Teacher Weekly Lesson Plans
Date: 12/2/2013
CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.
CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Subject: Reading Minutes Per Week: 450 Teacher: Rawson/Sulecki
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| Content
Objective: |
SWD knowledge of rhyming words by recognizing rhyming words in a poem and highlighting them. | SWD knowledge of rhyming words by matching their rhyming picture to a friend’s rhym.ing picture. | SWD knowledge of rhyming words by producing a rhyming word to complete a rhyming poem. | SWD comprehension of rhyming words by creating a rhyming family Christmas tree of words that sound the same at the end. | SWD application of rhyming words by creating a rhyming family Christmas tree of words that sound the same at the end. |
| Language
Objective: |
SWBAT orally describe rhyming words from a poem using sentence stem: _____ rhymes with____. | SWBAT orally describe the rhyme they made using sentence stem: _____ rhymes with____. | SWBAT orally describe the rhyme using the sentence stem: _____ rhymes with____. | SWBAT orally describe the rhyme using the sentence stem: _____ rhymes with____ because they all have the ____ sound at the end. | SWBAT orally describe the rhyme using the sentence stem: _____ rhymes with____ because they all have the ____ sound at the end. |
| Pre-Assessment: | What rhyming words? Where do they sound the same? | What is rhyme? Where do they sound the same? | What is rhyme? Where do they sound the same? | What is rhyme? Where do they sound the same? | What is rhyme? Where do they sound the same? |
| Post-Assessment: | Recognizing rhyming words in a poem and highlighting them. | Identifying the rhyming words in short rhyming poems. | Producing a rhyming word to complete a rhyming poem. | Creating a rhyming family of words that sound the same at the end. | Creating a rhyming family of words that sound the same at the end. |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, and, can, car, rhyme, poem | I, like, see, my, the, he, she, we, to, yes, no, and, can, car, word, rhyme | I, like, see, my, the, he, she, we, to, yes, no, and, can, car, word, rhyme
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I, like, see, my, the, he, she, we, to, yes, no, and, can, car word, rhyme | I, like, see, my, the, he, she, we, to, yes, no, and, can, car word, rhyme |
| Materials: | Rhyming poem | Picture cards from puzzle game | Rhyming Poem with one word blanked out | Rhyming Christmas Tree for word families | Rhyming Christmas Tree for word families |
| Activities: | Review what it means to rhyme (the end sounds the same). Read aloud a rhyming poem and discuss which words rhyme. Highlight the rhyming words in the poem. Students will glue a copy of the poem in their NB> | Discuss what it means to rhyme. Read various rhyming poems and have students identifying the rhyming words. | Read the beginning of a rhyme then have students look at picture cards or objects to choose what word would complete the rhyme. | Model how all the words sound the same on the ornament cards. Model “decorating” the tree by choosing a word and using the sentence stem after placing it on the tree. Have students choose an ornament word and use sentence stem as complete tree as a class. | Students will create their own rhyming word family Christmas tree while using sentence stem during decorating process. Give time to share at their tables and then have students wearing read share out. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/2/2013
CCSS: W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).W.K.3.Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
Subject: Writing Minutes Per Week: 300 Teacher: Rawson/Sulecki
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SWD knowledge of a story (event) by retelling an event.
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SWD application of a story (event) by illustrating an event.
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SWD knowledge of a story (event) by using my drawing to describe the action and label the characters. | SWD application of a story (event) by dictating the event.
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SWD application of a story (event) by sharing an event with classmates.
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| Language
Objectives: |
SWBAT orally describe an event using the sentence stem: A tradition for my family is to __________.
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SWBAT orally describe their illustration using the sentence stem: You can tell we are _____ because_______. | SWBAT orally explain the action and labels of the characters in their stories. | SWBAT orally explain their story using their pictures. | SWBAT orally explain their story using their pictures to a classmate. |
| Pre-Assessment: | What is a story/event? | How can pictures tell a story? | How can pictures and labels tell a story? | What is a story/event? | What is a story/event? |
| Post-Assessment: | Retelling an event. | Illustrating an event.
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Using my drawing to describe the action and label the characters. | Dictating the event. | Sharing an event with classmates. |
| Dolch Words/Content Vocabulary:
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I, like, see, my, the, he, she, we, to, yes, no, can, car | I, like, see, my, the, he, she, we, to, yes, no, can, car | I, like, see, my, the, he, she, we, to, yes, no, can, car | I, like, see, my, the, he, she, we, to, yes, no, can, car | I, like, see, my, the, he, she, we, to, yes, no, can, car |
| Materials: | Promethean Board, Elmo, Anchor Chart | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Discuss traditions. Have students share various traditions that they share with their families. Make sure they explain who (characters) and where (setting) when they discuss their traditions. Have them share in groups of 4 then have 1’s share out to the class using sentence stem. Record traditions on Anchor Chart. | Students recall family traditions and review Anchor Chart from previous day. Model think aloud when showing example of a family tradition illustration (i.e. we are at my grandma’s house and I can tell it’s my grandma’s because her house is yellow…) Have students pick a family tradition to illustrate with a picture and then share out using sentence stem. | Use previous example to think aloud how to add labels and actions to illustration. Students look at their picture from yesterday and talk to a partner about what they are going to add t their‘s pictures. After they add to their picture they can share in group of 3 and then 3’s can share out to the class. | Model how to dictate an event to tell a story using teacher example. Students will dictate their event to an adult and explain their family tradition as an event/story based on their picture. | Model how to dictate an event to tell a story using teacher example. Students will dictate their event to a classmate and explain their family tradition as an event/story based on their picture. |
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| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
Teacher Weekly Lesson Plans
Date: 12/2/2013
- observe how pushes and pulls can change speed or direction of moving objects (P.FM.00.33)
- observe that objects initially at rest will move in the direction of the push or pull (P.FM.00.32).
- demonstrate pushes and pulls on objects that can move (P.FM.00.31).
- observe how shape (e.g., cone, cylinder, sphere) and mass of an object can affect motion (P.FM.00.34).
- observe how objects fall toward the earth (P.FM.00.21).
- describe through purposeful conversation, the direction of a moving object (e.g., away from or closer to) from different observers’ views (P.FM.00.12, S.IA.00.12).
- describe the position of an object (e.g., above, below, in front of, behind, on) in relation to other objects around it (P.FM.00.11).
- make accurate measurement with appropriate (non-standard) units for the measurement tool (S.IP.00.15).
- plan and conduct simple push and pull investigations (S.IP.00.13).
Subject: Science Minutes Per Week: 150 Teacher: Rawson/Sulecki
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SWD comprehension of how objects fall toward the earth by drawing their observations. | SWD knowledge how shape and mass affect motion by measuring distance that various objects traveled after being pushed. | |||
| Language
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SWBAT orally describe how their objects fell using the sentence stem: (object) fell ______. | SWBAT orally describe how objects moved using the sentence stems (object) travel the farthest distance. (Object) traveled the shortest distance. | |||
| Pre-Assessment: | What is gravity? | What is shape? What is mass? | |||
| Post-Assessment: | Drawing and orally describing their observations. | Measuring distance that various objects traveled after being pushed. | |||
| Dolch Words/Content Vocabulary: | Force, gravity, object, position, pull, push
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Force, gravity, object, position, pull, push
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| Materials: | Paper, feather, penny, ball | Rock, Clay, Sand, Silt, Fossils | |||
| Activities: | Using a group of objects (paper, feather, penny, ball), drop each and describe observations (P.FM.00.21).
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Given a group of objects of different size, weight, and shape (e.g., cone, sphere, cylinder, square) push each object and measure the distance traveled; discuss as a large group observations and measurements (P.FM.00.34, S.IP.00.15, S.IP.00.13).
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| Technology: | Falling. 2006. AAAS – Science NetLinks. 11 February 2008 <https://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=4&DocID=158>
Making Objects Move. 2006. AAAS – Science NetLinks. 11 February 2008 <https://www.sciencenetlinks.com/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35>. Pushes and Pulls. 28 January 2008. BBC. 11 February 2008 <https://222.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml> |
Falling. 2006. AAAS – Science NetLinks. 11 February 2008 <https://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=4&DocID=158>
Making Objects Move. 2006. AAAS – Science NetLinks. 11 February 2008 <https://www.sciencenetlinks.com/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35>. Pushes and Pulls. 28 January 2008. BBC. 11 February 2008 <https://222.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml> |
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| NOTES |
Teacher Weekly Lesson Plans
Date: 12/2/2013
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 things in a scattered configuration.
K.CC.6: Identify whether the number of objects in than, less than one group is greater, or equal to the number of objects in another group.
K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the
K.CC.1: Count to 100 by ones and by tens.
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.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.NBT.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones.
Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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SW count children in each sorted group and count items in each category on a bar graph. | SW count orally by 1s and 10s.
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SW count up to 20 objects. | SW use a number line to explore addition and subtraction concepts and strategies. | SW review previously learned Math skills through Math Workshop practice. |
| Pre-Assessment: | SW compare the numbers in each group/category. | SW describe patterns of 10s when counting. | SW recognize teen numbers. | Students will move forward or backward on a number line to demonstrate adding and subtracting. | |
| Post-Assessment: | SW construct a class bar graph. | SW count to 100 by 10s. | SW represent teen numbers as “10 and some more.” | Students will move forward or backward on a number line to demonstrate adding and subtracting. | |
| Dolch Words/Content Vocabulary: | Bar graph, some, none, all most, least, more, less | 1s, 10s, skip counting, counting by 10s. | Count, teen, ten, more, less, same equal | Number line, count on, count back | |
| Materials: | Posterboard, squares of white paper, markers, crayons, or colored pencils, tape or blue stick | Home Link Master (Math Master, p. 31); Growing Number Line; Concrete Number Counts coutainers, additional straws or sticks (optional) | Game Masters (Math Masters, pp. 137-139), laminated or mounted on cardstock, large paper clips, pencils, counters for the gameboard, scoring counters | Large walk-on 0-20 number line. | Number cards, Domino Cards, Dice, Counting Bears, Connecting Cubes, |
| Activities: | 3.14 Favorite Colors Graph | 3.15 Count by 10s | 3.16 Teen Frame Game | 4.1 Number Line Mathematics | Differentiation
Math Workshop |
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Teacher Weekly Lesson Plans
Date: 12/2/ 2013
E1.0.1 Understands needs and wants
E1.0.2 Distinguishes between goods and services
E1.0.3 Recognizes situations in which people trade.
Subject: Social Studies Minutes Per Week: 150 Teacher: Rawson/Sulecki
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SW differentiate and describe needs and wants.
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SW distinguish between good and services.
TWL brainstorm a list of goods and services used by individuals and families and collaboratively classify the items in the list.
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| Pre-Assessment: | SW view teacher selected items and analyze the difference between needs and wants. | SW view pictures of people providing services and share a personal example of when they used a service.
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| Post-Assessment: | SW brainstorm a list of goods used by individuals and families and collaboratively classify the items in the list as needs or wants. | SW determine times when people may trade for goods and services.
TLW recognize money as a way to trade for goods/ services, needs and wants
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| Dolch Words/Content Vocabulary:
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Needs, wants, goods, services | ||||
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| Activities: | Compose a drawing/list of student generated goods services Picture sorts
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Compose a drawing/list of student generated needs and wants
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| Technology: |