Some Students Will Be Going to Various Music Lessons

3/4D 15/11/17

Some students will be going to various music lessons:

Janet will be in to do her usual Cello lessons.
Les will be in to work with Grade 3-4 Violins at 11

Period 1: Book Club – All 3/4 classes are mixed into smaller groups. 4 groups come to rm 18. Groups are working on the same activity from folders. Clarify task with all groups at once, then rotate around support each group.

Period 2: Literacy – paragraphs, see attached plan

Recess

Period 3: Maths – lesson , see attached plan

Period 4: Literacy – CAFÉ Lesson 9, Comparing and Evaluating

Stop at 1:20 to allow time to eat

Period 5: Science (sorting animals) – see attached plan

Lesson # 11 / Focus: Punctuation
Standard:
G / I understand the features of paragraphs.
A / In your own words what is a paragraph and what are some of its features?
N / The point of paragraphs is to show the structure of your thoughts. A paragraph should encompass one thought—that is, it should have some idea guiding it—which is then divided into separate sentences all of which address and advance that idea.
Paragraph Review
Paragraphs have:

topic sentences
supporting sentence
transitional words and phrases

The organization of the paragraphs can be simple listing, time order, generalization and example or compare and contrast.
Go To Application
Topic Sentences For Paragraphs
A topic sentence is the most important sentence in a paragraph. Sometimes referred to as a focus sentence, the topic sentence helps organize the paragraph by summarizing the information in the paragraph. In formal writing, the topic sentence is usually the first sentence in a paragraph (although it doesn't have to be). A topic sentence should not contain supporting details.
Every topic sentence will have a topic and a controlling idea. The controlling idea shows the direction the paragraph will take.
Here are some examples:

Topic Sentence: Dogs make wonderful pets because they help you to live longer.
The topic is "dogs make wonderful pets" and the controlling idea is "because they help you to live longer."

Topic Sentence: Cooking requires a number of different skills.
The topic is "cooking" and the controlling idea is "many different skills."

Go To Application
Paragraph Types
We can classify types of the paragraphs in several ways; including simple listing, time order, generalization and example or compare and contrast. Each have their own set of transition words or phrases (underlined).s
Listing

Lists a series or set of reasons, details or points. The order of the details does NOT matter.

Exercising has many physical health benefits including toned muscles. It also has mental health benefits. I also feel good about myself when I feel healthy.
Time Order

Shows a chain of events. The order is important.

After the class I plan on getting my work completed. Once that is done I’ll go to Bob’s house. There we’ll watch YouTube clips until dinner is ready.
Generalization and Example

The author makes a general statement and then offers examples for clarification.

Reality television has taken over the nation. For example, Master Chef is watched by millions of viewers each week. Even my grandfather, who does cook, watches it!
Compare and Contrast

The author points out the ways two or more ideas are different..

Although I raised Marcee and Obbie from puppies, they have completely diverse personalities. Obbie is a six year old, male, toy Pomeranian whereas Marcee is a one year old, female, Boston terrier. Obbie is small and soft, unlike Marcee who has bristly hair and is much bigger. Marcee insists on sleeping on the bed, under the covers every night. On the other hand, Obbie will only sleep on the floor, under the bed.
Go To Application
A / Select the best topic sentence from the group of sentences listed.
Computers
a. They make it easier to gather information for a report.
b. Depending on the programs you buy, colourful and interesting graphs can be made.
c. Computers are an asset to any student.
Disney World
a. There is something for the entire family to enjoy.
b. It is open every day of the year.
c. Disney World is a great place to consider going on a family vacation.
Go Back To New Information
Write a topic sentence for the group of sentences provided.

(Example answer, don’t share with students - There are several steps to the lifecycle of a butterfly.)

Butterflies lay their eggs on leaves.
Then, the eggs hatch into small larvae.
The larvae grow and turn into caterpillars.
The caterpillars spin a chrysalis or cocoon.

(Example answer, don’t share with students - Clarion angel fish are quite unique.)

Clarion angelfish live in reef waters.
Its thin body helps it slip in and around rocky reefs.
A large Clarion angelfish is eight inches long.
They eat sponges, sea grasses, and algae.

(Example answer, don’t share with students - Although alligators and crocodiles have much in common, they also have many differences.)

Crocodiles are grayish green.
Crocodiles have triangular snout.
Alligators like fresh water.
Alligators have a rounded snout.
The fourth tooth is exposed on a crocodile when their mouth is closed.

Go Back To New Information
Are these listing, time order, generalization and example or compare and contrast? Can you spot the transition words or phrases?

Today got off to a rough start. First, I could not find the shoes I wanted to wear. Then, I could not find my homework from that I completed last night. As if the morning couldn't get worse, we had no milk for the cereal I had poured. And for the final blow, my car had a flat tire. I hope my day doesn't continue in this manner.

Jill and her sister are different in every way. Jill is very quiet and enjoys a relaxing day of reading and yard work on her days off. She longs for her days off to relax and get ready for the busy and hectic work week. On the other hand, her sister enjoys going dancing and shopping on her time off. While Jill seeks peace and quiet and activities she can do alone, her sister loves the excitement of a crowd or party. Even though they have been brought up in the same home, they couldn't be more different when it comes to the activities they enjoy.

G / When writing paragraphs I’m confident with ….
When writing paragraphs I’m still not confident with ….
Lesson 7:
I can find equivalent fractions.
1- I can compare fractions on the fraction wall to find those that are the same.
2- I can name pairs of equivalent fractions.
3- I can name and write many equivalencies
4- I can explain the relationship between equivalent fractions. / How can number lines help us to compare and order fractions and who uses this knowledge?
Turn and talk.
Where is it used in the real world? / What do we know about ordering numbers on a number line? What do you notice about the denominator of fractions on the number line?
The denominator gets bigger as the fraction gets smaller.
Rulers have fractions, Cooking, Time, Sports.
What is the role of the denominator and what is the role of the numerator.
Denominator tells us how many parts there are. The numerator tells us how many of the parts there are. / Balance it out.
Write 10 fractions on one side of the board and 10 on the other. Make sure that the fractions relate and can be used to make equivalent number sentences.
Students use their fraction wall to compare the fractions and decide what number sentences they can write by using the visual prompt.
For the support group, have them model the fraction sentences and then try to write them using the symbols.
For the extension, have them cut up their fraction walls so that they can mix the fractions to make equivalent fractions. eg. ¼ + 2/8 = ½
Extension:
/ What did you find out about equivalent fractions today?
Lesson # 7 / Focus: Making connections between similar stories
Standard: Make connections between the ways different authors may represent similar storylines, ideas and relationships (VCELT282)
G / I can compare and contrast two characters from a text
A /
N / The characters in a text or across different texts can be compared and contrasted in many ways. Their appearance, behaviour, motivations, choices, likes and dislikes, changes and lessons learned can all be studied.
A / Look at Rose Meets Mr Wintergarten by Bob Graham.
Compare and contrast the characters- Rose, Mr Wintergarten and Mrs Summers. Produce a T chart to show your thinking.

Similarities Differences
Compare Questions:
• How are ___ and ___ alike?
• What is the same about ___ and ___?
• Compare ___ and ___.
• How was ___ like ___?
Contrast Questions:
• What are the differences between ___ and ___?
• How is a ___ different from a ___?
G / Looking at different characters in a text makes the reader…
Lesson# 3 / Focus: Sorting Animals
Standard: Living things can be grouped on the basis of observable features and can be distinguished from non-living things
G / I can group similar items together based on similar traits.
A / What does it mean to classify?
How can I classify animals?
What makes certain groups of animals distinct?

Name items to sort into groups

Split the class into small groups of 3 to 4 students. Provide each group a copy of the Animal Classification Sort (have each set cut out prior to passing out to class). Record the name of each animal pictured.
N / Classification means to sort things into groups to show how they are alike.
Scientists classify animals into different categories.

Sort the items and say why they are in a group

Students, in same small groups, classify the picture cards in whatever way they can. Provide them enough time to think about their groups and decide which animals belong together. Allow them the freedom to sort by their own means. After each group has come to a conclusion, invite groups to share their classifications with the rest of the class. Keep track of their reasons for classifying animals they way they did. (Formative Assessment)

Say how items could go into different groups

Video - "Classifying Animals." view first two minutes, then pause.

Ask, "What is a vertebrate?" (any animal that has a backbone). Make a list on the board/in books of animals that have backbones (i.e. cheetahs, catfish, tree frogs, humans, etc.).
Ask, "What is an invertebrate?" (animals without backbones). Make a list on the board of animals that have no backbone (i.e. earthworms, lobsters, butterflies, etc.).
Students, in same groups, sort their cards into vertebrates and invertebrates (The card sort only has 3 invertebrates- a butterfly, a spider, and a grasshopper. The rest of the animals are vertebrates).

Watch rest of "Classifying Animals." - mammals, birds, fish, amphibians, and reptiles. Take notes on the board/in books for each of these animals.
After the video finishes, review the material by taking the "hard quiz" on the Brain Pop Jr. website.
Revisit the card sort. Students sort the animals into the categories from their notes (mammals, birds, fish, amphibians, and reptiles).
The butterfly card: Where does this card belong?
Students generate their own answers. Go through each category one by one. (Does it have hair? Does it live in the water? Does it have a beak? and so on).
Is the butterfly a vertebrate or an invertebrate? (It is an invertebrate).
The butterfly does not belong in any of the categories from the video, it belongs in its own category: arthropods. Arthropods are invertebrates that have jointed legs, a body divided into sections, and a hard outside skeleton. Guide students in generating a list of arthropods (examples are crabs, shrimp, insects, and spiders).
Now that the students are familiar with six categories of animals (mammals, fish, birds, amphibians, reptiles, and arthropods), instruct them to sort the cards one last time into the categories.

Mammals: bear, rabbit, bat, cheetah
Fish: clown fish, shark, trigger fish
Birds: parrot finch, spoonbill
Amphibians: newt, frog
Reptiles: snake, iguana, alligator
Arthropods: butterfly, grasshopper, spider

A / Create an Animal Classification Research poster on one of the main classifications of animals.
Use the Rubric for Animal Classification Research to score.

Tell what you know now (new idea) or could do with the information (new item)

Students sort animal classification cards into their own categories. (i.e. colour, number of legs, habitat, size, etc.) Students are to justify their reasons for sorting animals in their way.
(If students do not understand concept of classification, restate that to classify means to sort objects into groups that have something in common and show them an example with classroom supplies, i.e. markers, pencils, and pens are all used for writing; post-its, notebook paper, and construction paper are all used to write on.)
G / I now understand …
I’m still wondering …