{"id":171,"date":"2013-12-10T10:07:48","date_gmt":"2013-12-10T15:07:48","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/rawsonm\/?p=171"},"modified":"2013-12-10T10:07:48","modified_gmt":"2013-12-10T15:07:48","slug":"lesson-plans-week-of-12913","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/rawsonm\/2013\/12\/10\/lesson-plans-week-of-12913\/","title":{"rendered":"Lesson Plans Week of 12\/9\/13"},"content":{"rendered":"

Teacher Weekly Lesson Plans<\/b><\/p>\n

Date: 12\/9\/2013<\/b><\/p>\n

CCSS.ELA-Literacy.RL.K.10<\/a>\u00a0Actively engage in group reading activities with purpose and understanding.<\/p>\n

CCSS.ELA-Literacy.RL.K.1<\/a>\u00a0With prompting and support, ask and answer questions about key details in a text<\/p>\n

CAFE Menu Strategy:<\/b> Comprehension Use prior knowledge to connect with text<\/p>\n

Subject:\u00a0\u00a0\u00a0 Reading\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week:\u00a0\u00a0\u00a0\u00a0\u00a0 450\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
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Content<\/b><\/p>\n

Objective:<\/b><\/td>\n

SWD knowledge of text by answering questions about prior knowledge.<\/td>\nSWD application of text by asking questions about the topic of snow.<\/td>\nSWD knowledge of text by answering questions about prior knowledge.<\/td>\nSWD application of text by asking questions about the topic of farm animals.<\/td>\nSWD comprehension answering questions by brainstorming ways to answer \u201cI wonder questions.\u201d<\/td>\n<\/tr>\n
Language<\/b><\/p>\n

Objective:<\/b><\/td>\n

SWBAT orally describe their experiences with snow using sentence stem: I know snow _____ because _________<\/td>\nSWBAT orally ask an \u201c I wonder _________?\u201d question .<\/td>\nSWBAT orally describe their experiences with farm animals using sentence stem: I know _____ because _________<\/td>\nSWBAT orally ask an \u201c I wonder ________?\u201d question .<\/td>\nSWBAT orally answer I wonder questions using sentence stem: I know that _______.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nHow do you answer a question in a complete sentence?<\/td>\nHow do you ask a question?<\/td>\nHow do you answer a question in a complete sentence?<\/td>\nHow do you ask a question?<\/td>\nHow do you answer a question in a complete sentence?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nAnswering questions about prior knowledge.<\/td>\nAsking questions about the topic of snow.<\/td>\nAnswering questions about prior knowledge.<\/td>\nAsking questions about the topic of farm animals.<\/td>\nbrainstorming ways to answer \u201cI wonder questions.\u201d<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nStorybook, \u00a0chart paper<\/td>\nStorybook, \u00a0Elmo, Promethean Board<\/td>\nStorybook, \u00a0Elmo, Promethean Board<\/td>\nStorybook, \u00a0Elmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nAsk students about their experiences with snow\/snowmen.\u00a0 Record on anchor chart.<\/td>\nDoes a picture walk of story and ask students to create questions from pictures.<\/td>\nAsk students about their experiences with farm animals.\u00a0 Record on anchor chart.<\/td>\nDo a picture walk of story and ask students to create questions from pictures. Record questions.<\/td>\nBrainstorm ways to answer I wonder questions, such as reading books, using computer\/people as resources, etc.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\n<\/tr>\n
NOTES:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/b><\/p>\n

Teacher Weekly Lesson Plans<\/b><\/p>\n

Date: 12\/9\/2013<\/b><\/p>\n

\u00a0<\/b><\/p>\n

CCSS:<\/b> \u00a0W.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.<\/p>\n

Subject: Writing\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week: 300\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
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Content<\/b><\/p>\n

Objective:<\/b><\/td>\n

SWD knowledge of a story (event) by illustrating an action for t their snowman.<\/p>\n

 <\/td>\n

SWD knowledge of a story (event) by illustrating the steps (BME) of how to make a snowman.<\/td>\nSWD comprehension of a story (event) by illustrating a setting for their snowman.<\/p>\n

 <\/td>\n

SWD application of a story (event) by drawing how (action) they play in the snow and with who (characters).<\/td>\nSWD application of a story (event) by labeling their picture from yesterday.<\/p>\n

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Language <\/b><\/p>\n

Objectives:<\/b><\/td>\n

SWBAT orally describe an action using the sentence stem:\u00a0\u00a0 My snowman likes to ___________.<\/p>\n

 <\/p>\n

 <\/td>\n

SWBAT orally explain the steps of how to make a snowman using the sentence stem.\u00a0 First you ______. Then _____. Last ______.<\/td>\nSWBAT orally describe their illustration using the sentence stem:\u00a0 The setting for my picture is _______.\u00a0 You can tell because _________.<\/td>\nSWBAT orally explain their story using the sentence stem:\u00a0 My favorite thing to do in the snow is _______.\u00a0 I like to play in the snow with ___________.<\/td>\nSWBAT orally explain their story using labels and the the sentence stem:\u00a0 My favorite thing to do in the snow is _______.\u00a0 I like to play in the snow with ___________.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is an action?<\/td>\nWhat does first, then, and last mean? (Transition words.)<\/td>\nWhat is setting?<\/td>\nWhat is action?\u00a0 What are characters?<\/td>\nWhat are details? Labels? Characters? Actions?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nIllustrating an action for t their snowman.<\/td>\nIllustrating the steps (BME) of how to make a snowman.<\/td>\nIllustrating a setting for their snowman.<\/td>\nDrawing how (action) they play in the snow and with who (characters).<\/td>\nLabeling their picture from yesterday.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nAnchor Chart<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nDiscuss actions.\u00a0 Make a list of actions a snowman \u201ccould\u201d do.\u00a0\u00a0 Have students choose an action for their snowman and illustrate their picture.<\/td>\nGather prior knowledge of how to build a snowman.\u00a0 Interactive write together showing steps and then have students complete their own picture.<\/td>\nDiscuss setting.\u00a0 Think aloud and demonstrate how to choose a setting and how to draw a setting with pictures to show where you are at.<\/td>\nBuild prior knowledge.\u00a0 Make a list of actions students like to do in the snow.\u00a0 Students draw themselves doing action and with characters.<\/td>\nModel adding details to the shared writing using labels for the action and labels for the characters.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nElmo, Promethean Board<\/td>\n <\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\n<\/tr>\n
NOTES:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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Teacher Weekly Lesson Plans<\/b><\/p>\n

Date: 12\/9\/2013<\/b><\/p>\n

CCSS: <\/b>P.FM.00.11 Describe the position of an object (for example: above, below, in front of, behind, on) in relation to other objects around it.<\/p>\n

P.FM.00.12 Describe the direction of a moving object (for example: away from or closer to) from different observers\u2019 views.<\/p>\n

Subject:\u00a0\u00a0\u00a0 Science \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Minutes Per Week: 150\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
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Objective:<\/b><\/td>\n

SWD comprehension of position of an object moving a block in relation to their body.<\/td>\n <\/td>\nSWD knowledge of position of an object by sorting picture cards.<\/td>\n <\/td>\nSWD application of position by describing the direction of a moving fish to a partner.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is above, below, in front of, behind, on, etc.<\/td>\n <\/td>\nWhat is above, below, in front of, behind, on, etc<\/td>\n <\/td>\nWhat is above, below, in front of, behind, on, etc<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nMoving a block in relation to their body.<\/td>\n <\/td>\nSorting picture cards.<\/td>\n <\/td>\ndescribing the direction of a moving fish to a partner.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nabove, below, in front of, behind, on<\/td>\n <\/td>\nabove, below, in front of, behind, on<\/td>\n <\/td>\nabove, below, in front of, behind, on<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nblocks<\/td>\n <\/td>\nPicture cards.<\/td>\n <\/td>\nFish bowl and fish or youtibe video of fish swimming in a tank<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nReview directional words: above, below, in front of, behind, on.\u00a0 Then play \u201cSimon says\u201d to move block in relation to\u00a0 their body.<\/td>\n <\/td>\nSort pictures that show one object above another; which pictures shows one object in front of another; which pictures shows one object underneath another; and so on.<\/p>\n

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 <\/td>\nUse a fish bowl or a classroom aquarium, work in pairs to describe the movement of one particular fish. Conversation between the pairs should include away from, closer to, above, next to, below, to the right of, to the left of, and so on.<\/p>\n

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Technology:<\/b><\/td>\nMaking Objects Move<\/em>. 2006. AAAS \u2013 Science NetLinks. 11 February 2008\u00a0<\/b>https:\/\/www.sciencenetlinks.com\/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35<\/b><\/a><\/td>\n <\/td>\nMaking Objects Move<\/em>. 2006. AAAS \u2013 Science NetLinks. 11 February 2008\u00a0<\/b>https:\/\/www.sciencenetlinks.com\/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35<\/b><\/a><\/td>\n <\/p>\n

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Making Objects Move<\/em>. 2006. AAAS \u2013 Science NetLinks. 11 February 2008\u00a0<\/b>https:\/\/www.sciencenetlinks.com\/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35<\/b><\/a><\/td>\n<\/tr>\n
NOTES<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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Teacher Weekly Lesson Plans<\/b><\/p>\n

Date: 12\/9\/2013<\/b><\/p>\n

K.CC.5<\/b>: Count to answer \u201chow many?\u201d 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.<\/p>\n

K.CC.6<\/b>: Identify whether the number of objects in than, less than one group is greater, or equal to the number of objects in another group.<\/b><\/p>\n

K.MD.3<\/b>: Classify objects into given categories; count the numbers of objects in each category and sort the<\/p>\n

K.CC.1<\/b>: Count to 100 by ones and by tens.<\/p>\n

K.CC.4c<\/b>: Understand the relationship between numbers and quantities; connect counting to cardinality. <\/b>Understand that each successive number name refers to a quantity that is one larger<\/p>\n

K.CC.4b<\/b>: 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.<\/b><\/p>\n

K.CC.6<\/b>: 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. <\/b><\/p>\n

K.NBT.1<\/b>: Compose and decompose numbers from 11 to 19 into ten ones and some further ones.<\/p>\n

Subject: Math\u00a0\u00a0\u00a0 Minutes Per Week:\u00a0\u00a0\u00a0\u00a0 500\u00a0\u00a0 Teacher: Rawson\/Sulecki <\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
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Content<\/b><\/p>\n

Objective:<\/b><\/td>\n

SW: Read numbers and compare numbers.<\/td>\nSW: Use the pattern-block template to name the shapes.<\/td>\nSW: Recognize ‘joining’ situations as addition.<\/td>\nSW: create and describe patterns.<\/td>\nSW review previously learned Math skills through Math Workshop practice.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nSW: Read numbers 0-20<\/td>\nSW: Name the shapes they know on the pattern-block template.<\/td>\nSW: model and solve addition number stories using manipulatives.<\/td>\nSW: continue pattern-block patterns.<\/td>\n <\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nSW: Place numbers 0-20 in order from least to greatest.<\/td>\nSW: Name all of the shapes on the pattern-block template.<\/td>\nSW: Learn about the + symbol.<\/td>\nSW: continue pattern-block patterns.<\/td>\n <\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/p>\n

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More, less, higher, lower<\/td>\nTemplate, circle, triangle, square, parallelogram, trapezoid, hexagon, pattern<\/td>\nAdd, join, all together, addition, symbol, plus sign<\/td>\nPatterns, extend, continue, repeat<\/td>\n <\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nHome Link Master (Math Masters; p. 32)\/ decks made from two wets of Small Number cards 0-20 (Math Masters, pp. 105-107)<\/td>\nPattern-Block Templates; pattern blocks, pencils; long strips of paper (sentence strips work well); markers or crayons<\/td>\nTeaching Aid Master (Math Masters, p. 109); construction paper, craft sticks; counters.<\/td>\nHome Link Master (Math Masters, p. 33); pattern blocks<\/td>\nNumber cards, Domino Cards, Dice,\u00a0 Counting Bears, Connecting Cubes,<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\n4.2 Top-It Card Games<\/td>\n4.3 The Pattern-Block Template<\/td>\n4.4 The Addition Symbol\u00a0 (+)<\/td>\n4.5 Follow My Pattern<\/td>\nDifferentiation<\/p>\n

Math Workshop<\/td>\n<\/tr>\n

Technology:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
NOTES:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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Teacher Weekly Lesson Plans<\/b><\/p>\n

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Date: 12\/9\/2013<\/b>\u00a0\u00a0\u00a0\u00a0 <\/b><\/b><\/p>\n

E1.0.1 Understands needs and wants<\/p>\n

E1.0.2 Distinguishes between goods and services<\/p>\n

E1.0.3 Recognizes situations in which people trade<\/p>\n

Subject: Social Studies Minutes Per Week:\u00a0\u00a0\u00a0\u00a0 150\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
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Content<\/b><\/p>\n

Objective:<\/b><\/td>\n

SW differentiate and describe needs and wants.<\/p>\n

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 <\/td>\nSW distinguish between good and services.<\/p>\n

TWL brainstorm a list of goods and services used by individuals and families and collaboratively classify the items in the list.<\/p>\n

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Pre-Assessment:<\/b><\/td>\nSW view teacher selected items and analyze the difference between needs and wants.<\/td>\n <\/td>\nSW view pictures of people providing services and share a personal example of when they used a service.<\/p>\n

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Post-Assessment:<\/b><\/td>\nSW brainstorm a list of goods used by individuals and families and collaboratively classify the items in the list as needs or wants.<\/td>\n <\/td>\nSW determine times when people may trade for goods and services.<\/p>\n

TLW recognize money as a way to trade for goods\/ services, needs and wants<\/p>\n

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Dolch Words<\/b>\/Content Vocabulary:<\/b><\/p>\n

 <\/td>\n

Needs, wants, goods, services<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Materials:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nCompose a drawing\/list of student generated goods services\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Picture sorts<\/p>\n

 <\/td>\n

 <\/td>\nCompose a drawing\/list of student generated needs and wants<\/p>\n

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Notes:<\/b><\/p>\n

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 <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Technology:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Teacher Weekly Lesson Plans Date: 12\/9\/2013 CCSS.ELA-Literacy.RL.K.10\u00a0Actively engage in group reading activities with purpose and understanding. CCSS.ELA-Literacy.RL.K.1\u00a0With prompting and support, ask and answer questions about key details in a text CAFE Menu Strategy: Comprehension Use prior knowledge to connect with text Subject:\u00a0\u00a0\u00a0 Reading\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week:\u00a0\u00a0\u00a0\u00a0\u00a0 450\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki   M T W TH Continue reading →<\/a><\/p>\n","protected":false},"author":349,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-171","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/171","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/users\/349"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/comments?post=171"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/171\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/media?parent=171"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/categories?post=171"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/tags?post=171"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}