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In this class, students practice coaxing and advising through various scenarios, while also focusing on vocabulary, grammar, and reading skills. They engage in discussions, read about polar bears, and develop comprehension and questioning abilities.
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Wednesday, January 16, 2019 Computers - 30 min: • Brooklynn – Classworks: R • Tyler – Classworks: R • Aa’Niya – Classworks: R • Michel – Classworks: M • Nikayviah – Classworks: M • Mattie – Classworks: M • Harriya – Classworks: M • Chloe – Classworks: M • Stella – Classworks: M Thinkpads – Epic: • Jansen • Lexi • Justin • Jayden • Wyatt • Emma • Nathan Math: OA.5 Properties of operations 7:55 – 8:30
REMINDER: Living Wax Museum February 14, 2019 Presentation time – 30 seconds to one minute long
Vocabulary & Grammar Time 8:40 – 8:50
coax – Persuade someone to do something by talking gently and kindly • P 4-5 • Irene’s mother is too tired to deliver the duchess’s gown. • Irene coaxes, or gently persuades, her mother to lie down because she knows her mother is not feeling well and needs to rest.
coax • When have you coaxed a person or animal? What did you say? Turn to your Partner I coaxed…
Let’s Practice coaxing! You and your partner are going to each get a chance to coax each other. Remember, you will use a gentle tone of voice as you try to convince your partner.
Imagine the following scenario: You and your partner are at the amusement park. You want to go on the roller coaster, but your partner doesn’t. What might you say to coax your partner to go on the roller coaster with you? Turn to your partner
Imagine the following scenario: You and your partner both have the opportunity to share a project with the rest of the class. You want to present it together to the class, but your partner doesn’t want to join you. What might you say to coax your partner to help with the presentation of the project? Turn to your partner
What’s the new word we are learning that means “persuade someone to do something by talking gently and kindly”? coax
snug – comfortable, warm, and cozy • P4-5 • Irene packs the gown into a big box and gets ready to take it to the duchess. • Irene wants her mother to feel snug, or comfortable and warm, in bed, while she is gone so she tucks blankets in around her.
snug • Where do you feel snug? Why do you feel snug there? – Turn to your Partner I feel snug…
What’s the new word we are learning that means “comfortable, warm, and cozy”? snug
advise – tell someone what you think he or she should do P16-17 • Irene thinks she might be lost and wishes someone could advise her, or tell her which direction she should walk. • I advise you to complete your homework because it will help you practice the skills you need to master. My mother use to advise me of the same thing.
advise Imagine the following scenario: • At recess a classmate says to you, “I had an argument with my best friend. I’m really angry with her, but I feel sad because we argued. What do you think I should do?” • What would you advise your classmate to do? Turn to your Partner I would advise him/her to…
What’s the new word we are learning that means “tell someone what you think he or she should do”? advise
F.A.S.T. Designations 8:50 – 9:20
Restroom Break 9:20 – 9:30
Reading Time 11:45 – 12:20 RI.3.1 I can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 I can determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4 I can determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5 I can use information gained from illustrations, other visual elements, and the words in a text to demonstrate understanding of the text. SL.3.1c I can ask questions to check understanding of information presented, stay on topic, and link my comments to the remarks of others.
Gather at the Carpet • Are we still the best?
Today I will read some more from Polar Bears.Listen carefully to find out if anything you were wondering about is answered in the book.
Let’s commence Read pages 17-20 What did you learn about polar bears from the part I just read? Turn to your partner. Let’s add to our Double-Entry chart.
Let’s continue Read pages 20-27 What did you learn about polar bears from the part I just read? Turn to your partner. Based on what you have learned so far, what questions do you have?
Classroom Discussion • What is something interesting or surprising that you leaned about polar bears from today’s reading? (Let’s add a few to our chart) • Were any of the things you wondered about explained in today’s reading? If so, what did you find out about them? • Based on what you have learned, what else do you wonder about polar bears? • Let’s add to our Double-Entry chart.
Reflect on Partner Work • If you didn’t understand your partner’s thinking, what did you do? • How did you take responsibility for your own learning when you worked with your partner today? • What can you do to be more responsible the next time you work with your partner?
Accomplishment • something that has been achieved successfully
British politician, army officer, and writer, who was Prime Minister of the United Kingdom
Classroom Discussion • What do you see that is similar about these people and their accomplishments? • Think back to the definition: Something that has been achieved successfully. • What accomplishments have you discovered about the biography you have been reading for the Living Wax Museum? • What accomplishments have you made?
Out of Classroom! • Activity 10:05 – 10:50 • Recess 10:50 – 11:15
Out of Classroom! • Lunch 11:15 – 11:45
