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Standards:KCC1 ,4,5,6 Standards:KCC1 ,2,4,5,6 Standards:KG1-6 Standards:KG1-6 Standard: KOAS NBT1 KG1-5 Quad A Quad A Quad A Quad A Quad A Target: Building a 3-D Target: Describing the Target: Flnd strategies to Target: Making 3-d Target: Comparing and shape using two smaller attributes of 3-d cubes. subtract fluently. shapes with clay matching the faces of 3- blocks.

D shapes.

Which 30 shape is the Are alt of the faces on a What shape can you build What are words that Is one fewer adding or easiest to make out of geoblock always the same when you put 2 cubes describe a cube? taking away? clav? shaoe? toaether? Investigations Investigations Investigations Investigations Investigations Unit/Session: Unit 5, 1.4 Unit/Session: Unit 5, 1.5 Unit/Session: Unit 5, 1.6 Unit/Session: Unit 5, 1.7 Unit/Session: Unit 5 Materials: Clay, cubes, Materials: Geoblocks, Materials: Geoblocks, Materials: Materials: as required connecting cubes, M45-M50, clay, connecting clay Activity: Activity: practice counting jar cubes Activity: Build a Block Engage: pg 62 subtraction fact. Activity: Clay Shapes Activity: Geoblock Match- Engage: pg 54 Literature/Questioning/ Evaluate: weekly Engage: p 44 up Literature/Questioning/ Review, review Fill the assessment : Student Literature/Questioning/ Engage: pg Review, review Fill the Hexagons work- Matching Faces to Review, 49Literature/Questioning/ Hexagons Explore: p.83 geoblocks. Explore: p. 44 Review, Matching Faces Explore: p.55 Explain: p.65 Explain: 48 Explore: p. 50-51 Explain: p.58 Extend: math workshop Extend: Discussion, pp. Explain: 51 Extend: math workshop Evaluate: Teacher 47 Extend: Math Workshop Evaluate: Teacher Observation, Independent Evaluate: Teacher Evaluate: Teacher Observation, Independent Work Product .. Formal Observation, Independent Observation, Independent Work Product .. Formal AssessmenUAssessment Work Product .. Formal Work Product ... Formal AssessmenUAssessment Checklists AssessmenUAssessment AssessmenVAssessment Checklists Checklists Checklists Calendar Math (Days

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Math lesson Plans Weeks of January q.J7

Week of JantAory q-13

Reading Lesson Plans Week of' January q-13, 2017

Overarchin Standards: I Can:

RI.1.q Identify basic similarities in and the dif'ference between two texts on the same topic Ce.g. illustrations

1

descriptions1

or procedures).

e RL. 1.6 Identify who is telling the story at various points in a text. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

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.Social .Studies Lesson Plans Week of:

January q-13, .:2017

· AC.OS # 5 Identify historic.a\ events <!Ind yele · rations within · e local community anougho1.ct Alabama (Examples: Martin L.uther King. Jr. Selma Br"·as Boll W vft F 5'ival 011\f · nier t,S Bo. oft Black Hlstor nth Alab . r.na © ACO.S

#6 Identify states, continents, oceans, and the equator l.lsing maps, globes, and technology. © Identifying map elements, including title, legend, compass rose, and scale © Identifying the intermediate directions of northeast, southeast, northwest, and southwest© Recognizing technological resources such as a virtual globe, satellite images, and radar © locating points on a grid ACO.S #7 Explain production and distribution processes (Example; tracing milk supply from dairy to consumer) © Identifying examples of imported and exported goods © Describing the impact of consumer choices and decisions on supply and demand

DAYI DAY2 DAY3 DAY l.f DAY5 Date: Jan. CJ Date: Jan. 10 Date: Jan. II Date: Jan. 12 Date:: Jan. 13

Materials: internet Materials: Materials: Materials: Materials: construction student made book, Formal paper, markers, timelines vocabulary Assessment

Activity: SW pictures printed sheet

toke turns from the exploring a web computer Activicy: SW Activity: TTW Activity: TTW quest on Martin

present their continue to review facts Luther King, Jr.'s about Dr. lif'e. SW share Activity: TW timelines to review facts Martin Luther one thing they review Martin the class. about Dr. King, Jr. TSW Martin Luther learned about Luther King Jr.'s Students will

King, Jr. TTW perform on a

9- MLK Jr's life. SW lif'e with students. also complete Formal complete a SW work in a Read Works read a short Assessment. e story about

� writing of' what groups preparing Passage in Dr. King. � they think MLK Jr. a timeline of' reference to C) would be doing Martin Luther King Dr. King1s life.

Students will

i write 2 facts today if' he was Jr.'s life. that they still alive. Evaluation: TO, Evaluation:

Students will also Evaluation: TO, SP learned about Formal complete a skill SP Dr. King with a Assessment sheet about Dr. partner

King. Evaluation: TO,

Evaluation: TO,SP SP, handwriting paper

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Jnd 3,rode Lesson Plans

Monday

�: RF 2.3, 2.4 Target SklUs: I can read and decode words with regular vowel patterns Sonday S'-5tem Level 19 /ch/ as n chip Fry Words: work, know, place Mgtedals: Sonday System, paper. pencils �Read and wnte sounds. words. based on review phones pattern •quadrant BEli.Student can recognize the /ch/ sound

tcrui: Overarching RI 2.10 Priority RI 2.5 Supporting RI 2.1. 2.7 Target Skdts; I can ask and answer who, what, when. where. and how questions about important details oF an 1nFormat1ona! text Materials: Smart Board, All About Trees Ces:1viloois, StafforQ), StJ6e - !be Boller: Cg aster �s ask/answer questions based on Important deto�s from fnformotlonal text. Begin SNAP - The Roller Coaster •quadrantBfI.:.. TO /SP /FA Students can answerquestions about important detads fromtext

Language: L 2.1 F. L2.2 d Writing: W 2.S. 2.8. 2.3 Target Skllls: Produce, expand, and rearrange complete simp'e. and compound sentence .. Generalize learned spelling patterns when writing words. What do writers do when they compose? Materials: hondwriting paper, tr�its week 1 day 1 SA: Traits week 1 doy 1: Introduce. Explore. Wrap Up. Read Aloud; The Relatives Come Writing: When My Relatives Came. ET:TO/SP/FA

� NBT 2. NBT1. NBT3. NBT 4, NBT 7 Target SkiUs: demonstrate how to skip count by S's, 10's, lOO's, read and write numbers to 250 using base ten numerals, number names, & expanded form and adding and subtracting within 100 using concrete models or drawings. Matedals; Smart Boor-d, Document Camera, Investigations Unit 1 investigcition 3 pgs. 120 - 128. Primary number cards� make 10 in various ways, make 10 90fish. more than two to make 10.l;I; Formative assessment: student recordoF "matches" oF 10 in math journal.•to minute math: build numbers (NBT3)Today's number: 15Students pra,tk:e representing writtennumbers using var·ous representations•quadrantB

Week of 8/29/16-9/02/16

Tuesday

�: RF 2.3, 2.4 Tor:get Skllls: I can read and decode words with regular vowel patterns Sonday System Level 19 /ch/ as an chip Fry Words: work. know, place Matedals; Sonday System, paper, penctls �Read and write sounds, words. based on review phonics pattern •quadrantBl;I;_Student con recognize the /ch/ sound

�: Overarching RI 2.10 Priority RI 2.5 Supporting RI 2.1, 2. 7 Target Skins: I can recogn,ze and use text features to understand an informational text Materials; Smart Board. from Seed to Plant (Poviloais, Stafford), St:!AP - Ibe Boller Coaster §&.S ask/answer questions using text Features. Continue SNAP - The Roller Coaster •quadrontBa TO/SP /FA Students con use textFeatures to answer questions aboutimportant details From text.

Language:L 2.1 f, L2.2 d Writing: W 2.S. 2.8. 2.3 Target Skllls: Produce, expand, and rearrange comp'ete simple, and compound sentence. Generonze learned spell ng patterns when writing words. Materials: hondwriting paper, traits week 1 day 2 SA: :rra ts week 1 day 2: Video Screening (Traits Place), Introduce, Explore, Wr-op Up ET': TO/SP/FA

Q!fu NBT 2, NBT1. NBT3, NBT 4, NST 7 Target Skills: demonstrate how to skip count by S's. 10's, tOO's. read and write numbers to 250 using base ten numerc:1ls. number names. & expanded form and adding and subtracting within 100 using concrete models or drawings. Matengis; Smart Boord, Document Camero, Investigations Unit 1 investigation 3 pg. 129-131. 138 - 142 Add tion Cards, Connecting Cubes� determine wh'ch combinations theyknow. Determine that• 1 and 1 • are thesame.Create addition story problem. Solveaddition story problem.� Formative assessment: the total is 20Addition stones.10 minute math; quick images Number fans: place valueToday's Number: 12•quadrant B

Wednesday

�: RF 2.3. 2.4 Torget SkllJs; I can read and decode words with regular vowel patterns Sonday S1,1stem Level 19 /ch/ as in chip Fry Words: work, know, place Materials: Sonday System, paper. pencils �Read and write sounds. words. based on review phonics pattern •quadrantBEIT;_Student can recognize the /ch/sound in unfamiliar words

�: Overarching RI 2.10 Priority RI 2.5 Supporting RI 2.1. 2.7 Tocget SklHs: I con recognize and use text features to understand an 1nformattonal text Materlais; Smart Board. How Plants Grow C6ig !Joiyers!;l), $t:!6P - Tbfl 8Ql1er: !:;Qastec �S ask/answer questions uS1ng text features. Continue SNAP - The RoRer Coaster •quadrontBa TO/SP /FA Students can use textfeatures to answer questions aboutimportant deta Is From text.

Language: L 2.1 F, L2.2 dWriting: W 2.S. 2.8. 2.3 Target Skills: Produce, expand, and rearrar19e complete simple, and compound sentence. Generalize learned spelling patterns when writing words. Materials: handwriting paper. traits week 1 day 3 SA: Traits week 1 day 3: Introduce. Explore, Wrap Up. The Writing Song ET': TO/SP /FA

Q§.. NBT 2, NBT1. NBT3, NBT 4. NBT 7 Target SklHs: demonstrate how to skip count by S's. 10 demonstrate how to skip count by S's, 10's, 100's, read and write numbers to 250 using base ten numerals. number names, & expanded form and adding and subtracting within 100 using concrete models or drawings. Mgteda1s; Smart Board. Document Camera. Investigations Unit 1 investigation 4 pg. 149 - 154, chart paper � Solve subtraction story problems using various strategies. � formative assessment: student strategies For solving subtraction story problems. •10 minute math: Classroom Routine: Whottime is it? Pg. 90 (unit 1. 2.5)Building numbersQuick imagesToday's Number: 22 •quadrantB

2nd Grode Lesson Plans

M _l Q§_; NBT 2, NBT1, NBT3, NBT 4, NBT 7

s

c

"'grget Skll]s: demonstrate how to sklp count by .i's, 10's, 100's, read and write numbers to 250 using base ten numerals. number names, & expanded form and adding and subtracting within 100 using concrete models or drawings, Materials: Smart Board. Document Comera, Investigations Unit 4 Investigation 4.4 pg. 155-158, chart paper � Choose strategies to solve story problems. l;!i formative assessment;. Student will choose strategies to accurately solve story problems. •to minute math: build numbersToday's Number: 27•quadrantC

6CQ.§; 5,6,7 Target SkiUs; I can read and interpret data I can observe the buds on my Brassica plant and draw/label the parts of a flower I can determine the function of each port of the

· flower (Stafford)Materials; Smart Board,STEMscopes, Moodie lesson 2Plants and bugs kit (Stafford only)� S will read and Interpret data fromSTEMscopes bosed on plants ond plont growth,students will also creote o pictograph torepresent dotaS will examine Brassica plants to look for newlyFormed buds and create a scientific drawing of, flower with labeled parts, S will also determine

the function of each part of the flower(Stafford)!;!; formative assessment: student pictographsto represent plont dataScientific d109ram of flower with labeled partsand functions of the flower (Stafford)•follow ,ong range plans for science•follow fesson plans on C&I for 2nd grade•quadrant A/B/C

1 Hob1ts Focu� of the Week:

Week of 8/29/16-9/02/16

� NBT 2, NBT1, NBT3, NBT 4, NBT 7 Target SkJHs: demonstrate how to skip count by S's, !O's, tOO's, read and write numbers to 250 using base ten numerals, number names. & expanded form ond adding and subtracting within 100 using concrete models or drawings. Materials; Smart Board, Document Camera. Investigations Unit 1 investigation 4.5 pg. 159 • 61. connecting cubes. chart paper � use strategies to solve story problems. !;Ji formative assessment: student can accurately use strategies to analyze addition and subtraction story problems. •to minute math: building numbers and What timels it?Today's Number: 30•quadrant B

ACOS: a. 9, 10 Target SkiHs; I can examine the effects of removing one variable from plant growth (soil) I can measure my Brassica Plant to determine if a growth spurt is occurring (Stafford) Materials; Smart Board, STEMscopes. Moodie lesson 2 Plants and bugs kit (Stafford only) � S will examine their bean seeds to determine if they have germinated and are growing without soil S will measure and analyze plant growth data to determine if a growth spurt is occurring (Stafford) !;Ji formative assessment: group discussion obout bean seeds PIC1nt growth measurement data from plant diary and measurement log. student discussion of datC1 (Stafford) •follow long range plans for science•follow lesson plans on C&I for 2nd grade•quadrcmt B/C

TO= Teacher Observation SP= Student Pwt:Jcipotion FA= Formative Assessment SA= Student Act:Jvct ET= Evaluation T e

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MATHEMATICS LESSON PLAN September 12-16, 2016 Learning Targets highlighted

MONDAY 09/12 TUESDAY 00/13 WEDNESDAY 09/14 THURSDAY 09/15 FRIDAY 09/16 '

[4-0Al) Interpret a (4 -0Al) Interpret a (4-0AlJ Interpret a [4·0Al) Interpret a (4-0Al) Interpret a multiplication equation as a multiplication equation as a multiplication equation as a multlpkcation equation as a multiplication equation as a comparison, e.g., interpret 35 = comparison, e.g., interpret 35 = comparison,. e.g., interpret 35 = comparison, e.g., interpret 35 • comparison, e.g., interpret 35" 5 x 7 as a statement that 35 Is 5 5 x 7 as a statement that 35 is 5 5 ,c 7 as a statement that 35 is 5 5 x 7 as a statement that 35 is 5 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times times as many as 7 and 7 times times as many as 7 and 7 times times as many as 7 and 7 times times as many as 7 and 7 times as many as 5. Represent verbal as many as 5. Represent verbal as many as 5. Represent verbal as many as S. Represent verbal as many as 5. Represent verbal

STANDARD statements of multiplicative statements of multiplicative statements of multiplicative statements of multiplicative statements of multiplicative OBJECTIVE comparisons as multiplication comparisons as multiplication comparisons as multiplication comparisons as multiplication comparisons as multiplication

equations. (4-NBTS) Multiply a equations. (4-NBTS) Multiply a equations. (4-NBTS) Multiply a equations. (4-NBTS] Multiply a equations. (4-NBTSJ Multiply a whole number of up to four two whole number of up to four two whole number of up to four two whole number of up to four two whole number of up to four two digits by a one-digit whole digits by a one-digit whole digits by a one-digit whole digits by a one-digit whole digits by a one-digit whole number, and multiply two two- number, and multiply two two- number, and multiply two two- number, and multiply two two- number, and multiply two two-digit numbers, using strategies digit numbers, using strategies digit numbers, using strategies digit numbers, using strategies digit numbers, using strategies based on place value and the based on place value and the based on place value and the based on place value and the based on place value and the properties of operations. properties of operations. properties of operations. properties of operations. properties of operations. Illustrate and explain the Illustrate and explain the Illustrate and explain the Illustrate and explain the Illustrate and explain the calculation by using equations, calculation by using equations, calculation by using equations, calculation by using equations, calculation by using equations, rectangular arrays, and/or area rectangular arrays, and/or area rectangular arrays, and/or area rectangular arrays, and/or area rectangular arrays, and/or area models. models. models. models. models. Fluently multiply, Fluently multiply. Fluently multiply. Fluently multiply. Fluently multiply.

VOCABULARY product product prime, composite factors, multiple PRACTICE Look for and express regularity Look for and express regularity Look for and express regularity Look for and express regularity Look for and express regulanty

STANDARD In repeated reasoning. Attend in repeated reasoning. Attend in repeated reasoning. Attend 1n repeated reasoning. Attend in repeated reasoning. Attend to precision. Construct viable to precision.MP.3 Construct to precision.MP.3 Construct to precision.MP.3 Construct to precision.MP.3 Construct arguments and critique the viable arguments and critique viable arguments and critique viable arguments and critique viable arguments and critique reasoning of others. the reasoning of others. the reasoning of others. the reasoning of others. the reasoning of others.

MATERIALS Unit 1 TE p. 46-52, factor pairs, Unit 1 TE p. 53-60,cubes, Unit 1 TE p. 61-67, factor pairs, Unit 1 TE p. 68-76, cubes, Unit 1 TE p. 77-, factor pairs, array cards, SAB p.9 & 11; Teacher Typed problems (HW), array cards, Typed Ques Prime multiple cards?? array cards, quiz, TFD

CFA or Composite (SAB 24) STRATEGY/ 10 min math (rounding/adding 10 min math (place value, 10 min math (quick images) 10 min math (quick images) 10 min math (quick images) ACTIVITY subt) TE46. Activity: Looking at rounding, add/subt) TES4. TE61-67. Activity: Prime or TE46. Activity: Finding Factors TE. 78 Discussion. Companson

Our Arrays. Discussion. Activity: Activity: Introducing Composite. and Multiples Quad: B. Activity: Problems. Discuss quiz Intro Array Picture Problems. Multiplicative Comparison. Quadrant: 8 Multiple Turn Over. Quad: B expectations. Activity: Factor Pairs Quadrant: Quadrant:C Quadrant: B Quadrant: Cc

EVALUATION Teacher Observation, Student Teacher Observation, Student Teacher Observation, Student Teacher Observation, Student Teacher Observation, Student Discourse; Exit Question SAS Discourse, CFA Discourse Discourse Discourse, quiz, TFO pl2

INTERVENTION (see attached)

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Reading

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Wciiclen.Ulilt3'Weelt·4 Rl.S :2 Determine two Oil more main Ideas of a lelll

and c:tpwn bow they arc sqpponc11by key details; summarize. tbe,lelrt. �S:9 lotegnue·iJuonnatioa from several tem on lhc same.topidn � toivdtc or-speak·ilbounhe subjc,ct knowh:dgeably. IUiS.I Quote.6CCUJ'81ely from a tcu when expbinioJ-wbaU&e text says explicitly and when drawifll ffifen:nce:Jfrom.the ICU

Activity: Wonders: Essential?: What benefits come from people working as a group? RW Workshop- p.204-213. Develop academic language-Vocabulary. Read about "Gulf Spill Superheroes" and identify main idea and key details using text evidence. Holl' to Steal a Dog- l'ocab11la,y: familiar, glanced. Read Chapter 20. Discuss Georgina's decision and how it affected her mood. Materials: How fQ Steal a Dgg. IVnndi;.r,r Evaluation: TO Parrir;}aatin11 Test

Activity: Wonders: RW Workshop-p 214, Expository Text. P. 216-217, Write about the Text- what contribution do you feel was most helpful in dealing with the Gulf crisis? Explain using text evidence. How to Steal a Dog- Vocabulary: faded. Read Chapter 21. Discuss conclusions, characters' challenges, and theme. Take AR Test! Malcrlats: How lg_ S.,tr.al a Do� Wondr_r,, EvoluatlnM: T(J Partirinat/on Test

Activity: Wonders: Close Reading- Winter's Tail, p. 236-243. Discuss text features. Identify main idea & details, p. 238. Make inferences and discuss text structure. Repeat main idea & details. CC Reading Test Prep- p. 26-29: Read the passage "Anny Dentist" and complete related questions- RI 5.1, 5.2. 5.3 (main idea Isupporting details) Materials: CC Reading Test Prep- p. 26-29 Evaluation: TO ear£icipati!}.II TL'SI

Activity: Wonders: Close Reading-Winter's Tail, p.244-251. Model "Think Aloud" and ''Ask and Answer Questions" from the text Skill: Main idea/details. Identify author's purpose. Then, complete the 'respond t� the text' activity. Materials: Wonders Evaluation: TO Par1iciC?.ati21J TL'St

Activity: Wonders: Read "Helping Hands" and review inferencing & text structure. Close Reading Companion: Annotate & answer questions on p. 91-

93. Complete the Selection Test(Vocabulary & Comprehension) and U3W4 Assessment. Matc:rl11ls: Wo11ders Sclectio11 Test Evaluation: TO Partid""tion T1.'SI

I:

Spelllnw\7 ocab/ Lang. Arts

LS. lb. Fonn and use the pecfcct (e.g., I had walked; 1 have

wo/Jced; I will htn'e walked') verb tcoscs. LS. I c Use verb tense to convey various times, sequences, stntes, and conditions LS.Id. Recognize and com:ct

inappropriate shifts in vero tense.

Activity: Perfect Timing PowcrPoint: View Slides 1·12. Discuss 2 main verb tenses: simple and perfect. Review past, present, and future. Relate tenSL"S to clocks. Discuss clue words: have, has. had. Provide examples. Take notes. Materials: PowerPoint: &!iJ!£J.

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Evaluation; TO e.ar£ir;J{!.atio11 TL'S(

Activity: Finish PowcrPoint: Slides 13-26: StudL-nts participate in practice activities. Did you sec any clue words? Complete "Perfect Verb Tenses: It's a M atter of Timing!" TSW write the corrL'Ct code on the line. CFU. M1tcrt�I,: &r:f(a. l1!!Jit11? PP Other; "E�rf�! Veth Tun��; I!':! il �!nnn !!Ciimiot:t" - • Tr> n

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Activity: Discuss v�'fb tenses. Discuss difTL-n.'ltce bL-tween pn:sent perfoct (have), past petf�'Ct (had), and ruturc ix.'11'1:Ct (will have). TSW highlight kL'Y wonls in given 5'.'lltcncL'S 10 hdp i1kntify the com'Ct tense. Then, TSW conven verbs to corr�'Ct perf'�'Ct tense. Ch�'Ck answers.

Motcrilll!: Powc:rPoint: "Q,r the /.00�11£ lilr f:.,:rfrct 1 'crb.f" f.ulu11tlon: TO PnrticinaJinn Test

Activity: Review inappropriate shifts in verb tense. Review & give examples of verb tense. Discuss "shifts" and model how to correct them. TSW panicipate in intLTllCtive slide activities. CFU. (Slides 1-6) Materials: lna1111.roC!.rig_£r. S.hi(J.r j11 Verh Tm.,e (Q.ata IVr1.rlf!.l Evaluation: '[O Partlr;_IJ:!.atim,

Activity: Continut.'d ... Slide 7 ... : Rcvic:w why it is relevant to com:ct shills in verb tense. Model several exampks. Complete slide activiti1.'S and "Acc1.'SS Common Core" exercises. CFU. Materlah: Po,,·L'l'Point: [narwrof1!/nte S.hifl., ,n I 'er� [,:_n.f'- (Q.a1a ll'nrk.fl Ev11lu:ulon: TO P11r1/cipa1im1 TL-st

c;ratf� s

Cursive

AL COS

Cursive:

Page 45 Frienclsl1ip -RalphWu/doEmerson

C11rsfre:

Page46 Friendship -BernardMelt=er

C11rsil'e:

Page47 Ki11d11ess -MotherTheresa

C11rsil'c:

Page 48 Ki11d11es:. -M11/co/111

Forbes

C11rsil'e:

Page49 lt•udcrship -Fra11kli11D.

Roose1Y!lt

Week Of: January 30-Feb. 3

Writing

Finish Informative wrttln&-· W.5.4 Produce clear and coherent writingW.5.5 With guidance and support, developand strengthen writing as needed by planning.revising, editing,W.5.6 With some guidance and support fromadults, use technology, Including the Internet,to produce and publish writing W.5,9 Drawevidence from llterary or InformationalW.5.10 Write routlnelvActivity:

Comyuter La6! 'Reacfl.n9 .'ACT .Jlsyire

Interim 2

Materials: Writing Toolkit Diction.uy ThL'SaUIUS Other: Evaluation: [Q f.g.r£i£.{C!.f!.lio11 Tl!St

Activity: Make sure all rough drafts of informational "leader" writing is complete. Students will peer edit using guidelines (capitalization, punctuation, spelling, grammar, etc. Then, write a cursive final copy. Take up for a grade! Matcrhlls: Wr_itini:. 7QJ!.lkir {l.ir;_tionarv 77,csauru., Other: completed tlrofi- leader Evoluatlon: TO P�r1icipatio11 TL'Sl

Activity: Teacher will model how to use digital components of Microsoft Publisher. Discuss project guidelines. In computer lab, begin creating the leader digital page. Matc:rl11ls: IYritin� [tJJZlldt Dictionary Thesaurus Oth\.'T: leader !1.!1.lfi. Evaluation: [Q Portjr;ipa£i211 TL'S!

Activity: Continued ... Students will complete their leader digital page. Check to be sure all guidelines are met before saving projects. Main letter, leader name, photo/image, short essay, border, etc. Save to jump drive! 1\.111tcrl11ls: Writiny ['2!J.lkit Dictionary Thl'SaUIUS Ot.h<.-r: li:.11.1ie.r notes Evaluatlon: [Q Partif.lC!.!!.tio11 GRADE!

Activity: Presentations of leader

digital page. (Speaking & Listening)

l\latcrlals: Writing Toolkit Dictionary ThL'Sauius 01her: Ev11lu11tlon: [Q Parti£.iC!.t1tion Test