Weekly Lesson Plans

 

 

                                                                       Week of September 21st

 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Math

 

 

Prioritized Standard: 

MD3

WHOLE GROUP:

Teaching Point:

Calendar Math

“Today we are going to learn how to compose shapes with other shapes.”

 

Connect:" Last week we compared 2 d shapes and 3D shapes. "Today we are going to learn how to compose or make other shapes with shapes

 

Teach: 

“Today I have some virtual shapes nd I am going to try to make more shapes with these shapes.

 

 

Active/Guided Engagement:

"How can we make a big square with small squares.

 

 

Link:

“Today we learned how to compose shapes with other shapes.

WHOLE GROUP:

Teaching Point:

Calendar Math

“Today we are going to continue working on composing shapes and discuss how to decompose a shape or identify shapes that are in these shapes.

 

Connect:" I am going to review our sorting from yesterday.”

 

Teach: Yesterday we started composing and decomposing shapes. Well since practice makes perfect, we are going to compose and decompose more shapes.

 

Active/Guided Engagement:

“I want you to think about what shapes can we use to make another shape.

 

Link:

Composing and decomposing shapes helps us with learning the attributes of shapes

WHOLE GROUP:

Teaching Point:

Calendar Math

“Today we are going to discuss sorting.”

 

Connect:" Today we are going to use those 2D and 3D shapes we learned about and sort them.

 

Teach: As I look at these shapes, I notice that I can group them according to their shape.  I will group them by the number of sides they have.                            

 

Active/Guided Engagement:

“Today you are going to help me sort these shapes by number of sides.”

 

Link:

“Sorting is something you can do anywhere with anything. Try to find something else today at home that you can sort into 2 groups.”

 

WHOLE GROUP:

Teaching Point:

Calendar Math

“Today we are going to continue to do more sorting.”

 

Connect:" "Today we are going to use those 2D and 3D shapes we learned about and sort them a different way”

 

Teach: "Today we are going to use shapes to make more shapes

 

Active/Guided Engagement:

“Today you are going to help me sort these shapes by color

 

Link:

“Today I want you to sort things at home by color.

 

WHOLE GROUP:

Teaching Point:

Calendar Math

 “Today we are going to review sorting, composing and decomposing sshapes.

 

Connect:" All this week we have been sorting , composing and decomposing shapes”

 

Teach: "Today we are going to review with this flipchart..”

 

Active/Guided Engagement:

“I am going to sort shapes and you are going to guess how I sorted them. Also, we are going to compose or build shapes together

 

Link: “This week we practiced sorting, composing nd decomposing shapes.

Reading

 

 

Prioritized Standard: 

RL3

 

Every day teacher will review Orton Gillingham and sight words

WHOLE GROUP:

Teaching Point:

“Today I am going to be teaching you about the character, setting and major events in this story”

 

Connect: “This goes right along with what we have been learning about the author and illustrators message to us.”

 

Teach: “This week we are going to read the story of Amazing Grace. We are going to ask ourselves what the author is trying to tell us, who the characters are and what main idea is” look through the book and discuss pictures

 

Active/Guided Engagement: 

Link:

I want you to think about what we looked today and think about the characters that will be talked about tomorrow.

 

Introduce new letter I

Introduce Sight Words

 

 

WHOLE GROUP:

Teaching Point:

“Today I am going to be teaching you about the characters and what the main character means.”

 

Connect: “This is the story about a little girl and we are going to discuss more about her today.

 

Teach: “The main character of a story is who the story is about.”

 

Active/Guided Engagement: look through the book and review what the author is trying to say and read some of the story calling on students and asking questions about the main character

 

Link:

I want you to think about what we read today and think about the characters that will be talking about tomorrow.

 

Brainstorm words that begin with the letter I

Review Sight Words:

WHOLE GROUP:

Teaching Point:

“Today I am going to be teaching you about the supporting characters of a book.”

 

Connect: “We have learned that every story has characters.”

 

Teach: “The main character of a story is who the story is about. The supporting characters are the characters who help the main character.”

 

Active/Guided Engagement: “We are going to have a class discussion about the other characters in the book that are in the story with Amazing Grace. “ 

 

Link:

I want you to think about this story tonight and tomorrow we will be learning more about the story elements of this book.

 

Introduce new letter

Sight Word Fill in the Blank

WHOLE GROUP:

Teaching Point:

“Today I am going to be teaching you about the setting of the book.”

 

Connect: “We have learned that every story has characters and settings.”

 

Teach: “The main character of a story is who the story is about. The setting is where the story takes place

 

Active/Guided Engagement:

Today we are going to use our story map and begin filling it in after I finish reading the story.”

 

Link: “Think about the problem of this story and tomorrow we will finish filling in our story map.”

 

 

 

 

 

Brainstorm words that begin with the letter T

Sight Words: Randomly call on students

WHOLE GROUP:

Teaching Point:

“Today we are going to review our main character, supporting characters, setting and problem of our story.

 

Connect: Every story we have read have these elements we have learned this week.

 

Teach: “Today I am going to review the story and our story map.”

 

Active/Guided Engagement: ask questions about story elements

 

Link: every time you read a story I want you to  think about the characters, the setting and problem in the story

 

 

 

 

Practice writing letters from the week I,T

Sight Words: Randomly Call on Students

Writing/

Language Arts

 

Standard: 

 

unit 1, session 12

Teaching Point:

“Today I want to teach you that one-way writers get ready to write true stores is to first practice telling the stories. They tell all the things that happened, including what people said and did.”

 

Connect: let students know we will be learning a different kind of book. ask them to notice what a story does as you read Creak! Said the Bed

Teach: Tell a story of something that has happened to you and model how a story sounds

 

Active/Guided Engagement: have students think of a story they could tell about something that has happened to them, thumbs up when they are ready to share

 

Link: review how they should know what they are going to write before they begin

Unit 1, session 13

Teaching Point:

 “Today I want to teach you that just as writers plan how information books will go, writers also plan how stories will go. They touch each page as they tell their story. Then turn the page to say the next thing that will happen”

 

Connect: tell writers today they are going to go from writing one page to pages in a story

 

Teach: review Creak! Said the Bed and show how the author planned out the story.  demonstrate how to plan a story across the pages by deciding what will go on each page

 

Active/Guided Engagement: ask students to touch their own pages and think of what they want to write in their story

 

Link: ask students to take what you taught about writing across the pages to help them in their writing today

Unit 1, session 14

Teaching Point:

“Today I want to teach you that when writers write stories, they try to write them so that readers feel like they are right there with them.

 

Connect:  review adding characters and actions and settings to your writing

 

Teach: Begin a story from your life with very little detail. Start over and begin the same story adding who, what, when, where, and draw these details as you talk

 

Active/Guided Engagement: have students tell you a detail from their writing

 

Link: remind writers to use details to make their readers feel like they are there with them

Unit 1, session 15

Teaching Point:

“Today we are going to talk about all of the work you have been doing in writing. “

 

Connect:  discuss stretching words before and remind them of how this id done

 

Teach: Go over your old writing and talk about the details and the questions your writing answers

 

Active/Guided Engagement: have a discussion with each student about their story and give tips on adding details and stretching out words

 

Link: when you are writing remember to add details so your reader feels like they are with you

review stretching and writing words

Teaching Point:

“I want you to get out your writing and we are going to continue to work on stretching out words.”

 

Connect:  use previous class writing to show examples

 

Teach: Stretching out each sound I hear in a word will help me put my labels on the paper. (model how to do this again)

Active/Guided Engagement: call on students as you stretch out sounds to make words to help you with the letters

 

Link: today in your writing I want to see you stretching out those sounds and to make words on your page

Science/Social Studies

Standard: 

SKP1

Engage/Explore: physical properties ( properties of matter science book pg.38,49 and 50

Explain: some things sink and some things float

Explore/Explain: what do you think will sink and what do you think with float

Elaborate/Evaluate: use objects to do a sink and float experiment

Engage/Explore: physical properties (pg.39)

Explain: show a “matter” video

Explore/Explain: which one of these is matter?

Elaborate/Evaluate: ask questions and call on students

Engage/Explore: physical properties (Pg. 40)

Explain:  what are the objects made of?

Explore/Explain: ask and discuss what the objects you picked are made of

Elaborate/Evaluate:how many are made of wood?

Engage/Explore: physical properties (pG42 and 43)

Explain:  discuss what is not matter

Explore/Explain: questions and answers about matter

Elaborate/Evaluate: review matter and what it is

Engage/Explore: physical properties (pg 44)

Explain:  we are going to sort things today based on their physical properties

Explore/Explain: use blocks and talk about how you can sort them

Elaborate/Evaluate: call on students to answer about the blocks and how to sort them

Student Success Skills

SSS: Awareness of Self /Others

Category: Self Knowledge

 

 

 

SSS: Awareness of Self /Others

Category: Self Knowledge

 

SSS: Awareness of Self /Others

Category: Self Knowledge