Cheryl Dick's Lesson Plans for Week of Dec 2, 2013

Notes: Mon, Dec 2 (Day 1)

MONDAY MEANING

Tue, Dec 3 (Day 2)

TANGLED TUESDAY

Wed, Dec 4 (Day 3)

WACKY WEDNESDAY

Thu, Dec 5 (Day 4)

THINKING THURSDAY

Fri, Dec 6 (Day 5)

FABULOUS FRIDAY

Vocabulary Word: winsome (Page 76-79 in Weighty Word book) Read story from Weighty Word Book aloud. Look up meaning of word online www.dictionary.com Standard R1E

Tangled Tuesday Week 15 in Mathews Shared Folder Students untangle the spelling words in the letter and play the anagram game. R1Ec - Develop vocabulary through text using context clues W2Ee -Spelling

Pass out Wacky Wednesday Quiz. Students label parts of speech and edit the letter. W2E - Conventions If time allows, review Parts of Speech PowerPoint in Shared Folder

Thinking Thursday Week 15 Solve bean problems with model drawing. Students work this on their computers or as a class on SMARTBoard. N1B N1C N2A

Fast Fact Friday Students complete as many multiplication problems as they can in five minutes. Grade together. N3B

READING

READING

READING

READING

READING

Mini-Lesson: Pass out Nonfiction Reading Response Journal Entries and Journal Rubrics -Discuss Read aloud: Lewis & Clark section from the book Famous Explorers. Determine the main idea and explain how it is supported by key details as a class. Write a 20 word summary together as a class telling the main idea. During:

Mini-Lesson: Review Nonfiction Reading Response Journal Entry choices and Journal Rubrics they have in their journals. Discuss. Read aloud from Abraham Lincoln book. After reading the paragraph with crude in it, stop and model: Topic: Abraham Lincoln Vocabulary Word: crude My current understanding of the word: 2

Mini-Lesson: Review Nonfiction Reading Response Journal Entry choices and Journal Rubrics they have in their journals. Discuss. Read aloud from Abraham Lincoln book. Model telling about an event/fact presented in the text and explain its importance to the topic/person. During: Students work in groups to read their assigned

Mini-Lesson: Read aloud Free at Last Model choosing a nonfiction text feature and describe how it contributes to the understanding of the text. Use at least three details from the text to support your statement. During: Students work in groups to read their assigned biographies. They may read alone or partner read. If they partner read, they must

Before: Students meet with other people reading the same book as them. If groups are large, split larger group into 2 smaller groups. Each student in the group will share one journal entry with the group for a collaborative discussion. Model this. During: Students work in groups to read their assigned biographies. They may read alone or partner read. If they partner read, they must

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Students work in groups to read their assigned biographies. They may read alone or partner read. If they partner read, they must read/summarize. Tell them they will be doing their own main idea summary after reading. Reader's Response: Determine the main idea of a text and explain how it is supported by key details (summarize the text). R1Gg R3Cc

My definition based on context clues: It's an adjective that describes the log cabin. Since it's only 18 feet square, I don't think it's very fancy. Dictionary definition: in a raw or unprepared state; unrefined or natural Brain picture: QUICKLY sketch a crude square cabin My new understanding of the word: 5 TELL STUDENTS THEY DO NOT have to add details from the text for this other than when telling their current definition based on context clues. Sometimes there will only be one detail. During: Students work in groups to read their assigned biographies. They may read alone or partner read. If they partner read, they must read/summarize. Tell them they will be looking for vocabulary words. Reader's Response: Students complete at least one journal entry with a vocabulary word. R1Ec R3C

biographies. They may read alone or partner read. If they partner read, they must read/summarize. Reader's Response: Write about an event/fact presented in the text and explain its importance to the topic/person. R1Ec R3C

read/summarize. Reader's Response: Write about a nonfiction text feature and describe how it contributes to the understanding of the text. Use at least three details from the text to support your statement. R3A

read/summarize. If they read alone, they must use whisper phones. Reader's Response: Students choose a reading response from the list in their binder. They have examples in their reading response journals from prior work. R3A, R3C, R1H

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WORKING WITH WORDS

WORKING WITH WORDS

WORKING WITH WORDS

WORKING WITH WORDS

WORKING WITH WORDS

Introduce new list: except, myself, knew, unpleasant, illegal, strength, strike, strange, strawberry, straight Spelling City Week 15 on the computers
MATH

Tangled Tuesday -- Week 15 Students work the SMART Notebook file on their computers. Spelling City -- Week 15 on the computers

What Looks Right? Jane/Rain Page 48 in Month by Month Phonics and Vocabulary -Dictionary Races

Spelling City Week 15 on the computers

Multiple Choice Test

MATH

MATH

MATH

MATH

Morning Work 55 - Students work in morning -- grade after first recess Investigations Lesson 4.1
WRITING/SSR

Morning Work 56 - Students work in morning -- grade after first recess Investigations Lesson 4.2
WRITING/SSR

Morning Work 57 - Students work in morning -- grade after first recess Investigations Lesson 4.3
WRITING/SSR

Morning Work 58 - Students work in morning -- grade after first recess Investigations Lesson 4.4
WRITING/SSR

Math Check-up Investigations Lesson 4.5

WRITING/SSR

Mini-Lesson: Write a Waterfall Lead (See directions on Card D-22 Ralph Fletcher. Use document camera to show example.) 20 minutes: 1/2 Students Read/1/2 Students Write/Teacher Confers 20 minutes: Switch -readers write and writers read/ Teacher Confers Author's Chair:
SCIENCE/SOCIAL STUDIES

Mini-Lesson:Edit for a passive voice. (See directions on Card P-9 in Ralph Fletcher. Use document camera to show example.) 20 minutes: 1/2 Students Read/1/2 Students Write/Teacher Confers 20 minutes: Switch -readers write and writers read/ Teacher Confers Author's Chair:

Mini-Lesson: Breaking a Text into Paragraphs (See directions on Card P-14 in Ralph Fletcher. Use document camera to show example.) 20 minutes: 1/2 Students Read/1/2 Students Write/Teacher Confers 20 minutes: Switch -readers write and writers read/ Teacher Confers Author's Chair:

Mini-Lesson: Stop the Run-on Sentence (See directions on Card P-15 in Ralph Fletcher. Use document camera to show example.) 20 minutes: 1/2 Students Read/1/2 Students Write/Teacher Confers 20 minutes: Switch -readers write and writers read/ Teacher Confers Author's Chair:

Mini-Lesson: Using Consistent Tense (See directions on Card P-16 in Ralph Fletcher. Use document camera to show example.) 20 minutes: 1/2 Students Read/1/2 Students Write/Teacher Confers 20 minutes: Switch -readers write and writers read/ Teacher Confers Author's Chair:

SCIENCE/SOCIAL STUDIES

SCIENCE/SOCIAL STUDIES

SCIENCE/SOCIAL STUDIES

SCIENCE/SOCIAL STUDIES

Revolutionary War Roadmap

Continue Revolutionary War

Continue Revolutionary War

Continue Revolutionary War

Early Out

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Interactive SMART Notebook File Discuss each slide as you choose your fate in the journey. Alphabox: Collect content vocabulary words from the SMART Notebook file and add them to the Alphabox. Students create sequenced timeline of main events leading up to and during the American Revolution. Schoolhouse Rock: The Shot Heard Around the World, Taxation without Representation Strand 2: Missouri, United States and World History
MISC.

Road Map Interactive SMART Notebook File Discuss each slide as you choose your fate in the journey. Alphabox: Collect content vocabulary words from the SMART Notebook file and add them to the Alphabox. Students create sequenced timeline of main events leading up to and during the American Revolution. Schoolhouse Rock: The Shot Heard Around the World, Taxation without Representation Strand 2: Missouri, United States and World History
MISC.

Road Map Interactive SMART Notebook File Discuss each slide as you choose your fate in the journey. Alphabox: Collect content vocabulary words from the SMART Notebook file and add them to the Alphabox. Students create sequenced timeline of main events leading up to and during the American Revolution. Schoolhouse Rock: The Shot Heard Around the World, Taxation without Representation Strand 2: Missouri, United States and World History
MISC.

Road Map Interactive SMART Notebook File Discuss each slide as you choose your fate in the journey. Alphabox: Collect content vocabulary words from the SMART Notebook file and add them to the Alphabox. Students create sequenced timeline of main events leading up to and during the American Revolution. Schoolhouse Rock: The Shot Heard Around the World, Taxation without Representation Strand 2: Missouri, United States and World History
MISC. MISC.

Cheryl Dick

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