TeacherWeek: 1.19-1.22 2021

Standards Monday Tuesday WednesdayResource Pull Out Day

Thursday Friday

BOOST/ Character Trait

Protective GC Protective: definition and use in sentence Definition and synonyms

Clara and Davie RAL

Amazing Grace RAL Recording Sheet

Grammar

OG

Conjunctions ( Week 2 of 2)

OG- Ay/ Ai vowel team

GC Conjunctions fot week 2 of 2

BrainpopChart Fun FANBOY sonQuiz or practiceshee t IXL conjunctions ( UXW, T49, TC2)QuizizzFanboys foldable

GC OG: ai ay vowel team

Vowel team chartRule videoINtro from packetPractice pages from packetWordwall1Wordwall2Wordwall3 Wordwall4

Reader’s Workshop

Unit 3 Pacing

THIS WEEK READ CHAPTERS 9-11 OF BECAUSE OF

WINN DIXIE

Character Response Graphic

Organizer

Story Mountain Video Clip

Focus this week: 1. Character Change/

Response2. Story Elements/

Story Mountain

ELAGSE3RL3: Describe characters in a story

(e.g., their traits, motivations, or

feelings) and explain how their actions contribute to the

sequence of events.

ELAGSE3RL5: Refer to parts of stories,

dramas, and poems when writing or

speaking about a text, using terms such as chapter, scene, and

stanza; describe how each successive part

NO SCHOOL Lesson: Session 7 (Story Elements/ Story Mountain)Learning Target: I will learn to describe how parts of a story fit with the entire story.Success Criteria: I can identify story elements (parts of a story).I can explain the impact one part of the story has on another part.I can ask myself, “Why did the author start or end a story this way?”Materials: Peter’s ChairOptional: story mountain g.o.Because of Winn-DixieConnect/ Teach: (I do) Today I want to teach you that the main character in all stories travels along a

Lesson: Achieve 3000

Article Ideas:

Hot, Hot, Hot (preview of science)- SLIDES

Skill Practice Option:

Cause & effectSmall group:Comprehension groups

Lesson: Think Up unit 7 Day 1

Teacher ClipSlide*Entered on LP and in GC*Small group:LLI groups with wideman

Lesson: Session 8 (Character Response)Learning Target:I will learn to analyze characters in a text.Success Criteria: I can describe how a character’s actions impacts their traits, motivations, and feelings.I can describe how and why a character changed throughout a story.Materials: Task CardsChart: Following Character Up and Down the Story MountainConnect/ Teach: (I do) Today I want to teach you that readers use different strategies to analyze a character in a story.

builds on earlier sections.

See Unit 3 LT & SC sheet

story mountain.Show how characters from a familiar story move along a story mountain in predictable ways.

Read aloud Peter’s Chair by Ezra Jack Keats.Active Engagement: (We do) Use the sample story mountain from Heinemann website that goes with Peter’s Chair to show and discuss the parts of a story. As a class, you could look over the Peter’s Chair example and try to make a story mountain for BoWD.Link: (We do) Remind students to read on the alert for the predictable way that characters progress in stories.Conferencing: (We check) Share/ Summarize: (We check) Story Mountain Video Clip

Small group:Commprehension groups

Let’s look at this chart and see how they used strategies to find the character Traits.ChartActive Engagement: (We do) Invite students to talk about how the main character in their book responds to his or her problems. Complete a foldable in their Reading journal.Link: (We do) Encourage students to continue recognizing how characters react to problems. Task CardsConferencing: (We check) Small group/ one-on-oneShare/ Summarize: (We check) Have students complete the character change graphic organizer

Small group:LLI groups with wideman

Writer’s Workshop

Brain Break9:30- 9:50

NO SCHOOL GC Lesson : Key words in Opinion Session 9- Providing examples, Session 12- Choosing powerful wordsLearning Target: Linked Success Criteria:Materials: Opinion Key words chartConnect/ Teach (I do): Read Aloud/mini lesson on linking words! We know the phrase “in my opinion” is common in this genre of writing, but

GC Lesson: Drafting + Writing Checklist Session 5- Editing as you go Learning Target: Linked Success Criteria: Materials: checklistConnect/ Teacher (I do): Today you will continue drafting, revising, editing your first opinion sample. Before you start writing, let’s look at our opinion writing checklistActive Engagement: (We do) Students will look

GC Lesson: Using checklist to give valuable feedbackLearning Target: LinkedSuccess Criteria: Materials: partnersStudent draftsStudent checklistsConnect/ Teach: (I do)Today we are going to take the opportunity to use our checklist and give our partners

On GC?Lesson: ACHIEVE 3000Learning Target:Success Criteria: Materials: Connect/ Teach: (I do) What Fair? SlidesActive Engagement: (We do) Focus: Writing our opinion on what we read! Discussion question related to article Link: (We do)

today I want to share with you other important words/ phrases you will see and can use in your persuasive writing. Active Engagement: (We do): Pass out the charts to each students. Students will circle 5 words/ phrases they would like to use throughout their opinion writing. Link: As you write and draft, remember to use the words/ phrases you have circled!Conferencing (We check): One-on-one conferencingShare/ Summarize (We check)Poster :

over the checklist and reflect on an area they need to focus on today during writing. Teacher take stock in what students needIs it introduction?Is it conclusion?Is it reasons/examples?Link (we do): Check listConferencing: (We check) One-on-one conferencing Share/ Summarize: (We check) Writing one writing goal on a sticky note

feedback! What is good feedback? Active Engagement: (We do) What feedback would you give this writer? Example Discuss what feedback we could give using our checklist?Link: (We do) Now you will switch with a partner and use the checklist to give valuable feedback! Conferencing: (We check) Share/ Summarize: (We check) How did feedback help us? What do we do with feedback?

Conferencing: (We check) Share/ Summarize: (We check)

Social Studies & Science

SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France). c. Describe examples of cooperation and conflict between European explorers and American Indians.

NO SCHOOL GC Lesson: Vasco Nunez de BalboaLearning Target : I am learning to describe European exploration in North America.Success Criteria: I can describe the reasons for and obstacles to the exploration of North America.I can describe the accomplishments of the following: John Cabot, Vasco Nunez De Balboa, Hernando de Soto, Christopher Columbus, Henry Hudson, and Jacques CartierI can describe examples of cooperation and conflict between European explorers and American Indians.Materials: Explorers packets

GC Lesson: Vasco Nunez de BalboaLearning Target : I am learning to describe European exploration in North America.Success Criteria: I can describe the reasons for and obstacles to the exploration of North America.I can describe the accomplishments of the following: John Cabot, Vasco Nunez De Balboa, Hernando de Soto, Christopher Columbus, Henry Hudson, and Jacques CartierI can describe examples of cooperation and conflict between European explorers and American Indians.Materials: Explorers packets

GC Lesson: ACHIEVE 3000LT Poster for Achieve Materials: A Dream Lives OnConnect/ Teach: (I do) Pull up the article on Achieve and and introduce and highlight vocab.Active Engagement: (We do) Use slide to discussFocus Skill: InferencingLink: (We do) Independently read the article and finish activity!Conferencing: (We check) One on One check ins!Share/ Summarize: (We check) Set a goal for next time and share out any specific questions that were hard!

GC Lesson: Jacques CartierLearning Target : I am learning to describe European exploration in North America.Success Criteria: I can describe the reasons for and obstacles to the exploration of North America.I can describe the accomplishments of the following: John Cabot, Vasco Nunez De Balboa, Hernando de Soto, Christopher Columbus, Henry Hudson, and Jacques CartierI can describe examples of cooperation and conflict between European explorers and American Indians.Materials: Explorers packets

Connect/ Teach: (I do)Open with a Balboa video clip. Active Engagement: (We do) Complete a few of the Balboa pages in the explorers packet (will have 1 more day to finish this week). Teacher Powerpoint to go along with student pages. Link: (We do)Conferencing: (We check) Check out this short biography. Share/ Summarize: (We check) Together, preview these slides on Balboa.

Connect/ Teach: (I do)Open with a Balboa video clip. Active Engagement: (We do) Complete the rest of the Balboa pages in the explorers packet .Teacher Powerpoint to go along with student pages. Link: (We do)Conferencing: (We check) Students can explore this interactive map of Balboa voyages. Share/ Summarize: (We check) Together, preview these slides on Balboa.

Connect/ Teach: (I do)Open with a Cartier video clip. Active Engagement: (We do) Complete the rest of the Cartier pages in the explorers packet .Teacher Powerpoint to go along with student pages. Link: (We do)Conferencing: (We check) Students can explore this interactive map of Cartier voyages. Share/ Summarize: (We check) Together, preview these slides on Cartier.

Math (Omit 13-14, 16)3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). 3.MD.7 Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole-

NO SCHOOL GC Lesson: Module 4 Lesson 15Learning Target: I will learn applications of area using side lengths of figures. (12-16)Success Criteria: I can apply the knowledge of area to determine areas of rooms in a given floor plan. (15-16). Materials: Chart paper for strategies RulerPattern sheet Fluency PracticeGroup countingMultiply by 9 Find the Area Application ProblemNone Connect/ Teach: (I do) Teacher Clip Model floor plan and being an architect Create chart for strategies to find area .Active Engagement: (We do) Label sides and find area of rooms

GC Lesson: Module 4 End of Module Review TPT Review Pack Module 4Learning Target & Success Criteria : Materials: Review pagesConnect/ Teach: (I do) Teacher Video Clip reviewing problemsActive Engagement: (We do) Work on review problems. Conferencing: (We check) Check for accuracy and understanding

Small groups:MMET and reviewTask card review

GC Lesson: Module 4 Assessment Learning Target:Success Criteria: Materials: Fluency: Application ProblemConnect/ Teach: (I do) Active Engagement: (We do) Link: (We do) Conferencing: (We check) Share/ Summarize: (We check)

Small groups:MMET and reviewTask card review

GC Lesson: Think Up Math2 step word problems page 71 SE, Unit 8, page 89 TELearning Target:I can follow RDW strategy to solve 2 step word problems involving multiplication, division, addition, and subtraction. Success Criteria: I can follow CUBS while reading the word problem to help me understand what the problem is asking. Materials: Think Up! Math Books Connect/ Teach: (I do) Go through vocab words together and then solve # 1-4 on page 75 together as a class- teacher video clip modeling problems. Active Engagement: (We do) : students complete page 76 independently ( set timer) teacher pull groups to check and do 2 step word problems at table

number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find the areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Link: (We do)Problem set- flexible grouping Conferencing: (We check) Check for accuracy and understanding Share/ Summarize: (We check)Discuss lesson as a whole

Small groups:MMET and reviewTask card review

Link: (We do)Conferencing: (We check) Flexible grouping- check for accuracy Share/ Summarize: (We check)Will check at teacher table for accuracy

Partner game on page 77

Extension for early finishers on page 78

Small groups:MMET and reviewTask card review