ACC School Day Curriculum
Elementary School
2015 Edition
Developed by Guilford County Teachers
Crystal Bailey
Paige Butler
Stacey Cunningham
Earlene Edwards
Pamela Hall
Deanne Lowe
Gena Marshall
Jamie Menchaca
Mary Beth Payne
Lindsey Thomas
Tia Thompson
ELEMENTARY SCHOOL CURRICULUM
2
TABLE OF CONTENTS
GRADE
PAGE
First & Second Grade Curriculum
7
Third & Fourth Grade Curriculum
23
Fifth Grade Curriculum
68
3
First & Second Grade Curriculum
Title
Subject
Common Core
Standard
Page
Lining Up the Winners
Measuring March Madness
Shape Up
Dribbling Up Court
Game Patterns
Tally Up
Measuring Up
Help Wanted
Show Me The Money
Book Talk
B-Ball Adventures
Bouncing Into Writing
3 Point Punctuation
Math
Math
Math
Math
Math
Math
Math
Social Studies
Social Studies
Language Arts
Language Arts
Language Arts
Language Arts
1.NBT, 2NBT.3
1.MD.2, 2.MD.1
1.G.2
1.MD.4, 2.MD.1
1.G.1
1.MD.4, 2MD.1
2.G.3
2.E1.1, 2.E1.2
1.E1.1, 2E1.1
1
1
1
2.B
7
8
9
10
11
13
15
16
17
18
19
20
21
4
Third & Fourth Grade Curriculum
Title
Subject
Common Core
Standard
Page
Where does your favorite team land? Math
3.NBT.1, 3.NBT.2
Base Tens Block
Math
4.NBT.4
Coats for Kids
Math
4.MD.4
Area/Perimeter B-Ball
Math
4.MD.3
Area/Perimeter B-Ball –Part II
Math
4.MD.3
Multiplication B-Ball
Math
4.0A.1
Teamwork makes the Dream Work Math
4.NBT.5
ACC Word Problems
Math
4.0A.2
ACC Game
Math
4.0A.3
Concession Stand Calories
Math
4.0A.5
All About Basketball
Language Arts RL.4.4, RL 4.5, RL 4.7
Safety Rules
Character Dev. 4.01
Basketball Manner
Character Dev. 4.03
23
33
36
39
41
43
45
50
55
57
60
66
67
5
Fifth Grade Curriculum
Title
ACC Problem Solving
Measurement Madness
Analyzing Patterns
ACC Timeline
Subject
Math
Math
Math
Social Studies
And Now the Rest of the Story
Language Arts
ACC Context Clues
Language Arts
ACC Biocubes
Language Arts
And Now the Rest of the Story II Language Arts
You Be the Reporter
Language Arts
Common Core
Standard
Page
5.NBT.5, 6, 7
5.MD.1
5.0A.3
5.02
5.W.4
5.RL.4
5.W.6
5.W.4
5
68
70
73
76
81
83
85
87
89
6
K-5 Math Lesson Plan
Teacher:
Date(s):
Grade: 1 & 2
Unit Title:
Lining up the Winners
Corresponding Unit Task:
Essential Question(s):
How do you use ordinal numbers 1st through 12th ?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
Mathematical
Practices:
1. Students
will use ordinal
numbers 1st
through 12th.
Common Core State Standards:
1.NBT, 2.NBT.3
I Can Statement(s):
Instructional Plan:
Whole class activity - Before the tournament students will use a work mat in the shape of a
basketball court. We will have basketballs to represent each team. As a class we will
predict the order, from first to last, that we think the teams will be in by the end of the
tournament. After lining up balls on court, have ordinal number on cards and number
names on cards. Students match ordinal numbers/number names to positions of balls on the
court. Students will record the predictions onto their work mat. After the tournament, we
will look at our predictions and compare them to the final results.
Students will record the final results and answers questions like: What team is in 5th place?
What team is in 7th place? Etc.
7
K-5 Math Lesson Plan
Teacher:
Date(s):
Grade: 1 & 2
Unit Title:
Measuring March Madness
Corresponding Unit Task:
Essential Question(s):
How do you recognize and use standard units of metric and customary measurement?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
Mathematical
Practices:
Common Core State Standards:
1.MD.2, 2. MD.1
I Can Statement(s):
Instructional Plan:
Lead class in estimating the length of a basketball court. After determining actual length,
tell class that they will measure it off in the hallway, playground area, or parking lot. Have
students then estimate how far that would be from a particular starting point. Also, students
will discuss the appropriate measuring unit to use- inches, meters, feet, yards. After
discussing estimations, students will measure off the actual length using one or more
standard units of measurement.
Class discussions, questions and answers, and completion of activity.
Actual length of a basketball court is 94’ x 26’
8
K-5 Math Lesson Plan
Teacher:
Date(s):
Grade: 1
Unit Title:
Shape Up
Corresponding Unit Task:
Essential Question(s):
How do we know if a figure is congruent or symmetrical?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
Mathematical
Practices:
Common Core State Standards:
1.G.2
I Can Statement(s):
Instructional Plan:
Using a picture of a basketball court, identify the shape recognized- circles, rectangles, etc.
Students will identify shapes on the picture that are congruent or similar. Students identify
whether the lines already drawn on the court picture are correct lines of symmetry. Mark
additional lines of symmetry.
Teach observation and successful completion of activity.
9
K-5 Math Lesson Plan
Teacher:
Date(s):
Grade: 1 & 2
Unit Title:
Dribbling Up Court
Corresponding Unit Task:
Essential Question(s):
How do you display data?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
Mathematical Common Core State Standards:
1.MD.4, 2.MD.1
Practices:
Students will
gather, organize
and display data I Can Statement(s):
as a group
activity.
Instructional Plan:
Students will use a chart to record the number of regular season games won and lost by a
team of their choice. They will use this information to create a pictograph.
Students will share pictographs with classmates.
10
K-5 Math Lesson Plan
Teacher:
Date(s):
Grade: 1
Unit Title:
Game Patterns
Corresponding Unit Task:
Essential Question(s):
How can I figure out a pattern?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
Mathematical
Practices:
Common Core State Standards:
1.G.1
I Can Statement(s):
Instructional Plan:
Teacher will review with class what they know about patterns using numbers letter, and
shapes. Students should discuss how to determine the missing single item in a pattern row,
how to extend a pattern, and how to determine a pattern’s beginning item if the first item is
missing. Using the accompanying worksheet, individually or as a group identify the
missing items in a pattern.
Students can share the results.
11
GAME PATTERNS
1. UNC
VT
2. Pittsburgh
Pittsburgh
Georgia Tech
___________
3.
UVA
UVA
Duke
4.
BC
Syracuse
Syracuse
UNC
VT
UNC
Clemson
Clemson
Wake Forest Louisville
________
Louisville
Duke
NC State
NC State
5. Tigers
Tigers
Fighting Irish Seminoles
Fighting Irish Seminoles
6.__________
Massachusetts
Florida
Georgia
____________
Hurricanes
South Carolina
Florida
South Carolina
12
K-5 Math Lesson Plan
Teacher:
Date(s):
Grade: 1 & 2
Unit Title:
Tally Up
Corresponding Unit Task:
Essential Question(s):
What kind of information does charts and graphs tell you?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
Mathematical
Practices:
Students will
answer
questions about
charts and
graphs.
Common Core State Standards:
1.MD.4, 2.MD.1
I Can Statement(s):
Instructional Plan:
Teachers will need to choose a team, and then use the final standings information (found at
ACC.com) to fill in the chart using tally marks. After constructing chart using tally marks,
make a pictograph using the team mascots (or child drawn facsimile) to plot wins or losses.
Ask appropriate questions of data on pictograph. Students will answers questions below the
chart. Point out that data/information found on both tally chart and pictographs are the
same, only the presentation is different.
Teacher observation and completion of the questions. See Attached worksheet.
13
Conference Games played by (Insert ACC school)
Wins (use tally marks):
Loss (use tally marks):
1. How many games were won by________________?
______________games were won by ________________.
2. How many games were lost by ________________?
________________games were lost by ________________.
3. How many games were played by ________________?
________________games were played by ________________.
4. Did ________________ win or lose most of their games?
________________ __________ most of their games.
14
K-5 Math Lesson Plan
Teacher:
Date(s):
Grade: 2
Unit Title:
Measuring Up
Corresponding Unit Task:
Essential Question(s):
How do you represent fractions?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
Mathematical
Practices:
Common Core State Standards:
2.G.3
I Can Statement(s):
Instructional Plan:
Distribute copy of a basketball court to each child in a small group. Each member chooses
a fraction to represent with his court. Student will fold his picture to represent the fraction
chosen, color the fractional part, and cut out the picture fraction. Students show their parts
to the whole class and class guesses the fraction shown. After students have completed
sharing their fractions, students will write numerically their fraction on their picture.
Teacher will ask appropriate questions (How many halves make a whole court? How many
fourths make a half court?)of class using students’ pictures for verification.
Students will have folded pictures checked before cutting out their fraction. Students will
share with the whole class. Teacher will observe students’ understanding of concept.
15
K-5 Social Studies Lesson Plan
Teacher:
Date(s):
Grade: 2
Unit Title:
Help Wanted
Corresponding Unit Task:
Essential Question(s):
What types of jobs are needed to make a product and provide a service?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
Social Studies
Practices:
Students will
tell the types of
jobs that are
needed to make
a product and
provide a
service.
Common Core State Standards:
2.E1.1, 2.E1.2
I Can Statement(s):
Instructional Plan:
Create a list of the different services that we saw in the concourse of the coliseum (people
selling food, t-shirts, etc.).
Discuss how these services are helpful to the community.
Journal entry about the discussion.
16
K-5 Social Studies Lesson Plan
Teacher:
Date(s):
Grade: 1 & 2
Unit Title:
Show Me the Money
Corresponding Unit Task:
Essential Question(s):
What are some ways people use money?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
Social Studies Common Core State Standards:
1.E1.1, 2.E1.1
Practices:
Students will
tell ways people
I Can Statement(s):
use money.
Instructional Plan:
Create a web organizer to record ways money was used during the tournament (ticket sales,
money to make programs, advertisement, rental of coliseum, concession costs, t-shirt sales,
lights in coliseum, etc.)
Students will present their web.
17
K-5 ELA Lesson Plan
Teacher:
Date(s):
Grade: 1
Unit Title:
Book Talk
Corresponding Unit Task:
Essential Question(s):
Can I answer questions about the story?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
ELA Practices:
Students will
respond and
elaborate in
answering who,
what, when,
where, and how
questions.
Common Core State Standards, Strand & Cluster:
Standard 1, Strand- Reading Standards for Lit, Cluster- Key Ideas & Details
I Can Statement(s):
Instructional Plan:
Teacher reads aloud For The Love Of The Game or any book about basketball. Have a
class discussion about the book asking questions in a Paideia seminar format.
Teacher observation during seminar discussion.
18
K-5 ELA Lesson Plan
Teacher:
Date(s):
Grade: 1
Unit Title:
B-Ball Adventures
Corresponding Unit Task:
Essential Question(s):
Can I write about a time when I _______________?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
ELA Practices:
Students will
share personal
experiences and
responses to
experiences
with text
(publishing
non-print texts,
discussing
interpretations,
recording
personal
responses).
Common Core State Standards, Strand & Cluster:
Standard 1, Strand- Writing, Cluster- Text Types & Purpose
I Can Statement(s):
Instructional Plan:
Have students write about their adventure at the Basketball Tournament. Create a class
book titled B-ball Adventures using writings.
19
K-5 ELA Lesson Plan
Teacher:
Date(s):
Grade: 1- 4
Unit Title:
Bounce Into Writing
Corresponding Unit Task:
Essential Question(s):
How do I listen to, retell and write about information I’ve heard?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
ELA Practices:
Students will
extend skills in
using oral and
written
language
(clarifying
purposes for
engaging in
communication,
using clear and
precise
language to
paraphrase
messages,
engaging in
more extended
oral
discussions,
producing
written
products).
Common Core State Standards, Strand & Cluster:
Standard 1,2,3, 4 Strand- Writing, Speaking & Listening, Cluster- Comprehension &
Collaboration
I Can Statement(s):
Instructional Plan:
After the game, have students to create a concept web about things they saw, did, heard and
tasted at the tournament. Students will use the concept web to write sentences about the
tournament.
20
K-5 ELA Lesson Plan
Teacher:
Date(s):
Grade: 2
Unit Title:
3 Point Punctuation
Corresponding Unit Task:
Essential Question(s):
What are the four types of sentences, statement, question, command, exclamation and the punctuation used
after each?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
ELA Practices: Common Core State Standards, Strand & Cluster:
Standard 2.b, Strand- Language Standard, Cluster- Convention of Standard English
I Can Statement(s):
Instructional Plan:
Tell the type of sentence each one is and add correct punctuation.
Punctuation Type of Sentence
1. Sandy wants to go to the ACC tournament__________ __________
2. Will Jack’s dad take him to the game
__________
__________
3. Who is playing in the tournament
__________
__________
4. It will be played at the Greensboro
Coliseum
__________
__________
5. I want to go, too
__________
__________
6. Save your money for a ticket
__________
__________
7. The games are so exciting
__________
__________
21
8. Wow, what a great shot
__________
__________
9. Do you want something to eat
__________
__________
10. Don’t leave before the game ends
__________
__________
11. Oh, no, my favorite team lost
__________
__________
12. The Coliseum is such a huge building
__________
__________
ASSESSMENT: In pairs, students will discuss their answers.
22
K-5 Math Lesson Plan
Teacher:
Date(s):
Grade: 3
Unit Title: Place Value: “Which place does your favorite
land during the ACC tournament?”
Corresponding Unit Task: 1 Place value, standard
and expanded form, and represent a variety of
mental math concepts.
Essential Question(s):
1: (3.NBT.1) How can I use rounding strategies to round whole numbers to the tens, hundreds, and
thousands place.?
2: (3.NBT.2) How do I fluently add and subtract numbers within 1,000?
3: (3.NBT.2) How do I add and subtract numbers in a variety of ways within 1,000?
Teacher:
Georgiastandards.com
Gems Destination Math (at
the bottom of the 1st lesson)
Base ten blocks for the
overhead.
Hundreds chart
Envisions animation for
rounding
Student:
Paper, pencil, dry erase
board, dry erase
marker, eraser, and
paper, base ten blocks,
hundreds chart.
Essential Vocabulary
Ones, tens, hundreds, thousands, digits, place
value, standard form, expanded form, represent,
variety, rounding, word form
Learning Experience
8 Mathematical
Practices:
1. Make sense of problems
and persevere in solving them.
2. Reason abstractly and
quantitatively.
3. Construct viable
arguments and critique the
reasoning of others.
4. Model with
mathematics.
5. Use appropriate tools
strategically.
6. Attend to precision.
7. Look for and make use
of structure.
8. Look for and express
regularity in repeated
reasoning.
Common Core State Standards: 3.NBT.1 and 3.NBT.2
I Can Statement(s):
1: (3.NBT.1) I can use my place value knowledge to round whole numbers.
2: (3.NBT.2) I can fluently add and subtract within 1,000.
3: (3.NBT.2) I can fluently add and subtract within 1,000 in a variety of ways.
Activating Strategy/Hook: Students will identify the 15 schools in the ACC tournament
through a place value scavenger hunt. The students will be in groups of 2-3 (depending on
the class size) and each will be given a card with a word place value and the place value
underlined that they will need to find the standard form with the same place value underlined
in the room. The cards around the room will have the place value underlined in standard
form that matches their card they received with the word place value. One of the 15 schools
will be pictured on the back of the card that they are matching. Example: five hundred sixtytwo (given out by the teacher 1 card per group), then the search for the standard form card
that matches the word form card (ie. 562). The students will then place their school card that
they found on the scavenger hunt on the board.
23
Teacher Directed:
Day 1: Teacher will place a number on the board. He/she will introduce the
vocabulary (ones, tens, hundreds, thousands, digits, place value) (Find your
place, look next door. 5 digits or greater add one more.) and the rounding
rule. Teacher will model show how to round the number using the rule, the
hundreds board and the number line. (Can use Envisions animations to share
how to round using rounding rule and number line.)
Shared Teacher will pass out the cards from the board that had the teams on
them that had the place value in standard form on the back as well. Then
the students will work with their partner and will round the numbers on the
back of their card, together using both the rounding rule and hundreds
board.
Day 2: Teacher will read the engaging scenario about purchasing a gift at the
ACC tournament. Teacher will use think aloud to demonstrate how to add
and subtract within 1,000. Teacher will show how to set up the problem and
then solve. To do this she will use the scenario of purchasing something from
the gift shop at the ACC tournament. Scenario: I have $100 to spend and the
gift costs $34. Teacher will model a variety of ways to solve. (subtract,
rounding then subtract, counting up, rounding and using hundreds board)
Teacher should use 3 different ways to solve the problem.
Shared Teacher and students will read Task 1 together and discuss ways to
solve problem. The discussion will include what is important to know how
much each item costs in the gift shop and introduce the proposal sheet, and
the cost sheet for the gift shop. Focus on the location on the gift shop cost
sheet.
Day 3: He/she will introduce the vocabulary. (standard form , expanded
form, word form) Teacher will model how to build numbers using base ten
blocks and write the numbers in standard form, expanded form, and word
form using the numbers on the back of their cards from day 1.
Shared Teacher and students will write numbers together using all 3 ways
(standard, expanded, and word). Suggested numbers will be based on what
is on back of their cards from day 1.
Day 4: He/She will model adding and subtracting numbers within 1000 by
using the standard, expanded, and word form. Teacher will use teacher talk
to demonstrate step by step how to solve the problem. The examples will be
left up for the students to see. Students can pair up with another group to get
two sets of numbers.
24
Example:
Standard
251
+66
Expanded
200 + 50 + 1
+
60 + 6
Word
2 hundreds + 5 tens + 1 one
+
6 tens + 6
ones
Teacher will model both addition and subtraction using these strategies.
Shared Teacher and students will work a problem together using each
strategy. Teacher will give students the problems they will be working
together.
Guided Practice:
Day 1: Guided Students will round given numbers and will be able to choose
using the rounding rule, hundreds board, or number line to solve.
Day 2: Guided Students will work collaboratively in pairs to re-read the
scenario and go over the gift shop cost sheet. They will use the information in
Task 1 to solve the problem. Teacher will ask questions and monitor as the
partners are working.
Day 3: Guided
Students will manipulate base ten blocks to build the numbers and write
them in each form. Students can choose the numbers to demonstrate
understanding.
Day 4: Guided
Students will be given word problems to solve using strategies. (standard,
expanded, word) Teacher will monitor and ask questions as students are
working. Examples will continue to be on the board for those who need it.
After students have worked a problem, they will explain to a partner how
they used the strategies.
Independent Practice:
Day 1: Independent Students will complete the ACC Rounding worksheet to
round to the nearest ten and hundred. Share the ways they have used to
round the numbers.
Day 2: Independent Students will work together to decide what they are
going to spend their $100 on at the ACC gift shop. After deciding, students
will write a number sentence to show the money they have, what is being
25
used, and what is left over. To express what is leftover; students will use a
variety of strategies to show the difference between the amount of money
they started with and what they will have afterwards. They will justify why they
chose to spend at the gift shop and use the party proposal sheet to share
their strategies and justification.
Day 3: Independent
Students will complete the ACC subtraction action activity page problems 13 with problems depicting all three strategies.
Day 4: Independent
Students will complete the ACC subtraction action activity page problems 46 with problems depicting all three strategies.
Closing/Summarizing Strategy:
Day 1: Students will then use their math journal to write or illustrate how they
rounded the numbers.
Day 2: Students will use their math journal to summarize the decision made
and the strategies used for problem solving by turning and talking to a
neighbor.
Day 3: Students will do activity on page 7A Topic 1 Envisions Teacher Manual.
It is Writing to Explain.
Day 4: Students will use their math journal to write or illustrate which strategy is
their favorite and tell why.
Extension
•
Students will use a triple Venn
diagram to compare the three
choices of facilities.
Differentiation Strategies
Intervention
•
Students will use a Venn
diagram to compare two
places.
Language Development
•
Pictures can be used to
show what is offered at the
different locations.
• Teacher can read the
information to the students.
• Peers can share in their
native language to help the
students understand what is
meant from the text.
Assessment(s): Suggestion for Day 3: Quick check 1-2 pg. 47
Teacher Reflection: (Next steps?)
26
ACC Subtraction Action Worksheet
Solve the problems below about your favorite ACC teams!
1. Duke University had 3,270 students sitting in one section of the stands. Carolina
had 2,563 sitting in another section. How many more students were sitting in the
Duke University section than in the Carolina section?
2. Tickets for the Virginia vs. Louisville game cost $15 a piece. Mary bought 3
tickets. Anna bought 4 tickets. How much more money did Anna spend than
Mary?
3. Nick took $30.00 to the Virginia Tech vs. Notre Dame basketball game. He spent
$25.00 for a shirt and $3.00 for a Virginia Tech flag. How much change will Nick
get back?
4. Seven hundred fifty-three t-shirts were sold during the first half of the Miami vs.
Clemson game. Three hundred twenty-two t-shirts were sold during half time of
that same game. How many more t-shirts were sold during the first half?
5. Five hundred flags were stocked at the gift shop. Two hundred flags were sold at
the Wake Forest vs. NC State game. How many flags were left after the game?
6. Use the chart below to answer this question: How many more points did Florida
State and Georgia Tech score than Boston College and Virginia?
Team
Florida State
Georgia Tech
Boston College
Virginia
Points:
92
84
68
79
27
ACC Rounding Worksheet
Solve the problems below about your favorite ACC teams!
1. Duke University had 970 students sitting in one section of the stands. About how
many students were sitting in the Duke University section? (hint: estimate to the
nearest hundred)
2. There were 586 tickets sold for the Virginia vs. Syracuse game. Of the tickets
sold, 232 tickets sold were fans of Virginia team, about how many tickets were
sold to the Syracuse fans?
3. Fifty-three t-shirts were sold during the first half of the Miami vs. Clemson game.
Twenty-two t-shirts were sold during half time of that same game. About how
many more t-shirts were sold during the first half? (Hint: estimate to the nearest
ten)
4. Use the chart below to answer this question: About how many more points did
Florida State and Georgia Tech score than Boston College and Virginia?
Team
Florida State
Georgia Tech
Boston College
Virginia
Points:
76
89
62
59
28
Mid Eas
Dee
29
Name:
_____________________________________________
Shopping Proposal Sheet
Use the gift shop cost sheet to help you stay within budget.
Show all of your work and write your explanations in complete sentences.
Total Cost
N
u
m
b
e
r
S
e
n
t
e
n
c
e
1. Item:
Explanation for item:
2. Item:
30
Explanation for item:
3. Item:
Explanation for item:
Budget Break-down
Total = $100
Use the totals on the first sheet to show how you will spend $100. Show your work using
2 strategies to add and/or subtract. Remember to check your work.
Item:
Check your work using
another strategy
Remaining Balance: $
Remaining Balance: $
Item:
Check your work using
another strategy
31
Remaining Balance: $
Remaining Balance: $
Item:
Check your work using
another strategy
Remaining Balance: $
Remaining Balance: $
32
K-5 Math Lesson Plan
Teacher:
Date(s):
Grade: 4
Unit Title: Base Tens Block (Math)
Corresponding Unit Task:
Essential Question(s): How do I model numbers using base ten blocks and write
those numbers in standard, expanded a written form?
Materials/Resources
Student:
Teacher:
Essential Vocabulary
Learning Experience
8
Mathematical
Practices:
1. Make sense of
problems and
persevere in solving
them.
2. Reason
abstractly and
quantitatively.
3. Construct
viable arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use
appropriate tools
strategically.
6. Attend to
precision.
7. Look for and
make use of structure.
8. Look for and
express regularity in
repeated reasoning.
Common Core State Standards: 4.NBT.4
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded
form.
I Can Statement(s): I can develop flexibility in solving problems by selecting strategies and
using mental computation, estimation, calculators or computers, and paper and pencil.
Activating Strategy/Hook: (How will students become cognitively engaged and focused?)
Tell students they will taking a virtual and/or “live” field trip to the ACC Women’s
Conference Tournament; Give students a menu of food items located at the “ACC Food
Station”
Teacher Directed: The teacher will show a model of a hundreds block, a tens block and an
ones block. Each group will receive a set with 7 hundreds blocks, 10 tens blocks and 10 ones
blocks. Each group will also receive a place value mat. The teacher will review on the
overhead the win rate for each coach listed. Students will take turns within the group
modeling and recording the number correctly.
Guided Practice:
Independent Practice:
See below for hundreds chart for students to complete
Closing/Summarizing Strategy:
See below for written form for students to complete
Extension
Differentiation Strategies
Intervention
Language Development
Assessment(s):
33
Teacher Reflection: (Next steps?)
Complete the chart below:
Number of Career Wins
Hundreds
Tens
Ones
96 Wins
Erik Johnson
Boston College
294 Wins
Sue Semrau
Florida State
490 Wins
Joanne P. McCallie
Duke
908 Wins
Sylvia Hatchell
North Carolina
34
Complete the chart below:
Number of Career Wins
Written
Expanded Standard
96 Wins
Erik Johnson
Boston College
294 Wins
Sue Semrau
Florida State
490 Wins
Joanne P. McCallie
Duke
908 Wins
Sylvia Hatchell
North Carolina
35
Teacher:
K-5 Math Lesson Plan
Grade: 4
Unit Title: Coats for Kids (Math &
Service Learning)
Date(s): Beginning of
School Year to December
Corresponding Unit Task:
Essential Question(s): How can I present data on a line plot graph?
Materials/Resources
Teacher:
Student:
Essential Vocabulary
Learning Experience
8
Common Core State Standards: 4.MD.4
Mathematical Make a line plot to display a data set of measurements in fractions
Practices:
of a unit (1/2, 1/4, 1/8). Solve problems involving addition and
1. Make
subtraction of fractions by using information presented in line
sense of
plots.
problems and
persevere in
I Can Statement(s): I can represent and interpret data.
solving them.
2. Reason Activating Strategy/Hook: (How will students become cognitively
abstractly
engaged and focused?)
and
Students will understand how to contribute to their community,
quantitatively. how to improve their community, and understand the concept of
3.
helping others and the impact of it. It focuses on
Construct
citizenship and is a great way to get the class involved in the
viable
community. Students will understand how to contribute to their
arguments
community.
and critique
• Students will learn how to improve their community.
the reasoning • Students understand the concept of helping others and the
of others.
impact of it while learning math.
36
4. Model
with
mathematics.
5. Use
appropriate
tools
strategically.
6. Attend
to precision.
7. Look
for and make
use of
structure.
8. Look
for and
express
regularity in
repeated
reasoning.
Teacher Directed: Markers, Poster Paper
Have the students close their eyes and tell them imagine the
following situation...it is December 13* and snowing heavily out
and you still don’t have a winter coat. All of the kids at school
have their brand new winter coats, hats, mittens, and scarf, and
“Coats for Kids” you have nothing but a women out old sweatshirt.
You are freezing and don’t want to go outside when it is recess,
because you will once again get made fun of. You wish that your
mom could afford a coat for you and maybe a hat...2. Ask the
students how they would feel if it were them in this situation.
Record their answers on the marker board.
3. Tell them that they can help students in this situation. 4.
Explain the idea of Coats for Kids. 5. Explain that if we are going
to help we need to come up with a plan.
6. Brainstorm important ideas that need to be included in the
success of the project. Record the ideas on a hard copy. 7. Make
sub-committees for the tasks that need to be
accomplished. 8. Talk about the goals for the project. 9. Make a
class calendar for the dates that everything needs to be
accomplished. 10.Before presenting the lesson, you should have
contacted the local television station that you can partner up with.
They will provide you with the necessary information and the
dates that the coats need to be in by.
11. Have the students begin making posters for local stores about
Coats for Kids. Provide them with the necessary information that
needs to be included on each poster.
12. Ask the students if they will deliver their posters to their
respective local businesses. If they can't you may have to deliver
them. 13. To wrap it up ask the students to write in their journals
about their feelings on Coats for Kids. Also about
what they have done on the success of the project this far.
37
Guided Practice:
Independent Practice:
Student place a tally mark on poster in respective month when
he/she brings in a coat
Closing/Summarizing Strategy:
Read the students journals to analyze their progress and feelings
towards the project.
Differentiation Strategies
Extension
Intervention
Language Development
Assessment(s):
Teacher Reflection: (Next steps?)
38
K-5 Math Lesson Plan
Grade: 4
Teacher:
Unit Title: A.P. (Area/Perimeter) B-Ball
(Math)
Date(s):
Corresponding Unit Task:
Essential Question(s): How do you calculate the area and perimeter of a basketball court?
Teacher:
Materials/Resources
Student:
Essential Vocabulary
Learning Experience
8
Mathematical
Practices:
1. Make
sense of
problems and
persevere in
solving them.
2. Reason
abstractly
and
quantitatively.
3.
Construct
viable
arguments
and critique
the reasoning
of others.
4. Model
with
mathematics.
5. Use
Common Core State Standards: 4.MD.3
Apply the area and perimeter formulas for rectangles in real world and
mathematical problems.
I Can Statement(s): I can develop strategies and solve to determine the area
and perimeter of rectangles.
Activating Strategy/Hook: (How will students become cognitively engaged and
focused?)
The ACC needs YOU to help every guest to have a pleasant experience.
Teacher Directed:
1. Group students into pairs.
2. Inform students that they will be talking about area and perimeter for two
minutes. They will need to select which student will begin first. An easy way to
do this is to say something like: “Find out whose birthday comes first in a
calendar year.” Then tell the students that, “That person goes second!”
3. Give the first student 2 minutes to talk. After 2 minutes, say switch giving
the second partner 2 minutes.
4. Have a few groups share some of their responses with the entire class.
If students did not show an understanding of area and perimeter, you need to
re-teach area and perimeter. Explain that students will be working in partners
to find the area and perimeter of the basketball court. Establish your rules and
procedures for the activity. Each pair will need 1 set of resources: measuring
tape, paper, pencil, clipboard, and of course access to a court. Students
39
appropriate
tools
strategically.
6. Attend
to precision.
7. Look
for and make
use of
structure.
8. Look
for and
express
regularity in
repeated
reasoning.
complete task. Early finishers find the area and perimeter for smaller sections
of the court (foul box, half-court, etc.) Encourage them to brainstorm the
relationship between the smaller parts to the entire court using fractions:
1/4, 1/2, 1/3 etc.
Guided Practice:
Independent Practice:
Closing/Summarizing Strategy:
Students share area/perimeter with another pair. Discuss the strategies that
worked and didn’t work. Students complete a 3-2-1 on a piece of notebook paper
or math journals. They will write: 3-of the most important ideas or concepts
they learned. 2-questions they learned. 1-way the lesson links to the real world.
Extension
Differentiation Strategies
Intervention
Language Development
Assessment(s):
40
Teacher: Thompson
K-5 Math Lesson Plan
Grade: 4
Unit Title: A.P. (Area/Perimeter) B-Ball
Part 2 (Math)
Date(s):
Corresponding Unit Task:
Essential Question(s): How do you calculate the area and perimeter of a basketball court?
Teacher:
Materials/Resources
Student:
Essential Vocabulary
Learning Experience
8
Mathematical
Practices:
1. Make
sense of
problems and
persevere in
solving them.
2. Reason
abstractly
and
quantitatively.
3.
Construct
viable
arguments
and critique
the reasoning
of others.
4. Model
with
mathematics.
5. Use
Common Core State Standards: 4.MD.3
Apply the area and perimeter formulas for rectangles in real world and
mathematical problems.
I Can Statement(s): I can develop strategies and solve to determine the area
and perimeter of rectangles.
Activating Strategy/Hook: (How will students become cognitively engaged and
focused?)
The ACC needs YOU to help the players find their way around the basketball
court.
Teacher Directed:
1. Get a partner and write down the formula for area. Have them draw a picture
of a rectangle and label. Make sure area has been taught (area is amount of
space covered within a figure) Select a partner group to share with the class.
Draw a rectangle on the board or overhead (design it like a basketball court).
Go over the formula for perimeter (add all sides together – L+W+L+W). Now
give numbers to place on your diagram (10+6+10+6). Make sure they are told
they have to share the same length on the corresponding sides. Perimeter is the
distance around outside a figure. Now have the students find out the
dimensions of a real basketball court. They are going to draw their own picture
of a court (they can color and make their own design). They will go on the NCAA
website and research the exact dimensions. Inside and/or outside write the
perimeter (make sure they write the formula). Have students also label the
41
appropriate
tools
strategically.
6. Attend
to precision.
7. Look
for and make
use of
structure.
8. Look
for and
express
regularity in
repeated
reasoning.
area of the basketball court.
Guided Practice:
Independent Practice:
Closing/Summarizing Strategy:
Students share area/perimeter with another pair. Discuss the strategies that
worked and didn’t work. Students complete a 3-2-1 on a piece of notebook paper
or math journals. They will write: 3-of the most important ideas or concepts
they learned. 2-questions they learned. 1-way the lesson links to the real world.
Extension
Differentiation Strategies
Intervention
Language Development
Assessment(s):
42
K-5 Math Lesson Plan
Grade: 4
Teacher:
Unit Title: Multiplication B-Ball (Math)
Date(s):
Corresponding Unit Task:
Essential Question(s): How can I interpret a multiplication equation?
Teacher:
Materials/Resources
Student:
Essential Vocabulary
Learning Experience
8
Mathematical
Practices:
1. Make
sense of
problems and
persevere in
solving them.
2. Reason
abstractly
and
quantitatively.
3.
Construct
viable
arguments
and critique
the reasoning
of others.
4. Model
with
mathematics.
5. Use
appropriate
tools
Common Core State Standards: 4.OA.1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as
a statement that 35 is 5 times as many as 7 and 7 times as many as 5.
Represent verbal statements of multiplicative comparisons as multiplication
equations.
I Can Statement(s): I can develop flexibility in solving problems by selecting
strategies and using mental computation, estimation, calculators or computers,
and paper and pencil.
Activating Strategy/Hook: (How will students become cognitively engaged and
focused?)
Tell students they will taking a virtual and/or “live” field trip to the ACC
Women’s Conference Tournament; Give students a menu of food items located
at the “ACC Food Station”
Teacher Directed: Boundary Ball-Basketball
Level: Grade 3 and up
Objective: Students will participate in practicing dribbling, passing, and
shooting skills.
Equipment: One basketball, one court
Procedures:
1) Divide class into two teams.
2) Have each team line up along the sidelines. (opposite sides of the court)
3) Three players from each team will be on the court.
4) The players on the court try to score.
43
strategically.
6. Attend
to precision.
7. Look
for and make
use of
structure.
8. Look
for and
express
regularity in
repeated
reasoning.
5) The players on the sidelines can help by catching and passing the ball down
the line, then back
out to the court players.
6) Once a basket is scored the next three in line come out to play and on the
court.
Assessment: Observation-team points.
Modifications: Rotate every three minutes.
Allow more than three players to be on the court for each team.
Guided Practice:
Independent Practice:
Closing/Summarizing Strategy:
Extension
Differentiation Strategies
Intervention
Language Development
Assessment(s):
Teacher Reflection: (Next steps?)
44
K-5 Math Lesson Plan
Teacher:
Grade: 4
Unit Title: Teamwork makes the Dream
Work (Math)
Date(s):
Corresponding Unit Task:
Essential Question(s): How can I use place value understanding and properties of
operations to perform multi-digit arithmetic?
How can I understand decimal notation for fractions, and compare decimal fractions.
Teacher:
Materials/Resources
Student:
Essential Vocabulary
Basketball Hoop Three-Point Line
Swish Foul Air-Ball
Brick
BackCourt
Charging Goal-Tending
Dribble
DreamTeam
Sweet-Sixteen
Final-Four
FreeThrow
ShotClock SlamDunk
Learning Experience
8
Mathematical
Practices:
1. Make
sense of
problems and
persevere in
solving them.
2. Reason
abstractly
and
quantitatively.
3.
Construct
viable
Common Core State Standards:
4.NBT.5
Use place value understanding and properties of operations to perform
multi-digit arithmetic.
4.NF.5
Understand decimal notation for fractions, and compare decimal fractions.
I Can Statement(s):
I can multiply a whole number of up to four digits by a one-digit whole number,
and multiply two 2 digit numbers, using strategies based on place value and the
properties of operations.
I can understand decimal notation for fractions and compare decimal fractions.
45
arguments
and critique
the reasoning
of others.
4. Model
with
mathematics.
5. Use
appropriate
tools
strategically.
6. Attend
to precision.
7. Look
for and make
use of
structure.
8. Look
for and
express
regularity in
repeated
reasoning.
Activating Strategy/Hook: (How will students become cognitively engaged and
focused?)
Teamwork makes the DREAM work.
Teacher Directed:
Teacher will create a bulletin board with the ACC team(s) (list of emblems,
below). "Teamwork makes the Dream Work" and have students preview the 18
minute DVD “Life Lessons” and brainstorm ways they can model the key
characteristics of a great team player. Then, using the letters in
"TEAMWORK", cut them into 2 or 3 puzzle pieces each so there is a piece for
each child and the teacher. Place each student's name and teacher's name on
separate pieces. Each person decorates his/her piece as they wish. Students
mingle around the room in search of the matching piece or pieces. Record on
the board in random order the letters that have been formed, then have
students unscramble these and reveal "teamwork". Then display the teamwork
puzzle is as the class motto.
Teacher will have students play indoor or outdoor game of basketball. Using a
Nerf ball or a wadded up piece of paper, students line up in 4 or 5 teams
(about 5 to a team). Each team is given 10 shots and they rotate through
shooting and saying the fraction out of 10 and then the percentage. (Example: 1
out of 1 is 100%, 2 out of 2 is 100%, miss one and then it is 2 out of 3 and they
convert to 66%.) It is a great way to practice fractions and percentages, the
team helps each other keep accurate % and the kids who are good shooters mix
with those that are good mathematicians for an excellent warm up or wrap up
activity.
Teacher will pair students to work together on the ACC Scramble and then
multiply the vowels by 12 and consonants by 15.
Guided Practice:
Students will work in partners to complete the attached worksheet and will
show all work
that was used to form calculations.
Independent Practice:
Closing/Summarizing Strategy:
Completed worksheet
46
Extension
Differentiation Strategies
Intervention
Language Development
47
ACC Scramble
kbBlltsaea
2. Hpoo
3. niLoTenierhPte
4. hisSw
5. luoF
6. rBliAal
7. rBikc
8. tCoBarukc
9. giCnaghr
10. ogGianelTnd
11. ebilbrD
12. armeaTmeD
13. exeSStweenti
14. aoiFuFnlr
15. FrrohewTe
16. tSChoclok
17. laDkumSn
48
KEY: Basketball
Please unscramble the words below
1. Basketball
2. Hoop
3. ThreePointLine
4. Swish
5. Foul
6. AirBall
7. Brick
8. BackCourt
9. Charging
10. GoalTending
11. Dribble
12. DreamTeam
13. SweetSixteen
14. FinalFour
15. FreeThrow
16. ShotClock
17. SlamDunk
49
K-5 Math Lesson Plan
Teacher:
Grade: 4
Unit Title: ACC Word Problems (Math)
Date(s):
Corresponding Unit Task:
Essential Question(s): How do you solve word problems related to multiplication and division?
Teacher:
Materials/Resources
Student:
Essential Vocabulary
Learning Experience
8
Common Core State Standards: 4.OA.2
Mathematical Multiply or divide to solve word problems involving multiplicative comparison, e.g., by
using drawings and equations with a symbol for the unknown number to represent the
Practices:
1. Make sense
of problems and
persevere in
solving them.
2. Reason
abstractly and
quantitatively.
3. Construct
viable arguments
and critique the
reasoning of
others.
4. Model with
mathematics.
5. Use
appropriate tools
strategically.
6. Attend to
precision.
7. Look for
and make use of
structure.
8. Look for
and express
regularity in
problem, distinguishing multiplicative comparison from additive comparison.
I Can Statement(s): I can multiply or divide to solve word problems involving
multiplicative comparisons.
Activating Strategy/Hook: (How will students become cognitively engaged and
focused?)
The ACC needs YOU to help every guest to have a pleasant experience.
Teacher Directed:
Teacher will solve 1st problem in each section with class.
Guided Practice:
Students will solve 2nd problem in each section.
Independent Practice:
Students will solve 3rd problem in each section.
Closing/Summarizing Strategy:
50
repeated
reasoning.
Extension
Differentiation Strategies
Intervention
Language Development
Assessment(s):
ACC Math Problems
Multiplication
1) If a Boston College fan buys three tickets at $7
per ticket, how much would the fan spend?
2) If a Virginia player shoots 6 three pointers, how
many points did the Virginia player score?
3) In the bleachers, there are 20 seats in a row.
How many fans can sit in 7 rows?
51
Division
1) Twenty dollars is divided evenly between 4
children. How much money does each receive?
2) Two basketballs cost a total of $22.50. How
much are they a piece?
3)In the Greensboro Coliseum parking lots each
row has 11 spaces, how many rows will be needed
to park 99 cars?
52
ACC Math Problems
Addition:
1. Georgia Tech scored 13 three pointers, 22 two point baskets
and 6 single point shots.
Virginia Tech scored 9 three pointers, 26 two point baskets and
11 single point shots.
What is the total number of points scored?
2. Three students bought tickets to the Duke/Carolina game.
Each ticket cost a
different price. Using the chart below, determine how much
money the students will
spend altogether.
Student Ticket Price
John $15.00
Maria $13.00
Cesar $12.00
3. Notre Dame scored 68 points the first game, 79 points the
second game, and 83 points the
third game. What is the total number of points scored in all?
53
Subtraction:
1. NC State scored 23 points in the first half and 48 points in the
second half.
Florida State scored three points less in the first half than NC
State and 5 points more in the second half. What is the
difference between the scores?
2. There is 20 minutes in the first half. Clemson and Virginia have
played 5:35 seconds. How much time is on the clocks?
3. Florida State scored 73 points in the first round of the
tournament. Virginia scored 68 points in the first round. Clemson
scored 64 points.
a. What is the difference in the point total for Florida State and
Virginia?
b. What is the difference in point total Florida State and
Clemson?
c. Place the teams in order from least to greatest.
54
K-5 Math Lesson Plan
Teacher:
Date(s):
Grade: 4
Unit Title: ACC Games (Math)
Corresponding Unit Task:
Essential Question(s): How can I solve multistep problems?
Teacher:
Materials/Resources
Student:
Essential Vocabulary
Learning Experience
8
Mathematical
Practices:
1. Make sense of
problems and
persevere in solving
them.
2. Reason
abstractly and
quantitatively.
3. Construct
viable arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use
appropriate tools
strategically.
6. Attend to
precision.
7. Look for and
make use of structure.
8. Look for and
express regularity in
repeated reasoning.
Common Core State Standards: 4.OA.3
Solve multistep word problems posed with whole numbers and having whole-number answers using
the four operations, including problems in which remainders must be interpreted. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the reasonableness
of answers using mental computation and estimation strategies including rounding.
I Can Statement(s): I can develop flexibility in solving problems by selecting strategies and
using mental computation, estimation, calculators or computers, and paper and pencil.
Activating Strategy/Hook: (How will students become cognitively engaged and focused?)
Tell students they will taking a virtual and/or “live” field trip to the ACC Women’s
Conference Tournament; Give students a menu of food items located at the “ACC Food
Station”
Teacher Directed: Bring in money $20, $10, $5, $1, and coins. Pick a student for a skit.
Write a list of items sold at the Coliseum (food) and their prices. Have the student walk up to
you and select 3 items to buy. Then say, “What do I do?”
Pizza $3.00 Hot Dogs $2.50
Candy $2.50 Popcorn $2.50
Drinks $3.00
Use an overhead calculator and add up the amount. Tell them addition is the first stepthis
is the total price. Show the students that what you have brought to the concession
stand is a $20 bill. Now you need to pay for your meal and receive change. Take the
amount of money you have $20 and place it on top. Take the amount the bill added up
and subtract. This is the change you receive. This was a 2 step problem.
Guided Practice:
Have the students select 3 items for a family member and pay for and receive change
for the meal
Independent Practice:
Give students more 2 step problems to work on.
55
Closing/Summarizing Strategy:
Have students write other possible items they can purchase with their change so they
have the least amount of money remaining
Differentiation Strategies
Extension
Intervention
Language Development
Devise a plan to feed a family of 4
on $20
Give students a calculator and/or
allow to work with peer
Give students picture of food items
and less money to make 1 or 2
purchases
Assessment(s):
Teacher Reflection: (Next steps?)
56
Teacher:
K-5 Math Lesson Plan
Grade: 4
Unit Title: Concession Stand Calories
(Math)
Essential Question(s):
follows a given rule?
Date(s):
Corresponding Unit Task:
How can I generate a number/shape pattern that
Materials/Resources
Teacher:
Student:
Essential Vocabulary
Learning Experience
8
Common Core State Standards: 4.OA.5
Mathematical Generate and analyze patterns.
Practices:
1. Make
I Can Statement(s):
sense of
Generate a number or shape pattern that follows a given rule.
problems and Identify apparent features of the pattern that were not explicit
persevere in
in the rule itself.
solving them.
2. Reason Activating Strategy/Hook: (How will students become cognitively
abstractly
engaged and focused?)
and
The ACC needs YOU to help ACC fans eat healthy.
quantitatively. Teacher Directed:
3.
Construct
viable
Guided Practice:
arguments
Students will work in partners to complete the attached
and critique
worksheet and will show all work
57
the reasoning
of others.
4. Model
with
mathematics.
5. Use
appropriate
tools
strategically.
6. Attend
to precision.
7. Look
for and make
use of
structure.
8. Look
for and
express
regularity in
repeated
reasoning.
that was used to form calculations.
Independent Practice:
Closing/Summarizing Strategy:
Completed worksheet
Extension
Differentiation Strategies
Intervention
Language Development
Assessment(s):
58
Concession Stand Calories
1. The most popular item at the concession stand this year was
the salted soft pretzel. Each pretzel has 95 calories. Complete
the chart below to find out how many pretzels you would have
to eat in order to consume 950 calories.
Pretzels Calories
1
95
2
190
3
?
4
?
?
?
?
?
?
950
2. People love nachos. Each serving of nachos has 173 calories.
Complete the chart to find out how many servings you can eat
in order to consume more than 850 calories.
Nachos calories
1
___
2
___
3
519
4
692
5
___
6
___
59
K-5 ELA Lesson Plan
Teacher:
Gena Marshall
Unit Title:
All About Basketball
Date(s): 1-5
Grade: 4
Corresponding Unit Task:
Text Evidence Organizer
Digital Story
Essential Question(s):
What are examples of cause and effect in the reading selection?
How do I sue a graphic organizer to identify cause and effect?
How do I use a graphic organizer to help me plan a paper?
Materials/Resources
Teacher/Student:
http://classroom.jc-schools.net/waltkek/Fourth2.html
http://my.hrw.com/nsmedia/intgos/html/igo.htm
http://littlebirdtales.com
www.puzzlemaker.com
www.onlinestopwatch.com
http://www.theacc.com/sports/w-baskbl/acc-w-baskblbody.html
www.espn.com
Essential Vocabulary
Cause
Sideline
Effect
Rookie
Foul
Half-time
Hoop
Game point
Jersey
Draft
Team
Fouled
Players
Marveled
Pass
Rim
Overtime Speechless
Jam
Swatted
Free-throw Unbelievable
Time-out
Rebound
Learning Experience(s)
Gradual Release of
Responsibility:
□
□
□
□
Modeled
Shared
Guided Practice
Independent
Reading
Standards:
RL.4.4. Determine the meaning of words and phrases as they are used
in a text, including those that allude to significant characters found in
mythology (e.g., Herculean).
RI.4.5. Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
RL.4.7. Make connections between the text of a story or drama and a
visual or oral presentation of the text, identifying where each version
reflects specific descriptions and directions in the text.
I Can Statement(s):
I can determine the cause and effect of a selection.
60
I can use graphic organizers to identify the cause and effect in a story.
Instructional Plan:
Day 1:
Modeled- The teacher will upload and instruct from the vocabulary power point
presentation Unit 2 Week 1 story “What Jo Did” from http://classroom.jcschools.net/waltkek/Fourth2.html Students will take notes as the teacher provides
instruction.
Shared- At the end of the presentation, the teacher will complete the vocabulary
activity with the students using a thumb’s up or down to show understanding of the
vocabulary words introduced.
Guided Practice- The teacher will walk children through the vocabulary sheet in
their practice book for the story.
Independent- Students will complete the next vocabulary sheet in their practice book
alone.
Day 2:
Modeled-The teacher will review vocabulary presented from the day before and
upload the skill lesson under Unit 2 Lesson 1 story “What Jo Did” from
http://classroom.jc-schools.net/waltkek/Fourth2.html . Next, the teacher will instruct
on cause and effect while students are note taking.
Shared-At the end of the presentation, the teacher will complete the skill activity by
having the students stand up for the first choice or stay seated for the second.
Guided Practice- The educator will guide students through a cause and effect sheet
in their practice book under “What Jo Did” teaching them how to go about
identifying the two in a selection by highlighting all cause statements in green and all
effect statements in yellow.
Independent- Students will complete the next cause and effect skill sheet in their
practice book using the technique of highlighting the cause and effects as they read
the passage.
Day 3:
Modeled- The teacher will review the vocabulary and skill from Day 1 and 2. Then,
the teacher will read aloud or use the CD for the reading selection “What Jo Did”
while pausing at certain points to ask questions relevant to instruction. Guided
questions can be referred to within the teacher manual.
Shared- Students will complete the “What If” interactive graphic organizer from
http://my.hrw.com/nsmedia/intgos/html/igo.htm as the teacher walks the students
through locating an example of cause and effect within “What Jo Did.”
Guided Practice
Independent- Students will complete the organizer on their own interactively and
print a hard copy for evidence of their work.
Day 4:
Modeled- The teacher should set parameters for peer reading while writing on a
sticky note how they can relate their experience of the ACC game to the story.
61
Independent- Students will use their sticky note to complete an interactive organizer
giving one example from the story and two from personal experience of watching the
ACC game using the Holt Interactive website below.
http://my.hrw.com/nsmedia/intgos/html/igo.htm
Day 5:
Modeled- Teachers will review rules and procedures for testing.
Independent-Students will complete the “What Jo Did” test from the teacher’s
manual with additional cause an effect questions added to the end.
Gradual Release of
Responsibility:
□
□
□
□
Modeled
Shared
Guided Practice
Independent
Writing
Standards:
W.4.3. Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences.
W.4.4. Produce clear and coherent writing in which the development
and organization are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards
1–3 above.)
W.4.5. With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
W.4.6. With some guidance and support from adults, use technology,
including the Internet, to produce and publish writing as well as to
interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of one page in a single sitting.
I Can Statement(s):
I can write a narrative story about my field trip to the ACC,
I can identify parts of the writing process.
Instructional Plan:
Day 1:
Modeled- The teacher should model a prewriting lesson by brainstorming ideas to
include in a story about their observations of the ACC experience that they had on an
interactive Holt organizer.
Shared- As the teacher models how he/she completes the organizer about their
experience at a sporting event, the teacher will stop periodically to allow time for the
student to fill in portions of their organizer.
Guided Practice- Teacher will circulate the room as students brainstorm.
Independent- Students will complete their graphic organizers.
Day 2:
Modeled- The teacher will use their organizer to model writing a rough draft paper.
Shared- As the teacher writes their story, he/she will stop periodically to allow for
student input on word choice, punctuation and hook statements.
62
Guided Practice- Teacher will navigate through the room as students write their
drafts.
Independent-Students will write their rough drafts on their ACC experience.
Day 3:
Modeled-He/she will instruct on peer editing by providing guidelines for critiquing.
Shared – The teacher will permit students through a name selector to come up and
help correct his/her draft.
Guided Practice- Teacher will monitor peer editing as students work in pairs to go
through the list and identify items specified on the checklist or rubric.
Independent- Students will review their work after peer editing with the checklist to
identify any errors and make needed corrections.
Day 4:
Modeled- The teacher should model how to transfer their written work into a digital
story through http://littlebirdtales.com .
Shared-Teachers will facilitate students in uploading images, creating artwork,
typing their story and uploading audio for each page while stopping at certain points
from modeling how he/she will upload their story.
Guided Practice- Teacher will monitor students progress and provide assistance as
needed.
Independent- Students will build their digital stories.
Day 5:
Modeled-The teacher will model how to retrieve stories and to present using a
checklist.
Independent- Students will present their digital stories to their classmates.
Gradual Release of
Responsibility:
□
□
□
□
Modeled
Shared
Guided Practice
Independent
Word Study
Standards:
L.4.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.4.5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
I Can Statement(s): I can understand the meaning of basketball vocabulary.
Instructional Plan:
Day 1:
Independent- Students will complete an open sort of basketball vocabulary with
little guidance and share their responses when prompted with their side partner.
Shared - Then, the teacher will guide students to share their results and model for
them the correct sorting while asking for student input as she sorts on a projector.
Guided Practice- Students will practice with their sort as the teacher guides them.
63
Independent- Students will complete a closed sort and write their sort in their
journal.
Day 2:
Modeled, Shared and Guided Practice- Teacher will provide guidance and
reinstruct if difficulty arises through speed sorting using www.onlinestopwatch.com
to give the students 2 minutes. Review as the timer rings if needed and decrease the
time by 15 seconds. This can be practiced several times through and students should
have time to share with their partner.
Independent-Students will practice sorting on their own and select 10 words. Then,
they are to write these ten words in a picture maze or a Wordle.
Day 3:
Modeled, Shared and Guided Practice- Teacher will place students into pairs and
provide directions for the students to complete the picture maze word find checking
for spelling accuracy. Then, the teacher will set the online stopwatch for students
independent sorting starting at 1 minute and 45 seconds and decreasing by 15 seconds
as the students show mastery. The teacher will permit time for students to discuss
when relevant.
Independent- Students will come back to their desks and complete closed speed
sorting. After sorting, students will write the rest of their words in a story of their
choice about basketball.
Day 4:
Modeled, Shared and Guided Practice- Teacher will place students into different
pairs from the previous day and provide guidelines for story sharing and spellchecking. Next, he/she will utilize the online stopwatch as a tool for partner speed
sorting.
Independent- Students will create a crossword puzzle of their vocabulary from
www.puzzlemaker.com and identify each of their words.
Day 5:
Modeled- Teacher will review rules and procedures for testing.
Independent- Students will complete a spelling assessment of their words.
Gradual Release of
Responsibility:
□
□
□
□
Modeled
Shared
Guided Practice
Independent
Speaking & Listening
Standards:
SL.4.1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own
clearly.
SL.4.2. Paraphrase portions of a text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.
SL.4.5. Add audio recordings and visual displays to presentations when
64
appropriate to enhance the development of main ideas or themes.
I Can Statement(s):
I can communicate my thoughts with my peers by staying on topic and working well
with others.
Instructional Plan:
Days 1-5
Modeled, Shared and Guided
• Establish speaking and listening norms in the classroom.
• Model protocols for speaking
• Model protocols for listening
• Permit students to work in cooperative pairs and small groups using the strategies
of a good speaker and listener to complete activities related to the content taught.
Closing/Summarizing
Strategy
Extension
Differentiation Strategies
Intervention
Language Development
Assessment(s) & Reflection
Assessment(s):
• Scott Foresman Teacher Edition Test Manual
• Scott Foresman Teacher Edition Book
• www.rubistar.com
•
Teacher Reflection: (Next steps?)
Note: This template does not reflect the lesson plans for Guided Reading.
65
K-5 Character Education Lesson Plan
Teacher:
Date(s):
Grade: 4
Unit Title:
Safety Rules
Corresponding Unit Task:
Essential Question(s):
Why is it important for people to follow rules? Who helps you with rules?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
Character
Development
Practices:
Students will
tell why it is
important to
follow rules and
who helps you
with rules.
Common Core State Standard:
Standard 4.01
I Can Statement(s):
Instructional Plan:
Discuss rules that we need to follow while at the game in order to be safe. Answer
questions such as: What do I do if I need to go to the bathroom? Should I go to the
bathroom alone? Discuss why it is important to follow these rules and what might happen if
we do not follow these rules.
66
K-5 Character Education Lesson Plan
Teacher:
Date(s):
Grade: 4
Unit Title:
Basketball Manners
Corresponding Unit Task:
Essential Question(s):
How do I interact and work cooperatively in a team?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
Character
Development
Practices:
Students will
demonstrate
how to interact
and work
cooperatively in
teams.
Common Core State Standard:
Standard 4.03
I Can Statement(s):
Instructional Plan:
After the game, discuss traits of good sportsmanship that we noticed by the basketball
players and what they did to work as a team. Give examples of how we can display this
type of behavior when we play games. Students draw pictures with captions showing
themselves with good sportsmanship.
Students share work and display on bulletin board.
67
K-5 Math Lesson Plan
Teacher:
GCS
Date(s):
Grade: 5
Unit Title:
ACC Women’s Tournament Unit
Corresponding Unit Task:
ACC Problem Solving
Essential Question(s):
How do I use multiplication strategies to solve problems with large quantities?
How can I use division procedures to help me solve problems with large amounts?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
o Vocabulary Matching
Cards
o ACC Problem
Solving WS
o Base ten blocks
o Manipulatives as
needed/requested
multiplication/multiply
division/divide
products
quotients
dividends
rectangular arrays
area models
equations
Learning Experience
8
Mathematical
Practices:
1. Make sense of
problems and
persevere in solving
them.
2. Reason
abstractly and
quantitatively.
3. Construct
viable arguments and
critique the reasoning
of others.
4. Model with
Common Core State Standards:
5.NBT.5; 5.NBT.6; 5.NBT.7
I Can Statement(s):
o I can show division with equations.
o I can show division using rectangular arrays.
o I can show division using area models.
o I can fluently multiply multi-digit numbers using the standard algorithm.
Activating Strategy/Hook: (How will students become cognitively engaged and focused?)
Review vocabulary by having students match the word and definition with a partner.
68
mathematics.
5. Use
appropriate tools
strategically.
6. Attend to
precision.
7. Look for and
make use of
structure.
8. Look for and
express regularity in
repeated reasoning.
Teacher Directed: Using the ACC Problem Solving worksheet, read, model, and answer
the first problem together. Model 3 different ways to solve the problems (algorithm, draw a
picture, use base ten blocks, make a table, etc).
Guided Practice: Have students work with a partner to solve the next 2 problems on the
worksheet. Remind the students that they need to show 2 different ways to solve each
problem.
Independent Practice: Students should individually complete the last 2 problems on the
worksheet. They should choose one way to solve each problem.
Closing/Summarizing Strategy:
In journal, describe 3 ways to solve a division problem..
Differentiation Strategies
Extension
•
Students should write 3
problems using facts that they
find through research that
model the problems on the
worksheet.
Intervention
•
Have student work with a
partner for the independent
practice as well.
Language Development
•
•
•
Build background knowledge
of ACC teams and locations.
Have a student partner read all
problems to student.
Students can assist partner with
one problem and “copy”
partner on next problem.
Assessment(s): none
Teacher Reflection: (Next steps?)
69
K-5 Math Lesson Plan
Teacher:
GCS
Date(s):
Grade: 5
Unit Title:
ACC Women’s Tournament Unit
Corresponding Unit Task:
Measurement Madness
Essential Question(s):
• Why does “what” we measure influence “how” we measure?
Materials/Resources
Teacher:
• Chart paper
• Markers
Essential Vocabulary
Student:
• Measurement
Madness Worksheet
• Rulers
• Manipulatives as
needed
length
mass
liquid volume
line plot
fraction unit
conversion/convert
metric and customary measurement
(From previous grades: liquid volume, mass, length,
kilometer (km), meter (m), centimeter (cm), kilogram
(kg), gram (g), liter (L), milliliter (mL), inch (in), foot
(ft),
yard (yd), mile (mi), ounce (oz),
pound (lb), cup (c), pint (pt), quart (qt), gallon (gal),
hour, minute, second)
Learning Experience
8
Mathematical
Practices:
1. Make sense of
problems and
persevere in solving
them.
2. Reason
abstractly and
quantitatively.
3. Construct
viable arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use
Common Core State Standards:
5.MD.1
I Can Statement(s):
I can convert from one unit to another within in the customary system of measurement.
I can convert from one unit to another within the metric system of measurement.
Activating Strategy/Hook: (How will students become cognitively engaged and focused?)
Using a map, have students locate the cities of several ACC teams (you may use the teams
listed in the questions on the attached worksheet or choose your own).
Teacher Directed: Teacher will divide students into groups of 5. The groups will complete
an anchor chart for either customary measurement or metric measurement illustrating all
that they know about that topic. Groups will choose their topic. Allow students 10 minutes
70
appropriate tools
strategically.
6. Attend to
precision.
7. Look for and
make use of
structure.
8. Look for and
express regularity in
repeated reasoning.
to complete the chart. Afterward, post charts on the front board and review what we know
about each type of measurement.
Guided Practice: Students should work with a partner on the first 3 problems of the
Measurement Madness worksheet. They may choose whichever method best suits them in
order to correctly find the answer. Remind them to show all work. Provide any
manipulatives that they may need.
Independent Practice: Have students complete the last 3 problems from the Measurement
Madness worksheet independently. Again, remind the students that they must show all
work.
Closing/Summarizing Strategy: In their journals, students should write at least 3 ways to
make a gallon and write the metric prefixes in order from largest to smallest.
Differentiation Strategies
Extension
•
Students could write 3
additional measurement
problems based on facts about
the ACC teams.
Intervention
•
Allow student to view video
from envisions that relates to
converting measurement prior
to working problems.
Language Development
•
•
Assign student a partner to read
all 6 problems allowed.
Allow student to view video
from enVisions that relates to
converting measurement prior
to working problems.
Assessment(s):
none
Teacher Reflection: (Next steps?)
71
Measurement Madness Word Problems
Directions: Solve each of the following word problems. Be sure to use the
method that is BEST for you to find the correct answer. Explain your work.
1. During the 1st game of the ACC Women’s Basketball Tournament,
the Syracuse Orange consumed 15 quarts of a sports drink. About
how many pints did the team drink? If the team played 4 games
and drank the same amount each game, how many pints did they
consume? How many quarts? How many gallons?
2. A standard basketball court has the following measurements:
length 94 feet and width 26 feet. What is the area of a single
basketball court? If there were 5 courts being used for practice
before the games, about how much area would be needed for
practice?
3. The NC State women’s team travels about 288 km to play the
University of Virginia women’s team in Charlottesville, VA. If they
continue another 907 km to play at Boston College, how far will
they have traveled when they return to Raleigh? What is that
distance in meters?
4. Use your knowledge of conversions to answer the following.
• 18 quarts are about how many gallons?
• 135 mL is about how many liters?
• 6 miles is about how many feet?
• 3000 mg is about how many grams?
5. A regulation size basketball weighs about 19 ounces. A team uses
about 18 balls during each practice. About how many pounds
would all 18 basketballs weigh?
72
K-5 Math Lesson Plan
Teacher:
GCS
Date(s):
Grade: 5
Unit Title:
ACC Women’s Basketball Tournament
Corresponding Unit Task:
Analyzing Patterns
Essential Question(s):
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
8
Mathematical
Practices:
1. Make sense of
problems and
persevere in solving
them.
2. Reason
abstractly and
quantitatively.
3. Construct
viable arguments and
critique the reasoning
of others.
4. Model with
mathematics.
5. Use
appropriate tools
strategically.
6. Attend to
precision.
7. Look for and
make use of
structure.
8. Look for and
express regularity in
repeated reasoning.
Common Core State Standards:
5.OA.3
I Can Statement(s):
I can use patterns to solve mathematical word problems.
Activating Strategy/Hook: (How will students become cognitively engaged and focused?)
Read/write several patterns (numerical, geometric, etc) and have the students guess what the
next number/shape/etc will be.
Teacher Directed: Teacher will lead class discussion on FINDING A PATTERN as a
strategy used to solve problems. You may want to review t-charts, using manipulatives, and
other ways students can determine a pattern.
Teacher will work the following problem WITH the students:
One player from each team (each team consists of 7 players) stands in a circle and bounces
a basketball. The 1st players bounces the ball once and passes it to the next player. That
player bounces the ball twice and passes it to the 3rd player. The 3rd player bounces the
ball three times before passing it to the next player. If each player bounces the ball one
more time than the player before her, how many times will the ball be bounced when it
completes the circle?
Guided Practice: Have students work with a partner to solve:
A player on the Wake Forest Demon Deacons women’s basketball team practices 6 days
each week. On Monday she throws 136 free throws, on Tuesday she throws 149 free
throws, and on Wednesday she throws 162. If this pattern continues, how many free throw
will she throw on each of the remaining 3 days?( +13 each day) Explain the pattern. How
many will she have thrown in all? (1,011)
73
Independent Practice:
Have student pairs write a word problem (using FIND THE PATTERN to solve) for each
one of the other 13 ACC schools (1 problem/pair). Students can take turns working
problems that the other students at their table made.
Closing/Summarizing Strategy:
In their journals, have students describe how finding a pattern is helpful in solving some
word problems.
Differentiation Strategies
Extension
•
Have students work alone
rather than with a partner.
Intervention
•
Provide students with several
“topics” that could be used to
create a pattern problem
(points scored, hours of
practice, etc.)
Language Development
•
Provide students with
information that will easily
lead to creating “pattern”
problems rather than having
them find their own
information.
Assessment(s):
none
Teacher Reflection: (Next steps?)
74
K-5 Social Studies Lesson Plan
75
Teacher:
Date(s):
Grade:
5th grade
Unit Title:
ACC Women’s Basketball Tournament
Corresponding Unit Task:
ACC Timeline
Essential Question(s):
How do I read and interpret a timeline?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
• Construction paper
• Glue
• Markers
• Magazines (to cut out
pictures)
• Any other art
materials needed to
make a timeline
• Resources to learn
about different states
in the ACC
Learning Experience
NCSCOS:
4.02
I Can Statement(s):
I can use a timeline to tell about a state’s history.
Activating Strategy/Hook: (How will students become cognitively engaged and
focused?)
Using the ACC website (www.theacc.com), lead the students to discover that 10 of the 50
states are represented in the ACC. Discuss the meaning of a “conference” so that
students understand the 15 schools in the ACC are located on the “Atlantic Coast”.
Teacher Directed: Tell students that they will research each of the 10 states and create a
timeline for that state. The timeline should include (but not be limited to) event important
to the state, the year the university was formed, the year the school formed a basketball
team, and the year the school joined the ACC. Tell students that they will create a
timeline using the school’s colors, mascot, pennant, etc.
Guided Practice: Divide students in to 9 small groups. Provide them with resources for
locating required information as well as materials to make the timeline (materials of your
choice). Students should create a timeline illustrating the above information as well as 45 additional important facts.
Independent Practice: Have students write 3 questions that can be answered from their
timeline. Students should also provide the answers to their questions.
76
Closing/Summarizing Strategy: Name 3 facts you learned about any of the 10 states
and their schools.
Differentiation Strategies
Extension
Intervention
Language Development
•
Assessment(s):
Teacher Reflection: (Next steps?)
77
basically, repeated addition
“fair sharing”; split into equal
parts or groups
the answer when two or more
numbers are multiplied
the answer when one number is
divided by another
the number to be divided
an arrangement of objects into
rows and columns to form a
rectangle
a number sentence that uses an
equal sign to show that two
expressions have the same
value
78
the number used to divide
another number
modeling multiplication or
division using a rectangular
area divided into rows and
columns
multiplication
Division
product
Quotient
dividend
Divisor
79
area model
Equation
rectangular array
80
Revised K-5 ELA Lesson Plan
Teacher: _____GCS_________________
____________________
Grade/Course: __5_____
Date:
Unit Title:
Corresponding Unit Task:
And Now, for the Rest of the Story…..
ACC Women’s Basketball Tournament
How do I write a personal narrative?
Unit EQ(s):
Essential Vocabulary
Materials/Resources
Teacher will read an example of a personal narrative.
Activating Strategy/
Bell Ringer
Common Core State Standards:
Balanced Literacy
Components
Addressed:
□
□
□
□
Reading
Writing
Word Study
Speaking &
Listening
Gradual Release of
Responsibility:
□
□
□
□
5.W.4
I Can Statements:
I can follow steps to write a personal narrative.
Instructional Plan:
• Discuss the elements of a personal narrative – introduction,
events, closing/reflection.
• Have students brainstorm topics for a personal narrative
about basketball, choose one of these as a class, model the
use of a graphic organizer, and write a story together.
• Emphasize the importance of using lots of action words and
adjectives.
•
Modeled
Shared
Guided Practice
Independent
For and INDEPENDENT WRITING ACTIVITY, give
students this prompt:
Pretend you are a basketball player in the ACC
Championship game. The score is tied and you get to the
final shot of the game. Describe that moment in the game.
81
Closing/Summarizing
Strategy
Differentiation
Strategies
Allow students time to share their stories with their tablemates.
Extension
Intervention
Language
Development
Assessment(s)
Reflection
82
Revised K-5 ELA Lesson Plan
Teacher: ______GCS________________
____________________
Grade/Course: __5____
Subject:
Unit Title:
Corresponding Unit Task:
ACC Women’s Basketball Tournament
ACC Context Clues
How do I use context clues to understand the meaning of the
Unit EQ(s):
text?
Essential Vocabulary
Materials/Resources
Activating Strategy/
Bell Ringer
Balanced Literacy
Components
Addressed:
□
□
□
□
Reading
Writing
Word Study
Speaking &
Listening
Gradual Release of
Responsibility:
□
□
□
□
Modeled
Shared
Guided Practice
Independent
Common Core State Standards:
5.RL.4
I Can Statements:
I can use context clues to understand the meaning of the text.
Instructional Plan:
Teacher will write a sentence using the words “en route” on the
board and ask students to use their context clues to determine
the meaning of the phrase. Draw the chart below on the board
and model for students how to use this chart.
Word
en route
Context
Clues
to their first
Meaning
on the way to
Use the word
in a sentence
We were en
route to the
ACC
Tournament
when the bus
had a flat tire.
Students will receive a copy of a newspaper sports page with
basketball articles. The students will read the articles on
basketball and complete a table like the one above with at least
10 other words.
83
Closing/Summarizing
Strategy
Differentiation
Strategies
Students can share responses with a partner.
Extension
Intervention
Language
Development
Assessment(s)
Reflection
84
Revised K-5 ELA Lesson Plan
Teacher: _____GCS_________________
____________________
Grade/Course: __5_____
Date:
Unit Title:
Corresponding Unit Task:
ACC Biocubes
ACC Women’s Basketball Tournament
How do I gather information and present it in a unique way?
Unit EQ(s):
Essential Vocabulary
Materials/Resources
Internet access; “Biocube” pattern
Activating Strategy/
Bell Ringer
Ask students what information they think is important to know
about their favorite sports team. List their answers on the
board.
Review the genre “biography” with students.
Common Core State Standards:
5.W.6
Balanced Literacy
Components
Addressed:
□
□
□
□
Reading
Writing
Word Study
Speaking &
Listening
Gradual Release of
Responsibility:
□
□
□
□
I Can Statements:
I can research information on the web.
I can present information in a unique way.
Instructional Plan:
Have students work independently or in a small group to pick
an ACC Women’s basketball team to research. Instruct them to
locate six important facts/pieces of information for their chosen
team. Examples: team logo, colors, geographic location,
mascot, coach, ACC standing, etc. Use the internet to create a
biocube.
Modeled
Shared
Guided Practice
Independent
85
Closing/Summarizing
Strategy
Differentiation
Strategies
Let each group take turns presenting information learned to the
class.
Biocubes can then be displayed in the class and/or used as a
prompt for writing and informational article about each team.
Extension
Intervention
Language
Development
Assessment(s)
Reflection
86
Revised K-5 ELA Lesson Plan
Teacher: _____GCS_________________
____________________
Grade/Course: __5_____
Date:
Unit Title:
Corresponding Unit Task:
And Now, the Rest of the Story, Part II
ACC Women’s Basketball Tournament
How do I write a short report?
Unit EQ(s):
Essential Vocabulary
Materials/Resources
Activating Strategy/
Bell Ringer
Teacher will read a short article from a local newspaper.
Common Core State Standards:
Balanced Literacy
Components
Addressed:
□
□
□
□
Reading
Writing
Word Study
Speaking &
Listening
Gradual Release of
Responsibility:
□
□
□
□
5.W.4
I Can Statements:
I can follow steps to write a short report.
Instructional Plan:
• Give students a copy of an article from the sports page
of a newspaper or magazine (if possible, make sure the
article relates to the ACC in some way). Read the article
with the class.
• Have students identify the 5 W’s – who, what, when,
where, and why – highlighting each in the article.
• Repeat this activity in pairs or small groups with
another article
Modeled
Shared
Guided Practice Independent Practice:
Give students this prompt to write:
Independent
Pretend you are a news reporter covering one of the ACC
Tournament games. Write an article describing the final
moments of a very exciting game.
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Closing/Summarizing
Strategy
Differentiation
Strategies
Allow students time to share their short reports with a partner.
Extension
Intervention
Language
Development
Assessment(s)
Reflection
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K-5 ELA Lesson Plan
Teacher:
Date(s):
Grade: 5
Unit Title:
You Be the Reporter
Corresponding Unit Task:
Essential Question(s):
Can I write stories, journals entries, response letters and poems?
Materials/Resources
Teacher:
Essential Vocabulary
Student:
Learning Experience
ELA Practices:
Students will
compose a
variety of
products (e.g.,
stories, journal
entries, letters,
response logs,
simple poems,
oral retellings).
Common Core State Standards, Strand & Cluster:
Standard 5, Strand- Writing, Cluster- Production & Distribution
I Can Statement(s):
Instructional Plan:
Teacher will review how to write beginning, middle and end of a story. Students will bring
in articles from the sports section of the newspaper. Teacher will read aloud a couple of
articles. Students pretend that they are a sports reporter. Students write a story about what
happened in the beginning, middle and end of the game.
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