Anna Stowe 14-15 Lesson Plans

Week of 1/5-1/9 / MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
Science
Forces and Motion/ JetToy
8:10-9:05
10:00-11:00
11:05-12:05 / (Introduce Jet Toy Challenge to students---45 min.)
Students receive a letter from a fictitious toy company inviting them to create different JetToys using simple materials. Students discuss the requirements described in a letter from EarthToy Designs. They are introduced to the engineering design process and the scope of this design challenge: to build a JetToy, to figure out how it works in order to predict its behavior, and to use this knowledge to design customized JetToys that meet specific performance characteristics and design goals. / (Building and Testing the JetToy Chassis—90 min.)
TTW: Explain how groups will be formed.
Students are organized into design teams that they will work in for the duration of the project. Each team receives a design log that it will use to record its work. Teams construct a chassis. After adding wheels and axles, they test their models by rolling them down a ramp and observing their performance. Students then modify and test the vehicles until they roll straight and can go a specified minimum distance. / (Continuation of lesson plans from yesterday.) / (Adding the Balloon Motor---90 min.)
Students assemble a balloon motor and add it to the chassis they built in Activity 2. The balloon motor consists of a short piece of tubing (the nozzle) fastened inside the neck of a balloon by a rubber band. Students then do informal experiments with the balloon-powered vehicle and observe its behavior. They come across several engineering issues concerning the mounting of the balloon motor, such as how best to attach the nozzle to the vehicle and how to keep the balloon from flopping around or onto the wheels. Students are encouraged to add features that solve these problems and improve the vehicle�s ability to travel straight and far. These new features are created from simple materials: poster board, masking tape, and straws. Students record their ideas and solutions and note the changes in performance. They repeat this modify-and-test cycle with the goal of designing vehicles that roll straight and can go a specified minimum distance. / (Continuation of lesson plans from yesterday.)
LUNCH / BARKSDALE- 11:55-12:20, MOON- 12:00-12:25, STOWE- 12:05-12:30
RECESS / 12:45-1:10
Reading
Workshop
Main Idea
1:10-2:10 / ~TTW introduce the vocabulary using the Prediction/ Actual vocabulary sheet.
~TTW introduce the skill for the week (Main Idea). TCW discuss what we already know about Main Idea.
~TCW read the story for the week, “Cougars” and discuss.
~At the end of the selection, students will identify the main idea.
Literature Circles: Students will be moved to different groups, and we will choose new books. / ~Students will create Charade cards on their iPad and review the words with a partner.
~TTW use the Main Idea power point to review the skill.
Literature Circles: Students will get into literature circles and begin reading their new book. This week’s assignment is to identify the main idea of the first chapter or section in the book.
~TTW rotate to groups. / ~Students will create choose 5 of their vocabulary words to draw a vocabulary cartoon.
~TTW read The Day I Followed the Dog Home. TCW work together to identify the Main Idea.
Literature Circles: Students will get into literature circles and begin reading their new book. This week’s assignment is to identify the main idea of the first chapter or section in the book.
~TTW rotate to groups. / ~TSW play Charades to prepare for their voc. test tomorrow.
~TCW reread “Cougars” and discuss.
Literature Circles: Students will get into literature circles and begin reading their new book. This week’s assignment is to identify the main idea of the first chapter or section in the book.
~TTW rotate to groups. / Assessment
Writing
Workshop
Opinion/ persuasive
2:10-2:40 / ~TTW introduce the OREO method of writing a persuasive writing (opinion, reasons, evidence, opinion).
~Students will take notes as the teacher explains the method.
~TTW explain that we will work with this method throughout the week. / ~TCW review the OREO method for writing a persuasive writing.
~TTW introduce the a prompt to the students: The School Board has decided that students should attend school on Saturdays. Write a persuasive essay either persuading the school board to do this or not.
~Students will write a clear opinion related to the prompt. / ~ TCW continue to write to the prompt.
~Students will list reasons for their opinion.
~ TCW begin to support their reasons with evidence.
~Students will share their reasons. / ~TSW continue to support their reasons with evidence today.
~Students will restate their opinions.
~Students will begin to reread their writing, editing and revising as they go. / ~TSW will share their persuasive writing.