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Lesson Plans 2016September 19 –September 23
Monday September 19, 2016SPECIAL ED MEETING 3:15-4:00pm
New Word Wall Words: review last weeks wordsKindergarten: had, he1 st Grade : look, because
Materials:
Math:Kindergarten:
Container, small objects student workpage 50-52 Reteach 53A Intervention Activity 53A Leveled Assignment pg. 53-54
1st Grade/2nd Grade: Connecting cubes student workpage 52-54 Reteach (TM pg 55A) Leveled Assignment pg. 55-56 Intervention Activity (TM pg 55A)
Imagine IT:KindergartenDay 5 Lesson 5 Unit 1Card 5
pocket Chart Picture Cards: 19-bat, 36-cat, 73-hat, 3-two, 182-tree, 154-shoe 44-corn, 48-dish, 59- fish 175-tent, 105-lock, 143-rock
alphabet song/name tags White board/markers Alphabet Book-Ee
o Pg. 12-13 Ee Pickeld Peppers “Little Boy Blue” pg. 10-11
o Pocket chart pictures: 39-Boy Blue, 107-horn, 56-corn, 40-boy, 225-sheep
Spiral Notebooks & pencil
1st grade
Day 4 Card 5 Unit 1 (continued) Picture of an eye, ear, & mouth
Word Work: Kindergarten: had, he
10X each WWW worksheet Spiral notebook-to write words
1st Grade: look, because 10X each WWW worksheet Spiral notebook-to write sentences
Reading: Tortoise and the Hare book Character trait list Character trait sheet
Writing: Writing folders “When you are Done, We have Just Begun” chart
SRA:o Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workookso Reading Stories
_________________________________________________________________________________________________
8:10-8:30 Breakfast
8:30-9:00 Calendar
9:00-10:00 MathKindergarten: Topic: 1-8: Read and Write 0Materials: Container, small objects
Problem Based Learning/Solve & Share: (TM pg.)Before:1. Pose the Solve-and-Share Problem
o Students communicate mathematical ideas using multiple representations of the number 0.
o Use script on TM pg.49
2. Build Understanding
o What do you know?o What are you asked to show?
During: 3. Ask Guiding Questions As Needed
o How many pencils are there?o How many crayons are there?
After:4. Share & Discuss
o Start with students’ solutions
5. Transition to the Visual Learning bridgeo Zero is a number that tells how many objects there are when there are
none.o Later in this lesson, you will learn that zero can be shown in many ways:
as a written word, a symbol, and no counters.
6. Extension for Early Finisherso Play a game of I spy with students.o Have students look around the classroom to find the numerals 0 to 5.
Visual Learning:1. Follow TM pg. 502. Use student workpage 50-52
Assess & Differentiate:o Reteach 53Ao Intervention Activity 53Ao Leveled Assignment pg. 53-54
1st Grade/2nd Grade: Topic: 1-8: Solve Problems: Put Together/Take ApartMaterials: Connecting cubes
Problem Based Learning/Solve & Share (pg. TM) Before:
1. Pose the Solve-and Share Problem (TM pg)o Provide each student with 10 connecting cubeso Students use cubes to create a representation of the story problem
2. Build Understanding (TM pg)o What does the problem ask you to find?o What tolls do you have to help you solve the problem?
During:3. Ask Guiding Questions As Needed: (TM pg )
o How many small pebbles did Sophie see by the lake?o How many pebbles did Sophie see in all?
After4. Share & Discuss:
o Start with student’s solutions.
5. Transition to the Visual Learning Bridgeo You used cubes to represent a problem with a missing part.o Later in this lesson, you will complete a model and write an addition
or subtraction equation to solve a problem with a missing part.
6. Extension for Early Finisherso Give students the following riddle: I am a part. If you put me with 2,
the whole is 8. Who am I?o Have students make up similar riddles with 8 as the whole.
Visual Learning: Follow TM pg 52A Use student workpage 52-54
Assess & Differentiate: Reteach (TM pg 55A) Leveled Assignment pg. 55-56 Intervention Activity (TM pg 55A)
10:00-10:30 Imagine ItKindergarten: Day 5 Lesson 5 Unit 1 Card 5 (continued)
Phonological & Phonemic Awarenesso Rhymingo 1st set (pocket Chart Picture Cards: 19-bat, 36-cat, 73-hat)o 2nd set (pocket chart picture cards: 3-two, 182-tree, 154-
shoe)o 3rd set (pocket chart picture cards: 44-corn, 48-dish, 59-
fish)o 4th set (pocket chart picture cards: 175-tent, 105-lock, 143-
rock) Alphabetic Knowledge (alphabet song/name tags) Letter Shapes (writing Ee) Alphabet Book-Ee
o Pg. 12-13 Ee Penmanship
o Making lines (horizontal, vertical
Guided Practiceo Making letters E, H,T,F, L
Pickeld Pepperso Table of contentso “Little Boy Blue” pg. 10-11
Pocket chart pictures: 39-Boy Blue, 107-horn, 56-corn, 40-boy, 225-sheep
Identify rhyming words…explain how you know
1st Grade: Day 4 Card 5 Unit 1 (continued) Classroom Routines
o Listening Point to pictures (eyes, ears, mouth) Discuss what each means (eyes on teacher, ears listening,
mouths quiet)o Coming to circle
Follow routine B (TM pg 21)
Phonemic Awarenesso Blending
Word Parts and Syllables Follow TM pg 22
Segmentation Follow TM pg 22
Letter Recognitiono Reviewing Letters Aa-Ggo Use alphabet cards A-G
Have students say letter names & sounds Have students tell which letters are vowels Follow Tm pg 23
10:35-11:05 Music
11:10-11:45 Lunch
11:45-12:05 Recess(12:05-1:05 Amy Lunch)
12:05-12:15 Bathroom
12:15-12:30 Word WorkKindergarten words: had, he
Introduce the word Say the word
Spell the word 10X each verbally Trace the word
1st Grade words: look, because Spell each word 10X each (WWW worksheet) Spiral notebook-to write sentences
o Verbally/teacher written for 1st graders
12:30-1:00 ReadingBook: Tortoise and the HareDay 2Second Reading: Determining the character traits of the main characters
1. Project "The Tortoise and the Hare" using the projector or SMART board.
Focus: Explain to students that they are going to focus on describing the two characters and their traits.
(Display Character Trait List 1 from The Curriculum Corner and discuss the various types of character traits.)
2. Set the purpose of this reading by telling students to look for details within the text that would help determine the character traits for the tortoise and the hare. For example, the tortoise is slow and patient, and the hare is fast and likes to brag.
3. Encourage students to try to read along. As you read aloud, stop to discuss the following words:
bragging, challenged, mapped out, and trodden. Help students look within the text to see if there are any
context clues to help determine the meanings. Record the words and their meanings as you read. Stop along the way in order to discuss important details to
help with traits for each character.
4. After reading, pair up the students with a partner. Explain that students will work with their partners to write
down words to describe the hare and tortoise. Pairs will each need a graphic organizer (C.002.SS1) and
pencil. Circulate between the pairs to offer support or guidance
when needed. Once the task is completed, ask students to return to their
assigned areas and have students share their characters' descriptions.
*Model for students how to write complete a complete sentence describing the hare's character, and then another sentence describing the tortoise's character. *During this model it is important to encourage the students to remember writing conventions. For example, the students should remind the teacher that a sentence should start with a capital letter. *Students can also help the teacher with the spelling of grade-level words, how to locate vocabulary words within the text to spell them correctly, and what punctuation is needed at the end.
1:00-1:45 WritingNarrative: Session 2Mini Lesson:
o Today and every day we will start with a mini lessono In the mini lesson I will always teach you-I will show you-something writers
do often, something you can do as wello During the 1st part of the lesson…your job is to listen and to learno After I teach you something…you can all try it on the rugo After that…I will send you off to work on your writing
Teaching Point:o Today I want to teach you that after writers write what they know about a
topic, they don’t just say “I’m done and relax. NO WAY! o Instead, writers say, “ I’m going to look back on my writing and see if I can
add more to it.”o Writers revise
Teaching:o Teacher & students take out writing from yesterdayo Do you think after we have put some stuff we know onto the page we can just
say, “I’m Done”?o NO!!
o We say when we are done, we have just begun”o Look back on what we’ve writteno Read what we wroteo Think…”What else do I know that I could add?” (Pg 12 TM)
o Use a student example
Writing Time
Shareo Introduce “When you are Done, We have Just Begun” chart
1:45-2:45 SRA/SnackGroup 1 Red A: Reading Master I Lesson 5
Group 2 Red B: Reading Mastery I MASTERY TEST & Lesson 71
Group 3 Red C: Reading Mastery I Lesson 108 –Read Story
Group 4 Purple: Reading Mastery II Lesson 75
2:45-3:00 Dismissal
SPEICAL ED. MEETING 3:15-4:00pm @ Graham
Social/Celebration Committee Meeting @ 3:15
Tuesday September 20, 2016IEP Meetings: AW @ 8:45 (AR)MW @ 9:30 (IEP)
Materials:
Math:Kindergarten:
Two-color counters, crayons Student Workpage 56-58 Reteach 59A Intervention Activity 59A Leveled Assignment pg 59-60
1st Grade: student workpage 58-60 Reteach (TM pg 61A) Leveled Assignment pg. 61-62 Intervention Activity (TM pg 61A)
Guided Reading:Kindergarten: Heggerty
1st/2nd Grade: directionality
2nd Grade: Level 14
Imagine ITKindergarten: Day 6 Lesson 6 Unit 1 Card 1
Morning Message Classifying & Categorizing (grouping things-animals) Rhyming (Pocket Chart picture Cards: 21, 35, 40, 65, 66, 96, 100, 110, 147,
182)
1st Grade: Day 4 Card 5 Unit 1 (Continued) Exploring Hh, Ii, Jj (wall cards) Guided Practice
o Skills Practice pg 4 Write sentence on board: Handsome Harry hugs happy hyenas
Write sentence on board Jj : Jolly Joe juggles Jenny’s jewels
Word Work:Kindergarten: had, he
Pipe Cleaners
1st Grade: look, because Pipe Cleaners
Reading: Book: Tortoise and the Hare Chart paper/marker
SRA:o Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workookso Reading Stories
Writing: Session 31 st /2 nd Graders:
Writing Folders Writing Paper Pencils
Kindergarten: Name Writing pages Letter Writing Pages
___________________________________________________________________________________
8:10-8:30 Breakfast
8:30-9:00 Calendar
9:00-10:00 MathKindergarten: Topic: 1-9: Ways to Make 5Materials: Two-color counters, crayons
Before:Problem Based Learning/Solve & Share: (TM pg 19)
1. Pose the Solve-and Share problem
o Students analyze the relationship between parts and wholes. Students find that they can show the same number of objects in different ways.
o Give each student 5 two-color counters and red and yellow crayons.o Read script on pg. 55
2. Build Understandingo What are you asked to do with the counterso What are you asked to find?
During:3. Ask Guiding Questions As Needed
o Does changing the color of the counters change the total number of counters?
o How can you find the number of counters used to make 5 daisies?
After: 4. Share & Discuss Solutions
Start with students solutions
5. Transition to Visual Learning Bridgeo Later in the lesson, you will learn that the number 5 can be broken into
parts in different ways.o A whole can be broken into parts.
6. Extension for Early Finishers:o Have students draw 5 counters.o How can you use red and yellow crayons to show 5 in another way?
Visual Learning:o Follow TM pg 56o Use Student Workpage 56-58
Assess & Differentiate:o Reteach 59Ao Intervention Activity 59Ao Leveled Assignment pg 59-60
1st Grade:Topic: 1-9: Construct ArgumentsMaterials:
Problem Based Learning/Solve & Share (pg. TM) Before:
1. Pose the Solve-and Share Problem (TM pg)
o Students construct a math argument using addition to explain whether or not two combined quantities are enough to be equal to a third quantity.
2. Build Understanding (TM pg)o What are you asked to do?o What operation could you use to find out?
During:3. Ask Guiding Questions As Needed: (TM pg)
o How many movie tickets does Mia need?o How many movie tickets does Mia have?o How many more movie tickets does Mia buy?
After4. Share & Discuss:
o Start with student’s solutions.
5. Transition to the Visual Learning Bridgeo You solved a problem by making a math argument to determine if
two combined quantities were enough to equal a third quantity.o Later in this lesson, you will continue to make math arguments
using addition and subtraction in order to solve problems.
6. Extension for Early Finisherso If Mia had bought only 2 more tickets, would she have enough
tickets now?o Make a math argument to explain.
Visual Learning: Follow TM pg 58 Use student workpage 58-60
Assess & Differentiate: Reteach (TM pg 61A) Leveled Assignment pg. 61-62 Intervention Activity (TM pg 61A)
10:00-10:20 Guided ReadingKindergarten: Heggerty
1st/2nd Grade: directionalityo Titleo Author
2nd Grade: Level 14 o Reado Comprehension questions
10:20-10:50 Imagine ItKindergarten: Day 6 Lesson 6 Unit 1 Card 6
Morning Message K News Classifying & Categorizing (grouping things-animals) Phonological/Phonemic Awareness-Listening (whisper a name in child’s ear
(telephone)) Rhyming (Pocket Chart picture Cards: 21, 35, 40, 65, 66, 96, 100, 110, 147,
182)
1st Grade: Day 4 Card 5 Unit 1 (Continued) Exploring Hh, Ii, Jj
o Follow TM pg 24
Guided Practice o Skills Practice pg 4
Reviewing Sounds and Letterso Introducing Consonant Sounds
Use Hh card Tell students its sound Write sentence on board: Handsome Harry hugs happy
hyenas Follow Tm pg 25 Repeat with Jj : Jolly Joe juggles Jenny’s jewels
o Listening for Vowel Sounds: /e/ and /i/ (long vowel sounds)o Follow TM pg 25
10:50-11:10 Word WorkKindergarten: had, he
Pipe Cleaners
1st Grade: look, because Pipe Cleaners
11:10-11:45 Lunch
11:45-12:05 Recess(12:05-1:05 Amy Lunch)
12:05-12:15 Bathroom
12:15-12:45 ReadingDay 3Focus: Third Reading: Determining the details to support the central message/lesson
1. Display "The Tortoise and the Hare" using the projector Ask, "Why is it important to determine the central
message or lesson in a fable? How do we determine the central message or lesson in
a fable?" Discuss. Ask students to determine the central message of the fable.
Remind them to think about the lesson that the characters learned in the story. Give the students wait time and then listen to students' responses. Clarify the correct central message: Slow and steady wins the race.
2. Explain to the students that they will read "The Tortoise and the Hare" once more in order to locate important details that would support the central message/lesson found in the fable.
Read the story again, and encourage students to read along with you.
During the reading, stop periodically and encourage students to locate details to support the message/lesson.
As students provide details, create a list on chart paper.
When finished, review the central message, slow and steady wins the race, and the details that support the central message.
12:45-1:00 Snack
1:00-2:00 SRAGroup 1 Red A: Reading Master I Lesson 6
Group 2 Red B: Reading Mastery I Lesson 72
Group 3 Red C: Reading Mastery I Lesson 109
Group 4 Purple: Reading Mastery II Lesson 76
2:00-2:45 WritingNarrative: Session 3Teaching Point:“Today I want to teach you that when writers have problems and don’t know what to do, they say, “I can solve this myself.” Then writers come up with solutions to those problems and carry on, writing, writing, writing.That way writers don’t waste precious time!
Teaching:Solving your own writing problems during writing time (TM pg 20)
Active Engagement:Give problems that will occur when writing…have students help problem solve them
Writing Time
Share
2:45-3:00 Dismissal
Wednesday September 21, 2016Materials:
Math:Kindergarten:
Connecting cubes Student Workpage 62-64 Reteach 65A Intervention Activity 65A Leveled Assignment pg 65-66
1st Grade: Fluency Practice (workpage 63) Vocabulary Review pg64 RETEACHING pg65-68
SRA:o Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workbookso Reading Stories
8:10-8:30 Breakfast
8:30-9:00 Calendar
9:00-10:00 MathKindergarten:Topic: 1-10: Count Numbers to 5Materials: Connecting cubes Problem Based Learning/Solve & Share:Before:
1. Pose the Solve-and Share Problem
o Students use manipulatives to show the numbers that come just before and just after 4.
o Give each student 15 connecting cubes, 5 each of 3 different colors.o Use script on pg. 61
2. Build Understandingo What are you asked to find?o What tools do you have to solve the problem?
During:3. Ask Guiding Questions As Needed:
o What is the first thing you need to do with your connecting cubes?o How can you use your connecting to show the number that comes just
after 4?o How can you use your connecting cubes to show the number that comes
just before 4?
After4. Share and Discuss Solutions:
o Start with students’ solutions
5. Transition to the Virtual Learning Bridgeo Later in this lesson, you will learn that when you write numbers in the
correct sequence, you can use the word order to tell about the numbers.o Numbers are counted in a certain order.
6. Extension for Early Finisherso Marta is thinking of two numbers, one number that comes just after 3 and
another number that comes just after that.o Which two numbers is Marta thinking of?
Visual Learning:o Follow TM pg 62o Use Student Workpage 62-64
Assess & Differentiate:o Reteach 65Ao Intervention Activity 65Ao Leveled Assignment pg 65-66
1st Grade:TOPIC 1
Fluency Practice (workpage 63) Vocabulary Review pg64
RETEACHING pg65-68
10:05-10:35 PE
10:35-11:05 Music
11:10-11:45 Lunch
11:45-12:05 Recess(12:05-1:05 Amy Lunch)
12:05-12:15 Bathroom
12:15-1:15 SRA/stationsGroup 1 Red A: Reading Master I Lesson 7
Group 2 Red B: Reading Mastery I Lesson 73
Group 3 Red C: Reading Mastery I Lesson 110
Group 4 Purple: Reading Mastery II Lesson 77
1:15-1:45 Miss Vance
1:50-2:00 Dismissal
Thursday September 22, 2016Send Home: Reading Log
NewsletterWWW Flashcards ABC Letters CardsReading Book Bags
Materials:Math:Kindergarten:
Counters, crayons, tape Student Workpage 68-70 Reteach 1-11 Intervention Activity pg TM 71A Leveled Assignment pg 71-72
1st Grade: TOPIC 1 TEST
Guided Reading:Kindergarten:
o Heggertyo Letter Names/Sounds
1st/2nd Grade: directionalityo Titleo Author
2nd Grade: Level 14 o Reado Comprehension questions
Imagine IT:Kindergarten: Kindergarten: Day 6 Unit 1 Card 6 (Ff) (continued)
Alphabetic Knowledge (names/words on board)
o Letter Names-Ff card Alphabet Book-Ff
o Pg. 14-15 Penmanship
o Making slanted lines Spiral Notebook Pencil
Guided Practice o Skills Practice 5
1st Grade: Day 4 Card 6 Unit 1 Vowel Chant (follow TM pg 26) Dictation
o Spiral Notebook & pencilo (letters & words: see, the)
Word Work:Kindergarten words: had, he
Magnetic letters (a, n, d, g, o) per student White boards White board Markers
1st Grade words: look, because Magnetic letters (a, n, d, g, o) per student White boards Spiral Notebooks (1 per student)
Reading:Book: Tortoise and the Hare
Writing paper Pencils
SRA:o Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workbookso Reading Stories
Writing: Writing Folder Pencil Writing Paper
8:10-8:30 Breakfast
8:30-9:00 Calendar
9:00-10:00 MathKindergarten:Topic: 1-11: Construct ArgumentsMaterials: Counters, crayons, tape
Before:Problem Based Learning/Solve & Share: (TM pg 19)
1. Pose the Solve-and Share problem Students construct mathematical arguments to tell how many shapes are
on the page. Use objects or words to express their answer, then write the number. Students also explain how they know their answer is correct. Give each student 5 counters, a crayon, and tape.
Say: “ Alex needs to count the group of shapes. How can you count these shapes? Use objects to help. Write the number to tell how many shapes. Tell why your number is correct.
2. Build Understanding What are you asked to do with the shapes? What tools do you have to help solve the problem?
During:3. Ask Guiding Questions As Needed
How can you explain how may counters you need for the group of shapes?
How can you check that you counted the correct number of shapes in the group?
After: 4. Share & Discuss Solutions
Start with students solutions
5. Transition to Visual Learning Bridge You counted how many shapes are on the page, and then explained
how you know your answer is correct. Later in this lesson, you will learn how to construct an argument to
explain what you know about counting.
6. Extension for Early Finishers: What other object besides counters could you use to help you count?
Visual Learning: Follow TM pg 68 Use Student Workpage 68-70
Assess & Differentiate:o Reteach 1-11o Intervention Activity pg TM 71Ao Leveled Assignment pg 71-72
1st Grade: TOPIC 1 TEST
10:00-10:20 Guided ReadingKindergarten: Heggerty
1st/2nd Grade: Level 1 bookso Directionalityo Titleo Authoro Illustrator
2nd Grade: Level 14o Read/Comprehension questions
10:20-10:50 Imagine ItKindergarten: Day 6 Unit 1 Card 6 (Ff)
Alphabetic Knowledge (names/words on board)o Letter Names-Ffo Letter Shapes
Alphabet Book-Ffo Pg. 14-15o Follow TM pg. 35
Penmanshipo Making slanted lines
Spiral Notebook Pencil
Guided Practice o Skills Practice 5
1st Grade: Day 4 Card 6 Unit 1 Vowel Chant (follow TM pg 26)
Dictationo Sprial Notebook & pencilo (letters & words: see, the)
10:50-11:05 Word WorkKindergarten words:
Magnetic letters (a, n, d, g, o) per student White boards White board Markers
Create and & go with magnetic letters on white boardWrite each word 5X each after creating it with magnetic letters
1st Grade words: Magnetic letters (a, n, d, g, o) per student White boards Spiral Notebooks (1 per student)
Create said & friend with magnetic letters on white boardIn spiral notebook, write 1-2 sentences for each word
11:10-11:45 Lunch
11:45-12:05 Recess(12:05-1:05 Amy Lunch)
12:05-12:15 Bathroom
12:15-12:45 ReadingDay 4Summative Assessment: Writing a text-based response
Students will write a response to the following text-based question:
o What lesson does the author of the fable "The Tortoise and the Hare" want the reader to learn? Use details from the text to support your answer.
The teacher will introduce the rubric that will be used to assess their writing. The teacher will spend some time going over the various elements that will be reviewed in the writing as well as the value attached to the requirements. Assess the students' responses with the attached rubric.
12:45-1:00 Snack
1:00-2:00 SRA
Group 1 Red A: Reading Master I Lesson 8
Group 2 Red B: Reading Mastery I Lesson 74
Group 3 Red C: Reading Mastery I Lesson 111
Group 4 Purple: Reading Mastery II Lesson 78
2:00-2:45 Writing Narrative: Session 4Make Class Name Chart Teaching Point:“Today I want to teach you that once writers have something they want to write about, it helps for them to get that topic in mind before they write.-Sometimes writers close their eyes, picture the topic they want to write about, and then put all the details into the picture and words.
Teaching:Picture a familiar topic with the class. Model how you picture it…record the details, check for more specifics (mentally/visualizing)
Active Engagement:Have students imagine the topic and add ideas
Writing Time
Share
2:45-3:00 Dismissal
Friday September 23, 2016
NO SCHOOL – TEACHER INSTITUTE
