8:10 – 8:40

1. Tuesday, January 20, 2015 8:10 – 8:40

2. SCIENCE TIME Brainstorms:From Idea to Invention 8:40 – 9:20

3. Engage – Brainstorms: From Idea to Invention Lesson Draw an Inventor! What do you think an inventor looks like? What are some characteristics of an inventor? On the left side of your handout, Draw an Inventor, draw what you think an inventor looks like and list some characteristics that describe your inventor.

4. Engage – Brainstorms: From Idea to Invention Lesson Read Aloud: Focus Inferring (Standard: RI1 – quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Science Framework: Inquiry – 1h Infer and describe alternate explanations and predictions) What do you predict this book is about? I’m going to read a section of this book, but instead of reading the name of the invention I am going to say “this invention.” I want you to use our reading strategy of making inferences to determine the name of an invention. I will stop periodically to allow you time to write and revise your inferences as you get more clues from the reading.

5. Engage – Brainstorms: From Idea to Invention Lesson Read Aloud: Focus Inferring (Standard: RI1 – quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. SL1 – follow agreed-upon rules for discussions and carry out assigned rules. Science Framework: Inquiry – 1h Infer and describe alternate explanations and predictions) First, I’ll read pages 8-10 about the inventor Ruth Wakefield. Remember to listen for evidence from the text tosupport your inference regarding the invention she created. Let’s read!

6. Was your inference correct? Did you cite evidence to support your inference?

7. Engage – Brainstorms: From Idea to Invention Lesson Read Aloud: Focus Inferring (Standard: RI1 – quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. SL1 – follow agreed-upon rules for discussions and carry out assigned rules. Science Framework: Inquiry – 1h Infer and describe alternate explanations and predictions) Now, I’ll read pages 19-22 about the inventor Bette Nesmith Graham. Remember to listen for evidence from the text tosupport your inference regarding the invention she created. Let’s read!

11. Was your inference correct? Did you cite evidence to support your inference?

12. Engage – Brainstorms: From Idea to Invention Lesson Read Aloud: Focus Inferring (Standard: RI1 – quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI10 – read and comprehend informational texts, including history/social studies, science, and technical texts independently and proficiently. RF4 – Read grade-level text with purpose and understanding. SL1 – follow agreed-upon rules for discussions and carry out assigned rules. Science Framework: Inquiry – 1h Infer and describe alternate explanations and predictions) Now, you’re going to read a section from the book on a handout about the inventor Ann Moore. Remember to listen for evidence from the text tosupport your inference regarding the invention she created. Let’s read!

13. Was your inference correct? Did you cite evidence to support your inference?

14. Engage – Brainstorms: From Idea to Invention Lesson Read Aloud: Focus - Connections (Standard: RI3 – Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.) Think about the inventors we just read about. • What do all of these inventors have in common? • Who are some other inventors? • What is the difference between an invention and a discovery?

15. Engage – Brainstorms: From Idea to Invention Lesson • Have you ever had an idea for an invention? • What qualities do you think are necessary for a person to be an inventor? • Do you think inventing a new product would be an easy process? Why or why not?

16. Restroom Break 9:20 – 9:30

17. Math Time! 9:30 – 10:55

19. Chapter 8 Review

20. MOVE TO LEARN http://www.movetolearnms.org/how-do-i-do-it/fitness-videos-4-6/cranium-corral/ 10:40 – 10:45

21. Supersize Trading Card Project Due January 23! Don’t forget!

22. Language Arts/ Reading 10:45 – 12:00

23. Let’s Practice Our Reading Strategies

24. Class Novel Mini-LessonDiscussion RL1 – Quote accurately from a text when drawing inferences RL4 – word meaning/figurative language RL5 – series of chapters provide overall structure

25. Class Novel Paired Partners Read Part 2 Chapter 1 & 2 & Complete T chart Pt 2 Chapter 1… Summary Questions

26. Paired Partner Reading Finish Hugo assignment – complete T chart, then independent reading 11:15 – 12:00

27. Out of Classroom! • 12:00 – 12:45 Activity • 12:45 – 1:15 Lunch • 1:15 – 1:45 Recess

28. SCIENCE Review

29. Station Rotation A! 2:40 – 3:10

30. 3:10 – 3:15 Wrap Up! • Pack-Up • Office will announce: Car Riders – Leavearound 3:15 Bus Riders – Teacher walks out about 3:22 (listen to intercom-dismisses by grade)