May6-10
Monday: Atlas Testing
Tuesday-Wednesday: IReady
Thursday:
4th Grade
M: Module 4, Lesson 20
-Read Ch 17-20 of Walk Two Moons -Share with a partner a favorite theme in this story so far, and tell how it is connected to the messages on Phoebe's porch. -Recognize and define idioms in context.
T: Iready
W: Iready
Th: Module 4 Lesson 19
-Read Ch 13-16 of Walk Two Moons -Record evidence of Sal's connection to Phoeve and what they learned about Sal through her time with her Grandparents. -Write a short entry from Sal's perspective using at least 3 linking words and 3 precise vocabulary words to express what she may be thinking. -Write 3 sentences using the words ornery, cantankerous, and sullen to describe characters in Walk Two Moons.
F: Passports
5th Grade
Monday: Atlas
Tuesday: IReady
Wednesday: IReady
Thursday: Field Trip
Friday: M4,L24
Integrate understanding of Henri Matisse’s background and artistic processes and the story of Icarus to support analysis of how The Fall of Icarus cutout suggests feelings or emotions.
Synthesize understanding of how artists Henri Matisse and Mark di Suvero challenged barriers through art, drawing connections between these artists and individuals and groups who have challenged barriers through sports.
Demonstrate understanding of the root posit, and apply knowledge to other words.
6th Grade
M: Module 4, Lesson 16
In preparation for their first New-Read Assessment, students analyze how Armstrong uses a combination of narrative and expository writing types to structure the text into different sections and develop its main ideas. Specifically, students examine how Armstrong uses narrative and expository techniques to inform her readers about the Shackleton expedition and help build the reader’s understanding of complex topics that the text’s subject matter addresses. Students then complete New-Read Assessment 1.
T: IReady
W: IReady
Th: Module 4, Lesson 17
In preparation for their first New-Read Assessment, students analyze how Armstrong uses a combination of narrative and expository writing types to structure the text into different sections and develop its main ideas. Specifically, students examine how Armstrong uses narrative and expository techniques to inform her readers about the Shackleton expedition and help build the reader’s understanding of complex topics that the text’s subject matter addresses. Students then complete New-Read Assessment 1.
F: Module 4, Lesson 18
Students examine how the hostile environment of Antarctica continues to take its toll on Shackleton’s and his men’s morale, yet they continue to persevere and take extraordinary action despite the extreme conditions that threaten them physically and mentally. Students also return to examine Turner’s Snow Storm: Steam-Boat off a Harbour’s Mouth, and they analyze its use of color and texture that creates an ambiguous image of nature’s drama and power.