Lesson Plans
Week of January 11-January 15
Date: Monday, January 11, 2016Subject: Reading
2.15B I can read and understand how to use information to read procedural texts.
Success Criteria:
I can follow step by step directions to create a product.
I can ask questions if I need assistance.
Vocabulary: poor, reverend, expository
Word Wall: right both until walk something much
Spelling Principle: Contraction Review is, are, not,
Mini-Lesson: Read directions for making something and have students follow the directions to complete the task to make a dream catcher.
Construction paper, paper plates, crayons, markers, stapler, glue, scissors, etc.
See lesson plans tomorrow and follow directions for making a dream catcher.
Strategic activity: Have students reflect in their reader’s response journal on how the author made the directions clear for the reader.
Introduce Stations:
GT: Work on TPSP-works on Tornado website.
Also create a map of how to get from the front of the building to our classroom for someone who is new.
How To Writing-Make a game and develop your own how to for playing the game.
Independent/Buddy Reading:
Read a book.
In reader’s response journal, write down examples of connections, predictions, or mental images you have.
Guided Reading-Focus on Main idea, supporting details of nonfiction.
Writing-Circle map of what you did over the Winter Break. Begin to create list of what you might like to teach others.
Word Work- Write your story using your spelling words and draw a picture of each. Finish Choose Write Build Activity.
Computer:
1. NewsELA.
Writing
Materials: Chart paper, markers, How-to Book that you have written ahead of time, basket of how to books, writing from the previous day.
TEK 2.19A I can write a procedural text that I am interested in. I can write using features of a procedural text to make my directions clear for the reader.
Materials: Chart paper, markers, How-to Book that you have written ahead of time, basket of how to books, writing from the previous day.
Mini-Lesson:
· Share several student’s writing from the day before. Have students decide if they are clear and exact in their writing. Does his or her story teach someone how to do something?
· Have students read their piece to a partner and decide if they are on track or need to revise.
· Remind students of when we wrote our small moment stories, we thought of how the story would go, and we touched each page? Before we write our How-To books, we can touch each box as we say the words we’ll write.
· Help them to understand that what they say can easily be written down. Dictate their words back to them and encourage them to write them down.
· Continue with previous piece or begin a new How-to.
Tuesday, January 12, 2016 Reading
TEK: 2.3B I can ask questions of nonfiction texts and use evidence from the text or another source to find the answer.
Success Criteria:
I can ask a question for what I read.
I can find the answers to what I read in the text or in another source.
Vocabulary: poor, reverend, expository
Word Wall: right both until walk something much
Spelling Principle: Contraction Review is, are, not,
Lesson:
In Quarter 2, we found burning questions for fiction. We can also have burning questions for Informational text.
· Review Questioning Poster
· Model asking questions for children with an Informational text of your choice. Write two or three questions you may have before reading that text that may be answered when reading that text.
· Place them on a chart.
· Choose a burning question to focus on as a class.
· Complete Informational Text Burning Question Sheet as a class.Read the text to determine whether the class burning question is answered in the text or whether you might need to go to an outside source.
Subject: Writing
TEK 2.19D I can write a procedural text that teaches others how to do something.
Success Criteria:
I can write my how to in order.
My how to has pictures that go with each step.
I use transition words or numbers to go with each step.
Mini-Lesson
· Report on the topics that students have chosen to write about.
· Tell students that there is one more step in How-to writing: writers read the directions to a learner and watch the learner attempt to follow the directions. This will help to check whether their directions will work.
· The best way to check whether the directions work is to read them to a friend who tries to follow them.
· Use a child to help you demonstrate what it means to check your directions with a partner.
· Ask children to think with their partners about ways to revise the original instructions.
Collect their suggestions, and then try following the revised instructions.
Social Studies
TEK: 2.6A I can identify major landforms and bodies of water on maps and globes.
Success Criteria:
I can use Google Earth to identify landforms.
I can create a booklet identifying different landforms.
I can write a definition of each landform.
Social Studies I can
TEKS 6.A Identify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes.
6.B Locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes.
6.C Examine information from various sources about places and regions.
LEARNING OBJECTIVES
· Identify physical features of Earth, such as landforms and bodies of water.
· Describe how the location of landforms and bodies of water are shown on physical maps.
· Recognize that the world is divided into different areas politically, such as towns, states, and countries.
· Locate places and regions of significance on maps, including types of physical features and national borders.
Social Studies TEKS 6.A Identify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes. 6.B Locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes. 6.C Examine information from various sources about places and regions.
DIGITAL ACTIVITY: Lesson Introduction Time: 5 min
myWorld and Me
<screen 1>
Remind children of the discussion they had about the Big Question for the chapter: What is the world like? Explain to children that they are going to read and learn about the different kinds of landforms and bodies of water that are found on our planet.
ANALYZE VISUALS Ask: What is happening in the photograph? (A grandfather and grandson are fishing together.)
Is fishing an activity people do on land or on water? (water)
The grandfather and grandson in this photograph are fishing on a lake. Where else can people go fishing? (Possible answers: rivers, streams, oceans)
screen 2>
Advance to the next screen and draw children’s attention to the main objective for the lesson: I will know how to identify different kinds of land and water.
DIGITAL ACTIVITY: Got It? Time: 10 min
Landforms and Bodies of Water
myWorld and Me
Recap the different kinds of landforms and bodies of water with children. Say: Describe the land where you live.
Got it?
Explain to children that they will now use their knowledge of landforms and bodies of water to answer multiple-choice questions.Select children to choose the correct answers to the questions. (Island; Plateau; River; Ocean)
Remediate
If children have difficulty identifying landforms and bodies of water, divide children into groups of three or four. Provide groups with pictures from magazines and the Internet and have children work together to identify the types of landforms and bodies of water. When groups have finished identifying the pictures, have them share their answers with the class.
Assess:
Students will work with partners using Google Earth to create a landform booklet where they will:
1. Draw a picture of the landform and label it.
2. Write a definition of the landform in their own words.
3. Color their landform and booklets for neatness.
4. Examples of each.
5. Landforms to identify:
6. Hills
7. Ocean
8. River
9. Valley
10. Mountain
11. Lake
12. Plain
13. Plateau
14. Island
15. Peninsula
GT: Will create their own country with three out of the five landforms and label each. Student will say where they want to live and why.
Day 1: Google Earth Application: How to use and explore
Day 2: Hills, Mountains, Plains
Day 3: Island, Peninsula, Plateau
Day 4: Ocean, River, Lake
Day 5: Valley
Date: Wednesday, January 13, 2016
TEK: 2.3B I can ask questions of nonfiction texts and use evidence from the text or another source to find the answer.
Success Criteria:
I can ask a question for what I read.
I can find the answers to what I read in the text or in another source.
Vocabulary: poor, reverend, expository
Word Wall: right both until walk something much
Spelling Principle: Contraction Review is, are, not,
· Have several crates of informational texts available for students to browse.
Students will browse through books and record questions on sticky notes or in their response journals. They may record questions from several books so they will have a variety of questions to choose from when it comes time to select their most important ones and read for specific information. Have the students place the sticky notes in their response journals to use for tomorrow’s lesson.
Subject: Writing
TEK 2.19D I can write a procedural text that teaches others how to do something.
Success Criteria:
I can write my how to in order.
My how to has pictures that go with each step.
I use transition words or numbers to go with each step.
Mini Lesson
Mini-Lesson:
· Truth matters in nonfiction
· Talk about how wild and zany things happen in the Magic School Bus books. Help the students to understand that Joanna Cole explains which parts are true and which parts could never happen. That way readers won’t be confused.
· When you write your How To book, make sure your facts and details are true. You shouldn’t make things up.
· It’s all right to make a hypothesis, but then you need to do some research to find out whether or not your guess was right.
· Have you written any parts that aren’t true?
· Are there parts where you guessed, or weren’t sure? Put a check mark next to those parts.
We can talk about how you can check further to find out if your information is true.
Social Studies
TEK: 2.6A I can identify major landforms and bodies of water on maps and globes.Success Criteria:
I can use Google Earth to identify landforms.
I can create a booklet identifying different landforms.
I can write a definition of each landform.
Assess:
Students will work with partners using Google Earth to create a landform booklet where they will:
1. Draw a picture of the landform and label it.
2. Write a definition of the landform in their own words.
3. Color their landform and booklets for neatness.
4. Examples of each.
5. Landforms to identify:
6. Hills
7. Ocean
8. River
9. Valley
10. Mountain
11. Lake
12. Plain
13. Plateau
14. Island
15. Peninsula
Day 1: Google Earth Application: How to use and explore
Day 2: Hills, Mountains, Plains
Day 3: Island, Peninsula, Plateau
Day 4: Ocean, River, Lake
Day 5: Valley
GT: Will create their own country with three out of the five landforms and label each. Student will say where they want to live and why.
Date: Thursday, January 14, 2016
Subject: Reading
TEK: 2.3B I can ask questions of nonfiction texts and use evidence from the text or another source to find the answer.
Success Criteria:
I can ask a question for what I read.
I can find the answers to what I read in the text or in another source.
Vocabulary: poor, reverend, expository
Word Wall: right both until walk something much
Spelling Principle: Contraction Review is, are, not,
· Have each student complete the Informational Text Burning Question Sheet for one burning question that they had. They can also do this with partners or in groups.
Each student/ group of students should read to locate the information needed to answer their question.
Subject: Writing
TEK 2.19D I can write a procedural text that teaches others how to do something.
Success Criteria:
I can write my how to in order.
My how to has pictures that go with each step.
I use transition words or numbers to go with each step.
· Contraction quiz minor language grade.
· Tell students that writers often leave out steps. Our first drafts aren’t always clear. Today we will learn how to find and revise our confusing parts.
· Read the story that you have written with the important step left out.
· Tell the students that you tried to follow the steps. Solicit a volunteer to read the text aloud and reenact the confusion that you ran into.
· Guide students to discover that there was not enough information to follow the directions.