Shay Barksdale 12-13 Lesson Plans
Week of 10/1510/19
Reading
Workshop
Target skill: Cause and
effect
Target strategy:
Questions
5-2.2 Analyze
informational texts to
draw conclusions and
make inferences.
5-2.8 Predict events in
informational texts on
the basis of cause-andeffect relationships.
5-1.11 Read
independently for
extended periods of
time for pleasure.
5-3.4 Spell correctly
multisyllabic
constructions, double
consonant patterns,
and irregular vowel
patterns in
multisyllabic words.
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Monday
Whole Group: TTW read
“Annie’s Pride” aloud to
class. (BTE T86&87)
Minilesson: TCW identify
characters’ thoughts,
actions, and words to better
understand the character.
(Projectable 7.2)
Small Group: TTW meet
with leveled groups.
Word Study: TTW
introduce and sort more r
controlled vowel sound
words. TCW will sort
independently and check
together.
Tuesday
Whole Group: TTW read
“Old Yeller” aloud to class.
(BTE pp.177-186) Use
suggested comprehension
questions and prompts.
Minilesson: TCW identify
characters’ thoughts, words,
and actions using
Projectables 7.3a-c.
Small Group: TTW meet
with leveled groups.
Word Study: TCW sort
words according to vowel
sound and spelling patterns.
Wednesday
Whole Group: TTW
review importance of
understanding characters
for comprehension.
Minilesson: TCW
complete Projectable 7.4
(BTE pp.T110&111)
Small Group: TTW meet
with leveled groups.
Word Study: TSW sort
the words according to
spelling patterns.
Partners can call out
words and reverse roles.
Thursday
Whole Group: TTW
review understanding
characters for deeper
comprehension.
Minilesson: TSW draw
a three column chart in
Reader’s Notbeook to
identify character’s
thoughts, words, and
actions from leveled
group books.
Small Group: TTW
meet with leveled
groups to discuss charts.
Word Study: TSW
complete a practice test
and will write missed
words 5x each.
Friday
Understanding Characters
skill quiz
Cold Read comprehension
quiz
Word Study Quiz
Shay Barksdale 12-13 Lesson Plans
Writing
Workshop
5-4.5 Use revision
techniques,
including those
learned at previous
grade levels, to
enhance meaning,
clarity, tone, and
progression of ideas.
5-4.1 Generate and
organize ideas for
writing
5-5.3 Create written
descriptions using
precise language and
vivid details.
9:45-10:05
11:00-11:20
MONDAY
GRAMMAR: Common
and Proper Nouns
~Intro- Common and
Proper Noun Power Point
~TTW guide students
through the power point
checking for understanding.
~TSW practice correcting
sentences in their writing
notebook.
~TTW play a review game
with students, which review
the information in the
power point, to check for
understanding.
http://www.harcourtschool.
com/activity/basketball/ind
ex.html
~TTW distribute pg. 33 of
the grammar sheets for
students to practice
independently.
WRITING: Free Writing
~Early finishers, who have
published their competition
writing, may work on a free
writing assignment.
SHARE:
~Review answers
TUESDAY
GRAMMAR: Proper
Nouns
~Use page 34 of grammar
sheets to review proper
nouns
~TTW guide students
through 1-3 on the smart
board.
~Students will finish the rest
and check as a class.
WRITING: Poem/Word
Choice
Day 1 BTE: pg. 124
~TTW explain to students
that they will be writing a
poem as a response to a
character in a piece of
literature.
~TTW explain the
components of a response
poem. (rhythm, rhyme,
figurative language)
~TTW review figurative
language using the rap and
discussion.
http://www.schooltube.com/
video/9e8b2acfc34e0ce465a
3/figurative-language
~TTW distribute a list of
figurative languages and
definitions to be pasted in
students’ writing notebook.
~ TTW display Projectable
W EDNESDAY
GRAMMAR: Common
and Proper Noun
~TCW complete pg. 35
of grammar sheets to
review skill. TTW
display on smart board to
guide students through
the sheet.
WRITING:
Poem/Word Choice
BTE-pg. 125 Days 2&3
~ TCW read pg. 179 and
discuss the author’s word
choice
~TTW display Practice
Book pg. 84 on smart
board.
~TTW distribute the
page to students to
complete. TSW revise
sentences to make them
more vivid.
~TTW display
projectable 7.10 on smart
board and discuss the
prompt.
~TTW model
expectations for students.
~TTW distribute the
projectable to students to
complete.
THURSDAY
GRAMMAR: Quick
Review
http://www.quia.com/ba/
39705.html
~TTW Use this
battleship game to
review common and
proper nouns.
WRITING:
Poem/Word Choice
BTE Days 4 & 5: 126
~TCW read and discuss
Stephania’s draft and
final copy on student
page 194.
~TCW discuss the
Writing Traits rubric on
the same page.
~TSW draft and revise
their poem using the
expectations set on BTE
126 and rubric on
student’s page 194.
~TTW conference with
students about vivid
language
SHARE:
~TSW share a line from
their poem.
FRIDAY
GRAMMAR: Quick
Quiz- Common and
Proper Nouns
~Use pg. 37 of grammar
sheets.
WRITING: Poem/Word
Choice
~TSW finish revising and
publish their writing.
SHARE:
~TSW share their poems
about Old Yeller, a
character in a story.
Shay Barksdale 12-13 Lesson Plans
7.9 on the smart board and
discuss rhyme and figurative
language.
SHARE:
~Discuss answers.
Math
Math Standards
5-3.1, 5-1.1, 5-1.7 ,
5-1.3
11:20-12:00
12:35-1:00
Unit 3, Les 7 Standards 51.5, 5-2.5
TTW: discuss various
strategies for regrouping
in addition and model
adding different types of
numbers using SAB p.101
and smartboard lesson:
http://www.anderson1.k
12.sc.us/site/Default.aspx
?PageID=751
Independent practice:
HW p. 59-60; math
centers
TSW: work through p.101
with teacher;
Independent Practice HW
p.59-60, math centers
Unit 3, Les 8 Standards 5-1.5,
5-2.5
TTW: discuss
advantages/disadvantages of
different methods and
model aligning numbers by
place value for addition; use
same SB lesson from
Monday to continue adding
numbers SAB p.103-104;
independent practice HW p.
61; math centers
TSW: discuss methods,
practice addition of numbers
SAB p. 103-104; complete
independent practice HW p.
61; math centers if mastered
skill
Unit 3, Les 9 Standard
5-2.5
TTW: model relationship
between addition &
subtraction discuss
regrouping SAB p.105;
model importance of
subtracting smaller
number from larger
number (common
misconception TB
p.254); Independent
practice HW p.63
TSW: subtract with
regrouping SAB p. 105
and independent
practice HW p. 63; math
centers
Unit 3 Les 10 Standard
5-3.4
TTW: model solving
problems w/large
numbers and decimals
SAB p.107-108; then
model how to
determine if an exact or
estimated answer is
needed SAB p.110;
independent practice
HW p.65
TSW: complete SAB 107108 whole group;
participate in math talk;
indep.prac. HW p.65;
math centers if mastery
Give quick quizzes 2 & 3
to test for
mastery…then….
Unit 3 Les 11 Standard
5-3.4
TTW: model using
commutative ,
associative& distributive
properties to compute
mentally with large
numbers SAB p.111 –
112; independent
practice HW p.67
TSW: use properties to do
mental computation;
independent practice HW
p.67; math centers if time
Shay Barksdale 12-13 Lesson Plans
(B) TSW will draw their
inventor from a hat.
Students will write the
inventor’s name on their
research paper.
Social
Studies
1:05-1:10
1:35-2:00
HR: 2:00-2:30
Western
Expansion
Students will complete the
vocabulary for this unit.
TCW read chapter One of
Letters from Rifka
(A) Inventors Change the
World pgs. 167-173
TSW work in groups to
create a list of the top 5
inventions they couldn’t live
without.
TCW discuss the list.
TCW read the lesson and
discuss.
TCW watch a 2 min video
about Thomas Edison
Thomas Alva Edison:
Scientist and Inventor
segment
http://player.discoveryeducation
.com/index.cfm?guidAssetId=A5
4444C9-D487-4B5A-9BAD007270CDFC62&blnFromSearch=
1&productcode=US
(B) Inventors Change the
World pgs. 167-173
TSW work in groups to
create a list of the top 5
inventions they couldn’t
live without.
TCW discuss the list.
TCW read the lesson and
discuss.
TCW watch a 2 min
video about Thomas
Edison Thomas Alva
Edison: Scientist and
Inventor segment
http://player.discoveryeduc
ation.com/index.cfm?guidAs
setId=A54444C9-D487-4B5A9BAD007270CDFC62&blnFromSear
ch=1&productcode=US
TSW complete
workbook pg. 40 to
review prior lesson on
inventors and
inventions.
TSW choose one of the
inventions described in
our reading to create an
advertisement for an
assessment. (radio,
typewriter, windshield
wiper, electric light
bulb, sewing machine,
airplane, automobile,
telephone, phonograph,
and electric streetcar)
TTW instruct students to
describe how the
invention improved way
of life in their
advertisement. (A)
TSW complete workbook
pg. 40 to review prior
lesson on inventors and
inventions.
TSW choose one of the
inventions described in
our reading to create an
advertisement for an
assessment. (radio,
typewriter, windshield
wiper, electric light bulb,
sewing machine, airplane,
automobile, telephone,
phonograph, and electric
streetcar)
TTW instruct students to
describe how the
invention improved way
of life in their
advertisement. (B)