Teacher Weekly Lesson Plans

Date: 2/10/2014

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

	M	T	W	TH	F
Content Objective:	SWD comprehension of inferring by looking a t sequencing card pictures and inferring what happened.	SWD knowledge of phonemes by creating a list of words in the –  family.	SWD application of word by counting the words in a short poem.	SWD comprehension of text features by identifying titles and headings in an information text.	SWD comprehension of text features by identifying captions and graphic features (such as bold, colored type).
Language Objective:	SWBAT orally explain their inference using” I think _____ happened because ______.	SWBAT write a list of – family words.	SWBAT orally identify how many words are in a short poem using: There are ___ words in the poem.	SWVAT orally identify the title and heading using:  The title/heading is _____.	SWVAT orally identify the title and heading using:  The caption/graphic features is___.
Pre-Assessment:	What is a inference?	Review of letter sounds.	What is a word?	What is a title, heading, and topic?	What is a caption/graphic feature?
Post-Assessment:	Looking a t sequencing card pictures and inferring what happened.	Creating a list of words in the – family.	Counting the words in a short poem.	Identifying titles and headings in an information text.	Identifying titles and headings in an information text.
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:	Sequencing picture cards	chart paper	Poem, highlighters	Informational Text	Informational Text
Activities:	Discuss what a prediction is.  Model prediction while readings then allow students to pair-share predictions as read rest of the book.	Discuss word families.  Create list. Review rhyming.	Discuss words and spaces between words. Highlight the first letter of each word and count number of words in a short poem.	Discuss informational text and model how to find the title and heading.  Review topic.	Discuss informational text and model how to find captions and graphic features and why they are important.
Technology:	Elmo, Promethean Board	Elmo, Promethean Board	Elmo, Promethean Board	Elmo, Promethean Board	Elmo, Promethean Board
NOTES:	Infer and support with evidence RL.1.4, RL.1.7	SWD knowledge of phonemes by creating a list of words in the –  family.		Use text features (titles, headings, captions, graphic features)	Use text features (titles, headings, captions, graphic features)

 

Teacher Weekly Lesson Plans

Date: 2/10/2014

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

	M	T	W	TH	F
Content Objective:	SWD comprehension informational text by completing an All About Me Book.	SWD application of informational text by choosing a topic for the next writing piece.	SWD comprehension informational text by researching to find facts on their chosen topic.	SWD application of headings by finding 3 facts about their animal’s habitat, diet, and predators.	SWD application of informational text by completing template for animal research.
Language Objectives:	SWBAT read their book to a partner.	SWBAT orally identify their next writing topic using My informational topic will be _____.	SWBAT read informational text on their chosen topic.	SWBAT orally identify 3 facts using:  My animal’s habitat/diet/predators is _____.	SWBAT write and draw pictures to match each caption on template.
Pre-Assessment:	What is informational text?	What is informational text?	What is informational text?	What is informational text?	What is informational text?
Post-Assessment:	Completing an All About Me Book.	Choosing a topic for the next writing piece.	Choosing four facts about themselves to make a book.	Finding 3 facts about their animal’s habitat, diet, and predators.	Completing template for animal research.
Content Vocab.:	Informational text, facts	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:	Discuss informational text and model how to complete All About Me book.  Give students time to complete their book and practice reading it with a partner.	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.	Students will read about their topic and find facts.	Discuss how to use headings to find 3 facts about animal habitat, diet, and predators.  Model using sentence stems.	Review template and model how to complete.
Technology:	Elmo, Promethean Board	Elmo, Promethean Board	Elmo, Promethean Board	Informational text, facts	Informational text, facts
NOTES:

 

Teacher Weekly Lesson Plans

Date: 2/10/2014

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

	M	T	W			TH		F
Content Objective:	SWD comprehension forces by comparing the push/pull needed to move light/heavy objects. (Technology link 1)		SWD comprehension forces by comparing the push/pull needed to move light/heavy objects. (using real objects)					SWD comprehension forces by comparing how far cars can go on various surfaces.  (Technology link 2)
Language Objective:	SWBAT orally compare forces using:  The hard push/pull was able to ___ while the soft push pull was able to _____.		SWBAT orally compare forces using:  The hard push/pull was able to ___ while the soft push pull was able to _____.					SWBAT orally compare forces using:  The ____ surface let the car go farthest.
Pre-Assessment:	What is a force?		What is a force?					What is a force?
Post-Assessment:	Comparing the push/pull needed to move light/heavy objects.		Comparing the push/pull needed to move light/heavy objects.					Comparing how far cars can go on various surfaces.
Dolch Words/Content Vocabulary:	Force, gravity, object, position, pull, push		Force, gravity, object, position, pull, push					Force, gravity, object, position, pull, push, friction
Materials:	Promethean Board		Car, block, soft cube					Promethean Board
Activities:	Students make predictions about how hard push/pull and soft push/pull can move objects.		Students make predictions about how hard push/pull and soft push/pull can move objects.					Students make predictions about how various surfaces will effect distance.
Technology:	https://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml https://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml
NOTES

 

Teacher Weekly Lesson Plans

Date: 2/10/2014K.MD.1: Describe measurable attributes of objects, such as length or weight

K.CC.7: Compare two numbers between 1 and 10 presented as written numerals.

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

K.CC.1: Count to 100 by ones and by tens.

K.CC.4a: Understand the relationship between numbers and quantities; connect counting to cardinality.

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.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way.

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.2: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

K.OA.5: Fluently add and subtract within 5.

Subject: Math    Minutes Per Week:     500   Teacher: Rawson/Sulecki

	M	T	W	TH	F
Content Objective:	SW demonstrate their understanding of the use of non standard measuring tools (cut-out of their own foot) to measure objects and distances.	SW demonstrate their understanding of the difference between measuring lengths with standard and non standard measurement tools.	SW: skip count by 5s.	SW: count tally marks by 5s.	Valentine’s Day Party
Language Objective:	SW tell how long a distance is using their ‘foot’ measurement tool.	SW be able to tell why standard units of measure are necessary/important.	SW; orally count from 0-100 by 5s.	SW: orally count tally marks, by 5s, from 0-100.
Pre-Assessment:	SW tell why using their own foot is not a good way to measure objects.	SW measure a distance using non standard measurement tools (their own feet).	SW: use fingers to represent groups of 5.	SW: Use tally marks to represent numbers.
Post-Assessment:	SW tell why we use standard measurements to measure objects and distances.	SW measure a distance using standard measurement tools (a 1 foot long foot template/measurement tool)	SW: Find a pattern for counting by 5s.	SW: use tally marks to record classroom data.
Content Vocabulary:	Measure, foot, knee to toe	Standard foot, unit	Skip count, pattern	Tally marks
Materials:	My First Math Book p. 2, stiff paper, markers or crayons, scissors	Lome Link Master (Math Masters, p. 39); children’s foot cutouts from Activity 5.6, tape measure, scissors, 12 inch ruler	Growing Number Line or other number line.	Home Link Master (Math Masters, p. 42); Teaching Master (Math Masters, p. 41);  tape or glue, chart paper
Activities:	5.6 Measurement with Children’s Feet	5.7 How Big is a Foot?	5.8 Count by 5s	5.9 Introduction of Tally Marks
Technology:
NOTES:	File folders for stiff paper

 

Teacher Weekly Lesson Plans

 

Date: 2/10/2014

                                    

G1.0.1 Recognizes maps and globes represent places

 

Subject: Social Studies Minutes Per Week:     150   Teacher: Rawson/Sulecki

 

	M	T	W	TH	F
Content Objective:	TLW share life experiences and collaboratively determine the basic story elements encompassed in the shares experiences.		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).
Language Objective:	SW tell their partner about a special event in their lives.		SW listen to biographies and autobiographies.
Pre-Assessment:	SW tell what a special event is.		SW discuss with a partner how decisions change consequences.
Post-Assessment:	SW tell why the event was important to them.		SW discuss with a partner how an outcome of a story would have been different had the main character(s) made a different choice(s).
Dolch Words/Content Vocabulary:	Event, experiences		Consequences
Materials:	Biographies, autobiographies, chart paper		Biographies, Autobiographies, chart paper
Activities:	Share life story with students, read a biography or autobiography, have students share a life experience with their partner.		Listen to familiar stories and discuss with a partner how the story would have turned out differently if other choices had been made.
Notes:
Technology: