… · Web viewLesson Plans 2016. September 12 - September 16. Monday September 12, 2016. Learned WWW: Kindergarten: a, the, 1st Grade: have, there. New WWW: Kindergarten: and,

Lesson Plans 2016September 12 - September 16

Monday September 12, 2016Learned WWW: Kindergarten: a, the, 1st Grade: have, there

New WWW:Kindergarten: and, go1 st grade : said, friend

Materials:

Math:Kindergarten:

o Counters, Number cards 0-5o workpage 38-40o Reteach (TM pg 41A)o Leveled Assignment pg. 41-42

1st Grade/2nd Grade: o Connecting Cubeso workpage 40-42o Reteach (TM pg 43A)o Leveled Assignment pg. 43-44

Imagine IT:KindergartenDay 4 Lesson 4 Unit 1 Card 4

o Alphabet Book pg. 10-11o Pre-Decodable 2: Apple Pie

ANDDay 5 Lesson 5 Unit 1 Card 5

Morning Message Names (follow TM directions)

1st grade Day 3 Unit 1 Card 4 Ff card Write sentence on board: Fearless Fred found five fat frogs

Repeat with Gg: Gordon gobbles gobs of gooey gumdrops. spiral notebooks & pencils Decodable 1: I see

Word Work: Kindergarten words: and, go

Introduce the word Say the word Spell the word 10X each verbally Trace the word

1st Grade words: said, friend Said worksheet 10X each Sprial notebook-to write sentences

o Verbally/teacher written for 1st graders

Health:o Appendix 1 handout

Writing: Session 11 st /2 nd graders: writing paper-pencil

Kindergarten:o Name Writing pageso Letter Writing Pages

SRA:o Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workbookso Reading Stories

_________________________________________________________________________________________________

8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten: Topic: 1-6: Read and Write 4 and 5Materials: Counters, Number cards 0-5

Problem Based Learning/Solve & Share (pg. TM) Before:

1. Pose the Solve-and Share Problemo Students communicate mathematical ideas using multiple

representations and find that the number 5 can be represented with pictures, counters, and symbols.

o Give each student 5 counters and Number Cards 0-5o Follow script on pg. 37

2. Build Understandingo What are you asked to find?o What do you know?

During:3. Ask Guiding Questions As Needed:

o How can you tell that the number of counters on the lily pad matches the number of frogs Alex sees?

o How can you show the number of frogs without using counters.

After4. Share & Discuss:o Start with students’ solutions.

5. Transition to the Visual Learning Bridgeo Numbers can be shown in many ways.o Later in this lesson, you will learn that there are symbols that

represent the numbers 4 and 5.

6. Extension for Early Finisherso Have students write the numbers 1 through 5 in order.o Now point to each number and say it aloud.

Visual Learning:o Follow TM pg 38o Use student workpage 38-40

Assess & Differentiate:o Reteach (TM pg41A )o Leveled Assignment pg. 41-42

1st Grade/2nd Grade: Topic: 1-6: Continue to Solve Problems: Compare SituationsMaterials: Connecting Cubes

Problem Based Learning/Solve & Share (pg.39 TM) Before:1. Pose the Solve-and Share Problem

o Give each student 12 connecting cubes to model the story problem

2. Build Understandingo What does this story problem ask you to do?


o How many stickers did Amy have?o How many stickers did Sheldon have?o Who had fewer stickers?o What does it mean that Sheldon had fewer stickers than Amy?

After4. Share & Discuss:

o Start with students’ solutions.

5. Transition to the Visual Learning Bridgeo You used subtraction to compare two quantities by finding out how much

less one quantity is than the other.o Later in this lesson, you will learn how you can use objects or write a

subtraction equation to compare two quantities.

6. Extension for Early Finisherso Ask students to write a problem similar to the problem about Amy and

Sheldon’s stickers using fewer.o Have students solve the problems and explain their solution strategies.

Visual Learning:o Follow TM pg 40o Use student workpage 40-42

Assess & Differentiate:o Reteach (TM pg 43A)o Leveled Assignment pg. 43-44

10:00-10:30 Imagine Ito Pre-Decodable 2: Apple Pie

AND Day 5 Lesson 5 Unit 1 Card 5

Morning MessageNames (follow TM directions)

1st Grade: Day 3 Unit 1 Card 4 Reviewing Sounds and Letters

o Listening for Vowel Sounds: /a/ and /e/ (long vowel sounds)o Follow TM pg 17

Introducing Consonant Soundso Point to Ff card

Sound & lettero Write sentence on board: Fearless Fred found five fat frogs

Read it Point to each “f” Have students repeat the sentence Have students think of words that begin with /f/

Write them downo Repeat with Gg: Gordon gobbles gobs of gooey gumdrops.

o Dictation Give students spiral notebooks & pencils Follow TM og 17

Decodable 1: I seeo High frequency words: “see” “the”

Write on board Read them Use in a sentence Have students repeat this process Write each word on index card and post it up

o Read story (Follow Tm pg 18 directions)o Responding (TM pg. 19)

10:35-11:05 Music

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)

12:05-12:15 Bathroom

12:15-12:30 Word WorkKindergarten words: and, go

Introduce the word Say the word Spell the word 10X each verbally Trace the word

1st Grade words: said, friend Spell each word 10X each (WWW worksheet) Spiral notebook-to write sentences

o Verbally/teacher written for 1st graders

12:30-1:00 HealthLesson 3: Evaluate the benefits of medicine when used correctly

LEARNER OUTCOMES:

Students will identify the difference between legal drugs and illegal substances. Students will identify the guidelines for taking medicine.

CONTENT: Distribute the Appendix 1 handout and discuss what each picture is.

Explain how and why people use each of these items/resources to get well.

Ask the students to circle all of the pictures they have used when they were sick. Many children only hear negative messages about drugs.

Young children can easily be confused when older children or adults use the term drug to describe both legal and illegal substances.

It is important that students learn that medicines are legal drugs that can be very beneficial when used properly.

However, they must also understand that the term “drugs” is also used to describe harmful illegal substances.

Many people avoid discussing medicine or drugs because they are so concerned with children understanding how to resist and avoid illegal drugs.

The media is constantly advertising medication and the use of drugs to relieve aches and pains.

Children are being expected to self medicate at younger ages. Given these facts, it is important that students understand that

drugs can be beneficial if used properly.

Children must also comprehend what proper usage means.

Developing responsible attitudes towards medicines can help children form healthy attitudes towards all drugs.

Refer to the Appendix 1 handout again, and ask students to draw an “X” over any type of medicine on the page.

Explain that medicine can come in many different forms such as liquids, pills, shots, creams, or inhalers. Discuss guidelines for taking medication safely.Guidelines For Taking Medicine:

You may not need medicine every time you visit a doctor. If your doctor prescribes medicine, follow your doctor’s precise

instructions. Do not take additional medicines without asking your doctor or

your parents. If you feel different after taking your medicine let your parents or

another adult know. Never take another person’s medicine or give anyone your

medicine. When you are sick, medicine can help you feel better, however it is

important to follow the doctor’s instructions for taking the medication.

There are some medications that people take to stay healthy. Some people have to take medicine to prevent illness.

o People who have asthma, a heart condition, or diabetes may take medicine to prevent a problem from occurring.

A medicine can also be called a drug and drugs can be used to help prevent and treat illnesses.

There are drugs that are illegal and should not be taken and some people take medicines that are intended to make you feel better incorrectly which may hurt them.

As a class, brainstorm reasons why people take medicine. (Examples are: coughing, poison ivy, headaches, fever, diabetes, asthma, cancer, and heart disease).

o Discuss how medicine can help people with diseases and illnesses.

Explain how some medicines will actually cure the disease and other medicines may not cure the disease but make the person feel better, and some medicines prevent illnesses.

1:00-1:45 Writing Narrative: Session 1Mini Lesson:Teaching Point: Today what I want to teach you is that it is not just grown-ups who write to teach people what they know.

o You can do that as well.o You think of something you know about

o Then with drawings and writing you put what you know on the paper.Teaching

o Give writing example (pg4 Teaching)o Small group talk (about their writing ideas)

Writing Time

Share writing (whole group)

1:45-2:45 SRA/SnackGroup 1 Red A: Reading Master I Lesson 3

Group 2 Red B: Reading Mastery I Lesson 69

Group 3 Red C: Reading Mastery I Lesson 108

Group 4 Purple: Reading Mastery II Lesson 74

2:45-3:00 Dismissal

Tuesday September 13, 2016IEP Meetings:

Materials:

Math:Kindergarten:

Counters, crayons, connecting cubes student workpage 44-46 Reteach (TM pg 47A) Leveled Assignment pg. 47-48

1st Grade: Connecting Cubes student workpage 46-48 Reteach (TM pg 49A) Leveled Assignment pg. 49A Intervention Activity (TM pg 49-50)

Guided Reading:Kindergarten: Heggerty

1st/2nd Grade: directionality

2nd Grade: Level 14

Imagine ITKindergarten: Day 5 Lesson 5 Unit 1 Card 5 (continued)

pocket Chart Picture Cards: 19-bat, 36-cat, 73-hat, 3-two, 182-tree, 154- shoe 44-corn, 48-dish, 59- fish 175-tent, 105-lock, 143-rock

alphabet song/name tags White board/markers Alphabet Book-Ee

o Pg. 12-13 Ee

1st Grade: Day 4 Card 5 Unit 1 Teacher Manual

Word Work:Kindergarten: and, go

Pipe Cleaners

1st Grade: said, friend Pipe Cleaners

Health Copy of “My Plate.” (Appendix)


Writing: Writing folders “When you are Done, We have Just Begun” chart

___________________________________________________________________________________

8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten: Topic: 1-7: Identify the Number 0Materials: Counters, crayons, connecting cubes

Problem Based Learning/Solve & Share (pg.43 TM) Before:1. Pose the Solve-and Share Problem

o Students communicate mathematical ideas using multiple representations of the number 0.

o Give each student 5 counters and a crayon.

o Read script on pg. TM 43

2. Build Understandingo What do you know?o What are you asked to do?


o How many potatoes are in the basket?o How can you use the boxes to show that there are no potatoes in the

basket?


o Start with students’ solutions.

5. Transition to the Visual Learning Bridgeo Later in this lesson, you will learn about the number that tells how many

objects there are when there are none.

6. Extension for Early Finisherso Have students use counters to make a group to show each of the

following amounts: none, 1, 2, 3, 4, and 5

Visual Learning: Follow TM pg 44 Use student workpage 44-46

Assess & Differentiate: Reteach (TM pg 47A) Leveled Assignment pg. 47-48

1st Grade:Topic: 1-7: Practice Solving Problems: Add ToMaterials: Connecting Cubes

Problem Based Learning/Solve & Share (pg. TM45) Before:

1. Pose the Solve-and Share Problem (TM pg)o Provide students with 10 cubes to model the problemo Students use cubes to model a math story about train cars. Then they

write an addition equation for the problem.

2. Build Understanding (TM pg9)o What are you asked to find?

o What tools do you have to find how many train cars joined the first 5 train cars?

During:3. Ask Guiding Questions As Needed: (TM pg)

o What information do you know?o What information do you need?


o Start with student’s solutions.

5. Transition to the Visual Learning Bridgeo In this problem, you used connecting cubes and an equation to solve a

joining problem where you knew one part and the sum.o Later in this lesson, you will learn to use a bar diagram to model these

types of problems and will write equations to solve them.

6. Extension for Early Finisherso What would your model look like if there were 6 train cars on the

track, some joined them, and now there are 10 train cars on the track.

Visual Learning: Follow TM pg 46 Use student workpage 46-48

Assess & Differentiate: Reteach (TM pg 49A) Leveled Assignment pg. 49A Intervention Activity (TM pg 49-50)

10:00-10:20 Guided ReadingKindergarten: Heggerty

1st/2nd Grade: directionalityo Titleo Author

2nd Grade: Level 14 o Reado Comprehension questions

10:20-10:40 Imagine ItKindergarten: Day 5 Lesson 5 Unit 1 Card 5 (continued)

Name Song

o Rhyming (pocket Chart Picture Cards: 19-bat, 36-cat, 73-hat)o 2nd set (pocket chart picture cards: 3-two, 182-tree, 154-

shoe)o 3rd set (pocket chart picture cards: 44-corn, 48-dish, 59-

fish)o 4th set (pocket chart picture cards: 175-tent, 105-lock, 143-

rock) Alphabetic Knowledge (alphabet song/name tags) Letter Shapes (writing Ee) Alphabet Book-Ee

o Pg. 12-13 Ee

1st Grade: Day 4 Card 5 Unit 1 Daily Warm-ups

o Syllable Blending Follow TM pg 20

o I spy Follow TM pg 20

o Days of the week Follow TM pg 20

Classroom Routineso Listening

Point to pictures (eyes, ears, mouth) Discuss what each means (eyes on teacher, ears listening,

mouths quiet)o Coming to circle

Follow routine B (TM pg 21)

Phonemic Awarenesso Blending

Word Parts and Syllables Follow TM pg 22

Segmentation Follow TM pg 22

10:40-11:00 Word WorkKindergarten words: and, go

create “and” word with pipe cleaners create “go” word with pipe cleaners

1st Grade words: said, friend create “said” word with pipe cleaners create “friend” word with pipe cleaners

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)


12:15-12:45 HealthLesson 4: To learn about My Place and for children to learn about what foods they should eat the most of to keep them healthy.

LEARNER OUTCOMES: Students will identify the 5 components of “My Plate.” Students will be able to identify the types of food that belong to each section as well as the number of servings per day.

CONTENT: Have a copy of the new My Plate (See Appendix) and make the My Plate sections on a wall.

Leave the My Plate sections blank for the children to put in the food items.

Have a piece of paper in each section that names that part of the My Plate such as breads.

Talk to the children about what the My Plate represents and what each section is.

Get out pictures of foods and have the children try to put the food in the correct section of the My Plate.

After they are done, let them look at what they made and go through the My Plate together as a class, talking about all the examples in each section.

Also talk about food portions and servings and how much of each serving they are to have a day.

12:45-1:00 Snack

1:00-2:00 SRAGroup 1 Red A: Reading Master I Lesson 4




2:00-2:45 Writing Narrative: Session 2Mini Lesson:

o Today and every day we will start with a mini lessono In the mini lesson I will always teach you-I will show you-something writier

do often, something you can do as wello During the 1st part of the lesson…your job is to listen and to learno After I teach you something…you can all try it on the rugo After that…I will send you off to work on your writing

Teaching Point:o Today I want to teach you that after writers write what they know about a

topic, they don’t just say “I’m done and relax. NO WAY! o Instead, writers say, “ I’m going to look back on my writing and see if I can

add more to it.”o Writers revise

Teaching:o Teacher & students take out writing from yesterdayo Do you think after we have put some stuff we know onto the page we can just

say, “I’m Done”?o NO!!

o We say when we are done, we have just begun”o Look back on what we’ve writteno Read what we wroteo Think…”What else do I know that I could add?” (Pg 12 TM)

o Use a student example

Writing Time

Shareo Introduce “When you are Done, We have Just Begun” chart

2:45-3:00 Dismissal

Wednesday September 14, 2016FIRE DRILL @ 9:00am

Materials:

Math:Kindergarten: Lesson 1-8

Container, small objectso student workpage 50-52o Reteach 53Ao Intervention Activity 53Ao Leveled Assignment pg. 53-54

1st Grade:o Connecting cubes student workpage 52-54 Reteach (TM pg 55A) Leveled Assignment pg. 55-56 Intervention Activity (TM pg 55A)

SRA:o Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workookso Reading Stories

Health:Miss. Vance Lesson___________________________________________________________________________________

8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten:Topic: 1-8: Read and Write 0Materials: Container, small objects

Problem Based Learning/Solve & Share: (TM pg.)Before:1. Pose the Solve-and-Share Problem

o Students communicate mathematical ideas using multiple representations of the number 0.

o Use script on TM pg.49

2. Build Understandingo What do you know?o What are you asked to show?

During: 3. Ask Guiding Questions As Needed

o How many pencils are there?o How many crayons are there?

After:4. Share & Discuss

o Start with students’ solutions

5. Transition to the Visual Learning bridgeo Zero is a number that tells how many objects there are when there are

none.o Later in this lesson, you will learn that zero can be shown in many ways:

as a written word, a symbol, and no counters.

6. Extension for Early Finisherso Play a game of I spy with students.o Have students look around the classroom to find the numerals 0 to 5.

Visual Learning:o Follow TM pg. 50o Use student workpage 50-52

Assess & Differentiate:o Reteach 53Ao Intervention Activity 53Ao Leveled Assignment pg. 53-54

1st grade:Topic: 1-8: Solve Problems: Put Together/Take ApartMaterials: Connecting cubes


1. Pose the Solve-and Share Problem (TM pg)o Provide each student with 10 connecting cubeso Students use cubes to create a representation of the story problem

2. Build Understanding (TM pg)o What does the problem ask you to find?o What tolls do you have to help you solve the problem?

During:3. Ask Guiding Questions As Needed: (TM pg )

o How many small pebbles did Sophie see by the lake?o How many pebbles did Sophie see in all?



5. Transition to the Visual Learning Bridgeo You used cubes to represent a problem with a missing part.o Later in this lesson, you will complete a model and write an addition

or subtraction equation to solve a problem with a missing part.

6. Extension for Early Finisherso Give students the following riddle: I am a part. If you put me with 2,

the whole is 8. Who am I?o Have students make up similar riddles with 8 as the whole.

Visual Learning: Follow TM pg 52A Use student workpage 52-54

Assess & Differentiate: Reteach (TM pg 55A) Leveled Assignment pg. 55-56 Intervention Activity (TM pg 55A)

10:05-10:35 PE

10:35-11:05 Music

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)


12:15-1:15 SRA/stationsGroup 1 Red A: Reading Master I Lesson 5




1:15-1:45 Miss. Vance Health Lesson

1:50-2:00 Dismissal

Thursday September 15, 2016Materials:

Math:Kindergarten:

o Two-color counters, crayonso Workpage 56-58o Reteach 59Ao Intervention Activity 59Ao Leveled Assignment pg 59-60

1st Grade: student workpage 58-60 Reteach (TM pg 61A) Leveled Assignment pg. 61-62

Intervention Activity (TM pg 61A)

Guided Reading:Kindergarten:

o Heggertyo Letter Names/Sounds

1st/2nd Grade: directionalityo Titleo Author

2nd Grade: Level 14 o Reado Comprehension questions

Imagine IT:Kindergarten: Day 5 Lesson 5 Unit 1 Card 5

o Paper/Pencil

o White board marker/white board Pickled Peppers Book “Little Boy Blue”

*Pocket Chart word cards:39-Boy Blue, 107-horn, 56-corn, 40-boy, 225-sheep

AND

Day 6 Lesson 6 Unit 1 Card 6Morning Message

1st Grade: Day 4 Card 5 Unit 1 (Continued) Use alphabet cards A-G

Exploring Hh, Ii, Jj (cards) Skills Practice pg 4 Write sentence on board: Handsome Harry hugs happy hyenas Write sentence: Jolly Joe juggles Jenny’s jewels

Word Work:Kindergarten and, go

Magnetic letters (a, n, d, g, o) per student White boards White board Markers

1st Grade: said, friend Magnetic letters (a, n, d, g, o) per student White boards

Read Aloud (Reading): Book: The Tortois & The Hare


Writing: Session 31 st /2 nd Graders:

Writing Folders Writing Paper Pencils

Kindergarten: Name Writing pages

Letter Writing Pages_________________________________________________________________________________________________

8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten:Topic: 1-9: Ways to Make 5Materials: Two-color counters, crayons

Before:Problem Based Learning/Solve & Share: (TM pg 19)

1) Pose the Solve-and Share problemo Students analyze the relationship between parts and wholes. Students

find that they can show the same number of objects in different ways.o Give each student 5 two-color counters and red and yellow crayons.o Read script on pg. 55

2) Build Understandingo What are you asked to do with the counterso What are you asked to find?

During:3) Ask Guiding Questions As Needed

o Does changing the color of the counters change the total number of counters?

o How can you find the number of counters used to make 5 daisies?

After: 4) Share & Discuss Solutions

Start with students solutions

5) Transition to Visual Learning Bridgeo Later in the lesson, you will learn that the number 5 can be broken into

parts in different ways.o A whole can be broken into parts.

6) Extension for Early Finishers:o Have students draw 5 counters.o How can you use red and yellow crayons to show 5 in another way?

Visual Learning:o Follow TM pg 56

o Use Student Workpage 56-58

Assess & Differentiate:o Reteach 59Ao Intervention Activity 59Ao Leveled Assignment pg 59-60

1st Grade:Topic: 1-9: Construct ArgumentsMaterials:


1. Pose the Solve-and Share Problem (TM pg)o Students construct a math argument using addition to explain

whether or not two combined quantities are enough to be equal to a third quantity.

2. Build Understanding (TM pg)o What are you asked to do?o What operation could you use to find out?

During:3. Ask Guiding Questions As Needed: (TM pg)

o How many movie tickets does Mia need?o How many movie tickets does Mia have?o How many more movie tickets does Mia buy?



5. Transition to the Visual Learning Bridgeo You solved a problem by making a math argument to determine if

two combined quantities were enough to equal a third quantity.o Later in this lesson, you will continue to make math arguments

using addition and subtraction in order to solve problems.

6. Extension for Early Finisherso If Mia had bought only 2 more tickets, would she have enough

tickets now?o Make a math argument to explain.

Visual Learning: Follow TM pg 58

Use student workpage 58-60

Assess & Differentiate: Reteach (TM pg 61A) Leveled Assignment pg. 61-62 Intervention Activity (TM pg 61A)

10:00-10:20 Guided ReadingKindergarten: Heggerty

1st/2nd Grade: Level 1 bookso Directionalityo Titleo Authoro Illustrator

2nd Grade: Level 14o Read/Comprehension questions

10:20-10:50 Imagine ItKindergarten: Day 5 Lesson 5 Unit 1 Card 5

Penmanship (making horizontal/vertical lines) (write Ee) Pickled Peppers Book “Little Boy Blue”

*Pocket Chart word cards:39-Boy Blue, 107-horn, 56-corn, 40-boy, 225-sheep

ANDDay 6 Lesson 6 Unit 1 Card 6

Morning Message K News Classifying & Categorizing (grouping things-animals)

1st Grade: Day 4 Card 5 Unit 1 (Continued) Letter Recognition

o Reviewing Letters Aa-Ggo Use alphabet cards A-G

Have students say letter names & sounds Have students tell which letters are vowels Follow Tm pg 23

Exploring Hh, Ii, Jjo Follow TM pg 24

Guided Practice o Skills Practice pg 4

Reviewing Sounds and Letterso Introducing Consonant Sounds

Use Hh card Tell students its sound Write sentence on board: Handsome Harry hugs happy

hyenas Follow Tm pg 25 Repeat with Jj : Jolly Joe juggles Jenny’s jewels

o Listening for Vowel Sounds: /e/ and /i/ (long vowel sounds)o Follow TM pg 25

10:50-11:10 Word WorkKindergarten words:

Magnetic letters (a, n, d, g, o) per student White boards White board Markers

Create and & go with magnetic letters on white boardWrite each word 5X each after creating it with magnetic letters

1st Grade words: Magnetic letters (a, n, d, g, o) per student White boards Spiral Notebooks (1 per student)

Create said & friend with magnetic letters on white boardIn spiral notebook, write 1-2 sentences for each word

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)


12:15-12:45 Read Aloud Book: Tortoise & The Hare

Learning Targets:RLK.3.A Identify the characters and the setting of the storyRL.1.2a Identify the setting as well as the problem in the story and how the character(s) solve it.

1. Display "The Tortoise and the Hare" on the projector.

2. Ask the students to clarify what other names are used for hare and tortoise.

3. Set the purpose for the first reading of the text by asking students to listen while the teacher reads and try to determine the text's genre as well as identify the story elements (characters, setting, major events).

4. Read the text, stopping along the way to ask the following questions:

o Who are the characters in the story?o Where is the setting? Does the setting change?o What is the problem in the story?o What are the important events in this story?o How is the problem solved?o What do the characters learn from what happened in

the story

5. After reading, ask the students to share their thoughts on the text's genre. Clarify that the text is indeed a fable and remind students that fables contain a central message, lesson, or moral.

6. Encourage students to (orally) ask their own questions about the story and have other students actively finding the answers within the text.

12:45-1:00 Snack





2:00-2:45 Writing Narrative: Session 3Teaching Point:

“Today I want to teach you that when writers have problems and don’t know what to do, they say, “I can solve this myself.” Then writers come up with solutions to those problems and carry on, writing, writing, writing.That way writers don’t waste precious time!

Teaching:Solving your own writing problems during writing time (TM pg 20)

Active Engagement:Give problems that will occur when writing…have students help problem solve them

Writing Time

Share

2:45-3:00 Dismissal

Friday September 16, 2016LAW DRILL @ 10:30am

Send Home: Reading LogNewsletterWWW Flashcards ABC Letters CardsReading Book Bags

Materials:

Math:Kindergarten:

o Connecting cubeso Student Workpage 62-64o Reteach 65Ao Intervention Activity 65Ao Leveled Assignment pg 65-66

1st Grade:o Fluency Practice (workpage 63)o Vocabulary Review pg64o RETEACHING pg65-68

Imagine ITKindergarten: Day 6 Lesson 6 Unit 1 Card 6

o Pocket Chart picture Cards: 21, 35, 40, 65, 66, 96, 100, 110, 147, 182)o White board/White board marker

1st Grade: Day 4 Card 6 Unit 1 Teacher Manual Spiral Notebook & pencil

o (letters & words: see, the)

SRAo Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workbookso Reading Stories

_________________________________________________________________________________________________

8:10-8:30 Breakfast

8:35-9:05 PE

9:05-9:15 Bathroom

9:15-9:45 Calendar

9:45-10:45 MathKindergarten:Topic: 1-10: Count Numbers to 5Materials: Connecting cubes Problem Based Learning/Solve & Share:Before:

1. Pose the Solve-and Share Problemo Students use manipulatives to show the numbers that come just before

and just after 4.o Give each student 15 connecting cubes, 5 each of 3 different colors.o Use script on pg. 61

2. Build Understandingo What are you asked to find?o What tools do you have to solve the problem?


o What is the first thing you need to do with your connecting cubes?o How can you use your connecting to show the number that comes just

after 4?o How can you use your connecting cubes to show the number that comes

just before 4?

After4. Share and Discuss Solutions:

o Start with students’ solutions

5. Transition to the Virtual Learning Bridgeo Later in this lesson, you will learn that when you write numbers in the

correct sequence, you can use the word order to tell about the numbers.o Numbers are counted in a certain order.

6. Extension for Early Finisherso Marta is thinking of two numbers, one number that comes just after 3 and

another number that comes just after that.o Which two numbers is Marta thinking of?

Visual Learning:o Follow TM pg 62o Use Student Workpage 62-64

Assess & Differentiate:o Reteach 65Ao Intervention Activity 65Ao Leveled Assignment pg 65-66

1st Grade:Fluency Practice (workpage 63)Vocabulary Review pg64RETEACHING pg65-68

10:45-11:05 Imagine ItKindergarten: Day 6 Unit 1 Card 6 (Ff)

Phonological/Phonemic Awareness-Listening (whisper a name in child’s ear (telephone))

Rhyming (Pocket Chart picture Cards: 21, 35, 40, 65, 66, 96, 100, 110, 147, 182)

Alphabetic Knowledge (names/words on board)o Letter Names-Ff

o Letter Shapes

1st Grade: Day 4 Card 6 Unit 1 Vowel Chant (follow TM pg 26) Dictation

o Paper & pencilo (letters & words: see, the)

11:10-11:45 Lunch

11:45-12:05 Recess


12:15-12:30 Snack

12:30-1:00 Deatherage





1:45-2:45 ART

2:45-3:00 Dismissal

Documents

… · Web viewLesson Plans 2016. September 12 - September 16. Monday September 12, 2016. Learned WWW: Kindergarten: a, the, 1st Grade: have, there. New WWW: Kindergarten: and,