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Monday, March 11th, 2024

Good Morning!! 7:30 - 8:00

Please wipe down your desk with a Clorox wipe.

2. Sharpen pencils and get out your literacy materials…

3. Strengthen your math skills through working on REFLEX or DREAMBOX

4. 8:00 Turn on morning announcements through SAFARI

Click here> Announcements WSHE - click blue hyperlink for announcements link

CLICK top pop up marybeth.rowell@cms.k12.nc.us to log in

5. Ms. Cascone is coming to do a lesson after announcements- her lesson is on slide 2

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Ms. Cascone Lesson - 8:15 - 8:40

Here is my powerpoint for the lessons this month: https://docs.google.com/presentation/d/1WVmSGVqHfIoGr-qQeMa3LrL_bd9Z7NeWjp1YS4-vohE/edit#slide=id.p

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Literacy Monday

8:45 - 9:30 ( due to Ms. Cascone’s lesson)

GO OVER CLASS JOBS FOR THE WEEK AFTER MS.CASCONE’S LESSON,

ESPECIALLY CAFETERIA CLEANERS

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Module 3: Unit 3: Lesson 2

I can research to identify the factors that contributed to the success of my athlete as a leader of social change.

I can compare and contrast the factors that contributed to Jackie Robinson’s success as a leader of social change and those that contributed to my athlete’s success.

PGs 95-99

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Model Essay

Page 95 - Student purple

workbook

Turn and Talk:

What is this text about?

Which of the similarities and differences from this essay did you note?

the similarities and differences between the factors that contributed to the success of Jim Abbott as a leader of social change and those of Jackie Robinson

Engaging the Reader: Model Essay

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Analyzing a

Model

What is the gist of this paragraph?

With your partner…

Determine the gist of the remaining paragraphs.

brief overview of the story; clearly states the focus statement with reasons

Jim Abbott was an award-winning one-handed baseball player who was a leader in the acceptance of disabilities in professional sports.

Analyzing a Model: The Painted Essay

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Painted Essay-

Lightly color the different

Parts of the essay with guide below

Red: Introduction

Green: Focus Statement

Yellow: Proof Paragraph 1

Blue: Proof Paragraph 2

Green : Closing Paragraph

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Painted Essay

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ALLBLOCK Monday 3/11/24

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MONDAY

Part 5

Continued

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MONDAY

Part 5

Continued

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In the Year of the Boar and Jackie Robinson Novel Study

1.Complete April

and May activity

Pages in your booklet

2. Read June chapter

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Math

Agenda- Write out homework for this week

Leave this on your desk so that I can stamp it

Complete your Solve and Share on page 489
Early Finishers- Reflex

Monday, March 11, 2024

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Lesson 12-1 PG 489

Let’s begin with the Solve and Share problem. Today’s problem is located below this video.

Let's read the problem: Aniyah’s desk is 2 1/2 feet long. How many inches long is Aniyah’s desk? Note: 1 foot = 12 inches

In a moment, you will pause the video and solve this problem located below. 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 similar to and different from the strategies of other students. Press pause now and push play after you complete the problem, respond, and read classmates responses.

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6 inches

This Photo by Unknown Author is licesed under CC BY

Darrens

Name: Darren

1 foot

12 inches

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

Darren said that he knew that a ruler was 1 foot which is 12 inches. He drew two and a half rulers to represent the length of Aniyah‘s desk (click). He labeled the rulers with both 1 feet and inches since the information was given in feet, but the question was asking about inches. He wrote 12 inches under each whole foot and 6 inches under the half foot, since half of 1 foot is 6.

Then Darren said that he realized that he was making 2 ½ groups of 12 inches…(click) and that is multiplication. So he wrote the expression 2 ½ x 12. Then Darren said, 2 groups of 12 is 24 and ½ group of 12 is 6, so 24 and 6 is (click) 30. Aniyah’s desk is 30 inches.

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

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12-1

I can compare between customary units of length such as inches, feet, yard, and miles.

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Try This PG 490

Ed’s frog jumped 11 feet.

How many inches did Ed’s frog jump?

Note: 1 foot = 12 inches

How many yards did Ed’s frog jump?

Note: 1 yard = 3 feet

This Photo by Unknown Author is licensed under CC BY-SA-NC

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Visual Learning Bridge

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Convince Me PG 490

This Photo by Unknown Author is licensed under CC BY-SA

Answer:

29 inches

Click on box below and move for answer

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Workbook Pages Guided Practice PG 491

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Workbook Pages 491 & 492

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Workbook Pages Answers

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Math Workshop

Finish any incomplete or below passing Canvas quizzes
Get 100% on Reflex
Work on Dreambox

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Forces & motion

I can explore the effects of gravity and friction.

Forces and motion foldable

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End of Day

12:55 Pack up, Clean Up

1:00 Walk down and drop backpacks in hallway by theater room

1;05 - 1:32 Recess

1:35 - 2:00 Lunch

2:05 - 2:43 Specials

Pick up students from specials at 2:40

Monday Special - Health & Fitness

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Tuesday, March 12th, 2024

Good Morning!!

Please wipe down your desk with a Clorox wipe.

Sharpen pencils and get out your literacy materials…

Typing Tuesday - Students practice their typing skills

8:00 Turn on morning announcements

Announcements WSHE - click blue hyperlink for announcements link

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Module 3: Unit 3: Lesson 3

I can research to identify the factors that contributed to the success of my athlete as a leader of social change.

I can compare and contrast the factors that contributed to Jackie Robinson’s success as a leader of social change and those that contributed to my athlete’s success.

PGs 95-99

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Internet Research

What are the similarities and differences between the factors that contributed to the success of your athlete as a leader of social change and those of Jackie Robinson?

Internet Research (Continued into next lesson…)

Suggested slide pacing: 5-7 minutes

Student Grouping: Whole Group

Teaching Notes:

This research will extend into the next lesson.

Teacher Actions:

Post the question:

“What are the similarities and differences between the factors that contributed to the success of your athlete as a leader of social change and those of Jackie Robinson?”

Tell students that in this lesson and the next, they will be researching an athlete of their choosing to answer this question.
Post the list of athletes and go through each, explaining what sport each athlete was famous for. Tell students that you read their suggestions and chose those athletes:

Who were definitely leaders of social change.
For whom you could find a lot of information about on the internet.

Give students a couple of minutes to choose their athlete, and help students get into groups with others wanting to research the same athlete.

Student Look-fors/Listen-fors:

Students should select an athlete and join a group of classmates.

Support for Any Students Who Need It: None.

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List of Athletes

Jesse Owens (male, track and field)
an African-American track and field athlete who won four gold medals at the 1936 Olympic game in Berlin.

Muhammad Ali (male, boxing)
an African-American professional boxer and social activist.

Renée Richards (female, tennis)
an American tennis player and the first transgender woman to play professional sports.

Fritz Pollard (male, NFL coach)
the first African-American head coach in the National Football League.

Wendell Scott (male, NASCAR)
the first African-American drivers in Nascar and the first African-American driver to win a race in the Grand National Series.

Billie Jean King (female, tennis)
an American tennis player whose influence and playing style elevated the status of women’s professional tennis.

Roberto Clemente (male, baseball)
the first Latin American baseball stars in the United States.

Althea Gibson (female, tennis)
the first black women’s tennis player to win the French, Wimbledon and US open.

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What do researchers do?

Turn and Talk:

So, you know that you need to find the answer to the posted question, but how do we start? You’ve got your device connected to the internet, so what are you going to do to begin researching?


REVIEW LIST ON NEXT SLIDE>>>>>

Internet Research (Continued into next lesson…)

Suggested slide pacing: 5-7 minutes

Student Grouping: Whole Group

Teaching Notes:

Teacher should post the Researchers Do These Things anchor chart and have the Researchers Do These Things anchor chart (example, for teacher reference) available during the lesson.

Teacher Actions:

Ensure students have devices.
Turn and Talk:

“So, you know that you need to find the answer to the posted question, but how do we start? You’ve got your device connected to the internet, so what are you going to do to begin researching?”

Draw on expertise from the group and invite a volunteer to demonstrate for the group and to talk through each thing he or she does.
Record each step on the Researchers Do These Things anchor chart, leaving space between each step to add anything that might be missing. Refer to Researchers Do These Things anchor chart (example, for teacher reference) as necessary.
Invite students to suggest anything that might be missing from the process outlined by the volunteer. Add anything appropriate to the Researchers Do These Things anchor chart. Continue to refer to Researchers Do These Things anchor chart (example, for teacher reference) as necessary.

Student Look-fors/Listen-fors:

Students contributing to the discussion.

Support for Any Students Who Need It: None.

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1.Ask questions about a topic to focus their research

2.Determine the structure of a text to be able to locate information to answer research questions quickly

3.Locate an answer to a question quickly in multiple sources (print or digital)

4.Investigate different aspects of a topic to build knowledge or answer research questions

5.Choose and use reliable sources by identifying the publisher, author, bias, accuracy, and timeliness of the source

6.Summarize information in notes

7.Analyze data and facts, and draw a conclusion

8.Think about how new ideas or learning connect to what they already know

9.Talk with others to clarify their thinking and deepen their learning about a topic

10Present what they have learned in their research through speaking or writing about the topic

11.Cite their sources:

– Author name last, first. Title of text. City of pub. Date of pub. Pages.

Internet Research (Continued into next lesson…)

Suggested slide pacing: 5-7 minutes

Student Grouping: Whole Group

Teaching Notes:

Teacher should post the Researchers Do These Things anchor chart and have the Researchers Do These Things anchor chart (example, for teacher reference) available during the lesson.

Teacher Actions:

Ensure students have devices.
Turn and Talk:

“So, you know that you need to find the answer to the posted question, but how do we start? You’ve got your device connected to the internet, so what are you going to do to begin researching?”

Draw on expertise from the group and invite a volunteer to demonstrate for the group and to talk through each thing he or she does.
Record each step on the Researchers Do These Things anchor chart, leaving space between each step to add anything that might be missing. Refer to Researchers Do These Things anchor chart (example, for teacher reference) as necessary.
Invite students to suggest anything that might be missing from the process outlined by the volunteer. Add anything appropriate to the Researchers Do These Things anchor chart. Continue to refer to Researchers Do These Things anchor chart (example, for teacher reference) as necessary.

Student Look-fors/Listen-fors:

Students contributing to the discussion.

Support for Any Students Who Need It: None.

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Internet Research pgs 98-99

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Athlete Links( click on blue link) - I have sent you a copy of this list called Athlete Research Links in your Canvas mailbox…..Go to CANVAS mailbox and find it.

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Fritz Pollard:

Roberto Clemente:

Althea Gibson:

Billie Jean King:

Renee Richards:

Wendell Scott:

Jessie Owens:

Muhammad Ali:

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Comparing and Contrasting Your Athlete and Jackie Robinson

What similarities do you notice between factors that contributed to Jackie Robinson’s success as a leader of social change and your athlete’s success as a leader of social change?

Comparing and Contrasting Athlete and Jackie Robinson

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ALLBLOCK Tuesday, 3/12/24

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Part 6

continued

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Part 6

continued

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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 493
Early Finishers-Reflex

Tuesday, March 12, 2024

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Lesson 12-2 PG 493

This Photo by Unknown Author is licensed under CC BY-SA

Let’s begin with the Solve and Share problem. Today’s problem is located below this video.

Let's read the problem: Juanita wants 1/2 of a mini-pizza for lunch. Tomás wants 1/4 of the same mini-pizza. How should you cut the pizza so that each person gets the portion they want? Solve this problem any way you choose.

In a moment, you will pause the video and solve this problem 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 similar to and different from the strategies of other students. 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

Name: Maya

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

Maya used fraction bars to represent this problem. (click)She used 3 wholes and ¼ to represent the cups. The she thought about the note: 1 cup = 8 fluid ounces. Since this there are 8 fluid ounces in 1 cup, (click) Maya decided to use the 1/8 fraction piece to represent 1 fluid ounce. She said it’s a little tricky because it says 1/8 because it IS 1/8 of a cup, but its also 1 fluid ounce since it take 8 fluid ounces to make 1 cup. (click)So, the first cup will have 8 fluid ounces, (click) the second cup will have 8 fluid ounces, and (click) the third cup will have 8 fluid ounces. Then there is ¼ cup. Maya said equivalent fractions come in handy. Since she knew that ¼ is equivalent to 2/8, (click) she could make that exchange. Since each of 1/8 bars represent 1 fluid ounce, Maya said that there were 3 groups of 8, which is 24 fluid ounces in the whole cups and 2 more fluid ounces in the one fourth. That means that Celeste has 26 fluid ounces. Maya said that you could also represent this with multiplication since we are moving from a larger unit, cups, to a smaller unit, fluid ounces. 3 ¼ x 8. 3 ¼ is the number of cups in the water bottle and 8 is the number of fluid ounces in each cup. (click) The 3 x 8 part is represented by the whole cups. There are 3 groups 8 fluid ounces. (click) And the ¼ x 8 part is represented here. ¼ of 8 is 2. Then Maya just put the 24 fluid ounces and the 2 fluid ounces together for a total of 26 fluid ounces in Celeste’s water bottle. Notice that Maya used the abbreviation fl oz for fluid ounces. Our anchor chart shows measurement abbreviations that can be used instead of writing out the whole unit. You can use abbreviations or the words as you work, but it is helpful to recognize both because you will find both in your everyday life.

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

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12-2

I can convert between customary units of capacity such as fluid ounces, cups, pints, quarts, and gallons.

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Try This PG 494

After a celebration, the Rodriguez family had 6 cups of strawberry punch and 9 cups of pineapple punch. If they put all the leftover punch in the same pitcher, how many quarts of punch will be in the pitcher? Note: 1 quart = 4 cups

This Photo by Unknown Author is licensed under CC BY-SA

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Visual Learning Bridge

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Convince Me PG 494

A restaurant served 14 pints, 1 cup of orange juice to customers during breakfast hours. How many cups of orange juice was served during breakfast? Note: 1 pint = 2 cups

This Photo by Unknown Author is licensed under CC BY-SA

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Workbook Guided Practice PG 495

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Workbook Pages 495 & 496

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Workbook Answers

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Math Workshop

Finish any incomplete or below passing Canvas quizzes
Get 100% on Reflex
Work on Dreambox

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Forces and Motion

Lesson 6

I can explore effects of friction.

L1 Test

Make L 2-3 Flashcards

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Forces and Motion Lesson 1 Quiz

Log onto Canvas
Look at the Grades Section
Click where is says “Forces and Motion Quiz 1”

Vocabulary Section
Drag and Drop Section
Multiple Choice Section
The access code is inertia

Do well!
Finished early?

Make your flashcards for lessons 2 and 3

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End of Day

12:55 Pack up, Clean Up

1:00 Walk down and drop backpacks in hallway by theater room

1;05 - 1:32 Recess

1:35 - 2:00 Lunch

2:05 - 2:43 Specials

Pick up students from specials at 2:45

Monday special is Health & Fitness

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Wednesday, March 13th, 2023

Good Morning!!

Early Release day

Sharpen pencils and get out your literacy materials…

Cursive practice in next page in your cursive book.

8:00 Turn on morning announcements

Announcements WSHE - click blue hyperlink for announcements link

8-8:30 Homeroom Meeting

8:30 - 9:30 Literacy

9:30 - 10:15 Math

10:15 -11:00 Specials

11:00 - 11:40 Lunch in classroom/ games

11:45 - Dismissal starts

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Literacy

-Continue Module 3 Unit 3 Lesson 3 from yesterday

Research chosen athlete and fill out pages 98 -99 in purple workbook

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Module 3: Unit 3: Lesson 3

I can research to identify the factors that contributed to the success of my athlete as a leader of social change.

I can compare and contrast the factors that contributed to Jackie Robinson’s success as a leader of social change and those that contributed to my athlete’s success.

PGs 95-99

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Internet Research

What are the similarities and differences between the factors that contributed to the success of your athlete as a leader of social change and those of Jackie Robinson?

Internet Research (Continued into next lesson…)

Suggested slide pacing: 5-7 minutes

Student Grouping: Whole Group

Teaching Notes:

This research will extend into the next lesson.

Teacher Actions:

Post the question:

“What are the similarities and differences between the factors that contributed to the success of your athlete as a leader of social change and those of Jackie Robinson?”

Tell students that in this lesson and the next, they will be researching an athlete of their choosing to answer this question.
Post the list of athletes and go through each, explaining what sport each athlete was famous for. Tell students that you read their suggestions and chose those athletes:

Who were definitely leaders of social change.
For whom you could find a lot of information about on the internet.

Give students a couple of minutes to choose their athlete, and help students get into groups with others wanting to research the same athlete.

Student Look-fors/Listen-fors:

Students should select an athlete and join a group of classmates.

Support for Any Students Who Need It: None.

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List of Athletes

Jesse Owens (male, track and field)
an African-American track and field athlete who won four gold medals at the 1936 Olympic game in Berlin.

Muhammad Ali (male, boxing)
an African-American professional boxer and social activist.

Renée Richards (female, tennis)
an American tennis player and the first transgender woman to play professional sports.

Fritz Pollard (male, NFL coach)
the first African-American head coach in the National Football League.

Wendell Scott (male, NASCAR)
the first African-American drivers in Nascar and the first African-American driver to win a race in the Grand National Series.

Billie Jean King (female, tennis)
an American tennis player whose influence and playing style elevated the status of women’s professional tennis.

Roberto Clemente (male, baseball)
the first Latin American baseball stars in the United States.

Althea Gibson (female, tennis)
the first black women’s tennis player to win the French, Wimbledon and US open.

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What do researchers do?

Turn and Talk:

So, you know that you need to find the answer to the posted question, but how do we start? You’ve got your device connected to the internet, so what are you going to do to begin researching?


REVIEW LIST ON NEXT SLIDE>>>>>

Internet Research (Continued into next lesson…)

Suggested slide pacing: 5-7 minutes

Student Grouping: Whole Group

Teaching Notes:

Teacher should post the Researchers Do These Things anchor chart and have the Researchers Do These Things anchor chart (example, for teacher reference) available during the lesson.

Teacher Actions:

Ensure students have devices.
Turn and Talk:

“So, you know that you need to find the answer to the posted question, but how do we start? You’ve got your device connected to the internet, so what are you going to do to begin researching?”

Draw on expertise from the group and invite a volunteer to demonstrate for the group and to talk through each thing he or she does.
Record each step on the Researchers Do These Things anchor chart, leaving space between each step to add anything that might be missing. Refer to Researchers Do These Things anchor chart (example, for teacher reference) as necessary.
Invite students to suggest anything that might be missing from the process outlined by the volunteer. Add anything appropriate to the Researchers Do These Things anchor chart. Continue to refer to Researchers Do These Things anchor chart (example, for teacher reference) as necessary.

Student Look-fors/Listen-fors:

Students contributing to the discussion.

Support for Any Students Who Need It: None.

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1.Ask questions about a topic to focus their research

2.Determine the structure of a text to be able to locate information to answer research questions quickly

3.Locate an answer to a question quickly in multiple sources (print or digital)

4.Investigate different aspects of a topic to build knowledge or answer research questions

5.Choose and use reliable sources by identifying the publisher, author, bias, accuracy, and timeliness of the source

6.Summarize information in notes

7.Analyze data and facts, and draw a conclusion

8.Think about how new ideas or learning connect to what they already know

9.Talk with others to clarify their thinking and deepen their learning about a topic

10Present what they have learned in their research through speaking or writing about the topic

11.Cite their sources:

– Author name last, first. Title of text. City of pub. Date of pub. Pages.

Internet Research (Continued into next lesson…)

Suggested slide pacing: 5-7 minutes

Student Grouping: Whole Group

Teaching Notes:

Teacher should post the Researchers Do These Things anchor chart and have the Researchers Do These Things anchor chart (example, for teacher reference) available during the lesson.

Teacher Actions:

Ensure students have devices.
Turn and Talk:

“So, you know that you need to find the answer to the posted question, but how do we start? You’ve got your device connected to the internet, so what are you going to do to begin researching?”

Draw on expertise from the group and invite a volunteer to demonstrate for the group and to talk through each thing he or she does.
Record each step on the Researchers Do These Things anchor chart, leaving space between each step to add anything that might be missing. Refer to Researchers Do These Things anchor chart (example, for teacher reference) as necessary.
Invite students to suggest anything that might be missing from the process outlined by the volunteer. Add anything appropriate to the Researchers Do These Things anchor chart. Continue to refer to Researchers Do These Things anchor chart (example, for teacher reference) as necessary.

Student Look-fors/Listen-fors:

Students contributing to the discussion.

Support for Any Students Who Need It: None.

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Internet Research pgs 98-99

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Athlete Links( click on blue link) - I have sent you a copy of this list called Athlete Research Links in your Canvas mailbox…..Go to CANVAS mailbox and find it.

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Fritz Pollard:

Roberto Clemente:

Althea Gibson:

Billie Jean King:

Renee Richards:

Wendell Scott:

Jessie Owens:

Muhammad Ali:

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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 497
Early Finishers-Reflex

Wednesday, March 13, 2024

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Lesson 12-3 497

This Photo by Unknown Author is licensed under CC BY-NC

Let’s begin with the Solve and Share problem. Today’s problem is on page 497 in your enVision Volume 2 workbook below this video.

Let's read the problem: Maria adopted 4 dogs. All together they eat 1 3/4 pound of food each day. One pound is equal to 16 ounces. How many ounces of food will the dogs eat in 5 days?

In a moment, you will pause the video and solve this problem on page 497 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 similar to and different from the strategies of other students. 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

Name: Tuan

___ ounces x 5 days = T

1 pound = 16 ounces

= 16 ounces

4 ounces	4 ounces	4 ounces	4 ounces

= 12 ounces

16 ounces

+ 12 ounces

28 ounces

28 ounces x 5 days = T

x 5

+ 100

140

28 ounces x 5 days = 140 ounces

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

(click)Tuan decided that this question has 2 parts. So, he began by recording the equations he needed to solve.

First, he decided to find the number of ounces in 1 ¾ pounds. He recorded 1 ¾ pound = blank ounces. He said he didn’t use O to stand for the part he didn’t know because he might mix it up with 0.

For the second equation he wrote blank ounces that he could fill in from the first equation x 5 days since that is what the question is asking about and that would give him the Total ounces T.

Tuan began by representing the 1 ¾ pounds (click). First Tuan needed to change 1 ¾ to ounces. (click) He remembered that the problem said that there are 16 ounces in 1 pound. But he didn’t have fraction tiles for sixteenths. So he noted it beside the 1 whole. (click) That whole was equal to 16 ounces. Then he had to reason about the fourths. He knew it takes 16 ounces to make 4 fourths. 16 divided by 4 equal 4, so each fourth would be 4 ounces. (click) So ¾ pound would be 3 of the groups of 4 ounces, or 12 ounces. So 16 ounces + 12 ounces is 28 ounces.

Then Tuan could fill in the ounces in the second equation. (click) Now he has 28 ounces x 5 days. (click x 2) Tuan solved the multiplication problem: 5 x 8 is 40 (click), 5 x 20 is 100 (click), 40 + 100 is 140. So, the total ounces Maria’s dogs eat in 5 days would be 140 ounces.

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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12-3

I can convert between customary unit of mass such as ounces, pounds and tons.

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Try This PG 498

An adult African elephant weighs about 5 tons. A baby African elephant weighs about 250 pounds. How many pounds does an adult African elephant weigh? How many tons does a baby African elephant weigh? Note: 1 ton = 2,000 pounds

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Visual Learning Bridge

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Convince Me PG 498

Large farm tractors can weigh around 15,000 pounds. How many tons would 15,000-pound tractor weigh? Note: 1 ton = 2,000 pounds

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Workbook Guided Practice PG 499

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Math Practice 12-3 on Canvas

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Workbook Pages 499 & 500

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Workbook Answers

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Lunch 11 - 11:45

https://youtu.be/TcdcYBRIk3k

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After math …

11:45 Please take bus students to dismissal hallway and wait for buses to be called.

Walkers, Car riders, and ASEP will head down front to their areas

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Thursday, March 14th, 2024

Good Morning!!

1.Wipe down your desk with a Clorox wipe

2.Sharpen pencils and get out your literacy materials…

3.Read to self on SORA or your own book

4.8:00 Morning announcements

Announcements WSHE -

Schedule Today - Due to Field Trip

8 - 8:30 Homeroom/morning meeting

8:30 - 9:25 Literacy

9:25 - Prepare for field trip

Students go to bathroom,

Do not take anything with you

Head down to front at 9:40

Load bus at 9:45

Arrive at Charlotte Symphony at 10:15… Show is from 10:15-11:00

Arrive back by 11:25

11:30 - 12:50 Math

12:55 - Pack up, put up chromebooks, clean room

1:00 - 1:32 Recess

1;35 - 2;00 Lunch

2:00 - 2:45 Specials

Dismissal

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Module 3: Unit 3: Lesson 4

I can plan an essay comparing and contrasting the factors that contributed to Jackie Robinson’s success as a leader of social change and those that contributed to my athlete’s success.

I can use correlative conjunctions correctly.

PGs 100-107

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Engaging the Reader: Model Essay

What is this text about?

the similarities and differences between the factors that contributed to the success of Jim Abbott as a leader of social change and those of Jackie Robinson

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Engaging the Reader: Model Essay

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Independent Writing: Planning an Essay

Standard	Characteristics of Effective Informative Writing	Characteristics of an essay comparing and contrasting Jackie Robinson and my expert group athlete	Yes? No?
W.5.9	My focus shows that I clearly understand the topic or text and is well supported with evidence from reliable sources.	Similarities and differences between the factors that contributed to the success of Jackie Robinson as a leader of change and those of my expert group athlete.
W.5.2a	I provide a general observation and focus and maintain the focus consistently throughout the piece.
W.5.2a	I introduce the topic, giving readers the context they need to understand the piece.

Informative Writing Checklist

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Independent Writing: Planning an Essay pg 102

Essay Planning Graphic Organizer - continued on next few slides

Suggested slide pacing: 10-15 minutes to complete all of the graphic organizer

Student Grouping: Whole Group/Individual

Teaching Notes:

Click when indicated in the slide notes to reveal Focus Statement.

Teacher Actions:

Distribute and display the Essay Planning graphic organizer student workbook page 102-105. Tell students that they only need to write notes on this organizer, because it is just a chance for them to think through the information they want to include in each paragraph. Point out that the organizer shows them what information to include and how much.
Invite students to use the model essay to help you complete the displayed Essay Planning graphic organizer for Jim Abbott. Refer to Essay Planning graphic organizer (example, for teacher reference) as necessary.
Ask students to read the Focus Question first. Then elicit student suggestions for crafting a Focus Statement.
Click to reveal Focus Statement.

Student Look-fors/Listen-fors:

Students offer suggestions for Focus Statement.

Support for Any Students Who Need It:

For students who may need additional support with fine motor skills: Provide options for expression by offering a graphic organizer that includes lines within each box.
(Concrete, Corresponding Examples). Include an example for each criterion on the Informative Writing Checklist, providing students with concrete, corresponding examples to refer to. (Example: I use linking words to show how ideas and information connect. Linking words = similarly, another, also; while, however, but …) Invite students to refer to the Linking Words and Phrases chart for additional examples of language they can use to connect ideas, and add new examples to the chart as they come up.
(Modeling and Thinking Aloud: Filling in Graphic Organizer) Display the enlarged model essay next to the displayed Essay Planning graphic organizer. Model and think aloud filling in the graphic organizer with the corresponding components of the model essay, providing students with concrete examples of the type of information that will go in each section.

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Independent Writing:

Planning an Essay pg 102

Essay Planning Graphic Organizer - continued

Suggested slide pacing: 10-15 minutes to complete all of the graphic organizer

Student Grouping: Whole Group

Teaching Notes:

Click to populate the slide as you work through the Essay Planning graphic organizer with your students. Each section of the Essay Planning graphic organizer is displayed on a separate slide.

Teacher Actions:

Continue to have students use the model essay to help you complete the displayed Essay Planning graphic organizer for Jim Abbott. Refer to Essay Planning graphic organizer (example, for teacher reference) as necessary.
Elicit input from students to complete the graphic organizer. Prompt students to refer to the model essay if needed.

Student Look-fors/Listen-fors:

Students offer suggestions for completing the graphic organizer.

Support for Any Students Who Need It:

For students who may need additional support with fine motor skills: Provide options for expression by offering a graphic organizer that includes lines within each box.
(Modeling and Thinking Aloud: Filling in Graphic Organizer). Display the enlarged model essay next to the displayed Essay Planning graphic organizer. Model and think aloud filling in the graphic organizer with the corresponding components of the model essay, providing students with concrete examples of the type of information that will go in each section.

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Independent Writing: Planning an Essay pg 103

Essay Planning Graphic Organizer - continued

Suggested slide pacing: 10-15 minutes to complete all of the graphic organizer

Student Grouping: Whole Group

Teaching Notes:

Click to populate the slide as you work through the Essay Planning graphic organizer with your students. Each section of the Essay Planning graphic organizer is displayed on a separate slide.

Teacher Actions:

Continue to have students use the model essay to help you complete the displayed Essay Planning graphic organizer for Jim Abbott. Refer to Essay Planning graphic organizer (example, for teacher reference) as necessary.
Elicit input from students to complete the graphic organizer. Prompt students to refer to the model essay if needed.

Student Look-fors/Listen-fors:

Students offer suggestions for completing the graphic organizer.

Support for Any Students Who Need It:

For students who may need additional support with fine motor skills: Provide options for expression by offering a graphic organizer that includes lines within each box.
(Modeling and Thinking Aloud: Filling in Graphic Organizer). Display the enlarged model essay next to the displayed Essay Planning graphic organizer. Model and think aloud filling in the graphic organizer with the corresponding components of the model essay, providing students with concrete examples of the type of information that will go in each section.

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Independent Writing: Planning an Essay pg 103

Essay Planning Graphic Organizer - continued

Suggested slide pacing: 10-15 minutes to complete all of the graphic organizer

Student Grouping: Whole Group

Teaching Notes:

Click to populate the slide as you work through the Essay Planning graphic organizer with your students. Each section of the Essay Planning graphic organizer is displayed on a separate slide.

Teacher Actions:

Continue to have students use the model essay to help you complete the displayed Essay Planning graphic organizer for Jim Abbott. Refer to Essay Planning graphic organizer (example, for teacher reference) as necessary.
Elicit input from students to complete the graphic organizer. Prompt students to refer to the model essay if needed.

Student Look-fors/Listen-fors:

Students offer suggestions for completing the graphic organizer.

Support for Any Students Who Need It:

For students who may need additional support with fine motor skills: Provide options for expression by offering a graphic organizer that includes lines within each box.
(Modeling and Thinking Aloud: Filling in Graphic Organizer). Display the enlarged model essay next to the displayed Essay Planning graphic organizer. Model and think aloud filling in the graphic organizer with the corresponding components of the model essay, providing students with concrete examples of the type of information that will go in each section.

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Independent Writing: Planning an Essay pg 104

Essay Planning Graphic Organizer - continued

Suggested slide pacing: 10-15 minutes to complete all of the graphic organizer

Student Grouping: Whole Group

Teaching Notes:

Click to populate the slide as you work through the Essay Planning graphic organizer with your students. Each section of the Essay Planning graphic organizer is displayed on a separate slide.

Teacher Actions:

Continue to have students use the model essay to help you complete the displayed Essay Planning graphic organizer for Jim Abbott. Refer to Essay Planning graphic organizer (example, for teacher reference) as necessary.
Elicit input from students to complete the graphic organizer. Prompt students to refer to the model essay if needed.

Student Look-fors/Listen-fors:

Students offer suggestions for completing the graphic organizer.

Support for Any Students Who Need It:

For students who may need additional support with fine motor skills: Provide options for expression by offering a graphic organizer that includes lines within each box.
(Modeling and Thinking Aloud: Filling in Graphic Organizer). Display the enlarged model essay next to the displayed Essay Planning graphic organizer. Model and think aloud filling in the graphic organizer with the corresponding components of the model essay, providing students with concrete examples of the type of information that will go in each section.

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Independent Writing: Planning an Essay pg 104

Essay Planning Graphic Organizer - continued

Suggested slide pacing: 10-15 minutes to complete all of the graphic organizer

Student Grouping: Whole Group

Teaching Notes:

Click to populate the slide as you work through the Essay Planning graphic organizer with your students. Each section of the Essay Planning graphic organizer is displayed on a separate slide.

Teacher Actions:

Continue to have students use the model essay to help you complete the displayed Essay Planning graphic organizer for Jim Abbott. Refer to Essay Planning graphic organizer (example, for teacher reference) as necessary.
Elicit input from students to complete the graphic organizer. Prompt students to refer to the model essay if needed.

Student Look-fors/Listen-fors:

Students offer suggestions for completing the graphic organizer.

Support for Any Students Who Need It:

For students who may need additional support with fine motor skills: Provide options for expression by offering a graphic organizer that includes lines within each box.
(Modeling and Thinking Aloud: Filling in Graphic Organizer). Display the enlarged model essay next to the displayed Essay Planning graphic organizer. Model and think aloud filling in the graphic organizer with the corresponding components of the model essay, providing students with concrete examples of the type of information that will go in each section.

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Independent Writing: Planning an Essay pg 105

Essay Planning Graphic Organizer - final slide

Suggested slide pacing: 10-15 minutes to complete all of the graphic organizer

Student Grouping: Whole Group

Teaching Notes:

Click to populate the slide as you work through the Essay Planning graphic organizer with your students. Each section of the Essay Planning graphic organizer is displayed on a separate slide.

Teacher Actions:

Continue to have students use the model essay to help you complete the displayed Essay Planning graphic organizer for Jim Abbott. Refer to Essay Planning graphic organizer (example, for teacher reference) as necessary.
Elicit input from students to complete the graphic organizer. Prompt students to refer to the model essay if needed.

Support for Any Students Who Need It:

For students who may need additional support with fine motor skills: Provide options for expression by offering a graphic organizer that includes lines within each box.
(Modeling and Thinking Aloud: Filling in Graphic Organizer). Display the enlarged model essay next to the displayed Essay Planning graphic organizer. Model and think aloud filling in the graphic organizer with the corresponding components of the model essay, providing students with concrete examples of the type of information that will go in each section.

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Independent Writing: Planning an Essay

Reminders:

Refer to your Research note-catcher and Comparison to Jackie Robinson note-catcher from the previous two lessons.
If they don’t have three significant achievements, or two similarities or differences, include what you do have.
The planning organizer is only to help you organize your thinking as you prepare to write.

How am I doing?

I can plan an essay comparing and contrasting the factors that contributed to Jackie Robinson’s success as a leader of social change and those that contributed to my athlete’s success.
I successfully used the habit from the Working to Become Effective Learners anchor chart on which I chose to focus.

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Language Dive: Model Essay: Correlative Conjunctions pg 106

What is one question you can ask during a Language Dive?

“Both Jackie Robinson and Jim Abbott faced adversity with courage and persistence, and neither person gave up on his dreams despite the negative words and actions of others.”

Language Dive: Model Essay: Correlative Conjunctions - continued on next few slides

Suggested slide pacing: 15-25 minutes to complete Language Dive

Student Grouping: Whole Group/Pairs

Teaching Notes: None.

Teacher Actions:

Tell students they will now participate in a Language Dive using the same format from Unit 1.
Focus students’ attention on the Questions We Can Ask during a Language Dive anchor chart.
Think-Pair-Share:

“What is one question you can ask during a Language Dive?” (Responses will vary.)

Reread the second paragraph of the Model Essay: Comparing and Contrasting Jackie Robinson and Jim Abbott.
Focus on the displayed sentence. Read aloud the sentence twice and have students read aloud the sentence with a partner. “Both Jackie Robinson and Jim Abbott faced adversity with courage and persistence, and neither person gave up on his dreams despite the negative words and actions of others.”
Use the Language Dive Guide: Model Essay: Correlative Conjunctions and Language Dive Chunk Chart: Model Essay: Correlative Conjunctions to guide students through a Language Dive of the sentence. Refer to the guide for the use of the Language Dive Correlative Conjunctions handout (handout found in Student Workbook page 106).
Distribute and display the Language Dive Note catcher: Model Essay: Correlative Conjunctions (found in Student Workbook page 107) and Language Dive Sentence Strip Chunks: Model Essay: Correlative Conjunctions (found in Teacher Supporting Materials manual).

Student Look-fors/Listen-fors:

Students offer a question to be asked during a Language Dive.
Students follow along as you read the Language Dive sentence.
Students read Language Dive sentence with their partner.

Support for Any Students Who Need It:

(Linking Words and Phrases Chart: Adding Examples). Consider adding the correlative conjunctions from the Correlative Conjunctions handout to the bottom of the Linking Words and Phrases chart (see Lesson 1, For lighter support) for students to reference as they write their essays in the upcoming lessons.

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Language Dive: Model Essay: Correlative Conjunctions pg 107

Both Jackie Robinson and Jim Abbott

Who is this sentence about?

Why did the writer use the underlined words?

This sentence is about Jackie Robinson and Jim Abbott, athletes who broke significant barriers in baseball.

They work together to signal comparison and to connect two elements in a sentence. In this chunk, they compare Jackie Robinson and Jim Abbott. We know that the subsequent chunks will be about these two men.

Language Dive: Model Essay: Correlative Conjunctions - continued

Suggested slide pacing: 15-25 minutes to complete Language Dive

Student Grouping: Whole Group

Teaching Notes:

Click when indicated in slide notes to populate the slide. In Presentation mode, the first sentence chunk will display on the screen.

Teacher Actions:

Click to reveal the question and ask:

“Who is this sentence about?” (This sentence is about Jackie Robinson and Jim Abbott, athletes who broke significant barriers in baseball.) (noun phrase)

Click to reveal the underline beneath both and and. Ask:

“Can you figure out why the writer used these two words?” (They work together to signal comparison and to connect two elements in a sentence. In this chunk, they compare Jackie Robinson and Jim Abbott. We know that the subsequent chunks will be about these two men.) (correlative conjunctions)

Students can refer to the Correlative Conjunctions handout for additional examples of correlative conjunctions. Note that it is important that correlative conjunctions connect equal grammatical items. For example, if a noun follows both, then a noun must also follow and.

Student Look-fors/Listen-fors:

Students identify topic of sentence.
Students identify purpose of correlative conjunctions in the given sentence.

Support for Any Students Who Need It:

(Linking Words and Phrases Chart: Adding Examples). Consider adding the correlative conjunctions from the Correlative Conjunctions handout to the bottom of the Linking Words and Phrases chart (see Lesson 1, For lighter support) for students to reference as they write their essays in the upcoming lessons.

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Language Dive: Model Essay: Correlative Conjunctions

faced adversity with courage and persistence,

What did both Jackie Robinson and Jim Abbott do?

Both Jackie Robinson and Jim Abbott faced adversity with courage and persistence,

Courageously dealt with, or confronted misfortune or difficulty, referring to the difficulties that both Jackie Robinson and Jim Abbott faced as they broke barriers in baseball during their respective eras.

Language Dive: Model Essay: Correlative Conjunctions - continued

Suggested slide pacing: 15-25 minutes to complete Language Dive

Student Grouping: Whole Group

Teaching Notes:

Click when indicated in slide notes to populate the slide.

Teacher Actions:

Click to reveal the next sentence chunk.
Click to reveal the question and ask:

“What did both Jackie Robinson and Jim Abbott do?” (Courageously dealt with, or confronted misfortune or difficulty, referring to the difficulties that both Jackie Robinson and Jim Abbott faced as they broke barriers in baseball during their respective eras.) (verb phrase)

Click to reveal the first two chunks combined and invite students to say the chunks in their own words. (Responses will vary, but may include: Jackie Robinson and Jim Abbott were similar because they were both brave and strong when dealing with difficulties.)

Student Look-fors/Listen-fors:

Students identify what Robinson and Abbott had in common.
Students restate combined sentence chunks in their own words.

Support for Any Students Who Need It:

(Linking Words and Phrases Chart: Adding Examples). Consider adding the correlative conjunctions from the Correlative Conjunctions handout to the bottom of the Linking Words and Phrases chart (see Lesson 1, For lighter support) for students to reference as they write their essays in the upcoming lessons.

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Language Dive: Model Essay: Correlative Conjunctions

and neither person gave up on his dreams

What does this chunk tell us?

despite the negative words and actions of others.

What does this chunk tell us?

Why does the author use this word?

Neither Jackie Robinson nor Jim Abbott gave up on breaking barriers in baseball.

That they still didn’t give up on their dreams even though other people said and did things that might have been harmful or discouraging.

Despite is used to connect the previous chunk to this chunk, signaling that the idea in the previous chunk is true, even if the idea that follows might have prevented it. Synonymous words and phrases are: in spite of, even with, and regardless of.

Language Dive: Model Essay: Correlative Conjunctions - continued

Suggested slide pacing: 15-25 minutes to complete Language Dive

Student Grouping: Whole Group

Teaching Notes:

Click when indicated in slide notes to populate the slide.

Teacher Actions:

Click to reveal the next sentence chunk.
Click to reveal the question and ask:

“And what does this chunk tell us?” (Neither Jackie Robinson nor Jim Abbott gave up on breaking barriers in baseball.) (coordinating clause)

Students can share a dream/goal they have with a partner, and describe what it would look like to not give up on it.
Click to reveal the final sentence chunk.
Click to reveal the question and ask:

“What does this chunk tell us?” (That they still didn’t give up on their dreams even though other people said and did things that might have been harmful or discouraging.)

Click to reveal the underline beneath despite and ask:

“Why does the author use this word?” (Despite is used to connect the previous chunk to this chunk, signaling that the idea in the previous chunk is true, even if the idea that follows might have prevented it. Synonymous words and phrases are: in spite of, even with, and regardless of.) (preposition)

Student Look-fors/Listen-fors:

Students elaborate on what Robinson and Abbott had in common.
Students identify that Robinson and Abbott had opposition.
Students identify the use of the word despite to show relationship between sentence chunks.

Support for Any Students Who Need It:

(Linking Words and Phrases Chart: Adding Examples). Consider adding the correlative conjunctions from the Correlative Conjunctions handout to the bottom of the Linking Words and Phrases chart (see Lesson 1, For lighter support) for students to reference as they write their essays in the upcoming lessons.

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Language Dive: Model Essay: Correlative Conjunctions

Both _____ and _____ make me happy.

What if we replace Both and and with Neither and nor?

Neither _____ nor ______ make me happy.

How does that change the meaning?

Whatever we place in the blanks are things that do not make us happy.

Language Dive: Model Essay: Correlative Conjunctions - continued

Suggested slide pacing: 15-25 minutes to complete Language Dive

Student Grouping: Whole Group

Teaching Notes:

In Presentation mode, slide will display as blank. Click when indicated in slide notes to reveal each line of text on the slide.

Teacher Actions:

Click to display focus structure sentence frame. “Both _______ and _______ make me happy”. (Both my family and my friends make me happy.) Have students offer suggestions to complete the sentence.
To provide lighter support, click and ask:

“What if we replace Both and and with Neither and nor?” Click to reveal revised sentence frame.

Click and ask: “How does that change the meaning?” (Whatever we place in the blanks are things that do not make us happy.)
To provide heavier support, provide a word or phrase bank for students to use when completing the sentence frame.
Students can create a gesture for comparison as they say the sentence, such as clasping their hands together. They can then draw and write to complete their Language Dive Note-catcher: Model Essay: Correlative Conjunctions.

Student Look-fors/Listen-fors:

Students offer suggestions to complete sentence frame.
Students complete their Language Dive Note-catcher: Model Essay: Correlative Conjunctions.

Support for Any Students Who Need It:

(Linking Words and Phrases Chart: Adding Examples). Consider adding the correlative conjunctions from the Correlative Conjunctions handout to the bottom of the Linking Words and Phrases chart (see Lesson 1, For lighter support) for students to reference as they write their essays in the upcoming lessons.

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Language Dive: Model Essay: Correlative Conjunctions

Both Jackie Robinson and Jim Abbott faced adversity

with courage and persistence, and neither person gave up on his dreams despite the negative words and actions of others.

How can you say this sentence in your words?

How does this Language Dive add to your understanding of the big idea?

Jackie Robinson and Jim Abbott both confronted challenges with bravery and strength, even when others said and did unpleasant things.

It tells us how both Jackie Robinson and Jim Abbott had the chance to lead change, overcoming adversity to change baseball and society.

Language Dive: Model Essay: Correlative Conjunctions - continued

Suggested slide pacing: 15-25 minutes to complete Language Dive

Student Grouping: Whole Group

Teaching Notes:

Click when indicated in slide notes to reveal questions.

Teacher Actions:

Click to reveal the question and ask:

“How can you say this sentence in your own words?” (Jackie Robinson and Jim Abbott both confronted challenges with bravery and strength, even when others said and did unpleasant things.)

Click to reveal the question and ask:

“How does this Language Dive add to your understanding of the big idea?” (It tells us how both Jackie Robinson and Jim Abbott had the chance to lead change, overcoming adversity to change baseball and society.)

Student Look-fors/Listen-fors:

Students revise focus sentence by putting it into their own words.

Support for Any Students Who Need It:

(Linking Words and Phrases Chart: Adding Examples). Consider adding the correlative conjunctions from the Correlative Conjunctions handout to the bottom of the Linking Words and Phrases chart (see Lesson 1, For lighter support) for students to reference as they write their essays in the upcoming lessons.

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Language Dive: Model Essay: Correlative Conjunctions

Can we say this sentence in a different order? How?

Both Jackie Robinson and Jim Abbott faced adversity

with courage and persistence, and neither person gave up on his dreams despite the negative words and actions of others.

Despite the negative actions and words of others, both Jackie Robinson and Jim Abbott faced adversity with courage and persistence, and neither person gave up on his dreams despite the negative words and actions of others.

Language Dive: Model Essay: Correlative Conjunctions - continued

Suggested slide pacing: 15-25 minutes to complete Language Dive

Student Grouping: Whole Group

Teaching Notes:

Click when indicated in slide notes to reveal question.
Consider placing students into groups of four with each student holding a different sentence chunk. Students physically switch places to show the sentence in a different, correct order.

Teacher Actions:

Direct students to reread the focus sentence. Click and ask:

“Can we say this sentence in a different order? How?” (Despite the negative actions and words of others, both Jackie Robinson and Jim Abbott faced adversity with courage and persistence, and neither person gave up on his dreams despite the negative words and actions of others.)

Update the Language Chunk Wall. Consider the following suggestions:

Language to connect words, phrases, clauses: Both Jackie Robinson and Jim Abbott / despite the negative words and actions of others.
Nouns and noun phrases and clauses (people, places, things): despite the negative words and actions of others.
Verbs and verb phrases (actions, states of being): faced adversity with courage and persistence.
Language to make references: and neither person gave up on his dreams.

Student Look-fors/Listen-fors:

Students revise focus sentence by switching the order of the sentence chunks.

Support for Any Students Who Need It:

To provide lighter support: “Can you use the correlative conjunctions not only … but also to say this sentence another way?” (Not only did they achieve their dreams, but also they persevered amid difficulties.)
To provide heavier support: Invite students to discuss the meaning of the sentence in home language groups.

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Preparing for Charlotte Symphony

9:30 -9:40 Go to bathroom, eat snack
9:40 walk down front to load buses
Load buses by 9:50
Charlotte Symphony arrival 10:15 - 11:00
Return by 11:25

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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 today on page 501
Early Finishers-Reflex

Thursday, March 14, 2024

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Lesson 12-4 PG 501

Let’s begin with the Solve and Share problem. Today’s problem is located below this video.

Let's read the problem: Tomás ran 2 1/2 kilometers on Saturday and 3 kilometers on Sunday. How many kilometers did Tomás run over the weekend? Note: 1 kilometer = 1,000 meters

In a moment, you will pause the video and solve this problem located below. You can use the tools you gathered or tools in the virtual classroom as needed. Once you have solved the problem, click reply 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 similar to and different from the strategies of other students. 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

Name: Celeste

1,000 meters

500 meters

Bigger

Smaller

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

Celeste represented the distance Tomas ran with fraction bars. She used 2 ½ to represent the 2 ½ km Tomas ran on Saturday and 3 fraction bars to represent the distance that Tomas ran on Sunday. She could see that he ran a total (click) of 5 ½ kilometers, but the question asked how many meters Tomas ran.

Celeste saw that 1 kilometer is equal to 1,000 meters in the problem. So she changed each kilometer into 1000 meters (click). That would be 5 groups of 1,000 which could be recorded as 5 x 1000 = 5,000 (click). Then Celeste thought about ½ of 1,000. That is like ½ x 1000, and that would be 500. (click). Then she just needed to put the two together to get the total number of meters. 5,000 + 500 is 5,500 meters.

Celeste said that she could also think about what she learned about measurement…. She knew there was a total of 5 ½ km. She needed to covert to a smaller unit meters. So she would need more meters than km. That mean that she should multiply to convert. 5 ½ x 1000. 5 x 1000 is 5000 and ½ times 1000 is 500, so that would be 5,500 meters.

Let’s take a look at the Try This problem next. We will review the groups of equivalent fractions that you will use there!

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Homework Answers

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Homework Answers

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12-4

I can convert between metric unit of length such as millimeters, centimeters, meters, and kilometers.

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Try This PG 502

Levi has 34 matchbox cars. Each car is 65 millimeters long. If Levi places them in a line end-to-end, how many meters long will the line of cars be? Note: 1 meter = 1,000 millimeters

This Photo by Unknown Author is licensed under CC BY-NC

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Visual Learning Bridge

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Convince Me PG 502

Makayla’s has a small herb garden in which she is growing 3 herbs: parsley, cilantro, and basil. The diagram shows the length of the garden used for each herb. How many meters long is the whole garden?

This Photo by Unknown Author is licensed under CC BY-NC

Cilantro 47 cm	Basil 84 cm	Parsley 93 cm	Rosemary 56 cm

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Workbook Guided Practice PG 503

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Workbook Pages 503 & 504

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Workbook Answers

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End of Day

12:55 Pack up, Clean Up

1:00 Walk down and drop backpacks in hallway by theater room

1;05 - 1:32 Recess

1:35 - 2:00 Lunch

2:05 - 2:43 Specials

Pick up students from specials at 2:45

Monday special is Health & Fitness

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Friday, March 15th, 2024

Good Morning!!

Wipe down your desk with a Clorox wipe

Sharpen pencils and get out your literacy materials…

Pick your Friday activity- Read to self, Typing Club, Math website,

or cursive practice

8:00 Morning announcements

Announcements WSHE -

Morning Meeting - What are your plans for the weekend?

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Module 3: Unit 3: Lesson 5

I can write an essay comparing and contrasting the factors that contributed to Jackie Robinson’s success as a leader of social change and those that contributed to my athlete’s success.
I can critique my partner’s essay and provide kind, helpful, and specific feedback.

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Independent Writing: Drafting an Essay

Suggested slide pacing: 5-7 minutes

Student Grouping: Whole Group/Small Group

Teaching Notes:

Click when indicated in slide notes to populate the slide as you refer resources with your students.
If technology is not available, have students draft their essays using paper and pencil.

Teacher Actions:

Instruct students to partner with the student(s) they were working with in the previous lesson and to label themselves A, B, etc.
Ensure each student has access to a device with word-processing software.
Invite students to retrieve their Essay Planning graphic organizer. Remind them of the question at the top:

“What are the similarities and differences between the factors that contributed to the success of your athlete as a leader of social change and those of Jackie Robinson?”

Direct students to spend a few minutes reviewing their graphic organizer with their partner(s).
Instruct students to retrieve their Informative Writing Checklist and reread the criteria, particularly the specific criteria they added in the previous lesson.
Focus students on the Working to Become Effective Learners anchor chart and invite them to reread it silently. Tell students to choose a habit to focus on as they work with their partner/triad today.
Invite students to retrieve their Correlative Conjunctions handout and remind them that they referred to it during the Language Dive in the previous lesson. Briefly review how to correctly use correlative conjunctions. Emphasize that students do not need to use correlative conjunctions, but if they do use them, they should ensure they do so correctly.

Student Look-fors/Listen-fors:

Students follow along as resources are reviewed.
Students discuss their graphic organizer with their partner.

Support for Any Students Who Need It:

Consider supporting students’ expressive skills by offering partial dictation or sentence stems as students organize their ideas for their essays.
(Practicing Language to Compare and Contrast). Invite students to play “Let’s Compare and Contrast!” with the cards from For heavier support. Put all index cards in a bag and invite a volunteer to pull one out, comparing the images on the card using the sentence frame for comparing. Invite that student to call on another student to contrast the images on the card using the sentence frame for contrasting. The student who contrasted the images then repeats this process. Challenge students to see how many images they can compare and contrast in 2 minutes. Add new examples to the Linking Words and Phrases Chart and encourage students to use these words as they write.
(Sentence Frames). Invite students to create sentence frames to support writing each paragraph. Invite students who need heavier support to use the frames. (Example for Proof Paragraph 1: One factor for success that was similar between my athlete and Jackie Robinson was ________. For example, _______. Another factor in the success of both athletes was ________. For instance, ______.)
(Citing Sources). Remind students of the importance of citing sources. Point out that they must use quotation marks when quoting ideas directly, and tell the reader where the ideas and quotes in their essay came from.

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Independent Writing: Drafting an Essay

Turn and Talk:

Orally share your introduction with your partner(s).

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Independent Writing: Drafting an Essay

Remember to use the following resources:

Research note-catcher
Comparison to Jackie Robinson note-catcher
Linking Words and Phrases handout
Model Essay: Comparing and Contrasting Jackie Robinson and Jim Abbott

Repeat this process with your partner for each portion of your essay.

Reread the corresponding paragraph of the model essay.
Spend time reading the Essay Planning graphic organizer and thinking.
Say the paragraph aloud to your partner.
Write it down.

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Peer Critique: Essay

Swap work with your partner.
Read their work once. If you need help reading it, ask your partner to read it aloud.
Review the criteria on your Correlative Conjunction Handout and Information Writing Checklist.
Identify one star (one thing your partner did well).
Record your star on a sticky note.
Identify one step (one thing your partner could improve on).
Record your step on a different colored sticky note.
Explain your feedback. Partner B first, then partner A.
Ask your partner clarifying questions if you don’t understand.

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Peer Critique: Essay

How am I doing?

I can write an essay comparing and contrasting the factors that contributed to Jackie Robinson’s success as a leader of social change and those that contributed to my athlete’s success.
I successfully exhibited the habit from Working to Become Effective Learners anchor chart on which I chose to focus today.

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Peer Critique: Essay

How did you overcome any challenges that arose during the peer critique?

How does our peer critique add to your understanding of writing an essay?

Turn and Talk:

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ALLBLOCK

Annotating Activity - Reflecting on Annotating( Students should already have packets)

After this activity, please collect the packets.

Students should then complete this FLOCABULARY activity-

- Commonly Confused Words

- Paraphrasing

If they finish these, they can read a book on SORA or a book of their own silently

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Friday, 3/15th

137 of 154

Part 8

continued

138 of 154

Math

Please have on your desk

Homework from last night so that I can stamp it
Complete your Solve and Share today on page 505
Early Finishers-Reflex

Friday, March 15, 2024

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Lesson 12-5 PG 505

Kaylee made 3.5 liters of tea for her family. How many milliliters of tea did Kaylee make for her family?

Note: 1 liter = 1,000 milliliters

This Photo by Unknown Author is licensed under CC BY-NC-ND

Let’s begin with the Solve and Share problem. Today’s problem is located below this video.

Let's read the problem: Tyler and Dean ordered pizza. Tyler ate 1/2 of the pizza and Dean ate 3/8 of the pizza. How much of the pizza was eaten, and how much was left?

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This Photo by Unknown Author is licesed under CC BY

Name: Juanita

3.5 liters = ___ milliliters

1 liter = 1,000 milliliters

larger

smaller

3.5 L x 1,000 = ___ mL

thousands	hundreds	tens	ones	tenths

3.5 L x 1,000 = 3,500 mL

3.5 liters = 3,500 milliliters

This Photo by Unknown Author is licensed under CC BY-NC-ND

1,000

500

= 3,500 mL

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

Juanita began by recording what she is trying to find out: (click) 3.5 liters = ___ milliliters. She recorded the fact we know. 1 liter = 1,000 milliliters. She said that liters must be bigger because it takes 1 to be the same as 1,000 milliliters. Also, she knew millimeters are smaller than meters, so she thought milliliters must be smaller than liters.

Since she was moving from a larger unit to a smaller unit, Juanita knew that she would need more, so the number would be bigger. That meant she should multiply. (click) She recorded 3.5 L x 1000 = ____ mL

Juanita said, “I can move the digits 3 places left, since multiplying by 1,000 is like multiplying 10 x 10 x 10…and each time we multiply by 10, we move 1 place left.

She made a place value chart and included 3 extra places left since she knew she needed to move the digits that many places left. She placed the 3 in the ones place and the 5 in the tenths place. Then she moved them 3 places left. Next she moved the 3 left 3 places to multiply it by 1000. (click) Then she moved the 5 tenths left 3 places to multiply it my 1,000. (click). Now she had 3 thousands and 5 hundreds. She placed a 0 in the tens and ones places because we always need 0’s to show the places between other digits and the decimal. Then Juanita removed the decimal since there were no digits in the decimal places and add a comma to separate the thousands and hundreds. So, she said that 3.5 L x 1000 would be 3,500 milliliters.

Juanita said she wanted to be sure her answer was reasonable, so she thought the story context to be sure (click) She knew that Kaylee had 3 liters and 5/10s, which is the same as half of another pitcher. Each full liter would be 1,000 mL. And half of 1,000 mL would be 500 mL. And 1,000 + 1,000 + 1,000 is 3,000 and 500 more is 3,500 mL. So when Juanita thought about the problem using the context, she found the same answer. (click) This means that either strategy will work to solve the problem.

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

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