Content - Picture Day Beaver STEM Piedmont project · character’s final words. Say it like a...
Transcript of Content - Picture Day Beaver STEM Piedmont project · character’s final words. Say it like a...
Monday08/22/2016
Materials 7:15am -7:45am
Important Information7:50am - 8:20amLesson
Content -PiedmontHOWL 8:30am -9:15amLessonReview morning work
Get to Know Youactivity
Number talk
Specials 9:15am -10:00am
Writing Workshop10:05am - 10:45amLessonLook at excerptfrom mentor textand discuss howauthor usedsensory detailsand sentencevariety.
Have studentspractice usingsensory detailsentence startersas they write adescription of acharacter, settingor object with apartner.
Have students fillout Sensory Detailflipbook and sharewith a partner.
Tuesday08/23/2016
Materials 7:15am -7:45am
Important Information7:50am - 8:20am
HOWL 8:30am -9:15amLessonReview morning work
Multiplication numbertalk
Specials 9:15am -10:00am
Writing Workshop10:05am - 10:45amLessonContentIntegration: S3L1Mentor Text: AWalk in theDeciduous Forest
Using questions togenerate detailsTeacher modelshow to usequestions togenerate sensorydetailsUse slide 8-10 onElaborative Detailsflipchart
Students work withpartner to write adescription of aforest creatureusing questions togenerate details(slide 10)
Mini Lesson 10:45am- 11:00amLessonSOAR - Go to Doorby Katye's promptly10:54-11:24
Wednesday08/24/2016
Materials 7:15am -7:45am
Important Information7:50am - 8:20am
HOWL 8:30am -9:15amLessonGo over morningwork
Finish multiplicationassessment
Commutativeproperty number talkIntroduce games
Specials 9:15am -10:00am
Writing Workshop10:05am - 10:45amLessonStudents work ontheir own usingquestions to generatedetails as they write adescription of acreature in the forest
Mini Lesson 10:45am- 11:00amLesson
ContentIntegration:habitats andadaptationsText: How theBeaver Got HisTail CFA prepflipchartTeacher model:Read and
analyze the text
StrategyFocus:
Thursday08/25/2016
Materials 7:15am -7:45am
Important Information7:50am - 8:20amLesson
Picture DayHOWL 8:30am -9:15amLessonGo over morningwork & multiplicationassessment
Number talk - Reviewstrategies for additionCounting All/CountingOnMaking TensDoubles/NearDoubles
Begin Additionsecrets solving forunknowns and usingcardinal directions toplot answer on a map
Specials 9:15am -10:00am
Writing Workshop10:05am - 10:45amLessonShow me don’ttell me Teacherbackground
Teacher lessonRead How are YouPeeling? (1st partof show me don’ttell me flipchart)Discuss how youcan “show” afeeling bydescribingsomeone’s face/body
Friday08/26/2016
Materials 7:15am -7:45am
Important Information7:50am - 8:20amLesson
Beaver STEMproject
HOWL 8:30am -9:15amLessonAnti-bullying lesson
Specials 9:15am -10:00am
Writing Workshop10:05am - 10:45am
Mini Lesson 10:45am- 11:00amLessonShow me don’ttell meIdentify showing ortelling on the side23Revise thesentence to showinstead of tell onslide 24Brainstorm a list ofphysical andemotional feelings.Let student workwith a partner todraw what thefeeling looks likeand write ashow-me-don’t-tell-mesegment.
2016-2017Mrs. Bell
08/21/2016 - 08/27/2016Week View
Page 1 of 6
Mini Lesson 10:45am- 11:00amLesson
ContentIntegration:Habitats
Text: GeorgiaHabitats Piedmontslideshow
Students will useinformation tocomplete Piedmontportion of theirFlipbook.
Small Groups/Conferring 11:00am -11:30amLesson
AdministerF&PLunch 11:30am -12:00pm
Mini Lesson 212:10pm - 12:25pmLesson
ContentIntegration:habitats andadaptations
Text:Text:PiedmontHabitatpassage fromSTEM Scopes- Ga. Regions
StrategyFocus:
Text: Beaver (NFtext flipchart)StrategyFocus:13.5 NonfictionReaders Stop andJotStrategy: Writingabout nonfictionwill help you holdonto importantinformation andideas as you read.When you readand find you mindclick on--perhapsbecause you learnsomething new(information,words), see astrong image, feelcurious, or want tohold on to the maininformation in asection--it’s a goodidea to stop andjot.
Prompts:• After reading
that section, areyou thinkinganything?
• What do youthink you can jotthat will helpyou hold on tothat information?
• Let’s stop andjot.
• Show me whatyou’ll write afterthat part.
• Let’s check thechart. What kindof writing willhelp you?
• I notice youthought about
13.8 FiveSentenceSummaryStrategy:Thinkabout the text youjust read. Whatare the five mostimportant events.In the order theyhappened? Tellthem out loud toyourself, acrossyour five fingers.Write them on apage, oncesentence per event.
• What happenedfirst?
• Was that themost importantevent thathappened next?
• You’re at themiddle, whatshould be aboutthe middle ofthe story?
• One finger left -what’s theconclusion ofthe story thatconnects backto the initialproblem or whatthe characterwanted?
Small Groups/Conferring 11:00am -11:30amLesson
Look at drawingsof feelings on slide22 of the show medon’t tell meflipchart anddemonstrate howto “show” a feelingby drawing whatyou would see.Write a segmentdescribing whatyou drew.
Mini Lesson 10:45am- 11:00amLesson
PICTUREDAY @11:06
ContentIntegration:habitatsandadaptationsText: How theBeaver Got HisTail CFA prepflipchart
Standard FocusRL1Refer explicitly tothe text as abasis for answers
Answerquestions fromthe text andsupport withevidence
Small Groups/Conferring 11:00am -11:30amLesson
AdministerF&P
Small Groups/Conferring 11:00am -11:30amLesson
AdministerF&PLunch 11:30am -12:00pm
Mini Lesson 212:10pm - 12:25pmLesson
ContentIntegration:habitatsandadaptationsText: Life undera log (video &text)S3L1, RI5, S&L3,L4a (flipchart - hasvideo embedded)
Small Groups/Conferring 2 12:25pm- 1:00pmLesson
AdministerF&PMath Mini Lesson1:00pm - 1:30pmLesson
2016-2017Mrs. Bell
08/21/2016 - 08/27/2016Week View
Page 2 of 6
10.1 Make the2-D into 3-DStrategy:Photographs,illustrations, anddiagrams inbooks are meantto represent realthings. Try totake the 2-D, orflat image andimagine it to be3-D, like it is inreal life. You canmake it seemmore real byadding in detailsfrom othersenses (smell,touch, and sonon). Read thewords in thecaption and inthe surroundingtext to help yourimagination.
Prompts:• Read the
caption. Nowlook at thepicture.Describe whatyou see.
• Make it seemmore real.Say what yousee.
• What do youimagine,beyond justthe flat picture?
• Use yoursenses
• What else doyou see?
what would helpyou when youstopped to jotthat.
Small Groups/Conferring 11:00am -11:30amLesson
AdministerF&PLunch 11:30am -12:00pm
Mini Lesson 212:10pm - 12:25pmLesson
ContentIntegration:habitatsandadaptations
Text: Beaver (NFtext flipchart)
StandardFocus: SL3Watch videoclip (onBuilding theDam slide)
Give Beaverspeaking and
AdministerF&PLunch 11:30am -12:00pm
Mini Lesson 212:10pm - 12:25pmLesson
ContentIntegration:habitatsandadaptationsText: How theBeaver Got HisTail CFA prepflipchart
StrategyFocus:7.6 What Are YouLeft With?Strategy: Rereadthe last paragraphor page. Thinkabout what theauthor leaves youto think about bystudying thenarrator’s or acharacter’s finalwords. Say it like alesson.
Prompt:• Reread the
ending.• Look again at
the lastparagraph (orpage). Does thenarrator leadyou to a lesson?
• That’s what itsays at the end.Try to say thelesson in yourown words.
Lunch 11:30am -12:00pm
Mini Lesson 212:10pm - 12:25pmLesson
ContentIntegration:habitatsandadaptationsText: How theBeaver Got HisTail CFA prepflipchart
Standard Focus:L1 (parts ofspeech)
Identify parts ofspeech in exerptof passage
Small Groups/Conferring 2 12:25pm- 1:00pmLesson
AdministerF&PMath Mini Lesson1:00pm - 1:30pmLesson
Mini Lesson -Introducemultiplication strategies(distributiveproperty)model facts with 6, 7& 12 (multiply by 5& add a group ordouble)
Recess 1:30pm -1:50pm
Math Station 11:50pm - 2:50pm
Mini Lesson -Introducemultiplication strategiesmodel facts with 8 &9 (9 - times 10 minusa group) (show howyou know most of 8 &9 with previousstrategies)
Recess 1:30pm -1:50pm
Math Station 11:50pm - 2:50pmLesson
Math Stationsbased on datafrom formativeassessmentsTechnology: visualLearning, closer look& convince me
Games: Connect2,3,4,5, & 6 choosebases on level
Journal:Differentiated wordproblems
Fluency: Reflex
Teacher: Teachermodels and posesproblems for studentsto solve onwhiteboards basedformativeassessment
• What patterns do
you notice on an
addition table?
• What patterns do
you notice on a
multiplication
table?
2016-2017Mrs. Bell
08/21/2016 - 08/27/2016Week View
Page 3 of 6
• Use thecaption andthe rest of thepage to saymore.
Small Groups/Conferring 2 12:25pm- 1:00pmLesson
AdministerF&PMath Mini Lesson1:00pm - 1:30pmLesson
Mini Lesson -Introduce themultiplicationchart &commutative (video)model facts with 0, 1& 11Students color inchart and quiz eachother on 0 & 1 facts
Recess 1:30pm -1:50pm
Math Station 11:50pm - 2:50pmLesson
listeningformative
Small Groups/Conferring 2 12:25pm- 1:00pmLesson
AdministerF&PMath Mini Lesson1:00pm - 1:30pmLesson
Mini Lesson -Introducemultiplication strategiesmodel facts with 2 &4 (double &double,double)
Recess 1:30pm -1:50pm
Math Station 11:50pm - 2:50pmLesson
Math Stationsbased on datafrom formativeassessmentsTechnology: visualLearning, closer look& convince me
Games: Connect2,3,4,5, & 6 choosebases on level
Journal:Differentiated wordproblems
Fluency: Reflex
Teacher: Teachermodels and poses
• What’s the lastthought youhave afterreading the endof the book?
• Explain how thewhole storyends up. Sowhat’s thelesson?
• Explain how theproblem wassolved. Sowhat’s thelesson?
Small Groups/Conferring 2 12:25pm- 1:00pmLesson
AdministerF&PMath Mini Lesson1:00pm - 1:30pmLesson
Mini Lesson -Introducemultiplication strategiesmodel facts with 3, 5& 10 (skip counting)
Lesson
Math Stationsbased on datafrom formativeassessmentsTechnology: Reflexand/or visualLearning, closer look& convince me
Games: Connect 2,3 or 4
Journal:Differentiated wordproblems
Fluency:Multiplication Bumptimes 2 or 3
Teacher: Teachermodels and posesproblems for studentsto solve onwhiteboards basedformativeassessment
• What patterns do
you notice on an
addition table?
• What patterns do
you notice on a
multiplication
table?
• Describe the
relationship
between
multiplying by 2
and multiplying by
4.
• John says that
when you multiply
any number by an
an even number,
• Describe the
relationship
between
multiplying by 2
and multiplying by
4.
• John says that
when you multiply
any number by an
an even number,
you will always
get an even
product. Explain
why John is or is
not correct.• Malik said when
you multiply twoodd numbers, theproduct is alwaysodd. He used 3 x7 and 7 x 7 tosupport hisstatement. Is hecorrect?
2016-2017Mrs. Bell
08/21/2016 - 08/27/2016Week View
Page 4 of 6
Math Stationsbased on datafrom formativeassessmentsTechnology: visualLearning, closer look& convince me
Games: Connect2,3,4,5, & 6 choosebases on level
Journal:Differentiated wordproblems
Fluency: Reflex
Teacher: Teachermodels and posesproblems for studentsto solve onwhiteboards basedformativeassessment
• What patterns do
you notice on an
addition table?
• What patterns do
you notice on a
multiplication
table?
• Describe the
relationship
between
multiplying by 2
and multiplying by
4.
• John says that
when you multiply
any number by an
an even number,
you will always
get an even
product. Explain
problems for studentsto solve onwhiteboards basedformativeassessment
• What patterns do
you notice on an
addition table?
• What patterns do
you notice on a
multiplication
table?
• Describe the
relationship
between
multiplying by 2
and multiplying by
4.
• John says that
when you multiply
any number by an
an even number,
you will always
get an even
product. Explain
why John is or is
not correct.• Malik said when
you multiply twoodd numbers, theproduct is alwaysodd. He used 3 x7 and 7 x 7 tosupport hisstatement. Is hecorrect?
Recess 1:30pm -1:50pm
Math Station 11:50pm - 2:50pmLesson
Math Stationsbased on datafrom formativeassessmentsTechnology: visualLearning, closer look& convince me
Games: Double,Double, Double orBunny Bump
Journal:Differentiated wordproblems
Fluency: Reflex
Teacher: Teachermodels and posesproblems for studentsto solve onwhiteboards basedformativeassessment
• What patterns do
you notice on an
addition table?
• What patterns do
you notice on a
multiplication
table?
• Describe the
relationship
between
multiplying by 2
and multiplying by
4.
• John says that
when you multiply
you will always
get an even
product. Explain
why John is or is
not correct.• Malik said when
you multiply twoodd numbers, theproduct is alwaysodd. He used 3 x7 and 7 x 7 tosupport hisstatement. Is hecorrect?
2016-2017Mrs. Bell
08/21/2016 - 08/27/2016Week View
Page 5 of 6
why John is or is
not correct.• Malik said when
you multiply twoodd numbers, theproduct is alwaysodd. He used 3 x7 and 7 x 7 tosupport hisstatement. Is hecorrect?
any number by an
an even number,
you will always
get an even
product. Explain
why John is or is
not correct.• Malik said when
you multiply twoodd numbers, theproduct is alwaysodd. He used 3 x7 and 7 x 7 tosupport hisstatement. Is hecorrect?
2016-2017Mrs. Bell
08/21/2016 - 08/27/2016Week View
Page 6 of 6