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Tarr Lesson Plans Tuesday, September 2, 20149:00 a.m.Students arrive. We take them to breakfast and then back to the room. Check homework, if they completed it they get a treat. Have them get ready to start the day. When finished, review expectations and have students start on seat work.Announcements on Video- PledgeCalendar Math: Mr. Sunderland leads the calendar math part. Basic Facts Practice SheetsReview Quick Check homeworkTake Attendance 10:10Bus Evacuation Drill Fruits and Veggies9:30 a.m.10:30Math Block4th GradeMathematics:Mathematics: 4th GradeTopic: 1 Lesson 8Lesson: 1.8 Special QuotientsStandard 4.OA.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparisonLearning Objectives (“I can” statements): I can multiply and divide to solve word problems that use multiplication to compare. Students will use multiplication with 0 and 1 to learn about special division rules with 0 and 1.Essential Knowledge: Any number (except 0) divided by itself is equal to 1. Any number divided by 1 is that number. Zero divided by any number is 0, except zero. Zero cannot be a divisor.Vocabulary: Materials Needed: #1 Set the purpose: You have learned that multiplication and division are related operations. Today you are going to use multiplication facts to understand some special division rules.#2 Develop the Concept: Interactive (20 min:) Students will use arrays explore rules for dividing by 1.Essential question: How does he inverse relationship of multiplication and division show why certain division calculations involving 1 make sense?Follow the lesson outline on 26B.#3 Develop the Concept: Visual (25 min):Use the visual learning bridge ): In this lesson, you learn about special rules for dividing with zero. Have the students follow along as you go through step by step. Go through the guided practice questions 1-11 together.Have the students complete independent practice questions 12-27. #4 Close/Assess and Differentiated Intervention (15-20 min):Have students complete the Quick Check for 1-8Review.HOMEWORK: Re-teaching and practice worksheets 1.89:30-10:30 Math Block 5th gradeMathematics:Topic: 2 Lesson 1Lesson: 2.1 Decimals Mental Math Standard 5.NBT.7 Add, subtract… strategies based on… properties of operations, and on the relationship between addition and subtraction….Learning Objectives (“I can” statements): I can add, subtract, multiply, and divide decimals to hundredths. I Can use concrete models or drawings to explain the method used.Essential Knowledge: There is more than one way to do mental calculations involving decimals. Most techniques involve changing one or more of the numbers (or arrangement of numbers) so the calculation that results is easy to do mentally.Key Vocabulary: Commutative Property, Associative Property, compatible numbers, compensation.Materials Needed: place value materials, teaching tool 9#1 Set the Purpose: You have learned how to add numbers mentally. Today, you will learn how to use mental math to add and subtract decimals.#2 Develop the Concept: Interactive (20 min):Students use any techniques they choose for finding a sum and a difference using mental math.Essential question: How can you use mental math to find sums and differences of decimals?Follow the lesson outline on 30B.#3 Develop the Concept: Visual (25 min):Use the visual learning bridge to learn how to add and subtract mentally, using a number of different ways that will help you. Have the students follow along as you go through it step by step. Go through the other example and guided practice questions 1-8. Have the students complete independent practice questions 9-34.#4 Close/Assess and Differentiated Intervention (15-20 min):Have students complete the Quick Check for 2-1Review.HOMEWORK: Re-teaching and practice worksheets 2.110:30 a.m. 11:05 p.m.Structural AnalysisWord WorkStructual AnalysisHomophones- Words that are pronounced the same, but are spelled differently, and have different meanings.Spelling Words of the WeekIntroduce words and take pretest their, there, they’re, two, to, too, stake, steak, were, we’re, would, wood, your, you’re, write, right, our, hour, through, threwVocabulary Wordsvowed = promised refuge = a safe or covered place out of bad weather rugged = a rough uneven surface courageous = brave, fearless experienced= something you have done beforeburrowed = dug a hole like a small animal musher = driver of a dogsled team11:05-11:50 Lunch and RecessLunch from 11:05- 11:25Recess 11:25- 11:45Bathroom Break11:55-12:55Reading BlockSocial StudiesReading Workshop: Mini-Lesson: Essential Question: What key ideas and details of the texts support the theme “The Iditarod is the last great race”?Focus: Student will learn to use key ideas and details to determine the theme and summarize the text. Text:All about Alaska by Heather Holliday from Tools: chart paper- anchor chart info. Student reading response journalsMethod: Today we will begin identifying key ideas and details of the text to allow us to identify the theme of the text and summarize the details. Our first text today is “All about Alaska” as we read each paragraph of the text we will identify and highlight key details of the text, turn and talk with our partners about what we read, and record the most important details into our reading journals. To wrap up today’s lesson, I will guide their thinking about the theme of these texts and how we identify the theme of what we read. Comprehension Questions:1. What are some of the key ideas and details you read about in the first paragraph of the text? 2. Analyze how Alaska’s transportation is different from other countries such as our own? 3. Describe what type of natural resources does Alaska have? 4. Explain how Alaska’s temperatures and daylight hours are different? Application/Assessment: Students will continue identifying key ideas and details to determine the theme and summarize the text. Students will buddy read: Akiak12:55- 1:25Specials MUSIC1:30- 2:25Writing BlockMini Lesson Focus (10?15 minutes)Bend 1: Session 4 (pages 31?40) The Arc of Story: Giving Characters Struggles and Motivations Active Engagement: Students will develop characters by discussing characters motivations and struggles based on their traits. Use sample text to illustrate teaching point. Break into a “small moment” using modeling.Work Time/Conferencing (30?40 minutes) Students will be writing a small moment scene. Option to use the mid?workshop teaching with modeled student work.Share:Outline and refer to qualities of narrative writing poster (highlight important pieces pg. 40)2:25Clean up and get ready to go2:30 DismissalTake students to their bus or ride.Tarr Lesson Plans Wednesday, September 3, 20149:00 a.m.Students arrive. We take them to breakfast then bring them back to the room. Check homework, if they completed it they get a treat. Have them get ready to start the day. When finished, review expectations and have students work on seat work.Announcements on Video- PledgeCalendar Math: Mr. Sunderland leads the calendar math part. Basic Facts Practice SheetsReview Quick Check homeworkTake Attendance 9:30 a.m.10:30Math Block4th GradeMathematics:Topic: 1 Lesson 9Lesson: 1.9 Using Multiplication Facts to Find Division FactsStandard 4.OA.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. Also 4.OA.3Learning Objectives (I can” statements): I can multiply and divide to solve word problems that use multiplication to compare. Students will identify multiplication facts related to division facts in order to solve division problems.Essential Knowledge: The inverse relationship between multiplication and division can be used to find division facts; every division fact has a related multiplication fact.Vocabulary: Materials Needed: Counters and centimeter graph grid#1 Set the purpose: You have learned that multiplication and division are inverse operations. Today you will learn how to use multiplication facts to help solve a division problem#2 Develop the Concept: Interactive (20 min:) Students will draw diagrams to model division problems and see how related multiplication facts can be used to solve the problemsEssential question: How can the inverse relationship of multiplication and division be used to find division facts? Follow the lesson outline on 28B.#3 Develop the Concept: Visual (25 min):Use the visual learning bridge ): In this lesson, you learn to solve division problems using multiplication facts. Have the students follow along as you go through step by step. Go through the guided practice questions 1-9 together.Have the students complete independent practice questions 9-27. Problem Solving 28-32#4 Close/Assess and Differentiated Intervention (15-20 min):Have students complete the Quick Check for 1-9Review. HOMEWORK: Re-teaching and practice worksheets 1.99:30-10:30 Math Block 5th gradeMathematics:Topic: 2 Lesson 2Lesson: 2.2 Rounding Whole Numbers and Decimals Standard 5.NBT.4 Us place value understanding to round decimals to any place.Learning Objectives (“I can” statements): I can use place value understanding to round decimals to any place.Essential Knowledge: A number line can be used to round whole numbers and decimals by making it easy to see which multiples of 10, 100, etc., or of 0.1, 0.01, etc., a number is closest too.Key Vocabulary: roundingMaterials Needed: teaching tool 10#1 Set the Purpose: You have learned how to compare whole numbers and decimals. Today, you will learn how to replace a whole number or a decimal with another number that tells about how many or how much, and is easier to use in computation.#2 Develop the Concept: Interactive (20 min):Students use a number line to round whole numbers to tens, hundreds, or thousands.Essential question: How can you round whole numbers and decimals?Follow the lesson outline on 34B.#3 Develop the Concept: Visual (25 min):Use the visual learning bridge to learn how to round whole numbers and decimals. Have the students follow along as you go through it step by step. Go through the other example and guided practice questions 1-8.Have the students complete independent practice questions 9-29.#4 Close/Assess and Differentiated Intervention (15-20 min):Have students complete the Quick Check for 2-2Review.HOMEWORK: Re-teaching and practice worksheets 2.210:30 a.m. 11:05 p.m.Structural AnalysisWord WorkStudents will practice on Spelling cityStructual AnalysisHomophones- Words that are pronounced the same, but are spelled differently, and have different meanings.Spelling Words of the Week their, there, they’re, two, to, too, stake, steak, were, we’re, would, wood, your, you’re, write, right, our, hour, through, threwVocabulary Wordsvowed = promised refuge = a safe or covered place out of bad weather rugged = a rough uneven surface courageous = brave, fearless experienced= something you have done before burrowed = dug a hole like a small animal musher = driver of a dogsled team11:05-11:50 Lunch and RecessLunch from 11:05- 11:25Recess 11:25- 11:45Bathroom Break11:55-12:55Reading BlockSocial StudiesReading Workshop: Mini-Lesson: Essential Question: What key ideas and details of the texts support the theme “The Iditarod is the last great race”?Focus: Student will learn to use key ideas and details to determine the theme and summarize the text. Text:The Last Great Race – by Ned Jensen A to Z Reading - Informational Nonfiction text Tools: chart paper- anchor chart info. Student reading response journalsMethod: Today students will begin by previewing the book and discuss what they see on the cover and inside to determine what they think the book will be about. Students will turn and talk and share out. Explain to students that having some prior knowledge about a topic and making a connection with what you ready know while you are reading will help you understand the text better and remember the information in the text. Today as we read we are thinking about the key ideas and details of the text that will help us summarize the text and determine the theme. Comprehension Questions:1. What part of the introduction, if any, do you think is important? Why?2. How do we determine which details are the most important? 3. What would most people want to know about from each section? 4. What was the inspiration of the beginning of the Iditarod and why is this an important part of the race? Application/Assessment: Students will continue identifying key ideas and details to determine the theme and summarize the text. Students will buddy read: Akiak12:55- 1:25Specials PE 1:30- 2:25Writing BlockMini Lesson Focus (10-15 minutes)Bend 1: Session 5 (pages 41-52) The Arc of Story:Active Engagement: Students will sketch out possible storylines. During this timeWork Time/Conferencing (30-40 minutes)Share:*consider reteaching day for Bend 12:25Clean up and get ready to go2:30 DismissalTake students to their bus or rides.Tarr Lesson Plans Thursday, September 4, 20149:00 a.m.Students arrive. We take them to breakfast then bring them back to the room. Check homework, if they completed it they get a treat. Have them get ready to start the day. When finished, review expectations and have students start on seat work.Announcements on Video- PledgeCalendar Math: Mr. Sunderland leads the calendar math part. Basic Facts Practice SheetsReview Quick Check homeworkTake Attendance 10:00 Fruit and Veggie9:30 a.m.10:30Math Block4th GradeMathematics:Topic 1 Review and Assessment9:30-10:30 Math Block 5th gradeMathematics:Topic: 2 Lesson 3Lesson: 2.3 Estimating Sums and Differences Standard 5.NBT.7 Add, subtract… strategies based on… properties of operations, and on the relationship between addition and subtraction….Learning Objectives (“I can” statements): I can add, subtract, multiply, and divide decimals to hundredths. I Can use concrete models or drawings to explain the method used.Essential Knowledge: There are more than one way to estimate a sum or difference. Each estimation technique gives one way to estimate sums o differences by replacing numbers with other numbers that are close and easy to compute with mentally. Some sequences of numbers or objects repeat or grow n predictable ways.Key Vocabulary: Materials Needed: teaching tool 11#1 Set the Purpose: You already know how to round numbers. Today, you will learn how to use rounded numbers to estimate sums and differences.#2 Develop the Concept: Interactive (20 min):Students will round to estimate sums and differences.Essential question: How can you estimate sums and differences?Follow the lesson outline on 36B.#3 Develop the Concept: Visual (25 min):Use the visual learning bridge to learn how to estimate sums and differences of whole numbers and decimals. Have the students follow along as you go through it step by step. Go through the other example and guided practice questions 1-8.45.#4 Close/Assess and Differentiated Intervention (15-20 min):Have students complete the Quick Check for 2-3Review.HOMEWORK: Re-teaching and practice worksheets 2.310:30 a.m. 11:05 p.m.Structural AnalysisWord WorkStructual AnalysisHomophones- Words that are pronounced the same, but are spelled differently, and have different meanings.Spelling Words of the Week their, there, they’re, two, to, too, stake, steak, were, we’re, would, wood, your, you’re, write, right, our, hour, through, threwVocabulary Wordsvowed = promised refuge = a safe or covered place out of bad weather rugged = a rough uneven surface courageous = brave, fearless experienced= something you have done before burrowed = dug a hole like a small animal musher = driver of a dogsled team11:05-11:50 Lunch and RecessLunch from 11:05- 11:25Recess 11:25- 11:45Bathroom Break11:55-12:55Reading BlockSocial StudiesReading Workshop: Mini-Lesson: Essential Question: What key ideas and details of the texts support the theme “The Iditarod is the last great race”?Focus: Student will learn to use key ideas and details to determine the theme and summarize the text. Text:The Last Great Race – by Ned Jensen A to Z Reading - Informational Nonfiction text Tools: chart paper- anchor chart info. Student reading response journalsMethod: Today we will review what we discussed yesterday about connecting our prior knowledge and identifying key ideas and details of the text that will help us summarize the text and determine the prehension Questions:1. Identify only two details that are the most important part of the Iditarod history from pages 7 & 8.2. Compare the original trial taken by mushers in 1925 to the current trail used today during the Iditarod race. 3. What type of traits do mushers need to have to participate in an Iditarod race? 4. Explain how the Iditarod race is really about the dogs. Application/Assessment Students will continue identifying key ideas and details to determine the theme and summarize the text.Students will complete questions about Akiak together during buddy reading.. 12:55- 1:25Specials Music1:30- 2:25Writing BlockBend 1: Session ReviewMini Lesson Focus: Review all elements discussed last week Active Engagement: Students make corrections/add/deleteWork Time/Conferencing: Teacher small group conferencingShare: Share findings through conferencing.2:25Clean up and get ready to go2:30 DismissalTake students to their bus or rides.Tarr Lesson Plans Friday, September 5, 20149:00 a.m.Students arrive. We take them to breakfast and bring them back to the room. Check homework, if they completed it they get a treat. Have them get ready to start the day. When finished, review expectations and have students start on seat workAnnouncements on Video- PledgeCalendar Math: Mr. Sunderland leads the calendar math part. Basic Facts Practice SheetsReview Quick Check homeworkTake Attendance 9:30 a.m.10:30Math Block4th GradeMathematics:Topic: 2 Opener and Lesson 1Lesson: 2.1 Repeating Patterns Learning Objectives (“I can” statements):I can create a number or shape pattern that follows a given rule.Essential Knowledge:The students will identify and extend repeating geometric or repeating number patterns.Key Vocabulary:Repeating PatternsManipulatives Needed:Two color counters #2 Develop the Concept: Interactive (20 min):Students will learn to extend a pattern of shapes by finding the unit that repeats.Essential question: How can you continue a repeating pattern?Set the purpose: You know skip-counting patterns, such as 2,4,6,8. You can continue the pattern by adding or subtracting the same number again and again. Today you will learn about shape patterns and how to extend them. Follow the lesson outline on 40B.#3 Develop the Concept: Visual (25 min):Use the visual learning bridge to show how to continue a repeating pattern. Have the students follow along as you go step by step through the bridge.Go through the guided practice questions 1-4.Have the students complete independent practice questions 5-18.#4 Close/Assess and Differentiated Intervention (15-20 min):Have students complete the Quick Check for 2-1Review.HOMEWORK: Re-teaching and practice worksheets 2.19:30-10:30 Math Block 5th gradeMathematics:Mathematics: 2-4 Lesson: 2.4 Modeling Addition and Subtraction of DecimalsStandard 5.NBT.7 Add, subtract… strategies based on… properties of operations, and on the relationship between addition and subtraction….Learning Objectives (“I can” statements): I can add, subtract, multiply, and divide decimals to hundredths. I Can use concrete models or drawings to explain the method used.Essential Knowledge: Models and algorithms for adding and subtracting multi-digit decimals are just an extension of models and algorithms for adding and subtracting multi-digit whole numbers.Key Vocabulary: Materials Needed: teaching tool 12, tool 31, tool 24, 2 different colors of crayons, pencils, or markers#1 Set the Purpose: You already know how to find sums and differences of whole numbers. Today, you will learn how to model sums and differences of decimals.#2 Develop the Concept: Interactive (20 min):Students will use grids to find sums and differences of decimals.Essential question: How can you use a grid to find sums and differences of decimals?Follow the lesson outline on 40B.#3 Develop the Concept: Visual (25 min):Use the visual learning bridge to learn how to add and subtract decimals to the hundredths place using concrete and pictorial models. Have the students follow along as you go through it step by step. Go through the other example and guided practice questions 1-8. Have the students complete independent practice questions 9-26..#4 Close/Assess and Differentiated Intervention (15-20 min):Have students complete the Quick Check for 2-4Review.HOMEWORK: Re-teaching and practice worksheets 2.410:35-11:05SSLSSL With Mr. Loken11:05-11:50 Lunch and RecessLunch from 11:05- 11:25Recess 11:25- 11:45Bathroom Break11:55-12:55Reading BlockSocial StudiesReading Workshop: Mini-Lesson: Essential Question: What key ideas and details of the texts support the theme “The Iditarod is the last great race”?Focus: Student will learn to use key ideas and details to determine the theme and summarize the text. Text:The Last Great Race – Informational Nonfiction text Comprehension Questions. Tools: Comprehension Questions sheets and Anchor charts for reference if needed by students.Method: Today we will finish reading “The Last Great Race” Students will finish using key ideas and details of the text that will help us to summarize the text and determine the prehension Questions:Students will then complete comprehension questions about the text to assess their learning this week. **Comprehension Questions are an assessment from A to Z reading about the text “The Last Great Race.” Application/Assessment Students will continue identifying key ideas and details to determine the theme and summarize the text.12:55- 1:25Specials PE 1:30- 2:25Writing BlockBend 2: Session 7Mini Lesson Focus: Feeling and drafting the Heart of the Story Active Engagement: Reviewing the start of your story (previous lesson)...moving more towards developing story.Work Time/Conferencing: Revising summary to story (revising leads)Share: Assist in process2:25Clean up and get ready to go2:30 DismissalTake students to their bus or rides. ................
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