Week252 29

Teacher Name:
Monday
**QUIET CAMPUS**
9:30-9:55 Morning Work
handout Passport-color
-Lorax word search
-Lorax Break the code
- Check Homework
- New Homework passed out
Ideas to make with kids
-truffala Trees (pencil with pipe
cleaner around it and a
colored pom pom glued to the
top. )
-Spotted jelly beans in a bag
(truffala trees seeds)
Date: 2/29-3/4
Tuesday

Oh, the Places Youll Go!
- Word search
- Oh the Places Youll Go
balloon page.
-Fruit loop rice crispy treats.
Wednesday

Wacky Wednesday
-Draw wacky self
-Make wacky name tags
Mini cupcakes with cotton
candy on the top
Other Dr. Seuss book

ideas:
- One Fish, Two Fish, Red
Fish, Blue Fish snack (blue
jello and sweedish fish in a
cup)
9:45-11:15
Humanities (Reading,
Writing, SS)
9:45-11:15
Writing, SS)
9:45-11:15
Humanities (Reading, Writing,
SS)
WRITING
Dear Mother Earth write a
letter to Mother Earth stating
what you could do to
help/preserve her.
WRITING
WRITING
NO Writing plans-reading is
Create your own Dr. Seuss
long.
character and then write a funny
-Writing part make sure they
Dr. Seuss story including your
are writing complete sentences. character
Reading
RL.2.5-Describe the
structure of a story using the
beginning as the introduction
and how the ending
concludes the action
(problem, climax turning
point, plot)
RL. 3.7 -Use illustrations
and words to enhance
Reading
RL.2.5-Describe the structure
of a story using the beginning
as the introduction and how
the ending concludes the
action (problem, climax
turning point, plot)
RL. 3.7 -Use illustrations and
words to enhance
understanding of characters,
Thursday
DIFFERENT SCHEDULE

Horton Hears A Who
-Make elephant ears
-Make the little dust ball-the
little city. (something with Pom
Poms)
OR
-Something grey with the
elephant.
-Red and white hat snacks
(use berry gummies and white
mints to stack and make the
hat use half an oreo. OR
bananas and strawberries and
half oreo)
9:45-10:30 Specials
WRITING
-Start Dr. Seuss Acrostic poem
Friday
DIFFERENT SCHEDULE

Bartholomew and the
Oobleck or Green Eggs and
Ham
-Green Eggs and Ham Rhyming
poem (finish the sentence).
Then color last.
**you can choose to display
some of these poems in your
classroom.**
9:45-11:15
Writing, SS)
WRITING
Theres a Wocket in My
Pocket Creative Writing Poem
Then color last.
**you can choose to display
some of these poems in your
classroom.**
Reading
RL 1.2 Retell the stories,
including key details and
demonstrate understanding of
the central message or lesson.
Reading
RL 3.8 Compare and contrast
the themes, settings, and plots
of stories written by the same
Reading
RL 1.3 Describe characters,
author about the same or similar RL 1.3 Describe characters,
settings, and major events in a
characters.
settings, and major events in a
story, using key details.
story, using key details.
RL 3.8 Compare and contrast the
themes, settings, and plots of
Read: Horton Hears a Who
stories written by the same author http://www.schooltube.com/vide Bartholomew and the Oobleck
about the same or similar
o/edeb382d1085c64081de/wack Read or Watch the story
characters.
y-wednesday
Here is another one
understanding of characters,
setting, or plot
-The Lorax
https://www.youtube.com/
watch?v=QUi6RG4UVBk
(This is your review for the
summative tomorrow-so
take note on the standard)
-Read the book
Use story climax map made by
Marsha. Copies are made for
you.
setting, or plot
-Summative
Stevie Wonder
Read:
-Oh, the Places Youll Go
https://www.youtube.com/wat
ch?v=aOWH4a5AbAQ
-Identify Central Message
-Discuss how throughout
your life you will
Discuss central message
Follow through with central
message by having the children
fill out the sentence starters
planning out their own lives.
-Plan Out Your Life
Make a flip book of these
sentence starters: (Paper given
to you) Use the paper given with
Make mustache activity

Choose:
the sentence starters. Cut in

between for the foldable.
Students write their responses
under each sentence starter.
1. By the end of this school
year, I hope to
2.Two years from now, I hope
to
3.By the time I start high school,
I hope to
4.After I graduate from high
school, I hope to
Read: Wacky Wednesday

-Teacher will model how to identify Group activity:
the characters, settings, major
Venn diagram compare contrast
events and details throughout the Horton with the Lorax
book in her own GO.
Both are trying to save
something but no one will listen
https://www.youtube.com/watch?
v=BnPLxr6w8pE
On Your Own:
Choose a character from any
-Students will then repeat the
book we have read. Make your
lesson on their own with one of
own venn diagram comparing
their own Dr. Seuss books they
and contrasting character traits.
brought in.
-They can also work with a
Share
partner.
Summary-St will compare and
contrast their GO with other
students Dr. Seuss books.
v=noDm4tq3ScI
This link is loud.
v=kBEpSY9Y2-k
Students will create a GO listing
the characters, settings, major
events and details to the Oobleck
story.
-You can make your own foldable
or just list in their Reading
Journal. Do this as you read.
FUN FRIDAY: MAKE
OOBLECK
5,When I am 35, I hope to

6.When I am 90, I hope to
7.My goal in life is to
Summary: share
Summary: Classroom parade

(in your classroom only)
11:15-12:00 Specials
10:30-12:00
Writing, SS)
12:00-12:55 Lunch/Recess
1:10-1:40 CHAMPION TIME
1:40-2:40 MATH
1:40-2:40 MATH
Mimio:
Review, Preview, Key
Learning
1:40-2:40 MATH
Mimio:
Review, Preview, Key Learning
1:40-2:40 MATH
Mimio:
Learning
1:40-2:40 MATH
Mimio:
Review, Preview, Key Learning
Mimio:
Learning
3-digit addition **remember to
include expanded form in
strategies
LG: I can use and explain my
strategies to add 3-digit
numbers.
I can mentally add/subtract 10
or 100 to 3-digit numbers.
I do: T uses base ten blocks
to model p. 282
We do: St. use illustrations to
3-digit addition **remember

to include expanded form in
strategies
numbers.
I can mentally add/subtract
10 or 100 to 3-digit numbers.
I do: T models with
manipulatives how to regroup
ones when adding 3 digit
numbers on p. 298
3-digit addition **remember to

include expanded form in
strategies
numbers.
I do: T models problem on p.
301. How do you know whether
to add or subtract? What
information do you need?
We do: p. 302

numbers.
3-digit addition formative
Go over as a class
3-digit subtraction w/
manipulatives
strategies to subtract 3-digit
numbers.
I do: T models how to use
manipulatives to do 532-120.
Do we need to regroup? Why
or why not?
We do: St use manipulatives to
subtract 349-217. Do we need
do p. 283
We do: p. 298
You do: p. 284
You do: 299 and 300
Extension: St make up 3digit addition Dr. Seuss

themed word problems.
Extension: St make up 3digit addition Dr. Seuss

themed word problems.
Summary: How do you draw

quick pictures to show adding
3-digit numbers?
Summary: What information do

Summary: How do you know you need to use in a word
when to regroup in 3-digit
problem?
addition?
to regroup? Why or why not?

Do the same thing with 410192. Do we need to regroup?
Why or why not? What do we
need to do? Model with both
manipulatives and using the
numbers. Repeat with more 3digit subtraction problems.
You do: p. 303 and 304

Extension: St make up 3-digit
addition Dr. Seuss themed word
problems.
You do: St do a show down

with their manipulatives to do
the problem 791-542. Continue
with additional subtraction
problems (some with
regrouping and some without)
Summary: How do you know
when you need to regroup in 3digit subtraction?
2:40-3:10 Science
LG: I can state the importance
of preparing for severe
weather, lightning, and other
weather related events.
2:40-3:10 Science
LG: I can state the
importance of preparing for
severe weather, lighting, and
other weather related events.
Voc: cumulus, cirrus, stratus,

cumulonimbus, fog, weather,
precipitation, temperature,
thermometer, rain gauge, water
cycle, condense, season, fall,
winter, spring, summer,
evaporate, weather patterns
Voc: cumulus, cirrus, stratus,

cumulonimbus, fog, weather,
precipitation, temperature,
thermometer, rain gauge, water
cycle, condense, season, fall,
winter, spring, summer,
evaporate, weather patterns
AS: TTYP 3 things they know

about severe weather.
AS: TTYP Who do you think

a storm chaser is?
WG: Use Fusion Book p.83-87
WG: Use Fusion Book p. 91-92
Summary:
Summary:
2:40-3:10 Science
Mimio to review for Unit
Science test. Will be sent out.
2:40-3:10 Science
Unit Science Test on
Weather
2:40-3:10
Read to Self/IRLA
*Fusion Book: Unit 3

Sum It Up p.88
Brain Check p.89 OYO
P. 90 written response
Benchmark p. 93-94
Can do as a group or quiz
3:10-3:40 Read to Self/IRLA
3:10-3:40 Read to
Self/IRLA
3:10-3:40 Read to Self/IRLA
3:10-3:40 Read to
Self/IRLA
ESE Accommodations
Instructional/ESOL Strategies
Instructional/ESOL Strategies
Strategies
A. Developing Critical Thinking Skills:
Learning Focused/CRISS Strategies
__ categorizing
_x_ predicting
_x sequencing
_x_ content maps

___ framed photograph
___ KWL(+)
__ learning pages
___ one sent summary
___ opinion-proof
___ pattern circles
___ power thinking
___ sentence synthesis
_x_ word maps
___ mapping (free)
x__ problem/solution
_x_ think-pair-share
___ spool paper
_x_ sticky notes
__x_ Venn diagram
___ 2 column notes
___ comic strip
___ structured writing
_x_ Frayer Model
___ Jigsaw
___ 3-2-1
_x_ ticket OTD
x__ anticipation guide
_x_ additional time to complete assignments

_x_ additional time to complete assessments
_x comprehension check
x cueing
_x_ rephrasing
__ diagrams/concept map
_x_ group work
_x_ visual aids
_x_ graphic organizers
_x_ highlighting
___ outlining
_x_ hands-on activities
_x_ increased practice opportunities
_x__ written notes provided
___ modified grading procedures
_x_ repeat, clarify, or summarize directions
_x_ auditory presentation of content excluding reading items
Learning Environment
_x_ daily home note
_x_ weekly home note
_x__ peer tutoring
_x_ preferential seating
_x_ proximity seating
__ classifying
x_ summarizing
B. Modifying for Comprehensible

Instruction:
__ Adapt to English proficiency level /
paraphrase
__ Advance organizer / text-to-graphics
__ Concrete concepts presented then abstract
__ Heritage language support (eg dictionary)
x_ Highlighting / underlining essential details
x_ Leveled reader / other leveled resource
x_ Manipulatives / hands-on resources
__ Media resources (eg video, podcasts)
__ Pictures / realia / visual representations
_x_ Pre-reading / writing / viewing activities
_x_ Read aloud / guided reading
_x_ Simplify grammar and vocabulary
__ Supplemental ESOL instructional materials
__ Vocabulary instruction (eg Frayer Model)
__ Word choice and sentence structure / order
C. Instructional Setting Modification:

_x Cooperative grouping ELL role
__ Individualized instructional focus
_x Learning centers
3:15-3:45 FUN FRIDAY
_x_ additional breaks

_x_provide additional verbal encouragement
-X- small group assessment
-X- small group instruction
_
Assignments
___ oral reports
___ alternative assessment
_x_ modified assignment
___ calculator
_x_ extra time
_x__ oral testing
__ pretest/review
_x_ reduced assignment
_x__written notes provided
_x_ fewer items on a page
_x_ ensure student is marking correct spaces
_x_ reduced assignment length
_x_ modified writing paper
___ other
_x Small group instruction

Week252 29

Uploaded by

Copyright:

Available Formats

Week252 29

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Week252 29

Uploaded by

Copyright:

Available Formats

Teacher Name:

9:30-9:55 Morning Work

9:30-9:55 Morning Work

Other Dr. Seuss book

9:30-9:55 Morning Work

9:30-9:55 Morning Work

Make mustache activity

the sentence starters. Cut in

Read: Wacky Wednesday

5,When I am 35, I hope to

Summary: Classroom parade

1:10-1:40 CHAMPION TIME

1:10-1:40 CHAMPION TIME

1:10-1:40 CHAMPION TIME

1:10-1:40 CHAMPION TIME

1:10-1:40 CHAMPION TIME

3-digit addition **remember

3-digit addition **remember to

LG: I can use and explain my

You do: p. 284

You do: 299 and 300

Extension: St make up 3digit addition Dr. Seuss

Extension: St make up 3digit addition Dr. Seuss

Summary: How do you draw

Summary: What information do

to regroup? Why or why not?

You do: p. 303 and 304

You do: St do a show down

Voc: cumulus, cirrus, stratus,

Voc: cumulus, cirrus, stratus,

AS: TTYP 3 things they know

AS: TTYP Who do you think

WG: Use Fusion Book p.83-87

WG: Use Fusion Book p. 91-92

*Fusion Book: Unit 3

3:10-3:40 Read to Self/IRLA

3:10-3:40 Read to Self/IRLA

A. Developing Critical Thinking Skills:

Learning Focused/CRISS Strategies

_x_ content maps

_x_ additional time to complete assignments

B. Modifying for Comprehensible

C. Instructional Setting Modification:

3:15-3:45 FUN FRIDAY

_x_ additional breaks

_x Small group instruction

You might also like