Shay Barksdale 12-13 Lesson Plans
Week of 1/7-1/11 / MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAYReading Workshop
8:10-9:45
Main Idea/Details
5-1.1 Analyze literary texts to draw conclusions and make inferences
5-1.6 Analyze the details that support the expression of the main idea in a given literary text.
5-1.11 Read independently for extended periods of time for pleasure.
5-2.1 Summarize the central idea and supporting evidence of a given informational text. / Monday
Whole Group: TTW read “Who Tamed the Cat?” TE pp. T304 & 305. Use comprehension questions on p. 305 to introduce skill.
Minilesson: TCW complete Projectable 10.2 together to practice skill.
Small Groups: TTW meet with leveled groups.
Word Study: Lesson 13 VCCCV pattern
TTW sort words based on consonant blend in 1st or 2nd syllable. TSW will repeat the sort and write words in Word Study NB. / Tuesday
Whole Group: TCW read background information from p. 248 (TE p. 309)
TTW read “Cougars” aloud to class. (TE 313-322)
Minilesson: TSW complete Projectable 10.3 with assistance from teacher as needed while reading the selection.
Small Groups: TTW meet with leveled groups.
Word Study: TSW write the words in Word Study NB as rainbow words showing consonant blends with colors. / Wednesday
Whole Group:
TTW model how to infer main idea/details (TE p. 328)
Minilesson: TSW infer main idea and details using Projectable 10.4 (teacher will provide assistance as needed).
Small Groups:
TTW meet with leveled groups.
Word Study: TSW write pyramid words in Word Study NB. / Thursday
Whole Group and Minilesson:
TCW complete review activities for identifying main idea/details
http://www.internet4classrooms.com/grade_level_help/informational_text_main_language_arts_fifth_5th_grade.htm
(links 1, 3, and 22 are good but choose any that are appropriate for your class)
Small Groups: TTW meet with leveled groups.
Word Study: TSW complete a practice test and write any misspelled words 5x each in Word Study NB. / Friday
Skill Quiz
Cold Read Comprehension Quiz
Word Study Quiz
Writing
Workshop
Prewriting
Narrative, Expository, Persuasive
Editing, Revising
9:45-10:05
11:00-11:20 / MONDAY
Inform students that we will begin practicing for the multiple choice section of the test.
~Distribute the first multiple choice passage.
~TTW guide students through the first five of the passage and answers. TTW model thought process for choosing the answers.
~TSW complete the other five.
~TCW go over the passage together. Students will be able to explain how they got an answer or why another answer is the wrong answer. / TUESDAY
Proofreading Exercise: TSW be given a short essay to correct.
~After teacher has had a chance to make corrections, TTW display on smart board to discuss.
~TCW discuss the possible corrections.
~TTW display a prompt for students to write to. TTW explain that students are only planning for their writing.
~TTW model prewriting for students.
~TSW pre- write.
~TTW conference with students about their plan and how it could lead to an effective writing piece.
Prompt: Your school is thinking about adding a vending machine. The kids would eat more junk, but the school would make a profit. Take a position and write to persuade the school board to agree with you. / Wednesday
Proofreading Exercise: TSW be given a short essay to correct.
~After teacher has had a chance to make corrections, TTW display on smart board to discuss.
~TCW discuss the possible corrections.
~TTW display a prompt for students to write to. TTW explain that students are only planning for their writing.
~TTW model prewriting for students.
~TSW pre- write.
~TTW conference with students about their plan and how it could lead to an effective writing piece.
Prompt: Imagine you woke one morning and discovered that you were a superhero, but only for a day. Write a story about your adventure as a superhero. / Thursday
Proofreading Exercise: TSW be given a short essay to correct.
~After teacher has had a chance to make corrections, TTW display on smart board to discuss.
~TCW discuss the possible corrections.
~TTW display a prompt for students to write to. ~TTW model prewriting for students.
~TSW pre- write.
~TTW conference with students about their plan and how it could lead to an effective writing piece. Prompt: As 5th graders you are the experts of West Pelzer. You have probably been here the longest. You are the oldest and wisest, and have done more things than any other grade level.
What if you were to be in charge of telling all the new, incoming students
about West Pelzer? What would you tell them about? What are things they need to know to be successful?
Write an expository paper about Clow School. Be sure to give examples and details that support your ideas. / Friday
~Distribute the next multiple choice passage.
~TTW guide students through the first five of the passage and answers. TTW model thought process for choosing the answers.
~TSW complete the other five.
~TCW go over the passage together. Students will be able to explain how they got an answer or why another answer is the wrong answer.
Math
Math Standards
5-3.1, 5-1.1, 5-1.7 , 5-1.3
11:20-12:00
12:35-1:00 / Greatest Common Factor
TTW: use video or notes to review finding GCF; give practice problems and check; give independent practice; Fraction Nation or math centers if mastery
TSW: review finding GCF and practice; demonstrate mastery if possible and move to math stations or FN
(links at bottom of plans for teacher use) / Greatest Common Factor
TTW: use video or notes to review finding GCF; give practice problems and check; give independent practice; Fraction Nation or math centers if mastery
TSW: review finding GCF and practice; demonstrate mastery if possible and move to math stations or FN
(links at bottom of plans for teacher use) / Least Common Multiple
TTW: use video or notes to review finding LCM; give practice problems and check; give independent practice; Fraction Nation or math centers if mastery
TSW: review finding LCM and practice; demonstrate mastery if possible and move to math stations or FN
(links at bottom of plans for teacher use) / Least Common Multiple
TTW: use video or notes to review finding LCM; give practice problems and check; give independent practice; Fraction Nation or math centers if mastery
TSW: review finding LCM and practice; demonstrate mastery if possible and move to math stations or FN
(links at bottom of plans for teacher use) / Test on GCF & LCM
Social
Studies
1:05-1:10
1:35-2:00
HR: 2:00-2:30
Immigration / Students will complete wkbk pg. 48 (Vocabulary Page)
TTW read “You Are There”
TCW discuss the passage.
TCW read and discuss pages 218-219 / Students will complete wkbk pg. 48 (Vocabulary Page)
TTW read “You Are There”
TCW discuss the passage.
TCW read and discuss pages 218-219 / TCW review prior lesson.
TCW read and discuss pgs. 220-221
TSW complete wkbk pg.49 for an assessment / TCW review prior lesson.
TCW read and discuss pgs. 220-221
TSW complete wkbk pg.49 for an assessment / TCW review the prior lesson.
TTW read You Are There to lead to the discussion about the lesson.
TCW read pgs.223-224
TCW discuss those pages.