Periods 1-5
1. Fluency
2. Vocab quiz
3. Finish during-reading activity
4. Closure
Objective: SWBAT evaluate relevant details and organize information to show relationships
Closure: How do you define success?
Thursday, October 29, 2009
Thursday, Oct. 29
Periods 1-5
1. Word wall
2. Read-On
3. Closure
Closure: What did you learn today while using Read-On?
1. Word wall
2. Read-On
3. Closure
Closure: What did you learn today while using Read-On?
Tuesday, Oct. 27
Periods 1-5
Objective: SWBAT determine the main idea through paraphrasing and organizing information
Closure: What is a topic sentence and what is its function?
Agenda: 1. Read-aloud
2. During-reading activity (will complete with partner)
3. Closure
Assessment: Pair work with organizer; test on vocab; end-of-lesson multiple choice test
Objective: SWBAT determine the main idea through paraphrasing and organizing information
Closure: What is a topic sentence and what is its function?
Agenda: 1. Read-aloud
2. During-reading activity (will complete with partner)
3. Closure
Assessment: Pair work with organizer; test on vocab; end-of-lesson multiple choice test
Monday, Oct. 26
Periods 1-5
Essential questions that were collected on Wednesday, Oct. 28
10/13
Do you think Jupiter has life? (use book)
10/14
Is your fluency improving?
10/15
What must planets have, if we know they have water? (use book)
10/16
What did you learn today while using Read-On?
10/19
In paragraph 18, what are ‘convection currents’? (use book)
10/20
Would you live on another planet? Why or why not?
10/21
What did you learn today while using Read-On?
10/26
What are the mental characteristics of a champion?
Objective: SWBAT read a paragraph while identifying MI and one detail; apply strategies to access BG knowledge; preview text; set purpose; understand new vocab
Closure: What are the mental characteristics of a champion?
Agenda: 1. Fluency
2. Word wall
3. New vocab
4. BG Knowledge with video
5. Closure
Assessment: Pair work with organizer; vocab test; MC test
Essential questions that were collected on Wednesday, Oct. 28
10/13
Do you think Jupiter has life? (use book)
10/14
Is your fluency improving?
10/15
What must planets have, if we know they have water? (use book)
10/16
What did you learn today while using Read-On?
10/19
In paragraph 18, what are ‘convection currents’? (use book)
10/20
Would you live on another planet? Why or why not?
10/21
What did you learn today while using Read-On?
10/26
What are the mental characteristics of a champion?
Objective: SWBAT read a paragraph while identifying MI and one detail; apply strategies to access BG knowledge; preview text; set purpose; understand new vocab
Closure: What are the mental characteristics of a champion?
Agenda: 1. Fluency
2. Word wall
3. New vocab
4. BG Knowledge with video
5. Closure
Assessment: Pair work with organizer; vocab test; MC test
Wednesday, October 21, 2009
Thursday, Oct. 22
Objective: SWBAT use strategies to comprehend grade-level text; determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing and identifying relevant details; use new vocabulary that is introduced and taught directly
Activity: RAFT
1. RAFT: You are an astronaut on the U.S.S. Colt and have just exited the spacecraft to explore Europa, which is one of Jupiter’s moons. Report back to those of us on Earth Jupiter’s chances to sustain life.
2. Finish main idea/questions activity from yesterday
3. Read-aloud
4. Closure
Activity: RAFT
1. RAFT: You are an astronaut on the U.S.S. Colt and have just exited the spacecraft to explore Europa, which is one of Jupiter’s moons. Report back to those of us on Earth Jupiter’s chances to sustain life.
2. Finish main idea/questions activity from yesterday
3. Read-aloud
4. Closure
Tuesday, October 20, 2009
Wednesday, Oct. 21
Periods 1-5
Daily Topic, Theme, or Question: What did you learn today while using Read-On?
Daily Objective: SWBAT work on those FCAT areas in which they are weak
Instructional Activity and SS Materials: Read-On
Daily Assessment: Students will receive grades for their Read-On work
Closure: Students will answer daily question in notebook.
Agenda
1. Read-On
2. Closure
Daily Topic, Theme, or Question: What did you learn today while using Read-On?
Daily Objective: SWBAT work on those FCAT areas in which they are weak
Instructional Activity and SS Materials: Read-On
Daily Assessment: Students will receive grades for their Read-On work
Closure: Students will answer daily question in notebook.
Agenda
1. Read-On
2. Closure
Tuesday, Oct. 20
Question: Would you live on another planet? Why or why not?
Objective: SWBAT use strategies to comprehend grade-level text; determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing and identifying relevant details; use new vocabulary that is introduced and taught directly
Activity: During-reading activity with a partner, post-story questions
Closure: Students will answer daily question in notebook
Agenda:
1. Fluency
2. Word wall
3. With a partner: Finish during-reading activity (come up with 1-5 words that summarize the main idea of each paragraph, then complete the 10 multiple-choice questions)
4. On your own: Complete the remainder of the post-story questions (Vocab, Study Skills, Learning through Writing)
5. Closure
Objective: SWBAT use strategies to comprehend grade-level text; determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing and identifying relevant details; use new vocabulary that is introduced and taught directly
Activity: During-reading activity with a partner, post-story questions
Closure: Students will answer daily question in notebook
Agenda:
1. Fluency
2. Word wall
3. With a partner: Finish during-reading activity (come up with 1-5 words that summarize the main idea of each paragraph, then complete the 10 multiple-choice questions)
4. On your own: Complete the remainder of the post-story questions (Vocab, Study Skills, Learning through Writing)
5. Closure
Monday, Oct. 19
Periods 1-5
Question: In paragraph 18, what are 'convection currents'?
Objective: SWBAT use strategies to comprehend grade-level text; determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing and identifying relevant details; use new vocabulary that is introduced and taught directly
Activity: During-reading activity
Closure: Students will answer daily question in notebook
Agenda:
1. Fluency
2. Word wall
3. During-reading activity
4. Closure
Question: In paragraph 18, what are 'convection currents'?
Objective: SWBAT use strategies to comprehend grade-level text; determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing and identifying relevant details; use new vocabulary that is introduced and taught directly
Activity: During-reading activity
Closure: Students will answer daily question in notebook
Agenda:
1. Fluency
2. Word wall
3. During-reading activity
4. Closure
Friday, Oct. 16
Periods 1-5
Daily Topic, Theme, or Question: What did you learn today while using Read-On?
Daily Objective: SWBAT work on those FCAT areas in which they are weak
Instructional Activity and SS Materials: Read-On
Daily Assessment: Students will receive grades for their Read-On work
Closure: Students will answer daily question in notebook.
Agenda
1. Word wall
2. Read-On
3. Closure
Daily Topic, Theme, or Question: What did you learn today while using Read-On?
Daily Objective: SWBAT work on those FCAT areas in which they are weak
Instructional Activity and SS Materials: Read-On
Daily Assessment: Students will receive grades for their Read-On work
Closure: Students will answer daily question in notebook.
Agenda
1. Word wall
2. Read-On
3. Closure
Thursday, Oct. 15
Periods 1-5
Daily topic/theme/question: What must planets have, if we know they have water?
Objective: See Tuesday
Activities: Teacher read; Whole-group read
Closure: Students will answer daily question in their notebook
Assessment: 1)Teacher will listen to students as they read aloud; Students will complete a fluency chart; Students will answer daily question in notebook.
Agenda:
1. Fluency
2. Review from yesterday
3. Word wall
4. Teacher read (using Garage Band)
5. Whole group read
6. Partner read (while summarizing main idea of story)
7. Closure (3: What must planets have, if we know they have water?)
Daily topic/theme/question: What must planets have, if we know they have water?
Objective: See Tuesday
Activities: Teacher read; Whole-group read
Closure: Students will answer daily question in their notebook
Assessment: 1)Teacher will listen to students as they read aloud; Students will complete a fluency chart; Students will answer daily question in notebook.
Agenda:
1. Fluency
2. Review from yesterday
3. Word wall
4. Teacher read (using Garage Band)
5. Whole group read
6. Partner read (while summarizing main idea of story)
7. Closure (3: What must planets have, if we know they have water?)
Tuesday, October 13, 2009
Wednesday, Oct. 14
Topic/daily question: Do you think that your fluency is improving? Why or why not?
Objective: Students will define the vocabulary from the second lesson of “Topics”
Activity: Vocabulary quiz
Closure: Students will answer daily question in notebook.
Agenda
1. Media center (25 minutes)
2. Fluency
3. Review from yesterday
4. Word wall
5. Vocab quiz
6. Closure for today (2: Is your fluency improving? Why or why not?)
Objective: Students will define the vocabulary from the second lesson of “Topics”
Activity: Vocabulary quiz
Closure: Students will answer daily question in notebook.
Agenda
1. Media center (25 minutes)
2. Fluency
3. Review from yesterday
4. Word wall
5. Vocab quiz
6. Closure for today (2: Is your fluency improving? Why or why not?)
Tuesday, October 13
Topic/daily question: Do you think there could be life on Jupiter? Explain your answer
Objective: Students will use strategies to comprehend grade-level text; determine the main idea in grade-level text through inferring, paraphrasing, summarizing and identifying relevant details; and use new vocabulary that is introduced and taught directly
Activity: (Pre-reading activity) Students will read an article on Europa. While doing so, they will recognize the transitions necessary to reassemble the article that has paragraphs that are out of order. In the process, the students will also identify in one sentence the article’s main idea
If alien creatures exist elsewhere in our solar system, they're most likely to be found on Europa, one of 16 moons orbiting Jupiter.
There is strong evidence that beneath Europa's frozen exterior of ice lies an ocean of liquid water - one of the essential ingredients for all living organisms.
Many scientists believe that this vast subterranean sea could host living microorganisms similar in size and complexity to bacteria found on Earth. Others question whether a frozen moon with a surface temperature of -260 F (-170 C) can produce sources of energy useful for the basic chemical reactions necessary for life.
But a new report in the Jan. 27 issue of the journal Nature concludes that Europa does indeed contain plenty of biological fuels, thanks to billions of charged particles that constantly rain down from neighboring Jupiter.
This relentless bombardment of radiation "should produce organic and oxidant molecules sufficient to fuel a substantial Europan biosphere," writes Christopher Chyba, associate professor (research) of geological and environmental sciences.
On Earth, all organisms use carbon as a basic building block of life to construct everything from cells to DNA. Many organisms obtain their energy from carbon-based molecules like sugar, and some form of energy is required to free the carbon atoms from their chemical bonds.
Plants and algae use energy from sunlight to produce their own organic molecules out of carbon dioxide gas taken from the atmosphere or the ocean. The process is known as photosynthesis.
According to Chyba, sunlight would not provide enough energy to sustain life on Europa since its ocean appears to lie "beneath an ice layer too thick to permit photosynthesis."
A likelier source of energy, he concludes, may come from fast-moving, charged particles that pound Europa from the atmosphere of Jupiter. Jupiter has the strongest magnetic field of any planet," Chyba says, more than 10 times stronger than Earth's. When protons, electrons and other particles from space get trapped in Jupiter's magnetosphere, they are accelerated to extremely high velocities.
Europa's orbital path around Jupiter lies deep within this powerful magnetic field, so it receives a continuous barrage of electrified particles or ions.
According to Chyba, when these ions slam into the icy surface of the moon, chemical reactions are likely to occur, transforming frozen molecules of water and carbon dioxide into new organic compounds such as formaldehyde.
It turns out that one of the most common bacteria on Earth, Hyphomicrobium, survives on formaldehyde as its sole source of carbon, and Chyba believes that similar formaldehyde-feeding microbes could be alive and swimming in Europa's subsurface ocean.
In addition to creating organic fuels, radiation from Jupiter also may drive chemical reactions that produce oxidants - molecules such as oxygen and hydrogen peroxide that can be used to burn formaldehyde and other carbon-based fuels.
But Chyba notes that the oxidant and organic molecules formed on Europa's frigid surface "are biologically relevant only if they reach the ocean."
The problem is that, if there is a liquid ocean on Europa, it's hidden beneath an ice sheet about 50 to100 miles (80 to 170 km) thick. So if extraterrestrial creatures are going to feast on formaldehyde, there has to be a way to get that compound through the dense layer of ice and into the liquid sea below.
Recent photographs taken by NASA's Galileo spacecraft reveal evidence of sudden melt-throughs in the ice that could allow oceanic microbes to come into quick contact with oxidants and organic food sources. The result could be a dramatic increase in population similar to "microbial blooms" that periodically occur in the Earth's oceans. Chyba points out that Europa's surface ice appears to get naturally recycled into the ocean every 10 million years - a process that would allow a very gradual delivery of life-giving molecules to any submerged organisms. And just how many microbes might exist in Europa's sea? Chyba's conservative estimate: one per cubic centimeter - a far cry from the hundreds of thousands of organisms that occupy each cubic centimeter of water on Earth.
Could life on our planet have its origins on Europa? Probably not, according to Chyba.
"Europa is as old as our solar system," he says, "but it's probably too far, too deep inside Jupiter's gravity well to have inoculated Earth with life-bearing debris."
Chyba emphasizes that all theories about life on Europa hinge on proof that a liquid body of water actually exists between the moon's surface and its rocky core.
"The point is to go there and find out," Chyba says, noting that in three years NASA plans to launch the Europa Orbiter satellite that will use radar to detect the presence of large bodies of subsurface water. The Orbiter should reach Europa in 2008, and NASA hopes to follow that with a remote landing.
"We'll know in the next 10 years if there's an ocean," Chyba predicts. "If there is, Europa will be the site of a series of new space missions."
Closure: Students will answer daily question in notebook
Agenda
1. Fluency
2. Word wall
3. Pre-reading activity (reassemble paragraphs while also summarizing the article’s main idea)
4. Closure (1: Do you think there could be life on Jupiter?)
Objective: Students will use strategies to comprehend grade-level text; determine the main idea in grade-level text through inferring, paraphrasing, summarizing and identifying relevant details; and use new vocabulary that is introduced and taught directly
Activity: (Pre-reading activity) Students will read an article on Europa. While doing so, they will recognize the transitions necessary to reassemble the article that has paragraphs that are out of order. In the process, the students will also identify in one sentence the article’s main idea
If alien creatures exist elsewhere in our solar system, they're most likely to be found on Europa, one of 16 moons orbiting Jupiter.
There is strong evidence that beneath Europa's frozen exterior of ice lies an ocean of liquid water - one of the essential ingredients for all living organisms.
Many scientists believe that this vast subterranean sea could host living microorganisms similar in size and complexity to bacteria found on Earth. Others question whether a frozen moon with a surface temperature of -260 F (-170 C) can produce sources of energy useful for the basic chemical reactions necessary for life.
But a new report in the Jan. 27 issue of the journal Nature concludes that Europa does indeed contain plenty of biological fuels, thanks to billions of charged particles that constantly rain down from neighboring Jupiter.
This relentless bombardment of radiation "should produce organic and oxidant molecules sufficient to fuel a substantial Europan biosphere," writes Christopher Chyba, associate professor (research) of geological and environmental sciences.
On Earth, all organisms use carbon as a basic building block of life to construct everything from cells to DNA. Many organisms obtain their energy from carbon-based molecules like sugar, and some form of energy is required to free the carbon atoms from their chemical bonds.
Plants and algae use energy from sunlight to produce their own organic molecules out of carbon dioxide gas taken from the atmosphere or the ocean. The process is known as photosynthesis.
According to Chyba, sunlight would not provide enough energy to sustain life on Europa since its ocean appears to lie "beneath an ice layer too thick to permit photosynthesis."
A likelier source of energy, he concludes, may come from fast-moving, charged particles that pound Europa from the atmosphere of Jupiter. Jupiter has the strongest magnetic field of any planet," Chyba says, more than 10 times stronger than Earth's. When protons, electrons and other particles from space get trapped in Jupiter's magnetosphere, they are accelerated to extremely high velocities.
Europa's orbital path around Jupiter lies deep within this powerful magnetic field, so it receives a continuous barrage of electrified particles or ions.
According to Chyba, when these ions slam into the icy surface of the moon, chemical reactions are likely to occur, transforming frozen molecules of water and carbon dioxide into new organic compounds such as formaldehyde.
It turns out that one of the most common bacteria on Earth, Hyphomicrobium, survives on formaldehyde as its sole source of carbon, and Chyba believes that similar formaldehyde-feeding microbes could be alive and swimming in Europa's subsurface ocean.
In addition to creating organic fuels, radiation from Jupiter also may drive chemical reactions that produce oxidants - molecules such as oxygen and hydrogen peroxide that can be used to burn formaldehyde and other carbon-based fuels.
But Chyba notes that the oxidant and organic molecules formed on Europa's frigid surface "are biologically relevant only if they reach the ocean."
The problem is that, if there is a liquid ocean on Europa, it's hidden beneath an ice sheet about 50 to100 miles (80 to 170 km) thick. So if extraterrestrial creatures are going to feast on formaldehyde, there has to be a way to get that compound through the dense layer of ice and into the liquid sea below.
Recent photographs taken by NASA's Galileo spacecraft reveal evidence of sudden melt-throughs in the ice that could allow oceanic microbes to come into quick contact with oxidants and organic food sources. The result could be a dramatic increase in population similar to "microbial blooms" that periodically occur in the Earth's oceans. Chyba points out that Europa's surface ice appears to get naturally recycled into the ocean every 10 million years - a process that would allow a very gradual delivery of life-giving molecules to any submerged organisms. And just how many microbes might exist in Europa's sea? Chyba's conservative estimate: one per cubic centimeter - a far cry from the hundreds of thousands of organisms that occupy each cubic centimeter of water on Earth.
Could life on our planet have its origins on Europa? Probably not, according to Chyba.
"Europa is as old as our solar system," he says, "but it's probably too far, too deep inside Jupiter's gravity well to have inoculated Earth with life-bearing debris."
Chyba emphasizes that all theories about life on Europa hinge on proof that a liquid body of water actually exists between the moon's surface and its rocky core.
"The point is to go there and find out," Chyba says, noting that in three years NASA plans to launch the Europa Orbiter satellite that will use radar to detect the presence of large bodies of subsurface water. The Orbiter should reach Europa in 2008, and NASA hopes to follow that with a remote landing.
"We'll know in the next 10 years if there's an ocean," Chyba predicts. "If there is, Europa will be the site of a series of new space missions."
Closure: Students will answer daily question in notebook
Agenda
1. Fluency
2. Word wall
3. Pre-reading activity (reassemble paragraphs while also summarizing the article’s main idea)
4. Closure (1: Do you think there could be life on Jupiter?)
Monday, October 12, 2009
Wednesday, October 7, 2009
Thursday, October 8
Periods 1-5
1. Students will practice their fluency by reading quietly for 30 minutes (SSR))
2. Students will learn the new vocabulary associated with Lesson 2 of "Topics"
1. evolved: developed gradually to a higher state or condition (V). Computers have evolved. Computers have developed gradually to a higher state or condition.
http://hardware.silicon.com/i/s4/illo/photos/2006/November/game1a.jpg
2. organic: related to living organisms (ADJ). My friend manages a store that sells organic food. My friend manages a store that sells food that is related to living organisms.
http://www.lifethymemarket.com/index.html
3. analyze: examine in detail (V): I had to analyze the test scores. I had to analyze the test scores in detail. What are some other things you analyze?
4. microscopic: very small (adj): The fish in the tank were microscopic. The fish in the tank were very small.
What other things are microscopic?
5. nutrients: sources of food or nourishment (N): Jews in the Holocaust were deprived of nutrients. Jews in the Holocaust were deprived of sources of food or nourishment.
6. vents: openings used as outlets for gas or air (N): I was cold last night so I had to close the vent. I was cold last night so I had to close the opening used as an outlet for gas or air.
http://media-cdn.tripadvisor.com/media/photo-s/01/07/51/a5/dirty-air-vent.jpg
7. surpass: be greater than (V): Peyton Manning’s passing yards may one day surpass Dan Marino’s. Peyton Manning’s passing yards may one day be greater than Dan Marino’s.
http://www.sportsdatahub.com/images/blogs/brees-touchdowns-60.jpg
8. contrast: note the differences (V): I had to contrast the players. I had to note the differences between the players.
9. sediments: the stuff that settles to the bottom (N): I try to avoid drinks that contain sediments. I try to avoid drinks that contain stuff that settles to the bottom.
Explain story about drinking something with sediment
10. compare: note the similarities (V): I had to compare the players. I had to note the similarities between the players.
1. Students will practice their fluency by reading quietly for 30 minutes (SSR))
2. Students will learn the new vocabulary associated with Lesson 2 of "Topics"
1. evolved: developed gradually to a higher state or condition (V). Computers have evolved. Computers have developed gradually to a higher state or condition.
http://hardware.silicon.com/i/s4/illo/photos/2006/November/game1a.jpg
2. organic: related to living organisms (ADJ). My friend manages a store that sells organic food. My friend manages a store that sells food that is related to living organisms.
http://www.lifethymemarket.com/index.html
3. analyze: examine in detail (V): I had to analyze the test scores. I had to analyze the test scores in detail. What are some other things you analyze?
4. microscopic: very small (adj): The fish in the tank were microscopic. The fish in the tank were very small.
What other things are microscopic?
5. nutrients: sources of food or nourishment (N): Jews in the Holocaust were deprived of nutrients. Jews in the Holocaust were deprived of sources of food or nourishment.
6. vents: openings used as outlets for gas or air (N): I was cold last night so I had to close the vent. I was cold last night so I had to close the opening used as an outlet for gas or air.
http://media-cdn.tripadvisor.com/media/photo-s/01/07/51/a5/dirty-air-vent.jpg
7. surpass: be greater than (V): Peyton Manning’s passing yards may one day surpass Dan Marino’s. Peyton Manning’s passing yards may one day be greater than Dan Marino’s.
http://www.sportsdatahub.com/images/blogs/brees-touchdowns-60.jpg
8. contrast: note the differences (V): I had to contrast the players. I had to note the differences between the players.
9. sediments: the stuff that settles to the bottom (N): I try to avoid drinks that contain sediments. I try to avoid drinks that contain stuff that settles to the bottom.
Explain story about drinking something with sediment
10. compare: note the similarities (V): I had to compare the players. I had to note the similarities between the players.
Tuesday, October 6, 2009
Monday, October 5, 2009
Tuesday, Oct. 6
Periods 1-5
1. Fluency
Task or objective: Students will become more fluent by attempting a reading probe (from the Jamestown fluency book used in class)
Method(s) or strategies: Students will pair and read a fluency passage. The first read is the cold, the second read is the whisper, the third read is led by the teacher, and the last read is the hot. By the end of the year, students should have improved their words-per-minute totals while also becoming more accurate.
Evaluation: Pairs grade each other depending on the number of words read in one minute, circling the mistakes for those words that have been mispronounced, dropped, etc.2.
2. Word wall
Task or objective: Students will review important vocabulary words they will most likely see on the FCAT
Method(s) or strategies: Word wall review
Evaluation: Teacher will call on random students to tell him the definition of each of the words on the word wall
3. Finish selective underlining/summary
Task or objective: Students will summarize the main idea of a story, specifically Lesson 1 of the Impact book, by using selective underlining
Method(s) or strategies: (1) The teacher will model the strategy by doing the first few paragraphs as a class. The class will finish the remaining paragraphs on its own once it is apparent that the strategy is understood. (2) Students will take the target notes for each paragraph and create a summary
Evaluation: The production of a summary, which will be handed in, will reflect understanding of the strategy
FCAT activity: Main idea
(1) Australian conservationist Steve Irwin, better known as “The Crocodile Hunter,” died at the age of 44 doing what he loved. (2) Irwin became famous for caring for animals and for his television program “The Crocodile Hunter.” (3) “The Crocodile Hunter,” which became a hit all over the world, showed viewers dangerous situations and close encounters with potentially deadly creatures. (4) Irwin made many contributions to wildlife education and protection, ran an organization to rescue and relocate crocodiles, and supported many animal charities. (5) Irwin learned about wildlife protection from his parents, who were both animal activists. (6) Irwin, a professional by experience, became an expert on endangered wildlife, especially those animals that were dangerous. (7) Irwin’s critics thought he provoked animals to make his TV show more exciting. (8) He died Sept. 4, 2006, when a stingray’s poisonous barb pierced him in the chest. (9) Irwin will be remembered as a conservationist, educator, entertainer, and family man.
4. Answer comprehension questions
Task or objective: Students will identify the main idea in an FCAT-like story
Method(s) or strategies: Students will answer the postlesson comprehension questions
5. New vocabulary
Task or objective: The students will learn the vocabulary associated with Lesson 2 of the "Topics for the Restless" book
1. evolved: developed gradually to a higher state or condition (V)
2. organic: related to living organisms (ADJ0
3. sustention: ability to be supported or kept
4. microscopic: very small (adj): The fish in the tank were microscopic. The fish in the tank were very small.
5. nutrients: sources of food or nourishment
6. vents: openings used as outlets for gas or air
7. surpass: be greater than
8. friction: rubbing away (n)
9. sediments: the stuff that settles to the bottom of a liquid
5. Teacher readaloud
Task or objective: Students will listen to the teacher model good reading
Method(s) or strategies: Teacher readaloud
Evaluation: The teacher will ask probing questions during the readaloud to be sure students are paying attention
1. Fluency
Task or objective: Students will become more fluent by attempting a reading probe (from the Jamestown fluency book used in class)
Method(s) or strategies: Students will pair and read a fluency passage. The first read is the cold, the second read is the whisper, the third read is led by the teacher, and the last read is the hot. By the end of the year, students should have improved their words-per-minute totals while also becoming more accurate.
Evaluation: Pairs grade each other depending on the number of words read in one minute, circling the mistakes for those words that have been mispronounced, dropped, etc.2.
2. Word wall
Task or objective: Students will review important vocabulary words they will most likely see on the FCAT
Method(s) or strategies: Word wall review
Evaluation: Teacher will call on random students to tell him the definition of each of the words on the word wall
3. Finish selective underlining/summary
Task or objective: Students will summarize the main idea of a story, specifically Lesson 1 of the Impact book, by using selective underlining
Method(s) or strategies: (1) The teacher will model the strategy by doing the first few paragraphs as a class. The class will finish the remaining paragraphs on its own once it is apparent that the strategy is understood. (2) Students will take the target notes for each paragraph and create a summary
Evaluation: The production of a summary, which will be handed in, will reflect understanding of the strategy
FCAT activity: Main idea
(1) Australian conservationist Steve Irwin, better known as “The Crocodile Hunter,” died at the age of 44 doing what he loved. (2) Irwin became famous for caring for animals and for his television program “The Crocodile Hunter.” (3) “The Crocodile Hunter,” which became a hit all over the world, showed viewers dangerous situations and close encounters with potentially deadly creatures. (4) Irwin made many contributions to wildlife education and protection, ran an organization to rescue and relocate crocodiles, and supported many animal charities. (5) Irwin learned about wildlife protection from his parents, who were both animal activists. (6) Irwin, a professional by experience, became an expert on endangered wildlife, especially those animals that were dangerous. (7) Irwin’s critics thought he provoked animals to make his TV show more exciting. (8) He died Sept. 4, 2006, when a stingray’s poisonous barb pierced him in the chest. (9) Irwin will be remembered as a conservationist, educator, entertainer, and family man.
4. Answer comprehension questions
Task or objective: Students will identify the main idea in an FCAT-like story
Method(s) or strategies: Students will answer the postlesson comprehension questions
5. New vocabulary
Task or objective: The students will learn the vocabulary associated with Lesson 2 of the "Topics for the Restless" book
1. evolved: developed gradually to a higher state or condition (V)
2. organic: related to living organisms (ADJ0
3. sustention: ability to be supported or kept
4. microscopic: very small (adj): The fish in the tank were microscopic. The fish in the tank were very small.
5. nutrients: sources of food or nourishment
6. vents: openings used as outlets for gas or air
7. surpass: be greater than
8. friction: rubbing away (n)
9. sediments: the stuff that settles to the bottom of a liquid
5. Teacher readaloud
Task or objective: Students will listen to the teacher model good reading
Method(s) or strategies: Teacher readaloud
Evaluation: The teacher will ask probing questions during the readaloud to be sure students are paying attention
Thursday, October 1, 2009
Monday, Oct. 5
Periods 1-5
1. Fluency
Task or objective: Students will become more fluent by attempting a reading probe (from the Jamestown fluency book used in class)
Method(s) or strategies: Students will pair and read a fluency passage. The first read is the cold, the second read is the whisper, the third read is led by the teacher, and the last read is the hot. By the end of the year, students should have improved their words-per-minute totals while also becoming more accurate.
Evaluation: Pairs grade each other depending on the number of words read in one minute, circling the mistakes for those words that have been mispronounced, dropped, etc.2.
2. Word wall
Task or objective: Students will review important vocabulary words they will most likely see on the FCAT
Method(s) or strategies: Word wall review
Evaluation: Teacher will call on random students to tell him the definition of each of the words on the word wall
3. Finish selective underlining/summary
Task or objective: Students will summarize the main idea of a story, specifically Lesson 1 of the Impact book, by using selective underlining
Method(s) or strategies: (1) The teacher will model the strategy by doing the first few paragraphs as a class. The class will finish the remaining paragraphs on its own once it is apparent that the strategy is understood. (2) Students will take the target notes for each paragraph and create a summary
Evaluation: The production of a summary, which will be handed in, will reflect understanding of the strategy
FCAT activity: Main idea
4. Teacher readaloud
Task or objective: Students will listen to the teacher model good reading
Method(s) or strategies: Teacher readaloud
Evaluation: The teacher will ask probing questions during the readaloud to be sure students are paying attention
1. Fluency
Task or objective: Students will become more fluent by attempting a reading probe (from the Jamestown fluency book used in class)
Method(s) or strategies: Students will pair and read a fluency passage. The first read is the cold, the second read is the whisper, the third read is led by the teacher, and the last read is the hot. By the end of the year, students should have improved their words-per-minute totals while also becoming more accurate.
Evaluation: Pairs grade each other depending on the number of words read in one minute, circling the mistakes for those words that have been mispronounced, dropped, etc.2.
2. Word wall
Task or objective: Students will review important vocabulary words they will most likely see on the FCAT
Method(s) or strategies: Word wall review
Evaluation: Teacher will call on random students to tell him the definition of each of the words on the word wall
3. Finish selective underlining/summary
Task or objective: Students will summarize the main idea of a story, specifically Lesson 1 of the Impact book, by using selective underlining
Method(s) or strategies: (1) The teacher will model the strategy by doing the first few paragraphs as a class. The class will finish the remaining paragraphs on its own once it is apparent that the strategy is understood. (2) Students will take the target notes for each paragraph and create a summary
Evaluation: The production of a summary, which will be handed in, will reflect understanding of the strategy
FCAT activity: Main idea
4. Teacher readaloud
Task or objective: Students will listen to the teacher model good reading
Method(s) or strategies: Teacher readaloud
Evaluation: The teacher will ask probing questions during the readaloud to be sure students are paying attention
Subscribe to:
Posts (Atom)