Kim Brubaker's Lesson Plans for Week of Sep 9, 2013

Notes:
Mon (Day 5) Tue (Day 1) Wed (Day 2) Thu (Day 3) Fri (Day 4)
MATH 9:00-10:05
Things That Come in Arrays
pg. 26 SAB 1,2 GLE: N2A,
N3A, N3B
-Lesson 1,2 Unit 1
-Using arrays to model
multiplication problems.
Connect to factors, multiples,
and products.
-Breaking apart arrays to solve
bigger problems easily.
-Finding Multiples and making
arrays.
-Where in the world do we see
arrays? Take a trip around the
school to find arrays in our
learning environment. Take
pictures with groups. Save for
tomorrow's assignment.
Standards:
4.NBT.5.: Multiply a whole
number of up to four digits
by a one-digit whole
number, and multiply two
two-digit numbers, using
strategies based on place
MATH 9:00-10:05
Array movie...N2A, N3A, N3B
Students use pictures from
yesterday to develop a video
of arrays around the building.
Students must explain the
concept of each array. i.e. 3
rows of 4. Factors are 3 and 4
with a product of 12. 12 is
divisible by both 3 and 4.
Standards:
4.NBT.5.: Multiply a whole
number of up to four digits
by a one-digit whole
number, and multiply two
two-digit numbers, using
strategies based on place
value and the properties of
operations. Illustrate and
explain the calculation by
using equations, rectangular
arrays, and/or area models.
MATH 9:00-10:05
Check Up
MATH 9:00-10:05
Making Arrays N2A, N3A, N3B
Review array vocabulary
Introduce prime, square, and
composite numbers.
Students make arrays with fruit
loops after being given a
multiple. Explain if it is p,c,or s
number and why.
Standards:
4.NBT.5.: Multiply a whole
number of up to four digits
by a one-digit whole
number, and multiply two
two-digit numbers, using
strategies based on place
value and the properties of
operations. Illustrate and
explain the calculation by
using equations, rectangular
arrays, and/or area models.
MATH 9:00-10:05
Team Building Time
Students explore Google Drive
to find apps and programs they
can use to present and
complete work in class.
Correct Check-up and RTI
time.
Kim Brubaker Powered by Planboard
value and the properties of
operations. Illustrate and
explain the calculation by
using equations, rectangular
arrays, and/or area models.
READING 10:30-11:25
Mini-Lesson: Summarizing
your story in 3 sentences.
Use quotes from the text to
support your summary.
During: Read to details that
are best for your summary.
20 minutes.
After:Complete graphic
organizer pg. 32
READING 10:30-11:25
Mini-Lesson: What is an
inference? How can I make
easy inferences? What is
happening in the story...and
what happens if that is
happening to me in real life?
Make an anchor chart
During: Read to develop
questions about what is
happening, but the author
doesn't say it.
After: Share details.
READING 10:30-11:25
Mini-Lesson: Review
inferencing...Study Island
inference tool
During: Read 20 minutes to
complete book.
After:
READING 10:30-11:25
Mini-Lesson: Who is the
narrator of the story?
During: Read to find details to
support who is telling the
story.
After: Complete graphic
organizer
te graphic organizer and
share with team.
READING 10:30-11:25
Mini-Lesson: 1,2, or 3 person
narrative
During: Read to find details to
support which voice the
narration is being told.
After: Complete graphic
organizer.
S.S/SCIENCE 11:25-11:55
Inquiry Ecosystems ES1
Students use driving
questions: How do Missouri's
ecosystems affect living
organisms? Develop at least 5
questions they can use to
answer that question.
Introduce graphic organizer
that will help them gather
S.S/SCIENCE 11:25-11:55
Continue with inquiry about
MO. ecosystems. ES1
S.S/SCIENCE 11:25-11:55
Continue ecosystem inquiry
ES1
S.S/SCIENCE 11:25-11:55
Continue ecosystem inquiry
ES1
S.S/SCIENCE 11:25-11:55
Continue ecosystems inquiry.
What have you learned so far?
Kim Brubaker Powered by Planboard
information.
Begin research using various
tools. Stop and discuss how to
develop more questions as
research continues.
Ending: Students write one
interesting new piece of
information to add to board.
WORDS 12:25-1:40
Week 3 W2Ee
Gather words - identify spelling
pattern, prefix, and suffix
WORDS 12:25-1:40
Review prefix and suffix W2Ee
Find more words that use the
same prefix/suffix correctly.
Categorize in Smart Notebook.
WORDS 12:25-1:40
Continue yesterday, but add
more to the spelling pattern.
W2Ee
WORDS 12:25-1:40
Spelling Test
WORDS 12:25-1:40
WRITING 12:40-1:15
Mini-Lesson: Writing a
beginning paragraph from
your perfect paragraph. How
to use the introduction
paragraph as a guide to write
the entire essay.
During: Write a strong
beginning paragraph.
After: Share introduction.
Author's Chair.
WRITING 12:40-1:15
Mini-Lesson: Writing a
strong/sensory filled detail
paragraph from the second
sentence of intro.
During: Write a second
paragraph
After: Author's Chair
WRITING 12:40-1:15
Mini-Lesson: Third
paragraph.
During: Students write their
2nd detail paragraph
After: Author's Chair
WRITING 12:40-1:15
Mini-Lesson: 4th paragraph
During: Write 3rd detail
paragraph
After: Author's Chair
WRITING 12:40-1:15
Mini-Lesson: Writing a
conclusion paragraph that
connects to the introduction
and summarizes what the
reader learned in the story.
During: Students write a
strong conclusion paragraph
After: Author's Chair. Share
paper with eyeball partner.
S.S.R. 2:40-3:30
Read Aloud: Maniac Magee
Conferences: Team 1
S.S.R. 2:40-3:30
Read Aloud: Maniac Magee
Conferences: Team 2
S.S.R. 2:40-3:30
Read Aloud: Counseling
Conferences: Maniac Magee-
Team 3
S.S.R. 2:40-3:30
Read Aloud: Maniac Magee
Conferences: Team 4
S.S.R. 2:40-3:30
Read Aloud: Early Out
Conferences:
Kim Brubaker Powered by Planboard