{"id":220,"date":"2014-01-21T15:55:47","date_gmt":"2014-01-21T20:55:47","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/rawsonm\/?p=220"},"modified":"2014-01-21T15:55:47","modified_gmt":"2014-01-21T20:55:47","slug":"lesson-plans-week-of-1202014","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/rawsonm\/2014\/01\/21\/lesson-plans-week-of-1202014\/","title":{"rendered":"Lesson Plans Week of 1\/20\/2014"},"content":{"rendered":"

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

Date: 1\/20\/2014<\/b><\/p>\n

CCSS.ELA-Literacy.RF.K.3c<\/a>\u00a0Read common high-frequency words by sight (e.g.,\u00a0the<\/i>,\u00a0of<\/i>,\u00a0to<\/i>, you<\/i>,\u00a0she<\/i>,\u00a0my<\/i>,\u00a0is<\/i>,\u00a0are<\/i>,\u00a0do<\/i>,\u00a0does<\/i>).<\/p>\n

CCSS.ELA-Literacy.RF.K.3d<\/a>\u00a0Distinguish between similarly spelled words by identifying the sounds of the letters that differ.<\/p>\n

CCSS.ELA-Literacy.RF.K.1c<\/a>\u00a0Understand that words are separated by spaces in print.<\/p>\n

CCSS.ELA-Literacy.RF.K.4<\/a>\u00a0Read emergent-reader texts with purpose and understanding.<\/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
 <\/td>\n\n

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

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

NO SCHOOL<\/td>\nSWD comprehension of emergent-reader text by reading common high frequency words to help make predictions.<\/td>\nSWD comprehension of emergent-reader text by monitoring and fixing based on initial letter sounds and picture cues.<\/td>\nSWD application of emergent-reader text by pointing to the first letter of each word as they read with a partner and then counting how many words on a page.<\/td>\nNO SCHOOL<\/td>\n<\/tr>\n
Language<\/b><\/p>\n

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

 <\/td>\nSW orally predict what will happen next in the storing using the sentence stem: I think ____ will happen next.<\/td>\nSW orally justify their monitoring and fixing using the sentence stem:\u00a0 _____did not make sense because _______.<\/td>\nSW\u00a0 orally identify how many words on a page using the sentence stem.\u00a0 There are ____ words on the page.<\/td>\n <\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\n <\/td>\nWhat is a prediction?<\/td>\nHow do we monitor and fix up as we read?<\/td>\nWhat is a word?\u00a0 Where is the first letter of a word?<\/td>\n <\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\n <\/td>\nReading common high frequency words<\/td>\nMonitoring and fixing based on initial letter sounds and picture cues.<\/td>\nPointing to the first letter of each word as they read with a partner and then counting how many words on a page.<\/td>\n <\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\n <\/td>\nComprehension, Asking and Answering, Questions, Predictions<\/td>\nComprehension, Monitor, Fix up, Re-read<\/td>\nWord, First Letter<\/td>\n <\/td>\n<\/tr>\n
Materials:<\/b><\/td>\n <\/td>\nEmergent Reader Text<\/td>\nEmergent Reader Text<\/td>\nEmergent Reader Text<\/td>\n <\/td>\n<\/tr>\n
Activities:<\/b><\/td>\n <\/td>\nRead and discuss the pattern of text in an emergent-reader text.\u00a0 Make predictions based on pattern as to what will happen next.<\/td>\nWhile reading make some errors\u2014students raise hand to identify and justify mistake.\u00a0 Practice re-reading.<\/td>\nModel for students how to point at the first letter of each word and then count the number of words on a page.\u00a0 Then students model to a partner.<\/td>\n <\/td>\n<\/tr>\n
Technology:<\/b><\/td>\n <\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/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

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

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

Date: 1\/20\/2014<\/b><\/p>\n

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

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

W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.<\/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

NO SCHOOL<\/p>\n

 <\/td>\n

SWD comprehension of opinion by picking their favorite specials area.<\/td>\nSWD evaluation of opinion by giving reasons for their favorite special.<\/td>\nSWD evaluation of opinion by writing reasons for their favorite special.<\/td>\nNO SCHOOL<\/td>\n<\/tr>\n
Language <\/b><\/p>\n

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

 <\/p>\n

 <\/td>\n

SWBAT orally identifying their favorite special using: I think ____ is the best special.<\/td>\nSWBAT orally justify their opinion using; I think ____ is the best special because _____.<\/td>\nSWBAT write to justify their opinion using; I think ____ is the best special because _____.<\/td>\n <\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\n <\/td>\nWhat is opinion?<\/td>\nReason, Justify, Opinion<\/td>\nReason, Justify, Opinion<\/td>\n <\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\n <\/td>\nPicking their favorite specials area.<\/p>\n

 <\/td>\n

Giving reasons for their favorite special.<\/td>\nGiving reasons for their favorite special in written form.<\/td>\n <\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\n <\/td>\nOpinion, Favorite<\/td>\nReason, Justify, Opinion<\/td>\nReason, Justify, Opinion<\/td>\n <\/td>\n<\/tr>\n
Materials:<\/b><\/td>\n <\/td>\nAnchor Chart<\/td>\nAnchor Chart<\/td>\nAnchor Chart<\/td>\n <\/td>\n<\/tr>\n
Activities:<\/b><\/td>\n <\/td>\nDiscuss opinion.\u00a0 Students turn and talk about their favorite special and make a choice.\u00a0 Make an anchor chart to tally favorite specials.<\/td>\nReview Opinion.\u00a0 Students turn and talk about the reasons they have for their favorite opinion.\u00a0 Record on anchor chart.<\/td>\nReview anchor and then model how to stretch words and write the sounds that we hear.<\/td>\n <\/td>\n<\/tr>\n
Notes:<\/b><\/td>\n <\/td>\n <\/p>\n

 <\/td>\n

 <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Technology:<\/b><\/td>\n <\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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

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

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

Date: 1\/20\/2014<\/b><\/p>\n

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

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

\n

NO SCHOOL<\/p>\n<\/td>\n

 <\/td>\nSWD knowledge of moving objects by describing how objects move.<\/td>\n\n

\u00bd day<\/p>\n<\/td>\n

\n

NO SCHOOL<\/p>\n<\/td>\n<\/tr>\n

Language Obective:<\/b><\/td>\n <\/td>\n <\/td>\nSWBAT orally describe how an object moves using: The _____ moves ______.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\n <\/td>\n <\/td>\nWhat is an object?\u00a0 What is movement?<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\n <\/td>\n <\/td>\nDescribing how objects move.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\n <\/td>\n <\/td>\nDirectional words.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Materials:<\/b><\/td>\n <\/td>\n <\/td>\nA variety of objects.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Activities:<\/b><\/td>\n <\/td>\n <\/td>\nGive students a variety of objects and allow them to explore how they move.\u00a0 Circulate among the class and ask\u00a0 students, \u201cHow does the object move?\u201d\u00a0 Coach to use sentence stem: The _____ moves ______.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Technology:<\/b><\/td>\n <\/p>\n

 <\/td>\n

 <\/td>\n\n\n\n\n\n\n
Discovery Streaming:\u00a0 \u201cHow things move\u201d\u00a0 https:\/\/player.discoveryeducation.com\/index.cfm?guidAssetId=2036081E-4099-47AB-800D-6F3CF57F6353&blnFromSearch=1&productcode=US<\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/td>\n

 <\/p>\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

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

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

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

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

Date: 1\/20\/2014<\/b><\/p>\n

K.G.2<\/b>: Correctly name shapes regardless of their orientations or overall size<\/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, and other attributes.<\/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.1<\/b>: Count to 100 by ones and by tens. <\/b><\/p>\n

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

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

\n

NO SCHOOL<\/b><\/p>\n<\/td>\n

SW: identify shapes by their attributes, regardless of their orientation.<\/td>\nSW: solve addition and subtraction problems using manipulatives.<\/td>\n\n

\u00bd\u00a0 day<\/b><\/p>\n<\/td>\n

\n

NO STUDENTS<\/b><\/p>\n<\/td>\n<\/tr>\n

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

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

 <\/td>\nSW: listen for the description of the identified attribute and be able to say whether or not the posses that attribute.<\/td>\nSW: listen to number stories and use concrete materials to answer addition and subtraction number story problems.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\n <\/td>\nSW: state the name of each shape.<\/td>\nSW: listen to story problems and use manipulatives to solve.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\n <\/td>\nSW: name the attributes that each shape posses.<\/td>\nSW: identify whether they need to add or subtract based on the information given in the story problems.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/p>\n

 <\/td>\n

 <\/td>\nAttribute, sorting rule<\/td>\nJoining, taking away, number story, add, add, subtract, addition, subtraction, plus, minus, equal, symbol, number sentence<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Materials:<\/b><\/td>\n <\/td>\nNone necessary<\/td>\nCounters; promethean board<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Activities:<\/b><\/td>\n <\/td>\n4.14 “What’s My Rule:”<\/td>\n4.15 Number Stories: Stage 2<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Technology:<\/b><\/td>\n <\/td>\nPromethean board flipchart of shapes.<\/td>\nPromethean Board addition and subtraction number stories flipchart<\/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

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

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

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

Date: 1\/20\/2014<\/b><\/b><\/p>\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 <\/b><\/p>\n

H2.0.2 Create a timeline using event from their own lives<\/b><\/p>\n

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

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

M<\/p>\n<\/td>\n

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

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

 <\/td>\n <\/td>\nSW: create a timeline of their own lives.<\/td>\n <\/td>\n\u00a0<\/b><\/td>\n<\/tr>\n
Language <\/b><\/p>\n

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

 <\/td>\n <\/td>\nSW: listen to lesson about how people use timelines to track important past events in other people’s lives.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\n <\/td>\n <\/td>\nSW: tell why it’s important to know about our pasts.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\n <\/td>\n <\/td>\nSW: \u00a0tell why it’s important to organize events from our pasts in a timeline fashion.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/p>\n

 <\/td>\n

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

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

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

Teacher Weekly Lesson Plans Date: 1\/20\/2014 CCSS.ELA-Literacy.RF.K.3c\u00a0Read common high-frequency words by sight (e.g.,\u00a0the,\u00a0of,\u00a0to, you,\u00a0she,\u00a0my,\u00a0is,\u00a0are,\u00a0do,\u00a0does). CCSS.ELA-Literacy.RF.K.3d\u00a0Distinguish between similarly spelled words by identifying the sounds of the letters that differ. CCSS.ELA-Literacy.RF.K.1c\u00a0Understand that words are separated by spaces in print. CCSS.ELA-Literacy.RF.K.4\u00a0Read emergent-reader texts with purpose and understanding. 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 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-220","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/220","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=220"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/220\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/media?parent=220"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/categories?post=220"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/tags?post=220"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}