Newport Intermediate School
Content: Reading
Time: 8:15-9:45
CCSS:
Jessi Hoffman
Monday
Tuesday
Week of September 29, 2014
Wednesday
Thursday
Friday
RL 4.1 RL 4.2 RL 4.3
RL 4.1 RL 4.2 RL 4.3
RL 4.1 RL 4.2 RL 4.3
RL 4.1 RL 4.2 RL 4.3
RL 4.1 RL 4.2 RL 4.3
Learning Target:
I can determine the
theme of a fairytale and
describe the characters
and events.
I can refer to details and
examples in a text when
explaining what the text
says explicitly and when
drawing inferences from
the text.
I can determine the
theme of a fairytale and
describe the characters
and events.
I can refer to details and
examples in a text when
explaining what the text
says explicitly and when
drawing inferences from
the text.
I can determine the
theme of a fairytale and
describe the characters
and events.
I can refer to details and
examples in a text when
explaining what the text
says explicitly and when
drawing inferences from
the text.
I can determine the
theme of a fairytale
and describe the
characters and events.
I can refer to details
and examples in a text
when explaining what
the text says explicitly
and when drawing
inferences from the text.
Content
Vocabulary:
Fable
I Do (8:00-8:30):
* Introduce spelling
words
* Introduce elements of
a fairy tale using
PowerPoint.
* Read beginning of
Rumpelstiltskin
* Introduce similes
I Do (8:00-8:30):
* Continue
Rumpelstiltskin
I Do (8:00-8:30):
* Read Cinderella
* Introduce metaphors
* Review similes
We Do: Small Groups
See Teacher Meeting
and Team Reading
Below
I Do (8:00-8:30):
* Read Goldilocks and
the Three Bears
* Review metaphors
I can determine
the theme of a
fairytale and
describe the
characters and
events.
I can refer to
details and
examples in a text
when explaining
what the text says
explicitly and
when drawing
inferences from
the text.
* Spelling Test
We Do: Small Groups
See Teacher Meeting
and Team Reading
Below
Essential
Questions
(9:30-9:45):
Assessment:
You Do:
See Writing and Reading
Activity Below
How can you classify the
fairy tale your team read
as a fairy tale?
Reading Notebooks
We Do: Small Groups
See Teacher Meeting
and Team Reading
Below
You Do:
See Writing and Reading
Activity Below
What is a simile? Give at
least two examples.
Reading Notebooks
You Do:
See Writing and Reading
Activity Below
What elements of a fairy
tale are present in
Cinderella?
Reading Notebooks
We Do: Small Groups
See Teacher Meeting
and Team Reading
Below
* Read to Self and
Thinking Stems
* Similes quiz
You Do:
See Writing and
Reading Activity Below
What is the problem in
Goldilocks?
Reading Notebooks
Spelling Test
Quizzes
Newport Intermediate School
Monday
Reds
Bengals
Zips
Blue Jackets
Jessi Hoffman
Week of September 29, 2014
1st Rotation/8:30-8:45
2nd Rotation/8:45-9:00
3rd Rotation/9:00-9:15
4th Rotation/9:15-9:30
Work on writing
iPad
Teacher Meeting
Word work
How would the story be different if
the daughter couldn’t spin straw
into gold?
iPad
News-o-matic app
summarize article
Introduce Yeh-Shen and the Toad
and the Bridegroom
Similes and Metaphor CCL pg 91
Teacher Meeting
Word work
Work on writing
News-o-matic app
summarize article
Introduce Rough Face Girl
Similes and Metaphor CCL pg 91
How would the story be different if
the daughter couldn’t spin straw
into gold?
Teacher Meeting
Word work
Work on writing
iPad
Introduce, Jack and the Beanstalk
Similes and Metaphor CCL pg 91
How would the story be different if
the daughter couldn’t spin straw
into gold?
News-o-matic app
summarize article
Word work
Work on writing
iPad
Teacher Meeting
Similes and Metaphor CCL pg 91
How would the story be different if
the daughter couldn’t spin straw
into gold?
News-o-matic app
summarize article
Introduce Hansel and Gretel
Newport Intermediate School
Tuesday
Reds
Bengals
Zips
1st Rotation/8:30-8:45
Week of September 29, 2014
2nd Rotation/8:45-9:00
3rd Rotation/9:00-9:15
iPad
Teacher Meeting
What if the little man wasn’t a
character in the book, how would
the book be different?
iPad
News-o-matic app
summarize article
Yeh-Shen and the Toad and the
Bridegroom
Teacher Meeting
Word work
Work on writing
News-o-matic app
summarize article
Rough Face Girl
metaphors CCL pg 93
What if the little man wasn’t a
character in the book, how would
the book be different?
Work on writing
Teacher Meeting
Jack and the Beanstalk
Word work
Blue Jackets
Jessi Hoffman
metaphors CCL pg 93
Word work
metaphors CCL pg 93
Work on writing
What if the little man wasn’t a
character in the book, how would
the book be different?
Work on writing
4th Rotation/9:15-9:30
Word work
metaphors CCL pg 93
iPad
What if the little man wasn’t a
character in the book, how would
the book be different?
News-o-matic app
summarize article
iPad
Teacher Meeting
News-o-matic app
summarize article
Hansel and Gretel
Newport Intermediate School
Wednesday
Reds
1st Rotation/8:30-8:45
Jessi Hoffman
2nd Rotation/8:45-9:00
3rd Rotation/9:00-9:15
iPad
Teacher Meeting
Kidioms app
Yeh-Shen and the Toad and the
Bridegroom
Work on writing
Write an alternate ending to
Cinderella
Bengals
Zips
Blue Jackets
Week of September 29, 2014
4th Rotation/9:15-9:30
Word work
Metaphors CCL pg 94
iPad
Teacher Meeting
Word work
Work on writing
Kidioms app
Rough Face Girl
Metaphors CCL pg 94
Write an alternate ending to
Cinderella
Teacher Meeting
Jack and the Beanstalk
Word work
Work on writing
Metaphors CCL pg 94
Write an alternate ending to
Cinderella
Word work
Work on writing
Metaphors CCL pg 94
Write an alternate ending to
Cinderella
iPad
Kidioms app
iPad
Teacher Meeting
Kidioms app
Hansel and Gretel
Newport Intermediate School
Thursday
Reds
Bengals
Zips
Blue Jackets
Jessi Hoffman
Week of September 29, 2014
1st Rotation/8:30-8:45
2nd Rotation/8:45-9:00
3rd Rotation/9:00-9:15
4th Rotation/9:15-9:30
Work on writing
iPad
Teacher Meeting
Word work
Write an alternate version of
Goldilocks. Include different
characters and a different
problem. The story should include
at least 3 similes or metaphors
iPad
Kidioms app
Yeh-Shen and the Toad and the
Bridegroom
Similes and Metaphor foldable
Teacher Meeting
Word work
Work on writing
Kidioms app
Rough Face Girl
Similes and Metaphor foldable
Teacher Meeting
Jack and the Beanstalk
Word work
Work on writing
Write an alternate version of
Goldilocks. Include different
characters and a different problem.
The story should include at least 3
similes or metaphors
iPad
Similes and Metaphor foldable
Write an alternate version of
Goldilocks. Include different
characters and a different
problem. The story should include
at least 3 similes or metaphors
iPad
Teacher Meeting
Kidioms app
Hansel and Gretel
Word work
Work on writing
Similes and Metaphor foldable
Write an alternate version of
Goldilocks. Include different
characters and a different problem.
The story should include at least 3
similes or metaphors
Kidioms app
Newport Intermediate School
Content: Science
Time: 9:45-10:35
Wilson /
12:50-1:30
CCSS:
Learning
Target:
Content
Vocabulary:
Heat
Thermal
Conductor
Insulator
Convection
Conduction
Radiation
Jessi Hoffman
Monday
4-PS3-2
I can describe three ways
that heat is transferred.
I Do:
Introduce heat and
vocabulary words: thermal,
conduction, convection
and radiation. Explain that
heat is transferred at
different speeds –
conduction is slowest,
convection and radiation
is quickest.
Tuesday
4-PS3-2
I can describe three
ways that heat is
transferred.
I Do (20 mins)
Introduce
Science/Writing Center
procedures
We Do (1 hour)
See Centers Below
You Do:
See Centers Below
We Do:
Students will diagram each
vocabulary word in their
Heat notebook.
Heat powerpoint
Essential
Questions:
What is heat? Put heat in
order based on speed of
transfer.
Assessment:
Heat Notebook
(Last 10 minutes)
A person is lying out in
the sun on a black
bench. What two ways
is heat being
transferred?
Heat Notebook
Week of September 29, 2014
Wednesday
Thursday
4-PS3-2
I can describe three
ways that heat is
transferred.
Sub in the afternoon for
Hoffman's group
4-PS3-2
I can describe three
ways that heat is
transferred.
I Do (20 mins)
Review Science/Writing
Center procedures
I Do
Introduce video
worksheet and inform
students of quiz.
We Do
Independently
complete prior
knowledge question on
video worksheet
You Do
Watch Magic School
Bus In the Arctic
Complete video
worksheet and video
quiz
How can you stay warm
if stranded in the arctic?
Video worksheet and
quiz
We Do (1 hour)
See Centers Below
You Do:
See Centers Below
Friday
4-PS3-2
I can describe three
ways that heat is
transferred.
I Do (20 mins)
Review
Science/Writing
Center procedures
We Do (1 hour)
See Centers Below
You Do:
See Centers Below
Explain how heat is
transferred when
cooking on a stove.
What could you
invent to help animals
stay warm in the
winter?
Heat Notebook
Heat Notebook
Newport Intermediate School
Tuesday
Jessi Hoffman
Week of September 29, 2014
2nd Rotation/10:20-10:35
1:00 – 1:15
Read with Someone
Read science text Temperature and
Heat (page 578) and answer focus
question.
3rd Rotation/10:35-10:50
1:15 – 1:30
Word Work
Watch Grammaropolis Noun song
on iPad
Group B
1st Rotation/10:05-10:20
12:45 – 1:00
Teacher Meeting
Heat activity – measure
marshmallow, apply heat by
microwaving, re-measure
marshmallow. Write about how
heat makes objects expand.
Writing
Teacher Meeting
Read with Someone
Reading Activity
Group C
Reading Activity
Writing
Teacher Meeting
Read with Someone
Group D
Read with Someone
Reading Activity
Writing
Teacher Meeting
Thursday
2nd Rotation/10:20-10:35
12:35-12:50
Read with Someone
Read science text: Conduction,
Convection and Radiation (pages
580-582) and answer focus
questions.
3rd Rotation/10:35-10:50
12:50-1:05
Word Work
Grammar practice book pg. 34 &
35
4th Rotation/10:50-11:05
1:05-1:20
Writing
Rough draft or iMovie organizer
Group B
1st Rotation/10:05-10:20
12:20-12:35
Teacher Meeting
Explore with hand boilers – discuss
conduction and radiation.
Reviewing iMovie and how to
enter information into app and
SAVE work.
Writing
Teacher Meeting
Read with Someone
Reading Activity
Group C
Reading Activity
Writing
Teacher Meeting
Read with Someone
Group D
Read with Someone
Word Work
Writing
Teacher Meeting
1st Rotation/10:05-10:20
12:20-12:35
Teacher Meeting
Reviewing iMovie and how to
enter information into app and
SAVE work.
2nd Rotation/10:20-10:35
12:35-12:50
Read with Someone
Read Science text – Heat Sources
(page 588) and answer focus
question.
3rd Rotation/10:35-10:50
12:50-1:05
Word Work
Free-Write Friday.
Underline all nouns. Capitalize and
punctuate each sentence.
4th Rotation/10:50-11:05
1:05-1:20
Writing
Rough draft or iMovie organizer
Group B
Writing
Teacher Meeting
Read with Someone
Word Work
Group C
Word Work
Writing
Teacher Meeting
Read with Someone
Group D
Read with Someone
Word Work
Writing
Teacher Meeting
Group A
Group A
Friday
Group A
4th Rotation/10:50-11:05
1:30 – 1:45
Writing
Scary story rough draft
Grammar practice book pg. 33
Content: Writing
Monday
Time:
10:35-11:15
Newport
Intermediate School
Wilson /
12:00 – 12:45
CCSS:
W.4.3, W.4.3a, W.4.4,
L.4.1.f
Learning
Target:
Content
Vocabulary:
Narrative
Topic Sentence
Detail
Closing Sentence
Jessi Hoffman
Wednesday
Thursday
Friday
Week of September 29, 2014
W.4.3, W.4.3a, W.4.4, L.4.1.f
W.4.3, W.4.3a, W.4.4,
L.4.2.a
W.4.3, W.4.3a, W.4.4, L.4.1.f
W.4.3, W.4.3a, W.4.4,
L.4.2.a
I can write narratives to
develop imagined
experiences using clear
event sequences. I can
write an introduction,
provide characters,
events, and a situation. I
can clearly develop
and organize my
writing. I can write a
complete sentence by
correcting run-ons and
fragments.
Hoffman to Jane for
paragraphs
I Do:
Discuss "problem" and
"action" paragraphs.
I can write narratives to
develop imagined
experiences using clear
event sequences. I can
write an introduction,
provide characters, events,
and a situation. I can
clearly develop and
organize my writing. I can
write a complete sentence
by correcting run-ons and
fragments.
I can write narratives to
develop imagined
experiences using clear
event sequences. I can
write an introduction,
provide characters,
events, and a situation. I
can clearly develop and
organize my writing. I
can correctly use
capitalization when
writing.
I can write narratives to
develop imagined
experiences using clear
event sequences. I can
write an introduction,
provide characters,
events, and a situation. I
can clearly develop and
organize my writing. I can
write a complete
sentence by correcting
run-ons and fragments.
I can write narratives to
develop imagined
experiences using clear
event sequences. I can
write an introduction,
provide characters,
events, and a situation.
I can clearly develop
and organize my
writing. I can correctly
use capitalization when
writing.
Hoffman to Jane for
paragraphs
I Do:
Discuss "solution"
paragraph
Hoffman to Jane for
paragraphs
I Do:
Discuss "conclusion"
paragraph
I Do:
We Do:
Write class problem and
action paragraphs
We/You Do:
Write class solution
paragraph
We/You Do:
Write class conclusion
paragraph.
I Do:
Introduce iMovie for
students to promote their
scary stories. They will
begin filling out their
movie trailer organizer to
summarize their story.
Review ARMS and CUPS
See Science/Writing
Groups above
You Do:
Compete rough draft.
Revise and edit.
Meet with station groups
to revise and edit.
Scary Story
Scary Story
You Do:
Write and revise student
paragraphs.
Assessment:
Tuesday
Scary Story
We/You Do:
See Science/Writing
Groups above
We/You Do:
See Science/Writing
Groups above
Scary Story
Scary Story
Content: Social
Monday
Studies
Newport Intermediate School
Time:
1:30-2:10
CCSS:
Adopt a class partners 1:15
– 2:00
Learning Target:
Tuesday
Jessi Hoffman
Wednesday
Thursday
Friday
Week of September 29, 2014
SS4.1.3.1
SS4.1.3.2
SS 4.1.3.1, 4.1.3.2, RI4.9
I can identify the basic
principles of democracy
found in Kentucky’s
Constitution.
I can explain why the
principles of democracy
are important to citizens
today.
I can describe and give
examples of rights and
responsibilities of
Kentucky’s citizens.
I can explain why civic
engagement is needed
to keep a democratic
society.
I can use information
from two texts to write
about the subject.
I can explain
current events
based on
specific details
from a news
report.
Content
Vocabulary:
We Do:
We will read Constitution
Day together. Students will
complete organizer and
key detail questions.
We Do:
We will read Citizenship
Day together. Students
will complete organizer
and key detail questions.
We will watch KET News
and complete quiz.
Assessment:
Organizer and Questions
Organizer and Questions
You Do:
Students will write to two
prompts:
Why do you think
Constitution Day and
Citizenship Day could
be a combined event?
and
Why do you think
people move to the
United States to
become citizens?
Writing Prompts
11:15-11:30 Teacher Directed Physical Activity
11:30-12:00 Lunch
2:10-3:05 Special Area
RI4.3
News Quiz