- Slides: 60
Wednesday, October 24, 2018 Computers: • • • Stella – Classworks: R Mattie – Classworks: R Aa’Niya – Classworks: R Nikayviah – Classworks: R Tyler – Classworks: R Paired Partners Classworks (Thinkpads): Michel – M Chloe – M Harriya - R Diesel - R 7: 55 – 8: 40
Vocabulary & Grammar Time 8: 40 – 8: 50
obstinate – stubborn P 5 Obstinate is a synonym for stubborn. Who remembers the definition of a synonym? If you are obstinate, you are unwilling to change your mind about something. • Even though Alexander’s parents explain why the family must move, Alexander is obstinate. He does not want to move, and he is not willing to change his mind. • •
obstinate • When have you been obstinate or seen someone being obstinate? – Turn to your Partner I was obstinate when… OR I saw…being obstinate when…
What’s the new word we are learning that means “stubborn”? obstinate
Career Opportunities… • Doctor -. • Nurse • Medical Researcher All of these professionals must be obstinate and never give up trying to heal those who are ill.
immature – childish or silly • P 9 • “Nick says I’m a fool and should get a brain transplant. Anthony says I’m being immature. ” • Look at the illustration on page 9 and notice that Anthony thinks Alexander is being immature, or childish, when he pouts and says he will not move.
What’s the new word we are learning that means “childish or silly”? immature
mature – ? ? P 29. Alexander’s mother, father, and even his brother Nick try to comfort him about all the change that lies ahead. “Nick says if I’m lonesome in my new room by myself, he might let me sleep with him for a little while. Anthony says that Nick is being mature. ” Mature and immature antonyms. Remember that antonyms are words with opposite meanings.
mature - ? ? Classroom Discussion If mature and immature antonyms, what do you think mature might mean? I think mature might mean?
mature – grown up or adult • How is Nick being grown up, or mature? Nick is being mature when he… P 30 By the end of the story Alexander is being mature, or sensible and reasonable like an adult. Think about how Alexander is being mature.
mature – grown up or adult • How is Alexander being mature? What is he doing that is reasonable and sensible? Alexander is being mature when he…
Is Olive being mature or immature? • Olive is working quietly at her desk at school. Her friend Orlando makes a funny face at her. Olive ignores Orlando and continues to do her work. • Is Olive being mature or immature? Why? Turn to your partner.
Is Olive being mature or immature? • Olive wants to go to Orlando’s house to play baseball. Olive’s mother tells her she can’t go because her cousin is coming to visit. When her cousin arrives, Olive pouts and won’t talk to her. • Is Olive being mature or immature? Why? Turn to your partner.
Is Olive being mature or immature? • Olive is riding her skateboard. She sees a group of children down the street. She wants to show them how well she skateboards, so she speeds up and whirls in and out among them. She knocks one little boy to the ground. • Is Olive being mature or immature? Why? Turn to your partner.
Is Olive being mature or immature? • Olive and Orlando are hungry. Olive has a muffin in her lunchbox. She breaks the muffin in half so that both she and Orlando get a piece. • Is Olive being mature or immature? Why? Turn to your partner.
What’s the new phrase we are learning that means “grown up or adult”? mature
CHOMP TIME F. A. S. T. Groups Focused Academic Support Time
F. A. S. T. Designations Thinkpads: (Imagine Math) = Jayden Emma Caleb Chloe Lexi Dayana Charles Seth --------------Computers: (Imagine Reading) Diesel Nathan Jordyn JC Gunnar Wyatt Mrs. Roby (LLI): Nikayviah Harriya Mattie Mrs. Thompson (LLI): Brooklyn Stella Michel Aa’Niya Tyler Ms. Kalinda: Jaxon Jansen Ava 8: 50 – 9: 20
Restroom Break 9: 20 – 9: 30
Writing Time 9: 40 – 10: 05
Team captains pass out BAW handbooks to your group
Gather at the Carpet with your BAW handbook and pencil. • Are we still the best?
Poetry • Today we will hear the poem “Sunning” by James S. Tippet. • Sunning means lying in the sun. • Close your eyes and visualize as you listen to the poem.
“Sunning” • What did you visualize as you listened to this poem? Turn to your partner • Open your Student Writing Handbook to page 27 and reread the poem to yourself. • What sensory detail does the poet include to help you imagine the dog?
Poetry • I will read another animal poem aloud called “The Polliwogs, ” by Douglas Florian. • Polliwogs, also called tadpoles, are baby frogs that have not grown legs yet. They cannot leave the water, and they swim by wiggling their long tails. • Close your eyes and visualize as you listen to the poem.
“The Polliwogs” • What did you visualize as you listened to this poem? Turn to your partner • Open your Student Writing Handbook to page 28 and reread the poem to yourself. • What words in this poem helped you imagine the polliwogs? • How did the poet have fun with words?
Ideas for Poems About Animals • If you were going to write a poem about an animal, what kind of animal might you write about? • What words might you use to describe what your animal looks like? Sounds like? Smells or feels like? • What words might you use to describe how that animal moves?
Return to your seat!
• Open to the next blank page in your writing journal. • Write the name of the animal you were just imagining at the top of the page. • Quick write for 3 -4 minutes about some ideas you could include in a poem about that animal. • Share time! Quick Write
Writing Journal Remember: • Write silently • Double-space, or skip every other line • Continue writing until time is up Writing Time • • • Continue writing what you started during the quick-write. Write a poem Write about anything you choose
Sharing and Reflecting • What animal did your partner write about today? • What problems did you and your partner have working together today? What will you do to avoid those problems next time?
Out of Classroom! • Activity 10: 05 – 10: 50
Out of Classroom! • Recess 10: 50 – 11: 15 • Lunch 11: 15 – 11: 45
Reading Time Objective: RL. 3. 3 Describe characters in a story and explain how their actions contribute to the sequence of events. Objective: RL. 3. 5 Refer to parts of stories and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 11: 45 – 12: 10
Gather at the Carpet with your MM Response Journal. • Are we still the best?
Review Wondering and Questioning • Our previous lessons we wondered and asked questions about The Girl Who Loved Wild Horses and The Emperor and the Kite. • Wondering and questioning helps readers think about what they are reading and read for answers to their questions.
Introduction to the tool: Stop and Ask Questions! Author: Eve Bunting Today I will read a story called A Day’s Work aloud. I want you to wonder and ask questions using a thinking tool called “Stop and Ask Questions. ” Illustrator: Ronald Himler
Tool: Stop and Question • Turn to page 10 in your MM Response Journal. • As I read aloud today, I will stop four times to let you think about questions you have about the story. • I will model writing questions with you at the first stop, but then you will write questions on your own for the next three stops. • We will use these questions for a discussion of the story later.
A Day’s Work • This story is about a boy named Francisco and his grandfather, whom he calls Abuelo (Spanish for “grandfather”). • Abuelo has come to the United States from Mexico to live with Francisco and his mother. • I will read part of the story today and finish it later in the week.
Tool: Stop and Question • Read to end of page 8 • What question can you ask right now? (Let’s record a few on a chart, but not discuss them. ) • Read to end of p 14 • What question can you ask right now? record your question in the Stop Box 2 on p 10
Tool: Stop and Question • Read to end of page 22 • What question can you ask right now? Record your question in the Stop Box 3 on p 10 • Read to end of p 26 • What question can you ask right now? record your question in the Stop Box 4 on p 10 • Now, take a minute to review all of your questions.
Turn to your Partner • Use your questions to discuss the story with your partner.
Classroom Discussion • What is this story about? • How do you think Francisco feels at the point in the story where we left off? What makes you think so? • How do you think the story will end? Explain your thinking. • In our next lesson, we will revisit your questions again.
Responsibility • How did hearing your partner’s questions help you think about the story today? • Why is it important that you share your questions with your partner?
Independent Daily Reading Group #1 – Think Pads (Imagine Learning - Reading) Group #4 – Computers (Imagine Learning - Reading) 12: 10 – 12: 30
Restroom Break 12: 30 – 12: 40
Math Time! 12: 40 – 2: 20
Application Problem • Jordyn brings an apple and an orange with her to school. The weight of both pieces of fruit together is 417 grams. The apple weighs 223 grams. What is the weight of Jordyn’s orange? 12: 40 – 12: 45
Number Sense Jordyn brings an apple and an orange with her to school. The weight of both pieces of fruit together is 417 grams. The apple weighs 223 grams. What is the weight of Jordyn’s orange? I can decompose twice to subtract measurements including three-digit Which is heavier, the minuends with zeros in apple or the orange? the tens and ones place. How much heavier? 12: 45 – 12: 55
Stations/Independent Practice Group #3 – Think Pads (Imagine Learning - Math) 1: 00 -1: 20 Group #5 – Computers (Imagine Learning - Reading) 1: 00 – 1: 20 Group #2 – Think Pads (Imagine Learning - Math) 1: 20 – 1: 40 Group #4 – Computers (Imagine Learning - Math) 1: 20 – 1: 40 Group #1 – Think Pads (Imagine Learning - Math) 1: 40 – 2: 00 Group #3 – Computers (Imagine Learning - Reading) 1: 40 -2: 00 Group #5 – Think Pads (Imagine Learning - Math) 2: 00 – 2: 20 Group #2 – Computers (Imagine Learning - Reading) 2: 00 – 2: 20
Restroom Break 2: 20 – 2: 30
Classroom Spelling Bee November 13 th
SCIENCE TIME 2: 30 – 3: 15
“Make a Rock” Activity
3: 15 – 3: 20 Wrap Up! • Pair-Up back to back and share one thing you learned in class today with your partner • Pack-Up • Office will announce: Car Riders – Leave around 3: 25 Bus Riders – (listen to intercom for dismissal) 2: 30 – 3: 20 How much time has elapsed?