Intro Abbreviations Brain Pop Jr

Lesson Plans

Week of February 1-February 5

Date: Monday, February 1, 2016
Subject: Reading
TEK: 2.3B I can ask questions of nonfiction texts and use evidence from the text or another source to find the answer.
Success Criteria:
I can ask a question for what I read.
I can find the answers to what I read in the text or in another source.
Vocabulary: incubating, arrange (from Gail Gibbons Penguins!)
Word Wall: stop, live, worn, during
Spelling Principle: plurals with s and es.
Mini-Lesson: Lesson 10 Wonder About New Information pp. 36-41: Comprehension Toolkit. Penguins: Students take this information about penguins and write questions. Students discover one or two answers over two day read aloud for grade and practice this strategy in independent reading and buddy reading for grade.
Materials: Computer Paper folded in eight squares.
Introduce Stations:
GT: Work on TPSP-works on Tornado website.
Create own model of a planet with different landforms.
Form questions about Tornado.
Station with text features: Buddy Reading
Station Menu.
Computer:
1. NewsELA.
Writing
TEK 2.19A I can plan a first draft for my All About Book by discovering a topic I’m interested in.
Success Criteria:
I can explore nonfiction topics to discover what I’m interested in.
Over time, I can develop questions about the topic I want to research.
Materials: All About Books from library, Power Write.
Mini-Lesson:

Intro and explore Power Writes as a way to get writers excited about what they write. Allow five minutes for Power Write.

· Remind children that they’ve learned to write texts that teach readers how to do something. Now they’ll learn to write books that give readers information about a topic.
· Remind students that when they learn a new kind of writing, it helps to study texts similar to those they want to write.
· Using Penguins, have the students notice that this is a book all about penguins. The title helps the reader to know this.
· Continue with this process pointing out the non-fiction features that Gail Gibbons has used. See link. This chart should be a review from week 1 of genre format.
· Pull out several of the non-fiction books that you have read over the nine weeks. Think aloud how you would decide on topics to write about. You might want to think aloud about which topic is most interesting to you, which topic you are likely to find the most information about, a topic that you have some background knowledge about, etc
· Give students time to explore all-about books.
· Ask children to make a list of possible topics in their writer's workshop notebook. “After you’ve studied what the pros do, get some paper (or writer’s notebook) and list possible topics you could write about.
Topics
Thomas Jefferson
Abraham Lincoln
Martin Luther King Jr.
Presidents
Mayors
Continents
Tuesday, February 2, 2016
Reading
Lesson 10: Penguins Continued from yesterday.
Subject: Writing
TEK 2.19A I can plan a first draft for my All About Book by discovering a topic I’m interested in.
Success Criteria:
I can explore nonfiction topics to discover what I’m interested in.
Over time, I can develop questions about the topic I want to research.
Mini-Lesson #1 Trying on your topic

Intro abbreviations Brain Pop Jr.
Power Write.

When you are writing informational text you are teaching others what you know about a topic.
Ask the children to let you know if they have an idea for a topic: “Thumbs up if you have an idea for what your topic will be for your All-About book.” Give students an opportunity to tell a partner what they think they might right about.
Tell children that today you will teach them how to “try on” their topics so that they will know if their topic is right for them.
Relate it to trying on a sweater. Ask the children to watch you “try on” several topics by imagining what you could say about each.
Demonstrate by making a list of topics that you might choose to write about.
You be researchers watching what I do, so you learn how to try on a writing topic before you choose it. Possible topics: The flute, Dogs, Training a Dog, etc.
Demonstrate a topic and how you would choose the chapters. See Units of Study: Nonfiction Writing Procedures and Reports page 65-66.

Social Studies
TEK: 2.6A I can identify major landforms and bodies of water on maps and globes.
Success Criteria:
I can use Google Earth to identify landforms.
I can create a booklet identifying different landforms with a picture of the landform.
I can write a definition of each landform.
Social Studies I can
TEKS 6.AIdentify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes.
6.BLocate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes.
6.CExamine information from various sources about places and regions.
LEARNING OBJECTIVES

Identify physical features of Earth, such as landforms andbodies of water.
Describe how the location of landforms and bodiesof water are shown on physical maps.
Recognize that the world is divided into different areaspolitically, such as towns, states, and countries.
Locate places and regions of significance on maps,including types of physical features and national borders.

Social Studies TEKS 6.AIdentify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes. 6.BLocate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes. 6.CExamine information from various sources about places and regions.
DIGITAL ACTIVITY: Lesson Introduction Time: 5 min
Introduction
1.Ask students what they already know about landforms. Turn and talk and write what they know on the board.
2.Explain that we will be watching a video on Brain Pop Jr. that will allow them to discover different landforms, then we will create a booklet that we can show to others about landforms, teaching them about it.
3.Show Brain Pop Video and pass out booklets (premade as flip books).
4.Begin having students explore different landforms using the Chromebooks and internet. Create booklets this week and next.
DIGITAL ACTIVITY: Got It? Time: 10 min
Assess:
Students will work with partners using Google Earth to create a landform booklet where they will:

Draw a picture of the landform and label it.
Write a definition of the landform in their own words.
Color their landform and booklets for neatness.
Examples of each.
Landforms to identify:
Hills
Ocean
River
Valley
Mountain
Lake
Plain
Island
Peninsula

Model for students how to use “I Wonder questions” to investigate their topics.

I wonder…how, where, when, why, who, what

Brainstorm questions about your chosen topic and create a question web. Sample question web.

Have students do the same for the topic they chose.

Social Studies

TEK: 2.6A I can identify major landforms and bodies of water on maps and globes.
Success Criteria:
I can use Google Earth to identify landforms.
I can create a booklet identifying different landforms.
I can write a definition of each landform.
Introduction Continue from yesterday, Orcutt’s Class Map Testing

Ask students what they already know about landforms. Turn and talk and write what they know on the board.

5.Explain that we will be watching a video on Brain Pop Jr. that will allow them to discover different landforms, then we will create a booklet that we can show to others about landforms, teaching them about it.
6.Show Brain Pop Video and pass out booklets (premade as flip books).
7.Begin having students explore different landforms using the Chromebooks and internet. Create booklets this week and next.
DIGITAL ACTIVITY: Got It? Time: 10 min
Assess:
Students will work with partners using Google Earth to create a landform booklet where they will:

Draw a picture of the landform and label it.
Write a definition of the landform in their own words.
Color their landform and booklets for neatness.
Examples of each.
Landforms to identify:
Hills
Ocean
River
Valley
Mountain
Lake
Plain
Island
Peninsula

GT: Will create their own country with three out of the five landforms and label each. Student will say where they want to live and why.
Day 1: Google Earth Application: How to use and explore
Day 2: Hills, Mountains, Plains
Day 3: Island, Peninsula
Day 4: Ocean, River, Lake
Day 5: Valley
Date: Thursday, February 4, and Friday, February 5 2016
Subject: Reading
TEK: 2.3B I can ask questions of nonfiction texts and use evidence from the text or another source to find the answer.
Success Criteria:
I can ask a question for what I read.
I can find the answers to what I read in the text or in another source.
Vocabulary: incubating, arrange (from Gail Gibbons Penguins!)
Word Wall: stop, live, worn, during
Spelling Principle: plurals with s and es.
Lesson 11: Reading with a question in mind Continued pp. 53-54. Thursday and Friday due to MAP testing Tuesday.
Subject: Writing
TEK 2.19A I can plan a first draft for my All About Book by discovering a topic I’m interested in.
Success Criteria:
I can explore nonfiction topics to discover what I’m interested in.
I can develop questions about the topic I want to research.
I can use pictures in books to find answers for some of my questions.
Day 1 of Identifying facts in a visual. Thursday
1. Power write
1. Remind students that we can look at pictures and describe what we see. I can get information from the pictures first, that will help me with my research.
2. Pull up Gail Gibbons Penguin Book and Question Web from yesterday in their writer’s workshop notebooks.
3. Demonstrate how we can make a circle map like we did last week for one of our questions about our animal. This would be easy for how big they get or what they look like.
4. Model how to look at a question and then find a picture in the book that looks like it might answer the question.
5. List all things about the picture that would have to do with the question in my writer's workshop journal.
6. Have students look at their research book and draw a circle map in their notebook writing things down about the picture they see.
Day 2 Identifying facts in a visual. Friday.
Lesson 2-Identifying Facts From a Visual Day 2
1. Go back to circle map drawn from yesterday about Penguins.
2. Say, now that we have our thinking map for one of our questions, we need to begin putting our research in sentences for what we've seen.
3. Demonstrate using Think Aloud strategy from the Process Research Handout in writing sentences. Remind them of last week when they found the main idea of groups of words. Encourage them to do that here.
4. Think aloud how you would do it. Then encourage students to do the same with their research partner or by themselves.
5. Pass out organizer folder.
6. Tell students that for each envelope, they write one of their questions on it.
7. They will put their notecard in the envelope as they write their sentences.
8. They then can decorate the folder with a picture of their animal and write the animal's name on it. Continue Monday.
Social Studies
TEK: 2.6A I can identify major landforms and bodies of water on maps and globes.
Success Criteria:
I can use Google Earth to identify landforms.
I can create a booklet identifying different landforms.
I can write a definition of each landform.
Introduction Continue from yesterday.

Ask students what they already know about landforms. Turn and talk and write what they know on the board.

8.Explain that we will be watching a video on Brain Pop Jr. that will allow them to discover different landforms, then we will create a booklet that we can show to others about landforms, teaching them about it.
9.Show Brain Pop Video and pass out booklets (premade as flip books).
10.Begin having students explore different landforms using the Chromebooks and internet. Create booklets this week and next.
DIGITAL ACTIVITY: Got It? Time: 10 min
Assess:
Students will work with partners using Google Earth to create a landform booklet where they will:

Draw a picture of the landform and label it.
Write a definition of the landform in their own words.
Color their landform and booklets for neatness.
Examples of each.
Landforms to identify:
Hills
Ocean
River
Valley
Mountain
Lake
Plain
Island
Peninsula