keshia/tutoring.docx · web vie

Instructor: Ms. Ellis Grade: 4th Date: Week of 11-29-2010

English Language Arts/ Reading

Monday Tuesday Wednesday Thursday FridayGLCE R.CM.04.03

Explain relationships among themes, ideas, characters…

R.CM.04.03 Explain relationships among themes, ideas, characters…

Social Studies Professional Development

R.CM.04.03 Explain relationships among themes, ideas, characters…

W.SP.04.01In the context of writing, correctly spell frequently encountered words….

Aim SW learn note taking skills to better understand content in passages/stories.

SW use learned skills to record notes regarding passages.

SW learn outlining skills to better understand content in passages/stories.

SW be able to match spelling words with sentences that makes sense.

Strategy Create graphic organizer to organize main idea and supporting details; pg. 69.

Create graphic organizer to organize main idea and supporting details; pg. 70.

Use outlining skills to record detailed information involving paragraphs; pg. 71.

Use dictionary, background knowledge, and comprehension skills to write spelling words that best fits each section; pg. 74.

Assessment Graphic Organizer/ Check notes together

Graphic Organizer/ Check notes together

Teacher Observation

Teacher Observation

English Language Arts/ Writing Workshop

Monday Tuesday Wednesday Thursday FridayGLCE W.PR.04.02

Apply a variety of pre-writing strategies for both narrative and informational writing………

W.PR.04.02Apply a variety of pre-writing strategies for both narrative and informational writing………


W.PR.04.04Revise drafts based on constructive and specific oral and written responses….

W.PR.04.05Proofread and edit writing using appropriate resources…….

Aim SW be able to write notes by structuring ideas according to the information presented in passages.

SW be able to write notes by structuring ideas according to the information presented in passages.

SW complete the outline by identifying animals that use specific shelters.

SW be able to write spelling words in a complete sentence.

Strategy Use graphic organizer to write notes for individual passages in one’s own words;pg. 69.

Use graphic organizer to write notes for individual passages in one’s own words;pg. 70.

Refer back to paragraphs and write supporting details regarding each sub topic provided;pg. 71.

Use a dictionary to understand the meaning and context of each spelling word.

Assessment Check writing together

Check writing together

Teacher Observation

Check sentences

English Language Arts/ Grammar

Monday Tuesday Wednesday Thursday FridayGLCE W.GR.04.01

In the context of writing, correctly use simple and compound sentences.……..

W.GR.04.01In the context of writing, correctly use simple and compound sentences.……..




Aim SW review grammar concepts- simple and compound sentences.

SW understand the differences between independent and dependent clauses.

SW learn the meaning of complex sentences.

SW demonstrate understanding of Grammar terms by identifying and underlining sentences as simple, complex, or compound, as well as independent & dependent clauses.

Strategy Refer to Grammar notes to describe and identify simple and complex sentences.

Identify whether a sentence demonstrates either an independent or dependent clause.

Use written definition to determine which sentences describe a complex sentence.

Refer to Grammar notes to label sentences as simple, compound or complex & identify sections of sentences as independent and dependent clauses.

Assessment Listen to responses

Teacher observation

Teacher Observation

Check together

Mathematics

Monday Tuesday Wednesday Thursday FridayGLCE M.UN.04.01

Measure using common tools and select appropriate units of measure.

M.PS.04.02Give answers to reasonable degree of precision….


M.UN.04.01Measure using common tools and select appropriate units of measure.


Aim SW measure objects and distances to the nearest centimeter.

SW read and write decimals through hundredths.

SW find common objects that have lengths of centimeter, decimeter, or meter.

SW measure and estimate the lengths of various objects.

Strategy Use centimeter ruler to measure the length of various lines; pg. 96.

Use addition and subtraction skills to determine if a number sentence is true or false; pg. 97

Use measurement skills to find references for each unit.

Use measurement tools to measure objects in centimeter, decimeter, or meter; pg. 99

Assessment Check Problem 2/ Informative

Check together/ Informative



Science

Monday Tuesday Wednesday Thursday FridayGLCE S.IA.04.12

Share ideas about science through purposeful conversation in collaborative groups.


S.IA.04.11Summarize information from charts and graphs to answer scientific questions.

Aim SW demonstrate known knowledge about the scientific process.

SW record notes relating to previous discussion involving the Scientific Process.

Strategy In whole group, orally discuss and list steps (teacher) of the Scientific Process.

Using Science folder, write recorded notes.

Assessment Listen to responses Observation/ Check notes

Social Studies

Monday Tuesday Wednesday Thursday FridayGLCE 4-G1.0.1

Identify questions geographers ask in examining the United States.


4-G1.0.1Identify questions geographers ask in examining the United States.

Aim SW answer Lesson Review questions for Chapter 1/ Lesson 1.

SW be able to write ideas describing the physical characteristics of their school.

Strategy Referring back in the text answer questions regarding, “Geography of Our World.”

Using Writing Journal, write a paragraph that tells what your school is near.

Assessment Check answers Read Journals




Explain relationships among themes, ideas, and characters within and across texts…

L.RP.04.05Respond to and summarize the major ideas and evidence presented……

Everyday Math Training

R.CM.04.03Explain relationships among themes, ideas, and characters within and across texts…

R.NT.04.02Explain and describe the structure, elements, and purpose of a variety…..

Aim SW understand the Big Idea and Theme for the Unit of Stone Fox.

SW watch a video and discuss its content.

SW read a story and compare it to the Big Idea and Theme of the Unit.

SW create questions about sections of a story.

Strategy Through discussion, reflect on real life situations that relate to the Big Idea and Theme of Stone Fox.

Use media to demonstrate how the story of Jordan Thomas relates to the Big Idea and Theme of the Unit.

Use an autobiography about Wilma Rudolph to relate the Big Idea and Theme of the current Unit.

Use “Charlie Anderson” to create questions that will build comprehension skills.

Assessment Listen to Responses

Observation Listen to Responses

Listen to Responses



Set a purpose, consider an audience, and replicate authors’ style…….


W.AT.04.01Be enthusiastic about writing and learning how to write.


Aim SW write about an “Obstacle” that he/she may have faced.

SW write about “What he/she Enjoyed Most about School Today”.

SW write about “The Change in Weather”.

Strategy In writing journal, use Quick Write strategies to display writing capabilities.

In writing journal, use Quick Write strategies to display writing capabilities.

In writing journal, use Quick Write strategies to display writing capabilities.

Assessment Quantity and Quality

Quantity and Quality

Quantity and Quality



In the context of writing, correctly use simple and compound sentences.……..




Aim SW write five compound sentences.

SW write five simple sentences.

SW write five complex sentences

Strategy Create compound sentences by using two complete sentences with a joining conjunction word.

Create simple sentences by including one complete thought.

Create complex sentences by including an Independent and Dependent Clause.

Assessment Check together Check together Check together

Mathematics

Monday Tuesday Wednesday Thursday FridayGLCE M.PS.04.02

Give answers to a reasonable degree of precision in the context of a given problem.




M.PS.04.02Give answers to a reasonable degree of precision in the context of a given problem.

Aim SW solve problems by using a variety of mathematical strategies.

SW measure line segments and solve conversions of units.

SW measure the length and width of Land Invertebrates.

SW solve problems by using a variety of mathematical strategies.

Strategy Use SRB and Math Notes to solve Math Boxes; pg. 100.

Use SRB, ruler and Metric System to perform measurements and conversions;pg. 101.

Use SRB, ruler and Metric System to perform measurements and conversions;pg. 102-103.

Use SRB and Math Notes to solve Math Boxes; pg. 104.

Assessment Observation/ Informative

Observation/ Informative



Science




S.IA.04.12Share ideas about science through purposeful conversation in collaborative groups.

Aim SW develop three ideas of interest for a Science Project.

SW discuss/ communicate Science Project ideas.

Strategy Use “Idea” worksheet to record ideas.

Refer to Tuesday’s “Idea” worksheet and share thoughts with a neighbor.

Assessment Observation/ Listen to responses

Observation/ Listen to responses

Social Studies

Monday Tuesday Wednesday Thursday FridayGLCE 4-G1.0.1

Identify questions geographers ask in examining the United States.


4-G1.0.1Identify questions geographers ask in examining the United States.

Aim SW read Chapter 2/ Lesson 2: Land and water.

SW better understand vocabulary terms for Chapter 2/ Lesson 2: Land and water.

Strategy Students will alternate and read aloud Lesson 2.

Use Glossary in Social Studies book to write definitions.

Assessment Ask questions Observation/ Check Folders



Monday Tuesday Wednesday Thursday FridayGLCE L.PR.04.05

Respond to and summarize the major ideas and evidence presented…..

R.NT.04.04Explain how authors use literary devices including flash-forward/flash-back to depict time, setting, conflicts,...


R.MT.04.01Self-monitor when reading or listening to text by automatically applying and discussing the strategies…..


Aim SW listen to Chapter 1 ofStone Fox and display reading comprehension skills.

SW listen to Chapter 2 ofStone Fox and display reading comprehension skills.

SW answer comprehension questions relating to Chapters1 & 2 Stone Fox.

SW be able to summarize various sections of Chapter 3.

Strategy By chunking the text, answer questions that relate to different parts of the chapter.

Use Plot diagram to exhibit the new problem that Little Willie faces.

Refer back to chapters 1 & 2 and read Chapters to answer Quiz Time questions accurately.

Listen and think about each paragraph, and use the most important words and ideas to summarize pages.

Assessment Teacher-guided/ oral summaries

Teacher Observation of student conversations/responses

Check answers Teacher Observation of student conversations/ responses



Set a purpose, consider audience, and replicate authors’ styles….


W.PR.04.03Draft focused ideas using a variety of drafting techniques composing……

R.CM.04.02Retell through concise summarization grade-level narrative and informational text.

Aim SW compare and contrast him/her self with the main character from Stone Fox.

SW draw a picture to demonstrate a goal that one would like to achieve.

SW learn the three steps to “Summarizing”.

Strategy Use Venn Diagram to organize thoughts relating to Quickwrite topic (compare main character with him/herself).

Use important, meaningful words to enhance drawing that represents goals.

Utilize the steps of summarizing to demonstrate what he/she did after school the day before.

Assessment Revision strategies Teacher observation/(Think-Pair-Share strategies)

Teacher Observation of student conversations/ Pair-Share

strategiesEnglish Language Arts/ Grammar


In the context of writing, correctly use simple and compound sentences; direct and indirect….


W.GR.04.01In the context of writing, correctly use simple and compound sentences; direct and indirect….


Aim SW identify conversations with quotation marks.

SW understand the meaning of Contractions and what words stand for.

SW identify contraction words in Stone Fox.

Strategy Use dialogue between characters to teach/review conversations with quotation marks.

Use Word Wall to identify contraction words; Appendix 8c.

Use text to discover and list contractions; Appendix 8c.

Assessment Teacher Observation

Teacher Observation

Teacher Observation

Mathematics

Monday Tuesday Wednesday Thursday FridayGLCE M.PS. 04.02


N.MR.04.13Use the relationship between multiplication and division to simplify computations and check results.


M.PS. 04.02Give answers to a reasonable degree of precision in the context of a given problem.

M.PS. 04.02Give answers to a reasonable degree of precision in the context of a given problem.


SW learn to extend multiplication facts.


SW answer questions by using a variety of mathematical strategies.

Strategy Use SRB and Math notes to solve Math Boxes; pg. 105.

Make factor/(s) multiple of ten/(s); pgs. 106-107.

Use SRB and Math notes to solve Math Boxes; pg. 108.

Use SRB and various mathematical concepts (landmark strategies, basic addition & subtraction) to solve problems; pg. 109.




Informing Instruction

Science




S.IA.04.12Share ideas about science through purposeful conversation in collaborative groups.

Aim SW discuss and write meanings of each Scientific Method Terms (Question, Research, Hypothesis, Experiment…..).

SW describe and discussresources (people), sources (internet), and interest (cars) for Science fair projects.

Strategy Use Glossary of Terms of The Scientific Method

Use white board to record information reported.

Assessment Teacher Observation/ Instruction

Teacher Observation/ Instruction

Social Studies

Monday Tuesday Wednesday Thursday FridayGLCE Everyday Math

TrainingAimStrategy

Assessment

Instructor: Ms. Ellis Grade: 4th Date: Week of 1-3-2011 ** Due to snow days from last week, many lessons from last week were implemented this week!


Monday Tuesday Wednesday Thursday FridayGLCE R.MT.04.01

Self-monitor when reading or listening to text by automatically applying and discussing the strategies…..


R.NT.04.03Analyze characters’ thoughts and motivation through dialogue, various character roles…..


S.CN.04.03Speak effectively using facial expressions, hand gestures, and body language in narrative…..

Aim SW answer comprehension questions relating to Chapters1 & 2 of Stone Fox.

SW be able to summarize various sections of Chapter 3.

SW learn the meaning and types of narrative conflicts/problems.

SW answer comprehension questions relating to Chapters3 & 4 of Stone Fox.

SW identify characters of Stone Fox through role play.

Strategy Refer back to chapters 1 & 2 and read Chapters to answer Quiz Time questions accurately.

Listen and think about each paragraph, and use the most important words and ideas to summarize pages.

Use “Conflict Categories Chart” to decide which type of conflict takes place in Chapter 4 of Stone Fox.

Refer back to chapters 3 & 4 and read Chapters to answer Quiz Time questions accurately.

Use Reader’s Theatre (body language, hand gestures, facial expressions, etc) to perform presentation regarding characters.

Assessment Teacher Observation/Check answers

Teacher Observation of student conversations/ responses

Teacher Observation of student conversations/responses

Teacher Observation/ Check answers

Teacher Observation/Presentation



Retell through concise summarization grade-level narrative and informational text.

W.PR.04.02Apply a variety of pre-writing strategies for both narrative and informational writing…….

W.PR.04.03Draft focused ideas using a variety of drafting techniques composing coherent…….

Aim SW learn the three steps to “Summarizing”.

SW generate and structure ideas for his/her Adventure story.

SW create his/her own Adventure story.

Strategy Utilize the steps of summarizing to demonstrate what he/she did after school the day before.

Use pre-writing strategies to fill in charts relating to characters, setting, activity, problem, solution, & title.

Refer to completed charts to structure paragraphs for adventure stories.

Assessment Teacher Observation of

Teacher Observation/

Teacher Observation/Rough

student conversations/ Pair-Share strategies

Brainstorm ideas for writing

Draft






Aim SW identify contraction words in Stone Fox.

SW write sentences using contractions.

SW be able to complete sentences using the correct contraction word.

Strategy Use text to discover and list contractions; Appendix 8c.

Use Word Wall to select words of choice to write sentences.

Fill in the blank with contraction words that makes sense.

Assessment Teacher Observation/ Check answers



Mathematics

Monday Tuesday Wednesday Thursday FridayGLCE M.PS. 04.02


N.FL.04.08Add and subtract whole numbers frequently.

N.FL.04.34Estimate the answers to calculations involving addition, subtraction, or multiplication.

N.FL.04.36Make appropriate estimations and calculations fluently with whole numbers using mental math strategies.

N.Fl.04.10Multiply frequently any whole number by a one digit number and a three-digit……..



SW record driving distances and times in the table.

SW be able to estimate and write a number model for questions.

SW understand how to multiply by using the Partial-Products Method.

Strategy Use SRB and Math notes to solve Math Boxes; pg. 110.

Use addition, multiplication, division, etc to solve problems; pg. 111.

Use a Map to determine miles and times of travel distances; pgs. 112-113.

Use tens, hundreds, thousands, etc to estimate numbers; pgs. 115-116.

Show work by using the Partial Product Method-(Multiply using the place value system-thousands, hundreds, tens, ones);pgs. 117-119






Science



S.IP.04.12Generate questions based on observations.

Aim SW discuss and describeresources (people), sources (internet), and interest (cars) for Science fair projects.

SW generate questions that reflect a 2 liter bottle of Faygo Cola.

Strategy Use Science Fair Project book to prompt thinking.

Work in groups to share thinking and prompt ideas.

Assessment Teacher Observation/ Instruction

Teacher Observation

Social Studies

Monday Tuesday Wednesday Thursday FridayGLCEAimStrategy

Assessment



Monday Tuesday Wednesday Thursday FridayGLCE R.MT.04.01

Self monitor comprehension when reading or listening to text…..

R.CM.04.03Explain relationships among themes, ideas, and characters within and across texts to create deeper understanding….

R.NT.04.03Analyze characters’ thoughts and motivation through dialogue, various character roles, ......

S.CN.04.03Speak effectively using facial expressions, hand gestures, and body language in narrative…..


Aim SW listen to Chapter 5 ofStone Fox and display reading comprehension skills by answering questions.

SW discuss and compare how Libby in Storm Run is thematically connected to Stone Fox.

SW understand the difference between visualizing and inferring.

SW follow a script and role play characters inChapter 6 of Stone Fox.

SW answer comprehension questions relating to Chapters5 & 6 of Stone Fox.

Strategy Use read aloud & chunking the text to prompt comprehension strategies (monitoring comprehension, summarizing, questioning and inference).

Use read aloud, questioning and oral discussion to make across texts comparisons.

Use background knowledge (movies) and five senses (I see…, I hear…, I can feel…) to create pictures in one’s minds.

Incorporate dramatization to promote a hands-on experience with visualization; Appendix 11.

Refer back to chapters 5 & 6, and read Chapters to answer Quiz Time questions accurately.


Teacher Observation/ (listening)

Teacher Observation

Teacher Observation/Presentation




Proofread and edit writing using appropriate resources….

W.PR.04.04Revise drafts based on constructive and specific oral and written responses….


Aim SW peer edit one another’s Adventure stories.

SW review editing comments from peers’ and compose final draft of Adventure stories.

SW draw a picture to represent how he/she imagines Mayor Smiley and his office.

Strategy Use revision strategies (dictionary, spell check, etc) to accurately proofread and edit peers’ Adventure stories.

Improve rough drafts by rewriting Adventure stories (arranging paragraphs, connecting main and supporting ideas, transitions).

Use drawing as a form of writing to depict character: Mayor Smiley.

Assessment Teacher Teacher Teacher

Observation Observation/Student created adventure stories

Observation






Aim SW check for spelling, punctuation, sentence structure, etc errors on Adventure stories.

SW become aware of grammar errors and make changes as one see fit.

SW be able to read sentences and insert Quotation Marks in the appropriate areas.

Strategy Use revision strategies to make accurate grammar changes to peers’ writing.

Use peer editing to improve writing.

Use Quotation mark symbols at the beginning and end of one’s remarks.


Teacher Observation/ Quality and Quantity of writing

Teacher Observation/check answers

Mathematics

Monday Tuesday Wednesday Thursday FridayGLCE N.FL.04.36

Make appropriate estimations and calculations fluently with whole numbers using mental math strategies.

N.FL.04.36Make appropriate estimations and calculations fluently with whole numbers using mental math strategies.

N.FL.04.10Multiply frequently any whole number by a one-digit number and a three-digit number by a two-digit number…….

N.ME. 04.03Understand the magnitude of numbers up to 1,000,000; recognize the place values of numbers and the relationship of each…..

N.ME.04.03Understand the magnitude of numbers up to 1,000,000; recognize the place values of numbers and the relationship…..

Aim SW be able to solve measurement and multiplication problems by using the mathematical concept of estimation.

SW be able to estimate and write a number model for Number Stories.

SW be able to solve multiplication problems by using the Lattice Method.

SW be able to write words for each BIG number.

SW use the Powers of 10 to better understand place value.

Strategy Use ruler and grid boxes to solve problems with estimation;pgs. 120-121.

Use tens, hundreds, thousands, etc to estimate numbers; pgs. 122-123.

Use multiplication Recall and computation grids to solve problems(Diff. Instruction: use multiplication chart);pgs. 124-125.

Use place value chart to verify the names of numbers; pgs. 126-129.

Use place value chart and exponents to complete chart; pgs. 130-131.






Science


Develop research strategies and skills for information gathering and problem solving.

S.IP.04.12Generate questions based on observations.

S.IP.04.13Plan and conduct simple and fair investigations.

Aim SW use internet to perform research.

SW generate questions that reflect topic of interest.

SW perform investigations for Science Fair Project topic.

Strategy Use Google and Yahoo search engines for information.

Use Cooperative Learning skills to decide on main question upon teacher’s approval.

Work collaboratively in groups to conduct information.


Teacher Observation

Teacher Observation

Social Studies



Monday Tuesday Wednesday Thursday FridayGLCEAim SW listen to and

discuss an Expository text article: “Tying the Score”.

Math Institute

SW be able to examine expository text and explore text features in the article:“Tying the Score”.

SW use the think, pair, share method to discuss/answer comprehension questions relating to the article “Food for Thought”.

SW examine and discuss the “How Foods in School Cafeterias Have Changed” Table.

Strategy Without seeing text features, use think, pair, share to answer questions.

Use Comparison Charts to help students understand information/ data.

Use Expository Text Features and skimming to discover/ learn information.

Analyze, examine and explore to discover/learn Expository text features.


Teacher Observation

Teacher Observation

Teacher Observation


Monday Tuesday Wednesday Thursday FridayGLCEAim SW answer a

question prompted by the teacher, by writing his/her response on an index card.

Math Institute

SW write a paragraph comparing the differences between Men and Women Basketball.

SW write a paragraph about what he/she learned about school lunches.

Strategy Use “Exit Card” to determine students’ comprehension skills.

Use Quick Write rubric to determine growth of writing skills.

Use Quick Write rubric to determine growth of writing skills.


Teacher Observation

Teacher Observation






Aim SW check for spelling, punctuation, sentence structure, etc errors in writing.

Math Institute

SW check for spelling, punctuation, sentence structure, etc errors in writing.

SW check for spelling, punctuation, sentence structure, etc errors in writing.

Strategy Use “Revision” to make accurate changes to writing.

Use “Revision” to make accurate changes to writing.

Use “Revision” to make accurate changes to writing.


Teacher Observation

Teacher Observation

Mathematics

Monday Tuesday Wednesday Thursday FridayGLCEAim SW solve

extended multiplication facts by finding the product or one of the factors.

Math Institute

SW solve equal-grouping division number stories.

SW learn and practice a paper-pencil algorithm for division.

SW solve problems by using various mathematical concepts (Place value, decimals, measurement, division, etc).

Strategy Use Arrays and the Inverse Relationship model to solve problems: 6.1/ pgs. 138-140.

Explore “Multiples of 10” to solve number story problems/ 6.2/ pgs. 141-143.

Use “Extended Multiplication Facts” and “Multi-digit Subtraction” to solve problems 6.3/ pgs. 144-145.

Use “Multiples of 10”, “Extended Multiplication Facts” and “Multi-digit Subtraction” to solve problems 6.3/ pgs. 146-147.

Assessment Informing Instruction

Recognize students achievement



Science

Monday Tuesday Wednesday Thursday FridayGLCE S.IP.04.13

Plan and conduct simple and fair investigations.

S.IP.04.13Plan and conduct simple and fair investigations.

Aim SW perform investigations for Science Fair Project topic.

Math Institute

SW perform investigations for Science Fair Project topic.

Strategy Work collaboratively in groups to conduct information.

Work collaboratively in groups to conduct information.


Teacher Observation

Social Studies

Monday Tuesday Wednesday Thursday FridayGLCEAim SW learn the

United States Time Zones for various states.

Math Institute

SW build Vocabulary Skills by determining the meaning of words.

SW understand that one finds facts by using Reference Materials.

Strategy Use a Map to differentiate different Time Zones: Practice Book pgs. 12-13/Social Studies Book/ pgs.68-69.

Break Vocabulary words down into smaller parts to better understand the meaning of words. Practice Book pg. 15/Social Studies Book/ pgs.78-83.

Use Reference Materials to learn information: Practice Book pg. 16 and Social Studies Book/ pgs. 88-89.

Assessment Teacher Observation/ Check Answers

Teacher Observation/ Check Answers

Teacher Observation/ Check Answers

Why would you like to attend MPI?

It has been a true passion/dream to work professionally in the entertainment industry (e.g. film, theatre, television, etc). Working locally as an actress for many years has broadened my curiosity to other arenas that the industry has to offer. I feel that MPI will expand my knowledge and provide the essential tools necessary to creating projects of interests. Additionally, it would be a great outlet to express myself and bring my inner thoughts to life.

Courses/Workshops/Training:

I have received in-state and out-of-state courses/training that relate to the entertainment industry. My first training began with the Mosaic Youth Theatre of Detroit. Mosaic is an Intermediate Training Program that helps young artist to excel on stage, as well as in life. This program provided professional performing arts training in theatrical and musical art.

My next form of training involved the Detroit Repertory Theatre of Detroit. The Repertory is known for its efforts in all phases of theatre. The workshop training attained was a great preparation for theatre, television & film. The training received encouraged confidence and enthusiasm, which led to achievements in theatre and Independent film roles.

My final training was taking two years of summer courses with UCLA’s School of Theatre, Film and Television Department. UCLA was an essential part of my training because it provided a rigorous, intensive, & demanding course of study. Utilizing the skills of exploring self, imagination, body, voice, development in reading and responding to text, etc provided skills in becoming a professional actor and director.

EXTRACURRICULAR As an educator, I have utilized my performance arts background to organize programs within school environments. Arranging programs I served as volunteer for many school programs and performances.

Teacher: Ellis

Grade: 3rd

Week of:Oct. 31- Nov. 4

Math

Everyday Math

Reading

Making Meaning

Writing

Lucy Culkins

Social Studies

Meet Michigan

Science

Foss Kit

GLCE N.FL.03.07N.FL.03.06

R.MT.03.01 3G2.0.13G2.0.2

Monday (Unit 2/ 2.10)Aim- SW will review Unit 2 Math material for Assessment.Strategy- Use Unit 2 Math Masters Worksheets for review.Assessment- Informal: Discuss and check Math Masters Worksheets: Math Journal pgs. 55-57).

Aim- SW continue practicing Visualizing from the words of the story, “Cherries and Cherries Pits”.Strategy- SW use markers and crayons to draw one’s mental picture of the woman on the train (Student Response Book pg. 3).Assessment- Informal: Observe students’ drawings.

Aim- SW improve their “When I Grow Up” writing on his/her own.Strategy- SW utilize the revision process by sharing writing with others and examing their writing from a different point of view.Assessment- Informal: Teacher will give feedback.

Aim- SW understand the components of a region.Strategy- Read pgs. 34-36 in Social Studies book to answer comprehension questions that relates to a “Region”.Assessment- Informal: Check answers to comprehensionquestions

GLCE Math Institute: See Substitute Lesson PlansTuesdayGLCE N.FL.03.07

N.FL.03.06R.MT.03.01

Wednesday Unit 2 Assessment

Aim- In a respectful and caring way, SW share and discuss drawings one made of their images of the woman in, “Cherries and Cherries Pits”.Strategy- TW read an excerpt of “Cherries

Aim- SW Edit and Proofread “When I Grow Up” writings.Strategy- SW work with teacher to check for various mistakes (capitalization, misspelling of basic words, Punctuation,

Aim- SW investigate Mock Rocks.Strategy- SW make and record observations by comparing mock rocks to real rocks.Assessment- Informal: Teacher Observations &

and Cherries Pits”, and SW underline words or phrases that helped one picture the woman on the train.Assessment- Informal: Ask questions, listen to students’ responses and observe SRB pg. 3.

Sentence structure, etc).

Assessment- Informal: Check over writings with students.

Utilize Assessment Chart for Investigation 1

GLCE R.MT.03.01Thursday (Unit 3/3.1)

Aim- SW use nonstandard units to measure the lengths of objects.Strategy- Use an average “class shoe” length to use as a standard unit of measure.Assessment- Informal: Observe & discuss with students as he/she measures various objects in the classroom.

Aim- SW continue to practice Visualizing and use schema and Inference as on visualizes.Strategy- TW read, “The Spooky Tail of Prewitt Peacock” without showing drawings and SW picture in one’s mind what’s happening in the story.Assessment: Informal: Whole-class discussion- Listen to students’ responses.

Aim- SW understand that some ingredients dissolve in water.Strategy- Use a nail to take apart mock rocks & water to effect a separation.Assessment- Informal: Teacher Observation & Check Response Sheets

GLCE R.MT.03.01 3G2.0.13G2.0.23G4.0.13G4.0.23H3.0.13H3.0.63C3.0.2

Friday (Unit 3/3.2)Aim- SW

Aim- SW continue

Aim- SW Publish their

Aim- SW display

Aim- SW understand that

select measuring tools and choose appropriate units of length, as well as measure line segments to the nearest inch½ & ¼ inch, cm, ½ cm, and millimeter.Strategy- SW use measuring tools (Math Masters pg. 65) to determine various measurements, as well as complete Math Journal pages 58 & 59).Assessment-

practicing Visualizing by picturing parts of the story in one’s mind.Strategy- TW reread certain parts of “The Spooky Tail of Prewitt Peacock” to encourage visualizing. TW ask questions and SW think, pair share with partners.Assessment- Informal: Listen to students’ responses.

“When I Grow Up” writings.Strategy- SW celebrate their hard work by writing neatly and placing writing in Dolphin Portfolio.Assessment- Informal: SW share his/her writing with the class.

understanding of various concepts demonstrated in Chapter 1- Meet Michigan.Strategy- TW ask questions as a Chapter Review to help prepare students for Test.Assessment- Informal: Listen to students’ responses & Assist learning where needed.

dissolved ingredients reappear as crystals when water evaporates.

Strategy- SW let vials sit overnight and observe the separation that has occurred.Assessment- Informal: Utilize Assessment Chart for Investigation 1

Teacher: Ellis

Grade: 3rd

Week of:Nov. 14 - Nov. 18

Math

Everyday Math

Reading

Making Meaning

Writing

Lucy Culkins*Writer’s Workshop

Social Studies

Meet Michigan

Science

Foss Kit

GLCE R.MT.03.01Monday (Unit 3/3.3)

Aim-Strategy-Assessment-

Aim- SW continue practicing Visualizing from the words of the story, “Cherries and Cherries Pits”.Strategy- SW use markers and crayons to draw one’s mental picture of the woman on the train (Student Response Book pg. 3).Assessment- Informal: Observe students’ drawings.

Aim- SW express their thoughts about things they are “Thankful” for.Strategy- SW complete a web organizer exhibiting things he/she are thankful for.Assessment- Informal: Check Web organizers.


GLCE R.MT.03.01 3G4.0.4Tuesday Aim-

Strategy-Assessment-

Aim- In a respectful and caring way, SW share and discuss drawings one made of their images of the woman in, “Cherries and Cherries Pits”.Strategy- TW read an excerpt of “Cherries and Cherries Pits”, and SW

Ch.2/ Lesson 1Aim- SW learn about interesting people from Michigan long ago (Native Americans/ Hopewell people).Strategy- Read aloud “Michigan’s First People” (pgs. 40-45) and discuss key

underline words or phrases that helped one picture the woman on the train.

Assessment- Informal: Ask questions, listen to students’ responses and observe SRB pg. 3.

vocabulary, and use Venn Diagram to compare and contrast the Hopewell with people now.Assessment- Informal: Listen & record accurate responses from students’ during whole class discussion.

GLCE R.MT.03.01Wednesday Aim-

Strategy-Assessment-

Aim- SW continue to practice Visualizing and use schema and Inference as on visualizes.Strategy- TW read, “The Spooky Tail of Prewitt Peacock” without showing drawings and SW picture in one’s mind what’s happening in the story.Assessment: Informal: Whole-class discussion- Listen to students’ responses.

Aim- SW write a Rough Draft including 1-2 paragraphs explaining what they are “thankful” for and why.Strategy- Utilize graphic organizers to help construct paragraphs.Assessment- Informal: Check Rough Drafts.


GLCE Everyday Math Institute Training/ See Substitute Lesson PlansThursday

GLCE R.MT.03.01 3H3.0.13H3.0.5

Friday Aim-Strategy-

Aim- SW continue

Aim- SW improve their

Ch.2/ Lesson 2Aim- SW learn

Assessment- practicing Visualizing by picturing parts of the story in one’s mind.Strategy- TW reread certain parts of “The Spooky Tail of Prewitt Peacock” to encourage visualizing. TW ask questions and SW think, pair share with partners.Assessment- Informal: Listen to students’ responses.

“Thankful” writing on his/her own by listening to comments made by peers.

Strategy- SW utilize the revision process by sharing writing with others and examing their writing from a different point of view.Assessment- Informal: Teacher will give feedback.

where the first people in Michigan lived before they came here and when they arrived.

Strategy- Read aloud “Michigan’s Tribes” (pgs. 47-57) and discuss key vocabulary, and use Venn Diagram to compare and contrast the boys and girls from the Ojibway tribe.Assessment- Informal: Listen & record accurate responses from students’ during whole class discussion.

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