Shay Barksdale 12-13 Lesson Plans
Week of 8/27-8/31 / MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY8:10-9:45 / Days 11,12,and 13- Mini Lessons:
Write responses to reading- TTW will share letter written to class about book (Fig. 9-7)
- Write letters in Reader’s notebook each week- TTW provide students with possible topics for letters, days letters are due will be assigned
- Proofread letter- TCW will review proofreading guidelines (Fig. 9-10)
- Topics for Readers’ notebook (Fig. 9-11)
- Use stick-on notes to prepare for letter writing
- Create a list of reading interests
- How to write book recommendation- TTW share a book recommendation (Fig. 9-12)
- Check for understanding while reading (Fig. 9-15)
- Solve unknown words- TCW discuss strategies and write responses on chart (Fig. 9-16)
- Use punctuation to help understanding (Fig. 9-17)
Assessment: Teacher’s Observation
Class Discussions
Notebooks
Guided Reading / Groups will be assigned after the first 20 days of reading. / Groups will be assigned after the first 20 days of reading. / Groups will be assigned after the first 20 days of reading. / Groups will be assigned after the first 20 days of reading. / Groups will be assigned after the first 20 days of reading.
Reading Standard
First Twenty Days of Reading
9:45-10:05
11:00-11:20 / Day 4: Mini Lesson- Heart Map
- Review the digging into the meaning lesson.
- Explain that writers write about things that are important to them.
- Explain that students will create a heart map. TTW have an example available to show students.
- TTW show and explain her heart map. TTW give the students the heart map template.
- TSW create their own heart map and glue it in their writing notebook.
- TTW allow students to share one or two things from their heart map.
- Students will draw pictures that may inspire other stories. TSW jot those ideas on their jot page.
- Brain-dumping: Free writes that may lead to other ideas. Ideas should be jotted on the jot page.
- TTW read Owl Moon or any other book that uses sound as a sensory detail.
- TTW explain the importance of using sensory details in writing.
- While reading Owl Moon, TTW discuss how the sensory words help visualize the story.
- TSW sit really quietly and listen to their surroundings. Write what you hear.
- TTW take students outside to listen for more sounds. TS returns to class, read prior works, and add sensory words where possible.
- Writers use descriptive words to explain what they are feeling.
- TSW focus their touch on something they are wearing. Use words to describe what they feel.
- TTW take students outside to focus their touch on objects outside. Students will write words to describe what they felt.
- Ask student to share what they felt with the class.
- Students will add touch words to prior work.
- Read any of the suggested books.
- Review the importance of sensory details.
- TTW take the students outside to note what they see around them. TTW instruct students to focus on the small things, rather than the big.
- Students will share what they saw with the class.
- Students will add sight words to their prior work.
Students’ writings
Writing Standards
First Twenty Days of Writing
11:20-12:00
12:35-1:00 / * Lesson 2: Arrays and Area
TTW: review difference in array and area; model algebraic notation and apply to area problems through modeling
TSW: review p.7 and complete p. 9 as guided practice then complete HW p.3 as independent practice.
/ Lesson 3: Explore Multiplication Table
TTW: discuss structure of multiplication table and patterns within (pg.11SAB); learn to use target (model using both hands to locate target); model and discuss the commutative property and inverse operations
TSW: complete p.11 SAB as guided practice and HW p.5 as independent practice / Lesson 4: Discovering Multiplication Patterns
TTW: discuss patterns in multiplication and model count-bys using SABp.13-15 as guided practice; HW p.7 as independent practice / Lesson 5: Multiplication Strategies
TTW: discuss strategies that involve adding/subtracting from a known product to find an unknown product; discuss strategies that involve regrouping and apply – SAB pp.16-17; independent practice HW p.9 / Lesson 6: Multiplication/Division Practice
TTW: review multiplication facts with students then give timed tests on multiplication and division.
TSW: review and test on facts
Math Standards
1:05-1:10
1:35-2:00
HR: 2:00-2:30 / TTW review reconstruction amendments. Students will be given the amendments to glue in their social studies notebook.
TTW introduce students to the reconstruction rap. TSW glue the rap in their social studies notebook.
TCW read pgs. 106-107 and discuss how Lincoln’s assassination changed the course of Reconstruction. /
- TCW review Reconstruction Amendments and the rap.
- TCW read pg. 108 and discuss Congress’ plan for Reconstruction versus Lincoln’s plan.
- TTW use a power point presentation to discuss the opposing plans more.
- Students will complete the composing plans sheet to put in their notebooks.
- TCW continue to use the power point to discuss Reconstruction.
- TCW also use the power point to review ReconstructionAmendments
- TCW sing the rap to close for the day.
- TCW review amendments and rap.
- TCW use a reconstruction comic to complete a review sheet.
- TCW review the amendments and wrap.
- TCW review opposing plans and other info learned.
- TCW continue working on the comic strip page and glue it in notebooks.
- TCW complete a Reconstruction crossword puzzle.
Review sheets
Social Studies Standard
Summarize the aim of Reconstruction and explain the effects of Abraham Lincoln’s assassination on the course of Reconstruction.