SBAC Lesson Plans for the Week of: October 13

th
to 17
th
2014
Teacher: S.C. Johnson Room: 204B Subjects: English /Math/Reading /Science/ Social Studies
Materials: Operation charts, worksheet and journals, notebooks, markers or color pencils, paper, and teacher made assessments, dictionary and calculators.
Text books related to subjects, overhead/LCD, Videos, White boards, Essential Questions and Justification statements, Maps and Worksheets. Computers and
Internet access.
Openers: (Standard #1, and #2) DOK 2/3/4
TW post an ELA EQ: what steps do we use to BRAINSTORM before we write?
TW post a Math EQ How do you rename Fractions to Decimals to Percents?
TW post a Reading EQ How would you describe the sequence of events?
TW post a Science EQ Can you clarify what Elements, Molecules and Compounds are?
TW post Social Studies EQ What are some unusual landforms?
SW use an Flex Your Brain sheet Venn diagram to answer Essential question, review the diagrams for given details to prior knowledge.
SW use dictionaries to identify word meaning, review parts of speech, and reading rubric
SW will discuss and identify mathematical application and meanings using steps (Felix Your Brain Worksheet)
T/SW use example to identify mathematical application and meaning to word problems, one two review samples and math strategies
SW use discussion groups when answering critique and argument statement during writing and reading.
SW develops the beginning, middle and the ending statement EQ sheet.
T/SW use brainstorming and clustering using a vim diagrams and story map, ask the questions of the 5 Ws
T/SW use diagrams to process steps and develop a memory map for the word revision
T/SW will discuss how to write a statement or express an opinion and steps to follow
T/SW use outlines for similar steps when completing.
T/SW read and listens with focus modeling the teacher, ask the questions of the 5 Ws
T/SW use word map to define vocabulary, analyze story parts using strategies SQ3Rs, revisit prior work.

Concept/Skills development: (Standard#3,#4, and #5)
ELA -TW explain the importance of brainstorming before writing a narrative essay. TW state what is needed to complete the assignment We
will use the information from our brainstorming board to shape your ideas in your writing. TW review details of the importance of using the
steps in writing; TW use prompts and support in asking and questions related to real world writing, adding key details in their text using the
beginning, middle, and ending of a written narrative essay for event sequencing; TW demonstration how the subject and object forms are used
in used in personal pronouns TW review the authors purpose asking critical thinking question What is your purpose for writing this essay?
MATH TW discuss why and when fraction are use give examples 9 Science, cooking, building, etc. and review like/ unlike fraction, and
common denominators. TW ask What happens when two fractions have the same denominator and the numerator is greater than the other?
TW review how we used baseball playoff numbers are like patterns TW demonstrate how baseball data from the sports sections of the
newspaper; TW explain the meaning of statistics number and model; TW ask student to compare two players who played the same position
(pitcher or fielder) and compare their statistics; TW will have student make a chart to compare their research TW model and discuss a examples
on the board of division of decimals and rounding.
READING TW ask S what the meaning of sequence of events means to them; TW model the 5Ws related to the story and demonstrate key
concepts from the text as it happens; TW model SQ3Rs to extract main idea; TW quote accurately from the text when justifying and drawing
inference from the text; TW cite server pieces of textual evidence to support analyzing information. TW ask S What will happen in this new
chapter? How does it related to your own writing?
SCIENCE- TW review and discuss the properties of matter, TW illustrate different types of elements, molecules and compounds used in their
households; TW use explain the connection to matter; TW define ATOMS and the different kinds of matter in the universe ; TW inquires about
the physical and chemical changes of elements, molecules and compounds which student witness. TW explain the families of chemical
compounds, molecules, and elements. TW explain the importance of understand of chemical compounds, molecules, and elements and how
they are used in your home.
SOCAIL STUDY TW will as students what they know different land forms; TW clarify and list all types of land forms explaining their
effect on environment. TW discuss the geography skills used for life; TW use different type of strategies to extract information to improve
knowledge by using the web.
Guided/Independent/Group Practice: (Standard #2,# 3, #4and #5)
ELA- SWBAT partner each group will use a vim diagram and brainstorm developing a outline; SWBAT use a given writing prompt and
student rubric for their response foe event sequencing ; SWBAT edit grammar, punctuation and capitalization.: In a Whole group SWBAT use
the subject and object forms of personal pronouns .
MATH- SWBAT state what they already know about fractions; SWBAT brainstorm what they know about baseball; SW review steps to
fraction, decimals; SWBAT cart or draw pictures of key terms into the math notebooks; SWBAT rename fractions as decimals and average;
SWBAT use mathematical writing rubric for details and organization of ideas in answering practice question. SW use
studyJams.Scholastic.com pre and post review
READING- after reading a short story; SWBAT use a Venn diagram to out the sequence of events as they happen; SWBAT will discuss with
partner what event happen first, second, and last; SWBAT to highlight important information from the text to proof each event.
SCIENCE- SWBAT define and /or draw a picture elements, molecules and compounds on a chart; SWBAT read about elements, molecules
and compounds; SWBAT use their vim diagram which compare and contrast the differences between elements and compounds and add
elements. SWBAT preform an experiment showing the difference between acids and bases. SW use StudyJams.Scholastic.com pre and post
review
SOCAIL STUDY-SWABT answer 2 critical thinking questions ; SWBAT SQ3Rs the select chapter with appreciate elements and comparing
and contrasting them using a vim diagram SWBAT write 2 sentences to give explanation for each landforms and there location using the web.
SWBAT use post it notes for a quick-write of what they learned.


Assessment: (Standard #4 and #5 )
Observation of strategies used
Opening Essential Question sheet and Closing Justification statements sheet and/ or Flex your brain Sheet
Teacher made Rubric for Grading
Visual demonstration
By weekly Teacher Made Assessment
Studyjams.com




SBAC Claims: DOK 2/3/4
o ELA: edit a declarative sentences and/ or statement using the relationship to a complete sentence thought, and grammar usages (action
verbs) and how to influence the reader.
o MATH: create tables and charts to extend a pattern in order and to find terms in a sequences and units of measurements, charts, and
graphs, and tables.
o READING: using strategies to cite textual evidence to support what the text says as well as using inferences (using a short story).
o SCIENCE: discuss the organizational hierarchy of multicellular orgasms(cells-tissues-organ systems-organisms)
o SOCIAL STUDIES: identify and label locations using a world map, pointing and highlighting regions, and movements

ELA:W6.2b,WW.8.1 ; MATH:1.4,1.8 ; SCIENCE: 6.2[P.8.A.4] ; READING: RL6.6,8.6; SOCIAL STUDIES: 1.8 [H1.[6-8.16]
Short Term Goals:
o ELA: writing narrative essay thought, and grammar usages and how to descriptive details.
o MATH: using math reasoning skills for problems solving for baseball averages
o READING: familiarize students with nonfiction text before read independently. To outline the important details in a text, and having
knowledge of want the author wants to convey.
o SCIENCE: understanding and explore.
o SOCIAL STUDIES: identify and label maps , point out and highlighting regions, and location for discovery

Long Term Goals:
o ELA: using narratives to develop real experiences or events with descriptive details for developing event sequencing.
o MATH: building mathematic knowledge and skills by using strategies to assist with learning and looking at problems descriptions
o READING: to provide lifelong strategies for text review
o SCIENCE: using the technological application to what atoms are and how they relate to matter.
o SOCIAL STUDIES: identify and describe geographic map elements