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Notes
1:15 dismissal
Class Winter Holiday
Subject/Time
8:30-8:45
8:45-9:00
Monday, 12/12
Tuesday, 12/13
Party today
Friday, 12/16
Wednesday, 12/14
Thursday,12/15
Breakfast/ Morning Work/ Book Shopping
Group Bathroom Break with student teacher
9:00-9:15
Standard: CC.1.1.1.B
MORNING
Objective: Students will practice/perform calendar routine and morning message routine.
MEETING/SEL
9:15-9:45
READ ALOUD
Theme: Gingerbread
Stories
SKILL: CHARACTER
TRAITS
/ COMPARING AND
CONTRASTING
Objective: I can
complete a graphic
organizer after
reading in order to
identify character
traits of a
gingerbread
character.
CHARACTERS
Direct
Instruction:
STANDARD: CC.1.2.1.A
Monday:
Gingerbread Man
Tuesday:
Gingerbread Girl
Wednesday: Reread both
Thursday:
Gingerbread Baby
Friday: Catch that
Cookie! Or other
gingerbread story
students voted for
Review how to
identify character
traits
Show a character
(previously read
about) and model
thinking aloud
how to choose
descriptive words
for that character
Guided
Practice:
Display a picture
of a character
Objective: I can
complete a graphic
organizer after
reading in order to
identify character
traits of a
gingerbread
character.
*same basic lesson
as yesterday for
reinforcement (just
with different text)
Objective: I can
complete a Venn
diagram after reading
in order to compare
and contrast 2
Gingerbread
characters.
Direct
Instruction:
Direct
Instruction:
Review how to
identify character
traits
Show a character
(previously read
about) and model
thinking aloud
how to choose
descriptive words
for that character
Guided Practice:
Objective: I can
identify character
traits by completing a
can, has, is graphic
organizer/chart.
.
Direct
Instruction:
Objective: I can
name character traits
for the main
character of the
story. I can discuss
how a character can
change throughout a
story.
Direct
Instruction:
Guided Practice:
Read the
Gingerbread Baby
After a few pages,
stop and have
students turn to
their partner to
brainstorm what
can go under CAN,
HAS, and IS and
chart
Review how to
identify character
traits
Show a character
(previously read
about) and model
thinking aloud
how to choose
descriptive words
for that character
Guided
Practice:
Display a picture
of a character
and read a
Andersen
and read a
paragraph about
that character
Have students
turn to their
partner and
come up with
adjectives to
describe that
character and
share out and
record
Independent
Practice:
Read The
Gingerbread Man
After reading,
have students list
character traits
(inside and
outside traits) for
the gingerbread
man and write a
sentence to
explain reasoning
The Gingerbread
is ___ because
_____.
Check for
Understanding
Circulate around
the room as
students work
independently
and help
students as
needed (use
Display a picture
of a character and
read a paragraph
about that
character
Have students
turn to their
partner and come
up with adjectives
to describe that
character and
share out and
record
Independent
Practice:
Read The
Gingerbread Girl
After reading,
have students list
character traits
(inside and
outside traits) for
the gingerbread
girl and write a
sentence to
explain reasoning
The Gingerbread
is ___ because
_____.
Check for
Understanding
Circulate around
the room as
students work
independently and
help students as
needed (use
Independent
Practice:
Students
complete a Venn
Diagram
independently
Check for
Understanding
Circulate around
the room as
students work
independently and
help students as
needed (use
checklist to assess
understanding)
and collect
independent
practice to review
Closure
Discuss Venn
Diagrams students
Distribute CAN,
HAS, IS chart to
students and have
students chart
their own and
complete sentence
frame
The Gingerbread
baby can _______.
The baby has
________. The baby
is ________.
Check for
Understanding
Circulate around
the room as
students work
independently and
help students as
needed (use
checklist to assess
understanding)
and collect
independent
practice to review
Closure
Discuss sentence
frames and have
students share them
with their partner.
paragraph about
that character
Have students
turn to their
partner and come
up with adjectives
to describe that
character and
share out and
record
Independent
Practice:
Read The
Gingerbread story
voted by students
After reading,
have students list
character traits
(inside and
outside traits) for
the gingerbread
character and
write a sentence
to explain
reasoning The
Gingerbread is
___ because _____.
Check for
Understanding
Circulate around
the room as
students work
independently
and help students
as needed (use
checklist to
assess
Andersen
checklist to
assess
understanding)
and collect
independent
practice to
review
Closure
Discuss character
traits students have
come up with (chart
them) and talk about
how the character
changed throughout
the story
checklist to assess
understanding)
and collect
independent
practice to review
understanding)
and collect
independent
practice to review
Closure
Discuss character
traits students have
come up with (chart
them) and talk about
how the character
changed throughout
the story
Closure
Discuss character
traits students have
come up with (chart
them) and talk about
how the character
changed throughout
the story
Friday Schedule
(see lessons next
to subject)
Read Aloud/
Extension: 9:009:45
Special- Yoga 10:0010:25
Lunch 10:30-10:55
Bathroom Break 11:0011:10
9:45-10:20
Standard: CC.1.1.1.E
Standard: CC.1.1.1.E
Standard: CC.1.1.1.E
Standard: CC.1.1.1.E
READING/DAILY 5
CENTERS
Gingerbread cookie
decorating activity-
GUIDED
Andersen
teaches 2 guided reading
guided reading.
reading.
reading.
reading.
11:20-11:45
11:45-12:45- Happy
Feet Movie/ Winter
Party
10:25-10:50
Standard: CC.1.3
Standard: CC.1.3
Standard: CC.1.3
Standard: CC.1.3
CLOSE
Close Reading
Close Reading
Close Reading
Close Reading
READING/SCIENCE
INTEGRATION
questions about
comprehension questions
comprehension questions
vocabulary words by
words.
evidence in a passage.
Re-read as students
Re-read as students
Re-read as students
follow
Review vocabulary
follow
Receive
follow
Receive
words in journals
Read text again as
comprehension page
Answer question 1 and
comprehension page
Answer 3 and answer
terms we learned
yesterday (using
vocabulary anchor
them while
chart)
Students write down
highlighting the
meaning using
vocabulary words,
context clues
answer
answer
define
Students receive
vocab sheet to
complete
Standard: CC.1.1.1.C
Standard: CC.1.1.1.C
Objective: I can
Objective: I can
Standard: CC.1.1.1.C
Andersen
activities in order to
activities in order to
short u sound.
identify HFW/SIGHT
words.
Activity:
WORDS.
words.
Activity:
Activity:
Activity:
Teacher will
words
End blends today: ft,
words
End blends today: lp,
on notecards for
song)
Students spell words
short u sound on their
share out
Independent
practice/assessment:
on their whiteboards
spelling practice
Word game: Teacher
on their whiteboards
Independent
Independent
practice/assessment:
practice/assessment:
in readers notebook
clue
Independent
136 in readers
Gym
Art
introduce sight
notebook
practice/assessment
: Page 135 in
readers notebook
11:23-11:43
Lunch
11:45-12:03
Recess
12:08-12:53
Gym
Art
Gym
SPECIAL
Bathroom break after special until 1:05
1:05-1:30
READERS WORKSHOP/
INDEPENDENT
READING/ TEACHER
Objective: Students will write one or more traits that describe a character from a book they are reading on a post-it.
Teacher conferences with scheduled students as the rest of the class reads independently
STANDARD: CC.1.2.1.A
CONFERENCING
1:30-2:00
WRITING WORKSHOP
Penguin writing
features : Adding
features : Creating a
Objective: Students
shortened day
Andersen
*Informational Writing:
All About Books
Standard: CC.1.4.1.C,
CC.1.4.1.F
activity todayI
caption
Objective: Students
Objective: Students
I can write
sentences about
am special
myself in order to
write reasons why
I am special.
captions
Students write and
_____?
Teacher models how
other informational
a non-fiction book
Students try to write
own writing as
writing as teacher
teacher conferences.
captivate readers of
conferences.
2:00-2:45
Lesson: Chapter 5
with students.
CHAPTER 5 TEST
MATH
Shapes
TODAY
CHAPTER 5:
Standard: CC.2.3.1.A.1
patterns in order to
complete questions on
plane shapes.
objects.
tomorrows chapter 5
- Introduction to solid
shapes (124)
- We Do: Students
(Check for
Understanding)
-Independent/Extension:
test.
Students complete
practice test
together as a class
Students make 3D
Andersen
own pattern using plane
shapes (127-128)
independently
think it is on their
whiteboards and hold up
(assessment piece)
- students explore 3d
shapes using blocks
-Independent/Check for
understanding:
Identification
worksheet/ classroom
hunt
2:45-3:00
SHARED READING
Objective:
(JOURNEYS)
be able to comprehend a
first looking at
biography by answering
them in sentences.
end of sentences.
Standard: CC.1.2.1.K,
CC.1.2.1.A, CC.1.2.1.B
Day 3 Focus:
the story:
fluency
Comprehension
STANDARD: CC.1.2.1.A
Essential Question
What makes a story or
poem funny?
Write
Read
Pictures
Draw
Was
After
reading today
students to answer
essential question
themselves
Andersen
2:45-3:00
DISMISSAL
Accommodations for students in my class with IEP :