Mini-Lesson: Lesson 9 Wonder About New Information Pp. 18-20

Lesson Plans

Week of January 19-January 22

Date: Tuesday, January 19, 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: sparkles, twinkling
Word Wall: much why wrong funny story
Spelling Principle: ending in ing.
Mini-Lesson: Lesson 9 Wonder About New Information pp. 18-20
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.
Station Menu.
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.
Pass out booklets to begin working.
Materials: students writing from previous day, a writing sample in which you left out an important step in the How To, sticky notes, white boards
Mini-Lesson:
·  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.
·  Let them help you to work through the confusing parts.
·  Show students that some writers use sticky notes to mark confusing parts as a way to guide future revision.
·  Have them read their papers with a partner and decide once again if the “How-To” is clear.
·  Discuss student’s findings and decide what they need to do in order to make their writing clearer.
Tell the children that they can mark their confusing parts with sticky notes and then revise.
Lesson: Finish Recess 20 Below Lesson 9: pp. 21-24.
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:
·  Remind student that they already know they can use exclamation points and ellipses to help people read their writing well.
·  Writers, you can add exclamation marks-!- to signal to readers, “Read this like it is exciting!”
·  You can use ellipses to tell the reader to slow down their voices when the read the sentence.
·  Today they are going to learn ways writers help readers follow directions.
·  List features that you notice: the writer has titled the book how to do something. This title sets up the expectations for the reader; begins with a list of the needed materials; uses pictures.
·  Show children the How to checklist of helpers.
·  Add to the chart the things students noticed about How-to books from Reader’s Workshop.
·  Have students use the chart to make sure that they have included these parts in their writing.
·  Assessment Rubric you may want to look at several papers to determine if most students are understanding this genre of writing.
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: Thursday, January 21, 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: sparkles, twinkling
Word Wall: much why wrong funny story
Spelling Principle: ending in ing.
Lesson 10: Biggest, Strongest, Fastest Use Questions as Tools for Learning. Pp. 36-39
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:
·  Remind the children that they’ve used charts to guide revisions. Suggest they can also use How-to texts to they find in the world to remind them of what writers do.
·  Tell children about a memo from the front office that qualifies as How-to text and share your realization that the world is full of many kinds of How-to texts, all of which deserve to be studied.
·  Let’s remember that How-to writing comes in many different shapes, sizes, and formats and we see this kind or writing everywhere and be ready to learn from it.
·  Read the memo aloud as an example of procedural text. (Fire drill, playground, cafeteria, hallway, library, etc. procedures.)
·  Tell children two lessons you learned from this text. One concerns the variety of How-to texts in the world; the other is that many texts include cautionary notes. Ex: Remember, even if you don’t have coats, you cannot go back to your classroom.
·  How-to writing is not always written in steps with numbers and a picture next to it.
·  Show other How-to texts that include cautionary notes.
·  Gail Gibbons uses a cautionary note in “The Pumpkin Book” she said, “Be careful and ALWAYS carve away from yourself.”
Today you might want to see if you can add a cautionary note to your how-to.

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: Friday, January 22, 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: sparkles, twinkling
Word Wall: much why wrong funny story
Spelling Principle: ending in ing.
Reading Quiz: Humming Birds Feeder
Station Menu.
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:
·  Tell children that a celebration will be held soon. Select a text to publish and use class charts to guide them in improving it.
·  Tell the children you want to teach one new thing that How-to writers use: punctuation.
·  Remind your children that earlier they learned about ellipses from Angela Johnson. Tell them that they’ll study the punctuation How-to authors often use.
·  Show a page of a How-to text in which the author has used parentheses such as: Mix ½ cup (118 ml) brown sugar and ¼ teaspoon (1.23) ml) salt.
·  Help students to discover why the author used the parentheses. “Writers use parentheses when they want to pause for one second and add one little point, or say one more thing.”
·  Give children more examples of How-to texts that use parentheses.
·  Empty out the dirty water (first put the fish in a safe place). Rinse off the gravel.
·  Preheat the oven (350 degrees). Put the pan of cookies into the oven (don’t burn yourself).
·  Allow students time to work with a partner to edit their writing.
Revision Checklist for How-To Books
·  Complete the editing and revision process.
·  Prepare for celebration.
·  Finish booklets for How To
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.