Guam District Level Lesson Plan - Upi Elementary School

GuamDistrictLevelLessonPlan

Quarter4th

Content:ELA/Science/Music Grade/Course:1stGrade Timeline:2daysStandard(s):1.RI.1Askandanswerquestionsaboutkeydetailsinatext.1.RI.2Identifythemaintopicandretellkeydetailsofatext.1.RI.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.1.W.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.1.2.2Observeanddescribethattherecanbedifferences,suchassizeormarkings,betweentheindividualswithinonekindofplantoranimalgroup.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:Studentswilllistentoastoryonthelifecycleofachicken.Studentswillthenrespondtoquestionspertainingtothestoryaswellasbeexpectedtodescribethelifecycleofachicken.Studentswillalsobeintroducedtooviparousandviviparousornon-oviparousanimalsthroughliteratureandsortingpicturecards.

LessonObjective(s):Inthislesson,studentswillbeableto

• describethelifecycleofachickenwith90%accuracyinwrittenororalform.

• identifyandsortoviparousandviviparousanimalswith80%accuracy.

Vocabulary:Albumen,Brooding,Comb,Fertilize,Hatching,LifeCycle,Nest,Oviparous,Shell,Viviparous,Yolk

FocusQuestion(s):• Howarechicksborn?• Whataresomeexamplesofoviparousand

viviparousanimals?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.SincethislessonbeginsonthedaysbeforetheEasterBreak,askstudentswhattheywillmostlikelybedoingduringthebreak.Moststudentswilllikelyanswerwith“eggs”.Leadadiscussionwiththestudentsabouteggs:whattheyare,whattheylooklike,wheretheycomefrom,andsoforth.Writestudentresponsesontheboardinabrainstormingweb.InstructionandStrategies:

Day1:Readthebook,EggtoChickenbyCamilladelaBedoyeretothestudents.Aftereachsectioninthestory,teacherwillaskthefollowingquestions:

• Whatisachicken?• Describeabird.• Howmanystagesinthelifecycleofachicken?• Howdobirdsmakenests?• Whatisamaleandfemalechickencalled?• Whatisbroodingandhatching?• Namethepartsofanegg.

Day2:Readthebook,ChickensAren’ttheOnlyOnesbyRuthHeller.Afterthestory,askthefollowingquestions:

• Whatdowedowitheggs?• Whatgroupofanimalslayeggsinthebeginningofthestory?• Namesomebirdsthatlayeggs.• Whatotheranimalslayeggs?• Nameallthegroupsofanimalsthatlayeggs.• Whattwomammalslayeggs?• Whatdowecallanimalsthatlayeggs?

GuidedPractice:Day1:Passouthandoutonthedifferentstagesofalifecycleofachicken.Askstudentswhatisthefirststageofalifecycleofachicken.Listentotheirresponsesandhavethemwriteanumber1onthepicturewiththehen.Repeatthesamedirectionswithstages2-5.Studentswillthencolorthepictures,cutthemoutandpastethemontotheLifeCycleWheel.Oncecompletedanddried,studentswillcompletecoverofthewheelandassembleusingabradfastener.StudentswillthenpastethewheelintheirScienceNotebooksandwriteintheirownwordsdescribingthelifecycleofachicken.Day2:Usingapocketchart,placetheheadingsOviparousandViviparousatthetop.Remindstudentsthatoviparousmeansegg-layingoranimalsthatlayeggsandthatviviparousmeansnonegglayingoranimalsthatdonotlayeggs.Callonastudenttochooseananimalpicturecardandplaceitbeneaththerightheading.Dothisuntilallcardsaresorted.FormativeAssessment:Day1:Completedassignment.Day2:Studentswillcolor,cut,andpastehandoutonOviparousandViviparousAnimals.Closure:TeachstudentsOviparousAnimalSongtothetuneofOChristmasTree.Oviparous,OviparousHowlovelyareyoureggsOviparous,OviparousHowlovelyareyoureggsSomearebigandsomearebrown.Somearesmallandsomeareround.Oviparous,OviparousHowlovelyareyoureggs

ChickensanddinosaursAreanimalsthatlayeggs._____________and_____________Areanimalsthatlayeggs.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):EggtoChickenbyCamilladelaBedoyere,ChickensAren’ttheOnlyOnesbyRuthHeller,ChickenLifeCycleHandouts,OviparousandViviparousHandouts,OviparousandViviparousSortingPictureCardsandHeadings,OviparousAnimalsSongbyJenniHollandReflection:


Quarter4th

Content:ELA/SocialStudies/Music/Art

Grade/Course:1stGrade Timeline:2Days

Standard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.RI.1.1Askandanswerquestionsaboutkeydetailsinatext.RI.1.2.Identifythemaintopicandretellkeydetailsinatext.RI.1.4Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesinatext.RI.1.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.RI.1.9Identifybasicsimilaritiesinanddifferencesbetweentwotextsonthesametopic.RF.1.2Demonstrateunderstandingofspokenwords,syllables,andsounds.R.F.1.2.bOrallyproducesingle-syllablewordsbyblendingsounds(phonemes),includingconsonantblends.L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.W.1.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.SL.1.1Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersandadultsinsmallandlargergroups.SL.1.4Describepeople,places,thingsandeventswithrelevantdetails,expressingideasandfeelingsclearly.1.1.2Describethequalitiesordistinctivetraitsofdifferentethnicgroups,faiths,andhistoricalperiodsafterreadingorlisteningtostoriesaboutfamouspeople.1.2.1Identifytemporalsequences,suchasdays,weeks,months,years,andseasons.Usewordsandphrasesrelatedtotimecorrectly(now,inthepast,inthefuture)andrecognizetheexistenceofchanginghistoricaltimesandperiods(othertimes,otherplaces).1.2.3Readimportantdatesonacalendarandassociatethemwithdaysoftheweek.1.3.2Defineandgiveexamplesofcontinents,landforms,andoceans.1.1.1Describeandreplicaterepeatedpatternsinnature,intheenvironment,andinworksofart.1.1.3Identifycommoninstrumentsvisuallyandaurallyinavarietyofmusic.LessonOverview:StudentswilllearnthehistoryandcelebrationsofCincodeMayoandbemoreinformedaboutthecountryofIrelandthroughchildren’sliterature,PowerPointPresentations,informationaltext,picturesandprintables.Studentswillalsobeintroducedtosyllables.


• stateatleastthree(3)detailsaboutCincodeMayowith100%accuracy.

• identifysymbolsassociatedwithCincodeMayo.

• giveatleastthree(3)factsaboutthecountryofMexicowith100%accuracy.

• determinethenumberofsyllablesofavocabularywordwith90%accuracy.

Vocabulary:Mexico,Pinata,Sombrero,Candy,Guitarron,Serape,Burro,Fiesta,Flan,Maracas

FocusQuestion(s):• WhatisthesignificanceofCincodeMayo?• Whataresomesimilaritiesanddifferences

betweenMexicoandGuam?DescriptionofLesson(IncludingInstructionalStrategies):

AnticipatorySet:Gatherstudentsatthemeetingarea.Askstudentstolookatthecalendarandhavethemtellyouthedateandmonthoftheday.Theyshouldrespondwith“May5th.”Explaintothemthatthe5thofMayisaholidaycelebratedinMexicoandalsointheUnitedStates.InstructionandStrategies:Day1:ShowstudentsPowerPointpresentationaboutCincodeMayo,goingovertheinformationoneachslide.AfterthePowerPoint,readaloudCincodeMouse-ObyJudyCox.Askthefollowingquestionsafterthereading:

• Whattypeofstoryisthis?• Whatisthemainproblemofthestory?• Howistheproblemsolved?• Whatarethree(3)wordsyouwouldusetodescribeMouse?• Wheredoesthisstorytakeplace?• WhataresomeMexicanfoodsdidMouseeatinthestory?• DidMousesucceedingettingthecandyinthepinata?

Day2:ELAGatherstudentsatthemeetingarea.Usingapocketchart,displayvocabularywordsfromthestory.Explaintothestudentsthatwordshavesyllables,whicharethesoundsofthevowelthatiscreatedwhenpronouncingthevowellettersandthatthenumberoftimesyouhearthevowelisthenumberofsyllablesinaword.Goovereachwordandaskstudentshowmanysyllables:(Youmaywanttoalsohavethemclaptheirhandsastheyaresayingeachpartoftheword).

• chorizos• serape• dancer• piñata• fireworks• trumpet• tamale• sombrero• mariachi• taco• guitarron• violin• burro• fiesta• flan

SocialStudies

Gatherstudentsatthemeetingarea.ReviewingthelessononCincodeMayo,askstudentswhatcountrycelebratesCincodeMayo.Responsesshouldbe“Mexico.”ShowstudentsPowerPointonMexico,goingovertheinformationoneachslide.,GuidedPractice:Day1:PassoutSequencingHandoutstoeachstudent.Explainthattheywillreadeachsentenceandputtheeventsinorderfromthestory.Havestudentsalsosummarizethestoryonthehandoutprovided.Day2:ELAHavestudentssortvocabularywordsintothecorrectheadingofthenumberofsyllables.StudentswillthencopyintotheirELAnotebooks.SocialStudiesPassoutMapofMexicohandouttoeachstudent.Studentswillfollowthedirectionsonthehandoutandanswerthequestionsbasedonthemap.ArtPassoutPinataprintablestoeachstudent.Explainthattheywillcolorbothsections,cut,andassemblethepiñata.FormativeAssessment:Day1:Completedassignmentsandoralresponses.Day2:Completedassignmentsandoralresponses.Closure:Havestudentsorallypresenttheirleprechauntrapsandwritingtotheclass.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):Pinataprintables,MapofMexicohandout,SequencingHandouts,CincodeMouse-ObyJudyCox,CincodeMayoPowerPoint,SummarizingHandoutReflection:


Quarter4th

Content:Science/SocialStudies/ELA

Grade/Course:1stGrade Timeline:1-2weeks

Standard(s):1.4.1Tellorillustratehowvolcanoesandearthquakeschangeorshapetheearth.1.4.2Investigatebyobservingandalsomeasuringthatthesunwarmstheland,air,andwater.1.4.4Demonstrateanunderstandingthattheearthisasphereandrevolvesaroundthesun.1.2.1Identifytemporalsequencessuchasdays,weeks,months,years,andseasons.Usewordsandphrasesrelatedtotimecorrectly(now,inthepast,inthefuture)andrecognizetheexistenceofchanginghistoricalperiods(othertimes,otherplaces).1.3.1Identifyandlocatecardinaldirection,thenorthpole,thesouthpole,andtheequator.1.3.2Defineandgiveexamplesofcontinents,landforms,andoceans.R.I.1.1Askandanswerquestionsaboutkeydetailsofatext.R.I.1.2Identifythetopicandretellkeydetailsofatext. R.L.1.9Compareandcontrasttheadventuresandexperiencesofcharactersinstories.W.1.8Withguidanceandsupportfromadults,recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.LessonOverview:StudentswillbeintroducedtotheEarthandtherockcycleprocess.Theywillalsobecomeawareofthe3typesofrocksformedandfoundontheEarth’sland.

LessonObjective(s):Inthislesson,studentswillbeableto:

• defineanddescribewhataglobeis.• locatetheNorthPole,SouthPole,andEquator

onaglobe.• identify3typesofrocks.• describehoweachtypeofrockisformed.• explaintherockcycleinatleast3details.

Vocabulary:Globe,NorthPole,SouthPole,Equator,Rock,Sand,Igneous,Sedimentary,Metamorphic,Weathering,Erosion,Heat,Pressure,Fluids,Melting

FocusQuestion(s):HowdorockschangetheEarth’sland?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Showstudentsaglobe.Remindthemthataglobeisa3DmodeloftheEarth.Askthemwhatsolidshapeisaglobe?Studentsshouldrespond:sphere.ExplaintothemthattheEarthrevolvesaroundthesunandonerevolutionequalsayear.Pointtothetopoftheglobe.TellstudentsthatitistheNorthPole.PointtothebottomoftheglobeandexplainthatitistheSouthPole.PointtothemiddleoftheglobeandexplaintothemthatthereisanimaginarylinearoundtheEarthcalledtheequator.InstructionandStrategies:Day1:HavestudentstakeouttheirSciencetextbooksandturntopageC2.HavethemreadandsaythetitleofChapter1:Earth’sLand.Gooverthefourvocabularywordsthattheywillbelearning:rock,sand,fossil,extinct.HavestudentsturntopageC5andreadthepassageonrocks.Havethemtellyouwhatarockisaftertheyreadthesentences.GoontopagesC6andC7andhavestudentsreadthesectionondifferentkindsofrocks.Afterthereading,askthemhowpeopleuserocks.

Day2:Tellstudentsthatyouwillreadthemastoryofthe3typesofrocksandhowtheyareformedthisweek.Readtothestudents:justthefirstsectionofTheAdventuresofThreeRocksbyCaitlinHynst,.AfterthesectiononIgneousRocks,askthefollowingquestions:

• Whatisthefirsttypeofrock?• Wheredoigneousrockscomefrom?• Explaintheprocessofhowigneousrocksareformed.• Giveanexampleofanigneousrock.

Day3:Readthenextstoryaboutthesecondtypeofrock.Afterthestory,askthefollowingquestions:

• Whatisthesecondtypeofrockcalled?• Howaresedimentaryrocksmade?• Whataresomethingsthatmightbeincludedinthelayersofsedimentaryrocks?• Giveanexampleofasedimentaryrock.

Day4:Finishthestoryonthethirdtypeofrock.Afterthestory,askthefollowingquestions:

• Whatisthethirdtypeofrockcalled?• Whatdoesmetamorphicmean?• Howaremetamorphicrocksformed?• Giveanexampleofametamorphicrock.

Day5:Reviewthe3typesofrockslearned.Writethemontheboardaspointsofatriangle.Askstudentshowtherocksareformed:responsesshouldinclude:weathering,erosion,heat,pressure,fluids,andmelting.Writetheseresponsesbetweenspecifictypesofrock.Drawarrowsinacircletoshowstudentshowtherockcycleprocesslookslike.Day6:ShowRockTypesPowerPointtostudentsasareviewofthelessonslearnedduringtheweek.Askquestionsduringthepresentation.GuidedPractice:Day1:PassouthandoutontheEarth.Explaintothestudentsthattheywillcolor,cut,andpasteitemsintheirSocialStudiesnotebooks.StudentswillplacethecardinaldirectionsofNorth,South,West,andEastcorrectlyonthepage,alongwiththeNorthPole,SouthPole,andEquator.Day2:PassouttheRockTypehandouttoeachstudents.Havethemwritetheirnameandtoday’sdate.Thenhavethemtellyouthefirsttypeofrocklearnedtoday.Responsesshouldbeigneous.Havestudentstracethewordigneous.Askthemtodefineorexplainhowanigneousrockisformed.Theywillwritethatontheirpaperanddrawandcolorwhatanigneousrockwouldlooklike.Collectwhenigneousrockiscompleted.Day3:PassoutthesameRockTypehandouttothestudents.Havethemtellyouthesecondtypeofrocklearnedtoday.Responsesshouldbesedimentary.Havestudentstracethewordsedimentary.Askthemtodefineorexplainhowasedimentaryrockisformed.Theywillwritethatontheirpaperanddrawandcolor

whatasedimentaryrockwouldlooklike.Collectwhensedimentaryrockiscompleted.Day4:PassoutthesameRockTypehandouttothestudents.Havethemtellyouthethirdtypeofrocklearnedtoday.Responsesshouldbemetamorphic.Havestudentstracethewordmetamorphic.Askthemtodefineorexplainhowametamorphicrockisformed.Theywillwritethatontheirpaperanddrawandcolorwhatametamorphicrockwouldlooklike.Collectwhencompleted.Day5:Passoutcutandpastehandouttostudentsonrockcycle.Havestudentscolor,cut,andpasteaftertheyfillineachovalontheprocessoftherockcycle.Day6:Showstudentshowthethreetypesofrocksareformedusingediblematerials.Displayfinishedproductunderneaththedocumentcameraforbetterviewing.FormativeAssessment:Completedassignmentsandverbalanswersthroughoutlessons.Closure:StudentswillbegivenGlobeandRockTest.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):HarcourtSciencebyHarcourtSchoolPublishersRockTypesPowerPointbyMrs.Serena’sFavoriteThingsAllAboutRocksbyTheTeacherWifeRocksandMineralsbyCaitlinHynstEarthHandoutReflection:


Quarter4th

Content:Health/ELA Grade/Course:1st Timeline:1weekStandard(s):1.2.1Identifyhowthefamilyinfluencespersonalhealthpractices.1.6.1Identifyactionstotaketowardachievingahealthgoal.1.5.1Describeahealth-relatedsituation.1.5.2Identifysituationswhenassistanceisneededinmakinghealth-relateddecisions.1.7.1Describehealthypracticestomaintainpersonalhealthandwellness.RI.1.1Askandanswerquestionsaboutkeydetailsinatext.RI.1.2Identifythemaintopicandretellkeydetailsinthetext.RI.1.7Useillustrationsanddetailsinatexttodescribeitskeyideas.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.LessonOverview:Oneofthemostimportanthealthdecisionsapersoncanmakeischoosingwhattoeat.Studentswilllearnmoreaboutthefive(5)foodgroupsandhowfoodaffectsthebody’sgrowthanddevelopment.


• givethree(3)examplesofgrains,protein,dairy,fruits,andvegetables.

• correctlysortthefive(5)foodgroupsintotheircategorieswith90%accuracy.

Vocabulary:energy,food,dairy,grain,protein,fruits,vegetables,MyPlate

FocusQuestion(s):• Howdoesfoodfromeachofthefive(5)food

groupskeepushealthy?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.ReviewtheMyPlatediagramwiththestudents.Askthemwhatthefive(5)foodgroupsareagainandhowtheyarerepresentedonthepicture.InstructionandStrategies:Day1:ReadaloudGrainsbyRebeccaRissmanandAdrianVigliano.Afterthestory,askthefollowingquestions:

• Whataregrains?• Whatareexamplesofgrains?• Whatfoodsaremadefromgrains?• Howdograinshelpus?

Day2:ReadaloudProteinbyRebeccaRissmanandAdrianVigliano.Afterthestory,askthefollowingquestions:

• Whatfoodshaveprotein?• Howdoeseatingproteinhelpus?

Day3:ReadaloudDairybyRebeccaRissmanandAdrianVigliano.Afterthestory,askthefollowingquestions:

• Wheredoesmilkcomefrom?

• Whatarefoodsmadefrommilk?• Howdoesmilkanddairyhelpus?

Day4:ReadaloudVegetablesbyRebeccaRissmanandAdrianVigliano.Afterthestory,askthefollowingquestions:

• Whatarevegetables?• Whataresomekindsofvegetables?• Wheredovegetablesgrow?• Howdovegetableshelpus?

Day5:ReadaloudFruitsbyRebeccaRissmanandAdrianVigliano.Afterthestory,askthefollowingquestions:

• Whatarefruits?• Whataresomekindsoffruits?• Wheredofruitsgrow?• Howdofruitshelpus?

GuidedPracticeDays1-5:Inthefive(5)days,studentswillbeinvolvedinactivitieswhichmayinclude,butarenotlimitedto:PowerPoints,children’sliterature,andreproduciblesonthefive(5)foodgroups.FormativeAssessment:Oralquizonthefive(5)foodgroupsandcompletedassignments.Closure:StudentswillbeshownaninteractivePowerPointonthefoodgroups.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Onetooneassistanceandextratimetocompleteassignments.Resources(TextbookandSupplemental):BeingHealthypublishedbyHarcourtBraceJovanovichhttp://www.choosemyplate.gov/kids/GrainsbyRebeccaRissmanandAdrianViglianoProteinbyRebeccaRissmanandAdrianViglianoDairybyRebeccaRissmanandAdrianViglianoVegetablesbyRebeccaRissmanandAdrianViglianoFruitsbyRebeccaRissmanandAdrianViglianoFoodGroupsPowerPointandPrintablesandReproduciblesReflection:


Quarter4th

Content:Science/ELA Grade/Course:1stGrade Timeline:3daysStandard(s):1.3.3Exploreanddescribehowthingsmoveindifferentways.RI.1.1Askandanswerquestionsaboutkeydetailsinatext.RI.1.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.LessonOverview:Inthislesson,studentswilldifferentiatetypesofforces(pushesorpulls)tomakeobjectsmove.


• demonstratethemotionsofpushandpull.• matchpicturesdisplayingthemotionsofpush

andpullwith90%accuracy.Vocabulary:Force,push,pull,curve,straight,circular,zig-zag,diagonal,speed,distance,motion,speed

FocusQuestion(s):Howcanyoumakeanobjectmovefromoneplacetoanother?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Havestudentssitinalargecircle.Giveonestudentaballandinstructhimorhertorollortosstheballtoanotherstudent.Havestudentsrollortosstheballtoeachotheruntileveryonehashadaturn.Havethemtalktothepersonnexttothem,describinghowtheobjectmovedfromonestudenttoanother.InstructionandStrategies:Day1:HavestudentsreadpagesF5-F7intheirHarcourtScienceTextbook.Afterthereading,askthemthefollowingquestions:

• Whatisaforce?• Whatcanpushesandpulldo?

Demonstratetheoppositemotionofpulling.Havestudentsshowapullbymotioningtheirhandstowardthemselves(pullismovingtheobjecttowardyourbody).Havestudentsdemonstrateeachforce(forceisapushorapull)usingpencilsontheirdesks.(Givestudentsdirectionssuchas“Showmeapush,”“Showmeapull”)Day2:HavestudentsreadpagesF9-F11intheirHarcourtScienceTextbook.Afterthereading,askthemthefollowingquestions:

• Whataresomewaysthingsmove?• Howcanyoutellifonethingismovingfasterthananother?

Day3:HavestudentsreadpagesF13-F17intheirHarcourtScienceTextbook.Afterthereading,askthemthefollowingquestions:

• Whatismotion?

• Whatcanchangethemotionofsomething?GuidedPractice:Day1:ShowstudentsPowerPointPresentationonPushandPull.Aftereachslide,askthemwhetherthepicturesshowapushorapull.Listentotheiranswers.PassoutForceSorthandouttoeachstudent.Explainthattheywillcolor,cut,andpasteeachpictureunderthecorrectheadingofeitherPushorPull.Day2:HavestudentstakeouttheirScienceNotebooks.Ontheboard,drawseverallinesthatshowthemovementorcircular,zig-zag,diagonal,straight,andcurved.Explaintothestudentsthattheywillcopytheselinesofmovementintheirnotebooks.Day3:Gatherthefollowingmaterials:ramp,plasticball,tape,andablock.Setuptheramp.Havestudentspredictwheretheballwillstop.Markthatplacewithtape.Lettheballrolldowntheramp.Askstudentsiftheirpredictionwasright.Placetheblockwheretheballwillhitagainandlettheballroll.DiscusstheexperimentwiththestudentsandhavethemwritetheirthoughtsintheirELAnotebooks.FormativeAssessment:Day1:CompletedassignmentDay2:CompletedassignmentDay3:ExperimentParticipationanddiscussionClosure:Havestudentsshowexamplesofthedifferenttypesofmotionusingtheirhands.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extratime,1to1assistanceResources(TextbookandSupplemental):

• HarcourtScienceTextbook• PushandPullPowerPoint• ForceSorthandout

Reflection:


Quarter4th

Content:ELA/Math Grade/Course:1stGrade Timeline:1-2daysStandard(s):R.L.1.1.Askandanswerquestionsaboutkeydetailsofthetext.1G.3Partitioncirclesandrectanglesintotwoandfourequalsharesusingthewordshalves,fourths,andquarters,andusethephraseshalfof,fourthof,andquarterof.Describethewholeastwoof,orfouroftheshares.Understandfortheseexamplesthatdecomposingintomoreequalsharescreatessmallershares.LessonOverview:Studentswillbeintroducedtotheconceptofpartsofawhole(halvesandfourths)anddemonstrateanunderstandingoftheskillthroughpractice.


• identifytheequalsharesofcirclesandrectangleswith90%accuracy

• usethephraseshalfof,fourthof,andquarterofindescribingequalshares

• understandtheconceptsofpartsofawhole.Vocabulary:Parts,Whole,Halves,Fourths,Divide,Fractions

FocusQuestion(s):Howwouldyouexplainthepartsofawhole?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Readaloudthebook,GiveMeHalf!byStuartJ.Murphy.Afterthestory,askthestudentsthefollowingquestions:

• Whowerethemaincharactersofthestory?• Whathappenswhenyoushareonewholepizzawithanotherperson?• Howmuchpizzadideachget?• Howshouldthepizzabecutifitistobesharedfairly?• Whatdoestheworddividemean?• Howwerethecupcakesandjuicedivided?

InstructionandStrategies:Passoutasheetofpapertoeachstudent.Havethemholdthepaperup.Tellthemtofoldthepaperinhalf.Oncetheydothat,havethemopenupthepaperandtracethe“invisible”linewithacrayon.Askthestudentshowmanypartsthesheetofpaperhasnow.Studentsshouldrespond“two”.Usingthesamesheetofpaper,havestudentsfolditinhalfagainandtracethenext“invisible”line.Askthestudentsagainhowmanypartsthepaperhasagainandresponsesshouldbe“four”.Havestudentstaketheircrayonandlabelthepartsofthepaperwith¼foreachoftheparts.Writethewordshalvesandfourthsontheboard.Illustratewhathalveslooklikebydrawingasquarewithalineinthemiddleexplainingthatthereare2partstothatonepaper.Forfourths,drawanothersquareanddividingthediagramintofourparts,andpointingoutthattherearefourpartstoonepaper.

GuidedPractice:HavestudentstakeouttheirMathNotebooks.Explaintothemthattheywilldrawapizza,juice,cupcakes,andcookies.Havethemdrawlinesonhowtheitemsshouldbedividediftheyweresharingthemwithanotherperson.FormativeAssessment:HavestudentsdrawothereverydayitemsandshowawaytodividetheminequalsharesintheirMathNotebooks.Closure:ShowstudentsPowerPointonEqualSharestoreinforceconceptofhalvesandfourths.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):GiveMeHalf!byStuartMurphyPowerPointonEqualSharesfoundonwww.teacherspayteachers.comReflection:


Quarter4th

Content:ELA/Music Grade/Course:1stGrade Timeline:1-2weeksStandard(s):RL1.1AskandanswerquestionsaboutkeydetailsinatextRF1.2.cIsolateandpronounceinitial,medialvowel,andfinalsounds(phonemes)inspokensingle-syllablewords.RF1.2dSegmentspokensingle-syllablewordsintotheircompletesequenceofindividualsounds(phonemes).RF.1.3Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.L.1.1Printallupper-andlowercaseletters.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:Studentswillbeintroducedtothelongvowelsounds:a,e,i,o,u


• identifylongvowelsandtheirsoundswith100%accuracy

• sortpicturesand/orwordswiththeircorrectvowelsoundwith90%accuracy.

• distinguishbetweentheshortandlongvowelsoundswith90%accuracy.

Vocabulary:LongVowels FocusQuestion(s):Howwillknowingthevowelsoundsandlettersinwordsandpictureshelpmeinreadingandwriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Askstudentswhatarethefivevowels.Theyshouldrespond:aeiou.Reviewwiththemtheshortvowelsoundofeachvowel.Explaintothemthatvowelsalsohavelongsoundsandthatthelongsoundsofeachvowelisjustthenameofthevowel.InstructionandStrategies:Days1-5:

• Writealowercaseeontheboard.Explaintothestudentsthatthisisamagicorsneakye.Tellthemthisemakesthevowelsayitsname.Writethewordcapontheboard.Havestudentssaytheword.Placetheeattheend.Havestudentssaythewordwiththeeattheend,makingtheasoundlong.Repeatwithwordslikepin,cop,cub.

• Readaloud,CircusVowelsbyJodiMcMaster.Afterthestory,showstudentshowtwovowelstogethermakethelongsoundofthefirstvowel.Demonstratethisbywritingthewords:rain,meat,pie,boat,andglue.

• Explaintostudentsthatsometimestheletterycansoundlikealongvowel.Writethewords:day,key,andmyontheboard.Underlinetheyineachwordandhavestudentstellyouwhatlongvowelsoundtheymakesintheword.

• TeachthestudentsTheLongVowelsongforeachofthefivevowels..Tuneissungto“BINGO.”Day1:

Thereisavowelthatsaysitsnameandlongaiswhatwecallit.Play,hay,s-ay,Rainandbr-aid,Allhavelonga,Longasaysitsname-o.Day2:Thereisavowelthatsaysitsnameandlongeiswhatwecallit.Queen,bee,s-eeds,Cheeseandmon-key,Allhavelonge,Longesaysitsname-o.Day3:Thereisavowelthatsaysitsnameandlongiiswhatwecallit.Light,knight,cr-y,Friesandp-ie,Allhavelongi,Longisaysitsname-o.Day4:Thereisavowelthatsaysitsnameandlongoiswhatwecallit.Coat,boat,thr-ow,Mowandsn-ow,Allhavelongo,Longosaysitsname-o.Day5:Thereisavowelthatsaysitsnameandlonguiswhatwecallit.Suit,cruise,bl-ue,Juiceandgl-ue,Allhavelongu,Longusaysitsname-o.GuidedPractice:Days1-5:Studentswillbeinvolvedinseveralactivitiestoreinforceandfamiliarizethemselveswiththelongvowelsoundsofeachletter.Thismayinclude,butarenotlimitedto:sortinglongandshortvowelsounds,highlightingthelongvowelwordsinapassage,creatingflipbookswithlongvowelwordsorpictures.FormativeAssessment:Completedassignmentsandoralresponses.Closure:Studentswillbeassessedonthevowelidentificationandsound.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):TheBigBookofPhonicsFunbyCarson-DellosaPublishingCompanywww.teacherspayteachers.com,CircusVowelsbyJodiMcMaster,VowelSortsfoundonwww.firstgradealacarte.blogspot.comReflection:


Quarter4th

Content:ELA/Math Grade/Course:1stGrade Timeline:2daysStandard(s):R.L.1.1.Askandanswerquestionsaboutkeydetailsofthetext.1.MD.1Orderthreeobjectsbylength;comparethelengthsoftwoobjectsbyusingathirdobject.1.MD.2Expressthelengthofanobjectasawholenumberoflengthunits,bylayingmultiplecopiesofashorterobject(thelengthunit)endtoend;understandthatthelengthmeasurementofanobjectisthenumberofsame-sizelengthunitsthatspanitwithnogapsoroverlaps.LessonOverview:Studentswillbeintroducedtotheconceptofmeasurementanddemonstrateanunderstandingoftheskillthroughpractice.


• orderandcomparethreeobjectsbylength• practicemeasuringobjectsusingnonstandard

unitsofmeasurement.Vocabulary:Measurement,Length,Width,Height FocusQuestion(s):Howwouldyouexplainthelength,

width,andheightofanobject?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Readaloudthebook,SuperSandcastleSaturdaybyStuartJ.Murphy.Afterthestory,askthestudentsthefollowingquestions:

• Whowerethethreemaincharactersofthestory?• WhatkindofcontestwasLarrytheLifeguardhaving?• Whatweresomeofthetoolsthechildrenusedtomeasuretheirsandcastles?• Whattool(s)didLarrytheLifeguardusetomeasure?• HowwasJuan’scastlethetallestwhenSarah’scastlemeasuredthreeshovelstall?• HowdidLaura’scastlebecomedeeperthanJuan’swhenhersmeasuredonespoontall?• HowdidSarah’scastlebeetLaura’scastleinlength?

InstructionandStrategies:ShowstudentsthePowerPointonHowandWhyWeMeasure.Goovereachslide,focusingontheorderofthethreeobjectsshownoneachslide.Askstudents:

• Whichisbigger?• Whichissmaller?• Whichisbiggest?• Whichissmallest?• Whichislong?• Whichislonger?• Whichislongest?• Whichistaller?• Whichisshorter?

Alsoaskstudentsifthepicturesineachslideareinorderfromsmallesttobiggestorshortesttotallest.

GuidedPractice:HavestudentstakeouttheirMathNotebooks.Tellstudentstoillustratethreeobjectsfromsmallesttobiggest.Passoutnotebookassignmenttoeachstudent.Theywillcolor,cut,andpastepiecesinorderbylengthandheight.Passoutsecondnotebookassignmenttoeachstudent.Explainthattheywillcolor,cut,andpastethepictureintheirnotebookandmeasurethepictureusingthepiecesintheirassignment.FormativeAssessment:StudentscompletedassignmentsandresponsesduringtheMeasurementPowerPoint.Closure:Whilestudentsarebeginningtheirassignments,calloneachstudenttosortthreeobjectsinorderbylengthorheightandtomeasureanitemusingnonstandardunitsofmeasurement.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.ManipulativesResources(TextbookandSupplemental):SuperSandcastleSaturdaybyStuartMurphyInteractiveNotebookPagesforMeasurementandPowerPointfromwww.teacherspayteachers.comReflection:


Quarter4th

Content:ELA Grade/Course:1stGrade Timeline:1-2daysStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.R.F.1.1Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint.RF.1.2Demonstrateunderstandingofspokenwords,syllables,andsounds.R.F.1.3Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.L.1.4bUsefrequentlyoccurringaffixesasacluetothemeaningofaword.L.1.4cIdentifyfrequentlyoccurringrootwordsandtheirinflectionalforms.LessonOverview:Studentswillbeintroducedtoprefixesthroughchildren’sliterature,PowerPointPresentations,games,andcenters.


• identify3commonprefixesinwordswith100%accuracy.

• discussthemeaningsof3commonprefixesandprovideanexampleofeach.

• explainintheirownwordshowprefixeschangethemeaningoftheword

Vocabulary:Prefixes FocusQuestion(s):HowwillusingprefixesinwordshelpmeinReadingandWriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.ShowPowerPointonIntroductiontoPrefixestothestudents.AfterthePowerPoint,askthestudentswhataprefixisandtonamesomeprefixesmentionedinthePowerPoint.InstructionandStrategies:ReadaloudIfYouWereaPrefixbyMarcieAboff.Afterthestory,askthefollowingquestions:

• Whatisaprefix?• Whereareprefixeslocatedinaword?• Whataresomecommonprefixes?• Whatdothoseprefixesmean?

GuidedPractice:Explaintostudentsthataprefixisaletterorgroupoflettersplacedbeforeawordtochangeitsmeaning.Writethefollowingwordswithprefixesfromthestoryontheboard:

• preschool• triangle

• unlucky• transformed• multicolored• rematch• copilot• telephone• superstar• extraordinary• unicycle• bicycle• tricycle• disappear

Gooverwiththestudentshowthemeaningofeachwordchangeswiththeprefix.Explainthemeaningofeachprefix:Tri-ThreeBi-TwoDis-NotRe-AgainUn-NotPre-BeforeTrans-ChangeMulti-ManyCo-HelpTele-TalkorSeeUni-OneFormativeAssessment:Studentswillcreateaflipbookwith4panels.Theywillchoosefourprefixes,writeitontheoutsideoftheflap,anddrawapictureandwriteawordcontainingtheprefix.Closure:HavestudentssingThePrefixSongtothetuneof“MaryHadaLittleLamb.”IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):IfYouWereaPrefixbyMarcieAboffPrefixPowerPointfromwww.teacherspayteachers.comReflection:


Quarter4th

Content:ELA Grade/Course:1stGrade Timeline:1weekStandard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.R.F.1.1Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint.R.F.1.1aRecognizethedistinguishingfeaturesofasentence.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.2bUseendpunctuationinsentences.L.1.2.cUsecommasindatesandtoseparatesinglewordsinaseries.LessonOverview:Studentswillbecomefamiliarwiththevarioustypesofpunctuationmarksfoundinsentences.


• identifythe3kindsofpunctuationfoundinsentences.

• Identifyotherpunctuationmarksused.• explainthedifferencebetweenatellingand

anaskingsentence.• determinethecorrectpunctuationforeach

givensentence.Vocabulary:Punctuation,Period,QuestionMark,ExplanationMark,Comma,Hyphen,Apostrophe,QuotationMarks

FocusQuestion(s):Whatistheimportanceofpunctuationmarksinreadingandwriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Readaloudthestory,ThePunctuationStationbyBrianP.Cleary.InstructionandStrategies:Day1:Afterthestory,askthefollowingquestions:

• Whatarepunctuationmarks?• Whatisthepurposeofpunctuationmarks?• Whatpunctuationmarksarefoundattheendofsentences?• Whatotherpunctuationmarkswerementionedinthestory?

Writeanddraweachofthepunctuationmarkfromthestoryonthechalkboard.Explaintothestudentsthepurposeofeachonewhentheyreadorwriteasentence.Focusspecificallyontheperiod(.)andquestion(?).Tellthestudentsthataperiodisusedinasentencethattellssomethingandaquestionmarkisusedinasentencethataskssomething.GuidedPractice:Day1:Passoutindexcardstoeachstudent.Ononeside,havethemwritethewordperiod(.)anddrawwhata

period(.)lookslike.Ontheothersideofthecard,havestudentsdothesamewithaquestionmark(?).Showhandoutonsentencesusingthedocumentcameratothestudents.Explaintothemthatyouwillreadeachsentenceandtheymustdeterminewhatpunctuationmarkgoesattheendofthesentencebyholdinguponesideofthecard.Dothisforall10sentenceslisted.Days2-5:Studentswillbeinvolvedinactivitiesshowingtheapplicationandpracticeofthepunctuationmarks.Thesemayinclude,butarenotlimitedto:handouts,PowerPointPresentations,PocketChartactivities,andchildren’sliterature.FormativeAssessment:Studentresponsesandcompletedassignments.Closure:Studentswillbegivenasummativeassessmentbasedonthepunctuationmarks.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):ThePunctuationStationbyBrianP.Cleary,handouts,PowerPointPresentations,PocketChartactivities,andchildren’sliteratureonPunctuationReflection:


Quarter4th

Content:ELA/PhysicalEducation Grade/Course:1stGrade Timeline:4-6weeksStandard(s):RF1.3.gRecognizeandreadgrade-appropriateirregularlyspelledwords.L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.2bUseendpunctuationforsentences.1.3.1Engageinhealth-relatedphysicalfitnessactivitiesorgamesduringphysicaleducationclass,recess,and/orleisuretimewithone’sfamilyandfriends.1.4.3Performexercisesformusclegroupsthatarestrengthenedbyspecificexercises.1.4.5Demonstratestretchesthatwillimproveflexibility.1.4.6Participateinanactivephysicaleducationclasstomaintainageappropriateintensityanddurationforimprovedphysicalfitness.LessonOverview:Studentswillbeintroducedtoseveraltechniquestohelprememberthefourthsetoftwenty-five(25)sightwordsfromFry’sListing.


• read,spell,andwritethefourthsetoftwenty-five(25)sightwordswith80%accuracy.

Vocabulary:Thefourthsetof25sightwordsfromtheFryListing:number,no,way,could,people,my,than,first,water,been,called,who,oil,sit,now,find,long,down,day,did,get,come,made,may,part

FocusQuestion(s):Howwillsightwordshelpmeinreadingandwriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Tellthestudentsthattheywillbelearningtoreadthefourthsetof25sightwordsontheFryList.Explaintothemthatthesesightwordsarefoundinbookstheyread.Somecanbespelledphonetically(soundout)andtherearesomethattheywilljusthavetoremember.InstructionandStrategies:Studentswillbeinvolvedinseveralsightwordgamesandactivitiesthatmayinclude,butarenotlimitedto:

• AroundtheWorld-Studentswillsitinacircle.Onestudentischosentobeginthegame.Theteacherwillflashthemacardwithasightwordprinted.Thefirstonewhosaysthewordmovesontothenextperson.

• MusicalSightWords-Studentspasswordsarounduntilthemusicstops.Thechildholdingthecardreadstheword.

• Tic-Tac-Toe-Studentswilldrawthediagramofthegametic-tac-toeandfillitupwiththesightwordsofhis/herchoice.Theteacherwillrandomlydrawacardandsaythewordaloud.StudentswhohavethewordononeoftheirboxeswillmarkitwithanXoranO.Three(3)inarowwins!

• FitnessSightWordsSpelling-Studentswillreadthesightwordanddoavarietyofexercisesastheyspelleachone.

GuidedPractice:HavestudentstakeouttheirSightWordBooklets.Startingwiththefirstpage(number),goovereachsectionoftheprintableanddoafewasaclass.Theymaydothecutandpasteontheirown.UsingtheSailboattechnique,havestudentsspelloutthesightwordonthebackofthehandout.nnunumnumbnumbenumberFormativeAssessment:StudentswillbeshownaPowerPointofthefourthsetoftwenty-five(25)sightwordsfromtheFrylisting.Studentswillreadoutloudthewordshownontheslide.Closure:Studentswillbeassessedonthefourthsetoftwenty-five(25)sightwords.IndependentPractice:Studentswillwriteasentenceusingthesightword(s)taughtthatdayintheirELAnotebooks.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):SightWordhandoutsandPowerPointfromwww.teacherspayteachers.comhttp://ezinearticles.com/?Top-30-Fun-Sight-Word-Games-and-Activities&id=74390Reflection:


Quarter4th

Content:Science/SocialStudies/ELA/Art/Music

Grade/Course:1stGrade Timeline:1week

Standard(s):1.4.4DemonstrateanunderstandingthattheEarthisasphereandrevolvesaroundthesun.1.4.5Recognizeamodelofthesolarsystem,comprisingtheSunandeightplanetsrevolvingaroundit,eachinitsownorbit.1.2.1Identifytemporalsequencessuchasdays,weeks,months,years,andseasons.Usewordsandphrasesrelatedtotimecorrectly(now,inthepast,inthefuture)andrecognizetheexistenceofchanginghistoricalperiods(othertimes,otherplaces).RL.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.2Identifythetopicandretellkeydetailsofatext. W.1.1Writeopinionpiecesinwhichtheyintroducethetopicornamethebooktheyarewritingabout,stateanopinion,supplyareasonfortheopinion,andprovidesomesenseofclosure.W.1.8Withguidanceandsupportfromadults,recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsorpens.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:StudentswilldevelopanunderstandingofEarthandthesolarsystemthroughpictures,PowerPointPresentations,andchildren’sliterature.Theywillrecognizeandlearnabouttheplanetsandtheirpositionsinspace.


• identifyfromagroupofpicturesthesolarsystemweliveon.

• describethesolarsystemprovidingatleastthree(3)details.

• nametheeight(8)planetsoftheSolarSysteminorderwith80percentaccuracy.

• createamodelofthesolarsystem.Vocabulary:Outerspace,solarsystem,star,sun,planet,rotate,galaxy,universe,model,Mercury,Venus,Earth,Mars,Jupiter,Saturn,Uranus,Neptune

FocusQuestion(s):• Whatisasolarsystem?• Whatistheorderoftheplanetsfromthesun?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Havethemidentifyseveralpicturesshownontheboard.Listentotheirresponses.Pointtothelastpictureshown.TellstudentsthatthepictureisoftheSolarSystemandtheywillbelisteningtoastoryaboutit.ExplainthattheEarthisoneoftheeight(8)planetsthatbelongintheSolarSystem.InstructionandStrategies:Day1:ReadaloudSolarSystembyAlexandraZageris.Afterthestory,askthemthefollowingquestions:

• WhatmakesuptheSolarSystem?• HowmanyplanetsarethereintheSolarSystem?

• WhatdotheplanetsdoaroundtheSun?• Whattwo(2)categoriesaretheeight(8)planetssplitinto?

Day2:ReadaloudMeandMyPlaceinSpacebyJoanSweeney.Afterthestory,askthefollowingquestions:

• Whatisthemoon?• Whatisthesun?• Whatdoesthesunlightandheatup?• Whatistheplanetclosesttothesun?• Whatplanetisknownasthebrightestplanet?• Whatismyplaceinspace?• HowisMarsdescribed?• DescribehowbigJupiteris.• WhatareSaturn’sringsmadeof?• WhydoyouthinkitdoesnotgetwarminUranus?• DescribeNeptune.• Whatgalaxyisoursolarsystempartof?

Day3:ShowstudentsPowerPointPresentationontheSolarSystem,goingovereachslideanddetailabouttheplanets.Day4:ReadaloudorsingaloudSolarSystemPoemtothetuneofDo-Re-Mi.Seeattachment.Day5:StudentswillbeshownanotherPowerPointPresentationontheSolarSystemandanswerthequestionsafterwards.GuidedPractice:Day1:Reviewthenamesoftheeight(8)planetswiththestudentsinorder.Listthemontheboard.Afterwards,passoutAstronauthandout.Explaintothestudentsthattheywillcolor,cutthestrips,andwritethenamesoftheplanetsinorder.Studentswillalsodrawtheplanetsonthehandout.Day2:Reviewtheorderoftheplanetsagainwiththestudents.Passouthandouttoeachstudent.Explainthattheywillcolor,cut,andgluetheplanetsinthecorrectorder.Day3:Passoutjournalpapertostudents.Tellstudentsthattheywillwriteabouttheplanettheylikeandexplainwhy.Studentswillalsodrawapicture.Day4:StudentswillcreateamodeloftheSolarSystem.Passoutmaterialssuchasplanetpatterns,onebrad,blackconstructionpaper,sunpatter,crayons,glue,andscissorsforstudentstouse.Guidancewillbeprovidedbytheteacherasneeded.Day5:TeachstudentsPlanetsSongtothetuneofTwinkle,Twinkle,LittleStar.PlanetsSong

Iknowtheplanetsonebyone.Startingwiththeonethat’sclosesttothesun.Mercury,Venus,Earth,andMars,Arethefirstfouramongthestars.Jupiter,Saturn,Uranus,andNeptuneArethenextplanetsinmytune.Learningthesolarsystemissofun,NowIknowtheplanetsonebyone.StudentswillcompleteSolarSystemmodel.FormativeAssessment:Completedassignmentsandverbalanswersthroughoutlessons.Closure:Studentswillreadapassage,“WhatisaSolarSystem?”andanswerquestionsafterthereading.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):SolarSystembyAlexandraZageris,AstronautandPlanetshandout,journalpaper,SolarSystemPowerPoint,MeandMyPlaceinSpacebyJoanSweeney,GuamDistrictCurriculumDocument,WhatisaSolarSystemreadingpassage,planetandsunpatternsReflection:


Quarter4th

Content:ELA/SocialStudies/Music/Art

Grade/Course:1stGrade Timeline:2Days

Standard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.2.Identifythemaintopicandretellkeydetailsinatext.R.I.1.4Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesinatext.R.I.1.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.R.I.1.9Identifybasicsimilaritiesinanddifferencesbetweentwotextsonthesametopic.R.F.1.2.bOrallyproducesingle-syllablewordsbyblendingsounds(phonemes),includingconsonantblends.L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.1.bUsecommon,proper,andpossessivenouns.L.1.1.dUsepersonal,possessive,andindefinitepronouns.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.W.1.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.SL.1.1Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersandadultsinsmallandlargergroups.SL.1.4Describepeople,places,thingsandeventswithrelevantdetails,expressingideasandfeelingsclearly.1.1.2Describethequalitiesordistinctivetraitsofdifferentethnicgroups,faiths,andhistoricalperiodsafterreadingorlisteningtostoriesaboutfamouspeople.1.2.1Identifytemporalsequences,suchasdays,weeks,months,years,andseasons.Usewordsandphrasesrelatedtotimecorrectly(now,inthepast,inthefuture)andrecognizetheexistenceofchanginghistoricaltimesandperiods(othertimes,otherplaces).1.2.3Readimportantdatesonacalendarandassociatethemwithdaysoftheweek.1.1.1Describeandreplicaterepeatedpatternsinnature,intheenvironment,andinworksofart.1.1.3Identifycommoninstrumentsvisuallyandaurallyinavarietyofmusic.LessonOverview:StudentswilllearnthehistoryandcelebrationsofSt.Patrick’sDayandbemoreinformedaboutthecountryofIrelandthroughchildren’sliterature,PowerPointPresentations,informationaltext,picturesandprintables.Studentswillalsobeintroducedtopronouns.


• stateatleastthree(3)detailsaboutSt.Patrickwith100%accuracy.

• identifysymbolsassociatedwithSt.Patrick’sDay.

• giveatleastthree(3)factsaboutthecountryofIrelandwith100%accuracy.

• identifyandsortvariousinstrumentsintothecorrectfamilywith80%accuracy.

• providethedefinitionofapronoun.• writeatleastthree(3)sentencesusing

pronouns.Vocabulary:FourLeafClover,Shamrock,Leprechaun,PotofGold,Rainbow,Island,Parade

FocusQuestion(s):• WhatisthesignificanceofSt.Patrick’sDay?• Whataresomesimilaritiesanddifferences

betweenIrelandandGuam?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Askstudentstolookatthecalendarandhavethemtellyouthedateandmonthoftheday.Theyshouldrespondwith“March17.”Explaintothemthatthe17thofMarchisaholidaycelebratedinIrelandandalsointheUnitedStates.InstructionandStrategies:Day1:ShowstudentsPowerPointpresentationaboutSt.Patrick’sDay,goingovertheinformationoneachslide.AfterthePowerPoint,readaloudTheNightBeforeSt.Patrick’sDaybyNatashaWing.Askthefollowingquestionsafterthereading:

• WhatcoloriswornduringSt.Patrick’sDay?• Whoarethechildreninthestory?• Whatdidtheydecoratethedenwith?• Whatdoleprechaunslike?• Whyarethechildrenmakingtraps?• Whatarethechildrendreamingabout?• Whatdidtheleprechaundowiththetrapsandtheroom?• Howdoleprechaunsvanish?• Whatwastheleprechaunstrickattheendofthestory?

Day2:ELAGatherstudentsatthemeetingarea.Readaloud,IfYouWereaPronounbyNancyLoewen.Afterthestory,askthestudentsthefollowingquestions:

• Whatisapronoun?• Whataresomeexamplesofpronouns?• Whataresomekindsofpronouns?

SocialStudiesGatherstudentsatthemeetingarea.ReviewingthelessononSt.Patrick’s,askstudentswhatcountrycelebratesSt.Patrick’sDay.Responsesshouldbe“Ireland.”ShowstudentsPowerPointonIreland,goingovertheinformationoneachslide,focusingparticularlyonthecolorsandmeaningoftheflagandthemusicalinstruments.MusicShowstudentsPowerPointofseveralmusicalinstruments.Askthemiftheyknowwhatkindofinstrumentitis.Havethemlistentoanaudioplayingoftheinstrumentandaskthemtoidentifytheinstrument.GuidedPractice:Day1:

Gooverthepagesinthebookthatshowtheleprechauntraps.Haveeachstudentdescribeeachtrapandhowitwouldhavecaughttheleprechaun.Intheirjournals,havethemillustratetheirowntrapandwritehowtheywouldcatchaleprechaun.PassoutPicturePuzzle-ConsonantBlendshandouttostudents.Havethemfillinthecorrectconsonantblendforeachpicture.Theywillthencolor,cut,andpastepiecestoformamysterypicture.Day2:ELAPassoutNounorPronounhandouttoeachstudent.Remindthemtowritetheirnamesandtoday’sdate.Explainthattheywillcolortheshamrockgreenifitisapronounandcolortheshamrockyellowifitisanoun.Reviewwithstudentsthedefinitionsofnounsandpronouns.ArtPassoutpiecesofgreen,white,andorangeconstructionpapertoeachstudent.ExplainthattheywillbemakingtheflagofIrelandtoday.MusicPassoutSt.Patrick’sInstrumentFamilySorthandout.ExplaintothestudentsthattheseinstrumentsarefromtheBrassandStringsFamily.Goovereachinstrumentwordandaskthestudentswhichfamilydotheybelong.Havethemcolor,cut,andpaste.FormativeAssessment:Day1:Completedassignmentsandoralresponses.Day2:Completedassignmentsandoralresponses.Closure:Havestudentsorallypresenttheirleprechauntrapsandwritingtotheclass.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):PicturePuzzle-ConsonantBlendshandout,St.Patrick’sInstrumentFamilySorthandout,PowerPointsonSt.Patrick’s,Ireland,andMusicalInstruments,TheNightBeforeSt.Patrick’sDaybyNatashaWing,NounorPronounhandout,IfYouWereaPronounbyNancyLoewenReflection:


Quarter4th

Content:ELA Grade/Course:1stGrade Timeline:1-2daysStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.R.F.1.1Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint.RF.1.2Demonstrateunderstandingofspokenwords,syllables,andsounds.R.F.1.3Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.L.1.4bUsefrequentlyoccurringaffixesasacluetothemeaningofaword.L.1.4cIdentifyfrequentlyoccurringrootwordsandtheirinflectionalforms.LessonOverview:Studentswillbeintroducedtosuffixesthroughchildren’sliterature,PowerPointPresentations,games,andcenters.


• identify3suffixesinwordswith100%accuracy.

• discussthemeaningsof3suffixesandprovideanexampleofeach.

• explainintheirownwordshowsuffixeschangethemeaningoftheword

Vocabulary:Suffixes FocusQuestion(s):HowwillusingsuffixesinwordshelpmeinReadingandWriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.ShowPowerPointonIntroductiontoSuffixestothestudents.AfterthePowerPoint,askthestudentswhatasuffixisandtonamesomesuffixesmentionedinthePowerPoint.InstructionandStrategies:ReadaloudIfYouWereaSuffixbyMarcieAboff.Afterthestory,askthefollowingquestions:

• Whatisasuffix?• Wherearesuffixeslocatedinaword?• Whataresomecommonsuffixes?• Whatdothosesuffixesmean?

GuidedPractice:Explaintostudentsthatasuffixisaletterorgroupoflettersaddedtotheendofawordtochangeitsmeaning.Writethefollowingwordswithsuffixesfromthestoryontheboard:

• joyful,playful,careful,cupful,roomful• hopeless,careless,fearless,harmless,tasteless• teacher,banker,baker,farmer,trainer• bears• foxes,bushes,horses,fences• tallest,biggest,smallest,wildest• jumped,oinked,returned

Gooverwiththestudentshowthemeaningofeachwordchangeswiththesuffix.Explainthemeaningofeachsuffix:er-onewhodoessomethings-es-pluralful-fullofless-withoutest-thesizeofsomething,theextremed-ed-pasttenseFormativeAssessment:Studentswillcreateaflipbookwith4panels.Theywillchoosefoursuffixes,writeitontheoutsideoftheflap,anddrawapictureandwriteawordcontainingthesuffix.Closure:HavestudentswatchPowerPointonSuffixesandPrefixes.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):IfYouWereaSuffixbyMarcieAboffPrefixandSuffixPowerPointfromwww.teacherspayteachers.comReflection:

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Guam District Level Lesson Plan - Upi Elementary School