Wednesday, Sept. 30, 2015
Lesson Plan
Starting Activities – roll, unpacking, Prayer, daily math maintenance sheet
ReligionChapter 4– Unit 1 Review
Objectives:Students will describe the truths they studied in Unit 1; explain ways we live our Catholic faith.
Vocabulary
Bishop – the church leader in a particular area who teaches and governs God’s people
Deacon – ordained man who helps bishops and priests do work for the church
Preside – lead people in the celebration of the Eucharist (receiving of Jesus in the celebration of Mass)
Authority – the right to make decisions and command
Messiah – Jesus, the promised one that God sent to save the world
Pope – the visible head of the Church who speaks in Jesus’ name
Vatican Council II – a meeting of Bishops in Rome from 1962 -1965
Synod – a meeting of the pope and certain bishops in an area to discuss a particular topic
Vatican City – the state in Rome where the Pope resides
Text:Chapter 4 (Unit 1 Review)p.28 & 29loyolapress.com
Math
Smartboard – Investigate On-line resources
– LearnZillion.com -3. Use skip-counting to find multiples
- Students will use multiplication tables and skip counting to find multiples.
Essential Question – How can you find the multiples of a whole number?
Understandings:
Students will use skip counting, math facts, and/or t-charts to find multiples.
Activities: Play “Multiple Madness” game and if time permits, arcademic game.
Site: Fact practice -
Homework: D.3 Choose the multiples of a given number up to 12
Spelling
Objective: Establish weekly spelling routines; use Unit 4 in context
Activities:Students will write words in activities in Unit 4 writing the words by classifying according to sound/spelling and answering word clues
Pretest: Unit 4Complete and check activities.
ReadingUnit 1 Week 4
Essential Question:
How can science help you understand how things work?
Understandings:
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.1
Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.4a
Use context clues to determine the meaning of unfamiliar words.
Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.1c
Build background knowledge on forces and motion.
- Gravity is what makes roller coasters so thrilling. As a roller coaster starts down a hill, gravity causes it to accelerate.
- The force created by the acceleration presses you against the seat of the coaster. This keeps you in place during a loop-the-loop.
- Science is about inquiry, or asking questions and trying to find out the answers.
- accelerate, inquiry (vocabulary)
- Cognate: acelerar
Features of narrative nonfiction:
- its main purpose is to inform
- may include an introduction that provides background
- may use an interesting story to tell facts about an event
Academic Language
- narrative nonfiction; reread; text structures, cause, effect
Describe the overall structure (e.g., chronology, comparison, cause/ effect, problem/ solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.5
- Identify cause and effect text structures.
Determine the main idea of a text and explain how it is supported by key details; summarize the text .RI.4.2
- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.4a
- Listen for a purpose.
- Identify characteristics of narrative nonfiction.
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). L.4.6Draw evidence from informational texts to support analysis, reflection, and researchW.4.9a
Definitions
- accelerate
- advantage
- friction
Cognate:fricción
- gravity
- identity
Cognate:identidad
- inquiry
- thrilling
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.7
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2
Activities
Check Discussion questions for “George’s Giant Wheel” (Leveled Reader) Smartboard connected.com Unit 1 Week 4 Day 3
Read: A Crash Course in Forces and Motion with Max Axiom
Literature Anthology
Play “Vocabulary Vault” board game
Reread to clarify important details.
Use new vocabulary words in context
English
Writing
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3a
Use a variety of transitional words and phrases to manage the sequence of events. W.4.3c
- Analyze models to understand how events are sequenced.
- Write about a time when science helped you have fun.
- Add time-order words to revise writing.
Academic Language
- sequence, transitions
- Cognate: secuencia
Features of a Personal Narrative
- It tells a true story from the writer’s life.
- It uses Iand me and is told from the first-person point of view.
- It expresses the writer’s thoughts and feelings.
- It develops the experience with narrative techniques such as dialogue and description.
- It begins with an interesting lead and gives a sense of closure at the end.
Activities
Begin writing a Personal Narrative – brainstorm ideas, choose a topic
Grammar
Essential Question:
What are directobjects and how do we use them in a sentence?
Understandings:
Students will recognize a direct object as a noun or pronoun that completes the action of the verb. To find the direct object of a sentence, ask whom or what after the verb.
Examples:
The first cars scared many people. (Cars scared whom?)
Travelers once used horses and buggies. (Travelers used what?)
Text:Complete & Check workbook p. 11; Loyolawebsite review
Lunch & Recess
ScienceA Bouncing Ball Experiment
Essential Question:
How do scientists answer questions?
Understandings:
Scientists use a scientific method to investigate questions.
Scientists ask a question and state their hypothesis (a possible answer to their question). If…then…because… statements
Scientists identify and control variables (things that can change) In a fair test, just one variable is changed.
There are 3 types of variables:
- Independent variable – the one thing that you change
- Dependent variable – the thing that you measure or observe
- Controlled variable – things that you keep the same so you do not affect the dependent variable
Scientists test their hypothesis by making observations many times (trials)to make sure their data are accurate.
Scientists collect and record data; interpret/analyze their data and state their conclusions.
Objectives:
Students will discuss the Scientific Method in reference to a ball-bouncing experiment; conduct an experiment with magnets and paper clips to keep accurate records and analyze data.
Activities:Complete p. 18 & 19; 24.
Social StudiesAssessment Ch. 1
Essential Question:
How are regions of the United States alike and how do they differ?
Objectives:
Students willdemonstrate knowledge ofregions, compare, and contrast by landform, climate, and resources.
Test: Chapter 1
Salt Dissolution Lab
Hypothesis:
______
Procedure:
1. To a cup of cold water add I level teaspoon of salt and stir until it dissolves.
2. Repeat until salt no longer dissolves.
3. Record how many tsp. of salt you added before it stopped dissolving.
4. Repeat procedure with hot water. Record.
Data:
Water / Number of Teaspoons of SaltCold
Hot