{"id":263,"date":"2014-02-10T09:44:32","date_gmt":"2014-02-10T14:44:32","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/rawsonm\/?p=263"},"modified":"2014-02-10T09:44:32","modified_gmt":"2014-02-10T14:44:32","slug":"lesson-plans-21014","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/rawsonm\/2014\/02\/10\/lesson-plans-21014\/","title":{"rendered":"Lesson Plans 2\/10\/14"},"content":{"rendered":"

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

Date: 2\/10\/2014<\/b><\/p>\n

CCSS.ELA-Literacy.RF.K.2e<\/a>\u00a0Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.<\/b><\/p>\n

CCSS.ELA-Literacy.RI.K.8<\/a>\u00a0With prompting and support, identify the reasons an author gives to support points in a text.<\/p>\n

CCSS.ELA-Literacy.RF.K.1c<\/a>\u00a0Understand that words are separated by spaces in print.<\/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 comprehension of inferring by looking a t sequencing card pictures and inferring what happened.<\/td>\nSWD knowledge of phonemes by creating a list of words in the \u2013\u00a0 family.<\/td>\nSWD application of word by counting the words in a short poem.<\/td>\nSWD comprehension of text features by identifying titles and headings in an information text.<\/td>\nSWD comprehension of text features by identifying captions and graphic features (such as bold, colored type).<\/td>\n<\/tr>\n
Language Objective:<\/b><\/td>\nSWBAT orally explain their inference using\u201d I think _____ happened because ______.<\/td>\nSWBAT write a list of \u2013 family words.<\/td>\nSWBAT orally identify how many words are in a short poem using: There are ___ words in the poem.<\/td>\nSWVAT orally identify the title and heading using:\u00a0 The title\/heading is _____.<\/td>\nSWVAT orally identify the title and heading using:\u00a0 The caption\/graphic features is___.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is a inference?<\/td>\nReview of letter sounds.<\/td>\nWhat is a word?<\/td>\nWhat is a title, heading, and topic?<\/td>\nWhat is a caption\/graphic feature?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nLooking a t sequencing card pictures and inferring what happened.<\/td>\nCreating a list of words in the \u2013 family.<\/td>\nCounting the words in a short poem.<\/td>\nIdentifying titles and headings in an information text.<\/td>\nIdentifying titles and headings in an information text.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in,<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nSequencing picture cards<\/td>\nchart paper<\/td>\nPoem, highlighters<\/td>\nInformational Text<\/td>\nInformational Text<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nDiscuss what a prediction is.\u00a0 Model prediction while readings then allow students to pair-share predictions as read rest of the book.<\/td>\nDiscuss word families.\u00a0 Create list. Review rhyming.<\/td>\nDiscuss words and spaces between words. Highlight the first letter of each word and count number of words in a short poem.<\/td>\nDiscuss informational text and model how to find the title and heading.\u00a0 Review topic.<\/td>\nDiscuss informational text and model how to find captions and graphic features and why they are important.<\/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>\nInfer and support with evidence<\/p>\n

RL.1.4, RL.1.7<\/td>\n

SWD knowledge of phonemes by creating a list of words in the \u2013\u00a0 family.<\/td>\n <\/td>\nUse text features (titles, headings, captions,<\/p>\n

graphic features)<\/td>\n

Use text features (titles, headings, captions,<\/p>\n

graphic features)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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

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

Date: 2\/10\/2014<\/b><\/p>\n

CCSS: 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<\/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

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<\/p>\n

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

SWD comprehension informational text by completing an All About Me Book.<\/td>\nSWD application of informational text by choosing a topic for the next writing piece.<\/p>\n

 <\/td>\n

SWD comprehension informational text by researching to find facts on their chosen topic.<\/td>\nSWD application of headings by finding 3 facts about their animal\u2019s habitat, diet, and predators.<\/td>\nSWD application of informational text by completing template for animal research.<\/td>\n<\/tr>\n
Language <\/b><\/p>\n

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

SWBAT read their book to a partner.<\/td>\nSWBAT orally identify their next writing topic using My informational topic will be _____.<\/td>\nSWBAT read informational text on their chosen topic.<\/td>\nSWBAT orally identify 3 facts using:\u00a0 My animal\u2019s habitat\/diet\/predators is _____.<\/td>\nSWBAT write and draw pictures to match each caption on template.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is informational text?<\/td>\nWhat is informational text?<\/td>\nWhat is informational text?<\/td>\nWhat is informational text?<\/td>\nWhat is informational text?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nCompleting an All About Me Book.<\/td>\nChoosing a topic for the next writing piece.<\/td>\nChoosing four facts about themselves to make a book.<\/td>\nFinding 3 facts about their animal\u2019s habitat, diet, and predators.<\/td>\nCompleting template for animal research.<\/td>\n<\/tr>\n
Content Vocab.:<\/b><\/td>\nInformational text, facts<\/td>\nInformational text, facts<\/td>\nInformational text, facts<\/td>\nInformational text, facts<\/td>\nInformational text, facts<\/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>\nDiscuss informational text and model how to complete All About Me book.\u00a0 Give students time to complete their book and practice reading it with a partner.<\/p>\n

 <\/td>\n

Review informational text and how authors must research their topics.\u00a0 Model choosing a topic then allow students to choose from a list of predetermined topics.<\/td>\nStudents will read about their topic and find facts.<\/p>\n

 <\/td>\n

Discuss how to use headings to find 3 facts about animal habitat, diet, and predators.\u00a0 Model using sentence stems.<\/td>\nReview template and model how to complete.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nInformational text, facts<\/td>\nInformational text, facts<\/td>\n<\/tr>\n
NOTES:<\/b><\/td>\n <\/td>\n <\/p>\n

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

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

Date: 2\/10\/2014<\/b><\/p>\n

P.FM.00.31 Demonstrate pushes and pulls on objects that can move.<\/p>\n

P.FM.00.32 Observe that objects initially at rest will move in the direction of the push or pull.<\/p>\n

P.FM.00.33 Observe how pushes and pulls can change the speed or direction of moving objects.<\/p>\n

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

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

P.FM.E.3 Force- A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is related to the size of the force. The change is also related to the weight (mass) of the object on which the force is being exerted. When an object does not move in response to a force, it is because another force is being applied by the environment.<\/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\n
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Objective:<\/b><\/td>\n

SWD comprehension forces by comparing the push\/pull needed to move light\/heavy objects. (Technology link 1)<\/td>\n <\/td>\nSWD comprehension forces by comparing the push\/pull needed to move light\/heavy objects. (using real objects)<\/td>\n <\/td>\nSWD comprehension forces by comparing how far cars can go on various surfaces.\u00a0 (Technology link 2)<\/td>\n<\/tr>\n
Language Objective:<\/b><\/td>\nSWBAT orally compare forces using:\u00a0 The hard push\/pull was able to ___ while the soft push pull was able to _____.<\/td>\n <\/td>\nSWBAT orally compare forces using:\u00a0 The hard push\/pull was able to ___ while the soft push pull was able to _____.<\/td>\n <\/td>\nSWBAT orally compare forces using:\u00a0 The ____ surface let the car go farthest.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is a force?<\/td>\n <\/td>\nWhat is a force?<\/td>\n <\/td>\nWhat is a force?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nComparing the push\/pull needed to move light\/heavy objects.<\/td>\n <\/td>\nComparing the push\/pull needed to move light\/heavy objects.<\/td>\n <\/td>\nComparing how far cars can go on various surfaces.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nForce, gravity, object, position, pull, push<\/td>\n <\/td>\nForce, gravity, object, position, pull, push<\/td>\n <\/td>\nForce, gravity, object, position, pull, push, friction<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nPromethean Board<\/td>\n <\/td>\nCar, block, soft cube<\/td>\n <\/td>\nPromethean Board<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nStudents make predictions about how hard push\/pull and soft push\/pull can move objects.<\/td>\n <\/td>\nStudents make predictions about how hard push\/pull and soft push\/pull can move objects.<\/td>\n <\/td>\nStudents make predictions about how various surfaces will effect distance.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nhttps:\/\/www.bbc.co.uk\/schools\/scienceclips\/ages\/5_6\/pushes_pulls.shtml<\/a><\/p>\n

https:\/\/www.bbc.co.uk\/schools\/scienceclips\/ages\/8_9\/friction.shtml<\/td>\n<\/tr>\n

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

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

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

Date: 2\/10\/2014<\/b>K.MD.1<\/b>: Describe measurable attributes of objects, such as length or weight <\/b><\/p>\n

K.CC.7<\/b>: Compare two numbers between 1 and 10 presented as written numerals.<\/b><\/p>\n

K.MD.2<\/b>: Directly compare two objects with a measurable attribute in common, to see which object has \u201cmore of\u201d\/\u201cless of\u201d the attribute, and describe the difference<\/b><\/p>\n

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

K.CC.4a<\/b>: Understand the relationship between numbers and quantities; connect counting to cardinality.<\/b><\/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.OA.3<\/b>: Decompose numbers less than or equal to 10 into pairs in more than one way. <\/b><\/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. \u00a0<\/b><\/p>\n

K.OA.2<\/b>: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.<\/b><\/p>\n

K.OA.5<\/b>: Fluently add and subtract within 5.<\/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><\/p>\n

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

SW demonstrate their understanding of the use of non standard measuring tools (cut-out of their own foot) to measure objects and distances.<\/td>\nSW demonstrate their understanding of the difference between measuring lengths with standard and non standard measurement tools.<\/td>\nSW: skip count by 5s.<\/td>\nSW: count tally marks by 5s.<\/td>\n\n

Valentine’s Day Party<\/p>\n<\/td>\n<\/tr>\n

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

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

SW tell how long a distance is using their ‘foot’ measurement tool.<\/td>\nSW be able to tell why standard units of measure are necessary\/important.<\/td>\nSW; orally count from 0-100 by 5s.<\/td>\nSW: orally count tally marks, by 5s, from 0-100.<\/td>\n <\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nSW tell why using their own foot is not a good way to measure objects.<\/td>\nSW measure a distance using non standard measurement tools (their own feet).<\/td>\nSW: use fingers to represent groups of 5.<\/td>\nSW: Use tally marks to represent numbers.<\/td>\n <\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nSW tell why we use standard measurements to measure objects and distances.<\/td>\nSW measure a distance using standard measurement tools (a 1 foot long foot template\/measurement tool)<\/td>\nSW: Find a pattern for counting by 5s.<\/td>\nSW: use tally marks to record classroom data.<\/td>\n <\/td>\n<\/tr>\n
Content Vocabulary:<\/b><\/td>\nMeasure, foot, knee to toe<\/td>\nStandard foot, unit<\/td>\nSkip count, pattern<\/td>\nTally marks<\/td>\n <\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nMy First Math Book p. 2, stiff paper, markers or crayons, scissors<\/td>\nLome Link Master (Math Masters, p. 39); children’s foot cutouts from Activity 5.6, tape measure, scissors, 12 inch ruler<\/td>\nGrowing Number Line or other number line.<\/td>\nHome Link Master (Math Masters, p. 42); Teaching Master (Math Masters, p. 41);\u00a0 tape or glue, chart paper<\/td>\n <\/td>\n<\/tr>\n
Activities:<\/b><\/td>\n5.6 Measurement with Children’s Feet<\/td>\n5.7 How Big is a Foot?<\/td>\n5.8 Count by 5s<\/td>\n5.9 Introduction of Tally Marks<\/td>\n <\/td>\n<\/tr>\n
Technology:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
NOTES:<\/b><\/td>\nFile folders for stiff paper<\/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: 2\/10\/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

G1.0.1 Recognizes maps and globes represent places<\/b><\/p>\n

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

TLW share life experiences and collaboratively determine the basic story elements encompassed in the shares experiences.<\/td>\n <\/td>\nTLW will collaboratively discuss and evaluate decisions made and the consequences in the stories from other lessons (where appropriate) and hypothesize how the consequences might have changed if the character(s)\/individual (s) had made a different decision(s).<\/td>\n <\/td>\n\u00a0<\/b><\/td>\n<\/tr>\n
Language <\/b><\/p>\n

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

SW tell their partner about a special event in their lives.<\/td>\n <\/td>\nSW listen to biographies and autobiographies.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nSW tell what a special event is.<\/td>\n <\/td>\nSW discuss with a partner how decisions change consequences.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nSW tell why the event was important to them.<\/td>\n <\/td>\nSW discuss with a partner how an outcome of a story would have been different had the main character(s) made a different choice(s).<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/p>\n

 <\/td>\n

Event, experiences<\/td>\n <\/td>\nConsequences<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nBiographies, autobiographies, chart paper<\/td>\n <\/td>\nBiographies, Autobiographies, chart paper<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nShare life story with students, read a biography or autobiography, have students share a life experience with their partner.<\/td>\n <\/td>\nListen to familiar stories and discuss with a partner how the story would have turned out differently if other choices had been made.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Notes:<\/b><\/p>\n

\u00a0<\/b><\/td>\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: 2\/10\/2014 CCSS.ELA-Literacy.RF.K.2e\u00a0Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. CCSS.ELA-Literacy.RI.K.8\u00a0With prompting and support, identify the reasons an author gives to support points in a text. CCSS.ELA-Literacy.RF.K.1c\u00a0Understand that words are separated by spaces in print. 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   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-263","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/263","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=263"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/263\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/media?parent=263"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/categories?post=263"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/tags?post=263"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}