1 of 30

W.26

2 of 30

~I can share 1-2 components of a fairy tale

~I can retell the BME of a fairy tale

~I can practice imagining what was happening in a primary source

~I can practice using a dictionary with help (2nd only)

K-2

Standard:

✅WE2 “Work Effectively with Others PART 2”

Work in teams to produce a technology project

Enter Doors - Greeting
Dewey Know:595s- BUGS
Signal Word:

Primary→

See It Touch It!

~I can work in a team to learn about a Black History Month figure.

~I can use an online encyclopedia & an online museum (i.e. Smithsonian) to gather facts

Learning Intention:

Today, we will be…

Practicing working in TEAMS to share ideas!

Success Criteria ✅:

I will know I’m successful when…

3

3 of 30

4

5

Standard:

✅WE2 “Work Effectively with Others PART 2”

Work in teams to produce a technology project

Enter Doors - Greeting
Dewey Know:595s- BUGS
Signal Word:

Primary→

See It Touch It!

~I can work in a team to learn about a Black History Month figure.

~I can “paraphrase” facts from a secondary source (i.e. WB Online) and explain the purpose of a primary source (i.e. Smithsonian).

Learning Intention:

Today, we will be…

Practicing working in TEAMS to share ideas!

Success Criteria ✅:

I will know I’m successful when…

4 of 30

4

See 👀	Hear👂	Feel 💗	Do👐
Reading books flat Turning pages carefully Shelf markers and book shelving done respectfully from the middle Tidying up chairs/tables	Kind and polite words Problem-solving 0-voices when picking out books 0-voices when sitting and in waiting in line	Happy Thinking of others by returning books on time Inspired to learn	using the 5-Finger Rule Returning books on time Taking care of books at home Hugging books
See👀	Hear 👂	Feel💗	Do 👐
Unsafe book care Slapping and bending shelf markers, and shoving books onto shelves Disrespecting the library tables shelves	Selfish words Blurting and outside voices Talking while teacher is talking Talking during checkout, at tables and in line	Unmotivated Selfish thinking by not returning books	Choosing not the “right” book Not returning books on time

MORE

LESS

PAX Review the VISION!

5 of 30

K

5

Author

Illustrator

Call Number

LINE 1

(E, FIC or #s)

LINE 2 Author - First 3 LETTERS of last name!

Guided Practice:

Seesaw activity GAME

Bookmark

Fairy Tale Vocabulary

Hook:

T asks - How many of you have ever read these stories (show a few examples of fairy tales - Snow White, Jack in the Beanstalk, etc.)

Input: Vocabulary and Modeling and Check for Understanding

1. Vocabulary: fairy tale, characters, setting, beginning, middle, end

2. Modeling: T will model what each vocabulary word means by bringing in objects to represent fairy tales (i.e. magic wand, #3, #7, villains, prince, princess, tree/forest). T will next explain how to “retell” a fairy tale by explaining the characters, setting, B M and E and show the “Parts of a Story” video before or after checkout

3. Check for Understanding: Read aloud - Next, T will ask S to retell the fairy tale

Guided Practice: Students will complete a worksheet after checkout (Slide 1) and do the Seesaw Activity

Assessment: Observation in library

6 of 30

1-2

6

Author

Illustrator

Call Number

LINE 1

(E, FIC or #s)

LINE 2 Author - First 3 LETTERS of last name!

Dictionary Task:

Define government

Guided Practice:

Seesaw activity GAME

Bookmark

Primary vs. Secondary Sources Vocabulary

Primary Source

Optional 1-2 President’s Day Lesson

Hook:

T asks - How many of you have ever seen this? Do you know what it is used for? (lead into showing a sports “artifact” and compare it to reading an encyclopedia article about the same object - lead a discussion on comparing both)

Input: Vocabulary and Modeling and Check for Understanding

1. Vocabulary: primary source, secondary source, nonfiction text features, guide words, entry words, definition

2. Modeling: T will model what each vocabulary word is by having students look at a Smithsonian Snowboarding History article - explain it is a primary source. Lead into defining “snowboard” in the dictionary. Discuss the benefits of using both primary and secondary sources.

3. Check for Understanding: Read aloud - Next, T will show a poster explaining what a primary vs. secondary source is

Guided Practice: Students will read a nonfiction book about the Winter Olympics and highlight nonfiction text features along the way.

Assessment: Observation in library

7 of 30

1

7

Author

Illustrator

Call Number

LINE 1

(E, FIC or #s)

LINE 2 Author - First 3 LETTERS of last name!

Guided Practice:

Seesaw activity GAME

Bookmark

Fairy Tale Vocabulary

Primary Source

Hook:

T asks - How many of you have ever read these stories (show a few examples of fairy tales - Snow White, Jack in the Beanstalk, etc.)

Input: Vocabulary and Modeling and Check for Understanding

1. Vocabulary: fairy tale, characters, setting, beginning (examples: Once Upon a Time), middle, end (examples: Happily Ever After), 3s and 7s

2. Modeling: T will model what each vocabulary word means by bringing in objects to represent fairy tales (i.e. magic wand, #3, #7, villains, prince, princess, tree/forest). T will next explain how to “retell” a fairy tale by explaining the characters, setting, B M and E video

3. Check for Understanding: Read aloud - Next, T will ask S to retell the fairy tale

Guided Practice: Students will complete a worksheet after checkout (Slide 1) and do the Seesaw Activity

Assessment: Observation in library

8 of 30

2

8

Author

Illustrator

Call Number

LINE 1

(E, FIC or #s)

LINE 2 Author - First 3 LETTERS of last name!

Guided Practice:

Seesaw activity GAME

Bookmark

Fairy Tale Vocabulary

Fractured Fairy Tale Vocabulary

Dictionary Task:

Define ninja

Primary Source

“

Hook:

T asks - How many of you have ever read these stories (show a few examples of fairy tales - Snow White, Jack in the Beanstalk, etc.)

Input: Vocabulary and Modeling and Check for Understanding

1. Vocabulary: fairy tale, fractured fairy tale, characters, setting, beginning (examples: Once Upon a Time), middle, end (examples: Happily Ever After), 3s and 7s, dictionary

2. Modeling: T will model what each vocabulary word means by bringing in objects to represent fairy tales (i.e. magic wand, #3, #7, villains, prince, princess, tree/forest). T will next explain how to “retell” a fairy tale by explaining the characters, setting, B M and E

3. Check for Understanding: Read aloud - Next, T will ask S to retell the fairy tale

Guided Practice: Students will complete a worksheet after checkout (Slide 1) and do the Seesaw Activity

Assessment: Observation in library

9 of 30

9

“

10 of 30

3

10

Dictionary Task:

Define brave

1. Use WB Online to locate a few more facts!

Guided Practice:

Seesaw activity

Bookmark

2. Use Smithsonian to see a primary source and print to glue on Wanted poster

Notes on 4-fold lined sheet - make a wanted poster

Hook:

~What were challenges Bessie faced last week and can you relate to them? Discuss their connections.

~Practice defining a word that explains Bessie’s character - practice looking up brave

Input: Vocabulary, Modeling and Check for understanding

1. Vocabulary - biography, facts, source, citation, aviator, African American

2. Modeling - Model how to cite a book on the back of their Wanted Poster. Model how to take notes while reading and finalize the notes on a Wanted Poster.

3. Check for Understanding - Ask students if they feel comfortable taking notes and that they can use their team/partner to support them if help is needed.

Guided Practice:

Read aloud the Bessie Coleman biography and finish writing facts on the note-taking sheet.

Independent Practice:

Note-taking and Wanted Poster

11 of 30

Template link

Add a QR code with vocaroo - if time!

12 of 30

4

12

Thesaurus Task:

Find a synonym for: determined

Optional Activity?

Guided Practice:

Citations Word Wall game

“

Hook:

~Have you ever felt like took your idea without giving credit? (explain this is called plagiarism)

~Have you ever had to retell your school day to your parents - this is called summarizing (shorter details)

~If you “reworded” what a friend at school said at lunch - this is called paraphrasing (rewording)

~Practice finding another synonym for “athlete”

Input: Vocabulary, Modeling and Check for understanding

1. Vocabulary - biography, facts, source, citation, plagiarism, summarize, paraphrase, thesaurus

2. Modeling - Finish modeling how to take notes from the read aloud biography. Next, model how to cite a book and an online photograph from a museum on the worksheet. Model how to save a primary source from Smithsonian on their desktop. Model how to transfer the notes to an Instragram template.

Smithsonian Link: https://www.si.edu/search/collection-images?edan_q=jesse%20owens&

3. Check for Understanding - Ask students if they feel comfortable taking notes and that they can use their team/partner to support them if help is needed.

Guided Practice:

Finish reading aloud the Jesse Owens biography and begin to gather facts on their note-taking sheet and Instagram Template.

Independent Practice:

Note-taking.

13 of 30

Fact Collection:

Jackie Robinson - 3 facts, 1 opinion why he is important
Spinner Wheel - Group “African American” Hero
Read Epic book - 4 facts, 1 sketch with color (on folded paper), 1 Primary Source
Canva Magazine Cover (this week)

13

“

14 of 30

4P

Martin Luther King

Coretta Scott King

Duke Ellington

Kobe Bryant

Ella Fitzgerald

Simone Biles

4W

Bessie Coleman

Ida Wells

Lebron James

Kevin Durant

George Washington Carver

Rosa Parks

Langston Hughes

14

Spinner Wheel:

Paste names in

“

15 of 30

15

Login as “4 or 5 GUEST” - go to bell (Assignments) and open your book

Use Smithsonian to see a primary source and save image to downloads

“

16 of 30

Publishing Ideas: Grades 4-5

Templates Choice:

Cereal Box Cover in Canva -

add nutrition (characteristics, awards, etc.)
ingredients (age, born, other facts)
Company Name
**add 4th Jeopardy Game/add 5th interview?

Canva: Newspaper 1 2 3 , Magazine 1 2 3

Self Portrait (drawn) - glue next to magazine cover or newspaper
Vocaroo QR - paste onto the poster or add to Canva

16

“

17 of 30

5

17

Warmup Task:

Find a synonym for: determined

Optional Activity?

Guided Practice:

Citations Word Wall game

Hook:

~Have you ever felt like took your idea without giving credit? (explain this is called plagiarism)

~Have you ever had to retell your school day to your parents - this is called summarizing (shorter details)

~If you “reworded” what a friend at school said at lunch - this is called paraphrasing (rewording)

~Have you ever been to a restaurant and ordered from a menu? What if you wanted to know where “French Fries” were listed on a menu? The T of C is like the “menu” - the index is like finding the “French Fries” on any part of the menu.- review and practice using the T of C and index with books at tables.

Input: Vocabulary, Modeling and Check for understanding

1. Vocabulary - biography, facts, source, citation, plagiarism, summarize, paraphrase, table of contents, index, Smithsonian Museum, primary source

2. Modeling - Model how to cite a book and an online article from the worksheet. Model how to read on Epic! their assigned person and cite on their notetaking sheet and gathering pictures from Smithsonian online and Google Stock Images.

Smithsonian Search Link: https://www.si.edu/

3. Check for Understanding - check their citations

Guided Practice:

Allow students to read their e-Book and gather facts on their note-taking sheet and Fakebook Template

Independent Practice:

18 of 30

19 of 30

20 of 30

Fact Collection:

Katherine Johnson - 3 facts, 1 opinion why she is important
Spinner Wheel - Group “African American” Hero
Read Epic book - 4 facts, 1 sketch with color (on folded paper), 1 Smithsonian Primary source
Canva Magazine Cover (next week)

20

“

21 of 30

5 ASH

Frederick Douglas

Booker T. Washington

Muhammad Ali

Langston Hughes

Barack Obama

Harriet Tubman

5 AUS

Michael Jackson

Michael Jordan

Serena Williams

Pharrell Williams

Oprah Winfrey

Charles Drew

Kevin Durant

Trombone Shorty

21

Spinner Wheel:

Paste names in

“

22 of 30

22

Login as “4 or 5 GUEST” - go to bell (Assignments) and open your book

Use Smithsonian to see a primary source and save image to downloads

“

23 of 30

Publishing Ideas: Grades 4-5

Templates Choice:

Cereal Box Cover in Canva -

add nutrition (characteristics, awards, etc.)
ingredients (age, born, other facts)
Company Name
**add 4th Jeopardy Game/add 5th interview?

Canva: Newspaper 1 2 3 , Magazine 1 2 3

Self Portrait (drawn) - glue next to magazine cover or newspaper
Vocaroo QR - paste onto the poster or add to Canva

23

“

24 of 30

24

Black History Month

Pioneers!

25 of 30

Slides yo use with Olympics!

Save for an Olympics year!!

25

26 of 30

3

26

Author

Illustrator

Call Number

LINE 1

(E, FIC or #s)

LINE 2 Author - First 3 LETTERS of last name!

Dictionary Task:

Define snowboard

Guided Practice:

Seesaw activity GAME

Bookmark

Primary vs. Secondary Sources Vocabulary

~Smithsonian Snowboarding Article

~Smithsonian Olympics Artifacts

Hook:

T asks - How many of you have ever seen this? Do you know what it is used for? (lead into showing a sports “artifact” and compare it to reading an encyclopedia article about the same object - lead a discussion on comparing both)

Input: Vocabulary and Modeling and Check for Understanding

1. Vocabulary: primary source, secondary source, nonfiction text features, guide words, entry words, definition

2. Modeling: T will model what each vocabulary word is by having students look at a Smithsonian Snowboarding History article - explain it is a primary source. Lead into defining “snowboard” in the dictionary. Discuss the benefits of using both primary and secondary sources.

3. Check for Understanding: Read aloud - Next, T will show a poster explaining what a primary vs. secondary source is

Guided Practice: Students will read a nonfiction book about the Winter Olympics and highlight nonfiction text features along the way.

Assessment: Observation in library

27 of 30

4

27

Author

Illustrator

Call Number

LINE 1

(E, FIC or #s)

LINE 2 Author - First 3 LETTERS of last name!

Guided Practice:

Google Classroom Entry Task: Primary vs. Secondary

Bookmark

Instareat African American (Week 2)

“

Hook:

T asks - How many of you have ever seen this? Do you know what it is used for? (lead into showing a sports “artifact” and compare it to reading an encyclopedia article about the same object - lead a discussion on comparing both)

Input: Vocabulary and Modeling and Check for Understanding

1. Vocabulary: primary source, secondary source, nonfiction text features, paraphrase, summarize

2. Modeling: T will model what each vocabulary word is by having students look at a Smithsonian Snowboarding History article - explain it is a primary source. Lead into defining “snowboard” in the dictionary. Discuss how to summarize vs. paraphrase the article after showing the video.

3. Check for Understanding: Read aloud - Next, T will show a poster explaining what a primary vs. secondary source is and begin saving 1 primary source image to their desktop from the Smithsonian website. Discuss if they are understanding what it is by reading the artifact descriptions.

Guided Practice: Students will have 10 minutes of building background knowledge about the Olympics by reading the Epic “Winter Olympics” Collection. They MUST read the China nonfiction book and choose any others they want. Next, students will begin working on using secondary sources website from the “official” Olympics website to gather facts to use in their Writereader Template. Continue working on the template found in Writereader (logging in with Google)

Assessment: Observation in library

28 of 30

Winter Olympics: Writereader Links

Sports Description
Beijing China Facts
Shorter Article (K-2)
Longer Article (3-5)
Medal Standings
Olympian Training Video (teacher shows *stop at 3:45 and skip ahead a few seconds)

29 of 30

5

29

Author

Illustrator

Call Number

LINE 1

(E, FIC or #s)

LINE 2 Author - First 3 LETTERS of last name!

Let’s Practice Finding Each!

Guided Practice:

Google Classroom Entry Task: Primary vs. Secondary

Bookmark

Hook:

T asks - How many of you have ever seen this? Do you know what it is used for? (lead into showing a sports “artifact” and compare it to reading an encyclopedia article about the same object - lead a discussion on comparing both)

Input: Vocabulary and Modeling and Check for Understanding

1. Vocabulary: primary source, secondary source, nonfiction text features, paraphrase, summarize

2. Modeling: T will model what each vocabulary word is by having students look at a Smithsonian Snowboarding History article - explain it is a primary source. Lead into defining “snowboard” in the dictionary. Discuss how to summarize vs. paraphrase the article after showing the video.

3. Check for Understanding: Read aloud - Next, T will show a poster explaining what a primary vs. secondary source is and begin saving 1 primary source image to their desktop from the Smithsonian website. Discuss if they are understanding what it is by reading the artifact descriptions.

Guided Practice: Students will have 10 minutes of building background knowledge about the Olympics by reading the Epic “Winter Olympics” Collection. They MUST read the China nonfiction book and choose any others they want. Next, students will begin working on using secondary sources website from the “official” Olympics website to gather facts to use in their Writereader Template. Continue working on the template found in Writereader (logging in with Google)

Assessment: Observation in library

30 of 30

Winter Olympics: Writereader Links

Sports Description
Beijing China Facts
Shorter Article (K-2)
Longer Article (3-5)
Medal Standings
Olympian Training Video (teacher shows *stop at 3:45 and skip ahead a few seconds)