Vous êtes sur la page 1sur 4

Lesson Plan Mrs. De Lorenzo/Ms.

Fenderson 5 th Grade- Morning


Week of February 27 March 3, 2017

8:35 9:00 9:00 10:00 Math Daily Practice Skills 10:00 -11:00 Math Main Lesson
11-11:35
M -Pledge Library Check Out 9:00 9:20
O
N
-Attendance Mental Math Main Lesson: Additive Volume Recess
D & Lunch Math Drills Math Practice pg. 89: Additive Volume and
A Count Lunch
Simple Solutions, Lesson 53
Y -Bell Work Break

T -Pledge
U
E
-Attendance Simple Solutions, Lesson 54 Mental Math Recess
S & Lunch Orchestra 9:20 -10:05/ Math RTI/ Extension Review and Practice: Additive Volume and
D Count Activities On Core Lesson 93: Find Volume of Composed Lunch
A -Bell Work Figures Break
Y

W -Pledge
E
D
-Attendance Simple Solutions Lesson 55 Mental Math Recess
N & Lunch Orchestra 9:20 -10:05/ Math RTI/ Extension Review and Practice: Additive Volume and
E Count Activities Math Practice p. 91: Additive Volume Lunch
S -Bell Work Break
D
A
Y
T -Pledge
H
U
-Attendance Technology Instruction with Mr. Buckley Review and Practice: Word Problems involving
R & Lunch Mental Math Volume Recess
S Count Math Drills On Core Lesson 92: Problem Solving Compare and
D -Bell Work Volumes Lunch
A Simple Solutions Lesson 56
Break
Y

F -Pledge
R
I
-Attendance Simple Solutions Quiz # 15 Assessment on Volume
D & Lunch Mental Math Technology Instruction with Mr. Buckley (10:15- Recess
A Count Math Drills 11:00) and
Y -Bell Work Lunch
Break
Lesson Plan Mrs. De Lorenzo/Ms. Fenderson 5 th Grade- Afternoon
Week of February 27 March 3, 2017

11:35 12:35 ELA Block 1: Reading & Writing 1 12:30 1:15 Science /S.S./P.E. 1:15 2:15 Daily 5 - CAFE 2:15-2:40 Writing
2:45
M
O Article A Day: My Life Hasnt What Is Water Worth? CAF small group work: Science: Clean
N up
Changed Introduce book, Comprehension, Investigation
D and
A The Giver, Vocabulary: distraught, background accuracy, fluency, #4 Dismi
Y defiant, sympathetic, fond, information, and expand vocabulary Homework ssal
awkward, remorse vocabulary (see schedule for specifics) and Planner
P.E.: Stretching,
warm up and games

T Science:
U Article A Day: An American Leader What is Water Worth? Caf small group work: Continue Clean
E up
The Giver, Vocabulary: distraught, Read ch. 1 & 2 Comprehension, Investigation and
S
D defiant, sympathetic, fond, P.E.: Stretching, accuracy, fluency, #4 Dismi
A awkward, remorse warm up and games expand vocabulary Homework ssal
Y (see schedule for specifics) and Planner

W
E
D
AZ Merit Practice in Computer Lab What is Water Worth? Caf small group work: Comprehension, accuracy,
N (until 12:15) Read ch. 3 & 4 fluency, expand vocabulary
E Article A Day: Great Americans & P.E.: Stretching, (see schedule for specifics)
S
D
American Heroes warm up and games
A The Giver, Vocabulary: distinguish,
Y profound, unanimous, reluctant,
transgression, relinquish

T
H Article A Day: Coming to the Visual Arts with Mrs. De Mars 12:40 1:40 Clean
U up
U.S.A. Performing Arts with Ms. Holl, 1:40 2:40 and
R
S What is Water Worth? Read ch. 5 & Dismi
6 ssal
D
A Planner/Homework
Y
F
R Article A Day: Shining Star What is Water Worth? Caf small group work: Science: Clean
I up
The Giver, Vocabulary: distinguish, Review & re-read Comprehension, Complete and
D
A profound, unanimous, reluctant, P.E.: Stretching, warm accuracy, fluency, word bank Dismi
Y transgression, relinquish up, and games expand vocabulary and closure ssal
Vocabulary Practice (see schedule for specifics) Testing
Organization
Standards- Highlighted standards are focused on this week
Math
Highly Leveraged Standards
5.NF.B.3
Interpret a fraction as division of the numerator by the denominator by the denominator (a/b = a b). Solve word problems involving division
of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent
the
problem.
5.NF.B.4a, 4b
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
5.NF.B.4a Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of
operations a q b. For example, use a visual fraction model to show (2/3) 4 = 8/3, and create a story context for this equation. Do
the same with (2/3) (4/5) = 8/15.(In general, (a/b) (c/d) = ac/bd.)
5.NF.B.4b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and
show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles,
and represent
fraction products as rectangular areas.
5.NF.B.5a, 5b Interpret multiplication as scaling (resizing), by:
5.NF.B.5a Interpret multiplication as scaling (resizing), by comparing the size of a product to the size of one factor on the basis of the
size of the other factor, without performing the indicated multiplication.
5.NF.B.5b Interpret multiplication as scaling (resizing), by explaining why multiplying a given number by a fraction greater than 1
results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case);
explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating
the principle of fraction equivalence a/b= (nb) to the effect of multiplying a/b by 1.
5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or
equations to represent the problem.
5.NF.B.7a, 7b, 7c: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers
by unit fractions.
5.NF.B.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
5.NF.B.7b Interpret division of a whole number by a unit fraction, and compute such quotients.
5.NF.B.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by
unit fractions, e.g., by using visual fraction models and equations to represent the problem.
5.MD.C.3a, 3b Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
5.MD.C.3a A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume, and can be used to measure
volume.
5.MD.C.3b A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
5.MD.C.5a, 5b, 5c Relate volume to the operations of multiplication and addition and
solve real world and mathematical problems involving volume.
5.MD.C.5a Find the volume of a right rectangular prism with whole-number side
lengths by packing it with unit cubes, and show that the volume is the same as would
be found by multiplying the edge lengths, equivalently by multiplying the height by
the area of the base. Represent threefold whole-number products as volumes, e.g., to
represent the associative property of multiplication
5.MD.C.5b Apply the formulas V = l w h and V = b h for rectangular prisms to
find volumes of right rectangular prisms with whole-number edge lengths in the
context of solving real world and mathematical problems.
5.MD.C.5c Recognize volume as additive. Find volumes of solid figures composed of
two non-overlapping right rectangular prisms by adding the volumes of the non-
overlapping parts, applying this technique to solve real world problems.

ELA - 3rd Quarter


5.RL.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to
challenges or
how the speaker in a poem reflects upon a topic; summarize the text.
5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.RL.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., poem, folktale, myth, graphic
novel, multimedia presentation of fiction)
5.W.2a-e Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g.,
headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.

Ex Ed Modifications
Individualized attention by general education teacher, exceptional education teacher, and teaching assistant.
Small group instruction.
Repeated instructions and clarification on assignments.
Modified workload/assignment.
Leveled reading assignments.
Increased time to finish assignments.
Differentiation
Students will be provided reading materials and math materials to differentiate instruction at their levels
Extension activities will be provided for students who complete work early.