Mrs. Kinsel and Mrs. Barham
Week of: April 25th READING Workshop Theme: Standards: Resources: Focus Lesson (15-­20 min) Mini-­Lesson Work Time (20-­30 min) (guided reading, collaborative, independent, response) Wrap-­Up (5 min) Monday Miss Rumphius Read story aloud up to where students have the text. Discuss point of view of the author at the beginning of the story. Students read rest of the story independently and complete graphic organizer. Tuesday Miss Rumphius After reading the excerpt about Miss Rumphius when she moves by the sea, ask students to predict by flashback what her earlier life might have been like. What could she have done to hurt her back? Read aloud the first part of the story to answer their questions and predictions. Students reread story with a partner and discuss their own point of view and how it is different from the author’s. Wednesday Miss Rumphius Sequence the events in the story. Thursday Pepita Talks Twice Read aloud the first 10 pages, asking comprehension questions about character Students partner read the rest of the story and answer the question, “Why does Pepita change her mind about not Friday motive for not wanting to speak in Spanish. speaking Spanish?” Do you think she made a good decision? Pepita Talks Twice Students reread the story independently and take a quiz. Monday Session 3: Storytelling, Planning and Drafting Adaptations of Fairy Tales pp 28-­35 WRITING WORKSHOP Connection: “Writers, yesterday we…” Celebrate the volume of work the children have produced and ask them to share their progress with a partner. Point out that writers need to rehearse;; ask kids what ways they can rehearse for writing. Teaching Point: “Today I want to remind you that the real goal when you rehearse for writing a story is not to come up with something to say, but to make the story you will write much stronger. If you story-­tell and act out your story, your rehearsal brings your story to life.” Teach: “Watch me…” -­-­Help students recall and then embellish the steps of the Small Moment story that they’ll be telling. -­-­Channel one partner to story-­tell to the other partner the scene the class just planned, reminding them to include specific actions and dialogue. Then harvest a class lead for the story. -­-­Channel students to retell and extend the story, building off of the lead you helped the class produce, this time encouraging them to highlight certain character traits and to enhance the storytelling. -­-­Repeat the cycle, this time supporting children to reenact the same scene, adding small actions, gestures, and interactions. (See Lucy’s dialogue and share whatever Cinderella adaptation I wrote.) Active Engagement: “Now it’s your turn to try…” -­-­Set members of the class up to use the class’s work with storytelling and drama as a model for their own storytelling. -­-­Channel one partner to story-­tell or act his or her opening scene to their partner, reminding them to include specific actions and dialogue. -­-­Coach with lean prompts that raise the level of what individuals do during the partner talk. Then convene the class and share. Link: “Today and every day, remember you can…” Encourage students to take their acting energy and channel it toward their writing. Share: Recruit writers to listen to one student’s work, noticing what he has done well. Set up children to plan upcoming scenes by using scene-­planning booklets (p. 35) Add bullet to chart: “Story-­tell or act out the first scene, filling in lifelike details.” Tuesday Session 4: Writers Can Story-­Tell and Act Out as They Draft pp 36-­44 Connection: “Writers, yesterday we worked on rehearsing our stories out loud.” Channel partners to share their writing with each other and to talk about what might happen next in their fairy tales. Work together to plan the start of the next scene of the shared class fairy tale adaptation. Record plans for the class story on a chart while children jot plans for their own stories and share them with a partner. Teaching Point: “Today I want to teach you that when you are writing, you can rehearse in the middle of writing as well as the start of it. And specifically, when writing a fiction story that contains several small moments or scenes, it helps to story-­tell or to act out each small moment before writing it-­-­or at least to do this while writing it. I’m going to add that to our chart.” See “How to Write a Fairy Tale Adaptation” chart on p. 38 Teach: “Watch me…” Give students tips that will bring their characters and stories to life. For example, don’t just act out what the character says, act out what the character does. Also, don’t just bring the characters to life...bring the setting to life, p. 38. Perform the new, second scene of the class story in a flat, motionless way. Ask children to coach you to improve your performance to better help your writing. Perform the scene again, incorporating their ideas. Set up half the class to play one part in the scene, while you play the other. Ask the other half of the classto watch, noting any suggestions. Demonstrate how acting out the scene improves the quality of writing, p. 39. Active Engagement: “Now it’s your turn to try…” Channel students to act out their own scenes with a partner. As they do, listen and coach as needed. Link: “Today and every day, remember you can…” Ask students to revisit the start of the scene they just acted out, clarifying a character’s words and actions, and then to start writing the scene. Share: Wednesday (Short Day) pp 41-­44 Teaching the Balance of Narration, Description, and Dialogue Continue Session 4 beginning with p. 41 1. Use student writing to emphasize the importance of balance, so that there is plenty of description and dialogue, but not so much that the story never moves forward. 2. Talk to students about being accountable for their own writing. Remind them to apply all the things they have learned over the past year with revision and editing. -­Three things to remember about spelling ● Try a word a few different ways. ● Check the word on your iPad or dictionary. ● Circle the word and come back to it later. Share: Ending Stories, p. 43-­44 Ask students to discuss what they know about writing strong endings, and then highlight a few for the class. Ask students to identify what happens at the ending of a classic tale. Challenge children to find the central problems of the main character in the class adaptation. Add to the chart, “Figure out an ending that solves the character’s big problem. Thursday Session 5: Connection: “Writers, yesterday we worked on balancing our stories and making sure they had a good ending. Introduce the concept of a narrator by telling children about the role Jiminy Cricket played in the movie Pinocchio long ago. Explain that fairy tales often rely on narrators and cite a few (see p. 46, Prince Cinders, Weaving Narration through Stories pp 45 -­Prince Cinders -­Classic Cinderella story p. 47, Cinder-­Elly) Teaching Point: “Today I want to teach you that writers of fairy tales use narration, or telling, in some important ways: to introduce the story, to stitch one scene to the next, and to end the story.” Teach: Set up the teaching by telling students I’ll be giving them a lot of new information in the form of a little lecture, just like in a college class. (Read aloud to class the paragraph beginning…”Today is going to be a course…” Explain some of the different ways in which narration is used in stories. Start by discussing the jobs that narrators do a the start of fairy tales, providing example, then spotlighting transitions. Read next paragraphs to explain how narrators also stitch small moments together. Debrief by asking students to recap what they’ve heard, while you chart your main points.
*While partners do a quick recap of what they’ve heard, I will quickly jot on chart paper: The Power of Narration ● Provides backstory at the beginning of a story ● Stitches together Small Moment Stories ● Active Engagement: p. 48 Ask students to practice, in partnerships, the two types of narration you’ve discussed in the context of the class fairy tale. Share some strong examples of narration. Link: “Today and every day, remember you can…” Remind students of the ways that narration may be used in fairy tales;; set them up to try it out on their own pieces, p. 50. Share: Friday Session 5, continued pp 51-­53 Encouraging Students to Take on Challenging Work Midworkshop Teaching: Using Narration to Wrap Up a Story Share: Giving Each Other Feedback Have students share the endings of their tales. MATH Lesson Purpose Instruction Monday Lesson: 15-­1: Customary Units of Capacity Standard: 3.MD.2 Materials: teaching tool 47 Vocab: capacity, cup, pint, quart, gallon Students will choose an appropriate unit and tool, estimate, and measure in cups, pints, quarts, and gallons. Interactive Learning: Today you will measure how much a container holds. Hold up a 1-­cup container and a 1-­quart container. How much do you think this larger container holds? How can you check your estimate? Focus Instruction: Visual Learning Animation BRAIN POP JR Video Guided: Pass out teaching tool -­ have students estimate how many cups each container will hold. (bowl, pitcher, water bottle). How can we check your estimates? (measure by filling the cup with something...cereal) Collaborative: Two cups is equal to 1 pint. Which is greater, 3 pints or 5 cups? Explain. Estimating Capacity Practice Pages Independent/Homework: 15-­1 DCC and 15-­1 Practice Tuesday 15-­1 Cont Gallon Bot Gallon Bot -­ Make a gallon bot to show unit conversion Gallon Bot Questions Wednesday Lesson: 15-­2: Metric Units of Capacity Standard: 3.MD.2 Materials: liter containers, water, sand, rice Vocab: milliliter, liter Students will choose an appropriate unit and tool, estimate, and measure in mL and L. Students identify objects that hold about a liter or a milliliter. Interactive Learning: Today you will learn how to find the capacity of containers using metric units. This water bottle has a capacity of about 1 unit. How can you use this to estimate the capacity of the larger container? Focus Instruction: Visual Learning Animation Guided: Two metric units of capacity are liter and milliliter. There are 1,000 milliliters in a liter. How can you estimate the capacity of the larger container? About how much does the larger container hold? How can you check your estimation? About how much does the container hold? Collaborative: Estimating Capacity (Metric) Practice Pages Independent/Homework: 15-­2 DCC, 15-­2 Practice. Thursday Lesson: 15-­3: Units of Mass Standard: 3.MD.2 Materials: pan balance, dollar bill, stapler Vocab: mass, gram, kilogram Students choose an appropriate unit and tool, estimate, and measure in grams and kilograms. Students identify objects with a mass of about 1 gram or 1 kilogram. Interactive Learning: Today you will learn how to measure the mass of an object using metric units. The mass of an object is a measure of the amount of matter in an object. There are 1000 grams in 1 kilogram. This book has a mass of about 1 kilogram. How can you use this information to determine whether a stapler has a mass greater than or less than 1 kilogram? Focus Instruction: Visual Learning Animation Guided: Collaborative: Practice Page Around the World Independent/Homework: 15-­3 DCC and 15-­3 Practice Friday Lesson: 15-­4: Units of Weight Standard: 3.MD.2 Materials: pan balance Vocab: weight, ounce, pound, ton Students will choose an appropriate unit and tool, estimate, and measure in ounces, pounds, and tons. Students identify objects that weigh about an ounce, a pound, or a ton. Interactive Learning: Today, you will learn how to measure how heavy an object is. There are 16 oz in a pound and 2000 lb in a ton. Five quarters weigh about 1 ounce. What unit would you use to measure the weight of this object? About how heavy is this object? How can you check your estimate? Focus Instruction: Visual Learning Animation Guided: Collaborative: Independent/Homework: 15-­4 DCC and 15-­4 Practice. HEALTH Unit 2 -­ Growing as a Group: Lesson 1 -­ Listen Up SCIENCE/SOCIAL STUDIES DAY 1 Life Cycle of a Flowering Plant-­-­read lesson in Science Book, discuss questions DAY 2 Finish reading student booklets, “Life Cycle of Flowering Plants” and have students complete questions. WORD WORK Monday Introduce spelling words -­ Spelling Weekly Assignment -­ C-­14: Commonly Confused Words Tuesday GBM -­ Plural Nouns Wednesday Fix the Misspelled Words Thursday GBM -­ Highlight the parts of speech Friday Play sparkle or bizz/buzz/out Spelling Test