Linda Nichols
Lesson Plans
November 5, 2012
DUTY: Monday, Tuesday, Wednesday
Monday
7:558:25
8:259:55
Writing
Ms. Linda’s
class
Tuesday
Wednesday
3:00-3:15
Front Car
Thursday
Lunch Count, Pledge,
Bathroom, Math
Remediation
Spelling:Unit 14
Long e: ee, ea
Lunch Count, Pledge,
Bathroom, Math
Remediation
Spelling:Unit 14
Long e: ee, ea
Lunch Count, Pledge,
Bathroom, Math
Remediation
Spelling:Unit 14
Long e: ee, ea
Lunch Count, Pledge,
Bathroom, Math
Remediation
Spelling:Unit 14
Long e: ee, ea
Essential Question:
Will the students be able
to identify the spelling
patterns with long vowel
sound e spelled with ee and
ea to learn the spelling
words?
1. Spelling book page 96.
Students will write spelling
word on the wipe-off
boards as the teacher
calls the word orally.
Teacher will then use
document camera to show
students the correct
spelling so they can check
Essential Question:
Can the students build the
words with support from
the teacher?
1. Spelling book page 96.
Students will use their
letter cards to spell words
on their desktops as the
teacher calls out the
words. Teacher will walk
around to observe and give
assistance.
L.2.2.d
Essential Question:
Can the students use
context clues and analogies
to reinforce comprehension
of words with long e: ea
and ee spellings?
1. Spelling book p. 98Connections to Reading
(antonyms, use context
clues). Teacher will read
directions and students will
find the answer and write
it on paper. Teacher will
call on a student to give
the answer as students
check their paper.
Essential Question:
Have the students learned
to spell and use generalized
spelling patterns for
transfer of these words?
1. Spelling book Teacher
Edition page T100—Teacher
will give the Posttest orally
as students write the word
on the Spelling test form
(already run-off) .
Language:
Verbs
Essential Question: Will
Language: Verbs
Essential Question: Will
students be able to identify
and use verbs correctly? 1.
Language Test on verbs
Friday
Lunch Count, Pledge,
Bathroom, Math
Remediation
Acceleration
Day
Morning
(1) Character Lesson
30 minutes
(2)Teacher will listen to each
student read individually and
make anecdotal records.
(3) Teacher will check each
student’s AR goals and
progress.
their word. Continue with
all words
2. Spelling book p. 91
Connections to Phonics
(segmentation, rhyming
words). Students will be
given about 4 minutes to
work on finding the
answers independently
(paper). Then the teacher
will work each question
with the students as a
group and she write the
correct answers on the
board. L.2.2
students be able to use
verbs correctly? Teacher
will have students work
Language book p. 165 for
guided practice and then p.
166 for independent
practice. Teacher will walk
around and give individual
help. She will put the
answers on the board or
document camera for
students to check their
work. L.2.1.e
Language: Verbs
Essential Question: Will
Writing: NarrativeStory Starter
students be able to
identily and use nouns
correctly ?
1. Use Language book p.163
for guided practice (whole
group).
2. Students will work p. 164
for independent practice.
Teacher will walk around to
give individual help. The
teacher will use the
document camera for
students to check their
Essential Question: Can
students write a narrative
story given a story
starter? Teacher will
write a story starter on
the board and then have a
discussion of possible ideas
to complete the story.
Students will then begin
their story independently
(as teacher walks around to
give assistance where
needed). W.2.3
L.2.2.d
Language: Verbs
Essential Question: Will
students understand how
to use verbs? Teacher will
use Smart Board lesson
from the Smart Notebook
titled “Verbs”. Teacher will
call on students to come to
the Smart Board to find
correct responses. L.2.1.e
Writing: NarrativeStory Starter Essential
Question: Can students
write a narrative story
given a story starter?
Students will continue to
work on their stories from
Tuesday. If finished, they
will choose a story starter
that the teacher has
written on the board and
work on that story.
W.2.3
(already run off). L.2.1.e
Writing: NarrativeStory Starter
Essential Question: Can
students write a narrative
story given a story starter?
Teacher will review points
of capitalization,
punctuation, beginning,
middle, and end of a story,
beginning sentence, closing
sentence, etc. when writing
a story for group practice.
Then students will continue
to work independently on
their own narrative (story
starter) story with some
help from the teacher as
she walks around to assist.
W.2.3
(4) Teacher will Progress
Monitor each student who
an AIP/IRI.
(5) Students will be AR
reading when not meeting
with a teacher 1-1.
Afternoon
(1) Smart Board lesson
on graphs to introduce
the concept of using
graphs.
(2) Students will be
working with graph paper t
create a graph.
Teacher will do a survey
with the students on what
is their favorite color.
Teacher and class will tally
the results and make a
graph on graph paper
according to the results.
Students and teacher will
meet and discuss their
findings and have a class
work.
discussion on the results.
Students will record their
findings in their Math
Journals.The teacher will
make graph on graph
paper and use the
document camera to show
the students ( guided
practice- demonstration)
first.
L.2.1.e
Writing: NarrativeStory Starter
Essential Question: Can
students write a narrative
story given a story
starter? Teacher will
complete a story on chart
paper using a story starter
for modeling.
W.2.2.3
9:55-10:35 Same lesson as above
Writing
for Ms. Linda’s class.
(3) If assignment is
completed, students will
work on fact families.
Same lesson as above
for Ms. Linda’s class.
Same lesson as above
for Ms. Linda’s class.
Same lesson as above
for Ms. Linda’s class.
Ms. Carol’s
Class
10:35-11:15
Computers
Enrichment
Library
Music
Activity
(take Ms. Carol’s
class)
11:1511:45
Lunch
Lunch
Lunch
Lunch
(pick up Ms. Carol’s class
from lunch)
(pick up Ms. Carol’s class
from lunch)
(pick up Ms. Carol’s class
from lunch)
(pick up Ms. Carol’s class
from lunch)
(take Ms. Carol’s class) (take Ms. Carol’s class)
(take Ms. Carol’s class)
Art
take Ms. Carol’s class)
Lunch
(pick up Ms.Carol’s class)
11:45-12:00
Writing
Ms. Carol’s
Class
Continue from above
with Ms. Carol’s
class.
12:00-12:30
12:30-1:20
Writing
Ms. Carol’s
Class
1:20-2:50
Writing
Continue from above
with Ms. Carol’s
class.
P.E.
Continue from above
with Ms. Carol’s
class.
Continue from above
with Ms. Carol’s
class.
P.E.
Continue from above
with Ms. Carol’s
class.
P.E.
Continue from above
with Ms. Carol’s class.
P.E.
Continue from above
with Ms. Carol’s
class.
Continue from above
with Ms. Carol’s class.
Same lesson as above Same lesson as above
for Ms. Linda’s class. for Ms. Linda’s class.
Same lesson as above
for Ms. Linda’s class.
Same lesson as above
for Ms. Linda’s class.
Students move back
to homeroom.
Students move back
to homeroom.
Mrs. Lee’s
class
2:55
Dismissal
0f
students
Students move back
to homeroom.
Dismiss
Dismiss
Dismiss
DUTY
DUTY
DUTY
3:00-3:15
3:00-3:15
3:00-3:15
st
st
st
3:00 1 shuttle/walkers
3:05 Car riders
3:07 Bus riders
3:00 1 shuttle/walkers
3:05 Car riders
3:07 Bus riders
3:00 1 shuttle/walkers
3:05 Car riders
3:07 Bus rider
Students move back
to homeroom.
Dismiss
Students move back
to homeroom.
Dismiss
3:00 1st shuttle/walkers
3:00 1st shuttle/walkers
3:05 Car riders
3:05 Car riders
3:07 Bus riders
3:07 Bus riders