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Fifth Grade Lesson Plans Monday Tuesday Thursday Friday

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Fifth Grade Lesson Plans Monday Tuesday Thursday Friday Powered By Docstoc
					                                                     Fifth Grade Lesson Plans
Mrs. Jessica Ashby                                                                                                          week: October 12, 2010
  Monday                                    Tuesday                   Wednesday                   Thursday                         Friday
NO SCHOOL
FALL BREAK
     Focus &                            I DO-WE DO-YOU DO              ENGAGEMENT                   MATERIALS                     EVALUATION
  Standard/Obj.
                     8:45-9:05         (W03-S1C2-01) I can         (W03-S1C2-01) I can        (W03-S1C2-01) I can           (W03-S1C2-01) I can
                                       identify punctuation,       identify punctuation,      identify punctuation,         identify punctuation,
                     Bellwork          spelling, grammar, and      spelling, grammar, and     spelling, grammar, and        spelling, grammar, and
                                       usage errors in a draft.    usage errors in a draft.   usage errors in a draft.      usage errors in a draft.
                     (Daily Seatwork   Activity: D.O.L. and        Activity: D.O.L. and       Activity: D.O.L. and          Activity: D.O.L. and Word
                          Packet)      Word of the Day             Word of the Day            Word of the Day               of the Day
                     (Transparencies   Students work on D.O.L.     Students work on D.O.L.    Students work on D.O.L.       Students work on D.O.L.
                        of all DOL)
                                       and we go over together     and we go over together    and we go over together       and we go over together
                                       We go over Math later in    We go over Math later in   We go over Math later in      We go over Math later in
                                       the day.                    the day.                   the day.                      the day.



                     9:05-9:45         Standards/Obj:              COMPUTER LAB DAY           Standards/Obj:                Standards/Obj:
                                       SC05-S04-C01-02             I can use reading          SC05-S04-C01-02               SC05-S04-C01-02
                      S.S. and         I can investigate           and math strategies to     I can investigate different   I can investigate different
                      Science          different kinds of joints   answer practice AIMS       kinds of joints by            kinds of joints by
                                       by observing joints in      test questions on Study    observing joints in the       observing joints in the
                                       the human hand and          Island.                    human hand and                human hand and
                                       performing everyday                                    performing everyday           performing everyday tasks
                                       tasks with hand joints                                 tasks with hand joints        with hand joints
                                       immobilized.                                           immobilized.                  immobilized.
                                       Activity:.                                             Activity:.                    Activity:.
                                       We do: Students will                                   We do: Students will          We do: Students will
                                       continue investigation                                 continue investigation        continue investigation
                                       from last week. Class                                  from last week. Class will    from last week. Class will
                                       will add words to the                                  add words to the word         add words to the word
                                       word bank.                                             bank.                         bank.
                                       You do: Students will                                  You do: Students will         You do: Students will
                                       write a reflection about                               write a reflection about      write a reflection about
                                       what it was like to                                    what it was like to           what it was like to perform
                                       perform everyday school                                perform everyday school       everyday school activities
                                       activities without a                                   activities without a          without a thumb.
                                       thumb.                                                 thumb.



                     9:45-11:00        Standards/Obj:              Standards/Obj:             Standards/Obj:                Standards/Obj:
                        Math           (S1C2PO3)                   (S4C4PO2)                  (S1C2PO3)                     (S1C2PO1, S5C1PO1)
                                        I can divide a one-digit    I can convert             I can divide with a two-       I can add and subtract
              divisor into a four-digit    measurements by             digit divisor by writing      fractions with unlike
              dividend by using my         identifying equivalent      division and                  denominators by
              math manipulatives,          measurements, using         multiplication facts and      converting fractions to
              completing practice          multiplication and          completing lesson 49.         equivalent fractions and
              problems and                 completing lesson 48.       Activity:                     completing lesson 50.
              completing lessons 46        Activity:                   Excel Lesson 49               Activity:
              and 47.                      Excel Lesson 48             I do: Questions 1-3           Excel Lesson 50
              Activity:                    I do: Teacher will review   We do: Questions 4 and 5      I do: Questions 1-3
              Excel Lesson 46 and 47       the measurement             You do: Questions 6-11        We do: Questions 4-6
              I do: review terminology     equivalents for cm, m,      and complete guided           You do: Questions 7-10
              divisor and dividend.        km, kg, l, ml, mm,          practice                      and complete guided
              Teacher will show how to     gallons, lbs, tons and      Engagement:                   practice
              divide using                 dozens. Questions 1 and     white boards, response
              manipulatives. Question      2                           cards                                   Test 9
              1 and 2.                     We do: Questions 3 and      CFU:
              We do: Questions 3 and       4                           independent practice          Engagement:
              4                            You do: Questions 5-8       white board                   white boards, response
              You do: Question 5, 6,       and complete guided         response boards               cards
              1-8 and complete guided      practice.                   thumbs up                     CFU:
              practice                     Engagement:                 questioning                   independent practice
              Engagement:                  white boards, response      formal assessment             white board
              white boards, response       cards                                                     response boards
              cards                        CFU:                                                      thumbs up
              CFU:                         independent practice                                      questioning
              independent practice         white board                                               formal assessment
              white board                  response boards
              response boards              thumbs up
              thumbs up                    questioning
              questioning                  formal assessment
              formal assessment
11:05-11:45           Special                     Special                      Special                       Special
  Special
11:45-12:35   Standards/Obj:               Standards/Obj:              Standards/Obj:                Standards/Obj:
              (S1C1-PO1)                   (S1C1-PO1)                  (S1C1-PO1)                    (S1C1-PO1)
 Writing      I can persuade Mrs.          I can identify different     I can generate ideas for     I can generate ideas for my
              Ashby to give my group       strategies that are used    my persuasive writing         persuasive writing piece by
              the prize by working in      in effective persuasive     piece by completing a         completing a graphic
              cooperative groups to        writing by following        graphic organizer.            organizer.
              brainstorm ideas.            along to power point and    Activity:                     Activity:
              Activity:                    writing an example for      I do: Teacher will model      I do: Teacher will model
              I do: Teacher will           each definition.            and share with class how      and share with class how
              explain to students that     Activity:                   to take a controversial       to take a controversial
              they will be participating   We do: Class will share     topic and fill in a graphic   topic and fill in a graphic
              in a couple activities to    their examples of           organizer accordingly.        organizer accordingly.
              learn about writing to       persuasive pieces found     We do: Class will come        We do: Class will come up
              persuade.                    at home.                    up with an idea together      with an idea together and
              We do: Students will         I do: Teacher will          and complete a graphic        complete a graphic
              decide either yes or no if   explain each of the         organizer together.           organizer together.
              they think the best          persuasive strategy         You do: Students will         You do: Students will
              season is winter and         definitions through the     complete their own            complete their own graphic
               place their sticky note      power point.                 graphic organizer.            organizer.
               under the right category.    You do: Students will        Engagement: pair share        Engagement: pair share
               You do: Students will        write an example for         and write ideas               and write ideas
               work in groups and           each definition.             CFU:                          CFU:
               come up with as many         Engagement: pair share       graphic organizer             graphic organizer
               ideas as possible to         and write ideas
               convince me to give their    CFU:                         Higher Order Questions:       Higher Order Questions:
               group the prize.             definition examples           Why is it important to        Why is it important to
               Engagement: pair share                                       include facts into a          include facts into a
               and write ideas              Higher Order Questions:          persuasive essay?             persuasive essay?
               CFU:                          Why is it important to          Where do you see              Where do you see
               brainstorm list                include facts into a       persuasive text/format in     persuasive text/format in
               Higher Order Questions:         persuasive essay?                 real life?                    real life?
                 Why is it important to        Where do you see
                  include facts into a      persuasive text/format
                   persuasive essay?              in real life?
                   Where do you see
                persuasive text/format
                      in real life?
 1:00-1:30             Lunch                        Lunch                         Lunch                         Lunch
   Lunch

 12:35-12:55   Vocabulary:                  Vocabulary:                  Vocabulary:                   Vocabulary:
  1:35-2:50     (R5-S1C4-05)                (R5-S1C4-05)                  (R5-S1C4-05)                 (R5-S1C4-05)
   Reading:             Activity:                    Activity:           Activity:                     Activity:
               I can learn meanings of      I can learn meanings of      I can learn meanings of       I can learn meanings of
  FOCUS ON     new vocabulary words         new vocabulary words         new vocabulary words          new vocabulary words
   GENRE:      form this weeks story by     form this weeks story by     form this weeks story by      form this weeks story by
TALL TALES     reviewing word               reviewing word               reviewing word definitions    reviewing word definitions
(CONTINUED     definitions and              definitions and              and completing my             and completing my
               completing my academic       completing my academic       academic vocabulary           academic vocabulary
 FROM LAST     vocabulary sheet.            vocabulary sheet.            sheet.                        sheet.
    WEEK)      We do: Learn and             We do: Learn and             We do: Learn and discuss      We do: Learn and discuss
               discuss the new              discuss the new              the new vocabulary words      the new vocabulary words
               vocabulary words for the     vocabulary words for the     for the week.                 for the week.
               week.                        week.                        You do: Students              You do: Students
               You do: Students             You do: Students             complete academic             complete academic
               complete academic            complete academic            vocabulary sheet for          vocabulary sheet for words
               vocabulary sheet for         vocabulary sheet for         words of the week.            of the week.
               words of the week.           words of the week.           Comprehension:                Comprehension:
                                            Comprehension:               (R5-S1C6-01, R5-S1C6-         (R5-S1C6-01, R5-S1C6-
               Comprehension:               (R5-S1C6-01, R5-S1C6-        06, R5-S3C1-01)               06, R5-S3C1-01)
               (R5-S1C6-01, R5-S1C6-        06, R5-S3C1-01)                        Activity:                     Activity:
               06, R5-S3C1-01)                       Activity:           I can write a tall tale by    I can write a tall tale by
                        Activity:           I can write a tall tale by   choosing an incident,         choosing an incident,
               I can write a tall tale by   choosing an incident,        listing facts, exaggerating   listing facts, exaggerating
               choosing an incident,        listing facts,               the facts, and writing        the facts, and writing with
               listing facts,               exaggerating the facts,      with details.                 details.
               exaggerating the facts,      and writing with details.    I do: Teacher will model      I do: Teacher will model
                       and writing with details.    I do: Teacher will model     how to write a tall tale.     how to write a tall tale.
                       I do: Teacher will model     how to write a tall tale.    We do: Class will come        We do: Class will come up
                       how to write a tall tale.    We do: Class will come       up with and share ideas       with and share ideas for
                       We do: Class will come       up with and share ideas      for different tall tales.     different tall tales.
                       up with and share ideas      for different tall tales.    You do: Students will         You do: Students will
                       for different tall tales.    You do: Students will        write their own tall tale     write their own tall tale
                       You do: Students will        write their own tall tale    and add it to the chart       and add it to the chart
                       write their own tall tale    and add it to the chart      paper with their              paper with their
                       and add it to the chart      paper with their             illustration.                 illustration. Students will
                       paper with their             illustration.                Fluency:                      share their tall tale with
                       illustration.                Fluency:                     (R5-S1C5-01)                  class.
                       Fluency:                     (R5-S1C5-01)                          Activity:            Fluency:
                       (R5-S1C5-01)                          Activity:           I can read with fluency       (R5-S1C5-01)
                                Activity:           I can read with fluency      and appropriate rhythm,                 Activity:
                       I can read with fluency      and appropriate rhythm,      pacing, intonation, and       I can read with fluency
                       and appropriate rhythm,      pacing, intonation, and      expression relevant to the    and appropriate rhythm,
                       pacing, intonation, and      expression relevant to       text by rereading a part of   pacing, intonation, and
                       expression relevant to       the text by rereading a      the story.                    expression relevant to the
                       the text by rereading a      part of the story.           I do: I model during the      text by rereading a part of
                       part of the story.           I do: I model during the     read aloud and story of       the story.
                       I do: I model during the     read aloud and story of      the week how to read          I do: I model during the
                       read aloud and story of      the week how to read         with fluency.                 read aloud and story of the
                       the week how to read         with fluency.                We do: We choral read         week how to read with
                       with fluency.                We do: We choral read        the story of the week         fluency.
                       We do: We choral read        the story of the week        aloud.                        We do: We choral read the
                       the story of the week        aloud.                       You do: Students              story of the week aloud.
                       aloud.                       You do: Students             practice reading with         You do: Students practice
                       You do: Students             practice reading with        fluency from a variety of     reading with fluency from
                       practice reading with        fluency from a variety of    texts. Students choose        a variety of texts.
                       fluency from a variety of    texts. Students choose       their favorite part of the    Students choose their
                       texts. Students choose       their favorite part of the   story and practice            favorite part of the story
                       their favorite part of the   story and practice           rereading that same part      and practice rereading
                       story and practice           rereading that same part     with fluency.                 that same part with
                       rereading that same part     with fluency.                           CFU:               fluency.
                       with fluency.                           CFU:                   graphic organizer                    CFU:
                                  CFU:                   graphic organizer          independent practice             graphic organizer
                            graphic organizer          independent practice              white board               independent practice
                          independent practice              white board               response boards                   white board
                               white board               response boards                 thumbs up                   response boards
                            response boards                 thumbs up                    questioning                    thumbs up
                               thumbs up                    questioning          formal assessment                      questioning
                               questioning              formal assessment                                           formal assessment
                           formal assessment
Pack-up/   2:50-3:05        Pack-up/                     Pack-up/                      Pack-up/                       Pack-up/
Homework   Pack-up/         Homework                     Homework                      Homework                      Homework
           Homework
           3:05-3:45         RTI (W2R)                    RTI (W2R)                    RTI (W2R)                      RTI (W2R)
              RTI      I can become a               I can become a               I can become a successful     I can become a successful
                       successful reader by         successful reader by         reader by practicing a        reader by practicing a
practicing a variety of      practicing a variety of      variety of phonics skills     variety of phonics skills
phonics skills and           phonics skills and           and reading different         and reading different
reading different stories.   reading different stories.   stories.                      stories.
***I have the low            ***I have the low            ***I have the low intensive   ***I have the low intensive
intensive group during       intensive group during       group during this time        group during this time and
this time and we will be     this time and we will be     and we will be working on     we will be working on
working on mostly            working on mostly            mostly phonics skills         mostly phonics skills along
phonics skills along with    phonics skills along with    along with a little bit of    with a little bit of fluency.
a little bit of fluency.     a little bit of fluency.     fluency. The goal here is     The goal here is to provide
The goal here is to          The goal here is to          to provide students with a    students with a reminder
provide students with a      provide students with a      reminder of phonics skills    of phonics skills they have
reminder of phonics          reminder of phonics          they have some how lost       some how lost or never
skills they have some        skills they have some        or never received.            received.
how lost or never            how lost or never
received.                    received.

				
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