Thursday, February 13, 2020

Ms. Lipski’s Guest Teacher Plans

All work to be turned in can be placed in my blue basket at the front of the room.

8:25 – Meet students on our classroom dot outside (backdoor), southeast side of field.
8:30 – Enter classroom – Morning Work – Friendship Letter/Empathy Comic
Valentine’s Letter: Students will write a letter to a friend thanking them for their kindness and friendship. Students may
write the letter to a friend in the class or a friend outside of the classroom. Letters should be organized while clearly
explaining what their friendship means and why it is so important. Students may also include an illustration with their letter
after completing it. These letters do not need to be turned in, but may instead be taken by the student to distribute to their
friend.

Empathy Comic: If students complete their letter, they may create an empathy comic that represents how empathy may
be shown in school and why it is important in life. Students should illustrate and add dialogue, as you would see in a real
comic strip.

At this time, please take attendance and ask students to raise their hands if they are hot lunch. Complete the Hot
Lunch slip and have the hall monitor take the slip to the front office.

C – 0, H – raise hand, A – writing, M – stay in seat, P – independent writing, S - Success

9:00 – Grammar
Discuss with students how to use quotation marks in dialogue when someone is speaking. Write the sentence on the
board and ask student volunteers to make one correction at a time as they come up to the board.

ms. Lipski looked at mr Spike and said hey there buddy. How are you feeling today

Corrections should be: Ms. Lipski looked at Mr. Spike and said, “Hey there buddy. How are you feeling today?”

Students will then complete the grammar sheet independently on their own. They should only complete the bottom “In
your writer’s notebook…” section if they are finished with the rest of the worksheet. They can simply write the
conversation on the bottom of that page rather than in their notebooks.

C – 1, H – neighbor, A – grammar, M – stay in seat, P – independent, S - Success

9:20 – Reading
Students will read Amazing Wildlife of the Mojave (p. 304 in anthology) silently on their own. Students should take notes
at they read in their word works journals focusing on key details and interesting words.

C – 0, H – raise hand, A – reading, M – stay in seat, P – independent, S – Success

9:37-10:27 – PE
Walk students outside to their dot for PE.

10:30 – Intervention
At this time, students will be changing classrooms, some leaving, and 6 coming to our classroom (students all know where
to go). Students remaining in the classroom should complete the Readworks passage and short response questions
about puffer fish. You will be working with the small group of 6 students who come to our classroom. Our kidney table is
broken so you will need to sit in a circle on the carpet.

Re-read the story Amazing Wildlife in the Mojave with students, noting the photographs and captions. Ask students what
the difference between comparing and contrasting (similarities and differences). Ask students what they might be able to
compare within this text in relation to the essential question How do animals adapt to changes in their habitat? Work with
students as they complete a Venn diagram comparing and contrasting different animal adaptations throughout the story.
11:00 – Reading/Snack
Allow student to get their snacks. Students without a snack may ask you politely for a snack (found by the south wall).
Students will continue reading Amazing Wildlife in the Mojave while taking notes. Provide students with 10-15 minutes to
finish. Students will then work with a partner to Re-Read the story, comparing/contrasting the notes that they took on their
own, and then complete workbook pp. 148-150. Students who finish early may complete the vocabulary pages in their
workbook on pp. 140-141

C – 0/2, H – raise hand, A – reading, M – sit with partner, P – reading, discussing, writing, S - Success

11:50 – Writing
Ask students to raise their hand if they think that school should be year-round. Select a couple of students to share their
argument against year-round school, as well as students who think it should be year-round. Read aloud the article
“Should School Be Year-Round?”, stopping in between the arguments to discuss what reasons students heard for the
argument. After discussing student observations from the reading, students will then write a 5- paragraph essay
expressing their opinion with the purpose of persuading their audience. Students will write in their writing notebook
answering the question “Should schools be year-round?” If students suggest they are finished, tell them to write more.

C – 0, H – raise hand, A – writing, M – stay in seat, P – independent writing, S – Success

12:20-1:00 – Lunch (walk students to the lunchroom and help students get seated/situated for the first 5-10 minutes
of lunch. Students will be picked up at 1:00 at the classroom dot outside (backdoor) after recess.

**In case of Inclement Weather** - If there is inclement weather, Ms. Edgerton will bring her students to our class
at 12:15 for 15 minutes. You may play a Wild Kratts video (bookmarked on Google Chrome for you). You must turn on the
projector with the remote. Our class can sit on their desks and Ms. Edgerton’s class will sit on chairs. Walk both classes to
the lunchroom at 12:30. You will then pick students up from Ms. Edgerton’s class (next door) at 1:05.

1:00-1:30 – Writing continued

1:30 – Math
Project the math problems in the notebook from the mimio to the board. Students will copy and complete in their math
notebooks. When students have mostly solved the problems (5-10 minutes), review the solutions by allowing student
volunteers to come to the board to explain how they solved each problem. Pass out the story problem/review packets and
complete the first problem together as a class. Demonstrate another problem if needed. Allow students to work with a
partner or neighbor at their table to complete the remainder of the packet. Work with students who may need assistance.
When students have completed the entire packet, they may go on Freckle on the Kindles.

C – 1, H – partner, A – math, M – find a seat, P – partner math, S – Success

2:40 – Science
Students will continue to read the articles assigned in their blue science books, taking notes in their journals. When
students have completed their reading, they may begin brainstorming ideas of how to use magnets to make their carts
due tricks such as pick up paperclips as it rolls down a slope. Students can draw a diagram or simply write their ideas
down in their notebooks.

C – 0, H – neighbor, A – science, M – stay in seat, P – science notebook writing, S – Success

3:00 Clean-up for Dismissal

3:12 - Send Safekey students to multipurpose room when called and Carpool students to Mrs. Wise’s room.

3:16 – Walk walkers out to the classroom dot. Students must see parent/guardian and give you a fist pump or high-five
before leaving.

Thank you!!!!!