| SIOP Format |
M |
T |
W |
TH |
F |
|
Content Objective:
|
I can demonstrate knowledge of number patterns by completing a 100 chart. | I can demonstrate application of the 100 chart by solving of addition problems determining the sum using the chart. | I can explain why different numbers can be shown in a variety of ways by using my knowledge of the 100 chart and the patterns found there. | I can describe how repetitive patterns can be shown on a calculator based upon patterns I observed on the 100 chart. | I can demonstrate application of the use of the 100 chart by applying what ive learned to play math games. |
|
Language Objective:
|
|||||
|
Vocabulary:
|
Addition, compare, patterns | Number grid, compare, sum, addition | Equivalent names, patterns | Calculator, pattern, repetitive | |
| Supplementary Materials: | Number scroll sheet, I chart, number cards | Blank number grid, completed number grid, dice. | White boards | Lesson 1.10 Calculator counting | |
| Presentation:
(Objectives, Comprehensible input, modeling, strategies, scaffolding and sequence, interaction, feedback)
|
TTW Explain how to begin a number scroll. Next, TTW Create an I chart for partner work. Then, model how to play addition top it.
|
TTW facilitate a game with students finding the missing numbers on a number grid.
TTW explain and model how to play the number grid game. |
TTW model how to create equivalent names for numbers…tally, math sentence, words, money etc. | TTW model how to use a calculator. Next TTW model how to play calculator counting with a partner. | Review week’s lessons.
Make up what was missed. |
| Practice and application: (Meaningful activities, interaction, strategies, feedback)
|
Students will play addition top it with a partner.
Students will begin a number scroll. |
Students will find the missing numbers on the grid as a group. Then, play the number grid game with a partner. | Students will work with a partner to create equivalent names for numbers using a white board. | Students will practice using a calculator. Then, begin to play calculator counting with a partner. | Play math games in centers. |
| Assessment: |
Observations
|
Number grid | White board observations | observations | |
|
Notes:
|
Find rules in flipchart |
Dates:
Subject: Reading Minutes Per Week: Weekly Lesson Plan Teacher: Rydlicki
| SIOP Format |
M |
T |
W |
TH |
F |
|
Content Objective:
|
I can demonstrate application of voracious reading by increasing my time reading during daily 5. (R.A.T. 02.02.) | I can demonstrate comprehension of a story by recalling and restating the story. | I can demonstrate apply my prior knowledge to the text that I am reading to make a connection. | I can practice how to choose books that are a good fit for my reading ability by choosing appropriate books. | I can demonstrate comprehension by summarizing a text in my own words.(R.M.T.02.03) |
|
Language Objective:
|
|||||
|
Vocabulary:
|
Voracious reading, vocabulary, | Read to Someone | Prior, knowledge, connection | Predict, confirm, meaning | |
| Supplementary Materials: | CAFÉ menu, books | I chart | |||
|
Presentation: (Objectives, Comprehensible input, modeling, strategies, scaffolding and sequence, interaction, feedback)
|
TTW introduce Voracious reading to expand vocabulary. | TTW create an Ichart for “Read to Someone” and model the correct behaviors. | TTW model using prior knowledge to connect with text. | TTW review how to choose good fit books. | TTW model Predict and Confirm meaning. |
| Practice and application: (Meaningful activities, interaction, strategies, feedback)
|
Students will practice voracious reading. | Students will practice reading to someone. | Students will practice using prior knowledge to connect with text. Sharing their connections orally. | Students will practice creating a good fit book. | Students will practice predicting and confirming meaning. |
| Assessment: | Observation
|
observation | Observation | Observation | observation |
|
Notes:
|
Dates:
Subject: Writing Minutes Per Week: Weekly Lesson Plan Teacher: Rydlicki
| SIOP Format |
M |
T |
W |
TH |
F |
|
Content Objective:
|
I can demonstrate knowledge of revising and editing by describing the difference between each. (W.PR.02.07) | I can demonstrate synthesis of the publishing process by developing and publishing my final draft. | I can demonstrate synthesis of the publishing process by developing and publishing my final draft | I can demonstrate evaluation of the writing process by listing and summarizing each step. | I can demonstrate synthesis of the writing process by producing a complete draft. (W.PR.02.03) |
|
Language Objective:
|
|||||
|
Vocabulary:
|
Editing, capital, punctuation | Publish, proud | Publish, proud | Writing process, sequence | Writing process, sequence, independence |
| Supplementary Materials: | |||||
|
Presentation: (Objectives, Comprehensible input, modeling, strategies, scaffolding and sequence, interaction, feedback)
|
TTW create an editing poster with the class explaining how to edit for Capital letters, no words left out, makes sense, punctuation. | TTW create a publishing poster explaining how to publish their work. | TTW revisit the publishing poster and discuss their progress. | TTW review the six steps of the writing process showing examples of each step. | TTW review the six steps of the writing process showing examples of each step. |
| Practice and application: (Meaningful activities, interaction, strategies, feedback)
|
Students will begin to edit their work using the guidelines from the editing poster. | Students will begin to publish their work based upon the publishing poster. | Students will continue to publish their work based upon the publishing poster. | Students will begin a new writing piece following the same DLC we followed for the last piece. | Students will begin a new writing piece following the same DLC we followed for the last piece. |
| Assessment: |
|
||||
|
Notes:
|
Dates:
Subject: Science Minutes Per Week: Weekly Lesson Plan Teacher: Rydlicki
| SIOP Format |
M |
T |
W |
TH |
F |
|
Content Objective:
|
I can demonstrate knowledge of what a scientist is by describing what a scientist does. | I can demonstrate knowledge of the scientific method by listing the steps. | I can demonstrate application of the scientific process applying the process as I take notes of outside observations. | ||
|
Language Objective:
|
|||||
|
Vocabulary:
|
scientist | Scientific process, steps | Observations, notes
|
||
| Supplementary Materials: | You tube video, science book | Journal, scientific process | journals | ||
|
Presentation: (Objectives, Comprehensible input, modeling, strategies, scaffolding and sequence, interaction, feedback)
|
TTW ask students to draw a picture in their journal of what they think a scientist is/does.
TTW show a video of what a scientist does (Youtube) |
TTW introduce the scientific process to the students and create a poster. | TTW take students outside with their science journals to make observations and make notes. | ||
| Practice and application: (Meaningful activities, interaction, strategies, feedback)
|
Students will draw a picture of what they think a scientist is/does.
Students will discuss their ideas after watching the video. |
Students will write the scientific method in their science journal. | Students will make observations about the outside and write notes in their notebook. | ||
| Assessment: |
|
||||
|
Notes:
|
Dates:
Subject: Social Studies Minutes Per Week: Weekly Lesson Plan Teacher: Rydlicki
| SIOP Format |
M |
T |
W |
TH |
F |
|
Content Objective:
|
I can demonstrate knowledge of the past by sorting differences between past and present. (H2.02.4) | ||||
|
Language Objective:
|
|||||
|
Vocabulary:
|
Past, present, sort T-chart | ||||
| Supplementary Materials: | |||||
| Presentation:
(Objectives, Comprehensible input, modeling, strategies, scaffolding and sequence, interaction, feedback) |
TTW review past and present from last week. Give students a list of things seen in the past: horses, dirt roads, candles, one store, water troughs, one room school house, | TTW | |||
| Practice and application: (Meaningful activities, interaction, strategies, feedback)
|
Students will create a T chart of things we see now and things we saw in the past as we observe outside of Oakman. | ||||
| Assessment: |
|
||||
| Notes:
|