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Cheryl Dick's Lesson Plans for Week of Sep 9, 2013
Notes:
Mon, Sep 9 (Day 1) Tue, Sep 10 (Day 2) Wed, Sep 11 (Day 3) Thu, Sep 12 (Day 4) Fri, Sep 13 (Day 5)
MONDAY MEANING
Vocabulary Word: trucelentPages 66-69
Read story from Weighty Word
Book aloud.
Look up meaning of word
online www.dictionary.com
Standard R1E
TANGLED TUESDAY
Tangled Tuesday Week 5 inMathews Shared Folder
Students untangle the
spelling words in the letter
and play the anagram game.
R1Ec - Deve lop vocabulary
through text using context
clues
W2Ee -Spelling
WACKY WEDNESDAY
Pass out Wacky WednesdayQuiz. Students label parts of
speech and edit the letter.
W2E - Conventions
If time allows, review Parts of
Speech PowerPoint in Shared
Folder
THINKING THURSDAY
Thinking Thursday Week 5Solve bean problems with
model drawing.
N1B
N1C
N2A
FABULOUS FRIDAY
Fast Fact FridayStudents complete as many
multiplication problems as
they can in five minutes.
N3B
READING
Mini-Lesson:
Discuss nonfiction text
features. See SMART
Notebook lesson in shared
folder. Use social studies
book to discuss the features.
During:
Students use science book to
explore nonfiction text
features.
Reader's Response:
Exit Slip: How do nonfiction
text features help a reader?
READING
Mini-Lesson: Nonfiction text
features -- Review headings
and subheadings. Model
turning headings into
questions on a T-chart.
During: Students partner
read Missouri Studies
Weekly. They are to turn
each heading into a
questions and read to answer
their questions. *not all
questions they pose will have
answers. They will record
answers to some of their
READING
Mini-Lesson:
Nonfiction text features --
Review headings and
subheadings. Model turning
headings into questions on a
T-chart.
During:
Students partner read Missouri
Studies Weekly. They are to
turn each heading into a
questions and read to answer
their questions. *not all
questions they pose will have
answers. They will record
answers to some of their
READING
Mini-Lesson:
SMART Notebook lesson --
Fact/Opinion
During:
Students partner read
Missouri Studies Weekly and
focus on turning facts into
opinions.
Reader's Response:
Students write facts and
opinions about the reading.
READING
Mini-Lesson:
Co-construct a
fact/opinion/support chart
over yesterday's reading.
Support tells why the student
has an opinion. He must be
able to back up his opinion
with support from the text.
During:
Students partner read
Missouri Studies Weekly
discussing
fact/opinion/support.
Reader's Response:
Students create their own
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questions in the reader's
response journal.
Reader's Response:
Students
questions in the reader's
response journal.
Reader's Response:
Students answer some of their
questions.
fact/opinion/support chart
WORKING WITH WORDS
Week Five Words:
could, to, excited, expensive,
independence, running,
swimming, hopping,
beginning, winning
WORKING WITH WORDS
See Tangled Tuesday
information in plans.
WORKING WITH WORDS
-ive suffix sort
Month-by-Month Phonics and
Vocabulary page 76
WORKING WITH WORDS
Written Test
Use words from Monday
WORKING WITH WORDS
Multiple Choice Spelling Test
MATH
Define Number Sentence
Entrance Slip: Four subtraction
problemsStudents getting all four correct
work bean cards.
Model Subtraction for rest of
class and work problems
together on white boards.
Exit Slip: Two subtraction
problems.
MATH
Review Number Sentence
Entrance Slip: Four subtraction
problemsStudents getting all four correct
work bean cards.
Model Subtraction for rest of
class and work problems
together on white boards.
Exit Slip: Two subtraction
problems.
MATH
Define Commutative Property
Entrance Slip: Four two-digit
by one-digit multiplicationproblems
Students getting all four correct
work bean cards.
Model multiplication for rest of
class and work problems
together on white boards.
Exit Slip: Two multiplication
problems.
MATH
Estimation -- ABOUT!!
Define Estimation
Entrance Slip: Four estimationproblems
Students getting all four correct
work bean cards.
Model estimation for rest of
class and work problems
together on white boards.
Exit Slip: Two estimation
problems.
MATH
Estimation --
Students use grocery ads to
spend about $100. Usehomogeneous partners and
work with early readiness
students.
WRITING/SSR
Mini-Lesson: Read The Dog
Who Ate the Bone. Look at
strong verbs versus weak
verbs. Model a story about
my weekend using strong
WRITING/SSR
Mini-Lesson: Three students
will perform Strong Verb vs.
Weak Verb three minute play.
Students will use their list of
strong verbs to continue their
WRITING/SSR
Mini-Lesson: Digging Deep
for Details. Model adding
details that let the audience
visualize the text. Students
will apply the concept in their
WRITING/SSR
Mini-Lesson: Refresh
students on similes. Teacher
will provide students with a
slip of paper. Half of the
students will have the
WRITING/SSR
Mini-Lesson: Rev iew similes -
- see PowerPoint in shared
folder. Similes make me
smile!
20 minutes: 1/2 Students
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