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Substitute Plans

Page history last edited by Ms. Edwards 10 years, 3 months ago

Five Days of Lessons: Click Here

 

 

Lesson Plans Sheri Edwards 5/18 

 

Welcome!

 

NoteWriting Lessons for grades 5, 6, 7, 8 are the same.

 

Remember that the whiteboard is for special computer pens only, not markers.  Please use the chart stand for markers/whiteboard.

 

Computer work is assigned; therefore, no computers on days with substitutes.  

 

Schedule:

7:45-9:00 Prep (Student breakfast 7:45-8:12; student Jump Start 8:15-9:00

9:05-10:00 Reading Grade 8

10:05-11:00 Writing Grade 8

11:05-12:00 Writing Grade 7 (lunch rotates with the homeroom teacher; see schedule)

12:53-1:47 Writing Grade 6

1:52-2:40 Writing Grade 5

2:40-2:45 Homeroom Grade 8 (Notes home/dismissal -- dismiss sports through hallway and bus/walkers through outside door)

 

Fire Alarm:

To the left of the outside door is the folder with directions, class list and red/green signal cards.

 

For help, the teachers in this wing, starting next door, are:

Tracie Merrill next door, Math Teacher, ext 35

Head Teacher, Dean Erickson, Social Studies 36

Jama VanBrunt, Science 26

Terrie Sanger, Resource Room 19

 Nancy Armstrong-Montes, Fourth Grade 30

Also see:

Office 10

John Adkins 12

Opportunity, Erika Kelly, 22

 

Note: State texting schedule may require that you keep the eighth grade until noon. The lessons for grade 8 take that into account; please check with another 5-8 teacher for information.

 

9:05-10:00 Reading Grade 8

Ask students to draw a picture of themselves doing what they hope to be doing in five years.  Write a sentence caption explaining their sketch.

 

Ask students what they think the world will be like in 100 years. Discuss.

 

Hand out the READ magazine Strange Worlds.  Ask students to turn to pages 22-25, “The Fickle World of the Future.”  Ask them to take turns reading paragraph by paragraph, discussing the author’s information. Ask them to think of one invention they would really like to see in the future. Ask students to draw the picture of their invention and write a sentence caption explaining their invention.

 

10:05-11:00 Writing Grade 8

 

Ask students to look at “Writing into the Future,” pages 26-31. Read the introduction (page 26) together. Then ask students to partner up to read two of the four essays with a partner.  Make sure all four essays will be read. While reading, students should list the  ideas, inventions, and activities each essay describes for the future.

 

Students should then meet as a whole class again and share their notes with the other partner groups.

 

As a class discuss what might be feasible in the future. Which would they choose and why?

 

Students should use one activity or invention from the essays or from their own mind and write a paragraph describing that activity or invention.

 

If grade 8 until 12:00

 

Ask students if they have ever judged people before getting to know them? Can that be hurtful? Explain their answers.

 

Read the play “The One-Eyed Man is King” pages 4-13 from the READ magazine Strange Worlds, with students taking turns as actors. Do:

  1. Discuss each scene and make predictions for the next scenes. 
  2. After each scene discuss descriptions and action in the story -- which words helped create the image? Do students like the writing style?
  3. End of play: How did the story explain about judging others? How could these people “see?”

 

Ask students to choose: 1) rewrite the ending of the play, 2) re-write one scene with themselves as a new character in the play, 3) write a summary of the events in the story.

 

Collect magazines and all work.

 

 

 

11:05-12:00 Writing Grade 7 (if testing is done)

12:53-1:47 Writing Grade 6

1:52-2:40 Writing Grade 5

 

Ask students if they have ever judged people before getting to know them? Can that be hurtful? Explain their answers.

 

Read the play “The One-Eyed Man is King” pages 4-13 from the READ magazine Strange Worlds, with students taking turns as actors. Do:

  1. Discuss each scene and make predictions for the next scenes. 
  2. After each scene discuss descriptions and action in the story -- which words helped create the image? Do students like the writing style?
  3. End of play: How did the story explain about judging others? How could these people “see?”

 

Ask students to choose: 1) rewrite the ending of the play, 2) re-write one scene with themselves as a new character in the play, 3) write a summary of the events in the story.

 

Collect magazines and all work.

 

Thank you :)

 

2:40-2:45 Homeroom Grade 8 (Notes home/dismissal -- dismiss sports through hallway and bus/walkers through outside door)

 

Thank you.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 







Lesson Plans Sheri Edwards 5/14 

 

Welcome!

 

Note:  Writing Lessons for grades 5, 6, 7, 8 are the same.

 

Remember that the whiteboard is for special computer pens only, not markers.  Please use the chart stand for markers/whiteboard.

 

Computer work is assigned; therefore, no computers on days with substitutes.

 

 




 

Schedule:

 

7:45-9:00 Prep (Student breakfast 7:45-8:12; student JumpStart 8:15-9:00

9:05-10:00 Reading Grade 8

10:05-11:00 Writing Grade 8

11:05-12:00 Writing Grade 7 (lunch rotates with the homeroom teacher; see schedule)

12:53-1:47 Writing Grade 6

1:52-2:40 Writing Grade 5

2:40-2:45 Homeroom Grade 8 (Notes home/dismissal -- dismiss sports through hallway and bus/walkers through outside door)

 

Fire Alarm:

To the left of the outside door is the folder with directions, class list and red/green signal cards.

 

For help, the teachers in this wing, starting next door, are:

Tracie Merrill next door, Math Teacher, ext 35

Head Teacher, Dean Erickson, Social Studies 36

Jama VanBrunt, Science 26

Terrie Sanger, Resource Room 19

 Nancy Armstrong-Montes, Fourth Grade 30

Also see:

Office 10

John Adkins 12

Opportunity, Erika Kelly, 22

 

 

 

 

9:05-10:00 Reading Grade 8

 

Ask students to draw a picture about the play we have been reading, “Anne Frank.”  Students should write a sentence caption explaining their picture. Share and discuss (including why they chose that picture).

 

Hand out the Junior Scholastic magazine. Turn to the play, “Surviving the Holocaust.” (pages 14-17).  Ask students to take turns as actors and read the play, looking for similarities and differences in the facts we’ve already learned.

 

After finishing the play, ask students to draw a Venn Diagram with once circle about “Holland” and another about “Poland.” Students should find the similarities and differences between the facts learned about the two counties under Nazi control.

 

Students should write a compare/contrast composition about what they learned about Holland and Poland. (At least two paragraphs)

 

Hand out the Anne Frank handout for students to complete.

 

Collect magazines, picture/captions, Venn Diagrams, composition, handout.

 

10:05-11:00 Writing Grade 8

11:05-12:00 Writing Grade 7

12:53-1:47 Writing Grade 6

1:52-2:40 Writing Grade 5

 

Explain to students that today they will take an end of the year essay test on persuasive writing. Students should read the prompt carefully (read it to them before handing out the booklets and yellow papers.) Make sure students understand the prompt. Make sure they put their names on all the pages.

 

Remind the students that they should spend at least ten minutes prewriting, then write their first draft on the yellow papers, and to finally write their final draft in the booklet on the appropriate page. 

 

They will be graded on prewritng and first draft.

 

Students should finish their first draft today.  Collect all work.

 

Writing Process Expected:

10 minutes prewrite (lots of details, examples, strong verbs, reasons)

25 minutes first draft

15 minutes quick-revise of first draft on first draft (names, action, dialogue, sights, sounds, dialogue)

 Monday: Final draft

 

Thank you :)

 

2:40-2:45 Homeroom Grade 8 (Notes home/dismissal -- dismiss sports through hallway and bus/walkers through outside door)

 

Thank you.

 

 

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