Teacher Weekly Lesson Plans
Date: 2/3/2014
CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.
CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.
Subject: Reading Minutes Per Week: 450 Teacher: Rawson/Sulecki
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SWD knowledge of phonemes by creating a list of words in the –ap family. | SWD knowledge of how authors write informational text by identifying the reasons an author gives to support points in a text. | SWD application of word by counting the words in a short poem. | SWD comprehension of making predictions before and during reading by making and adjusting predictions as they listen to a storybook | SWD comprehension of inferring by looking a t sequencing card pictures and inferring what happened. |
| Language Objective: | SWBAT write a list of –ap family words. | SWBAT orally discuss why an author gives reasons to support a text using: The author says ___ because ___. | SWBAT orally identify how many words are in a short poem using: There are ___ words in the poem. | SWBAT orally explain their predictions using” I think _____ will happen because ______. | SWBAT orally explain their inference using” I think _____ happened because ______. |
| Pre-Assessment: | Review of letter sounds. | What is informational text? | What is a word? | What is a prediction? | What is a inference? |
| Post-Assessment: | Creating a list of words in the –ap family. | Identifying the reasons an author gives to support points in a text. | Counting the words in a short poem. | Making and adjusting predictions as they listen to a storybook | Looking a t sequencing card pictures and inferring what happened. |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in |
| Materials: | chart paper | Elmo, Promethean Board | Poem, highlighters | Storybook | Sequencing picture cards |
| Activities: | Discuss word families. Create list. Review rhyming. | Discuss why authors write informational text and how they gather information. | Discuss words and spaces between words. Highlight the first letter of each word and count number of words in a short poem. | Discuss what a prediction is. Model prediction while readings then allow students to pair-share predictions as read rest of the book. | Discuss what a prediction is. Model prediction while readings then allow students to pair-share predictions as read rest of the book. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: | Make and adjust predictions; use text to
Confirm RL.1.1, RL.1.2
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Infer and support with evidence
RL.1.4, RL.1.7 |
Teacher Weekly Lesson Plans
Date: 2/3/2014
CCSS: W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic
W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers
Subject: Writing Minutes Per Week: 300 Teacher: Rawson/Sulecki
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SWD comprehension of informational text by discussing how researchers gather information. | SWD comprehension informational text by choosing four facts about themselves. | SWD comprehension informational text by choosing four facts about themselves to make an all about me book. | SWD comprehension informational text by drawing pictures to match their four facts. | SWD application of informational text by choosing a topic for the next writing piece.
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| Language
Objectives: |
SWBAT orally identify ways researchers gather information using: Researchers gather information by ____. | SWBAT write four facts using: My name is _____. I am ___ years old. I have ____ eyes. I like to _____. | SWBAT write four facts using: My name is _____. I am ___ years old. I have ____ eyes. I like to _____. | SWBAT illustrate the four facts that they have chosen for their all about me book. | SWBAT orally identify their next writing topic using My informational topic will be _____. |
| Pre-Assessment: | What is informational text? | What is informational text? | What is informational text? | What is informational text? | What is informational text? |
| Post-Assessment: | Discussing how researchers gather information. | Choosing four facts about themselves. | Choosing four facts about themselves to make a book. | Drawing pictures to match their four facts. | Choosing a topic for the next writing piece. |
| Content Vocabulary: | Informational text, facts, research, | Informational text, facts | Informational text, facts | Informational text, facts | Informational text, facts |
| Materials: | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Review circle map from previous day. Read/share a couple of simple short informational books and discusses how researchers gather information.
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Have students review circle map. Students will discuss with a partner what facts are interesting about themselves. Students will share out from partner talk. Students and teacher pick four facts they are going to write about.
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Students will write a fact on each page of their All about me book.
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Students draw pictures to match each of their facts.
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Review informational text and how authors must research their topics. Model choosing a topic then allow students to choose from a list of predetermined topics. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 2/3/2014
P.FM.00.31 Demonstrate pushes and pulls on objects that can move.
P.FM.00.32 Observe that objects initially at rest will move in the direction of the push or pull.
P.FM.00.33 Observe how pushes and pulls can change the speed or direction of moving objects.
P.FM.00.34 Observe how shape (for example: cone, cylinder, sphere) and mass of an object can affect motion.
P.FM.E.3 Force- A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is related to the size of the force. The change is also related to the weight (mass) of the object on which the force is being exerted. When an object does not move in response to a force, it is because another force is being applied by the environment.
Subject: Science Minutes Per Week: 150 Teacher: Rawson/Sulecki
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SWD comprehension forces by comparing the force needed for different size objects. | SWD comprehension forces by comparing the force needed for different masses of objects. | SWD comprehension forces by understanding why an object does not move in response to a force. | ||||||
| Language Objective: | SWBAT orally compare forces using: ___ needs a bigger force compare to ______. | SWBAT orally compare forces using: ___ needs a bigger force compare to ______. | SWBAT orally explain why an object does not move because | ||||||
| Pre-Assessment: | What is a force? | What is a force? What is mass? | What is a force? What is gravity? | ||||||
| Post-Assessment: | Comparing the force needed for different size objects. | Comparing the force needed for different masses of objects. | Understanding why an object does not move in response to a force. | ||||||
| Dolch Words/Content Vocabulary: | Force, gravity,object,position, pull, push | Force, gravity, object, position, pull, push | Force, gravity, object, position, pull, push | ||||||
| Materials: | Objects of varies sizes | Objects of varies masses. | Objects of varies sizes and masses | ||||||
| Activities: | Students observe the force needed to move objects of various sizes. | Students observe the force needed to move objects of various masses. | Students observe the force needed to keep on object still. | ||||||
| Technology: | Making Objects Move. 2006. AAAS – Science NetLinks. 11 February 2008 https://www.sciencenetlinks.com/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35 | ||||||||
| NOTES | |||||||||
Teacher Weekly Lesson Plans
Date: 2/3/2014
K.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
K.CC.4c: Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that each successive number name refers to a quantity that is one larger
K.CC.4b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.4c: Understand that each successive number name refers to a quantity that is one larger
K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10
K.CC.7: Compare two numbers between 1 and 10 presented as written numerals.
K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.5: Fluently add and subtract within 5.
K.G.2: Correctly name shapes regardless of their orientations or overall size.
K.MD.1: Describe measurable attributes of objects, such as length or weight
K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference
Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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SW: create and extent patterns using craft sticks. | SW: describe objects using their attributes. | SW: demonstrate an awareness of equivalent names for numbers using a guessing game. | SW: use calculators to count up and back. |
Differentiation SW Practice Workshop Model Procedures and Expectations |
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SW: describe a visual pattern that is not color based. | SW: orally describe attribute blocks by color, shape and thickness. | SW: listen to clues and use addition or subtraction to determine the mystery number. | SW: explore the keys on the calculator and learn how to use the calculator for counting. | SW Talk to their partner in order to practice previously learned Kindergarten Math Concepts. |
| Pre-Assessment: | SW: name the shapes they create with their craft sticks. | SW: use multiple attributes to find and describe objects. | SW: add and subtract to find the answer to the number story. | SW: be able to use the calculator to find the correct answer to the number stories. | SW orally state what the expectations and procedures are for working with a partner in small groups during Math Workshop. |
| Post-Assessment: | SW: describe the pattern they created with their craft sticks using the appropriate terns. | SW: apply sorting rules. | SW: state how they know whether to add or subtract to find the answer. | SW: tell how they know which keys to use on the calculator. | SW collaborate with their partner to complete the practice tasks at each of their Work Stations. |
| Dolch Words/Content Vocabulary: | Pattern, repeat, continue | Attributes, color and shape names, large, medium, small, thick, thin | Digit | Clear, all clear, plus add, minus, take away, subtract, equals | Procedures, expectations, collaborate |
| Materials: | Craft sticks, My First Math Book page 1. | Attribute blocks | Dry erase boards, dry erase markers, promethean board | Calculators, promethean board, projector | Math Manipulatives from previous Math lessons. |
| Activities: | 5.2 Patterns with Craft Sticks | 5.3 Find the Block Game | 5.4 Guess My Number Game | 5.5 Count with Calculators | SW move from center to center practice previously learned Math Skills. |
| Technology: | Promethean board flip chart | Promethean board flip chart | Promethean board flip chart | Solar powered calculators, promethean board, projector | |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 2/3/2014
H2.0.4 Describe ways people learn about their past.
H.2.0.1 Distinguishes among yesterday, today and tomorrow.
H.2.0.1 Distinguishes among yesterday, today and tomorrow.
H2.0.2 Create a timeline using event from their own lives
Subject: Social Studies Minutes Per Week: 150 Teacher: Rawson/Sulecki
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TLW describe ways people learn about the past through artifacts, stories, pictures, etc | TLW listen to stories and collaboratively identify the basic story elements, the beginning , middle and end, and good character and personal virtue of story characters. | |||
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TLW tell how we use time and chronology as a means for understanding past, present and future events. | TLW share life experiences and collaboratively determine the basic story elements encompassed in the shared experiences. | |||
| Pre-Assessment: | TLW collaboratively categorize and reflect on daily and weekly classroom schedules and activities. (Ongoing) | TLW will collaboratively discuss and evaluate decisions made and the consequences in the stories from other lessons (where appropriate) and hypothesize how the consequences might have changed if the character(s)/individual (s)) had made a different decision(s). | |||
| Post-Assessment: | TLW determine correct order for pictures of illustrations of life stages and discuss observed changes. | TLW determine correct birth order of the immediate and/or extended family. | |||
| Dolch Words/Content Vocabulary:
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Past, artifacts, chronology, present, future, schedule, activities, experiences, consequences, birth order | Past, artifacts, chronology, present, future, schedule, activities, experiences, consequences, birth order | |||
| Materials: | Poster board, markers, pictures | Poster board, markers, pictures | |||
| Activities: | Timelines | Timelines | |||
| Notes:
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| Technology: | Promethean Board Flipchart, chart paper, markers | Promethean Board Flipchart, chart paper, markers |