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Lesson Plans

 

Teacher:  Tate

 

Week: 08/15-08/17

Notes:  

Monday

PE(8:30-9:25)

 

Special Events/Notes:

     

12:15-12:50

Spelling: p 31 in FS workbook after mini-lesson



 

Grammar: Short Vowels and Syllables VC/CV

 

Writing  (12:15-12:50)

Mini Lesson: Nouns as subjects of sentences workbook p 6

 

Understand Realistic Fiction (TE p 28) T-chart in Reading journal (Realistic/Non-realistic) have students list real life events and then write a paragraph describing the setting of the character they wrote about the previous day.

 

Reading  (1-2:20)

Unit 1 Lesson 2: Describe Character’s Actions

 

Mini- Lesson: Short Vowels and Syllables VC/CV

 

Introduce students poems p 60-61 of Text Collection. Read p 32-39 after reading discuss essential question (TE p 22) Close read p 32-39 question and discuss (TE p 23)

 

Benchmark Vocab in reading journal  (competition)

 

Language Analysis (TE p 24) Temporal Words and Phrases


Smart Notebook Interactive slides!

 

Higher Order Thinking:

Technology:

     

Please reflect on these 4 corollary questions and you plan:

 

1. What do you want the students to learn? (ELO)

 

2.  How will you know when they’ve learned it? (assessment)

 

3.  What will you do if they don’t learn it?  (DI)

 

4.  What will you do for those that have already learned it?  (enrichment)

 

Which student engagement strategies will you be using?  List them here.

 

Reading Small Groups ()

 

Approaching:

On Level:

Beyond:



 

Higher Order Thinking:

Technology:

   
 

Math (8:45-9:45)

Module 1 Lesson 3: Interpret the meaning of factors- the size of the group or the number of groups

 

9:50-10:20

Social Studies: Intro maps by reading pages 84-85 and utilizing discussion questions in teacher’s manual.




 

Higher Order Thinking: Why do you think I started the lesson by asking you to divide yourselves in the corners of room?

Technology: 50/50 Zearn

   
 

Science/Social Studies  (10:40-11:10)



 


Higher Order Thinking:

Technology:  

Tuesday

PE (8:30-9:25)

 

Special Events/Notes:

Bus Duty Pod C

     

12:15-12:50

Spelling

page 32 in FS workbook for a



 

Grammar: Short Vowels and Syllables VC/CV, decoding

 

Writing  (12:15-12:50)

Mini Lesson: Form and use Regular Plural nouns. pg 10 Reader’s/Writer’s Journal

Identify Verbs

R/W journal pg 12

 

Narrative Writing: Provide Closure (TE p 38) T Chart to review problem and solution in the story.  Students will then use their R/W Journal to complete the narrative they have been creating over past lessons and provide closure. Students will complete their narrative.

 

Reading  (1-2:20)

Unit 1 Lesson 4: Understand Characters’ Traits and Actions

 

Mini- Lesson: Short Vowels and Syllables VC/CV

 

Introduce Chapter 1 of The Case of the Gasping Garbage.  Students should focus on reading for an understanding of what the text is mainly about.  Read pages 1-9 and discuss. Close read and then question/discuss.

 

Benchmark Vocab in reading journal  (solution,overwhelm,efficient)

 

Reading  Analysis (TE p 44) Parts of Stories: Character chart


Smart Notebook Interactive slides!







 

Higher Order Thinking:

Technology:

     

Please reflect on these 4 corollary questions and you plan:

 

1. What do you want the students to learn? (ELO)

 

2.  How will you know when they’ve learned it? (assessment)

 

3.  What will you do if they don’t learn it?  (DI)

 

4.  What will you do for those that have already learned it?  (enrichment)

 

Which student engagement strategies will you be using?  List them here.

 

Reading Small Groups







 

Higher Order Thinking:

Technology:

   
 

Math (9:30-10:30)

Module 1 Lesson 4:

 

Homework page, front side for a grade (13 pts)



 

Higher Order Thinking:

Technology:

   
 

Social Studies  (10:40-11:10)

Brainpop Jr Maps, hard quiz as 4 corners and easy quiz for a grade (5pts)



 


Higher Order Thinking:

Technology:  

Wednesday

Music (8:30-9:25)

 

Special Events/Notes: PBIS All Classroom Respectful, Responsible, Safe

     

12:15-12:50

Spelling



 

Grammar: Short Vowels and Syllables VC/CV, blending sounds

 

 

Writing  (12:15-12:50)

Mini Lesson: Form Regular and past tense verbs (TE 61) complete R/W journal pg. 15

 

Narrative Writing:Write about Characters (TE p 58) Teach and mode feelings/motivations/traits using Drake.

Independent Writing: have students write a character sketch of Nell and track her traits/motivations/feeling R/W journal pg. 15


 
 

Reading  (1-2:20)

Unit 1 Lesson 5: Understand Characters’ Motivations and Actions

 

Mini- Lesson p 52 (left side): Short Vowels and Syllables VC/CV

 

Read the Case of the Gasping Garbage pg.10-17

After discussion, close read focusing on discussion questions

 

I Reading Journals and benchmark vocabulary words  (affirmative, observations, hypothesis, mediums, culprit)

 

Reading analysis (TE p 54) Parts of a Story:  Complete chapter chart regarding chapt 1 and 2 characters/setting/event.  Complete pg 14 R/W Journal for a grade (18pts)

 


 





 

Higher Order Thinking:

Technology:

     

Please reflect on these 4 corollary questions and you plan:

 

1. What do you want the students to learn? (ELO)

 

2.  How will you know when they’ve learned it? (assessment)

 

3.  What will you do if they don’t learn it?  (DI)

 

4.  What will you do for those that have already learned it?  (enrichment)

 

Which student engagement strategies will you be using?  List them here.

 

Reading Small Groups







 

Higher Order Thinking:

Technology:

   
 

Math (9:30-10:30)

Module 1 Lesson 5:







 

Higher Order Thinking: What is the relationship between repeated addition and multiplication?

 

Technology: 50/50 Zearn

   
 

Social Studies  (10:40-11:10)

Create a map of the classroom: include compass rose/key/distance scale/labels of locations as a group, students will then create their own maps using the same items of a room of their choice.



 


Higher Order Thinking:

Technology:  

Thursday

Art (8:30-9:25)

 

Special Events/Notes: PBIS All Settings Respectful, Responsible

Bus Duty POD B

     

12:15-12:50

Spelling: Spelling Test



 

Grammar: Short Vowels and Syllables VC/CV, blending sounds

Plurals -s, -es, -ies

 

 

 

Writing  (12:15-12:50)

Mini Lesson: Form Regular and past tense verbs (TE 61) complete R/W journal pg. 15

Mini Lesson: Form and use Simple verb tenses R/W Journal pg 22

 

Narrative Writing:Write about Characters (TE p 58) Teach and mode feelings/motivations/traits using Drake.

Independent Writing: have students write a character sketch of Nell and track her traits/motivations/feeling R/W journal pg. 15


 
 

Reading  (1-2:20)

Unit 1 Lesson 6: Explain how characters’ actions contribute to the sequence of events

 

Mini- Lesson: Plurals -s, -es, -ies

 

Read Chapt. 3 pg 18-23 in the Case of the Gasping Garbage.  After discussion, close read and focus on discussion questions. pg 63 of TE

 

Benchmark Vocab in reading journal  (confirmed, naturalist) pg 17 R/W Journal

 

Reading Analysis (TE p 64) Temporal words and phrases: Event Order Chart (TE pg 64)



 


 





 

Higher Order Thinking:

Technology:

 

Narrative Writing cont:

Establish a situation (TE p 68) Teach and model how/when situation/problem is introduced using text. Brainstorm situations possible for students characters/settings.

Independent Writing: Continues narrative from lesson 4&5.  Use details to describe the beginning of an event and intro a problem. R/W journal pg.22

     

Please reflect on these 4 corollary questions and you plan:

 

1. What do you want the students to learn? (ELO)

 

2.  How will you know when they’ve learned it? (assessment)

 

3.  What will you do if they don’t learn it?  (DI)

 

4.  What will you do for those that have already learned it?  (enrichment)

 

Which student engagement strategies will you be using?  List them here.

 

Reading Small Groups







 

Higher Order Thinking:

Technology:

   
 

Math (9:30-10:30)

Module 1 Lesson 6:

 

Homework page, front side for a grade (10pts)

Higher Order Thinking: How did we represent multiplication using the array model?

Technology: 50/50 Zearn

   
 

10:40-11:10

Science: Review states of matter, Flocabulary states of matter: https://www.flocabulary.com/unit/states-of-matter/

 

Workbook page 94a for a grade

 


Higher Order Thinking:

Technology:  




 

Friday

Library (8:30-9:25)

 

Special Events/Notes: PBIS All Settings: Safe, Bus: Safe


 
     

12:15-12:50

Spelling: Intro new words



 

Grammar:

 

 

Writing  (12:15-12:50)

Mini Lesson:

 

Narrative Writing

 

Reading  (1-2:20)

Unit 1 Lesson 7:

 

Mini- Lesson:

 

Read Chapt.

 

Benchmark Vocab in reading journal  

 

Reading Analysis


 





 

Higher Order Thinking:

Technology:

     

Please reflect on these 4 corollary questions and you plan:

 

1. What do you want the students to learn? (ELO)

 

2.  How will you know when they’ve learned it? (assessment)

 

3.  What will you do if they don’t learn it?  (DI)

 

4.  What will you do for those that have already learned it?  (enrichment)

 

Which student engagement strategies will you be using?  List them here.

 

Reading Small Groups







 

Higher Order Thinking:

Technology:

   
 

Math (8:45-9:45)

Module 1 Lesson 7

 

9:50-10:20

Science: Brainpopjr States of matter.  Hard quiz as 4 corners as a class.  Easy quiz for a grade (5pts)




 

Higher Order Thinking: Why do you think I started the lesson by asking you to divide yourselves in the corners of room?

Technology: 50/50 Zearn

   
   

Higher Order Thinking:

Technology:  

 

ttps://s3.amazonaws.com/scschoolfiles/1030/lessons_8_29_tate.docx Week of 8/29

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