DETAILED LESSON PLAN Monday, November 3

This weeks story is How to Raise a Raisin in the Scott Foresman Basal Reader.
For small group, I will be using the basal leveled readers, although I think next week I will teach a unit on
Wayside School, since we will be finishing our read-aloud this week.

Todays activities/lessons:
Morning Work:
Action and Linking Verbs- students will complete the sentence, identify the verb, then tell if it is an action or
linking verb.
Math: Whats the problem? The answer is 28. Students are to create a problem to which the answer is 28.
**Students have until after morning announcements/RES TV. Review of the Daily Language will start at 8:108:15.
Review Daily Language- Use the Hover Cam to model- ask particular students to help complete the answers,
remember to call on students who tend to hide from being called upon.
Language Lesson:
Anchor Chart- Create an anchor chart,
in one column, action verbs and a place
underneath for the definition- in the other
column, linking verbs and a place
underneath for a definition.
Show students the chart- tell them we are
going to be discussing the difference
between action and linking verbs. Begin by
asking the students to remind you what an action
verb is. Guide them to an appropriate
definition, and then have them help you create
a list of action verbs.
Then, ask students if anyone can help you remember
what a linking verb is. Guide them to an appropriate definition,
then ask them to help you construct a list of linking verbs.

Spelling Words:
**Be sure to look at the list of spelling words beforehand- some weeks there is a pattern, and some weeks there
is not. If there is a pattern, this needs to be discussed before introducing the spelling words.
Have students take out a piece of loose leaf paper and number 1-20. After discussing any pattern there may be
(ou/ow), give the students one word at a time- Say the word twice, use it in a sentence, and then say it once
more.
After all 20 words have been given, ask students to take out a red colored pencil and go over the proper
spelling. If there is a pattern or any tricks you might know, be sure to show students as it may help them
remember how to spell the word. This graded paper will serve as their practice sheet to study for the test at the
end of the week.
**AFTER SPELLING, TAKE RESTROOM BREAK**
Daily 5:
Teacher Table: Leveled Reader
Word Work: Vocabulary Foldable
Work on Writing: Students can write a reflection on their visit to Cathedral Caverns (remind students of the
three parts of writing: Draft, Revision, Final Copy)
Listen To Reading: Students must complete a story map to be turned in at the end of the week.
Read to Someone/Read to Self: Weekly Story How to Raise a Raisin
**Be sure to be very explicit in Daily 5 instruction. Write on each have to board any requirements you may
have, so the students are aware of what is expected of them.

9:35-10:05 COUNSELING
10:10-11:30 FINISH DAILY 5
11:30 LUNCH
Math Rotations
**Be sure to be very explicit in Math Rotation instruction.
This week we are learning about the distributive property of multiplication. Begin with an introduction on how
to split small arrays into two smaller problems and demonstrate how the two smaller problems still equal the
same product when added together. When it seems that there is a general understanding, demonstrate with a
larger problem. Be sure to go slowly and explain thoroughly exactly what your thought process is as you do
this.
Small Group: As students rotate math rotations, have students bring math workbook page 174 to teacher table
when that is their rotation. Move slowly. Remember that it is more important to seek thorough understanding
than completion of the whole page.
**Have a bag of manipulatives for each student so they can use those if it helps them see how to break up an
array.
Science: Have students bring their science notebooks to the portable to observe and record any growth of their
plants. **Remind them of the appropriate use of magnifying glasses, and that they should all bring a pencil.