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# Emergency Contact Info.

Call office
911
Sub Plans
Tuesday October 30th, 2019
Students that get pulled
Jaxson 12:20-1:20 (SED)
8:55-9:05
Chloe 2-2:45 (Jen)
Arrival routines attendance, lunch count
Vince 2-2:30 (speech)
9:10-9:20 Morning meeting
Students run morning meeting: say pledge of allegiance, say pledge of respect,
choose 2 commitments, 2 share, play four corners for 2min

## 9:20-10:15 Math: Reengagement (pg.250)

Setting Expectations: briefly review the open response problem from day 1. Ask:
what do you think a full answer to this problem needs to include. Sample answer:
the number of dots and both a drawing and an explanation of how you counted
How? Sample answer: Yes. I drew an arrow to show how I moved some dots. Then
tell children that they are going to look at other children work and think about their
drawings and explanations.
Reengaging in the problem: children reengage in the problem by analyzing and
critiquing other children’s work in pairs’ and in a while group discussion. Have
children discuss in partners before sharing with the whole group. Guide this
discussion based on the decisions you made in getting ready for day 2.
Revising work: pass back children’s work form day 1. Before children revise
anything, ask them to examine their drawings and explanations. Have partners
discuss their responses and give a thumbs-up-down based on their own work. You
may want to show a sample of a child’s work to show the students what their
response should and should not look like.
Math boxes 3-1, pg.46

10:10-10:20 Snack
Have students line up to wash their hands and grab their snack. While children are
eating their snack you can read a chapter of Charlottes Web.

10:25-11:30 Music/Gym

11:25-12:15 Recess/Lunch

Charlottes Web

## 12:20-1:15 Writing: Session 18 pg.153

Connection: Writers and editors, on your way over to the carpet you will need a marker
and a white board. When you have your materials, meet me at the rug. We have just one
more day to get ready for our celebration tomorrow and there is still a lot of work ahead.
You have been working on editing your pieces throughout this unit. Not only have you
learned editing strategies from first grade, but you have also learned a few new things to
look out for this year. With your partner, can you name what things are really important
to do in editing, and how you do some of those things in your own writing, that is, can
Wow! You really know a lot about editing.
Today I want to teach you that as you fix up your writing for publication, it is important
to be sure it is easy to read. Today I want to teach you that you can use strategies you are
the parts of words, listen to each syllable, and think, is this part spelled with a short or
long vowel sound? Then you can try a few different spellings to see which sounds and
looks best.
Teaching: model how to edit for spelling by breaking a word down into syllables and
thinking about the vowel sounds in each one.
Active engagement: set students up to work on the spelling of a second misspelled word,
thinking about each syllable and the vowel sounds in each part.
Link: show students editing checklist. Send students off to edit heir writing, using their
editing checklist. Each student will get a checklist. Go over it with the students and give
examples for each.
Conferring and Small-Group work: Spend time with students helping them finish their
writing and getting them ready for publication. Also check understanding for editing their
pieces.
Mid-workshop teaching: Remind students that they can use the word wall and their snap
words book to check for spelling so that their stories are ready for publication.
Share: writers, as you work on fixing your writing, remember that your partner can help
you double-check some of the things on the editing checklist. Another pair of eyes can be
the checklist and use your editing eyes to help spot what partner 1 might have missed.
Partner 1 listens to partner 2s suggestions.

## 1:20-1:50 Phonics: pg.73

Great Writers write with specific names of places and people: writers, I’m going to give
you a tip that can help you improve your writing. It will sound like a super-weird tip. You
here, a capital H there, and of course you are right. But, on the other hand, published
writers use more capitals than most little kids. You want to know why? Its for this reason.
Listen up. Published writers don’t say he go on the train or the guy did that. They don’t
say I went to town or I went skateboarding on the road. They instead write with specific
names. They say Mr. Lam got on the Amtrak train or on a Tuesday in June, I went to the
town of Orchard Pak or I skateboarded down Horton Lane. They use specific names of
places, people, things, and dates. Right now, look back at your writing and think about
ways you can add more specifics. Are there words that are more general and don’t paint a
word store. That does not help me picture the store in my mind, but if you write Game
Stop, then I have a clear picture. DO you see now how more capital letters can lead to
clearer writing? Now go try this in your own writing.

Snack 1:50-1:55:
 Line up to wash hands, get snack, meet at carpet with reading bin, sitting next to
your reading partner. You can put on “come to the carpet” song, which will be
pulled up on my computer.

 Independent reading. Have students create a goal for what they want to accomplish

## 2:55-3:40 Science: Lesson 6B pg.81

 Review the results and findings from the rapid and slow running water across the land.
Ask students to explain what happened to the soil and what happened to the water.
 Ask students to relate their models to what happened in the video and what might happen
if a heavy rainstorm were to move into an area with steep hills. What might happen?
 Challenge students to consider why hills do not all experience landslides and many have
minimal change during a heavy rain. Ask: what is the difference between or soil models
and the hills in this picture (show a picture of a hill). If you have a hill on or near the
schoolyard, take the class outdoors so students can take a closer look at the hill for signs
of erosion and features that help to keep the hill from eroding away.
 Read the engineering design challenge to the class. Explain how engineers brainstorm
and plan their ideas as a team draw out their plan, build, evaluate, and redesign based on
evaluation. Explain that this is a long-term challenge and testing will bot begin for two to
three weeks.
 Divide the class into four students. Facilitate the planning and building proves by
circulating among the teams, observing their initial ideas and listening to their
discussions.
 Have students work with team to do journal pages 28, 29, 30, and 31.

3:35-3:58-Clean up/pack up
 Students get their turtle binders out of their desks. Fill out daily schedule, which
will be located on the back counter. Write down what they learned today,
example: Bodies of water. Write down math homework that they have (2.12 home
link). Write down homework in other (handwriting packet). And (25min of