{"id":388,"date":"2014-04-07T08:33:22","date_gmt":"2014-04-07T12:33:22","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/rawsonm\/?p=388"},"modified":"2014-04-07T08:33:22","modified_gmt":"2014-04-07T12:33:22","slug":"lesson-plans-week-of-4714","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/rawsonm\/2014\/04\/07\/lesson-plans-week-of-4714\/","title":{"rendered":"Lesson Plans Week of 4\/7\/14"},"content":{"rendered":"

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

Date: 4\/7\/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>\u00a0 Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.<\/b><\/p>\n

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

CCSS.ELA-LITERACY.RI.K.9<\/a>With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).<\/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

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

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

SWD knowledge of phonemes by creating a list of words in the \u2013it family.<\/td>\nSWD knowledge of phonemes by blending sounds to make words.<\/td>\nSWD comprehension of informational text by identifying the reasons an author gives support in a text.<\/td>\nSWD application informational text by identifying facts about the seasons.<\/td>\nSWD analysis of information text by comparing facts from today\u2019s book to previous book on season.<\/td>\n<\/tr>\n
Language Objective:<\/b><\/td>\nSWBAT write a list of \u2013it family words.<\/td>\nSWBAT orally blend sounds to make words.<\/td>\nSWBAT orally identify the topic using:\u00a0 The topic is ________.<\/td>\nSWBAT orally identify facts using A fact about ____ is ______.<\/td>\nSWBAT orally identify new facts about the seasons.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nReview of letter sounds.<\/td>\nLetter sounds<\/td>\nWhat is a topic?<\/td>\nWhat is a fact?<\/td>\nWhat is a fact?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nCreating a list of words in the \u2013 it family.<\/td>\nBlending sounds to make words.<\/td>\nidentifying the reasons an author gives support in a text<\/td>\nIdentifying facts about the seasons.<\/td>\nComparing facts from today\u2019s book to previous book on season.<\/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>\nInformational text on seasons<\/td>\nInformational text on seasons<\/td>\nInformational text on seasons<\/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>\nGather prior knowledge. Read informational text on seasons and discuss topic and subtopics.\u00a0 Create a graphic organizer for reference.<\/td>\nReview book on seasons.\u00a0 Add to graphic organizer facts about each season.<\/td>\nReview previous book on seasons then introduce the new book.\u00a0 Read and compare, does one have more facts?\u00a0 One more pictures, etc.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/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: 4\/7\/2014<\/b><\/p>\n

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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

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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

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

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

SWD comprehension of research by writing a closed paragraph about their topic.<\/td>\nSWD application of informational text by reading their closed paragraph to the class.<\/td>\nSWD knowledge of informational text by listing the topic and subtopic of a season\u2019s book.<\/td>\nSWD comprehension of informational writing by completing graphic organizer about winter.<\/td>\nSWD application of informational writing by using circle map to write complete sentences about winter.<\/td>\n<\/tr>\n
Language <\/b><\/p>\n

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

Students will use:\u00a0 My topic is ____.\u00a0 Here are 2 facts: 1. ___<\/p>\n

2. ____ That is what I learned about _____.<\/td>\n

Students will use:\u00a0 My topic is ____.\u00a0 Here are 2 facts: 1. ___<\/p>\n

2. ____ That is what I learned about _____.<\/td>\n

Students will use: ____ is the topic and ___, ___, ___, ___ are the subtopics.<\/td>\nSWBAT write facts about winter on graphic organizer.<\/td>\nSWBAT write 1-3 complete sentences (facts) about winter.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is research?<\/td>\nWhat is research?<\/td>\nWhat is a topic? Subtopic?<\/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>\nWriting a closed paragraph about their topic.<\/td>\nWriting a closed paragraph about their topic.<\/td>\nlisting the topic and subtopic of a season\u2019s book.<\/td>\ncompleting graphic organizer about winter.<\/td>\nReading their writing to a partner.<\/td>\n<\/tr>\n
Content Vocab.:<\/b><\/td>\nResearch, topic, fact<\/td>\nResearch, topic, fact<\/td>\nTopic, subtopic<\/td>\nInformational Text, Topic<\/td>\nInformational Text, Topic<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nBook, graphic organizer<\/td>\nBook, graphic organizer<\/td>\nBook, graphic organizer<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nStudents will use graphic organizer to complete closed paragraph.<\/td>\nStudents will read their closed paragraph to the class.<\/td>\nRead book and discuss topic, subtopics.<\/td>\nModel a circle map about winter, students copy.<\/td>\nModel expectations for complete sentences.\u00a0 Students complete writing paper on winter.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\n <\/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

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Date: 4\/7\/2014<\/b><\/p>\n

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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

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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 identifying objects as living and nonliving on nature walk.<\/td>\n <\/td>\nSWD application of living and nonliving things by identifying objects as living and nonliving on chart.<\/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 identifying living and nonliving things.<\/td>\n <\/td>\nSWBAT orally identifying living and nonliving things.<\/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>\nIdentifying objects as living and nonliving on nature walk.<\/td>\n <\/td>\nIdentifying objects as living and nonliving on nature walk.<\/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 to survive,<\/td>\n <\/td>\nReview living and nonliving things and discuss how living things need different things to survive,<\/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

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

Date: 4\/7\/2014<\/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

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.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.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

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
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Content<\/p>\n

Objective:<\/p>\n

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SW be able to demonstrate their understanding of half by drawing lines to divide rectangles in half and break graham crackers in half.<\/td>\nSW be able to name coins and their values and practice exchanging coins for equal value.<\/td>\nSW practice counting and data collection skills through the use of class collections.<\/td>\nSW demonstrate their understanding of mathematical symbols and language through number stories.<\/td>\n\n

Differentiation<\/p>\n

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Language<\/p>\n

Objective:<\/td>\n

SW be able to tell what it means to break an object into 2 equal halves.<\/td>\nSW identify names and values of coins.<\/td>\nSW count objects in a collection with their partner.<\/td>\nSW use pictures to represent and solve addition and subtraction stories.<\/td>\nComputation Practice: Adding and Subtracting numbers within 10.<\/td>\n<\/tr>\n
Pre-Assessment:<\/td>\nSW be able to identify which shapes have been divided into equal halves and which have not.<\/td>\nSW make exchanges with coins.<\/td>\nSW read and write 2 and 3 digit numbers.<\/td>\nSW Identify addition and subtraction number stories.<\/td>\nMath addition and subtraction games on Laptops.<\/td>\n<\/tr>\n
Post-Assessment:<\/td>\nSW be able to tell what the numerator tells them and what the denominator tells them.<\/td>\nSW play the Money Cube Game.<\/td>\nSW record and display data.<\/td>\nSW use the +, -, and = symbols to write number models for number stories.<\/td>\nAddition Top It<\/p>\n

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

Content Vocabulary:<\/td>\nWhole. Part, half, divide, equal, one half<\/td>\nDime, penny, nickel, cents, exchange<\/td>\nData, collection, digit<\/td>\nNumber story, addition, subtraction, add, subtract, plus, minus, equal, symbol, number sentence.<\/td>\nDice addition<\/p>\n

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

Materials:<\/td>\nGraham crackers, promethean board<\/td>\nDice with pennies, nickels, and dimes, calculators (optional).<\/td>\nMy First Math Book, p. 15; Home Link Master (Math Masters, p. 50); large storage container; small plastic bags; items for a class collection.<\/td>\nChart paper, promethean board, writing and drawing materials.<\/td>\nPatterns with blocks, craft sticks, counting bears<\/td>\n<\/tr>\n
Activities:<\/td>\n6.16 Division of Whole Objects Into Halves<\/td>\n7.1 Money Cube Game<\/td>\n7.2 Class Collections<\/td>\n7.3 Class Number Story Book<\/td>\nAttributes<\/p>\n

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

Technology:<\/td>\nPromethean board<\/td>\n <\/td>\nMy First Math Book, p. 15; Home Link Master (Math Masters, p. 50); large storage container; small plastic bags; items for a class collection<\/td>\nPromethean Flipchart number story problems.<\/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

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

Date: 4\/7\/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

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

Subject: Social Studies \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week:\u00a0\u00a0\u00a0\u00a0\u00a0 150\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

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

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

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

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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

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 <\/td>\nI 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

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 <\/td>\nI 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

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

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

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 <\/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\u00a0 TLW collaboratively analyze stories that illustrate core democratic values in the United States<\/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<\/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: 4\/7\/2014 CCSS.ELA-Literacy.RF.K.2c\u00a0Blend and segment onsets and rimes of single-syllable spoken words CCSS.ELA-Literacy.RF.K.2e\u00a0 Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. CCSS.ELA-LITERACY.RI.K.8With prompting and support, identify the reasons an author gives to support points in a text. CCSS.ELA-LITERACY.RI.K.9With prompting and support, identify basic similarities in 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-388","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/388","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=388"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/388\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/media?parent=388"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/categories?post=388"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/tags?post=388"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}