8:10 – 8:408:10 – 8:40

Tuesday, January 20, 2015Tuesday, January 20, 2015

Brainstorms:Brainstorms: From Idea to InventionFrom Idea to Invention

SCIENCE TIMESCIENCE TIME

8:40 – 9:208:40 – 9:20

Engage – Brainstorms: From Idea to Invention LessonEngage – Brainstorms: From Idea to Invention Lesson

Draw an Inventor!Draw an Inventor!What do you think an inventor looks What do you think an inventor looks like? What are some characteristics of like? What are some characteristics of an inventor?an inventor?

On the left side of your handout, Draw On the left side of your handout, Draw an Inventor, draw what you think an an Inventor, draw what you think an inventor looks like and list some inventor looks like and list some characteristics that describe your characteristics that describe your inventor.inventor.

Read Aloud: Focus Inferring(Standard: RI1 – quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Science Framework: Inquiry – 1h Infer and describe alternate explanations and predictions)

What do you predict this book is about?

Engage – Brainstorms: From Idea to Invention LessonEngage – Brainstorms: From Idea to Invention Lesson

I’m going to read a section of this book, but instead of reading the name of the invention I am going to say “this invention.” I want you to use our reading strategy of making inferences to determine the name of an invention. I will stop periodically to allow you time to write and revise your inferences as you get more clues from the reading.

Read Aloud: Focus Inferring(Standard: RI1 – quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. SL1 – follow agreed-upon rules for discussions and carry out assigned rules. Science Framework: Inquiry – 1h Infer and describe alternate explanations and predictions)

First, I’ll read pages 8-10 about the inventor Ruth Wakefield.

Remember to listen for evidence listen for evidence from the text toto support your inferencesupport your inference regarding the invention she created.

Engage – Brainstorms: From Idea to Invention LessonEngage – Brainstorms: From Idea to Invention Lesson

Let’s read!Let’s read!

Was your inference correct?

Did you cite evidence to support your inference?

Read Aloud: Focus Inferring(Standard: RI1 – quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. SL1 – follow agreed-upon rules for discussions and carry out assigned rules. Science Framework: Inquiry – 1h Infer and describe alternate explanations and predictions)

Now, I’ll read pages 19-22 about the inventor Bette Nesmith Graham.

Remember to listen for evidence listen for evidence from the text toto support your inferencesupport your inference regarding the invention she created.

Engage – Brainstorms: From Idea to Invention LessonEngage – Brainstorms: From Idea to Invention Lesson

Let’s read!Let’s read!

Was your inference correct?

Did you cite evidence to support your inference?

Read Aloud: Focus Inferring(Standard: RI1 – quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI10 – read and comprehend informational texts, including history/social studies, science, and technical texts independently and proficiently. RF4 – Read grade-level text with purpose and understanding. SL1 – follow agreed-upon rules for discussions and carry out assigned rules. Science Framework: Inquiry – 1h Infer and describe alternate explanations and predictions)

Now, you’re going to read a section from the book on a handout about the inventor Ann Moore.

Remember to listen for evidence listen for evidence from the text toto support your inferencesupport your inference regarding the invention she created.

Engage – Brainstorms: From Idea to Invention LessonEngage – Brainstorms: From Idea to Invention Lesson

Let’s read!Let’s read!

Was your inference correct?

Did you cite evidence to support your inference?

Think about the inventors we just read about.•What do all of these inventors have in common?

Engage – Brainstorms: From Idea to Invention LessonEngage – Brainstorms: From Idea to Invention Lesson Read Aloud: Focus - Connections

(Standard: RI3 – Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.)

• Who are some other inventors?

• What is the difference between an invention and a discovery?

• Have you ever had an idea for an invention?

• What qualities do you think are necessary for a person to be an inventor?

• Do you think inventing a new product would be an easy process? Why or why not?

Engage – Brainstorms: From Idea to Invention LessonEngage – Brainstorms: From Idea to Invention Lesson

Restroom Restroom BreakBreak

9:20 – 9:309:20 – 9:30

Math Time!Math Time!

9:30 – 10:559:30 – 10:55

Chapter 8 ReviewChapter 8 Review

MOVE TO MOVE TO LEARNLEARN

10:40 – 10:4510:40 – 10:45

http://www.movetolearnms.org/how-do-i-do-it/fitness-videos-4-6/cranium-corral/

Supersize Supersize Trading Trading

Card Card Project Project

Due January 23! Due January 23! Don’t forget!Don’t forget!

Language Arts/ Language Arts/ ReadingReading

10:45 – 12:0010:45 – 12:00

Let’s Practice Our Reading Strategies

Class Novel Class Novel Mini-LessonMini-LessonDiscussion Discussion

RL1 – Quote accurately from a text when drawing inferencesRL4 – word meaning/figurative language RL5 – series of chapters provide overall structure

Class Novel Class Novel Paired Partners Read Paired Partners Read Part 2 Chapter 1 & 2Part 2 Chapter 1 & 2& Complete T chart & Complete T chart

Summary Questions

Pt 2 Chapter 1…

11:15 – 12:0011:15 – 12:00

Paired Partner ReadingPaired Partner Reading

Finish Hugo assignment – complete T Finish Hugo assignment – complete T chart, then independent readingchart, then independent reading

Out of Classroom!•12:00 – 12:45 Activity•12:45 – 1:15 Lunch•1:15 – 1:45 Recess

SCIENCE ReviewSCIENCE Review

Station Station Rotation A!Rotation A!

2:40 – 3:102:40 – 3:10

3:10 – 3:153:10 – 3:15 Wrap Up!Wrap Up!

• Pack-Up

• Office will announce:Car Riders – Leave around 3:15Bus Riders – Teacher walks out about 3:22

(listen to intercom-dismisses by grade)