Monday: April 11, 2016
I/E
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Practice metric conversions
MATH
ILO: I can identify equivalent measurements within the metric units Objective: 4.7ab
Focus Skill/Strategy: review equivalents from cm -­‐ m, mm-­‐cm, mm-­‐m and inches-­‐feet, feet-­‐yards, inches-­‐yards, yards-­‐miles
Key Questions: How do units of measure compare to each other? How do you know which way to move the decimal point?
DI: modeled examples, consistent vocabulary, kilo hecto deca dash deci centi milli conversion chart, measurement monster, extended practice
Assessment (formative or summative): formative -­‐ mixed review
Guided-­‐ Review of Metric and Standard Measurements and conversions. Focus on the strategies being used for different measurement problems. Independent-­‐ Mixed review with mm, cm, m, and best unit
Application-­‐ reflex Materials – mixed review, sentence strips with questions pre-­‐written, dry erase boards, marker, erasers, pencils, index cards, recipe visual, measurement monster visual
Group 1 (10:00 – 10:30)
DI: modeled examples,
Procedures:
guided practice,
conversion steps or
“recipe,” scaffolding
questions, conversion
visual, read aloud, scribe
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−
−
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Review kilo (King), hecto (Henry), deca (doesn’t), unit (usually), deci (drink), centi
(chocolate), milli (milk)
1. Write K H D U D C M
2. Draw box around units in conversion
3. Count the number of places you will move the decimal
4. Write the number
5. Move the decimal
6. Rewrite the number with the new units
Modeled:
o A trampoline is 3.5 meters across. How many millimeters is it across?
o A pencil is 16.2 centimeters long. How many meters is it?
Guided:
o A ribbon is 183 millimeters long. How many centimeters long is it?
o The length of the dry erase board is 6,800 centimeters long. How long is it in
meters?
o A tree is 45,453 millimeters tall. How many meters tall is the tree?
Independent:
o A TV is 12,382 millimeters long. How many centimeters long is it?
o The height of the basketball hoop is 4.2 meters. How many millimeters is the
height of the hoop?
Assessment: (index card)
K H D U D C M (what does each letter represent? – include sentence and units)
6,782 mm = ____ m
DI: extended practice,
extension to U.S.
Customary conversion
review
Group 3 (10:30 – 10:45 and 11:40 – 11:50)
Procedures:
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Review recipe for metric conversion – write sentence and units on dry erase boards
Modeled:
o A trampoline is 3.5 meters across. How many millimeters is it across?
Guided:
o A ribbon is 183 millimeters long. How many centimeters long is it?
o The length of the dry erase board is 6,800 centimeters long. How long is it in
meters?
Independent:
o A TV is 12,382 millimeters long. How many centimeters long is it?
o
o
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−
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The height of the basketball hoop is 4.2 meters. How many millimeters is the
height of the hoop?
A pencil is 16.2 centimeters long. How many meters is it?
Review measurement monster (introduce “Y”)
Review recipe for U.S. Customary unit conversions
Guided:
o A table is 6 feet long. How many inches is it?
Assessment: (index card)
K H D U D C M (what does each letter represent?)
A tree is 45,453 millimeters tall. How many meters tall is the tree?
Draw measurement monster and “Y”
The playground rock-climbing wall is 3 yards tall. How many feet tall is it?
Group 2 (11:50 – 12:20)
DI: guided examples,
Procedures:
modeled examples,
independent practice,
conversion “recipe,”
scaffolding questions,
paper not dry erase board
when appropriate
−
−
−
−
Review kilo (King), hecto (Henry), deca (doesn’t), unit (usually), deci (drink), centi
(chocolate), milli (milk)
1. Write K H D U D C M
2. Draw box around units in conversion
3. Count the number of places you will move the decimal
4. Write the number
5. Move the decimal
6. Rewrite the number with the new units
Modeled:
o A trampoline is 3.5 meters across. How many millimeters is it across?
Guided:
o A ribbon is 183 millimeters long. How many centimeters long is it?
o The length of the dry erase board is 6,800 centimeters long. How long is it in
meters?
o A pencil is 16.2 centimeters long. How many meters is it?
Independent:
o A TV is 12,382 millimeters long. How many centimeters long is it?
o The height of the basketball hoop is 4.2 meters. How many millimeters is the
height of the hoop?
Assessment: (index card)
K H D U D C M (what does each letter represent? – include sentence and units)
A tree is 45,453 millimeters tall. How many meters tall is the tree?
LANGUAGE ARTS
Teacher will…
− Begin administering DRAs
Student will…
Required:
− Context clues/abc order/guide words review
− Context clues/abc order/guide words quiz (tues)
− Create freedom quilt patch
− Written explanation of the patch (story about patch including the explanation of what the patch would
have told a runaway slave
− Cause and effect assignment
*Highlight name on sheet when completed these assignments
Choice:
− Versa tiles
− Brain dump practice (KHDUDCM, land of G, measurement monster)
− Summary of a Scholastic News article
− Independent reading
− Respond to writing prompt
CONTENT
ILO: I can explain the impact of Reconstruction on life in Virginia.
Objective: VS.8a Focus Skill/Strategy: Identifying cause and effect
Key Questions: What were the effects of Reconstruction on life in Virginia?
Key Vocabulary: Reconstruction, Union, Confederacy, Civil War, Richmond
Procedures: Read the article “Problems during Reconstruction” and highlight key points. Emphasize to students that Virginia sustained a lot of damage because of
the amount of battles fought on our soil. They must understand that states were not immediately readmitted to the Union - it was a process.
Assessment (formative or summative): Exit Ticket - List 3 challenges that faced the newly freed slaves.
Materials – PowerPoint presentation, graphic organizer, exit ticket
− Rebuild the classroom (student enter the room and things are messed up and we must rebuild like the
U.S. had to do following the Civil War)
− Review the Problems during Reconstruction (in story format) using PowerPoint presentation
− Exit ticket: list 3 challenges that faces the newly freed slaves
Tuesday: April 12, 2016
I/E
− Practice metric conversions
MATH
ILO: I can determine equivalent measurements within U.S Customary units.
Objective: 4.7b
Focus Skill/Strategy: conversion of yards, feet, and inches (inches-­‐feet, feet-­‐yards, inches-­‐yards, yards-­‐miles)
Key Questions: How many inches are in a foot? How many feet are in a yard? How many inches are in a yard?
DI: modeled examples, consistent vocabulary, measurement monster conversion chart, extended practice
Assessment (formative or summative): formative -­‐ brain dump and versa tiles or mixed review
Guided-­‐ Continue with U.S. customary equivalents
Independent-­‐ Practice doing the brain dump page or Versa tiles or mixed review Application-­‐ reflex/versa tiles Materials – index cards, t-­‐chart template, Group 1 (10:00 – 10:30)
DI: modeled examples,
Procedures:
scaffolding handout with
t-chart, index card with
measurement monster,
guided practice,
conversion steps or
“recipe,” scaffolding
questions, conversion
visual, read aloud, scribe
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Review our simple measurement monsters (add 1,760 yards = 1 mile)
Introduce “Y” way if it seems appropriate
Review recipe for solving U.S. Customary conversion using a modeled example and
show how to count on or draw new measurement monsters:
Number and units you know
unit you want
unit you know
Using paper with t-charts…
− Modeled:
o A sunflower is 2 feet tall. How many inches is it?
o A zip line goes 7 yards across a lake. How many feet is it?
o Sam is 60 inches tall. How tall is Sam in feet?
− Guided:
o A ribbon is 24 inches long. How long is the ribbon in feet?
o The length of the dry erase board is 15 feet. How long is the board in yards?
o A canoe is 3 yards long. How long is the canoe in feet?
Assessment (independent):
o
o
DI: extended practice
A baseball bat is 3 feet long. How long is the bat in inches?
A surfboard 6 feet long. How long is the surfboard in inches?
Group 3 (10:30 – 10:45 and 11:40 – 11:50)
Procedures:
−
−
Review our simple measurement monsters (add 1,760 yards = 1 mile)
Review recipe for solving U.S. Customary conversion:
Number and units you know
unit you want
unit you know
−
Guided:
o A sunflower is 2 feet tall. How many inches is it?
o A zip line goes 7 yards across a lake. How many feet is it?
−
o Sam is 60 inches tall. How tall is Sam in feet?
Independent:
o A ribbon is 24 inches long. How long is the ribbon in feet?
o The length of the dry erase board is 15 feet. How long is the board in yards?
o A canoe is 3 yards long. How long is the canoe in feet?
Assessment (index card):
o
o
A baseball bat is 3 feet long. How long is the bat in inches?
A surfboard 6 feet long. How long is the surfboard in inches?
Group 2 (11:50 – 12:20)
DI: modeled examples,
t-chart template,
extended practice if
appropriate, conversion
recipe
Procedures:
−
−
−
Review our simple measurement monsters (add 1,760 yards = 1 mile)
Introduce “Y” way if it seems appropriate
Review recipe for solving U.S. Customary conversion using a modeled example and
show how to count on or draw new measurement monsters:
Number and units you know
unit you want
unit you know
−
−
−
Modeled:
o A sunflower is 2 feet tall. How many inches is it?
o A zip line goes 7 yards across a lake. How many feet is it?
Guided:
o Sam is 60 inches tall. How tall is Sam in feet?
o A ribbon is 24 inches long. How long is the ribbon in feet?
Independent:
o The length of the dry erase board is 15 feet. How long is the board in yards?
o A canoe is 3 yards long. How long is the canoe in feet?
Assessment (index card):
o
o
A baseball bat is 3 feet long. How long is the bat in inches?
A surfboard 6 feet long. How long is the surfboard in inches?
LANGUAGE ARTS
Teacher will…
− Begin administering DRAs
Student will…
Required:
− Context clues/abc order/guide words review
− Context clues/abc order/guide words quiz
− Create freedom quilt patch
− Written explanation of the patch (story about patch including the explanation of what the patch would
have told a runaway slave
− Cause and effect assignment
*Highlight name on sheet when completed these assignments
Choice:
− Versa tiles
− Summary of a Scholastic News article
− Independent reading (20 min)
− Write a summary of what was read during independent reading
− Respond to writing prompt
CONTENT
ILO: I can identify the effect of Reconstruction on Virginia.
Objective: VS.8a Focus Skill/Strategy: Identifying cause and effect
Key Questions: What were the effects of Reconstruction on life in Virginia?
Key Vocabulary: Reconstruction, Union, Confederacy, Civil War, Richmond
Procedures: Read the “Measures Taken to Resolve Problems” article together. When you're done reading have the students complete the activity
at the end of the passage. Students will find the answers to questions and color them the corresponding color. Note: The answers will be in the
first time passages. If time, draw a picture to explain how sharecropping worked.
Assessment (formative or summative): Coloring the answers to comprehension questions.
Materials –
− Review the measures taken to resolve problems and rights of African Americans during
Reconstruction (in story format) using PowerPoint presentation
− Share cropping demonstration
o Select 5 students from the class to help demonstrate sharecropping with corn and beans
o Goal: realize this model was unfair and very similar to slavery (in debt to landowners)
− Create 13th, 14th, and 15th amendment foldable
Wednesday: April 13, 2016
I/E
− Practice “brain dump” (king henry doesn’t usually drink chocolate milk, measurement monster)
− Practice U.S. Customary conversions
MATH
ILO: I can determine the appropriate units for capacity measurement. I can recognize the sizes of U.S. Customary and Metric capacity
measurements and begin to convert between units.
Objective: 4.8ab
Focus Skill/Strategy: Metric and U.S. Customary units of capacity measurement
Key Questions: What unit of measurement would I use to measure specific capacities? Is a milliliter or liter smaller? What is the “Land of G”
story, how is it related to capacity measurement, and how can I use it to help me make conversions between U.S. Customary units?
DI: consistent vocabulary, scaffolding questions, modeled examples, physical objects, “Land of G” story, extension into converting between
units
Assessment (formative or summative): formative - mixed curriculum review
Guided- Introduce metric capacity measurements. Explore medicine droppers, liters, 2 liters. Need to know sizes in relation to another -just need
to know milliliter is much smaller than liter. Explore U.S. Customary Capacity measurements. Brainstorm examples of each measurement.
Introduce “Gallon Man” or “Gallon House” to illustrate their sizes as well as the conversions.
Independent- Mixed curriculum review
Application- reflex/portal
Group 1 (10:00 – 10:30)
DI: physical objects,
anchor chart visual,
modeled examples,
guided practice,
conversion steps or
“recipe,” scaffolding
questions
Procedures:
− Explore real world examples of capacity measurement
o Capacity – the amount a container can hold
− Discuss that within capacity measurement liters are the base unit (metric!)
− Discuss that like with length milli is the smallest so milliliters are the smallest
o Show and pass around medicine droppers (millimeter)
o Show and pass around liter
o Would you measure the water in a bathtub in liters or milliliters?
o Would you measure the water in a pool in liters or milliliters?
o Would you measure the amount of milk in your cereal in liters and
milliliters?
− Ask students how they think you would convert between liters and milliliters.
o Scaffold them to KHDUDCM recipe
o We only need to worry about moving the decimal point 3 places to the
left or right
− Modeled:
o 87 L = _____ mL
o 1,934 mL = _____ L
− Guided:
o 5 L = _____mL
o 1000 mL = ____L
Assessment (independent): (index card)
8 L = ____ mL
What do you remember about the “Land of G” story?
Group 3 (10:30 – 10:45 and 11:40 – 11:50)
DI: extended practice,
problems in context
Procedures:
− Explore real world examples of capacity measurement
o Capacity – the amount a container can hold
− Discuss that within capacity measurement liters are the base unit
− Discuss that like with length milli is the smallest so milliliters are the smallest
o Show and pass around medicine droppers (millimeter)
o Show and pass around liter
o Would you measure the water in a bathtub in liters or milliliters?
o Would you measure the water in a pool in liters or milliliters?
o Would you measure the amount of milk in your cereal in liters and
milliliters?
− Ask students how they think you would convert between liters and milliliters.
o Scaffold them to KHDUDCM recipe à we use the same procedures!
− Modeled:
o A baby pool has 87 L of water in it. How many milliliters are in the
baby pool? (87L = _____ mL)
− Guided:
o Jasmine’s mom bought 5 liters of fruit punch for her birthday party.
How many milliliters is that? (5L = _____mL)
o Ava’s bunny Philip drinks 1000 milliliters of water everyday. How
many liters is this? (1000 mL = ____L)
− Independent:
o A birdbath contains 2000 milliliters of water. How much water is this
in liter? (2000 mL = _____ L)
Assessment: (index card)
A huge puddle has 8000 milliliters of water in it. How many liters is this? (8000
mL = ____ L)
CJ uses 56 L of water to fill up water balloons. How many mL of water did he
use? (56 L = _____mL)
What do you remember about the “Land of G” story?
Group 2 (11:50 – 12:20)
DI: extended practice,
conversions in context,
modeled examples,
paper not dry erase
board when appropriate
Procedures:
− Explore real world examples of capacity measurement
o Capacity – the amount a container can hold
− Discuss that within capacity measurement liters are the base unit
− Discuss that like with length milli is the smallest so milliliters are the smallest
o Show and pass around medicine droppers (millimeter)
o Show and pass around liter
o Would you measure the water in a bathtub in liters or milliliters?
o Would you measure the water in a pool in liters or milliliters?
o Would you measure the amount of milk in your cereal in liters and
milliliters?
− Ask students how they think you would convert between liters and milliliters.
o Scaffold them to KHDUDCM recipe à we use the same procedures!
− Modeled:
o 87L = _____ mL
o CJ uses 56 L of water to fill up water balloons. How many mL of water
did he use? (56 L = _____mL)
− Guided:
o Jasmine’s mom bought 5 liters of fruit punch for her birthday party.
How many milliliters is that? (5L = _____mL)
o Ava’s bunny Philip drinks 1000 milliliters of water everyday. How
many liters is this? (1000 mL = ____L)
− Independent:
o A birdbath contains 2000 milliliters of water. How much water is this
in liter? (2000 mL = _____ L)
Assessment: (index card)
A huge puddle has 8000 milliliters of water in it. How many liters is this? (8000
mL = ____ L)
What do you remember about the “Land of G” story?
LANGUAGE ARTS
Teacher will…
− Begin administering DRAs
Student will…
Required:
− Context clues/abc order/guide words review
− Context clues/abc order/guide words quiz
− Create freedom quilt patch
− Written explanation of the patch (story about patch including the explanation of what the patch would
have told a runaway slave
− Cause and effect assignment
*Highlight name on sheet when completed these assignments
Choice:
− Versa tiles
− Summary of a Scholastic News article
− Independent reading (20 min)
− Write a summary of what was read during independent reading
− Respond to writing prompt
CONTENT
ILO: I can explain the rights of African Americans during reconstruction.
Objective: VS.8b Focus Skill/Strategy: Comparing and contrasting events
Key Questions: What were the rights of African Americans During Reconstruction?
Key Vocabulary: Reconstruction, constitution, Amendment, citizen
Procedures: Read the passage “Rights of African Americans DURING Reconstruction” and discuss the increase in rights for African
Americans. Have the students write down the rights granted by the 13, 14, and 15 amendments in the organizer.
Assessment (formative or summative): Amendment organizers
Materials -
− Discuss rights of African Americans after reconstruction (story format) using PowerPoint
presentation
− Read Sneeches
− Place stars under some desks à those students get candy/stones for bucket and the others do not
o Discuss how this is unfair
o Jim Crow laws did this similar thing à discrimination and segregation
Thursday: April 14, 2016
I/E
− Practice with metric conversions (mL à L and Là mL)
MATH
ILO: I can identify equivalent measurements within the metric units and US customary units of capacity.
Objective: 4.8ab
Focus Skill/Strategy: Using “Land of G” story and K H D U D C M to convert between units of capacity measurement.
Key Questions: How do I convert between units of capacity? How can I use the “Land of G” story and K H D U D C M as strategies for converting between
units? How many cups, pints, quarts are in a gallon? How many milliliters are in a liter?
DI: modeled examples, consistent vocabulary, “Land of G” anchor chart, K H D U D C M anchor chart, extended practice
Assessment (formative or summative): formative - IA test and versa tiles
Guided- Use “Gallon Man” or “Gallon House” to illustrate how to determine conversions. Use word problem-style questions to determine equivalent capacity (Ex.
Maria was baking a cake and used 1 quart of milk. How many cups of milk did she use?” Also incorporate equivalents with L and mL
Independent- IA Test; Allow students to weigh objects and record the weight using scales.
Application- versa tiles
Group 1 (10:00 – 10:30)
DI: physical objects,
land of G story,
modeled examples,
guided practice,
scaffolding questions,
touch points, land of G
written on index card
for reference
Procedures:
− Explore real world examples of U.S Customary capacity measurement
− Discuss that a gallon is the largest measurement and cups are the smallest
measurement
o Show and pass around gallon: what would we measure in gallons
(bathtub water, pools, gas, washing machine, flush a toilet)
o Show and pass around a quart: what would we measure in quarts? (oil
you put in a car)
o Show and pass around a pint
o Show and pass around a cup
o Would you measure the water in a bathtub in gallons or cups?
o Would you measure the water in a pool in gallons or cups?
o Would you measure the milk in your cereal in gallons or cups?
− How are we going to convert between units?
o Tell the “Land of G” story
o Once upon a time in the land of Gallon (draw G), there lived 4 queens
(draw 4 Qs). Each queen had a prince and a princess (draw 2 Ps in each
Q). Each prince and princess had 2 children (draw 2 Cs in each P).
They all lived happily ever after in the land of G and will forever help
us with capacity conversions. The End.
− Students draw land of G on index card
− Modeled:
o 2 gallons = ____quarts
o Maria was baking a cake and used 1 quart of milk. How many cups of
milk did she use?
− Guided:
o Jaki noticed that his milk was 1 pint. How many cups of milk is this?
o Miss Hunt was on a hike. She filled her water bottle with 2 quarts of
water. How many cups of water did she fill it with?
Assessment (independent): (index card)
Draw the land of G
A soccer team drinks 14 cups of Gatorade. How many pints of Gatorade did they
drink?
DI: extended practice,
problems in context,
multi-step conversions
Group 3 (10:30 – 10:45 and 11:40 – 11:50)
Procedures:
− Explore real world examples of U.S Customary capacity measurement
− Discuss that a gallon is the largest measurement and cups are the smallest
measurement
o Show and pass around gallon: what would we measure in gallons
(bathtub water, pools, gas, washing machine, flush a toilet)
o Show and pass around a quart: what would we measure in quarts? (oil
you put in a car)
o Show and pass around a pint
o Show and pass around a cup
o Would you measure the water in a bathtub in gallons or cups?
o Would you measure the water in a pool in gallons or cups?
o Would you measure the milk in your cereal in gallons or cups?
− How are we going to convert between units?
o Tell the “Land of G” story
o Once upon a time in the land of Gallon (draw G), there lived 4 queens
(draw 4 Qs). Each queen had a prince and a princess (draw 2 Ps in each
Q). Each prince and princess had 2 children (draw 2 Cs in each P).
They all lived happily ever after in the land of G and will forever help
us with capacity conversions. The End.
− Modeled:
o Maria was baking a cake and used 1 quart of milk. How many cups of
milk did she use?
− Guided:
o Jaki noticed that his milk was 1 pint. How many cups of milk is this?
− Independent:
o Miss Hunt was on a hike. She filled her water bottle with 2 quarts of
water. How many cups of water did she fill it with?
o Every time you flush the toilet you use 2 gallons of water. How many
cups are you using?
o You make a huge water balloon that is 4 pints. How many quarts of
water is in your water balloon?
Assessment (index card):
A soccer team drinks 14 cups of Gatorade. How many pints of Gatorade did they
drink?
DI:
guided examples,
independent practice,
land of G story,
scaffolding questions
Group 2 (11:50 – 12:20)
Procedures:
− Explore real world examples of U.S Customary capacity measurement
− Discuss that a gallon is the largest measurement and cups are the smallest
measurement
o Show and pass around gallon: what would we measure in gallons
(bathtub water, pools, gas, washing machine, flush a toilet)
o Show and pass around a quart: what would we measure in quarts? (oil
you put in a car)
o Show and pass around a pint
o Show and pass around a cup
o Would you measure the water in a bathtub in gallons or cups?
o Would you measure the water in a pool in gallons or cups?
o Would you measure the milk in your cereal in gallons or cups?
− How are we going to convert between units?
o Tell the “Land of G” story
o Once upon a time in the land of Gallon (draw G), there lived 4 queens
(draw 4 Qs). Each queen had a prince and a princess (draw 2 Ps in each
Q). Each prince and princess had 2 children (draw 2 Cs in each P).
They all lived happily ever after in the land of G and will forever help
us with capacity conversions. The End.
− Modeled:
o Maria was baking a cake and used 1 quart of milk. How many cups of
milk did she use?
o Jaki noticed that his milk was 1 pint. How many cups of milk is this?
− Guided:
o You make a huge water balloon that is 4 pints. How many quarts of
water is in your water balloon?
− Independent:
o Miss Hunt was on a hike. She filled her water bottle with 2 quarts of
water. How many cups of water did she fill it with?
o Every time you flush the toilet you use 2 gallons of water. How many
cups are you using?
Assessment (index card):
A soccer team drinks 14 cups of Gatorade. How many pints of Gatorade did they
drink?
LANGUAGE ARTS
DRA ‘s continued
Possible recess 1:00 -­‐ 1:20
Language 1:25 -­‐ 2:30
2:30 -­‐ 3:00 Second Grade concert
ILO: I can identify cause and effect relationships in fiction texts.
Objective: 4.5j Focus Skill/Strategy: Cause and Effect
Key Questions: What are the causes and effects of the event or situation? What might happen next?
Key Vocabulary: cause, effect, as a result of, because, so
DI: read aloud, scribe, scaffolding and leading questions
Teacher Modeling: Cause and Effect -­‐ identifying 2 causes for 1 effect or vice versa
Assessment (formative or summative): formative -­‐ student responses to question stems
Group 4/5 (30 min) DI: leveled texts Behind Rebel Lines − Discuss chapter 2 (lit circle-­‐ each student reports to group based on his or her role) − Read chapter 3 independently − Cause and effect stem questions Pink and Say − Vocab: −
−
−
− Mustered (gathered, collected, or assembled) − Ransacked (go hurriedly through to steal things, rob in a way that causes disorder) Q: What can you infer based on…Moe Moe Bay was bleeding, her eyes looked far away, no warmth in her hand Q: What does it mean by the words “crossed his back with knitted hemp”? Cause and effect stem questions Group 1 (30 min) DI: Read aloud (M.L.), leveled text Civil War on Sunday − Read aloud Chapter 3 − Vocab – mission, ladle − Q: Based on the the instructions what can you infer about how difficult the job of a civil ear nurse was? − Begin reading aloud chapter 4 −
When finished read −
Cause and effect stem questions Mini Lesson − Discuss cause and effect referencing anchor chart − Matching causes and effects activity (each student given a cause or effect and must find the cause or effect that matches) − How to Heal a Broken Wing read aloud – pausing to ask students cause and effect stem questions Question Stems:
•What caused _____ to _____ ?
•Which event happened because _____ ?
•Why does _____ ?
•The character chooses to _____ because –
•What is the reason that _____ ?
•Why did _____ ?
Group 2 (20 min): DI: Leveled text Henry’s Freedom Box − Q: What do you predict they are going to do with the box to help Henry be free? − Vocab – oil of vitriol (sulfuric acid) − Q: Imagine what it was like for Henry. What did he think would happen if someone heard him? − Q: What can you infer about the men who opened the box? − Cause and effect stem questions Group 3 (20 min): DI: Leveled text A Ballad of the Civil War −
−
−
−
Discuss chapter 2 Vocab – veranda (porch with a roof), scamp (mischievous child), arbor (tree) Q: By discussing the presents they got, what can you infer about what they guests think about the boys and how they think about themselves? Cause and effect stem questions CONTENT
ILO: I can explain the rights of African Americans after Reconstruction.
Objective: VS.8b Focus Skill/Strategy: Comparing and Contrasting
Key Questions: How did Jim Crow laws limit the rights of African Americans?
Key Vocabulary:
Procedures: Read the passage “Rights of African Americans AFTER reconstruction. Make comparisons to the rights of African Americans during Reconstruction.
Discuss how the tests given at the polls were designed so that African Americans would have a hard time passing them since they were not well-educated. The
schools were not equally designed. Have students illustrate two example of “Jim Crow” laws with captions. Students must know that Americans Indians were
impacted by Jim Crow laws as well. Whites were inhibited from interacting with African Americans.
Assessment (formative or summative): Jim Crow Law Illustrations
Materials -
− Discuss transportation in Virginia (story format) using PowerPoint presentation
− Quick quiz on Reconstruction (open-note?)
Friday: April 15, 2016
I/E – Conversion practice with metric and U.S. Customary conversions MATH ILO: I can explain the difference between grams and kilograms and read a scale.
Objective: 4.6ab
Focus Skill/Strategy: Comparing grams and kilograms and reading a scale
Key Questions: What is the difference between a gram and kilogram? What would weigh one gram? What would weigh a kilogram? How do you read a scale and
record the weight?
DI: modeled examples, consistent vocabulary, physical objects, extended practice
Assessment (formative or summative): formative - mixed measurement review, reading scales
Guided Practice: Introduce grams and kilograms. Make comparisons. Practice reading scales on paper pencil with graphics.
Independent Practice: Conversion Practice(Metric and US Customary) - mixed measurement review
Application- reflex/portal
Group 1 (10:00 – 10:30)
DI: physical objects,
conversion recipe,
modeled examples,
guided practice,
scaffolding questions,
Procedures:
− Explore real world examples of grams and kilograms
− Discuss that in weight measurement grams are the base unit
− Pass around a gram
− Discuss that kilograms are heavy
− What would weigh one gram?
o Paper clip
o Bottle cap
o Dollar bill
o Nickel (5 grams)
− What would weight a kilogram?
o Dictionary
o Car (2,000 kilograms)
o Elephant (4,000 - 7,000 kilograms)
o Would you measure a spoon in grams or kilograms?
o Would you measure a suitcase in grams or kilograms (6.6 kg)
o Would you measure a bus in grams or kilograms?
o Would you measure a pencil in grams or kilograms?
− How are we going to convert between units?
o Scaffold to KHDUDCM – same procedure with metric!
− Modeled:
o 2 kilograms = ____ grams
o A phone weighs 12 grams. How many kilograms is this?
− Guided:
o A suitcase weighs 23 kilograms. How many grams does it weigh?
o A flowerpot weighs 18 grams. How many kilograms does it weigh?
o A sofa weighs 538 kilograms. How many grams is the sofa?
Assessment (independent): (index card)
A computer weighs 20 grams. How many kilograms is this?
DI: extended practice,
problems in context,
Group 3 (10:30 – 10:45 and 11:40 – 11:50)
Procedures:
− Explore real world examples of grams and kilograms
multi-step conversions
Discuss that in weight measurement grams are the base unit
Pass around a gram
Discuss that kilograms are heavy
What would weigh one gram?
o Paper clip
o Bottle cap
o Dollar bill
o Nickel (5 grams)
− What would weight a kilogram?
o Dictionary
o Car (2,000 kilograms)
o Elephant (4,000 - 7,000 kilograms)
o Would you measure a spoon in grams or kilograms?
o Would you measure a suitcase in grams or kilograms (6.6 kg)
o Would you measure a bus in grams or kilograms?
o Would you measure a pencil in grams or kilograms?
− How are we going to convert between units?
o Scaffold to KHDUDCM – same procedure with metric!
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− Modeled:
o A phone weighs 12 grams. How many kilograms is this?
− Guided:
o A suitcase weighs 23 kilograms. How many grams does it weigh?
− Independent:
o A flowerpot weighs 18 grams. How many kilograms does it weigh?
o A sofa weighs 538 kilograms. How many grams is the sofa?
Assessment: (index card)
A computer weighs 20 grams. How many kilograms is this?
DI:
guided examples,
independent practice,
scaffolding questions
Group 2 (11:50 – 12:20)
Procedures:
− Explore real world examples of grams and kilograms
− Discuss that in weight measurement grams are the base unit
− Pass around a gram
− Discuss that kilograms are heavy
− What would weigh one gram?
o Paper clip
o Bottle cap
o Dollar bill
o Nickel (5 grams)
− What would weight a kilogram?
o Dictionary
o Car (2,000 kilograms)
o Elephant (4,000 - 7,000 kilograms)
o Would you measure a spoon in grams or kilograms?
o Would you measure a suitcase in grams or kilograms (6.6 kg)
o Would you measure a bus in grams or kilograms?
o Would you measure a pencil in grams or kilograms?
− How are we going to convert between units?
o Scaffold to KHDUDCM – same procedure with metric!
− Modeled:
o A phone weighs 12 grams. How many kilograms is this?
o A sofa weighs 538 kilograms. How many grams is the sofa?
− Guided:
o A suitcase weighs 23 kilograms. How many grams does it weigh?
− Independent:
o A flowerpot weighs 18 grams. How many kilograms does it weigh?
Assessment: (index card)
A computer weighs 20 grams. How many kilograms is this?
LANGUAGE ARTS
ILO: I can identify cause and effect relationships in fiction texts.
Objective: 4.5j
Focus Skill/Strategy: Cause and Effect
Key Questions: What are the causes and effects of the event or situation? What might happen next?
Key Vocabulary: cause, effect, as a result of, because, so
DI: leveled texts, read aloud, small group, scribe, scaffolding and leading questions
Teacher Modeling: Cause and Effect - identifying 2 causes for 1 effect or vice versa
Guided Practice: Continue with guided reading books. Focus on cause and effect stems within the text.
Question Stems:
•What caused _____ to _____ ?
•Which event happened because _____ ?
•Why does _____ ?
•The character chooses to _____ because –
•What is the reason that _____ ?
•Why did _____ ?
Independent Practice: independent reading, writing, game or scholastic news summary
Assessment (formative or summative): formative - student responses to question stems
Group 4/5 (30 min) DI: leveled texts Behind Rebel Lines − Discuss chapter 3 (lit circle-­‐ each student reports to group based on his or her role) − Read chapter 4 independently − Cause and effect stem questions Pink and Say −
Discuss cause and effect relationships in Pink and Say à locate with a partner and mark with a sticky note, report back to group Group 1 (30 min) DI: Read aloud (M.L.), leveled text Civil War on Sunday − Read aloud Chapter 4 −
Cause and effect stem questions Mini Lesson − Review cause and effect referencing anchor chart − Freckleface Strawberry read aloud – pausing to ask students cause and effect stem questions Question Stems:
•What caused _____ to _____ ?
•Which event happened because _____ ?
•Why does _____ ?
•The character chooses to _____ because –
•What is the reason that _____ ?
•Why did _____ ?
Group 2 (20 min): DI: Leveled text Henry’s Freedom Box − Locate cause and effect relationships in Henry’s Freedom Box à locate with a partner and mark with a sticky note, report back to group Group 3 (20 min): DI: Leveled text A Ballad of the Civil War −
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Discuss chapter 3 Cause and effect stem questions CONTENT
ILO: I can explain the importance of railroads.
Objective: VS.8c Focus Skill/Strategy: identifying changes over time
Key Questions: How did railroads promote the growth of cities in the south? How did railroads and cars change how people traveled?
Key Vocabulary: transportation, industry, urban, cities,
Procedures: Open to article “Transportation in Virginia” have students think-pair-share about the differences between the two photographs. Read “Transportation
in Virginia” and discuss how the construction of railroads impacted cities such as Roanoke. Continue reading and discuss how as cars became more common it was
difficult for the roads to be built quickly enough because they were expensive. Virginia was able to improve their roads without going into debt.
Assessment (formative or summative): Cause and effect organizer: list one cause and one effect
− Discuss the growth of industries in Virginia (story format) using PowerPoint presentation
− Primary source pictures