mtp stage 3 m4 - sharing the planet
TRANSCRIPT
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8/22/2019 MTP Stage 3 M4 - Sharing the Planet
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Medium-term planning template How the World Works
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Stage: 3
Module 4: Sharing the Planet
Dates: July 8th to July 19 th and Aug 19th to September 13
USE OF ENGLISH
Standard: Use English accurately and clearly to respond, ask and express when speaking and writing
FrameworkCodes
Learning Objectives Success Criteria-What AreYou Going To Measure?
ActivitiesW=Whole G=gr oups I=individual
Description
WGI
Resources
(CambridgeESOL)3UE4
use determiners a, the, some, any,this, these, that, those to give
personal information and on a
limited range of general and
curricular topics
Ss will be able to identifyand appropriately usedeterminers in a cloze
sty le paragraph toexcellence whenspeaking and writing.
Ongoing with all activities? Particularly withscience when following directions. Letterwriting will also naturally include these
determiners.
Article lesson on use of a and the?
- See last year resources priorityuno
(Cambridge
ESOL) 3UE1
use nouns as direct and indirect
objects in describing events and
actions on a limited range of general
and curricular topics
Ss will be able to identify
and write 5 sentenceswith direct and indirectobjects with excellent
accuracy.
Smart board exercise w/ independent
worksheet/group activity.- LA books- 2 x 40min blocks
(Cambridge
ESOL)3UE5
use who, what, where, how, how
many, how much to ask questions
on a limited range of general andcurricular topics; use whyto ask for
explanations; use when to ask when
something happens/happened; use
What is/was the weather like?;use
Whats the matter?
Use the ws and one h
when writing a letter to a
friend. Ss will askquestions and probe for
information in his/herletter.
W/I: Anonymous letter writing activity.
- See last year resources- -Keep basic to not overlap on future
writing genre
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(Cambridge
ESOL)3UE3
use common comparative and
superlative adjectives to give
personal information and on a
limited range of general and
curricular topics
Use
comparative/superlativeadjectives in 3sentences in when
writing a letter to a friend
in order to probe forinformation. Can be
independent of eachother.
W/I: Anonymous letters to friends.-exposure to new adj. not prevalent in mod
one.
(Cambridge
ESOL)3UE6
use demonstrative pronouns to ask
and answer basic questions onpersonal and familiar topics
Ss will be able tosubstitute pronouns froma selected paragraph
piece independently withExcellent accuracy.
Pronouns video (Rufus Xavier Sasparil la)and PPT. **NEEDS EDITING**
(Cambridge
ESOL)3UE15
use common verbs followed by
infini tive verb/verb + in g patterns;
begin to use infini tive of purpose;
use want/ask someone to dosomething; use be called + noun; on
a limited range of general and
curricular topics
Make 5 sentences for
each to an excellentstandard.
(Cambridge
ESOL)3UE12
use common adverbs of frequency
never, a lot; use adverbs of
sequencefirst, next, then, and
direction left, right; use common
comparative and superlative
adverbs to describe and compare
things more quickly... best; on alimited range of general and
curricular
Accurately use adverbsof sequence(first, next,
then) when describing atleast four steps of theirexperiment (scientific
method)
Accurately use adverbs
of direction (left, right) toaccurately navigate to alocation using a 4 stepprocess.
Accurately use a varietyof comparative andsuperlative adverbs
(more quickly, best) intheir scienceconclusions relating to
Sequencing: Science activity with
sequencing? First , next, then,
Directions: Map making activity describing
directions. Left, right, etc. (maze, etc.)
Adverbs: Olly Olly Olly video. Spice up
boring sentences. Pictures for AdverbsMore Quickly
Ex. The cat sits. > The fat cat s its > The fatcat sits quietly > The fat cat sits quietly onthe chair. (Preposition extension?)
Compa/Super: Science conclusion template.
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the effectiveness of their
change.
(Cambridge
ESOL)3UE10
use present continuous forms to
describe events and talk about whatis happening now;
use present continuous forms to
talk about future arrangements; on
a limited range of general and
curricular topics
With an Excellent
rating, Ss can createsimple 5 simple
sentences for each.
- Match base verb with conjugatedverb.
- Focus on irregular verbs (sleep,
write, go, swim, etc.)
- Verb hunt: Use verb cards to match
verbs and endings with partners.
(Cambridge
ESOL)
3UE14
use common prepositions of time
on, in, at, after, before to state
when things happen; use common
prepositions of location, position
and direction: at, above, below,
behind, between, in, in front of,inside, near, next to, on, opposite,
outside, to, under; usefrom [origin]
with/without[inclusion];usebegood at+ noun; use go for+ noun;
on a limited range of general and
curricular topics
Ss will achieve an
Excellent rating inusing time prepositionswhen describing their
daily schedule. Using 5different prepositions ina paragraph.
Ss will achieve anExcellent rating inusing location, position,and direction
prepositions whendescribing their tangramconstruction in their
procedural writing. Using8 different prepositionsin steps.
dafa
Use good at/go for+noun in 5 correct
sentences respectively
Review prepositions of time and location with
examples.
Ss will first describe their schedule (daily or
weekly schedule) using prepositions of time.Ex. Inthe morning, During breakfast. On
Day, I get dressed. After that, I go toschool
- Tangram Procedural Writing
- Pre model with PB & J.
Ss will describe a location using place
prepositions. Ex. In my classroom, we havea smart board. Next to the smart board is awhite board. The white board has magnets
on it.- kdfsdlkfjsd- 40 min grammar activity w/
worksheet (cloze?)
(Cambridge
ESOL)
3UE16
use conjunction becauseto give
reasons on a limited range of
general and curricular topics
Use because as aconjunction in 5 approp
sentences
Student will write 5 questions, then partner
will try to answer them verbally.
Student will then write the answer (given by
partner) in a grammatically correct sentence.
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(Cambridge
ESOL)
3UE11
use I think... I know... to express
basic opinions on a limited range of
general and curricular topics; use a
limited range of simple perfect
forms [regular and irregular] to talk
about experiences
Use the form I
think..because toframe their resolution forpersuasive writing.
I have/ has?
Writing presentation oral: I think you
should go here because
I know this place has the following toenjoy
LISTENING
Standard:Active Listening use strategies to enhance listening comprehension
FrameworkCodes
Learning Objectives Success Criteria-What AreYou Going To Measure?
Activities
W=Whole G=gr oups I=individualDescription
WGI
Resources
(Cambridge
ESOL) 3EL1
listen attentivelyto others and
demonstrate understanding of a
short sequence of supported
classroom instructions
Ss will follow verbal
directions to successfullyend up in a desiredlocation A to B.
- Outdoor activity? Students can be
blindfolded and a partner will need togive them verbal directions to getfrom point A to point B.
- P.E. Group building games: Sheepand herder
- Smaller groups and peer
assessment- 80 min block- Following adv. Of direction lesson
(Cambridge
PECF)3SL5
listen and remember a sequence of
instructions
Write down at least fourinstructions to above
activity within the same
day afterward to anexcellent standard.
- Same outdoor activity. Remember asequence of directions given in order
- Small cue card or half page
(Cambridge
ESOL) 3EL5
listen attentivelyto others and
demonstrate understanding of
specific information and detail of
short supported talk on a range ofgeneral and curricular topics
Ss will follow six verbaldirections from theirpeers with an excellent
rating.
- 10 question listening /coloring test toquiz peer, buddy check after
- 40 min block (maybe 2).- Scaffolded w/ adverbs of direction
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(Cambridge
ESOL)3EL4
listen attentivelyto others and
demonstrate understanding of main
points of short supported talk on a
range of general and curricular topics
Listen attentively to a
presenter and accuratelyrecord 3 main ideas(facts, ?s, etc.)
6 kids per poster
Skinny notes (ie. Facts or ?s)
Give to presenter to mark forcomment.
(CambridgeESOL)
3EL7
listen to others and recognize theopinion of the speaker(s) in basic and
supported talk on l imited range of
general and curricular topics
Morg Presentation -Writing
Listen to students reading theirpersuasive writing and write 1-3sentences to summarize theirfriends opinion? (would need to be
modelled by teacher thoroughlyfirst)-Jenny
(Cambridge
PECF)
3SL4
li sten and respond appropriately to
others views and opinions
(Persuasive)
Morg Presentation -Writing
Listen to students reading theirpersuasive writing and write aresponse, agree/not agree, why/whynot??
READING
Standard:Uses the general skills and strategies of the reading process to comprehend
FrameworkCodes
Learning Objectives Success Criteria-What AreYou Going To Measure?
Activities
W=Whole G=gr oups I=individualDescription
WGI
Resources
(Cambridge
ESOL) 3ER1
recognize, identify and sound, with
support, an increasing range of
language at text level
Can get an excellentrange score on their
Friday WoW test for thevocabulary portion.
Anecdotal through guided classroomreading & lit. circles.
Friday WoW grammar testing andpre-group activity.
(CambridgePECF) 3PSV5
learn rules for adding -ing, -ed, -s toverbs
Can get an excellentrange score on their
Friday WoW test for thestate/use grammarportion.
Ongoing within reading picking apartverbs:
o Emphasis ofsed /ed/ vs. /d/ /t/ and when to
apply
Anecdotal Records during Lit circles
Addl lesson: Tt, ing, ie y,
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(Young
Hoon) 3YHV
(Cambridge
PECF)3PSV6
identify and define prefixes and
suffixes.
Can get an excellent
range score on theirFriday WoW test for thestate/use grammar
portion.
Define and identify twoprefixes/suffixes in text.
DLR
Literature Circles
Anecdotal records
(Cambridge
PECF) 3GPR2
recognize the use of the apostrophe
to mark omission in shortened words,
e.g. cant, dont.
Can get an excellentrange score on theirFriday WoW test for the
state/use grammarportion.
DLR
Mini lesson?
(Young
Hoon)
3YHRF1
extend the range of common words
recognized on sight.
Can get an excellentrange score on their
Friday WoW test for thevocabulary portion.
Anecdotal & summative through lit circles,read to s, and grade-level literature.
Activi ty: pe er based spelling activities - 10words/wk define a nd write contextual
se ntences together. Wrap up w/ peerspe lling assessment & fill in blank.
(Clay, Marie)
3YHRC1
self-monitor reading behaviors to
watch oneself as a reader and take
responsibility and solve the problem
for decoding or comprehension
Read within a 1:5 self-
correction ratio on arunning record for gradeappropriate text.
Receive an excellentscore on different wayswe can comprehend
(understand) a text .
Phonetically decode and pronounce
words in passages successfully.
Find cue words for solving quest ions.
Within a reading lesson, looking for
letter patterns, trigraphs, digraphs,
dipthongs, etc.
Three comprehension based quizzes
at a level per semester forreporting.
3YHRC2
(Clay,Marie)
use meaning to support the reading
process including semantics:
illustrations, vocabulary, concepts
and background knowledge; and
pragmatics: understanding the
implicit rules of communication
Can use a variety oftools (semantics-
meaning, illustrations,vocabulary, backgroundknowledge) to decode
texts for prediction andcomprehension to an
Answer higher-order thinkingquestions (Blooms).
Literacy circle groupings/jobs.
Standardized comprehension sheetusing Blooms Higher Order thinkinglevelled questions
Explicit Guided Reading focus
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excellent standard Fix-up strategies worksheet with a
rubric.
3YHRC3
(Clay,Marie)
use structure of the text to support
the reading process including syntax:language or sentence structure
governed by grammar rules grammar:
rules that prescribe the composition
of sentences , phrases and words.
Can read with a 90%-94% running recordaccuracy with grade
appropriate texts.
DLR
Anecdotal and summativeassessment via RaZ Kids andclassroom Running Records
Guided reading/lit. circles
Explicit Guided Reading focus
3YHRC4
(Clay,Marie)
use visual cues: phonetic awareness
of common letter/sound
relationships, beginning and ending
consonants, vowel sounds, blends,
word patterns such as syllables, basicprefixes, suffixes, root words,
compound words, spell ing patterns,contractions, to decode unknown
words.
Can read with a 90%-94% running recordaccuracy with grade
appropriate texts.
Can recognize sounds,and shows awareness of
what sound should bemade 90% of the time.
Self corrects when
errors are made.
Anecdotal and summativeassessment via RaZ Kids andclassroom Running Records
Within a reading lesson, looking forletter patterns, trigraphs, digraphs,dipthongs, etc.
Explicit Guided Reading focus(lexiconical structure)
3YHRC5
(Clay,Marie)
search and reread to look for
information to fix up the tricky part
Read within a 1:5 self-
correction ratio on arunning record for gradeappropriate text.
Anecdotal and summative
assessment via RaZ Kids andclassroom Running Records.
Guided/lit. circle instruction w/ trickywords how can we decode? How
can we attack this word?
Specific worksheets for somereading lessons where the tricky part
needs fixing,
3YHRC6
(Clay,Marie)
crosscheck and reread one kind of
information with another such as
words with picture or prior
knowledge
Can describe three majorpoints (res pectively) ofintertextuality (compare &contrast texts based onprior knowledge) amongstthe book in their lit circleand another book theyveread
Compare & contrast activity on Lit
circle book with another book duringdiscussion.
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3YHRC7
(Clay,Marie)
self corrects by monitoring, searching
and crosschecking to f ix up the tricky
part
Read within a 1:5 self-
correction ratio on arunning record for gradeappropriate text.
State 3* words they fixed
up, what strategy theyused, and why it worked
for them.
Anecdotal and summative
assessment via RaZ Kids andclassroom Running Records
Guided instr./ lit. circles
(*5 words in mod3)
(Young
Hoon)
3 YHRfnf
ask critical questions with support
before , during and after reading to
support comprehension
Can ask 2 questionsbefore reading.
Can ask 2 questionsduring reading
Can ask 2 questions
after reading.
Guided instr./ lit. circles
Guided reading activity:
Before/during after questionWorksheet. Students to try to answereach other questions (verbally)
To be collected. Questions to beanswered in full sentences.(embryonic idea)
KWL Open/Fat ?s
(Young
Hoon)
3 YHRfnf
activate background knowledge, Text
to text, self and the world, to
support comprehension
Can make connections
between text , self andworld 5 times during areading lesson.
Can show where theconnections come from.
Guided instr./ lit. circles
connection activity from Lit circlebook with another book duringguided reading/lit circle time.
(YoungHoon)
3 YHRfnf
visualize the text using backgroundknowledge to make pictures and or a
movie of what is read including
position, distance, time, size, color,
sounds, smells,
Can show at least 5events of the plot of astory in a visual form.
Can use annotations to
add meaning to their
story board. Can use pictures to add
meaning to theiranswers.
Comic strip / Story board activity.
Lit circle discussion / storytellerroles.
Can draw small pictures to show the
movie in their head
(Young
Hoon)
3 YHRfnf
infer, merging background knowledge
with clues in the text to come up with
an idea that is not expl icitly stated by
the author (Harvey pch. 9, 2007)
Can answer at least 3questions (at inferencelevel blooms )about anappropriate level text.
Can explain (verbally)how they got to that
Guided reading activity: Questions atinference level of blooms.Worksheet. To be collected.Questions to be answered in full
sentences. (embryonic idea)
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answer (3x). Must be questions where answers are not
directly found in the text.
(Young
Hoon)3 YHRfnf
compare and contrast to explain how
things are the same or different
After reading apersuasive text completea graphic organizer to
explain how two differentopinions can be similaror different with
accuracy.
Guided reading activity:
(Cambridge
ESOL) 3ER7
statethe attitude or opinion of the
writer in short texts on a limited
range of general and curricular topics
After reading apersuasive text,
determine the authorsopinion with threesupporting details.
Guided reading activity: Studentsretell the authors opinion and
provide supporting details from thetext on a worksheet.
Could be together with the 1st.
(Young
Hoon)3YHRnfPER1
identify the elements of persuasive
text: title, point to be argued(resolution), argument (for or
against), conclusion
(Shared read/write)Readthrough an example ofpersuas ive writing andidentify all the mainelements across 2 or 3different texts.
Morg Writing Rubric
After initial elements of persuasive
writing lesson, expose Ss to anexemplar and they have to labelaccordingly.
To go in writing rubric and alsoactivity where students label main
parts of persuausive text.
First reading lesson BOOK TBD-have students do a matching act ivity.
Students to tell the elements of textat the beginning of first couple ofreading lessons.verbal u/s
This one is actually being met inwriting, through the persuasive
writing thing
Persuasive Writing Rubric
(Young
Hoon)
3YHRnfPER2
identify the text features of
persuasive text such as: pictures,
graphs, and charts to support
argument
(Shared read/write)Readthrough an example ofpersuas ive writing andidentify all the mainelements across 2 or 3different texts.
Morg Writing Rubric
First reading lesson BOOK TBD-have students do an exampleactivity. Teacher will guide them
trhough the features, and how towrite on big paper.
This one is actually being met in
writing, through the persuasivewriting thing
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SPEAKING
Standard: Use oral language to respond, ask and expressFrameworkCodes
Learning Objectives Success Criteria-What AreYou Going To Measure?
ActivitiesW=Whole G=gr oups I=individualDescription
WGI
Resources
(Cambridge
ESOL) 3ES2
ask questions to find out general
information on a limited range of
general and curricular topics
- Describe self usinggrade level vocabularyand subject verbagreement using 3
simple sentences
Poster presentations
Initial Icebreakers
Oral Lang GNBN
Reading Healthy Me
(CambridgeESOL) 3ES4 use basic vocabulary for an increasingrange of general and curricular topics
Can ask appropriatequestions to seek outgeneral information in
appropriate context.
Initial Icebreakers as peer interviews
(Cambridge
ESOL) 3ES5
organize talk at sentence level using
basic connectors on a l imited range of
general and curricular topics
Describe general and
curricular topics using
grade level vocabulary.
Anecdotal through course of the year
Peer vocab testing/contextual
sentences with contextual vocab(Reading/Fry/Cambridge).
(Cambridge
ESOL) 3ES7
keep interaction going in short, basic
exchanges on a limited range of
general and curricular topics
use conjunctions suchas and, but, so,
because, etc. to add to
and contrast opinionsand facts with accuracy
on things like likes,dislikes, etc.
Oral language GNBN Focus onconjunctions. (Ex: 1 week: 2
sentences 1 fact 1 opinion).
o Finish w/ game/energizer
3YHS1 answer questions and explain furtherwhen asked
Formulate fourresponses to open-ended questions anduse that information to
articulate a relatedquestions/responses.
Working in small groups, play Richs
game picking out nouns and ? and
response. Teacher: Are these
related? Then in pairs working on
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related ?/Response. Anecdotal
Assessment (Evans Activity)
3YHS2 communicate meaning clearly using
phrases and simple sentences duringpair, group and whole classexchanges
(SCI)Can explain to apartner (or the whole
class) what steps theytook to complete anexperiment in five or
more sentences
Presentations and lit circles
Science Experiments-discussions
(Cambridge
ESOL)
3ES3
give an opinion at sentence level on a
limited range of general and
curricular topics
M4W1 or 2! Speaking/debatish lesson and topiccards, draw from cards and makeopinion.
Cambridge
PECF
3SL1
speak clearly and confidently in a
range of contexts, including longer
speaking turns
Same as above
WRITING (Persuasive)
Standard: Use the general skills and strategies of the writing process
FrameworkCodes
Learning Objectives Success Criteria-What AreYou Going To Measure?
ActivitiesW=Whole G=gr oups I=individual
Description
WGI
Resources
(Young Hoon)
3YHW1
use, with some support, appropriate
layout at text level for a limitedrange of written genres on familiar
general and curricular topics
Can identify text features
such as title, resolution,headings, maps,pictures, captions, body
of text in a sharedwritten piece
Explore a variety of persuasive texts
to identify various text features
w Letters to editor
Postcardspetitions
Persuasive Writing rubric
(Cambridge
ESOL)3EW1
plan, write, edit and proofread work
at text level , with support, on a
limited range of general and
curricular topics
publish work that hasclearly improved as aresult of revision and
editing (an excellentstandard to checklist)
Brainstorm persuasive writing
Revision: self check checklis t
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(Cambridge
ESOL)3EW2
write, with support, longer
sentences on a limited range ofgeneral and curricular topics
write the body of anpersuasive text usingtopic sentence, closing
sentence and supportingsentences in eachparagraph
Super sentences lesson
Apply to rough draft for revision
(Cambridge
PECF)
3Wf7
develop range of adverbials to signal
the relationship between events
Blue book English Grammar pp.
365-386
Use at least twoadverbials in their finaldraft
Can Identify adverbialsto excellence on a WoWquiz
Direct grammar lesson
Mini lesson on adverbials for roughdraft
Continued practice with adverbialsthrough writing process.
Young Hoon3YHWNF1 elaborate on basic information withsome detail with support
Use a brainstormingsheet to elaborate on a
chosen topic for twoarguments 3 bulletsper argument
Brainstorm persuasive writing
(Cambridge
PECF)
3PSV2
use and spell compound words Spell compound wordswith greater than 90%
accuracy on WoW quiz
Write five sentencesusing compound words
correctly
Mini lesson on identifying and usingcompound words
WoW quiz should include twocompound words per quiz
WOW QUIZ /
STAND ALONE GRAMMAR
LESSON to match
(Young Hoon)
3YHPSV
secure the spelling of high frequency
words and common irregular words
spell high frequency and
irregular words withgreater than 90%
accuracy
Grammar/Spelling
(Reading/Fry/Cambridge) Recorddata weekly from peer checking in
spelling book.
(Cambridge
PECF)
3PSV10
identify misspelt words in own
writing and keep individual spelling
logs
Have 5 words evident inspelling logs by the endof the term.
Spelling logs ongoing throughModule 3
Snap spel ling quizzes. (fun)
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Cambridge
(ESOL)3EW8
use full stops, commas, question
marks, and speech marks at
sentence level with some accuracy
when writing independently
Use a checklist to edit
their own writing (toexcellence)
DLR
Utilise checklist to monitor and
revise roughdraft
Checklist
(CambridgePECF)
3GPW6
use a wider variety of sentence typesincluding simple, compound and
some complex sentences
Write five compound andfive complex sentences.(grammar)
Final persuasive pieceshould have two
complex sentences.(rubric)
Mini lesson on identifying and usingcompound and complex sentences.Grammar based M4W1 or 2.
WoW quiz should include twocompound sentences per quiz
GRAMMAR LESSON tomatch. Early in unit
WOW QUIZ?
Persuasive Writing rubric
3YHW use the elements and appropriate
text features of persuasive writing tocreate the final product
Will have at least the
following text features intheir final draft (title,point to be argued
(resolution), argument(for or against),conclusion) (rubric)
Publishing final draft Persuasive Writing rubric
(Cambridge
ESOL)3EW6
use upper and lower case letters
accurately when writing names,
places and short sentences when
writing independently
Achieve a score of 3/5on average in DailyLanguage Review
Publish a final draft that adheres to theseelements as described in
a rubric.
Submit their 3 bestpieces from their
portfolio and anexcellent standard from
rubric. (writing, socialstudie, etc.) Week 5
DLR
Utilise checklist to monitor andrevise roughdraft
(Cambridge
PECF)3Wp1
ensure consistency in the size and
proportion of letters and the spacing
of words.
Publish a final draft thatadheres to these
elements as described ina rubric
Submit their 3 bestpieces from theirportfolio and an
Publishing final draft
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excellent standard from
rubric. (writing, socialstudie, etc.) Week 5
MATH
Standard: Uses and reflect upon the concepts of geometry
FrameworkCodes
Learning Objectives Success Criteria-What AreYou Going To Measure?
Activities
W=Whole G=gr oups I=individual
Description
WGI
Resources
MEASUREMENT
Data HandlingOrganising, categorising and
representing data
3Dh1 Answer a real-life question by
collecting, organising and interpretingdata
Answer a real-life
question by collecting,organising andinterpreting data to an
excellence rating
Independent activity w/ a variety of
choices done in a scientific fashionhitting all the LOs. May be a 3 weekaffair.
o 1 week model with exemplarquestion and show how itwas collected, and give Ss
questions on how to interpretthe data and different ways itcan be graphed, what was
most effective? Why? What
graph did you like the most?Why? Least? Why?
o 1 week question andcollecting data.
o 3rd week organising (choose
graph) and interpret thedata.
o May need to be taught after
3Dh2
Ex: How high far can a grade 3
SMART
Graph Paper
Worksheets
Questionnaires
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student jump in cm? Who jumps
further?
Which wins more: rock, sc issor orpaper? Heads/tails?
Which is the most popular lunchfood? (Limit 10 choices)
Best day of the week?
Ex: How tall are the grade 3s in my
grouping? Who is taller? Who istallest, shortest, avg?
Ex: Which Gu (District) is the most
popular for grade 3 students? Wholives the farthest? Closest? Wheredo most live?
3Dh2 use tally charts, frequency tables,pictograms (symbol representing one
or two units) and bar charts (intervalslabelled in ones or twos)
Create, and use tallycharts, frequency tablesand pictograms (using
symbols that representone or two units) withexcellent accuracy.
Create, interpret, anduse bar charts (usingintervals labelled in ones
or twos) to excellentaccuracy.
Tallying classroom objects, class -likescenarios, etc.
Graphing word problems, scenarios,
etc.
To be done before firs t LO (maybe)?
Ending with summative quiz.
BPopJr.:Pictographs, BarCharts, etc.
SMART
Graph Paper
Worksheets
Tally counters
3Dh3 Use Venn or Carroll diagrams to sortdata and objects using twocriteria
Sort data using a Venndiagram to excellentaccuracy using two criteria
Sort data using a Carolldiagram using two criteria to
excellent accuracy.
Sort 2d vs. 3d shapes
Leave it to recap information theyvelearned or recap on prior knowledge.
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8/22/2019 MTP Stage 3 M4 - Sharing the Planet
16/17
Medium-term planning template How the World Works
2 1Y08
SCIENCE 2
Standard: Examine the evolving social and cultural makeup of civilization
Framework
Codes
Learning Objectives Success Criteria-What Are
You Going To Measure?
Activities
W=Whole G=gro ups I=individualDescription
W
GI
Resources
An inquiry into rights and responsibilities in thestrugg le to share finite resources with other peopleand with other living thing s; communities and the
relationships within and between t hem; access toequal opportunities; peace and conflict resolution
3Bp1 Know that plants have roots, leaves,stems and flowers
Label each part of the
plant with excellent
accuracy.
Nature walk introduction
Plant observation sheet
Cut out label activity
W
GI
Nature walk sheet
Plant priorknowledgeLabeling activity
Smartnote
3Bp2 Explain observations that plants needwater and light to grow.
Accurate measure andrecord data byobserving the change in
plants over time withexcellent accuracy.
Observe plant growth in a given amount oftime.
Exemplar of what success looks like for
journal entry.
Start planting M4W3 order seedlings notseeds.
Use several "class plants"; one with a litt le
light and lots of water, one with a little waterand lots of light. Observe and record thedifferences in growth.
GI
Plant journalSmartnote
3Bp3
3Bp3.5
Know that water is taken in through the
roots and transported through the stem.
Know that plants need healthy roots,leaves and stems to grow well.
Describe how the parts
of the plants functionwith excellent accuracy.
Written explanations in plant journals as the
students grow their plants. M3W1 lesson about plants, parts, things
they need. Journal process. This is finallesson, recap about both summative
questioning quiz.
G
I
Plant journal
SmartnotePlant growthvideo
3Bp4 Know that plant growth is affected bytemperature.
Describe and developand understanding
about the different waysthat plants grow withexcellent accuracy.
Describe different scenarios in which plantsgrow in plant journals; deserts, rainforests,
mountains, etc.
M4w2 Jigsaw expert to teacher groups.
WG
I
SmartnotePlant journals
Related videos
-
8/22/2019 MTP Stage 3 M4 - Sharing the Planet
17/17
Medium-term planning template How the World Works