5th Grade Standard-Based Lesson Plans For the Week of ... 29 march21-25.pdf1.Topic Vocabulary--review vocabulary on our Math Focus Wall 2.Set the purpose & Connect in TE 356B Explore:

5th Grade Standard-Based Lesson Plans For the Week of March 21-25, 2011Week 29

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

RBL (Recess Before Lunch)That means at 11:45, you will walk through the upstairs hallway, down the south stairs and out onto the 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.

Tuesday, March 22...my evaluation 9:00Tuesday, March 22...3:15 faculty meetingWednesday, March 23....9:20-10:20... technology trainingThursday, March 24....K Kids visit mayor’s officeThursday, March 24....SIU Art ReceptionFriday, March 25....spring picture day

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 everyday, 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 (week B) 11:15 Library (every week)

Monday, March 21st8:25….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 Bell work will be passed out to students as soon as they take their seats--Math Spiral Review. While I am working on attendance and lunch count, students work on this bell work.

Math BlockMath Topic 14-5 Develop the Concept: Interactive (20 minutes) in TE 356B Engage: 1.Topic Vocabulary--review vocabulary on our Math Focus Wall 2.Set the purpose & Connect in TE 356B Explore: Together: on overhead 356B Summarize: Teacher & students will sum up what students will be learning today. Develop the Concept: Visual (25 minutes) . 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 ELMO p. 356 #1-6

Summarize: Independent Practice: Reteaching worksheet 14-5 Close/Assess & Differentiate:

Centers: Review game procedures with students Centers: Students will play the 14-5 math games with a partner. Teacher will work with an intervention group.

Math Standards for Topic 14 Goal 7 Uses measurement tools and applies measurement strategies

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 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…"

Daily QAR Activity:Read our current read aloud book, One Golden Year, for a few minutes. Then ask 4 QAR questions about what you just read. If you arenʼt familiar with QAR, you could ask some of the students to generate the 4 kinds of questions for you.

Part 2:Launch Theme 5 One Land, Many Trails using p462-463

Part 3: Introduce vocabulary for A Boy Called Slow on 468-469.Use vocabulary cards to help students visualize the words.

Worktime:Students will complete the vocabulary page 103 for A Boy Called Slow.

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 the new word wizard words from A Boy Called Slow

Part 2: Give students a new spelling list for this week.A Boy Called Slow ListMarch 21-25

1. unable2. discover3. report4. disaster5. unaware6. remind7. televise8. television9. inspect

10. inspection11. react12. reaction13. tense14. tension15. correct16. correction17. promote18. promotion19. express20. expression21. unsure22. dislike23. repaint24. disorder25. uneven26. inquiry27. unnecessary28. responsible29. except30. exception

Todayʼs assignment: students may write their 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

11:45….Lunchtime…RBL (Recess Before Lunch)

Good Weather: walk class down the upstairs hall, down the stairs, and out onto the blacktop. When you see a supervisor, you may go to lunch. (This is new today. We are no longer going down the fire escape)

Bad Weather: Students have game time in the classroom. Mr. Lott, our security officer will come to supervise them so the teacher can go to lunch.

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

12:30-1:15

Mini Lesson We will begin a figurative language project today. Students really enjoyed studying the different forms of figurative language. They asked me if they could write a play or a skit that included figurative language.

This week I will be reading from Marvin Terban’s It Figures: Fun Figures of Speech. Today I will begin reading p. 9-12 Similes.

I will give students a copy of figures of speech examples:Fun With Figurative Language*********************************************************************************

simile....comparison of 2 things; they start with “as” or “like”Examples: He is as messy as a pig. My grandma’s hands are like ice.

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metaphor.....comparison of two thingsExamples:The guy is a tiger when he eats.My mom is a troll when she stays up all night.

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onomatopoeia....sounds of something that are exaggeratedExamples: Our boots crunched on the snow.Garrett buzzzzzzzzzed our doorbell when he came on Saturday.

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Personification-to give objects, concepts, or animals human qualities.Examples:The mouse tiptoed around the trap.The dry, cracked soil drank in the cool rain.

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Alliteration: tongue twisters because these phrases start with the same letterExamples:The silly snake slithered smoothly and swiftly through the street.The tall teacher taught two timid toddlers to talk and tiptoe.

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Idiom: phrases that mean something very different than the words usually meanExamples: My mom blew her top when I was late coming home.Garrett is the cat’s pajamas in my family.My sister went to the prom and cut a rug.It was time for my bus and my dad said I had better shake a leg.Be careful at school or you might catch a bug.My mom and dad were snug as a bug in a rug on the couch.We were planning a surprise party for Dannie but someone let the cat out of the bag.********************************************************************************

hyperbole:an obvious exaggerationExamples: He was so hungry he could eat a horse.I waited a million years to check out at the grocery store.After I made 3 jump shots, I was on fire.*********************************************************************************

Worktime:Students will begin working in small groups to start writing their figurative language plays or skits.

Sharing Wrap up: Students may take the authorʼs chair and share some of their similes.

Writing Workshop Standards and Benchmarks: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

1:30-1:45Calendar Math

Daily Math Components March Calendar Math

Section1 Record Daily Decimal, Fraction, & Percent… Section 2 Daily Calendar Pattern discussion-This month’s calendar pieces contain: parallel lines, parallel rays, parallel segments, intersecting lines, intersecting rays, intersecting segments, perpendicular lines, perpendicular rays, and perpendicular segments.Section 3 Factors and ArraysOn the lst day identify the whole set of the array.On the 2nd day identify half of each even array.On the 3rd day identify 1/3 of each array with a factor of 3On the 4th day find 1/4 of each array with a factor of 4On the 5th day find 1/5 of each array with a factor of 5On the 6th day find 1/6 of each array with a factor of 6On the 7th day find 1/7 of each array with a factor of 7On the 8th day find 1/8 of each array with a factor of 8On the 9th day find 1/9 of each array with a factor of 9On the 10th day find 1/10 of each array with a factor of 10

Section 4 Measurement- In March, using a circle, we will mark 10 degrees each day. On the first day we will have a discussion that there are 360 degrees in a circle.

Section 5 Coin Counter:

Each day we will have $5.00 and we will buy a grocery item and make change from $5.00.For example, if we buy a bag of Doritos that cost $3.99. We will subtract $3.99 from $5.00 and our change will be $1.01.

Section 6: Probability and GraphingEach will We will spin the hand on a clock which is 1/2 yellow, 1/4 red and 1/4 blue. Each day we will spin 6 times and record our data.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

1:45-2:15..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.

Tuesday, March 22nd

Teachers 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 will be passed out as soon as students take their seats. Bell work is spiral review for todayʼs math lesson.

8:30Take attendance and lunchcount.

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




QAR Daily Activity: Read from our current read aloud, One Golden Year, for a few minutes. Then ask each of the QAR questions and have students identify them.

Part 2: We will review our new vocabulary words for A Boy Called Slow.

Part 3:Predict/Infer strategy this week:Students will watch a PowerPoint called Predict/Infer

This is a key point in the PowerPoint:What is the difference between Prediction and Inference:When you make predictions, your prediction will be proven by the end of the story.

When inferring, you may or may not know the answer to your question by the end of the story.

When predicting, you are focusing on what will happen in the story.

When inferring, you are making a guess about what a character will do, how a character feels, and other judgments.

Prediction = answered by the end of the story Inference = may or may not be answered by the end of the story

Part 4:Students will be given the following graphic organizer to use while they read A Boy Called Slow.

Worktime:1. Students will read A Boy Called Slow independently at their seats while I conduct reading groups.

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

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

Math Topic 14-6 Develop the Concept: Interactive (20 minutes) in TE 358B Engage: Topic Vocabulary--review vocabulary for our new Math Focus Wall Topic Opener in their textbooks (you won"t have my computer"s online access so students will discuss this with you using their textbooks) Set the purpose & Connect in TE 358B Explore: Together: on ELMO using 358B

Summarize: Teacher & students will sum up what students will be learning today. Develop the Concept: Visual (25 minutes) 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 ELMO p.359 #1-6; if needed fro understanding, we will continue working together in the math book.

Summarize: Independent Practice: Reteaching worksheet 14-6

Close/Assess & Differentiate: Centers: Students will play the 14-6 math games with a partner. Teacher will work with an intervention group.

Topic 14 Math StandardsGoal 7 Uses measurement tools and applies measurement strategies

11:45…Lunchtime…Good Weather: Walk class down the upstairs hall, down the stairs, and out onto the blacktop. When you see a supervisor, you may go to lunch. (This is new this week. We are no longer going down the fire escape)

Bad Weather Days: Students are in the classroom with our basket of games. Mr. Lott, our security officer comes to the classroom so that the teacher can 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:I will read from Marvin Terban’s book It Figures: Fun Figures of SpeechI will begin reading Metaphors on p. 17

Day 2 of Figurative Language Projects. Students will be working together in small groups writing their figurative language skits.

Worktime:1. Students will work in small groups writing their skits.

2.If they finish they may free write choosing their own idea or one from their March Writer’s Notebook Calendar of Ideas.

Share Time: Author’s Chair

Writing Workshop Standards and Benchmarks: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


March Calendar Math



Section 5 Coin Counter:Each day we will have $5.00 and we will buy a grocery item and make change from $5.00.For example, if we buy a bag of Doritos that cost $3.99. We will subtract $3.99 from $5.00 and our change will be $1.01.

Section 6: Probability and GraphingEach will We will spin the hand on a clock which is 1/2 yellow, 1/4 red and 1/4 blue. Each day we will spin 6 times and record our data.

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 Day 2: White Board Activities: (If students donʼt have their white board or marker, they need to use pencil and paper.

We will work on GCF of numbers.Give students 2 numbers and have them write all of their factors and then find the Greatest Common Factor.

For example:

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

48 factors are 1, 2, 3, 4, 6, 8, 12, 16, 24, 48

The GCF is 12.

1:45-2:15 Word Knowledge

1. Review the Word Wall.

2. Play Slap, Clap with this weekʼs spelling list. We slap our needs for the consonants and clap for the vowels.

3. Spelling Assignment: ABC order of our list.

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.

2:15-2:45Social Studies

Chapter 11 Lesson 1Go to the carpet. These lessons are on the CDs by the bookshelves by the boom box.Listen to this lesson. Then send students to their desks to do the workbook page for Lesson 1. Students should also pick 6 vocabulary words and look them up in the back of the social studies book and write their definitions.

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 as I do it on the Elmo and the big screen.

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.

Wednesday, March 23rd

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.

8:30Take attendance and lunch count.

8:45-10:00 Reading Workshop Mini Lesson:

Students should bring their reading books to the carpet for the mini lesson.



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…"

2.Drawn from History 488-491Ask students to bring their reading books to the carpet. We will read and discuss this short text together.

Worktime... 1. Students will complete the Comprehension Check #105, Slowʼs Early Life in a Line.

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

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

2. Word Wall-3.A Boy Called Slow Word Parts

dis = oppositedispleasedisplacedischargedisservicediscomfortdispossessdisorderdisapprovedissatisfieddissimilardisadvantagedisagree

un means notunhappyunfaithfulunkindunhelpfulunfastenunconcerned

undrinkableunjustunknown

in means notinactiveincompleteincorrectindefiniteindignantion (the result of an act or process)abolitioncohesioninfusioninversionallusionexcursionpension

Word Wall Words to add:

discloseinsecureuncomfortableinterruptionseparation

3.Spelling Assignment: Words in a circle.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.

10:45-11:45 Math Block 14-7 Develop the Concept: Interactive (20 minutes) in TE 362B Engage:

1. Topic Vocabulary--review vocabulary on our Math Focus Wall

2. Set the purpose & Connect in TE 362B

Centers: Students will play the 14-7 math games with a partner that directly relates to their score on the Quick Check. Teacher will work with an intervention group. Topic 14 Math Standards Goal 7 Uses measurement tools and applies measurement strategies

11:45…Recess is now before lunch.Good Weather: Walk class down the upstairs hall, down the stairs, and out onto the blacktop. When you see a supervisor, you may go to lunch. (This is new today. We are no longer going down the fire escape)


12:30…students will be at their table in the cafeteria. Walk them back to the classroom quietly. Walk them back to class through the downstairs hallway and all the way up the north stairs to our classroom.

12:30-1:30Writing WorkshopDay 3 of Figurative Language Play and Skit Writing

Mini LessonI will begin reading Onomatopoeia p. 25 from Marvin Terbanʼs It Figures: Fun Figures of Speech

Worktime:

1.Students will work in small groups writing their figurative language play or skit.Students may write in their Writer’s Notebooks. They may use their March Writer’s Workshop Calendar or write on another topic.

Sharing Time/Wrap-up Author’s Chair

Writing Workshop Standards & Benchmarks 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


March Calendar Math






1:45-2:00Math Facts Practice FlashcardsStudents will practice math facts.

Social StudiesLesson 2 Chapter 11Students will come to the carpet with their social studies books. We will listen to this lesson on CD.

Students will return to their desks and complete the workbook page for this lesson. Students should also pick 6 words from the lesson and look them up in the backof the book and write the definitions.

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 as I do it on the Elmo and the big screen.

Students gather their materials to go home and then go back and sit in their seat or stand by their seat until the bell.

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.

Thursday, March 24th 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 should be passed out when students go to their seats. Students are to work on it while the teacher completes lunch count and attendance.

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 our current read aloud book for a few minutes and then ask 4 QAR questions and have students identify the correct type.

Part 2: Drawing ConclusionsWe will watch a Drawing Conclusions PowerPoint.

Here are the main points:

Worktime:

Students will complete worksheet Conclusions Chart 104

Students will comprehension skill sheet Why Do You Think....? #106-107

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

Word Knowledge 11:15-11:45

1. Review word wizard words for A Boy Called Slow

2. Play Sparkle

3. Word Wall Words Review

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.

11:45Good Weather-walk students through upstairs hallway, down the stairs, and out onto the blacktop for recess

Bad Weather-Mr. Lott, our security officer comes to our classroom for indoor recess

12:30pick up class in cafeteria and walk them back to class through the downstairs hallway and all the way up the north stairs to our classroom.

12:30-1:30Day 4 Figurative Language Writing Project

Mini Lesson: I will read from Marvin Terbanʼs It Figures: Fun Figures of Speech. I will read Alliteration starting on p. 33

Worktime: Students will work in small groups writing their Figurative Language Skits and Plays.

Students may write in their Writer’s Notebooks. They may use their March Writer’s Workshop Calendar or write on another topic.



Calendar Math March Calendar Math

Section1 Record Daily Decimal, Fraction, & Percent… Section 2 Daily Calendar Pattern discussion-This month’s calendar pieces contain: parallel lines, parallel rays, parallel segments, intersecting lines, intersecting rays, intersecting segments, perpendicular lines, perpendicular rays, and perpendicular segments.Section 3 Factors and ArraysOn the lst day identify the whole set of the array.

On the 2nd day identify half of each even array.On the 3rd day identify 1/3 of each array with a factor of 3On the 4th day find 1/4 of each array with a factor of 4On the 5th day find 1/5 of each array with a factor of 5On the 6th day find 1/6 of each array with a factor of 6On the 7th day find 1/7 of each array with a factor of 7On the 8th day find 1/8 of each array with a factor of 8On the 9th day find 1/9 of each array with a factor of 9On the 10th day find 1/10 of each array with a factor of 10





1:45-2:00Math Facts Practice Day 3: FlashcardsStudents will practice math facts.

2:00-2:45Math Block Math Block

Main Math Lesson......Lesson 14-8 Develop the Concept: Interactive (20 minutes) in TE 364B Engage: 1.Review vocabulary for Topic 14 2.Set the purpose & Connect in TE 364B Explore: Together: on overhead 364B We will use teaching tool page 33 (a thermometer) Summarize: Partners or teacher will share some of the things they learned Develop the Concept: Visual (25 minutes) 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. 364 #1-6 Summarize: Independent Practice: Practice worksheet 14-8 Close/Assess & Differentiate: Centers: Review game procedures with students Centers: Students will play the 14-8 math games with a partner Teacher will work with an intervention group.


2:45....students will complete their daily planner while I write todayʼs assignments on the Elmo.

Students then pack up their bookbags and get ready to be dismissed.

At 3:00 dismissal, I will walk students down the upstairs hallway, down the stairs, and out onto the blacktop. I then walk my

students to the bus lines and then all the way to the fence by the parking lot.

Friday, March 25th

This is the week for Lion’s Quest

We have library at 11:15

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…"

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..,"


I will read for a few minutes from our current read aloud, One Golden Year. Then I will ask students 4 QAR questions from what I just read.

Assessment Day:Students will take the Selection Test A Boy Called Slow Assessment today.

Students will take the Skills Test for Drawing Conclusions today.

Worktime:Students will work on assessments.

Standard C: Comprehend a broad range of reading materials Benchmark: Use reading strategies before, during, and after reading Sharing...I will wrap up 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

10:15-10:45 Word Knowledge

1 Students will take their final spelling test. (If we ran out of time yesterday, we will need to play Sparkle before the test) A Boy Called Slow ListMarch 21-25

1. unable2. discover3. report4. disaster5. unaware6. remind7. televise8. television9. inspect10. inspection11. react12. reaction13. tense14. tension15. correct16. correction

17. promote18. promotion19. express20. expression21. unsure22. dislike23. repaint24. disorder25. uneven26. inquiry27. unnecessary28. responsible29. except30. exception

2 Students will take their weekly Word Wizard Assessment for A Boy Called SlowWord 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 Lesson Math Topic 14-9 Develop the Concept: Interactive (20 minutes) in TE 366B Engage:

1.Topic Vocabulary--review vocabulary on our Math Focus Wall 2.Set the purpose & Connect in TE 366B Explore: Together: on overhead 366B We will be using a blank table with 3 columns & 6 rows Summarize: Teacher & students will sum up what students will be learning today. Develop the Concept: Visual (25 minutes) . 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 ELMO p. 366 1-4 ; if needed for understanding p. 367 5-8Summarize: Independent Practice: reteaching worksheet for 14-9 Close/Assess & Differentiate: Centers: Review game procedures with students Centers: Students will play the 14-9 math games with a partner that directly relates to their score on the Quick Check. Teacher will work with an intervention group.


11:45-12:30Good Weather: Walk class down the upstairs hall, down the stairs, and out onto the blacktop. When you see a supervisor, you may go to lunch. (This is new today. We are no longer going down the fire escape)


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

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12:30-1:15Writing WorkshopDay 5 for Figurative Language Writing Project

Mini LessonI will begin reading Marvin Terbanʼs It Figures: Fun Figures of Speech on p. 41 Hyperboles.

Worktime: Students will be given time to work in small groups creating their figurative language skits and plays.

Students may write in their Writer’s Notebooks. They may use their March Writer’s Workshop Calendar or write on another topic.



1:15-1:30Calendar Math March Calendar Math

Section1 Record Daily Decimal, Fraction, & Percent… Section 2 Daily Calendar Pattern discussion-This month’s calendar pieces contain: parallel lines, parallel rays, parallel segments, intersecting lines, intersecting rays, intersecting segments, perpendicular lines, perpendicular rays, and perpendicular segments.Section 3 Factors and ArraysOn the lst day identify the whole set of the array.

On the 2nd day identify half of each even array.On the 3rd day identify 1/3 of each array with a factor of 3On the 4th day find 1/4 of each array with a factor of 4On the 5th day find 1/5 of each array with a factor of 5On the 6th day find 1/6 of each array with a factor of 6On the 7th day find 1/7 of each array with a factor of 7On the 8th day find 1/8 of each array with a factor of 8On the 9th day find 1/9 of each array with a factor of 9On the 10th day find 1/10 of each array with a factor of 10





We have library during math so we may need to use this time to finish math. If not, here are Lesson Plans for social studies. If not needed, we will use them next week.

2:15-2:45

Social StudiesLesson 3 Chapter 11

Social Studies Standards & Benchmarks Goal 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.

2:15-2:45Weekly Cool Tool Lesson: We will review Respecting Classmates.

We will also use the class Situation Jar to discuss 5th grade issues.

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

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.

Documents

5th Grade Standard-Based Lesson Plans For the Week of ... 29 march21-25.pdf1.Topic Vocabulary--review vocabulary on our Math Focus Wall 2.Set the purpose & Connect in TE 356B Explore: