Lesson Plan for the Week of August 17th – 20th, 2015
ROF (Region of Focus) – Oceania
Monday
Tuesday
Wednesday
Thursday
Friday
Today we will explore the country of Tonga. We will learn what
languages are spoken there, the climate there, major food
products are there, and the currency there.
Today we will explore the country of Palau. We will learn what
languages are spoken there, the climate there, major food
products are there, and the currency there.
Today we will explore the country of Samoa. We will learn what
languages are spoken there, the climate there, major food
products are there, and the currency there.
Today we will explore the country of New Caledonia. We will learn
what languages are spoken there, the climate there, major food
products are there, and the currency there.
No School/Teacher Workday
Math- Unit 1 Counting and Cardinality
Standard
Compelling
Question
Vocabulary
Monday
Tuesday
Wednesday
Thursday
K.CC.3a- Write numbers from 0-20. Represent a number of objects
with a written numeral 0-20. (focus on 0-5)
K.CC.4a- When counting objects, say the number names in the standard
order pairing each object with one and only one number name and each
number name with one and only one object.
K.CC.4b- Understand that the last number name said tells the number
of objects counted. The number of objects is the same regardless of
their arrangement or the order of which they were counted.
How can I show sets to represent the numbers I write?
How many did I count (without recounting)?
numbers, sets, quantity
The teacher will model some word problems and drawing pictures
to represent the word problems. For example, There were 2 baby
kangaroos and 1 mama kangaroo. How many kangaroos are there
altogether?
Unit 1 Lessons 1 & 2 pg. 13 Activity 2- The teacher will model
making scenes of 1-5 and then have the students practice making
their own scenes in their notebooks with the star, scenes of 1-5.
Unit 1 Lessons 1 & 2 pg. 13 Activity 2- The teacher will have the
students draw a scene of 5/draw 5 images. This is the students’
formative assessment for their progress reports.
Unit 1 Lesson 3 pg. 12- The teacher will reread the story, Anno’s
Lesson Plan for the Week of August 17th – 20th, 2015
Friday
Counting Book. The teacher will discuss with the students the
book. The teacher will emphasize the relationship between
counting and cardinality by saying things such as: 1, 2, 3, 4. See
there are 4 fish swimming here in the river. There are 4 pigs over
here: 1, 2, 3, 4.
No School/Teacher Workday
Literacy- Characters, Setting, & Major Event(s)
Standard
Compelling
Question
Vocabulary
Sight Words
Monday
Tuesday
Wednesday
Thursday
Friday
RL.K.3- With prompting and support, identify characters,
settings, and major events in a story.
What are the major events in the story?
major events
I, am, like, to
Teacher will read the story, Patches: Lost and Found. The
teacher will ask the students questions about what happened in
the story. Teacher will introduce the fluency poem, I Like Pizza.
Next, the teacher will review the sight words: I, am, to, and like.
Last, the teacher will introduce the new sight words for this
week: can and the.
Teacher will read the story, Curious George. The teacher will ask
the students questions about what happened in the story. Teacher
will introduce the fluency poem, I Like Pizza. Next, the teacher
will review the sight words: I, am, to, and like. Last, the teacher
will introduce the new sight words for this week: can and the.
Teacher will read the story, One Duck Stuck. The teacher will
ask the students questions about what happened in the story.
Teacher will introduce the fluency poem, I Like Pizza. Next, the
teacher will review the sight words: I, am, to, and like. Last, the
teacher will introduce the new sight words for this week: can and
the.
Teacher will read the story, Where the Wild Things Are. The
teacher will ask the students questions about what happened in
the story. Teacher will introduce the fluency poem, I Like Pizza.
Next, the teacher will review the sight words: I, am, to, and like.
Last, the teacher will introduce the new sight words for this
week: can and the.
No School/Teacher Workday
Lesson Plan for the Week of August 17th – 20th, 2015
Writing
Standard
Compelling
Question
Sight Words
Monday
Tuesday
Wednesday
Thursday
Friday
W.K.1- Use a combination of drawing, dictating and writing to
compose opinion pieces in which they tell a reader the topic or the
name of the book they are writing about and state an opinion or
preference about the topic or book (“My favorite book is …”).
L.K.2a- Capitalize the first word in a sentence and the pronoun I.
What can I put in my picture to show how I feel?
I, am, like, to, can, the
The teacher will model writing and/or drawing about the
characters, setting, and major event of a story that we have read
in the past using the document camera and/or an anchor chart
paper.
The teacher will model writing and/or drawing about the
characters, setting, and major event of a story that we have read
in the past using the document camera and/or an anchor chart
paper.
On their own, the students will write and/or draw about the
characters, setting, and major event of the story, Cookie’s Week,
on their own using the characters/setting/major event document
that we have been practicing with.
The teacher will call out the sight words that we have been
learning as a spelling test. The students will write down each sight
word on their given sheet of paper: I, am, to, like, can, & the.
No School/Teacher Workday
Fundations
Monday
Day 1
Tuesday
Day 2
Letter-Keyword-Sound- Teacher will introduce the letters i and
u by using the large and standard sound cards.
Drill Sounds/Warm-Up- The teacher will play the fundations
video to practice the L-K-S.
Sky Write/Letter Formation- The teacher will teach the letter
formation for the letters i and u.
Student Notebook- The students will practice writing the letter i
in their notebook with the smiley face.
Drill Sounds/Warm-Up- The teacher will play the fundations
video to practice the letters-keywords-sounds and then hold the
large sound cards up to go over the L-K-S so that the students
can see and hear how the sounds are made. The teacher will
Lesson Plan for the Week of August 17th – 20th, 2015
Wednesday
Day 3
Thursday
Day 4 & 5
introduce the vowel extensions chart to show that i and u are
vowel letters in the alphabet.
Sky Write/Letter Formation- The teacher will review the letter
formation for the letters i and u.
Student Notebook- The students will practice writing the letter
u in their notebook with the smiley face.
Echo/Letter Formation- The teacher will dictate sounds for the
students to echo, say, and write on their whiteboards: /t/- t,
/b/- b, /f/- f, /n/- n, /m/- m, /ĭ/- i, /ŭ/- u.
Drill Sounds/Warm-Up- The teacher will play the fundations
video to practice the letters-keywords-sounds and then hold the
large sound cards up to go over the L-K-S so that the students
can see and hear how the sounds are made. The teacher will
review the vowel extensions chart to show that i and u are vowel
letters in the alphabet.
Make It Fun- The teacher will have the standard sound cards on
display. The teacher will ask who can find the letter that says
/__/. The students will repeat the sound and a chosen student will
look for the card that says that letter sound. The teacher will ask
the class, when you make this letter, which line does it start at
(i.e., sky line, plane line, grass line).
Echo/Find Letters- The teacher will give each student a magnet
board to match the given magnet tiles to as the teacher dictates
each sounds for the students to echo, say, and find: /t/- t, /b/b, /f/- f, /n/- n, /m/- m, /ĭ/- i, /ŭ/- u.
Student Notebook- The students will practice writing previously
taught letters in their notebook with the smiley face: t, b, f, n,
m, i, u.
Drill Sounds/Warm-Up- The teacher will play the fundations
video to practice the letters-keywords-sounds and then hold the
large sound cards up to go over the L-K-S so that the students
can see and hear how the sounds are made. The teacher will
review the vowel extensions chart to show that i and u are vowel
letters in the alphabet.
Word Play- The teacher will use sentence frames to create
sentences. The teacher will discuss capital letters at the
beginning of sentences and the period at the end. The teacher will
dictate the sentence: Tommy has a pet dog. Then, the teacher will
ask: “Who else has a pet dog?”
Storytime- The teacher will perform the story, Echo Finds
Dinner 3. The teacher will ask the students questions about the
story: Who was in the story; Where did the story begin; What
Lesson Plan for the Week of August 17th – 20th, 2015
Friday
was Echo’s problem; What did she do to solve the problem; How
did it end. The teacher will have a few students act out the story
to the class.
Sky Write/Letter Formation- The teacher will review the letter
formation for the letters i and u.
Echo/Letter Formation- The teacher will dictate sounds for the
students to echo, say, and write on their whiteboards: /t/- t,
/b/- b, /f/- f, /n/- n, /m/- m, /ĭ/- i, /ŭ/- u.
Echo/Find Letters- The teacher will give each student a magnet
board to match the given magnet tiles to as the teacher dictates
each sounds for the students to echo, say, and find: /t/- t, /b/b, /f/- f, /n/- n, /m/- m, /ĭ/- i, /ŭ/- u.
No School/Teacher Workday
Science/Intervention
Standard
Compelling
Question
Monday
Tuesday
Wednesday
Thursday
Friday
K.P.2.1- Classify objects by observable physical properties (size,
color, shape, texture, weight, flexibility)
How can I classify objects by their texture?
Teacher and students will sort different objects by their texture
(i.e., sandpaper, cotton balls, cold spaghetti noodles, rock, etc.).
Teacher and students will sort the animals by the way they move
(i.e., flying, walking, swimming, etc.).
Teacher will have the students watch the videos, Texture- Soft
& Hard, and Texture- Smooth, Rough…, on Discovery Education
[nc010.jmervin/ab$$nc].
Teacher will have the students practice writing their first and
last names using tracer pages.
No School/Teacher Workday