{"id":363,"date":"2014-03-31T07:49:00","date_gmt":"2014-03-31T11:49:00","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/rawsonm\/?p=363"},"modified":"2014-03-31T07:49:00","modified_gmt":"2014-03-31T11:49:00","slug":"lesson-plans-week-of-33114","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/rawsonm\/2014\/03\/31\/lesson-plans-week-of-33114\/","title":{"rendered":"Lesson Plans Week of 3\/31\/14"},"content":{"rendered":"

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

Date: 3\/31\/2014<\/b><\/p>\n

CCSS.ELA-Literacy.RF.K.2c<\/a>\u00a0Blend and segment onsets and rimes of single-syllable spoken words<\/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.RF.K.3b<\/a>\u00a0Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.<\/p>\n

CCSS.ELA-Literacy.RF.K.2d<\/a>\u00a0Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1<\/sup>\u00a0(This does not include CVCs ending with \/l\/, \/r\/, or \/x\/.)<\/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

Subject:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Reading\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 Minutes Per Week:\u00a0\u00a0 450\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: 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

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

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

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

SWD knowledge of phonemes by creating a list of words in the \u2013in family.<\/td>\nSWD knowledge of phonemes by blending sounds to make words.<\/td>\nSWD comprehension of vowels by recognizing when\/why y acts as a vowel.<\/td>\nSWD comprehension of y as a vowel by shorting when y makes and i or e sound.<\/td>\nSWD comprehension y as a vowel by recognizing when y teams with a to make an long a sound like in \u201cmay.\u201d<\/td>\n<\/tr>\n
Language Objective:<\/b><\/td>\nSWBAT write a list of \u2013in family words.<\/td>\nSWBAT orally blend sounds to make words.<\/td>\nSWBAT orally identify y as a vowel in words without a,e,i,o, or u.<\/td>\nSWBAT orally identify words when the y sounds like i\/e.<\/td>\nSWBAT orally identify y as a long a sound.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nReview of letter sounds.<\/td>\nLetter sounds<\/td>\nWhat is a vowel?<\/td>\nWhat is a vowel?<\/td>\nWhat is a vowel?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nCreating a list of words in the \u2013 in family.<\/td>\nBlending sounds to make words.<\/td>\nRecognizing when\/why y acts as a vowel.<\/td>\nShorting when y makes and i or e sound.<\/td>\nrecognizing when y teams with a to make an long a sound.<\/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, do, will, play, make, went, did, was, here, said, big, little<\/td>\nI, 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<\/td>\nI, 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<\/td>\nI, 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<\/td>\nI, 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<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nchart paper<\/td>\nchart paper<\/td>\nWord Hunt Sorting Sheet<\/td>\nY words coloring paper<\/td>\nY words sorting activity<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nDiscuss word families.\u00a0 Create list. Review rhyming.<\/td>\nDiscuss word families and practicing blending sounds to read CVC words.<\/td>\nDiscuss how vowels are the glue that hold words together.\u00a0 If a word does not have a,e ,i, o, or u, it must have y.\u00a0 Go on a picture word hunt and sort by vowels.<\/td>\nDiscuss how y \u201csteals\u201d the sound from i and e and patterns for when it makes these sounds.\u00a0 Color y words based on sound.<\/td>\nDiscuss y as a vowel.\u00a0 Review how it steals sound from i and e and how it also teams with a to make a long a sound.\u00a0 Sort y words on chart.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nhttps:\/\/www.youtube.com\/watch?v=xuNhrogY-Mo<\/td>\nhttps:\/\/www.youtube.com\/watch?v=fR-BLFZyAWs&safe=active<\/td>\nhttps:\/\/www.youtube.com\/watch?v=PL3X3dnNQK0<\/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: 3\/31\/2014<\/b><\/p>\n

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

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

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)<\/p>\n

W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.<\/b><\/p>\n

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

Subject: Writing\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\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\u00a0\u00a0\u00a0\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

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

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

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

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

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

SWD application of informational writing by using graphic organizer to write a topic sentence with supporting details.<\/td>\nSWD knowledge of informational writing by researching to find 3 facts on their topic.<\/td>\nSWD application of informational writing by using graphic organizer to write a topic sentence with supporting details.<\/td>\nSWD application of informational writing by using graphic organizer to write a topic sentence with supporting details.<\/td>\nSWD knowledge of informational writing by reading their writing to a partner.<\/td>\n<\/tr>\n
Language <\/b><\/p>\n

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

SWBAT write complete sentences using their graphic organizer as a reference tool.<\/td>\nSWBAT write 3 facts on their topic using graphic organizer.<\/td>\nSWBAT write complete sentences using their graphic organizer as a reference tool.<\/td>\nSWBAT write complete sentences using their graphic organizer as a reference tool.<\/td>\nSWBAT read their writing to a peer.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is a topic?\u00a0 What is a fact?<\/td>\nWhat is a topic?\u00a0 What is a fact?<\/td>\nWhat is a topic?\u00a0 What is a fact?<\/td>\nWhat is a topic?\u00a0 What is a fact?<\/td>\nWhat is a topic?\u00a0 What is a fact?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nUsing graphic organizer to write a topic sentence with supporting details.<\/td>\nResearching to find 3 facts on their topic.<\/td>\nUsing graphic organizer to write a topic sentence with supporting details.<\/td>\nUsing graphic organizer to write a topic sentence with supporting details.<\/td>\nReading their writing to a partner.<\/td>\n<\/tr>\n
Content Vocab.:<\/b><\/td>\nInformational Text, Topic<\/td>\nInformational Text, Topic<\/td>\nInformational Text, Topic<\/td>\nInformational Text, Topic<\/td>\nInformational Text, Topic<\/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>\nModel how to use the graphic organizer to write complete sentences.<\/td>\nModel how to identify facts and record on graphic organizer.<\/td>\nModel how to use the graphic organizer to write complete sentences.<\/td>\nModel how to use the graphic organizer to write complete sentences.<\/td>\nModel expectations for peer review.<\/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

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

Date: 3\/31\/2014<\/b><\/p>\n

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

CCSS: <\/b>L.OL.00.11 Identify that living things have basic needs.<\/p>\n

L.OL.00.12 Identify and compare living and nonliving things.<\/p>\n

\u00a0Subject:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\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\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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n

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

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

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

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

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

SWD knowledge of living and nonliving things by sorting pictures as living\/ nonliving.<\/td>\n <\/td>\nSWD comprehension of living and nonliving things by comparing what living things need to survive (plant\/person).<\/td>\n <\/td>\nSWD comprehension of living and nonliving things by comparing what living things need to survive (fish\/cat).<\/td>\n<\/tr>\n
Language Objective:<\/b><\/td>\nSWBAT orally identify what is living\/nonliving and give support using ___ is living\/nonliving because __.<\/td>\n <\/td>\nSWBAT orally describe what living things need and compare using a double bubble.<\/td>\n <\/td>\nSWBAT orally describe what living things need and compare using a double bubble.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is living? What is nonliving?<\/td>\n <\/td>\nWhat is living? What is nonliving?<\/td>\n <\/td>\nWhat is living? What is nonliving?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nSorting pictures as living\/ nonliving.<\/td>\n <\/td>\ncomparing what living things need to survive<\/td>\n <\/td>\ncomparing what living things need to survive<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nLiving, nonliving, classify<\/td>\n <\/td>\nLiving, nonliving, classify<\/td>\n <\/td>\nLiving, nonliving, classify<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nPromethean Board<\/td>\n <\/td>\nPromethean Board<\/td>\n <\/td>\nPromethean Board<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nReview what makes something living\/nonliving then sort pictures on website game.<\/td>\n <\/td>\nReview living and nonliving things and discuss how living things need different things.<\/td>\n <\/td>\nReview living and nonliving things and discuss how living things need different things.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nhttps:\/\/www.sciencekids.co.nz\/gamesactivities\/plantsanimals.html<\/td>\n<\/tr>\n
NOTES<\/b><\/td>\n <\/td>\n <\/td>\n <\/p>\n

 <\/td>\n

 <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/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

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

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

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

Date: 3\/31\/2014<\/b><\/p>\n

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

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

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

.<\/p>\n

\u00a0<\/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 Minutes Per Week:\u00a0\u00a0\u00a0\u00a0\u00a0 500\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

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

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

Content<\/p>\n

Objective:<\/p>\n

 <\/td>\n

SW Use multiple attributes to describe objects<\/td>\nSW Compare ways to measure time.<\/td>\nSW Use calculators to skip count by 2, 5 and 10.<\/td>\nSW Create and extend patterns.<\/td>\n\n

Differentiation<\/p>\n

\n<\/td>\n<\/tr>\n

Language<\/p>\n

Objective:<\/td>\n

I can identify the name of an attribute block by its attributes.<\/td>\nI can tell time to the hour.<\/td>\nI can use a calculator to skip count by 2, 5 and 10.<\/td>\nI can create and extend a pattern using symbols.<\/td>\nComputation Practice: Adding and Subtracting numbers within 10.<\/td>\n<\/tr>\n
Pre-Assessment:<\/td>\nSW Name each attribute block.<\/td>\nSW Perform described movement for 30 or 60 seconds.<\/td>\nSW Skip count by 2, 5 and 10 using a calculator.<\/td>\nSW Create a pattern using symbols.<\/td>\nMath addition and subtraction games on Laptops.<\/td>\n<\/tr>\n
Post-Assessment:<\/td>\nSW Name the attributes that define a shape.<\/td>\nSW describe why we need to keep track of time.<\/td>\nSW Skip count by 2, 5 and 10 using a calculator.<\/td>\nSW Draw their pattern using symbols.<\/td>\nAddition Top It<\/p>\n

Number Grid Search Game, Greater\/Less Than Alligators<\/td>\n<\/tr>\n

Content Vocabulary:<\/td>\nAttributes<\/td>\nSeconds<\/td>\nSkip counting, plus, equals, pattern, repeat<\/td>\nSymbol, represent<\/td>\nDice addition<\/p>\n

Sorting Coins<\/td>\n<\/tr>\n

Materials:<\/td>\nMath Masters p. 46<\/p>\n

Attribute Blocks<\/td>\n

Clocks, stop watches, timers<\/td>\nCalculators<\/p>\n

Math Masters p. 47<\/td>\n

My First Math Book p. 13<\/p>\n

Dry erase board and dry erase markers<\/td>\n

Patterns with blocks, craft sticks, counting bears<\/td>\n<\/tr>\n
Activities:<\/td>\n6.12 Read My Mind<\/td>\n6.13 Tools for Measuring Time<\/td>\n6.14 Skip Counting with Calculators<\/td>\n6.15 Symbolic Representations of Patterns<\/td>\nAttributes<\/p>\n

Counting collections<\/td>\n<\/tr>\n

Technology:<\/td>\nPromethean Flipchart of attribute blocks<\/td>\nPromethean Flipchart on time<\/td>\nCalculators<\/p>\n

Projector<\/p>\n

Promethean Board Calculator<\/td>\n

Promethean Board<\/td>\nCounting to 100 by 1s, 5s and 10s<\/td>\n<\/tr>\n
NOTES:<\/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

Date: 3\/31\/2014<\/b><\/p>\n

C2.0.1 Identify our country’s flag as an important symbol of the United States<\/p>\n

C2.0.2 Explain why people do not have the right to do whatever they want<\/p>\n

C2.0.3 Describe fair ways for groups to make a decision<\/p>\n

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

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

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

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

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

C2.0.1 Identify our country’s flag as an important symbol of the United States<\/p>\n

 <\/td>\n

 <\/td>\n\n

C2.0.2 Explain why people do not have the right to do whatever they want<\/p>\n<\/td>\n

 <\/td>\nC2.0.3 Describe fair ways for groups to make a decision<\/p>\n

 <\/td>\n<\/tr>\n

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

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

I can be fair<\/p>\n

I can solve problems\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I can make a difference<\/p>\n

 <\/td>\n

 <\/td>\nI can be fair<\/p>\n

I can solve problems<\/p>\n

I can make a difference<\/p>\n

 <\/td>\n

 <\/td>\nI can be fair<\/p>\n

I can solve problems<\/p>\n

I can make a difference<\/p>\n

 <\/td>\n<\/tr>\n

Pre-Assessment:<\/b><\/td>\nTLW identify the United States flag as an important symbol<\/p>\n

 <\/td>\n

 <\/td>\nTLW identify the United States flag as an important symbol<\/p>\n

 <\/td>\n

 <\/td>\nTLW identify the United States flag as an important symbol<\/p>\n

 <\/td>\n<\/tr>\n

Post-Assessment:<\/b><\/td>\nTLW explain the need for class and school rules and daily procedures\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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 TLW revisit class\/school rules\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 TLW determine how following rules contributes to the common good\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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0TLW collboratively analyze stories that illustrate core democratic values in the United States<\/p>\n

 <\/td>\n

 <\/td>\nTLW explain what happens without rules<\/p>\n

 <\/td>\n

 <\/td>\nTLW describe basic voting procedures<\/p>\n

 <\/td>\n<\/tr>\n

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

 <\/td>\n

Flag, symbol, expectations, common good, democratic values, problems, decisions, difference<\/td>\n <\/td>\nFlag, symbol, expectations, common good, democratic values, problems, decisions, difference<\/td>\n <\/td>\nFlag, symbol, expectations, common good, democratic values, problems, decisions, difference<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nMake paper flags<\/p>\n

 <\/td>\n

 <\/td>\nMake\/review class guideline\/rules\/procedures\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 make a new set of rules based on class needs<\/p>\n

 <\/td>\n

 <\/td>\nRole play class situations<\/p>\n

Take several class votes<\/p>\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

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

Teacher Weekly Lesson Plans Date: 3\/31\/2014 CCSS.ELA-Literacy.RF.K.2c\u00a0Blend and segment onsets and rimes of single-syllable spoken words CCSS.ELA-Literacy.RF.K.2e\u00a0Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. CCSS.ELA-Literacy.RF.K.3b\u00a0Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. CCSS.ELA-Literacy.RF.K.2d\u00a0Isolate and pronounce the initial, medial vowel, and final 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-363","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/363","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=363"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/363\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/media?parent=363"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/categories?post=363"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/tags?post=363"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}