{"id":425,"date":"2014-04-28T08:04:43","date_gmt":"2014-04-28T12:04:43","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/rawsonm\/?p=425"},"modified":"2014-04-28T08:04:43","modified_gmt":"2014-04-28T12:04:43","slug":"lesson-plans-for-week-of-42814","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/rawsonm\/2014\/04\/28\/lesson-plans-for-week-of-42814\/","title":{"rendered":"Lesson Plans for Week of 4\/28\/14"},"content":{"rendered":"

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

Date: 4\/28\/2014<\/strong><\/p>\n

CCSS.ELA-Literacy.RF.K.2c<\/a>\u00a0Blend and segment onsets and rimes of single-syllable spoken words<\/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.<\/p>\n

CCSS.ELA-LITERACY.RL.K.9<\/a>With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.<\/p>\n

CCSS.ELA-LITERACY.RL.K.3<\/a>With prompting and support, identify characters, settings, and major events in a story.<\/p>\n

CCSS.ELA-LITERACY.RL.K.10<\/a> Actively engage in group reading activities with purpose and understanding.<\/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<\/strong><\/p>\n

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Content<\/strong><\/p>\n

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

SWD knowledge of phonemes by creating a list of words in the \u2013 family.<\/td>\nSWD knowledge of phonemes by blending sounds to make words.<\/td>\nSWD comprehension of comparing and contrasting by completing double bubble together.<\/td>\nSWD application of characters, setting, and events by asking and answering questions about familiar text.<\/td>\nSWD application of comparing and contrasting by completing double bubble together.<\/td>\n<\/tr>\n
Language Objective:<\/strong><\/td>\nSWBAT write a list of \u2013family words.<\/td>\nSWBAT orally blend sounds to make words.<\/td>\nSWBAT orally identify things that are the same and different using ____ is the dame\/different.<\/td>\nSWBAT orally identify characters, setting, and an event using the character\/ setting\/events is\/are _____.<\/td>\nSWBAT orally identify things that are the same and different using ____ is the dame\/different.<\/td>\n<\/tr>\n
Pre-Assessment:<\/strong><\/td>\nReview of letter sounds.<\/td>\nLetter sounds<\/td>\nWhat does it mean to compare and contrast?<\/td>\nWhat are characters, setting, and order of events?<\/td>\nWhat does it mean to compare and contrast?<\/td>\n<\/tr>\n
Post-Assessment:<\/strong><\/td>\nCreating a list of words in the \u2013 \u00a0family.<\/td>\nBlending sounds to make words.<\/td>\nCompleting double bubble together.<\/td>\nAsking and answering questions about familiar text.<\/td>\nCompleting double bubble together.<\/td>\n<\/tr>\n
Dolch Words<\/strong>\/Content Vocabulary:<\/strong><\/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:<\/strong><\/td>\nchart paper<\/td>\nchart paper<\/td>\nStorybooks, chart paper<\/td>\nStorybooks, chart paper<\/td>\nStorybooks, chart paper<\/td>\n<\/tr>\n
Activities:<\/strong><\/td>\nDiscuss word families.\u00a0 Create list. Review rhyming.<\/td>\nDiscuss word families and practicing blending sounds make new words.<\/td>\nRe-read a familiar story and talk about character, events, problem, etc. to prepare for compare\/contrast following day.<\/td>\nRe-read a familiar story and talk about character, events, problem, etc. to prepare for compare\/contrasting with another familiar text.<\/td>\nRe-read a familiar story and compare\/contrast with book from yesterday.\u00a0 Create double buddle together.<\/td>\n<\/tr>\n
Technology:<\/strong><\/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:<\/strong><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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

Date: 4\/28\/2014<\/strong><\/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.<\/strong><\/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<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
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Content<\/strong><\/p>\n

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

SWD comprehension of informational text by stating what they think they know about bats.<\/td>\nSWD application of informational text by confirming facts with research.<\/td>\nSWD application of informational text by confirming facts with research.<\/td>\nSWD comprehension of informational writing by participating in shared writing.<\/td>\nSWD comprehension of informational writing by participating in shared writing.<\/td>\n<\/tr>\n
Language <\/strong><\/p>\n

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

Students will use: I know ___ about bats.<\/p>\n

 <\/td>\n

Students will use: _____ is a fact about bats.<\/td>\nStudents will use: _____ is a fact about bats.<\/td>\nStudents will write: We learned about bats.\u00a0 A fact about bats is ______.<\/td>\nStudents will write: We learned about bats.\u00a0 Another fact about bats is ______.\u00a0 That is what I learned about bats!<\/td>\n<\/tr>\n
Pre-Assessment:<\/strong><\/td>\nWhat is a fact?<\/td>\nWhat is research?<\/td>\nWhat is research?<\/td>\nHow do we organize our writing?<\/td>\nHow do we organize our writing?<\/td>\n<\/tr>\n
Post-Assessment:<\/strong><\/td>\nStating what they think they know about bats.<\/td>\nConfirming facts with research.<\/td>\nConfirming facts with research.<\/td>\nParticipating in shared writing.<\/td>\nParticipating in shared writing.<\/td>\n<\/tr>\n
Content Vocab.:<\/strong><\/td>\nResearch, topic, fact<\/td>\nResearch, topic, fact<\/td>\nResearch, topic, fact<\/td>\nResearch, topic, fact introduction<\/td>\nResearch, topic, fact, conclusion<\/td>\n<\/tr>\n
Materials:<\/strong><\/td>\nChart paper<\/td>\nChart paper, graphic organizer<\/td>\nChart paper, graphic organizer<\/td>\nChart paper, graphic organizer<\/td>\nChart paper, graphic organizer<\/td>\n<\/tr>\n
Activities:<\/strong><\/td>\nDiscuss what a fact is; think pair share facts about bats then students will write a fact about bats on a post-it.<\/td>\nStudents will move post-it notes once confirmed with research (from a book).<\/td>\nStudents will move post-it notes once confirmed with research (from a video).<\/td>\nDiscuss how to introduce writing and facts from chart.<\/td>\nDiscuss facts using chart and talk about how to conclude or wrap up writing.<\/td>\n<\/tr>\n
Technology:<\/strong><\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nPromethean Board, Elmo<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\n<\/tr>\n
NOTES:<\/strong><\/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<\/strong><\/p>\n

Date: 4\/28\/2014<\/strong><\/p>\n

CCSS: <\/strong>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<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
 <\/td>\nM<\/td>\nT<\/td>\nW<\/td>\nTH<\/td>\nF<\/td>\n<\/tr>\n
Content<\/strong><\/p>\n

Objective:<\/strong><\/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 thing by comparing and contrasting a living goldfish with a goldfish cracker.<\/td>\n<\/tr>\n
Language Objective:<\/strong><\/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 similarities and differences between a real goldfish and a goldfish cracker.<\/td>\n<\/tr>\n
Pre-Assessment:<\/strong><\/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:<\/strong><\/td>\nSorting pictures as living\/ nonliving.<\/td>\n <\/td>\nIdentifying objects as living and nonliving on nature walk.<\/td>\n <\/td>\nComparing and contrasting a living goldfish with a goldfish cracker.<\/td>\n<\/tr>\n
Dolch Words<\/strong>\/Content Vocabulary:<\/strong><\/td>\nLiving, nonliving, classify<\/td>\n <\/td>\nLiving, nonliving, classify<\/td>\n <\/td>\nLiving, nonliving, classify<\/td>\n<\/tr>\n
Materials:<\/strong><\/td>\nPromethean Board<\/td>\n <\/td>\nPromethean Board<\/td>\n <\/td>\nPromethean Board<\/td>\n<\/tr>\n
Activities:<\/strong><\/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>\nDiscuss similarities and differences between real goldfish and goldfish crackers.<\/td>\n<\/tr>\n
Technology:<\/strong><\/td>\nhttps:\/\/www.sciencekids.co.nz\/gamesactivities\/plantsanimals.html<\/a><\/td>\n<\/tr>\n
NOTES<\/strong><\/td>\n <\/td>\n <\/td>\n <\/p>\n

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

Date: 4\/28\/2014<\/strong><\/p>\n

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

K.NBT.1<\/strong>: Compose and decompose numbers from 11 to 19 into ten ones and some further ones<\/p>\n

K.OA.3<\/strong>: Decompose numbers less than or equal to 10 into pairs in more than one way.<\/p>\n

K.MD.1<\/strong>: Describe measurable attributes of objects, such as length or weight<\/p>\n

K.CC.3<\/strong>: Write numbers from 0 to 20. Represent a number<\/p>\n

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

K.OA.5<\/strong>: Fluently add and subtract within 5.<\/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 <\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
 <\/td>\nM<\/td>\nT<\/td>\nW<\/td>\nTH<\/td>\nF<\/td>\n<\/tr>\n
Content<\/p>\n

Objective:<\/p>\n

 <\/td>\n

SWD understanding of place value by using craft sticks to represent 10s and 1s.<\/td>\nSWD understanding of equivalent names for numbers.<\/td>\nSW practice writing numbers to 100.<\/td>\nSW practice place value by counting and recording numbers.<\/td>\nDifferentiation<\/td>\n<\/tr>\n
Language<\/p>\n

Objective:<\/td>\n

SW work with a partner to create numbers using popsicle sticks grouped in 10s and single 1s.<\/td>\nSW use craft sticks to represent equivalent names for numbers.<\/td>\nSW write 1 and 2 digit numbers to complete a number grid.<\/td>\nSW count forward from any number less than 100.<\/td>\nComputation Practice: Adding and Subtracting numbers within 10.<\/td>\n<\/tr>\n
Pre-Assessment:<\/td>\nSW count to 100 by 10s, 5s, 2s and 1s.<\/td>\nSW use the + sign to represent equivalent names for numbers.<\/td>\nSW count to 100 by 1s, 2s, 5s and 10s.<\/td>\nSW write numbers as 10s and 1s.<\/td>\nMath addition and subtraction games on Laptops.<\/td>\n<\/tr>\n
Post-Assessment:<\/td>\nSW estimate the number of items in a collection.<\/td>\nSW be able to add and subtract within 5 using manipulatives.<\/td>\nSW be able to find patterns on the number chart.<\/td>\nSW Use counting to time an event.<\/td>\nAddition Top It<\/p>\n

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

Content Vocabulary:<\/td>\nExchange, bundle, tens and ones<\/td>\nCombinations, name collection, equivalent names.<\/td>\nNumber grid, scroll<\/td>\nTens, ones<\/td>\nDice addition<\/p>\n

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

Materials:<\/td>\nMy First Math Book, p. 18; Popsicle sticks and rubber bands.<\/td>\nHome Link Master (Math Masters, p. 53); craft sticks, promethean board<\/td>\nTeaching Aid Master (Math Masters, p. 111);\u00a0 pencils, class number grid<\/td>\nPromethean board, dry erase boards, dry erase markers, dry erase erasers.<\/td>\nPatterns with blocks, craft sticks, counting bears<\/td>\n<\/tr>\n
Activities:<\/td>\n7.8 10s and 1s With Craft Sticks<\/td>\n7.9 Name Collections With Craft Sticks<\/td>\n7.10 Number Scrolls<\/td>\n7.11 Decade Count<\/td>\nAttributes<\/p>\n

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

Technology:<\/td>\nYoutube videos count to 100 by 1s, 2s, 5s and 10s.<\/td>\nPromethean Planet number stories flipcharts<\/td>\nPromethean Planet flipchart 100 grid<\/td>\nPromethean Planet<\/p>\n

Flipchart 100 grid<\/td>\n

Counting 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

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Teacher Weekly Lesson Plans<\/strong><\/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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Date: 4\/28\/2014<\/strong><\/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<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
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Content<\/strong><\/p>\n

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

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

 <\/td>\n

 <\/td>\nC2.0.2 Explain why people do not have the right to do whatever they want<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Language <\/strong><\/p>\n

Objective:<\/strong><\/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<\/p>\n

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

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Pre-Assessment:<\/strong><\/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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Post-Assessment:<\/strong><\/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 collaboratively 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>\n <\/td>\n<\/tr>\n
Dolch Words<\/strong>\/Content Vocabulary:<\/strong><\/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>\n <\/td>\n<\/tr>\n
Materials:<\/strong><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Activities:<\/strong><\/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>\n <\/td>\n<\/tr>\n
Notes:<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Technology:<\/strong><\/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\/28\/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.RL.K.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. CCSS.ELA-LITERACY.RL.K.3With prompting and support, identify characters, settings, and 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-425","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/425","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=425"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/425\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/media?parent=425"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/categories?post=425"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/tags?post=425"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}