Tarr Lesson Plans
Monday March 2, 2015
No School Casmir Pulaski Day
Tuesday February 24, 2015
No School Weather Emergency
Wednesday March 4, 2015 Day 119
9:00- / Meet David and Kewaun and take him to get his breakfast bring him back to eat in the room.
Morning Announcements-
Math with David 9:30-11:00 / Calendar Math—Basic Math Facts Practice
Topic: Problem Solving: Use Objects and Reasoning Lesson: 12.7
5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
Learning Objectives (“I can” statements): I can solve real world problems involving volume.
Essential Knowledge: The students will learn that some problems can be solved by using objects to act out the action in the problem. Some problems can be solved by reasoning about conditions in the problem.
Key Vocabulary:
Manipulatives Needed: Unit cubes(4 per group), Problem-Solving Recording Sheet (TT1)
#2 Develop the Concept: Interactive (20 min):
The students use unit cubes to find the volume of pictured solids.
Essential question: How can you use objects to solve problems?
Set the purpose: You have already learned how to find the volume of solids. Today, you will learn how to use unit cubes and reasoning to find the volume of a solid. Follow the lesson outline on 322B.
#3 Develop the Concept: Visual (25 min): Use the visual learning bridge on page 322 and 323 of the students’ book to learn how to use unit cubes and reasoning to find the volume of a solid shapes. Have the students follow along as you go step by step through the bridge. Use the projector to go through the guided practice questions 1-3. Have the students complete independent practice questions 4-17.
#4 Close/Assess and Differentiated Intervention (15-20 min): Do the quick check. By using the results of the quick check break the students into 3 groups and have them do the differentiated instruction on page 323B.
HOMEWORK: Re-teaching and practice worksheets
10:05-11:00
4th Grade Math with Bryson, Kewaun and Kierra / Topic: Measurement Units and Conversions Lesson: 14.1
4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1
ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
Learning Objectives (“I can” statements): I can estimate and measure length using the most appropriate unit of length and explain what I did.
Essential Knowledge: The students will understand length can be measured in different systems and different units.
Key Vocabulary: Inch, foot, yard, mile Manipulatives Needed: Ruler
#2 Develop the Concept: Interactive (20 min):
Students will learn how use customary units of measure.
Essential question: How do you estimate and measure length?
Set the purpose:You have learned that length is the distance from one point to another. Today, you will learn use measuring tools to find the length of various things in the room. Follow the lesson outline on 366B.
#3 Develop the Concept: Visual (25 min): Use the visual learning bridge on page 364 and 365 of the students’ book to show Using Customary Units of Length. Have the students follow along as you go step by step through the bridge. Use the projector to go through the guided practice questions 1-6. Have the students complete independent practice questions 7-17.
#4 Close/Assess and Differentiated Intervention (15-20 min):
Do the quick check. By using the results of the quick check break the students into 3 groups and have them do the differentiated instruction on page 367B.
HOMEWORK: Re-teaching and practice worksheets
11:05 – 11:45
Lunch and Recess / The students will go and get his lunch with Mr. Sunderland and bring it back to the room to eat. When they are finished, Mr. Sunderland will take them to the gym for recess time.
11:45-12:00
Structural Analysis and Word Work / Introduce
Spelling Words “er”, “or”, “ar”, “ist” means someone who
teacher, lawyer, worker, player, photographer, catcher, oceanographer, senator, governor, mayor, author, creator, liar, registrar, artist, geologist, pharmacist, biologist, scientist, meteorologist
12:00 – 12:50
Language / Lesson 21 Verbs and Verb Tenses
12:55- 1:25
Specials / Music
1:25-2:25
Reading Block / CCSS.ELA-Literacy.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Read Chapter 15 Lesson 1 The Early Stages of the War pgs. 491-497 Workbook pages 115-116 Compare and Contrast North vs South Reason for fighting, Believed advantages, War Strategies.
2:30 Dismissal
Thursday March 5, 2015 Day 120
9:00- / Meet David and take him to get his breakfast bring him back to eat in the room.
Morning Announcements- Journal Writing
Math with David 9:30-11:00 / Basic Math Facts and Calendar Math
Topic: 12 Review
10:30-11:00
4th Grade Math with Bryson, Kierra and Kewaun / Basic Math Facts Practice
Topic: Measurement Units and Conversions Lesson: 14.2
4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
Learning Objectives (“I can” statements): I can estimate customary units of capacity and compare the relative sizes of capacity explaining what I did.
Essential Knowledge: The students will understand capacity can be measured in different systems and different units.
Key Vocabulary: Capacity Manipulatives Needed: Examples of cup, pint, quart, gallon.
#2 Develop the Concept: Interactive (20 min): Students will learn how to measure using customary units of capacity.
Essential question: How do you measure capacity using customary units?
Set the purpose: You know how to measure length in customary units. Today, you will measure capacity in customary units. Follow the lesson outline on 368B.
#3 Develop the Concept: Visual (25 min): Use the visual learning bridge on page 366 and 367of the students’ book to show Customary Units of Capacity. Have the students follow along as you go step by step through the bridge. Use the projector to go through the guided practice questions 1-8. Have the students complete independent practice questions 9-29.
#4 Close/Assess and Differentiated Intervention (15-20 min):
Do the quick check. By using the results of the quick check break the students into 3 groups and have them do the differentiated instruction on page 369B.
HOMEWORK: Re-teaching and practice worksheets.
11:05 – 11:45
Lunch and Recess / The students will go and get his lunch with Mr. Sunderland and bring it back to the room to eat. When they are finished, Mr. Sunderland will take them to the gym for recess time.
11:45-12:00
Structural Analysis and Word Work / Review Words:
Spelling Words “er”, “or”, “ar”, “ist” means someone who
teacher, lawyer, worker, player, photographer, catcher, oceanographer, senator, governor, mayor, author, creator, liar, registrar, artist, geologist, pharmacist, biologist, scientist, meteorologist
12:00 – 12:50
Writing / Lesson 22 Adjectives and Adverbs
12:55- 1:25
Specials / Gym
1:25-2:25
Reading Block / CCSS.ELA-Literacy.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Read Chapter 15 Lesson 2 Life During the War pgs 498-505 Workbook page 117
2:30 Dismissal
Friday March 6, 2015 Day 121
9:00- / Meet David and Kewaun at the back door by the cafeteria. His bus gets here late. If he doesn’t come let the office know. If he does come, take him down to get breakfast from the cafeteria. Bring him back to the room to eat.
Math with David 9:30-11:00 / Basic Math Facts and Calendar Math
For basic fact practice, have him complete the Multiplication and Division worksheet.
Topic: 12 Assessment
10:05-11:00
4th Grade Math with Bryson and Kewaun / Topic: Measurement Units and Conversions Lesson: 14.3
4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ..
Learning Objectives (“I can” statements): I can estimate and measure units of weight explaining what I have done.
Essential Knowledge: Students will understand the weight of an object is the measure of how heavy an object is.
Key Vocabulary: Weight, ounce, pound, ton. Manipulatives Needed:
#2 Develop the Concept: Interactive (20 min): Students will learn to measure customary units of weight.
Essential question: How do you measure weight?
Set the purpose: You have learned how to select an appropriate unit to measure capacity. Today, we will learn how to measure weight. Follow the lesson outline on 370B.
#3 Develop the Concept: Visual (25 min): Use the visual learning bridge on page 368 and 369 of the students’ book to show Units of Weight. Have the students follow along as you go step by step through the bridge. Use the projector to go through the guided practice question 1-4. Have the students complete independent practice questions 7-26.
#4 Close/Assess and Differentiated Intervention (15-20 min):
Do the quick check. By using the results of the quick check break the students into 3 groups and have them do the differentiated instruction on page 371B.
HOMEWORK: Re-teaching and practice worksheets
11:05 – 11:45
Lunch and Recess / The students will go and get his lunch with Mr. Sunderland and bring it back to the room to eat. When they are finished, Mr. Sunderland will take them to the gym for recess time.
11:35-11:50 / David goes to Mr. Loken’s room for group work.. He may be meeting in the library instead of his room.. Someone needs to take him down there.
Lesson 23 Pronouns
11:45-12:15
Structural Analysis and Word Work / Review Words: Do word find
Spelling Words “er”, “or”, “ar”, “ist” means someone who
teacher, lawyer, worker, player, photographer, catcher, oceanographer, senator, governor, mayor, author, creator, liar, registrar, artist, geologist, pharmacist, biologist, scientist, meteorologist
12:15 – 12:50
Reading / Lesson 23 Pronouns
CCSS.ELA-Literacy.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Read Robert E. Lee and Ulysses S Grant and complete packets on each.. If there is time left start a list of things they have in common and differences…
12:55- 1:25
Specials / Music--- You will need to go with him to the auditorium for Music
1:25-2:25
Reading Block / CCSS.ELA-Literacy.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Finish reading Robert E. Lee and Ulysses S Grant and complete packets on each.. If there is time left start a list of things they have in common and differences…
2:30 Dismissal
Monday March 9, 2014 Day 122
9:00- / Meet David and take him to get his breakfast bring him back to eat in the room.
Morning Announcements- Journal Writing
Math with David 9:30-10:30 / Calendar Math—Basic Math Facts Practice
Calendar Math—Basic Math Facts Practice
Topic: Converting Customary Units of Length Lesson: 13.1
5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Learning Objectives (“I can” statements): I can convert measurements within the same measuring system.
Essential Knowledge: The students will learn relationships between measurement units of the same system can be expressed as an equation. Relationships exist that enable you to convert between units of length by multiplying or dividing.