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Monday, October 9, 2022

Wipe desk down with Clorox wipe
Sharpen pencils
Get chromebook
Get out literacy materials on desk
Write homework in agenda/planner
It is math Monday!! Reflex!

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Part 1 Grade 5

Module 1: Unit 2

Lesson 12

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Model Literary Essay

Take out the Literary Essay Prompt from your Student Workbook and your Model Literary Essay.

Think aloud.

What is this text about?
What does it mean by literary?
When you compare and contrast two or more things, such as character reactions, what do you do?
Why is essay writing a useful skill to have? When do we write essays outside of school?
If you are going to write a literary essay, what would be really helpful for you to do before you begin? Whenever you create a piece of high-quality work, what does it help to do first? Why?

Take out the Model Literary Essay from your Student Workbook.

What is the purpose of this writing?

Teacher Actions:

Take out the literary essay prompt from their Module 1 Student Workbooks on page 82 and your model literary essay on page 83 of your student workbook and let’s read the prompt aloud together. For the rest of this unit, you will be writing an essay to respond to this prompt.
Invite students to turn and talk to an elbow partner. Using a total participation technique, invite responses from the group:

“What is this text about?” (student responses may vary, but could include that it compares Esperanza’s and Miguel’s reactions to the fire)
“What does it mean by literary?” (A literary essay is an essay about a piece of literature rather than an informational text.) “When you compare and contrast two or more things, such as character reactions, what do you do?” (You look at the similarities and differences.)
“Why is essay writing a useful skill to have? When do we write essays outside of school?” (Much of the writing we do for jobs—for example, reports—follows a similar structure to an essay and requires us to use sources and evidence to support the claims we are making. Learning how to write an essay will prepare us for those tasks.)
“If you are going to write a literary essay, what would be really helpful for you to do before you begin? Whenever you create a piece of high-quality work, what does it help to do first? Why?” (analyze a model, so we can see what is expected of the work we produce)

Emphasize that adults do this at work, too—when they have to create a report or a presentation, for example, they will look at models to help them identify what their work needs to include.
Now let’s focus on the Model Literary Essay from their Module 1 Student Workbooks.
Invite students to follow along, reading silently in their heads while you read it aloud.
Focus them on the prompt at the top of the essay. Point to the underlined words compare and contrast.
Invite students to turn and talk. Using a total participation technique, invite responses from the group: “What is the purpose of this writing?” (It is an essay comparing the character reactions to the fire in Esperanza Rising.)
Remind students of the work they did in the previous lessons analyzing character reactions in Esperanza Rising and writing a two-voice poem about those reactions. Let them know that work will help them write an essay like this one about the event/situation they chose in the previous lesson.

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Reviewing Learning Targets

I can use the Painted Essay structure to analyze a model.

What does “structure” mean?
What does “analyze” mean?
Why might we want to analyze the model? How will it help us?

Teacher Actions:

Direct students’ attention to the posted learning target and select a volunteer to read it aloud.
Point to the underlined words Painted Essay and explain that this is something they may have seen in previous grades and will learn more about in this lesson.
Point to the underlined word structure. Using a total participation technique, invite responses from the group: “What does structure mean?” (how something is organized, arranged, or put together)
Add this word to the Academic Word Wall and invite students to add it to their vocabulary logs.
Point to the underlined word analyze. Remind students that they have seen this word before and invite them to review the word on the Academic Word Wall and in their vocabulary logs.
Using a total participation technique, invite responses from the group:
“What does analyze mean?” (examine in detail)
“Why might we want to analyze the model? How will it help us?” (to understand the structure of the model in order to apply that to writing our own literary essay)

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Analyzing a Model: The Painted Essay

What is the gist of each paragraph?

Introduces the text and author; briefly describes the event; introduces the purpose of the essay

Description of Esperanza’s

reaction to the fire

Description of Miguel’s

reaction to the fire

Reflects on why the characters’ reactions

are different

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Analyzing a Model: The Painted Essay

Now, it’s your turn to paint!

Introduction of the Model Literary Essay

In the chapter “Los Higos” of Esperanza Rising, by Pam Muñoz Ryan, the Ortega family wakes in the middle of the night because their house is on fire. El Rancho de las Rosas is home to both 13-year-old Esperanza Ortega, whose wealthy family owns the ranch, and Miguel Gonzales, the 16-year-old son of one of the workers. In the dark of night, each responds differently to this crisis. Esperanza seems unable to do anything, while Miguel jumps straight into the action.

Introduction Catches readers’ attention Gives some background information
FOCUS STATEMENT
Point 1	Point 2

Teacher Actions:

Tell students that they are going to analyze the structure of this model in more detail using colored paints to help them remember the purpose of each part of the essay.
Have students take out the Painted Essay® template from their Module 1 Student Workbooks, and distribute paint brushes, watercolor paint, and cups of water (or colored pencils).
Tell students that today they will learn about the Painted Essay structure for writing a clear and concise informational piece. Explain that the literary essay they will write is an informative essay.
Point to the first paragraph of the model literary essay and remind students of the gist statement for this paragraph.
Read the sentences marked “red” on the annotated model literary essay (for teacher reference, from Module 1 Teacher Supporting Materials). Using a total participation technique, invite responses from the group: “What is the purpose of the first sentences of this paragraph?” (They provide some background information and grab the reader's’ attention so that they want to read more, that’s why it’s red. For example, in the model, the introduction provides the title of the text, the author, and a brief overview of the event/ situation.)
Explain to students that you are going to color the first part of this paragraph in red because it is an eye-catching color, like the information catching the reader's’ attention. Refer to the annotated model literary essay (for teacher reference).
Focus students on the first box at the top of their Painted Essay template that says “Introduction.” Invite them to paint this red, just as you did on the model literary essay. Emphasize that they are to stay in the lines and not to paint into the Focus Statement box.
When most have finished, instruct students to put their brushes down.

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Analyzing a Model: The Painted Essay

Introduction of the Model Literary Essay

In the chapter “Los Higos” of Esperanza Rising, by Pam Muñoz Ryan, the Ortega family wakes in the middle of the night because their house is on fire. El Rancho de las Rosas is home to both 13-year-old Esperanza Ortega, whose wealthy family owns the ranch, and Miguel Gonzales, the 16-year-old son of one of the workers. In the dark of night, each responds differently to this crisis. Esperanza seems unable to do anything, while Miguel jumps straight into the action.

Now, it’s your turn to paint!

Introduction Catches readers’ attention Gives some background information
FOCUS STATEMENT
Point 1	Point 2

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Analyzing a Model: The Painted Essay

Introduction of the Model Literary Essay

In the chapter “Los Higos” of Esperanza Rising, by Pam Muñoz Ryan, the Ortega family wakes in the middle of the night because their house is on fire. El Rancho de las Rosas is home to both 13-year-old Esperanza Ortega, whose wealthy family owns the ranch, and Miguel Gonzales, the 16-year-old son of one of the workers. In the dark of night, each responds differently to this crisis. Esperanza seems unable to do anything, while Miguel jumps straight into the action.

Now, it’s your turn to paint!

Introduction Catches readers’ attention Gives some background information
FOCUS STATEMENT
Point 1	Point 2

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Analyzing a Model: The Painted Essay

Proof Paragraph 1 of the

Model Literary Essay

Once Mama has led Esperanza outside the burning building, Esperanza seems to be confused and does not do anything to help. On page 41 it says, “Esperanza felt dizzy. Nothing seemed real. Was she still dreaming? Was this her own imagination gone wild?” and she stands in the courtyard “as if in a trance” watching the house burn. Esperanza also feels numb. On page 41 it says, “Someone wrapped a blanket around her. Was she cold? She did not know.”

Now, it’s your turn to paint!

Proof Paragraph 1 Gives reasons and evidence to support point 1

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Analyzing a Model: The Painted Essay

Proof Paragraph 2 of the

Model Literary Essay

In contrast, Miguel reacts quite differently, as he takes action immediately. On page 41 when Miguel sees Esperanza, but not her mother or grandmother, he immediately asks, “Where is your mother and Abuelita?” When he realizes that Abuelita must still be in the burning house, he runs inside, even though it is dangerous and puts him in danger. He returns with Abuelita safe in his arms, but his shirt catches fire on the way out. On pages 41–42 it says, “Miguel ran out of the burning house carrying Abuelita in his arms. He laid her down and Hortensia screamed. The back of his shirt was on fire.”

Now, it’s your turn to paint!

Transition Provides a transition between the ideas in Proof Paragraph 1 and the ideas in Proof Paragraph 2
Proof Paragraph 2 Gives reasons and evidence to support point 2

Teacher Actions:

Point to the third paragraph of the model literary essay.
Read the paragraph marked “blue” on the annotated model literary essay (for teacher reference). Using a total participation technique, invite responses from the group: “What is the purpose of these sentences in the paragraph?” (Ensure students understand that the purpose of this paragraph is to give evidence and reasons to prove point 2, that’s why it’s blue. For example, in the model, this paragraph provides more detail and evidence from the text about how Miguel reacted to the fire.)
Point to the transition sentence at the beginning of the paragraph. Using a total participation technique, invite responses from the group: Why is this yellow? What is the purpose of this sentence? (It connects Point 1 to Point 2.)
Have students paint the Transition yellow and Proof Paragraph 2 blue on their templates and put their brushes down when they are done.

Student Look-fors/Listen-fors:

Students are actively participating in discussions.
Students are actively and correctly painting and annotating their own Painted Essay templates.

Support For Any Students Who Need It: None

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Analyzing a Model: The Painted Essay

Conclusion of the Model Literary Essay

Although the fire will profoundly change both their lives, Esperanza and Miguel react very differently. Esperanza is a rich child who is used to everyone looking after her and having things done for her. She probably does not know what to do to help, and so she does nothing. In contrast, Miguel is older and is used to looking after Esperanza, like an older brother, and taking responsibility for getting things done. His life seems to have taught him that when things go wrong, you need to take action. If not for his brave response, Abuelita would have been killed. These very different reactions show that the life you lead can affect how you react in a situation.

Now, it’s your turn to paint!

Conclusion What?
So what?

Teacher Actions:

Point to the fourth paragraph of the model literary essay.
Read the paragraph marked “green (a different shade)” on the annotated model literary essay (for teacher reference). Using a total participation technique, invite responses from the group: “What is the purpose of this paragraph?” (It should wrap up the piece by restating the focus and adding some of your own thinking about why it is important. For example, in the model, this paragraph explains why there are differences in their reactions.)
Ensure students understand it is a new shade of green because it restates the focus, point 1, and point 2, as well as explains the importance of this topic.
Have students paint the Conclusion: What? and So What? boxes a combination of green, blue, and yellow to create a new shade of green on their templates and put their brushes down when they are done.

Student Look-fors/Listen-fors:

Students are actively participating in discussions.
Students are actively and correctly painting and annotating their own Painted Essay templates.

Support For Any Students Who Need It:

Ask: Why is does the So What? require more sentences than the What?
Guide students through Language Dive: Model Literary Essay. Refer to the Language Dive Guide: Model Literary Essay (for teacher reference) from the Module 1 Teacher Supporting Materials. Have students take out the Language Dive Note-catcher: Model Literary Essay from their Module 1 Student Workbooks and prepare the red and blue markers and sentence strip chunks. (Consider doing this in the ALL Block as well.)

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Analyzing a Model: The Painted Essay

Take out the Informative Writing Checklist from your Student Workbook.
What do you notice about this checklist? What do you wonder?
What characteristics on this checklist do you see done well in the model essay?
What evidence from the essay supports your thinking?

Take out the Informative Writing Checklist from their Module 1 Student Workbooks. Tell students that this checklist is something they will use a lot in their English Language Arts work. Ensure students understand that they will be using this checklist each time they write an informative piece because these are the things every good piece of informative writing should contain.
Invite students to silently read the checklist to themselves.
Using a total participant technique, invite responses from the group: “What do you notice about this checklist? What do you wonder?” (Responses will vary.)
Post the following question and read it aloud. Then, using a total participation technique, invite responses from the group: “What characteristics on this checklist do you see done well in the model essay? What evidence from the essay supports your thinking?” (Responses will vary.)
Reassure students that they might not understand everything on this checklist right now, but they will learn more about it as they plan and write their essays.

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ALL BLOCK October 9- 13

Student will read the story “Hector Lives in the United States Now “

*Students will annotate and identify main ideas, characters, create questions to go with the story.

Reading & Speaking Fluency with the TEACHER

DLI WEEK 5

Independent Practice on Flocabulary

Students will complete:

Paragraph Writing
The Five Paragraph Essay

Independent Reading - AIR Time

Students will read their research text or independent novel. Increase the length of time you read consistently. Add new words to vocabulary log in purple workbook.

Independent Work

Complete DLI corrections for week 4 quiz
Work on literary essay
Make-up tests in literacy
Cursive writing

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Math

Write down your homework for the week in your agenda
Complete your Solve and Share on page 97
Reflex or Canvas quizzes

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3-5

I can use the US Standard Algorithm to Multiply by a 3-Digit Number

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Lesson 3-5 PG 97

A local charity collected 163 cans of food each day for 14 days. How many cans did they collect in all? Explain how you found your answer.

Let’s begin with the Solve and Share problem. Today’s problem is on page 97 in your enVision Volume 1 workbook below this video.

Let's read the problem: A local charity collected 163 cans of food each day for 14 days. How many cans did they collect in all? Explain how you found your answer.

In a moment, you will pause the video and solve this problem on page 97 in your math workbook and located below this video. You can use the tools you gathered or tools in the virtual classroom as needed. Once you have solved the problem, click reply below and record how you solved the problem. When you are finished click Post reply. After you click post reply, you will see responses from other students who have also completed the problem. Think about how your strategy is like the strategies of other students. Think about how your strategy is different. Press pause now and push play after you complete the problem, respond, and read classmates responses.

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This Photo by Unknown Author is licesed under CC BY

14 x 163 =

1,000 + 600 + 400 + 240 = 2,240

30 + 12 = 42

2,240 + 42 = 2,282

2,282

163

x 14

12

240

400

30

600

+1000

2,282

163

x 14

12

240

400

30

600

+1000

2,282

14 x 163 = 2,282

1,000 + 600 + 400 + 240 + 2,240

30 + 12 = 42

2,240 + 42 = 2,282

Let’s take a look at how one student solved this problem. (click) This is Celeste’s work.

(click)Celeste drew an open array to represent 14 x 163.

(click)She decomposed 14 into 10 + 4 and 163 into 100 + 60 + 3 using place value

(click)She multiplied 10 rows x 100 columns for the top left, which 1,000.

(click)She multiplied 10 rows x 60 columns for the top middle, which is 600.

(click)She multiplied 10 rows x 3 columns for the top right, which is 30.

(click)She multiplied 4 rows x 10 columns for the bottom left, which 20.

(click)She multiplied 4 rows x 60 columns for the bottom middle, which is 240.

(click)She multiplied 4 rows x 3 columns for the bottom right, which is 12.

(click)Then she added all of the parts to find the final product. She started with 1,000 + 600 + 400 + 240, which is 2,240.

(click) Then she added 30 and 12, which is 42.

(click) She put together the 2,240 and 42 to find the final product 2,282.

(click x 2) Celeste also recorded the problem using partial products.

(click) First, she multiplied 4 x 3, and found the partial product 12.

(click) Then, she multiplied 4 x 60, and found the partial product 240.

(click) Next, she multiplied 4 x 100, and found the partial product 100.

(click) Then, she multiplied 10 x 3, and found the partial product 30.

(click) Next, she multiplied 10 x 60, and found the partial product 600.

(click) Finally, she multiplied 10 x 100, and found the partial product 1,000.

(click) Finally, she add the partial products for a total of 2,282.

Notice that both the open array and the partial products use place value to find part of the product first. You can see that the same partial products appear in both ways. You see 12, 240, 400, 30, 600, and 1,000 using both the open array and partial products. Today, we are going to learn how to use the US Standard Algorithm to multiply 2-digit numbers by 3-digit numbers. During the lesson think about where these partial products are in the solution.

Let’s take a look at the Try This problem next.

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Try This PG 98

Last month a bakery sold 389 boxes of bagels. How many bagels did the store sell last month?

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Visual Learning Bridge

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Convince Me PG 98

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PG 99

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PG 100

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PG 100

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Take out a blank piece of paper

212

14

Answer: $2,968

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Workbook Guided Practice PG 99

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Workbook Pages 99-100

Independent Practice during math workshop:

Complete the ODD questions on pages 99 - 100

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Workbook Answers

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Math Workshop

1.Independent practice - Do even problems 99 - 100

2. Canvas Activities

3. Reflex

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Lesson 2

Vocab breakdown,

WC brainpop,

WC flocab,

WC foldable

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Matter

I can describe the states of matter.

Vocab Breakdown

WC foldable

WC Brainpop

WC Flocab

Date:	Title	Page
9/30	Water cycle foldable	9R

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Water Cycle Vocab Breakdown

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Water Cycle Foldable

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Water Cycle Song

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Tuesday October 10, 2023

Good Morning
Wipe desk down with Clorox wipe
Get chromebook
Get out literacy materials on desk
It is TYPING TUESDAY!
Ms. Cascone lesson 8 - 8:45
Pictures at 9:10 - 9:40

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Part 1 Grade 5

Module 1: Unit 2

Lesson 13

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Reviewing Learning Targets

I can plan and write an introductory paragraph for my essay.
I can recognize and write a complete sentence.

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Mini Lesson: Producing Complete Sentences

In formal writing, it is important to write in complete sentences so that the reader can clearly understand the ideas the writer is trying to share.
The subject in a sentence has a noun and the predicate has a verb.
Read the first example. Let’s underline the subject then the predicate.
Now we will do the same with the second example.
One of the things that your teacher will be looking for in your literary essays is complete sentences.

Teacher Actions:

Display and distribute the Writing Complete Sentences handout (found in Student Workbook on page 87). Tell them that in formal writing, it is important to write in complete sentences so that the reader can clearly understand the ideas the writer is trying to share.
Select a student to read the three bullet points under “A complete sentence.”
Has a subject with a predicate and expresses a complete thought
Begins with a capital letter
Ends with an end mark-either a period, question mark or exclamation point
Remind students that the subject in a sentence has a noun and the predicate has a verb. Focus students on the Parts of Speech anchor chart and review these terms as necessary.
Direct students’ attention to the first example on the Writing Complete Sentences handout and read it aloud:

“Esperanza seems to be confused.”

Underline and label the subject, “Esperanza,” and the predicate, “seems to be confused.” and invite students to do the same on their handouts. Point out that this sentence expresses a complete thought- it tells about Esperanza and what she was doing. Highlight the first letter of the sentence and point out that it is a capital letter, and circle the period and point out the end mark.
Select a volunteer to read the second example on the anchor chart:

“In contrast, Miguel reacts quite differently.”

Invite students to work with a partner to identify what makes this a complete sentence: the subject and predicate, the capital letter at the beginning, and the punctuation at the end. Use a total participation technique to select volunteers to share with the group. (subject: “Miguel”; predicate: “reacts quite differently.”)
Remind students that one of the things you will be looking for in their writing of their literary essays is complete sentences. Reassure students that they will have more opportunities to practice this in the next lesson.

Student Look-fors/Listen-fors:

Students are actively participating in partner discussions.
Students are actively and correctly annotating their own Writing Complete Sentences handout.

Support For Any Students Who Need It:

Model writing a complete sentence for students using a think-aloud. You may want to purposefully make an error and then fix it as you check that it has all the components of complete sentences.
For students who may need support with writing, provide additional tools such as pre-written sentences for students to diagram instead of writing a complete sentence on their own.

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Independent Writing: Writing an Introduction

Take out the Informative Writing Checklist from your Student Workbook.
As you write your literary essays, you will use this checklist to help ensure that you have included everything you need to write a successful essay.
Find each of the following criteria, and then mark them on your checklist: W.5.9, W.5.2a, W.5.2a, W.5.4

Teacher Actions:

Display and invite students to retrieve their Informative Writing Checklist (found in Student Workbook page 85). Remind them that this checklist is something they will use a lot in their English Language Arts work. Ensure students understand that they will be using this checklist each time they write an informative piece because these are the things every good piece of informative writing should contain.
Remind students that as they write their literary essays, they are going to use this checklist to help them ensure they have included everything they need to write a successful essay.
Read aloud each of the following criteria, pausing after each one for students to turn and talk to their partner about what each one means in their own words. Then invite students to mark these criteria on their checklists.
W.5.9
W.5.2a
W.5.2a
W.5.4
Explain to students that they will focus on different criteria as they write each part of their essay.
Focus students on the empty column of their checklist. Explain that while every piece of informative writing should include the criteria listed, each piece of informative writing will have specific criteria according to the content.
Focus students on the criteria:
W.5.2a
W.5.9
Using a total participation technique, invite responses from the group: “What is the focus of this essay?” (the differing reactions between two of the characters to an event/situation in Esperanza Rising) “What sources will we be referring to as we plan and write this essay?” (character reaction note-catcher and the Esperanza Rising text)
Model how to record this, using words and sketches, on the displayed Informative Writing Checklist. Invite students to do the same. Refer to Informative Checklist (example, for teacher reference, found in Teacher Supporting Materials manual) as necessary.
Focus students on the criterion: W.5.2a
Using a total participation technique, invite responses from the group:

“What is the task and purpose?” (a literary essay about the differing reactions of two characters to an event/situation in Esperanza Rising)
“Who is the audience?” (other students and teachers)

Model how to record this (using words and sketches) on the displayed Informative Writing Checklist. Invite students to do the same.

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Independent Writing: Preparing an Introduction

The introduction paragraph of an essay includes background information about the topic that catches the reader’s attention.

Character Reaction note-taker
Character reaction paragraph
Partner two-voice poem

Teacher Actions:

Invite students to take out the materials they need to work with their partner to begin writing their essay:
Character Reaction note-taker
Character reaction paragraph
Partner two-voice poem
Remind students that the introduction paragraph of an essay includes background information about the topic that catches the reader’s attention.
Invite students to turn and talk with their partner:

“Where can you find this information?” (on the top of the Character Reaction note-catcher, which lists the chapter and a brief description of the event/situation)

Distribute red markers. Invite students to skim their Character Reaction note-catcher and underline in red the information they will use in their introduction.
Give students a couple of minutes to think before inviting them to say their introductory paragraphs orally to their partner.

Student Look-fors/Listen-fors:

Scan student responses and make a note of students who may need more support with this moving forward.

Support For Any Students Who Need It:

Create a template with a cloze version of a literary essay introduction. Reduce the complexity of the task by allowing students who need prompting or who may be overwhelmed by starting from scratch to use a version with prepared sentence starters. (Example: In the chapter “_______” in Esperanza Rising by Pam Muñoz Ryan, [situation] _______. Two characters, _______ and _______, each respond differently to the situation. [Character] _________, while [character] ___________.)

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Independent Writing: Writing an Introduction

The introduction paragraph of an essay includes background information about the topic that catches the reader’s attention.

Suggested slide pacing: 25-30 minutes (continued from previous slides)

Grouping: Whole Group, partner, individual

Teaching Notes: None

Teacher Actions:

Distribute paper and invite students to use the Model Literary Essay, the criteria recorded on the Literary Essay anchor chart, the Informative Writing Checklist and the domain-specific word wall to write an introduction. Remind students that although working together, they are each to write their own copy of the essay.
Circulate to support students as they write. Remind them to write in complete sentences and to leave a line between each line of their writing.
Tell students they are now going to participate in the Thumb-O-Meter protocol to reflect on their progress toward the first learning target. Remind them that they used this protocol in Lesson 11 and review as necessary. Refer to the Classroom Protocols document for the full version of the protocol. https://eleducation.org/resources/protocols-for-checking-for-understanding-and-ongoing-assessment-from-management-in-the-active-classroom
Guide students through the protocol using the first learning target. Scan student responses and make a note of students who may need more support with this moving forward.
Invite students to record ‘Y’ for ‘Yes’ and the date in the final column of their Informative Writing Checklist if they feel the criteria marked on their checklists have been achieved in this lesson.

Student Look-fors/Listen-fors:

Scan student responses and make a note of students who may need more support with this moving forward after conducting the protocol. (Use checklist.)
Students are paying attention to the criteria on the Informative Writing Checklist, and they understand how to use it to help them as they write their essays.

Support For Any Students Who Need It:

Consider offering lined paper where every other line has an X or is highlighted in order to remind students to skip lines.
Minimize distractions by offering students supports such as dividers or sound-cancelling headphones.
For students who may need additional support building writing stamina: consider offering breaks at predetermined time points. Place a timer on students’ desks to help them monitor their own time. Provide students with a reasonable choice for what they do during the break (e.g., get a drink of water, stretch)

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ALL BLOCK October 9- 13

Student will read the story “Hector Lives in the United States Now “

*Students will annotate and identify main ideas, characters, create questions to go with the story.

Reading & Speaking Fluency with the TEACHER

DLI WEEK 5

Independent Practice on Flocabulary

Students will complete:

Paragraph Writing
The Five Paragraph Essay

Independent Reading - AIR Time

Students will read their research text or independent novel. Increase the length of time you read consistently. Add new words to vocabulary log in purple workbook.

Independent Work

Complete DLI corrections for week 4 quiz
Work on literary essay
Make-up tests in literacy
Cursive writing

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Math

Please have on your desk

Homework from last night so that I can stamp it
Complete your Solve and Share on page 101
Early Finishers-Reflex

Thursday, October 13, 2022

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Lesson 3-6 pg 101

A school district is replacing all of the desks in its classrooms. There are 103 classrooms and each classroom needs 24 new desks. How many desks will the school district need to buy? Solve this problem any way you choose.

Let’s begin with the Solve and Share problem. Today’s problem is on page 101 in your enVision Volume 1 workbook and below this video.

Let's read the problem: Gloria rode her bicycle 0.75 mile in the morning and 1.40 miles in the afternoon. How many miles did Gloria ride in all? Solve this problem any way you choose.

A school district is replacing all of the desks in its classrooms. There are 103 classrooms and each classroom needs 24 new desks. How many desks will the school district need to buy? Solve this problem any way you choose.

In a moment, you will pause the video and solve this problem on page 101 in your math workbook and located below this video. You can use the tools you gathered or tools in the virtual classroom as needed. Once you have solved the problem, click reply below and record how you solved the problem. When you are finished click Post reply. After you click post reply, you will see responses from other students who have also completed the problem. Think about how your strategy is like the strategies of other students. Think about how your strategy is different. Press pause now and push play after you complete the problem, respond, and read classmates responses.

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This Photo by Unknown Author is licesed under CC BY

24 x 103 =

2,472

103

x 24

12

0

400

60

0

+2,000

2,472

103

x 24

412

+2,060

2,472

24 x 103 =

103

x 24

12

0

400

60

0

+2,000

2,472

103

x 24

412

+2,060

2,472

Let’s take a look at how one student solved this problem. (click) This is Tuan’s work.

(click x 3) Tuan solved the problem 24 x 103 using partial products and the US Standard Algorithm.

For the partial product he multiplied each of the parts of the top factor by the 4 first.

(click x 2) 4 x 3 is 12

(click) 4 x 0 is 0, you don’t have to record this, but Tuan opted to keep it there.

(click) 4 x 100 is 400.

Then Tuan multiplied each part of the top number by the 20.

(click) He multiplied 20 x 3, which is 60.

(click) He multiplied 20 x 0, which is 0. Again, this 0 does not have to be written.

(click) Then he multiplied 20 x 100, which is 2,000.

(click) Finally, he added the partial products to get 2,472.

(click) Notice that if we had created an open array, that we would have the same partial products. This open array shows no tens because there would be zero columns for tens. Both the open array and the partial products combine 12, 400, 60, and 2,000.

Tuan also used the US Standard Algorithm to solve the problem. (click x 3) He multiplied 4 times 3, which is 12. Since twelve has 1 ten and 2 ones, he recorded the 2, and regrouped the 1 ten with the tens. Since 4 x 0 tens is 0 and Tuan had 1 regrouped ten to add, he recorded 1 in the tens place. Then he multiplied 4 x 100, which is 400. He placed the 4 in the hundreds place. (click) Next he multiplied the 20 times each of the parts of the top factor. He multiplied 20 x 3, which is 60. He recorded the 60. Then he multiplied 20 x 0 tens, which is 0. He recorded the 0. Then he multiplied 20 x 100 which is 2,000. He recorded the 2 in the thousands place. So, 412 is the product of 4 x 103 and 2,060 is the product of 20 x 103. (click) Finally, Tuan added 412 and 2,060 to find the final product 2,472.

Look closely at these three ways to solve 24 x 103. Look at the 412 in the algorithm, where is it in the array? Where is it in the partial product? (pause) You can see it is the bottom two parts of the open array and the first 2 addends besides zero in the partial product.

Look at the 2,060 in the algorithm. Where is it in the array? Where is it in the partial product? You can see that it is the top two parts in the open array and it is the second two addends in the partial product.

It is important to understand that all of these strategies are connected. If you are stuck using one of these ways, you can use one of the other ways to help you figure it out.

Let’s take a look at the Try This problem next.

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Homework Answers

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Homework Answers

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3-6

I can use the US Standard Algorithm to Multiply by a 3-Digit Number when one of the factors has a 0.

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Try This PG 102

An antique steam train makes one sight-seeing tour each day. If every seat is filled for each trip, how many passengers can it carry for 31 tours?

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Visual Learning Bridge

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Convince Me PG 102

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Pg 104

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Pg 104

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Workbook Guided Practice PG 103

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Workbook Pages 103-104

Independent Practice during math workshop:

Complete the EVEN questions on pages 103 - 104

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Workbook Answers

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brainpop

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flocab

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Lesson 3

Solids Liquids Gases foldable

Condensation Breakdown

WC foldable

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Matter

I can describe the states of matter.

Condensation breakdown

Solid, liquid, gas foldable

Date:	Title	Page
10/1	States of matter foldable	10L

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States of matter foldable

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Wednesday October 11, 2023

Wipe desk down with Clorox wipe
Sharpen pencils
Get chromebook
Get out literacy materials
It is Cursive Wednesday!Go to next page in your cursive book
Morning Meeting - Reflections, Student of the week

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Part 1 Grade 5

Module 1: Unit 2

Lesson 14

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Reviewing Learning Targets

I can write Proof Paragraphs 1 and 2 of my essay.

Teaching Notes:

This slide has animations; the learning target appears as you click.

Teacher Actions:

Direct students’ attention to the posted learning target and select a volunteer to read it aloud.
Invite students to retrieve their literary essay prompt and quickly review it.
Focus students on the Working to Become Effective Learners anchor chart. Remind them that it says at the top that effective learners are people who develop the mindsets and skills for success in college, career and life.
Read aloud the habit of character recorded. “I persevere. This means I challenge myself. When something is difficult or demanding, I keep trying and ask for help if I need it.”
Invite students to turn and talk and then cold call on students to share out:

“Using the anchor chart as a guide, what does persevere mean?”

“What does persevering look like?”
“What does persevering sound like?” (See Working to Become Effective Learners anchor chart (example, for teacher reference) found in Teacher Supporting Materials manual.
As students share out, record their responses in the appropriate column on the Working to Become Effective Learners anchor chart.
Record persevere on the Academic Word Wall.
Tell students they will have to persevere as they work on writing an essay like the model about the character reactions in the event/situation they have chosen. Tell students that they will also continue to collaborate as they work in pairs to write their literary essays, and remind them, using the anchor chart, of what this looks and sounds like.�

Student Look-fors/Listen-fors:

Students are following along as the learning targets are read.
Students have a clear understanding of Proof Paragraphs 1 and 2.

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Independent Writing: Writing proof paragraphs

Take out the Informative Writing Checklist from your Student Workbook.
As you write your literary essays, you will use this checklist to help ensure that you have included everything you need to write a successful essay.

Focus: The differing reactions between two of the characters to an event/situation in Esperanza Rising

Sources: Character Reaction note-catcher and the Esperanza Rising text

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Independent Writing: Writing proof paragraphs

Take out the Informative Writing Checklist from your Student Workbook.
As you write your literary essays, you will use this checklist to help ensure that you have included everything you need to write a successful essay.

Focus: The differing reactions between two of the characters to an event/situation in Esperanza Rising

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Independent Writing: Writing proof paragraphs

Take out the Informative Writing Checklist from your Student Workbook.
As you write your literary essays, you will use this checklist to help ensure that you have included everything you need to write a successful essay.

Introduce the chapter, text title, and author

Write a brief description of the event/situation

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Independent Writing: Writing proof paragraphs

Take out the Informative Writing Checklist from your Student Workbook.
As you write your literary essays, you will use this checklist to help ensure that you have included everything you need to write a successful essay.

Task: A literary essay about the differing reactions of two characters to an event/situation in Esperanza Rising

Audience: Students and teachers

My writing is appropriate for this task, purpose, and audience.

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Independent Writing: Writing proof paragraphs

Take out the Informative Writing Checklist from your Student Workbook.
As you write your literary essays, you will use this checklist to help ensure that you have included everything you need to write a successful essay.
Find each of the following criteria, and then mark them on your checklist: W.5.2a, W.5.2b

Each proof paragraph describes, with evidence from Esperanza Rising, the reactions of one character to the event/situation

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Independent Writing: Writing proof paragraphs

Take out the Informative Writing Checklist from your Student Workbook.
As you write your literary essays, you will use this checklist to help ensure that you have included everything you need to write a successful essay.
Find each of the following criteria, and then mark them on your checklist: W.5.2a, W.5.2b

Details and quotations from Esperanza Rising about the reaction of each character to the event/situation, quoted accurately from the text.

Model how to record this (using words and sketches) on the displayed Informative Writing Checklist. Invite students to do the same. Refer to Informative Checklist (example, for teacher reference) as necessary.
Focus students on the criterion: W.5.2b
Using a total participation technique, invite responses from the group:

“What are the relevant details you need to include? Where are you going to quote from?” (details and quotations from Esperanza Rising about the reaction of each character to the event/situation)
“How do you quote accurately from the text?” (Responses will vary, but may include: criteria listed on the Quoting Accurately from the Text handout)

Model how to record this (using words and sketches) on the displayed Informative Writing Checklist. Invite students to do the same.

Student Look-fors/Listen-fors:

Scan student responses and make a note of students who may need more support with this moving forward.
Students are paying attention to the criteria on the Informative Writing Checklist, and they understand how to use it to help them as they write their essays.

Support For Any Students Who Need It: None

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Independent Writing: Preparing proof paragraph

Take out the Informative Writing Checklist from your Student Workbook.
As you write your literary essays, you will use this checklist to help ensure that you have included everything you need to write a successful essay.
Find each of the following criteria, and then mark them on your checklist: W.5.2a, W.5.2b

Partner literary essay

Character Reaction note-taker

Character reaction paragraph

Partner two-voice poem

Model literary essay

Teacher Actions:

Remind students that they have already written, either as a whole group, or independently, at least one of the character reaction paragraphs, as these were written in class and for homework throughout the first half of the unit.
Tell students that if they are going to use any of the paragraphs already written for the first and second proof paragraphs of their essay, they need to check them against the criteria on the Literary Essay anchor chart to ensure they have included everything they need to include.
Invite students to take out the materials they need to work with their partner to begin writing their essay:

Partner literary essay
Character Reaction note-taker
Character reaction paragraph
Partner two-voice poem
Model literary essay

Remind students:

To write in complete sentences and refer to their Writing Complete Sentences handout.
To refer to the domain-specific word wall.
That each proof paragraph of their essay should be about the reactions of a different character to the event/situation, and include evidence, quoted accurately from the text.
To leave a line between each line of writing for editing later.

Invite students to turn and talk to their partner: “Where can you find this information?” (on the Character Reaction note-catcher, which lists the chapter and a brief description of the event/situation)
Distribute yellow and blue markers. Invite students to skim their Character Reaction note-catcher and to underline information they will use in their first proof paragraph in yellow, and information they will use in their second proof paragraph in blue on their note-catcher.
Give students a couple of minutes to think before inviting them to say their first proof paragraphs orally to their partner. Again, remind students that they may use the paragraphs already written in previous lessons, but they need to check them against the criteria on the Literary Essay anchor chart.
Give students a few more minutes to think before inviting them to say their second proof paragraphs orally to their partner. Again, remind students that they may use the paragraphs already written in previous lessons, but they need to check them against the criteria on the Literary Essay anchor chart.

Student Look-fors/Listen-fors:

Scan student responses and make a note of students who may need more support with this moving forward.
Students are paying attention to the criteria on the Informative Writing Checklist, and they understand how to use it to help them as they write their essays.

Support for Any Students Who Need It:

Minimize distractions by offering students supports such as dividers or sound-cancelling headphones.

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Independent Writing: Preparing proof paragraph

Take out the Informative Writing Checklist from your Student Workbook.
As you write your literary essays, you will use this checklist to help ensure that you have included everything you need to write a successful essay.
Find each of the following criteria, and then mark them on your checklist: W.5.2a, W.5.2b

Proof Paragraph 1 of the

Model Literary Essay

Once Mama has led Esperanza outside the burning building, Esperanza seems to be confused and does not do anything to help. On page 41 it says, “Esperanza felt dizzy. Nothing seemed real. Was she still dreaming? Was this her own imagination gone wild?” and she stands in the courtyard “as if in a trance” watching the house burn. Esperanza also feels numb. On page 41 it says, “Someone wrapped a blanket around her. Was she cold? She did not know.”

Proof Paragraph 1 Gives reasons and evidence to support point 1

Proof Paragraph 2 of the

Model Literary Essay

In contrast, Miguel reacts quite differently, as he takes action immediately. On page 41 when Miguel sees Esperanza, but not her mother or grandmother, he immediately asks, “Where is your mother and Abuelita?” When he realizes that Abuelita must still be in the burning house, he runs inside, even though it is dangerous and puts him in danger. He returns with Abuelita safe in his arms, but his shirt catches fire on the way out. On pages 41–42 it says, “Miguel ran out of the burning house carrying Abuelita in his arms. He laid her down and Hortensia screamed. The back of his shirt was on fire.”

Transition Provides a transition between the ideas in Proof Paragraph 1 and the ideas in Proof Paragraph 2
Proof Paragraph 2 Gives reasons and evidence to support point 2

Distribute yellow and blue markers. Invite students to skim their Character Reaction note-catcher and to underline information they will use in their first proof paragraph in yellow, and information they will use in their second proof paragraph in blue on their note-catcher.
Give students a couple of minutes to think before inviting them to say their first proof paragraphs orally to their partner. Again, remind students that they may use the paragraphs already written in previous lessons, but they need to check them against the criteria on the Literary Essay anchor chart.
Give students a few more minutes to think before inviting them to say their second proof paragraphs orally to their partner. Again, remind students that they may use the paragraphs already written in previous lessons, but they need to check them against the criteria on the Literary Essay anchor chart.

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Independent Writing: Preparing proof paragraph

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ALL BLOCK October 9- 13

Student will read the story “Hector Lives in the United States Now “

*Students will annotate and identify main ideas, characters, create questions to go with the story.

Reading & Speaking Fluency with the TEACHER

DLI WEEK 5

Independent Practice on Flocabulary

Students will complete:

Paragraph Writing
The Five Paragraph Essay

Independent Reading - AIR Time

Students will read their research text or independent novel. Increase the length of time you read consistently. Add new words to vocabulary log in purple workbook.

Independent Work

Complete DLI corrections for week 4 quiz
Work on literary essay
Make-up tests in literacy
Cursive writing

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Wednesday

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Math

Please have on your desk

Homework from last night so that I can stamp it
Complete your Solve and Share on page 105
Early Finishers-Reflex

Wednesday, October 11, 2023

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Lesson 3-7

Pg 105

Which of the two car payment options will cost less for 1 year? How much less? Solve this problem any way you choose! Show all of your work.

Let’s begin with the Solve and Share problem. Today’s problem is on page 105 in your enVision Volume 1 workbook and below this video.

Let's read the problem: Which of the two car payment options will cost less for 1 year? How much less? The monthly amount is $325 and the Quarterly amount is $952. Solve this problem any way you choose! Show all of your work.

In a moment, you will pause the video and solve this problem on page 105 in your math workbook and located below this video.You can use the tools you gathered or tools in the virtual classroom as needed. Once you have solved the problem, click reply below and record how you solved the problem. When you are finished click Post reply. After you click post reply, you will see responses from other students who have also completed the problem. Think about how your strategy is like the strategies of other students. Think about how your strategy is different. Press pause now and push play after you complete the problem, respond, and read classmates responses.

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This Photo by Unknown Author is licesed under CC BY

Monthly Cost 12 x $325 = M
Quarterly Cost 4 x $952 = Q
Which cost is less? _______
How much less? Larger - Smaller = Answer

Total: 3,900

$952

x 4

3,808

= 92

Quarterly

3,900 - 3,808

Monthly Cost 12 x $325 = M

Quarterly Cost 4 x $952 = Q

Which cost is less? _______

How much less? Larger - Smaller = Answer

Total: 3,900

$952

x 4

3,808

3,900 - 3,808 = 92

This problem has several parts to consider. It would be very easy to forget part of what needs to be done for this problem. When you solve a problem with several steps, a good way to make sure that you have completed all of the parts is to begin by thinking about what is happening in the problem; consider if you need to multiply, divide, add, or subtract; and then make a list of equations that you need to solve to answer the question. This list can be used as a map to give you directions for solving the problem. If you write and equation, and there is a part you don’t know, you can use a blank, a symbol, or letter for the part you don’t know. Let’s take a look at how one student solved this problem. (click) This is Juanita’s work. She used an equation list to plan how to solve the problem.

(click) Juanita’s plan shows that she will multiply 12 times $325 to find the monthly cost for a year, since there are 12 months in a year and each month the is $325. When we add the same amount over-and-over, that is multiplication.

(click)Juanita’s second step is to multiply $952 by 4 to find the yearly cost since there are 4 quarters in one year.

(click) The 3rd step is just a reminder to answer the question which is less, the monthly or the quarterly.

(click) And the 4th step shows that Juanita will need to subtract to find the difference between the higher and lower cost, since the question that we are trying to answer is how much less is the smaller one.

(click x 2)Juanita completed step 1 by using an open array to multiply 12 x 325. She found the cost for one year at the monthly rate is $3,900. (click x 2) Then she completed Step 2 by multiplying 4 x 952. She used the standard algorithm. The product was 3,808.

Now Juanita knows that the monthly cost is $3,900 and the quarterly cost is $3,808. (click x 2) Since $3,808 is less than $3,900, Juanita can answer the question in step 3. The Quarterly amount is less.

And the final step in Juanita’s plan is to find how much less $3,808 is than $3,900. Juanita knew she needed to find the distance inbetween, she thought to use mental math to find the difference, but she used a number line to show how she knew from 3,808, it would be 2 more dollars to $3,810 and then $90 more dollars to $3,900, so quarterly is $92 less than monthly.

Let’s take a look at the Try This problem next.

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Homework Answers

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3-7

I can fluently multiplying up to a 3-digit number by 2-digit number.

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Try This PG 106

What is the yearly total for water, gas, and electric? What is the yearly total for cell phones?

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Visual Learning Bridge

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Convince Me PG 106

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Take out a blank piece of paper

A babysitter can earn up to $145 a day watching several children. If she babysits the children for 25 days in November, how much money will she earn?

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Take out a blank piece of paper

Lisa drives for a total of 49 miles each day for work. During the last year, Lisa worked for 232 days. How many miles did Lisa drive?

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Workbook Guided Practice PG 107

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Workbook Pages 107-108

Complete the even problems

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Math Practice on Canvas

Log onto Canvas through your LaunchPad
Click on your math Canvas page

Click on “Grades”
Click on lesson

You can retake this up to 3 times to help increase your score
You can use your math notebook, notes, homework papers to help you
This is a review from Topic 3 .

A helpful lesson to view is lesson 3-4 in your large EnVisions workbook

Early finishers

Reflex, Dreambox

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Math Workshop

If you are not being pulled today by your math teacher, here is what you will work on during math workshop. Please follow the steps listed below in this specific order-if the task is completed, go onto the next task!

Finish all independent practice work from class within your large EnVisions workbook.

You ARE NOT working on homework!

Classwork for Mrs. Gaines
Get to GREEN on Reflex
Finish or redo (up to 3 times!) any of your math Canvas activities

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Workbook Answers

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Lesson 4

Precipitation Breakdown

Changing States of Matter

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Matter

I can determine if an object has been through a change.

Precipitation breakdown

States of matter

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Changes in states of matter

Your neighbor wanted to make sure her water stayed cold for her hike in the mountains. She filled an aluminum water bottle part way and put it in the freezer. The next morning, this is what she found:

What do you think happened?

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Changes in states of matter

Place an ice cube in a beaker of water. If solid ice has molecules that are more packed together than water, why do you think it floats in water?

Water has some special properties that allow solid ice to float in liquid water and that these properties help life on Earth survive. These same properties are what caused the water bottle to crack open.

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Changes in states of matter

Read the article out loud.

Using what you’ve learned about physical change and changes in state of matter, explain what happened to her water bottle.

Have students work in pairs to determine whether they think it was a physical change, using evidence from Lesson 1, as well as from Lesson 7’s content on physical change to support their thinking.

Remind students that all matter is made of molecules. Give students about 5 minutes to “see” how molecules react to changes in heat energy, with this interactive “Explorable Water” from Exploratorium.

Matter goes through a change in state (scientists use the words state and phase interchangeably), the molecules are still the same, they just have more or less energy.

Read the book Changing Matter: Understanding Physical And Chemical Changes p.6-9 to reinforce that during a change in state of matter, the molecules stay the same, but they move more or less depending on the amount of heat energy they have.

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Water Cycle Brainpop

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Water Cycle Flocab

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Thursday October 12, 2023

Wipe desk down with Clorox wipe
Sharpen pencils
Get out chromebook
Get out literacy materials
It is reading Thursday! Or Study Science Flashcards for quiz today!!
Morning Meeting - Discussion

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Part 1 Grade 5

Module 1: Unit 2

Lesson 15

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Reviewing Learning Targets

I can plan and write the conclusion paragraph of my essay.

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Working to Become Effective Learners

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Independent Writing: Writing a Conclusion Paragraph

Take out the Informative Writing Checklist from your Student Workbook.
As you write your literary essays, you will use this checklist to help ensure that you have included everything you need to write a successful essay.
Find the following criterion, and then mark it on your checklist: W.5.2e

Restates the focus statement

Reflects on why the characters reacted that way

Suggested slide pacing: 30-35 minutes, continued on next slide

Grouping: Whole Group, partner, individual

Teaching Notes:

This slide has animations and questions/steps come in as you click. (continued on the next slide)

Teacher Actions:

Display and invite students to retrieve their Informative Writing Checklist. Remind them that this checklist is something they will use a lot in their English Language Arts work. Ensure students understand that they will be using this checklist each time they write an informative piece because these are the things every good piece of informative writing should contain.
Read aloud the following criterion, pausing afterwards allowing for students to turn and talk to their partner about what each one means in their own words. Then invite students to mark these criteria on their checklists.

W.5.2e “I have a conclusion that is clearly related to the focus and the information presented.”

Invite students to turn and talk with their partner:

“What does this criterion mean in your own words?” (I have a conclusion that is connected to the rest of my writing)

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Independent Writing: Writing a Conclusion Paragraph

Restates the focus statement

Reflects on why the characters reacted that way

re-

state

again

To say something or make a point

Invite students to refer to their Affix Lists
Using a total participation technique, invite responses from the group:

“What is the focus of the piece?” (the differing reactions between two of the characters to an event/situation in Esperanza Rising)
“What does the prefix re- mean?” (again)
“What does it mean to state something?” (to say something or make a point)
“What do you think it means to restate something?” (to say something again; to make the point again)
“What else does the model conclusion include?” (reflects on why each reacted that way)

Invite students to record restate in their vocabulary logs. Add it to the academic word wall.
Model how to record this (using words and sketches) on the displayed Informative Writing Checklist. Invite students to do the same.

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Independent Writing: Writing a Conclusion Paragraph

Take out the Character Reaction Reflections note-catcher from your Student Workbook.
Work with your partner to refer to Esperanza Rising to complete the note-catcher.
When you finish, you should move on to write the conclusion of your literary essays.

Esperanza

Miguel

Esperanza is a rich child who is used to

everyone looking after her and having things done for her. She probably does not know what to do or how to help.

Miguel is older and is used to looking

after Esperanza, like an older brother, and taking responsibility for getting things done. His life seems to have taught him that when things go wrong, you need to take action.

Teacher Actions:

Distribute and display the Character Reaction Reflections note-catcher.
Focus students on the question at he top and invite a volunteer to read it aloud:

Why did each character react that way? Consider age, family, and previous experiences.”

Invite students to write the name of each of their characters at the top of each column.
Reread the model conclusion for the whole group.
Write “Esperanza” and “Miguel” at the top of each column of the displayed note-catcher. Refer to Character Reaction Reflections note-catcher (example, for teacher reference, found in Teacher Supporting Materials manual) as necessary.
Invite students to turn and talk to their partner. Then use a total participation technique to select students to share out:

“According to the author of the essay, why did Esperanza react this way?” (Esperanza is a rich child who is used to everyone looking after her and having things done for her.)
“According to the author of the essay, why did Miguel react this way?” (Miguel is older and is used to looking after Esperanza, ike an older brother, and taking responsibility for getting things done. His life seems to have taught him that when things go wrong, you need to take action.)

If productive, cue students to expand the conversation by giving an example:

“Can you give an example?” (Responses will vary.)

As students share out, capture responses on the displayed note-catcher as a model. Refer to Character Reaction Reflections note-catcher (example, for teacher reference, found in Teacher Supporting Materials manual) as necessary.
Tell students that they are now going to do the same thing.
Invite them to work with their partner to refer to Esperanza Rising to complete the note-catcher. Tell students that when they finish, they should move on to write the conclusion of their literary essay.
Circulate to support students as they write their conclusions. Remind students to use the Model Literary Essay, the criteria recorded on the Literary Essay anchor chart, the Informative Writing Checklist and the domain-specific word wall to write their conclusions. Also remind students to write in complete sentences and to leave a line between each line of their writing.
Guide students through the protocol using the learning target. Scan student responses and make a note of students who may need more support with this moving forward.
Invite students to record ‘Y’ for “yes’ and the date in the final column of their Informative Writing Checklist if they feel the criteria marked on their checklists have been achieved in their writing in this lesson.
Tell students that in the next lesson they will revise their essays for the End of Unit 2 Assessment.

Student Look-fors/Listen-fors:

Scan student responses and make a note of students who may need more support with this moving forward.
Students are paying attention to the criteria on the Informative Writing Checklist, and they understand how to use it to help them as they write their essays.

Support For Any Students Who Need It:

Minimize distractions by offering students supports such as dividers or sound-cancelling headphones.

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ALL BLOCK October 9- 13

Student will read the story “Hector Lives in the United States Now “

*Students will annotate and identify main ideas, characters, create questions to go with the story.

Reading & Speaking Fluency with the TEACHER

DLI WEEK 5

Independent Practice on Flocabulary

Students will complete:

Paragraph Writing
The Five Paragraph Essay

Independent Reading - AIR Time

Students will read their research text or independent novel. Increase the length of time you read consistently. Add new words to vocabulary log in purple workbook.

Independent Work

Complete DLI corrections for week 4 quiz
Work on literary essay
Make-up tests in literacy
Cursive writing

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Thursday

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Math

Please have on your desk:

Homework from last night so that I can stamp it
Complete your Solve and Share on page 109
Early Finishers-Reflex

Thursday, October 12, 2023

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Lesson 3-8 pg 109

Kevin’s family took 239 photos on their summer vacation. Marco and his family took 12 times as many photos on their vacation. How many photos did Marco’s family take? Solve this problem any way you choose.

Let’s begin with the Solve and Share problem. Today’s problem is located on page 109 in your enVision volume 1 workbook and below this video.

Let's read the problem: Kevin’s family took 239 photos on their summer vacation. Marco and his family took 12 times as many photos on their vacation. How many photos did Marco’s family take? Solve this problem any way you choose.

In a moment, you will pause the video and solve this problem on page 109 in your math workbook and located below this video. You can use the tools you gathered or tools in the virtual classroom as needed. Once you have solved the problem, click reply below and record how you solved the problem. When you are finished click Post reply. After you click post reply, you will see responses from other students who have also completed the problem. Think about how your strategy is like the strategies of other students. Think about how your strategy is different. Press pause now and push play after you complete the problem, respond, and read classmates responses.

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This Photo by Unknown Author is licesed under CC BY

12 x 239 = Marco’s Family Photos

239

x 12

478

+2,390

2,868

239

x 12

478

+2,390

2,868

Let’s take a look at how one student solved this problem. (click) This is Darren’s work.

This problem is a multiplicative comparison problem. This means that we are comparing two amounts. This problem is different from the additive comparison problem that we did in lesson 3-7 comparing a monthly car payment and a quarterly car payment. In that case we subtracted the smaller amount from the larger to find the difference. Multiplicative comparison problems involve situation in which we are considering how many times a quantity is repeated. (click)Since the same amount is being added over and over, we use multiplication in these types of comparison.

(click) Darren drew a diagram to help make sense of this problem. He saw that Kevin’s family took 239 photos, and that Marco’s family took 12 times that amount. His diagram shows us that the 239 is repeated 12 times for Marco’s family. Since the question asked how many photos Marco’s family took, then Darren knew that he could solve this problem by multiplying 12 x 239.

Darren used an open array and the US Standard algorithm to multiply.

Let’s look at the open array first (click) He decomposed 239 by place value into 200 + 30 + 9 and 12 into 10 + 2. Then he found the product for each part of the array. (click) He recorded the partial products in an addition expression. Since there were so many number, he diecide to add the three largest numbers together first (click). Those numbers had a sum of 2700 (click). Then he added the three samler number. Tho(click. those numbers had a sum of 168. Then he added those two parts which is (click) 2,868.

He also solved this problem using the US Standard Algorithm. (click x 2) He multiplied 239 by 12.

He multiplied each part of the top factor by 2 first. (click)

2 x 9 is 18, so he recorded the 8 and save the 1 group of ten to add to the tens. He multiple 2 by 30, which is 60 and added the saved 10, whichis 70. Then he multipliced the 2 by 200, which is 400. That gave him 478. Notice that is the same total as the bottom row of the open array.

(click) Next, he multiplied parts of the top factor by the 10 in twelve. 10 x 9 is 90, so he recorded the 90. Then he multiplied 10 x 30 which is 300 and recorded the 3 in the hundreds place. Last, he multiplied 10 x 200, which is 2,000, so he placed the 2 in the thousands place. Notice the sum of these numbers, 2,390, is the sum of the top row in the open array.

Darren then added the two partial products 478 and 2,390 for a total of 2,868.

Unless directions tell you to do so, you do not have to solve problems more than one way as Darren did. However, it helps to think about how the two are related. Later when you are in middle school, you will use open arrays to multiply variables (That’s unknown numbers) and the US Standard Algorithm to multiply decimals and other numbers. So, it’s a great idea to use both throughout this topic, but you don’t need to do both for every problem.

Let’s take a look at the Try This problem next.

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Homework Answers

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3-8

I can solve word problems involving multiplication.

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Try This PG 110

In 1980, a painting sold for $1,575. In 2015, the same painting sold for 5 times as much. What was the price of the painting in 2015?

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Visual Learning Bridge

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Convince Me PG 110

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Take out a piece of paper

A company that makes erasers has two factories

The first factory can produce 50 boxes with 60 erasers every hour
The second factory can produce 25 boxes with 35 erasers every hour

How many more erasers did the first factory produce than the second factory?

2, 125

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Workbook Guided Practice PG 111

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Workbook Pages 111-112

Complete the even problems

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Math Workshop

If you are not being pulled today by your math teacher, here is what you will work on during math workshop. Please follow the steps listed below in this specific order-if the task is completed, go onto the next task!

Finish all independent practice work from class within your large EnVisions workbook.

You ARE NOT working on homework!

Classwork for Mrs. Gaines
Get to GREEN on Reflex
Finish or redo (up to 3 times!) any of your math Canvas activities

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Workbook Answers

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Session # 6

Learning Target: I can explain how human activity can modify the physical environment of a place.

Materials

Student Digital Notebook
Video: Oil Spill
Oil Spill! Disaster in the Gulf of Mexico, Chapter Four [780L]

Agenda:

Notice Wonder Engage
Research the Gulf of Mexico Oil Spill
Letter Exit Ticket

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Engage

What do you notice?

What do you wonder?

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Engage

Images sourced https://www.nrdc.org/onearth/now-you-see-it

What do you notice?

What do you wonder?

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Gulf of Mexico Oil Spill

For months, the energy company BP tried to control the leak. More than four million barrels of oil flowed into the Gulf before the well was stopped.

In April 2010, the Deepwater Horizon drilling rig exploded and sank. Oil gushed into the Gulf of Mexico from a deep ocean well. A blowout preventer safety device should have stopped the gas from escaping and blowing up the rig, but in this important moment, it failed to work. During the explosion, 17 crew members were injured, and 11 were killed in the disaster.

Image and text source: https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=e860xna&AN=353255&site=ehost-live&scope=site&custid=s8455861

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Explore

Why do humans drill for oil?

What human activities require gas?

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Explore

Read Chapter Four of Oil Spill! Disaster in the Gulf of Mexico. Fill in the rest of the chart in your notebook.

Human Activity	Impact on Environment

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Explore

Do you think people are at fault for the oil spill? Who?

What would you tell them about impacts of drilling for oil?

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Evaluate

In your student digital notebook, write a letter to a person, organization, or company that facilitates the drilling of oil. Inform them of the impacts and consequences of the human activity on the environment.

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Friday October 13, 2023

Wipe desk down with Clorox wipe
Sharpen pencils
Get out chromebook
Get out literacy materials!
Pick activity from the week
Morning Meeting - Discussion

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Module 1: Unit 2: Lesson 16

I can critique my partner’s essay and provide kind, helpful and specific feedback.
I can revise my literary essay based on peer feedback.

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Teacher Actions:

Move students into their new pairs (that you’ve selected prior to the start of this lesson) and invite them to label themselves A and B.
Direct students’ attention to the posted learning target and select a volunteer to read it aloud. Remind students that they saw the first learning target earlier in the unit when they critiqued each other’s character reaction paragraphs.
Distribute and display the End of Unit 2 Assessment: Revising a Literary Essay. Invite students to follow along, reading silently in their heads as you read the directions aloud.
Tell students that before they begin the assessment, they are going to participate in a mini lesson about linking words and phrases. Later in the lesson, they will use this knowledge, along with peer feedback, to revise their literary essays.

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Returning the Mid-Unit 2 Assessment with Feedback

Take a few minutes to read the feedback on your assessment.

If you feel you need teacher support to understand the feedback, please contact your teacher directly.

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Mini-Lesson: Linking Words and Phrases

Suggested slide pacing: 18-20 minutes, continued on next two slides

Grouping: Whole Group, partner, individual

Teaching Notes:

This topic is continued on the next several slides.

Teacher Actions:

Distribute and display the Model Literary Essay: Draft. (found in Teacher Supporting Materials manual). Tell students that this is a first draft, similar to where their essays are at now. Invite students to follow alone, reading silently in their heads as you read it aloud, emphasizing the choppy, short sentences.
Invite students to turn and talk to their partner. Then use a total participation technique to select students to share with the whole group:

“What did you notice?” (Responses will vary, but may include: It was very choppy and jumpy rather than smooth.)

Display the Model Literary Essay from Lesson 12 side-by-side with the draft and invite students to retrieve their own copies of the model essay to do the same.
Invite students to follow along, reading silently in their heads as you read the final draft aloud.
Invite students to turn and talk to their partner. Then use a total participation technique to select students to share with the whole group:

“What differences do you notice between the two versions of text?” (There are linking words and phrases in the final model.)
“What do you notice about the flow of the writing in the final draft compared to the first draft?” (The first draft is a lot of short sentences that sound choppy when read aloud. It doesn’t flow very well.)

Focus students on the final draft. Invite them to turn and talk to their partner and cold call students to share out:

“How did the author make the writing flow better in the final version?” (with linking words to improve the transition between facts)

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Mini-Lesson: Linking Words and Phrases

Focus on the right-hand column because these are words and phrases that connect ideas.
Read these words and phrases with your partner.
Work with you partner to reread the model and highlight or underline the linking words and phrases the author added on the final model essay.

Teacher Actions:

Distribute and display the LInking Words and Phrases handout (found in Student Workbook) and focus students on the right-hand column, as these are words and phrases that connect ideas. Tell them that the words in the left column are to be used when telling a story or retelling an event when time words can help the reader understand how much time has passed.
Invite students to read the words in the right column with their partner.
After 2 minutes, refocus the whole group. Invite students to work with their partner to reread the model and to highlight or underline the linking words and phrases the author added on the final model essay. Tell students that if they find linking words in the essay that aren’t on their list, they should add them to the list.
After 5 minutes, refocus the whole group.
Using a total participation technique, select students to share out. Underline/highlight on the displayed model. Refer to Model Literary Essay (example, for teacher reference) (found in Teacher Supporting Materials manual) as necessary. Emphasize that these linking words and phrases connect sentences and paragraphs and help the writing flow smoothly for the reader, which makes it easier to read.
Circle and focus students on the following words/phrases on the model:

in contrast
although
while

Invite students to turn and talk to their partner. Then use a total participation technique to select students to share with the whole group:

“What do these specific linking words/phrases do?” (They help the reader see the contrast between the character reactions; they show that the two reactions were different: For example, while Esperanza does one thing, Miguel does another.)

Invite students to work with their partner to highlight the contrast linking words and phrases on their Linking Words and Phrases handout.
After 3 minutes, refocus the whole group.
Using a total participation technique, select students to share their responses with the whole group (however, although, nevertheless, similarly, moreover, in addition, while).

Student Look-fors/Listen-fors:

Scan student responses and make a note of students who may need more support with this moving forward.
Students are able to explain why linking words and phrases are important.

Support for Any Students Who Need It:

Minimize distractions by offering students supports such as dividers or sound-cancelling headphones.

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Mini-Lesson: Linking Words and Phrases

Focus on the prompt that says: “Add linking words and phrases to connect the ideas in your piece, and underline the linking words you have already used. Use linking words and phrases that highlight to the reader the contrast between the two character reactions.”
Now, focus on the prompt that says: “Remember to italicize book titles.”
Next, focus on the prompt that says:

“...and to cite your sources.”

Teacher Actions:

Focus students on the End of Unit 2 Assessment prompt that says:

“Add linking words and phrases to connect the ideas in your piece, and underline the linking words you have already used. Use linking words and phrases that highlight to the reader the contrast between the two character reactions.”

Tell students that they have now seen how the author of the model did this and they have a tool that they can use to do so.
Invite students to turn and talk to their partner. Then use a total participation technique to select students to share with the whole group:

“What do you notice about the title of the book, Esperanza Rising, on the draft compared to the final essay?” (italicized on the final essay)

Focus students on the part of the End of Unit 2 Assessment prompt that says:

“Remember to italicize book titles.”

Tell students that when we include the title of a text, it should be italicized if it is a book. Tell students that this makes it clear to the reader which text is being described in the essay.
Focus students on the “Source” at the end of the model essay.
Invite students to turn and talk to their partner. Then use a total participation technique to select students to share with the whole group:

“Why has the author included this? The text is already mentioned in the essay-isn’t that enough?” (so that the reader knows which version of the text the author used, in case he or she wants to read it or to reference something discussed in the essay.)

Focus students on the part of the End of Unit 2 Assessment prompt that says:

“...and to cite your sources.”

Student Look-fors/Listen-fors:

Scan student responses and make a note of students who may need more support with this moving forward.

Support for Any Students Who Need It:

Provide opportunities to generate several sentences using linking words and phrases.

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Working to Become Effective Learners

Suggested slide pacing: 18-20 minutes (continued from previous slides)

Grouping: Partner, individual

Teaching Notes: None

Teacher Actions:

Focus students on the Working to Become Effective Learners anchor chart. Tell them that because they are going to peer critique and revise their work for this assessment, there are two habits of character not yet recorded on the anchor chart that will help them be successful.
Focus CD students on the new rows and read them aloud:

“I take initiative. This means I see what needs to be done and take the lead on making responsible decisions.”
“I take responsibility. This means I take ownership of my ideas, my work, my goals and my actions.”

Invite students to turn and talk to their partner:

“Using the anchor chart as a guide, what does initiative mean?” (I see what needs to be done and make sure it gets done.)
“Using the anchor chart as a guide, what does responsibility mean?” (I take ownership.)

Using a total participation technique, invite responses from the group:

“What does it look like to show responsibility? If you were watching a group working together, what would you see?” (Responses will vary but may include: self-assessing, setting goals.)
“What does it sounds like to show responsibility? If you were watching a group working together, what would you hear?” (Responses will vary but may include: “I think I did this well, and here is evidence of that…”; “I think I could improve...by…”; “I decided to make this change because…”)
“What does it look like to show initiative? If you were watching a group working together, what would you see?” (Responses will vary, but may include: When the group members aren’t talking to one another or working well together, one person steps forward to make a decision to help move the group forward, or someone becomes a facilitator and allocates roles, or does things without being asked.)
“What does it sound like to show initiative? If you were watching a group working together, what would you hear?” (Responses will vary, but may include: “How about we try this?”; “I have an idea. Perhaps we could…”.)

As students share out, capture their responses in the “What does it look like?” and “What does it sound like?” columns. Refer to Working to Become Effective Learners anchor chart (example, for teacher reference) as necessary.
Invite students to turn and talk to their partner. Then use a total participation technique to select students to share with the whole group:

“How are those two habits of character going to be useful in this assessment?” (We need to see what must be done and take initiative on making revisions to our work without teacher guidance, and we need to take ownership of our own work so that if we don’t agree with some of the peer feedback we receive, it is our responsibility to choose not to follow it.)

Record the words responsibility and initiative on the Academic Word Wall and invite students to record them in the front of their Vocabulary Log.

Student Look-fors/Listen-fors:

Scan student responses and make a note of students who may need more support with this moving forward.

Support for Any Students Who Need It: None

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Peer Critique: Linking Words and Phrases

Take out the Informative Writing Checklist from your Student Workbook.

Find each of the following criteria, and then mark them on your checklist: W.5.2c, W.5.2d, W.5.8, L.5.1, L.5.3a, L.5.2

Teacher Actions:

Display and invite students to retrieve their Informative Writing Checklist. Remind them that this checklist is something that have used a lot throughout the second half of this unit.
Invite students to mark or highlight the following criteria, as these are the criteria they will be thinking about as they revise their work for the assessment:

W.5.2c
W.5.2d
W.5.8
L.5.1, L.5.3a
L.5.2

Invite students to turn and talk to make connections between these criteria and the bullet points at the bottom of the End of Unit 2 Assessment: Revising a Literary Essay.
Tell students that most of these criteria don’t need anything specific added to the “Characteristics of Character Reaction Literary Analysis Essay” column of the checklist, as the criteria themselves are explicit enough.
Focus students on the criterion:

L.5.1, L.5.3a

Remind students that they need to write in complete sentences and invite them to retrieve their Writing Complete Sentences handout. Model adding this to the displayed checklist and invite students to do the same on their own copies. Refer to Informative Writing Checklist (example, for teacher reference) as necessary.
Focus students on the criterion:

W.5.2d

Remind students that they should use linking words to show contrast. Model adding this to the displayed checklist and invite students to do the same on their own copies. Refer to Informative Writing Checklist (example, for teacher reference) as necessary.

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Peer Critique

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ALL BLOCK October 9- 13

Student will read the story “Hector Lives in the United States Now “

*Students will annotate and identify main ideas, characters, create questions to go with the story.

Reading & Speaking Fluency with the TEACHER

DLI WEEK 5

Independent Practice on Flocabulary

Students will complete:

Paragraph Writing
The Five Paragraph Essay

Independent Reading - AIR Time

Students will read their research text or independent novel. Increase the length of time you read consistently. Add new words to vocabulary log in purple workbook.

Independent Work

Complete DLI corrections for week 4 quiz
Work on literary essay
Make-up tests in literacy
Cursive writing

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FLEX Day AND Topic 1 Retake

Today is a FLEX Day in math. You will be doing different things during our block time to meet your specific needs. Since people will be completing a retake - we need to be silent during this time to show them respect!

If you do not need to retake your topic 1 test

Retake any of your Math practice activities on Canvas to try and get a higher score. Remember you can retake them up to 3 times. If you have a specific question, come and see me!
Watch review videos from Khan Academy on Multiplying Whole Numbers. The links will be sent you on Canvas for you to click on
Get to green on Reflex
If you have any work from Mrs. Gaines, you can also work on that

If this does not apply to you, do not worry!

Topic 2 Retake

If you need to retake your Topic 2 Test, that is what you will be working on during this time

Log onto Mastery Connect
Test Code:

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Session # 7

Learning Target: I can explain how geographic challenges can be resolved through technological innovation.

Materials:

Student Digital Notebook
Video: America’s Industrial Revolution and Market Revolution [5:53]
Transcontinental Railroad Level 2 Reading [1110L]
Pony Express: Reading Level 1 Reading [920L]
Erie Canal: Reading Level 1 Reading [910L]
Steam Boat:Reading Level 2 Reading [1120L]
Cotton Gin: Reading Level 1 Reading[980L]
Plow: Reading Level 2 Reading [1200L]
Cars: Reading Level 2 Reading [1020L]

Agenda:

View America’s Industrial Revolution and Market Revolution
Complete Four square vocabulary web and Note Catcher
Discussion of what geographic challenge was resolved with each innovation

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E

N

G

A

G

E

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Explore: G5U1S7: Vocabulary

IT’S VOCABULARY TIME!!!

Please open your Social Studies digital notebook to session 7 so that we can discuss our vocabulary terms.

You will need to write a sentence for each vocabulary word .

What is an innovation?

What is a location?

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Explore: Transcontinental Railroad: Reading Level 2 Reading [1110L]

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Explore: Pony Express: Reading Level 1 Reading [920L]

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Explore: Erie Canal: Reading Level 1 Reading [910L]

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Explore: Steam Boat:Reading Level 2 Reading [1120L]

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Explore: Cotton Gin: Reading Level 1 Reading[980L]

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Explore: Plow: Reading Level 2 Reading [1200L]

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Explore: Cars: Reading Lev el 2 Reading [1020L]

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Evaluate

What geographic challenge was resolved by the introduction of the transcontinental railroad?
What geographic challenge was resolved by the pony express?
What geographic challenge was resolved by the Erie Canal?
What geographic challenge was resolved by the steam boat?
What geographic challenge was resolved by the cotton gin?
What geographic challenge was resolved by the plow?
What geographic challenge was resolved by cars?
What geographic challenge was resolved by planes?