Nance Lesson Plan for Week: 03/15/21

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Nance Lesson Plan for Week: 03/15/21

Vision - St. Louis Public Schools is the district of choice for families in the St. Louis region that provides a world-class education and is nationally recognized as a leader in student

achievement and teacher quality.

Mission - We will provide a quality education for all students and enable them to realize their full intellectual potential.

Blended Learning Instructional Framework: Whole Group Instructional Plan

Lesson/Topic

ELA

Animal Defense

Mechanisms

Learning Target

Learning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.

Activities, Instruction & Modeling

What do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)?Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time.Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.

Formative Assessment

/Exit Slip

How will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.

Due Date

Synchronous/Live Instruction

Asynchronous Playlist

Lesson1

(03/15/21)

Unit 2: lesson 11 (Module 4)

I can describe what happened to Violet in a chapter from The Hope Chest using details from the text. •

I can summarize a chapter from The Hope Chest.

I can write a short essay about Violet supported by evidence from the text.

Opening: Engaging the Reader & Reviewing Learning Targets

Work Time A. Mid-Unit 2 Assessment: Reading and Answering Questions about a New Chapter of The Hope Chest

In class notebook

Mid-Unit 2 Assessment: Reading and Answering Questions about a New Chapter of The Hope Chest (Chapter 10)

Summary of chapter 10 + Short essay about Violet + MAP Practice Nearpod and/or Text analysis

Student Workbook Unit 2 Page 50-56

Mid-Unit 2 Assessment: Reading and Answering Questions about a New Chapter of The Hope Chest (Chapter 10)

Summary of chapter 10 + Short essay about Violet

Read Chapter 11

03/15/21

Lesson 2 (03/16/21)

I can make connections between a text and an artist’s interpretation of the text through cover art from The Hope Chest. I can summarize the events of Chapters 7–11 of The Hope Chest.

I can interpret the events so far in The Hope Chest by creating a new cover. RL.4.1, RL.4.2, RL.4.7

Work Time A: Analyzing an Artist’s Interpretation of Violet: Making Connections to the Cover of The Hope Chest

Work Time B: Summarizing Chapters 7–11 Using a Story Map

Work Time C: Interpreting the Events of The Hope Chest to Create a New Cover

Reader’s Guide for The Hope Chest, Chapter 11: “Finding Chloe”

Cover Art Analysis sheet

Story Map and Summary: The Hope Chest, Chapters 7-11

Read Chapter 12

+ MAP Practice Nearpod and/or Text analysis

Reader’s Guide for The Hope Chest, Chapter 11: “Finding

Chloe”

Cover Art Analysis sheet Story Map and Summary: The Hope Chest, Chapters 7-11 Read Chapter 12 03/16/21 Lesson 3 (03/17/21)

I can explain how to determine a theme in a story.

I can determine possible themes for The Hope Chest.

Work Time A: Introducing Theme Work Time B: Finding Themes in The Hope Chest

Reader’s Guide for The Hope Chest, Chapter 12: “Violet Spies”

Reader’s Guide for The Hope Chest, Chapter 12: “Violet

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I can find evidence of a given theme in The Hope Chest.

RL.4.2, RL.4.3

Work Time C: Finding Evidence of the Theme “Resisting Stereotypes” in Chapter 13

Finding Themes in The Hope Chest handout Read Chapter 13 + 14

Spies”

Finding Themes in The Hope Chest handout

Read Chapter 13 + 14

Lesson 4 (03/18/21)

I can determine the central theme of The Hope Chest.

I can find evidence of the central theme in the text of The Hope Chest. RL.4.2, RL.4.3

Work Time A: Determining a Theme for The Hope Chest

Work Time B: Finding Evidence of the Central Theme in The Hope

Chest

Reader’s Guide for The Hope Chest, Chapter 13: “Dead Horse Alley”

Reader’s Guide for The Hope Chest, Chapter 14: “Max Bloomstein’s Pharmacy”

Violet’s and Myrtle’s Character anchor (as a class) Other Characters’ Actions anchor chart (as a class) Finding the Central Theme in The Hope Chest recording Form

Read Chapter 15

Reader’s Guide for The Hope Chest, Chapter 13: “Dead

Horse Alley”

Reader’s Guide for The Hope Chest, Chapter 14: “Max

Bloomstein’s Pharmacy” Violet’s and Myrtle’s Character anchor (as a class)

Other Characters’ Actions anchor chart (as a class)

Finding the Central Theme in The Hope Chest recording Form

Read Chapter 15 Lesson 5

(03/12/21)

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Blended Learning Instructional Framework: Whole Group Instructional Plan

Lesson/Topic

Social Studies

Migration/Cause

American

Revolution

Learning Target

Learning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.

Activities, Instruction & Modeling

What do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students engaging in learning at the same time.Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.

Formative

Assessment /Exit Slip

How will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.

Due Date

Synchronous/Live Instruction

Asynchronous Playlist

Lesson1

(03/15/2 1)

4.PC.1.E: Describe the character traits and civic attitudes of historically significant individuals in American History prior to c. 1800. ● 4.H.3.D.a: Explain the causes of the American Revolution, including the perspectives of Patriots, Loyalists, Native Americans, African Americans and European allies.

Objective:

- Start of new unit

- Look at famous individuals and their role Video, texts and lecture used: where are they from, which colonies.

Review of Colonies (13) and lifestyle

**Schedule to change to accommodate MAP DRC review + Scantron Testing + Q3 Writing Prompt**

Reading, listening, watching materials (and/or participation on a Nearpod).

Short reflection on a Teams’ thread (collaborative) or Onenote

*WebQuest on Nearpod Assigned during the week*

Thread on Teams/Onenote page

Lesson 2 (03/16/21)

Objective:

- Start of new unit

- Look at famous individuals and their role Video, texts and lecture used: where are they from, which colonies.

Review of Colonies (13) and lifestyle **Schedule to change to accommodate MAP DRC review + Scantron Testing + Q3 Writing Prompt**

Lesson 3 (03/17/21)

Objective:

- Start of new unit/ focus

- Understand need of each group and how they cohabited.

- Why the link with Great Britain? Video, texts and lecture used

Lesson 4 (03/18/21)

Objective:

- Understand need of each group and how they cohabited.

- Why the need and want to separate from Great Britain?

Video, texts and lecture used

*WebQuest on Nearpod Assigned during the week*

Mini quiz on Onenote

Lesson 5 (03/19/21)

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Blended Learning Instructional Framework: Whole Group Instructional

Plan

Lesson/Topic

Learning

Target

Learning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of thesson.

Activities, Instruction & Modeling

What do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)?Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.

Formative

Assessment /Exit

Slip

How will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.

Synchronous/Live Instruction

Asynchronous Playlist

Lesson1 (03/15/21) FRACTION S AND DECIMALS Fractions and Decimals on the Number Line MATH LESSON 12.1 and 2. 2 I can...locate and describe fractions and decimals on the number line. In Class Notebook

SW: begin S&S 8:20 –8:25 (5

minutes)

TW: Model: S&S 8:25-8:32 (5-7

minutes)

TW: BREIFLY REVIEW 12.1 LESSON INTRODUCE AND MODEL SOLVE AND SHARE MATH LESSON 12.2 page 633

8:35-8:40 (5-6 minutes)

View Learning Bridge Video LESSON 12.2 pg.634

In Class Notebook

(8:50-9:05) 15 minutes/(VIRTUAL)

11:30-11:45 (VIRTUAL)

SW: BEGIN INDEPENDENCE PRACTICE 10 MIN BREAK(VIRTUAL)

10:00-10:30 (30 min)

(VIRTUAL) 11:55-12:30/1:00-1:15

INDEPENDENT PRACTICE continues with PROBLEM SOLVING SKILLS LESSON 12.2 PAGE 635 Math (#’s 7-18) ODD ONLY

COMPLETE EXIT TICKET #24

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ESSENTIAL QUESTION “How can you locate points on a number line?

8:40-8:50 (10 minutes)

TW: Complete GUIDED PRACTICE INTRO math page 635’s 1, 2, 3 and #5

(Teacher Model)

PROBLEM SOLVING TW: Model #8 H.O.T. #24

PROBLEM SOLVING PAGE 636 #’s 19, 21 and #25 -WORD PROBLEMS

HOMEWORK:

SW: COMPLETE HOMEWORK PAGE #’s 637 (1-2) -(5-7)-EXTRA CREDIT Lesson 2 (03-16-21) COMPARE DECIMALS MATH LESSON 12.3 I can...compare decimals reasoning about their size. In Class Notebook

SW: begin S&S 8:20 –8:25 (5

minutes)

TW: Model: S&S 8:25-8:32 (5-7

minutes)

SW: begin S&S 11:00 –11:08 (5

minutes)

TW: Model: S&S 11:08-11:18 (5-7

minutes)

TW: INTRODUCE AND MODEL SOLVE AND SHARE MATH LESSON 12.3

MATH PAGE 639

8:35-8:40 (5-6 minutes)

View Learning Bridge Video LESSON 12.3 pg.640 “How Can You Compare Decimals?”

8:40-8:50 (10 minutes)

SW: Complete math pg. 641 GUIDED PRACTICE #’s 1, 3 and #5

10:30-10:40 (10 minutes)

TW: MODEL

PROBLEM SOLVING PAGE 642 #21 complete as a whole-discuss as a class-once students are given time to complete

In Class Notebook

(8:50-9:05) 15 minutes/(VIRTUAL)

11:30-11:45

Begin IND PRACTICE 10MIN BREAK (VIRTUAL)

10:00-10:30 (30 min)(VIRTUAL)

/11:55-12:30-1:00-1:15

INDEPENDENT PRACTICE Continues Math LESSON 12.3 MATH PAGE 641 (#6-20) ODD ONLY

(

PROBLEM SOLVING PAGE 642 #’s 23 and #25 HOMEWORK:

SW: COMPLETE HOMEWORK PAGE 643 (1-20) extra credit-ODD ONLY

COMPLETE

EXIT TICKET – Math PROBLEM-ONE FACT YOU RECALL ABOUT TODAYS LESSON

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Lesson 3 (03/17/21) SCANTRON TEST MATH LESSON SCANTRON ASSESSMENT I can...use what I have learned to help me complete my math scantron Test MATH SCANTRON TESTING In Class Notebook

SW: begin S&S 8:20 –8:25 (5

minutes)

TW: Model: S&S 8:25-8:32 (5-7

minutes)

TW: GIVE DIRECTIONSDISCUSS RULES ALOUD FOR COMPLETING SCANTRON MATH TEST

In Class Notebook

(8:50-9:05) 15 minutes/11:30-11:45 SW: COMPLETE

10 MIN BREAK-(VIRTUAL)

IND PRACTICE PART 1

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I can...use what I learned in Math Topics to help me pass my SCANTRON TEST.

8:35-8:40 (5-6 minutes) VIRTUAL-

11:00-11:08

Lesson 4 (03/18/21) ADD FRACTIONS WITH DENOMINATORS OF TEN AND ONE HUNDRED MATH LESSON 12.4 I can...use equivalence to add fraction with denominators of ten and one- hundred In Class Notebook

W: begin S&S 8:20 –8:25 (5

minutes)

TW: Model: S&S 8:25-8:32 (5-7

minutes)

SW: begin S&S 11:00 –11:08 (5

minutes)

TW: Model: S&S 11:08-11:18 (5-7

minutes)

MATH PAGE 639

8:35-8:40 (5-6 minutes)

View Learning Bridge Video LESSON 12.4 pg.646 “How Can You Add Fractions with denominators of Ten and One-hundred?”

8:40-8:50 (10 minutes)

SW: Complete math pg. 647

GUIDED PRACTICE #’s 1,2, 3 and #5 and #7

10:30-10:40 (10 minutes)

TW: MODEL

PROBLEM SOLVING PAGE 648 #25 complete as a whole-discuss as a class once students are given time to complete.

In Class Notebook

(8:50-9:05) 15 minutes/IN PERSON

(VIRTUAL) 11:30-11:45 (VIRTUAL)

SW: BEGIN IND PRACTICE

10 MIN BREAK(VIRTUAL)

10:00-10:30 (30 min)

(VIRTUAL) 11:55-12:30/1:00-1:15

INDEPENDENT PRACTICE continues with PROBLEM SOLVING SKILLS LESSON 12.2 PAGE 647 Math (#’s9-23) ODD ONLY

-WORD PROBLEMS #’s 24, H.O.T. #26 and #27

HOMEWORK:

Math PAGE 649 (1-15-ODD ONLY)

EXIT TICKET –

TAKE

#17

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Lesson 5 (03/19/21) WORD PROBLEMS INVOLVING MONEY MATH LESSON 12.5 I can.... use fractions or decimals to solve problems involving money. In Notebook

SW: begin S&S 8:20 –8:25 (5

minutes)

TW: Model: S&S 8:25-8:32 (5-7

minutes)

MATH PAGE 651

8:35-8:40 (5-6

minutes)/11:00-11:08

View Learning Bridge Video RETEACHING LESSON 12.2 pg.652 “How Can You Solve Word Problems Involving Money?”

8:40-8:50 (10 minutes) /

11:08-11:18

SW: Complete math pg. 653 GUIDED PRACTICE #’s #’s 1, 2 and 3

10:30-10:40 (10 minutes)

/11:20-11:30

TW: MODEL-REVIEW PART 2

PROBLEM SOLVING PAGE 654 #6 complete as a whole.

In Notebook

(8:50-9:05) 15 minutes /11:30-11:45

SW: BEGIN INDEPENDENT PRACTICE

10:40-11:00)

10:00-10:30 (30 min)

MIN BREAK-VIRTUAL GROUP

11:55-12:30 (VIRTUAL)

INDEPENDENT PRACTICE-ADDITIONAL TIME TO COMPLETE LESSON 12.5 PAGE 653 Math #’s 4 and #5)

(10:40-11:00) /1:00-1:15 (VIRTUAL)

PROBLEM SOLVING PAGE 654 #’s 6 and 9 TSW: GO OVER WORD PROBLEMS-CHECK FOR MISCONCEPTIONS

HAVE Q&A -WORD PROBLEMS

HOMEWORK:

SW: COMPLETE HOMEWORK PAGE –N/A PROBLEM SOLVING: will share during class

03/19/21

Supporting Student Learning Pathways

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Blended Learning Instructional Framework: Whole Group

Instructional Plan

Lesson/Topic

Science

Activities, Instruction & Modeling

What do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)?Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time.Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.

Formative Assessment

/Exit Slip

How will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.

Due Date

Synchronous/Live Instruction

Asynchronous Playlist

Lesson1

(03/05/21) ENERGY TRANSFER 1:15-1:45

What you will

learn from this

video



Energy can be

converted from one

form to another.



Electricity can

transfer energy from

place to place.

Light, sound and

heat also transfer

energy.

TSW: DISCUSS:

What is Energy?

SW: Complete viewing video, define vocabulary selection and answer questions using complete sentences.

DEFINE:

WRITE THE DEFINITON TO

EACH WORD



Energy -



Energy Transfer -



Motion Energy -

WRITE ANSWERS USING

COMPLETE SENTENCE

1. At the beginning of the

video, where did Bert’s

energy go?

2. How does Dr. Jeff's mom

transfer energy to Bert?

Click link below:

https://www.generationgenius

.com/?share=557DD

03-01-2021

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Lesson 2 (03/0621) 1:15-1:45

ENERGY TRANSFER

What you will

learn from this

video

 WRITE ANSWERS

USING COMPLETE

SENTENCES

 WHAT IS the

relationship between

a wind turbine and a

generator? Explain

using 2-3 sentences

TW: INTORODUCE VIDEO AND DISCUSS SCIENCE TOPIC “ADAPTATIONS AND THE ENVIRONMENT”

TSW: DISCUSS: how energy converts

S

W: Complete LESSON by look up definitions selected vocabulary to unit and answer questions in complete sentences using information from the selected video

DEFINE:

WRITE THE DEFINITON TO EACH

WORD

GENERATOR-

WRITE ANSWERS USING

COMPLETE SENTENCES

1. Why is the name

"generator" a misnomer (a

non-appropriate name)?

EXIT TICKET

Level 2

List 2 things that convert

motion energy into electrical

energy

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Lesson 3 (03/04/21)

1:15-1:45

ENERGY TRANSFER

What you will

learn from this

video



Energy can be

converted from one

form to another.



Electricity can

transfer energy

from place to place.

Light, sound and

heat also transfer

energy.

TSW: DISCUSS/REVIEW-

“ENERGY ”

TSW: WILL DISCUSS the transfer of energy

SW: Complete questions tor science

video

DEFINE:

WRITE DEFINITON FOR EACH

WORD BELOW:

ELECTRICAL ENERGY -

WRITE ANSWERS USING

COMPLETE SENTENCES

1. Can you think

of a device

that converts

electrical

energy into

heat? How

about into

light? Sound?

EXIT TICKET

Level 3

Describe an example for

each of the following.

Energy transfer by heat,

light and sound.

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Lesson 4 (03/05/21)

1:15-1:45

ENERGY TRANSFER

What you will

learn from this

video



Energy can be

converted from one

form to another.



Electricity can

transfer energy from

place to place.

Light, sound and

heat also transfer

energy.

TSW: DISCUSS/REVIEW

“ADATATIONS AND THE

ENVIRONMENT”

SW:

WRITE DEFINITON FOR

EACH WORD BELOW:

Solar Cell -

1. WRITE ANSWERS

USING COMPLETE

SENTENCES

2. What types of energy

does a solar cell use?

.

03-05-2021

Lesson 5 (03-06/21) 1:15-1:45

ENERGY

TRANSFER

What you will

learn from this

video



Energy can be

converted from

one form to

another.



Electricity can

transfer energy

from place to

place.

TSW: DISCUSS AND REVIEW

“ADAPTATIONS AND THE

ENVIRONMENT”

SW:

WRITE DEFINITON FOR EACH

WORD BELOW:



Wind Turbine –



Generator

WRITE ANSWERS USING

COMPLETE SENTENCES

1. WHAT IS the

relationship between a

wind turbine and a

generator? Explain

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