October Week 3 Day 2
Updated: Nov 20, 2022
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8:45-9:15 Homework/Silent Reading/Question of the Day Objective: Homework, Question of the Day & Silent Reading
Question (on white board) : If you could have any magic power, which would you pick?
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).
We are still focusing on plural, adding those "s" where they belong. I also like to talk about those silent "ent". 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: Les chauves-souris (reviewed from last week)
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.
Here's how it works:
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.
Step 11: Continued on the following day
9:45-10:15 Writing: Procedural Text
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
D1.3 Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources
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
D2.3 Producing Finished Work: edit, proofread, and publish a variety of written pieces, following a model or a set of guidelines to meet established criteria, with support as appropriate
Students should have had time to review and finish reviewing their work and then check in with me. If they are done, it is time to do their good copy. I let them decide if they prefer to type it or write it out, I'm good with whatever they are more comfortable with. They can also either add the pictures with their writing or have a separate sheet for their pictures. Here are a few different examples of finished work by my Grade 6 students:
As you can see, some typed up their answers while others wrote them out. There is no right or wrong way, in my opinion. They will probably need another hour ish of time to do this tomorrow.
10:15-10:45 Music Prep
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 (Forces of Flight)
D2.2 describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible
D2.3 describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight
D2.4 describe ways in which the four forces of flight can be altered
Give students the text “Les quatre forces du vol”. Read it aloud to them and go over any questions they may have.
Once students seem to understand the four terms (forces du vol), play the movement game. This gets the students moving and understanding the
Play the quick KAHOOT review with your students to make sure they understand the four terms. It's not an easy topic to understand, and I find these games help with their understanding.
11:55 Start over with your new group
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