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White’s Lesson Plans Week of _____________

White’s Lesson Plans Week of _____________. Monday Tuesday Wednesday. 8:20-8:45 Checking In Students’ Agendas, Homework, Reading Logs and Check Uniforms

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White’s Lesson Plans Week of _____________

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  1. White’s Lesson Plans Week of _____________ Monday Tuesday Wednesday 8:20-8:45 Checking In Students’ Agendas, Homework, Reading Logs and Check Uniforms Bell Work – Drops in the Bucket Mon Sec 1 & 2 8:20-8:45 Checking In Students’ Agendas, Homework, Reading Logs and Check Uniforms Bell Work – Drops in the Bucket Tues 3 & 4 8:20-8:45 Checking In Students’ Agendas, Homework, Reading Logs and Check Uniforms Bell Work – Drops in the Bucket Wed 5 & 6 8:45 – 9:15 Reading Intervention Groups Plans attached! 8:45 – 9:15 Reading Intervention Groups Plans attached! 8:45 – 9:15 Reading Intervention Groups Plans attached! 9:15 – 9:25 Morning Meeting Word of the Week is resourceful DEFINE, SCHOOL EXAMPLES 9:15 – 9:25 Morning Meeting Weekly Goal Setting (agendas) 9:15 -11:00 Reading Workshop Vocabulary/Word Work Do the CLOZE sentences from Smart Notebook for this week’s vocabulary after reviewing meanings and chunking/syllables for each word. Reading Selection: Sweet Clara and the Freedom Quilt FCIM/Shared Reading Lesson: Read the rest of the story to the end. Teaching Point: Readers understand that the author of every text writes with a purpose and message in mind. Writing In Response to Reading – Students have a question from today’s reading to answer as a stickie or as an exit slip. (EVALUATE – Level 3 from AVID) 30 min. Independent Reading Individual Reading Conferences with: 9:25 -11:00 Reading Workshop 9:25 -11:00 Reading Workshop Vocabulary/Word Work Do the quotes on the Smart Notebook program first. Then have the kids work on creating their own examples for each word on the third column of their three column notes. Reading Selection: Sweet Clara and the Freedom Quilt FCIM/Shared Reading Lesson: Read up to the part of “I got the memory of the quilt in my head.” Teaching Point: Readers identify the bigger message of the story by holding on to the sequence of events in a story. Writing In Response to Reading – Students have a question from today’s reading to answer as a stickie or as an exit slip. (EVALUATE – Level 3 from AVID) 30 min. Independent Reading Individual Reading Conferences with: Vocabulary/Word Work Three column notes set up with words and definition. Do word chunking to help with basic word analysis. Reading Selection: Sweet Clara and the Freedom Quilt FCIM/Shared Reading Lesson – read first part stopping at the words A map! Teaching Point: Readers make sure they are catching the important parts of a book by focusing their minds on sorting the Who? What? When? Where? and Why? of the book. Writing In Response to Reading – Still need to finish the bio cubes today, especially looking up quotes and putting the cubes together. 30 min. Independent Reading Individual Reading Conferences with: 11:00 – 11:55 Writing Workshop (20 days) 11:00 – 11:55 Writing Workshop (19 days) 11:00 – 11:55 Writing Workshop (18 days) • Expository Anecdotes • Teaching Point: Writers layer the action in expository anecdotes just like we’ve practiced in narrative, using verbs and adverbs. • Before beginning – post adverbs chart and teach use of adverbs in writing. Give students several examples. • Show past expository papers that lack linking ideas and are repetitive. Get kids to see how the ideas are just repeated and not really developed. • Model MI#1 using the “extended concrete examples” sheets from Core Connection – put on Smartboard. I’ll show the students about how/where to add in adverbs correctly. • Send students off to start working on their middles. • Group to Pull based on recess paper – too much listing and no development or linking of ideas: Deja, Kamarii, Jaida, Anriya, Cedrik, Jennifer, Jessica, and Elantess…with me gathering area • Expository Prompt for this Week: Write to explain why this activity is your favorite outdoor activity. I’ll model this prompt and kids will have to choose their own different idea – cannot use the same idea I use. • Teaching Point: (REVIEW) Writers know how to read, plan, and begin an expository writing. • Model quickly coming up with a focus and focus statement. • Then model coming up with a quick E plan, including choosing the transitional phrases. • Model choosing the big ideas that are ‘big’ enough to focus an whole paragraph on. • Send students off to create their focus, focus statement, and quickie E plan. • Collect and hold until tomorrow. Expository Anecdotes Teaching Point: Writers layer the action in expository anecdotes just like we’ve practice in narrative, using verbs, and adverbs. Today is a basic repeat of yesterday’s lesson but we will need to refine our use of the “kiss it goodbye” strategy and come up with a variety of ways and phrases for kiss it goodbye. I’ll model my MI #2 using the same extended concrete example format as yesterday from Core Connection. Send students off to write their MI #2 for their outside activity. Today I’ll be pulling the same students as yesterday to the gathering area – for a quicker reteach of what I just taught, then I want them to work more independently today in order to see what they can do on their own after lesson help two days in a row.

  2. 11:56 – 12:26 Lunch ST Math Group: 11:56 – 12:26 Lunch ST Math Group: 11:56 – 12:26 Lunch ST Math Group: 12:30 – 12:40 EDC (calendar pattern/money) 95 12:40 – 12:50 Warm Up Problem Solving Cooperatively –12:50 – 1:30 Math Lesson Teaching Point: Patterns can sometimes be used to identify a relationship between two quantities. Guided Practice: Kudzu problem Table Groups - Jack and the Beanstalk problem, using input/output, looking at the relationship between the input and the output. (More guided practice - adding in several other input/output tables, especially those with a rule involving ÷ or – because my students often quickly see the + x relationship but struggle with ÷ and - ) Exit Slip with plant problem similar to Kudzu and Beanstalk…plus a function table with ÷ or - 12:30 – 12:40 EDC (fraction of the day) 96 12:40 – 12:50 Warm Up Problem Solving Cooperatively 12:50 – 1:30 Math Lesson Teaching Point: Numerical and algebraic expressions can involve more than one operation. Continue wrapping up Algebraic Thinking Guided Practice – Hector’s Problem and the problem I created to follow that, a ‘you’ homework problem. Partner Practice – use 10-3 on level partner game and the 10-4 advanced partner game Independent/Exit for Today: Use the book, FL Test, problems #3 and #7 pg 210/211 12:30 – 12:40 EDC (fraction of the day) 97 12:40 – 12:50 Warm Up Problem Solving Cooperatively 12:50 – 1:30 Math Lesson Teaching Point: Numerical and algebraic expressions can involve more than one operation. Last day for wrapping up Algebraic Thinking Guided Practice – Smartboard/smart notebook, problems similar to several they’ll have on their FL Achieves assessment tomorrow, reworded and changed around. Partner practice – from Smart Lesson Exchange (expressions and equations – identifying what the variable stands for and solving for variable) Independent/Exit for Today – use FL test again, pg 210 and 211 #1 and #8 Reteach/Diff Group: Mrs. P will work with Jaida, Deja, Anriya, and Elantess Reteach/Diff Group from yesterday’s exit: Reteach/Diff Group from yesterday’s exit: 1:30 – 1:45 Social Studies Geography – US Regions Pass out maps of the US and staple a piece of notebook paper to each for notes, etc… Read page 17 and display using the document camera. Vocab: contiguous – then have the kids shade in Hawaii and Alaska on their maps. On the notebook paper, they can explain why those two states are noncontiguous. 1:30 – 2:20 Science (engage) EQ =What are some changes in materials that results in other materials with different characteristics such as decaying matter, burning, rusting, and cooking? Students participate in a multiple choice with reasoning question and use a sticky bar formative assessment strategy. Display the scenario for students to see. Give each student a sticky, have student initial the back of the sticky (a good way of checking their prior knowledge) have students place their sticky notes and discuss why they choose that response. 1:30 – 2:20 Science (explore) Science Lab Time First activity (covering past 3rd grade benchmark) Light, reflection, refraction 1:45 – 2:15 PE 2:20 – 3:05 PE 2:20 – 3:05 PE 3:05 – 3:40 EXTENDED WRITING TIME (until FCAT Writing) Narrative at this time this week! Repeat Lori’s lesson on brainstorming for prompts….thinking beyond the obvious….give some examples of how the prompt can be the solution instead of the focus of the whole paper. Give students comma, comma, and practice sentence to do independently while I meet with the following group. Small Group for Today: 3:05 – 3:40 EXTENDED WRITING TIME (until FCAT Writing) Continue brainstorming ideas for prompts and thinking beyond the obvious and using the idea in the prompt as a solution. Using the words on the adverb list, students will write a sentence for each one that starts with the adverb and a comma…and goes with the meaning of the word. Carefully, I carried the fragile vase back to the table. Small Group for Today: 2:15 – 2:30 Homework for Writing! Today Early Release PD/PLC Daily points from me in agenda. Organize agenda and AVID notebook. Homework (unfinished work is highlighted) Daily points from me in agenda. Organize agenda and AVID notebook. Homework (unfinished work is highlighted) Daily points from me in agenda. Organize agenda and AVID notebook. Homework (unfinished work is highlighted)

  3. White’s Lesson Plans Week of _____________ Thursday State Visit Friday Planning Notes/Comments 8:20-8:45 Checking In Students’ Agendas, Homework, Reading Logs and Check Uniforms Bell Work – Drops in the Bucket Thurs 7 & 8 8:20-8:45 Checking In Students’ Agendas, Homework, Reading Logs and Check Uniforms Bell Work – Drops in the Bucket Friday 9 & 10 This week’s vocabulary words: Frantic/frantically Anxious/anxiously Instead Disappointment/disappointedly Encountered Amusing Hilarious Entertaining Suggested Lousy This week’s weekly assessment on Friday will be: Going to try to utilize the Florida Achieves Assessments for Chorological Order And Author’s Purpose Students will also do the Reading Counts Assessment for Freedom Summer And should have already done the one for Sweet Clara earlier in the week 8:45 – 9:15 Reading Intervention Groups Plans attached! 8:45 – 9:15 Reading Intervention Groups Plans attached! 9:15 – 9:25 Morning Meeting Agenda quote of the week – Helen Keller 9:15 – 9:25 Morning Meeting Class compliments – CHAMP of the Week 9:25 – 11:00 Reading Workshop 9:25 – 11:00 Reading Workshop Vocabulary/Word Work Today students work on picture slides to go with each of this week’s vocabulary words – done with Kagan structure (as like a contest). Reading Selection: Freedom Summer (a little over 1st half) FCIM/Shared Reading Lesson Teaching Point: Readers identify the important parts of the plot of a story and how that book relates to the theme in a similar fiction selection. Writing In Response to Reading –Students have a question from today’s reading to answer as a stickie or as an exit slip. (EVALUATE – Level 3 from AVID) 30 min. Independent Reading Individual Reading Conferences with: Vocabulary/Word Work Review the words and then have students take this week’s Beck style vocabulary quiz. Reading Selection: Freedom Summer – finish the book as read aloud FCIM/Shared Reading Lesson Teaching Point: Readers identify the important parts of the plot of a story and how that book relates to the theme in a similar fiction selection. FCIM/Shared Reading Review for this week’s teaching points: chronological order and author’s purpose/theme/message 30 min. Independent Reading Individual Reading Conferences with: 11:00 – 11:55 Writing Workshop (16 days til FCAT Writing) Spelling Test 11:00 – 11:50 Writing Workshop (17 days til FCAT Writing) Expository Conclusions Teaching Point: Writers wrap up an expository writing with a conclusion that returns the reader to the prompt and to the focus of their paper. Share several examples of good conclusions! Pick one I like and model my conclusion to my outside activity expository I’ve been modeling from this week using that example. Send students off to wrap up their papers on their favorite outside activity following one of those models I showed and making sure it includes something that reflects the prompt and their own personal focus. Have my same group come together. Teach them a more basic ending…then let them work on wrapping up their papers on their own. Narrative Demand Writing Give students one prompt from the extended time and brainstorming we’ve done in the afternoons this week. They can use one of the ideas we came up with or they can use their own idea. No control of the time – instead the students should be totally independent for the one hour (although slightly short of an hour, they should be able to finish or get close)

  4. 11:56 – 12:26 Lunch ST Math Group: 11:56 – 12:26 Lunch ST Math Group: 12:30 – 12:40 EDC (update all/depositor) 98 12:40 – 12:50 Warm Up Problem Solving Cooperatively On construction paper – like FL Achieves prob for next assessment 12:50 – 1:30 Math Lesson 12:30 – 12:40 EDC (update all/depositor) 99 12:40 – 12:50 Warm Up Problem Solving Cooperatively On construction paper – like FL Achieves prob for next assessment 12:50 – 1:30 Math Lesson (Starting Fractions/Decimals) Teaching Point: Parts of whole numbers are represented by tenths, hundredths, and thousandths. 12-2 Lesson Animation followed by guided practice identifying all three decimal place values. Talk about and demonstrate equivalence using smart board. Work on naming, greater than, less than, and equivalence with zeros holding PV in decimals. Partner Game – 12-2 to wrap up math for this week. FL Achieves First three algebra assessments For MA4A4.1, MA4A4.2, MA4A4.3 12:30 – 1:20 Science (explore) EQ =What are some changes in materials that result in other materials with different characteristics as matter? Students will participate in several explorations with steel wool and banana peels to help them construct an understanding of concepts to answer the Essential Question. Divide class into groups of 4. each group get ½ steel wool pad, jar, water, and teaspoon of vinegar. Students will place the wool into jar, add water so the wool is completely covered with water. Then add vinegar. Place jars somewhere students can check tomorrow. Group will also get half of a banana peel, place on paper towel, and place it on window sill. The other half of banana peel will be placed in ziploc bag and place that on the window sill. As we set up, have students write to describe the set up for each of these investigations. They can also make predictions. 12:30 – 1:20 Science (explore) EQ = How can you tell when a new substance forms? Students record their observation from yesterday’s exploration. Share out student s observations. Teach independent and responding/dependent variable. Help kids identify which was which in each of the investigations. Next, Students will interact (in both verbal and written forms) with Fusion Virtual Lab Unit 5 Lesson 2. **good time to talk about the nature of science and the method Slide 1- have students T/T to connect with prior knowledge. Slide 2- background connect with fusion book read Slide 3 demo- have students follow demo by creating the table in journal Slide 4- slide 8 complete the first investigation. The rest of the digital lesson will have to be continued on Monday. 2:20 – 3:05 MUSIC 2:20 – 3:05 ART 3:05 – 3:40 EXTENDED WRITING TIME (until FCAT Writing) Share one of the student samples Lori gave us from Core Connection. Then, without revealing the names, share out some of the outstanding stories from today’s narrative demand write. **Maybe have students count up the Writing Bucks totals for the first week. 3:05 – 3:40 EXTENDED WRITING TIME (until FCAT Writing) Last day of brainstorming ideas for prompts and thinking beyond the obvious and using the idea in the prompt as a solution. Continue to work on how ideas we’ve already worked might fit different prompts. Teach appositives and do several examples with the students. Give student the exit slip where they will tell what they’d fill in as the appositive. You can also have them tell the ,,and and the adverb used. Put the sentence on the smart board – they can do it on half sheet. Daily points from me in agenda. Organize agenda and AVID notebook. Homework (unfinished work is highlighted) Daily points from me in agenda. Organize agenda and AVID notebook. Homework (unfinished work is highlighted) Reading Log Due Monday

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