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Cheryl Dick's Lesson Plans for Week of Dec 9, 2013

Notes: Mon, Dec 9 (Day 1)


MONDAY MEANING

Tue, Dec 10 (Day 2)


TANGLED TUESDAY

Wed, Dec 11 (Day 3)


WACKY WEDNESDAY

Thu, Dec 12 (Day 4)


THINKING THURSDAY

Fri, Dec 13 (Day 5)


FABULOUS FRIDAY

Vocabulary Word: Read story from Weighty Word Book aloud. Look up meaning of word online www.dictionary.com Standard R1E

Tangled Tuesday Week 16 in Mathews Shared Folder Students untangle the spelling words in the letter and play the anagram game. R1Ec - Develop vocabulary through text using context clues W2Ee -Spelling

Pass out Wacky Wednesday Quiz. Students label parts of speech and edit the letter. W2E - Conventions If time allows, review Parts of Speech PowerPoint in Shared Folder

Thinking Thursday Week 16 Solve bean problems with model drawing. N1B N1C N2A

Fast Fact Friday Students complete as many multiplication problems as they can in five minutes. N3B

READING

READING

READING

READING

READING

Before: Students meet with other people reading the same book as them. If groups are large, split larger group into 2 smaller groups. Each student in the group will share one journal entry with the group for a collaborative discussion. Model this. During: Students work in groups to read their assigned biographies. They may read alone or partner read. If they partner read, they must

Nutrition -- Becky Mills should be here from 9:15-10 to teach nutrition. Before: Students meet with other people reading the same book as them. If groups are large, split larger group into 2 smaller groups. Each student in the group will share one journal entry with the group for a collaborative discussion. Model this. During: Students work in groups to read their assigned

Before: Students meet with other people reading the same book as them. If groups are large, split larger group into 2 smaller groups. Each student in the group will share one journal entry with the group for a collaborative discussion. Model this. During: Students work in groups to read their assigned biographies. They may read alone or partner read. If they partner read, they must

Before: Students meet with other people reading the same book as them. If groups are large, split larger group into 2 smaller groups. Each student in the group will share one journal entry with the group for a collaborative discussion. Model this. During: Students work in groups to read their assigned biographies. They may read alone or partner read. If they partner read, they must

Before: Students meet with other people reading the same book as them. If groups are large, split larger group into 2 smaller groups. Each student in the group will share one journal entry with the group for a collaborative discussion. Model this. During: Students work in groups to read their assigned biographies. They may read alone or partner read. If they partner read, they must

Cheryl Dick

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read/summarize. If they read alone, they must use whisper phones. Reader's Response: Students choose a reading response from the list in their binder. They have examples in their reading response journals from prior work. R3A, R3C, R1H

biographies. They may read alone or partner read. If they partner read, they must read/summarize. If they read alone, they must use whisper phones. Reader's Response: Students choose a reading response from the list in their binder. They have examples in their reading response journals from prior work. R3A, R3C, R1H

read/summarize. If they read alone, they must use whisper phones. Reader's Response: Students choose a reading response from the list in their binder. They have examples in their reading response journals from prior work. R3A, R3C, R1H

read/summarize. If they read alone, they must use whisper phones. Reader's Response: Students choose a reading response from the list in their binder. They have examples in their reading response journals from prior work. R3A, R3C, R1H

read/summarize. If they read alone, they must use whisper phones. Reader's Response: Students choose a reading response from the list in their binder. They have examples in their reading response journals from prior work. R3A, R3C, R1H

WORKING WITH WORDS

WORKING WITH WORDS

WORKING WITH WORDS

WORKING WITH WORDS

WORKING WITH WORDS

Introduce new spelling list: then, new, usually, misunderstood, replacement, wouldn't, shouldn't, couldn't, didn't, doesn't Students do Spelling City Week 16 on the computer. They each take the test before proceeding to the games.
MATH

Tangled Tuesday -- Week 16 Students work the anagrams on their computers with partners.

Making Words - refreshments Making Big Words page 158 Make the words. Sort the words. Transfer spelling patterns to other words.

Written spelling test

Multiple Choice Spelling Test Students work the tests individually. Have them put ALL pencils away and grade their own tests in PEN. Collect the tests.

MATH

MATH

MATH

MATH

Morning Work Students work this in the morning. Grade it together after first recess. Investigations 4.5
WRITING/SSR

Morning Work Students work this in the morning. Grade it together after first recess. Investigations 4.6
WRITING/SSR

Morning Work Students work this in the morning. Grade it together after first recess. Investigations 3.1
WRITING/SSR

Morning Work Students work this in the morning. Grade it together after first recess.Investigations 3.2

Math Check-up

WRITING/SSR

WRITING/SSR

Cheryl Dick

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Mini-Lesson: 20 minutes: 1/2 Students Read/1/2 Students Write/Teacher Confers 20 minutes: Switch -readers write and writers read/ Teacher Confers Author's Chair:
SCIENCE/SOCIAL STUDIES

Mini-Lesson: 20 minutes: 1/2 Students Read/1/2 Students Write/Teacher Confers 20 minutes: Switch -readers write and writers read/ Teacher Confers Author's Chair:
SCIENCE/SOCIAL STUDIES

Mini-Lesson: 20 minutes: 1/2 Students Read/1/2 Students Write/Teacher Confers 20 minutes: Switch -readers write and writers read/ Teacher Confers Author's Chair:
SCIENCE/SOCIAL STUDIES

Mini-Lesson: 20 minutes: 1/2 Students Read/1/2 Students Write/Teacher Confers 20 minutes: Switch -readers write and writers read/ Teacher Confers Author's Chair:
SCIENCE/SOCIAL STUDIES

Mini-Lesson: 20 minutes: 1/2 Students Read/1/2 Students Write/Teacher Confers 20 minutes: Switch -readers write and writers read/ Teacher Confers Author's Chair:
SCIENCE/SOCIAL STUDIES

Revolutionary War WebQuest Link: http://www.uvm.edu/~inquiryb/ webquest/sp07/cschmid/index. html


MISC.

Revolutionary War WebQuest Link: http://www.uvm.edu/~inquiryb/ webquest/sp07/cschmid/index. html


MISC.

Revolutionary War WebQuest Link: http://www.uvm.edu/~inquiryb/ webquest/sp07/cschmid/index. html


MISC.

Revolutionary War WebQuest Link: http://www.uvm.edu/~inquiryb/ webquest/sp07/cschmid/index. html


MISC.

Early Out

MISC.

Cheryl Dick

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