content - picture day beaver stem piedmont project · character’s final words. say it like a...

Monday08/22/2016

Materials 7:15am -7:45am

Important Information7:50am - 8:20amLesson

Content -PiedmontHOWL 8:30am -9:15amLessonReview morning work

Get to Know Youactivity

Number talk

Specials 9:15am -10:00am

Writing Workshop10:05am - 10:45amLessonLook at excerptfrom mentor textand discuss howauthor usedsensory detailsand sentencevariety.

Have studentspractice usingsensory detailsentence startersas they write adescription of acharacter, settingor object with apartner.

Have students fillout Sensory Detailflipbook and sharewith a partner.

Tuesday08/23/2016


Important Information7:50am - 8:20am

HOWL 8:30am -9:15amLessonReview morning work

Multiplication numbertalk


Writing Workshop10:05am - 10:45amLessonContentIntegration: S3L1Mentor Text: AWalk in theDeciduous Forest

Using questions togenerate detailsTeacher modelshow to usequestions togenerate sensorydetailsUse slide 8-10 onElaborative Detailsflipchart

Students work withpartner to write adescription of aforest creatureusing questions togenerate details(slide 10)

Mini Lesson 10:45am- 11:00amLessonSOAR - Go to Doorby Katye's promptly10:54-11:24

Wednesday08/24/2016


Important Information7:50am - 8:20am

HOWL 8:30am -9:15amLessonGo over morningwork

Finish multiplicationassessment

Commutativeproperty number talkIntroduce games


Writing Workshop10:05am - 10:45amLessonStudents work ontheir own usingquestions to generatedetails as they write adescription of acreature in the forest

Mini Lesson 10:45am- 11:00amLesson

ContentIntegration:habitats andadaptationsText: How theBeaver Got HisTail CFA prepflipchartTeacher model:Read and

analyze the text

StrategyFocus:

Thursday08/25/2016



Picture DayHOWL 8:30am -9:15amLessonGo over morningwork & multiplicationassessment

Number talk - Reviewstrategies for additionCounting All/CountingOnMaking TensDoubles/NearDoubles

Begin Additionsecrets solving forunknowns and usingcardinal directions toplot answer on a map


Writing Workshop10:05am - 10:45amLessonShow me don’ttell me Teacherbackground

Teacher lessonRead How are YouPeeling? (1st partof show me don’ttell me flipchart)Discuss how youcan “show” afeeling bydescribingsomeone’s face/body

Friday08/26/2016



Beaver STEMproject

HOWL 8:30am -9:15amLessonAnti-bullying lesson


Writing Workshop10:05am - 10:45am

Mini Lesson 10:45am- 11:00amLessonShow me don’ttell meIdentify showing ortelling on the side23Revise thesentence to showinstead of tell onslide 24Brainstorm a list ofphysical andemotional feelings.Let student workwith a partner todraw what thefeeling looks likeand write ashow-me-don’t-tell-mesegment.

2016-2017Mrs. Bell

08/21/2016 - 08/27/2016Week View

of 6

http://drive.google.com/a/forsythk12.org/file/d/0B_E7uhDawMGASDVtVFJHVWc5N0E/view?usp=sharing








http://drive.google.com/a/forsythk12.org/file/d/0B_E7uhDawMGAaWlnWDVPUHJENGs/view?usp=sharing




http://drive.google.com/a/forsythk12.org/file/d/0B_E7uhDawMGALTNOWFBoXzNnZUU/view?usp=sharing

http://drive.google.com/a/forsythk12.org/file/d/0B_E7uhDawMGALTNOWFBoXzNnZUU/view?usp=sharing

http://drive.google.com/a/forsythk12.org/file/d/0B_E7uhDawMGAbVFSc1BZMkIzRDA/view?usp=sharing




http://kitchenfloorcrafts.blogspot.com/2015/05/invitation-to-build-create-dam.html#_a5y_p=4338119





ContentIntegration:Habitats

Text: GeorgiaHabitats Piedmontslideshow

Students will useinformation tocomplete Piedmontportion of theirFlipbook.

Small Groups/Conferring 11:00am -11:30amLesson

AdministerF&PLunch 11:30am -12:00pm

Mini Lesson 212:10pm - 12:25pmLesson

ContentIntegration:habitats andadaptations

Text:Text:PiedmontHabitatpassage fromSTEM Scopes- Ga. Regions

StrategyFocus:

Text: Beaver (NFtext flipchart)StrategyFocus:13.5 NonfictionReaders Stop andJotStrategy: Writingabout nonfictionwill help you holdonto importantinformation andideas as you read.When you readand find you mindclick on--perhapsbecause you learnsomething new(information,words), see astrong image, feelcurious, or want tohold on to the maininformation in asection--it’s a goodidea to stop andjot.

Prompts:• After reading

that section, areyou thinkinganything?

• What do youthink you can jotthat will helpyou hold on tothat information?

• Let’s stop andjot.

• Show me whatyou’ll write afterthat part.

• Let’s check thechart. What kindof writing willhelp you?

• I notice youthought about

13.8 FiveSentenceSummaryStrategy:Thinkabout the text youjust read. Whatare the five mostimportant events.In the order theyhappened? Tellthem out loud toyourself, acrossyour five fingers.Write them on apage, oncesentence per event.

• What happenedfirst?

• Was that themost importantevent thathappened next?

• You’re at themiddle, whatshould be aboutthe middle ofthe story?

• One finger left -what’s theconclusion ofthe story thatconnects backto the initialproblem or whatthe characterwanted?


Look at drawingsof feelings on slide22 of the show medon’t tell meflipchart anddemonstrate howto “show” a feelingby drawing whatyou would see.Write a segmentdescribing whatyou drew.


PICTUREDAY @11:06

ContentIntegration:habitatsandadaptationsText: How theBeaver Got HisTail CFA prepflipchart

Standard FocusRL1Refer explicitly tothe text as abasis for answers

Answerquestions fromthe text andsupport withevidence


AdministerF&P




ContentIntegration:habitatsandadaptationsText: Life undera log (video &text)S3L1, RI5, S&L3,L4a (flipchart - hasvideo embedded)

Small Groups/Conferring 2 12:25pm- 1:00pmLesson

AdministerF&PMath Mini Lesson1:00pm - 1:30pmLesson

2016-2017Mrs. Bell

08/21/2016 - 08/27/2016Week View

of 6

http://naturalhistory.uga.edu/content/education/habitats/slideshows/Piedmont/Piedmont_final.html






http://drive.google.com/a/forsythk12.org/file/d/0B-dMX47w5HDzLXR1NEVITzBrRVE/view?usp=sharing

http://drive.google.com/a/forsythk12.org/file/d/0B-dMX47w5HDzLXR1NEVITzBrRVE/view?usp=sharing

http://drive.google.com/open?id=0B_E7uhDawMGAZzVUTUZjYS11RlU




http://missradka.blogspot.com/2011/02/show-not-tells.html



http://drive.google.com/open?id=0B_E7uhDawMGARlJadDVjZklrUUU




10.1 Make the2-D into 3-DStrategy:Photographs,illustrations, anddiagrams inbooks are meantto represent realthings. Try totake the 2-D, orflat image andimagine it to be3-D, like it is inreal life. You canmake it seemmore real byadding in detailsfrom othersenses (smell,touch, and sonon). Read thewords in thecaption and inthe surroundingtext to help yourimagination.

Prompts:• Read the

caption. Nowlook at thepicture.Describe whatyou see.

• Make it seemmore real.Say what yousee.

• What do youimagine,beyond justthe flat picture?

• Use yoursenses

• What else doyou see?

what would helpyou when youstopped to jotthat.




ContentIntegration:habitatsandadaptations

Text: Beaver (NFtext flipchart)

StandardFocus: SL3Watch videoclip (onBuilding theDam slide)

Give Beaverspeaking and




StrategyFocus:7.6 What Are YouLeft With?Strategy: Rereadthe last paragraphor page. Thinkabout what theauthor leaves youto think about bystudying thenarrator’s or acharacter’s finalwords. Say it like alesson.

Prompt:• Reread the

ending.• Look again at

the lastparagraph (orpage). Does thenarrator leadyou to a lesson?

• That’s what itsays at the end.Try to say thelesson in yourown words.

Lunch 11:30am -12:00pm



Standard Focus:L1 (parts ofspeech)

Identify parts ofspeech in exerptof passage



Mini Lesson -Introducemultiplication strategies(distributiveproperty)model facts with 6, 7& 12 (multiply by 5& add a group ordouble)

Recess 1:30pm -1:50pm

Math Station 11:50pm - 2:50pm

Mini Lesson -Introducemultiplication strategiesmodel facts with 8 &9 (9 - times 10 minusa group) (show howyou know most of 8 &9 with previousstrategies)


Math Station 11:50pm - 2:50pmLesson

Math Stationsbased on datafrom formativeassessmentsTechnology: visualLearning, closer look& convince me

Games: Connect2,3,4,5, & 6 choosebases on level

Journal:Differentiated wordproblems

Fluency: Reflex

Teacher: Teachermodels and posesproblems for studentsto solve onwhiteboards basedformativeassessment

• What patterns do

you notice on an

addition table?


you notice on a

multiplication

table?

2016-2017Mrs. Bell

08/21/2016 - 08/27/2016Week View

of 6





http://docs.google.com/a/forsythk12.org/document/d/1w6vixJ1g_JzCPVV_khHvJFbRzcINNflnaxBmcSStpUQ/edit?usp=sharing




• Use thecaption andthe rest of thepage to saymore.



Mini Lesson -Introduce themultiplicationchart &commutative (video)model facts with 0, 1& 11Students color inchart and quiz eachother on 0 & 1 facts



listeningformative



Mini Lesson -Introducemultiplication strategiesmodel facts with 2 &4 (double &double,double)






Fluency: Reflex

Teacher: Teachermodels and poses

• What’s the lastthought youhave afterreading the endof the book?

• Explain how thewhole storyends up. Sowhat’s thelesson?

• Explain how theproblem wassolved. Sowhat’s thelesson?



Mini Lesson -Introducemultiplication strategiesmodel facts with 3, 5& 10 (skip counting)

Lesson

Math Stationsbased on datafrom formativeassessmentsTechnology: Reflexand/or visualLearning, closer look& convince me

Games: Connect 2,3 or 4


Fluency:Multiplication Bumptimes 2 or 3



you notice on an

addition table?


you notice on a

multiplication

table?

• Describe the

relationship

between

multiplying by 2

and multiplying by

4.

• John says that

when you multiply

any number by an

an even number,

• Describe the

relationship

between

multiplying by 2

and multiplying by

4.

• John says that

when you multiply

any number by an

an even number,

you will always

get an even

product. Explain

why John is or is

not correct.• Malik said when

you multiply twoodd numbers, theproduct is alwaysodd. He used 3 x7 and 7 x 7 tosupport hisstatement. Is hecorrect?

2016-2017Mrs. Bell

08/21/2016 - 08/27/2016Week View

of 6

http://youtu.be/R2IQB9I7zX0








Fluency: Reflex



you notice on an

addition table?


you notice on a

multiplication

table?

• Describe the

relationship

between

multiplying by 2

and multiplying by

4.

• John says that

when you multiply

any number by an

an even number,

you will always

get an even

product. Explain

problems for studentsto solve onwhiteboards basedformativeassessment


you notice on an

addition table?


you notice on a

multiplication

table?

• Describe the

relationship

between

multiplying by 2

and multiplying by

4.

• John says that

when you multiply

any number by an

an even number,

you will always

get an even

product. Explain

why John is or is






Games: Double,Double, Double orBunny Bump


Fluency: Reflex



you notice on an

addition table?


you notice on a

multiplication

table?

• Describe the

relationship

between

multiplying by 2

and multiplying by

4.

• John says that

when you multiply

you will always

get an even

product. Explain

why John is or is



2016-2017Mrs. Bell

08/21/2016 - 08/27/2016Week View

of 6

why John is or is



any number by an

an even number,

you will always

get an even

product. Explain

why John is or is



2016-2017Mrs. Bell

08/21/2016 - 08/27/2016Week View

of 6

content - picture day beaver stem piedmont project · character’s final words. say it like a...

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