kathleen+mika+lesson+plan+page

the year ||  || list your goals draw your face on construction paper list one sy goal for each academic, social, physical || start with giving stdents examples of good goal those that could encopass the entire school year. These are overall goals we will work on specific goals daily/weekly monthly ||  || the year ||  || discuss chart and draw the morning routine ||  ||   || the year ||  || discuss chart draw and practice the procedure for asking non academic non immediate questions || blue box introduction chart what is important about the blue box ||  || the year ||  || taking notes/determine the main idea || students take cornell notes about the classroom procedures ||   || the year ||  || lunch line end of day and bathroom procedures ||   ||   || the year ||  || set up notebook || Notebook will be used every day for all class notes. Leave 10 pages at front blank for table of contents. Pages will include: daily list, Problem of the day, daily writing,daily vocabulary daily reading journal daily notes in each subject daily learning summary as well as information about going home Name and date must be in the top right corner of each page Title of assignment in center of top margin we always write on front and back we allways start writing at the red margine line and write all the way across the page until reaching the far margin. the notebook must come back each day... If notebook is not brought back student will write on loose leaf paper and copy into notebook the next day, ||  || the year ||  || choosing just the right book || procedure for choosing just the right book. chart procedure ||  || the year ||  || read wallaces list and scardy squirrel || list making is a daily activity designed to get our minds moving, lists will provide ideas for projects later in the year ||  || the year ||  || dra reading assessment ||   ||   || the year ||  || benchmark reading comp assessment ||   ||   || the year ||  || spelling assessment ||   ||   || the year ||  || writing assessment || write a letter to yourself : topic 5th grade goals 5 paragraphs. we will read this at the end of the year ||  || the year ||  || Math assessment || need to create 10 questions on 4th grade standards, 10 on 5th grade standards and 10 calculation problems ||   || the year ||  || exploration of strengths and weaknessess || discuss academic strengths and weaknesses each student gets a blue(strength) an orange(weakness) card they place these around the room on appropriate chart. Use premade charts for an intro to this lesson. this lesson is a prlude to the goal setting lesson || || the year ||  || squirt procedure how to record squirt reading || create reading journal entry chart, recording and reflecting student/teacher agreement on squirt reading book. t chart look like sound like ||  || the year ||  || emergency procedures ||   ||   || the year ||  || reading group procedure ||   ||   || the year ||  || Rules discussion || sketch/ discuss each rule comparison chart rules for different places, school, home, pool, park, road, courtroom,playground, cafe, bathroom : matrix: safety, respect/courtesy, ||   || the year ||  || management || create index card with personal info including student number and computer logins ||   || the year ||  || Communitcate with parents || Beginning of the year conferences with parents ||  ||
 * subject || standard || activities || notes || links ||
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of
 * beginning of

reading for information, reading for pleasure, tecnical reading looks like, sounds like, resources, time, active readers do this ||  ||   || RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. || Read the street sweeper introduce the FQR chartone goal for reading this year is to become an active reader. Begin personal active reader posters. Head surrounding head the things we will do while activley reading ||  ||   ||
 * subject || standard || activities || notes || links ||
 * reading || purpose for reading || complete comparison chart for purposes of reading
 * reading || being an active reader
 * Reading ||  || Reading Reccomendations ||   || [[file:book reccomendation.pdf]] ||

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W.5.4. 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.) || 5 p essay using an outline topic 3 interesting places I visited this summer ||  ||  || -Use concrete words and phrases and sensory details to convey experiences and events precisely. || 5p essay taking a small moment in time and stretching it out --- a small moment with a special person think of grandma lamb in the earth quake. Draw a comic style 5 frame as the outline and one piece of text per frame model for the students ||  ||   || W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. || write continuously for 15 minutes: topics, what will I learn in math this year, ||  ||   || -Use concrete words and phrases and sensory details to convey experiences and events precisely. || special place stretch out a small moment that happened there Use the rubber band analogy. When the rubber band is at rest it does not have as much potential energy as when it is stretched out. Stretcheiing out the rubber band is like stretching out my simple sentences. When I stretch out my simple sentence it gains so much more energy. Have students write a simple sentence and then rewrite it making the sentence much more interesting by adding details and fith grade words. || From George’s Marvelous medicine page 2: Using a simile “ George couldn’t help disliking Grandma. She was a selfish grumpy old woman. She had pale brown teeth and a small puckered-up mouth __like a dog’s bottom.__ From The last of the really great whangdoodles, page 66 and 67 sensory language || See page 21 of 11-12 Learning Journal for an example. || || || ||
 * subject || standard || activities || notes || links ||
 * writing || W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * writing || W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * writing || develop stamina
 * writing || W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * writing ||  || Write a problem solution narrative ||   || [[file:question rubric for PSN.pdf]]
 * writing ||  || use transition words to improve fluency ||   || [[file:transition words w.s. #3.pdf]]
 * Writing ||  || Hooking the reader with a great lead ||   || [[file:hooking the reader reference.pdf]] ||
 * Writing ||  || A satisfying ending ||   || [[file:satisfying endings reference.pdf]]
 * writing ||  || various lessons to help students organize writing/ add details ||   || [[file:writing grade 4.pdf]] ||

control variable qualitative quantitative data rating scales || as part of supply list 10 pennies || || Six groups, paper plates, milk, food coloring, straws or medicine dropers, soapy water, pplain water, salt water. How It Works Milk consists of a lot of different types of molecules, including fat, protein, sugars, vitamins, and minerals. If you had just touched a clean cotton swab to the milk (try it!), not much would have happened. The cotton is absorbent, so you would have created a current in the milk, but you wouldn't have seen anything especially dramatic happen. When you introduce detergent to the milk, several things happen at once. The detergent lowers the surface tension of the liquid so that the food coloring is free to flow throughout the milk. The detergent reacts with the protein in the milk, altering the shape of those molecules and setting them in motion. The reaction between the detergent and the fat forms micelles, which is how detergent helps to lift grease off of dirty dishes. As the micelles form, the pigments in the food coloring get pushed around. Eventually equilibrium is reached, but the swirling of the colors continues for quite a while before stopping. || media type="custom" key="10427832" || surface tension, cohesion ||  ||   || media type="custom" key="10427940" ||
 * subject || standard || activities || notes || links ||
 * science || inquiry procedure || cleaning a penny scientific procedure explore
 * sci || bio diversity ||  ||   ||   ||
 * sci || energy transference || transfer of energy through food chains and webs || use video resources and sciensaurus ||  ||
 * sci || Physics water tension Inquiry making a Hypothesis || Magic milk || matherials:
 * SCI || Physics Vaccume and air pressure ||  ||   || media type="custom" key="10427868" ||
 * SCI || Physics Vaccume and air pressure
 * || Surface Tension ||  ||   || media type="custom" key="10427982" ||
 * ||  ||   ||   || [] ||

capitalization, punctuation, and spelling when writing. || take a pre-test on the core words up to 5th grade use spelling city. Identify those words you missed these become one of your spelling lists for this year. ||  ||   || groups list contractions and seed words ||   ||   ||
 * subject || standard || activities || notes || links ||
 * language || L.5.2. Demonstrate command of the conventions of standard English
 * language || L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. || i cant said the ant---contractions, read the book in coop
 * language || RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. || idioms idiom of the day ||  ||   ||
 * language || RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. || idioms contained in kat kong and dogzilla-- extend by including idioms in a fictional piece ||  ||   ||
 * language ||  || Parts of a sentence ||   || [[file:parts of a sentence .pdf]] ||

and estimation ||  ||  || by lots of practice with multi-digit multiplication problems || || place fractions on number lines, fold paper strips to represents fractions as a part of a whole ||  || || Students If you multiply by 10, all you have to do is add a 0 at the end.Like if you have 23 × 10, you just know the answer is 230 because you add a 0 to the end of 23. It works that way with all of the problems up there. It’s the same if you multiply by 100, but then you add 2 zero’s to the end. ||  || see bridges supplement 4th grade page 23/24 [] media/Bridges_Gr4_OnlineSupplement/B4SUP-A5_NumOpMDigitMulti_0409.pdf ||
 * subject || standard || activities || notes || links ||
 * math || number sense || place value to the milliions and the thousandths || incorporate maths mansion videos || [[file:math place value #1.pdf]] ||
 * math || number sense/divisibility || identify even, odd # prime and compostie use hundreds chart ||  ||   ||
 * math || number sense/divisibility || divisibility rules for 10 and 5 ||  ||   ||
 * math || number sense/divisibility || divisibility rules for 3, 6 and nine ||  ||   ||
 * math || number sense/divisibility || divisibility rules for 4 and 8 ||  ||   ||
 * math || number sense || place numbers on number line ||  ||   ||
 * math || number sense/ rounding /estimation || use a number line to place numbers as a pre cursor to rounding
 * math || number sense multiples of ten || multiplication and multiples of ten || multiplication facts are best learned
 * math || calculations and estimations || multi digit multiplication with standard algorythm || do 2 a day during year ||  ||
 * math || calculations and estimations || multi digit multiplication with butterfly algorythm || do 2 a day during year ||  ||
 * math || calculations and estimations || box division || do 2 a day during year ||  ||
 * math || problem solving || communicating your thinking ||  || look in math transparency folder for examples from previous years of effective communication ||
 * math || problem solving || problem solving steps ||  ||   ||
 * math || problem solving || multiplication and division word problems || do 2 a day during year ||  ||
 * math || calculations and estimations || compare, add, subtract fractions || do 2 a day during year ||  ||
 * math || calculations and estimations || comparing numbers greater than less than number lines ||  ||   ||
 * math || calculations and estimations || write about math the algorythm for subtraction ||  || [[file:math writing steps for subtraction.pdf]] ||
 * math || fractions number sence || explore number lines as ways for understanding fractions
 * math || fractions/ decimals number sence || a ruller's relationship to a number line ||  ||   ||
 * math || various || math forms ||  || [[file:math forms base 10 #2.pdf]] [[file:math forms base 10 #1.pdf]] ||
 * math || multiples of ten || # As a follow up to the arrays lesson practice making arrays such as a 10 by 30 progress up to problems such as 100 by 40 and 40 by 20. Then teach the trick
 * math ||  || The reslationship between multiplication and division ||   || []

/textbooks_glos sary_demos/demos_content/elem_ relating_multiplication_ and_division.html ||

'enormous crocodile || Nov.humor read for entertainment begin R. Dahl author study can tie in with exploration of Nile river/africa ||  || link with ss unit re washington dc ||  ||
 * subject || standard || activities || notes || links ||
 * oral reading bry the teache ||  || last of the really great whangdoodles || sept/octTheme use the gift of imagination, perseverence, mentors ||   ||
 * oral reading bry the teache ||  || George's marvelous medicine and the
 * oral reading by the teacher ||  || Who was George Washington || Nov non fiction explore mt vernon
 * oral reading by the teacher ||  || A Christmas Carol || Nov Theme Mankind is our Business video after reading ||   ||
 * oral reading by the teacher ||  || The Oddessy || Jan. THeme kindness to strangers, greek myths, perseverence ||   ||

growth of the united states ||  ||   || trans parency in maps ||  || transparency of the city of dc ||   || ||  || ||   ||
 * subject || standard || activities || notes || links ||
 * ss || know the geography/history of the us || use transparancies to compare and contrast the
 * ss/sci || time zones the rotation of the earth on its axis ||  || book somewhere in the world right now
 * ss || geography continents ||  || transparency ||   ||
 * ss || geography hemispheres and lattitude ||  || transparency ||   ||
 * ss || reading a map ||  || transparency ||   ||
 * ss || Washington DC ||  || part of the george washington unit
 * ss/sci || rotation of the earth revolution around sun ||  || [[file:on earth 1.pdf]]
 * ss || study of Ben Franklin ||  || oral read book who was ben franklin


 * subject || standard || activities || notes || links ||
 * study skills || goal setting || getting to know yourself-strengths and weaknesses ||  ||   ||
 * study skills || goal setting || goal conferences ||  ||   ||


 * subject || standard || activities || notes || links ||


 * subject || standard || activities || notes || links ||