White’s Lesson Plans Week of _____________ Monday Tuesday Wednesday 8:20-8:45 Checking In Students’ Agendas, Homework, Reading Logs and Check Uniforms Bell Work – Drops in the Bucket Mon Sec 1 & 2 8:20-8:45 Checking In Students’ Agendas, Homework, Reading Logs and Check Uniforms Bell Work – Drops in the Bucket Tues 3 & 4 8:20-8:45 Checking In Students’ Agendas, Homework, Reading Logs and Check Uniforms Bell Work – Drops in the Bucket Wed 5 & 6 Vocabulary/Word Work Three column notes set up with words and definition. Do word chunking to help with basic word analysis. Reading Selection: from ScienceSaurus FCIM/Shared Reading Lesson Teaching Point: Good readers use BOTH running text and the text features of nonfiction to help them understand the main ideas. Writing In Response to Reading – The author did not provide a direct caption for either of the drawings on page 271. Write your own one sentence caption for each picture. Independent Reading Work/FCAT Prep – From FCAT Explorer Reading Odyssey - 4th Grade Benchmarks Open-Response Practice Activities 9:15 – 9:25 Morning Meeting Weekly Goal Setting (agendas) Vocabulary/Word Work From Bringing Words to Life (BECK) Facets of word meaning – another type of identifying correct examples. Reading Selection: from ScienceSaurus FCIM/Shared Reading Lesson Teaching Point: Good readers use BOTH running text and the text features of nonfiction to help them understand the main ideas. Writing In Response to Reading – EVALUATE: According to the text, people often don’t use the word acceleration the same way scientist do. Compare how scientist use the word acceleration and how we use the word acceleration in everyday life? Florida Achieves Assessment today – From FCAT Explorer Reading Odyssey - 4th Grade Benchmarks Open-Response Practice Activities Vocabulary/Word Work Do the example quotes on the Smart Notebook program first. Then have the kids work on creating their own examples for each word on the third column of their three column notes. Reading Selection: from ScienceSaurus FCIM/Shared Reading Lesson Teaching Point: Good readers use BOTH running text and the text features of nonfiction to help them understand the main ideas. Writing In Response to Reading – Explain how does the illustration on page 272 connected to the running text and help you understand buoyancy better. Independent Reading Work/FCAT Prep – From FCAT Explorer Reading Odyssey - 4th Grade Benchmarks Open-Response Practice Activities 8:45 – 9:15 Reading Intervention Groups Plans attached! 8:45 – 9:15 Reading Intervention Groups Plans attached! 8:45 – 9:15 Reading Intervention Groups Plans attached! 9:15 – 9:25 Morning Meeting Word of the Week is cooperative DEFINE, SCHOOL EXAMPLES 9:25 -10:55 Reading Workshop 9:15 -10:55 Reading Workshop 10:55 – 11:55 Math Workshop 10:55- 11:55 Math Workshop EDC (calendar pattern/money) 119 Warm Up Problem Solving Cooperatively Start 40 Days to FCAT (working from week 3, problem 1 & 2 ) Math Lesson Finishing Topic 12 this week EQ = How can we apply rounding skills to decimals? Review from the Quick Checks from Friday 12-4, This will serve as our review. Then we’ll watch the digital lesson for Our focus this week will be on rounding decimals. Today well focus on practicing rounding to the whole number by looking at the tenths place value. EDC (fractions) 120 Warm Up Problem Solving Cooperatively 40 Days to FCAT (working from Week 3, problem 3) Math Lesson continuing rounding of decimals EQ = How can we apply rounding skills to decimals? Review yesterday by looking at the times from the science activity - talk about how we’d round those to the nearest whole second. List out everyone’s name on chart paper with their whole time from the stop watch. Make the second column rounded to the whole number. Make the third column rounded to the nearest tenth. Then have discussion on which gives the most accurate results…when can we really compare who went the fastest. Give some practice work with now rounding to the tenths place value with an exit slip at the end to see how students are doing with rounding to the whole number and then to the tenths place. EDC (elapsed time problem/money) 121 Warm Up Problem Solving Cooperatively Math Lesson Start with 40 Days to FCAT (working from Week 3 prob 4 & 5) EQ = How can we apply rounding skills to decimals? Begin with the guided practice of racers on a number line placed according to their times in the race. Talk about how we can round by thinking about what the racers time would be closest to along a number line. Students try their own practice of this skill on their own, similar problem with weights of trail mix. Then review rounding to the nearest whole number and the nearest tenth, which we covered on Mon and Tuesday. Today we’ll work on practicing this plus rounding to the hundredths place. Guided practice 1-6 pg241 then go to the word problems on pg 242.

11:56 – 12:26 Lunch ST Math Group: 30 Minutes Independent Reading with Conferences: Today I met with: Diaz met with: Reading Rotation Time 1 – 1:30 My Group – Lexia Diaz/Stall – with me (Show What You Know from Treasures, guided by me) Bohrnsen AM - Homophones on the Smart Board Independent – Boggle Challenge 3:05 – 3:40 SOCIAL STUDIES 2:20 – 3:05 PE 1:45 – 2:15 PE 1:30 – 2:20 Science 2:15 – 2:30 Homework for 11:56 – 12:26 Lunch ST Math Group: 11:56 – 12:26 Lunch ST Math Group: 1:30 – 1:45 Science 2:20 – 3:05 PE 3:05 – 3:40 SOCIAL STUDIES – Starting new SS topic Daily points from me in agenda. Organize agenda and AVID notebook. Homework (unfinished work is highlighted) 1:30 – 2:20 Science Lab Time EQ in Lab = What is the nature of science? Mr. Stall will be covering: Nature of science, getting ready for science fair, etc… 30 Minutes Independent Reading with Conferences: Today I met with: Diaz met with: Reading Rotation Time 1 – 1:30 My Group – Boggle Challenge (done together) Diaz/Stall – Lexia Bohrnsen AM - with me (Show What You Know from Treasures, guided by me) Independent - Homophones on the Smart Board 30 Minutes Independent Reading with Conferences: Today I met with: Diaz met with: Reading Rotation Time 1 – 1:30 My Group - Homophones on the Smart Board Diaz/Stall – Boggle Challenge (done together) Bohrnsen – Lexia Independent - with me (Show What You Know from Treasures, guided by me) EQ = How can we calculate speed? Use and complete the FLIP CHART activity Outside, mark off twenty meters, have each student walk the distance. Use a stopwatch to know each students time. Back inside, they will work as a table group to make sure each person at the table know their meters per second. Write in their journals – Why is it better to give the actual speed of an object than to just say it was fast or slow? (teach the idea of what it means for something to be subjective) As you end the time, have kids do Socrative one question quiz, can you be moving and still at the same time? Yes or No? Share results. Wait for discussion though until tomorrow. EQ = How can we predict the direction that an object will move? Online game called Cut the Rope – directly relates to one of the questions on the Fusion assessment for Friday. The vocabulary review: for other questions on Friday’s assessment, students need to be clear on Acceleration – graph drawing in PPT Speed – third slide in PPT (plus Olympic video) Gravity – is a force, slide 4 (plus Olympic video) Friction - is a force, slide 5 (plus Olympic video) Using resource book from SS materials called Resources for Reading for All Learners. Pg 5 Florida’s Ancient History & Hunting and Gathering. Students will start 3 column notes with a place for a word/idea, a meaning/note in the middle, and a picture in the third column this time. Using notes to the side of the actual text for what I’ll have them put in their notes. Review notes and ideas covered so far with the regions of the US. Read through and look at the different regions of the US on the next several pages of the TE resource book we’ve been using. Students will take an open note test using Socrative which will be a grade on their SS grade. They will also be turning in their notes and their map for an additional classwork grade.

White’s Lesson Plans Week of _____________ Thursday Friday Planning Notes/Comments 8:20-8:45 Checking In Students’ Agendas, Homework, Reading Logs and Check Uniforms Bell Work – Drops in the Bucket Thurs 7 & 8 8:20-8:45 Checking In Students’ Agendas, Homework, Reading Logs and Check Uniforms Bell Work – Drops in the Bucket Friday 9 & 10 9:15 – 10:55 Reading Workshop Vocabulary/Word Work Review the words and then have students take this week’s Beck style vocabulary quiz. (I left copies in the Friday folder for you) Spelling Test As they finish their vocabulary test, collect them. Pass out the half strips of notebook paper for today’s spelling test. I left the word list on a strip of paper for you to use to call the words and give the test. Say the word and a sentence. Reading Work Students have several sheets we pulled out and stapled together from their reading workbook. These pages are ready to go with their name on and everything. Pass out and allow them about 30 – 45 minutes to work on these. Remind them that they will be collected and graded. This week’s vocabulary words: Bouyant Affect Mold Increase Decreases Imaginary Friction Surface Reduce Apply This week’s weekly assessment on Friday will be: Vocabulary/Word Work Today students work on picture slides to go with each of this week’s vocabulary words. I usually pass out one index card to each group, show the first slide with four pictures, give the groups a few minutes to talk and write their answer on their index card. Then I switch to the second slide, same…give a few minutes, and then the final two. Then we go back to the first four pictures and talk about which vocabulary word (from the red chart) matches each picture, they can check their own work, and then do the same for the second set of pictures. Reading Selection: from ScienceSaurus FCIM/Shared Reading Lesson – have students come the gathering area – tell them to sit with their ‘buzz group’ and each buzz group should have like two copies of the ScienceSaurus book to follow along with as you read/discuss with them. I highlighted in the plan the main parts to cover/ask. Teaching Point: Good readers use BOTH running text and the text features of nonfiction to help them understand the main ideas. Writing In Response to Reading – I left plain papers. Have them fold their paper in half so they have two boxes. Then they can write to explain and draw an example of two of the simple machines you read about today. Each table can have a couple of copies of the ScienceSaurus books at their table while they work. 8:45 – 9:15 Reading Intervention Groups Plans attached! 9:25 – 10:55 Reading Workshop 8:45 – 9:25 CHAMP of the MONTH CELEBRATION Tolerance - go to Cafeteria at 8:40, have kids sit on the floor toward the back. Cedrik will be the student called from our class. **No reading groups today due to assembly Math Workshop 10: :55 Math Workshop 10:55 – 11:15 40 Days to FCAT (working from Week 3, Day 14) I left the worksheet. You will show it using the document camera. We’ve done another one just like this through the first three days of this week. Today you will walk them through these five problems again. They should be somewhat familiar. Tomorrow they will do another one JUST LIKE THIS for a grade. 11:15 – 11:55 Math Lesson We’ve been covering basic decimal skills for the past three weeks. Today and tomorrow students will be practicing these skills. In their math notebooks work from their math textbook: Page 338 and 339 placing decimals on a number line 11 – 20 THEN Page page 241 rounding decimals 7 – 21 Please circulate and assist as they work, making sure they are getting far enough along with the assignment. Leave in spirals. 10:55 – 11:15 Start by giving out the 40 Days to FCAT – It will look just like the one from yesterday but the numbers are different. Please have the kids do this one totally on their own. I did examples Mon – Wed, you did all five yesterday, today the expectation is that they’d be familiar enough to do this next five ON THEIR OWN. 11:15 – 11:55 Math Lesson We’ve been covering basic decimal skills for the past three weeks. Today and tomorrow students will be practicing these skills. In their math notebooks work from their math textbook: Page 245 comparing decimals 9 – 20 plus #23 THEN Page 247 ordering decimals 12 – 16 plus #19 and #20 Please circulate and assist as they work, making sure they are getting far enough along with the assignment. Leave in spirals.

Reading Log Due Monday 11:56 – 12:26 Lunch ST Math Group: 11:56 – 12:26 Lunch ST Math Group: 1:30 – 2:20 Reward Show The following students cannot go: Tai, Deja, Kamarii, Paul, Cynthia, and William. Those will stay in Nguyen’s room to read. They will need to take a book to read in her room. The rest can go with you and Dayna Petruccelli to the reward show in the cafeteria. 2:20 – 3:05 MUSIC 2:20 – 3:05 ART Daily points from me in agenda. Organize agenda and AVID notebook. Homework (unfinished work is highlighted) Remind them to study spelling and vocabulary. Daily points from me in agenda. Organize agenda and AVID notebook. Homework – please remind them to do their paragraph and reading log over the weekend. 1:30 – 2:20 Science Today students will work on questions from their textbook. They can write directly in their textbook. If you would guide this work, read question…maybe discuss briefly…give them a few minutes to respond, and then go to the next one….and so on. This work is from pages Just go as far as you can. I left out my teacher edition which you can use as you go through this with the kids. 3:05 – 3:40 Science Test I left copies of an assessment students need to complete today. It is a final assessment. We’ve been covering objects in motion for the past two weeks. I reviewed a lot with them Wednesday before I left, plus the pages they did yesterday in their Science textbook should help them do well. You can have them cover up with a folder – have snack while doing the test – and you can read the questions aloud, giving them a few minutes to answer each one. Collect all. Extended Specials for Planning (students go first to MUSIC and then to _PE_. You will pick them up at 3:30 just downstairs on the cement hallway) 30 Minutes Independent Reading with Conferences: Just circulate and make sure students are really reading. They should not get up, use restroom, etc… at this time. They should already have books they are working on. They will probably ask to take Reading Counts quizzes. You can let them after the 30 minutes. Diaz met with: Extended Reading Time 1 – 1:30 Reading/Social Studies Worksheet Called Where on Earth Are You? Read aloud with the students. They do the questions on their own. No sharing answers. Will be for a grade. Please collect. 30 Minutes Independent Reading with Conferences: Just circulate and make sure students are really reading. They should not get up, use restroom, etc… at this time. They should already have books they are working on. They will probably ask to take Reading Counts quizzes. You can let them after the 30 minutes. Diaz met with: Extended Reading Time 1 – 1:30 Reading/Social Studies Worksheet Called Water Carves the Land Read aloud with the students. They do the questions on their own. No sharing answers. Will be for a grade so please collect.