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