LeAnn Newsome – First Grade Lesson Plans
Dates
4/20-4/24/15
Math
Standard:
MCC.1.OA.1-8
Monday
Tuesday
Wednesday
Thursday
Friday
EQ: What is the
best way to count a
large number of
objects? Complete
the Lesson 1 Fluency
Sprint (Number
Bonds-1 minute)
Follow ENY Module 4
Lesson 1. Students
will use 40 objects in
bags to discuss the
best way to count a
large quantity of
objects. Complete
Problem Set 1 to
check for
understanding.
EQ: How many tens
and ones are in the
given number?
Complete the Lesson
2 Addition Fluency
Review. (3 minutes
for a grade). Follow
ENY Lesson 2 using
hide zero cards,
linking cubes, and
longs/cubes to show
numbers with
tens/ones. Complete
Lesson 2 Problem Set
to practice
independently.
EQ: Is 1 ten and 7
ones the same as 17
ones? Have students
complete fluency
sprint from
yesterday
encouraging them to
finish more problems.
Follow ENY Lesson 3
to show students how
to use their “magic
counting sticks” to
represent a given
number with
tens/ones and just
ones. Complete
Lesson 3 Problem Set
to practice.
EQ: How can you
write a two-digit
number as a number
sentence? Do the
“Ten More” fluency
activity orally to have
students practice
saying the number
the “say ten” way and
then have them tell
the number sentence
that matches the
number. Follow ENY
Lesson 4 to have
students practice
making number bonds
for two-digit
numbers and write a
number sentence to
match on their dry
erase boards.
Complete Lesson 4
Problem Set.
EQ: Can you
identify 1 more, 1
less, 10 more, and
10 less than the
given number?
Complete Lesson 5
Fluency Sprint. Then
follow ENY Lesson 5.
Have students make
connection between
rekenrek and “quick
tens”. Use
longs/cubes to
practice adding 1 and
10 and subtracting 1
and 10. Complete
Lesson 5 Problem Set
to practice.
Writer’s
Workshop
Standard:
W.1.2, W.1.5,
W.1.7, RI.1.1,
RI.1.5, RI.1.6,
SL.1.1, L.1.1,
L.1.2, L.1.5
EQ: What are ways
to write “how-to” in
our information
writing? Follow
Session 12 (page 8490) in Lucy Calkin’s
Information Writing
lessons to discuss
how writers can add
“how-to” portions to
their informational
writing. Discuss new
paper on writing
shelves and make a
sample “how-to”
paper for the
classroom.
EQ: What are ways
to write “how-to” in
our information
writing? Follow
Session 12 (page 8490) in Lucy Calkin’s
Information Writing
and give students an
opportunity to work
on their writing
independently.
EQ: How do you
write a good
beginning for your
information story?
Follow Session 13
mini-lesson to discuss
how to write a good
beginning to your
story. Give students
time to re-assess
their beginning
sentences in each
story that they have
written.
EQ: How do you
write a good ending
for your information
story? Follow Session
13 to discuss with
students on how to
write a good ending
sentence to their
stories. Give
students time to
work independently
on their
informational writing.
EQ: How does
reading our writing
“like a reader” help
us with revising our
writing? Follow
Session 14 minilesson to discuss how
to read our stories
using expression and
paying attention to
punctuation.
Interactive
Read-Aloud
Standard:
ELACC1RL1,2
and 3
ELACC1RL7
Armadillo
Tattletale by
Helen Ketteman
EQ: What is
something you can
describe as
humongous?
Vocabulary words:
humongous, scraggly,
scrounge, and
overhear. Read the
book Armadillo
Tattletale
to students pausing
at certain points
referring to the
script. Focus on the
word humongous as
we read. Complete a
circle map with
students to help
them brainstorm
things that are
humongous.
EQ: How could you
solve the problem of
a scraggly desk?
Reread the story
focusing on the word
scraggly. Have
students participate
in a choice activity
giving them examples
like the ones
provided in the lesson
text. Next give
students a piece of
paper and have them
fold it in half. On
one side they should
draw and write about
something that could
be scraggly. On the
other side they
should draw and
write about
something not
scraggly.
EQ: Have you ever
had to scrounge to
find something?
Why? Have students
view the youtube
video of students
performing a play of
Armadillo Tattletale.
Remind them to think
about and look for
what character had
to scrounge for
something. Complete
a bubble map to
describe what it
means to scrounge.
In the frame of
reference around the
bubble map have
them write about a
situation that would
cause them to
scrounge.
EQ: If someone
doesn’t want you to
overhear what would
their voice sound
like? Reread the
story making sure
that the students can
identify which
characters overhear
something and what
they overhear. Give
students some
examples of a time
when you or they
would not want
someone to overhear
what they are saying.
EQ: Can you
respond to a text
using the new
vocabulary words?
Have students review
the 4 vocabulary
words from the read
aloud. In their
reading journal have
them draw a picture
and write a sentence
to assess their
understanding of the
words. Then complete
the assessment for a
grade.
Shared
Reading
Standard:
RI.1.1,
ELACC1L4,
ELACC1RF4
EQ: What story
element can you use
to compare 2
different stories?
Echo, choral and
partner read
LITTLE RABBITS
TALE. Complete a
Venn Diagram graphic
organizer to compare
this story to
Armadillo Tattletale.
Vocabulary: dear,
sky, mother, told,
hurry, door and
should
EQ: What is the
difference between
tail and tale? Echo,
Choral and Partner
read Little Rabbit’s
Tale. Complete a
graphic organizer. On
the back, have
students draw a tail
and a tale.
Vocabulary: dear,
sky, mother, told,
hurry, door and
should
EQ: Can you name
the basic story
elements of a
fiction text using a
story map? Echo,
Choral and Partner
read the story
Bobcat Tells a Tale.
Ask and answer the
comprehension
questions in the back
of the book and
complete the story
map graphic
organizer.
Vocabulary: slipping,
hurry, and bragged
EQ: Can you give
some differences
between two
characters? Echo,
Choral and Partner
read the story
Bobcat Tells a Tale.
Complete the graphic
organizer on
comparing two
characters (bobcat
and armadillo)
Vocabulary: slipping,
hurry, and bragged
EQ: What are
context clues? How
are they helpful?
Echo, Choral, and
Partner read the
text The World’s
Largest Bird.
Complete the graphic
organizer.
Vocabulary: swift,
solitary, communal,
gizzard and pant
Word
Study
Standard:
ELACC1L1 b.
ELACC1L5 a.
Differentiated
Instruction
Standard:
ELACC1RF2
ELACC1RF3
ELACC1RF4
EQ: Can you sort
the nouns into each
category? Assess
students’ ability to
sort the nouns into
categories (person,
place, thing, animal)
by giving them the
sorting mat and the
noun cards. Students
will glue the words
into the correct
category.
EQ: What is the
difference between
a singular and plural
noun? How are they
the same? Introduce
the new word sort
and have students
sort the nouns on the
flashcards into the
singular and plural
categories.
EQ: What is the
difference between
a singular and plural
noun? How are they
the same?
Lead students to play
the NOUNS DOWN
game as a way to
practice sorting the
words into the
correct category
(singular, plural)
EQ: What is the
difference between
a singular and plural
noun? How are they
the same?
Have students
continue to play the
NOUNS DOWN game
as a way to practice
sorting the words
into the correct
category (singular,
plural)
EQ: What is the
difference between
a singular and plural
noun? How are they
the same? Have
students fold a piece
of paper and go on a
“Noun Hunt” in the
classroom. Write the
singular nouns on one
side and the plural
nouns on the other.
EQ: What are
strategies for
attacking unknown
words? EQ for
Fluency: Can you
read with
appropriate pace,
expression, and
volume? Meet with
red group (Day 3
vCe), yellow group
(Day 3 vowel teams)
and green group (day
3 blends).
EQ: What are
strategies for
attacking unknown
words? EQ for
Fluency: Can you
read with
appropriate pace,
expression, and
volume? Meet with
blue group (Day 22
vowel teams), purple
group (Day 3 rcontrolled), and
orange group (Henry
and Mudge and the
Forever Sea)
EQ: What are
strategies for
attacking unknown
words? EQ for
Fluency: Can you
read with
appropriate pace,
expression, and
volume? Meet with
red group (Day 4
vCe), yellow group
(Day 4 vowel teams)
and green group (day
4 blends).
EQ: What are
strategies for
attacking unknown
words? EQ for
Fluency: Can you
read with
appropriate pace,
expression, and
volume? Meet with
blue group (Day 23
vowel teams), purple
group (Day 4 rcontrolled), and
orange group (Henry
and Mudge and the
Forever Sea)
EQ: What are
strategies for
attacking unknown
words? EQ for
Fluency: Can you
read with
appropriate pace,
expression, and
volume? Meet with
red group (Day 5
vCe), yellow group
(Day 5 vowel teams)
and green group (day
5 blends).
Science/
Social Studies
Standard:
S1P2 a., b. and
c.
EQ: What objects
are attracted to
magnets? Describe
what happens when
you put a South Pole
to a North Pole.
North to South?
South to South?
Students will be
given opportunities
during their
independent time to
explore magnets
along with various
objects.
EQ: What objects
are attracted to
magnets? Describe
what happens when
you put a South Pole
to a North Pole.
North to South?
South to South?
Students will be
given opportunities
during their
independent time to
explore magnets
along with various
objects.
EQ: What objects
are attracted to
magnets? Describe
what happens when
you put a South Pole
to a North Pole.
North to South?
South to South?
Students will be
given opportunities
during their
independent time to
explore magnets
along with various
objects.
EQ: What objects
are attracted to
magnets? Describe
what happens when
you put a South Pole
to a North Pole.
North to South?
South to South?
Students will be
given opportunities
during their
independent time to
explore magnets
along with various
objects.
EQ: What objects
are attracted to
magnets? Describe
what happens when
you put a South Pole
to a North Pole.
North to South?
South to South?
Students will be
given opportunities
during their
independent time to
explore magnets
along with various
objects.