Melissa Phillips

Melissa Phillips

5th Grade

02/04/13-02/08/13

Monday

Math / EQ: How does the coordinate plane work? How can the coordinate plane system help you better understand other map systems? How do coordinate grids help you organize information? How can we represent numerical patterns on a coordinate grid? What relationships can be determined by analyzing two sets of given rules? How can a line graph help us determine relationships between two numerical patterns?
CCGPS: MCC5.G.1; MCC5.G.2; MCC5.OA.3
Review: Fab Five: estimating & comparing decimals; adding, subtracting, multiplying and dividing decimals, order of operations and graphs
Drill: Students will rotate through virtually flash cards and flash cards with a partner.
Instruction: Teacher will deliver instruction on using a coordinate plane
Processing: Teacher will lead students plotting points on a coordinate plane.
Application: Students will plot points on a coordinate plane (Air Traffic Controller Task)
Homework: Students will plot points on a coordinate plane. (Ed Helper)
Differentiation: Teacher will provide additional scaffolding based on student response during guided instruction. Teacher will have instruction chunked. Instruction will be in small groups.
ELA / EQ: How do you use direct quotes to support an opinion? How do identify and use verb phrases? How do you can sorting words help you spell them? How use a comma?
CCGPS: See Unit 3 Framework
Read Aloud: Tuck Everlasting (Ch. 22)
Grammar: DGP/ Verb Tenses Classworks Unit 492 (Finding Correct Present Tense Verbs)
Modeled Writing: Teacher will demonstrate how to proof-read writing to check for appropriate comma placement.
Interactive/Shared Writing: Students will create a tree map for the following prompt: Choose two characters from the novel Tuck Everlasting and write an essay comparing and contrasting these two characters. Think about connections you will make (good, evil, helpful, harmful, big, small, mysterious, funny, ect.) Use evidence from the text to support all of your inferences about similarities and differences in the characters you choose to write about.
Guided Reading: See Wednesday
Independent Reading: AR (15 mins.)
Word Study: Students will select 10 of the words from their Words Their Way list and type using Microsoft Word.
Shared Read: Students will meet in a large group to participate in a discussion about Tuck Everlasting extended text. Student will use direct quotes and examples from the text during the Grand Discussion to answer comprehension questions.
Homework: Reading Passage: The Power of Music (main idea)
Differentiation/Remediation: Guided Reading will be conducted in a small group Teacher will provide additional scaffolding based on student response during guided instruction. Teacher will have instruction chunked.
Social Studies / EQ: Who are some key leaders of WWII?
GPS: SS5H6 d
Collaborative Groups: Students will present research on the following WWII leaders: Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.
Independent Practice: Students will create “trading cards” for the following leaders of WWII: Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.
Differentiation: Students will be given printed notes for trading cards.

*Media/Fitness: 8:15-9:05

**Planning Activity: 2:40-3:00

Tuesday

Math / EQ: How does the coordinate plane work? How can the coordinate plane system help you better understand other map systems? How do coordinate grids help you organize information? How can we represent numerical patterns on a coordinate grid? What relationships can be determined by analyzing two sets of given rules? How can a line graph help us determine relationships between two numerical patterns?
CCGPS: MCC5.G.1; MCC5.G.2; MCC5.OA.3
Review: Fab Five: estimating & comparing decimals; adding, subtracting, multiplying and dividing decimals, order of operations and graphs
Drill: Students will rotate through virtually flash cards and flash cards with a partner.
Instruction: Teacher will deliver instruction on using the coordinate plane.
Processing: Teacher will lead students in using the coordinate plane.
Application: Students will use the coordinate plane. (Tell Me a Story Task)
Homework: Students will use the coordinate plane. (Algebra)
Differentiation: Teacher will provide additional scaffolding based on student response during guided instruction. Teacher will have instruction chunked. Instruction will be in small groups.
ELA / EQ: How do you can sorting words help you spell them? How do use commas? How do you use direct quotes to support an opinion? How do identify and use verb phrases?
CCGPS: See Unit 3 Framework
Read Aloud: Tuck Everlasting (Ch. 23)
Grammar: DGP/ Verb Tenses Classworks Unit 492 (Finding Right Stuff)
Modeled Writing: Teacher will demonstrate how to use commas to make writing sound smoother.
Interactive/Shared Writing: Students will create a tree map for the following prompt: Choose two characters from the novel Tuck Everlasting and write an essay comparing and contrasting these two characters. Think about connections you will make (good, evil, helpful, harmful, big, small, mysterious, funny, ect.) Use evidence from the text to support all of your inferences about similarities and differences in the characters you choose to write about.
Guided Reading: See Wednesday
Independent Reading: AR (15 mins.)
Word Study: Students will predict the syllables of their 10 word study words and then use a dictionary to divide them into syllables.
Shared Read: Students will meet in a large group to participate in a discussion about Tuck Everlasting extended text. Student will use direct quotes and examples from the text during the Grand Discussion to answer comprehension questions.
Homework: Reading Passage: Poison Ivy (reading for information)
Differentiation/Remediation: Guided Reading will be conducted in a small group Teacher will provide additional scaffolding based on student response during guided instruction. Teacher will have instruction chunked.
Social Studies / EQ: What are some major events in Europe and the Pacific during WWII?
GPS: SS5H6 a-b; d
Independent Practice: Students will create “trading cards” for the following leaders of WWII: Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.
Differentiation: Student will be given freedom to design their flipbook. Inclusion students will be given computer generated notes to glue or tape into their flipbook.

*PE: 8:15-9:05

**Planning Activity: 2:40-3:00

Wednesday

Math / EQ: How does the coordinate plane work? How can the coordinate plane system help you better understand other map systems? How do coordinate grids help you organize information? How can we represent numerical patterns on a coordinate grid? What relationships can be determined by analyzing two sets of given rules? How can a line graph help us determine relationships between two numerical patterns?
CCGPS: MCC5.G.1; MCC5.G.2; MCC5.OA.3
Review: Fab Five: estimating & comparing decimals; adding, subtracting, multiplying and dividing decimals, order of operations and graphs
Drill: Students will rotate through virtually flash cards and flash cards with a partner.
Instruction: Teacher will deliver instruction on using the coordinate plane (Khan Academy)
Processing: Teacher will lead students in using the coordinate plane.
Application: Students will use the coordinate plane (study guide)
Differentiation: Teacher will provide additional scaffolding based on student response during guided instruction. Teacher will have instruction chunked. Instruction will be in small groups.
ELA / EQ: How do you identify a preposition, a prepositional phrase and the object of the preposition? How do you identify the theme and support details of a story? How do know you are using the correct homophone?
CCGPS: See Unit 3 Framework
* Teacher will rotate through the following activities while conducting guided reading groups based on DRP levels.
Read Aloud: Tuck Everlasting (Ch.24)
Guided Reading:
1.  Identifying prepositions/prepositional phrase/object of the preposition (Johnson)
2.  Theme & supporting details (Phillips)
3.  Commonly misused words (Beasley)/AR
4.  Classworks ELA ILP
Differentiation/Remediation: Guided Reading will be conducted in a small group on instructional level. Teacher will provide additional scaffolding based on student response during guided instruction. Teacher will have instruction chunked.
Social Studies / EQ: What are some major events in Europe and the Pacific during WWII?
GPS: SS5H6 a-b
Direct Instruction: Students will view United Streaming video segments about the following events
Grand Discussion: Teacher will lead students in a discussion of the following WWII events: Pearl Harbor, Iwo Jima, D-Day, and the Holocaust.
Collaborative Small Groups: Student will be placed in two small groups to participate in a reader’s theater play about D-Day.
Independent Practice: Students will answer questions about the above mentioned events (workbook p. 46-47)
Differentiation: Students will be given printed copies of notes for the above mentioned events.

*Computer: 8:15-9:05

**Planning Activity: 2:40-3:00

Thursday

Math / EQ: How does the coordinate plane work? How can the coordinate plane system help you better understand other map systems? How do coordinate grids help you organize information? How can we represent numerical patterns on a coordinate grid? What relationships can be determined by analyzing two sets of given rules? How can a line graph help us determine relationships between two numerical patterns?
CCGPS: MCC5.G.1; MCC5.G.2; MCC5.OA.3
Review: Fab Five: estimating & comparing decimals; adding, subtracting, multiplying and dividing decimals, order of operations and graphs
Drill: Students will rotate through virtually flash cards and flash cards with a partner.
Instruction: Teacher will deliver instruction on using the coordinate plane (Khan Academy)
Processing: Teacher will lead students in using the coordinate plane.
Application: Students will use the coordinate plane (study guide)
Homework: Study for Unit 5 test
Differentiation: Teacher will provide additional scaffolding based on student response during guided instruction. Teacher will have instruction chunked. Instruction will be in small groups.
ELA / EQ: How do you use commas? How do you use direct quotes to support an opinion? How do identify and use verb phrases? How do syllables help you spell a word
CCGPS: See Unit 3 Framework
Read Aloud: Tuck Everlasting (Ch. 25)
Grammar: DGP/ Verb Tenses Classworks Unit 492 (Past/Present/Future Verb Phrases Project)
Modeled Writing: Teacher will model how to use commas to with interjections, introductory words, after a noun of a direct address, with a prepositional phrase, and after a tag question.
Interactive/Shared Writing: Students will create a tree map for the following prompt: Choose two characters from the novel Tuck Everlasting and write an essay comparing and contrasting these two characters. Think about connections you will make (good, evil, helpful, harmful, big, small, mysterious, funny, ect.) Use evidence from the text to support all of your inferences about similarities and differences in the characters you choose to write about.
Guided Reading: See Wednesday
Independent Reading: AR (15 mins.)
Word Study: Students will predict the syllables of their 10 word study words and then use a dictionary to divide them into syllables.
Shared Read: Students will meet in a large group to participate in a discussion about Tuck Everlasting extended text. Student will use direct quotes and examples from the text during the Grand Discussion to answer comprehension questions.
Homework: Reading Passage: The Grand Idea (inferences)
Differentiation/Remediation: Guided Reading will be conducted in a small group. Teacher will provide additional scaffolding based on student response during guided instruction. Teacher will have instruction chunked.
Social Studies / EQ: How did World War II change life for people in America?
GPS: SS5H6 e
Direct Instruction: Students will view United Streaming video segments about rationing “Rosie the Riveter” and the Tuskegee Airmen
Grand Discussion: Teacher will lead students through a discussion of how life changed for people in America during WWII. Topics will include: rationing “Rosie the Riveter” and the Tuskegee Airmen
Collaborative Small Group: Students will participate in a reader’s theater plays about Japanese internment during WWII. (Manzanar)
Differentiation: Students will be given printed copies of notes for the above mentioned events.

*Art: 8:15-9:05

**Planning Activity: 2:40-3:00

Friday

Math / EQ: How does the coordinate plane work? How can the coordinate plane system help you better understand other map systems? How do coordinate grids help you organize information? How can we represent numerical patterns on a coordinate grid? What relationships can be determined by analyzing two sets of given rules? How can a line graph help us determine relationships between two numerical patterns?
CCGPS: MCC5.G.1; MCC5.G.2; MCC5.OA.3
Review: Fab Five: estimating & comparing decimals; adding, subtracting, multiplying and dividing decimals, order of operations and graphs
Drill: Students will be given 3 minutes to complete 90 division facts (0-9)
Unit 5 Test
Differentiation: Students will be tested according to IEP
ELA / EQ: How do you use commas? How do you use direct quotes to support an opinion? How can you use text to gather information? How do syllables help you spell a word?
CCGPS: See Unit 3 Framework
Read Aloud: Tuck Everlasting (Epilogue)
Grammar: DGP/Verb Tenses Classworks Unit 492 (Past/Present/Future Verb Phrases Project)
Modeled Writing: Teacher will model how to use commas to with interjections, introductory words, after a noun of a direct address, with a prepositional phrase, and after a tag question.
Interactive/Shared Writing: Students will create a tree map for the following prompt: Choose two characters from the novel Tuck Everlasting and write an essay comparing and contrasting these two characters. Think about connections you will make (good, evil, helpful, harmful, big, small, mysterious, funny, ect.) Use evidence from the text to support all of your inferences about similarities and differences in the characters you choose to write about.
Guided Reading: See Wednesday
Independent Reading: AR
Word Study: Students will sort their word study words into self-directed categories.
Shared Read: Students will meet in a large group to participate in a discussion about Tuck Everlasting extended text. Student will use direct quotes and examples from the text during the Grand Discussion to answer comprehension questions.
Differentiation/Remediation: Guided Reading will be conducted in a small group Teacher will provide additional scaffolding based on student response during guided instruction. Teacher will have instruction chunked.
Social Studies / EQ: How did World War II change life for people in America? How did WWII end?
GPS: SS5H6 a-f
Direct Instruction: Students will view United Streaming video segments about Hiroshima & Nagasaki, V-E Day, V-J Day, and the creation of the United Nations.
Grand Discussion: Teacher will lead students through a discussion of how WWII ended. Topics will include: Hiroshima & Nagasaki, V-E Day, V-J Day, and the creation of the United Nations.
Differentiation: Students will be given printed copies of notes for the above mentioned events.

*Music: 8:15-9:05

**Planning Activity: 2:40-3:00