5th Grade Standard-Based Lesson Plans For the Week of September, 2010 No School Monday, September 5th-Labor Day

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5th Grade Standard-Based

Lesson Plans

For the Week of September , 2010

No School Monday, September 5th-Labor Day

Tuesday- Students will take Basic Screener Math Facts

Assessments

Tuesday Staff

Meeting with Dr. Milton 3:15

Tuesday 3-5 Assembly 10:30

My Duty This Week:

Thursdays 8:05 Breezeway

Fridays 3:00 Bus 2

Special Classes each Week

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Monday, September 5th

No School due to Labor Day

Tuesday, September 6th, 2011

Teachers meets students in the gym.

Students are walked up the stairs, stopping at each level to monitor behavior.

1. The principal’s announcements will come on first. She will lead the Pledge .

2. Lunch count. As students enter the classroom, they take their lunch clothes pin and place it on hot lunch, cold lunch, or brought my lunch today. After everyone arrives I fill out lunch slip, and put slip on clip outside our classroom door for the cafeteria lady.

3.Take Attendance- I do attendance on the computer. A substitute will be given a paper attendance sheet to complete and send to the office.

Bell Work:As students enter the classroom, they

will pick up a math spiral review paper to work on

while I do attendance and lunch count.

8:40-9:10 Word Knowledge

1. Introduce Word Wizard pictures for Earthquake

Terror:

meandered..to wander, ramble, or stroll without purpose

antonyms: go directly, walk with purpose

frantic..desperate or wild with fear or pain

antonyms: calm, peaceful

isolated...alone, solitary, or separated from others

antonyms:included, join in

relinquish..to give up or surrender something

antonyms: hold, keep, take

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antonyms: encouraging, safe, favorable

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2. Introduce new spelling list and we will talk about

the spelling skill for this week. We will then play, “I

Say, We Say.”

Spelling List for

Earthquake Terror

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Challenge Words

1.trek

2.frantic

3.summit

4.rustic

5.mascot

Word Knowledge Benchmarks:

Language Arts Goal 1: Read with understanding and fluency

Standard A: Apply word analysis & vocabulary skills to comprehend selections Benchmark: Use vocabulary skills to read & understand age-appropriate text. Body of Knowledge: Read & Understand: multiple meaning words,

homophones, antonyms, compound words, synonyms, homonyms, idioms, word families, meaning-based analogies, and a variety of resources to determine and clarify meanings of unfamiliar words.

Bathroom Break--Everyone takes a Just Right Book. We form two

lines and 2 boys and 2 girls use the restroom at the same time.

9:10-10:10

Reading Workshop

1. Launch Theme #1 Nature’s Fury using pp. 20-25 in

student book

2 Introduce vocabulary for Nature’s Fury on pp 26 & 27 of

teacherʼs edition. I will show pictures for these key

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upheaval

3.

Comprehension Strategy This Week; Predict/Infer

Predict/Infer Strategy

1 Think about the title, the illustrations, and what you have read so

far.

2 Tell what you think will happen next or what you will learn.

3 Try to figure out things that the author does not say directly.

4 Use evidence from the title of the book, a chapter title, or an

illustration to make a valid prediction.

Comprehension Skill This Week: Sequence of Events

Sequence of Events Skill

1 Putting the events of the story in the order in they happened.

2 A good way to think about sequencing a story is: What happened

in the beginning of the story? What happened in the middle of the

story? What happened at the end of the story?

3 Using sequencing makes you a great story reteller!

Worktime:

1. Students will read their Just Right Books and write in their

Reading Response Notebooks about what they are reading.

2. They should also fill out their

Reading Log, which is kept in their FROG Notebook.

Language Arts Goal 1: Read with understanding & fluency

Learning Standard C: Comprehend a broad range of reading materials Benchmark: Read independently for 30 to 40 minutes daily

Body of Knowledge:

Choose appropriate text

Apply comprehension strategies

Wrap Up.

.

I will summarize what we did today in Reading Workshop.

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Reading Workshop Standards:

Language Arts Goal 4: Listen and speak effectively

Learning Standard A: Listen effectively in formal and information situations Benchmark: Listen for a variety of purposes

10:15-10:45

Music Class....walk class to the music room on

our floor. Pick them up and walk them back

to class when music is over.

10:45-11:45

Math Block

Math Block

Quickly go over the Spiral Review paper that students

began when they entered the room this morning on the

ELMO.

Lesson 2.4

Develop the Concept: Interactive (20 minutes) in TE 34B Engage:

1.Topic Vocabulary--review vocabulary on our Math Focus Wall 2. Set the purpose & Connect in TE 34B

Explore:

Together: on overhead use 34B

Summarize: Partners will share some of the things they learned Develop the Concept: Visual (25 minutes)

Engage:Do animation under 2.4 under Learning Bridge and also

do Problem of the Day while using the website

Explore:

Guided Practice on Elmo p. 35 1-3, and if needed p. 35-36, 4-12

Summarize: Independent Practice:

Independent Practice for Students: Practice Sheet 2.4

Close/Assess & Differentiate:

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Center Activities: Then allow centers to activity

Review the Math Learning Game Procedures we wrote as a class. Discuss why each is important. Explain to students that while they are playing their game, I will be working with a group of students so it is vital that they follow the procedures. Centers:

Students will play a math game with a partner. Math Standards for Topic 2

Goal 6 Uses knowledge of numbers and applies computation strategies Goal 8 Uses number patterns and applies strategies to represent problems

11:45…Lunchtime

…walk students down onto the playground blacktop.

12:30

….Pick up class in the cafeteria and walk them back to class stopping to monitor behavior.

Read Aloud- I am reading There’s a Boy in the

Girls’ Bathroom.

12:45-1:30

Writing Workshop

Mini-Lesson Focus:

“Painting a Word Picture” p. 16-17 from Razzle Dazzle Writing

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Worktime

Turn on soft music.

While students are writing at their desks, the teacher will circulate and talk with students about their writing.

Language Arts Goal 3: Write to communicate for a variety of purposes

Learning Standard C: Communicate ideas in writing to accomplish a variety of purposes. Benchmark: Write for a variety of purposes and audiences

Body of Knowledge: Write a variety of genres: descriptive or expository, personal or expository essay, narrative, research report, persuasive essay, or poetry.

Bathroom Break 1:30-1:40

1:40-1:55 Calendar Math

1. Daily Depositor…How much money needs to be taken out of the Daily Depositor for today. Write the new balance after the withdrawal.

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3.Daily Calendar Pattern discussion. 4.Daily Fraction, Decimal, Percent

Move the arrow to the 11. It is the 11th day of school. 11% Percent

0.11 Decimal 1/100 Fraction

5. Probability Activity: There are colored squares in a lunch sack that are green and purple. I will draw 4 times from the sack and graph the results.

Math Goal 6A2: Uses pictures, objects, words, and symbols to show whole numbers to 100,000,000;

fractions, including mixed and improper, and decimals to ten thousandths Daily decimal & fraction counting tape:

Math Goal 6A3: Compares and orders whole numbers to 1 million; decimals to thousandths and

fractions through 12’s, including a combination of fraction & decimal numbers

1:55-2:05

Math Facts Practice

Students will practice their math facts with flash cards at their desks today.

2:05-2:50

Social Studies

We will begin reading Chapter 3 Lesson 1:

Traveling Asia’s Silk Road today.(p. 102-104). We

will listen to the CD as we follow along in the

textbook.

Assignment: Students will complete workbook page 28.

Social Studies Standards & Benchmarks Goal 14: Understands political systems, with an emphasis on the United States.

Learning Standard A/C: Understands and explains the basic principles of the United States Government and rights and

responsibilities of citizens.

Learning Standard B: Understands the structures and functions of the political systems of Illinois and the United States. Learning Standard D: Understands the roles and influences of individuals and interest groups in the political systems of Illinois

and the United States.

Learning Standard F: Understands the development of United States political ideas and traditions.

Goal 15: Understands economic systems, with an emphasis on the United States.

Learning Standard A: Understands how different economic systems operate in the exchange, production, distribution, and

consumption of goods and services.

Goal 16: Understands events, trends, individuals, and movements shaping the history of the United States.

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Learning Standard B: Understands the development of significant political events. Learning Standard C: Understands the development of economic systems. Learning Standard D: Understands Illinois and United States social history.

Goal 17: Understands world geography and the effects of geography on society, with an emphasis on the United States.

Learning Standard A: Locates, describes, and explains places, regions, and features, on the earth.

2:45... Students fill out their Assignment Notebooks. Students gather

their materials to go home.

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Wednesday, September 7th

8:25 bell...Teachers meets students in the gym. Students are walked up the stairs, stopping at each level to monitor behavior.

2. Lunch count. As students enter the classroom, they take their lunch

clothes pin and place it on hot lunch, cold lunch, or brought my lunch today. After everyone arrives, I do the lunch count on my attendance page.

(Substitute does not have to do that)

Bell Work-As students enter the classroom, they will pick up bell

work which is a spiral review.

8:40-9:10

Word Knowledge

1. I will lead a Word Ladder on the Elmo with the class. This has

clues the students guess as we do the ladder. After each

answer, I review all the words saying, spell “hat”, now spell

“cat”, now spell ...

2. Review Word Wizard Words

3. Spelling: We will play “Slap, Clap” with our words. We slap our

legs for consonants and clap for the vowels.

4. Assignment: Students will write their spelling words 5 times

each.

9:10-10:10

Reading Workshop

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(4 Types of Question/Answer Relationships)

We will begin our QAR Promising Practice today. I

will go over each type of question for students.

A Right There Question

This answer is found in one place of the text.

A Think and Search Question

This answer comes from different places in the text, and I have to put

the parts together to answer the question.

An Author and Me Question

I have to use my prior knowledge and the text to answer this question.

On My Own Question

I can answer this question by thinking about what I already know. I can

answer this type of question without reading the text.

(4 Types of Question/Answer Relationships)

Today I will ask 4 questions about our read aloud, There’s a Boy in the

Girls’ Bathroom and see if students can identify which type it is.

1. Have you had a problem student in your class in earlier grades that

stopped the class from learning and the teacher from teaching? Tell

about the behaviors you saw but don’t give the student’s name.

(Answer-On My Own Question--this question could be answered

without reading this book)

2. Name several mean things that Bradley did to other students that

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about himself? (Answer- Author and Me Question)

Part 2:

This week’s strategy is Predict/Infer

This week’s skill is Sequence of Events

Today we will listen to Earthquake Terror in our reading books.

Students will be given a prediction guide to use as they are

reading. I will give them the stop point pages for their prediction

guides.

We will concentrate on the following in our prediction guides:

1 Making a prediction

2 What is my thinking behind the prediction?

3 After reading, can I confirm my prediction or why not?

Worktime:

Students will read Earthquake Terror independently or with a partner.

2 Students will read their Just Right Books and write in their REading Response Notebooks. They should also fill out their Daily REading Log.

Choose appropriate text

Apply comprehension strategies Self-monitor reading

Wrap UP...I will wrap up today’s REading Workshop on the carpet.

Language Arts Goal 4: Listen and speak effectively

Learning Standard A: Listen effectively in formal and information situations Benchmark: Listen for a variety of purposes

Bathroom 10:10-10:20

10:20-11:20

Math Block

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Math Lesson 2.5

1.Topic Vocabulary--review topic 2 vocabulary 2.2. Set the purpose & Connect in TE p. 38B

Explore:

Together: on overhead complete the Pose the Problem, Model/Demonstrate on p. 28B of TE

Summarize Students will share what they did. Develop the Concept: Visual (25 minutes)

Engage: animation under 2.5 under Learning Bridge,also do Problem of the Day 2-5. Explore:Guided Practice on Elmo p.39--we will do 1-6 together and if needed: 39 & 40

7-27 odd only

Practice Sheet 2-5

Close/Assess & Differentiate: Centers: Go over procedures

Center Activities: Then allow centers to activity

9B Student will play a math game with a partner Math Standards for Topic 2

11:20-11:35

Calendar Math

A. Daily Decimal, Fraction, & Percent….today is the 12th day of school so: 0.12 is the decimal

12/100 is the fraction 12% is the percent

B. Daily Depositor… Calculate how much money needs to be taken out of the Daily Depositor for today. Today is September 7th so we

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C. Daily Calendar Pattern discussion.

D. Probability Activity: There are colored squares in a lunch sack that are green and purple. I will draw 4 times from the sack and graph the results.

11:35-11:45

Math Facts Practice

Students will use flashcards with a partner.

11:45…Walk students out onto the playground blacktop.

Walk students down the stairs. Remind them that we walk on the right side of the hallway and stairs. We also hold the rail on the stairs and take one step at a time.

12:30…Pick up students in the cafeteria. Walk students upstairs

asking them to stop at the top so that you can monitor behavior.

Wednesday afternoons

12:30-12:45

Read Aloud--I am reading There’s a Boy in the Girls’

Bathroom-I send 1 boy and 1 girl as I read. When they

return, they silently tap another student to go to the

restroom.

12:45-1:30

Writing Workshop

Mini Lesson:

From Razzle Dazzle Writing, Lesson 2 “Show Don’t Tell” p. 18

Worktime:

Turn on soft music.

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conferences with students.

Learning Standard B: Compose well-organized and coherent writing for specific purposes and

audiences

Benchmarks:

Write to maintain focus

Write to maintain support/elaboration Write to maintain organization

Performance Task: Daily writing in Writer’s Notebook

1:35-1:45

Math Facts Practice with flash cards at their desks.

Remind them that we will have our first Quick Check on Friday.

1:45-2:15

PE...walk class to gym and pick them up when PE is over

and walk them to library.

2:15-2:40

Library Class

2:45

...get ready to go home. Students gather their materials and fill out their assignment notebooks.

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Thursday, September 9th

I have duty in the breezeway at 8:05.

8:25 bell...Teachers meets students in the gym

Students are walked up the stairs, stopping at each level to monitor behavior.

2. Lunch count- As students enter the classroom, they take their lunch clip and put it on hot lunch, cold lunch, or I brought my lunch today. While they are working on their Bell Work, I enter lunchcount on the attendance page on the district intranet.

Bell Work

On the way into the classroom, students will pick up our morning bell work which is a math spiral review

8:40-9:10

Word Knowledge

1 First, we will review our Word Wizard Words for

tomorrow’s test.

2. Review key vocabulary for tomorrowʼs test on

Earthquake Terror

3. Students write spelling sentences

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Benchmark: Use vocabulary skills to read & understand age-appropriate text. Body of Knowledge: Read & Understand: multiple meaning words,

9:10-10:30

Reading Workshop

Mini Lesson

Promising Practice:QAR

(4 Types of Question/Answer Relationships)

Today I will give students a post it note and I want them to write a

Right There Question and a Think and Search Question with a knee to

knee partner on the carpet. They will use our Earthquake Terror

selection. Then these “knee to knee” partners will come and share

their questions. The class will agree or disagree if the questions are

correct.

A Right There Question

This answer is found in one place of the text.

A Think and Search Question

This answer comes from different places in the text, and I have to put the parts together to answer the question.

An Author and Me Question

I have to use my prior knowledge and the text to answer this question.

On My Own Question

I can answer this question by thinking about what I already know. I can answer this type of question without reading the text.

Worktime.

..

1.Assignment: Students will read El Nino independently and write 2 Right There and 2 Think and Search Questions about the selection.

2. Students read their Just Right Books and they may write in their Reading Notebooks about what they are reading. They should also fill out their Daily REading Log in their FROG Notebook.

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Apply comprehension strategies Modify/Clarify strategy

Wrap Up--I will sum up what we did in Reading

Workshop today..

Then I will draw a name from our class cup and a student

will do a “Book Minute” on the ELMO for the class.

Restroom Break

10:30-10:45

Calendar Math

will subtract $8,000. Write the new balance after the withdrawal. Demonstrate with the money.

D.Probability Activity: There are colored squares in a lunch sack that are green and purple. I will draw 4 times from the sack and graph the results.

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11:45…..Walk students from the art room out onto the playground for

recess.

12:30…Pick up class in the cafeteria. Walk students upstairs asking them

to stop at the top so that you can monitor behavior.

12:30-1:30

Math Block

Math Lesson 2.6

Develop the Concept: Interactive (20 minutes) Engage: Set the Purpose & Connect on 42B in TE

Explore:Pose the Problem & Demonstrate whole class (Pose the Problem and Instruct

in Small Steps on p. 42B in TE.

Summarize: Students briefly share what they learned in this introduction. Develop the Concept: Visual (25 minutes)

Engage:animation (Learning Bridge Clip) on LCD and we will also do the Problem of

the Day for 2-6

Explore:Guided Practice p. 42 all 8 problems together on Elmo. If needed do p. 42-43

9-33 odd numbered problems

Summarize: Independent Practice

Practice Sheet 2-6

Close/Assess & Differentiate:

Centers & Small Group Intervention: Students will play the game for this lesson. Math Standards for Topic 2

Bathroom Break

1:40-1:50

Math Facts Practice

Students practice their math facts using flash cards with

their partner.

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2:05-2:50

Writing Workshop

MIni Lesson:

From Razzle Dazzle Writing, “Strong Verbs” p. 20

Worktime:

Turn on soft music.

Students will write quietly in their Writer’s Notebook while the teacher

circulates and talks with individual students.

Writing Workshop Standards:

Learning Standard B: Compose well-organized and coherent writing for specific purposes and audiences Benchmarks:

2:50..Students need to gather their materials and fill out their Assignment Sheet to get ready to go home

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Friday, September 9th

8:25 bell...Teachers meets students in the gym. Students are walked up the stairs, stopping at each level to monitor behavior.

2. Lunch count.As students enter the classroom they put their lunch clips on hot lunch, cold lunch, or I brought my lunch. While they are working on Bell Work, I do lunchcount on the computer. (Subs do not have to do this) 3.Take Attendance-I do attendance on the computer. A substitute will be given a paper attendance sheet to complete and send to the office.

Bell

Work-Students will pick up our bell work for today as they enter the classroom,

which is math spiral review

8:40-9:10

Word Knowledge

1. Play Sparkle to review for the weekly spelling test.

2 Students will take their final spelling test

2 Students will take their first Word Wizard Assessment for

Earthquake Terror

9:10-10:10

Reading Workshop

Mini Lesson:

Review our Promising Practice: QAR which means Question, Answer,

Relationships.

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This answer is found in one place of the text.

A Think and Search Question

This answer comes from different places in the text, and I have to put the parts together to answer the question.

An Author and Me Question

I have to use my prior knowledge and the text to answer this question.

On My Own Question

I can answer this question by thinking about what I already know. I can answer this type of question without reading the text..

Part 2 Review Predict/Infer Strategy for this week

Predict/Infer Strategy

1 Think about the title, the illustrations, and what

you have read so far.

2 Tell what you think will happen next or what you

will learn.

3 Try to figure out things that the author does not

say directly.

4 Use evidence from the title of the book, a chapter

title, or an illustration to make a valid prediction.

Worktime:

1 Assessment Day: Students will complete:

Earthquake Terror Comprehension Selection Test

Earthquake Terror Skills Test

2 Students will read their Just Right Books and write in their Reading

Response Notebook. They should also fill out their Reading Log in their

FROG Folder today.

Learning Standard C: Comprehend a broad range of reading materials Benchmark: Use reading strategies before, during, and after reading

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I will then draw a name from the class cup and he or she will do a “Book Minute” on the ELMO for the class.

Bathroom Break

10:20-11:20

Math Lesson

Math Block

Lesson 2.7 today

1.Topic Vocabulary--review vocabulary on our Math Focus Wall 2. Set the purpose & Connect in TE 44B

Explore:

Together: on overhead

Summarize: Partners will share some of the things they learned Develop the Concept: Visual (25 minutes)

Engage: animation under 2.7 under Learning Bridge and Problem of the Day 2-7 using

the LCD.

Explore:

Guided Practice on Elmo p. 44 1-11 odd problems: if needed p. 44 12-27

Practice Sheet 2-7

Close/Assess & Differentiate: Centers: Review procedures Centers:

Students will play a math game with a partner Math Standards for Topic 2

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11:20-11:35

Calendar Math

will subtract $9,000. Write the new balance after the withdrawal. Demonstrate with the money.

D. Probability Activity: There are colored squares in a lunch sack that are green and purple. I will draw 4 times from the sack and graph the results.

11:35-11:45

Basic Facts Practice

Students will practice their math facts with a partner using

flashcards.

11:45-walk class all the way all the way outside to the

playground

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12:30-1:15

Writing Workshop

Mini Lesson:

From Razzle Dazzle Writing, Juicy Color Words p. 24

Work time

I turn on soft music.

Students will write quietly on their Writer’s Notebooks while the teacher

circulates and talks individually with students while they are writing.

Writing Workshop Standards:

Learning Standard B: Compose well-organized and coherent writing for specific purposes and audiences Benchmarks:

Sharing...offer the rocking chair--tell students we are going to call this time the Author’s Chair. Invite students to share what they wrote.

Learning Standard A: Listen effectively in formal and information situations

1:15-1:45 P.E. Class

Walk students to the gym and pick them up at 1:45.

Bathroom break

1:55-2:30

Social Studies

Chapter 3 Lesson 2 Africa’s Trading Empires p. 106-109

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Students will complete workbook page 29.

Social Studies Standards & Benchmarks Goal 14: Understands political systems, with an emphasis on the United States.

Learning Standard A/C: Understands and explains the basic principles of the United States Government and rights and

responsibilities of citizens.

Learning Standard B: Understands the structures and functions of the political systems of Illinois and the United States. Learning Standard D: Understands the roles and influences of individuals and interest groups in the political systems of Illinois

and the United States.

Learning Standard F: Understands the development of United States political ideas and traditions.

Goal 15: Understands economic systems, with an emphasis on the United States.

Learning Standard A: Understands how different economic systems operate in the exchange, production, distribution, and

consumption of goods and services.

Goal 16: Understands events, trends, individuals, and movements shaping the history of the United States.

Learning Standard A: Applies the skills of historical analysis and interpretation. Learning Standard B: Understands the development of significant political events. Learning Standard C: Understands the development of economic systems. Learning Standard D: Understands Illinois and United States social history.

Goal 17: Understands world geography and the effects of geography on society, with an emphasis on the United States.

Learning Standard A: Locates, describes, and explains places, regions, and features, on the earth.