Weekly Lesson Plans for Week 10

Weekly Lesson Plans for__ Oct. 11-15 Topic/Unit____SOCIAL STUDIES___* = Required

Name: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Ballard *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal:

SS4H3SS4E1nSS4G2

SS4H3SS4E1nSS4G2

SS4H3SS4E1nSS4G2

SS4H3SS4E1nSS4G2

SS4H3SS4E1nSS4G2

Subject/Time: *Listed Element(s): *Listed Element(s): *Listed Element(s): *Listed Element(s): *Listed Element(s):Colonial America Colonial America Colonial America Colonial America Colonial America

*Essential Question: *Essential Question: *Essential Question: *Essential Question: *Essential Question:What factors helped

shape British colonial America?

What factors helped shape British colonial

America?


America?


America?


America?*Procedure: *Procedure: *Procedure: *Procedure: *Procedure:

Walk Through *Ask students to write on a note card answering the following question:

Have you ever moved to another location? What was your reason for moving?

Allow students the opportunity to share their answers with a friend. Then ask students what they think it would be like to move to a country where no one had ever lived.

*SWBAT create a circle map describing what they would take with them if they were a colonial person traveling to the New World

*SWBAT participate in a Timeline describing the

**SWBAT review information regarding the Jamestown settlement by participating the Jamestown Online game

*SWBAT discuss obstacles faced by the colonists of Jamestown and what they needed in order to survive

*SWBAT write a how they believe they could have helped the colony survive

*SWBAT read and discuss information about the New England colonies using the America Story Book p. 25-30 or Eagle Book p. 17

*SWBAT use their tree map to write down the New England Colonies

*SWBAT view a New England Colonies Power point

*SWBAT discuss the Southern Colonies using the America Story Book

*SWBAT add to their tree map

*SWBAT view a Southern Colonies Power point

SWBAT discuss the Middle Colonies using the America Story Book


*SWBAT view a Middle Colonies Power point

first colonial settlement- Jamestown using their textbooks

Focus Area:

Materials: Materials: Materials: Materials: Materials:SS Books, Time Line

CardsSS Books SS Books, Tree Map SS Books, Tree Map SS Books, Tree Map,

Evaluation: Evaluation: Evaluation: Evaluation: Evaluation:Teacher Observation,

Circle MapTeacher Observation,

Summary SheetTeacher Observation,

Tree MapTeacher Observation,

Tree MapTeacher Observation,

Tree Map* (1 per week) Differentiation: Differentiation: Differentiation: Differentiation: Differentiation:

Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation

*SWBAT choose a colony to research and create a brochure to demonstrate what they have learned based on the checklist and rubric

*Lower leveled students will be able to work in a

group with assistance on a specific explorer

* (1 per week) Technology Connection: Technology Connection: Technology Connection: Technology Connection: Technology Connection:

* Jamestown Online Adventure Game

SWBAT view a New England Colonies Power

point

SWBAT view a Southern Colonies Power

point

SWBAT discuss the Middle Colonies using the America Story Book


*SWBAT view a Middle Colonies Power point

Homework: Homework: Homework: Homework: Homework:

Review Sheets if not completed in class





Weekly Lesson Plans for___October 11-15, 2010Topic/Unit________Reading ________* = Required


*Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal:

Subject/Time: *Listed Element(s): *Listed Element(s): *Listed Element(s): *Listed Element(s): *Listed Element(s):

ELA4R1f

*Essential Question: *Essential Question: *Essential Question: *Essential Question: *Essential Question:

How can I identify the main idea of a text?

*Procedure: *Procedure: *Procedure: *Procedure: *Procedure:

Walk Through

Ask students to recall the meaning of main idea. Complete WS 4 from Main Idea and Details using the transparency. Have students write their own main idea sentences in their reading notebooks.

Share main idea sentences and discuss.

Assign HW: WS 5-6 from Main Idea and Details.

Create a circle map describing what the students know about vampires.

Read aloud Dear Vampa by Ross Collins and add new information to the circle map.

Distribute copies of Bunnicula by Deborah and James Howe. Read aloud the back cover and the editor’s note. Students will write a letter to their teacher in their dialogue journals detailing what they think will happen in the story.

Journals will go home along with the book for parents to respond to their child’s predictions.

Review homework and discuss.

Display p. 7 from Main Idea and Details. Have students work with a partner to write a headline for each newspaper article. Share headlines and discuss how the headline should reflect the main idea.

Introduce the vocabulary from chapter 1 and discuss the meaning of the unfamiliar words. Place the new words on the reading board to review daily.

Introduce literature circles and explain that as we are reading Bunnicula we are all going to practice the same roles.

Introduce discussion director job and pass out materials. Read aloud p. 3-10 and discuss. Model writing appropriate questions.

Students will read chapter 1 in a small group with the teacher or with partners. Add discussion director questions.

Review the definition of main idea and details.

Students will complete a main idea assessment.

Discuss chapter 1 allowing each student to ask their best question.

Introduce chapter 2 vocabulary and place new words on the reading board. Review yesterday’s words.

Introduce the Word Wizard job. Model reading the first two pages of the chapter and choosing a word.

Students will finish reading chapter 2 and complete the Word Wizard job.

Discuss chapter two and students’ words.

Main Idea activity: Based on Wednesday’s assessment students will be paired up or divided into a small group. Students will be given sets of details in a tree map. They will be asked to write a main idea for each set of details. Students will either do this with a partner or with the teacher.

Introduce chapter three vocabulary. Place new words on the reading board. Review yesterday’s words.

Introduce Passage Picker job. Model reading p. 24-25 in chapter 3.

Students will finish reading chapter 3 and complete the Passage Picker job.

Discuss chapter 3 and have students share their passages.

Play “I Have, Who Has” to review main idea.

Main Idea assessment

Review Bunnicula vocabulary and chapters 1-3.

Students will complete a vocabulary and comprehension quiz over chapters 1-3.

Write a response in their dialogue journal either affirming or changing their original predictions and making new predictions. Students will take the dialogue journals home for their parents to read and respond to their ideas.

Focus Area:

Materials: Materials: Materials: Materials: Materials:

WS 4, 5-6Dialogue journalsChart paper and markers

WS 7Literature Circle FoldersDiscussion Director formsVocabulary words written on index cardsCopies of BunniculaStory flow map

WS 8-9Lit Circle foldersWord Wizard formsVocabulary words written on index cardsCopies of BunniculaStory flow map

Details listed on a tree mapLit Circle foldersPassage Picker formsVocabulary words written on index cardsCopies of BunniculaStory flow map

I Have, Who Has cardsMain Idea assessmentCh. 1-3 comprehension and vocabulary quiz.Dialogue journals

Evaluation: Evaluation: Evaluation: Evaluation: Evaluation:

Teacher ObservationWS

Journal Entry

Teacher ObservationWS 7

Flow Map

Teacher ObservationWS 8-9

Flow Map

Teacher ObservationTree MapFlow Map

Teacher ObservationAssessments

Dialogue Journal entries

* (1 per week) Differentiation: Differentiation: Differentiation: Differentiation: Differentiation:

Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation

Based on Wednesday’s assessment students will either work with a partner. Students who struggled with the assessment will complete the task in a small group with the teacher.



Reading LogWS 5-6

Reading LogFinish chapter 1 and

discussion director questions.

Reading Log Reading Log Reading LogDialogue journals

Weekly Lesson Plans for__October 11-15 ________Topic/Unit________Math________* = RequiredName: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

4th Grade *Standard # / Goal: M4N3,N1 *Standard # / Goal:M4N3 *Standard # / Goal:M4N3 *Standard # / Goal: M4N3 *Standard # / Goal: M4N3

M4G1c,d M4G1c,d M4G2a,b,c M4G2 M4G1c,d & M4G2

Subject/Time: *Listed Element(s): *Listed Element(s): *Listed Element(s): *Listed Element(s): *Listed Element(s):Quadrilaterals Quadrilaterals and

polygons Polygons and 3D shapes Polygons and 3D shapes Polygons and 3D shapes

*Essential Question: *Essential Question: *Essential Question: *Essential Question: *Essential Question:How can we classify, compare, and contrast quadrilaterals?

How can quadrilaterals join together to create unique polygons?

How can I use polygons to classify 3D geometric shapes?

How can I use polygons to classify 3D geometric shapes?

How can we create new shapes with basic polygons and 3D shapes?

*Procedure: *Procedure: *Procedure: *Procedure: *Procedure:Walk Through Fact quiz

Check morning work

* SWBAT classify shapes

Fact quizCheck morning work

*SWBAT create 2D shapes


* SWBAT review how to


* SWBAT create and

Fact quizCheck morning workWeekly math quiz

based on number of sides.- Begin by dividing the students into 7 partner groups, each will get a piece of paper with 7 sections. Students will take turns feeling the shape in each of the 7 bags and trying to draw it in the correctly numbered space on their paper.- After each student has felt and drawn each shape, examine it on the overhead and begin to fill out the 2D shape classification sheet. Have Students name, draw, and write the number of sides for each shape.*SWBAT define a quadrilateral as a closed figure with 4 sides.- have students sort the shapes into 2 groups (strait sides, no straight sides)- define those with straight sides as a polygon – a closed figure with straight sides.- Now have them group them according to the number of angles, and define a quadrilateral – polygon with exactly 4 sides.

*SWBAT compare and contrast the quadrilaterals.- Pass out one of each quadrilateral to each student.- Have students choose 2

based on characteristic description.-Begin by checking homework and creating those quadrilaterals. -call out different attributes and have students try and create the shape you’re describing on their geo-board.- Have students pick a shape and try to describe it to the class while others make it. *SWBAT identify irregular and right polygons.- Right polygons are the ones represented with power polygons.- irregular polygons are ones that have the correct number of sides, but do not look like the “traditional” shape (Investigations skinny book p. 107)- have students try and make irregular polygons using power polygons and Investigations unit 4 p. 18 – 19

*SWBAT use these polygons and create a “meal” using them.-Review “My Pyramid” nutrition chart and discuss the types of food we should eat at a meal. - Look at the plate and determine the portion of each type of food.- Using the polygons, students have to create a

create new shapes with basic polygons and finish/share their healthy meals.

*SWBAT review the 2D shapes by sharing their attributes.

*SWBAT relate the 2D shapes to 3D shapes- Ask: is everything in our world flat? – No- these other things are 3D shapes-show students examples of “traditional” 3D shapes

*SWBAT relate solids to flat shapes using nets- look at 3D shapes define edge, face, and vertex- begin filling out classifications sheet for 3D shapes by identifying edges, faces, and vertices

*SWBAT compare cubes and rectangular prisms using double bubble maps.

*SWBAT use classification sheet to determine which net makes each solid.

*SWBAT create “giant” 3-d shapes with their groups using the nets on poster board

classify 3-d shapes while creating them using nets-students will create 3-d shapes with nets and write an informational paragraph describing the shape they create with a partner

*SWBAT review shape vocabulary (square, quadrilateral, rectangle, trapezoid, rhombus, parallelogram, circle, triangle, edge, vertices, face, cube, prism, cylinder, pyramid, sphere, cone, 2-d shape, 3-d shape, polygon) by playing vocabulary bingo

*SWBAT classify 2-d and 3-d shapes by their characteristics on a vocabulary quiz.

*SWBAT use 2-d and 3-d shapes created out of news paper to create a large free standing 3-d structure.-Students will work in groups to create a free standing structure. - They will have to list the type and quantity of 2-d and 3-d shapes used to create their structure.

and create a double bubble map- Have students share their maps with their side partners and then with the class- Write observations on the classifying shape sheet*SWBAT identify 2-d shapes in the world around them .- Students will complete the shapes in my world sheet and find 3 examples of each quadrilateral as well as triangles and circle.- if time allows have students share.*SWBAT create 2D shapes- using geo boards, call out shapes and have students create them with rubber bands on the geo-boards

healthy meal. They must use the shapes to create “irregular” polygons and then color them to look like healthy food choices.- They also have to write the shapes used to create each type of food and identify the food group the food falls into.

Focus Area:

Materials: Materials: Materials: Materials: Materials:- 7 brown paper bags with 1 2-d shape in each (circle, triangle, square, polygon, rectangle, rhombus, trapezoid)- geo boardsrubber bands- 2-d shape classifying chart- power polygons-2-d shape hunt sheet

Power polygonsPaper platesGeo-boardsRubber bands

Poster board netHealthy meal3-d shape classification sheet

Bingo sheetsNetsglue

Vocabulary quizNews paperTapetwine

Evaluation: Evaluation: Evaluation: Evaluation: Evaluation:-oral discussion-shapes in my world sheet-classification sheet

- Oral discussion- creation of healthy meal with polygons

-oral discussion-presentation of meal- classification worksheet

-oral discussion-paragraph about their net

- vocabulary quiz- 3-d structure and written list of shapes

* (1 per week) Differentiation: Differentiation: Differentiation: Differentiation: Differentiation:Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation

- Differentiation in instruction: multiple learning styles incorporated. Visual addressed when seeing shapes on overhead and finding them in the classroom. Tactile addressed with creating the shapes on geo-board, and auditory addressed when orally discussing the characteristics of the shapes.

* (1 per week) Technology Connection: Technology Connection: Technology Connection: Technology Connection: Technology Connection:Geo-board on NLVM:http://nlvm.usu.edu/en/nav/frames_asid_172_g_2_t_3.html?open=activities&from=grade_g_2.html

Homework: Homework: Homework: Homework: Homework:- Investigations unit 4 p.30-31- write missed facts 5 times each

- write missed facts 5 times each

- write missed facts 5 times each- p. 25 – 26 investigations

- write missed facts 5 times each- study shape vocabulary words

none

Weekly Lesson Plans for___ _______________Topic/Unit____SOCIAL STUDIES___* = Required


*Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal: *Standard # / Goal:

http://nlvm.usu.edu/en/nav/frames_asid_172_g_2_t_3.html?open=activities&from=grade_g_2.html



Subject/Time: *Listed Element(s): *Listed Element(s): *Listed Element(s): *Listed Element(s): *Listed Element(s):

*Essential Question: *Essential Question: *Essential Question: *Essential Question: *Essential Question:

*Procedure: *Procedure: *Procedure: *Procedure: *Procedure:

Walk Through

Focus Area:

Materials: Materials: Materials: Materials: Materials:

Evaluation: Evaluation: Evaluation: Evaluation: Evaluation:

* (1 per week) Differentiation: Differentiation: Differentiation: Differentiation: Differentiation:Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation Enrichment/Remediation



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Weekly Lesson Plans for Week 10