Teacher Weekly Lesson Plans

Date: 5/5/2014

CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words

CCSS.ELA-Literacy.RF.K.2e  Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

CCSS.ELA-LITERACY.RL.K.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

CCSS.ELA-LITERACY.RL.K.3With prompting and support, identify characters, settings, and major events in a story.

CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding.

Subject:          Reading                                  Minutes Per Week:   450                              Teacher: Rawson/Sulecki

 

	M	T	W	TH	F
Content Objective:	SWD knowledge of phonemes by creating a list of words in the – family.	SWD knowledge of phonemes by blending sounds to make words.	SWD comprehension of comparing and contrasting by completing double bubble together.	SWD application of characters, setting, and events by asking and answering questions about familiar text.	SWD application of comparing and contrasting by completing double bubble together.
Language Objective:	SWBAT write a list of –family words.	SWBAT orally blend sounds to make words.	SWBAT orally identify things that are the same and different using ____ is the dame/different.	SWBAT orally identify characters, setting, and an event using the character/ setting/events is/are _____.	SWBAT orally identify things that are the same and different using ____ is the dame/different.
Pre-Assessment:	Review of letter sounds.	Letter sounds	What does it mean to compare and contrast?	What are characters, setting, and order of events?	What does it mean to compare and contrast?
Post-Assessment:	Creating a list of words in the –  family.	Blending sounds to make words.	Completing double bubble together.	Asking and answering questions about familiar text.	Completing double bubble together.
Dolch Words/Content Vocabulary:	I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little	I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little	I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little	I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little	I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little
Materials:	chart paper	chart paper	Storybooks, chart paper	Storybooks, chart paper	Storybooks, chart paper
Activities:	Discuss word families.  Create list. Review rhyming.	Discuss word families and practicing blending sounds make new words.	Re-read a familiar story and talk about character, events, problem, etc. to prepare for compare/contrast following day.	Re-read a familiar story and talk about character, events, problem, etc. to prepare for compare/contrasting with another familiar text.	Re-read a familiar story and compare/contrast with book from yesterday.  Create double buddle together.
Technology:	Elmo, Promethean Board	Elmo, Promethean Board	Elmo, Promethean Board	Elmo, Promethean Board	Elmo, Promethean Board
NOTES:

Teacher Weekly Lesson Plans

Date: 5/5/2014

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.

W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by favorite author and express opinions about them)

W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Subject: Writing                                           Minutes Per Week: 300                                            Teacher: Rawson/Sulecki

	M	T	W	TH	F
Content Objective:	SWD comprehension of informational text by stating what they think they know about giraffes.	SWD application of informational text by confirming facts with research.	SWD application of informational text by confirming facts with research.	SWD comprehension of informational writing by participating in shared writing.	SWD comprehension of informational writing by participating in shared writing.
Language Objectives:	Students will use: I know ___ about giraffes.	Students will use: _____ is a fact about giraffes	Students will use: _____ is a fact about giraffes.	Students will write: We learned about bats.  A fact about giraffes is ______.	Students will write: We learned about bats.  Another fact about giraffes is ______.
Pre-Assessment:	What is a fact?	What is research?	What is research?	How do we organize our writing?	How do we organize our writing?
Post-Assessment:	Stating what they think they know about giraffes.	Confirming facts with research.	Confirming facts with research.	Participating in shared writing.	Participating in shared writing.
Content Vocab.:	Research, topic, fact	Research, topic, fact	Research, topic, fact	Research, topic, fact introduction	Research, topic, fact, conclusion
Materials:	Chart paper	Chart paper, graphic organizer	Chart paper, graphic organizer	Chart paper, graphic organizer	Chart paper, graphic organizer
Activities:	Discuss what a fact is; think pair share facts about bats then students will write a fact about giraffes on a post-it.	Students will move post-it notes once confirmed with research (from a book).	Students will move post-it notes once confirmed with research (from a video).	Discuss how to introduce writing and facts from chart.	Discuss facts using chart and talk about how to conclude or wrap up writing.
Technology:	Elmo, Promethean Board	Elmo, Promethean Board	Promethean Board, Elmo	Elmo, Promethean Board	Elmo, Promethean Board
NOTES:

 

 

 

 

 

 

Teacher Weekly Lesson Plans

Date: 5/5/2014

CCSS: L.OL.00.11 Identify that living things have basic needs.

L.OL.00.12 Identify and compare living and nonliving things.

 Subject:         Science                                                 Minutes Per Week: 150                               Teacher: Rawson/Sulecki

	M	T	W			TH	F
Content Objective:	SWD knowledge of living and nonliving things by sorting pictures as living/ nonliving.		SWD comprehension of living and nonliving things by identifying objects as living and nonliving on nature walk.				SWD application of living and nonliving thing by comparing and contrasting a living goldfish with a goldfish cracker.
Language Objective:	SWBAT orally identify what is living/nonliving and give support using ___ is living/nonliving because __.		SWBAT orally identifying living and nonliving things.				SWBAT orally identifying similarities and differences between a real goldfish and a goldfish cracker.
Pre-Assessment:	What is living? What is nonliving?		What is living? What is nonliving?				What is living? What is nonliving?
Post-Assessment:	Sorting pictures as living/ nonliving.		Identifying objects as living and nonliving on nature walk.				Comparing and contrasting a living goldfish with a goldfish cracker.
Dolch Words/Content Vocabulary:	Living, nonliving, classify		Living, nonliving, classify				Living, nonliving, classify
Materials:	Promethean Board		Promethean Board				Promethean Board
Activities:	Review what makes something living/nonliving then sort pictures on website game.		Review living and nonliving things and discuss how living things need different things to survive,				Discuss similarities and differences between real goldfish and goldfish crackers.
Technology:	https://www.sciencekids.co.nz/gamesactivities/plantsanimals.html
NOTES

 

 

 

 

 

Teacher Weekly Lesson Plans

Date: 5/5/2014

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

K.NBT.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones

K.CC.3: Write numbers from 0 to 20. Represent a number.

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

–  When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

– 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 things in a scattered configuration; given a number from1–20, count out that many objects.

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.

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.

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

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

K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

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

	M	T	W	TH	F
Content Objective:	SW demonstrate their understanding of place value through a counting and recording routine.	SW reinforce the meanings of the + and – symbols and practice complements of 10 and addition and subtraction facts with small numbers.	SW practice building and comparing 2-digit numbers.	SW practice putting numbers in order from smallest to largest.	Differentiation
Language Objective:	SW count aloud from 0 to 100.	SW add and subtract numbers within 10.	SW read 2-digit numbers and represent them with manipulatives.	SW Read numbers.	Computation Practice: Adding and Subtracting numbers within 10.
Pre-Assessment:	SW count as high as they can starting at 0.	SW be able to tell the difference between addition and subtraction.	SW recognize 2-digit numbers as combinations of 10s and 1s.	SW put nonconsecutive numbers in ascending or descending order.	Math addition and subtraction games on Laptops.
Post-Assessment:	SW use counting to time an event.	SW recognize and use the + and – symbols.	SW compare numbers to determine which one is greater than/less than the other.	SW count from 0-100.	Addition Top It Number Grid Search Game, Greater/Less Than Alligators
Content Vocabulary:	Tens, ones			Smallest, largest, smaller, larger, order	Dice addition Sorting Coins
Materials:	Dry erase board, dry erase marker, eraser	Game Master (Math Masters, p. 135)	My First Math Book, p. 20, dry erase board, dry erase markers, erasers	Home Link Master (Math Master, p. 54); Small number cards, number line or class number grid.	Patterns with blocks, craft sticks, counting bears
Activities:	7.11 Decade Count	7.12 Plus or Minus Game	7.13 Double Digits with Dice	7.14 Numbers in sequence	Attributes Counting collections
Technology:	Promethean Planet Flipchart 0-100.	Promethean Planet Flipchart: Number Stories			Counting to 100 by 1s, 5s and 10s
NOTES:

Teacher Weekly Lesson Plans

                                                                           Date: 5/5/2014

C2.0.3 Describe fair ways for groups to make a decision

P3.1.1 Identify classroom issues

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

	M	T	W	TH	F
Content Objective:	SW identify and discuss ways to make a decision that is beneficial for the group.				SW identify and discuss ways to make a decision that is beneficial for the group.
Language Objective:	SW describe a classroom issue and possible resolutions with a partner.				SW describe a classroom issue and possible resolutions with a partner.
Pre-Assessment:	SW vote on different issues/topics relevant in the classroom.				SW vote on different issues/topics relevant in the classroom.
Post-Assessment:	SW make tally marks to record votes.				SW make tally marks to record votes.
Dolch Words/Content Vocabulary:	Decisions, issues, votes				Decisions, issues, votes
Materials:
Activities:	Hypothetical and real issues in the classroom. Tally mark chart. Bar Graph.				Hypothetical and real issues in the classroom. Tally mark chart. Bar Graph.
Notes:
Technology: