Lincoln Week At A Glance

Week of: April 3-7

Student teachers Mr. Brogan and Miss Stanzione will be out Thursday the 6th

Monday Tuesday Wednesday Thursday Friday

3/3 3/4 3/5 3/6 3/7

Topic Natural Disasters Natural Disasters Natural Disasters Natural Disasters Natural Disasters
(The overall unit
topic)

DIN (Do It Now. This What are some What are some What do you know Math Anet testing Students come in and
is introducing the EFFECTS of doing all CAUSES of a snow about volcanoes? see what station they
lesson to the students your work in school? day in school? are working on first,
with a quick activity, iReady or second
question, reading) Brainstorm together Brainstorm together Brainstorm together reading of Volcano!
5-10 mins. and write answers on and write answers on and write answers on
whiteboard whiteboard whiteboard

Have student scribe Have student scribe Have student scribe

on the board on the board on the board

Spiral Review/ Group of students is Same lesson as http://roomrecess.co Agenda:

Learning Objective working on iReady monday, except the m/mobile/CauseEffect 1. Close reading of
-Make the program, will get the groups switch /play.html Volcano!
connection. This is lesson tomorrow 2. iReady
when you explain the Agenda:
purpose of the Agenda: 1. DIN
learning. Connecting 1. DIN 2. Cause and effect SWBAT- read a text
the standard to the 2. Cause and effect review game closely and use
purpose. Introduce practice (whole (stations) information from the
your plan for the group) 3. First volcano text to answer
lesson. (5 mins.) 3. Cause and effect reading (stations) questions
matching game 4. Comprehension
4. Exit ticket questions

SWBAT- listen to a CCSS.ELA-

SWBAT- identify reading of the LITERACY.RI.6.1
 cause and effect informational text Cite textual evidence
relationships Volcanos! and to support analysis of
demonstrate what the text says
understanding on explicitly as well as
CCSS.ELA- answers to inferences drawn
LITERACY.RI.3.8 comprehension from the text.
Describe the logical questions
connection between
particular sentences
and paragraphs in a CCSS.ELA-
text (e.g., LITERACY.RI.6.6
comparison, Determine an
cause/effect, author's point of view
first/second/third in a or purpose in a text
sequence). and explain how it is
conveyed in the text.

Mini Lesson- This is - Students grab their In groups: 20 min lesson:

where the teaching notebooks
happens. You model - Teacher led groups Second reading of
your expectations. - Teacher goes over compete against each Volcano!
You allow them time cause and effect other in a cause and
to practice how to using PPT effect review game. - Close reading with
apply the learning designated stopping
(10-15 mins.) - Students copy the - Best 2 games out of points with more in
notes from the PPT in 3 depth questions
their notebooks
- Teacher reads
through the story with
the students

20 min iReady
session:
- Teacher facilitates
students on iReady

*Stations switch after

20 minutes*
Guided Practice- You - Cause and effect In groups:
practice with the matching practice
students and helps - Teacher led groups
with any - Teac read through the story
misconceptions they her reads the Volcano! by Beth
have. 5-10 mins. passages Gieger
and possible
responses - Implementing use of
out loud Kurzweil 300 (AT)
- Stud
ents call out
answers
- Teac
her records
answer on
eno board
- Stud
ents record
answers on
their own
sheet

Independent/ Partner - Teacher introduces Comprehension

Practice- Give a the matching game questions:
variety of examples to
the students can - Teacher tells - in groups
practice low level to students that they will - teacher hands out
high level application get a piece of paper sheets to students
of what you taught with either a cause or - teacher reads
during the mini effect on it and have questions to students
lesson. 5-10 mins. to match it with its and provided limited
pair assistance

- When students have

a match they can
staple it together and
get another

* Teacher can read

 the paper to the
student if they are
having trouble

Exit Ticket- Check for Comprehension

Understanding before questions
they leave the room.

Assessment Teacher uses the Teacher uses The close reading

game as an comprehension questions
assessment of their questions as an
knowledge of cause assessment of how
and effect they are meeting the
relationships standard taught
through the story.

Homework Makeup work Makeup work Makeup work Makeup work Makeup work

Differentiation:
Added visuals/auditory videos W lessons
Key terms defined and placed on word wall M- F lessons
Anchor charts to aid understanding T, F lesson
Teacher-created, ability-leveled small groups to aid non-readers Th - F lessons
Added themes handout for students struggling to identify common themes F lesson
Indiv. Notes at desk for students to copy from due to delayed copying speed = Ina, Thomas, Isael W and F lesson
Writing on board for non-readers/non-writers (as well as adults circling to struggling spellers for assistance) T, W, and F lesson
Kinesthetic learning involved in lesson W lesson
Teacher reading instead of independent reading P. 2 - T, Th - F lesson
Behavior charts - Thomas, Isael, KaSean, Nahari, Mya M- F lessons
DOJO incentives M- F lessons
Scheduled breaks to keep students on task (Only if good behavior warrants a break) M- F lessons
Thomas = 10 min. Computers (marked by behavior charts - earned throughout day)
Rodney, Isael, KaSean = movement breaks to the restroom with an adult escort
Non-readers can draw pictures instead of written responses (Must be neat) M- F lessons
Adult assistance with reading and writing (all reading materials read aloud) = Thomas, Isael, Carmello, Nahari, KaSean M- F
lessons