B



B. B. C. / Blackboard Configuration

Open Court Lesson 6 / Unit 2

(Stars)

[pic]

Learning Objective:

Power Standard R3C5d / Main Ideas / Details

• Monday:

Students will learn that the main idea and details are what a paragraph is mainly about (Details support the main idea) The main idea is usually stated in a topic sentence.

• Tuesday:

Students will give supporting detail from the text for their main ideas. Using the text p. 152 – 155 (Review) Topic sentence stated the main ideas. (Point) Topic sentences provide the main idea for the “Stars” section if the text.

• Wednesday:

Students will summarize the main idea in their own words on p. 156 – 158

• Thursday:

• Students will learn find the main idea of paragraphs. Then identify the topic sentence for each paragraphing on p. 159 – 160

• Friday; Main Idea Activity:

|Main Idea |[pic][pic] |

|Posted by: Misty #41120 | |

|I have one idea that really helped my kids on Main idea. I found a blackline of a big umbrella. I gave them several copies. I | |

|copied a few pages with good, clear paragraphs from our current reading. (enlarged works best) We found the main idea and put it| |

|on the top part of the umbrella and the details hang down from the umbrella. Once we got the hang of it, We used the umbrella | |

|for help and pasted them on a separate sheet and wrote main idea or detail beside it. To take it further I found paragraphs that| |

|have a out of place detail, then they had to find which one didn't fit. We call that the rain because it it outside the main | |

|idea. I used the analogy of the umbrella being the main idea and the details are covered by it. I hope this makes sense--e-mail | |

|me if you nee more explanation... | |

[pic]

Do Now:

• Penmanship Cursive Letters A, B, C, D, E, and F (Upper case)

Checking Comprehension

Monday: Clues / Problem / Wonderings

Write a definition for each vocabulary word:

• Globular

• Particles

• Variable

• Visible

• Nebula

Checking Comprehension

Tuesday: How are stars created?

Checking Comprehension

Wednesday: What are some of the different types of stars?

Focus Question

Thursday: What are stars?

Friday: What is the name of the star in our solar system?

* What is a light-year?

[pic]

Agenda:

• Complete Do Now.

• Write down HW in planner, show HW to me.

• Hand in last night’s HW.

• Review agenda.

• Review objective for today.

•

• Monday:

• Unit 2Lesson 5Assessment.

• 2. Vocabulary Test.

• 3. Spelling Test.

• 4. Publish a final draft of your wring piece and turn in.

• 5. Test (on line) print a certificate for your folder.

• 6. Penmanship letters (lower case) v and e

• Tuesday :

1. In small groups students will present their Clues /Problems/ Wonderings.

2. Mini lesson / Word Knowledge (internet activity.

3. Weekly Vocabulary introduced

4. Writing activity “

On November 10, 1969, the television show Sesame Street debuted.  Some of the more popular characters included:  Big Bird, Burt & Ernie, Cookie Monster, Oscar the Grouch, and Elmo.   If you were asked to create a new Sesame Street character, what type of character would you create and why?  Be sure to include the name, appearance and character traits of your new character. (Prewriting)

-5. Spelling Activity (). Students will write a sentence for each word.

• Wednesday:

1. Students will work in cooperative groups to create a inference project (open Court) Internet websites record contexts clues for lesson 2.

2. 3 writing activity – Prewriting activity).

3. 4. Spelling Activity 2 ().

4. Students will utilize spelling word in a word game. Language Arts (Grammar) Main and auxiliary verbs.

• Thursday:

• 1. Book Review (Write a book review on the book you have read for Book Club.

• 2. Write your first 1st draft for your writing prompt.

• 3. Pre-spelling test

• 4. Spelling Activity 3 ().

• Friday:

• Unit 1 Lesson 2 Assessment.

• 2. Vocabulary Test.

• 3. Spelling Test.

• 4. Publish a final draft of your wring piece and turn in.

• 5. Test (on line) print a certificate for your folder.

Homework:

Monday:

• Language Comprehension p. 62

• Graphic Organizer (Write your 1st draft for your writing prompt

• Spelling Packet p.46

• Write a definition for each of spelling word

• Comprehensive Reading Assessment (Test B p.96 – 99)

Tuesday:

• * Language Comprehension p. 63 (Organization by Order)

• Complete writing piece draft 2 (edit)

• Spelling Packet p. 47

• Book Club ( complete your reading assignment, book review due Thursday 9 / 16 )

• Write a sentence for each spelling word

Wednesday:

• Language Comprehension Book p. 64 Place and Location Words)

• Spelling Packet p, 48

• Drawing Conclusion p. 88 - 89

• Write a definition for each Vocabulary word

Thursday:

• Language Comprehension Book p.65

• Spelling Packet p. 49

• Divide each spelling word into syllables (syllabication).

• Study your comprehension check and Cornell notes for lesson assessment Friday

• Write each spelling word 10 xs’s each.

.

• Friday::

• Comprehension Reading Assessment p. 20 – 23 (Author’s Purpose

• Spelling Packet p. 45

• Read 3 chapters in your Book Club book and write a short summary to share with you cooperative group.

• Write a story using all your Spelling words

B. B. C. / Blackboard Configuration

Open Court Differentiation Instruction

Modifications and Accommodations made in Mr. Willis’s Class

[pic]

Spelling

• Spelling lists shortened to student ability

• Spelling tests given in a variety of formats

• Directions modified

• Spelling words used in a variety of ways

• Frequent checks for understanding

• Students given extra time to complete assignments

Writing:

• Students given extra modeling and cueing while writing

• Students given assistance filling out graphic organizers and organizing thoughts

• Students read their writing aloud to another student or teacher

• Written assignments expected to be shorter than the rest of the class

• Directions paraphrased/ Modified

• Frequent checks for understanding

• Students given extra time to complete assignments

Reading:

• Students given extra time to complete assignments

• Directions modified/ paraphrased

• Book report books chosen based on student reading level

• Students review story in small groups

• Students use alternate projects to demonstrate understanding (occasionally)

• Length of assignments is modified

• Graphic Organizers used to organize what happened in the story

• Students complete work with cueing/ accommodations[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download