Teacher Weekly Lesson Plans
Date: 1/13/2014
CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details.
CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
Subject: Reading Minutes Per Week: 450 Teacher: Rawson/Sulecki
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SWD knowledge of key details by answer questions in complete sentences. | SWD knowledge of key details by asking questions in complete sentences. | SWD comprehension retelling by retelling familiar stories using pictures as cues. | SWD comprehension retelling by retelling familiar stories. | SWD comprehension retelling by retelling familiar stories using pictures to show the characters, setting, and major events in a story. |
| Language
Objective: |
SW orally answer questions using sentence stems: The __ is/ are ___. | SW orally ask questions using key words: Who are the characters? Where is the setting? What is the problem/solution? | SW orally retell familiar stories, including key details. | SW orally retell familiar stories, including key details. | SW orally retells familiar stories, including characters, setting, and major events in a story. |
| Pre-Assessment: | What are characters and setting? Problem? Solution? | What are characters and setting? Problem? Solution? | How do you retell stories? What are key details? | How do you retell stories? What are key details? | How do you retell stories? Characters, setting, and major events in a story? |
| Post-Assessment: | Answer questions in complete sentences. | Asking questions in complete sentences. | Retelling familiar stories using pictures as cues. | Retelling familiar stories. | Retelling familiar stories. |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, and, | I, like, see, my, the, he, she, we, to, yes, no, and, | I, like, see, my, the, he, she, we, to, yes, no, and, word | I, like, see, my, the, he, she, we, to, yes, no, and, word,
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I, like, see, my, the, he, she, we, to, yes, no, and, word,
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| Materials: | Storybook, chart paper | Storybook, chart paper | Storybook | Storybook | Storybook |
| Activities: | Read a story book and ask question throughout reading process. Pick sticks for students to answer in complete sentences. | Read a story book and stop to have students ask questions throughout reading process. Pick sticks for students to answer in complete sentences. | Do a picture walk using book from previous lesson. Have students retell what is happening using the pictures as cues. | Do a picture walk using book from previous lesson. Have students retell to a partner what happened in the book. | Do a picture walk using book from previous lesson. Group students into groups of 4. One person must draw the characters, another the setting, and two can draw the major events. Glue pictures to poster and have groups present. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 1/13/2014
CCSS: 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.
Subject: Writing Minutes Per Week: 300 Teacher: Rawson/Sulecki
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SWD application of event (story) elements (beginning, middle, end) by illustrating a sequence of events. | SWD knowledge of an event (story) by stating events in order.
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SWD evaluation of an event (story) by supporting my reaction to a story.
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SWD comprehension of facts and opinions by sorting statements. | SWD comprehension of facts and opinions by sorting statements and supporting their choices. |
| Language
Objectives: |
SWBAT orally retell BME using the sentence stem: First I_______. Then I ____. Last I _____. | SWBAT orally retell their story using their pictures and key words: first, then, and last. | SWBAT orally explain their reaction using the sentence stem: I felt ______ because_____. | SWBAT orally identify facts ad opinions using the sentence stem: ____ is a fact/opinion. | SWBAT orally justify facts ad opinions using the sentence stem: ____ is a fact/opinion because _____. |
| Pre-Assessment: | How can pictures and labels tell a story in order? | How do I tell events in order? | What is a reaction? | What is a fact? What is an opinion? | What is a fact? What is an opinion? |
| Post-Assessment: | Illustrating a sequence of events. | Stating events in order. | Supporting my reaction to a story. | Sorting statements. | Sorting statements and supporting their choices. |
| Dolch Words/Content Vocabulary:
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I, like, see, my, the, he, she, we, to, yes, no, can, car, order, first, then, last | I, like, see, my, the, he, she, we, to, yes, no, can, car, order, first, then, last | I, like, see, my, the, he, she, we, to, yes, no, can, car, reaction, feeling | I, like, see, my, the, he, she, we, to, yes, no, can, car, reaction, feeling | I, like, see, my, the, he, she, we, to, yes, no, can, car, reaction, feeling |
| Materials: | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Review sequencing to tell events in order. Model—First I get dressed. Then I get sledding. Last I warm up with hot chocolate. Then students use graphic organizer to include BME in their own story. | Look back at stories from yesterday and practice telling stories using key words: first, then, last in groups on 4. Then have number 1’s from each group share out. | Discuss what a reaction is. Model with teacher story from yesterday. Have students look back at their own stories and form a reaction that they can support. Share out. | Review facts and opinions. Go over some examples, then sort statements on a t-chart. | Review facts and opinions. Go over some keys words used in facts and opinions. Highlight key words from t-chart yesterday then justify statements. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 1/6/2014
CCSS: P.FM.00.34 Observe how shape (for example: cone, cylinder, sphere) and mass of an object can affect motion.
Subject: Science Minutes Per Week: 150 Teacher: Rawson/Sulecki
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SWD comprehension of how shape of an object can affect motion by describing their observations. | SWD comprehension of how mass of an object can affect motion by describing their observations. | SWD comprehension of how ramps can affect motion by describing their observations. | ||
| Language
Objective: |
SW orally describe their observations. | SW orally describe their observations. | SW draw their observations. | ||
| Pre-Assessment: | What is shape? What is motion? | What is mass? What is motion? | What is a ramp? What is motion? | ||
| Post-Assessment: | Describing their observations. | Describing their observations. | Describing their observations. | ||
| Dolch Words/Content Vocabulary: | Observation, Shape, Motion | Observation, Mass, Motion | Observation, Ramp | ||
| Materials: | cone, cylinder, sphere | cone, cylinder, sphere | cone, cylinder, sphere | ||
| Activities: | Students observe various objects’ movement and compare results on a graphic organizer. | Students observe various objects’ movement and compare results on a graphic organizer. | Students observe various objects’ movement on deferent inclined ramps and compare results on a graphic organizer. | ||
| Technology: | 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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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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https://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml | |
| NOTES |
Teacher Weekly Lesson Plans
Date: 1/13/2014
K.G.2: Correctly name shapes regardless of their orientations or overall size.
K.G.4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
K.G.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
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.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.
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.MD.1: Describe measurable attributes of objects, such as length or weight
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.1: Count to 100 by ones and by tens.
Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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SW: compare and name common geometric shapes. | SW model and solve subtraction number stories using manipulatives. | SW practice counting and writing numbers | SW identify circles, squares, triangles and rectangles. | SW model and solve addition and subtraction number stories using manipulative. |
| Language
Objective: |
SW orally name the attributes of each shape. | SW orally describe what it means to subtract, or take away. | SW orally count the number of sounds or objects and write the number on their dry erase boards. | SW orally name the same of each attribute block. | SW orally describe what it means to add/subtract. |
| Pre-Assessment: | SW orally explain what the attributes are of common geometric shapes. | SW orally solve simple subtraction story problems. | SW count objects to 20. | SW sort blocks according to different attributes. | SW orally solve simple addition and subtraction story problems. |
| Post-Assessment: | SW orally explain why shapes remain the same regardless of their orientation. | SW orally tell simple subtraction story problems. | SW write the number that tells how many. | SW identify each shape regardless of their orientation. | SW orally tell simple addition and subtraction story problems. |
| Dolch Words/Content Vocabulary: | Shape, side, corner, angle, edge, turn, rotate. | Take away, subtract, subtraction, symbol, minus sign. | Total, all together, in all | Thick, thin, attribute. | Take away, subtract, subtraction, symbol, minus sign, all together, addition, add, addition sign |
| Materials: | Construction paper shapes that differ in size, rope or string. | Teaching Aid Master (Math Masters, p. 109); construction paper or slates, craft sticks, ccounters | Large Number Cards (Math Master, pp. 92-102, dry erase boards, dry erase markers. | Home Link Master (Math Masters, p. 36), attribute blocks. | Teaching Aid Master (Math Masters, p. 109); construction paper or slates, craft sticks, counters |
| Activities: | 4.10 Shape Comparisons | 4.11 The subtraction Symbol (-) | 4.12 Slate (dry erase board) activities. | 4.13 Introduction to Attribute Blocks | |
| Technology: | Promethean Planet Flipchart: Shapes | Promethean Planet Flipchart: Subtraction Number Stories | Projector, Promethean board. | Projector, Promethean Board. | Promethean Planet Flipchart: Addition and Subtraction Number Stories |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 1/13/2014
H2.0.4 Describe ways people learn about their past.
H.2.0.1 Distinguishes among yesterday, today and tomorrow.
Subject: Social Studies Minutes Per Week: 150 Teacher: Rawson/Sulecki
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SW Orally describe ways people learn about the past through artifacts, stories, pictures, etc
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SW Orally use time and chronology as a means for understanding past, present and future events.
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| Language
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SW Orally share artifacts about their past.
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SW Orally share artifacts about their past.
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| Pre-Assessment: | SW Orally brainstorm life events with a partner. | SW Orally brainstorm life events with a partner. | |||
| Post-Assessment: | SW Orally share a life event with a partner. | SW Orally share a life event with a partner. | |||
| Dolch Words/Content Vocabulary:
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Past, present, future, time line, life events | Past, present, future, time line, life events | |||
| Materials: | Chart paper, markers | Chart paper, markers | |||
| Activities: | SW Actively participate in creating a classroom timeline. | SW Actively participate in creating a classroom timeline. | |||
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