8:10 – 8:40 Friday, August 27, 2015 Thought of the Day… “Better an oops than a what if.” Cursive Practice – Write a letter to your parent(s). (Cursive Practice – Write a letter to your parent(s).)

Writing Lesson Being a Writer 8:40 – 9:25

Today’s Plan Explore making lists as a prewriting technique Write freely about things that interest you Use discussion prompts to build on one another’s thinking Ask one another questions about your writing Discuss the writing community

Getting Ready to Write Gather – Sit next to your partner. Bring your notebook and pencil. Face me. Review – For the last few weeks you have learned how to have conversations within the classroom and with partners. How have learning ways to initiate a conversation helped you have better conversations?

Quick Write Making lists Yesterday you looked at examples of non-book writing. We still need to add “non-book writing” to our “Writing Ideas” chart. Making lists is another kind of non-book writing that can be helpful for getting creative ideas flowing. Sometimes writers makes lists to help them think about topics and to lead them into longer pieces of writing. Writers often use lists when recorded facts about something they know a lot about.

Think, Pair, Share What is something that you know a lot about?

Independent Writing 9:00 – 9:25

Writing Time Write about something you know. Write advertisements, flyers, signs, recipes, brochures, or other kinds of non-book writing. Work on a piece you started earlier. Start a new piece of writing.

Sharing and Reflecting Asking questions and pair conferencing – Today your partner will ask you questions about their own writing during pair conferences. Take a moment to reread the writing that you plan to share with your partner today. Ask yourself, “What is one question that I would like my partner about my piece of writing?”

Pair Conferences What will you and your partner do to act responsibly during you conference time today?

Reflect on Pair Conferences and Community What question did you ask your partner about your writing today? How did your partner respond? I notice that in some pairs, students forgot to talk about the writing after reading it aloud. How can we avoid that problem next time? Why is that important? How do you think we’re doing building our writing community? What else can we do?

Restroom Break 9:25 – 9:30

Grammar Lesson 9:30 – 9:40

Day 4 – Writing Write a paragraph about whether you think a llama would make a good pet. Include five complete sentences, with one compound subject and one compound predicate.

Vocabulary Lesson 9:40 – 9:55

Day 4 In this lesson, you will: Review and practice using the words lurk, pollute, and nourish from Day 3 Review and practice using the words lurk, pollute, and nourish from Day 3 Build your speaking and listening skills Build your speaking and listening skills Explain your thinking Explain your thinking

lurk nourish pollute lurk nourish pollute We learned these vocabulary words from the book Rainforests yesterday. Today we will think more about these words as we use the activity “Tell me a story.”

First, let’s think about the word lurk. Why might a fox lurk behind a large tree? Prompt: A fox might lurk behind a large tree because…

Now, the word pollute. How might a garbage truck pollute the air, soil, or water? Prompt: A garbage truck might pollute the [air/soil/water] by…

Finally, the word nourish. What might nourish a cat? Prompt: [ ] might nourish a cat…

TELL ME A STORY Now Class Discussing with: Activity – TELL ME A STORY using Think-Pair-Share Daniela is with her family on vacation at the beach. She sees her brother throw his water bottle into the ocean. Daniela is very upset to see her brother pollute the water, so she… How might you finish the story? What would Daniela do when she saw her brother pollute the ocean water? Think – Pair - Share Prompt: Daniela is very upset to see her brother pollute the water so she…

Practice again with TELL ME A STORY Practice again with: Activity – TELL ME A STORY using Think-Pair-Share Ramon noticed that his tomato plant was starting to die. He knew he had to nourish it to bring it back to life. To nourish his tomato plant, Ramon… How might you finish the story? What would Ramon do to nourish his tomato plant? Think – Pair - Share Prompt: To nourish his tomato plant, Ramon…

More practice with TELL ME A STORY More practice with: Activity – TELL ME A STORY using Think-Pair-Share Estella and her sister were walking to the grocery store when they saw something lurking behind a bush. The thing that was lurking was… How might you finish the story? What was lurking behind the bush? Why was it lurking? Think – Pair - Share Prompt: The think that was lurking was…

Reading Lesson 9:55 – 10:55

Rice is Life

Discussion after experiment is completed and data has been recorded. Why do you think the rice in the husk and the brown rice germinated and not the white rice? What do you think might be missing from the white rice?

Explain – Rice is Life! (focus – scientific investigation) Let’s learn about what’s inside a grain of rice by looking at another book. We’ll begin reading pages 4 and 5 – “What is Rice.”

Explain – Rice is Life! (focus – scientific investigation) Is it necessary to finish reading the entire book to learn what’s inside a grain of rice? What parts of a nonfiction book can help us look up specific information? Table of Contents, index, glossary

Let’s look at the table of contents. Raise your hand when you think you hear a chapter that might help you find what a rice grain looks like inside.

Let’s start reading at page 12. Did you choose “Looking at Rice”?

Note the labels on the photo.

Note the labels on the diagram.

Notice the parts of a rice grain. Which one was not mentioned in the reading?

Important words and definitions! Embryo – the part of the seed that develops into a rice plant Husk – the hard outer covering, or seed coat, of the rice grain, which protects the embryo Bran layers – the thin brown layers between the husk and the rice grain Rice grain – the food for the embryo as it develops

Question Time! What are the differences among rice in the husk, brown rice, and white rice? What are the differences among rice in the husk, brown rice, and white rice? Rice in the husk is the rice grain still in its seed coat. Brown rice is the grain left after the outer husk has been removed. White rice is the same as brown rice, but with the outer bran layers removed.

Please look at the diagrams below. Let’s think about the question generated by the rice experiment. Why do you think the rice in the husk germinated and not the white rice? What do you think might be missing from the white rice?

Why do you think the rice in the husk and brown rice germinated and not the white rice? What do you think might be missing from the white rice? The milling process removes the husks as well as the embryos from the white rice. They cannot germinate because the embryo is the part of the seed that develops into the plant.

Label page 6 of your Rice Journal and fill in the explanation table on page 5.

Write your conclusions in your Rice Journal from this experiment. Use evidence from the experiment to justify your answer.

IDR Independent Daily Reading Flashlight Friday!

Out of Classroom! Lunch 10:55 – 11:25

SCIENCE TIME 11:25 – 12:10

Science Test - Adaptations

Workbook pages

Restroom Break 12:10 – 12:15

Out of Classroom! Recess 12:15 – 12:45 Activity 12:45 – 1:30

Math Bell Work! 1:30 – 1:37

Math Lesson! 1:37 – 2:00

Computer Program for XBOX 360 Prime Factorization Chapter 2 Lesson 1

Pre-Skills Review Determine if the numbers below are prime (P) or composite (C) by writing a “P” or “C” on the lines. 2 : _______12: ______ 9 : _______14: ______ 3: ________ 15: ______ 11: _______ 5: _______ How many factors does a prime number have? How many factors does a composite number have? P P P C C C C P 2: (1 and itself) More than 2

Essential Question:  How do you factor any number that is not prime?

I Can...  Identify the factors of numbers.  Find the prime factorization of numbers.

Key Terms  Factor – A whole number that multiplies with another number to make a third number.  Product – The result when two numbers are multiplied.  Prime – A number that has exactly two factors (1 and itself).  Composite – A number with more than two factors.  Prime Factorization – To write a number as a product of its prime factors.

Mini Lesson  Computers use prime numbers in their programs to make them work correctly.  Jim, a computer programmer, has invented a new game for Xbox. To write the program he needs to break down composite numbers into their prime factors. CHALLENGE: Help Jim find the prime factors of the following composite numbers.

Prime Factorization Use a factor tree to break down composite numbers into primes. When you get a prime number circle it, then list all the prime numbers as a multiplication sentence. What is the prime factorization of 48?

Let’s do 1 more! What is the prime factorization of 100?

You try! Find the prime factorization for 144. For more practice on prime factorization click on the link below: factorization.html

Math Workbook p81-82

Math Workbook p83-84

Sharing Time  How is a factor tree helpful in finding prime numbers?

Exit Ticket ① The prime factorization of a number is 2 x 2 x 2 x 5. What is the mystery number? _____ ② Find the prime factorization x 2 x 2 x 3 x 5 40

3:10 – 3:15Wrap Up! Pair-Up back to back and share one thing you learned in class today with your partner Pack-Up Office will announce: Car Riders – Leave around 3:15 Bus Riders – (listen to intercom for dismissal)