The Thief of Always Breakout

Looking for a great read aloud for your upper elementary or middle school students? The Thief of Always is a great book that the kids love! It's creepy and thrilling, but also filled with great themes. 

Escape rooms are becoming more popular both in and out of the classroom. On weekends, people take their friends and families to escape rooms for fun. In the classroom, escape rooms are also becoming trendy.  BreakoutEdu has digital breakouts that involve critical thinking skills.  There are even Breakout kits where students can unlock and crack codes. Since The Thief of Always involves the main character being trapped inside and eventually escaping the Holiday House, I wanted to create an escape room that involved the book.

My school district follows the Lucy Calkins curriculum, and this story is the read aloud for Lucy Calkins 5th Grade Unit 4: Fantasy Book Clubs: The Magic of Themes and Symbols.  After reading aloud the book to my class, I planned a breakout room in which students have to escape the Holiday House, the main setting in the book. I used skills from Lucy Calkins' Learning Progressions for this breakout.  Students also use math, art, and critical thinking to solve the problems.

The breakout includes the following educational skills:

• Themes
• Character Traits
• Author's Craft
• Setting
• Perspective
• Internal & External Quests
• Converting Time

The clues also involve:

• Emoji Code
• Riddles
• Decoding
• Sketching

Below, you can see a Twitter post in which students are engaged in the challenge:

Broke out of the Holiday House today! Breakout room for our Thief of Always read aloud! #TCRWP pic.twitter.com/5FDJVADBHl

— Mrs. DiPasqua (@MrsDiPasquaOJR) June 3, 2019

The full breakout is available for purchase on DiPasqua Education's Teachers Pay Teachers page. The package includes:

• Lesson Plan with Breakout Directions
• Answer Key
• Student Map
• Student Answer Recording Sheet
• Breakout Clues
• Hint Cards
• Room Labels
• Escape Cards

Here's how it works:

I printed out and laminated all the materials. I sorted each of the challenges into folders, and labeled them with the appropriate room label. I acted as Mrs. Griffin, dressed in an apron, baring the "Mrs. Griffin" name tag.

I paired students in groups. This challenge can also be done in partners. Each group received a sheet to record answers, and a map.  All students started with a folder containing the first challenge. Once students solved the first challenge, they came to me -- Mrs. Griffin -- to check their answer. If their answer was correct, that room on the map was stamped. They also received the folder for the next challenge. If their answer was incorrect, students kept working until they obtained the correct answer.  Students kept working until they advanced through each of the rooms.

Students had opportunities to move to a different room if they were stuck. Before the breakout started, each group received a "Hall Pass" card, and with the help of the cats from the book, could move to another room. Students could redeem the card only once, so they were advised to use it only if they were really stuck. Students could also earn a "Hint Card" by completing bonuses for certain challenges. 

If I noticed that groups were moving too quickly, I gave an individual from that group (typically the one giving the most help) a "Feast Card" so that they would have to sit out two minutes to "enjoy a meal" with Mrs. Griffin, since that was another big idea in the book.  This allows other groups to catch up.

Once students solve all the riddles and get all their rooms on their map stamped, they breakout, right? Well, that's not 100% the case. Students then are asked to help another group escape. Just like Harvey went back into the House to help others escape, students are asked to do the same thing. When they help one group breakout, then they have officially escaped.

Students seemed to really enjoy the breakout. It is a change of pace from other regular activities.

If you purchase The Thief of Always Breakout, please leave feedback so we can improve for future updates!

March Mathness

Image Source: NuSkool.com

Get your brackets ready! March Mathness is on its way!

Download the March Mathness PowerPoint on TeachShareNet's Teacher's Pay Teachers page.

Here's how it works:

• Every day, two "teams" (math word problems) will go head-to-head.
• The team with the most points (the math problem with the largest answer) will move on to the next round.
• Teams (math problems) will keep advancing through the bracket until a winner is declared.

These math problems were intended for 3rd grade students, but they could still easily work for 4th and 5th grade students.

Teacher Input:

I did this as a warm-up with my 3rd grade students in March, 2017. They absolutely loved it! I replaced our regular math warm-up problems with this, so it did not take much extra time into our day.  While students were getting ready for math, they were excited to see what the problem would be. There was instant engagement!

Future Updates?

Teachers are always reflecting and looking for ways to improve.  I already have a few ideas in mind for a future update.  Depending on the feedback, I'm thinking about making some future updates to the slides. Perhaps each "division" will be its own math operation problem? Also, instead of having the same problem in the next round, making an adjustment to that round. For example, if the LeBron James winning problem moves on, the next problem will include a new problem about LeBron James statistics.

Blog Post: Math Warmups

How do you start your math class?

This past year, I took on the approach of math workshop. I'll save the whole routine of math workshop for another post, but I do want to focus on the beginning of the math lesson. The first 5 minutes of math are crucial. The math warmup is important to engage learners, review previous content, get them ready for the upcoming lesson, and get students thinking about what is to come.

My district utilizes Everyday Math, which incorporates a warmup, followed by a math message that involves critical thinking. Everyday Math's warmup is nice in that it differentiates to various skill levels. However, simply solving the problems on a whiteboard or in a journal can get old fast. Therefore, I found a few different ways where students can get those same warmup problems, but in a more interactive way.

One easy way to incorporate math warmup problems is to do what I call a "math-ercise." It is essentially solving math facts while doing exercises. I like it because it adds the "brain break" element and also gets students moving while practicing math.

There are few different ways that I integrated the "math-ercise" into our math workshop.  Sometimes, I would call out an exercise, followed by a math fact. They had to do the exercise the number of times that the answer would be. For example, I would call "Jumping Jacks, 3 x 3!" Students would then respond by doing 9 jumping jacks. Students liked verbalizing the answer and completing the exercise while counting aloud.

Another way that I included the "math-ercise" was through a Power Point presentation.  Facts would appear on the screen, and students had to call out the answers. In between every 3 or 4 slides, an exercise would appear! Students would call out the answers to the facts appearing on the screen, but then quickly spring into the requested action.

Warmup exercises are very easy to do with math facts. No matter the grade level, students need to know their facts! It is a great way to practice them in just a short amount of time, and in a more engaging way than the typical speed tests.

Other than the "math-ercise," I created a warmup called "Two Truths, One Lie: Math Edition."  Many of us are familiar with the icebreaker, but I made it math related. 3 problems appear on a Power Point slide. It is then the students' job to identify which statements are true, and which one is the lie. For those mathematicians who finish quickly, I have them correct the lie and make it true. A 3rd grade version of "Two Truths, One Lie: Math Edition" can be found on my Teachers Pay Teachers page.

For the next warmup, you'll probably think of a familiar tune. "One of these things is not like the other" is something we remember from watching Sesame Street, but can also work great in math! I put 4 different mathematical pictures or equations on the slide. Then, students have to figure out which one is not like the others, and explain why. For extra fun, you can play the song in the background on repeat.

Those are just a few suggestions for starting math, whether you do a workshop style, small groups, or whole class instruction.  Have any clever ways to engage students for math warmups? Add them to the comments section!

Lesson Plan: Interpreting Remainders

Interpreting Remainders "DIRT" Anchor Chart

This lesson is intended for 4th grade Everyday Math, but can be translated to other math programs and grade levels.   The lesson is broken into different parts. The lesson starts with an anticipatory set, a warmup problem, minilesson, and then breaks into math centers (guided practice, partner work, independent).

Lesson: 6-8 Expressing and Interpreting Remainders

Objective: Students explore different ways to express and interpret remainders.

CCSS: 4.NF.1, 4.NF.2, 4.OA.3, 4.NBT.6, SMP1, SMP6

Warm-Up: Read Aloud: A Remainder of One, by Elinor J. Pinczes

Lesson Plan: Distributive Property

Distributive Property game has been updated and
is available on TSN's Teachers Pay Teachers Page

This lesson utilizes enVision Math, but ideas can be adapted for other texts.  Many of the hyperlinks will direct you to a place to download the resources used throughout this lesson. (Note: You must have ActivInspire downloaded to view the Promethean Board slides)

Lesson: 3.5 Distributive Property

Subject: Math

Grade: 5th

Integration of Learning Outcomes: Students will be able to use the Distributive Property to simplify expressions and solve equations by constructing viable arguments and critiquing the reasoning of others, looking for and making use of structure, looking for and expressing regularity in repeated reasoning.

Standards

· 5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm.
· 5.OA.1

Classroom Management: Clip Chart Alternative

For the last two years, I have been using "A Cupcake for the Teacher's" adorably awesome clip chart.  Students have their own clothespins clipped to the chart. For good behavior, students can move their clip upward, while poor behavior results in a downward motion of the clip.  

There are consequences for clipping down, and rewards for clipping up.  If they clip up to "Super Student," they get a star on their clip. 10 stars retires their clip into the "Clip Chart Hall of Fame."  I also included a positive reward system to go along with the chart, where clipping up earned them a ticket for a weekly raffle.  The raffle winner would recieve a prize such as a homework pass, or sitting at the teacher's desk for a day (a class favorite)!

While this is an effective way of classroom management, there is a new alternative to the clip chart game. The "Character Trait Clip Chart" promotes all positive behavior.  Instead of "clipping down," this chart is only for "clip ups." Students earn their clip on the chart by displaying character traits from the 6 Pillars of Character.  Students can also recieve a certificate for getting their clip on the chart.

Character Trait Clip Chart includes 7 different traits and an award certificate

I like this alternative because it doesn't draw toward negative attention.  It promotes a positive environment, as the negative behaviors can be handled without the student "clipping down" in front of the whole class, which many bring out other negative energy.

The clipchart alternative can also be used with a positive reward system. Students can earn raffle tickets for getting their name on the chart, much like the original.  It could also be used with Class Dojo, earning students points. I like the idea of Class Dojo because negative points will also hold students accountable, and gives leighway to address negative behaviors without being centerstage.

The intensions of the "Character Trait Clip Chart" are to promote a positive learning enviornment. There has been so much hate in the world recently, and the point of this clip chart is to bring out the good in the classroom.

Download the "Character Trait Clip Chart" on TSN's Teachers Pay Teachers page.

Lesson Plan: Multiplication Properties

Front of Properties Foldable

This lesson utilizes enVision Math, but ideas can be adapted for other texts.  Many of the hyperlinks will direct you to a place to download the resources used throughout this lesson. (Note: You must have ActivInspire downloaded to view the Promethean Board slides)

Lesson: 3.1 – Multiplication Properties
Subject: Math

Grade: 5th

Integration of Learning Outcomes

· Students will be able to identify and apply Commutative, Associative, Identity, and Zero Properties of Multiplication by reasoning abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others, looking for and making use of structure, and looking for and expressing regularity in repeated reasoning.

Standards

· 5.NBT.6: Use strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Lesson Plan: Every Picture Tells A Story

Objectives: Students will be able to…

• Brainstorm a topic for a narrative by looking at pictures
• Independently start writing a narrative based on a picture they selected
• Orally outline a story by looking at a picture

Standards:

• PA.R.1.4 – Types of Writing
• PA.R.1.5 – Quality of Writing

Anticipatory Set: There will be a brief discussion. Ask the students, “What is a writer’s block?” Have students raise their hands and give the definition of a writer’s block. Ask the students if they ever had a writer’s block and how they felt during that time.  Follow this up by asking the students how they got out of the “writer’s block.” Share a personal experience or examples of a writer’s block so that the students feel comfortable sharing their own experiences.

This activity allows students to discuss a topic that they can relate to, but also connect to brainstorming. Explain that we will use one strategy that will help resolve the issue of a writer’s block.

Educational Apps #2: Math Apps

Below is a presentation on educational elementary-level mathematics applications.  The apps are great for home and school practice. Each slide provides an in-depth analysis on the app. All of these applications are available on iTunes or in the Google Play Store.

iPads are an excellent tool to use in education. 21st century learners would greatly benefit by the use of iPads. Not only is it a great tool for note-taking, but there are thousands of apps that can be used for education. iPads provide interactive activity that helps students learn. It is a digital manipulative that can be used for differentiation and help students succeed.

Also included is a handout for parents.  The handout is intended to be a resource for parents, especially to avoid the "summer slide."  The handout provides many math websites with games and practice programs.

In the comment section, please suggest some of your favorite educational apps or websites!

For  more app suggestions, visit the link for Educational Apps #1.

Math Game: Standard, Word, Expanded Form Matching

Download this Standard, Word, and Expanded Form Game on our Teacher's Pay Teachers page.  Use the anchor chart above to help students!

Here is how to play:

As a Whole Class:

• Pair It Up: Give each student a card. Students will find their partners who have the cards that represent the same numbers in each form (expanded, standard, and word form)

As  Math Center:

• Memory Style: Flip over 3 cards at a time until you find the three cards that represent the same number.
• Matching Game: Match the cards, sorting through expanded, standard, and word form.

Have another way to play this game? Share in the comments below!

Assessment: Create Your Own

Finishing up a unit or chapter in science or social studies? Check out this "Create Your Own Final Assessment" project on our Teachers Pay Teachers site!

Students have the option to create their own final project. Students will choose any topic from the studied chapter. The project options include:

• Comic Strip
• Magazine 
• Children's Book
• Power Point 
• Song 
• Tri-fold/Poster 
• Essay 

Rubrics are included in the package! Students can even present to the class, or you could have a gallery walk!

This assessment portion is different than the traditional test. Students are able to pick a project that they will enjoy, while also showing what they learned throughout the whole unit. Students will enjoy this form of an assessment much more than a test.

Lesson Plan & Scavenger Hunt: Landforms

This lesson was originally used with lesson 1.4 of "Social Studies Alive!" but can be used with any Social Studies program.  Scavenger Hunt materials can be located on our Teachers Pay Teachers Page!

Subject: Social Studies

Grade: 5^th

Title: Landforms Virtual Scavenger Hunt

Integration of Learning Outcomes

· Students will be able to define geographic terms for water and landforms by completing a graphic organizer.

· Students will be able to notice the differences between certain landforms and bodies of water by using an interactive Power Point.

· Students will be able to act out or draw geographic terms relating to water and landforms with a partner.

Standards

· 7.1.5.B: Describe and locate places and regions as defined by physical and human features.

· 7.2.5.A: Describe the characteristics of places and regions.

· E05.B-V.4: Vocabulary acquisition and use

· R5.A.1.1.1: Identify and/or interpret meaning of multiple-meaning words used in text.

Lesson Plan: TAG Peer Editing

Subject: Writing

Grade: 5th, can be adapted to other grade levels

Integration of Learning Outcomes: Students will be able to peer edit their writing pieces with a partner.

Standards

• 1.5.5.E: Revise writing to improve organization and word choice: check the logic, order of ideas, and precision of vocabulary.
• 1.6.5.A: Listen critically and respond to others in small and large group situations.
• Respond with grade level appropriate questions, ideas, information, or opinions.

Lesson Plan: Fall Poem

Subject: Writing

Grade: 5th (can be adapted for other grade levels)

Title:  Fall Poem

Integration of Learning Outcomes:

• Students will be able to write a short poem about fall.
• Students will be able to complete the steps of the writing process.

Standards

• 1.4.5.A: Write poems, multi-paragraph stories, and plays.

o   Include detailed descriptions of people, places, and things.

o   Include literary elements and devices.

• 1.5.5.F: Use grade appropriate conventions of language when writing and editing.

o   Spell common, frequently used words correctly.

o   Use capital letters correctly.

o   Punctuate correctly.

o   Use correct grammar and sentence formation.

• 1.5.5.D: Write with an understanding of style, using a variety of sentence structures and descriptive word choices (e.g., adjectives, nouns, adverbs, verbs) to create voice. Include specific details that convey meaning and set a tone. 

Lesson Plan & Presentation: Narrative Leads

The following presentation is a combination of a lesson plan and a Power Point presentation to display to the class. The presentation covers the different types of leads to use for narrative writing.

Lesson Plan: Adding & Subtracting Decimals

This lesson utilizes enVision Math, but ideas can be adapted for other texts.  Many of the hyperlinks will direct you to a place to download the resources used throughout this lesson. (Note: You must have ActivInspire downloaded to view the Promethean Board slides)

Subject: Math

Grade: 5th

Source: enVision Math 2.6 & 2.7 (2 day lesson)

Integration of Learning Outcomes:

· Students will be able to compute sums of decimals involving tenths, hundredths, and thousandths by making sense of problems and persevering in solving them, reasoning abstractly and quantitatively, constructing viable arguments and critiquing other’s reasoning, looking for and making use of structure, and looking for and expressing regularity in repeated reasoning. (enVision)

· Students will be able to compute differences of decimals involving tenths, hundredths, and thousandths by reasoning abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others, attending to precision, and looking for and making use of structure. (enVision)

Standards

· 5.NBT.7: Add and subtract decimals to hundredths, using strategies based on properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

· 5.NBT: Add and subtract decimals to hundredths using concrete models or drawings.

· M05.A-T.2.1: Use whole numbers and decimals to compute accurately (straight computation or word problem).

Lesson Plan: Problem Solving: Multi-Step Problems

This lesson utilizes enVision Math, but ideas can be adapted for other texts.  Many of the hyperlinks will direct you to a place to download the resources used throughout this lesson. (Note: You must have ActivInspire downloaded to view the Promethean Board slides)

Subject: Math

Grade: 5th

Source: enVision Math 2.8

Integration of Learning Outcomes

• Students will be able to use multi-steps to solve a variety of problems by making sense of problems and persevering in solving them, reasoning abstractly and quantitatively, attending to precision, looking for and making use of structure, and looking for and expressing regularity in repeated reasoning.

• Students will be able to add and subtract decimals by solving word problems.

 Standards

• 5.NBT.7: Add and subtract decimals to hundredths; relate the strategy to a written method and explain the reasoning used.

Anticipatory Set

· “Multi-step problems can be challenging. It is important to figure out what you know and what you need to know and to plan the steps necessary to solve the problem. Suppose you are given this problem:”

o   Julia wants to buy three pens at $1.99 each and two notebooks at $2.50 each. What is the total cost?

o   Students will list what they know, what they need to know, and the steps to solving the problem before solving the problem.

o   Drag the parts of the question into the appropriate column on the Promethean Board.

o   Students will write out the steps to solving the problem

§  Find the cost of three pens at $1.99 each. ($5.97)

§  Find the cost of two notebooks at $2.50 each. ($5.00)

§  Find the total cost. ($10.97)

o   Students will solve problem on their whiteboards.

Lesson Plan: Math "Figure Me Out"

This lesson was adapted from "Fourth Grade Fun in Florida" and "Beyond Traditional Math."

Looking for a Back-to-School (or End-of-the-Year) math activity? "Figure Me Out" is a great idea to get students thinking about math and numbers.  This activity gets students to use all operations.

First, have students do a rough draft. Students pick some facts about themselves that involve numbers. They write these down, then develop a number sentence that gets them to that number. When students are on their good copy, they write the fact with the answer underneath. Then, they put a post-it with their equation overtop their answer.  Make sure that their names are on the back and not the front!

Source: Fourth Grade Fun in Florida

Once they are decorated and colorful, hang them around the room (or in the hallway). Students go around solving the problems, and guessing whose is whose.

This can be differentiated for higher-level math students as well. Students might have to develop equations that follow PEMDAS.  Answers could also include solving for variables.

Here is a simple rubric that I developed with requirements for the mini poster. This was used for 5th grade at the end of the year:

Lesson Plan: Mental Math with Decimals

This lesson utilizes enVision Math, but ideas can be adapted for other texts.  Many of the hyperlinks will direct you to a place to download the resources used throughout this lesson. (Note: You must have ActivInspire downloaded to view the Promethean Board slides)

Source: enVision Math 2.1

Subject: Math

Grade: 5th

Integration of Learning Outcomes

· Students will be able to compute sums and differences mentally using the Commutative and Associative Properties of Addition, compatible numbers, and compensation by making sense of problems and persevere in solving them, reasoning abstractly and quantitatively, attending to precision, and looking for and making use of structure.

Standards

· 5.NBT.7: Add and subtract decimals to hundredths using strategies based on properties of operations, and/or the relationship between addition and subtraction.

Anticipatory Set

· Ask: “What kinds of numbers do you find easier to add and subtract mentally?” Students will do a think-pair-share with a partner. Have 2-3 students share their responses. Mention that we will be doing metal math, and that we will break down the problems in order to solve them mentally and quickly.

· Students will work on a modified version of the Problem-Based Interactive Learning (PBIL).

o   PBIL: Suppose you want to buy new video games.  Just Dance costs $20.75. Minecraft costs $10.59, and Super Mario costs $18.25. Use mental math to find the total cost of all three games ($49.59).  Use mental math to find how much more Just Dance is than Minecraft. ($10.16)

§  Students will solve the problem by discussing with their group.  They must use mental math and talk through the process of how they solved it.  Have a few groups share their responses to the class.  Ask if students changed the subtraction problem at all to make it easier.  Model and demonstrate different ways to solve problems when necessary.

Lesson Plan: Rounding Whole Numbers & Decimals

This lesson utilizes enVision Math, but ideas can be adapted for other texts.  Many of the hyperlinks will direct you to a place to download the resources used throughout this lesson. (Note: You must have ActivInspire downloaded to view the Promethean Board slides)

Source: 2.2 enVision Math

Subject: Math

Grade: 5th

Integration of Learning Outcomes

• Students will be able to round whole numbers through millions and decimals through thousandths by attending to precision and looking for and expressing regularity in repeated reasoning.

Standards

• 5.NBT.4: Use place value understanding to round decimals to any place.
• M05.A-T.1.1.5: Round decimals to any place (limit rounding to ones, tenths, hundredths, or thousandths place).
• CC.2.1.5.B.1: Apply place value to show an understanding of operations and rounding as they pertain to whole numbers and decimals.

Anticipatory Set

Complete a modified version of the Problem-Based Interactive Learning. The problem will be posted on the Promethean Board. Students will work independently and write their answers on their white board.

o   Numbers: 1,280; 1,213; 1,215; 1,208

o   Problem: For each number tell if the number is closer to 1,200 or 1,300.  Tell how you decided.

o   Reveal the number line after a few moments.  Have students draw a number line on their whiteboards.  Have them record where the numbers should be.

§  Have students come up to the board to plot the points while the others work at their seats.

§  Ask: “Which numbers are closer to 1,200?” (1,208, 1,213)  “Which numbers are closer to 1,300?” (1,280).  Show that 1,250 is right in the middle.

§  Show that this can be determined through subtraction (1,213 – 1,200 = 13; 1,300-1,213 = 87; Therefore, 1,213 is closer to 1,200.)

§  Have students round the numbers to nearest hundred on their whiteboards.