2019-2020

01/15/2020 - 01/15/2020
Mrs. Henkel

Wednesday 01/15/2020

Prep 7:50am - 8:20am

Arrival/Attendence 8:20am - 8:30am
1. Students put backpacks in lockers
2. Bring in there take home folder
3. Put notes in not bin and put folder in mailbox
4. Pick up chrome book
5. Go put chrome book and art box by flexible seat
6. Go move lunch cart
7. 2-6 can be done in any order and students might stop by before 8:20
8. Students go onto xtra math or take AR test
9. Tier 3 math students leave by 8:25 and meet at the corner by Mrs. Fares Room (Alijah, Aubrey, JaeDen, Haleigh)
Students will return around 8:45
10. Please take attendance and lunch count and send it to the office
11. 8:36 call students to the carpet for calendar. Calendar helper will lead the entire calendar. If they need help teacher
assistant can help. If they are absent the substitute (student) can lead.

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2019-2020
01/15/2020 - 01/15/2020
Mrs. Henkel

Math 8:30am - 9:45am

Lesson 7 Make ten when one addend is 8.
Materials: (T) 10 blue and 10 yellow linking cubes, a ten-frame border (S) 10 blue and 10 yellow linking
cubes, personal white board

Have students sit at their seats with the materials.

T: (Project and read aloud.) Peter has 8 books, and Willie has 5. How many books do they have altogether?
T: What is the expression to solve this problem?
S: 8+5.
T: On your personal white board, use your blue linking cubes in 5-groups to show how many books Peter has.
S: (Organize 8 blue linking cubes.)
T: Use your yellow cubes to show how many books Willie has. Put them in a line of five next to your board.
S: (Organize 5 yellow linking cubes.)
T: What are the different ways we can solve 8 + 5?
S: Count on! à Make ten with 5. à Make ten with 8.
T: (Call on students to demonstrate each of these strategies, saving making 10 with 8 for the end. As a student
volunteer makes ten, use the ten-frame border to physically group the ten.)
T: Let’s use the last strategy to solve 8 + 5. Everyone, make ten with 8.
S: (Move 2 yellow cubes to the blue pile.)
T: With your marker, draw a frame around your 10 cubes.
S: (Frame 10 cubes.)
T: We have 10 here. (Gesture to the 10.) What do we have left here? (Point to the other pile.)
S: 3.
T: Look at your new groups. What is our new number sentence?
S: 10+3=13.
T: (Write 10 + 3 = 13 on the board.) Did we change the number of linking cubes we have?
S: No.
T: So, 8 + 5 is the same as what addition expression?
S: 10+3.
T: (Write8+5=10+3.)
T: Whatis10+3?

S: 13.
T: What is 8 + 5? Say the number sentence.
S: 8+5=13.
T: How many books do Peter and Willie have?
S: 13 books.
Repeat the process with the following suggested sequence: 8 + 3, 8 + 6, 4 + 8, 8 + 7, 8 + 8. Be sure to have
students make ten with 8, reinforcing the concept of commutativity for efficient problem solving. Write both
number sentences (8 + 6 = 14, 10 + 4 = 14) and a number sentence equating the equivalent expressions
(8 + 6 = 10 + 4).

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2019-2020
01/15/2020 - 01/15/2020
Mrs. Henkel

SEL.Orange Frog 9:45am - 10:05am

Lesson 16- Mindful Perspective Taking

Teacher Preparation:
• The MindUp Curriculum Teacher Manual, pg 108 “One World”
• Travel Photos - print so each group has one photo
• sticky notes

Prepare:
• Write the following on the board: I am happy. Be sure your face also shows happiness.
• Then expand the sentence to say: I am happy when I teach you. Be sure to continue showing a happy face.
• Ask students to make a happy face. Then ask them what makes them happy. Call on a few students.
• Remind them that their hippocampus, their memory saver, will help them think of a happy memory.
• Each of us is different. We have different memories and experiences. So what we said makes us happy
• can be the same or different. Remind students that perspective taking is when we see situations and events
• from another person’s viewpoint.

Facilitate:
• We need food, water, and air. To protect ourselves, we live in houses and wear clothes. We play and work.
• Today we will be traveling the world! You will select a picture of a place that looks different from where you live.
• Imagine living there.
◦ What would you eat?
◦ Where would you live?
◦ What would you wear?
◦ What would be different about living there and what would be the same?
• Distribute a photo and several sticky notes to partners or small groups. Have them examine and discuss the
• photo. Using the questions above have them write their ideas on the sticky note and attach to the photo.

Solidify:
• Bring class together and ask each group to share one new perspective they gained by looking at their photo.
• State as humans we all share the same basic needs - food, shelter, and so on. Our surroundings shape those
• things. To empathize with those who seem to have different lives begins with recognizing similarities and
• appreciating the differences.
• We all come from different backgrounds, and that adds to our individual specialness. We may be different,
• but we are all people. We all deserve to be treated with kindness and respect.

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2019-2020
01/15/2020 - 01/15/2020
Mrs. Henkel

Phonics 10:05am - 10:35am

Unit 8 Week 2 Day 1
Unit 8 Week 2 Day 1
1. Drill Sounds/Warm-up
a. Standard sound cards
b. R controlled vowels poster
c. Trick word drill
4. Introduce New Concept
a. Teach Digraph Blends
b. Demonstrate a digraph blend with standard sound cards
i. Lunch, shrub
1. 4 sounds, a digraph is blended with another consonant. We call it a digraph blend
ii. Teach how to mark the word
1. Underline the n and the ch in lunch (example on page 284)
ii. Student Notebook entry
1. Have students add lunch in the digraph blend section
b. Teach letter keyword sound
i. Er, ir, ur
ii. er-her - /er/
iii. Ir- bird /ir/
iv. Ur burn /ur/
1. Use the poster to help
ii. Notebook entry
1. Find and color the er, ir, and ur r-controlled vowel sounds
3. Word of the Day
a. Shred
i. Review concepts
1. Review digraph blends
2. Tap out the four sounds
3. Mark up the word
b. Make words
i. Use standard cards to make some words with digraph blends
1. Punch, bunch, ranch, bench, squish, pinch, twig, shrug, trim, munch, rust, mend
b. Student notebook entry
i. Ad the word in the word of the day section and a sentence in the vocabulary section
2. Echo/Find Letters and Words
a. What says /___/? ____
i. Have students point to a letter on their magnetic board
b. Dictate a word and have them build the word
i. Use “Spell away” and “Clear the deck” for directions
ii. Slim, scab, melts, shelf, felt, help, silk, golf, milk, gulf, self, tilt
PE 10:35am - 11:00am
1. Line up with lunch boxes and lunch cards
2. Walk students to gym
3. Gym teacher will send them to recess after

Recess/Lunch 11:00am - 11:45am

1. Gym teacher will send them outside
2. This is when teacher has lunch
3. Pick up after lunch from the cafeteria at 11:45

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2019-2020
01/15/2020 - 01/15/2020
Mrs. Henkel

Writing 11:45am - 12:15pm

Lesson 8: Pull It All Together
Material: Writing folders and writing paper

Minilesson:

“Opinionators!” [Students reply back with “Yes?”] “Wow! What great opinion stories you have! Today we are going to use all that we know
about opinion writing and put it all together in one writing booklet.” [Model how to transfer the information from the graphic organizer to writing
paper.]
“Boys and girls, as you write your opinion story onto your writing paper, be sure to pay close attention so you don’t forget anything.
Your opinion writing should have a hook, an opinion, three reasons, and a closure.”

[Send students off to write. After writing, students may work on illustrating their opinion story. Then, follow the share routine on Lesson 3].

Conferring:
Circulate around the room, conferring with students about their opinion stories.

Daily 5 12:15pm - 1:30pm

12:15-12:25 Whole Group
• Warm up-change the end sound--board/born, sing/sink, horn/horse, fork/fort, thing/think
• Vocab--what’s something you complain about? What are you delighted to do? Where is the horizon?
• Review hi-freq words--Fill in sentences you write on the board with missing words
• Vocab--discuss the words desert, engine, exclaimed, island, parachute, stubborn--and how they’re used in the story
• Grammar--compound sentences

12:25-1:00 Daily 5 (Tier 3 pull out: Aubrey, Alijah, JaeDen, Logan, Thomas, Yaslin, Annaliese, Kirsten, Zoey)
Round 1
Round 2

1:05-1:30 Daily 5 or Whole group (Tier 2 push in: Aubrey, Alijah, JaeDen, Logan, Thomas, Yaslin, Annaliese,
Kirsten, Zoey)
Round 3

Follow chart on what students Mrs. Long and Mrs. Henkel is working with

Music 1:30pm - 1:50pm

1. Walk students to music
2. Pick up students from music and bring them back

Extra Recess 1:50pm - 2:05pm

1. Take students outside
2. Watch students play and encourage students success
3. Make sure students are following the rules
4. line students up and take them inside (have teacher assistant go around and get students that are lined up)

ELA 2:05pm - 2:20pm

• Anchor text
◦ Discuss dialog and questions marks--go through the story and discuss who’s speaking and how you know
◦ Read story together
◦ Have kids complete story element page after reading

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2019-2020
01/15/2020 - 01/15/2020
Mrs. Henkel

STEM 2:20pm - 2:45pm

Week 1 DAY 4 (25 min): Plants

1. Read the pebblego.com article, “What are plants?”

2. (Substitute: Readworks Articles: Plants Make Their Own Food, What Plants Need)
3. As you read, fill out the anchor chart Plants: Can-Have-Need. Fill out whole group
4. or use blackline masters for kids to fill out with you as shared research.

1. Optional Activity: Plant Life Cycle Booklet

Guiding question: What can plants do or not do? What do plants have? What do plants need to survive?
Literacy Connection: Write an informative paragraph about plants. (prompt paper included)
Dismissal/Reading to Students 2:45pm - 3:05pm
1. Between 2:40 and 2:45 tell students to pack up
1. They will put chromebooks away
2. clean up tables
3. get backpacks
4. put folders in backpacks
5. tidy up room (they might need a reminder to clean room)
6. Put chairs on table
2. Have students sit on carpet after grabbing there clip (by 2:50 they should be on the carpet)
1. Teacher assistant will call numbers in order to the day (chart on white board)
2. Student will pick there flexible seating and then go get there folder and go pack up
3. Buses leave first starting at 2:55ish (have them line up in the hall)
4. AT 3:05 take pick-up students outside (second bell)

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