Lesson Plans
Teacher: Johnson
Week:May 1-5
Notes:
PE (9:30-10:20) / Special Events/Notes:
Bus Duty- Houchins and Johnson- Pod A
Spelling
Babu’s Song Pre-test
Grammar (8:30-9:00)
Homophones- Introduce with video
and Dear Deer book
Math RTI (9:00-9:30)
Counting Money / Reading Small Groups (10:30-11:00)
Small Groups- Work on phonics and fluency
Daily 5 Stations
Reading (11:55-12:55)
Listening and Learning-Read and discuss The Great Thinkers of Greecewhile showing images on Smartboard and using comprehension questions
Lesson 27-The War of 1812 Assessment using Student Readers and partners
Higher Order Thinking: What do you think makes a great thinker?
Technology:
Please reflect on these 4 corollary questions and you plan:
1. What do you want the students to learn? (ELO)
2. How will you know when they’ve learned it? (assessment)
3. What will you do if they don’t learn it? (DI)
4. What will you do for those that have already learned it? (enrichment)
Which student engagement strategies will you be using? List them here.
Grammar- video and book
Reading- stations; Think Pair Share; highlighters
Math- highlighter; whiteboards; rulers
Writing- websites / Math (1:00-2:00)
Module 8 Lesson 4- Addition with Renaming; Concept Development (copy paper, ruler, index card, highlighter); Problem Set together; Homework (front page) on own
Higher Order Thinking: Turn and talk. What do you know about parallel lines? Where do you see some in our classroom?
Technology: Zearn.org
Writing (2:00-2:30)
Poetry- Introduce Couplets
and
Reading RTI (2:30-3:00)
Fluency Activities
Brain Break (3:00-3:15)- indoors
Tuesday
PE (9:30-10:20) / Special Events/Notes:
Spelling
Practice p. 117-118
Grammar (8:30-9:00)
Homophones- Review Homophones and complete a page together
Math RTI (9:00-9:30)
Counting Money / Reading Small Groups (10:30-11:00)
Small Groups- Work on phonics and fluency
Daily 5 Stations
Reading(11:55-12:55)
Listening and Learning- Read and discuss Alexander the Great Part 1 while showing images on Smartboard and using comprehension questions;
Lesson 27- Finish The War of 1812 Assessment using Student Readers and partners
Higher Order Thinking: Why is Alexander the Great remembered? Do you think remembering him is a good thing or not?
Technology:
Please reflect on these 4 corollary questions and you plan:
1. What do you want the students to learn? (ELO)
2. How will you know when they’ve learned it? (assessment)
3. What will you do if they don’t learn it? (DI)
4. What will you do for those that have already learned it? (enrichment)
Which student engagement strategies will you be using? List them here.
Reading- stations; Think Pair Share; discussion questions
Math- toothpick/marshmallow activity
Writing- modeling / Math (1:00-2:00)
Module 8 Lesson 5- Rename for Smaller Unit; Sprint; Application Problem; Concept Development (toothpicks, mini marshmallows, and copy paper); Problem Set together; Homework (front page) on own
Higher Order Thinking: Look at the cubes that your partner drew. Tell your partner which one you like the best and why.
Technology: Zearn.org
Writing (2:00-2:30)
Poetry- Model how to write a couplet about an animal
Reading RTI (2:30-3:00)
Fluency Activities
Brain Break (3:00-3:15)- indoors
Wednesday
Library (9:30-10:20) / Special Events/Notes:
Bus Duty- Houchins- Pod A
Spelling
Practice p. 119-120
Grammar (8:30-9:00)
Homophones- Review and complete page for a grade
Math RTI (9:00-9:30)
Counting Money / Reading Small Groups (10:30-11:00)
Small Groups- Work on phonics and fluency
Daily 5 Stations
Reading(11:55-12:55)
Listening and Learning- Read and discuss Alexander the Great Part 2 while showing images on Smartboard and using comprehension questions
Lesson 28- Complete Secret Code page (Worksheet 28.4)
Higher Order Thinking: If you could be remembered for something, what would you want it to be?
Technology:
Please reflect on these 4 corollary questions and you plan:
1. What do you want the students to learn? (ELO)
2. How will you know when they’ve learned it? (assessment)
3. What will you do if they don’t learn it? (DI)
4. What will you do for those that have already learned it? (enrichment)
Which student engagement strategies will you be using? List them here.
Reading- stations; partners
Math- tangrams; whiteboards
Writing- couplet writing / Math (1:00-2:00)
Module 8 Lesson 6- Rename the Smaller Unit; Sprint; Application Problem; Concept Development (tangrams from workbook, scissors, whiteboards); Problem Set together; Exit Ticket on own
Higher Order Thinking: Can you think of any real world objects that are made up of lots of smaller shapes? (floor, window blind, stain-glass window)
Technology: Zearn.org
Writing (2:00-2:30)
Poetry- Have students write a couplet about an animal with guidance
Reading RTI (2:30-3:00)
Fluency Activities
Brain Break (3:00-3:15)- indoors
Thursday
Music (9:30-10:20) / Special Events/Notes:
Bus Duty- MenardPod B
Spelling
Handwriting page (D’Nealian)
Grammar (8:30-9:00)
Homophones- Review and complete page for a grade
Math RTI (9:00-9:30)
Counting Money / Reading Small Groups (10:30-11:00)
Small Groups- Work on phonics and fluency
Daily 5 Stations
Reading(11:55-12:55)
Listening and Learning-Domain Review- Have students choose one way to show what they have learned about Ancient Greece.
Lesson 28-Review Staying on Topic; Complete Worksheet 28.5 on own
Higher Order Thinking: What are the most important things that you have learned about Ancient Greece?
Please reflect on these 4 corollary questions and you plan:
1. What do you want the students to learn? (ELO)
2. How will you know when they’ve learned it? (assessment)
3. What will you do if they don’t learn it? (DI)
4. What will you do for those that have already learned it? (enrichment)
Which student engagement strategies will you be using? List them here.
Reading- stations; Think Pair Share
Math- tangrams and pattern blocks
Writing- illustrate couplet / Math (1:00-2:00)
Module 8 Lesson 7- Subtracting with Renaming; Sprint; Application Problem; Concept Development (tangrams from workbook, pattern blocks); Problem Set together; Exit Ticket on own
Higher Order Thinking: In Problem 4, does the trapezoid show thirds? Why or why not?
Technology: Zearn.org
Writing (2:00-2:30)
Poetry- Finish couplet and illustrate
Reading RTI (2:30-3:00)
Fluency Activities
Brain Break (3:00-3:15)- indoors
Friday
Art (1:35-2:25) / Special Events/Notes:
Bus Duty- Menard- Pod C
Johnson- Pod B
Spelling Test/Class Store
Math RTI (9:00-9:30)
Counting Money
Reading Small Groups(10:30-11:00)
Small Groups- Work on phonics and fluency
Daily 5 Stations / Math (9:30-10:30)
Module 8 Lesson 8- Subtracting with Renaming; Sprint; Rename with the Smaller Unit; Application Problem; Concept Development (pattern blocks and Problem Set); Problem Set together; Homework (front page) on own
Higher Order Thinking: How did knowing the attributes of each shape help you solve the problems?
Technology: Zearn.org
Please reflect on these 4 corollary questions and you plan:
1. What do you want the students to learn? (ELO)
2. How will you know when they’ve learned it? (assessment)
3. What will you do if they don’t learn it? (DI)
4. What will you do for those that have already learned it? (enrichment)
Which student engagement strategies will you be using? List them here.
Math- pattern blocks; whiteboards
Reading- stations; partners
Grammar- online games
Writing- sharing writing; Inner Outer Circle / Reading (11:55-12:25)
Listening and Learning-Domain Review- Finish and share projects about Ancient Greece
Lesson 31- Review National Anthem and have students complete Worksheet 31.1 on own in complete sentences
Higher Order Thinking: Do you think the National Anthem is important? Why or why not?
Grammar
Review skills with online games from portaportal.com
Writing
Share couplets using Inner Outer Circle strategy
Reading RTI (2:30-3:00)
Fluency Activities
Brain Break (3:00-3:15)- indoors