Math Reading Writing Science 1 Science 2

Lesson Angle Measurement Fables Editorials Building Cleaning Pennies

Bridges

Objectiv - Students will be able Students will be Students will be - Students - Students will be able to
e(s) to locate and identify able to read/listen able to take a will be able to brainstorm/research what
angles in the to a fable, stand and brainstorm/re makes different items
environment around summarize what argue their search what more/less effective
them happened, identify opinion on a makes a solid - Students will be able to
themes, and draw topic bridge test different items to
- Students will be able out important life clean pennies
to use a protractor to lessons from the Students will be - Students - Students will be able to
measure angles story able to fill out a will be able to synthesize/explain their
graphic design/test a results/findings
- Students will be able —Students will be organizer with bridge of their
to use a protractor to able to apply what the own
draw angles they know about steps/contents
- Students will be able the of an editorial, - Students
to identify the different contents/structure including how will be able to
kinds of angles of a fable to write they want to distribute
their own fable with organize their weight in a
a theme/main idea own way that
and act it out allows
bridges to
hold a
maximum
amount of
weight

- Students
will be able to
synthesize/ex
plain their
results/finding
s

Standar 4.M.6: Measure angles 4.RL.2.2: 4.W.3.1: Write 3-5.E.2: 3-5.E.2 Construct and
ds in whole-number Paraphrase or persuasive Construct compare multiple
degrees using summarize the compositions in and compare plausible solutions to a
appropriate tools. main events in a a variety of multiple problem based on how
Sketch angles of story, myth, legend, forms that – plausible well each is likely to meet
specified measure. or novel; identify ● In an solutions to a the criteria and
the theme and introductory problem constraints of the
PS.5: Use appropriate provide evidence statement, based on problem.
tools strategically: for the clearly state an how well
Mathematically interpretation opinion to a each is likely
proficient students particular to meet the
consider the available audience. criteria and
tools when solving a ● Support the constraints of
mathematical problem. opinion with the problem.
These tools might facts and
include pencil and details from
paper, models, a ruler, various
a protractor, a sources,
calculator, a including texts.
spreadsheet, a ● Use an
computer algebra organizational
system, a statistical structure to
package, or dynamic group related
geometry software. ideas that
Mathematically support the
proficient students are purpose.
sufficiently familiar with ● Connect
tools appropriate for opinion and
their grade or course reasons using
to make sound words and
decisions about when phrases.
each of these tools ● Provide a
might be helpful, concluding
recognizing both the statement or
insight to be gained section related
and their limitations. to the position
Mathematically presented.
proficient students
identify relevant
external mathematical
resources, such as
digital content, and use
them to pose or solve
problems. They use
technological tools to
explore and deepen
their understanding of
concepts and to
support the
development of
learning mathematics.
They use technology
to contribute to
concept development,
simulation,
representation,
reasoning,
communication and
problem solving.
Material Computer (Projector, Computer Computer Computer Computer (Projector,
s SmartBoard etc), (Projector, (Projector, (Projector, SmartBoard etc),
protractors (one for SmartBoard etc), SmartBoard SmartBoard markers/pens/pencils,
each student), markers/pens/penci etc), DocCam, etc), internet access, pennies,
markers/pens/pencils, ls, internet access, markers/pens/p markers/pens paper towels, small glass
internet access, scrap scrap encils, internet /pencils, dishes, timer, Lemon or
paper, laptops/iPads to paper/whiteboards/ access, scrap internet lime juice, Water, Soy
view/follow my Google giant sticky notes, paper/whiteboar access, 10 sauce, Dish soap,
slides presentation laptops/iPads to ds/giant sticky notecards, 5 Vinegar, Ginger ale,
(https://docs.google.co view, props, books notes, pieces of Ketchup, Salt water, Hot
m/presentation/d/1WH both print and laptops/iPads, paper or Sauce, Mustard, Milk,
bEwzWTB3sTgwpBYZ online books, cardstock, 5 laptops/iPads, Lincoln
Eg30XZJM27IQHoqKT (https://freekidsboo magazines, and pieces of True/False
TrI8CDrM/edit? ks.org/wp- newspapers tape, (https://ecdn.teacherspayt
usp=sharing ) content/uploads/20 (both print and pennies, eachers.com/thumbitem/
19/12/Aesops_Fabl online), graphic laptops/iPads Abraham-Lincoln-TRUE-
es_for_children- organizer , maze AND-FALSE-POCKET-
Illustrated-FKB.pdf) (https://ecdn.tea (https://coolra CHART-ACTIVITY-
, Recording Sheet ( cherspayteache in44.files.wor 1059327-
(https://drive.googl rs.com/thumbite dpress.com/2 1508698177/original-
e.com/file/d/1BiPJf m/IR- 009/11/maze- 1059327-2.jpg)
sxp4pKdfXp7T4po Argumentative- easy.gif) (https://ecdn.teacherspayt
6AoFuAClaV35/vie Essay-Graphic- eachers.com/thumbitem/
w?usp=sharing) Organizer- Abraham-Lincoln-TRUE-
2883131- AND-FALSE-POCKET-
1479477010/ori CHART-ACTIVITY-
ginal-2883131- 1059327-
1.jpg) 1508698177/original-
(https://i.pinimg. 1059327-3.jpg)
com/564x/65/7f/ (https://ecdn.teacherspayt
cb/657fcb79601 eachers.com/thumbitem/
d348283a43f87 Scientific-Method-Poster-
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070602100-1376535885-
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Body/Ac Anticipatory Set Anticipatory Set Anticipatory Anticipatory Anticipatory Set

tivities Students will look at Students will hear aSet Set Students will do true/false
angles in real life personal story with Students will Students will activity over Abraham
a good life lesson play “This or complete a Lincoln to get cross
Minilesson That” where maze to find curricular knowledge and
Students will learn they choose out there are prep minds for penny
about what angles are Minilesson their favorite many ways to activity.
Students will learn things between get to the
Students will learn what fables are and two choices. same Minilesson
what a protractor is how they are solution/end Students are going to
and how to use it written Minilesson of the maze. learn about and
 Students will hypothesize why different
Students will learn how Students will be learn about the Minilesson cleaning items work
to measure angles read an example of writing trait of Students will better or worse at
a fable voice. be shown cleaning pennies
Students will learn how pictures of
to draw angles Students will bridges and Students will describe
Activity (Guided learn how to class will their experiment on a
Students will learn Reading Stations) effectively and discuss recording sheet
about different kinds of Students will read a professionally qualities of a
angles book with the communicate successful
teacher and be their feelings bridge Activity
Students will practice asked questions and opinions on Students will get 10
as a class drawing, about the fable a topic pennies and 10 different
measuring, and Activity cleaning items
identifying angles Students will read Students will Students will
fables from a learn how to build their Students will apply a little
Activity collection on their take a stance own bridges bit of the cleaning item to
Students will practice own and discuss on an issue and to see which each corresponding
on their own them with peers defined it with can hold the penny and let the penny
evidence and most weight sit in each cleaner for 30
Students will be put Students will write reasoning in pennies. minutes.
into groups to find fables of their own
angles around the Students will Students will take the
classroom/school Activity test their pennies out of the
Response Students will bridges cleaners and scrub them
Response Students will be brainstorm thoroughly.
Students will come read one more ideas they want Response
back together to share fable and asked to to defend Students will Response
their findings write on a post-it discuss what Students will evaluate
note what the life Students will worked and document which
lesson of the story choose a topic well,what cleaning item worked the
is and put it on the and take a didn’t, and best as well as discuss
board stance on it why their findings with the
class
Students will
use the
knowledge they
gained in the
lesson to write
an editorial of
their own

Response
Students will be
asked to tell the
teacher the
steps of writing
an editorial to
make sure they
understand it
Assess Formative Assessment Informal Informal Formative Formative Assessment
ments Assessment: Assessment Assessment
-Have students point to -Ask students questions
and identify angles in As my guided I will go around - Ask during the instruction
the lesson reading students the classroom students
presentation are thinking about and conference questions -Have students make
a question I asked with students. I during the observations while they
-Have students draw them, I will go ask will also take instruction do the activity
their own angles another station a note of who
quick question says what in -Have -Have students explain
-Have students explain about what they class students build predictions
where and how they are doing and what discussion and a bridge
located and measured they are learning. jot down notes -Have students explain
an angle This helps me keep as to whether -Have their thought process
them engaged and all my students students behind their choices
-Ask students accountable. understand the explain and
questions for content or not. draw out their -Ask students questions
understanding Formal blueprints/pla for understanding
throughout the Assessment: Formal ns throughout the instruction
instruction and activity Assessment and activity
I will have student -Have
Summative turn in the I will have students
Assessment recording sheets student turn in explain their Summative Assessment
they filled out about their graphic thought -At the end of the
- At the end of the their peers’ fables organizer to me process chapter, students will
chapter, student will for me to grade. I to grade and behind their respond to an essay
take a unit written test will take time to then at the very final product question on a test
where they have to read each students’ end, they will explaining how to choose
draw and measure responses and turn in their final - Ask the most effective way to
angles decide if they met editorial “on the students get to a solution
the learning newspaper” to questions for
objectives and me to grade. understandin
goals. g throughout
the
instruction
and activity

Summative
Assessment

-At the end of

the chapter,
students will
respond to an
essay
question on a
test
explaining
more than
one way to
 get to a
solution

Safety Set the rules Set the rules and

and expectations right away.
expectations Let students know that no
right away. materials should ever be
Let students put into the mouth. Also
know that no tell students how our
materials materials are tools, not
should ever toys or weapons. Tell
be put into students that there is a
the mouth. zero tolerance policy for
Also tell misusing
students how materials.Maybe even
our materials have students sign a
are tools, not safety contract at the
toys or beginning of the year or
weapons. Tell unit.
students that
there is a
zero
tolerance
policy for
misusing
materials.Ma
ybe even
have
students sign
a safety
contract at
the beginning
of the year or
unit.