enden t Readi ng
- 3. Less on 9:20 Grabber: http://studyjams.scholastic.com/studyjams/ja ms/science/ecosystems/ecosystems.htm Rdg: -Pass out Toads bk, book walk, & care of book -Read Chapter 1 aloud (Refer to questions on pp.12 & 15 during rdg) Writing: Venn Diagram to compare and contrast (traits, feelings, actions), model labeling circles and recording text details Wrap up: share venn Extension: Readers’ & Writers’ Journal p5, groups share key parts of Chap Catch up day: Compl ete Biopo ems, reread Chapt er 1 finish venn diagra m finish reader ’s respo nse questi on Grabber: Find a good line in Chapter 3 and share RDG: Preview Chap 2 & 3, w/intention of developing understan ding of the characters and events. -Review Essential Question -RD Chap 2 & 3, ask for volunteers too. Writing:- Ask 3 Reader’s Response ? on p22, resp ond to one in their R&W journal Close RDG: Reread p12 focusing on Biomes & ecosystem s, discuss vocab and write sentences in journals using these words. Writing: Response to Rdg: p5 finish Wednesd ay’s plans due to fire drill and media center orientation Book Fair previe w: 10:30
- 4. Reread paragraph 5 p21. WU: share Monday DE testing begins this week Tuesday 9/2 740am ⅘ Meeting? Wednesday 9/3 ⅘ ELA PLC Thursday 9/4 ⅘STEM PLC Open House Intermediate @6pm Friday 9/5 Cougar Spirit Day 740 eSembler Support ELA Objective OFF Describe how a narrator’s or speaker’s point of view influences how events are described. Describe how a narrator’s or speaker’s point of view influences how events are described. Determine the theme of a story from details in the text, including how characters in a story respond to challenges: summarize the text. Determine the theme of a story from details in the text, including how characters in a story respond to challenges: summarize the text. Cougar T Independent Reading Independent Reading Independent Reading Independent Reading
- 5. Lesson Reading Practice Writing NO SCHOOL ALL lesssons can/should be adjusted to suit individual needs. Please create your own doc for individual changes or add comments using the upper right hand comments app. Thanks Ladies! Grabber: List three main events from previous chapters. -summarize the plot so far -Review EQ RDG: Rd Chap 4 &5 aloud Writing: Ask3 Readers’ Response ? on p32, respond to one in R&W journal Close Rdg: reread pp41- 42. -ask two key ideas and details questions p33 Vocab: reread p42 and 50 w/wry & baffled -write sentences using these words in R&W Journal. Writing: Discuss of Point of view through Cause and Effect organizer. Model one; students work independently to complete GO in R&W journal. WU: share continue with yesterday’s lesson Grabber: Foreshadowing: in Chap 6&7, Ben responds and reacts to several incidents, and due to his responses, readers will learn more about the characters and the unfolding of more events. -Review EQ RDG: Read 6&7 aloud, Writing: ask 3Rdr’s Response? on p42, discuss together, independently respond to one in journal -students reread 6&7 independently. Close Rdg: focus on details that reveal info about 2 characters and how they interact. -ask ?on p43: by the way words & key ideas and details questions Rdg analysis: p45, model citing textual evidence: Chapter 6, answer ?’s -write in R&W WU: share Goal is to complete Chapter 7 on Friday Transition
- 6. Monday 9/8 Tuesday 9/9 Wednesday 9/10 Thursday 9/11 Friday 9/12 ELA Objective Determine the theme of a story from details in the text, including how characters in a story respond to challenges: summarize the text. Determine the theme of a story from details in the text, including how characters in a story respond to challenges: summarize the text. Determine the theme of a story from details in the text, including how characters in a story respond to challenges: summarize the text. Determine the theme of a story from details in the text, including how characters in a story respond to challenges: summarize the text. Determine the theme of a story from details in the text, including how characters in a story respond to challenges: summarize the text. Cougar T Independent Reading Independent Reading Independent Reading Independent Reading Independent Reading Lesson Reading Practice Writing Grabber: List three main events from previous chapters. summarize the plot so far Review EQ Writing- Finish writing response and use writing response to finish writing piece and share with class. Grabber: List three main events from previous chapters. -summarize the plot so far -Review EQ RDG: Rd Chap 7 aloud Writing: Compare theme to topic in R&W journal Close Rdg: reread pp41- 42. -ask two key ideas and details questions Vocab: reread p42 and 50 w/wry & baffled -write sentences using these words in R&W Journal. Writing: Discuss of Point of view through Cause continue with yesterday’s lesson Grabber: Foreshadowing: in Chap 8 &9, Ben responds and reacts to several incidents, and due to his responses, readers will learn more about the characters and the unfolding of more events. -Review EQ RDG: Read 8 &9 aloud, Writing: ask Response? on p42, discuss together, independently respond to one in journal -students reread 6&7 independently. Close Rdg: focus on details that reveal info about 2 characters and how they interact. -ask ?on p43: by Goal is to finish Chapter 9 Writing: Finish Writing Response Centers:
- 7. and Effect organizer. Model one; students work independently to complete GO in R&W journal. WU: share the way words & key ideas and details questions Rdg analysis: p 45, model citing textual evidence: Chapter 7 & 8, answer ?’s -write in R&W WU: share Monday 9/15 Tuesday 9/16 740am ⅘ Meeting Wednesday 9/17 ⅘ELA PLC Thursday 9/18 ⅘ STEM PLC Parent Teacher Conference NIght 3:30- 7 Friday 9/19 Cougar Spirit Day 745 ELA Objecti ve Explain how a series of scenes fits together to provide the overall structure of a story. Explain how a series of scenes fits together to provide the overall structure of a story. Determine the theme of a story from details in the text, including how characters in a story respond to challenges. Determine the theme of a story from details in the text, including how characters in a story respond to challenges. Determine the theme of a story from details in the text, including how characters in a story respond to challenges .
- 8. Cougar T I. R. I.R. I.R. I.R. I.R. Lesson Readin g Practic e Writing Grabber: Disc uss the Sequence of Events that have occurred so far (ch 1-11) RDG: Read Chap 11 AND 12 aloud. Writing: Have students discuss sensory details and how the setting influences the characters’ actions. How does the setting influence the sequence of events. Grabber: Have students read “Dry as Dust” on p. 59 of the Text Collection and discuss. RDG: Read ch 11 aloud. Writing: Have students write two to three pages that develop a natural sequence of events using your narratives. Organize stories into beginning, middle and end, include transitions to show sequence of events. Extension: Constitution Convent ions Grabber: Have students list three main events from the previous chapters. RDG: Read ch 12 aloud. Writing: How is theme developed and conveyed in a narrative? How does the resolution of the conflict in a narrative relate to the overall theme? Extension: Constit ution Conventi ons Grabber: B uild upon vocab. RDG: Rea d ch. 12 aloud. Writing: H ow do you know that a topic is important to the book? How are the words and actions of characters related to the theme? What can you look for besides quotations and actions to help you see how a character changes over time? Extension: Pg 16 & Pg 17 in Reader’s Journal book. Goal this week: read up to page 183: midway through Chap. 12 Things to consider for planning: - Constitutio n Day is Wed -Including the writing dialogue standard(e nd goal in mind, being able to write a narrative): speech tags, proper use of quotation marks - vocabulary Goals of week 9/22 -9/26: -complete the book -have a finished narrative writing piece -have an assessme nt for the end of the book (this would be an excellent
- 9. assessme nt) Goal for Monday, 9/29: -begin Unit 1 Module B - complete by end of Qtr 1 -plan to give End of Unit 1 assessme nt during Qtr 1 Monday 9/22 Tuesday 9/23 Wednesday 9/24 Thursday 9/25 Friday 9/26 ELA Objecti ve Explain how a series of scenes fits together to provide the overall structure of a story. Explain how a series of scenes fits together to provide the overall structure of a story. Determine the theme of a story from details in the text, including how characters in a story respond to challenges. Determine the theme of a story from details in the text, including how characters in a story respond to challenges. Determine the theme of a story from details in the text, including how characters in a story respond to challenges. Cougar T I. R. I.R. I.R. I.R. I.R.
- 10. Lesson Readin g Practic e Writing Grabber: Dis cuss three main events that have happened so far. RDG: Read Chap 13 aloud. Writing: Have students discuss sensory details and how the setting influences the characters’ actions. How does the setting influence the sequence of events. Discuss Extensions pg 87. Centers Word Work- Government piece, Spelling- Vocab. Teacher- Adverbs Grabber: H ave students students discuss how do writers use dialogues to develop characters and their experiences . . RDG: Read ch 14- 15 aloud. Writing: Ha ve students write two to three pages that reflects the theme Depending on one another to overcome a challenge. Extension: Convention s Have students share and reflect responses, Use writing process to correct mistakes. Centers Word Work- Governmen t piece, Spelling- Vocab. Teacher- Grabber: Have students Discuss Ben’s current attitude toward Massachusetts RDG: Read ch 15-16 aloud. Think Pair Share pg 102, 106- 108 Writing: How is theme developed and conveyed in a narrative? Address how a character took action Extension: Conve ntions Centers Word Work- Government piece, Spelling- Vocab. Teacher- Adverbs Grabber: Dis cuss three main events that have happened so far. RDG: Read ch. 17- 18 aloud. Writing: Ho w is theme developed and conveyed in a narrative? Address how a character took action Extension: Conventions Centers Word Work- Government piece, Spelling- Vocab. Teacher- Adverbs Goal this week: finish book Goals of week 9/22 - 9/26: -complete the book -have a finished narrative writing piece -have an assessment for the end of the book) Writing: Disc uss theme of book and how Ben changed throughout book.
- 11. Adverbs Monday 9/29 Tuesday 9/30 Wednesday 10/1 Thursday 10/2 Friday 10/3 ELA Objec tive Compare and Contrast two or more characters, drawing on specific details in the text. Compare and Contrast two or more characters, drawing on specific details in the text. Compare and Contrast two or more characters, drawing on specific details in the text. Compare and Contrast two or more characters, drawing on specific details in the text. Compare and Contrast two or more characters, drawing on specific details in the text. Coug ar T I. R. I.R. I.R. I.R. I.R. chapter 2 in Social Studies books.
- 12. Lesso n Readi ng Practi ce Writin g Grabber: D iscuss writers understand that writers’ techniques help readers get to know characters, their experiences , and their responses to situations. RDG: Shel ls 1-4 and examine illustrations Writing: Ha ve students answer questions in journals - Does Michael refuse to be happy at Aunt Esther’s -Does Aunt Esther do enough to make Michael happy? Extension- Convention s and T- chart comparing characters Grabber: Discuss Alliteration. RDG: Read Colorful Guy. Whole Group: Review questions of Shells Writing: Do you think Michael still hates Aunt Esther? Reread the text on page 10. Organize your ideas logically in a paragraph, and use text evidence from the passage and earlier in the story to support your opinion. Extension: C onventions Grabber: Have students list three main events from short story and book. RDG: Have students reread from Spadefoot and Shells. Whole Group: Model Compare Contrast characters from both texts. Think/Share: Do you think Ben and Michael would be friends if they went to the same school? Support your opinion with evidence from the texts. Writing: Choose one of the themes found in Night of the Spadefoot Toads and “Shells.” Then Write an informative paragraph that explains how you know that this theme appears in both texts. Include key details from the texts about Mrs. Tibbets and Aunt Esther to support your explanation. Extension: Co nventions Grabber: D iscuss Florida’s environmen t and some its environmen tal problems. Writing: Wr ite a narrative story about a character that demonstrat es a commitmen t to solving a local or state environmen tal issue. Centers Grabber: Brea k apart class into three groups. Have each group represent a different part of the family in an Inuit family. Have groups share what their contribution would be. Independent: Check for Understanding- questions of chapter 2. Writing: Rese arch an American Indian tribe that lived or still lives in the area near Florida. Research should include The origin story of the tribe, the reason the tribe may have settled in the area and the adaptations the tribe made to survive in the local government. Present to class. May also use poster for classroom display.