Enjoy your summer vacation!!

My students' final class project...way to go!!

No one will really understand the challenges that my students and I are having inside the classroom unless he has taught full time for at least a week inside a special education self-contained or a resource classroom. But what we are  having in our class this school year is way beyond the challenges that we had in the past. What made us survive this school year? Aside from having a wonderful instructional aide, whom I will always be grateful for never abandoning me through thick and thin, I have learned to mix common sense with best practices and teaching standards (thanks to the National Board process!).

There is really no "cookbook recipe" citing exactly what should work and not work in a special education classroom. What works is taking a cup of common sense and mixing it with heaping spoonfulls of patience, understanding, consistency, positive expectations, and an enthusiastic attitude, and not forgetting to pour in a heart full of love, and bake for one school year. I have learned a great deal from reading, and reading, and reading books and blogs of our exceptionally great teacher leaders!

Who else believed in my students' abilities? I know my students ---they really can do it. Here's a teaser for our class culminating activity. My students were able to finish the Unit on Intro to Greek Mythology for MS, as a final class project they played the role of their favorite gods and goddesses and introduced their characters in a short video clip. Teaser attached, culminating presentation will be scheduled soon. Watch and enjoy!! (BTW, the video ended earlier than the audio, sorry about that!)

Golden Rules of Test-taking

Few more days before the state assessments, it's crunchtime! Reposting some test taking tips from my former students:
Following the advice of a colleague here , I asked my students what testing tips would they give other students who want to do better this coming spring testing.

Here's some of their exceptional testing tips:

Before:

• -Put pencils in your backpack.
• -Eat a good breakfast.
• - Don't stay up late.

During:

• -Answer each question.
• -Ask for help.
• -Do your best.

After:

• -Share your worries with your teachers and parents.
• -Relax. It's over.

STORY SELECTION: Passage to Freedom

LESSON PLAN for English Language Arts
DCPS STANDARDS COVERED: 6.IT-E1/ 6.LD-V.1 / 6.LD-V.7 / 6.LD-V.8 / 6.LD-V.10
Maria Angala, NBCT (Resource Teacher)

 STORY SELECTION: Passage To Freedom (Anthology)

WARM UP: Different writing prompts will be given daily.

DAY 1

MATERIALS:- Anthology: Review Passage to Freedom
http://classroom.jc-schools.net/coleytech/dynamic_curriculum/Language/Passage%20to%20Freedom.ppt
- Passage to Freedom online: http://www.eduplace.com/kids/hmr06/gr6/gr6_th1_sel2.html

METHODS & STRATEGIES:WHOLE GROUP DISCUSSION “Album for a Hero” Houghton Mifflin pages 50-51: This story tells about a diplomat who used his power to save people’s lives.
- What is a diplomat’s job?
- What kind of person do you think would be good at this job? Why?
- How do you think a refugee might feel?

WHOLE GROUP DISCUSSION (Picture Walk):- page 59: Who are these men? What do you think are they talking about?
- Pages 60-61: How are these people feeling? Why?
- Page 62: What is Mr. Sugihara doing in this picture? Why are the people waiting in line?
- Page 63: Why is the Sugihara family leaving on the train? Where do you think they are going? Who is waving goodbye to them?
- Page 64: What is the piece of paper on the train tracks? What feeling do you get from looking at this picture?
DAY 2



MATERIALS:
- Anthology: Review Passage to Freedom
- http://classroom.jc-schools.net/coleytech/dynamic_curriculum/Language/Passage%20to%20Freedom.ppt
- Rags & Riches Game for the story “Passage to Freedom”
http://www.quia.com/rr/351070.html?AP_rand=973649429&playHTML=1
- Passage to Freedom online: http://www.eduplace.com/kids/hmr06/gr6/gr6_th1_sel2.html


METHODS & STRATEGIES:

WHOLE GROUP DISCUSSION: Anthology: Review Passage to Freedom
http://classroom.jc-schools.net/coleytech/dynamic_curriculum/Language/Passage%20to%20Freedom.ppt
SMALL GROUP: Review skills for “Passage to Freedom” with the Rags & Riches Game.
http://www.quia.com/rr/351070.html?AP_rand=973649429&playHTML=1


DAY 3


MATERIALS:- Dictionaries
- Vocabulary words from Passage to Freedom
- alphabetical order card sets in envelopes
- Anthology: Review Passage to Freedom
- http://classroom.jc-schools.net/coleytech/dynamic_curriculum/Language/Passage%20to%20Freedom.ppt
- Teaching Master1-4
- Practice Master1-4
- Passage to Freedom online: http://www.eduplace.com/kids/hmr06/gr6/gr6_th1_sel2.html

METHODS & STRATEGIES:

INDIVIDUAL WORK:
- Display and distribute Teaching Master ES1-4. Read the passage with students.
- Guide students to complete the chart. Have them make judgments supported by facts from the passage and their own experiences.
- Distribute Practice Master ES1-4 to students.
- Review the directions with students. Have them read the passage and complete the Practice Master independently.
- Check students’ responses to be sure they understand how to make judgments when they read.

DAY 4

MATERIALS:
Markers for a Back to School Card
Letter Envelope
Letter Writing PPT http://jc-schools.net/write/ppt/LetterParts.ppt
Lined paper
Capitals PPT Capitals Rule Download the Presentation
Punctuations PPT Flying Through Quotation Marks Download the Presentation
Sentences cards without punctuation
Passage to Freedom online: http://www.eduplace.com/kids/hmr06/gr6/gr6_th1_sel2.html

METHODS & STRATEGIES:

INDIVIDUAL ACTIVITY:- Have students read a paragraph in Passage to Freedom, naming and recording the capitals and punctuation marks.
- Ask students to write a Back To School invitation letter to their parents, and observe the punctuation and capitalization rules. Use the markers to draw pictures to make the invitations more creative.
- Ask students to address the letter envelope with the proper capitalization and put a stamp on it. Mail the letters in time for Back to School Night.


DAY 5

FRIDAY FUNDAY: Play this E- word game about Passage to Freedom. http://www.eduplace.com/kids/hmr06/?grade=6

------------------------------------------------------

ASSESSMENTS/ REFLECTIONS:
Observation of student responses during Q&A
ES 1-4 Practice Master.
Board work
Anecdotal notes based on teacher observation of students' participation in class discussions
Spelling quiz (Friday)

HOMEWORK:

DAILY HOMEWORK: Homework will be checked with parent’s signature daily. The same spelling list will be used for this week but each day, students will choose two from the list of activities (each day should be different):
· Use the word in an original sentence.
· Find and learn the definition of the word.
· Know how to pronounce the word.
· Which parts of speech is the word used as (e.g. noun, verb)?
· What are other forms of the word such as plurals or tenses.
· What are synonyms of the word?
· What are antonyms of the word?
· What is the origin or etymology of the word?
· What words rhyme with this word?

“PASSAGE TO FREEDOM” WORD LIST: long vowel sounds

EASY

deal
raise
sign
growth
leaf
stroke

AVERAGE

frame
probe
squeal
scheme
plea
crease

CHALLENGE

refute
humane
conceal
betray
accelerate
biology
ecology
colleague

PRIME FACTORS & FRACTIONS

LESSON PLAN for Mathematics
DCPS STANDARDS COVERED: 6NSO-N6
Maria Angala, ELA/ Math Resource Teacher

PRIME FACTORS / FRACTIONS

WARM UP: Different math word problem and writing prompts will be given daily.

DAY 1

OBJECTIVES:
After the lesson, students will be able to:
- Develop their understanding of whole numbers
- Develop understanding of the meaning of common factors and will compute with them.
- Represent and interpret relationships between quantities algebraically.

MATERIALS:
VIDEO Review Prime Factorization http://www.teachertube.com/view_video.php?viewkey=137e68f3d66a7941b331
PPT Sieve of Eratosthenes
http://www.cs.iastate.edu/~dpinksto/cs425/sieve/Eratosthenes.ppt
Hundreds Board handouts http://www.enasco.com/pdfs/TB21533T.pdf
Math Dictionary http://www.teachers.ash.org.au/jeather/maths/dictionary.html
Multiples & Factorization Challenge Game http://www.quia.com/cb/8436.html

METHODS & STRATEGIES:
WHOLE GROUP DISCUSSION:
- As a review, show the video review of Prime Factorization.
http://www.teachertube.com/view_video.php?viewkey=137e68f3d66a7941b331
- Review the math vocabulary to the students. http://www.teachers.ash.org.au/jeather/maths/dictionary.html
- Tell the students that there is a pattern in finding the factors of a number. Show the PPT of Sieve of Eratosthenes.
http://www.cs.iastate.edu/~dpinksto/cs425/sieve/Eratosthenes.ppt

INDIVIDUAL WORK:
- Distribute the Hundreds Board (http://www.enasco.com/pdfs/TB21533T.pdf ) and ask students to do the following on prompt:
Cross out every other number starting at 2.Cross out every third number starting at 3.(You don't have to check every fourth number. Why?)Cross out every fifth number starting at 5(You don't have to check every sixth number. Why?)Cross out every seventh number starting at 7(You don't have to check every eighth number. Why?)(You don't have to check every ninth number. Why?)(You don't have to check every tenth number. Why?)

The numbers that are not crossed out are primes.

GROUP WORK: Divide the class into two groups. Play the Prime Factorization Challenge Game, ask them to compete with another group and test how much students know about factors and multiples.

DAY 2

OBJECTIVES:After the lesson, students will be able to:
- understand relationships among factors, multiples, divisors, and products
- recognize and use properties of prime and composite numbers, even and odd numbers, and square numbers
- develop strategies for finding factors and multiples, least common multiples, and greatest common factors

MATERIALS:
VIDEO Factor Trees http://www.teachertube.com/view_video.php?viewkey=de67e146a2f810ded7bb
Math Dictionary http://www.teachers.ash.org.au/jeather/maths/dictionary.html
Rags to Riches Game on Prime Factorization http://www.quia.com/rr/239055.html?AP_rand=1460235454&playHTML=1
The Factor Game Connected Mathematics Prentice Hall
http://www.phschool.com/atschool/cmp2/active_math/site/Grade6/FactorGame/
Exponents PPT http://www.lexington1.net/technology/instruct/ppts/mathppts/Numeracy%20&%20Concepts/Exponents.ppt
How To Write Exponents with Large Numbers PPT http://jc-schools.net/PPT/ExponentsL.ppt

METHODS & STRATEGIES:
WHOLE GROUP DISCUSSION:- Review the math vocabulary to the students. http://www.teachers.ash.org.au/jeather/maths/dictionary.html
GROUP WORK: The Factor Game
Divide the class into two teams. The class will modify the game from the book. In this case we will play the game with a PPT on the board. The factor Game Rules on page 7 of Connected Mathematics will still apply.
http://www.phschool.com/atschool/cmp2/active_math/site/Grade6/FactorGame/
WHOLE GROUP DISCUSSION
- As a debriefing, show the video review of how to use Factor Trees to complete Prime Factorization. http://www.teachertube.com/view_video.php?viewkey=de67e146a2f810ded7bb

DAY 3

OBJECTIVES:After the lesson, students will be able to:
- Identify an improper fraction represented by a model of mixed number.
- Simplify a fraction
- Determine a set of equivalent fractions

MATERIALS:
- Math Dictionary http://www.teachers.ash.org.au/jeather/maths/dictionary.html
- Fractions PPT http://jc-schools.net/PPT/Fractions%20I.ppt

METHODS & STRATEGIES:WHOLE GROUP DISCUSSION:- Discuss fraction examples with class.
- Ask question regarding examples.
- Where do you see fractions in life?
- Show four pre-made examples of fractions found in life.
- Using the PowerPoint presentation, discuss the vocabulary terms and concepts used for this unit. http://jc-schools.net/PPT/Fractions%20I.ppt
- Can you think of where you might find fractions outside of the classroom.
- Discuss fractions outside of the room, how are they used in everyday life?
INDIVIDUAL: Answer board exercises on fractions; give the picture and ask the students fraction questions (example: what fraction of the pie is purple?)
WHOLE GROUP DISCUSSION: Review : fractions, numerator, denominator using the Math Dictionary http://www.teachers.ash.org.au/jeather/maths/dictionary.html
PAIR & SHARE: Give the strips of colored papers to the students. Ask them to show ¼, 2/4 , ¾ , 4/4 with the green strips. Show 1/5, 2/5, 3/5, 4/5, 5/5 with the pink strips, and show 1/3, 2/3, 3/3 with orange strips.
INDIVIDUAL: Answer exercises on page 5 exercise 1-A 29-48 and exercise 1-B 1-9.


DAY 4

OBJECTIVES:After the lesson, students will be able to:
- Identify an improper fraction represented by a model of mixed number.
- Simplify a fraction
- Determine a set of equivalent fractions

MATERIALS:
- Math Dictionary http://www.teachers.ash.org.au/jeather/maths/dictionary.html
- Fractions PPT http://jc-schools.net/PPT/Fractions%20II.ppt
- Equivalent fractions PPT http://jc-schools.net/PPT/Fractions%20IV.ppt

METHODS & STRATEGIES:
WHOLE GROUP DISCUSSION: Review the fraction vocabulary and concepts with this video:
SMALL GROUP: Divide the students into two groups. Compete with each other for this Fractions Game. http://jc-schools.net/PPT/Fractions%20II.ppt
CLASS ACTIVITY: Remember Go Fish? It's great for reviewing equivalent fractions. Since Go Fish is all based on matches, it naturally works for matching equivalent fractions. This game should be played in groups of 4 or less.
Instructions for making the cards:1. On one side of an index card, write a fraction. Write an equivalent fraction on another index card. Continue writing pairs of equivalent fractions. For each group of students playing, they need about 30 cards (this makes 15 pairs). I like to decorate one side of the card and laminate them for durability, but neither of these steps is necessary.
2. Put students in groups of not more than 4.
RULES:Choosing a dealer: Student with the earliest birthday this year.Dealer deals 5 cards to each student and puts the rest in a scattered pile in the middle of the group. Students can put down any matches they have. The student to the dealer's left asks the student of his/her choice: "Do you have a fraction equivalent to (for example) 1/2?" If that student has a match, all group members need to check for accuracy! If not, the student "goes fishing." Again, if a match is found, all group members check for accuracy.Continue play until the "pond" is depleted. The student with the most matches is the winner!
.
DAY 5

OBJECTIVES:After the lesson, students will be able to:
- Add & subtract fractions no greater than 10 using models.
- Add & subtract fractions no greater than 10
- Add & subtract fractions no greater than 10 and simplify the difference.

MATERIALS:
- Math Dictionary http://www.teachers.ash.org.au/jeather/maths/dictionary.html
- Adding Fractions PPT http://jc-schools.net/PPT/Fractions%20VII.ppt
- Subtracting Fractions PPT http://jc-schools.net/PPT/Fractions%20VIII.ppt

METHODS & STRATEGIES:

WHOLE GROUP DISCUSSION: Show the Addition & Subtraction of Fractions PPT presentation to the class to teach the vocabulary and concepts.
- Adding Fractions PPT http://jc-schools.net/PPT/Fractions%20VII.ppt
- Subtracting Fractions PPT http://jc-schools.net/PPT/Fractions%20VIII.ppt
WHOLE CLASS ACTIVITY: On half of the 3 X 5 notecards write an unlike denominator addition or subtraction problem. On the other half of the note cards, write the corresponding common denominators to the problems on the other half. In random order, hand out the note cards and have the students find their matching partner and work the problem out.

QUIZ: Math Vocabulary list
------------------------------------------------------

ASSESSMENTS/ REFLECTIONS:- Activity sheets on finding factors, multiples and exponents
- Board work on finding factors, multiples and exponents
- Quiz on Friday
- Problem solving activity and have students format their answers using math vocabulary and concepts.
- Multiples & Factorization Challenge Game
.
INTERDISCIPLINARY CONNECTION:
- technology
- social studies
- science
- music
.
HOMEWORK:
Practice exercises will be sent home daily and will be checked with parent signature the next day.

JMS Professional Learning Community

9.7.2010

Dear colleagues,

Hope you enjoyed your long weekend as I did with family and friends!!!

Our PD this morning on Professional Learning Community was fantastic, I have learned some of the things that I still need to do to contribute to the team and have validated some of the things that we are already proactively doing as a whole to target the strengths and needs of our students.

Check this out: http://digitalanthology.blogspot.com/  (click)

Ms. Felton already mentioned about our SPED Dep't Website; I have extended what used to be my class portal to our now JMS SPED portal in the spirit of collaboration. To innovatively address the issues that we are having (yes, we listen and we do something hoping to resolve everyone's concerns) regarding differentiating instruction, modifying classwork, and availability of SPED instructional resources to help ALL our struggling kids (not just students with IEP), we have made these accessible to you 24/7 even after school hours:

- letters to parents and students

- SPED syllabus

- class rules and expectations

- lesson presentations

- lesson plans and HW

- SPED course materials

- project rubrics

- helpful tips

All members of our team (Ms. Lobban, Ms. McMillan, Ms. Wright, myself) will be posting announcements and resources as frequently as possible. Please give us a few days to train ourselves on how to use this wonderful collaborative tool. Also, please give us your constructive feedback (e.g. how else can we improve this website to better serve you and our students) about the SPED Dep't digital portfolio.

Of course, nothing compares to one-on-one conversations, please come by our rooms during our planning time (mine is 3rd Period) and/ or afterschool hours so we can talk about our concerns. As always, let us work together to meet our common goal: helping our students succeed.

Thank you and have a great week!!!

Sincerely,
 
Maria Angala, NBCT

STORY SELECTIONS: Hatchet & Passage to Freedom (Anthologies)

LESSON PLAN for English Language Arts
DCPS STANDARDS COVERED: 6.LD-V.1 / 6.LD-V.7 / 6.LD-V.8 / 6.LD-V.10
Maria Angala, ELA/ Math Resource Teacher

STORY SELECTION: Hatchet (Anthology)

WARM UP: Different writing prompts will be given daily.

DAY 1

OBJECTIVES:After the lesson, students will be able to:read words that have suffixes –ful, -less, and –ly
use the phonics/ decoding strategy to decode longer words
students understand the formation and use of words using suffixes –ful, -less, and –ly
learn safety and manners on the wilderness

MATERIALS:
- Anthology: Hatchet
- Teaching master ES1-1
- Practice master ES 1-1
- 3 index card per student
- Pictures of things in the wilderness
- video: Trail Etiquette
http://www.teachertube.com/view_video.php?viewkey=1fca28764612a028d9c8

METHODS & STRATEGIES:- In The Wilderness –

WHOLE GROUP INSTRUCTION: This week we will be reading a story about staying alive in the wilderness. To get ready to enjoy that story, we will talk about what you might see in a wilderness area – a wild place where people live. Elicit from students that a wilderness may be a forest, with pines, birches, and other kinds of trees, and that many wild animals live in the forest.

SHOW VIDEO: Trail Etiquette. Public service announcement for safety and manners on the trail. Illustrates human impact on and responsibility for the environment and wildlife in a forest. Filmed in the George Washington National Forest in Virginia and Cranberry Wilderness in West Virginia.

PAIR & SHARE: Have students work in pairs. Ask them to list down and describe 5 things a person might see in the wilderness. Ask each representative to share their list to the class.

- Hatchet (Anthology) -

WHOLE GROUP INSTRUCTION (READ ALOUD): Display the poem “In the Wild”. Ask one student to read it aloud. Houghton Mifflin pages 26-27. Discuss and describe the photos on Anthology page 26.

- What country’s wilderness does this photograph show us?
- What do you see in the photo?
- Have you seen these animals before?
- Where have you seen them? What words can we use to describe the animals?

WHOLE GROUP INSTRUCTION (PICTURE WALK):
“Hatchet” (Anthology) Houghton Mifflin pages 29-37. Lead the students on a picture walk using these prompts:
- page 31 = How do you think Brian feels in this picture? Why?
- Pages 32-33: Why do you think Brian is holding his leg? What is the porcupine doing? Why is Brian’s Hatchet on the ground?
- Page 35: Do you think it would be easy to use this hatchet? Why or why not? What might it be used for?
- Page 36-37: do you think the wilderness looks beautiful in this picture? What do you think Brian thinks and feels about being in the wilderness? Is he happy to be there? Why or why not?

WHOLE GROUP INSTRUCTION (SUFFIXES):SUFFIX= words added in the end of a base word that changes its meaning.
BASE WORD= is a word that is complete by itself, to which suffixes may be added. Give examples from Hatchet.

PAIR & SHARE: Give 3 colors of index cards to each group. Ask students to read the story “Forgetful Sue” (ES 1-1) and write down the words with suffix –less in the pink index card, the words with suffix –ful in the yellow index card, and the suffix –ly in the green index card. Ask them to go to the board and post the words according to the suffix category.

ADDITIONAL HOMEWORK (plus gold stars): Cut 5 pictures of animals that you can find in the wilderness. You can cut from magazines or print from the computer. Paste them in your notebook.

READING BLOCK: continue reading “The Little Prince”

DAY 2

OBJECTIVES:
After the lesson, students will be able to:
students identify and practice the four kinds of sentences
students use story details to explain events and a character’s feelings
identify how details help a character’s motives

MATERIALS:
- Teaching master ES 1-2
- Practice master 1-2
- Anthology: Hatchet
- Pictures of animals that you can find in the wilderness
- Video: Animals in the wild and adaptations
http://www.teachertube.com/view_video.php?viewkey=49733209e941c61ee652
- Punctuation PPT http://iteslj.org/t/ppt/punctuation.ppt
- Kinds of sentences cards

METHODS & STRATEGIES:

 WHOLE GROUP INSTRUCTION: We have said that the wilderness is a place where wild animals live. What kind of animal did Brian find in his tent? Is this animal dangerous? What are some other animals a person might see in the wilderness? Which can be dangerous? Which are usually not dangerous?

INDIVIDUAL: Write the names of the animals you have from your homework in the post its. Post them on the board according to the category: dangerous/ not dangerous. Ask the students what is one animal you would not like to meet in the wilderness? Why or why not?

SHOW VIDEO: This film shows different animals (from Grand Teton National Park) and their adaptations.

WHOLE GROUP INSTRUCTION (PICTURE WALK): “Hatchet” (Anthology) Houghton Mifflin pages 37-49. Lead the students on a picture walk using these prompts:
- page 31 = What is Bryan doing with the Hatchet in this picture?
- Page 41= Why do you think Brian is blowing on the fire?
- Page 42-43 = How do you think Brian feels in this picture? Why?

WHOLE GROUP INSTRUCTION (KINDS OF SENTENCE): Discuss the kinds of sentences to the students: declarative/ interrogative/ imperative/ exclamatory.

BOARD WORK: Ask students to post on the board the sentences on the cards to be given out according to their correct category. Ask the students to read their sentences aloud. http://www.eduplace.com/graphicorganizer/pdf/4column.pdf

WHOLE GROUP INSTRUCTION (NOTING DETAILS):
- DETAILS: used by authors to help readers understand character’s feelings and actions. Authors may also use details to help explain a character’s motives; that is, why a character acts in a certain way.
- Display Teaching Master ES1-2. The underlined phrases are details that show a character’s feelings. Ask students to use the illustrations to determine what word best describes the underlined details.

READING BLOCK: continue reading “The Little Prince”


DAY 3

OBJECTIVES:
After the lesson, students will be able to:
identify simple subjects and predicates
identify complete subjects and predicates
write complete subjects and predicates

MATERIALS:Sentences and Non Sentences PPT
http://www.lexington1.net/technology/instruct/ppts/LAppts/k2/completsent.ppt
Subject-Predicate PPT: http://jc-schools.net/ce/subjects-predicates1_files/frame.htm
Writing Workshop Video: http://www.teachertube.com/view_video.php?viewkey=d01f6c9d504e8194b961

METHODS & STRATEGIES:

 WHOLE GROUP DISCUSSION: Show the PPT on Subject and Predicate. Encourage students to reply to the prompts in the presentation.
http://jc-schools.net/ce/subjects-predicates1_files/frame.htm

BOARD WORK: Answer exercises on subject & Predicate.
http://classroom.jc-schools.net/la/activities/subj-pred_files/frame.htm

PAIR & SHARE: Work as a team (and compete with others) to answer the exercise on the board on sentences and non sentences.
http://www.lexington1.net/technology/instruct/ppts/LAppts/k2/completsent.ppt

SHOW VIDEO (WRITING WORKSHOP): Beginning with a simple subject and a simple predicate I will show students a great way to get them to write long, stretchy sentences using better word choice. It is a first in a series of techniques that I use for sentence variety, word choice, different sentence beginnings and revising sentences.
http://www.teachertube.com/view_video.php?viewkey=d01f6c9d504e8194b961
Give writing prompt and ask the students to free write applying the strategies that they just have learned from the video.

READING BLOCK: continue reading “The Little Prince”


STORY SELECTION: Passage to Freedom (Anthology)

DAY 4
OBJECTIVES:
After the lesson, the students will be able to:
- Read words that have two or more syllables.
- Understand syllabication and can divide words into syllables
- Use the phonics/ decoding strategy to decode longer words

MATERIALS:
- Syllabication PPT http://jc-schools.net/langarts/syllables-rules_files/v3_document.htm
- Anthology: Passage to Freedom

METHODS & STRATEGIES:

WHOLE GROUP DISCUSSION “Album for a Hero” Houghton Mifflin pages 50-51: This story tells about a diplomat who used his power to save people’s lives.
- What is a diplomat’s job?
- What kind of person do you think would be good at this job? Why?
- How do you think a refugee might feel?

WHOLE GROUP DISCUSSION (Picture Walk):
- page 52: Who are the two people in the foreground of the picture? How do you think the boy feels about his father? Who are the people in the background? Where do you think they are going?
- Page 53: What do you think the boy want? At whom do you think is he looking?
- Pages 54-55: What clues in this picture show us that this story happened a long time ago and in another country? What do the words on the front of the car mean?
- Page 57: Who are these people? What do they want? How are they feeling?
- Page 58: How many people are in the Sugihara family? What do you think they are talking about there?

INDIVIDUAL WORK (syllabication): Show syllabication PowerPoint and ask students to respond to exercises on their notebooks.
http://jc-schools.net/langarts/syllables-rules_files/v3_document.htm

READING BLOCK: continue reading “The Little Prince”


DAY 5

MATERIALS:
- Rags & Riches Game for the story “Passage to Freedom”
http://www.quia.com/rr/351070.html?AP_rand=973649429&playHTML=1
- Conjunctions PPT
http://www.worldofteaching.com/powerpoints/english/Conjunctions.ppt
- Compound sentences cards

METHODS &STRATEGIES:
 WHOLE GROUP DISCUSSION: Discuss conjunctions with a PPT presentation. Students will be encouraged to respond to the exercises given in the presentation.
http://www.worldofteaching.com/powerpoints/english/Conjunctions.ppt

PAIR & SHARE: Ask students to work in pairs. Distribute the Compund Sentence Cards to them and ask them to think of a way to express each pair of sentences in one sentence using the words and, but, or or.

FRIDAY FUNDAY: Review skills for “Passage to Freedom” with the Rags & Riches Game.
http://www.quia.com/rr/351070.html?AP_rand=973649429&playHTML=1
QUIZ: Spelling list

READING BLOCK: continue reading “The Little Prince”

------------------------------------------------------

ASSESSMENTS/ REFLECTIONS:
Observation of student responses during Q&A
ES 1-1 Practice Master.
Board work
Anecdotal notes based on teacher observation of students' participation in class discussions
Spelling quiz (Friday)

DAILY HOMEWORK: Homework will be checked with parent’s signature daily. The same spelling list (please see student word list) will be used for this week but each day, students will choose two from the list of activities (each day should be different):
· Use the word in an original sentence.
· Find and learn the definition of the word.
· Know how to pronounce the word.
· Which parts of speech is the word used as (e.g. noun, verb)?
· What are other forms of the word such as plurals or tenses.
· What are synonyms of the word?
· What are antonyms of the word?
· What is the origin or etymology of the word?
· What words rhyme with this word?

Letter of Introduction

Dear Parents or Guardians,

I am pleased to take this opportunity to introduce myself to you and to welcome your child to my class. A good learning experience is built on a cooperative effort among parent, child, and teacher. I look forward to the work and growth we will all accomplish this year.

I will be teaching self-contained and resource classes this school year. My expectations for conduct and academic standards are high. With your participation both in and out of the classroom, we can look forward to a productive, creative, and enjoyable year together. In the past, I have had many parents volunteer their time in the classroom, and I encourage this because it provides opportunities for more children to receive personal attention. If you are interested in volunteering, please let me know. This can be done on a weekly, bi-weekly, or occasional basis. Any help you can give will be warmly appreciated.

You can also help by providing me with any information that will aid me in better understanding your child. Some things I am interested in include the following:

- important experiences that may be affecting your child’s state of mind (death in the family, a best friend going away, loss of a pet, etc.)

- special medical needs

- study habits at home

- television viewing habits

- after-school activities and special interests

- feelings toward school

- conflicts among family members

Although I am interested in anything that could be affecting your child, it is not necessary for you to reveal personal information. Please know that anything you do say will be kept in the strictest confidence.

Again, welcome! Please feel free to contact me about any questions or concerns you may have. My classroom door is always open, and you can email me at: Maria.Angala@dc.gov  to which I will respond as soon as possible.

Sincerely,

Ms. Angala

Jefferson MS, Room 118