Reading Lesson Plans 2nd Quarter Ms. Colston Gr. 1 Wk.5...

Reading Lesson Plans 2nd Quarter Ms. Colston Gr. 1 Wk.5 11-7, 11-10 If copy machine is working then we will begin the SS lessons on mock voting.

Reading

Literature

None

this week

Reading Informational Priority Standard

RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g. illustrations, descriptions, or procedures). Supporting Standard RI.1.7 Use the illustrations and details in a text to describe its key details.

Reading Foundational RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

c. Know final –e and common vowel team conventions for representing long vowel sounds (o_e) g. Recognize and read grade-appropriate irregularly spelled words (high frequency words)

Writing

W.1.5 With guidance and support from adults, students focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Speaking and Listening

SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.6 Produce complete sentences when appropriate to task and situation. Language

L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies. d. Apply alphabetical order to the first letter of words to access information. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories. (e.g. colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Language L.1.1c use singular and plural nouns with matching verbs in basic sentences L.1.1f use frequently occurring adjectives

Social Studies ACOS #11 Identify traditions and contributions of various cultures in the local community and state. Example: Thanksgiving

Monday Procedures Materials Evaluation Homework

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No Objective in this area this week N/A N/A

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Step 1- Introduce images anchor chart to students. Discuss the different types of images. Step 2- Students play the images matching game with their partners. Step 3- Split the class into five groups and assign them a specific image type. Have each group search through nonfiction books for their specific type of image. They will present their image to the class and explain what their purpose is.

4 Days

Template form TPT

Book: -Images anchor chart -Matching game and recording sheet -Group pages for specific images

Teacher Observation

Student Participation

Take a Grade from one of the templates depending which one the The students are most successful on.

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T will use the Sonday System Phonics kit. T

will follow steps 1, 2, 3, and 5 in the lesson plan book.

Intervention will be pulled in addition to

small groups

Sonday System Kit Student Books

Pens for Students Smart Board/Wh. Bd.

Teacher Observation


Study the High

Frequency Words

Wri

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g

Handwriting Practice Handwriting Paper

Teacher Observation


Writing Journal

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SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. c. Ask questions to clear up any confusion about the topics and texts under discussion.

N/A Teacher Observation


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Language: T will explain proper nouns.

T will show examples of proper nouns.

PT: MVU proper nouns.

Handwriting Paper

Books

Chart paper

SB SQ TO SP CFU and CW

Scie

nce

Science: T will explain what a nocturnal

animal is. PT: MVU nocturnal animals T

will chart answers.

Nocturnal Animals, Chart Paper


Tuesday Procedures Materials Evaluations Homework

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No Objective this week N/A N/A

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Info

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4 Days

Template form TPT


Teacher Observation


Graphic Organizer

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T will use the Sonday System Phonics Kit to

teach Level . T will follow steps 1, 2, 3, and 5 in the lesson plan book.

Intervention will be pulled in addition to small groups



Teacher Observation


Test on Short Vowel Sounds

Study the High

Frequency Words W

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Handwriting Practice Writing Journal Teacher Observation


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Language: T will review proper nouns.

T will give each group cards with nouns

proper and common. S will sort nouns

into common and proper.

Handwriting Paper

Books

Chart paper

Writing journal

Roller Coaster

Venn diagram

Noun cards Materials Major Grade

Teacher Observation


Writing Journal

Language Sheet on Commas

Scie

nce

Science: T/S will review PT chart. S/T

will go through day 1 and 2 of SMART

notebook and discuss.

Chart ,SE SB SQ TO SP CFU and CW

Wednesday Procedures Materials Evaluations Homework

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None N/A Teacher Observation


Sheet on comprehension of these

3 skills- Teacher made

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Info

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4 Days

Template form TPT


Teacher Observation


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Fo

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T will use the Sonday System Phonics Kit . T will follow steps 1, 2, 3, and 5 in the lesson

plan book.

Intervention will be pulled in addition to

small groups

Sonday System Kit Student Composition

Books Pens for Students

Smart Board/Wh. Bd.

Teacher Observation


Study the High Frequency Words

Wri

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Handwriting Practice Writing Journals Teacher Observation


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Language: T/S will review proper and

common nouns. S will work through SE

lesson whole group with T scaffolding. S

will complete proper nouns test.

Handwriting Paper

Whiteboards

markers

writing folder

SE lesson

Chart paper

Books

Venn diagram


Proper nouns test


Scie

nce

Science: T/S will review PT chart. S/T

will go through day 1 and 2 of SMART

notebook and discuss.

SE SB SQ TO SP CFU and CW

Sheet on buying and selling

Thursday Procedures Materials Evaluations Homework

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None N/A Teacher Observation


Sheet on comprehension of these

3 skills- Teacher made

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Info

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4 Days

Template form TPT Book:

-Images anchor chart -Matching game and recording sheet -Group pages for specific images

Teacher Observation


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Fo

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T will use the Sonday System Phonics Kit. T will follow steps 1, 2, 3, and

5 in the lesson plan book.




Teacher Observation


Study the High

Frequency Words

Wri

tin

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Handwriting Practice Teacher Observation


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La

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Language: T will model ABC order. T/S will organize words

together. S will practice independently.

Handwriting Paper

Books

Index cards

Venn chart

Happiness video



Scie

nce

Science: T/S will work through day 3 and 4 of SMART

notebook.

SE Language Arts Grade-

adjectives Spider Body- Displayed in the

hallway

Sheet on buying and selling

Friday Procedures Materials Evaluations Centers

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None N/A N/A Students will be engaged in centers

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Test Test Teacher Observation


Test

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T will use the Sonday System Phonics Kit. T will follow steps 1, 2, 3, and 5 in the lesson plan book.




Teacher Observation


Wri

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Handwriting Writing Journals Teacher Observation


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Language: T will model ABC order. T/S will organize words

together. S will practice independently.

Pocket Chart Worksheet

Scie

nce

Science: S will create educreations presentation of a nocturnal

animal.

Educreations materials

Teacher Observation


Performance Assessment Grade

All test are tentative based on students’ mastery. Lesson plans may change due to schedules and or student mastery of the objectives.

T- Teacher S- Student SE- Smart Exchange Lesson SB- Smart Board TM- Talk Moves HW- Homework YT- youtube.com

EQ- Effective Questioning SP- Student Participation TO- Teacher Observation CW- Class Work WJ- Writing Journals

CFU- Checking For Understanding SQ – Student Questioning

Gr.2 Q2w7 Math Nov.28 - Dec.2, 2016

Addition and Subtraction w/Regrouping stb = student book stwb= student workbook Sb=smartboard Monday Tuesday Wednesday Thursday Friday

Objective:

2.NBT 7 Add and subtract within 1000,

2.NBT 2 Skip count by 5, 10, 100 to 500,

2OA.4 Use addition in rectangular arrays

2.NBT 3 Read/write numbers to 1000,

2.NBT 4 compare 3 digit numbers using <, >, =

2 NBT 8- add and subtract 10 mentally

Objective:

2.NBT7 Add and subtract within 1000,

2.MD1 Measure the length of an object by

selecting and using appropriate tools such as

rulers, yardsticks, meter sticks, and measuring

tapes.

2.MD3 Estimate lengths using units of inches,

feet, centimeters, and meters.

Objective:





tapes.



Objective:





tapes.



Objective:





tapes.



Materials: square tiles, Base 10

blocks, Place Value Mats Hundreds

chart, number line, Counters,

number cubes, paper, pencils

Materials: inch and centimeter

square tiles, yard stick, rulers,

number line, Counters, number

cubes, paper, pencils

Materials: square tiles, Base 10

blocks, Place Value Mats Hundreds

chart, number line, Counters,

number cubes, paper, pencils









O- Add and subtract within 500

using concrete models or drawings

and strategies based on place

value, properties of operations, and

the relationship between addition

and subtraction.

BR Today’s Number Journal

Teach:

Review and

RETEACH CFA 2.2

RETEST CFA 2.2

Vocabulary: tens, ones, addition,

regrouping, subtraction, number

sentence, decrease, less, fewer,

difference, decompose, equation,

take away, minus

Differentiated instruction:

Below level – in small group

On level- with partner

Advanced- independently :

Retest CFA 2.2

O- Measure the length of an

object using standard and

nonstandard units.

BR: Today’s Number Journal

Teach Teacher will explain

understanding measurement and

tools by showing measuring tools

such as the meter stick. Then

teacher uses youtube video:

https://www.youtube.com/watch?v

=Ll21j2r8gDc Then teacher will

demo using meter stick to measure

length and height. tb 192 -193

Guided Practice: p193-194




Advanced- independently

Vocabulary: rulers, yardsticks,

meter sticks, and measuring tapes

tens, ones, addition, regrouping,

subtraction, take away, minus

Differentiated instruction: Hands

on Activity pg 194

Below level – work in pairs



E: TO, SW, Calendar Math

O- Add and subtract within 500

using concrete models or drawings

and strategies based on place value,

properties of operations, and the

relationship between addition and

subtraction.


Teach: Teacher models determining

whether to add or subtract when

solving three digit with regrouping

word problems. Then she models

solving the problems by drawing it

out and using place value to

subtract. Next, students and

teacher work together to solve word

problems.

Vocabulary: tens, ones, addition,

regrouping, subtraction, number

sentence, decrease, less, fewer,

difference, decompose, equation,

take away, minus, backwards


Below level – sm group w/teacher



E: TO, SW, Calendar Math

Basic Fact Drill

O: Use centimeter ruler to measure

length. Draw a line of given length.


Teach: Measure and then learn to

compare lengths and heights of

objects using meters. Identify the

longest, shortest, etc. Find the

difference by subtracting.

SB p 196-197

Guided Practice p.198-199

Let’s Practice p. 199-200

Vocabulary: Meter, meterstick,

length, unit, width, height,

centimeter, tall-taller- tallest,

short-shorter-shortest, long-

longer-longest


Tb 195 and wb 167




E: TO, SW, Calendar

O: Use centimeter ruler to

measure length. Draw a line of

given length.

Teach: Learn centimeter is the

unit of measure used for shorter

lengths.

Show centimeter ruler and

compare to meterstick. Point out

that CM stands for centimeter.

Model how to measure the length

of a pencil using the centimeter

ruler.

Subtract SB p201-202

Guided Practice p.203-204

Hands On p205

Vocabulary: Meter, meterstick,

length, unit, width, height,

centimeter, tall-taller- tallest,

short-shorter-shortest, long-

longer-longest


Tb 195 and wb 167




E: TO, SW, Calendar

Today’s Number Journal

71


72


73


74


75

https://www.youtube.com/watch?v=Ll21j2r8gDc

https://www.youtube.com/watch?v=Ll21j2r8gDc

Reading Lesson Plans: 2nd Grade W5 Nov. 7 – Nov.10, 2016 = Target

Skill Weekly Standards Procedures Materials & Resources Assessment

Monday Reading Informational

Overarching Standard: 2.10

Priority

RI.2.3 Describe the connection between a series of

historical events, scientific ideas or concepts, or

steps in technical procedures in a text.

RI.2.9 Compare and contrast the most important

points presented by two texts on the same topic

Supporting Standards:

RI.2.1 Ask and answer such questions as who,

what, when, where, and why and how to

demonstrate understanding of key details in a text.

Phonic Skill: Know and apply grade-level phonics and word

analysis skills in decoding. Know spelling-sound

correspondences by using Sonday L23 /-wh/ as in wheel

High Frequency: tell, boy, following

Use say, spell, say strategy Copy in notebook

Comprehension: compare and contrast the most important

points presented by two texts on the same topic by using Soil

Erosion RI 2.9 Describe the connection between a series of

historical events, scientific ideas or concepts, or steps in technical

procedures in a text, by using Thanksgiving & Erosion. RI2.3 Language: Use Apostrophe’s in contractions

Spelling- Know and apply grade-level phonics and word analysis

skills in decoding Complete spelling /grammar handouts.

Writing – Trait – Organization- Creating a Mighty Middle - learn the basics about writing a well-organized piece

- draw a picture of something with a mighty middle

- listen to and discuss Mice and Beans

Sonday – L23 /wh/ as in wheel

Sight Words –tell, boy, following

Poetry- Book- Informational Text

Reader- Exploring Space

Traits- Mice and Beans

Science – Erosion, What is Soil?,

Slow Changes to Land.

Social Studies- Thanksgiving

L. Arts: Grammar/ Spelling

practice page

Hand Writing – practice page

DIBELS PM

AR TEST

Small Group - Retest

Project/Presentation

Teacher Observation

Test/Quiz

Phonics/Spelling Asmt.

LA. CFA Assessmnt

Traits Assessment

Conference w/student Writing Assessment,

Expository

CFA Assessment

STAR Reading Assmt-

Major Reading Comp Gd.

Tuesday Reading Informational/Science

ACOS 11 Interpret legends, stories, and songs that contributed to the development of the cultural history of

the US

RI2.1 ask and answer such questions as who, what,

where, when, why, and how to demonstrate understanding of key details in a text.– addressed in WR

RI 2.2 Identify the main topic of a multipara graph text

Foundational Skills

Sonday L23 /wh/ as in wheel

RF2.3 Know and apply grade-level phonics and word analysis skills in decoding

a. distinguish long and short vowels when reading

regularly spelled one-syllables b. Know spelling sound correspondences for additional

common vowel teams

c. Decode regularly spelled two-syllable words with long vowels.

e. Identify words with inconsistent but common spelling-

sound f. Recognize and read grade-appropriate word irregularly

spelled words

RF. 2.4 Read with sufficient accuracy and fluency to

support comprehension

a. Read on level text with purpose and understanding. b. Read on level text orally with accuracy, appropriate

rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Phonic Skill: Know and apply grade-level phonics and word

analysis skills in decoding. Know spelling-sound

correspondences by using Sonday L23 /-wh/ as in wheel

High Frequency: tell, boy, following

Use say, spell, say strategy Copy in notebook


points presented by two texts on the same topic by using Soil &

Erosion RI 2.9

Describe the connection between a series of historical events,

scientific ideas or concepts, or steps in technical procedures in a

text. RI2.3 by using Thanksgiving & Erosion. Language: Use Apostrophe’s in contractions

Spelling- Know and apply grade-level phonics and word

analysis skills in decoding - Complete spelling /grammar

handouts.

Writing – Trait – Organization- - Review the organization of Mice and Beans

- watch an interview with the author

- learn how to capture ideas for a Weeklong log

- apply what they learn in their journal










practice page


DIBELS PM

AR TEST



Teacher Observation

Test/Quiz


LA. CFA Assessmnt

Traits Assessment


Expository

CFA Assessment

STAR Reading Assmt-


Wednesday Language L. 2.2 Demonstrate understanding of word

relationships and nuances in word meanings. c. Use an apostrophe to form contractions

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or

listening. a. Compare formal and informal uses of English

Speaking and Listening SL2.1 Participate in collaborative conversations with

diverse partners about Grade 2 topics and texts with peers

and adults in small and larger groups c. Ask for clarification and further explanation as needed

about the topics and texts under discussion.

SL2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather information, or

deepen understanding of a topic or issue.

Teacher will:



Erosion RI 2.9

Describe the connection between a series of historical

events, scientific ideas or concepts, or steps in technical

procedures in a text. RI2.3 by using Thanksgiving & Erosion. Phonic Skill: L23 /-wh/ as in wheel

Vocab: High Frequency: tell, boy, following

Read Repeat, Spell. Read

Language: Use Apostrophe’s in contractions

Spelling- Use reference material to check spelling. Complete

spelling /grammar handouts.

Writing - Traits - Reality Check 2

- Build understanding of the narrative mode

- Have students brainstorm more ideas about retelling a story - Turn and talk about their idea

- Draft idea










practice page


DIBELS PM

AR TEST



Teacher Observation

Test/Quiz


LA. CFA Assessmnt

Traits Assessment


Expository

CFA Assessment

STAR Reading Assmt-


Thursday SL 2.6 Produce complete sentences when appropriate to

task and situation in order to provide requested detail or clarification.

Writing

Traits: U4 w1- Organization

W 2.3 Write informative/explanatory texts in which

they introduce a topic, use facts and definitions to

develop points, and provide a concluding statement

of section

W2.5 With guidance and support from adults and

peers, focus on a topic and strengthen writing as

needed by revising and editing

W2.8 Recall information from experiences or gather

information provided sources to answer a question



Erosion RI 2.9

Describe the connection between a series of historical

events, scientific ideas or concepts, or steps in technical

procedures in a text. RI2.3 by using Thanksgiving & Erosion. Phonic Skill: L23 /-wh/ as in wheel

Vocab: HF words: tell, boy, following

Language: Use Apostrophe’s in contractions

Spelling- Use reference material to check spelling. Complete

spelling /grammar handouts

Recall spelling, and write in journal.

Writing: - Traits – Organization – Mighty Middle

- Review the benchmark paper and highlight the middle

- Watch teacher model how to write an organized middle

- Begin their own writing using their organizer










practice page


DIBELS PM

AR TEST



Teacher Observation

Test/Quiz


LA. CFA Assessmnt

Traits Assessment


Expository

CFA Assessment

STAR Reading Assmt-


Friday


points presented by two texts on the same topic by using science

materials RI 2.9 Describe the connection between a series of

historical events, scientific ideas or concepts, or steps in technical

procedures in a text. RI2.3 by using Thanksgiving & Erosion. Read orally and discuss target skills.

Phonic Skill: L23 /-wh/ as in wheel

Vocab: High Frequency: tell, boy, following Language: Use Apostrophe’s in contractions

Writing: - Traits - Reality Check 2 - Continue work on and complete the paper they created

- Revise and edit their paper

- Write the final versions

- Reflect on what they’ve learned about a mighty middle










practice page


DIBELS PM

AR TEST



Teacher Observation

Test/Quiz


LA. CFA Assessmnt

Traits Assessment


Expository

CFA Assessment

STAR Reading Assmt-


Third Grade ELA/ Science/Soc. St

1

Monday

Standards: AC

Science ACOS 1: Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically. 2: Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g., a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion of an object. ACOS 2: Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g.,

a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model

vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion

of an object.

ACOS 3: Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g.,

distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic

force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an

electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic

interactions between two objects not in contact with one another (e.g., force between two permanent magnets or

between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two

magnets).

Soc. ST

ACOS #10 Recognize functions of the Declaration of Independence and the Constitution of the United States.

• Describing the process by which a bill becomes a law.

• Explaining the relationship between the federal government and state government, including the three branches

of government.

Objectives: SWBAT identify and discuss magnets, magnetism, magnetic field, electricity, electric field SWBAT discuss functions of Dec. of Independence, the constitution of the United states. SWBAT discuss trading patterns with US and other countries

Vocabulary: Vocab: legend, historic, economincs, motion, graph, evidence

Materials: STEMSCOPES text, STEMSCOPES video, SmartBoard maps, science Notebooks. Discovery Edu

Procedures: Science: read magnet text in reading small groups. Soc. St. : Discoverey Educ. Build Back ground on Declaring Independence

Evaluation: Science Notebook and observation

Tuesday


2

Standards: AC




of an object.







magnets).

Soc. ST




of government.

Objectives: SWBAT identify and discussmagnets, magnetism, magnetic field, electricity, electric field SWBAT discuss functions of Dec. of Independence, the constitution of the United states. SWBAT discuss trading patterns with US and other countries



Procedures: Science: STEMscopes ExPlain, content connections electricity, elctro magnets. Soc. St. : Discoverey Educ. Build Back ground Read about writers of Declartio of Indepence during seatowrk


Wednesday


3

Standards: AC




of an object.







magnets).

Soc. ST




of government.




Procedures: Science: read about magnetism and electro magnets in reading small groups. Soc. St. : Discoverey Educ. Build Back ground on Declaring Independence, read about declaration of independ during seatwork and answer questions


Thursday


4

Standards: AC




of an object.







magnets).

Soc. ST




of government.




Procedures: Science: build an electromagnet using batteries, wire and a nail. Experiment with attracting magnetic objects. Soc. St. : Discoverey Educ. Build Back ground on Declaring Independence and read parts of document on moodle


Friday


5

Standards: AC




of an object.







magnets).

Soc. ST




of government.




Procedures: Science: watch Magic School Bus Magnets. Soc. St. : Discovery Educ. Build Back ground on Declaring Independence Quiz on Declaration of independence

Evaluation: Science Notebook and observation and grade quiz

(5NF.1)

add/sub fractions & mixed # w/ unlike denominators by using equivalent fractions to get same denominators.

Determine the sum and difference of fractions with common and uncommon denominators

Solve word problems involving the addition and subtraction of fractions with common and uncommon denominators

Converting mixed numbers and improper fractions

Simplifying fractions

Teacher: Ms. Jacinta Coleman Subject: Math Date: October 24-28, 2016 Monday Tuesday Wednesday Thursday Friday

Essential Question/Objective(s):

(5NF.1)

add/sub fractions & mixed # w/ unlike

denominators by using equivalent fractions to get same denominators.

How do you add or subtract

fractions with like denominators?

Pages: Worksheets/power point

lesson 1

*mixed numbers/improper fractions


How do you add or subtract

fractions with uncommon

denominators? (5NF.1)

add/sub fractions & mixed # w/ unlike

denominators by using equivalent

fractions to get same denominators. Pages: Worksheets/power point

Lesson 2

*LCM & LCD &GCF


Solve: Find the sum of 1/6 and 1/4 .

(5NF.1)

add/sub fractions & mixed # w/ unlike denominators by using

equivalent fractions to get same

denominators.

Pages: Worksheets/power point

lesson 3

* mixed numbers/improper

fractions

*LCM & LCD &GCF


Solve: Find the sum of 2/3 and 1/12 .

(5NF.1)

add/sub fractions & mixed # w/ unlike denominators by using equivalent

fractions to get same denominators.

Pages: Worksheets/powerpoint

lesson 4

*Add & subtract fractions

* mixed numbers/improper fractions

*LCM & LCD &GCF


Solve: Find the difference ¾ and 1/3

. (5NF.1)

add/sub fractions & mixed # w/ unlike denominators by using equivalent

fractions to get same denominators.

Pages: Worksheets

lesson 1-4

*Add & subtract fractions

* mixed numbers/improper

fractions

*LCM & LCD &GCF

Materials/Resources:

Overhead Dry erase Boards

Manipulative

Textbooks



Manipulative

Textbooks



Manipulative

Textbooks



Manipulative

Textbooks



Manipulative

Textbooks

Activities:

Whole Group

Power math

Warm-up

Student Groups

Independent

Motivate: Problem of the day.

Introduce Vocabulary: numerator,

denominator, common

denominator, simplifying , mixed

number fractions, improper

fractions

Motivate: Review basic division facts

and multiplication..

Model: The teacher will demonstrate how to use what they learned about

Activities:

Whole Group

Power math

Warm-up

Student Groups

Independent

Motivate: Problem of the day.

Introduce Vocabulary: equivalent

fractions numerator, denominator,

common denominator ,LCD

Motivate: Review basic division facts and multiplication..

Model: The teacher will demonstrate

how to use what they learned about fining the (LCM/LCD ) with the

Activities:

Whole Group

Power math

Warm-up

Student Groups

Independent

Motivate: Problem of the day. Introduce Vocabulary: equivalent

fractions numerator,

denominator, common

denominator ,LCD

Motivate: Review basic division

facts and multiplication.. Model: (Continue lesson) Review

Activities:

Whole Group

Power math

Warm-up

Student Groups

Independent

Motivate: Problem of the day

Introduce Vocabulary: multiples,

least common multiples (LCM), least

common denominator, divisible,

factor, common factors, greatest

common factor (GCF),

Model: Teacher will explain that

students will be continuing add and subtract numbers with like and unlike

Activities:

Whole Group

Power math

Independent

Motivate: Problem of the day

Model: Teacher will review what we have learned this week. Teacher will

model problems. Students will follow

along aloud.

Student will take a short quiz and

grade aloud.

Independent Practice: Complete a short quiz.. Use mental math.

1textbook /Workbook pg.

Small Groups

converting mixed number and

improper fractions and simplifying to help solve problems.

Teacher will review the difference

between multiples and factors. Teacher will model steps to adding

and subtracting and converting and

simplifying if necessary.. Students will follow along aloud. Students will

review what they learned about

converting mixed number and improper fractions and simplifying to

help solve problems.

Student will work problems as a whole group.

She will model problems. Student will work problems as a whole

group along with teacher as she work

them on white boards. Independent Practice: Work

problems with partner. Have students

copy and complete the given problems using the steps for division.

Numbers 1-10 in textbook

Small Groups

Pairs

Individual

Check Understanding:

Popsicles sticks

Dry erase boards

Closure: Teacher will pull sticks for

students to model what they have

learned. Review Completion of : 1-10 Student will write in Math journal

what they learned.

knowledge of your multiplication facts

is the same as finding LCD/common denominators. Teacher will review the

difference between multiples and

factors. Teacher will model steps to find LCM/ LCD. Students will follow

along aloud. Students will review

what they learned about converting mixed number and improper fractions

and simplifying to help solve

problems. Student will work problems as a whole

group.

She will model problems.

Student will work problems as a whole

group along with teacher as she work them on white boards.

Independent Practice: Work

problems with partner. Have students copy and complete the given problems

using the steps for division.

Numbers 1-11 in textbook

Small Groups

Pairs

Individual


Popsicles sticks

Dry erase boards

Closure: Teacher will pull sticks for

students to model what they have learned. Review Completion of pg : 1-

11 Student will write in Math journal

what they learned.

Homework. The teacher will

review what they learned so far. Students will review what they

learned about converting mixed

number and improper fractions and simplifying to help solve problems

and finding LCD.

Student will work problems as a whole group.

She will model problems.

Student will work problems as a

whole group along with teacher as she work them on white boards.

Independent Practice: Work

problems with partner. Have students copy and complete the

given problems using the steps for

division. Numbers 11-17 in textbook

Small Groups

Pairs

Individual


Popsicles sticks Dry erase boards

Closure: Teacher will pull sticks for students to model what they

have learned. Review Completion of

pg 11-17 Student will write in Math journal what they learned.

denominators. Student will work with

partner completing problems.. .

Independent Practice: Work problems

with partner. Worksheet

Small Groups

Pairs

Individual


Popsicles sticks

Dry erase boards

Closure: Teacher will pull

sticks for students to model what they have learned.

Review completion of

worksheet. Student will write in Math journal what

they learned.

Pairs

Individual


Popsicles sticks

Dry erase boards

Closure: Teacher will

pull sticks for students to

model what they have learned. Student will write

in Math journal what they

learned.

Evaluation:


Assignment Checked

Homework/Handout

Oral response/Teacher Observation

Test/Quiz/End of the Month Test

Evaluation:


Assignment Checked

Homework/Handout



Evaluation:


Assignment Checked

Homework/Handout



Evaluation:


Assignment Checked

Homework/Handout



Evaluation:


Assignment Checked

Homework/Handout Oral response/Teacher

Observation


Small Group:

N/A

Small Group:

N/A

Small Group:

N/A

Small Group:

N/A

Small Group:

N/A

Homework:

Page101 front of:

Homework

Workbook

Homework:

Page 101 back 102 front of: Homework

Workbook

Homework:

Page 102 back of: Homework

Workbook

Homework

Page (worksheet) of: Homework

Workbook

NO HOMEWORK

Reading Lesson Plans 2nd Quarter Ms. Colston Gr. 1 Wk.5...

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Transcript of Reading Lesson Plans 2nd Quarter Ms. Colston Gr. 1 Wk.5...