5th Grade Standard-Based Lesson Plans For the Week of ... jan 24-28.… · Tuesday, January 25: 5th...

5th Grade Standard-Based Lesson Plans For the Week of January 24-28 , 2011

5th Grade Lunch this year is 11:45-12:30

RBL (Recess Before Lunch)That means at 11:45, you will walk my students down the fire escape in a line all the way to the south playground. When you are sure there is a supervisor to watch them, you may go to lunch. At 12:30, you will pick students up in the cafeteria and walk them quietly back to class.

Monday, January 24th: data daysTuesday, January 25: 5th grade data days from 8:05-10:05Wednesday, January 26th: 7:00 a.m. QAR Book StudyThursday, January 27th IEP for Joe 11:30Thursday, January 27th: Reading Night 5:00-6:30Friday, January 28th: 5th Grade Invention Convention 9:00-11:30

I have duty on Thursdays at 8:05 (outside south playground or inside in the gym)

I have bus 78 duty on Tuesdays at 3:00. However, every day at 3:00, I walk my students all the way to the bus lines and around to the parking lot to make sure they leave safely.

Special Classes each Week.Mondays 1:45 PE2:15 Music Tuesdays 10:15 Music Wednesdays 1:45 PE Thursdays 10:45 Art Fridays 10:00 Lion’s Quest Lesson 11:15 Library

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Monday, January 24th8:25….We pick up our students outside on the asphalt and walk them upstairs. If the weather is back, we pick up students in the gym.

Ms. Vogt is now having my class walk in the door, go through the downstairs hallway, then up 2 flights of stairs to our classroom. 1. The principal’s announcements will come on first. She will lead the Pledge . 2. Lunch count. I ask if anyone brought their lunch today. Count students who will be eating hot lunch, fill out slip, and put slip on clip outside our classroom door. 3. Take Attendance- I do attendance on the computer. A substitute will be given a paper attendance sheet to complete and send to the office.

Bell Work Students will pick this up as they enter the classroom--Math Spiral Review. While I am working on attendance and lunch count, students work on this bell work.

Math Block

Main Math Lesson......Lesson 10-3

Develop the Concept: Interactive (20 minutes) in TE 262B

Engage: 1. Topic Vocabulary--Review vocabulary on our Math Focus Wall2. Set the purpose & Connect in TE 262B

Explore: Together: on overhead 262B

Summarize: Partners or teacher will share some of the things they learned

Develop the Concept: Visual (25 minutes)

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Engage: view animation (Learning Bridge Clip) using the LCD projector.

Important Note: If the classroom teacher is absent during the Learning Bridge, please do not try to use our LCD Projector. This same learning is also pictured in their textbooks at the beginning of this lesson at the top of the page. The class can discuss it without the LCD.

Explore:Guided Practice on overhead p. 262 #1-4; if needed for understanding #7-21 odd & #30

Summarize: Independent Practice:Reteach worksheet 10-3

Close/Assess & Differentiate:

Centers: Review game procedures with students

Centers:Students will play the 10-3 math games with a partner Teacher will work with an intervention group.

Math Standards for Topic 10

Goal 6 Uses knowledge of numbers and applies computation strategies

Goal 8 Uses number patterns and applies strategies to represent problems

10:00-11:15 Reading Block Mini Lesson: (on the carpet--ask students to bring their reading books.)Enos Schoolʼs Promising Practice: QAR (Question Answer Relationship)

Right There Questions: "Right There" questions require you to go back to the passage and find the correct information to answer the question. These are sometimes called literal questions because the correct answer can be found somewhere in the passage. "Right There" questions sometimes include the words, "According to the passage…" "How many…" "Who is…" "Where is…" "What is…"

Think and Search Questions: "Think and Search" question usually require you to think about how ideas or information in the passage relate to each other. You will need to look back at the passage, find the information that the question refers to, and then think about how the information or ideas fit together. "Think and Search" questions

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sometimes include the words, "The main idea of the passage…" "What caused…" "Compare/contrast…" Author and Me Questions: "Author and You" questions require you to use ideas and information that is not stated directly in the passage to answer the question. These questions require you to think about what you have read and formulate your own ideas or opinions. "Author and You" questions sometimes include the words, "The author implies…" "The passage suggests…" "The speaker's attitude..,"

On My Own Questions: "On My Own" questions can be answered using your background knowledge on a topic. This type of question does not usually appear on tests of reading comprehension because it does not require you to refer to the passage. "On My Own" questions sometimes include the words, "In your opinion…" Based on your experience…" "Think about someone/something you know…"

Read from The Unhuggables. Then ask four QAR questions and ask students to identify the type of question.

.Part 2Launch Theme 4 using p 338-340.Person to Person: use opening on 337-338 as a springboard to a think, pair, share for how you learn from each other and how you help out your friends.

Ways 5th graders help each otherPartners jot down how 5th graders do that

Part 3:What is Realistic Fiction?Brainstorm the components of Realistic FictionExamples: hold up some books from classroom library- are they realistic fiction? Also mention some of the read alouds that we have read this year: The War with Grandpa, Thereʼs a Boy in the Girlsʼ Bathroom, etc. Discuss: Give us the evidence!

Part 4: Vocabularyturn to p. 342-343Introduce vocabulary words on 343 and show the vocabulary cards then place them on our reading focus wall.

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Worktime: Students will work on vocabulary page 3 for Mariah Keeps Cool.

Students will read their Just Right Books and write in their Reading Response Notebook.

Wrap Up Time- On the carpet we will summarize what we did today in Reading Workshop. Language Arts Goal 4: Listen and speak effectively Learning Standard A: Listen effectively in formal and information situations Benchmark: Listen for a variety of purposes

11:15-11:45 Word Knowledge 1. Introduce new Word Wizard Words for Mariah Keeps Cool.

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Part 2: Pass out new spelling lists and then give students time to write their words 5 x each. Word Knowledge Benchmarks: Language Arts Goal 1: Read with understanding and fluency Standard A: Apply word analysis & vocabulary skills to comprehend selections Benchmark: Use vocabulary skills to read & understand age-appropriate text. Body of Knowledge: Read & Understand: multiple meaning words, homophones, antonyms, compound words, synonyms, homonyms, idioms, word

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11:45….Lunchtime…RBL (Recess Before Lunch) begins today. You will walk the students down our fire escape in a line all the way to the south playground. When you are sure there is a supervisor on the playground, you may go to lunch. (We practiced this twice last week so kids should know exactly what to do)

12:30….Students will be picked up in the cafeteria at their lunch table. You will lead them quietly to class

12:30-1:15Writing Workshop

There will be different activities going on today.

1. Thomas Edison projects will be starting their posters for Fridayʼs Invention Convention and taping their video presentation this week.

2. Students with inventions will be creating a poster for Fridayʼs Invention Convention.

3. Students will also be writing invitations to family members

Language Arts Goal 3: Write to communicate for a variety of purposes Learning Standard C: Communicate ideas in writing to accomplish a variety of purposes. Benchmark: Write for a variety of purposes and audiences Body of Knowledge: Write a variety of genres: descriptive or expository, personal or expository essay, narrative, research report, persuasive essay, or poetry.

1:15-1:30Calendar Math Daily Math Components Part 1: Today’s Fact Family Discussion

Part 2: January Calendar Math

1. Record Daily Decimal, Fraction, & Percent…

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2. Daily Calendar Pattern discussion-The January calendar has a variety of quadrilaterals. We will be discussing and sorting the quadrilaterals by the following attributes: sets of parallel sides, right angles, and congruent (equal) sides. The quadrilaterals on our calendar this month include: trapezoids; rectangles, rhombuses, and squares 3. Factor Guys: Each day we will add a factor guy. The factor guy’s legs will have any factors the number has. Each factor guy has a hat: a crown for Factor guy 1 b. Day 1:ecause he is special. The rest of the numbers have a prime or composite hat. Finally, a few factor guys are square.

4. Measurement We will add an inch each day. We will record our answers as inches as well as fraction of a foot. When we reach a foot we will record our answers as a mixed number also.

5. Graphing:We are going to be looking at square numbers and making a graph for each one: day 1: 1x 1 = 1 day 2: 2 x 2 = 4day 3: 3 x 3 = 9day 4: 4 x 4 = 16day 5: 5 x 5 = 25day 6: 6 x 6 = 36day 7: 7 x 7 = 49day 8: 8 x 8 = 64day 9: 9 x 9 = 81

Math Goal 6A2: Uses pictures, objects, words, and symbols to show whole numbers to 100,000,000; fractions, including mixed and improper, and decimals to ten thousandths Daily decimal & fraction counting tape: Math Goal 6A3: Compares and orders whole numbers to 1 million; decimals to thousandths and fractions through 12’s, including a combination of fraction & decimal numbers

1:30-1:45 Math Facts Practice Teaching Day: Greatest Common Factor review.Have students watch as I take numbers and show all of their factors.Then model again how to find the greatest common factor.

For example:

24 1, 2, 3, 4, 6, 8, 12, 24

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36 1, 2, 3, 4, 6, 9, 12, 18

Greatest Common Factor: 12

1:45-2:15..PE Walk students to the gym for PE.

2:15-2:45..Music Walk students to music and pick up class at 2:45 and walk back to our classroom.

2:45-Students prepare to go home. They should fill out their assignment notebooks and get their materials ready to take home. I put my assignment planner on the LCD so that students can record with me as I write each assignment.

Students pack up then come and sit on the carpet.This is my teacher read aloud time.

3:00…Walk students through the upstairs hall, down the steps, and all the way out to the bus lines.

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Tuesday, January 25thTeachers meets students on the asphalt or in the gym (if weather is bad).

My class now enters the door, goes down stairs, through the downstairs hall, and up the stairs to our classroom.

1. The principal’s announcements will come on first. She will lead the Pledge . 2. Lunch count. As students enter the classroom, they take their lunch clothes pin and place it on hot lunch, cold lunch, or brought my lunch today. After everyone arrives I fill out lunch slip, and put slip on clip outside our classroom door for the cafeteria lady. 3.Take Attendance- I do attendance on the computer. A substitute will be given a paper attendance sheet to complete and send to the office.

Bell Work:As students enter the classroom, they will pick up a math paper to work on while I do attendance and lunch count. Today’s bellwork is a review test for Topic 9.(We have Music at 10:15)

8:45-10:00 Reading Workshop Mini Lesson: 1.Review the 4 types of Questions.

Right There Questions: "Right There" questions require you to go back to the passage and find the correct information to answer the question. These are sometimes called literal questions because the correct answer can be found somewhere in the passage. "Right There" questions sometimes include the words, "According to the passage…" "How many…" "Who is…" "Where is…" "What is…"

Think and Search Questions: "Think and Search" question usually require you to think about how ideas or information in the passage relate to each other. You will need to look back at the passage, find the information that the question refers to, and then think about how the information or ideas fit together. "Think and Search" questions sometimes include the words, "The main idea of the passage…" "What caused…" "Compare/contrast…" Author and Me Questions: "Author and You" questions require you to use ideas and information that is not stated directly in the passage to answer the question. These questions require you to think about what you have read and formulate your own ideas or opinions. "Author and You" questions sometimes include the words, "The author implies…" "The passage suggests…" "The speaker's attitude..,"


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Read from The Unhuggables. Then ask four questions and ask students to identify the type of question.

Part 2: Review vocabulary words from yesterday.

Show the Predict and Infer PowerPoint slide show.

Show students the prediction mini booklet that they will be using. Give them the pages where they should stop and predict before going on.

Read Mariah Keeps Cool p. 345-357 and complete the prediction guide

Worktime:1. Students will read Mariah Keeps Cool and complete the prediction guide as they read.

2. Students will be given time to read their Just Right Books and write in their Reading Response Notebooks about what they are reading. They should also fill out their Reading Log, which is kept in their FROG Notebook.

Language Arts Goal 1: Read with understanding & fluency Learning Standard C: Comprehend a broad range of reading materials Benchmark: Read independently for 30 to 40 minutes daily Body of Knowledge: Choose appropriate textApply comprehension strategies Wrap Up..Students will gather on the carpet to wrap up today’s Reading Workshop. We will share our first tall tale graphic organizer. Reading Workshop Standards: Language Arts Goal 4: Listen and speak effectively Learning Standard A: Listen effectively in formal and information situations Benchmark: Listen for a variety of purposes

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10:15-10:45 Music Class....walk class to the music room on our floor. Pick them up and walk them back to class when music is over.

10:45-11:45 Math Block

Main Lesson 10-4








Explore:Guided Practice on overhead p. 264 #1-4; if more practice is needed #7-21 & #32

Summarize: Independent Practice:Reteaching worksheet 10-4



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11:45…Lunchtime…We are now doing RBL (recess before lunch) so you will walk the students down the fire escape in a line all the way to the south playground. When you see a supervisor, you may go to lunch.

12:30….Pick class up at their table in the cafeteria and walk them quietly back to class.

12:30-1:15 Writing Workshop Worktime:There will be different activities going on today.




4. Students may also write in their Writerʼs Notebooks using their January Calendar of Ideas.

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Language Arts Goal 3: Write to communicate for a variety of purposes Learning Standard C: Communicate ideas in writing to accomplish a variety of purposes. Benchmark: Write for a variety of purposes and audiences Body of Knowledge: Write a variety of genres: descriptive or expository, personal or expository essay, narrative, research report, persuasive essay, or poetry.



1. Record Daily Decimal, Fraction, & Percent… 2. Daily Calendar Pattern discussion-The January calendar has a variety of quadrilaterals. We will be discussing and sorting the quadrilaterals by the following attributes: sets of parallel sides, right angles, and congruent (equal) sides. The quadrilaterals on our calendar this month include: trapezoids; rectangles, rhombuses, and squares 3. Factor Guys: Each day we will add a factor guy. The factor guy’s legs will have any factors the number has. Each factor guy has a hat: a crown for Factor guy 1 b. Day 1:ecause he is special. The rest of the numbers have a prime or composite hat. Finally, a few factor guys are square.


5. Graphing:We are going to be looking at square numbers and making a graph for each one: day 1: 1x 1 = 1 day 2: 2 x 2 = 4day 3: 3 x 3 = 9day 4: 4 x 4 = 16day 5: 5 x 5 = 25day 6: 6 x 6 = 36

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day 7: 7 x 7 = 49day 8: 8 x 8 = 64day 9: 9 x 9 = 81


1:30-1:45 Math Facts Practice Day 2: White Board Activities: We will work on multiples of numbers

1:45-2:15 Word Knowledge

Review word wizard words for Mariah Keeps Cool. They are posted on our bulletin board.

Word WallAdd the following words to our current word wall: interstatecommittedcontent

Play Slap, clap with this weekʼs spelling list. Slap for all consonants and clap for vowels.

Todayʼs spelling assignment is ABC order

Word Knowledge Benchmarks: Language Arts Goal 1: Read with understanding and fluency Standard A: Apply word analysis & vocabulary skills to comprehend selections Benchmark: Use vocabulary skills to read & understand age-appropriate text. Body of Knowledge: Read & Understand: multiple meaning words, homophones, antonyms, compound words, synonyms, homonyms, idioms, word families, meaning-based analogies, and a variety of resources to determine and

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clarify meanings of unfamiliar words.

2:15-2:45Social Studies

Begin Chapter 9 Lesson 1 Read 296 to 301 in social studies books.Students should complete workbook page 72.Students should pick 6 yellow vocabulary words. They should look them up in the back of their social studies books and write their definitions. When finished, they should staple their words to their workbook page and turn it into the homework basket.

Social Studies Standards & BenchmarksGoal 14: Understands political systems, with an emphasis on the United States.Learning Standard A/C: Understands and explains the basic principles of the United States Government and rights and responsibilities of citizens. Learning Standard B: Understands the structures and functions of the political systems of Illinois and the United States. Learning Standard D: Understands the roles and influences of individuals and interest groups in the political systems of Illinois and the United States.Learning Standard F: Understands the development of United States political ideas and traditions. Goal 15: Understands economic systems, with an emphasis on the United States. Learning Standard A: Understands how different economic systems operate in the exchange, production, distribution, and consumption of goods and services. Goal 16: Understands events, trends, individuals, and movements shaping the history of the United States.Learning Standard A: Applies the skills of historical analysis and interpretation. Learning Standard B: Understands the development of significant political events.Learning Standard C: Understands the development of economic systems.Learning Standard D: Understands Illinois and United States social history.Goal 17: Understands world geography and the effects of geography on society, with an emphasis on the United States. Learning Standard A: Locates, describes, and explains places, regions, and features, on the earth.

2:45... Students fill out their Assignment Notebooks.

Students gather their materials to go home and come sit on the carpet. This is my teacher read aloud time.

3:00...We walk students through the upstairs hallway and down the stairs at dismissal so they will go in an orderly manner. Walk students all the way to the bus lines.

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Wednesday, January 26th

8:25 bell...Teachers meets students on the asphalt or in the gym (if weather is bad). My class now walks in the door, goes down the stairs, through the downstairs hallway and then up two flights of stairs to our classroom.

1. The principal’s announcements will come on first. She will lead the Pledge . 2. Lunch count. As students enter the classroom, they take their lunch clothes pin and place it on hot lunch, cold lunch, or brought my lunch today. After everyone arrives I fill out lunch slip, and put slip on clip outside our classroom door for the cafeteria lady. 3.Take Attendance- I do attendance on the computer. A substitute will be given a paper attendance sheet to complete and send to the office.

Bell Work-As students enter the classroom, they will pick up bell work.

8:45-10:00 Reading Workshop Mini Lesson: Right There Questions: "Right There" questions require you to go back to the passage and find the correct information to answer the question. These are sometimes called literal questions because the correct answer can be found somewhere in the passage. "Right There" questions sometimes include the words, "According to the passage…" "How many…" "Who is…" "Where is…" "What is…"



I will read from the nonfiction book, The Unhuggables, and then ask 4 QAR questions and have students identify the correct type.

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Part II:Problem and Solution discussionName some problems that you have had:Have kids complete a problem solution graphic organizer as partners then share their results.

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Part 3:Chart the feelings and tying that in with inferring that the characters felt in Mariah Keeps Cool.

This could carry over to a time you felt disappointed , embarrassed, etc.

Why is she frustrated?

Worktime: 1. Students will complete Problem and Solution Graphic Organizer #4: This was Their Solution.

2. When finished, students will read their Just Right Books and write in their Reading Response Notebooks. They should also fill out their Daily Reading Log.

Language Arts Goal 1: Read with understanding & fluency Learning Standard C: Comprehend a broad range of reading materials Benchmark: Read independently for 30 to 40 minutes daily Body of Knowledge: Choose appropriate text Apply comprehension strategies Self-monitor reading Wrap UP...I will wrap up today’s Reading Workshop on the carpet. Language Arts Goal 4: Listen and speak effectively Learning Standard A: Listen effectively in formal and information situations Benchmark: Listen for a variety of purposes

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10:00-10:15Word Knowledge 1. Review Word Wizard Words

2.Word Wall- go over the words we added yesterday.

3.Spelling Assignment: Words in a CircleWord Knowledge Benchmarks: Language Arts Goal 1: Read with understanding and fluency Standard A: Apply word analysis & vocabulary skills to comprehend selections Benchmark: Use vocabulary skills to read & understand age-appropriate text. Body of Knowledge: Read & Understand: multiple meaning words, homophones, antonyms, compound words, synonyms, homonyms, idioms, word families, meaning-based analogies, and a variety of resources to determine and clarify meanings of unfamiliar words.

10:45-11:45 Math Block

1. Go over spiral review from this morningMain Lesson 10-5







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Explore:Guided Practice on overhead p. 266B 1-4; if needed #7-17 odd and #19

Summarize: Independent Practice:Reteaching worksheet 10-5







11:45…Recess is now before lunch.Walk students down the fire escape in a line to the south playground. When you see a supervisor you may go to lunch.

12:30…students will be at their table in the cafeteria. Walk them back to the classroom quietly.

Wednesday afternoons

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12:30-1:15Writing Workshop

There will be different activities going on today.





Worktime:1. Students will be working on a variety of writing projects.

2. When finished, students can use their January Writer’s Notebook Calendar Ideas for their Writer’s Notebook.

Language Arts Goal 3: Write to communicate for a variety of purposes Learning Standard B: Compose well-organized and coherent writing for specific purposes and audiences Benchmarks: Write to maintain focusWrite to maintain support/elaboration Write to maintain organization Performance Task: Daily writing in Writer’s Notebook

Have kids pack up and then be dismissed from one of the classrooms.



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5. Graphing:We are going to be looking at square numbers and making a graph for each one: day 1: 1 x 1 = 1day 2: 2 x 2 = 4day 3: 3 x 3 = 9 day 4: 4 x 4 = 16day 5: 5 x 5 = 25day 6: 6 x 6 = 36day 7: 7 x 7 = 49day 8: 8 x 8 = 64day 9: 9 x 9 = 81


1:30Flash Card Day for Daily Math Facts

1:45-2:15 PEWalk students to the gym for PE.

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At 2:15, walk them back to the classroom.

2:15-2:45Social Studies Lesson 2 Patriots at War p. 302-308 in social studies book.Students should complete workbook page 73.Students should look up 6 yellow vocabulary words for this lesson in the back of their social studies books and write the definitions on notebook paper. When they are finished, they should staple the definitions to their workbook page and turn it into the homework basket.Social Studies Standards & BenchmarksGoal 14: Understands political systems, with an emphasis on the United States.Learning Standard A/C: Understands and explains the basic principles of the United States Government and rights and responsibilities of citizens. Learning Standard B: Understands the structures and functions of the political systems of Illinois and the United States. Learning Standard D: Understands the roles and influences of individuals and interest groups in the political systems of Illinois and the United States.Learning Standard F: Understands the development of United States political ideas and traditions. Goal 15: Understands economic systems, with an emphasis on the United States. Learning Standard A: Understands how different economic systems operate in the exchange, production, distribution, and consumption of goods and services. Goal 16: Understands events, trends, individuals, and movements shaping the history of the United States.Learning Standard A: Applies the skills of historical analysis and interpretation. Learning Standard B: Understands the development of significant political events.Learning Standard C: Understands the development of economic systems.Learning Standard D: Understands Illinois and United States social history.Goal 17: Understands world geography and the effects of geography on society, with an emphasis on the United States. Learning Standard A: Locates, describes, and explains places, regions, and features, on the earth.

2:45Students will complete their daily planners while I write all of todayʼs assignments on the ELMO. Then students will need to pack up their belongings and come sit on the carpet.

This is my read aloud time.

3:00…Walk students down the stairs. Remind them that we walk on the right side of the hallway and stairs. We also hold the rail on the stairs and take one step at a time. Teachers are to walk students all the way to the bus lines.

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Thursday, January 27th I have duty at 8:05 in the gym!8:25 bell...Teachers meets students on the asphalt or in the gym (if weather is bad). My class now walks through the door, down the stairs, through the downstairs hallway and up the stairs to our classroom. 1. The principal’s announcements will come on first. She will lead the Pledge . 2. Lunch count- As students enter the classroom, they take their lunch clip and put it on hot lunch, cold lunch, or I brought my lunch today. While they are working on their Bell Work, I fill out a lunch slip and put it outside our classroom door on the clip. 3.Take Attendance- I do attendance on the computer. A substitute will be given a paper attendance sheet to complete and send to the office.

Bell Work On the way into the classroom, students will pick up our morning bell work which is math spiral review.

8:45-10:00

Reading Workshop Mini Lesson: Right There Questions: "Right There" questions require you to go back to the passage and find the correct information to answer the question. These are sometimes called literal questions because the correct answer can be found somewhere in the passage. "Right There" questions sometimes include the words, "According to the passage…" "How many…" "Who is…" "Where is…" "What is…"


On My Own Questions: "On My Own" questions can be answered using your background knowledge on a topic. This type of question does not usually appear on tests of reading comprehension because it does not require you to refer to the passage. "On My Own" questions sometimes include the words, "In your opinion…" Based on your

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experience…" "Think about someone/something you know…"

I will read from the nonfiction book, The Unhuggables, and then ask 4 QAR questions and have students identify the correct type.

Part 2:Have students read “One Pair of Shoes and a lot of good souls” on p. 360-363

Pull feelings out of One Pair of Shoes and a lot of good souls.frustration, regret, compassion

we could tie the shoe drive tie to canned food drive and shoes that fithave monica come in .

Might be able to write about shoes in the past-that you werenʼt able to get on your own. Have you ever received shoes? How did you feel>

REading Response for the week:Compare/Contrast: How are Mariahʼs surprise party for Lynn and the studentsʼ shoe drive alike?

Kiwanis Group does that kind of stuff for other people

Helping others : What are organizations that help others? help writing about that- students can research what help is available for people in SpringfieldAPL food pantrybell ringers for salvation armyRIF books-bread lineRed Cross

Worktime... 1. Students will do a QAR graphic organizer for Mariah Keeps Cool.

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2. When finished, students read their Just Right Books and they may write in their Reading Notebooks about what they are reading. They should also fill out their Daily Reading Log in their FROG Notebook.

Language Arts Goal 1: Read with understanding & fluency Learning Standard C: Comprehend a broad range of reading materials Benchmark: Read independently for 30 to 40 minutes daily Body of Knowledge: Choose appropriate text Apply comprehension strategies Modify/Clarify strategy

Wrap Up--I will sum up what we did in Reading Workshop today.. Language Arts Goal 4: Listen and speak effectively Learning Standard A: Listen effectively in formal and information situations Benchmark: Listen for a variety of purposes

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10:15-10:45Word Knowledge

1 We will review our Word Wizard Words for the test tomorrow. (They are on our Word Wizard Wall)

2 Then the class will play Sparkle to review for our spelling test tomorrow. (We do this on the carpet. Boys and Girls go separately-while one is doing it, the other is the audience. We get it down to 2 semi-finalists for boys and for girls and then they compete against each other.)

Word Knowledge Benchmarks: Language Arts Goal 1: Read with understanding and fluency Standard A: Apply word analysis & vocabulary skills to comprehend selections Benchmark: Use vocabulary skills to read & understand age-appropriate text. Body of Knowledge: Read & Understand: multiple meaning words, homophones, antonyms, compound words, synonyms, homonyms, idioms, word families, meaning-based analogies, and a variety of resources to determine and clarify meanings of unfamiliar words

Art 10:45-11:45...walk students down to the art room in the basement. 11:45…..Walk students from the art room outside to the playground. When you see a supervisor you may take your lunch.

12:30…Pick up class in the cafeteria at their lunch table and walk them back upstairs quietly.

12:30-1:15Writing Workshop There will be different activities going on today.




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Worktime:Students will work quietly.

Language Arts Goal 3: Write to communicate for a variety of purposes Learning Standard B: Compose well-organized and coherent writing for specific purposes and audiences Benchmarks: Write to maintain focus Write to maintain support/elaboration Write to maintain organization Performance Task: Daily writing in Writerʼs Notebook





5. Graphing:We are going to be looking at square numbers and making a graph for each one: day 1: 1 x 1 =1

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day 2: 2 x 2 = 4; day 3: 3 x 3 = 9; day 4: 4 x 4 = 16day 5: 5 x 5 = 25day 6: 6 x 6 = 36day 7: 7 x 7 = 49day 8: 8 x 8 = 64day 9: 9 x 9 = 81


1:30-1:45Daily Math Facts PracticeGame DayStudents can play War with decks of cards.

1:45-2:45

Math Block First go over spiral review for today.Main Lesson 10-6





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Explore:Guided Practice on overhead p. 268 #1-4; if needed for understanding: #7-17 odd and #20

Summarize: Independent Practice:Reteaching Worksheet 10-6







2:45: Students will write all assignments in their assignment planner as the teacher writes them on the big screen.

Students then pack up their belongings and join teacher on the carpet.

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This is my teacher read aloud time.

At 3:00 bell, walk class through the upstairs hall, down the stairs, out onto the asphalt and all the way around the building past the bus lines to the parking lot.

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Friday, January 28th 8:25 bell...Teachers meets students on the asphalt or in the gym (if weather is bad). Students are walked in the door, down through the downstairs hallway and up the stairs to our classroom. The principal’s announcements will come on first. She will lead the Pledge . Lunch count. As students enter the classroom they put their lunch clips on hot lunch, cold lunch, or I brought my lunch. While they are working on Bell Work, I fill out the lunch slip and put it outside the door on our clip Take Attendance-I do attendance on the computer. A substitute will be given a paper attendance sheet to complete and send to the office.

Bell Work- Students will pick up our bell work for today as they enter the classroom, which is a math spiral review.

9:00-11:30 Invention Convention Day

Students will set up their displays and we will have guests visit our 5th grade classrooms and see the students’ inventions. As our guests come, students need to demonstrate their inventions and explain what their invention does and why they made it. Parents are also invited to our Invention Convention.

11:30Students will put the room back together.

11:45-walk class down the fire escape in a line all the way to the south playground. When you see a supervisor, you may go to lunch.

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12:30…Pick class up in the cafeteria at their lunch table and walk them back upstairs

12:30-1:15Word Knowledge:Students will take weekly spelling test.Student will take weekly word wizard test.

Reading AssessmentsStudents will take Theme 4 Selection Test 1 for Mariah Keeps Cool.Students will take Theme 4 Skills Test 1





5. Graphing:We are going to be looking at square numbers and making a graph for each one: day 1: 1 x 1 = 1

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day 2: 2 x 2 = 4day 3: 3 x 3 = 9day 4: 4 x 4 = 16day 5: 5 x 5 = 25day 6: 6 x 6 = 36day 7: 7 x 7 = 49day 8: 8 x 8 = 64day 9: 9 x 9 = 81


1:30-1:45Daily Math Facts PracticeStudents will take the weekly Quick Check

1:45-2:45Math BlockLesson 10-7 (final lesson for this topic)Develop the Concept: Interactive (20 minutes) in TE 260B

Engage: 1. Topic Vocabulary--review vocabulary on our Math Focus Wall2. Set the purpose & Connect in TE 270B


Summarize: Teacher will sum up what students will be learning today.


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Explore:Guided Practice on overhead p. 270 #1-6 if needed for understanding: p. 271 #7-13 all

Summarize: Independent Practice:p. 271 #7-13 all



Centers:Students will play the 10-7 math games with a partner that directly relates to their score on the Quick Check. Teacher will work with an intervention group.


Goal 9 Uses knowledge of geometric figures and explains similarities and differences

2:45.....Students will fill out their Daily Planners while I record todayʼs assignments on the ELMO.

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3:00 Dismissal Walk students through the upstairs hallway and the down the south stairs onto the blacktop. Teachers are to walk students all the way to the bus lines.

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5th Grade Standard-Based Lesson Plans For the Week of ... jan 24-28.… · Tuesday, January 25: 5th...

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Transcript of 5th Grade Standard-Based Lesson Plans For the Week of ... jan 24-28.… · Tuesday, January 25: 5th...