guam district level lesson plan - upi elementary school...call on students to write or say the...

GuamDistrictLevelLessonPlan

Quarter3rd

Content:ELA Grade/Course:1stGrade Timeline:1-2daysStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.L.1.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.L.1.5Withguidanceandsupportfromadults,demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.LessonOverview:Studentswillbeintroducedtoantonymsthroughchildren’sliteratureandPowerPointPresentations.

LessonObjective(s):Inthislesson,studentswillbeableto:

• understandwhatanantonymis.• identify3antonymswith100%accuracy.• provideatleast3examplepairsofantonyms.

Vocabulary:Antonyms FocusQuestion(s):HowwillantonymshelpmeinReadingandWriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Showthemtwomuffinsonaplate.Askthemtotellyousomethingaboutthemuffins.Studentsshouldrespondthatonemuffinisbigandtheothermuffinissmall.Writethewordsbigandsmallontheboard.Explaintothestudentsthatthetwowordsareoppositesorantonyms.InstructionandStrategies:Days1-2:ReadaloudIfYouWereanAntonymbyNancyLoewen.Afterthestory,askthefollowingquestions:

• Whatisanantonym?• Whatweresomeantonymsfromthestory?• Whatarerelationalantonyms?• Whataregradedantonyms?

Explaintostudentsthatanantonymisawordthatistheoppositeofanotherword.Writethefollowingantonymsfromthestoryontheboard:

• Early• Big• Dark• Happy• On• Heads

Callonstudentstowriteorsaytheantonymofeachwordlisted.GuidedPractice:ShowPowerPointPresentationonAntonyms.Askstudentstoreadthetwowordsthatareantonyms.Continueuntilslideshowiscompleted.PassoutPicturePuzzleHandoutstoeachstudent.Havethemwritetheirnamesandtoday’sdate.Explaintothestudentsthattheywilllookattheantonymsononepaperandmatchthemwiththecorrectwordontheotherpaper.Oncetheyhavewrittenalltheantonymscorrectly,studentswillthencolor,cut,andpastetoformahiddenpicture.FormativeAssessment:ShowAcademicRaceway500onAntonymsPowerPointtostudents.Havethemanswerthequestionsorally.Closure:HavestudentssincetheAntonymSongtothetuneof“DoYouKnowtheMuffinMan?”IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):TheBigBookofPhonicsFunbyCarson-DellosaPublishingCompany,Inc.IfYouWereanAntonymbyNancyLoewenAntonymsPowerPointPresentationsfromwww.teacherspayteachers.comAntonymPrintablesandReproduciblesReflection:


Quarter3rd

Content:ELA/Science/Music Grade/Course:1stGrade Timeline:3daysStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.2Identifythetopicandretellkeydetailsofatext.1.1.2Investigateandmakeobservationstoseekanswerstoquestionsabouttheworld. 1.4.3Recognizesomeofthedifferenttypesofclouds.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:StudentswilllearnmoreaboutthedifferenttypesofcloudsthroughPowerPointpresentations,read-alouds,songs,ScienceTextbooks,reproducibles,printables,andhands-onactivities.


• identifythe4cloudtypes(stratus,cirrus,cumulus,cumulonimbus)with75%accuracy.

• describeeachcloudtype,providing2-3details• createacloudshapeusingcottonballs.

Vocabulary:Clouds,Stratus,Cirrus,Cumulonimbus,Cumulus

FocusQuestion(s):Whatdothedifferenttypesofcloudstellusabouttheweather?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Takestudentsoutsideandaskthemtolookattheclouds.Encouragethemtodescribeanyshapesorobjectsmadebytheclouds.Tellthestudentsthattheywillbelearningaboutcloudstoday.InstructionandStrategies:Day1:Gatherstudentsatthemeetingarea.Read-aloudCloudsbyAnneRockwell.Afterthestory,askthestudentsthefollowingquestions:

• Whatareclouds?• Whatarecloudsmadeof?• Whatdoesacloud’snametellaboutthecloud?• Whatarethenamesofsometypesofclouds?• Describecirrusclouds.(Repeatforstratusandcumulusandnimbus)• Whatwouldhappeniftherewerenoclouds?

Day2:Displaythefourcloudpictures.ShowstudentsthesentencestriplabeledCirrusClouds.Readthedescriptiononthesentencestrip:Cirruscloudsarethehighestcloudsinthesky.Theylooklikewhite,featherystreaksandcanbeseenonfair-weatherdays.Callonastudenttochoosethecloudpicturetomatchthedescription.Repeatthisactivitywiththeremainingthreecloudtypes.Day3:Gatherstudentsatthemeetingarea.ReadaloudLittleCloudbyEricCarle.Afterthestory,askthestudents

whatshapesorobjectsdidLittleCloudturninto.GuidedPractice:.Day1:ShowstudentsPowerPointofClouds.Afterwards,havethemtaketheCloudQuizattheendofthePowerPoint.Day2:HavestudentstakeouttheirScienceNotebooks.PassouthandoutofTheTypesofCloudstoeachstudent.Studentswillcutandpasteanddescribeeachcloudunderneatheachflap.Day3:Passoutblueconstructionpaperandahandfulofcottonballstoeachstudent.Explaintothestudentsthattheywillmaketheirowncloudpicturewiththematerialsgiven.FormativeAssessment:Day1:AnswerstoPowerPointQuiz.Day2:Completedassignmentanddescriptionofthetypesofclouds.Day3:Finishedproject.Closure:TeachstudentssongaboutCloudstothetuneofTheFarmerintheDell.CloudsThepuffy,flat,whitecloudsWecallthemcumulusHi-ho-a-cloud-e-ohThepuffy,flat,whiteclouds.Thefeathery,thinwhitecloudsArecirrushighintheskyHi-ho-a-cloud-e-ohThefeathery,thinwhiteclouds.ThegrayandfoggycloudsArestratuslowintheskyHi-ho-a-cloud-e-ohThegrayandfoggyclouds.ThedarkandstormycloudsWatchoutfornimbusrainHi-ho-a-cloud-e-ohThedarkandstormyclouds.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):

CloudsbyAnneRockwellLittleCloudbyEricCarleCloudSongfoundonwww.superteacherworksheets.comTypesofCloudshandoutCloudsPowerPointReadytoGoLessonsfromTheMAILBOXReflection:


Quarter3rd

Content:ELA Grade/Course:1stGrade Timeline:1-2daysStandard(s):L.1.1gUsefrequentlyoccurringconjunctions.LessonOverview:Studentswilldemonstrateanunderstandingoftheuseofconjunctionsthroughchildren’sliteratureandpocketchartactivities.

LessonObjective(s):Inthislesson,studentswillbeableto

• identifyconjunctionsinastory.• determinethecorrectconjunctionina

sentence.Vocabulary:Conjunctions FocusQuestion(s):Howdoconjunctionshelpwith

ourwriting?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.ReadaloudIfYouWereaConjunctionbyNancyLoewen.InstructionandStrategies:Explaintostudentsthataconjunctionisaconnector.Theyconnectagroupofwordsinasentence.Readeachpocketchartsentencewithoutaconjunction.Havestudentsidentifytheconjunctionsheardinthestory.Showthemtheflashcardofeachonetheyidentified.Havestudentstellyouwhatconjunctionbestfitstheeachsentence.GuidedPractice:Callonseveralstudentstocorrectlyplacetheconjunctiononadifferentsetofpocketchartsentences.FormativeAssessment:Studentswillcopythesentenceswiththecorrectconjunctionintheirnotebooksandsubmit.Closure:Beforetheydotheirassignmentforthemorning,askstudentswhataconjunctiondoesandtouseoneinasentence.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):www.teacherspayteachers.comIfYouWereaConjunctionbyNancyLoewenReflection:


Quarter3rd

Content:ELA/SocialStudies/Art Grade/Course:1stGrade Timeline:1-5daysStandard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.R.L.1.2Retellstories,includingkeydetails,anddemonstrateunderstandingoftheircentralmessageorlesson.R.L.1.7Useillustrationsanddetailsinastorytodescribeitscharacters,setting,orevents.R.I.1.9Identifybasicsimilaritiesinanddifferencesbetweentwotextsonthesametopic.R.F.1.2Demonstrateunderstandingofspokenwords,syllables,andsounds.R.F.1.2.bOrallyproducesingle-syllablewordsbyblendingsounds(phonemes),includingconsonantblends.R.F.1.3Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.RF.1.3aKnowthespellingsoundcorrespondencesforcommonconsonantdigraphs.R.F.1.3gRecognizeandreadgrade-appropriateirregularlyspelledwords.L.1.4Determineorclarifythemeaningofunknownormultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.L.1.5Withguidanceandsupportfromadults,demonstrateunderstandingofwordrelationsandnuancesinwordmeanings.1.1.3ExplainthatpeopleonGuamandintheU.S.haveavarietyofdifferentreligious,community,andfamilycelebrationsandcustoms,anddescribecelebrationsorcustomsheldbymembersoftheclassandstudents’ownfamilies.1.2.3Readimportantdatesonacalendarandassociatethemwithdaysoftheweek.1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsofpens.LessonOverview:Studentswillbeintroducedtoconsonantdigraphsandtheirsounds:ch,th,sh,wh,ph.StudentswillalsounderstandthemeaningandsignificanceofChineseNewYearthroughvariousmaterials,whichmayinclude,butarenotlimitedto:children’sliterature,PowerPointPresentations,andprintables.


• identifyandrecognizesymbolsassociatedwithChineseNewYear.

• identifyandsaythesoundsoftheconsonantdigraphs:ch,th,sh,wh,ph

• createtheirowndancingdragon.

Vocabulary:RedEnvelopes,Dragon,Zodiac,Dumplings,Lantern,China,GungHayFatChoi,consonantdigraphs

FocusQuestion(s):• HowisChineseNewYearrecognizedor

celebratedinGuam?• Howwillknowingconsonantdigraphshelpus

withReadingandWriting?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Havethemlookatthecalendarposted.Askthemwhatthemonthanddayoftheweekisshown.Havethemtellyoutheyesterday’sdate.ExplaintothemthatthedateisthebeginningoftheChineseCalendar,inwhichmanypeoplearoundtheworld,especiallyinChina,celebrateChineseNewYear.AskstudentsiftheyrememberthefooddishboughtbythecharacterinthestorythatwasreadatthebeginningofthenewschoolyearofShanteKeysandtheNewYear’sPeasbyGailPiernas-Davenport.Responseshouldbedumplings.InstructionandStrategies:Days1-2:

WritethewordsChineseNewYearontheboard.Drawalineunderthelettersch.Explaintothestudentsthatthelettersc-hmakethesound“ch.”Tellthemthatchiscalledaconsonantdigraph.Askstudentstotellyouotherwordsthathavethe“ch”sound.Listthemontheboard.Readthestories,BringingIntheNewYearbyGraceLinandDragonDancebyJoanHolub.Afterthereadings,askthefollowingquestions:

• HowdothefamiliesgetreadyfortheNewYear?• NamesomesymbolsfrombothstoriesassociatedwithChineseNewYear.• WhatdotheRedEnvelopescontain?• WhatisthecolorofGoodLuck?

Days3-5:ReadthestoryWhoseShoesWouldYouChoosebyBrianP.Clearly.Throughoutthereading,pointouteachwordthatcontainedaconsonantdigraphandsaythesound.Explaintothestudentsthatwh,sh,thareotherconsonantdigraphs.Tellthemthatthelettersp-hisalsoconsideredaconsonantdigraph.Afterthestory,listtheconsonantdigraphswh,sh,th,andphontheboard.Havestudentstellyouwordsthatbeginwiththosedigraphs.Listthemontheboard.GuidedPractice:Days1-2:ELAHavestudentstakeouttheirELAnotebooksandopentothenextcleanpage.Next,passoutconsonantdigraphchhandoutstothestudents.Explaintothemthattheywillcolortheshoppingcartandpicturesthathavethechsoundandpasteintotheirnotebooks.Remindstudentsthattheywillmakeapocketandputallthepictureswiththechsoundintheshoppingcartpocket.SocialStudiesShowstudentsChineseNewYearPowerPoint.Foreachslide,readtheinformationandexplainthepicturesshown.ShowLionDancingorDragonDancingvideofromwww.youtube.com.Tellthestudentsthattheloudbeatsofthedrumandtheclashingofsymbolsandthefaceofthedragonorlionhelpsevictorwardawayevilspirits.ArtPassoutDancingDragonreproduciblestoeachstudent.ExplaintothestudentsthattheywillcreatetheirowndancingdragonincelebrationofChineseNewYear.Havethemdecoratethedragon,color,cut,andgluetogether.Days3-5:HavestudentstakeouttheirELAnotebooksandopentothenextcleanpage.Next,passoutconsonantdigraphwhhandoutstothestudents.Explaintothemthattheywillcolortheshoppingcartandpicturesthathavethewhsoundandpasteintotheirnotebooks.Remindstudentsthattheywillmakeapocketandputallthepictureswiththewhsoundintheshoppingcartpocket.Studentswillcontinuetoworkontheotherconsonantdigraphs:sh,th,andphusingsameactivity.

FormativeAssessment:

• AskstudentswhataresomeofthesymbolsandtypesofpreparationpeopledobeforeChineseNewYear.

• CompletedassignmentsClosure:OnceDancingDragonsarecompleted,havestudentslineupwiththeirwork,anddotheirowndragondancingaroundtheclassroomoroutside.Teachthemtosay“GungHayFatChoy”whichmeans"BestwishesandCongratulations.Haveaprosperousandgoodyear."Studentswillbegivenanassessmentonconsonantdigraphs.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):BringingIntheNewYearbyGraceLinDragonDancebyJoanHolubPowerPointPresentationsfoundonwww.teacherspayteachers.comDancingDragonreproduciblefromScholastic’sNonfictionLiteracy-BuildingBookletsandActivitiesbyLuciaKempHenryandSuzanneMooreWhoseShoesWouldYouChoosebyBrianP.ClearlyConsonantDigraphsprintablesandreproduciblesReflection:


Quarter3rd

Content:ELA Grade/Course:1stGrade Timeline:3daysStandard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.RL1.10Withpromptingandsupport,readproseandpoetryofappropriatecomplexityforgrade1.L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.L.1.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusingfrequentlyoccurringconjunctionstosignalsimplerelationships.LessonOverview:Studentswillbeintroducedtocontractionsthroughchildren’sliteratureandpoetry.


• understandwhatacontractionis.• beabletoidentifyandformcontractions.• stateatleast3contractions.

Vocabulary:Contractions,Apostrophe FocusQuestion(s):HowwillcontractionshelpmeinReadingandWriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.ReadaloudIfYouWereaContractionbyTrishaShaskenandSaraGray.Afterthestory,askthefollowingquestions:

• Whatisacontraction?• Whoisthecontraction’sbestfriend?• Namesomecontractionsfromthestory.

InstructionandStrategies:Day1:Explaintostudentsthatacontractionistwowordsshortenedtomakeonewordandthatithasanapostrophe.Writethefollowingwordsandcontractionsontheboard:

• cannot=can’t• couldnot=couldn’t• didnot=didn’t• donot=don’t• doesnot=doesn’t• hasnot=hasn’t• havenot=haven’t• isnot=isn’t• shouldnot=shouldn’t• wasnot=wasn’t

• willnot=won’t• wouldnot=wouldn’t

Pointouthowsomelettersaremissingandarereplacedbyanapostrophe.Day2:Remindstudentsthatacontractionistwowordsshortenedtomakeonewordandthatithasanapostrophe.Writethefollowingwordsandcontractionsontheboard:

• Iwill=I’ll• hewill=he’ll• itwill=it’ll• shewill=she’ll• theywill=they’ll• wewill=we’ll

Day3:Remindstudentsthatacontractionistwowordsshortenedtomakeonewordandthatithasanapostrophe.Writethefollowingwordsandcontractionsontheboard:

• Iam=I’m• heis=he’s• itis=it’s• sheis=she’s• theyare=they’re• weare=we’re• youare=you’re• letus=let’s

GuidedPractice:Day1:PassoutCrackin’Contractions(NOT)handoutstoeachstudent.Explainthattheywillcolorthetabsofthetwowordsthatmakeupeachcontraction.TheywillthenglueitontopofthematchingcontractionintheirELAnotebooks.Day2:PassoutCrackin’Contractions(WILL)handoutstoeachstudent.Explainthattheywillcolorthetabsofthetwowordsthatmakeupeachcontraction.TheywillthenglueitontopofthematchingcontractionintheirELAnotebooks.Day3:PassoutCrackin’Contractions(BE)handoutstoeachstudent.Explainthattheywillcolorthetabsofthetwowordsthatmakeupeachcontraction.TheywillthenglueitontopofthematchingcontractionintheirELAnotebooks.

FormativeAssessment:Students’completedassignmentsinELAnotebooks.Closure:ReadContractionCrocodilePoemtostudents.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):IfYouWereaContractionbyTrishaShaskenandSaraGray.ContractionCrocodilePoembyCaraCarrollCrackin’ContractionshandoutsReflection:


Quarter3rd

Content:ELA/Health/SocialStudies/Music/Art

Grade/Course:1stGrade Timeline:1-2weeks

Standard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.RL.1.6Identifywhoistellingthestoryatvariouspointsinatext.RL.1.10Withpromptingandsupport,readproseandpoetryofappropriatecomplexityforgrade1.R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.RF.1.4Readwithsufficientaccuracyandfluencytosupportcomprehension.L.1.1fUsefrequentlyoccurringadjectives.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.1.1.1Tellhowhealthybehaviorsimpactpersonalhealthandwellness.1.1.4Identifyplacestoplaytopreventcommonchildhoodinjuries.1.2.1Identifyhowthefamilyinfluencespersonalhealthpractices.1.2.2Recognizehowtheschoolcansupportpersonalhealthbehaviors.1.3.1Chooseaprofessionalwhocanhelppromotehealthandwellness.1.3.2Listwaystolocateacommunityhelperforahealth-relatedsituation.1.5.1Describeahealth-relatedsituation.1.6.1Identifyactionstotaketowardsachievingahealthgoal.1.7.1Describehealthypracticestomaintainpersonalhealthandwellness.1.8.1Demonstrateanunderstandingofrulesthatpromotepersonalhealth.1.1.3ExplainthatpeopleonGuamandintheU.S.haveavarietyofdifferentreligious,community,andfamilycelebrationsandcustoms,anddescribecelebrationsorcustomsheldbymembersoftheclassandstudents’ownfamilies.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsorpens.LessonOverview:Studentswillunderstandtheimportanceoforal/dentalhealththroughstories,songs,PowerPointPresentations,andiPadapplications.


• defineprimaryteethandpermanentteeth.• identifysomepartsofatooth.• explainwhydentalcheck-upsareimportant.• describesomewaystoprotectteethfrom

injuryandkeepthemhealthy.Vocabulary:Tooth,Teeth,DentalHealth,Dentist,PrimaryTeeth,PermanentTeeth,Crown,Root,Decay,Floss,Toothbrush,Toothpaste,Plaque,Enamel,Dentin,Pulp,Gums,Cavity

FocusQuestion(s):Whyareourteethimportant?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Inapocketchart,havestudentsreadaloudthepoemdisplayedcoveringthetitle.DentistTalkOpenwide,I’llcheckinside

Tofindtheplacesplaquecanhide.Tooththat’snew?Goodforyou!NowI’llchecktherestout,too.I’mgladtosayyou’recavity-free.Yourteethareashealthyascanbe!Afterthereading,askstudentswhotheythinkthepoemisabout.Someresponsesshouldbedentist.Askthemwhatadentistdoes.Responsesshouldbetakescareofourteeth.ExplaintothemthattheywillbelearningabouttheirteethandhowtotakecareofthembecausethismonthisDentalHealthMonth.InstructionandStrategies:Days1-3:ReadaloudABCDentistbyHarrietZiefert.Afterthereading,askthestudentsthefollowingquestions:

• Whatdoesadentistdo?• Whataresomeofthetoolsdoesadentistuse?• Howcanyouhelpadentist?

Showstudentsatoothbrush,toothpaste,dentalfloss,andmouthwash.Explainthatthedentistoftentellspatientstousethesethingstohelpkeeptheirteethhealthy.Remindthemthattheyshouldseeadentistatleasttwiceayear.Days4-6:Drawapictureofatoothonasheetoflargedrawingpaper.Askstudentswhatisthepictureyoujustdrew.Theyshouldrespond,“atooth.”Havethemdescribethetoothorwhattheyknowaboutteeth.Responsesmayinclude:white,hard,clean,healthy,smoothandsoforth.Writetheirresponsesaroundthepictureofthetooth.Explaintothemthatwordsthatdescribearecalledadjectives.Drawapictureofatubeoftoothpaste.Askstudentstotellyousomeadjectivesthatdescribetoothpaste.Writetheirresponsesaroundthepictureofthetubeoftoothpaste.ReadaloudHoorayforTeeth!byGinaShaw.Afterthereading,askthestudentsthefollowingquestions:

• Namesomeanimalsthathaveteeth.• Howmanyrowsofteethdopeoplehave?• Whatarefangs?Whatanimalmayhavefangs?• Howdoyourteethstand?• Explainhowbeavers,rats,andmiceusetheirteeth.• Whatkindofteethdowalruseshave?• Nametwokindsofteeththatpeoplehave?• Namethetypesofteethpeoplehaveandtheiruses.• Howdowetakecareofourteeth?

Day7:Writethewordsdecayandplaquetheboard.Explainthatgermsinsidethemouthcancausetoothdecay,whichmeanscavitiesorholesintheteeth.Tellthemthattheyshouldbrushtheirteetheverydayandusedentalflosstoremovefoodparticlesbetweentheteeth.Iftheyshouldgetacavity,dentistswillcleanitand

fillittokeepitfromgrowing.Discussthattheyshouldeathealthyfoodsinsteadoffoodswithtoomuchsugarbecauseastickycoveringaroundtheteethcalledplaquecausecavities.Stressthatitisalsoimportanttoprotecttheteethfrominjury,bykeepingobjectsoutofthemouth,followingsafetyrulesatplay,andcarefullytakingturnsatthewaterfountains.GuidedPractice:Days1-3:Writetheworddentistontheboard.Tellstudentsthatadentistchecksteethtomakesuretheyarehealthy,growingproperly,andfittingtogetherproperly.PassoutTheDentistreproducibletothestudents.Havethemreadaloudtheshortpassageandanswerthequestionsbelowinacompletesentence.Writethesentencesontheboardforstudentstocopy.PassouthandoutsonDentalToolsandSchoolToolstoeachstudent.Goovereachobjectandaskstudents,“Doyouusethatinadentist’sofficeorinschool?”Explaintothestudentsthattheywillcolor,cut,sort,andpasteonasheetofconstructionpaper.Days4-6:Passoutasheetofdrawingpapertoeachchild.Guidethemindrawingapictureofatoothbrush.Havethemcomeupwithatleastthree(3)adjectivesdescribingthetoothbrushandwritethemaroundthepicture.Writethewordsprimaryteethandpermanentteethontheboard.Tellstudentsthatprimaryteethorbabyteeth,arethefirstteeth—theonestheylose.Permanentteethreplaceprimaryteeth.Tellthemthatthereare20primaryteethand32permanentones.Havestudentsfeeltheirteethwiththeirtongues.Tellthemthattheyarefeelingthecrownsoftheirteeth.Writethewordscrown,root,andgum,pulp,anddentin.Explaintothestudentsthat:

• thecrownisthepartofthetooththatisnotinsidethegums.• therootisthepartofthetooththatisunderneaththegums.• thegumsisthesmoothskinthatholdthetooth.• thedentinisthehard,densesubstancethatmakesupmostofthetooth.• thepulpisthesofttissueinsidethedentin.

Passoutpicturepageandpatternsreproduciblestoeachstudent.Explainthattheywillcolorandcutoutthemouthpatternandfoldinhalf.Studentswillthenpastethebottomhalfonthepicturepage.Studentswillthencutoutthetitleandlabelsandgluetotheappropriateboxes.Day7:StudentswillwatchDr.RabbitandtheToothDefenderstogetacloserlookatoralhealthcare.TeachstudentsthesongBrushYourTeeth(tuneofRow,Row,RowYourBoat):Brush,brush,brushyourteeth.Brushthemeveryday!Flossthemandtakecareofthem.

They’llstaywhitethatway!FormativeAssessment:Days1-3:Completedassignments.Days4-6:Completedassignments.Day7:Students’responsestoquestionsaskedafterthemovieandparticipationsingingtheBrushYourTeethsong.Closure:HavestudentsreadaloudDentistTalkpoemafterthemovieandsingingofthesong.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):ABCDentistbyHarrietZiefertHoorayforTeethbyGinaShawBeingHealthypublishedbyHarcourtBraceJovanovichOpenWide!reproduciblesfromScholastic’sNonfictionLiteracy-BuildingBookletsandActivitiesbyLuciaKempHenryandSuzanneMooreTheDentisthandoutDr.RabbitandtheToothDefendersDVDfromBrightSmiles,BrightFuturesKitReflection:


Quarter3rd

Content:ELA/SocialStudies Grade/Course:1stGrade Timeline:1dayStandard(s):R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.2.Identifythemaintopicandretellkeydetailsinatext.L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.W.1.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.SL.1.1Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersandadultsinsmallandlargergroups.SL.1.4Describepeople,places,thingsandeventswithrelevantdetails,expressingideasandfeelingsclearly.1.1.1Describethemaincharactersandtheirqualities,afterreadingorlisteningtofolktales,legends,andstoriesfromGuam,theU.S.,andaroundtheworld.1.1.2Describethequalitiesordistinctivetraitsofdifferentethnicgroups,faiths,andhistoricalperiodsafterreadingorlisteningtostoriesaboutfamouspeople.1.2.1Identifytemporalsequences,suchasdays,weeks,months,years,andseasons.Usewordsandphrasesrelatedtotimecorrectly(now,inthepast,inthefuture)andrecognizetheexistenceofchanginghistoricaltimesandperiods(othertimes,otherplaces).1.2.3Readimportantdatesonacalendarandassociatethemwithdaysoftheweek.LessonOverview:StudentswillbeginthecelebrationofReadAcrossAmericaDaybylearningaboutthelifeofTheodorSeussGeisel(Dr.Seuss).


• sequencetheeventsofDr.Seuss’lifeinchronologicalorderwith80%accuracy.

• recallatleast3bookswrittenbyDr.Seuss.• stateatleastthree(3)factsaboutDr.Seuss

with100%accuracy.• explainintheirownwordsthesignificanceof

Dr.Seuss’workinwrittenororalformusingatleastthree(3)details.

Vocabulary:Author,Illustrator,Publish,Quotes FocusQuestion(s):HowistheworkofDr.SeusscelebratedinGuamschools?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Havethemtellyouthedatethatyouarepointingtoonthecalendar.Letthemknowthatthedateisimportantbecauseitcelebratestwothings:ReadAcrossAmericaDayandTheodorGeisel’sbirthday.Displaythreebooksforeveryonetosee.Askstudentsiftheycanreadthetitlesofoneorallthree.Listentotheirresponses.Askthemiftheyknowthepersonwhowroteandillustratedallthreebooks.Explaintothestudentsthattheywillbelearningabouttheauthorandillustratorofthebooksintoday’slesson,whichisTheodorGeisel.

InstructionandStrategies:ShowstudentsPowerPointaboutexplainingthelifeandcareerofTheodorSeussGeisel.AfterthePowerPoint,askthestudentsthefollowingquestions:

• WhatisDr.Seuss’realname?• Whatstatewashebornin?• Wheredidhegotoschool?• Whatwashisfirstbookpublished?• WhatwasthechallengewhenhewroteTheCatintheHat?• Whataresomeofhisquotes?• NamesomeofbookswrittenbyDr.Seuss.

GuidedPractice:PassoutprintableofDr.SeussTimelinetoeachstudent.Remindthemtowritetheirnamesandtoday’sdate.Havestudentsreadaloudtheyearsshownonthetimeline.Next,havethemreadaloudeachsentence.Askthemwhicheventwouldgofirstinthetimeline.Repeatwiththeotherfoursentences.AftertheTimelineActivity,askstudentswhatbookdidDr.Seusswritethatwasabouteggs.TheyshouldrespondGreenEggsandHam.Tellstudentsthattheywillbereviewingcontractions.PassoutEgg-cellentContractions!reproducibletoeachstudent.Explaintothestudentsthattheywillmatchtheyolkcontractiontotheeggwhiteofthetwowords.FormativeAssessment:HavestudentswriteorexplainintheirownwordstheimportanceofDr.Seuss.Closure:AskstudentstonameyoutheirfavoriteDr.Seussstory.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):Dr.SeussPowerPoint,Dr.SeussTimelineprintable,Egg-cellentContractionsreproducible,variousbookswrittenbyDr.Seuss.Reflection:


Quarter3rd

Content:ELA/Math/Health/Science/PE/Art

Grade/Course:1st Timeline:1-2weeks

Standard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.RI.1.1Askandanswerquestionsaboutkeydetailsinatext.RI.1.2Identifythemaintopicandretellkeydetailsofatext.RI.1.3Describetheconnectionbetweentwoindividuals,events,ideas,orpiecesofinformationprovidedbythewordsinatext.RI.1.4Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesinatext.RI.1.5Knowandusevarioustextfeaturestolocatekeyfactsofinformationinatext.RI.1.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.RI.1.9Identifybasicsimilaritiesinanddifferencesbetweentwotextsonthesametopic.RI.1.10Withpromptingandsupport,readinformationaltextsappropriatelycomplexforgrade1.W.1.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.1.OA.6Addandsubtractwithin20,demonstratingfluencyforadditionandsubtractionwithin10.1.NBT.1Countto120,startingatanynumberlessthan120.Inthisrange,readandwritenumeralsandrepresentanumberofobjectswithawrittennumeral.1.2.1Identifyhowthefamilyinfluencespersonalhealthpractices.1.5.1Describeahealth-relatedsituation.1.5.2Identifysituationswhenassistanceisneededinmakinghealth-relateddecisions.1.6.1Identifyactionstotaketowardachievingahealthgoal.1.7.1Describehealthypracticestomaintainpersonalhealthandwellness.1.2.4Recognizetheneedsoflivingthings,suchasasourceofenergy,water,andair.1.2.1Demonstratefundamentalmovementvocabularyandcuewordsforlearningskills.1.2.3Identifyanddemonstrateprinciplesforlearningbasicmovementskillsbypracticingthebasicprinciplesforbalance,footworkskills,andcatchingaball.1.2.4Identifymajorbodyparts,musclesandbonesusedtomoveandsupportthebody.1.6.3Demonstrateself-expressioninaphysicalactivitysetting.1.2.6Useimpliedvisualandactualtextureinoriginalworksofart.1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsofpens.LessonOverview:Studentswillgainanunderstandingofhowtheheartworksandwhyitisimportanttokeepithealthy.Theywillbeabletolistwaystokeeptheirhearthealthy.Studentswillalsobeabletodemonstratetheskillofjumpingrope.


• describehowtheheartworks.• statethree(3)waystokeepthehearthealthy.• listatleastfive(5)foodstoeattomaintaina

healthyheart.• identifytheinstrumentdoctorsusetolistento

theirheart.• demonstratetheskillofjumpropingasan

exercisetohelpkeepourhearthealthy.Vocabulary:circulatorysystem,heart,muscle,heartbeat,pulse,vein,artery,blood,bloodvessels,atrium,ventricle,valve,stethoscope

FocusQuestion(s):• Howdoesourheartwork?• Whyisitimportanttokeepourhearthealthy?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:

Passoutasheetofredorpinkconstructionpapertoeachstudent.Instructthemtofoldthepaperinhalf.Withscissors,demonstratehowtocutthepaperawayfromthefoldandcurvedintothefold.Tellstudentstoopenthepaperandhavethemtellyouwhattheycreated.Theyshouldsay“aheart.”InstructionandStrategies:Days1-2:ReadaloudChapter1ofInsideyourHeartbyVickyWillowstothestudents.Afterthereading,askthefollowingthequestions:

• Whatisthecirculatorysystemmadeof?• Whatdoestheheartdo?• Whatisblood?• Whataresomepartsoftheheart?

Showstudentsthevideo:CirculatorySystem:BillNyeontheHeartDays3-4:ReadaloudChapter2ofInsideyourHeartbyVickyWillowstothestudents.Afterthereading,askthefollowingquestions:

• Whatarebloodvessels?• Whatarethethree(3)maintypesofbloodvessels?• Whatdoarteriesdo?• Howarecapillariesformed?• Whatareveins?• Whatisthefunctionofblood?• Whatarethetwo(2)maincomponentsofblood?• Whataretheothercomponentsofblood?

Days5-6:ReadaloudTheDayItRainedHeartsbyFeliciaBond.Afterthereading,askthefollowingquestions:

• Whoisthemaincharacterofthestory?• Whathappenedoneday?• Howmanyheartsdidsheuseforthefirstproject?• Howmanyheartsdidsheuseforthesecondproject?• Howmanyheartswerethereinall?• Whoreceivedhervalentines?

ReadaloudChapter3ofInsideyourHeartbyVickyWillowstothestudents.Afterthereading,askthefollowingquestions:

• Thecirculatorysystemworkstogetherwiththe______________.

• Whataretheotherpartsoftherespiratorysystem?• Describethepathofoxygen.

Days7-8ReadaloudYourHeartbyJustinMcCoryMartin.Afterthereading,askthestudentsthefollowingquestions:

• Howbigisourheart?• Whatmedicaltoolisusedtolistentoyourheart?• Whatsounddoesourheartmake?• Whatfoodsaregoodforourheart?• Howdowetakecareofourheart?

GuidedPractice:Days1-2:Health

• PassoutYourHearthandouttoeachstudent.• Havestudentsreadtheinformationpassageabouttheheart.• Instructstudentstocolortheheartandbloodvesselsred.

PE

• Havestudentsbeginbyjumpinginplace10times.• Havethemsharewhatbodypartstheywereusingwhentheywerejumping.• Havethestudentsagainjumpinplace20times.• Askthemwhatinsidebodypartsmighttheyalsobeusing.• Explainthatourmusclesarehelpingthemjump.• Havethemplacetheirrighthandovertheleftpartoftheirchestandaskthemwhattheyarefeeling.

Days3-4Health

• Usingadocumentcamera,havestudentsviewthedifferentpartsoftheheart.• Studentswillthencompleteacolorbynumberworksheetonthepartsoftheheart.

Art

• Havestudentscreateanotherheartusingpink,red,andwhiteconstructionpaper.• Aftertheheartiscutout,studentsmaydecorateusingavarietyofartsupplies.

PE

• Havestudentsworkwithapartner.• Giveeachpairapapercupwiththebottomcutout.• Havethemeachtaketurnslisteningtoeachother’sheartforoneminuteusingthepapercup.• Theywillthenrecordthenumberinachart.• Onepartnerwillgofirstandjumpanddownforoneminute.• Theotherpersonwilllistentothehearttocountthebeats.• Numberwillberecordedinthesamechart.• Repeatwiththeotherpartner.• Aftertheactivity,askthepairs,“Howdidtheheartbeatchange?”

Days5-6Health

• StudentswillcompleteMyHeartBooklet.PE

• Demonstratetostudentshowtojumprope.• Studentswillthenworkinpairsorindividuallytopracticejumpropeskills.

Days7-8

• Havestudentsmakeafistwithonehand.• Tellthemthatisthesizeoftheirheart.• Havethemmakethesoundofaheartbeat,lub-dub.• Displayaplaystethoscopeforthestudentstosee.• Explainthatitisatoolusedtolistentotheheart.• Usingapocketchart,placetheheadingsTrueandFalseontop.• Readeachsentencestripaloudtothestudents.• Havethemtellyouifthesentenceisatruehearthealthfactorafalseheartsentence.• Placethestripunderthecorrectheading.• Studentswillcopythehearthealthfactsonwritingpaper.

FormativeAssessment:Students’responsesandcompletedassignments.Multiplechoicequiz.

Closure:

Reviewwithstudentsthatwemustchoosehealthyhabitstotakecareofourheart,exercisetomaketheheartstrong,andeatfoodssuchasvegetables,grains,andleanmeat,thataregoodfortheheart.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extratime,onetooneinstruction.Resources(TextbookandSupplemental):InsideyourHeartbyVickyWillows,MyHeartbyJustinMcCoryMartin,TheDayItRainedHeartsbyFeliciaBond,CirculatorySystem:BillNyeontheHeartvideo,TrueandFalseHeartSentences,YourHearthandout,MyHeartBookletreproducibles,papercups,jumpropes,stethoscopeReflection:


Quarter3rd

Content:ELA Grade/Course:1stGrade Timeline:1-2daysStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.L.1.5Withguidanceandsupportfromadults,demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.L.1.5bDistinguishshadesofmeaningamongverbsdifferinginmanner(e.g.,look,peek,glance,glare,scowl)andcloselyrelatedadjectivesdifferinginintensity(e.g.,large,gigantic)bydefiningorchoosingbetweenorbyactingoutthemeanings.LessonOverview:Studentswillbeintroducedtohomophonesthroughchildren’sliteratureandPowerPointPresentations.


• understandwhatahomophoneis.• identifyandcorrectlyusehomophonesina

sentencewith80%accuracy.• stateatleast3pairsofhomophones.

Vocabulary:Homophones FocusQuestion(s):HowwillhomophoneshelpmeinReadingandWriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.ReadaloudDearDeerbyGeneBarretta.Afterthestory,askthefollowingquestions:

• Whoiswritingtheletter?• Whoisshewritingtheletterto?• WhatisAuntAntdescribingtohernephew?• Nameananimalmentionedinthestoryandwhatwasitsquirkybehavior?

InstructionandStrategies:Explaintostudentsthathomophonesarewordsthatsoundthesamebutarespelleddifferentlyandhavedifferentmeanings.Gooverthestoryagainandhavethestudentstellyouthehomophonewordsasyouturnthepagesofthebook.Writethemontheboard:(Examplesinclude:dear-deer,aunt-ant,hoarse-horse,gnu-new,moose-mousse,be-bee,sea-see,doe-dough,need-knead,flower-flour,whale-wail,allowed-aloud,ate-eight

GuidedPractice:Showandexplaintothestudentsseveralposterswiththehomophonewordsandmatchingpictures.Afterwards,passoutHomophoneHandout1toeachstudent.Havethemsaythepictureandwritethecorrecthomophonebelow.Oncetheycolorthepictures,havethemcutthemoutandgluethemintheirLanguageNotebook.Studentswillthenwriteasentenceforeachofthe6homophones.FormativeAssessment:ShowPowerPointPresentationonHomophones.Askstudentstodecidewhichhomophonewordismatchesthepictureshown.Continueuntilslideshowiscompleted,makingsurethatyouexplainwhattheotherhomophonemeans.Closure:ReadaloudthestoryIfYouWereaHomophonebyNancyLoewen.Afterthestory,havestudentsgiveyouanexampleofapairofhomophones.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):DearDeerbyGeneBarrettaIfYouWereaHomophonebyNancyLoewenHomophonePowerPointfromwww.teacherspayteachers.comHomophoneHandoutReflection:


Quarter3rd

Content:ELA/Math/Science/SocialStudies/Art

Grade/Course:1stGrade Timeline:1-2days

Standard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.W.1.2Writeinformative/explanatorytexts,inwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.2bUseendpunctuationforsentences.1.NBT.1Countto120,startingatanynumberlessthan120.Inthisrange,readandwritenumeralsandrepresentanumberofobjectswithawrittennumeral.1.NBT.2Understandthatthetwodigitsofatwo-digitnumberrepresentamountsoftensandones.1.G.1Distinguishbetweendefiningattributes(e.g.trianglesareclosedandthree-sided)versusnon-definingattributes(e.g.color,orientation,overallsize);buildanddrawshapestopossessdefiningattributes.1.G.2Composetwo-dimensionalshapes(rectangles,squares,trapezoids,triangles,half-circles,andquartercircles)orthree-dimensionalshapes(cubes,rightrectangularprisms,rightcircularcones,andrightcircularcylinders)tocreateacompositeshape,andcomposenewshapesfromthecompositeshape.1.4.4Demonstrateanunderstandingthattheearthisasphereandrevolvesaroundthesun.1.1.3ExplainthatpeopleonGuamandintheU.S.haveavarietyofdifferentreligious,community,andfamilycelebrationsandcustoms,anddescribecelebrationsorcustomsheldbymembersoftheclassandstudents’ownfamilies.1.2.3Readimportantdatesonacalendarandassociatethemwithdaysoftheweek.1.2.1Usedifferenttypesoftextureintwo-dimensionalandthree-dimensionalworksofart.LessonOverview:ThemonthofFebruaryofthisyearwillhave29days.StudentswillbeintroducedtothesignificanceandexplanationofaLeapYear.

LessonObjective(s):Inthislesson,studentswillbeableto:• statehowmanydaysinaLeapYearandhow

oftenitoccurs.• identifyanddescribethedefiningattributesof

2-Dimensionalshapes.• draw,build,andfindshapesthatpossess

definingattributes.• explainin2-3sentenceswhataLeapYearisor

howitoccursinoralorwrittenform

Vocabulary:LeapYear

FocusQuestion(s):• WhyisthereaLeapYeareveryfour(4)years?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Havethemlookatthecalendarposted.Askthemwhatthemonthanddayoftheweekisshown.Havethemtellyouthedate.ExplaintothemthatthedateisanextradayinFebruary,knownasaLeapDayorin2016,aLeapYear.InstructionandStrategies:

Day1:ReadaloudLeap’sDaybyStephanieBeeSimpson.Afterthestory,askstudentsthefollowingquestions:

• Whoisthemaincharacterinthestory?• Whoareothercharactersinthestory?• Whathappensinthestory?• HowdoyouexplainaLeapYear?

DisplaytheLeapYearPassageusingthedocumentcamera.ReaditaloudtothestudentsandexplainthesignificanceandoccurrenceofaLeapYear.Showagloberevolvingaroundthesun,butinformstudentsthatitactuallytakes365daysand6hourstogoaroundthesun.The6hoursareaddedupresultinginanextradayinFebruary.GuidedPractice:Day1:PassoutFrogWritingPatterntoeachstudent.HavethemwriteaboutthebookLeap’sDay.StudentswillthenassembletheirFrogs.MathTellstudentsthatfamiliarobjectscanbemadebycombining2-diminesionalshapes.Forexample,demonstratetostudentshowatriangleandasquarecanbecombinedtomakeahouse.PassoutFrogShapehandouttoeachstudent.Goovereach2-dimentionalshapeanditsattributes.Explaintothemthattheywillcutouttheshapesandplacethemtogethertocreateafrog.Havestudentstakeouttheirnumberchartsandskipcountby4’s.FormativeAssessment:Completedassignmentsandoralresponses.Closure:StudentswillwatchashortcliponLeapDay:https://www.youtube.com/watch?v=996aoy6Ngsw

IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:-Adjustassignments-1to1Assistance-Visuals-PeerTutoring-SimplifyinstructionResources(TextbookandSupplemental):Leap’sDaybyStephanieBeeSimpson,FrogWritingPattern,https://www.youtube.com/watch?v=996aoy6Ngsw,FrogShapehandout

Reflection:


Quarter3rd

Content:ELA/SocialStudies/Music Grade/Course:1stGrade Timeline:3DaysStandard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.2.Identifythemaintopicandretellkeydetailsinatext.R.I.1.4Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesinatext.R.I.1.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.R.I.1.9Identifybasicsimilaritiesinanddifferencesbetweentwotextsonthesametopic.L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.W.1.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.1.1.2Describethequalitiesordistinctivetraitsofdifferentethnicgroups,faiths,andhistoricalperiodsafterreadingorlisteningtostoriesaboutfamouspeople.1.2.1Identifytemporalsequences,suchasdays,weeks,months,years,andseasons.Usewordsandphrasesrelatedtotimecorrectly(now,inthepast,inthefuture)andrecognizetheexistenceofchanginghistoricaltimesandperiods(othertimes,otherplaces).1.2.3Readimportantdatesonacalendarandassociatethemwithdaysoftheweek.1.4.5Identifyanddiscussthevariousgovernmentofficialswhosedecisionsaffectourlives.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.1.3.4Usedevelopmentallyappropriatemovementsinrespondingtomusicfromvariousgenres,periods,andstyles(rhythm,melody,form).LessonOverview:StudentswilllearnthesignificanceofPresidents’Daythroughwholegroup,smallgroup,andindividualactivities,whichmayinclude,butarenotlimitedto:children’sliterature,PowerPointandDVDPresentations,andprintables.Theywillunderstandtheimportanceofseveralpresidents:GeorgeWashington,AbrahamLincoln,andBarackObama.


• identifyGeorgeWashington,AbrahamLincoln,andBarackObamainphotographs.

• compareandcontrastatleastthree(3)similaritiesanddifferencesbetweenbooksreadaboutGeorgeWashingtonandAbrahamLincolnwith80%accuracy.

• stateatleastthree(3)factsaboutGeorgeWashington,AbrahamLincoln,andBarackObamawith100%accuracy.

• explainintheirownwordsthesignificanceofeachpresidentinwrittenororalformusingatleastthree(3)details.

Vocabulary:CivilWar,slavery,surveying,plantation,colonies,RevolutionaryWar,DeclarationofIndependence,Constitution,Elected,politician,Gettysburg,Union,surrender,assassinate,unite

FocusQuestion(s):WhatimpactdoesthePresidentoftheUnitedStateshaveonGuam?

DescriptionofLesson(IncludingInstructionalStrategies):

AnticipatorySet:Gatherstudentsatthemeetingarea.DisplaythreeportraitsofGeorgeWashington,AbrahamLincoln,andDr.MartinLutherKing,Jr.ontheboardforeveryonetosee.AskstudentsiftheycanidentifytwoofthepicturessinceDr.Kingwasdiscussedlastmonth.Listentotheirresponses.Tellthemwhothethreeindividualsareiftheyhaven’tidentifiedthemcorrectly.ExplaintothestudentsthattheywillbelearningaboutGeorgeWashingtonandAbrahamLincolnforthenextfewdays.InstructionandStrategies:Day1:Gatherstudentsatthemeetingarea.ShowstudentsseveralPowerPointpresentationsaboutPresidents’Day,goingovertheinformationoneachslide.Day2:Gatherstudentsatthemeetingarea.Reviewstudentsresponsesfromyesterday’slessonaboutGeorgeWashington.ReadaloudNationalGeographicKiDsbookonGeorgeWashingtonbyCarolineCrossonGilpintothestudents.Afterthestory,askthestudentsthefollowingquestions:

• WheredidGeorgeWashingtonlive?• Whatis“surveying”?• HowmanycolonieswereruledbyKingGeorgeIII?• WhatstartedtheRevolutionaryWar?• WhatwastheDeclarationofIndependence?• Howlongdidthewarlast?• HowdidGeorgeWashingtonbecomethefirstPresidentoftheUnitedStates?

Day3:Gatherstudentsatthemeetingarea.ReviewstudentsresponsesfrompreviouslessonaboutAbrahamLincoln.ReadaloudNationalGeographicKiDsbookonAbrahamLincolnbyCarolineCrossonGilpintothestudents.Afterthestory,askthestudentsthefollowingquestions:

• WhatkindofhomewasAbrahamLincolnbornin?• NamesomethingsthatAbrahamLincolntaughthimselftodo.• Whatisslavery?• WhydidAbrahamLincolnwantslaverytoend?• WhatwastheCivilWar?• WhichsidewontheCivilWar?• WhathappenedtoAbrahamLincoln?

GuidedPractice:Day1:Ontheboard,writeGeorgeWashingtonandAbrahamLincoln.Askstudentswhattheyrememberaboutthetwopresidents.Writetheirresponsesontheboard.Askstudentswhoourcurrentpresidentis.WriteBarackObamaontheboard.ShowstudentsaPowerPointpresentationonBarackObamaandthenhavestudentsgiveyouatleast3-5detailsabouthim.Writeinformationontheboard.Day2:PassoutpagestostudentstocompleteGeorgeWashingtonBooklet.Goovereachhandoutandexplaintotheclassthedirectionstocompletethebooklet.

Day3:StudentswillcompleteWhichPresident?reproducibleaboutAbrahamLincoln.Studentswillalsowriteatleast2-3sentencesaboutAbrahamLincoln.FormativeAssessment:Day1:Studentsoralresponses.Day2:Completedassignment:GeorgeWashingtonBookletDay3:Completedassignment:WhichPresident?andJournalPromptClosure:StudentswillsingThreeGreatAmericansbyMr.MarcLaPlante.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):GeorgeWashingtonandAbrahamLincolnbyCarolineCrossonGilpin,Presidents’DayPowerPoint,GeorgeWashingtonBookletandWhichPresident?reproducibles.Reflection:


Quarter3rd

Content:ELA Grade/Course:1stGrade Timeline:1weekStandard(s):R.F.1.2Demonstrateunderstandingofspokenwords,syllables,andsounds.R.F.1.2.bOrallyproducesingle-syllablewordsbyblendingsounds(phonemes),includingconsonantblends.R.F.1.3Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.R.F.1.3aKnowthespelling-soundcorrespondencesforcommonconsonantdigraphs.R.F.1.3gRecognizeandreadgrade-appropriateirregularlyspelledwords.R.L.1.10Withpromptingandsupport,readproseandpoetryofappropriatecomplexityforgrade1.LessonOverview:Studentswillbeintroducedto“s”consonantblendsthroughstories,poems,chants,andpicturecards.


• sortandclassifyconsonantblendsusingwordsandpictures.

• provideatleast3wordsforeachsblendwith90%accuracy.

Vocabulary:consonantblends FocusQuestion(s):Howdoconsonantblendshelpwiththespellingandreadingofwords?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Letthemknowthattheywillcontinuetolearnaboutconsonantblends.Remindthemthatblendsarewhentwoormoreconsonantsareblendedtogether,buteachsoundmaybeheard.ShowstudentsPowerPointonblends.Aftereachslide,havestudentslookcloselyateachwordcontainingtheblend.

• AskstudentswhatsblendsandwordstheysawinthePowerPoint.Listthemontheboard.

sc scorpion,scalesk skateboarding,skiersl sled,slidesm smaller,smilessn sneaky,snakes,snailssp spiders,spongest stamps,stuck,stoolsw sweet,swans,swimming,swiftly

InstructionandStrategies:Day1:Writetheconsonantblendsscandskontheboard.Askstudentstotellyoutothinkofwordsthatbeginwithscorsk.Listthewordsontheboard.

Day2:Usingthedocumentcamera,readaloudtostudents:SleepyheadSloth.Duringthereading,pointandemphasizeallthewordsthatbeginwithsl.Day3:Usingthedocumentcamera,readaloudtostudentsthepoems:SlipperyHillandSnowDream.Duringthereading,pointandemphasizeallthewordsthatbeginwithsmandsn.Day4:Usingthedocumentcamera,readaloudtostudentsthepoem:SpellingTest.Duringthereading,pointandemphasizeallthewordsthatbeginwithspandst.Afterwards,readaloudtothestudentsthestory,StanthePest.Continuetopointandemphasizeallwordsthatbeginwithst.Day5:Writetheconsonantblendswontheboard.Askstudentstotellyoutothinkofwordsthatbeginwithsw.Listthewordsontheboard.GuidedPractice:Day1:StudentswillcopyscandskwordsintheirELAnotebooksandhighlighttheconsonantblends-scandsk.Day2:Havestudentslistenandmatchthecorrectslwordtoeachriddlereadonpage15.Day3:Passoutprintablesmandsntoeachstudent.Havethemwritetheirnamesandtoday’sdate.Explainthattheywillcolorthepictures,cutthemoutandpastetheminthecorrectblendcolumn.Day4:Havestudentslistenandmatchthecorrectstwordtoeachriddlereadonpage15.Day5:StudentswillcopyswwordsintheirELAnotebooksandhighlighttheconsonantblend-sw.FormativeAssessment:Day1:Completedassignment.Day2:Answerstoslriddles.Day3:Completedassignment.Day4:Answerstostriddles.Day5:Completedassignment.Closure:Reviewsblendswiththestudentsbyshowingthempocketchartpicturesthatincludeblendssc,sk,sl,sm,sn,sp,st,sw.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):PhonicsTales!ScholasticKitPowerPointonBlendsVariousBlendsPrintablesandReproducibles.TheSuperBookofPhonicsPoemsbyLindaB.RossReflection:


Quarter3rd

Content:ELA Grade/Course:1stGrade Timeline:4-6weeksStandard(s):RF1.3.gRecognizeandreadgrade-appropriateirregularlyspelledwords.L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.2bUseendpunctuationforsentences.LessonOverview:Studentswillbeintroducedtoseveraltechniquestohelprememberthethirdsetoftwenty-five(25)sightwordsfromFry’sListing.


• read,spell,andwritethethirdsetoftwenty-five(25)sightwordswith80%accuracy.

Vocabulary:Thethirdsetof25sightwordsfromtheFryListing:will,up,other,about,out,many,then,them,these,so,some,her,would,make,like,him,into,time,has,look,two,more,write,go,see

FocusQuestion(s):Howwillsightwordshelpmeinreadingandwriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Tellthestudentsthattheywillbelearningtoreadthethirdsetof25sightwordsontheFryList.Explaintothemthatthesesightwordsarefoundinbookstheyread.Somecanbespelledphonetically(soundout)andtherearesomethattheywilljusthavetoremember.InstructionandStrategies:Studentswillbeinvolvedinseveralsightwordgamesandactivitiesthatmayinclude,butarenotlimitedto:

• AroundtheWorld-Studentswillsitinacircle.Onestudentischosentobeginthegame.Theteacherwillflashthemacardwithasightwordprinted.Thefirstonewhosaysthewordmovesontothenextperson.

• MusicalSightWords-Studentspasswordsarounduntilthemusicstops.Thechildholdingthecardreadstheword.

• Tic-Tac-Toe-Studentswilldrawthediagramofthegametic-tac-toeandfillitupwiththesightwordsofhis/herchoice.Theteacherwillrandomlydrawacardandsaythewordaloud.StudentswhohavethewordononeoftheirboxeswillmarkitwithanXoranO.Three(3)inarowwins!

GuidedPractice:HavestudentstakeouttheirSightWordBooklets.Startingwiththefirstpage(will),goovereachsectionoftheprintableanddoafewasaclass.Theymaydothecutandpasteontheirown.UsingtheSailboattechnique,havestudentsspelloutthesightwordonthebackofthehandout.wwiwil

willFormativeAssessment:StudentswillbeshownaPowerPointofthethirdsetoftwenty-five(25)sightwordsfromtheFrylisting.Studentswillreadoutloudthewordshownontheslide.Closure:Studentswillbeassessedonthethirdsetoftwenty-five(25)sightwords.IndependentPractice:Studentswillwriteasentenceusingthesightword(s)taughtthatdayintheELAnotebooks.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):SightWordhandoutsandPowerPointfromwww.teacherspayteachers.comhttp://ezinearticles.com/?Top-30-Fun-Sight-Word-Games-and-Activities&id=74390Reflection:


Quarter3rd

Content:ELA/Math/Science/Art/PE/Music

Grade/Course:1stGrade Timeline:1week

Standard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.RL.1.2Retellstories,includingkeydetails,anddemonstrateunderstandingoftheircentralmessageorlesson.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.L.1.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusingfrequentlyoccurringconjunctionstosignalsimplerelationships.RF.1.3eDecodetwo-syllablewordsfollowingbasicpatternsbybreakingthewordsintosyllables.1.OA.1Useadditionandsubtractionwithin20tosolvewordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresenttheproblem.1.1.1Observe,describe,draw,andsortobjectsaccordingtospecificcharacteristics.1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsorpens.1.1.4Performfundamentalrhythmicskillsalone,withapartner,orinagroup.1.2.1Demonstratefundamentalmovementvocabularyandcuewordsforlearningskills.1.2.4Identifymajorbodyparts,musclesandbonesusedtomoveandsupportthebody.1.3.1Engageinhealth-relatedphysicalfitnessactivitiesorgamesduringphysicaleducationclass,recess,and/orleisuretimewithone’sfamilyandfriends.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.1.3.4Usedevelopmentallyappropriatemovementsinrespondingtomusicfromvariousgenres,periods,andstyles(rhythm,melody,form).LessonOverview:StudentswillbeintroducedtocompoundwordsandstoryproblemsthroughactivitieswithaSnowmantheme.


• understandwhatacompoundwordis.• beabletoidentify,divide,andmake

compoundwords.• stateatleast3compoundwords.• demonstratethefour(4)stepsneededto

solveastoryproblemwith80%accuracy.Vocabulary:CompoundWords,StoryProblems FocusQuestion(s):

• HowwillcompoundwordshelpmeinReadingandWriting?

• Whatarethestepsneededinsolvingastoryproblem?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Teachstudentslyricsandmovementstosong,I’maFriendlySnowman(tunetoI’maLittleTeapot).I’mafriendlysnowmanbigandfat(stretcharmsoutatsides)Hereismytummyandhereismyhat(pointtotummyandthentohead)

I’mahappyfellowandhere’smynose(smileandthenpointtonose)I’mallsnowfrommyheadtomytoes(pointtoheadandthentotoes)IhavetwobrighteyessoIcansee(pointtoeyes)Allthesnowfallingdownonme(flutterfingersdownward)Whentheweather’scold,I’mstrongandtall(standuptall)Butwhenit’swarmIgetverysmall(crouchdownlow)Askstudentswhatthesongwasabout.Responsesshouldbe“asnowman.”Letstudentsknowthatyouwillbereadingastoryaboutasnowman.InstructionandStrategies:Day1:ELAReadaloudSneezytheSnowmanbyMaureenWright.Afterthestory,askthefollowingquestions:

• WhatdidSneezyaskforfirsttowarmhimup?• Whatkindofdrinkdidtheygivehim?• WhathappenedtoSneezy?• Whatdidhegetintothatcausedhimtomelt?• WhattypesofclothingdidthechildrensharewithSneezy?• WhatdidSneezygonearthatcausedhimtomelt?• WhatdidSneezyeatthatmadehimfeeljustright?• Howmanyscoopsdidittake?

MathPointstudents’attentiontothesnowmanondisplay.Explaintothemthattheywillbeworkingonstoryproblems,whicharemathproblemsthattheyhavetoreadandsolve.Pointtothehatofthesnowman.Havestudentsreadwhatitsays.Theyshouldrespond:Readthestoryproblem.Next,havestudentsreadwhatthesnowmanissayingtodoafteryoureadthestoryproblem.Responsesshouldbe:Showyourwork.Havestudentsreadthethirdsteplocatednearthebuttonsofthesnowman:Solvetheproblem.Afterwards,havestudentstellyouthefinalstep:Checkyourwork.ScienceWritethewordsHotandColdontheboard.Askstudentstorecallfromthestory,SneezytheSnowmanthingsthatwerehotorcold.Listtheirresponsesunderthecorrectheading.ArtPassoutdrawingpapertoeachstudent.Directstudents’attentiontoyourowndrawingpaperontheboard.Tellstudentsthattheywillalldrawasnowmanafterwatchingyoudrawone.Followthedirectionsondrawingasnowmanasshowninhttp://proudtobeprimary.com/snowman-directed-drawing-art-activity/.Day2:ELAAskthestudentsiftheycanspelloutthewordsnowman.Callonavolunteerandwritethelettersthatspellsnowmanontheboard.Askstudentshowmanywordsmakeupthewordsnowman.Theyshouldrespond,“2”.Explaintostudentsthattwowordsputtogethertomakeonewordiscalledacompoundword.ReadaloudIfYouWereaCompoundWordbyTrishaSpeedShaskan.Afterthestory,askstudentswhatcompoundwordswereinthestoryandlistthemontheboard.

MathUsingadocumentcamera,displayonestoryproblemforthestudentstosolve.Remindstudentsthefour(4)stepsthattheyjustreadonthesnowman.Havethemreadthestoryproblem,showtheirwork,solvetheproblem,andchecktheirwork.Dothiswithatleastthree(3)storyproblems.Youmaycallonastudenttoshowtheirworkonscratchpaperusingthedocumentcamera.Day3:ELAReadaloud,OnceThereWasaBull…(frog)byRickWalton.Afterthestory,askthefollowingquestions:

• Whoisthemaincharacterinthestory?• Whatwasthebullfroglookingfor?• Wherearesomeplaceshelooked?• Wheredidhefinallyfoundit?

MathReviewwiththestudentsagainthefour(4)stepstosolvingastoryproblem.Usingadocumentcamera,displayone(1)storyproblemfortheclasstoworkontogether.Havestudentsreadtheproblem,showtheworkusingscratchpaperandthedocumentcamera,solvetheproblem,andcheckifcorrect.Repeatwithtwo(2)otherstoryproblems.ArtStudentswilltraceovertheirsnowmandrawingswithablackmarker.Days4-5:ELA/PEGatherstudentsinasectionoftheclassroomorintheoutsidehallwaytoplay“SnowballThrow.”Handeachstudentasheetofpaperwithone-halfofacompoundword.Onyourinstruction,tellstudentstocrumplethepaper“snowball”style.Onceallthesheetshavebeencrumpled“snowball”style,tellstudentsthattheywillthrowthesnowballstooneanother.Oncesnowballshavebeenthrown,studentswillpickoneupandreadthewordandtheywillfindtheirclassmatetocompletethecompoundword.MathReviewwiththestudentsagainthefour(4)stepstosolvingastoryproblem.Usingadocumentcamera,displayone(1)storyproblemfortheclasstoworkontogether.Havestudentsreadtheproblem,showtheworkusingscratchpaperandthedocumentcamera,solvetheproblem,andcheckifcorrect.Repeatwithtwo(2)otherstoryproblems.ArtSetupwatercolorpaintsandpaintbrushesonatableforstudentstopainttheirsnowman.Instructthemtopaintthebackgroundbehindthesnowmanabrightcolorandtoleavethebodyofthesnowmanwhite,whiletheotherdetails(eyes,nose,mouth,hat,scarf,arms)canbepainted.GuidedPractice:Day1:ELA

DisplayIfpoembyDeannaJumpusingthedocumentcamera.Havethestudentsreadthepoemaloud.DiscusswithstudentsthechoicesSneezymadethatwerenottherightonesforhim.Afterwards,passoutAsnowmanshouldnotprintabletoeachstudent.Explainthattheywillfinishthesentenceofwhatasnowmanshouldnotdoandthendrawapicture.MathPassoutWinterMathProblemprintabletoeachstudent.Explainthattheywillusethefour(4)stepstosolvingastoryproblemtocompletetheassignment.SciencePassoutSneezytheSnowmanHotandColdSortprintabletoeachstudent.Tellstudentsthattheywillcolorthepictures,cutthemout,andpastetheminthecorrectcolumn.Remindthemtowritetheirnamesandtoday’sdate.ArtStudentswillcompletethedrawingusingapencil.Day2: ELAHavestudentstakeouttheirELAnotebooksandturntothenextcleanpage.Letthemopentothenextcleanpageandhavethemfoldonepagetothespine.Withcrayon,havethemdrawtheplussignsymbolonthefoldofthepage.Havethemwritethewordsnowononesideofthefoldandmanontheothersideofthefold.Then,theywillwritethecompoundwordsnowmanunderneath.Havestudentscomeupwithatleast4morecompoundwordstowriteintheirnotebooks.MathPassoutWinterMathProblemprintabletoeachstudent.Explainthattheywillusethefour(4)stepstosolvingastoryproblemtocompletetheassignment.ArtStudentswilluseanerasertoerasepencilmarksshownaftergoingovertheirdrawingwithablackmarker.Day3:Remindstudentsthatacompoundwordistwowordsputtogethertomakeoneword.Gooverthestoryagainandhavethestudentstellyouthecompoundwordsasyouturnthepagesofthebook.Writethemontheboard:

• Bullfrog• Toadstool• Doghouse• Hedgehog• Boxcar• Grasshoppers• Cowboy• Strawberries• Catfish• Ladybug• DiamondbackRattlesnake

• Sunflowers• Stagecoach• Horsefly

HavestudentswritethecompoundwordslistedintheirELAnotebooks.MathPassoutWinterMathProblemprintabletoeachstudent.Explainthattheywillusethefour(4)stepstosolvingastoryproblemtocompletetheassignment.ArtStudentswillpainttheirsnowmanandletdry.Itmaytake2-3daysforallstudentstocompletetheirpictures.Days4-5:ELA/PEStudentswillwritethewordintheirELAnotebooks.Theywillthencontinuethegameuntilatleastthree(3)wordsarewritten.Havestudentsdrawapictureillustratingthethree(3)compoundwordsandwriteasentenceforeachone.MathPassoutWinterMathProblemprintabletoeachstudent.Explainthattheywillusethefour(4)stepstosolvingastoryproblemtocompletetheassignment.ArtStudentswillcontinuepaintingtheirsnowmendrawings.FormativeAssessment:Students’completedassignmentsandoralresponsestoactivities.Closure:ShowPowerPointPresentationonCompoundWords.Askstudentstoreadthetwowordsthatmakeupthenextslidewhichwouldbeacompoundword.Pointouteachpictureofthetwowordsandgoovertheillustrationofthecompoundword.Continueuntilslideshowiscompleted.Usingadocumentcamera,displayastoryproblemforthewholegrouptoreadandsolveusingthefour(4)stepslearnedearlierintheweek.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):SneezytheSnowmanbyMaureenWrightIfYouWereaCompoundWordbyTrishaSpeedShaskanOnceThereWasaBull…(frog)byRickWaltonCompoundWordsPowerPointfromwww.teacherspayteachers.com

http://www.bookitprogram.com/redzone/readanddo/Snowmen/SneezytheSnowman.pdfhttp://proudtobeprimary.com/snowman-directed-drawing-art-activity/http://www.thevirtualvine.com/snowman.htmlIfpoembyDeannaJumpSneezytheSnowmanHotandColdSortprintableAsnowmanshouldnotprintableWinterMathProblemprintablesReflection:


Quarter3rd

Content:Science/ELA/Music Grade/Course:1stGrade Timeline:2weeksStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.RI.1.1Askandanswerquestionsaboutkeydetailsinatext.RI.1.2Identifythetopicandretellkeydetailsofatext.RI.1.7Useillustrationsanddetailsinatexttodescribeitskeyideas.RI.1.10Withpromptingandsupport,readinformationaltextsofappropriatecomplexityofgrade1.1.1.1Observe,describe,draw,andsortobjectsaccordingtospecificcharacteristics.1.1.8Predictwhatmayhappeninanexperiment.1.3.1Definematterandgiveexamples.1.3.2Definesomebasicpropertiesofmatter,suchascolor,mass,andsize,aswellasthestatesofmatter.1.1.1Followsproceduresandexplaintheresultsofaninvestigationtoanaudienceusingsimpletables,charts,graphs,andpictures.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:Studentswillexploreeverythingaboutmatterthatsurroundsthemandbeabletodefinematterthroughtext,pictures,andexperiments.


• identify,describe,andillustratethethree(3)statesofmatter.

• predict,observe,sortandclassifyobjectsthatwillsinkorfloat.

• predictandobservesolidsdissolvingintoliquids

• explainhowmatterchangesbyprovidingatleast2or3details.

Vocabulary:matter,solid,liquid,gas,change,dissolve,float,sink

FocusQuestion(s):• Whatarethethreestatesofmatterandtheir

properties?• Howwouldyouillustratethethreestatesof

matter?• Howdoesmatterchangeandwhatcausesitto

change?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:RereadSneezytheSnowmanbyMaureenWrighttothestudents.Afterthestory,askstudentsthefollowingquestions:

• HowdidSneezylookatthebeginningofthestory?• Howdidhechangeafterdrinkingthehotcocoa?• Afterbeingrebuiltandgettingintothetubofhotwater,whathappenedtoSneezy?• Whatdoyouthinkhappenedafterhemeltedintothetubofhotwater?

IllustrateforthestudentshowSneezywasasnowmanfirst,thenmeltedintowater,andthenwastalkingintheair.

InstructionandStrategies:Days1-2:

• HavestudentstakeouttheirHarcourtScienceTextbooksandturntopageE5.• CallonastudenttoreadaloudthesentencesonMatterandSolidsonthatpage.• Afterwards,havestudentslookatthepictureandaskthem“Whatmatterdotheysee?”• HavestudentsturntothenextpageandcallonanotherstudenttoreadpageE6.• Afterthereading,askstudents,“Howdoyouknowthesetoysaresolids?”• ContinueontopageE7.Callonanotherstudenttoread.Havethemlookatthegraphandaskthem,

“Whatotherwayscouldyousortthetoysinthetoybox?”Days3-4:

• HavestudentstakeouttheirHarcourtScienceTextbooksandturntopageE9.• CallonastudenttoreadaloudthesentencesonLiquidsonthatpage.• HavestudentsturntothenextpageandcallonanotherstudenttoreadpageE10.• Afterthereading,askstudents,“Whatliquidsarethick?”• ContinueontopageE11.Callonanotherstudenttoread.Askthestudents:“Whatisaliquid?What

canweobserveaboutliquids?”

Day5:• HavestudentstakeouttheirHarcourtScienceTextbooksandturntopageE13.• CallonastudenttoreadaloudthesentencesonObjectsThatSinkorFloatonthatpage.• HavestudentsturntothenextpageandcallonanotherstudenttoreadpagesE14andE15.• Afterthereading,askstudentstolookatthepicturesandask,“Whatobjectswouldbeputintoagroup

offloatersandsinkers?”

Day6:• HavestudentstakeouttheirHarcourtScienceTextbooksandturntopageE17.• CallonastudenttoreadaloudthesentencesonSolidsinLiquidsonthatpage.• Writetheworddissolveontheboard.Explaintostudentsagainthatdissolvemeanstomixwiththe

liquidcompletely.• HavestudentsturntothenextpageandcallonanotherstudenttoreadpagesE18andE19.• Askstudentsthefollowingquestions:

Whathappenswhenasoliddissolvesinaliquid?Whendosomesolidsdissolvefasterinaliquid?

Day7:

• HavestudentstakeouttheirHarcourtScienceTextbooksandturntopageE21.• CallonastudenttoreadaloudthesentencesonGasesonthatpage.• HavestudentsturntothenextpageandcallonanotherstudenttoreadpagesE22andE23.• Askstudentsthefollowingquestions:

Whataregases?Whatcanweobserveaboutgases?

Day8:

• HavestudentstakeouttheirHarcourtScienceTextbooksandturntopageE25.• CallonastudenttoreadaloudthesentencesonChangingObjectsonthatpage.• HavestudentsturntothenextpageandcallonanotherstudenttoreadpagesE26andE27.

• Askstudentsthefollowingquestions:Whataresomethingsyoucanchangeaboutobjects?Whatarethreethingsyoucandotoobjectstochangethem?

GuidedPractice:Days1-2:Askstudentsthefollowingquestions:

• Whatismatter?• Whatisasolid?

Remindstudentsthatsolidsholdtheirownshapeandthattheycanholdasolid.Explainthatthemoleculesofanobjectthatisasolidaretightlypackedtogether.Solidscanbesortedbycolor,size,shape,andweight.HavestudentstakeouttheirScienceNotebooksandturntothenextcleanpage.HavethemwriteWhatisMatter?atthetopoftheirnotebooks.Passouthandouttostudents.Explainthattheywillcolor,cut,andpastethepicturesontotheirnotebooksindicatingiftheyarematterornot.Oncestudentsarefinished,havethemtaketheirnotebooksandgoaroundtheroom.TheywillwriteordrawintheirScienceJournalsatleastthree(3)solidsthattheycanfindintheclassroom.Studentswillthencolor,cut,andpastethepicturesofsolidsintheSolidsectionoftheirMatterBrochure.Days3-4:Remindstudentsthatliquidstaketheshapeofthecontaineritisin.Explainthatthemoleculesofaliquidareclosetogetherandslideneareachother.Dothefollowingexperimentinclass.

• Setupaclearcup,abottleofwater,andaclearsquarecontainer.• Pourwaterintotheclearcupanddemonstratetostudentsthataliquiddoesnothaveashapeand

takestheshapeofthecontaineryoupouritin.• Askstudents,whatshapedidtheliquidtake?(shapeofcup)• Thenpourliquidinthebottleofwaterandclearsquarecontainer.

Havestudentstaketheirnotebooksandexplainthattheywillwriteordrawatleastthree(3)liquids.Studentswillthencolor,cut,andpastethepicturesofliquidsintheLiquidsectionoftheirMatterBrochure.Day5:Askstudents:

• Whatdofloatandsinkmean?• Whathelpsanobjectsinkorfloat?

HavestudentstakeouttheirScienceNotebooksandturntothenextcleanpage.Havethemwritethewords:egg,toycar,toyboy,pencil,apple,andpaperclip.Next,gatherthefollowingmaterialsforanexperiment:aclearcontainerfilledwithwater,anegg,atoycar,atoyboat,apencil,anapple,andapaperclip.Explaintostudentsthatyouwillholdoneoftheobjectsabovetheclearcontainerofwater,whiletheywilltry

topredictorguesswhethertheobjectwillsinkorfloat.Havethemwrite“sink”or“float”nexttothewordwrittenintheirnotebooks.Dropeachobjectintheclearcontainerofwater.Askstudentswhathappenedtotheobject.Wastheirpredictioncorrect?Aftertheexperiment,passoutSinkorFloathandouttoeachstudent.Explainthattheywillcolor,cut,andpastetheobjectsthatfloatontopofthecontainerofwateroratthebottomofthecontaineriftheysink.Day4:Remindstudentsthatdissolvemeanstomixwiththeliquidcompletely.Explaintostudentsthattheywillpredictwhichitemswillandwillnotdissolveinwater.Forthefirstexperiment,setupglassesofhotwater.Lineupthefollowingonthetable:rice,dirt,salt,andblackpepper.Havestudentspredictwhichoftheitemswoulddissolveinthewater.Writetheirpredictionsontheboard.Conducttheexperimentbytakingaspoonfulofeachitemandmixingitintheglassofwater.Studentswillthenobservetheresultsoftheirpredictions.Inthesecondexperiment,setupglassesofhotwateragainandlineupthefollowingitemsonthetable:macaroni,salt,sugar,andaflavoreddrinkmix.HavestudentspredictwhichwouldNOTdissolveinthewater.Writetheirpredictionsontheboard.Conducttheexperimentbytakingaspoonfulofeachitemandmixingitintheglassofwater.Studentswillthenobservetheresultsoftheirpredictions.Day7:Remindstudentsthatgasesdonothaveashapeoftheirown.Explainthatthemoleculesofagasareallovertheobject.Showstudentsseveralpicturesofobjectsthatareclassifiedasgases.Havestudentstakeouttheirnotebooksandhavethemwriteordrawatleastthree(3)objectsorthingsthatareconsideredasgases.Studentswillthencolor,cut,andpastethepicturesofliquidsintheGassectionoftheirMatterBrochure.Day8:Remindstudentsthatsomesolidscanbechangedintootherobjects.Gatherstudentsinsmallgroupsoffour(4)andprovideeachgroupwithavarietyofartmaterials:constructionpaper,chenillesticks,tissuepaper,glue,scissors,andclayorplaydoh.Explaintothemthattheywillchangeasolidintoanotherobjectusingthematerialsontheirtable.Provideatleast15-20minutesforthem.FormativeAssessment:Students’oralresponsesandcompletedassignments.Closure:TeachstudentsTruetoFormSong(Songtothetune“ThreeBlindMice”)Solid,liquid,gas.Solid,liquid,gas.Threeformsofmatter.Threeformsofmatter.

Asolidhastexture;itkeepsitsshape.Aliquidispoured;itchangesshape!Agasspreadsout;ithasnoshape!Solid,liquid,gas.Solid,liquid,gas.StudentswillalsobegivenasummativeassessmentontheStatesofMatter.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:ExtraTime.OnetooneAssistanceResources(TextbookandSupplemental):SneezytheSnowmanbyMaureenWrightHarcourtScienceTextbookGrade1MatterBrochureSinkorFloathandoutReflection:


Quarter3rd

Content:ELA/Music Grade/Course:1stGrade Timeline:1-2daysStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.L.1.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.L.1.5Withguidanceandsupportfromadults,demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:Studentswillbeintroducedtosynonymsthroughchildren’sliterature,PowerPointPresentations,games,andcenters.


• understandwhatasynonymis.• identify3synonymswith100%accuracy.• provideatleast3examplepairsofsynonyms.

Vocabulary:Synonyms FocusQuestion(s):HowwillusingsynonymshelpmeinReadingandWriting?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.ReadaloudIfYouWereaSynonymbyMichaelDahl.Afterthestory,askthefollowingquestions:

• Whatisasynonym?• Whatweresomesynonymsfromthestory?• Couldasynonymbeanoun,verb,oradjective?

InstructionandStrategies:Day1:Explaintostudentsthatasynonymisawordthatmeansthesameoralmostthesameasanotherword.Writethefollowingsynonymsfromthestoryontheboard:

• Cold• Big• Loud• Bright• Downpour• Blew• Hot

Callonstudentstowriteorsaysomesynonymsofeachwordlisted.

Day2:Showstudentsacinnamonroll.Explaintothemthattheywillbeusingsynonymrollstolearnmoreaboutsynonyms.Usingapocketchart,callonseveralstudentstomatchonesynonymrollwithanother.GuidedPractice:Day1Havestudentsdrawatic-tac-toegridonasheetofpaper.Instructthemtocopythefollowingwordsontothespacesofthegrid:bigaboveoverlovelargebelowoldhategiantNext,havethemreadandcirclethethree(3)wordsinarowthathavethesameornearlythesamemenaing.Repeatagainwiththefollowingwords:frontawfulbabybackterriblegoodstarthorriblelovelyDay2Explaintostudentsthattheywillbemakinga“synonymroll”.Passoutcinnamonrolltemplate.Studentswillchooseaword,writeitinthemiddleofthetemplate,andwrite3-4synonymsforthatword.Oncefinished,displaysynonymrollsonchartpaper.FormativeAssessment:Day1:ShowAcademicRaceway500onSynonymsPowerPointtostudents.Havethemanswerthequestionsorally.Day2:Students’synonymrollsfinishedproduct.Closure:HavestudentssingTheSynonymSongtothetuneof“HushLittleBaby.”IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):TheBigBookofPhonicsFunbyCarson-DellosaPublishingCompany,Inc.IfYouWereaSynonymbyMichaelDahlSynonymsPowerPointfromwww.teacherspayteachers.comSynonymRollTemplatefromwww.teachertothecore.blogspot.comReflection:


Quarter3rd

Content:ELA/Science/SocialStudies/Music

Grade/Course:1stGrade Timeline:3days

Standard(s):RI.1.1Askandanswerquestionsaboutkeydetailsinatext.RI.1.2Identifythemaintopicandretellkeydetailsinatext.RI.1.10Withpromptingandsupport,readinformationaltextsofappropriatecomplexityofgrade1.L.1.2bUseendpunctuationinsentences.W.1.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.W.1.5Withguidanceandsupportfromadults,focusonatopic,respondtoquestionsandsuggestionsfrompeers,andadddetailstostrengthenwritingasneeded.W.1.8Withguidanceandsupportfromadults,recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.1.1.1 Followsproceduresandexplaintheresultsofaninvestigationtoanaudienceusingsimpletables,

charts,graphs,andpictures.1.4.2InvestigatebyobservingandalsomeasuringthattheSunwarmstheland,air,andwater.1.3.2Defineandgiveexamplesofcontinents,landforms,andoceans.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:Waterisamaincomponentofweather.Studentswillexaminethethree(3)maincomponentsofthewatercycle:evaporation,condensation,andprecipitationinordertogainabetterunderstandingoftheroleofwaterinweather.


• identifyandexplainthestagesofthewatercycleinorallyorinwrittenform.

Vocabulary:watercycle,evaporation,condensation,precipitation

FocusQuestion(s):• Wheredoeswatercomefrom?• Howdocloudsform?• Howdoeswatermovethroughthewater

cycle?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Showthemawaterbottle.Askstudentswhatisinthebottle.Theyshouldrespondwater.HavestudentsopenuptheirScienceTextbookstopageD18.Instructthemtolookatthediagramofwherewatercomesfromandhowwegetwater.Asagroup,havestudentsreadaloudTheWaterCycleonpagesD18-D19.Afterthereading,askthem:

• Howdocloudsform?• Howdoesrainform?

InstructionandStrategies:Day1:Readaloud,Water,WaterEverywherebyMelvinandGildaBergerpages3-11.Writethewordevaporationontheboard.Explaintothemthatthisisthefirststageofthewatercycle.Drawapictureofthesunand

waterontheboard.Askstudents,“Whatdoesthesungiveus?”Responsesshouldbe“heat.”Explaintothestudentsthatthesunheatsupthewaterandtheair.Drawraysillustratingthesunwarmingupthewaterandtheair.Tellthemthatthewateristurnedintowatervapor.Erasepartofthechalkboardwithasponge.Havestudentswatchwhathappenstothewater.Informthemthatthewaterdisappearedorevaporatedbecausetheheatfromthelightorsunturneditintowatervapor.Day2:Readaloud,Water,WaterEverywherebyMelvinandGildaBergerpages12-15.Writethewordcondensationontheboard.Tellstudentsthatthisisthesecondstageofthewatercycle,whenthewatervapormeetscoolerair,itcondensesorchangesintotinydropsofwater.Thesedropsformclouds.Gatherthefollowingmaterialsforanexperiment:jarwithlid,verywarmwater,andicecubes.

• Pourthewarmwaterintothejar.Wait.Pouroutmostofthewater.(Becareful.Waterishot!)• Setthelidupsidedownonthejar.Observethejar.• Puticeonthelid.Observe.Inferhowcloudsform.

Day3:Readaloud,Water,WaterEverywherebyMelvinandGildaBergerpages17-22.Writethewordprecipitationontheboard.Tellstudentsthatthisisthethirdstageofthewatercycle.Explainthatthewaterdropsjoinandgetheavier.TheyfalltotheEarthasrain,hail,sleet,ornowcalledprecipitation.Gatherthefollowingmaterialsforanexperiment:glassjar,water,shavingcream,bluefoodcoloring

• Fillaglassjarwiththree-fourthsofwater.• Squirtshavingcreamliberallyoverthetopofthejar.• Next,addbluefoodcoloringtothetopoftheshavingcream.• Havestudentsobservewhathappenswhentheshavingcreamgetstooheavy,bluedropsofrainbegin

tofall.GuidedPractice:Days1-3:

• Passoutwatercyclehandouttostudents.Havestudentsreadthesentencesontheprocessofthewatercycleandmatchittothecorrectpicture.Studentswillpracticereadingandtellingtheprocessofthewatercycletoaclassmate.

• PassoutPrecipitationhandouttostudents.Explaintothemthattheywillcolor,cut,andpastethepicturesoftypesofprecipitationandglueitontheumbrellalabeledprecipitation.

• HavestudentsexplaintheprocessofthewatercycleduringtheWritingperiod.

FormativeAssessment:Students’oralresponsesandcompletedassignments.Closure:Teachstudentsthewatercyclesong:

WaterCycle(sungtothetuneShe’llbeComingAroundtheMountain)Watertravelsinacycle,yesitdoes.Watertravelsinacycle,yesitdoes.Itgoesupasevaporation.FormscloudsascondensationComesdownasprecipitation,yesitdoes!IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extratime.1to1assistanceResources(TextbookandSupplemental):Water,WaterEverywherebyMelvinandGildaBerger,WaterCycleProcesshandout,Precipitationhandout,MaterialsforScienceExperimentsReflection:


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Content:ELA/SocialStudies Grade/Course:1stGrade Timeline:2daysStandard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.2.Identifythemaintopicandretellkeydetailsinatext.R.I.1.4Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesinatext.R.I.1.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.L.1.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.W.1.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.SL.1.1Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersandadultsinsmallandlargergroups.SL.1.4Describepeople,places,thingsandeventswithrelevantdetails,expressingideasandfeelingsclearly.1.1.2Describethequalitiesordistinctivetraitsofdifferentethnicgroups,faiths,andhistoricalperiodsafterreadingorlisteningtostoriesaboutfamouspeople.1.2.1Identifytemporalsequences,suchasdays,weeks,months,years,andseasons.Usewordsandphrasesrelatedtotimecorrectly(now,inthepast,inthefuture)andrecognizetheexistenceofchanginghistoricaltimesandperiods(othertimes,otherplaces).1.4.5Identifyanddiscussthevariousgovernmentofficialswhosedecisionsaffectourlives.LessonOverview:StudentswilldevelopanawarenessoftheaccomplishmentsandimportanceofseveralprominentwomenduringWomen’sHistoryMonthinMarch,focusingonthecontributionsofHarrietTubmanandRosaParks,throughwholegroup,smallgroup,andindividualactivities,whichmayinclude,butarenotlimitedto:children’sliterature,PowerPointPresentations,andprintables.


• identifyHarrietTubmanandRosaParksinphotographs.

• stateatleastthree(3)factsaboutHarrietTubmanandRosaParkswith100%accuracy.

• ExplainintheirownwordswhattheUndergroundRailroadandBusBoycottwereinatleastthree(3)details.

• explainintheirownwordsthesignificanceofHarrietTubmanandRosaPark’sworkinwrittenororalformusingatleastthree(3)details.

Vocabulary:slave,escape,plantation,CivilWar,labor,UndergroundRailroad,arrested,boycott,freedom,courage

FocusQuestion(s):Whataresomeimportantcontributions,pastorpresent,thatwomenhavemade?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.ExplaintothemthatMarchisWomen’sHistoryMonthandtheywillbeshownaPowerPointonseveralwomenwhohavemadeimportantcontributionstosociety.Showstudents

PowerPointonWomen’sHistoryMonth.Foreachslide,goovertheinformationofthewomanshown.InstructionandStrategies:Day1:Readthestory,HarrietTubmanbyMarionDaneBauerandtheInformationPacketonHarrietTubmanbyLyndseyKuster.Afterbothtexts,askthefollowingquestions:

• Whatisaslave?• WhatdidHarrietdowhenshewasgrown?• WhydidshewanttogototheNorth?• WhenHarrietfinallyreachedtheNorth,whywasshestillnothappythatshewasfree?• Whatdidshedo?• WhatwastheUndergroundRailroad?• HowisHarrietTubmananimportantpersoninWomen’sHistory?

Day2:Gatherstudentsatthemeetingarea.Askstudentswhowasthepersonthatrefusedtogiveupherseatonabustoawhiteman.Responsesshouldbe,“RosaParks.”ExplaintothemthattheywillfindoutalittlebitmoreaboutRosaParksintoday’slesson.Readaloud,IamRosaParksbyBradMeltzer.Afterthelesson,askthefollowingquestions:

• WhathappenedwhenRosawasayounggirl?• Howdidsherespond?• Whatwerethelawslikebackthenifyouwereblackorwhite?• WhydidthebusdriveraskRosaandtheotherstomovefromtheirseat?• WhatdidRosado?• Whathappenedtoheraftersherefusedtogiveupherseat?• HowlongdidtheBusBoycottlast?• HowisRosaParksanimportantpersoninWomen’sHistory?

GuidedPractice:Day1:Reviewwiththestudentsthe6Vocabularywords:escape,UndergroundRailroad,CivilWar,labor,slave,andplantation.Goovereachslide:saytheword,readthedefinition,andprovideanexampleofeachwordtogivestudentsaclearerpictureofitsmeaning.HavestudentstakeouttheirVocabularyNotebookstocopyeachvocabularywordanddefinition.Havethemdrawapicturetogivethemabetterunderstandingoftheword.Day2:PassoutRosaParksprintabletoeachstudent.Gooverthevocabularywordsatthebottomofthepageandexplaintothemthattheywillcolor,cut,andpasteeachwordtothecorrectsentence.Donumbers1and2togetherwiththestudents.FormativeAssessment:Day1:Askstudentstogiveyouonevocabularywordlearnedtodayanditsmeaning.Day2:Completedassignment:RosaParks

Closure:AskstudentstoexplaintheimportanceofHarrietTubmanandRosaParks.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):Women’sHistoryPowerPoint,MartinLutherKingTimeline,HarrietTubmanbyMarionDaneBauer,FreeAtLastInformationPacketbyLyndseyKusterfromwww.teacherspayteachers.com,IamRosaParksbyBradMeltzer,RosaParksprintableReflection:


Quarter3rd

Content:ELA Grade/Course:1stGrade Timeline:2daysStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.RL.1.3Describecharacters,settings,andmajoreventsinastory,usingkeydetails.L.1.1eUseverbstoconveyasenseofpast,present,andfuture.L.1.4bUsefrequentlyoccurringaffixesasacluetothemeaningoftheword.L.1.4cIdentifyfrequentlyoccurringrootwordsandtheirinflectionalforms.RF.1.3fReadwordswithinflectionalendings.LessonOverview:Studentswilldemonstrateanunderstandingofhowsuffixes,whenaddedtoarootorbasewordcanchangethemeaningoftheword.


• understandthatwhens,ed,andingisaddedtoaverb,itexpressesthepast,present,andfuture.

• identifytherootwordofaword.• nameandexplainatleast2wordendingsofa

word.Vocabulary:RootorBaseWord,Suffix,WordEndings FocusQuestion(s):Howdoesaddingawordendingto

awordchangetheword?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Readaloudthestory,HappyEndings:AStoryAboutSuffixesbyRobinPulver.Afterthestory,askthefollowingquestions:

• Wheredidthestorytakeplace?• Whatwashappeninginthestory?• Namesomewordendingsmentionedinthestory.• Howdidthewordendingsbehave?• Howdidthestudentsfeel?Why?• Whatarewordendings?

InstructionandStrategies:

• Explaintothestudentsthatarootwordorbasewordisthemainword.• Usingthedocumentcamera,displaytheposteredforthestudentstosee.• Explaintothemthatwhenaddingedtotheendofabaseorrootword,itmeansthatithappenedin

thepast.• Writethewordlookontheboard.Havestudentsreadtheword.Havethemwatchasyouaddaned

attheendoflook.Thewordwouldbecomelooked,meaningthatyouortheyhadalreadyseenitor

looked.• Erasetheedfromlooked.Nextshowstudentstheposterofing.Tellthemthatwhenyouaddingtoa

rootword,itmeansthatitishappeninghow.Writeingnexttothewordlook,becominglooking.Youarelookingnow.

• Remindstudentsthatedmeansthepast,whichiswhytheposterisofanoldercouple,whileingisnow,whichiswhythepostershowsyoungpeopleorteenagers.

GuidedPractice:Writeatleast5rootwordsontheboard.Tellthestudentsthatyouwillcallonsomeofthemtoaddtheedanding.Samplewordsmayinclude,butarenotlimitedto:

talk talked talkingwatch watched watchingplay played playingcook cooked cookingtouch touched touching

FormativeAssessment:Havestudentswrite3oftheirownrootwordswiththeinflectionalendingsedandingonaseparatesheetofpaper.Closure:Displaytheedandingpostersforthestudentstoseeagain.Havethemtellyouwhattheedandingmeanwhenaddedtoarootword.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifi

guam district level lesson plan - upi elementary school...call on students to write or say the...

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