Updated: 6 days ago
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 had to throw everything but one object in the garbage, what would you keep?
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. 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 : Le défilé de mode
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.
This week is a bit different because it's a four day week, and they started the shared reading by answering questions yesterday. So for today, here is what I will do:
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.
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
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
Today, students will write a descriptive paragraph on MY backpack (the same one I wrote one on), in groups. I like to spend a lot of time on this first writing task, because it sets a good tone for the year plus it really shows students what my expectations are and how I grade them.
As a class, we think of what would be important to see in the descriptive paragraph and I write them out on chart paper. Here are my main points for the first text of the year:
Now, I place students in groups and tell them to write their own descriptive paragraph on MY back pack. I allow them to use chart paper and markers to do this. I explain to them that once each group is done, we will grade them as a class. This usually takes them about an hour, so we will continue 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 Visual Arts
Visual Arts Expectations:
D1.1 create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues
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
D1.3 use elements of design in art works to communicate ideas, messages, and understandings
For visual arts, I like to give students an art book that they will work on until May. This is something they will do when they are done their work early, during free time, etc. They are not allowed to bring them home. In may, I will pick them up and grade them. I tell them that as they learn NEW art techniques, they will be able to use them to complete their art books. This is NOT a race. What I like is that it keeps them busy while doing something productive. I show them inspiration pictures and then we go through each page, where I explain to them what to do. There is a total of 9 pages.
11:55 Start over with your new group
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