{"id":200,"date":"2014-01-13T07:42:46","date_gmt":"2014-01-13T12:42:46","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/rawsonm\/?p=200"},"modified":"2014-01-13T07:42:46","modified_gmt":"2014-01-13T12:42:46","slug":"lesson-plans-week-of-11314","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/rawsonm\/2014\/01\/13\/lesson-plans-week-of-11314\/","title":{"rendered":"Lesson Plans Week of 1\/13\/14"},"content":{"rendered":"

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

Date: 1\/13\/2014<\/b><\/p>\n

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

CCSS.ELA-Literacy.RL.K.2<\/a>\u00a0With prompting and support, retell familiar stories, including key details.<\/p>\n

CCSS.ELA-Literacy.RL.K.3<\/a>\u00a0With prompting and support, identify characters, settings, and major events in a story.<\/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 key details by answer questions in complete sentences.<\/td>\nSWD knowledge of key details by asking questions in complete sentences.<\/td>\nSWD comprehension retelling by retelling familiar stories using pictures as cues.<\/td>\nSWD comprehension retelling by retelling familiar stories.<\/td>\nSWD comprehension retelling by retelling familiar stories using pictures to show the characters, setting, and major events in a story.<\/td>\n<\/tr>\n
Language<\/b><\/p>\n

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

SW orally answer questions using sentence stems:\u00a0 The __ is\/ are ___.<\/td>\nSW orally ask questions using key words:\u00a0 Who are the characters?\u00a0\u00a0 Where is the setting?\u00a0 What is the problem\/solution?<\/td>\nSW orally retell familiar stories, including key details.<\/td>\nSW orally retell familiar stories, including key details.<\/td>\nSW orally retells familiar stories, including characters, setting, and major events in a story.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat are characters and setting?\u00a0 Problem? Solution?<\/td>\nWhat are characters and setting?\u00a0 Problem? Solution?<\/td>\nHow do you retell stories?\u00a0 What are key details?<\/td>\nHow do you retell stories?\u00a0 What are key details?<\/td>\nHow do you retell stories?\u00a0\u00a0 Characters, setting, and major events in a story?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nAnswer questions in complete sentences.<\/td>\nAsking questions in complete sentences.<\/td>\nRetelling familiar stories using pictures as cues.<\/td>\nRetelling familiar stories.<\/td>\nRetelling familiar stories.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and,<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and,<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, word<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, word,<\/p>\n

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I, like, see, my, the, he, she, we, to, yes, no, and, word,<\/p>\n

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Materials:<\/b><\/td>\nStorybook, \u00a0chart paper<\/td>\nStorybook, \u00a0chart paper<\/td>\nStorybook<\/td>\nStorybook<\/td>\nStorybook<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nRead a story book and ask question throughout reading process.\u00a0 Pick sticks for students to answer in complete sentences.<\/td>\nRead a story book and stop to have students ask questions throughout reading process.\u00a0 Pick sticks for students to answer in complete sentences.<\/td>\nDo a picture walk using book from previous lesson.\u00a0 Have students retell what is happening using the pictures as cues.<\/td>\nDo a picture walk using book from previous lesson.\u00a0 Have students retell to a partner what happened in the book.<\/td>\nDo a picture walk using book from previous lesson.\u00a0 Group students into groups of 4.\u00a0 One person must draw the characters, another the setting, and two can draw the major events.\u00a0 Glue pictures to poster and have groups present.<\/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

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

Date: 1\/13\/2014<\/b><\/p>\n

CCSS:<\/b> 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.<\/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 application of event (story) elements (beginning, middle, end) by illustrating a sequence of events.<\/td>\nSWD knowledge of an event (story) by stating events in order.<\/p>\n

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SWD evaluation of an event (story) by supporting my reaction to a story.<\/p>\n

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SWD comprehension of facts and opinions by sorting statements.<\/td>\nSWD comprehension of facts and opinions by sorting statements and supporting their choices.<\/td>\n<\/tr>\n
Language <\/b><\/p>\n

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

SWBAT orally retell BME using the sentence stem: First I_______. Then I ____.\u00a0 Last I _____.<\/td>\nSWBAT orally retell their story using their pictures and key words: first, then, and last.<\/td>\nSWBAT orally explain their reaction using the sentence stem:\u00a0 I felt ______ because_____.<\/td>\nSWBAT orally identify facts ad opinions using the sentence stem:\u00a0 ____ is a fact\/opinion.<\/td>\nSWBAT orally justify facts ad opinions using the sentence stem:\u00a0 ____ is a fact\/opinion because _____.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nHow can pictures and labels tell a story in order?<\/td>\nHow do I tell events in order?<\/td>\nWhat is a reaction?<\/td>\nWhat is a fact?\u00a0 What is an opinion?<\/td>\nWhat is a fact?\u00a0 What is an opinion?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nIllustrating a sequence of events.<\/td>\nStating events in order.<\/td>\nSupporting my reaction to a story.<\/td>\nSorting statements.<\/td>\nSorting statements and supporting their choices.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/p>\n

 <\/td>\n

I, like, see, my, the, he, she, we, to, yes, no, can, car, order, first, then, last<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, order, first, then, last<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, reaction, feeling<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, reaction, feeling<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, reaction, feeling<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nReview sequencing to tell events in order.\u00a0 Model\u2014First I get dressed. Then I get sledding.\u00a0 Last I warm up with hot chocolate. Then students use graphic organizer to include BME in their own story.<\/td>\nLook back at stories from yesterday and practice telling stories using key words: first, then, last in groups on 4.\u00a0 Then have number 1\u2019s from each group share out.<\/td>\nDiscuss what a reaction is.\u00a0 Model with teacher story from yesterday.\u00a0 Have students look back at their own stories and form a reaction that they can support.\u00a0 Share out.<\/td>\nReview facts and opinions.\u00a0 Go over some examples, then sort statements on a t-chart.<\/td>\nReview facts and opinions.\u00a0 Go over some keys words used in facts and opinions.\u00a0 Highlight key words from t-chart yesterday then justify statements.<\/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\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 Teacher Weekly Lesson Plans\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b><\/p>\n

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Date: 1\/6\/2014<\/b><\/p>\n

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CCSS: <\/b>P.FM.00.34<\/b> Observe how shape (for example: cone, cylinder, sphere) and mass of an object can affect motion.<\/p>\n

\u00a0<\/b><\/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\n
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Objective:<\/b><\/td>\n

SWD comprehension of how shape of an object can affect motion by describing their observations.<\/td>\n <\/td>\nSWD comprehension of how mass of an object can affect motion by describing their observations.<\/td>\n <\/td>\nSWD comprehension of how ramps can affect motion by describing their observations.<\/td>\n<\/tr>\n
Language <\/b><\/p>\n

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

SW orally describe their observations.<\/td>\n <\/td>\nSW orally describe their observations.<\/td>\n <\/td>\nSW draw their observations.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is shape?\u00a0 What is motion?<\/td>\n <\/td>\nWhat is mass?\u00a0 What is motion?<\/td>\n <\/td>\nWhat is a ramp?\u00a0 What is motion?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nDescribing their observations.<\/td>\n <\/td>\nDescribing their observations.<\/td>\n <\/td>\nDescribing their observations.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nObservation, Shape, Motion<\/td>\n <\/td>\nObservation, Mass, Motion<\/td>\n <\/td>\nObservation, Ramp<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\ncone, cylinder, sphere<\/td>\n <\/td>\ncone, cylinder, sphere<\/td>\n <\/td>\ncone, cylinder, sphere<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nStudents observe various objects\u2019 movement and compare results on a graphic organizer.<\/td>\n <\/td>\nStudents observe various objects\u2019 movement and compare results on a graphic organizer.<\/td>\n <\/td>\nStudents observe various objects\u2019 movement on deferent inclined ramps and compare results on a graphic organizer.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nPushes and Pulls<\/i>. 28 January 2008.<\/p>\n

BBC. 11 February 2008 <https:\/\/222.bbc.co.uk\/schools\/scienceclips\/ages\/5_6\/pushes_pulls.shtml<\/a>>.<\/p>\n

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 <\/td>\nPushes and Pulls<\/i>. 28 January 2008.<\/p>\n

BBC. 11 February 2008 <https:\/\/222.bbc.co.uk\/schools\/scienceclips\/ages\/5_6\/pushes_pulls.shtml<\/a>>.<\/p>\n

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https:\/\/www.bbc.co.uk\/schools\/scienceclips\/ages\/6_7\/forces_movement.shtml<\/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

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

Date: 1\/13\/2014<\/b><\/p>\n

K.G.2<\/b>: Correctly name shapes regardless of their orientations or overall size. <\/b><\/p>\n

K.G.4<\/b>: 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\/\u201ccorners\u201d) and other attributes (e.g., having sides of equal length). <\/b><\/p>\n

K.G.5<\/b>: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. <\/b><\/p>\n

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

K.CC.3<\/b>: 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).<\/p>\n

K.OA.1<\/b>: Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.<\/p>\n

K.OA.2<\/b>: Solve addition and subtraction word problems, and add and subtract within 10.<\/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.MD.1<\/b>: Describe measurable attributes of objects, such as length or weight<\/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.1<\/b>: Count to 100 by ones and by tens. <\/b><\/p>\n

Subject: Math\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week:\u00a0\u00a0\u00a0\u00a0 500\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

SW: compare and name common geometric shapes.<\/td>\nSW model and solve subtraction number stories using manipulatives.<\/td>\nSW practice counting and writing numbers<\/td>\nSW identify circles, squares, triangles and rectangles.<\/td>\nSW model and solve addition and subtraction number stories using manipulative.<\/td>\n<\/tr>\n
Language<\/b><\/p>\n

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

SW orally name the attributes of each shape.<\/td>\nSW orally describe what it means to subtract, or take away.<\/td>\nSW orally count the number of sounds or objects and write the number on their dry erase boards.<\/td>\nSW orally name the same of each attribute block.<\/td>\nSW orally describe what it means to add\/subtract.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nSW orally explain what the attributes are of common geometric shapes.<\/td>\nSW orally solve simple subtraction story problems.<\/td>\nSW count objects to 20.<\/td>\nSW sort blocks according to different attributes.<\/td>\nSW orally solve simple addition and subtraction story problems.<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nSW orally explain why shapes remain the same regardless of their orientation.<\/td>\nSW orally tell simple subtraction story problems.<\/td>\nSW write the number that tells how many.<\/td>\nSW identify each shape regardless of their orientation.<\/td>\nSW orally tell simple addition and subtraction story problems.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nShape, side, corner, angle, edge, turn, rotate.<\/td>\nTake away, subtract, subtraction, symbol, minus sign.<\/td>\nTotal, all together, in all<\/td>\nThick, thin, attribute.<\/td>\nTake away, subtract, subtraction, symbol, minus sign, all together, addition, add, addition sign<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nConstruction paper shapes that differ in size, rope or string.<\/td>\nTeaching Aid Master (Math Masters, p. 109); construction paper or slates, craft sticks, ccounters<\/td>\nLarge Number Cards (Math Master, pp. 92-102, dry erase boards, dry erase markers.<\/td>\nHome Link Master (Math Masters, p. 36), attribute blocks.<\/td>\nTeaching Aid Master (Math Masters, p. 109); construction paper or slates, craft sticks, counters<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\n4.10 Shape Comparisons<\/td>\n4.11 The subtraction Symbol (-)<\/td>\n4.12 Slate (dry erase board) activities.<\/td>\n4.13 Introduction to Attribute Blocks<\/td>\n <\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nPromethean Planet Flipchart: Shapes<\/td>\nPromethean Planet Flipchart: Subtraction Number Stories<\/td>\nProjector, Promethean board.<\/td>\nProjector, Promethean Board.<\/td>\nPromethean Planet Flipchart: Addition and Subtraction Number Stories<\/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

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

Date: 1\/13\/2014<\/b><\/b><\/p>\n

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H2.0.4 Describe ways people learn about their past. <\/b><\/p>\n

H.2.0.1 Distinguishes among yesterday, today and tomorrow.<\/b><\/p>\n

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

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Content<\/b><\/p>\n

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

SW Orally describe ways people learn about the past through artifacts, stories, pictures, etc<\/p>\n

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 <\/td>\nSW Orally use time and chronology as a means for understanding past, present and future events.<\/p>\n

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

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

SW Orally share artifacts about their past.<\/p>\n

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 <\/td>\nSW Orally share artifacts about their past.<\/p>\n

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Pre-Assessment:<\/b><\/td>\nSW Orally brainstorm life events with a partner.<\/td>\n <\/td>\nSW Orally brainstorm life events with a partner.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nSW Orally share a life event with a partner.<\/td>\n <\/td>\nSW Orally share a life event with a partner.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/p>\n

 <\/td>\n

Past, present, future, time line, life events<\/td>\n <\/td>\nPast, present, future, time line, life events<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nChart paper, markers<\/td>\n <\/td>\nChart paper, markers<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nSW Actively participate in creating a classroom timeline.<\/td>\n <\/td>\nSW Actively participate in creating a classroom timeline.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Notes:<\/b><\/p>\n

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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: 1\/13\/2014 CCSS.ELA-Literacy.RL.K.1\u00a0With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.K.2\u00a0With prompting and support, retell familiar stories, including key details. CCSS.ELA-Literacy.RL.K.3\u00a0With prompting and support, identify characters, settings, and major events in a story. 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 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-200","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/200","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=200"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/200\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/media?parent=200"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/categories?post=200"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/tags?post=200"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}