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Week 9 Short Form Lesson Plan

3/12-3/16
Takeover Week 1
Monday: 3/12
Objective Input Assessment

Math Students will complete one
6-3-5 more lesson on area and
perimeter to further solidify
their skills.
First, we will work on SB 210 This lesson is summative
together where an L-shaped figure assessment for the unit we’ve
is presented and we need to find the been working on. Students
area of it. After students discuss have been doing
ways to solve it, we will discuss the area/perimeter for a long
variety of ways to solve it. time now and seem to be
proficient in the skill. Their
Then, I will introduce a game for ability to play the game
students to play in pairs. They will accurately will help me know
have a recording sheet and 2 dice. who is proficient and who
One partner will roll the dice and still needs help.
come up with as many different
ways to create a rectangle based on
the numbers of the product of the
dice. They will also record the
perimeter for each rectangle they
create. Students will take turns
rolling the dice and finding the
number of possible rectangles. If
time, we will do the same thing but
use the product of the dice to find
the perimeter.

Chumash Students will participate in a
Intro scavenger hunt to be
introduced to a variety of
Chumash ideas. This is my
first lesson of my Social
Studies unit.
I will introduce the Chumash by This activity is a diagnostic
having students complete a assessment to learn what
scavenger hunt around the students already know about
classroom. They will take the the Chumash.
graphic organizer around the room
and copy down definitions of the
vocab term. We will review it
together after about 10 minutes of
searching for terms.

Chumash Building off of the morning
intro, students will learn about
the Chumash Tribe by reading
a few paragraphs and taking
notes.
We will start class by reading a few
paragraphs about the Chumash
tribe. As we read about them, we
will discuss what it must have been
like to live in the tribe. Then, we
will record down some notes onto
our note-taking sheet that will be
used to write informative
I don’t expect students to
know much of anything
about the Chumash. This
could be formative
assessment as we begin to
explore the Chumash tribe.
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paragraphs.

Text Students will use their
Features knowledge of text features to
create an informative poster
that showcases the 8 different
text features.
Today I will introduce this project.
Students will have it completed by
Open House.
This project is summative
assessment over all to see
what they remember about
text features. We want to
know if they can manipulate
the features to create their
own poster.

Tuesday: 3/13

Objective Input Assessment

Facts Wise Students will continue to
develop their math fact
fluency by participating in
this facts wise lesson.
I will continue introducing the There is no assessment as
multiplication of 8s. Students learned students are just beginning to
that 2s mean you double the number. learn their 8s.
Then, we learned that 4s are double
doubles. So, 8s can be double,
double, doubles. I will have students
use an abacus on the carpet again as
we explore how to double, double,
double a number which is the same
as multiplying by 8.

“ELD” Students will continue to
comprehend​ James and the
Giant Peach​, through
reading, working with
vocabulary and watching the
movie.
Today, we will finish reading section
3, and if time take the section 3 quiz.
Then, we will use the extra time to
work on our craft for Open House.
Students will take a paper plate and
glue on ripped pieces of peach paper
to make one side of the plate look
like a peach.
The section 3 quiz is for
students to demonstrate their
understanding of this section.
It’s formative assessment for
me to see how well students
are comprehending the text.

Math Students will move prepare
Smarter for the state testing by
Balance working through practice
problems together.
During math time today, we will be This is formative assessment
working through a Smarter Balanced in preparation for their
practice test. Students will have a summative assessment in
copy of the test, and I will have the April.
test shown on the computer.
Together, we will work through each
problem, and then I will input our
answers on the computer.

We want students to be prepared for

the test, but we don’t want them to
be overwhelmed by the test and

Chumash Students will learn about the
Chumash Tribe by reading a
few paragraphs and taking
notes.
Objective
Math Students will review test
Smarter questions that they will
Balanced encounter on the state test in
April.
Math Students will start by
7-3-1 exploring the associative
property with multiplication.
Then, we will shift our focus
to work with fractions on a
ruler.
Chumash Students will learn about the
Chumash Tribe by reading a
few paragraphs and taking
notes.
Objective
Facts Wise Students will continue to
develop their math fact
using the computer.
Today, we will be learning about the
Chumash’s region and food. I will
have objects to help students
understand the learning. We will be
reading through some paragraphs and
finding facts to put into our graphic
organizer.
Wednesday: 3/14
Input
We will review the questions
together as they are difficult. We
will work on the packet together and
then I will input the answers on the
computer as students watch.
First, I will model creating twelfths
by taking a 12 foot piece of paper
and using student input to divide it
into 12 equal pieces. We will be
using this piece of paper for the next
week of math lessons. Then,
students will take their own strips of
paper that are 12 inches long and
they will divide it into fractions. We
will work together to divide each
strip into different fractions.
Today, we will be reading
paragraphs about the types of
shelters and the tools that the
Chumash used. As we read, we will
highlight and write down our facts
into our graphic organizer.
Thursday: 3/15
Input
We are still developing multiplying
by 8s. For this lesson, we will work
3
We will review what we
learned about the Chumash as
formative assessment at the
end of the lesson. I will ask
students to tell me a fact that
they learned.
Assessment
This lesson is formative
assessment to help students
feel prepared for the state test
in April.
We have been working on
fractions for a long time so this
lesson should be formative
assessment as we continue to
learn about them.
We will review what we
learned about the Chumash as
formative assessment at the
end of the lesson. I will ask
students to tell me a fact that
they learned.
Assessment
The lesson is starting to
become formative assessment

fluency by participating in
this facts wise lesson.
“ELD” Students will continue to
comprehend​ James and the
Giant Peach​, through
reading, working with
vocabulary and watching the
movie.
Art Students will use their
handprint and paint to create
a spring-time tree.
Chumash Students will learn about the
Chumash Tribe by reading a
few paragraphs and taking
notes.
Text Students will use their
Features knowledge of text features to
create an informative poster
that showcases the 8
different text features.
Writing Students will begin drafting
their paragraphs for their
final Chumash booklet.
on the idea that 8 is 2 less than 10.
Students know their 10s really well,
so we will explore the idea that 10
times a number minus 2 times that
number is really 8 times that number.
(10x3=30, 3x2=6, 30-6=24 so 3x8 is
24)
Students will watch the movie and
work on their craft (hopefully at the
same time). During this extended
ELD time, we will have extra time to
watch the movie.
I will lead students in this craft. It’s
for Open House. First, students trace
their hand and wrist onto a piece of
paper and paint it black. Then,
students use q-tips to dot little leaves
onto their tree.
Today, we will be reading about the
Chumash’s clothing and jewelry. I
have some objects to show to help
students get invested in the content.
We will highlight our paragraphs and
write down our facts.
Groups A and B have the same
article on sharks. We will read it
together on the carpet and highlight
important facts. If time, we will write
down those important facts into a
graphic organizer.
Groups C will be working in partners
and reading the same article. They
will highlight together and fill in
their graphic organizer. Group D,
every student has their own article.
They will highlight on their own and
fill in their graphic organizer.
While half of the class is at PE, the
other half is with me. We will be
taking the facts we found on some of
our Chumash topics and drafting the
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as students continue to develop
multiplying 8s. We’ve worked
on it for 2 days now, so they
should be starting to see some
patterns.
The movie is summative
assessment for the sections
we’ve read as students
compare what they read and
what the movie portrays.
There is no assessment. This is
just a fun activity.
We will review what we
learned about the Chumash as
formative assessment at the
end of the lesson. I will ask
students to tell me a fact that
they learned.
This project is summative
assessment over all to see what
they remember about text
features. We want to know if
they can manipulate the
features to create their own
poster.
It’s my hope that students can
do this independently, but I
don’t think we’ve reached this
point yet. So, this is still
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paragraphs. Together, we will write formative assessment as we

introduction and conclusion write the sentences together.
sentences. We will start with the GO
on tribes and maybe begin the region
and food if there is time.

Friday: 3/16
Objective Input Assessment

Computer Students will use the As students read and take AR tests, I The AR tests are summative
Lab opportunity to be in the will be grading homework. If assessments for students to
computer lab to take AR students are missing their homework, demonstrate their
tests. I will talk with them about it. comprehension of the text.

Math 7-3-2 Students will use egg cartons
to model fractions.
We will use egg cartons to explore
how to create fractions using a dozen
of something. I cut up pieces of
string and students will use the
colored tiles to model the different
fractions we are working with. This
session will help students see that
there are different ways to represent
fractions.
Again, this lesson should be
formative assessment as we
continue to work with
fractions. Even though it’s a
new concept to represent it in
egg cartons, they should be
familiar with fractions by
now.

Chumash Students will learn about the
Chumash Tribe by reading a
few paragraphs and taking
notes.
Today, we will use our graphic
organizer of interesting facts to learn
about the Chumash. If there is time,
we will play some games that the
Chumash played.
We will review what we
learned about the Chumash as
formative assessment at the
end of the lesson. I will ask
students to tell me a fact that
they learned.

Tiny House Students will put their area
and perimeter skills to
practice by building a tiny
house.
Last week, we started drafting where
each of our little objects are going.
Students will continue with this.
They will insert walls, and as many
household objects as they want into
their plan. I will be walking around
making sure students are not
overlapping their items.
The project overall can serve
as a summative assessment.
We’ve been working on
finding the area and perimeter
of rectangles, but haven’t
connected it to the real world.
This project will help
students realize the
importance of area and
perimeter.