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Lesson-Plans-Feb.-14-2011-wk-k26

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					                  Davenport/Moutardier/Taulbee
                          Guided Reading
                      Week of: Feb. 14 - 18, 2011
                            Week 26

Standards:
RD-EP-3.0.1 Students will explain a character’s or speaker’s actions based
on a passage. DOK 3
RD-EP-3.0.4 Students will identify main ideas or details that support them.
DOK 3
RD-EP-3.0.5 Students will identify fact or opinion from a passage. DOK 2
RD-EP-3.0.6 Students will identify information in a passage that is
supported by fact. DOK 2
RD-EP-1.0.2 Students will apply knowledge of synonyms/ antonyms for
comprehension. DOK 2

Critical Vocabulary – Character traits, conflict/resolution, author’s
purpose, main idea, synonyms & antonyms, & text features.

Literacy Centers: Students will start a new Center Log each Monday.
Students will rotate in 20 minute increments visiting one of the three stations
each day: computers, Spell City, AR Test (students must show teacher
100%) Compass Learning. Instant Writing Center – blue kit, Working
w/Words – blue kit, Sentence Building – blue kit.

Materials/Resources: Rigby Teacher’s Manual, Tell Me a story, Phonic
Chart 15 Future Hall-of-Fame, Word Works: 15A sounds of ou in cousin &
thought: Word Works pages 2 - 3 & books for Levels 17, 19, 20 & chapter
books.

Monday
Objective: I can identify synonyms & antonyms words in text.
Activity – Shared Reading: Tell Me a Story p. 10 - 11.
Phonics Chart 15 – Future Hall-of-Fame - phonemic & print connection
activities. Guided Reading: Level 17 Jane Goodall (TE p. 140 – 143), Level
19 The Runaway Ball (TE p. 224 – 227), Level 20 Antarctic (TE p. 280 –
283), and Level Chapter Superfudge (Library books). Literacy Workstations,
Wonder Writers: Mini Lesson on Idea Development/Support Embedded
Literacy/Science,
Tuesday
Objective: I can identify main ideas or details that support them
through text.
Activity – Shared Reading: Tell Me a Story p. 12. Review Phonics Chart 15
Future Hall-of-Fame – phonemic & print connection activities. Guided
Reading: see Monday for levels and book titles. Literacy Workstations,
Wonder Writers: Mini Lesson on Idea Development/Support Embedded
Literacy/Science,

Wednesday
Objective: I can identify fact or opinion from a passage.
Activity – Shared Reading: The Tell Me a Story p. 12. Review Phonics
Chart 15 Future Hall-of-Fame – phonemic & print connection activities.
Guided Reading: see Monday for levels and book titles. Literacy
Workstations, Wonder Writers: Mini Lesson on Idea Development/Support
Embedded Literacy/Science,

Thursday
Objective: I can identify the main problem/situation from text.
Activity – Shared Reading: Tell Me a Story p. 13. Review Phonics Chart 15
Future Hall-of-Fame – phonemic & print connection activities. Guided
Reading: see Monday for levels and book titles. Literacy Workstations,
Wonder Writers: Mini Lesson on Idea Development/Support Embedded
Literacy/Science,

Friday
Objective: I can identify fact or opinion from a passage.
Activity – Shared Reading: The Tell Me a Story p.13. Discuss Captions.
Review Phonics Chart 15 Future Hall-of-Fame . Guided reading: small
group comprehension skills and locate key words to answer questions.
Literacy Workstations, Wonder Writers: Mini Lesson on Purpose/Audience.
Phonics test over 15A/B next Friday.
                       Davenport/Moutardier/Taulbee
                                 Writing
                        Week of: Feb. 14 - 18, 2010
                                Week 26
Standards –
WR-EP-1.1.3 Feature Article Writing,
• Students will communicate a purpose through informing.
• Students will develop an angle.
• Students will communicate what the reader should know, or believe as a
result of reading the piece.
• Students will apply characteristics of the selected form (feature article).
• Students will use a suitable tone & allow voice to emerge when
appropriate.


WR-E-4.8.0
Prewriting
   Selecting a topic (US President)
   establishing a purpose and central/controlling idea or focus
   Identifying the audience
   Generating ideas (e.g., reading, journaling, mapping, webbing, note-
    taking, researching, other writing-to-learn activities)
Organizing ideas – examining other models of good writing and appropriate
text structures to match purpose and organize information

Critical Vocabulary – Feature Article, the purpose, identify your audience,
idea development, organization of information, sentence structure, topic
sentences, main idea, writing correctness.

Monday – The Feature Article theme: Presidents of the US.
Objective: I can recall details from reading and restate the information
in my own words to write a Feature Article.
Activity: Students will review what a Feature Article is by using the Elmo.
Student will also be using a guide to help guide them through the process.
Teacher will work with a small group of students with their research
recalling details from reading and restate the information in their own words
using the graphic organizer, while others will be on Compass Learning and
writing centers.



Tuesday
Objective: I can recall details from reading and restate the information
in my own words to write a Feature Article.
Activity: Continue from Monday. Teacher will work with a small group of
students with their research recalling details from reading and restate the
information in their own words using the graphic organizer, while others
will be on Compass Learning and writing centers.

Wednesday
Objective: I can recall details from reading and restate the information
in my own words to write a Feature Article.
Activity: Review with students the purpose of the activity and answer
questions. Continue work from Monday. Teacher will check daily the
progress of each group.

Thursday
Objective: I can recall details from reading and restate the information
in my own words to write a Feature Article.
Activity: Continue work from Monday. Teacher will work with a small
group of students with their research recalling details from reading and
restate the information in their own words using the graphic organizer, while
others will be on Compass Learning and writing centers.

Friday
Objective: I can recall details from reading and restate the information
in my own words to write a Feature Article.
Activity: Continue work from Monday. Teacher will check daily the
progress of each group.
                            Davenport/Moutardier/Taulbee
                                      Science
                                  Feb 14-18, 2011
                                      Week 26


Critical Vocabulary- work, simple machines, lever, fulcrum, wheel-and-axle, pulley,
inclined plane, screw.
Monday
Standards- SC-EP-1.2.3 Students will describe the position and motion of objects and
predict changes in position and motion as related to the strength of pushes and pulls.
        The position and motion of objects can be changed by pushing or pulling, and can
be explored in a variety of ways (such as rolling different objects down different ramps).
The amount of change in position and motion is related to the strength of the push or pull
(force). The force with which a ball is hit illustrates this principle. By examining cause
and effect relationships related to forces and motions, consequences of change can be
predicted. DOK 2
Learning Target-
Topic or Skill Concept-
Learning Activities/Lesson- Chapter 16, multiple choice assessment.
Differentiation-Reduced #of questions, use of study guide
Assessments- multiple choice assessment
Resource/Materials- Harcourt Science book, vocabulary journal, www.brainpop.com
(videos- work, levers, wheel-and-axle) www.unitedstreaming.com
Exit Slip-None

Wednesday COMMON ASSESSMENTS
Standards- SC-EP-1.2.3 Students will describe the position and motion of objects and
predict changes in position and motion as related to the strength of pushes and pulls.
        The position and motion of objects can be changed by pushing or pulling, and can
be explored in a variety of ways (such as rolling different objects down different ramps).
The amount of change in position and motion is related to the strength of the push or pull
(force). The force with which a ball is hit illustrates this principle. By examining cause
and effect relationships related to forces and motions, consequences of change can be
predicted. DOK 2
Learning Target- To check recall understanding of previously taught materials.
Topic or Skill Concept-I can recall information learned previously.
 Learning Activities/Lesson- Common assessment containing 24 multiple choice
questions and 2 open response questions. Common assessment will cover work, force,
and simple machines
Differentiation-None
Assessments- Common assessment of students learning.
Resource/Materials- Harcourt Science book, vocabulary journal, www.brainpop.com
(videos- work, levers, wheel-and-axle) www.unitedstreaming.com
Exit Slip-None
Friday
Standards- SC-EP-1.2.3 Students will describe the position and motion of objects and
predict changes in position and motion as related to the strength of pushes and pulls.
        The position and motion of objects can be changed by pushing or pulling, and can
be explored in a variety of ways (such as rolling different objects down different ramps).
The amount of change in position and motion is related to the strength of the push or pull
(force). The force with which a ball is hit illustrates this principle. By examining cause
and effect relationships related to forces and motions, consequences of change can be
predicted. DOK 2
Learning Target- Flash back
Topic or Skill Concept – I can answer simple questions about simple machines.
Learning Activities/Lessons-. To provide extra practice for the lessons presented in
Science
Differentiation- Small group work, buddies.
Assessments- Check for understanding and correctness of answers. Correct as needed.
Resource/Materials- Harcourt Science book, vocabulary journal, www.brainpop.com
(videos- work, levers, wheel-and-axle)
Exit Slip- none
                         Davenport/Moutardier/Taulbee
                                    Math
                               Feb 14-18, 2011
                                   Week 26
Key Vocabulary- half, congruent, symmetry, line of symmetry, similar, slide, flip, turn.

Monday
Standards- MA-EP-3.2.1 Students will describe and provide examples of line symmetry
in real-world and mathematical problems or will apply one line of symmetry to construct
a simple geometric design. DOK 2
MA-EP-3.1.2 Students will describe and provide examples of basic two-dimensional
shapes (circles, triangles, squares, rectangles, trapezoids, rhombuses, hexagons) and will
apply these shapes to solve real-world and mathematical problems. DOK 2
Topic or Skill Concept- To identify and draw slides, flips, and turns.
Learning Target-I can demonstrate a slide, a flip, and a turn.
Learning Activities/Lessons- Lesson 20.4 (page 414-415) Introduce Vocabulary words.
Write them and their definition into student’s math journals. Have students to look at the
examples from the book. Model a slide, flip and a turn using the Elmo. Have the
students to read steps 1-4.and complete activity on their paper. (MODIFY- have students
put a colored dot in one corner of a figure to help identify if it has been flipped, or
turned.) Guided practice – work through the Talk about It section to check for
understanding, Independent practice 1-8 as needed
Differentiation-- Reteach, Practice, challenge 20.4 activities as needed. Small group
instructions.
Assessments- clicker answers from Active board
 Resource/Materials- Harcourt Math book, vocabulary journal, Elmo, pattern blocks , 1
inch grid paper, www.brainpop.com, www.promeatheanplanet.com Slide, flip and
turn Active board chart.
Exit Slip- Display a figure. Explain what motion could you use to move the first
figure to the same place as the second?

Tuesday
Standards- MA-EP-3.2.1 Students will describe and provide examples of line symmetry
in real-world and mathematical problems or will apply one line of symmetry to construct
a simple geometric design. DOK 2
MA-EP-3.1.2 Students will describe and provide examples of basic two-dimensional
shapes (circles, triangles, squares, rectangles, trapezoids, rhombuses, hexagons) and will
apply these shapes to solve real-world and mathematical problems. DOK 2
Topic or Skill Concept-To use the problem solving strategy make a model to solve
problems
Learning Target- I can make a model to solve problems
Learning Activities/Lessons- Lesson 20.5 (page 416-417) Introduce Vocabulary
words. Write them and their definition into student’s math journals. Guided instruction
Have students use their outline of model. Then have students use their pattern blocks to
fill it in. Check for understanding. Guided practice – Have students to use different
combinations of pattern blocks to make another congruent figure. Students will divide
into small groups of 4 and work at various centers to reinforce concepts taught.
Assessments- 3 out of 4correct answers to problems given.
Differentiation- Reteach, Practice, challenge 20.5 activities as needed. Small group
instructions. Check for understanding . Math centers set up to give better understanding
using hands on activities.
 Resource/Materials- Harcourt Math book, vocabulary journal, pattern blocks
www.brainpop.com, www.promeatheanplanet.com
Exit Slip-How can making a model help you to find two figures that are congruent ?

Wednesday
Standards- MA-EP-3.2.1 Students will describe and provide examples of line symmetry
in real-world and mathematical problems or will apply one line of symmetry to construct
a simple geometric design. DOK 2
MA-EP-3.1.2 Students will describe and provide examples of basic two-dimensional
shapes (circles, triangles, squares, rectangles, trapezoids, rhombuses, hexagons) and will
apply these shapes to solve real-world and mathematical problems. DOK 2
Topic or Skill Concept- To provide extra practice for the skills presented in chapter 20.
Test prep and review
Learning Target- I can check my understanding of concepts learned in chapter 20.
Learning Activities/Lessons- Lesson 20-Test Prep and Review- (Page 418-419).
Students will complete practice pages and or test prep page in order to check their
understanding of previously covered material. Check students work.
Differentiation-Reduced number of problems, buddy work.
Assessments-Check for accuracy on student work.
 Resource/Materials- Harcourt Math book, vocabulary journal, Elmo, pattern blocks.
triangle dot paper, crayons www.promeatheanplanet.com
Exit Slip- How can you tell if two figures are congruent?

Thursday
Standards- MA-EP-3.2.1 Students will describe and provide examples of line symmetry
in real-world and mathematical problems or will apply one line of symmetry to construct
a simple geometric design. DOK 2
MA-EP-3.1.2 Students will describe and provide examples of basic two-dimensional
shapes (circles, triangles, squares, rectangles, trapezoids, rhombuses, hexagons) and will
apply these shapes to solve real-world and mathematical problems. DOK 2
Topic or Skill Concept- To check understanding of concepts, skills and problem solving
strategies presented in Chapter 20
Learning Target- I can choose the best answer using previously learned skills to
correctly answer test questions..
Learning Activities/Lessons- Multiple choice written assessment covering chapter 20.
 Differentiation- Reduced number of questions.
Assessments- Visual from checking students’ answers.
 Resource/Materials- Harcourt Math book, vocabulary journal, pattern blocks, paper,
scissors, www.brainpop.com, www.promeatheanplanet.com
Exit Slip- None
Friday
Standards- MA-EP-3.2.1 Students will describe and provide examples of line symmetry
in real-world and mathematical problems or will apply one line of symmetry to construct
a simple geometric design. DOK 2
MA-EP-3.1.2 Students will describe and provide examples of basic two-dimensional
shapes (circles, triangles, squares, rectangles, trapezoids, rhombuses, hexagons) and will
apply these shapes to solve real-world and mathematical problems. DOK 2
Learning Target- Flash back Friday
Topic or Skill Concept- I can correctly identify and answer questions covering all
previously learned problems.
Learning Activities/Lessons- Think link/Compass learning activity with clickers
Differentiation- visual and reduced questions/problems
Assessments- Check students answers.
Resource/Materials- Harcourt Math book, vocabulary journal, 1 inch grid paper,
www.brainpop.com , (video- similar figures) www.promeatheanplanet.com
Exit Slip- none




                            Davenport/Moutardier/ Taulbee
                              Social Study Lesson Plans
                                 Month of: Feb 2011
                                       Week 26

Core Content –SS-EP-3.1.1 Students will define basic economic terms related to scarcity
(e.g., opportunity cost, wants and needs, limited productive resources-natural, human,
capital) and explain that scarcity requires people to make economic choices and incur
opportunity costs. DOK 2
SS-EP-3.3.1 Students will define basic economic terms related to markets (e.g., market
economy, markets, wants and needs, goods and services, profit, consumer, producer,
supply and demand, barter, money, trade, advertising).DOK 2
SS-EP-3.4.1 Students will define basic economic terms related to production, distribution
and consumption (e.g., goods and services, wants and needs, supply and demand,
specialization, entrepreneur) and describe various ways goods and services are distributed
(e.g., by price, first-come-first-served, sharing equally). DOK 2

Week 25 Lesson 11 Feb. 8, Feb 11, 12, 2011
Common Assessments Thursday Feb 17, 2011
Critical Vocabulary-capitol resources, resources, economy, human resources, natural
resources, profits, experts, stock
Concept- Kentucky Studies Weekly –Economics
 Objective- Students will be able to (SWBAT) explain the idea of economy and how it
resolves around the acquisition, development, distribution and consumption of natural,
human, and capitol resources. SWBAT explain how people use resources to meet their
needs and how the location of resources influences human activity.
Activity- Lesson is divided up between 2 days. - Read the different sections and discuss
magazine. Complete crossword puzzle. Work in small groups to complete mapping and
charting activity. Complete assessment on Friday
Technology- Brain Pop Videos- Supply and demand, money, assembly line, banking,
comparing prices, Abe Lincoln, slavery, underground railroad. www.brainpop.com
Exit slips- What does it mean if an item is a natural resource?
Week 26 Lesson 12 Feb 15, Feb 17-18, 2011
Critical Vocabulary-assassinate, canvas, rivets, scarcity, opportunity, costs, transport,
Emancipation Proclamation
Concept- Kentucky Studies Weekly – Scarcity and Choice
 Objective-Students will be able to (SWBAT), define scarcity of resources and explain
the necessary choices of what to do with them.
Activity- Lesson is divided up between 2 days. - Read the different sections and discuss
magazine. Complete crossword puzzle. Work in small groups to complete mapping and
charting activity. Complete assessment on Friday
Technology- Brain Pop Videos- Supply and demand, money, assembly line, banking,
comparing prices, Abe Lincoln, slavery, Underground Railroad. www.brainpop.com
Exit slips- Name three main reasons listen in the article about why Abraham Lincoln was
one of the nation’s greatest presidents.



Week 27 Lesson 13 Feb 22, Feb 24-25, 2011
Critical Vocabulary-bullion, demand, money, minister, free enterprise system, barter,
segregation, supply, moonshine, assassinate
Concept- Kentucky Studies Weekly-Money, supply and demand
 Objective-Students will be able to (SWBAT) describe how a simple business operates in
the U.S. free enterprise system, and how supply and demand affect the price of a good or
service.
Activity- Lesson is divided up between 2 days.- Read the different sections and discuss
magazine. Complete crossword puzzle. Work in small groups to complete mapping and
charting activity. Complete assessment on Friday
Technology- Brain Pop Videos- Supply and demand, money, assembly line, banking,
comparing prices, Abe Lincoln, slavery, Underground Railroad. www.brainpop.com
Exit slips- Explain supply and demand.


Week 28 Lesson 14 Feb 28-March 3- 4, 2011
Critical Vocabulary- Service, product, migrant worker, goods, souk, customers,
exporter, scarcity, midwives, resident, export, resource, import
Concept- Kentucky Studies Weekly – Economic Interdependence
Objectives-Explain how efficiency is improved by division of labor.
Lesson/Activity- Lesson is divided up between 2 days. - Read the different sections and
discuss magazine. Complete crossword puzzle. Work in small groups to complete
mapping and charting activity. Complete assessment on Friday
Technology- Brain Pop Videos- Supply and demand, money, assembly line, banking,
comparing prices, Abe Lincoln, slavery, Underground Railroad. www.brainpop.com
 Exit Slip- Explain how Dorthea Lange helped migrant farm workers?

				
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