2016 - 2017 02/26/2017 - 03/04/2017

Mr. Schiavone Week View

Monday Tuesday Wednesday Thursday Friday

02/27/2017 02/28/2017 03/01/2017 03/02/2017 03/03/2017

Morning Routine Road Runner Round- Morning Routine Morning Routine Morning Routine
8:30am - 8:45am Up 8:30am - 8:45am 8:30am - 8:45am 8:30am - 8:45am 8:30am - 8:45am
Morning Procedures: Specials 8:45am - Morning Procedures: Morning Procedures: Morning Procedures:
Turn in homework, 9:30am Turn in homework, Turn in homework, Turn in homework,
bell work, bell work, bell work, bell work,
STEM with Ms.
attendance, pledge, attendance, pledge, attendance, pledge, attendance, pledge,
Samuals
announcements announcements announcements announcements
Math 9:30am -
Specials 8:45am - Specials 8:45am - Specials 8:45am - Specials 8:45am -
10:15am
9:30am 9:30am 9:30am 9:30am
Learning Goal:
P.E. with Mr. Brown Music with Ms. Elling Music with Ms. Elling Counseling with Ms.
SWBAT compare
CeCe
Math 9:30am - various fractions and Math 9:30am - Math 9:30am -
10:15am whole numbers by 10:15am 10:15am Math 9:30am -
plotting them on 10:15am
Learning Goal: Learning Goal: Learning Goal:
a number line.
SWBAT compare SWBAT compare SWBAT compare Learning Goal:
Essential
various fractions and various fractions and various fractions and SWBAT to recognize
Questions:
whole numbers by whole numbers by whole numbers by that equivalent
-Where do unit
plotting them on plotting them on plotting them on fractions refer to the
fractions fall on a
a number line. a number line. a number line. same
number line? How
Essential Essential Essential whole using visual
does fraction size
Questions: Questions: Questions: models and number
relate to distance
-Where do unit -Where do unit -Where do unit lines.
from 0 on a number
fractions fall on a fractions fall on a fractions fall on a Essential
line?
number line? How number line? How number line? How Questions:
Vocab:
does fraction size does fraction size does fraction size -How might we use a
-equal parts
relate to distance relate to distance relate to distance number line to show
-fractional units
from 0 on a number from 0 on a number from 0 on a number equivalent fractions?
-half/halves
line? line? line? How might we use a
-fourths
Vocab: Vocab: Vocab: visual model to show
-thirds
-equal parts -equal parts -equal parts equivalent fractions?
-numerator
-fractional units -fractional units -fractional units Vocab:
-denominator
-half/halves -half/halves -half/halves -equal parts
-unit fraction
-fourths -fourths -fourths -fractional units
-unit form
-thirds -thirds -thirds -half/halves
-fraction form
-numerator -numerator -numerator -fourths
-denominator -denominator -denominator -thirds
Engagement
-unit fraction -unit fraction -unit fraction -numerator
Strategies:
-unit form -unit form -unit form -denominator
- ActiVotes /
-fraction form -fraction form -fraction form -unit fraction
Promethean
-unit form
- White Boards
Engagement Engagement Engagement -fraction form
- Think Pair Share
Strategies: Strategies: Strategies: -equivalent fractions
- Journal Writing
- ActiVotes / - ActiVotes / - ActiVotes /
Promethean Promethean Promethean Engagement
Materials:
- White Boards - White Boards - White Boards Strategies:
Lesson: Module
- Think Pair Share - Think Pair Share - Think Pair Share - ActiVotes /
5-Lesson 17
- Journal Writing - Journal Writing - Journal Writing Promethean
Focus: Practice
- White Boards
placing all fractions
Materials: Materials: Materials: - Think Pair Share
on the number line
Lesson: Module Lesson: Module Lesson: Module - Journal Writing
Bell Work:
5-Lesson 16 5-Lesson 18 5-Lesson 19
Homework: 70-71
Materials:

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2016 - 2017 02/26/2017 - 03/04/2017
Mr. Schiavone Week View

Focus: Placing whole Assessment / CFU: Focus: Compare Focus: Strategies for Lesson: Module
number fractions on a Exit Slip: fractions on the comparing fractions 5-Lesson 20
number line Problem Set: 68-69 number line on a number line Focus: Showing
Bell Work: Bell Work: Bell Work: equivalent fractions
Homework: 66-67 Homework:74-75 Homework: 78-79 Bell Work:
Standards Homework: 82-83
Assessment / CFU: Assessment / CFU: Assessment / CFU:
3.NF.A.2
Exit Slip: Exit Slip: Exit Slip: Assessment / CFU:
Understand a fraction
Problem Set: 64-65 Problem Set: 72-73 Problem Set: 76-77 Exit Slip:
as a number on the
Problem Set: 80-81
number line;
represent fractions on
Standards a number line Standards Standards
3.NF.A.2 diagram. 3.NF.A.2 3.NF.A.2 Standards
Understand a fraction Understand a fraction Understand a fraction 3.NF.A.3 Explain
as a number on the Milers 10:15am - as a number on the as a number on the equivalence of
number line; 10:30am number line; number line; fractions in special
represent fractions on represent fractions on represent fractions on cases, and compare
a number line Math Continued a number line a number line fractions by
diagram. 10:30am - 11:15am diagram. diagram. reasoning about their
Literacy 11:15am - size.
Milers 10:15am - 11:45am Milers 10:15am - Milers 10:15am -
10:30am Reading 10:30am 10:30am Milers 10:15am -
Learning Goal: 10:30am
Math Continued Math Continued Math Continued
10:30am - 11:15am SWBAT compare and 10:30am - 11:15am 10:30am - 11:15am Math Continued
contrast themes, 10:30am - 11:15am
Literacy 11:15am - settings, and plots of Literacy 11:15am - Literacy 11:15am -
11:45am stories written by the 11:45am 11:45am Literacy 11:15am -
Reading same author by citing Reading Reading 11:45am
Learning Goal: evidence from the Learning Goal: Learning Goal: Reading
SWBAT compare and texts. SWBAT compare and SWBAT compare and Learning Goal:
contrast themes, Essential contrast themes, contrast themes, SWBAT compare and
settings, and plots of Questions: settings, and plots of settings, and plots of contrast themes,
stories written by the - How are the stories stories written by the stories written by the settings, and plots of
same author by citing similar? same author by citing same author by citing stories written by the
evidence from the - How are the stories evidence from the evidence from the same author by citing
texts. different? texts. texts. evidence from the
Essential Engagement Essential Essential texts.
Questions: Strategies: Questions: Questions: Essential
- How are the stories - Standard Based - How are the stories - How are the stories Questions:
similar? Centers similar? similar? - How are the stories
- How are the stories - Standard and skill - How are the stories - How are the stories similar?
different? focused guided different? different? - How are the stories
Engagement reading Engagement Engagement different?
Strategies: Outline: Strategies: Strategies: Engagement
- Standard Based -After reviewing the - Standard Based - Standard Based Strategies:
Centers standard and Centers Centers - Standard Based
- Standard and skill objective, the - Standard and skill - Standard and skill Centers
focused guided students will work on focused guided focused guided - Standard and skill
reading small group activities reading reading focused guided
Outline: that review target and Outline: Outline: reading
-Teacher will guide support standards. -After reviewing the -After reviewing the Outline:
students through a Vocabulary: standard and standard and -After reviewing the
whole class compare/ -compare objective, the objective, the standard and
contrast lesson on -contrast students will work on students will work on objective, the
the stories Lon PoPo Assessment: small group activities small group activities students will work on

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2016 - 2017 02/26/2017 - 03/04/2017
Mr. Schiavone Week View

and Little Red Riding - Students are that review target and that review target and small group activities
Hood. Teacher will assessed by the support standards. support standards. that review target and
read aloud stories activities completed Vocabulary: Vocabulary: support standards.
and help students to in the standard based -compare -compare Vocabulary:
complete a venn centers. -contrast -contrast -compare
diagram on the - Teacher Assessment: Assessment: -contrast
similarities and observations during - Students are - Students are Assessment:
differences in the two guided reading is assessed by the assessed by the - Students are
stories. used for intervention. activities completed activities completed assessed by the
Vocabulary: in the standard based in the standard based activities completed
-compare Writing centers. centers. in the standard based
-contrast Learning Goal: - Teacher - Teacher centers.
Assessment: SWBAT use observations during observations during - Teacher
- Students are information gathered guided reading is guided reading is observations during
assessed by the from informational used for intervention. used for intervention. guided reading is
activities completed texts and respond to used for intervention.
in the standard based given information in a Writing Writing
centers. written response. Learning Goal: Learning Goal: Writing
- Teacher Essential SWBAT use SWBAT use Learning Goal:
observations during Questions: information gathered information gathered SWBAT use
guided reading is How might you from informational from informational information gathered
used for intervention. respond to an texts and respond to texts and respond to from informational
information text? given information in a given information in a texts and respond to
Writing What elements of written response. written response. given information in a
Learning Goal: writing might you Essential Essential written response.
SWBAT use use? Questions: Questions: Essential
information gathered Engagement How might you How might you Questions:
from informational Strategies: respond to an respond to an How might you
texts and respond to - Think, pair, share information text? information text? respond to an
given information in a - phone reading of What elements of What elements of information text?
written response. writing prompt writing might you writing might you What elements of
Essential - 1:1 conference with use? use? writing might you
Questions: teacher Engagement Engagement use?
How might you - Neo Typing Boards Strategies: Strategies: Engagement
respond to an Vocabulary: - Think, pair, share - Think, pair, share Strategies:
information text? - informational, non- - phone reading of - phone reading of - Think, pair, share
What elements of fiction, transition writing prompt writing prompt - phone reading of
writing might you Assessment: - 1:1 conference with - 1:1 conference with writing prompt
use? - Students will be teacher teacher - 1:1 conference with
Engagement formatively assessed - Neo Typing Boards - Neo Typing Boards teacher
Strategies: through the writing Vocabulary: Vocabulary: - Neo Typing Boards
- Think, pair, share process during 1:1 - informational, non- - informational, non- Vocabulary:
- phone reading of and small group fiction, transition fiction, transition - informational, non-
writing prompt conferencing with Assessment: Assessment: fiction, transition
- 1:1 conference with teacher. Final written - Students will be - Students will be Assessment:
teacher piece will be grade formatively assessed formatively assessed - Students will be
- Neo Typing Boards using an through the writing through the writing formatively assessed
Vocabulary: informational writing process during 1:1 process during 1:1 through the writing
- informational, non- rubric. Students will and small group and small group process during 1:1
fiction, transition be provided with conferencing with conferencing with and small group
Assessment: feedback by teacher. teacher. Final written teacher. Final written conferencing with
- Students will be piece will be grade piece will be grade teacher. Final written
formatively assessed Standards using an using an piece will be grade
through the writing informational writing informational writing using an
3.W.2 Write
process during 1:1 rubric. Students will rubric. Students will informational writing
informative/
and small group rubric. Students will

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2016 - 2017 02/26/2017 - 03/04/2017
Mr. Schiavone Week View

conferencing with explanatory texts to be provided with be provided with be provided with
teacher. Final written examine a topic and feedback by teacher. feedback by teacher. feedback by teacher.
piece will be grade convey ideas and
using an information clearly. Standards Standards Standards
informational writing 3.RL.9 Compare 3.W.2 Write 3.W.2 Write 3.W.2 Write
rubric. Students will and contrast the informative/ informative/ informative/
be provided with themes, settings, and explanatory texts to explanatory texts to explanatory texts to
feedback by teacher. plots of stories written examine a topic and examine a topic and examine a topic and
by the same author convey ideas and convey ideas and convey ideas and
Standards about the same or information clearly. information clearly. information clearly.
3.W.2 Write similar characters
3.RL.9 Compare 3.RL.9 Compare 3.RL.9 Compare
informative/ (e.g., in books from a
and contrast the and contrast the and contrast the
explanatory texts to series).
themes, settings, and themes, settings, and themes, settings, and
examine a topic and plots of stories written plots of stories written plots of stories written
convey ideas and Lunch 11:45am - by the same author by the same author by the same author
information clearly. 12:20pm about the same or about the same or about the same or
3.RL.9 Compare Intervention similar characters similar characters similar characters
and contrast the 12:20pm - 1:15pm (e.g., in books from a (e.g., in books from a (e.g., in books from a
themes, settings, and series). series). series).
ELL students go to
plots of stories written
Mrs. Brooks.
by the same author Lunch 11:45am - Lunch 11:45am - Lunch 11:45am -
Remaining students
about the same or 12:20pm 12:20pm 12:20pm
work on targeted
similar characters
skills based on CFAs. Intervention Intervention Intervention
(e.g., in books from a
series). 12:20pm - 1:15pm 12:20pm - 1:15pm 12:20pm - 1:15pm
Literacy Continued
1:15pm - 2:00pm ELL students go to ELL students go to ELL students go to
Lunch 11:45am - Mrs. Brooks. Mrs. Brooks. Mrs. Brooks.
12:20pm Science 2:00pm - Remaining students Remaining students Remaining students
2:35pm work on targeted work on targeted work on targeted
Intervention Learning Goal: skills based on CFAs. skills based on CFAs. skills based on CFAs.
12:20pm - 1:15pm SWBAT understand
ELL students go to that sound and light Mindset Lesson & Literacy Continued Literacy Continued
Mrs. Brooks. have identifiable Community Building 1:15pm - 2:00pm 1:15pm - 2:00pm
Remaining students properties that can be 1:15pm - 1:35pm
Science 2:00pm - Computers 2:00pm -
work on targeted demonstrated by Clean Up 1:35pm - 2:35pm 2:35pm
skills based on CFAs. conducting short 1:45pm Learning Goal: Clean Up 2:35pm -
science experiments.
Literacy Continued End of Day SWBAT understand 2:45pm
Essential
1:15pm - 2:00pm Procedures: Clean that sound and light
Questions: End of Day
Up, Homework Pass have identifiable
Clean Up 2:35pm - - How can we identify Procedures: Clean
out, Community properties that can be
2:45pm the different Up, Homework Pass
Check-in demonstrated by
properties of sound out, Community
End of Day conducting short
and light? Check-in
Procedures: Clean science experiments.
- What are ways we
Up, Homework Pass Essential
can demonstrate the
out, Community Questions:
different properties of
Check-in - How can we identify
sound and light?
the different
Vocab:
properties of sound
-light
and light?
-reflection
- What are ways we
-refraction
can demonstrate the
-absorption
different properties of
Engagement
sound and light?
Strategies:
Vocab:
-Think, pair, share
-light

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2016 - 2017 02/26/2017 - 03/04/2017
Mr. Schiavone Week View

-Hands-on -reflection
experiments -refraction
Materials: -absorption
-Investigation 2: -transparent
Light, Lesson 3 -translucent
How many hidden -opaque
shapes can you Engagement
find in darkened Strategies:
room? -Think, pair, share
Assessment/CFU: -Hands-on
-Journaling in experiments
science notebook Materials:
Standards -Investigation 2:
Light, Lesson 4
SC.5.3.3.1
How can you
Demonstrate that
describe what
light can be: reflected
happens to light
(with mirrors),
when it strikes
refracted (with
different types of
prisms), absorbed (by
surfaces?
dark surfaces).
Assessment/CFU:
-Journaling in
Clean Up 2:35pm -
science notebook
2:45pm
End of Day
Standards
Procedures: Clean
Up, Homework Pass SC.5.3.3.2 Describe
out, Community how light behaves on
Check-in striking objects that
are:transparent (clear
plastic), translucent
(waxed paper),
opaque (cardboard).

Clean Up 2:35pm -
2:45pm
End of Day
Procedures: Clean
Up, Homework Pass
out, Community
Check-in

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