Week of August 31 - September 4
English Language Arts
Monday
Read “A Prickly Adventure”
Objectives:
-Show understanding of a text by asking and answering questions.
-Refer to key details to support the answers to questions formulated about the text.
Writing
Students continue to write their personal narrative about what they did over the summer.
Tuesday
IREADY BOY Test
Wednesday
IREADY BOY Test
Thursday
IREADY BOY
Friday
Reading
Independent Practice
Read “A Prickly Adventure”
Objectives:
-Show understanding of a text by asking and answering questions.
-Refer to key details to support the answers to questions formulated about the text.
Writing
Students continue to write their personal narrative about what they did over the summer.
Mathematics
Lesson 1-1
Objective:
Use counting onto add numbers and add numbers in any order.
Essential Understanding:
Counting on is a strategy that can be used to find sums. The order of the addends does not change the sum.
If you add two numbers in a different order, will you get the same sum?
How is 6+3 the same as or equal to 9? Does 3+6 also have the same value as 9?
How are they different?
How do you know that 3+6 = 6+3?
Lesson 1-2
Objective:
Use doubles and near doubles to add quickly and accurately.
Essential Understanding:
Basic addition facts that are near doubles can be found using a related doubles fact.
How can you use a doubles fact to find a near doubles fact? Explain.
How do you know when an addition fact is a doubles fact?
Lesson 1-3
Objective:
Use the strategy of making a ten to add quickly and accurately.
Essential Understanding:
Some addition facts can be found by changing to an equivalent fact with 10.
Why is making a 10 a good strategy to help you add quickly and accurately?
How does knowing the sum of 10+3 help you find the sum of 8+5? How do you know that the sums are the same?
Lesson 1-4
Objective:
Use number patterns on an addition facts table to complete addition equations.
Essential Understanding:
Patterns in a 0–10 addition facts table are useful for adding numbers and for developing mental math strategies and number sense.
How can addition patterns help you find an addition fact that you don't remember? Give an example.
Lesson 1-5
Objective:
Count on and count back on a number line to subtract.
Essential Understanding:
A number lines is a tool you can use to help you count or count back to subtract.
What are two ways that you can use a number line to subtract?
Do you think you will get the same answer whether you count on or count back?
Do you get the same answer if you count on or count back to find 10−4? Explain.
Science
1-2 My Nature Notebook
Overview: Students read to gather more information about how to study a habitat. They are introduced to the book My Nature Notebook, about a girl who observes many changes in a forest habitat behind her home. The teacher introduces the strategy of setting a purpose for reading and identifies the purpose for reading My Nature Notebook: to find out different ways to study a habitat. Students are introduced to the Investigation Notebooks they will use throughout the unit. Partners read the text together and use the Investigation Notebooks to record the different ways the girl in the book studies the forest habitat. The class reflects on what they have learned about how to study a habitat and compares plants in the forest habitat in the book to plants they have seen in their own lives. The purpose of this lesson is for students to identify different ways to study a habitat and to begin to think about the different kinds of plants in different habitats.
Students learn:
· Scientists study habitats in multiple ways.
· Setting a purpose before reading can help readers focus their attention.
1-3 Investigating Habitats
Overview: In this lesson, students study a habitat and the plants that grow there. Using My Nature Notebook as a model for how to investigate, students choose outdoor sample study sites in which they can observe plants. Students observe their study site and record the kind of plants they see. Finally, students use their new understanding of the relationship of a sample study site to a habitat as they view a map of the Bengal Tiger Reserve sample study site. The purpose of this lesson is for students to observe a sample study site to see real plants in their habitats, and to begin to apply this understanding to thinking about the Bengal Tiger Reserve.
Students learn:
· A sample study site is a small part of a larger area.
· Scientists can use sample study sites to investigate the plants and animals in a habitat.
· A map identifies key features of a place.
· A map key identifies what the symbols on a map mean.
1-4 Discovering the Problem in the Reserve
Overview
In this lesson, students develop an understanding that different kinds of plants live in different habitats. Students compare maps of the Bengal Tiger Reserve sample study site from 1995 and 2015. They discover that although various new trees have grown during that time period, no new chalta trees have grown, which leads to the question, Why aren’t new chalta trees growing in the Bengal Tiger Reserve? Students use the reference book to learn more about the different kinds of plants that live in the broadleaf forest habitat. They also read and write about the different kinds of plants in another habitat of their choosing. Finally, the class discusses two key concepts to reinforce how scientists study habitats and habitat diversity. The purpose of this lesson is for students to discover and begin to investigate the central problem that frames their investigation throughout the unit: new chalta trees are not growing in the Bengal Tiger Reserve.
Students learn:
· One way scientists study habitats is by observing the plants in them over time.
· There are many types of habitats. Each habitat has many different kinds of plants and animals.
Social Studies
The Emotional Environment
What makes a classroom an inspiring place?
When you feel good at school, you learn better. You can help everyone feel happy.
students discover:
• The attributes of a positive classroom emotional environment.
• What a positive classroom emotional environment looks
like, sounds like, and feels like.
• How to contribute to a positive classroom emotional
environment.
Social and Emotional Learning
Interactive Read Aloud:
Read and discuss with students Enemy Pie by Eric Munson.