October Week 1 Day 1

Updated: 6 days ago



Welcome to the first day of my favourite month! I'm so excited to share this months lesson plans with you! If you have been reading my blog since the start, you may notice that I repeat some steps at the beginning of the month. This is so new readers can understand how my week works out!


8:45-9:15 Homework/Silent Reading/Question of the Day Objective: Homework, Question of the Day & Silent Reading

Question (on white board) : What was the best meal you had over the weekend?


A reminder, that the question of the day is on my white board each and every morning as my students walk into the classroom. Using dry erase markers, they answer the question of the day in complete sentences (without adding their name).


Once everyone has arrived and completed their morning tasks, I get them to come to the carpet. We do our morning announcements and then review the question of the day. Over the month of September, we focused on writing in complete sentence as well as kept an eye on capital letters and punctuation. For October, we will focus on plural, adding those "s" where they belong. Obviously, we aren't just dropping what we focused on in September, but adding on. I read their answers, allowing them to share if they wrote it (of course if they want to share) and we have a fun discussion about their answers, all while reviewing their sentences.


*Please note that now that my students are in a good routine, I start my individual reading assessments with students. I usually do 2 students per day, where I let them read aloud to me and assess their GB+ levels (or whatever other books you may use).


9:15-9:30 Shared Reading: L'air (we've already read it once, but now we will use it for a shared reading)

Reading Expectations:

C1.1 Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with support as appropriate


C1.4 Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading


C2.3 Metacognition: (a) identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts; (b) determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills


Science Expectation:

D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight


Shared Reading is a big part of my weekly routine. We work with the same text all week, expanding our vocabulary, answering comprehension questions, etc. Notice that I have now changed the amount of time for shared reading. This is because, as the routine establishes, things that a lot less time than before.


Here's how it works:


Step 1: The text is on the smart board and I read it aloud to students.


Step 2: Students are placed in groups of 2 at random and read it a second time, taking turns. As they go over the text, they must underline 3 words that they don't understand.


Step 3: They will then write their 3 words on a sticky note and go place it on my chart paper.


Step 4: Continued tomorrow...





9:30-10:00 Visual Arts/Writing

Visual Arts Expectations

D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic


Now that you are done your backpack presentations, that first writing task is complete, and we usually hang them on display because of all their hard work.


Our next writing task will be the procedural text. Now, once again, students will start by drawing something. I tell them that they will need to draw a Halloween related picture, but to make sure not to make it too complicated because they will have a writing task to do to go with it. They can take inspiration from their Chromebooks. They will begin today, and continue tomorrow. Here is an example of a drawing from a Grade 6 student.


10:00 -10:45 Science - Flight (Air is Compressible & Air is affected by Altitude)

A1.2 use a scientific experimentation process and associated skills to conduct investigations


D2.1 identify flight-related applications of the properties of air


Today you will go over the last 2 properties of air with students. Once again, a reminder that I do not tell them what the property is until after the videos. Start off by showing the fist video. Ask students what they think the property could be, read the text going with the property and then do it over again with the next property. Once you have reviewed both properties, allow students to finish up their Properties of Air Flip Books.



10:45-11:25 Nutrition Break & Recess

Students should now know the rules of nutrition break, feel free to see how they do without repeating yourself. If they have a hard time, review rules tomorrow.



11:25-11:55 Speaking/Listening

Listening Expectations: A2.1 Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions about familiar and personally relevant topics

Speaking Expectations: B2.1 Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations

B2.2 Interacting: engage in rehearsed and spontaneous spoken interactions, in guided and increasingly spontaneous social and academic contexts, about personally relevant and academic topics


Have students sit in a circle. The goal here is to expand vocabulary. The first student will start. They will say a FRENCH word that start with the letter A. For example, they may say: "A - Avion". The next student will repeat that first word "A - Avion" and then go to the letter B " B - Balle". This will continue until we get to the letter "Z". If they forget the words, they will be eliminated. I usually have a practice round before actually eliminating everyone.


You can play this game throughout the year, and eventually even give specific topics like "fruit" or "sports" and they must find french words in the right letter going with those topics.


11:55 Start over with your new group


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