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b. CCR Reading Anchor #2: Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details and
ideas
II. Prerequisites:
a. CCR Reading Anchor #1: Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the
text.
V. Instructional Procedures:
Day 1
iii. Cirrus are seen in nice weather, but bring bad weather after
b. Students fill in the weather associated with each cloud on page 44-45 of
their science journal.
c. Explain to class that we will be observing and recording the clouds in our
sky for 3 days.
d. Exit ticket- quiz students on the type of clouds associated with certain
weather events.
i. Rain
ii. Snow
iii. Thunderstorm
iv. Sunny
v. Cloudy
vi. Hurricane
vii. Sleet
Day 2
e. The weather person will observe the clouds in the morning when they
check the temperature and in the afternoon at the beginning of science.
f. The weather person will share their observations for students to record in
their journals on page 47.
ii. As they grow larger, drops become too heavy and fall
i. Need rain
i. Students will complete the four-square for clouds using the information
page before in the weather journal.
j. Exit- “What is your favorite kind of cloud and why? What weather does it
bring?
VII. Assessment/Evaluation:
a. Four-square
b. Exit tickets