October Week 2 Day 3
Updated: Nov 20, 2022
8:45-9:15 Homework/Silent Reading/Question of the Day Objective: Homework, Question of the Day & Silent Reading
Question (on white board) : Would you rather eat a bug or drink water from a pond? Explain.
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. Usually my focus is on writing complete sentences with punctuation & capital letters and more specifically this month, plural. They need these reminders. 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.
9:15-9:45 Shared Reading : Pick one of the 3 texts
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
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.
Since they technically did 3 shared reading texts this week and already answered the questions, chose one text and have them do the following steps:
Day 2
Step 4: Pick three words (from what students wrote on their sticky notes yesterday). Open the shared reading on the smart board.
Step 5: Write one word down. Ask students to find sounds that they recognize in the word. Together, we sound out the word (I realize that this may seem "childish", but it is great to review French sounds, even in Grade 4, 5 and 6).
Step 6: Pick two students at random to come to the front, back to the shared reading, facing the class. When I say go, they must turn and find the word as fast as possible. They really enjoy this "race" type of game.
Step 7: Once the word is found, I read the sentence aloud, and as a class, we discuss what the word could mean. I ask them to avoid simply saying the word in "English" as a definition.
Step 8: Repeat steps 5-7 for all 3 words.
Step 9: As a class, pick one of the 3 words to add to your word wall. I always explain to students that we want to pick a word that we will hopefully see often throughout the year, and might help us make our writing a bit more colourful.
Step 10: Students then start their own mini dictionnaires. Using cue cards and loose leaf binder ring, they start up their first word of their new dictionary. They separate their cue card into 4 parts. They add the word, a picture of the word, the definition of the word (in words they will understand) and the antonym of the word (please see picture at the top of the post). They will do this every week, adding new words to their own dictionaries as we go
9:45-10:45 Writing
Writing Expectations:
D1.1 Identifying Purpose and Audience: determine, with support from the teacher, their purpose for writing and the audience for French texts they plan to create
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about familiar, personally relevant, and academic topics, following models appropriate to the purpose and incorporating some elements of each form
D1.4 Using Stylistic Elements: use word choice and stylistic elements to establish a personal voice and a clear point of view
D2.1 Generating, Developing, and Organizing Ideas: generate, develop, focus, and organize ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate
D2.2 Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a variety of strategies
Review the steps on your procedural text as well as the expectations you came up with. Explain to students that once they are done, they will buddy up and actually try to recreate each others drawings, so it's important to be very clear on their instructions. Now, students will begin writing their own texts. I am pretty lenient on graphic organizers. I realize that some students do well by organizing their ideas and some do better to start writing straight away. So, we have a discussion on ways they can do organizers (i.e, a web of ideas, list of ideas, etc.), and then they get to work on writing their own procedural text BASED on their Halloween drawing. They should be working on their rough drafts today. I don't go over and of their work today as they shouldn't be done. If they are, they probably missed something. They can go over the list of things that should be in their text based on our expectations.
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 Science - Flight
Expectations:
D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight
Students should be done making their bats by now. Today is the fun part, we have a bat flying competition. I highly recommend taking students to do this in the gym if at all possible. Take a long measuring tape and tape it to the ground. Add a piece of masking tape for the start of their throw. Tell students that they can not pass that line or they are disqualified.
Allow students a few minutes to practice their throws. Then, each team will get 2 throws, keeping their best. Go ahead and start the competition. See which teams plane gets the furthest. Then, have a discussion on that teams bat. Was it designed better? Was the throwing technique better? Why did they win?
11:55 Start over with your new group
Want October Week 2 Day 3 Activities?