Thurs Mar 9

8:30-8:45 Attendance, Agenda, News, Calendar, Announcements, Oh Canada

8:45-9:00 One-on-One Reading

- Olivia

9:00-9:30 Literacy- Guided Reading

Guided
Reading
Before - remind students to use bookmark fix up
reading strategies
- recall what we learned about glaciers last
time.
- purpose: make connections

During - stop to model making connections and fix

reading up- strategies
- let students make connections aloud
- READING CHECK IN - Tori

After - tell the person sitting beside you something

reading you learned about glaciers

PoS experience oral, print and other media

texts from a variety of cultural traditions and
9:30- genres
10:30
Objectives - I can list facts about my expert topic

Writing
Materials/Prep - stickies out of desk (Extra for those that
cant find theirs)
- big papers for each.
- big chart paper and stickies for me.

Intro - MYSTERY WORD OF THE WEEK

- parts of speech clue
Body - WHOLE CLASS- MODEL
- Read over class list of
expert topics.
- We will choose Gym for our
class example. (circle it)
- We are then going to make
a new list of ideas for everything we
know about Gym.
- ONE IDEA PER
STICKY
- make a class chart for gym
taking students ideas on big paper. Kids
will all write one thing they know about
Gym and we will make a brainstorm.
- INDIVIDUAL
- read over your whole list
and choose the thing you think you
know the most about. Circle it.
- hand out old lists, stickies,
big papers.
- WRITE NAME ON THE BIG
PAPER RIGHT NOW.
- on the stickies write one
thing you know about the topic you
picked/sticky
- stick your stickies to your
paper and fold in half so you dont lose
any stickies.
- If time, share with a buddy and add

Conclusion - tomorrow we are going to start

organizing our stickies into groups.
- check that name is on big paper,fold in
half, hand in.

Sponge - see if you can find an informational book

at the back on your topic
- silent reading
- vocab game.
 Differentiation - fidgets and headphones- some of the
kids have been rotating trying diff ones right
now.
- choose low focus kids during model
- Quiet work spaces/headphones- Tori,
Gewel, parker.
- check in with Nevaeh, quinton, gewel,
parker to make sure they are on track. pull into
little group if needed.
- Nevaeh- aeiouy, capitals, and Dragon
app for spelling

Assessment - q&a during modelling to check for

understanding
- individual check ins
- check finished lists. formative.

10:30- Recess
10:45

10:45- Prep
11:00

11:00- Prep
11:30

11:30- Prep
12:00

12:00- Recess
12:20

12:20- Lunch
12:40
SUPERVISION

12:40- Prep
1:10

1:10-1:40 PoS

A4-1 A4-7 B4-3 B4-4 B4-7 C4-1 C4-3 C4-4 C4-5 D4-1 D4-
3 D4-7 D4-9 A4-2 A4-11 A4-3 A4-4 A4-5
PE
Objectives - I can play defense
- I can play handball with a team

Materials/Pr - dodgeball
ep - nets
- pinnies
 Intro - warm up: 3 laps and 10 pushups/situps
- helpers to set up nets

Body - skill- defense

- reminder: what does it look like
- arms big
- knees bent ready to run
- not touching them but close to
them
- circle- whole class game
- told the kids we would play
handball for the entire class today.
- 5 on 5 with a goalie. no subs.
- starting tournament next
week.

Conclusion - equipment away

- line up

Sponge - student choice game.

1:40-2:10 Prep

2:10-2:25 Recess

SUPERVISION

PoS 9. Recognize that light can be reflected and that shiny

surfaces, such as polished metals and mirrors, are good
2:25-3:25
reflectors.
Objectives - I can make a prediction
- I can observe good and bad reflectors
Science

Materials/Pr - kits: spoon, plastic spoon, white paper,

ep mirror, plastic bag, tin foil, flashlight, white wall or
paper to reflect onto
- worksheets

Intro INDIVIDUAL
 - review transparent, translucent, opaque
- hold up your boards so I can see

Body WHOLE CLASS

- talk about reflection

- make predictions for each item
while still at desks
- does it matter if predictions
are right or wrong? NO as long as you make
your best guess. Dont want students to
skew their observations because they are
scared their prediction is wrong.
- demonstrate how you will test your
predictions with each item, a flashlight, and a
white background

SMALL GROUPS

- those that are done will be put into a group

and may grab a science kit and begin to test.
- as they go students will be writing down
their observations for each item

Conclusion WHOLE GROUP discussion of results

- Write conclusion: I learned that

Sponge - science book basket

- end of the day jar

Differentiati - group nevaeh, parker, gewel, and quinton

on together. I will work closely with this group.
- split up cody, brodie, and paddie if possible.

Assessment - check white boards for understanding of

wavelength.
- check transparent, translucent, opaque
lists.
- q&a as a class to conclude.

3:25 Bus Students Dismissal

3:30 Dismissal