Monday 8:40-9:10 5.RI.1,2,8 and Breakfast 5.L.4 Announceme Obj. nts SW read a Morning nonfiction text to Meeting infer the meaning of new, powerful words and answer questions while they eat breakfast and listen to announcements quietly. 9:10-9:20

5.SL.1 SW discuss their answers and their evidence in a round robin.

8:40-9:10

9:10-9:20

Villaorduna 5th Grade 2013-2014 Lesson Plans: Week of 8/12/12-8/16/12 Tuesday Wednesday 5.RI.1,2,8 and 5.L.4 5.RI.1,2,8 and 5.L.4 Obj. Obj. SW read a SW read a nonfiction text to nonfiction text to infer the meaning infer the meaning of new, powerful of new, powerful words and answer words and answer questions while questions while they eat breakfast they eat breakfast and listen to and listen to announcements announcements quietly. quietly.

5.SL.1 SW discuss their answers and their evidence in a round robin.

5.SL.1 SW discuss their answers and their evidence in a round robin.

Thursday 5.RI.1,2,8 and 5.L.4 Obj. SW read a nonfiction text to infer the meaning of new, powerful words and answer questions while they eat breakfast and listen to announcements quietly.

Friday 5.RI.1,2,8 and 5.L.4 Obj. SW read a nonfiction text to infer the meaning of new, powerful words and answer questions while they eat breakfast and listen to announcements quietly.

5.SL.1 SW discuss their answers and their evidence in a round robin.

5.SL.1 SW discuss their answers and their evidence in a round robin.

9:2010:10 Reading Whole Group

S2C109 Obj. I can identify different types of genre by writing examples of each from my reading anthology and my reasons. I do: Review the different types of fictional genre (taught previous week). Introduce Non-fiction, especially autobiography and biography. Model identifying the genre for a story from the reading anthology, and writing the reasons for it. We do: Practice identifying the genre for stories in the reading anthology. You do: FCRR

9:2010:10 Reading Whole Group

Standards/Obj: Vocabulary: (S1C4P05) Building background: I can define vocabulary words from a story by writing the definition, a sentence and drawing a picture in my academic notebook.

Standards/Obj: Vocabulary: (S1C4P05) Building background: I can define vocabulary words from a story by writing the definition, a sentence and drawing a picture in my academic notebook.

I do: Teacher gives the definition for two vocabulary words and models writing a sentence and drawing a picture. We do: Students share their ideas for sentences. You do: Students write their own sentences and draw pictures.

I do: Teacher gives the definition for two vocabulary words and models writing a sentence and drawing a picture. We do: Students share their ideas for sentences. You do: Students write their own sentences and draw pictures

Comprehension R05-S1C6-05 RL5 I DO: Read aloud Danger in the Desert.

Standards/Obj: Vocabulary: (S1C4P05) Building background: I can define vocabulary words from a story by writing the definition, a sentence and drawing a picture in my academic notebook. I do: Teacher gives the definition for two vocabulary words and models writing a sentence and drawing a picture. We do: Students share their ideas for sentences. You do: Students write their own sentences and draw pictures. Comprehension R05-S1C6-05 RL5 OBJ: I can identify time shifts in a story to help me with sequencing

Standards/Obj: Vocabulary: (S1C4P05) Building background: I can define vocabulary words from a story by writing the definition, a sentence and drawing a picture in my academic notebook. I do: Teacher gives the definition for two vocabulary words and models writing a sentence and drawing a picture. We do: Students share their ideas for sentences. You do: Students write their own sentences and draw pictures.

activity to identify the genre for a story from their reading anthology. Teacher Launches Theme for this week. WE DO: Discuss the questions for HM theme kickoff: HOQ: What do you think is the meaning of the title Nature’s fury? WE DO: Read the poem “Wind Song.” Discuss: HOQ In what ways does the passage express Nature’s fury? What areas of the world experience nature’s fury?

Stop and Model writing the events from the story in order. Write how the events move the story forward (i.e., they create suspense, they develop the problem, or lead us to the resolution). WE DO: Listen and write down four major events. Discuss the order of the events with a partner. YOU DO: Write the events in order and how they move the story forward. HOQ: What motive is there to place the events in that order? What would happen if the second event happened later? How do the events fit together to help the story move forward? S1C6-01 RL1 OBJ: I can make a

Comprehension R05-S1C6-05 RL5 I can sequence the events in a story by writing missing events from the story in order. I can explain how they fit together by writing how the events help move the story forward. I DO: Model finding the missing events from a part of the story and put them in order. Write how the events help move the story forward (i.e., they create suspense, they develop the problem, or lead us to the resolution). WE DO: Students work with their

events by writing the present event, past event and the clue words that signal the time shift. I DO: Explain time shifts, model using signal words to identify time shifts. WE DO: Partner read p. 35 and 36. Record time shifts. YOU DO: Find examples of time shifts on p. 38, 41 and 43.

Comprehensi on S1C6-05 and RI3 I DO: Activate prior knowledge by asking if students know of any shipwrecks and locating the outer banks of North Carolina. Discuss the purpose of sequencing events from a passage. Discuss clue words that RF3a help put events OBJ: I can identify in a non-fiction the base word and piece in order. ending in a word Read aloud The by writing the Wreck of E.S. base word Newman. correctly (paying Model attention to highlighting spelling rules) and clue words to put the ending. the events from I DO: Define base the first part in word. Model order. identifying the WE DO: Students base word. Review partner read the spelling rules for last page, and put

I DO: Show video clips of natural disasters form around the world. WE DO: Explain how people can protect themselves from nature’s fury.

prediction by writing what will happen next and supporting that with evidence from the text and my own experience. I DO: Read a loud from Earthquake Terror and model making predictions. WE DO: Listen to the story and respond to guiding questions. YOU DO: Make predictions based on text evidence and what we know from our own experience.

shoulder partner to place the events from Earthquake terror in order. YOU DO: Write how it moves the story forward. HOQ: What motive is there to place the events in that order? What would happen if the second event happened later? How do the events fit together to help the story move forward? Fluency RF3a OBJ: I can identify the base word and ending in a word by writing the base word correctly (paying attention to spelling rules) and the ending. I DO: Define base word.

certain endings. YOU DO: PB 16

the events of the rescue in order. Students highlight Fluency the clue words RF3a that helped. OBJ: I can identify HOQ: Can you the base word and predict the outcome if there had not been ending in a word a storm? by writing the I DO: Model base word thinking about the correctly (paying relationship attention to spelling rules) and between the events and the ending. explaining them. I DO: Define base YOU DO: Students word. Model read about the San identifying the base word. Review Francisco Earthquake. spelling rules for Students write 4-5 certain endings. main events in WE DO: practice identifying the base order and word and ending explain and spelling it what happened that correctly. led to so much destruction. Vocabulary S1C4-01 (5.RF3a/5.RL.4.) I can use the root word ‘graph’ to help me define new words by writing the

Model identifying the base word. Review spelling rules for certain endings. WE DO: practice identifying the base word and ending and spelling it correctly.

10:10-10:40 Comprehension S1C6-01 Obj. I can make a prediction by writing what will happen next and supporting that with evidence from the text and my own experience

10:10-10:40 Reading Small Group

Standards/Obj: Fluency: (S1C5P01) I can read with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text by rereading aloud to a reading buddy.

Standards/Obj: Fluency: (S1C5P01) I can read with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text by rereading aloud to a reading buddy.

definition of the root word, what I think it means in the sentence and the new definition. I DO: give list of root words to students and start word wall; define; list words with graph; WE DO/You do: define words with graph by using root word definition and clues from context;

Standards/Obj: Fluency: (S1C5P01) I can read with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text by rereading aloud to a reading buddy.

Standards/Obj: Fluency: (S1C5P01) I can read with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text by rereading aloud to a reading buddy.

I do: Read a loud and model making predictions. We do: Make predictions based on text evidence and what we know from our own experience. You do: Students read and write their predictions in their journals for the stories they are reading during Read to Self. 10:40-11:20 Writing

4.L.1 Obj: I can write a complete sentence by revising a fragment, so that it has a “who”/ “what” (subject) and “what about that” (predicate). We do: Students categorize sentences into fragments and complete sentences.

10:40-11:15 Grammar/ Writing

Activity: I do: Teacher launches read to a partner, literacy station. Teacher brainstorms appropriate student behaviors and models. We do: Students model correct/incorrect behaviors. You do: Students practice correct behaviors.

Activity: I do: Teacher launches read to a partner, literacy station. Teacher reviews appropriate student behaviors. We do: Students model correct/incorrect behaviors. You do: Students practice correct behaviors.

Activity: I do: Teacher launches read to a partner, literacy station. Teacher reviews appropriate student behaviors. We do: Students model correct/incorrect behaviors. You do: Students practice correct behaviors.

Activity: I do: Teacher launches read to a partner, literacy station. Teacher reviews appropriate student behaviors. You do: Students practice correct behaviors.

5.W.3

5.W.3

5.W.3

S3C1PO1 Step up to Writing 6-6

S3C1PO1 Step up to Writing 6-7; OBJ. I can write a short story with a logical sequence of events, a problem and resolution and characters.

Step up to Writing 6-7; OBJ. I can write a short story with a logical sequence of events, a problem and resolution and characters. I DO: Model planning the middle and the ending.

5.W.3 OBJ. I can write a short story with a logical sequence of events, a problem and resolution and characters. YOU DO: Students will continue to draft their story.

Obj. I can plan for a short story by writing the setting, problem, characters, and resolution in a graphic organizer.

I DO: Model quick note planning to

I DO: Model writing the story elements in a graphic organizer.

I do: Model revising the sentence. YOU DO: students revise the fragments.

11:20-11:50 Lunch 12:00-1:00 Math whole group

MP3 Objective: I can explain my thinking in math by telling what I did and why I did that to solve a problem. WE DO: Students

11:20-11:50 Lunch 12:00-1:00 Math whole group

write a story based on the series of events. Suggest writing the characters and setting in the first WE DO: Discuss block, introducing each story element with your the problem/conflict in the second block, shoulder partner. including action in You DO: write the all middle blocks story elements in and writing about the characters and a graphic setting again in the organizer. last block. Make a version modeled after 6-7f. YOU DO: Students plan the first two blocks. HOQ: Why would I want to write about the characters and problem at the beginning?

YOU DO: Plan the middle and the ending. HOQHow do the events fit together to help the story move forward?

MP3 Objective: I can explain my thinking in math by telling what I did and why I did that to solve a problem.

MP3 Objective: I can explain my thinking in math by telling what I did and why I did that to solve a problem.

MP3 Objective: I can explain my thinking in math by telling what I did and why I did that to solve a problem.

MP3 Objective: I can explain my thinking in math by telling what I did and why I did that to solve a problem.

discuss in a round robin format their answers to the spiraling review problems for math.

NBT1/NBT3a Obj.: I can write fractions as decimals with a denominator of 10 or 100 by writing the numerator in the place value named by the denominator. I can write a decimal as a fraction by writing the place value as the denominator and the number as the numerator. WE DO: Problem based interactive learning I DO: Model writing a fraction

WE DO: Students discuss in a round robin format their answers to the spiraling review problems for math.

WE DO: Students discuss in a round robin format their answers to the spiraling review problems for math.

WE DO: Students discuss in a round robin format their answers to the spiraling review problems for math.

WE DO: Students discuss in a round robin format their answers to the spiraling review problems for math.

HOQ: Is there a

HOQ: Is there a

HOQ: Is there a

HOQ: Is there a

more efficient way to solve this problem?

more efficient way to solve this problem?

more efficient way to solve this problem?

more efficient way to solve this problem?

Why does your solution work?

Why does your solution work?

Why does your solution work?

Why does your solution work?

How did you get your answer?

How did you get your answer?

How did you get your answer?

How did you get your answer?

NBT1/NBT3a Obj.: I can write fractions as decimals with a denominator of 1000 by writing the numerator in the place value named by the denominator.

NBT1/NBT3a Obj. I can write decimals in expanded form by breaking the decimal into its values and adding them together. I can name equivalent decimals by adding zeros to the last digit and reading the new name.

NBT3b Obj. I can compare two decimals to thousandths by lining up the decimal points comparing the digits of the same place value and ordering them or writing >,<, or =.

NBT1/NBT3a Obj. I can write a fraction as a decimal by dividing the numerator into the denominator. I DO: Model WE DO: Practice YOU DO: Independent practice 1-2 HOQ: How can you write 9/100 as a

I can write a decimal as a fraction by writing

I DO: Review place value. Review standard, written and

We do: Problem based learning. I DO: Model comparing decimals by lining up the decimal points and

as a decimal

division problem?

WE DO: Practice writing a fraction as a decimal I DO: Show writing a decimal as a fraction by circling the place value of the last digit and then writing that as the denominator and the number as the numerator.

In the second example, how many zeros did you need to annex after 1 when you divided 1 by 4?

WE DO: Take notes. I DO: Model writing a decimal as a fraction. WE DO: Practice. YOU DO: converting fraction to decimals practice.

How are the two 4s in .44 related? How is 3/10 equal to .3?

the place value as the denominator and the number as the numerator. WE DO: Problem based learning I DO: Review place value. Model how to write .305 as a fraction. Relate it to a 10x10x10 model, and describe it as 305/1000 cubes. WE do: take notes and practice writing decimals as fractions. I DO: Model writing a fraction as a decimal. WE DO: Practice. YOU DO: Independent practice 1-3 HOQ How is 3/10 different from 3/1000 in place value? How would you write the fraction of cubes that are left when 3

expanded form. Model breaking up a decimal into its values and adding it together to write the expanded form. Model writing a decimal in standard form from its expanded version. WE DO: Take notes and practice writing decimals in expanded form and expanded form to standard form. I DO: Define equivalent decimals. Model identifying equivalent decimals. WE DO: Take notes. Practice identifying equivalent decimals. You do: Independent practice 1-4 HOQ: The number 3.453 has two 3s. Why does each 3 have a different value?

comparing each digit, then ordering the numbers or writing >,< or =. We do: Practice comparing decimals. YOU DO: Independent practice 1-5. HOQ: Why do you need to line up the decimal points before comparing and ordering with decimals?

cubes are pulled from a 10x10x10 cube?

1:00-1:10 Packup/cleanup

1:15-1:40 Specials

Raffle!

1:00-1:30 Math small group

TW go over math stations whole group.

TW go over math stations whole group.

TW go over math stations whole group.

1:30-2:15 Social Studies/ Science

S3C1PO6

S3C1PO6

I can identify the text features in my social studies text by completing a text scroll.

I can interpret information from graphic features by writing the information from the text features in a graphic organizer and answering questions based on these text features.

Harcourt, Unit 2, Harcourt, Unit 2, The Age of The Age of Exploration Exploration

I DO: Identify each of the text features. Think aloud about what the text will be about based on the information in the text features. We do: highlight and label each

I do: Review text features (use scrolls from the previous day). Model answering questions based on the text features.

TW go over math stations whole group.

Lesson 1 and 3 5.RI.3 5.RI.4

Lesson 1 and 3 5.RI.3 5.RI.4

I do: model rereading to find details in order to compare and contrast two or

I do: model rereading to find details in order to compare and contrast two or

more individuals, events, ideas, or concepts.

more individuals, events, ideas, or concepts.

We do: read and reread to answer questions.

We do: read and reread to answer questions.

I do: Model defining academic words by using the clues in the context.

I do: Model defining academic words by using the clues in the context.

You do: answer questions based on text features.

We do: practice defining words by using clues in the context.

We do: practice defining words by using clues in the context.

Objective: I can subtract with regrouping by solving 15 problems within two minutes.

Objective: I can subtract with regrouping by solving 15 problems within two minutes.

Objective: I can subtract with regrouping by solving 15 problems within two minutes.

Objective: I can subtract with regrouping by solving 15 problems within two minutes.

I DO: Model regrouping. You DO: practice subtracting with regrouping.

I DO: Model regrouping. You DO: practice subtracting with regrouping.

I DO: Model regrouping. You DO: practice subtracting with regrouping.

I DO: Model regrouping. You DO: practice subtracting with regrouping.

TW work with students in small groups to provide support in basic math skills: addition with regrouping, subtraction with regrouping, basic multiplication and multi digit multiplication.

TW work with students in small groups to provide support in basic math skills: addition with regrouping, subtraction with regrouping, basic multiplication and multi digit multiplication.

TW work with students in small groups to provide support in basic math skills: addition with regrouping, subtraction with regrouping, basic multiplication and multi digit multiplication.

TW work with students in small groups to provide support in basic math skills: addition with regrouping, subtraction with regrouping, basic multiplication and multi digit multiplication.

text feature. You do: Describe the importance of each text feature. 1:40-1:45 Dismissal

2:15-2:25 Packup/cleanup 2:30-3:00 Reteach and Enrich

2:20-3:00 Specials 3:00-3:40 RTI

3:40-3:45 Dismissal