Lesson Plans 3_20_17 through 3_24_17

Mrs. Morin - 5th Grade

Class Work Schedule

Monday

03/20/17

Tuesday

03/21/17

Wednesday

03/22/17

Thursday

03/23/17

Friday

03/24//17

7:40 – 8:00

 

Spelling

Spelling

Spelling

Spelling

Spelling

8:00 – 8:30

A/R reading

 

A/R reading

 

A/R reading

 

A/R reading

 

COMPUTERS

8:00 – 8:30

Spelling/Vocab Test

Reading Test

8:30 – 9:00

PE 8:30 – 8:55

 

Language Arts block

 

Math Block

Math Block

MUSIC

8:30 – 8:55

9:00 – 9:30

 

Language Arts block

Reading and Writing activities

BILINGUAL 9:00 – 10:00

Language Arts block

BILINGUAL 9:00 – 10:00

Math Block

Math Block

Girls health meeting with Nurse Robbie/Boys health meeting with Mr. Donley

9:30 – 10:05

Language Arts block

Reading and Writing activities

BILINGUAL 9:00 – 10:00

Language Arts block

BILINGUAL 9:00 – 10:00

Math Block

Math Block

Girls health meeting with Nurse Robbie/Boys health meeting with Mr. Donley

10:05 – 10:20

Recess

Recess

Recess

Recess (Duty Day)

Recess

10:20 – 11:00

Math Block

BILINGUAL – 10:30 – 11:00

Math Block

Language Arts block

Reading and Writing activities

BILINGUAL– 11:30 – 12:10

PE

10:25 – 10:55

 

Math Block

11:00 – 11:30

 

Math Block

 

Math Block

Language Arts block

Reading and Writing activities

BILINGUAL 10:30 – 11:30

COMPUTERS

11:00 – 11:30 (5th common planning)

IXL (5th common planning)

Language Arts block

Reading and Writing activities

 

BILINGUAL 10:30 – 12:10

11:30 – 12:10

 

Math Block

 

LIBRARY 11:30 – 12:10

 

Grammar Lesson/Shurley English

 

Language Arts block

Reading and Writing activities

 

BILINGUAL11:30 – 12:10

Language Arts block

Reading and Writing activities

 

BILINGUAL 10:30 – 12:10

12:10 – 12:50

Lunch/Lunch Recess

Lunch/Lunch Recess

Lunch/Lunch Recess

 

Lunch/Lunch Recess

12:05 Lunch today – Duty Day

Lunch/Lunch Recess

 

1:00 – 1:30

 

Grammar Lesson/Shurley English

Interventions

Grammar Lesson/Shurley English

Interventions

Bullying Lesson Plans

Interventions

Grammar Lesson/Shurley English

Interventions

A/R Drive-in Movie

1:30 – 2:30

Social Studies/Science

 

Social Studies/Science

 

 

ART 1:45 – 2:25

A/R Drive-in Movie

2:30 – 2:40

Homework assignment

Homework assignment

Homework assignment

Homework assignment

Weekend – no homework

 

SPRING BREAK NEXT WEEK!

 

 

 

 

The language arts block and math block have been arranged so that ELL students are working on reading or math activities during the same time the regular classroom is working on these activities.  A daily schedule has not yet been received from the SPED teacher which contains time frames for pulling SPED students.
Mrs. Morin     5th Grade             READING/ELA BLOCK             Week of 03/20/17 to 03/24/17

Standards and Objectives for this week:

CCSS.RL.5.10  By the end of the year, students will read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently   (5th grade CCSS Lexile band:   740 – 1010)

CCSS.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text; determine theme.

CCSS.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text. 

CCSS.RL.5.3 Compare and contrast two or more characters, settings, or events in a story drawing on specific details.

CCSS.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCSS W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Research about teaching methods

http://www.kaganonline.com/free_articles/research_and_rationale/                                                                         Use of Kagan method

http://www.harcourtschool.com/storytown/storysampler/index.html                                                Use of Storytown Basal Reading/Writing materials

http://www2.ed.gov/programs/readingfirst/support/rmcfinal1.pdf                                                                            Methods of teaching reading

http://www.eduplace.com/rdg/res/literacy/in_read1.html                                                                                          Independent A/R reading time

http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/Every-Child,-Every-Day.aspx               Reading instruction

http://www.k12reader.com/independent-reading-the-foundation-of-lifelong-reading/                                                      Independent reading

 

Modifications for SPED and ELL: 

  • Shorter oral and written responses will be allowed.
  • Extended time for oral and written responses will be given.
  • Teacher will assist students with creating complete sentences, using appropriate grammar and vocabulary.
  • Pictures to illustrate the vocabulary words will be used in the power points.
  • Kagan methods of grouping will be used.
  • Various teaching methods will be used including visual, auditory, kinesthetic, and tactile.
  • Lower reading level supporting stories will be used which are provided with the reading series.
  • Specific IEP requirements will be followed including grading and testing policies.
  • Specific suggestions from the SPED and Bilingual Educator will be followed.
  • Homework will only be assigned by the SPED teacher
  • Shorter spelling/vocabulary list as determined by the SPED teacher will be used.

     

     

     

     

    Mrs. Morin         5th Grade             READING/ELA BLOCK             Week of 03/20/17 to 03/24/17

     

    Assessments:

    Students will receive visual assessment on attention to and participation in lessons.

    Students will receive written assessment on worksheets completed independently which demonstrates a 70% mastery.

    Students will receive written assessment on written assignments by using a rubric which demonstrates a 70% mastery.

    If the 70% mastery level is not achieved, teacher will remediate.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Mrs. Morin         5th Grade             READING/ELA BLOCK                                 Week of 03/20/17 to 03/24/17

     

     

    Reading/Writing Activities

     

    Monday – Friday – SPED and ELL          

     

    Spelling lists have been modified for ELL and SPED students to include only 10 words rather than 20.  Spelling/vocabulary lists are generated for SPED and ELL students by the SPED and ELL teachers.  Tests are administered by the same teachers on Friday for these students.

     

    SPED and ELL students will read lower level material of the SPED and ELL teachers’ choosing while students are in the SPED and ELL classrooms. Regular teacher will send lower grade level materials relating to story listed below in case the SPED and ELL teachers choose to use this material.   While in the regular classroom, SPED students will concentrate on their IEP goal of “using knowledge of consonants, consonant blends, and common vowel patterns to decode unfamiliar words with 90% accuracy by using the IRead program.  (Both SPED students have this same reading goal, in two different grade levels:  Aum’Unique - EL.00.RF.2 – RF.K.2; Luis - EL.00.RF.3 – RF.K.3 )

     

     

    Monday

     

    New spelling/vocabulary words for the week are:  discovery, wisdom, uniform, courage, certain, and scarce.  Students will add the vocabulary words and definitions to their vocabulary notebooks.  Spelling/vocabulary words from the prior two weeks will be included with these new words on the Friday test.  Introduce vocabulary in an auditory and visual way by showing a power point show which will be read aloud by all students.  The power point includes the spelling/vocabulary word, spelling of the word, student friendly definition, picture illustration of the word, and word used in a sentence.  Students will then make quiz cards.  Students will next study the vocabulary in a kinesthetic/auditory/visual way by playing Kagan quiz/quiz trade for 5 minutes with the definitions and 5 minutes with the spelling. 

     

    Students will listen to chapters 1 and 2 of Red Badge of Courage being read aloud.  This will allow the students to become familiar with the story and prevent cold reading of the story.  It will also enable students to hear proper fluency and phrasing.  Students will then read the story again with their Kagan face partner.  While reading the story, students will complete a foldable story web which includes the following foldable items:  characters, setting, problem, resolution, plot events, and summary.  After reading and completing the foldable with the Kagan face partner, students will individually complete comprehension questions and vocabulary questions.  Students will also cite where evidence is found for each comprehension question. 

     

     

     

     

     

     

    Mrs. Morin         5th Grade             READING/ELA BLOCK                                 Week of 03/20/17 to 03/24/17

     

    Tuesday

    The students will begin the lesson by going over the vocabulary power point.  Students will then review vocabulary and spelling by using Kagan Quiz, Quiz, and Trade.  Students will listen to chapters 3 and 4 of Red Badge of Courage being read aloud.  This will allow the students to become familiar with the story and prevent cold reading of the story.  It will also enable students to hear proper fluency and phrasing.  Students will then read the story again with their Kagan face partner.  While reading the story, students will complete a foldable story web which includes the following foldable items:  characters, setting, problem, resolution, plot events, and summary.  After reading and completing the foldable with the Kagan face partner, students will individually complete comprehension questions and vocabulary questions.  Students will also cite where evidence is found for each comprehension question. 

     

    Wednesday

    The students will begin the lesson by going over the vocabulary power point.  Students will then review vocabulary and spelling by using Kagan Quiz, Quiz, and Trade.  Students will listen to chapters 5 and 6 of Red Badge of Courage being read aloud.  This will allow the students to become familiar with the story and prevent cold reading of the story.  It will also enable students to hear proper fluency and phrasing.  Students will then read the story again with their Kagan face partner.  While reading the story, students will complete a foldable story web which includes the following foldable items:  characters, setting, problem, resolution, plot events, and summary.  After reading and completing the foldable with the Kagan face partner, students will individually complete comprehension questions and vocabulary questions. 

     

    Thursday

    The students will begin the lesson by going over the vocabulary power point.  Students will then review vocabulary and spelling by using Kagan Quiz, Quiz, and Trade.  Students will listen to chapters 7 and 8 of Red Badge of Courage being read aloud.  This will allow the students to become familiar with the story and prevent cold reading of the story.  It will also enable students to hear proper fluency and phrasing.  Students will then read the story again with their Kagan face partner.  While reading the story, students will complete a foldable story web which includes the following foldable items:  characters, setting, problem, resolution, plot events, and summary.  After reading and completing the foldable with the Kagan face partner, students will individually complete comprehension questions and vocabulary questions. 

     

    Friday

    The students will begin the lesson by going over the vocabulary power point.  Students will then review vocabulary and spelling by using Kagan Quiz, Quiz, and Trade.  Students will listen to chapter 9 and 10 of Red Badge of Courage being read aloud.  This will allow the students to become familiar with the story and prevent cold reading of the story.  It will also enable students to hear proper fluency and phrasing.  Students will then read the story again with their Kagan face partner.  While reading the story, students will complete a foldable story web which includes the following foldable items:  characters, setting, problem, resolution, plot events, and summary.  After reading and completing the foldable with the Kagan face partner, students will individually complete comprehension questions and vocabulary questions.  Students will view Red Badge of Courage on Media Cast (1 hour, 10 minutes) and write a compare and contrast paragraph which compares and contrasts the book we read with the video.

     

     

     

    Mrs. Morin         5th Grade             READING/ELA BLOCK                                 Week of 03/20/17 to 03/24/17

     

     

    Accelerated Reading (A/R) Activities – all week Monday – Friday

     

    Each day, students will be given 30 minutes to independently read materials of their choosing.

     

    Parameters of choice are:

     

    Reading material must be within the student’s ZPD level (Zone of Proximal Development).

    Student must demonstrate progress in reading (Teacher will determine that pages are being read).

    Students must work towards achieving their personal reading goal.

    Student must test on material read, record the score in a notebook, and obtain the teacher’s signature.

    Based on results of testing, further reading material levels will be assigned.

     

     

     

    Vocabulary

     

    In addition, as students independently read, they will look for vocabulary words.  If vocabulary words are found within the independent reading material, student will write the sentence containing the vocabulary word into their vocabulary notebook.  After 5 vocabulary words are found, student will show the teacher the five sentences containing the vocabulary words and teacher will reward the student with 5 stickers on a sticker sheet as well as provide the student with a Murray buck.

     

     

    Mrs. Morin         5th Grade             READING/ELA BLOCK                                 Week of 03/20/17 to 03/24/17

     

    CCSS ELA Literacy Standards: Text Dependent Questions/Close Reading     

    All week:    CCSS.ELA-Literacy.RL.5.10  By the end of the year, students will read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently   (5th grade CCSS Lexile band:   740 – 1010)

    Monday:

    General Understandings and Key Details

    CCSS.ELA-Literacy.RL.5.1
    Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

    CCSS.ELA-Literacy.RL.5.2
    Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text

    Tuesday:

    Vocabulary and Text Structure

    CCSS.ELA-Literacy.RL.5.4
    Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

    CCSS.ELA-Literacy.RL.5.5
    Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

    Wednesday:

    Author’s Purpose

    CCSS.ELA-Literacy.RL.5.6
    Describe how a narrator's or speaker's point of view influences how events are described.

    Thursday:

    Inferences

    CCSS.ELA-Literacy.RL.5.3
    Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

    CCSS.ELA-Literacy.RL.5.7
    Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, or poem).

    Friday:

    Opinions, Arguments, Intertextual Connections

    CCSS.ELA-Literacy.RL.5.8

    Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

    CCSS.ELA-Literacy.RL.5.9
    Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

    Mrs. Morin         5th Grade             READING/ELA BLOCK                                 Week of 03/20/17 to 03/24/17

     

     

    Research about teaching methods

     

    http://jackson-consulting.com/teach-kids-critically-text

    http://www.corestandards.org/assets/Appendix_A.pdf

    http://www.corestandards.org/assets/Appendix_B.pdf

    http://www.corestandards.org/assets/Appendix_C.pdf

    http://www.corestandards.org/wp-content/uploads/Appendix-A-New-Research-on-Text-Complexity.pdf

    http://fisherandfrey.com/resources/

    http://www.nassp.org/Content/158/pl_sept12_instructldr.pdf

    http://www.corwin.com/books/Book241985

     

     

    Modifications for SPED and ELL: 

     

  • Shorter oral and written responses will be allowed.
  • Extended time for oral and written responses will be given.
  • Teacher will assist students with creating complete sentences, using appropriate grammar and vocabulary.
  • Kagan methods of grouping will be used.
  • Various teaching methods will be used including visual, auditory, kinesthetic, and tactile.
  • Specific IEP requirements will be followed.
  • Specific suggestions from the SPED and Bilingual Educator will be followed.
  • Lower level Lexile story (appropriate for student’s functioning) will be used OR the higher level Lexile story will be read aloud by group members and discussed.

     

    Assessments:

    Teacher will use visual assessment of oral student group discussion and participation.

    Teacher will use written assessment of the final question on Friday by scoring the written response with a rubric. 

    Students should demonstrate 70% mastery of the written response on Friday.

    Teacher will remediate students scoring less than 70% on the written response

     

     

     

     

     

     

    Mrs. Morin         5th Grade             READING/ELA BLOCK                                 Week of 03/20/17 to 03/24/17

    Language Arts activities

     

    We are reviewing for state testing.

     

    Monday

    Discuss subject and predicate on worksheet page 9.  Work problems 1 – 5 together, circling the subject and underlining the predicate.

     

    Students need to put up privacy shields.  Students need to work the rest of page 9, problems 6 – 11 independently, following directions and writing the sentence on the line that will make sense, then circling the subject and underlining the predicate.  Students also need to complete the back, page 12, following directions on the worksheet.  The papers need to be turned in to the Language Arts bin at the front of the room when complete.

     

     

    Tuesday

    Discuss complete subject and complete predicate.  Discuss simple subject and simple predicate.  Do as examples on page 13 numbers 1, 2, and 3 and numbers 9 and 10.  On page 14, do as examples together numbers 1, 2, 8, and 9.  Students need to put up privacy shields and complete the rest of pages 13 and 14 independently.  The papers need to be turned in to the Language Arts bin at the front of the room when complete.

     

     

    Wednesday

    Discuss compound subjects and compound predicates.  On page 19, do together numbers 1 and 6.  On page 20, do numbers 9 and 10 together as examples.  Students need to put up privacy shields and complete the rest of pages 19 and 20 independently.  The papers need to be turned in to the Language Arts bin at the front of the room when complete.

     

     

    Thursday

    Review prepositional phrases.  On page 27, do questions 1 and 2 together as examples.  Give students another copy of the list of prepositions (students should also have this list in their yellow spiral notebooks.)  Students need to put up privacy shields and complete the remaining questions on pages 27 and 28 independently.  The papers need to be turned in to the Language Arts bin at the front of the room when complete.

     

     

    Friday

    Review common and proper nouns.  On page 37, work numbers 1, 2, and 7 together as examples.  Students need to put up privacy shields and independently complete the remaining questions on page 37 and all of page 40.  The papers need to be turned in to the Language Arts bin at the front of the room when complete.

     

     

     

    Mrs. Morin         5th Grade             READING/ELA BLOCK                                 Week of 03/20/17 to 03/24/17

    Standards and objectives

    L.5.1    Students will demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

     

    Grammar Activities – all week Monday – Friday

    Students will write an opinion paragraph each day which responds to an opinion stated in Scholastic Weekly.  Students need to state their opinion on the issue presented and give three supporting reasons for their stance.

    Topics include the following:

     

    Monday

                11/2/15 question:  Should kids be rewarded for eating veggies?

    Tuesday

                10/26/15 question:  Are teens too old to trick or treat?

    Wednesday

                9/7/15 question:  Should students learn cursive writing?

    Thursday

                9/21/15 question:  Should schools require uniforms?

    Friday

              1/4/16 question:  Should dogs be allowed in restaurants?

    Mrs. Morin         5th Grade             MATH BLOCK                                                 Week of 03/20/17 to 03/24/17

     

    Standards and Objectives for this week:

     

    All 5th grade standards covered this year.

     

    Research about teaching methods

     

    http://www.k12.wa.us/Research/pubdocs/pdf/MathBook.pdf                                                                                   Mathematics instruction

    http://www.kaganonline.com/free_articles/research_and_rationale/                                                                         Use of Kagan method

    https://www.ixl.com/standards/new-mexico/math                                                                                                     IXL Math

    http://www.nctm.org/                                                                                                                                                 Math resources

    http://www.flashmaster.com/                                                                                                                                      Flash Masters

     

     

    Modifications for SPED and ELL: 

     

  • Extended time for oral and written responses will be given.
  • Kagan methods of grouping will be used.
  • Peer tutoring will be used.
  • Various teaching methods will be used including visual, auditory, kinesthetic, and tactile.
  • Manipulatives will be used to reinforce concepts.
  • Specific IEP requirements will be followed.
  • Specific suggestions from the Bilingual Educator will be followed.
  • Shorter oral and written responses will be allowed.
  • Various teaching methods will be used including visual, auditory, kinesthetic, and tactile.
  • Specific IEP requirements will be followed including grading and testing policies.
  • Specific suggestions from the SPED and Bilingual Educator will be followed.
  • Homework will only be assigned by the SPED teacher

     

     

     

     

     

     

    Mrs. Morin         5th Grade             MATH BLOCK                                                 Week of 03/20/17 to 03/24/17

     

    Assessments:

     

    Students will receive visual assessment on attention to and participation in lessons.

    Students will receive written assessment on worksheets completed independently which demonstrates a 70% mastery.

    Students will receive written assessment on written assignments by using a rubric which demonstrates a 70% mastery.

    If the 70% mastery level is not achieved, teacher will remediate.

     

     

     

    Mrs. Morin         5th Grade             MATH BLOCK                                                 Week of 03/20/17 to 03/24/17

     

    Math Activities

     

    While in the regular classroom, SPED students will concentrate on their IEP goals of:

     

                1)Aum’Unique – given a set of numbers, student will add and subtract multi-digit whole numbers within 1000 using various

                  computational methods with 80% accuracy and given word problems, student will set up the problem and solve at 80% accuracy.

                  (MH.02.NBT.7 – 2.NBT.7)

     

                2)Luis - will add and subtract multiple digit numbers up to 10,000 with and without regrouping and borrowing with 90% accuracy.

                 (MH.02.OA.1 – 2.OA.1) 

     

    To accomplish this instruction, teacher will use the IXL website as provided by the school district, utilizing the lower grade level materials to achieve these goals.  SPED students will also review addition and subtraction math facts by using Math Facts Pro.

     

    Monday – Friday

     

    Released PARCC test items will be used for instruction as well as Engage NY test items and the 3rd quarter SCA.

     

    Teacher will address specific areas where performance was low last year with a daily teacher created review sheet.  Teacher will provide instruction as well time for large group, small group, partner peer, and individual practice.  Common Core Sheets will be used for individual skill practice.

     

    Monday

     

    Volume 1, EnVision workbook, page 387.  Review page 387 about finding the least common denominator when adding or subtracting fractions with unlike denominators.  Do the story problem on page 389 together in large group.

     

    Students need to tear out and work these pages independently (set up privacy shields).

                p. 383 story problem (cross out page 384)

                p. 391 independent practice problems 7 – 16 (cross out top of 391 and 392)

                p. 393 problems 1 – 8 (cross out top of 393 and back of 394)

                p. 395 story problem (cross out page 396)

     

    All problems should be stapled together and turned in to the Math bin at the front of the room.

     

     

     

    Mrs. Morin         5th Grade             MATH BLOCK                                                 Week of 03/20/17 to 03/24/17

     

    Tuesday

     

    Review in the hard back math book page 350.  Talk about borrowing.  When you must subtract a fraction and all you have is a whole number, you must borrow a whole number and cut it into fraction pieces.  Work the examples on the bottom of page 350 and 5 – 8 at the top of page 351.

     

    Students work page 351, problems 9 – 33 independently (set up privacy shields) as well as the story problems numbers 44 and 45 at the bottom of the page.  All problems should be stapled together and turned in to the Math bin at the front of the room.

     

     

    Wednesday

     

     

    Review in the hard cover math book page 361 about finding the least common denominator when adding or subtracting fractions with unlike denominators.  Work examples on the bottom of page 361.

    Review in the hard cover math book page 352 about adding mixed numbers.  Add the whole number first, then add the fraction.  The fractions may need to be changed to a least common denominator.  Work examples on the bottom of page 352.

     

    Students work page 362, problems 13 – 22 and 44 – 47 independently (set up privacy shields).  All problems should be stapled together and turned in to the Math bin at the front of the room.

     

    Thursday

     

    Review again in the hard cover math book page 364 about finding the least common denominator when adding or subtracting fractions with unlike denominators.  Work examples on the bottom of page 364 and problems 5 – 10 at the top of page 365. 

     

    Students work page 365, problems 11 – 28 and story problems 36 and 37.  All problems should be stapled together and turned in to the Math bin at the front of the room.

     

     

    Friday

     

    Review again in the hard cover math book page 366 about adding mixed numbers with different denominators.  Work problems 1 – 5 together at the bottom of page 366.

     

    Students work page 367, problems 6 – 23 and story problems 38 and 39.  All problems should be stapled together and turned in to the Math bin at the front of the room.

    Mrs. Morin         5th Grade             INTERVENTION BLOCK                    Week of 03/20/17 to 03/24/17

     

    Standards and Objectives for this week:

     

    Standards and objectives will vary daily according to needed student interventions. 

     

    Research about teaching methods

     

    http://www.interventioncentral.org/                                                                                                                           Interventions

    http://childdevelopmentinfo.com/learning/learning_disabilities/teacher/                                                                   Interventions

    http://www.lewiscenter.org/documents/AAE/Love%20and%20Logic/Teaching/Quick%20and%20Easy%20Classroom%20Interventions.pdf 

                                                                                                                                                                                        Interventions

    http://www.interventioncentral.org/behavioral-intervention-modification                                                                Interventions

    http://www.pavilioncsd.org/webpages/mnoble/resources.cfm                                                                                   Interventions

    http://www.edutopia.org/                                                                                                                                            Teaching Ideas

    http://www.edutopia.org/practice/student-driven-differentiated-instruction-i-choose                                              Differentiated Instruction

     

    Modifications for SPED and ELL: 

     

  • Extended time for oral and written responses will be given.
  • Various teaching methods will be used including visual, auditory, kinesthetic, and tactile.
  • Manipulatives will be used to reinforce concepts.
  • Specific IEP requirements will be followed.
  • Specific suggestions from the SPED and Bilingual Educator will be followed.

     

     

    Interventions will be performed for Reading or Math on Monday, Tuesday, and Friday according to the needs shown by various students.  Wednesday is designated for the Bully Free lessons.  Thursday, art will be done.

     

     

     

     

     

     

     

    Mrs. Morin         5th Grade              Bully Prevention (1:00 – 1:30)                         Week of 03/20/17 to 03/24/17

     

    Wednesday

     

    Assessments:

     

    Students will receive visual assessment on attention to and participation in lessons.

    Students will receive written assessment on worksheets completed independently which demonstrates a 70% mastery.

    Students will receive written assessment on written assignments by using a rubric which demonstrates a 70% mastery.

    If the 70% mastery level is not achieved, teacher will remediate.

     

     

     

    Lesson C18: Follow lesson plans from lesson plan book for bullying

     

     

     

    Mrs. Morin         5th Grade    SCIENCE/SOCIAL STUDIES BLOCK)       Week of 03/20/17 to 03/24/17

     

    Standards and Objectives

     

    Various science and social studies objectives will be covered with the magazines listed below.

     

    Research about teaching methods

     

    http://www.learnnc.org/lp/pages/7079                                                            Strategies for teaching science vocabulary

    http://serc.carleton.edu/k12/teaching_strategies.html                                                 Teaching strategies for teaching science

    http://www.edu-nova.com/teaching-techniques-for-science-teachers.html    Science teaching techniques

    https://www.teachervision.com/teaching-methods/resource/5810.html         Teaching methods

    http://howscience.wikidot.com/home                                                             How to Teach Science

                                                                                                               

     

    Modifications for SPED and ELL: 

     

  • Extended time for oral and written responses will be given.
  • Kagan methods of grouping will be used.
  • Peer tutoring will be used.
  • Various teaching methods will be used including visual, auditory, kinesthetic, and tactile.
  • Manipulatives will be used to reinforce concepts.
  • Specific IEP requirements will be followed.
  • Specific suggestions from the Bilingual Educator will be followed.
  • Videos will be viewed to assist students with visualizing concepts.

 

Assessments:

 

Students will receive visual assessment on attention to and participation in lessons.

Students will receive written assessment on worksheets completed independently which demonstrates a 70% mastery.

Students will receive written assessment on written assignments by using a rubric which demonstrates a 70% mastery.

If the 70% mastery level is not achieved, teacher will remediate.

 

 

 

Mrs. Morin 5th Grade  SCIENCE/SOCIAL STUDIES BLOCK (1:30 – 2:30)          Week of 03/20/17 to 03/24/17

 

Social Studies and Science with be alternated during the 9-week period.  Social Studies will be taught during this time frame for 4 – ½ weeks, then Science will be taught during this time frame for 4 – ½ weeks.  Students will have one major project for each subject during the 9-week period which will be a research project conducted at school with assistance from the teacher.  However, activities for science and social studies will be completed each day within the Language Arts reading and writing program since each basal story has a social studies or science connection every week.

 

Monday

Students will read articles from previous Scholastic News magazines.  Today the reading will be from the 11/2/15 issue, “Courageous Climber.”  Please read all articles in the magazine together and discuss.  Pay close attention to word definition boxes, pictures, and captions on pictures.  After reading all the articles, students need to independently answer all 10 questions on page 8 of the magazine.  Please have students put up their privacy shields.   In addition, students need to choose whether they agree or disagree with the debate question on page 7 and write a paragraph stating whether they agree or disagree and give several reasons for their position.  The magazine needs to be turned in to the Science/Social studies bin at the front of the room.  The paragraph needs to be turned in to the Language Arts bin at the front of the room.

 

Tuesday

Students will read articles from previous Scholastic News magazines.  Today the reading will be from the 10/26/15 issue, “Would You Eat This?”  Please read all articles in the magazine together and discuss.  Pay close attention to word definition boxes, pictures, and captions on pictures.  After reading all the articles, students need to independently answer all 10 questions on page 8 of the magazine.  Please have students put up their privacy shields.  In addition, students need to choose whether they agree or disagree with the debate question on page 7 and write a paragraph stating whether they agree or disagree and give several reasons for their position.  The magazine needs to be turned in to the Science/Social studies bin at the front of the room.  The paragraph needs to be turned in to the Language Arts bin at the front of the room.

 

Wednesday

Students will read articles from previous Scholastic News magazines.  Today the reading will be from the 9/7/15 issue, “It’s a Mini-Me!”  Please read all articles in the magazine together and discuss.  Pay close attention to word definition boxes, pictures, and captions on pictures.  After reading all the articles, students need to independently answer all 10 questions on page 8 of the magazine.  Please have students put up their privacy shields.  In addition, students need to choose whether they agree or disagree with the debate question on page 7 and write a paragraph stating whether they agree or disagree and give several reasons for their position.  The magazine needs to be turned in to the Science/Social studies bin at the front of the room.  The paragraph needs to be turned in to the Language Arts bin at the front of the room.

 

Thursday

Students will read articles from previous Scholastic News magazines.  Today the reading will be from the 9/21/15 issue, “Honor or Insult?”  Please read all articles in the magazine together and discuss.  Pay close attention to word definition boxes, pictures, and captions on pictures.  After reading all the articles, students need to independently answer all 10 questions on page 8 of the magazine.  Please have students put up their privacy shields.  In addition, students need to choose whether they agree or disagree with the debate question on page 7 and write a paragraph stating whether they agree or disagree and give several reasons for their position.  The magazine needs to be turned in to the Science/Social studies bin at the front of the room.  The paragraph needs to be turned in to the Language Arts bin at the front of the room.

Mrs. Morin 5th Grade  SCIENCE/SOCIAL STUDIES BLOCK (1:30 – 2:30)          Week of 03/20/17 to 03/24/17

 

Friday

Students will read articles from previous Scholastic News magazines.  Today the reading will be from the 1/4/16 issue, “A New Life.”  Please read all articles in the magazine together and discuss.  Pay close attention to word definition boxes, pictures, and captions on pictures.  After reading all the articles, students need to independently answer all 10 questions on page 8 of the magazine.  Please have students put up their privacy shields.  In addition, students need to choose whether they agree or disagree with the debate question on page 7 and write a paragraph stating whether they agree or disagree and give several reasons for their position.  The magazine needs to be turned in to the Science/Social studies bin at the front of the room.  The paragraph needs to be turned in to the Language Arts bin at the front of the room.

 

 

Website by SchoolMessenger Presence. © 2024 SchoolMessenger Corporation. All rights reserved.