Kindergarten Monday, 10/14/13
No School
Kindergarten Tuesday, 10/15/13
Reading:
Anticipatory Set/Hook: Teacher will read a book to open the workshop.
We will / Objective: discuss and identify ways that good readers talk about their books.
I will /Product/Task: discuss and model how to talk about the book we read and also tell why we think
the things we think about the book.
POP: n/a
Academic Language: identify, good readers
Assessment: teacher observation
Writing:
Anticipatory Set/Hook: Teacher will point to the word wall and ask students why we have it in the
classroom.
We will / Objective: discuss how to use the word wall to help up with our writing.
I will /Product/Task: use the word wall during independent writing to help spell my words correctly..
POP: n/a
Academic Language: Word wall, sight words
Assessment: teacher observation, student writing
Social Studies:
Anticipatory Set/Hook: Read a book about Christopher Columbus.
We will / Objective: Discuss how his exploration started new communities in America.
I will /Product/Task: respond in their reader’s notebook about an important part of the story.
Academic Language: exploration, communities, America
POP:
Assessment: Teacher Observation/illustarion
Math:
Anticipatory Set/Hook: T will show students a strip of paper with 10 connected squares. T will ask
“How many rectangles do you think you can find on this paper?”
We will / Objective: identify and describe attributes of squares and rectangles
I will /Product/Task: identify and count rectangles, including square rectangles, on the strip of 10
squares.
POP: Begin attribute chart for each shape (square, rectangle).
Academic Language: square, rectangle, 2-D attributes
Assessment: teacher observation; student responses
Science:
Anticipatory Set/Hook: What happens when a container of play dough is placed on the left side of the
balance? What happens when a container of play dough is placed on right side of container? Which
object is heavier or lighter? Why are arms of the balance leveled?
We will / Objective: explore heavy, equal and light through use of a balance scale.
I will /Product/Task: weigh play- dough, counting bears, pennies, classroom objects on the scale and
make observations in our Science journals. Students will draw a balance scale and record observations
from scale activity.
POP: n/a
Academic Language: weight, heavy, light, observations, measurements
Assessment: teacher observation, jounal samples, sutdent responses
Kindergarten Wednesday, 10/16/13
Reading:
Anticipatory Set/Hook: Teacher will read a book to open the workshop.
We will / Objective: discuss and identify ways that good readers make connections to the books they
read.
I will /Product/Task: discuss and model how to make connections to the story read.
POP: n/a
Academic Language: identify, connections, good readers
Assessment: teacher observation
Writing:
Anticipatory Set/Hook: Teacher will ask students what a rubric is.
We will / Objective: discuss how to read our writing rubric and how use it to check our writing.
I will /Product/Task: use my rubric to see if I have done everything good writers do in one of my earlier
pieces of writing. I will add what is needed according to the rubric.
POP: n/a
Academic Language: rubric
Assessment: teacher observation, student writing
Social Studies:
Anticipatory Set/Hook: Watch a video about Christopher Columbus.
We will / Objective: Discuss facts about Christopher Columbus.
I will /Product/Task Draw and label/write facts about Christopher Columbus
POP: n/a
Academic Language: exploration, communities, America
Assessment: teacher observation/ Illustration
Math:
Anticipatory Set/Hook: T will review the attributes of squares and rectangles; students will find square
and rectangular objects in the classroom to share with the group. Review yesterday’s activity.
We will / Objective: identify and describe attributes of squares and rectangles
I will /Product/Task: identify and count rectangles, including square rectangles, on the strip of 10
squares. I will share my solution with a partner.
POP: Add to attribute chart for circle, triangle, oval, and rhombus.
Academic Language: square, rectangle, circle, triangle, oval, rhombus, 2-D attributes
Assessment: teacher observation; student responses
Science:
Anticipatory Set/Hook: Students will work in groups to measure pennies. bear counters, connecting
cubes, etc. Have them place container of play dough on other side of scale to determine which side is
heavier or lighter.
We will / Objective: work in small groups and measure objects in our room. Elaborate with class
through discussion and teacher will record results. Each group will choose one item that they measured
to discuss about what happened during their observation.
I will /Product/Task: record results from measurement activity on a chart.
POP: Use of thinking map/record student responses of different measurements of weight during group
activity.
Academic Language: measurements,heavy, light observation, predictions
Assessment: teacher observation, thinking map
Kindergarten Thursday, 10/17/13
Reading:
Anticipatory Set/Hook: Teacher will read a book to open the workshop and ask students to help read.
We will / Objective: discuss how good readers recognize letters and the sounds letters make.
I will /Product/Task: show and model how good readers recognize letters and the sounds letters make.
POP: use chosen letter to make a circle map with words from the story that begin with the same letter
Academic Language: recognize, letters, sounds
Assessment: teacher observation
Writing:
Anticipatory Set/Hook: Teacher will announce that today we are going to have a writing celebration!
We will / Objective: celebrate every student’s best writing.
I will /Product/Task: share my best writing with the class and respond to other’s writing appropriately.
POP: n/a
Academic Language: celebrate, respond
Assessment: teacher observation, student writing, student responce
Social Studies:
Flex Day
Math:
Anticipatory Set/Hook: T will show children her “Mystery Bag” filled with a variety of 3-D objects.
We will / Objective: develop language to describe and compare 3-D shapes and their attributes.
I will /Product/Task: identify 3-D shapes and real-world objects that have the same attributes of a given
shape.
POP: As a class, we will begin to create an attribute chart for 3-D shapes.
Academic Language: rectangular prism, cube, pyramid, triangular prism, sphere, cylinder, cone, 3-D
Assessment: teacher observation; student responses
Science:
Anticipatory Set/Hook: Brain Pop Jr. or United Streaming Video on “Heavy and Light” Measurements.
Discussion about video. Continue to explore weight with classroom objects.
We will / Objective: explore different objects and measure weight with a pan balance. Use play dough
container again, although this time take out half of the dough and weigh a variety of objects next to the
container.
I will /Product/Task: record my observations on a chart.
POP: n/a
Academic Language: measurements, heavy, light, predictions
Assessment: teacher observations, student responses for chart
Kindergarten Friday, 10/18/13
Reading:
Anticipatory Set/Hook: Teacher will read a book to open the workshop and ask students to help read.
We will / Objective: discuss how good readers recognize letters and the sounds letters make.
I will /Product/Task: show and model how good readers recognize letters and the sounds letters make.
POP: use chosen letter to make a circle map with words from the story that begin with the same letter
Academic Language: recognize, letters, sounds
Assessment: teacher observation
Writing:
Flex Day
Social Studies:
Flex Day
Math:
Anticipatory Set/Hook: T will sort 3-D objects according to attributes
We will / Objective: develop language to describe and compare 3-D shapes and their attributes.
I will /Product/Task: identify 3-D shapes and real-world objects that have the same attributes of a given
shape.
POP: We will add to our 3-D shape attribute chart as needed.
Academic Language: rectangular prism, cube, pyramid, triangular prism, sphere, cylinder, cone, 3-D
Assessment: teacher observation; student responses
Science:
Flex Day
**This document is fluid. The teacher may change the days of the lesson based on individual classroom
schedule and student needs. Flex days are days that the teacher is able to extend or reteach based on
the needs of the class.**