LESSON PLANNING GUIDE
D. L. Sims Elementary School – 2013-2014
Pre-Planning Worksheet
TAPS 1, 2
Content Area
Reading, Writing, Language, Social Studies, Science
Grade/Course
1
Unit of Study
Patriotic Symbols
Instructional Period
Literacy and Social Studies
Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to be able to do and
UNDERLINE the CONCEPTS that students need to know.
ELACC1RL1: Ask and answer questions about key details in a text
ELACC1RL3: Describe characters, settings, and major events in a story, using key details
ELACC1W3: Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use temporal
words to signal event order, and provide some sense of closure
ELACC1L1: Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking
(k. Prints with appropriate spacing between words and sentences)
ELACC1SL2: Ask and answer questions about key details in a text read aloud or
information presented orally or through other media
SS1G2 The student will identify and locate his/her city, county, state, nation, and continent on a simple
map or a globe. SS1G3 The student will locate major topographical features of the earth’s surface.
SS1CG2 The student will explain the meaning of the patriotic words to America (My Country ‘Tis of Thee) and
America the Beautiful.
List Behaviors
List Content
Determine DOK
(what students should be
able to do; focus on verbs)
Ask, answer,
describe, write,
recount,
demonstrate,
identify and locate
DOK Level
(what students should know; focus on concepts)
(align to instruction and assessment)
Key details in text, characters, setting, and
DOK Levels
events in text. Appropriately sequence events 2 and 3
in a text including some details. Use
conventions of standard English properly
when writing and speaking. Topographical
features of the Earth’s surface including
student location. Meaning of patriotice
symbols.
Possible Aligned Activities and Questions
TAPS 2, 3, 4, 5
DOK 1
Text to text connections, author comparisons, text to selfconnections will be made among teacher selected text set.
Each teacher will do their own text set studies this week.
Students will note narrative elements, compare and contrast
different books. (Me On The Map, Non-fiction , Social Studies
text and readers.) Describe Earth and compare globes and
maps. Review Social Studies and read “Where We Live” unit.
Create weather stories for our area including what we need to
wear.
A Globe and Looking at Earth worksheet. (A view from above)
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
DOK Ceiling
1, 2 and 3
Resources
(on/offline)
Safari Montage, Tumblebooks,
BrainPop, Jr. Classroom texts
and leveled readers.
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
D. L. Sims Elementary School – 2013-2014
Water cycle.
DOK 2
Students will respond to read aloud texts by teacher and
independent in their Literacy Notebook. Create Land models.
our continent and country
DOK 3
Students will be able to diagram where they live in relation to
their address, city, county, state, country, and continent.
state, county and city. Create a map key for our area. Write
about liberty. Create a drawing of the water cycle.
DOK 4
Research project of the Earth’s surface where we live. Students
will create a list of rules that could be posted in a Georgia State
Park. Present and talk about these rules.
DOK Level
Possible Aligned Assessment Items/Tasks
TAPS 2, 3, 4, 5
Modeled on Active Board and
discussions as well as mapping
discussions on graphic
organizers.
Maps and globes.
Internet, Resources including
but not limited to
encyclopedias and other
research materials that
students choose.
Resources
(on/offline)
Students will orally respond to text discussions and make
connections to other text, self and the world. Teach
nature/natural. Soil, trees and rivers are natural things.
Students will journal responses in writing, illustrate and explain
their response to texts.
North America worksheet and USA worksheet
Write three rules that could be put on a sign for saving land.
Classroom and media center
texts, Tumble Books.
DOK 3
Students will create a book, “Where I Live,” providing their
address, city, state, country and continent as well as a sentence
explaining each level.
Write and recite address
State and county worksheet (2)
Students will write about natural resources.
Create a nature journal.
Maps, globes, PowerPoint
Presentation (The World).
Construction paper, glue,
pencils and crayons.
DOK 4
Students will complete a project regarding the topographical
features of the area in which they live. Have students cut out
pictures of items that are made from natural resources.
Students will make up their own sayings about the weather.
Media Center research
materials, internet.
DOK 1
DOK 2
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
AVID binders
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
D. L. Sims Elementary School – 2013-2014
Standards (Primary)
ELACC1RL1: Ask and answer questions about key details in a text
ELACC1RL3: Describe characters, settings, and major events in a
story, using key details
ELACC1W3: Write narratives in which they recount two or more
appropriately
sequenced events, include some details regarding what happened,
use temporal
words to signal event order, and provide some sense of closure
ELACC1L1: Demonstrate command of the conventions of standard
English grammar
and usage when writing or speaking
(k. Prints with appropriate spacing between words and sentences)
ELACC1SL2: Ask and answer questions about key details in a text
read aloud or
information presented orally or through other media
DOK (Ceiling)
4
Integrated
Topographical features of
the Earth’s surface including
student location as well as
ELA.
SS1G2 The student will identify and locate his/her city,
county, state, nation, and continent on a simple map or a
globe. SS1G3 The student will locate major topographical
features of the earth’s surface.
a. Locate all of the continents: North America, South America,
Africa, Europe, Asia, Antarctica, and Australia.
b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.
c. Identify and describe landforms (mountains, deserts, valleys,
plains, plateaus, and coasts).
SS1CG2 The student will explain the meaning of the patriotic
words to America (My Country ‘Tis of Thee) and America the
Beautiful.
Essential Question/Enduring Understanding:
KNOW/UNDERSTAND
Language is a tool used to communicate with others. Language has power.
Why are rules of conversation important?
How can language be used effectively?
How do literary and informational pieces differ?
How are literary and informational pieces similar or alike?
Why is it necessary to recognize the “main idea” in texts?
How is research necessary in learning?
TAPS 2, 3
KNOWLEDGE & SKILLS
(Key Vocabulary)
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
D. L. Sims Elementary School – 2013-2014
Vocabulary- Tier 1
Vocabulary Tier 2
Words using to teach
Tiers 2-3
Academic vocabulary
across content-areas
Vocabulary Tier 3
Organize, instruct,
assess, present
hat, had, sad, sat,
bat, bag, at, can,
help, now
HFW: in, no, too
bothered, distance,
form, attention,
perform, supportive
Bonus word:
continent
Content-specific, domain-specific
North America, South America, Europe,
Asia, Africa, Australia, Antarctica,
mountains, plateau, plains, hills, rivers,
valleys, oceans, natural resourse,
season, patriotic, symbols
Robust: escape,
fright, nearby,
cram, solution,
strategy
grammar, usage,
capitalization,
punctuation,
periods, question
marks, commas,
vocabulary,
context clues,
word walls
nouns, singular
nouns/plural nouns,
parts of speech,
adjectives, personal,
pronouns
TAPS 2, 3, 5
Pre-assessment to Inform Instruction
Sight word check list. Orally assess student knowledge of address, county, country and
continent. Collaborative discussion regarding symbols and the president.
Assessment for Learning or Assessment of Learning
Writing: I am proud to be an American. Identification of symbols (student made
notebook of symbols)
Where I Live performance task. This includes knowledge of Social Studies content as well
asTAPS
writing
and
2, 3,
4 presentation.
Content
DO
Advanced
Ready
Can locate where
they live, provide
address and knows
topographical
features.
Can identify the
meaning of
patriotic and
symbols and
provide examples.
Can locate where
they live on a map
or globe and
knows part of their
address (i.e., city)
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Process
Teach process of
research.
Research what
constitutes a
symbol and
patriotism?
Learn continent
and oceans
song, recite and
write address.
Can identify
Product
Where I live
performance task and
Research project. Water
cycle drawing
independently.
Can independently write
or orally express what
characteristics of
patriotic symbols.
Where I Live
performance task.
Students will be able
to articulate and
follow the water
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
D. L. Sims Elementary School – 2013-2014
Need
Prerequisites
Can identify
patriotic symbols
and provide an
example.
Is unable to
provide address or
locate where they
live on a map or
globe.
Is unable to
identify patriotic
symbols.
and explain
symbols and
patriotic.
cycle.
Will create a booklet
of patriotic symbols.
Learn continent and
oceans song. Copy
and recite address.
Review symbols
and meaning of a
symbol.
Where I Live
performance task with
assistance. Students will
draw to represent
different types of
weather.
Write describing words
about symbols.
TAPS 2, 3, 5, 6, 8
AVID
Steps to Deliver the Lesson Using WICOR
Engage
(Hook, introduction to lesson
concepts)
®
Short vowel a, www.brainpopjr.com video.
Mini-Lesson
 Understanding character traits
 Using graphic organizers
 Daily Oral Language

http://www.scholastic.com/teachers/lesson-plan/sample-mini-lesson-teachingwriting-conventions
WICOR:
Explore/Explain
(teaching content all students need to
know, understand and be able to do
as determined by unpacked standard)
WICOR:
Identify meanings and details within a text, ask questions about meanings and
details within a text, answer questions about meanings and details in a text.
Define character, setting, major events, key details, identify characters, setting,
and major events using key details. Describe characters, setting and major
events using key details and discern which details are important. Choose an
experience about which to write. Identify two or more events of the experience
and sequence appropriately. Identify transitional words, details, transitions,
closure and final thoughts. Identify key ideas from grade 1 topics and texts.
Identify agreed-upon rules for discussion, recognize how others listen, how
others ask questions on topic and how others move conversations along. Ask
questions about key details from a text read aloud, information presented orally
and through other media.
Literacy Workstations (centers)
•
Practice rules and procedures for centers
•
Word families
•
Short vowel a cut and sort
•
Spelling words
•
Rhyming words-brain pop jr
•
Continue to test students on sight words
CENTERS: Use center cards from text; computer, patriotic symbols book, read it,
build it, write it center; leveled readers with teacher.
Literature Study-Fiction VS. Non-Fiction-make a T-chart to illustrate
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
D. L. Sims Elementary School – 2013-2014
characteristics of both
Conversations may include:
Is this informational or narrative?
Is this real or imaginary?
Describe something you learned about ……
End story early…have students discuss predictions of what may happen. Have
students illustrate and discuss probable endings. What details supported that
from the story? Does your answer make sense? What did the character do
within the text that made you think he/she would do that?
ELA
Monday-short vowel a, word building by changing first or last letter. Read Sad,
Sad, Dan, go over focus wall.
Tuesday-Discuss informational writing and present informational texts. (Students
will write Mock Writing Informational) Read The Van.
Wednesday-Robust Vocabulary meaning. Talk about beginning, middle and end.
Read People Movers.
Thursday-Reach predictions and word order. Have students correct silly
setences.
Friday - Test
Social Studies
Monday-Play America and talk about the meaning of the words.
Tuesday-Play America again and have students pick a part that they want to
explain by drawing a picture and write the words of that part. (i.e., Amber waves
of grain, etc.)
Wednesday-Use text to go over symbols of our country pp. 174-179
Thursday-Continue study of symbols using text (Read to students about Liberty
Bell, Statue of Liberty, etc.) Talk about freedom.
Friday- Go over character ed words, freedon, symbols, patriotic, etc. Have
students respond to the week by writing in journals (either ss journal or
reflection journal.)
Enrich/Elaborate
(differentiation of process )
WICOR:
Students will read varying levels of text within guided reading groups in literacy
block. These will be based on reading levels pulled from reading running records,
STAR reading assessments and teacher observation.
Enhancement: Think/Pair/Share-students will complete Venn diagram comparing
the text of at least two books we have read this week on Patriotic Symbols. They
will share with the class their findings. Students will work from robust
vocabulary for spelling test.
Graphic organizers of varying difficulty and specificity will be used for different
students.
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
D. L. Sims Elementary School – 2013-2014
Expectations will be different for individual students in terms of length of pieces.
Some students will be encouraged to focus on completing 1-2 sentences
independently with correct capitalization and punctuation.
Students will read varying levels of text.
Students can respond verbally, within literacy notebook or by illustrating
responses.
Repeated and choral may be used reading is for emergent readers.
Teacher will model the steps of the writing process-one step will be covered each
day, with a published piece completed on Friday.
•
Students will brainstorm ideas based on their writing prompt
•
Students will put their ideas on paper in picture form - graphic organizer (rough
draft)
•
Students will put their ideas on paper in sentences (rough draft)
•
Offer students the opportunity to make additions/correct all mistakes.
•
Students will revise their writing.
Students will create their final piece of writing and will share with the class in the
author’s chair.
Students will create a visual image to accompany their work-an image of them as
president.
Guided reading with leveled readers in small groups
Evaluation
(Formative assessment)
Students will create a book, “Where I Live,” providing their address, city, state,
country and continent as well as a sentence explaining each level.
Students will write why, “I am proud to be American.” Students will create a
booklet of patriotic symbols with defining words.
WICOR:
Resources
Safari Montage, Tumblebooks, BrainPop, Jr. Classroom texts and leveled
readers. Maps and globes, Social Studies readers, Internet and Media Center.
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans
LESSON PLANNING GUIDE
D. L. Sims Elementary School – 2013-2014
Strategy 1: Create a rigorous system of teaching and learning
Specific Results: Institutionalize Cycle for Results
Action Steps: 1, 2, 3, 6
Performance Indicator: Teacher lesson plans