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GuamDistrictLevelLessonPlan

Quarter2nd

Content:Math Grade/Course:1stGrade Timeline:3daysStandard(s):1.OA.1Useadditionandsubtractionwithin20tosolvewordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparingwithunknownsinallpositions,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem1.OA.2Solvewordproblemsthatcallforadditionofthreewholenumberswhosesumislessthanorequalto20,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem.1.OA.3Applypropertiesofoperationsasstrategiestoaddandsubtract.1.OA.5Relatecountingtoadditionandsubtraction1.OA.6Addandsubtractwithin20.LessonOverview:Studentswillbeintroducedtotheconceptofaddingthree(3)wholenumbersanddemonstrateanunderstandingoftheskillthroughpractice.

LessonObjective(s):Inthislesson,studentswillbeableto:

• addthree(3)wholenumberswithinthesumof20.

Vocabulary:N/A FocusQuestion(s):Howdoweaddthree(3)numbers?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Drawtheplussymbolontheboard.Askstudentstotellyouwhatthesymbolmeans.Theyshouldrespondtoaddorplus.Displayacontainerwiththree(3)differentcoloredcubes,atenframemat,andarecordingsheetonatable.Explaintothemthattheywillbelearninganewadditionconcept.InstructionandStrategies:Day1:

• Callonastudenttocomeupandgrabahandfulofcoloredcubesfromthecontainerandsortthemonthetableinthree(3)pilesbycolor.

• Havethestudentplacethecubesonthetensframematwithoutleavinganyspacesbetweenthecolorstoshowwhatnumbertheymade.Next,he/shewillwritethenumbersonthespacestocreateanadditionnumbersentenceofthree(3)numbers.

• Havethestudentwritethenumbersentencetheymadeontotherecordingsheet.• Continuethisactivitybycallingontwo(2)morestudents.

Day2:

• Writeontheboardaproblemwiththree(3)wholenumbers.• Showstudentsthatwhenaddingthree(3)numbersonpaper,theytakethefirsttwo(2)numbers,find

thesum,andthenaddthethirdnumber.• Explainthattheymayalsodrawcirclesorlinesnexttoeachnumbertoshowhowmanyandcountthe

objectstofindthetotal.

Day3:

• Displayawordproblemontheboardforallstudentstosee.Asyoureadalongwiththestudents,pointouteachnumberandwriteitdowntocreateanumbersentenceaddingthree(3)numbers.

• Askstudentshowtheywouldfindtheanswertotheproblemshown.• Solveandwritetheanswertotheproblem.

GuidedPractice:Day1:PassoutAdding3Numbersprintableusingtenframestoeachstudent.Havethemwritetheirnamesandtoday’sdate.Explainthattheywillfillinthetenframeswiththenumbersshownontheproblemandwritetheanswer.Day2:HavestudentstakeouttheirMathNotebooks.Tellthestudentsthattheywillcopytheadding3numbersproblemsontheboardintotheirnotebooksandsolve.Day3:DisplaywordproblemsusingtheELMOforallstudentstosee.HavestudentstakeouttheirMathnotebooks.Explaintothemthatafterreadingthewordproblems,theywillwritetheproblemintheirnotebooksandsolve.FormativeAssessment:Students’completedassignmentsandresponses.Closure:Studentswillcreatetheirownadditionproblemswiththree(3)numbersintheirnotebooksandsolve.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):Containerwiththree(3)differentcoloredcubes,tenframesmat,recordingsheet,wordproblemsamples,Adding3NumbersprintableReflection:


Quarter2nd

Content:Science/SocialStudies/ELA/Art

Grade/Course:1stGrade Timeline:1week

Standard(s):1.2.2Observeanddescribethattherecanbedifferences,suchassizeormarkings,betweentheindividualswithinonekindofplantoranimalgroup.1.2.3Observeandexplainthatanimalseatplantsorotheranimalsforfood.1.2.4Recognizetheneedsoflivingthings,suchasasourceofenergy,water,andair.1.5.1Explainthedifferencebetweengoodsandservicesanddescribehowpeopleareconsumersandproducersofgoodsandservices.1.RI.1Askandanswerquestionsaboutkeydetailsinatext.1.RI.4Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesinatext.1.RI.5Knowandusevarioustextfeaturestolocatekeyfactsorinformationinatext.1.RI.6Distinguishbetweeninformationprovidedbypicturesorotherillustrationsandinformationprovidedbythewordsinatext.1.RI.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.1.RI.10Withpromptingandsupport,readinformationaltextsofappropriatecomplexityofgrade1.1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsorpens.LessonOverview:Studentswilllearnhowanimalsneedandhelpplants.Theywillalsobecomeawareofhowpeoplealsodependonplantsandanimals.

LessonObjective(s):Inthislesson,studentswillbeableto

• providethree(3)wayshowanimalsneedplants.

• explaintwo(2)wayshowanimalshelpplants• createabookonAnimalNeeds.• discusshowpeopleneedplantsandanimals.

Vocabulary:shelter,enrich,pollen,product FocusQuestion(s):Howdoplantsandanimalsneedoneanother?Howdopeopleneedplantsandanimals?

DescriptionofLesson(IncludingInstructionalStrategies)AnticipatorySet:Havestudentstellyouwhatanimalsneedtosurvive.Theyshouldrespondwithshelter,air,water,food.HavestudentstakeouttheirSciencetextbooksandturntopageB2.Havethemlookatthepictures.ReadaloudtheDidYouKnow?sectionabouttheclownfishusingotheranimalsasshelter.ContinueontopageB3anddiscusstheRagweedpollenhavingsharppointsthatmakepeoplesneeze.InstructionandStrategies:Day1:AnimalsNeedPlantsforFood

Continueontopage5B.Havestudentsreadaloudthesentencesonthepageanddiscussthepictureoftherabbitandtheplant.NexthavethemgoontopageB6andB7andhavethemreadaloudthesentencesonbothpages.Askthemthefollowingquestions:

• Whatdoesthecoweat?• Whatdoesthecaterpillareat?• Whatdotoucanbirdseat?• Whatistheraccooneating?

Day2:AnimalsNeedPlantsforShelter

HavestudentstakeouttheirScienceTextbooksandturntopageB8.Havethemreadaloudthepassagesonotherwaysanimalsneedplants.Asstudentslookatthepictures,askthemthefollowingquestions:

• Howdoesthetreekeeptheleopardsafe?• Whatdomiceusetomakeanest?

Day3:HowAnimalsHelpPlants

HavestudentstakeouttheirScienceTextbooksandturntopageB11.Havestudentstellyouwhattheyseeinthepicture.Readaloudthepassagetothestudents.ContinueontopagesB12andB13discussinghowanimalshelpplantsbycarryingseedsandmakingthesoilbetterandhelpingplantsmakeseeds.

Day4:HowPeopleNeedPlantsandAnimals

HavestudentstakeouttheirScienceTextbooksandturntopageB15.Readaloudthepassagesanddiscusswiththestudentswhatpeopleneedplantsandanimalsfor.Askthem:

• Wheredoeslumbercomefromtomakeahouse?• Whatplantdoyouliketoeat?• Whatpartsofthebreakfastinthepicturecomefromanimals?• Whatpartscomefromplants?

Day5:Reviewwiththestudentshowanimalsandpeopleusethefollowingplantstomeettheirneeds:wheat,flowers,foresttrees.Showstudentsfour(4)picturesandhavethemtellyouwhichvocabularyword(enrich,shelter,pollen,product)goeswiththatpicture.GuidedPractice:Day1:PassoutAnimalNeedscoverpageandpage1toeachstudent.Havethemwritetheirnamesandtoday’sdate.Explaintothemthattheywillcolorthecoverpage.Havethemreadaloudthesentencesonpage1.Afterwards,havestudentswritethewordfoodontheblank.Theywillthencolorthepictures.Day2:Passoutpage2andpage3oftheAnimalNeedsbooklettoeachstudent.Havethemreadaloudthesentencesonbothpages.Havethemwritethewords,waterandairontheblanksofpages2and3.Day3:Passoutpage4andpage5oftheAnimalNeedsbooklettoeachstudent.Havethemreadaloudthesentencesonbothpages.Havethemwritethewordshelteronpage4.Onpage5,theywilllistalltheneedsofanimalsontheblanksofpage5.Day4:PassoutProductsofOurCountryhandouttostudents.Explaintothemthatpeoplemakeorproducethingsthatpeopleuseorconsume.Studentswillcolor,cut,match,andpastethewordswiththecorrectproductpictures.Day5:Passoutpage6toeachstudent.Explaintothemthattheywilldrawandcolorananimalthathasfood,water,air,andahome.FormativeAssessment:Students’responsesandcompletedassignments.

Closure:Studentswillthenputallpagestogetherandassembleintoabookwithteacherassistance.TeacherwillalsoshowaslideshowonHowDoPlantsandAnimalsNeedEachOther?IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):HarcourtScienceGrade1http://www.slideshare.net/firstgradewalks/lesson-33-how-do-plants-and-animals-need-each-other?related=4AnimalNeedsbookletpagesfromTeacher’sHelper,ProductsofOurCountryhandoutReflection:


Quarter2nd

Content:ELA/Music Grade/Course:1stGrade Timeline:3daysStandard(s):L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.2bUseendpunctuationforsentences.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:Studentswillunderstandthataquestionisasentencethataskssomething.Theyalsobeginwithacapitalletterandendwithaperiod.


• recognizethataquestionisagroupofwordsthataskssomething

• identifyquestions• recognizethatquestionsbeginwithacapital

letterandendwithaquestionmark• capitalizeandpunctuatequestionscorrectly.

Vocabulary:Asking FocusQuestion(s):Whatisatellingsentence?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:HavestudentssingtheSentenceSongtothetuneofOhMyDarlingClementine.

Capitalletter,fingerspaces,punctuationattheend.


It’sasentence,it’sasentence,it’sasentence,don’tyaknow?Capitalletter,fingerspaces,punctuationattheend!

InstructionandStrategies:Day1Passoutworkbookpage31Questionstoeachstudent.Havethemwritetheirnamesandtoday’sdate.Readaloudthesamplesentencesatthetopofthepage.Whodrivesthetrain?Doesitgofast?Remindstudentsthatthesegroupsofwordsaresentences.Pointoutthatthesesentencesasksomethingaboutthepicture.Explainthatthiskindofsentenceiscalledaquestion.Day2Passoutworkbookpage33MoreQuestionstoeachstudent.Remindthemthataquestionaskssomething.Readaloudthefirstsamplesentence,Whatkindofdinosaurisit?Pointtothecapitalletteratthebeginningofeachsamplesentence.Explainthatsinceaquestionisasentence,itbeginswithacapitalletter.Thenpoint

tothequestionmarkattheendofeachsamplesentenceandexplainthateveryquestionendswithaquestionmark.Day3Havestudentsturntoworkbookpage34.Discussthepicturewiththestudents.Pointoutthetwo(2)wordchoicesatthebeginningofeachofthequestions.Remindstudentsthatasentencebeginswithacapitalletter.Havestudentsselectthecorrectwordandwriteitontheblank.Havethemalsowritethequestionmarkattheend.GuidedPractice:Day1Continueonusingworkbookpage31byreadingeachnumberedwordgroupaloud.Askstudentstoidentifythequestions.Remindstudentsthataquestionmustasksomething.Afteryoudiscussallofthewordgroups,havestudentsdrawalineundereachquestion.Havestudentsturntheworkbookpageovertopage32.Havethemidentifythequestionsthatasksomethingaboutthepicture.Theywillthencolorthebusnexttoeachquestion.Day2Continueonusingworkbookpage33byreadingeachnumberedsentencepairaloud.Remindstudentsthataquestionmustbeginwithacapitalletterandendwithaquestionmark.Askstudentstoidentifythequestionsthatarewrittencorrectly.Afterdiscussingallthesentences,havestudentscirclethequestionsthatarewrittencorrectly.Day3PassoutQuestionMarkhandouttoeachstudent.Havestudentswritewhataquestionmarkisusedforinasentence.Afterwardstheywillwrite2questionsintheirELAnotebooks.FormativeAssessment:Students’completedassignments.Closure:HavestudentssingtheSentenceSong.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):HoughtonMifflinEnglishGrade1pages31-34,QuestionMarkhandout,SentenceSongReflection:


Quarter_2nd__

Content:ELA/Math/Music Grade/Course:1st Timeline:1weekStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsofthetext.

RL.1.7Useillustrationsanddetailsinastorytodescribeitscharacters,setting,orevents.

1.NBT.1Countto120,startingatanynumberlessthan120.Inthisrange,readandwritenumeralsandrepresentanumberofobjectswithawrittennumeral.

1.NBT.2Understandthatthetwodigitsofatwo-digitnumberrepresentamountsoftensandones.Understandthefollowingasspecialcases:Thenumbersfrom11-19arecomposedofatenandone,two,three,four,five,six,seven,eight,ornineones.

1.NBT.3Comparetwotwo-digitnumbersbasedonmeaningsofthetensandonesdigits,recordingtheresultsofcomparisonswiththesymbols>,=,and<.

1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:Studentswillpracticecomparingnumberstodevelopnumbersenseandbuildnumberrelations.


• comparenumbersusingthegreaterthan,lessthan,andequalsymbolswith80%accuracy.

Vocabulary:compare,amount,fewer,same,more,greaterthan,lessthan,equalto

FocusQuestion(s):Whatdothesymbols<,>,and=tellyouaboutnumbers?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsinmeetingarea.Writethewords,fewer,same,moreontheboard.Askthemtotellyouwhatthewordsmean.Studentsshouldrespondthatfewermeanslittleorless.Samemeansalikeorequalandthatmoremeansmanyoralot.InstructionandStrategies:Day1:ReadaloudJustEnoughCarrotsbyStuartJ.Murphy.Afterthestory,askthestudentsthefollowingquestions:

• Whoarethemaincharactersinthestory?• Wheredoesthisstorytakeplace?• WhatisRabbitdoing?• WhatwouldRabbitlikemoreof?• WhatwouldRabbitlikelessof?• WhatwouldRabbitlikenoneof?

Day2:ReadaloudMoreorLessbyStuartJ.Murphy.Afterthestory,askthestudentsthefollowing

questions:

• Whowerethemaincharactersinthestory?• Wheredidthestorytakeplace?• WhatwasEddie’sgame?• HowdoesEddiewin?• Howdoyouwinaprize?• WhendoesEddiegetdunked?• WhatgamesdidClaraplaytotrytowinaprize?• HowdidClarafinallywinaprize?

Day3:IntroduceAllietheAlligatortothestudents.ExplaintothemthatAlliealwayseatsthebignumber.ShowvideoonAllietheAlligator:https://www.youtube.com/watch?v=NPqT6JBxKCo.Afterthevideo,gooverthesymbols<,>,=withthestudents.ExplainthattheyrepresentAllietheAlligator’smouth.Showanothervideodisplayingthesymbolstothestudents:https://www.youtube.com/watch?v=M6Efzu2slaI.Day4:TeachstudentsMr.AlligatorsongbyRonBrown.ShowthevideoontheNumberEatingAlligatorbyNikkiSmith:https://www.youtube.com/watch?v=KPaU4VKkYF8.Displaythewordsforstudentstoseeandsingalong.Day5:Gatherstudentsatthemeetingarea.ReviewwiththemwhatkindofnumbersdoesAllietheAlligatoreat.Theyshouldrespond“big”numbers.Writetwo2digitnumbersontheboard.Beloweachnumber,askstudentshowmanytensandonesgowitheachnumber.Aftertheytellyou,drawtherodsandcubesforeachnumber.Havestudentslookatthetensandonesdrawnandaskthemwhichwasmoreorgreater.Theyshouldbeabletoseethatthemoretensanumberhas,thegreateritshouldbe.Afterwards,showstudentsPart2ofAllietheAlligator:https://www.youtube.com/watch?v=B31WnWEZHyc.GuidedPractice:Day1:Gooverthepagesinthestorywiththewordsmore,same,andfewer.Pointtoeachamountandhavestudentstellyouthenumbersintheillustrationsthatshowmore,same,andfewer.Writethenumbersontheboardtoshowthemmore,same,andfewer.Day2:GooverwiththestudentshowEddieguessedClara’sage.Hefirstaskedifshewaslessthan10.Writethenumbersthatarelessthan10ontheboard,beginningwith5.Thenheaskedifitwasmorethan7,soboxthenumbers8and9.Nowheaskedifitwasanevennumberanditwasnot,sothatcancelsout8andleaves9.Next,gooverwiththestudentshowEddiehadguessedthewoman’sage.Heknewshewasagrownupandusedhismom’sageasastarterbyaskingifshewasolderthan42.Writethenumbersafter42ontheboard.Thenheaskedifshehadher46thbirthdayyetandshereplied“no.”Stopatnumber46.Pointoutthatshe

couldeitherbe43,44,or45.Histhirdquestionwasifitwasanoddnumber.Explainthatifitwasodd,hewouldhavetoaskanotherquestionbecausetherearetwo(2)oddnumbersleft.Butitwasevensoshewas44.Finally,gooverhowEddietriedtoguessMr.Shaw’sage.Heknewthevoicesoundedold,sohebeganwith50.Thenheaskedifhewasyoungerthan55,between55and60,youngerthan62,andthenyoungerthan68.Hefinallyaskedifhewas69andthatwaswrongbecauseMr.Shawwas70!Asyouareexplainingthis,keepwritingallthenumbersthatareabove50anduntil70.Day3:PassoutAllietheAlligatorprintabletoeachstudent.Havestudentscolor,cut,andattachtheAlligatortoajumbopopsiclestick.Oncecompleted,havestudentsusetheirAlligatorstoshowyouwhichnumberwillbeeaten.RemindthemthatAlliealwayseatsthebiggestnumber.Usingadocumentcamera,displayNumberMunchinghandout.Goovereachpairofnumbers,havestudentsusetheirAlligatorstoshowyouwhichnumberwillbeeaten.Day4:Havestudentsgetinpairs.Giveeachpairone(1)dieandatwo(2)recordingsheets.Explaintothestudentsthattheywilltaketurnsrollingthedie.Thefirstonetorollthediewillwritehis/hernumberonthefirstbox.Thesecondonetorollthediewillwritethenumberinthethirdbox.Theywillthendecidewhatsymbol(<,>,=)goesintheboxinthemiddleandwriteitontheirrecordingsheets.Day5:HavestudentstakeouttheirMathNotebooksandturntothenextcleanpage.Ontheboard,writetwo2-digitnumberslike54and78.Havestudentscopythepairofnumbersintotheirnotebookandthendrawtheamountoftensandoneseachnumeralhasandputthecorrectsymbolinthemiddle.Dothisforatleast4otherpairsofnumbers.FormativeAssessment:Day1:Showstudentscardswithpicturesandask“Aretheremoreorfewerof(objects)?”Listentotheirresponses.Day2:ShowPowerPointandaskstudents,“Whichismore,whichisless?”duringeachslideofobjects.Listentotheirresponses.Day3:StudentresponsestoNumberMunchingactivity.Day4:Students’recordingsheetresults.Day5:Students’completedassignment.Closure:HavestudentsrecitetheGreaterThan,LessThanchant:Alligator,alligator,

Whichonewillyoueat?Thebiggestone,thegreatestone,Itwillbesosweet!IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):JustEnoughCarrotsbyStuartJ.MurphyMoreorLessbyStuartJ.Murphyhttp://promotingsuccess.blogspot.com/2014/04/monday-math-greater-than-or-less-than.htmlhttps://www.youtube.com/watch?v=NPqT6JBxKCohttps://www.youtube.com/watch?v=M6Efzu2slaIhttps://www.youtube.com/watch?v=KPaU4VKkYF8https://www.youtube.com/watch?v=B31WnWEZHycNumberMunchinghandoutReflection:


Quarter2nd

Content:Math Grade/Course:1stGrade Timeline:2daysStandard(s):1.OA.3Applypropertiesofoperationsasstrategiestoaddandsubtract.1.OA.5Relatecountingtoadditionandsubtraction1.OA.6Addandsubtractwithin20,demonstratingfluencyforadditionandsubtractionwithin10.1.NBT.1Countto120,startingatanynumberlessthan120.1.NBT.5Givena2two-digitnumber,mentallyfind10moreor10lessthanthenumber,withouthavingtocount,explainthereasoningused.LessonOverview:Studentswilldemonstrateanunderstandingofcountingby10sto100and120.Theywillalsobecomeawareofstrategiestoaddandsubtract10withouthavingtocount.


• countby10sto100with100%accuracy.• addandsubtract10toanynumberwith70%

accuracy.• write10-100with100%accuracy.• write10-120with80%accuracy.

Vocabulary:Grouping FocusQuestion(s):Howdoescountingandaddingandsubtractingby10helpmeinMath?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Readaloudthebook,CountbyTensbyJerryPallotta.Throughoutthestory,havestudentsreadaloudthenumbersandcountbythe10sto100.InstructionandStrategies:Ontheboard,writethenumber10.Havethestudentsgiveyouthenextnumbertocountby10sto100.Responsesshouldbe20.Write20nexttothe10.Repeatuntilyouhavereached100.Next,havestudentscountaloudby10sto100,pointingtoeachnumberastheycount.Sincefirst-gradestudentsneedtocountupto120intheCommonCore,askthestudents,whatnumberwouldbeafter100whenyoucountby10.Responseshouldbe110.Dothesamefor120.Havestudentscountaloudagainby10sto120,pointingtoeachnumberastheycountaloud.Showanumberchartfrom1-100usingthedocumentcamera.Pointtothecolumnwherethestudentsarecountingby10to100.Havethemreadandcountaloudthenumbersinthatcolumn.Demonstratetothestudentshowtheycanfindtheanswerwhenaddingandsubtractingby10withouthavingtocountbylookingatthenumberchart.Pointtoanynumber-example55.Pointtothenumberabove-45andthenumberbelow65.Explaintothemthattheyjustaddedandsubtractedby10withouthavingtocount.Practicethisseveraltimesusingrandomnumbers,callingonseveralstudentstogiveyouthenumberthatis10lessand10morethanthenumberchosen.

GuidedPractice:PassoutTurkeyPrintabletoeachstudentalongwithapaperplate.Explaintothemthattheywillcolorandcuttheturkeyfeatherswitha10numberandpastetheminorderfrom10-100onthepaperplate.Assembleotherpiecestolooklikeaturkey.FormativeAssessment:Providestudentswithasentencestripandhavethemwrite10-100ononesideand10-120ontheotherside.Closure:Studentswillcompletetheirturkeyproject.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):CountbyTensbyJerryPallottaTurkeyPrintableby10sReflection:


Quarter2nd

Content:Health Grade/Course:1st Timeline:2daysStandard(s):1.2.1Identifyhowthefamilyinfluencespersonalhealthpractices.1.2.2Recognizehowtheschoolcansupportpersonalhealthbehaviors.1.3.1Identifyprofessionalswhocanhelppromotehealthandwellness.1.5.1Describeahealth-relatedsituation.1.5.2Identifysituationswhenassistanceisneededinmakinghealth-relateddecisions.1.6.1Identifyactionstotaketowardachievingahealthgoal.LessonOverview:Itisimportantforstudentstounderstandthatdrugscanbehelpfulandharmful.Studentsshouldbeawareofthedangersandeffectsofdrugsifmisused.


• Explainwhatadrugis.• Identifysomeproductsthatcontaindrugs.• Recognizethatdrugscanbehelpfulor

harmful.Vocabulary:drugs,helpful,harmful FocusQuestion(s):

Howcandrugsbehelpfulandharmful?Howcandrugsaffectthebody?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Askstudentstothinkaboutatimewhentheywereill.Callonseveralstudentstotellwhattheirparentsordoctorsdidtomakethemfeelbetter.InstructionandStrategies:

• Writetheworddrugsonthechalkboard.• Explainthatmedicinescontaindrugs.Tellstudentsthatadrugissomethingotherthanfoodorairthat

canchangethewaythebodyworks.Writethewordhelpfulonthechalkboard.Askstudentshowmedicinescanbehelpful.

• Tellstudentsthatotherproductsbesidesmedicinesalsocontaindrugs.Tellstudentsthatsomesoftdrinks,tea,coffee,chocolate,beer,wine,andliquorcontaindrugs.Explainthatcigarettesandothertobaccoproductscontaindrugs,too.Tellstudentssomeproductsusedinthehome,suchaspaintthinner,insectsprays,airplaneglue,rubbercement,andovencleaners,alsocontaindrugs.

• Stressthatalldrugscanbeharmful.Writethewordharmfulonthechalkboard.Explainthatmedicinescanbeharmfulifnotusedcorrectly.Stressthatitisimportanttousecorrectlyallproductsthatcontaindrugs.Tellstudentsthatthelabelsontheseproductsgivedirectionsforusingthemsafely.

GuidedPractice:

• PassoutCopyingMaster25toeachstudent.• Havethemwritetheirnamesandtoday’sdate.• Gooverthedirectionsandhavethemtellyouwhichproductscontaindrugs.• HavestudentsputanXandcolorthosepictures.

FormativeAssessment:

OralQuestioning:

1. Whatisadrug?2. Whataresomeproductsthatcontaindrugs?3. Whyisitimportanttousecorrectlyproductsthatcontaindrugs?

Closure:ReciteDrug-FreePledge.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Resources(TextbookandSupplemental):BeingHealthybyHarcourtBraceJovanovichCopyingMaster25Reflection:


Quarter2nd

Content:ELA Grade/Course:1stGrade Timeline:1weekStandard(s):R.F.1.2Demonstrateunderstandingofspokenwords,syllables,andsounds.R.F.1.2.bOrallyproducesingle-syllablewordsbyblendingsounds(phonemes),includingconsonantblends.R.F.1.3Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.R.F.1.3aKnowthespelling-soundcorrespondencesforcommonconsonantdigraphs.R.F.1.3gRecognizeandreadgrade-appropriateirregularlyspelledwords.R.L.1.10Withpromptingandsupport,readproseandpoetryofappropriatecomplexityforgrade1.LessonOverview:Studentswillbeintroducedtoconsonantblendsthroughstories,poems,andchants.


• sortandclassifyconsonantblendsusingwordsandpictures.

• provideatleast3wordsforeachlblendwith90%accuracy.

Vocabulary:consonantblends FocusQuestion(s):Howdoconsonantblendshelpwiththespellingandreadingofwords?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Letthemknowthattheywillbelearningconsonantblends.Explaintothemthatblendsarewhentwoormoreconsonantsareblendedtogether,buteachsoundmaybeheard.ShowstudentsPowerPointonblends.Aftereachslide,havestudentslookcloselyateachwordcontainingtheblend.

• AskstudentswhatlblendsandwordstheysawinthePowerPoint.Listthemontheboard.

bl blender,blockscl clocks,clifffl fly,flossgl gloves,glasses,galorepl plant,planesl sled,slide

InstructionandStrategies:Day1:Showstudentspicturewordcardswiththeblendsblandgl.Usingapocketchart,havestudentstellyouwhichblendeachcardbelongsto.Day2:Usingthedocumentcamera,readaloudtostudents:ClarkandCleo’sClouds.Duringthereading,pointandemphasizeallthewordsthatbeginwithcl.

Day3:Usingthedocumentcamera,readaloudtostudents:FloraFlamingoLearnstoFly.Duringthereading,pointandemphasizeallthewordsthatbeginwithfl.Day4:Usingthedocumentcamera,readaloudthepoemCityPlacestothestudents.Duringthereading,pointandemphasizeallthewordsthatbeginwithpl.Day5:Usingthedocumentcamera,readaloudtostudents:SleepyheadSloth.Duringthereading,pointandemphasizeallthewordsthatbeginwithsl.GuidedPractice:Day1:Passoutprintableblandgltoeachstudent.Havethemwritetheirnamesandtoday’sdate.Explainthattheywillcolorthepictures,cutthemoutandpastetheminthecorrectblendcolumn.Day2:Havestudentslistenandmatchthecorrectclwordtoeachriddlereadonpage15.Day3:Havestudentslistenandmatchthecorrectflwordtoeachriddlereadonpage15.Day4:Passoutasheetofpapertoeachstudent.Havethemwritetheirnamesandtoday’sdate.Ontheboard,writethewordsthatbeginwithplfromthepoem.Explaintothestudentsthattheywillwriteasentenceforeachplword.Day5:Havestudentslistenandmatchthecorrectslwordtoeachriddlereadonpage15.FormativeAssessment:Day1:Completedassignment.Day2:Answerstoclriddles.Day3:Answerstoflriddles.Day4:Sentenceswithplwords.Day5:Answerstoslriddles.Closure:ReviewlblendswiththestudentsbyshowingthemanotherPowerPointofslidesfeaturingpicturesthatincludeblendsbl,cl,fl,gl,pl,sl.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):PhonicsTales!ScholasticKitPowerPointonBlendsVariousBlendsPrintablesandReproducibles.TheSuperBookofPhonicsPoemsbyLindaB.RossReflection:


Quarter2nd

Content:SocialStudies/ELAMusic/Art

Grade/Course:1stGrade Timeline:2weeks

Standard(s):R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.2.Identifythemaintopicandretellkeydetailsinatext.1.RI.3Describetheconnectionbetweentwoindividuals,events,ideas,orpiecesofinformationinatext.1.R.I.4Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesinatext.1.RI.5Knowandusevarioustextfeatures(e.g.,headings,tablesofcontents,glossaries,electronicmenus,icons)tolocatekeyfactsorinformationinatext.1.RI.6Distinguishbetweeninformationprovidedbypicturesorotherillustrationsandinformationprovidedbythewordsinatext.1.RI.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.1.RI.10Withpromptingandsupport,readinformationaltextsappropriatelycomplexforGrade1.W.1.1Writeopinionpiecesinwhichtheyintroducethetopicornamethebooktheyarewritingabout,stateanopinion,supplyareasonfortheopinion,andprovidesomesenseofclosure.1.3.1Identifyandlocatecardinaldirection,thenorthpole,thesouthpole,andtheequator.1.3.2Defineandgiveexamplesofcontinents,landforms,andoceans.1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsorpens.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:StudentswillbeintroducedtoinformationabouttheshapeofEarthanditscontinentsandoceans.TheywillcompareandcontrastdifferenttypesoflandandwaterinvariousregionsoftheUnitedStatesandGuam.


• statetheseven(7)continentsandfour(4)oceans.

• compareandcontrastamapandaglobe.• compareandcontrastthedifferentlandforms

andwateroftheUnitedStatesandGuam.• locateGuamonaglobe.

Vocabulary:Continent,Ocean,Globe,NorthPole,SouthPole,Equator,Island,Mountain,Plain,River,Lake

FocusQuestion(s):HowdothephysicalattributesofGuamdifferfromthelandformsintheUnitedStates?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:HavestudentstakeouttheirHoughtonMifflinSocialStudiesTextbooksandturntopage74.ReadasaclassCoreLesson1onOurEarthandstoponpage81.Explainanddiscusseachhighlightedvocabularywordasthestudentsread:ocean,continent,andglobe.InstructionandStrategies:Day1:Havestudentslookatthemapshownontheirtextbookonpage75.Askthemhowtheycantelllandfromoceanonthemap.Responsesshouldbethatlandisgreenandwaterisblue.Pointtothecompassroseonthemapandreviewthecardinaldirectionswiththestudents.Havestudentscontinuelookingatthemapandpointoutthattherearefouroceans:Pacific,Atlantic,Indian,

andArctic.Explainthatanoceanislargebodyofsaltywater.PointouthowGuamislocatedonthePacificOcean.Havestudentslookatthemapandlocatetheland.Tellthemthataverylargeareaoflandiscalledacontinentandthatthereare7ofthemonEarth:NorthAmerica,SouthAmerica,Europe,Africa,Asia,Australia,andAntarctica.Day2:Showstudentsamapandaglobe.Havethemtellyouhowtheyarealikeanddifferent.Listtheirresponsesontheboard.Responsesshouldbe:mapsandglobesbothshowlandandwater,amapisflataglobeisround,etc.HavestudentstakeouttheirHoughtonMifflinSocialStudiestextbooksandturntopage80.GoovertheSkillbuilderSectiononGlobesandMaps.Day3:Usingtheglobeandadocumentcamera,showstudentswhereGuamislocated.ExplaintothemthatGuamisaverytinyisland(landsurroundedbywateronallsides)inthemiddleofthePacificOcean.Discusshowwearea3hourflightfromthePhilippinesandJapanandhowbecauseoftheInternationalDateLine,weareadayaheadofourrelativesintheUnitedStates.Days4-5:HavestudentsopentheirHoughtonMifflinSocialStudiesTextbookstopage82.Readanddiscusseachhighlightedword:mountain,plain,river,lake.Reviewwiththemotherlandandwatertaughtduringthelast3days:continent,ocean,islandGuidedPractice:Days1-2:Reviewthesevencontinentsandfouroceanswiththestudents.HavethemcopythemintheirSocialStudiesnotebooks.Day3:Displayingtheglobe,callonseveralstudentstolocatetheseven(7)continentsandfour(4)oceans.ShowthemwheretheNorthPoleandSouthPolearefoundandexplaintheequator.Day4:ReviewthatGuamisanisland.LandsurroundedbywateronALLsides.PassoutIslandprintabletoeachchildtocolor,cut,andpaste.Days5-8StudentswillcompleteLandandWaterbooklet.FormativeAssessment:Drawpicturesoflandformsandwaterontheboardandhavestudentsidentifythem.Studentsmayalsocreateaflapbookbydrawingandlabelingeachlandandwaterform.Closure:HavestudentssingLandformssong.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):HoughtonMifflinSocialStudiesTextbook,IslandPrintable,LandandWaterBookletfromTeacher’sHelper,Landformssongfromwww.teacherspayteachers.comReflection:


Quarter2nd

Content:Health Grade/Course:1stGrade Timeline:2daysStandard(s):1.2.1Identifyhowthefamilyinfluencespersonalhealthpractices.1.2.2Recognizehowtheschoolcansupportpersonalhealthbehaviors.1.5.1Describeahealth-relatedsituation.1.5.2Identifysituationswhenassistanceisneededinmakinghealth-relateddecisions.LessonOverview:Studentswilldemonstrateanunderstandingofwhatmedicineisandbeabletoexplainthesignificanceofwhychildrenshouldbegivenmedicinebyanadult.Studentswillbeabletolisthowmedicineshelpandharmus.


• explainwhatamedicineis.• recognizewhychildrenshouldnevertake

medicinewithoutadultsupervision.• Identifysomebenefitsandlimitationsof

medicine.Vocabulary:Medicine FocusQuestion(s):Howdomedicineshelpandharm

us?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Writethewordmedicinesonthechalkboardandpronounceit.Explaintothemthatmedicinesaredrugsthathelpfightillness.Askstudentstonamesomemedicinesandwhytheymightbetaken.InstructionandStrategies:

• Tellstudentsthatmedicinescomeinmanyforms.Listthefollowingontheboard.• Somemedicinesarerubbedontheskin:liquids,lotions,orcreams.• Somemedicinesareswallowed:liquids,tablets,capsules.• Explainthatsometabletsmaybechewedandsomemaybeswallowedwithwater.• Somemedicinesmaydissolveinthemouth:throatlozenges.• Tellstudentsthatmedicinesthatareswallowedareoftenmadetotastegood.Askstudentswhy.(so

thatpeoplewillnotmindtakingthem.)• Remindstudentsthateventhoughlozengesandcoughdropsmaytastegood,theyarenotcandy.

GuidedPractice:Stressthatmedicinesshouldonlybetakenwiththehelpofaparentofotheradult.Alsostressthatmedicinethatisusedincorrectlycanbeharmful.Tellstudentsthattheyshouldnottakemedicinesthatgiventothembytheirfriendsoradultswhodonotknowabouttheirhealth.Askstudents:“Canmedicinesalwaysmakepeoplebetter?”Helpstudentsunderstandthatsometimesmedicinescannothelp.Medicinescannotfightallkindsofgerms.Explaintothemthatsomemedicines,suchasaspirinandthroatlozenges,onlyhelpapersonfeelbetterwhiletheirbodyisfightinganillness.

• PassoutCopyingMaster26toeachstudent.

• Havethemwritetheirnamesandtoday’sdate.• Gooverthedirectionsandhavethemtellyouwhichpicturesshowpeoplegettingmedicine.• Havestudentscolorthosepictures.

FormativeAssessment:Writethefollowingsentencesontheboard:

• Medicinescontain___________________.(drugs,germs)• Itisimportanttotakemedicines________________________.(quickly,correctly)• Anadultcanhelpachildtakemedicine__________________.(safely,home)

Readeachsentenceandhavethestudentsfillintheblankverbally.Closure:Askstudentstoexplainwhatmedicinesareandlistthevarioustypesofmedicines.StudentswillcopytheHealthsentenceswiththecorrectanswersonasheetofpaper.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):BeingHealthybyHarcourtBraceJovanovichCopyingMaster26Reflection:


Quarter2nd

Content:SocialStudies/Science/ELA/Music

Grade/Course:1st Timeline:2weeks

Standard(s):1.3.1Identifyandlocatecardinaldirection,thenorthpole,thesouthpole,andtheequator.1.3.2Defineandgiveexamplesofcontinents,landforms,andoceans.1.5.1Explainthedifferencebetweengoodsandservicesanddescribehowpeopleareconsumersandproducersofgoodsandservices.1.2.4Recognizetheneedsoflivingthings,suchasasourceofwater,energy,andair.1.4.4Demonstrateanunderstandingthattheearthisasphereandrevolvesaroundthesun.RL.1.1Askandanswerquestionsaboutkeydetailsinatext.RI1.4Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesinatext.RI.1.5Knowandusevarioustextfeatures(e.g.,headings,tablesofcontents,glossaries,electronicmenus,icons)tolocatekeyfactsorinformationinatext.RI.1.6Distinguishbetweeninformationprovidedbypicturesorotherillustrationsandinformationprovidedbythewordsinatext.RI.1.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.RI.1.10Withpromptingandsupport,readinformationaltextsappropriatelycomplexforGrade1.L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.2bUseendpunctuationforsentences.L.1.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:Studentswilllearnaboutnaturalresourcesandtheproductspeoplemakefromtheseresources.


• identifytypesofnaturalresourcesandtheiruses.

• differentiatebetweennaturalresourcesandman-madeitems

• describehowfamiliesusenaturalresourcesinordertolive.

Vocabulary:Naturalresources,plants,animals,water,air,land,minerals,tree,soil,compost,reduce,reuse,recycle,man-made

FocusQuestion(s):Howcanyouhelptoconservewaterandothernaturalresources?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:HavestudentstakeouttheirHoughtonMifflinSocialStudiestextbookandturntopage88.ReadalongwithstudentsaboutNaturalResourcesuntilpage91.Writethewordsnaturalandnatureontheboard.Explainthatanaturalresourceissomethingthatcomesfromnature,orEarth.

InstructionandStrategies:Day1:Afterreadingthepassages,askstudentsthefollowingquestions:

• Whatthingsdoyouseeintheclassroomthatcomesfromwood?• Whatcanyoudotosavewaterandothernaturalresources?• Tellsomethingyouknowaboutanaturalresource.• Whatdopeopledowithnaturalresources?

Day2:Gatherstudentsatthemeetingarea.Askstudentstogiveyouexamplesofsomenaturalresources?Listentotheirresponses.Somemaysay“trees”.Explaintothemthatyouwillreadastoryaboutatree.Readaloud,TheGivingTreebyShelSilverstein.Afterthestory,askthefollowingquestions:

• Whoarethemaincharactersinthestory?• Whathappenedinthebeginningofthestorywiththeboyandthetree?• Theboyneededmoney,whatdidhetakefromthetreetoearnmoney?• Theboyneededtobuildahouse,whatdidthetreegivehim?• Whowasthehousefor?• Whatdidtheboyusethetree’strunkfor?• Howdidtheboyusethetree’sstump?

Day3:HavestudentstakeouttheirHoughtonMifflinSocialStudiestextbookandturntopage94.Readthefirstparagraphaloudwiththestudentsfollowingalong.Readtheparagraphasecondtimeandinvitestudentstoreadanywordstheyknow.Remindstudentsthatnaturalresourcesarethingsfoundinnaturethatweuse.Tellstudentsthatplantsandwateraretwo(2)naturalresources.Tellstudentstogotothenextpage,95.Explaintothemthatachartisaformthatshowsinformationusingwordsorpictures.

• Havestudentslocatethechartandpointtothetitle.Readthetitlealoudandhavestudentsrepeatit.

• Havestudentspointtothetwo(2)columnsonthechart.Readeachcolumnheadingaloudandhavestudentsrepeatthem.Ask:Whataretwo(2)naturalresources?

• HavestudentspointtotheheadingPlants,thenmovetheirfingersdowntotreesandwood.ThenhavethempointtotheheadingWaterandmovetheirfingersdowntothewatertodrink.

Day4:HavestudentstakeouttheirHarcourtSciencetextbooktoChapter2:Lesson1NaturalResourcesonpageC22.ReadwiththemuntilpageC27.Askstudentsthefollowingquestions:

• Whataresomenaturalresources?• Whatisamineral?

Day5:HavestudentstakeouttheirHarcourtSciencetextbooktoChapter2:Lesson2WhereisAironEarth?onpageC28.ReadwiththemuntilpageC31.Askstudentsthefollowingquestions:

• Whatisliftingupthekiteinthispicture?• Howdoyouknowwhereairis?• Whereisair?• Giveexamplesofhowweuseair.

Day6:HavestudentstakeouttheirHarcourtSciencetextbooktoChapter2:Lesson3WhereisFreshWaterFound?onpageC32.ReadwiththemuntilpageC35.Askstudentsthefollowingquestions:

• Whatisfreshwater?• Wheredowefindfreshwater?• Giveexamplesofhowweusefreshwater.

Day7:HavestudentstakeouttheirHarcourtSciencetextbooktoChapter2:Lesson4HowCanPeopleTakeCareofResources?onpageC36.ReadwiththemuntilpageC41.Askstudentsthefollowingquestions:

• Whatarethreewaystohelpsavenaturalresources?• Whyisitimportanttouselessofournaturalresources?

Day8:TeachstudentsRecyclesongtothetuneofTwinkle,Twinkle.Werecyclewhatweuse,Separatethingsandyoushouldtoo!Glassandpaper,plastic,tin,Goinyourrecyclingbin!Wemuststartnow,wecan’twait,Quick,oritwillbetoolate!Day9:Gatherstudentsinmeetingarea.StudentswillbeshownaPowerPointonNaturalandMan-maderesources.GuidedPractice:Day1:HavestudentstakeouttheirSocialStudiesnotebooksandturntothenextcleanpage.Writethefollowing

sentenceontheboard:Somethinginnaturethatpeopleuseisa_____________________.Askstudentswhatwordswouldgointheblank.Theyshouldrespondnaturalresource.Writethenextsentenceontheboard:Waterisonekindof______________________.Askstudentsagainwhatwordswouldgointheblank.Theyshouldrespondnaturalresource.Writethelastsentenceontheboard:Soilisanotherkindof______________________.Askstudentsagainwhatwordswouldgointheblank.Theyshouldrespondnaturalresource.Studentswillcopythesentencesintheirnotebooksandfillintheblankswiththewordsnaturalresource.Day2:

HavestudentstakeouttheirHoughtonMifflinSocialStudiestextbookandturntopage92.HavestudentsreadaloudlessononWhatComesfromTrees?Afterthereadings,sharethefollowingriddlesaboutproductsthatcomefromtrees:

• Icomefromatree.Iamlongandthin.Peopleusemetowrite.WhatamI?(pencil)• Igrowonatree.Icanbered,yellow,orgreen.Iamofteneatenasasnack.WhatamI?(anapple)• Ihavefourlegs,butcannotmoveunlesssomeonemovesme.WhatamI?(achair)

Day3:StudentswillcopytheNaturalResourceschartintheirSocialStudiesNotebooks.Day4:Showstudentspicturesofobjectsandrocksandminerals.Havestudentsidentifyeachobjectandmatchthecorrectrockormineralthatitismadefrom.Day5:PassoutLet’sMakeaSentencehandouttostudents.Havestudentsreadaloudthesentence:Airisanaturalresource.Explaintothemthattheywillunscramblethewordsonthebottomofthepagetomakethesentence,then,color,cut,andpaste.Studentswillthendrawapictureshowingairasanaturalresource.Day6:PassoutWaterUsehandouttostudents.HavestudentsreadaloudtheICanstatement:Icantelldifferentwayswecanusewater.Explaintothemthattheywillcolorthepicture,cutouttheflaps,writeanddrawwayswecanusewaterontheinsideflap,andfolddowntheflap.StudentswillthenpasteintotheirScienceNotebooks.Day7:Usingadocumentcamera,displayTrashorRecycle?handoutforstudentstosee.Pointtoeachpictureshownandhavestudentstellyouiftheobjectgoesinthecompost,recycle,ortrashbin.PassoutReduce,Reuse,Recycleprintablestoeachstudent.Explainthattheywillreadthecardsshownandsortintothecorrectcolumn.

Day8:StudentswillcompleteRecycleSortreproducible.Theywillcolor,cut,andpasteobjectsintotwo(2)groups:thosethatcanberecycledandthosethatcannot.Day9:UsingaPocketChart,placetheheadingsNaturalResourceandMan-Madeonthetop.ShowstudentspicturesandhavethemidentifywhicharefromtheEarthandwhicharemadebypeople.FormativeAssessment:Students’oralresponsesandcompletedassignments.Closure:HavestudentswatchvideoonNaturalResources.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extratimeandonetooneassistanceifneeded.Resources(TextbookandSupplemental):PowerPointonNaturalandMan-MadeResourceshttps://www.youtube.com/watch?v=ue9jPH31lVoHoughtonMifflinSocialStudiesTextbook:SchoolandFamilyHarcourtScienceGrade1RecycleSongtothetuneofTwinkle,TwinkleNaturalandMan-MadeResourcePocketChartHeadingsandPicturesRecycleSortreproducible,WaterUsereproducible,TrashorRecycle?handout,Reduce,Reuse,Recycleprintables,Let’sMakeaSentencehandout,picturesofobjectsandrocksandminerals.Reflection:


Quarter2nd

Content:SocialStudies/Science/ELA/Music/Art

Grade/Course:1stGrade Timeline:2days

Standard(s):1.1.1Describethemaincharactersandtheirqualities,afterreadingorlisteningtofolktales,legends,andstoriesfromGuam,theUS,andaroundtheworld.1.5.1Explainthedifferencebetweengoodsandservicesanddescribehowpeopleareconsumersandproducersofgoodsandservices.1.2.4Recognizetheneedsoflivingthings,suchasasourceofenergy,water,andair.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsorpens.1.RL.1Askandanswerquestionsaboutkeydetailsinatext.1.RI.1Askandanswerquestionsaboutkeydetailsinatext.1.RI.2Identifythemaintopicandretellkeydetailsofatext.1.RI.3Describetheconnectionbetweentwoindividuals,events,ideas,orpiecesofinformationinatext.1.RI.4Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesinatext.1.RI.5Knowandusevarioustextfeatures(e.g.,headings,tablesofcontents,glossaries,electronicmenus,icons)tolocatekeyfactsorinformationinatext.1.RI.6Distinguishbetweeninformationprovidedbypicturesorotherillustrationsandinformationprovidedbythewordsinatext.1.RI.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.1.RI.10Withpromptingandsupport,readinformationaltextsofappropriatecomplexityofgrade1.1.L.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.LessonOverview:Studentswilldiscussthedifferencebetweenneedsandwantsandexplorehowpeoplemeetthem.


• distinguishandexplainthemeaningsbetweenneedsandwantsintheirownwords.

• classifypicturesintocategoriesofneedsandwantswith90%accuracy.

Vocabulary:Needs,scarcity,wants

FocusQuestion(s):• Whataresomethingsthatpeopleneed?• Whataresomethingsthatpeoplewant?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Havestudentsgatherinthemeetingarea.ExplaintothemthatyouwillreadaChinesefolktaleoratraditionalstorythattriestoexplainorunderstandtheworldabouttwo(2)brothers.Onebrotherworkshardtoearnmoneytobuythethingsheneeds,theotherdoesnot.Reviewwiththemwhatpeopleneedtolive.Responsesshouldbefood,water,air,andshelter.ReadthefolktaleATrueMoneyTreetothestudents.Afterthereading,askthefollowingquestions:

• Howdidthestepmotherdivideupthefather’sland?• HowdidLongLifehaveallthefoodandclothesheneeded,whilehisbrotherandstepmother

hadverylittle?• WhatwasLongLife’sresponsetohisbrother’squestionsaboutatreasure?

• Whatisthemoneytree?• HowdidLonglifeusehismoneytree?

InstructionandStrategies:Day1:HavestudentsopenuptheirHoughtonMifflinSocialStudiesTextbookandturntopage130.ReadalongwiththestudentsthepassageonNeeds.Explaintothemthatneedsarethingspeoplemusthavetolive.Havestudentslookatthechartonpage131.Askstudentswhataretheneedsofpeoplefromallovertheworld.ResponsesshouldbeShelter,Food,andClothing.Askstudents“Whydopeopleworktogetmoney?”Studentsshouldrespond,“Tobuywhattheyneed.”Day2:HavestudentsopenuptheirHoughtonMifflinSocialStudiesTextbookandturntopage132.ReadalongwiththestudentsthepassageonWants.Explaintothemthatwantsarethingswewouldliketohave.Afterthereading,askstudentsthefollowingquestions:

• Nametwo(2)needsthatfamilieshave.• Whydofamilieshavetomakechoicesaboutwaystospendmoney?

GuidedPractice:Day1:HavestudentstakeouttheirSocialStudiesnotebooksandturntothenextcleanpage.Havethemwritetheheading,Needsonthetopofthepage.Askthemwhatarethethingsthatpeopleneed?Theyshouldrespond,“food,clothing,shelter.”Instructstudentstowritethefollowingsentence,Thingswemusthavetolive,suchas:food,clothing,shelterintheirnotebooks.Day2:HavestudentstakeouttheirSocialStudiesnotebooksandturntothenextcleanpage.Havethemwritetheheading,Wantsonthetopofthepage.Askthemwhatarethingsthatwewouldliketohave,butdonotnecessarilyneed.Responsesshouldbe:“toys,pets,books.”Instructstudentstowritethefollowingsentence,Thingswewouldliketohavesuchas:toys,pets,andbooksintheirnotebooks.FormativeAssessment:StudentswillbeshownaNeedsandWantsPowerPointandanswerorallyquestionsaskedbytheteacher.StudentswillcreateaNeedsandWantsSortusingtwo(2)stockingtemplates.TheywilltracethestockingtemplateontoredconstructionpaperandgluetheheadingsNeedsandWantsonthetopofthestocking.Theywillthenbegivenapicturesorttocolor,cut,andpasteontothecorrectcategory.Closure:Teachstudentsthesong,Shelter,Clothes,FoodbyCathyCollier,sungtothetuneofThreeBlindMice.

Shelter,Clothes,Food.Shelter,Clothes,Food.Makesmefeelgood.Makesmefeelgood.IhavewhatIneedtobehealthyandstrong.IhavewhatIneedtobesafealldaylong.Shelter,Clothes,Food.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:

• Provideextrahelpandfeedbackwhilewalkingaroundandmonitoringtheroom• Peerassistance• ExtraTime

Resources(TextbookandSupplemental):• HoughtonMifflinSocialStudiesTextbook• Shelter,Clothes,FoodbyCathyCollier• NeedsandWantsStockingSortandPowerPointfromwww.teacherspayteachers.com

Reflection:


Quarter2nd

Content:ELA/Math/SocialStudies/Science

Grade/Course:1stGrade Timeline:1week

Standard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.R.L.1.2Retellstories,includingkeydetails,anddemonstrateunderstandingoftheircentralmessageorlesson.R.L.1.7Useillustrationsanddetailsinastorytodescribeitscharacters,setting,orevents.W.1.5Withguidanceandsupportfromadults,focusonatopic,respondtoquestionsandsuggestionsfrompeers,andadddetailstostrengthenwritingasneeded.L.1.4Determineorclarifythemeaningofunknownormultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.L.1.5Withguidanceandsupportfromadults,demonstrateunderstandingofwordrelationsandnuancesinwordmeanings.1.OA.1Useadditionandsubtractionwithin20tosolvewordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem.1.OA.3Applypropertiesofoperationsofstrategiestoaddandsubtract.1.OA.6Addandsubtractwithin20,demonstratingfluencyforadditionandsubtractionwithin10.Usestrategiessuchascountingon;making10;decomposinganumberleadingtoaten;usingtherelationshipbetweenadditionandsubtraction;andcreatingequivalentbuteasierorknownsums.1.NBT.1Countto120,startingatanynumberlessthan120.Inthisrange,readandwritenumeralsandrepresentanumberofobjectswithawrittennumeral.1.NBT.2Understandthatthetwodigitsofatwo-digitnumberrepresentamountsoftensandones.1.MD.3Tellandwritetimeinhoursandhalf-hoursusinganaloganddigitalclocks.1.1.3ExplainthatpeopleonGuamandintheU.S.haveavarietyofdifferentreligious,community,andfamilycelebrationsandcustoms,anddescribecelebrationsorcustomsheldbymembersoftheclassandstudents’ownfamilies.1.2.3Readimportantdatesonacalendarandassociatethemwithdaysoftheweek.1.2.1Recognizethatstoriesthatgivehumanattributestoplantsandanimalsarenotreal.LessonOverview:StudentswillunderstandthemeaningandsignificanceofNewYear’sthroughvariousmaterials,whichmayinclude,butarenotlimitedto:children’sliterature,PowerPointPresentations,andprintables.


• definewhataresolutionis.• identifyandrecognizesymbolsassociated

withNewYear’s.• compareandcontrastNewYear’sDay

CelebrationsintheUnitedStates,Guam,andotherCountries.

• solvewordproblemsusingillustrations.• listwaystomakeaten.• showmidnightonaclock.

Vocabulary:Resolution,Resolve,Pinned,Bank,Scamper,Spied,Edge,Stake,Grumpy

FocusQuestion(s):HowisNewYear’sDayrecognizedorcelebratedinGuam?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Welcomestudentsbacktoschoolandanewyear.Havethemlookat

thecalendarposted.Askthemwhatthemonthanddayoftheweekisshown.Havethemtellyouthedates.Askthemwhattheyearis.Studentsshouldrespond“2016”.Explaintothemthatthisisthestartofanewyear.Write2016ontheboard.Underlinethe16.Askstudentshowmanytensandonesareinthenumber16.Theyshouldrespondwith“1tenand6ones.”InstructionandStrategies:Day1:Readthestory,Squirrel’sNewYear’sResolutionbyPatMiller.Afterthestory,askthefollowingquestions:

• Whatisaresolution?• DidSquirrelknowwhatherresolutionwasinthebeginningofthestory?• WhodidSquirrelseefirst?WhatwasBear’sresolution?• WhodidSquirrelrunintonext?WhatwasSkunk’sresolution?• WhowerethenextcharacterstomeetSquirrel?Whatwastheirresolution?• WhowasthelastcharacterthatSquirrelmet?Whatwashisresolution?• Isthisstoryrealormake-believe?Whyisitmake-believe?

Day2:HavestudentstakeouttheirVocabularyNotebooks.Havethemwritethefollowingvocabularywordsfromthestory,Resolution,Resolve,Pinned,Bank,Scamper,Spied,Edge,Stake,Grumpy.Askstudentsiftheyknowthemeaningordefinitionforeachword.Referbacktothestoryandreadthesectionwiththevocabularysostudentsinferthemeaningusingcontextcluesandpictures.Day3:AskstudentswhatkindsoffoodtheyateduringNewYear’sEveorNewYear’sDay.Listentotheirresponses.Thenaskiftherewasaparticulartypeoffoodthattheirparentsorgrandparentsalwayspreparedfortheholiday.Listentotheirresponses.ExplaintothemthatyouwillreadastoryaboutagirlandherfamilyofwhattheypreparetoeatduringNewYear’s.Day4:ShowstudentsPowerPointonNewYear’sTraditionsAroundtheWorld.Explaineachpictureandtraditiontothestudents.DuringMathTime,askstudentswaystheycanmakeaten.Listthemontheboard:

• 0+10=10• 1+9=10• 2+8=10• 3+7=10• 4+6=10• 5+5=10• 6+4=10• 7+3=10• 8+2=10• 9+1=10• 10+0=10

Day5:Passoutstudentclockstoeachstudent.Gooverthenumbersandhourandminutehands.Havestudentsshowyouthetimeyoucallout.Calloutthefollowingtimes:8:00,3:30,2:00,9:30,6:00,10:30.Showstudentsthetime12:00onyourmodelclock.Havethemshowyouthattimeontheirclocks.Explaintothemthatthetime12:00canbeknownasnoonormidnight.Whenitismidnight,wehaveanewday.

GuidedPractice:Day1:PassoutSquirrel’sNewYear’sResolutionprintables.ExplaintothestudentsthattheywillcutoutandgluetheanimalsintheorderthatSquirrelmeetstheminthestory.DuringMathTime,passoutPage1ofNewYear’sBooklet.Havestudentslookatthecalendarandaskthemwhatmonthisshown.Theyshouldrespond,“January”.AskstudentshowmanydaysareinthemonthofJanuary.Ifthereisnocorrectresponse,tellthemitis31.Havestudentscountfrom1-31outloud.Explainthattheywillfillinthecalendarwithnumbers1-31.Day2:ShowstudentsPowerPointofVocabularyWordsfromSquirrel’sNewYear’sResolution.Studentswillwritethemeaningofeachwordintheirnotebooks.DuringMathTime,passoutPage2ofNewYear’sBooklet.Havestudentslookatthenumber2016.Askthemwhichnumberisinthetensplaceandwhichnumberisintheonesplace.Havethemcoloraccordingnumbersaccordingtothedirections.Next,havestudentsreadthestoryproblem.Askthemwhatshouldbedonefirst.Studentsshouldrespond,“draw16balloons.”Havestudentsdraw16balloonsontheirpaper.Askthemwhatcomesnext.Responsesshould,be“crossout6balloons.”Haveeachchildcrossout6balloons.Thenaskthemhowmanyballoonsareleftandtheywillrespond“10”.Havethemwrite10ontheblank.Day3:ReadaloudShanteKeysandtheNewYear’sPeasbyGailPiernas-Davenport.Afterthestory,askthefollowingquestions:

• WhatwasShanteKeys’probleminthestory?• Whodidshegotofirst?Whatdotheyeat?• WhodidShantegotonext?Whatdoesheprepare?• Whowasnext?Didhehavepeas?Whatdoeshemake?• Whodidshegotonext?Whatdoeshisfamilymake?• Whohadcowpeas?• Whathappenedattheendofthestory?

DuringMathTime,passoutPage3oftheNewYear’sBooklettoeachstudent.Havestudentsreadaloudthetwostoryproblemsonthepaper.Havethemdrawpicturestosolvetheproblemandwritetheanswersontheblank.Day4:ReadthetextNewYear’sTraditionsAroundtheWorldtothestudents.Afterthereading,askthefollowingquestions:

• 1.HowlonghastheNewYear’sHolidaybeencelebrated?• 2.WhichofthefollowingisnotapartoftraditionalNewYear’sDaycelebrationsintheUnited

States?• 3.Accordingtothetext,inwhichcountrydopeoplecelebrateNewYear’sEvebyparticipatinginthe

PolarBearPlunge?• 4.InGreece,whathappenstothepersonwhofindsthecoinorringintheirpieceofcake?• 5.Whatisaresolution?

DuringMathTime,passoutNewWaytoAddhandouttostudents.Explaintothestudentsthattheywilladdthe3numbers,firstbyfindingthe10.Oncetheyaddedthe2numberstomakeaten,theywilladdthethird

number.Havestudentscompletetheassignmentgivenandremindthemtorefertotheboardforhelpifneeded.Day5:DuringMathTime,passoutthelastpageoftheNewYear’sBooklet.Havestudentswritethehandsontheclocktoshowthetime12:30.Remindstudentsthatwhentheclockhitsmidnight,itisanewday.Havestudentscompletetherestofthebookletbycoloringandcutting.AssemblewithstapleswhencompleteFormativeAssessment:Day1-Completedassignments.Day2-Askstudentsthemeaningofvocabularywithstudents.Day3-Students’responsestothequestionsandcompletedassignment.Day4-Students’responsestothequestionsandcompletedassignment.Day5-Students’responsestoanalogtimesandcompletedassignment.Closure:Studentswillwriteinthejournalstheirgoalsfor2016.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):Squirrel’sNewYear’sResolutionbyPatMillerShanteKeysandtheNewYear’sPeasbyGailPiernas-DavenportNewYear’sBookletfromwww.schoolisahappyplace.blogspot.comNewWaytoAddprintablefromwww.teacherspayteachers.comPowerPointPresentationsfoundonwww.teacherspayteachers.comReflection:


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Content:P.E. Grade/Course:1stGrade Timeline:3weeksStandard(s):1.1.2Performnonlocomotorskillswithdevelopmentallyappropriatechallengestoreinforcelearningfundamentalmovements.

1.1.4Performfundamentalrhythmicskillsalone,withapartner,orinagroup.

1.2.1Demonstratefundamentalmovementvocabularyandcuewordsforlearningskills.

1.2.2Identifyanddemonstratethebasicprinciplesofage-appropriatelocomotor,nonlocomotor,andmanipulativeskills.

1.3.1Engageinhealth-relatedphysicalfitnessactivities/gamesduringphysicaleducationclass,recess,and/orleisuretimewithone’sfamilyandfriends.

1.5.1Identifyanddemonstratesafetypracticesandpersonalresponsibilityduringphysicaleducationclass,recess,andafterschoolphysicalactivities.

1.5.2Demonstrateandapplyanunderstandingofrulesanddirectionsforanactiveclass.

1.6.2Respondtoandapplybasicskillelementsgivenbytheteacherforlearninganddevelopingmotorskills.

1.6.4Expressenthusiasmforparticipatinginphysicalactivity.LessonOverview:StudentswillbeabletoperformSixpropernonlocomotormovementsandincorporatelisteningskills.


• definethetermnonlocomotor.• demonstratenonlocomotormovementswith

100%accuracy.Vocabulary:nonlocomotormovementbendingtwistingstretchingpullingpushingswaying

FocusQuestion(s):Whatarenonlocomotormovements?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Reviewthedefinitionoflocomotormovementswithstudentsandhavethemidentify6movementstheylearned.Sincelocomotormeanstomovefromoneplacetoanother.Introducethetermnonlocomotormovementbyaskingwhattheythinkitmeans?Havestudentssharemovementstheythinkmaybenonlocomotor.InstructionandStrategies:Day1:

• Aftertheanticipatoryset,informthestudentsthatthefollowingmovementsthatwasdemonstratedbytheirclassmatesarecalledlocomotormovements.

• Definelocomotormovementsas:movementswithoutmovinganywhere.• Havethestudentsshareothermovementstheycanmakewithoutmovinganywhere.Writethe

movementsontheboard.• Informstudentstheywillbeperforming6differentnonlocomotormovements.Bending,twisting

stretching,pulling,pushing,andswaying.

Day2-21days

• Continuetodemonstratethe6differentnonlocomotormovementswiththestudents.• Duringthenextfewdays,studentswillpracticetheirnonlocomotormovementsbyusingguided

practice(pairingupwithapartner)andindependentpractice.• Studentswillbeassessedusingthenonlocomotorskillsrubric.

FormativeAssessment:Students will be assessed using the Nonlocomotor Skills Rubric. http://www.RCampus.com/rubricshowc.cfm?code=UXX55X2&sp=true&nocache=1415178049687 Locomotor/nonlocomotor written test. Closure:StudentswillperformpropernonlocomotormovementswhileplayingtheSixCornerRoll.

Description:Dividestudentsevenlyinto6groups.Whenteacherstaysbegin,studentswilltravelintheactivityarea.Whenteachersaysstops,everyonehasfivesecondstogettoanumberedspot.Groupmuststaytogether.Whenallofthestudentsareinanumberedspot,astudentfromthegroupwillrollthedie.Eachnumberonthedierepresentsalocomotormovement.1-bending,2-twisting,3-stretching,4-pulling,5-pushing,6-swaying.Eachstudentinthegroupwillperformthepropernonlocomotormovementuntiltheteachersaysstop.Repeatdirections.

IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:

• Pairstudentswhoarehavingdifficultywithmoreadvancedstudents.• Specialneedsstudentswilldemonstrateatleast2ofthelocomotormovementswith85%

accuracy.Resources(TextbookandSupplemental):Nonlocomotorskillsrubrichttp://www.RCampus.com/rubricshowc.cfm?code=UXX55X2&sp=true&nocache=1415178049687Reflection:


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Content:ELA/Music Grade/Course:1stGrade Timeline:2daysStandard(s):L.1.1.bUsecommon,proper,andpossessivenouns.L.1.1.cUsesingularandpluralnounswithmatchingverbsinbasicsentences.L.1.1.dUsepersonal,possessive,andindefinitepronouns.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:Studentswillbeintroducedtooneoftheconventionsoflanguage:nouns.


• providethedefinitionofanoun,• identifyatleast3persons,places,things.

Vocabulary:noun,common,proper,possessive,singular,plural,pronoun

FocusQuestion(s):Howwillknowingwhatanounishelpmeinreadingandwriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.WritethewordsPerson,Place,Thingontheboard.Callonseveralstudentstogiveyouanexampleofaperson,place,orthing.Listtheirresponsesundertherightheading.Explaintothemthataperson,place,orthingiscalledanounandthatyouwillbereadingastoryaboutnouns.InstructionandStrategies:Days1-2Readaloud:Merry-Go-Round:ABookaboutNounsbyRuthHellertothestudents.Throughoutthestory,listthedifferenttypesofnounsmentionedinthebook,explaintheirmeaningsandhavethestudentsprovideanexampleofeach.GuidedPractice:Day1:PassoutFlipBookonnounshandouttostudents.Explaintothemthattheywillcolor,cut,andpastethepicturesthatarepersons,places,andthings.Day2:TeachstudentsNounSongtothetuneofFlyintheButtermilkNounSongWrittenbyKellyCampbellAnounisaperson,placeorthing.Anounisaperson,placeorthing.

Anounisaperson,placeorthing,Orananimal!FormativeAssessment:Studentswillbegivenawordanddecideifitisanoun,ornotanoun.Closure:Beforetheydotheirassignmentforthemorning,askstudentswhatanounisandhowthatwillhelpthemwhentheywritetheirsentences.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):www.teacherspayteachers.comMerry-Go-Round:ABookaboutNounsbyRuthHellerNounSongbyKellyCampbellReflection:


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Content:ELA Grade/Course:1stGrade Timeline:1weekStandard(s):R.F.1.2Demonstrateunderstandingofspokenwords,syllables,andsounds.R.F.1.2.bOrallyproducesingle-syllablewordsbyblendingsounds(phonemes),includingconsonantblends.R.F.1.3Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.R.F.1.3aKnowthespelling-soundcorrespondencesforcommonconsonantdigraphs.R.F.1.3gRecognizeandreadgrade-appropriateirregularlyspelledwords.R.L.1.10Withpromptingandsupport,readproseandpoetryofappropriatecomplexityforgrade1.LessonOverview:Studentswillbeintroducedtoconsonantblendsthroughstories,poems,chants,andpicturecards.


• sortandclassifyconsonantblendsusingwordsandpictures.

• provideatleast3wordsforeachlblendwith90%accuracy.

Vocabulary:consonantblends FocusQuestion(s):Howdoconsonantblendshelpwiththespellingandreadingofwords?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Letthemknowthattheywillcontinuetolearnaboutconsonantblends.Remindthemthatblendsarewhentwoormoreconsonantsareblendedtogether,buteachsoundmaybeheard.ShowstudentsPowerPointonblends.Aftereachslide,havestudentslookcloselyateachwordcontainingtheblend.

• AskstudentswhatrblendsandwordstheysawinthePowerPoint.Listthemontheboard.

br broom,brushing,breadcr crown,crabdr dragon,drumsfr frog,fresh,fruitgr grapes,grinning,grubpr princess,presenttr trucks,try,trees

InstructionandStrategies:Day1:Showstudentspicturewordcardswiththeblendsbranddr.Usingapocketchart,havestudentstellyouwhichblendeachcardbelongsto.Day2:Usingthedocumentcamera,readaloudthepoem:Creatures,Crawl,andCreep.Duringthereading,

pointandemphasizeallthewordsthatbeginwithcr.Day3:Showstudentspicturewordcardswiththeblendscrandfr.Usingapocketchart,havestudentstellyouwhichblendeachcardbelongsto.Day4:Usingthedocumentcamera,readaloudtostudents:AGroundhogNamedGrady.Duringthereading,pointandemphasizeallthewordsthatbeginwithgr.Day5:Usingthedocumentcamera,readaloudtostudents:ThePrincessandthePretzel.Duringthereading,pointandemphasizeallthewordsthatbeginwithpr.Day6:Usingthedocumentcamera,readaloudtostudents:TheTrollsTakeTrip.Duringthereading,pointandemphasizeallthewordsthatbeginwithtr.GuidedPractice:Day1:Passoutprintablebranddrtoeachstudent.Havethemwritetheirnamesandtoday’sdate.Explainthattheywillcolorthepictures,cutthemoutandpastetheminthecorrectblendcolumn.Day2:Passoutasheetofpapertoeachstudent.Havethemwritetheirnamesandtoday’sdate.Ontheboard,writethewordsthatbeginwithcrfromthepoem.Explaintothestudentsthattheywillwriteasentenceforeachcrword.Day3:Passoutprintablecrandfrtoeachstudent.Havethemwritetheirnamesandtoday’sdate.Explainthattheywillcolorthepictures,cutthemoutandpastetheminthecorrectblendcolumn.Day4:Havestudentslistenandmatchthecorrectgrwordtoeachriddlereadonpage15.Day5:Havestudentslistenandmatchthecorrectprwordtoeachriddlereadonpage15.Day6:Havestudentslistenandmatchthecorrecttrwordtoeachriddlereadonpage15.FormativeAssessment:Day1:Completedassignment.Day2:Sentenceswithcrwords.Day3:Completedassignment.Day4:Answerstogrriddles.Day5:Answerstoprriddles.Day6:Answerstotrriddles.Closure:ReviewrblendswiththestudentsbyshowingthemanotherPowerPointofslidesfeaturingpicturesthatincludeblendsbr,cr,dr,fr,gr,pr,tr.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):PhonicsTales!ScholasticKitPowerPointonBlendsVariousBlendsPrintablesandReproducibles.TheSuperBookofPhonicsPoemsbyLindaB.RossReflection:


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Content:Health Grade/Course:1stGrade Timeline:2DaysStandard(s):1.1.1Tellhowhealthybehaviorsimpactpersonalhealthandwellness.1.1.4Identifyplacestoplaytopreventcommonchildhoodinjuries.1.2.1Identifyhowthefamilyinfluencespersonalhealthpractices.1.2.2Recognizehowtheschoolcansupportpersonalhealthbehaviors.1.3.1Chooseaprofessionalwhocanhelppromotehealthandwellness.1.3.2Listwaystolocateacommunityhelperforahealth-relatedsituation.1.5.1Describeahealth-relatedsituation.1.6.1Identifyactionstaketowardsachievingahealthgoal.1.7.1Describehealthypracticestomaintainpersonalhealthandwellness.1.8.1Demonstrateanunderstandingofrulesthatpromotepersonalhealth.LessonOverview:Studentswillbecomeawareoftheskeletalsystemoftheirbodyanditsfunctionsthroughbooks,songs,PowerPointPresentations,andiPadapplications.


• Describewhataskeletonisanditsfunction.• Nameatleast3bonesoftheskeletalsystem.• Createamodeloftheskeletalsystemusing

cottonswabs.Vocabulary:Skeleton,Bones,Cranium,Skull,Clavicle,Vertebrae(Backbone),Radius,Tibia,Femur,Phalanges,Pelvis,Humerus

FocusQuestion(s):Howdoesourskeletonhelpourbody?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.HavestudentssinganddancetotheDancingBonessong.Oncefinished,havethembeseatedforastory.InstructionandStrategies:ReadthesectionWhatisyourskeleton?fromthebook,MyBodybyAngelaRoystonandSallyHewitt.Afterthereading,askthestudentsthefollowingquestions:

• Whatisyourskeleton?• Whatdoesyourskeletondo?• Howdowekeepourboneshealthy?• Whathappenswhenourbonesbreak?• Whataresomewayswecankeepourbonessafe?• Name2bonesfromthereadinganditsfunction.

GuidedPractice:Passout“Bones”printabletoeachchild.Saythefirsttypeofbone,“clavicle”.Havestudentsrepeattheword.Pointtoyourclavicleonyourbodyandencouragestudentstodothesame.Repeatprocedureswiththerestofthewords:cranium,radius,tibia,femur,humerus,phalanges,vertebrae.Next,passoutblackconstructionpaperorcardstockand10cottonswabstoeachchild.Havestudentscutoutthecraniumpictureandeachword.Demonstratehowtocreateaskeletonusingthecottonswabs.Forthe

pelvis,havestudentsgetacottonswabandshapeitlikea“U”.Explainthatalthoughthetermisnotontheirpaper,thehipboneisknownasthepelvis.Oncestudentshavegluedallthepieces.Havethemgluethelabelsforeachbone.Letdry.FormativeAssessment:Askstudentstoreadsomeofthelabelsfromtheirskeletonbeforetheyletitdry.Closure:HavestudentssingtheDancingBonessongagain.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):MyBodybyAngelaRoystonandSallyHewitt,BonesPrintableReflection:


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Content:ELA/Music Grade/Course:1stGrade Timeline:3daysStandard(s):L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.2bUseendpunctuationforsentences.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:Studentswillbeintroducedtotheconceptsofsentencesanditsstructure:namingpartsandactionparts.Theywillalsounderstandthattellingsentencesbeginwithacapitalletterandendwithaperiod.


• recognizethatatellingsentenceisagroupofwordsthattellssomething

• identifytellingsentences• recognizethattellingsentencesbeginwitha

capitalletterandendwithaperiod• capitalizeandpunctuatetellingsentences

correctly.Vocabulary:Sentence,Capital,Period,Telling FocusQuestion(s):Whatisatellingsentence?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Passoutworkbookpage27TellingSentencestoeachstudent.Havethemwritetheirnamesandtoday’sdate.Readaloudthesamplesentencesatthetopofthepage.Twobirdsfly.Theylookforfish.Remindstudentsthatthesegroupsofwordsaresentences.Askstudentstoidentifythenamingpartandtheactionpartofeachsentence.Pointoutthatthesesentencestellsomethingaboutthepicture.Explainthateachsentenceisatellingsentence.InstructionandStrategies:Day1Continueonusingworkbookpage27byreadingeachnumberedwordgroupaloud.Askstudentswhetherthewordgroupisatellingsentence.Afteryoudiscussallofthewordgroups,havestudentsdrawalineundereachtellingsentence.Day2Passoutworkbookpage29MoreTellingSentencestoeachstudent.Remindthemthatatellingsentencetellssomething.Readaloudthefirstsamplesentence,Agirlfeedstheducks.Pointtothecapitalletteratthebeginningofeachsamplesentence.Explainthateverysentencebeginswithacapitalletter.Thenpointtotheperiodattheendofeachsamplesentenceandexplainthateverytellingsentenceendswithaperiod.Day3TeachstudentstheSentenceSongtothetuneofOhMyDarlingClementine.




GuidedPractice:Day1Havestudentsturntheworkbookpageovertopage28.Havethemsayeachsentenceandnamethetellingsentences.Theywillthencolortheballnexttoeachtellingsentence.Reviewwiththemthatatellingsentenceisagroupofwordsthattellssomething.Day2Continueonusingworkbookpage29byreadingeachnumberedsentencepairaloud.Remindstudentsthatatellingsentencemustbeginwithacapitalletterandendwithaperiod.Askstudentstoidentifythesentencesthatarewrittencorrectly.Afterdiscussingallthesentences,havestudentscirclethetellingsentencesthatarewrittencorrectly.Havestudentsturntoworkbookpage30.Discussthepicturewiththestudents.Pointoutthetwo(2)wordchoicesatthebeginningoftheeachsentence.Remindstudentsthatasentencebeginswithacapitalletter.Havestudentsselectthecorrectwordandwriteitontheblank.Havethemalsowritetheperiodattheend.Day3PassoutPeriodhandouttoeachstudent.Havestudentswritewhataperiodisusedforinasentence.Afterwardstheywillwrite2sentencesintheirELAnotebooks.FormativeAssessment:Students’completedassignments.Closure:HavestudentssingtheSentenceSong.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):HoughtonMifflinEnglishGrade1pages27-30,Periodhandout,SentenceSongReflection:


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Content:ELA/Math Grade/Course:1stGrade Timeline:OngoingStandard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.1.M.D.3Tellandwritetimeinhoursandhalf-hoursusingdigitalandanalogclocks.LessonOverview: Studentswillcontinueontheconceptoftime,specificallyhalf-hour,aftertheread-aloudofthestory,GameTimebyStuartJ.Murphy.Studentswillpracticetellingtimeinhalf-hoursusinganalogclocks.


• answerquestionsaboutthestory,• identifythenumbersofaclock,• countby5sontheclock,• showthetimeinhalf-hourusinganalogclocks.

Vocabulary:Half-hour FocusQuestion(s):Whyisitimportanttotelltimetothehalf-hour?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Readaloudthebook,GameTimebyStuartMurphy.Throughoutthestory,askstudentstopayattentiontotheclocksandtimeshownoneachpage.Afterthestory,askthefollowingquestions:

• Wheredidthestorytakeplace?• Whatwerethegirlsdoinginthestory?• Whattimedidthegamestart?• Whattimewashalftime?• Whattimedidthegameend?

InstructionandStrategies:

• Askthestudentsthefollowingquestions:ü Whattimedoesschoolbegin?(8:00)ü Whattimedoesschoolend?(2:00)ü Whattimeisrecess?(9:30)ü Whattimedoeslunchend?(11:30)

• ShowstudentstheGiantDisplayClock.Havestudentsidentifythenumbersshownontheclock.• Reviewagainhowthehourhandistheshorthandandtheminutehandisthelonghand(onthe

clock,itisredandblue)• Showstudentsthetimewhenschoolstartsandwhenschoolends.• Havethemcountby5sontheclockandpointtoeachnumberastheycount.• Whentheygettothe6,explaintothestudentshowthatishalf-pastthetimeorthe30.• Show9:30ontheclockandtellthemthatiswhenrecessstarts.• Show11:30ontheclockandtellthemthatiswhenlunchends.

GuidedPractice:Passoutpracticeclockstostudents.Havethemshowyouthetimetothehalf-hour.

FormativeAssessment:Havestudentscompletethetimetothehalf-houractivityintheirmathnotebooks.Closure:Askstudentswhatdoestimetothehalf-hourmean.Havethemgiveyouanexample.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):GameTime!byStuartMurphywww.teacherspayteachers.comReflection:


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Content:ELA/Math Grade/Course:1stGrade Timeline:OngoingStandard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.1.M.D.3Tellandwritetimeinhoursandhalf-hoursusingdigitalandanalogclocks.LessonOverview: Studentswillbeintroducedtheconceptoftimeaftertheread-aloudofthestory,TheClockStruckOnebyTrudyHarris.Studentswillpracticetellingtimeusinganalogclocks.


• answerquestionsaboutthestory,• identifythenumbersofaclock,• showthetimeinhoursusinganalogclocks.

Vocabulary:Time,clock,analog,digital,minute,hour

FocusQuestion(s):Whyisitimportanttotelltimetothehour?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:

• Askthestudentshowtheywouldknowthatitistimetogotolunch.• Listentothestudentsresponses.(clock)• Explaintothemthattheywillbelisteningtoastoryaboutaclock.• Discusshowclocksareusefultopeople.

InstructionandStrategies:

• ReadaloudstoryTheClockStruckOnebyTrudyHarris.• Askquestionspertainingtothestory:characters,setting,beginning,middle,end.• Afterthestoryisfinished,showstudentstheGiantDisplayClock.Havestudentsidentifythe

numbersshownontheclock.• Explainhowthehourhandistheshorthandandtheminutehandisthelonghand(ontheclock,it

isredandblue)• Showstudentsthetimewhenschoolstarts,lunchends,Chamorro,schoolends.• Passoutpracticeclocksto5students.Havethemshowyouthetimeforcertainevents

throughouttheday.

GuidedPractice:Passoutpracticeclockstostudents.Havethemshowyouthetimetothehour.FormativeAssessment:Havestudentscompletethetimetothehouractivityintheirmathnotebooks.Closure:Havestudentstellyouorshowyouthetimeforaschoolrelatedorhomeeventbeforesendingthemtotheirdeskstopractice.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.

Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):TheClockStruckOne!byTrudyHarrisAnalogClockSetswww.teacherspayteachers.comReflection:


Quarter2nd

Content:SocialStudies/ELA Grade/Course:1stGrade Timeline:1weekStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.RL.1.2Retellstories,includingkeydetailsanddemonstrateunderstandingoftheircentralmessageorlesson.L.1.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.1.2.1Identifytemporalsequences,suchasdays,weeks,months,years,andseasons.Usewordsandphrasesrelatedtotimecorrectly(now,inthepast,inthefuture)andrecognizetheexistenceofchanginghistoricalperiods(othertimes,otherplaces).1.2.2Createandsequenceeventsinstudents’ownlivesinchronologicalorder.LessonOverview:Studentswilldemonstrateanunderstandingofthemeaningsofthenandnow(PastandPresent)andrealizethattheirparents,grandparents,orteachershadthingsordidthingsdifferentlywhentheywereabouttheirage.


• understandthedifferencebetweenpastandpresent.

• identifyobjectsoreventsthatoccurredinthepastandpresent.

• sortobjectsintogroupsofpastandpresent.• createatimelineoftheirownlives.

Vocabulary:Past,Present,Future,Timeline,History FocusQuestion(s):Whatdopicturesorstoriesabout

thepasttellus?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Askthemiftherewasatimewhentheylookedatfamilypictures.Askthemiftheysawthemselvesasababy?Askiftheysawpicturesoftheadultsintheirfamilieswhentheywerelittleboysorgirls.ReadtheselectionGrandma’sFamilyPhotosfromtheSocialStudiesTextbook.Afterthereading,askthestudents:

• Whowerethemaincharacters?• Whatweretheydoing?• Whatwasthemainideaoftheselection?

InstructionandStrategies:Day1:HavestudentsopentheirSocialStudiesTextbookstopage176.Readaloudorcallonseveralstudentstoreadthepassageonthatpageandonpage177.Writethevocabularywordsontheboard-present,past,history.Explaintothemthatthepastiswhathappenedbeforetodayorlongago.Thepresentiswhatishappeningtodayornow.Historytellsastoryofthepast.Usethismomenttoexplainthedifferencebetweenthewordspastandpassed.Explainthatthewordssoundthesame,buthavedifferentmeaningsandspellings.Dothisforthewordpresent.Tellthemthatthewordpresentsoundsthesame,isspelledthesame,buthas2differentmeanings.Day2:Reviewvocabularyonpast,present,andhistory.HavestudentsopenuptheirSocialStudies

Textbookstopage178.Readasaclassorcallonseveralofthemtoread.Writethevocabularywordfutureontheboard.Explaintothemthatthefutureisthetimeaftertoday.Day3:HavestudentsopentheirSocialStudiesTextbookstopage182.Explaintothemthattheyarelookingatatimeline.Writethewordtimelineontheboardandtellthemthatatimelineshowswhenthingshappened.Itshowswhathappenedfirst,next,andlast.Readpages182and183andanswerdothePracticetheSkillsection.Day4:TellthestudentsthatoneofthehistoricaleraswastheColonialTimes.ExplainthattheColonialTimesoccurredalong,longtimeagobeginninginthe1600s.Havestudentsviewwhatitwaslikebackthenbygoingtowww.history.org.Navigatethroughthewebsiteasyougothroughthetown,thepeople,thefoodandsoforth.Day5:HavestudentsopentheirSocialStudiesTextbookstopage202:GoingtoSchoolLongAgo.Readaloudorcallonastudenttoreadaloudthesection.Askstudentstocomparehowtheirschool(Upi)andtheoldschoolhousearealikeanddifferent.HavestudentssortoutpicturesofPastandPresentandplaceunderthecorrectheadingonthePocketChart.GuidedPractice:Day1:ShowLongAgoandTodayPowerPointtothestudents.Astheyarelookingattheslides,havethemidentifytheobjectsthatarefromthepastandthepresent.Day2:ShowComparingLifeLongAgoandTodayPowerPointtothestudents.Callonseveralofthemtoexplainhowsomeofthethingsfromlongagoaredifferentfromtoday.Day3:PassoutMyTimelineprintabletoeachchild.Havethemcreatetheirowntimelineusingpicturesorwordsdescribingeventsfromtheirpastandpresent.Day4-Day5:StudentswillcompletetheColonialKidsBooklet.FormativeAssessment:Listentostudents’responsestoquestionsaskedduringtheweek.Closure:GivestudentsPastandPresentAssessment.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):www.history.orgColonialKidsBookletfromTeacher’sHelperHoughtonMifflinSocialStudies:SchoolandFamilyTextbookLongAgoandTodayPowerPointComparingLifeLongAgoandTodayPowerPoint

MyTimelinePrintable/PastorPresentPrintable/PastorPresentCenterSortfromwww.teacherspayteachers.comReflection:


Quarter2nd

Content:ELA/SocialStudies/Music Grade/Course:1stGrade Timeline:3daysStandard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.2.Identifythemaintopicandretellkeydetailsinatext.W.1.1Writeopinionpiecesinwhichtheyintroducethetopicornamethebooktheyarewritingabout,stateanopinion,supplyareasonfortheopinion,andprovidesomesenseofclosure.1.1.3ExplainthatpeopleonGuamandintheU.S.haveavarietyofdifferentreligious,community,andfamilycelebrationsandcustoms,anddescribecelebrationsorcustomsheldbymembersoftheclassandstudents’ownfamilies.1.2.3Readimportantdatesonacalendarandassociatethemwithdaysoftheweek.1.4.2RecognizethesymbolsandtraditionalpracticesthathonorandfosterpatriotismintheU.S.andGuambydoingthefollowing:

• IdentifyingtheAmericanflag,baldeagle,WashingtonMonument,StatueofLiberty,Guamseal,andChiefQuipuhastatue

• DemonstraterespectfortheAmericanandGuamflagsbylearningaboutthePledgeofAllegianceandInifresi

1.4.5Identifyanddiscussthevariousgovernmentofficialswhosedecisionsaffectourlives.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:StudentswillunderstandthemeaningandsignificanceofVeteransDaythroughvariousmaterials,whichmayinclude,butarenotlimitedto:children’sliterature,PowerPointPresentations,andprintables.


• providethedefinitionofVeteransDay• identifyandrecognizesymbolsassociated

withVeteransDay.• explainintheirownwordswhataveteranis.

Vocabulary:Veterans,Military,AirForce,Army,CoastGuard,Marines,Navy

FocusQuestion(s):HowisVeteransDayrecognizedorcelebratedinGuam?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Havethemlookatthecalendarposted.Askthemwhatdayoftheweekistodayandwhatdayoftheweekwillbetomorrow.Havethemtellyouthedates.Whentheyrespondthattomorrow’sdateisthe11th,explaintothemthattheywillhavenoclassesonthatdaybecauseofaholidaythatyouaregoingtoreadabout.InstructionandStrategies:Day1:Readthestory,VeteransDay(HolidaysandCelebrations)byRebeccaRissman.Afterthestory,askthefollowingquestions:

• Whatisthestorymostlyabout?• Whatisaveteran?• WhataresomesymbolsassociatedwithVeteransDay?• WhataresomewayspeoplerecognizeorcelebrateVeteransDay?

TellthestudentsthatyouwillreadanotherstoryfromachapterbookaboutVeteransDaytothem.Explaintothemthatbecauseitisachapterbook,itislongerthanmoststoriesandyouwillfinishtherestaftertheholiday.ReadaloudthefirsttwochaptersofTheVeteransDayVisitor:SecondGradeFriendsbyPeterCatalonotto.Askthestudentsthefollowingquestionsafterthereadings:

• Whoarethe3maincharacters?• WhatconditiondoesPop-Pophave?• Whatdoesitmakehimdo?• WhydoyouthinkPop-Popbecameupsetbecausethegirlsdidnotknowwhataveteranis?• WhatisPop-Popgoingtodo?• WhydidEmilythinkthatwasn’tagoodidea?

Day2:Asstudentsreturntoschool,askthemwhattheydidduringVeteransDay?Listentotheirresponses.HavethemtellyouwhatsymbolsdidtheyseethatrepresentedVeteransDay.Listentotheirresponses.FinishreadingtherestofthechaptersofTheVeteransDayVisitor:SecondGradeFriendsbyPeterCatalonotto.Afterthereadings,askthefollowingquestion:

• WhatdidPop-PopdoinEmilyandVinni’ssecond-gradeclass?• Didhisconditionoccur?• Namesomesymbolsmentionedinthestory?• HowdidEmily,Vinni,andPop-Popfeelattheendofthestory?

Day3:TeachstudentsVeteransDaySongtothetuneofTwinkle,TwinkleLittleStar.VeteransDaySongbyCaraCarrollVeteran,veteranwethankyou.Thankyouforallthatyoudo.Thankyouforprotectingourcountry.Thankyouforkeepingusfree.Thankyouforthewayyouserve.Allourthanksyoudodeserve.GuidedPractice:Day1:PassoutVeteransDayBooklettoeachstudent.Havethemtakeoutacrayonandtraceovereachwordonthebooklet.Explaintothemthattheywillcolor,cutitout,andputittogethertomakeabooklet.Givethemahalfpieceofwhitecardstock.Havethemgluepunch-outstarstodecorate.Assemblewithhelp.Day2:Havestudentswriteintheirownwords:OnVeteransDay…Theymaydrawapicturetoaccompanytheirsentence.Day3:ShowVeteransDayPowerPointPresentationtothestudents.Goovereachslideandexplain.FormativeAssessment:Students’completedassignments.

Closure:Askstudentsiftheyknowsomeonewhoisaveteran.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):TheVeteransDayVisitor:SecondGradeFriendsbyPeterCatalonotto,VeteransDay(HolidaysandCelebrations)byRebeccaRissman,VeteransDayPowerPointPresentations,VeteransDayPrintables,VeteransDaySongbyCaraCarrollReflection:


Quarter2nd

Content:ELA/Music Grade/Course:1stGrade Timeline:3daysStandard(s):L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.2bUseendpunctuationforsentences.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:Studentswillbeabletorecognizeandcorrectlypunctuatetellingandaskingsentences.


• distinguishbetweentellingsentencesandquestions.

• correctlypunctuatetellingsentencesandquestions.

Vocabulary:N/A FocusQuestion(s):DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Passoutworkbookpage35WhichKindofSentence?toeachstudent.Havethemwritetheirnamesandtoday’sdate.Readaloudthesamplesentencesatthetopofthepage.Wewilleatapples.Willweplaygames?Remindstudentsthatatellingsentenceisagroupofwordsthataskssomething.Alsoremindthemthatallsentencesbeginwithacapitalletter,atellingsentenceendswithaperiod,andaquestionendswithaquestionmark.InstructionandStrategies:Day1Continueonusingworkbookpage35byreadingeachnumberedsentencepairsaloud.Remindstudentsagainthatatellingsentencemusttellsomething,beginwithacapitalletter,andendwithaperiod.Aquestionmustasksomething,beginwithacapitalletter,andendwithaquestionmark.Askstudentstoidentifythecorrectsentences.Afterdiscussingallofthesentences,studentswillcirclethesentencesthatarewrittencorrectly.Day2Gatherstudentsatthemeetingarea.Usingapocketchart,placetheheadingsTellingSentenceandAskingSentenceonthetop.Showtheclassasentencestripwithasentence.Havethemreadthesentenceandaskthemwhetheritisatellingoraskingsentence.Oncetheyrespondcorrectly,placethesentencestripunderthecorrectheading.Day3HavestudentssingtheSentenceSong:




GuidedPractice:Day1Reviewwithstudentsthatasentencecantellsomethingoraskaquestion.Everysentencebeginswithacapitalletter.Atellingsentenceendswithaperiod,andaquestionendswithquestionmark.Havestudentsturntoworkbookpage36.Tellthemtoreadaloudeachsentenceandwritethecorrectmarkonthelineattheendofeachsentence.Day2HavestudentscopythesentencesintheirELAnotebooks,makingsuretheywritethecorrectpunctuationmarkattheend.Day3Passouthandoutonaskingandtellingsentencestoeachchild.Explaintothemthattheywillcutouttheperiodsandquestionmarksandplacethemattheendofeachsentence.Continuetoremindthemthattellingsentenceendswithaperiodandanaskingsentenceendswithaquestionmark.FormativeAssessment:Students’completedassignments.Closure:StudentswillbegivenWhatKindofSentenceIsIt?handouttocomplete.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):HoughtonMifflinEnglishGrade1pages35-36,WhatKindofSentenceIsIt?handout,SentenceSong,AskingandTellingSentenceshandoutandcenterReflection: