keshia/LessonPlans2.docx · Web vie

Ms. Ellis’s (Kindergarten) Lesson PlansWeek of: December 14–December 18

Daily ActivityCalendar Time*Discuss Days of the Week*Discuss Months of the Year*Identify letters of the Alphabet (A-Z)*Identify letter sounds (A-Z)*Count in sequential order 1-40 (December) *Review Sight words*Review Shapes & Colors*Sing songs, etc.Story of the Week: Junie B. Jones: Beauty Shop Guy (Chapter Book)Art- Santa Claus Fine Motor Skills: Cutting & PastingNote: Due to completion of Dibel’s testing, some activities from last week will be completed this week. ELAR.FL.00.01Students will recognize letters of the alphabet and beginning letter sounds.

W.HW.00.01Students will form Upper and Lowercase Qq.

Monday 12/14Skill: letter identification & phonics

Procedure:-Teacher will point to and state each letter of the alphabet. -Students will repeat.-Teacher will state the sound of each letter of the alphabet.-Students will repeat.-Teacher will randomly point to letters and call on

Tuesday12/15Skill: letter identification, phonics & writing

Procedure:-Teacher will point to the letter Qq and ask; What is this letter?What is its sound?-Teacher will then model how to write the Upper and Lower case Qq on the white board.-Students will trace the uppercase and lowercase Qq on their worksheet.

Wednesday12/16Skill: writing

Procedure:-Teacher will model how to write the Upper and Lower case Qq.-Students will write the uppercase and lowercase Qq on their worksheet.

Thursday12/17Skill: Letter identification & writing

Procedure:-Teacher will ask: What is the letter of the week? -Teacher will point to the uppercase Q and ask: Is this the upper or lower case Qq.-Teacher will then point to the lowercase q and ask: which q is

Friday12/18Skill: phonics & letter identification

Procedure:-Teacher will point to and state each letter of the alphabet. -Students will repeat.-Teacher will state the sound of each letter of the alphabet.-Students will repeat.-Teacher will randomly point to letters and call on

students to identify the letter and its sound.

this one?-Teacher will give students a Qq worksheet.-Students will color the uppercase Q’s one color and the lowercase q’s another.

students to identify the letter and its sound.

Materials- Alphabet chart, white board & markers, & worksheets Assessment- Ask questions and view worksheets

ScienceS.RS.00.11Demonstrate scientific concept of Seasons through exhibits and illustration.

Monday

Skill: Reflection and Social Implication

Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season.

Tuesday


Procedure:-Teacher will randomly call on students to state the four seasons.-Teacher will write each season on the white board as it is identified.-Students will identify the characteristics of each season that was stated.-Teacher will give students a worksheet with the “Season of the Day” written at the top (e.g. Spring).-Students will independently identify the season and draw a picture to illustrate its characteristics

Wednesday


Procedure:-Teacher will randomly call on students to state the four seasons.-Teacher will write each season on the white board as it is identified.-Students will identify the characteristics of each season that was stated.-Teacher will give students a worksheet with the “Season of the Day” written at the top (e.g. Winter).-Students will independently identify the season and draw a picture to illustrate its characteristics

Thursday

Skill:Reflection and Social Implication

Procedure:-Teacher will randomly call on students to state the four seasons.-Teacher will write each season on the white board as it is identified.-Students will identify the characteristics of each season that was stated.-Teacher will give students a worksheet with the “Season of the Day” written at the top (e.g. Fall).-Students will independently identify the season and draw a picture to illustrate its characteristics

Friday


Procedure:-Teacher will randomly call on students to state the four seasons.-Teacher will write each season on the white board as it is identified.-Students will identify the characteristics of each season that was stated.-Teacher will give students a worksheet with the “Season of the Day” written at the top (e.g. Summer).-Students will independently identify the season and draw a picture to illustrate its characteristics

Materials: White board and markers, “Season of the Day” worksheet, and writing utensils. Assessment: Ask questions and view illustrations.

Mathematics

N.ME.00.04 Student will read and write numbers.

G.GS.00.03Students will describe and extend simple patterns.

Monday

Skill: Identify number and write

Procedure: -Teacher will point to the number five. -Students will identify the number.-Teacher will model on the board how to write the number five by using a chant (Back-Down and around).-Students will trace fives on their worksheet.

Tuesday

Skill:Identify number and write

Procedure:-Teacher will point to the number five. -Students will identify the number.-Teacher will model on the board how to write the number five by using a chant (Back-Down and around).-Students will write fives on their worksheet.

Wednesday

Skill: Read numbers & matching

Procedure:-Teacher will write numbers and its words on the white board (e.g. 4-four).-Teacher will point to and state each number.-Students will repeat.-Teacher will then point to and spell each number word. -Students will repeat.-Students will then complete a worksheet by circling the word that matches each number.

Thursday

Skill:Patterns

Procedure:-Teacher will display numbers 1, 2, 3, & 4 on the board.-Students will identify each number.-Students will trace each number on worksheet.-Students will color the pictures.

Procedure:-Teacher will ask: What is a pattern?(Teacher will make sure students understand that a pattern “repeats” itself).-Teacher will give students a worksheet with color words distributed in a pattern (e.g. red-green-red-green).-Students will identify each

Friday

Skill: Patterns

Procedure:-Teacher will ask: What is a pattern?(Teacher will make sure students understand that a pattern “repeats” itself).-Teacher will give students a worksheet with color words distributed in a pattern (e.g. blue, yellow, blue, yellow).-Students will identify each color word, and color the boxes.-Students will complete the pattern by coloring each box to repeat the pattern.

color word, and color the boxes.-Students will complete the pattern by coloring each box to repeat the pattern.

Materials- white board, markers, worksheets, & writing utensils (pencils and crayons)Assessment- Ask questions & view worksheets

Social StudiesK-H2.01Students will distinguish among yesterday, today, and tomorrow.

MondaySkill: History

Procedure: -Teacher will state the Days of the Week.-Students will repeat.-Teacher will explain to students that yesterday means the day before.-Teacher will state: If today is Monday then yesterday would be Sunday. (Teacher will move the stick up to Sunday to show that Sunday comes before Monday).

TuesdaySkill: History

Procedure:-Teacher will state the Days of the Week.-Students will repeat.-Teacher will explain to students that today means now.-Teacher will ask: If yesterday was Monday, then what is today? -Teacher will move the stick from Monday to show that today is Tuesday.

WednesdaySkill:History

Procedure:-Teacher will state the Days of the Week.-Students will repeat.-Teacher will explain to students that tomorrow means the day after.-Teacher will ask: If today is Wednesday then what will tomorrow be?-Teacher will move stick to show that Thursday comes after Wednesday.

ThursdaySkill: History

Procedure:-Teacher will state the Days of the Week.-Students will repeat.-Teacher will ask: If today is Thursday, then what was yesterday?

FridaySkill: History

Procedure:-Teacher will state the Days of the Week.-Students will repeat.-Teacher will ask: If today is Friday, what will tomorrow be?-After correct response have been made, teacher will ask: Do we come to school on this day?

Materials- Calendar board: Days of the Week & pointer stick. Assessment- Oral discussion

B.E.S.T AcademyAfter School Tutoring ProgramLesson Plan Format 2009-2010

Instructor: Ms. Ellis Grade: 1st Week of: December 14-17MathematicsMonday December 14, 2009

Objective/Skill: Students will grasp the concept of subtraction by using a variety of strategies.GLCE: N.MR.01.10Materials Unifix cubes Foam cups Subtraction problems White board & markers Subtraction worksheets & pencilsMethod/Activity: Students will solve subtraction problems by “taking away” cubes from the foam cups.Procedure:

1. Teacher will call on a student to read the subtraction problem written on the board.2. Students will place the quantity of cubes in their cups that represent the first number.3. Students will then “take away” the quantity of cubes that represents the second number.4. Students will count back as they take cubes away from their cups. 5. Students will then state the number of cubes that they have left over.6. Students will then work on subtraction problem independently.

Assessment: view worksheets & observe students as they solve the problems

ELATuesday December 15, 2009

Objective/Skill: Students will use sounds (and prior knowledge) to spell sight words of the week.GLCE: R.WS.01.02Materials

White board Markers

Method/Activity: Spell sight words Procedure:

1. Teacher will state a sight word.2. Teacher will call on individual students to spell the word.3. As students state each letter of the word, teacher will write it on the board.4. Teacher and students will then go back and blend each letter sound to verify if it makes

sense with the word that’s being spelled.5. Once all the words of the week have been displayed, teacher will show students word

cards with the correct spelling of the words. Assessment: Listening & asking questions

MathematicsWednesday December 16, 2009

Objective/Skill: Students will solve subtraction problems by using Unifix cubes and explain the process of subtraction.GLCE: N.MR.01.10Materials Unifix cubes Subtraction problemsMethod/Activity: Explain process of subtractionProcedure:

1. In large group, students will select a subtraction problem to solve.2. Each student will explain step by step how to solve subtraction problems by using cubes

and the counting back method.3. Teachers will assist students experiencing difficulty.

Assessment: Observe & listen to each student’s explanation

ELAThursday December 17, 2009

Objective/Skill: Students will create & write sentences for sight words of the week. GLCE: W.AT.01.01Materials

Word cards Paper Pencil

Method/Activity: Create a sentence Procedure:

1. Teacher will place word cards face down on the carpet.2. Each student will select a word card.3. Each student will then state their word.4. Each student will create a sentence for their word. (Teacher will assist to make sure that

it makes sense.)5. Once each sentence is approved by the teacher, students will write their sentence on

paper.

Assessment: listening and viewing sentences

Ms. Ellis’s (Kindergarten) Lesson Plans

Week of: February 1–February 5

Daily ActivityCalendar Time*Discuss Days of the Week*Discuss Months of the Year*Identify letters of the Alphabet (A-Z)*Identify letter sounds (A-Z)*Count in sequential order 1-60 (January) *Review Sight words

Student will begin to use words in a sentence.*Sing songs, movement etc.Art- Create Funny Valentines Fine Motor Skills: cutting & pasting ELAR.Fl.00.01Students will name letters and fill in the missing letter on alphabet chart.

W.HW.00.01Students will form Upper and Lowercase Uu.

R.NT.00.02Students will color pictures in the correct order that rhyme.

Monday 2/1Skill: Rhyme

Procedure:-In small group (3-4 students), students will point to and identify each picture.-Teacher will ask: What type of words are these?-After correct response, teacher will ask:What’s first?What’s second?What’s last? -Students will observe the other boxes, and color the

Tuesday2/2Skill:Letter identification, phonics & writing

Procedure:-In small group (3-4 students), teacher will point to and state each letter on the alphabet chart.-Students will repeat.-Students will then select a letter card.-Students will identify the letter.-Students will find the letter on the chart and place it on top.(Above average learners- students must identify the letter and its sound).

Procedure:

Wednesday2/3Skill: writing

Procedure:-Teacher will remodel how to write the Upper and Lower case Uu.-Students will write the uppercase and lowercase Uu on their worksheet.

Thursday

Parent Teacher Conference

Friday2/5Skill: phonics & writing

Procedure:-Teacher will point to the letter Uu on the alphabet chart.-Teacher will ask: What is this letter?What sound does it make? -After responses, students will identify objects that begin with the /U/ sound.-Teacher will record correct responses on

one’s that matches the main box.

-Teacher will point to the letter Uu and ask; What is this letter?What is its sound?-Teacher will then model how to write the Upper and Lower case Uu on the white board.-Students will trace the uppercase and lowercase Uu on their worksheet.

the board.-Students will then complete their worksheet by coloring the pictures that begins with the /U/ sound.

Materials2/1- Language for Learning Workbook (Lesson 52) and crayons2/2- Alphabet Chart & Letter Cards, Letter Uu tracing worksheets, and pencil2/3- Letter Uu writing worksheet and pencil2/5- White board, markers, Letter U beginning sound worksheet, and crayons

Assessment- Ask questions and view worksheets & workbooks

Mathematics Monday Tuesday Wednesday Thursday Friday


M.UN.00.04Student will determine the bigger object in each row.

2/1

Skill: Identify and write number

Procedure: -Teacher will point to the number eight. -Students will identify the number.-Teacher will model on the board how to write the number eight by using a chant: Make an S and don’t wait, come back up and make an eight.-Students will trace and write eights on their worksheet.

2/2

Skill:Identify and write number

Procedure:-Teacher will point to the number nine. -Students will identify the number.-Teacher will model on the board how to write the number nine by using a chant: Circle and a straight line makes nine.-Students will trace and write nines on their worksheet.

2/3

Skill: Measurement

Procedure:-Teacher willdraw a column of shapes with different attributes (e.g. small, medium, large) on the white board.-Teacher will point to each shape and describe its attribute.-Teacher will then present students with rows of shapes with different sized attributes on the white board.-Students will identify each attribute and a selected student will come up and circle the shape that is bigger.

2/4

Parent Teacher Conferences

2/5

Skill: Measurement

Procedure:-Students will observe the shapes in each row on their worksheet.-Students will circle the bigger shape in each row.

Materials 2/1- Number eight writing worksheet and pencil2/2- Number nine writing worksheet and pencil

2/3- White board and markers2/5- Measurement (Bigger) worksheet and pencil

Assessment- Observe students’ responses & view worksheets

Science Monday Tuesday Wednesday Thursday Friday

S.RS.00.11Students will demonstrate scientific concept of Seasons.

2/1


Procedure:Review-Teacher will point to a season (e.g. summer).-Teacher will randomly select a student to identify the season word.-Student will then describe the characteristics of the season.

2/2


Procedure:Review-Teacher will point to a season (e.g. fall).-Teacher will randomly select a student to identify the season word.-Student will then describe the characteristics of the season.

2/3


Procedure:Review-Teacher will point to a season (e.g. spring).-Teacher will randomly select a student to identify the season word.-Student will then describe the characteristics of the season.

2/4


2/5


Procedure:Review-Teacher will point to a season(e.g. winter).-Teacher will randomly select a student to identify the season word.-Student will then describe the characteristics of the season.

Materials2/1-2/5- White board with season words

Assessment- Observe responses

Social Studies Monday Tuesday Wednesday Thursday Friday

K-H2.01Students will distinguish among yesterday, today, and tomorrow.

2/1

Skill: History

Procedure: Review

-Teacher will state the Days of the Week.-Students will repeat.-Teacher will ask: If yesterday was Sunday, then today is?-After responses, teacher will ask: If today is Monday, then tomorrow will be?

2/2

Skill: History

Procedure:Review

-Teacher will state the Days of the Week.-Students will repeat.-Teacher will ask: If yesterday was Monday, then today is?-After responses, teacher will ask: If today is Tuesday, then tomorrow will be?

2/3

Skill:History

Procedure:Review

-Teacher will state the Days of the Week.-Students will repeat. -Teacher will ask: If yesterday was Tuesday, then today is?-After responses, teacher will ask: If today is Wednesday, then tomorrow will be?

2/4


2/5

Skill: History

Procedure:Review

-Teacher will state the Days of the Week.-Students will repeat.-Teacher will ask: If yesterday was Thursday, then today is?-After responses, teacher will ask: If today is Friday, then tomorrow will be?

Materials 2/1-2/5-Calendar board: Days of the Week & pointer stick

Assessment- Observe responses


Week of: February 8 – February 12

Daily ActivitiesCenters (9:20-10:20)*Small groups (Teacher & TA work with students in small groups) *Fine Motor skills activities (writing, coloring, pasting, playdough, puzzles, etc)*Computers*Listening Center*Library*Other

Calendar Time (10:25-10:50)*Discuss Days of the Week*Discuss Months of the Year*Identify letters of the Alphabet (A-Z)*Identify letter sounds (A-Z)*Count in sequential order 1-60 (February) *Review Sight words

Student will begin to use words in a sentence.*Sing songs, movement etc.

Art- Traffic Light (Garret Morgan)

ELAR.Fl.00.01Students will identify letters and its sound.

Students will complete the alphabet by filling in missing letters on the chart.

W.HW.00.0

Monday 2/8Skill: Rhyme

Procedure:-In small group (3-4 students), students will point to and identify each picture (can, man, fan).-Teacher will ask: What type of words are these?

-After

Tuesday2/9Skill:Writing & phonics

Procedure 1:-Teacher will remodel how to write the Upper and Lower case Uu.-Students will trace and write the upper and lowercase Uu on their worksheet.

Procedure 2:

Wednesday2/10Skill: Writing & phonics

Procedure1:-Teacher will remodel how to write the Upper and Lower case Bb.-Students will trace and write the upper and lowercase Bb on their worksheet.

Procedure 2:

Thursday2/11Skill:Letter Identification & phonics

Procedure:-In large group, teacher will give each student a letter card.-In a clockwise motion, each student will identify their letter and its sound.

Friday2/12Skill: Letter Identification & Alphabet sequencing

Procedure:-In large group, teacher will give each student a letter card.-As a group, students will begin to state the alphabet in order.

-Each

1Students will form Upper and Lowercase Uu (continuation from last week) & review writing Upper and Lowercase Bb.

R.NT.00.02Students will color pictures in the correct order that rhyme.

correct response, students will observe pictures and teacher will ask:What’s first?What’s second?What’s last? -Students will then observe the other boxes, and color the one’s that matches the main box and mark an X on the pictures that does not follow the order of pictures from the main box.

-Teacher will ask: What is the /U/ sound?-After correct response, students will identify pictures on their worksheet.-Students will color the pictures that begin with the /u/ sound.

-Teacher will ask: What’s the /B/ sound?-After correct response, students will identify objects that begin with the /B/ sound.-Teacher will record correct responses on the board.

student will arrange their letter in order as it is called.-At the end, students would have arranged the letters cards in alphabetical order.

Materials2/8- Language for Learning Workbook (Lesson 54), pencil, and crayons2/9- Letter Uu tracing and writing worksheets, pencil, /U/ sound worksheets2/10- Letter Bb tracing and writing worksheet, pencil, white board + marker2/11- Letter cards 2/12- Letter Cards

Assessment- View worksheets & Listen to responses



M.UN.00.04Student will arrange and paste pictures according to their sizes.

2/8

Skill: Identify and write number & counting

Procedure 1:Review -Teacher will point to the number six. -Students will identify the number.-Teacher will remodel on the board how to write the number six. -Students will trace and write six’s on their worksheet.

Procedure 2:Integrated Learning (see science plans)

2/9

Skill:Identify and write number & counting

Procedure 1:Review-Teacher will point to the number seven. -Students will identify the number.-Teacher will remodel on the board how to write the number seven. Students will trace and write seven’s on their worksheet.


2/10

Skill: Identify and write number & counting

Procedure 1:Review-Teacher will point to the number eight. -Students will identify the number.-Teacher will remodel on the board how to write the number eight.-Students will trace and write eight’s on their worksheet.


2/11

Skill:Identify and write number & counting

Procedure 1:Review-Teacher will point to the number nine. -Students will identify the number.-Teacher will remodel on the board how to write the number nine.-Students will trace and write nine’s on their worksheet.


2/12

Skill: Measurement

Procedure:-Teacher will draw three different sized objects on the board.-Students will identify each object as small, medium, and big.-As students identify the sizes, teacher will record the labels underneath (small, medium, and big).-Students will then cut out different sized pictures from their worksheet.-Students will then paste pictures underneath the appropriate label.

Materials

2/8- Number six writing worksheet and pencil2/9- Number seven writing worksheet and pencil2/10- Number eight writing worksheet and pencil2/11- Number nine writing worksheet and pencil2/12- “Size Search” worksheet (pg. 79), scissors, and paste

Assessment- View worksheets

ScienceS.IP.00.16Teacher will assist students in constructing a simple chart/graph.

Students will record findings from observed data.

Monday2/8

Skill:Inquiry Analysis & Comm.

Procedure:-Teacher will introduce charts/graphs by displaying the outlining of a chart/graph to students.-Teacher will explain how a chart/graph should be created (bottom to top).-Teacher and students will then complete a sample chart by filling the data observed.

-Teacher and

Tuesday2/9

Skill: Inquiry Analysis & Comm.

Procedure:-Teacher will present students with a blank chart/graph.-Teacher will ask: How do we fill in the chart? (bottom to top)-After correct response, teacher and students will observe data from a shape collage and construct the graph.-Teacher and students will discuss observations(most & least).

Wednesday2/10


Procedure: -In a small group (3-4 students), students will observe each set of frogs.-Students will count and record the numbers for each set of frogs.-Students will then color the graph to show the number of each set of frogs.- Students will discuss which had the most & least number of frogs.

Thursday2/11


Procedure: -Students will observe the animal graph chart.-Students will write the number that shows how many of each animal is displayed on the graph.-Students will circle the animal that is displayed the most.-Students will color the animal that is displayed the least.

Friday2/12


Procedure:-Teacher will review with students what they learned about creating graphs.

-Teacher will ask: Where should you begin to fill in graphs?

How can you tell which graph has the most?

How can you tell which graph has the least?

students will discuss observations(most & least).

Materials2/8- Outline of chart/graph and White board + marker2/9- Blank chart/graph, shape collage, and crayon2/10- “Animal Graphs” worksheet (pg. 154), pencil and crayon2/11- “Funny Frogs” worksheet (pg. 155), pencil and crayon2/12- none

Assessment- View worksheets and listen to responses


Week of: February 22 – February 26

Daily ActivitiesCenters (9:20-10:20)*Small groups (Teacher & TA work with students in small groups)

TA- Language for Learning Workbook*Fine Motor skills activities (writing, coloring, pasting, playdough, puzzles, etc)*Computers*Listening Center*Library*Other

Calendar Time (10:25-10:50)*Discuss Days of the Week*Discuss Months of the Year*Identify letters of the Alphabet (A-Z)*Identify letter sounds (A-Z)*Count in sequential order 1-60 (February) *Review Sight words

Student will begin to use words in a sentence.*Sing songs, movement etc.Art- Create Snowman

ELAR.Fl.00.01Students will identify letters and its sound.

Students will complete the alphabet by filling in missing letters on the chart.

W.HW.00.0

Monday 2/22Skill: Writing

Procedure:See Friday February 12, 2010 lesson plans.(Due to snow day on Wednesday (2/10/2010), students were not able to complete lessons from previous week).Procedure 2:

Tuesday2/23Skill:Writing & phonics

Procedure 1:-Teacher will point to the letter Vv on the white board.-Teacher will ask: What is this letter? -After correct response, teacher state the /v/ sound.-Students will repeat.

Procedure 2:

Wednesday2/24Skill: Writing & phonics

Procedure1:-Teacher will remodel how to write the Upper and Lower case Vv on the white board.-Students will write the upper and lowercase Vv on their worksheet.Procedure 2:

Thursday2/25Skill:Letter Identification & phonics

Procedure:-Teacher will ask: What is the /Vv/ sound?-After correct response, students will identify pictures on their worksheet.-Students will color the pictures that

Friday2/26Skill: Letter Identification & Alphabet sequencing

Procedure:- In large group, teacher will give each student a letter card.-In a clockwise motion, each student will identify their letter and its sound.

1Students will form Upper and Lowercase Vv & review writing Upper and Lowercase Cc.

Review-Teacher will model how to write the upper and lowercase Cc.-Students will trace and write the letter Cc on their worksheet.

-Teacher will model how to write the Upper and Lower case Vv on the white board.-Students will trace the upper and lowercase Vv on their worksheet.

-Teacher will ask: What’s the /V/ sound?-After correct response, students will identify objects that begin with the /V/ sound.-Teacher will record correct responses on the board.

begin with the /v/ sound.

Materials2/22- See Friday February 12, 2010 lesson plans + Letter Cc writing worksheet and pencil2/23- White board & marker + Letter Vv tracing worksheets & pencil2/24- White board & marker + Letter Vv writing worksheets & pencil2/25- /V/ worksheets and crayons2/26- Letter Cards



G.GS.00.02Students will identify, sort, and classify by attribute the shape of the week (triangle).

N.ME.00.05Students will count by 10’s.

Students will understand the concept of counting by 10’s.

2/22

Skill:

Procedure:See Friday February 12, 2010 lesson plans.(Due to snow day on Wednesday (2/10/2010), students were not able to complete lessons from previous week).

2/23

Skill:Numbers and Operations

Procedure:-Teacher will point to and state numbers 1-60 on number chart.-Students will repeat.-Teacher will then point to the 10’s column and state the numbers (10, 20, 30…).-Students will repeat.-Teacher will explain to students that this is called counting by 10’s and that when you count by 10’s, you start by counting with the number 10.

2/24

Skill: Numbers and Operations

Procedure:-Teacher will start counting by 10’s up to 60.-Teacher will ask: What am I counting by?-After correct response, teacher will ask: How can you tell?- After correct response, teacher will pull out a bucket with 10 unifix cubes.-Teacher and students will count the cubes.-Teacher and students will start at 10 (since counting by 10’s) and count up with the ten cubes.-Teacher will discuss with students that

2/25

Skill:Geometry

Procedure:-Teacher will point to and count by 10’s to 60.-Students will repeat. -Teacher will ask: If we are counting by 10’s, what would we have to do to figure out what number comes after 60?-After correct response, teacher and students will start at 60 and count up 10 more to get the next number.-Process will continue (keep adding 10 to the previous number) until students reach 100.

-Teacher will

2/26

Skill: Geometry

Procedure1:-Teacher will draw a triangle on the white board.-Teacher will ask: What is this shape?-After correct response, teacher will point out and discuss the different attributes of the triangle (e.g. number of sides) with students.

Procedure2:-Teacher will point to the triangle on the worksheet. -Students will trace triangles, draw two triangles, and color only the triangles in the group of shapes.

if you start at 10 and count up 10 more, you’ll then reach 20.-Students will then continue counting up from 20 by adding the 10 cubes.-Students will realize that when you add ten to 20, you’ll then have 30.-Process will continue until students reach 60.-Students will then understand that when counting by 10’s, you must start at ten and count up 10 more from the previous number to get the next number.

add each number card on number chart as it is correctly stated.

Materials 2/22- See Friday February 12, 2010 lesson plans2/23- Number chart & pointer stick 2/24- Number chart & unifix cubes 2/25- Number chart & unifix cubes + number cards2/26- Triangle worksheet + pencil and crayon

Assessment- View worksheets & listen to responses

ScienceS.IP.00.16Students will learn strategies to recording data to graphs.

Students will record findings and answer questions from observed data.

Monday2/22

Skill:


Tuesday2/23


Procedure:-Teacher will show students a pre-graphed chart.-Teacher and students will discuss which object shows the most and which object shows the least.-Teacher will ask questions such as: *How can you tell that ____ has the most?*How can you tell that ____ has the least?

Wednesday2/24


Procedure: -Teacher will present students with a blank chart and pictures of shapes.-Teacher and students will count the amount of each shape.-Teacher will teach students the strategy of marking dots in each box from bottom to top when recording the amount for each shape.-After dots have been recorded, teacher will then teach students to go back and color the squares with dots.

Thursday2/25


Procedure: -Students will complete the Fruit graphing worksheet by using strategies taught by teacher. *Count each shape. *Mark dots from bottom to top in the boxes to show the amount. *Color the boxes marked.

Friday2/26


Procedure:-Teacher will present students with a pre-graphed chart.-Questions will include:*Which object has the most?*Which object has the least?*Which object shows three?*Which object has the most between ____ and _____?*Which objects are equal (same)?

Materials2/22- See Friday February 12, 2010 lesson plans2/23- Pre-graphed chart2/24- Blank chart and picture of shapes + Whiteboard and markers2/25- Fruit graphing worksheet + Pencil and crayon2/26- Pre-graphed chart + Graphing questions


Social StudiesK-H2.0.1Student will distinguish between yesterday, today, and tomorrow.

K-G1.0.2Students will be able to use position words.

*Pillars

Monday2/22

Skill:


Tuesday2/23

Skill: Historical

Procedure:-Teacher will call a student to point to and state each Day of the Week.-Teacher will ask:*If today is the third day of the week, what is today?*If today is Tuesday, then tomorrow will be ______?*If today is Tuesday, then yesterday was _____?

Wednesday2/24

Skill: Geography

Procedure: -In large group, teacher will write the position words (up/down) on the white board.-Teacher will point to and state each word. -Students will repeat.-Teacher will show students various boxes with a ball that is positioned either up or down.-Students will identify the ball as either up or down.-After correct response, teacher will circle the word that identifies the position of the ball.

Thursday2/25

Skill:Geography

Procedure:-Teacher will review the words up and down with students.-Teacher will ask students to describe objects that are positioned up and down.

Procedure 2: -Students will complete an up/down worksheet. *Students will observe the position of the ball in each box.*Students will circle the word that describes the position of the ball in each box.

Friday2/26

Skill: Historical

Procedure:-Teacher will call a student to point to and state each Day of the Week.-Teacher will ask:*If today is the sixth day of the week, what is today?*If today is Friday, then tomorrow will be ______?*If today is Friday, then yesterday was _____?

Materials2/22- See Friday February 12, 2010 lesson plans2/23- “Day of the Week” chart and pointer stick2/24- White board and markers2/25- “Up/Down” position worksheet and pencil2/26- “Day of the Week” chart and pointer stick


B.E.S.T AcademyAfter School Tutoring ProgramLesson Plan Format 2009-2010

Instructor: Ms. Ellis Grade: 1st Week of: February 22-25

MathematicsMonday February 22, 2010

*See Mathematics Lesson Plans from Wednesday February 10, 2010 -Due to snow day during the days of Tuesday 2/9/2010 & Wednesday 2/10/2010 lessons had to be extended to this week.

ELATuesday February 23, 2010(Note: ELA Lesson Plans from Tuesday February 9, 2010 were moved to Thursday February 11, 2010 due to snow day)

*See ELA Lesson Plans from Thursday February 11, 2010 -Due to snow day during the days of Tuesday 2/9/2010 & Wednesday 2/10/2010 lessons had to be extended to this week.

ELA

Thursday February 25, 2010

Objective/Skill: Students will correct sentences by beginning each sentence with a capital letter and ending each with a punctuation mark.

GLCE: W.GR.01.01

Materials Whiteboard and marker Sentence worksheets Pencil

Method/Activity: Utilize proper grammar in sentences

Procedure: Teacher will record different types of punctuation marks on the whiteboard. Teacher will select students to identify each punctuation mark and describe

when it should be used in a sentence. Teacher will then ask: How should each sentence begin? (capital letter) After the correct response, teacher will record simple sentences on the

whiteboard without proper grammar usage. Teachers will randomly select students to explain what is incorrect about the

sentence and how it should be changed. After each sentence has been completed, students will work independently

and correct sentences on their worksheet by using proper grammar.

Assessment: Listen to responses and check worksheets

MathematicsWednesday February 24, 2010

Objective/Skill: Students will compute sums for addition facts from the 4’s to 6’s.

GLCE: N.FL.01.16

Materials Whiteboard and marker Addition worksheet pencil

Method/Activity: Compute addition facts

Procedure: Teacher will ask: What strategy do you use when adding. (count up) After correct response, teacher will write sample addition problems on the

whiteboard. Teacher will randomly select students to solve the problems (students may

use number chart if needed). Students will explain how to solve the problem to the class by using

strategies previously taught by teacher. Students will then work independently to compute sums to addition

problems.

Assessment: Listen to responses and check papers

B.E.S.T AcademyAfter School Tutoring Program

Lesson Plan Format 2009-2010

Instructor: Ms. Ellis Grade: 1st Week of: March 1-4

MathematicsMonday March 1, 2010 *See Mathematics Lesson Plans from Wednesday February 24, 2010 -Due to snow day on 2/22/2010, Math lessons were extended to Wednesday 2/24/2010. Math lessons for 2/24/2010 were extended to 3/1/2010. ELATuesday March 2, 2010

GLCE: R.WS.01.05

Objective/Skill: Students will automatically recognize words out of context.

Materials “Word Recognition” worksheet Pencil

Method/Activity: Circle the word that identifies the picture.

Procedure: 1. Teacher will identify the picture in each row.

-teacher will state the letter sounds in each word as she identifies the picture.2. Students will circle the word that he/she thinks identify the picture in each

row.3. After the worksheet is completed, teacher will randomly select students to

identify the word that he/she selected for each picture.

Assessment: Check worksheets

MathematicsWednesday March 3, 2010

GLCE: N.ME.01.01

Objective/Skill: Students will count by 2’s in sequential order to 50.

Materials Number Chart Ball

Method/Activity: Pass the ball and count by 2’s

Procedure: 1. Students will sit in a circle on the carpet.2. A student will begin the game by holding the ball and counting by 2’s.3. After each student has stated their number, he/she will pass the ball to the

next student.4. The process will continue until students have reached 50.

*Teacher will assist student/(s) that is having difficulty by guiding him/her to add two to the last number that was stated. Students may also use the number chart as a guide to determine which number comes next.

Assessment: Observe students responses

ELAThursday March 4, 2010

GLCE: R.WS.01.07

Objective/Skill: Students will use picture clues to identify unknown words.

Materials “Match word with Picture” worksheet Pencil

Method/Activity: Write the word that identifies the picture.

Procedure:1. Students will point to each word in the word box. 2. Teacher will assist students with identifying the word by using the concept

of phonics (letter sounds).3. After each word has been stated, students will independently identify each

picture and write the word on the line.4. Teacher will then randomly select students to spell and state the word that

he/she wrote next to the picture.5. Process will continue until all words have been identified.

Assessment: Listen to responses and observe worksheets.

B.E.S.T AcademyAfter School Tutoring Program

Lesson Plan Format 2009-2010

Instructor: Ms. Ellis Grade: 1st Week of: March 8-11

MathematicsMonday March 8, 2010

GLCE: Students will know addition facts from 7’s – 10’s.

Objective/Skill: Students will compute sums for addition facts from the 7’s – 10’s.

Materials Whiteboard and marker Addition worksheet pencil

Method/Activity: Compute addition facts

Procedure: Teacher will ask: What strategy do you use when adding. (count up) After correct response, teacher will write sample addition problems on the

whiteboard. Teacher will randomly select students to solve the problems (students may

use number chart if needed). Students will explain how to solve the problem to the class by using

strategies previously taught by teacher. Students will then work independently to compute sums to addition

problems 7’s -10’s.

Assessment: Listen to responses and check worksheets

ELATuesday March 9, 2010

GLCE: W.HW.01.01

Objective/Skill: Students will legibly write upper and lower case manuscript letters.

Materials Writing paper Pencil Alphabet Chart Pointer stick

Method/Activity: Write upper and lower case letters

Procedure:1. Students will sit on the carpet.2. Teacher will randomly select students to point to and state the letters and

sounds of the alphabet from the Alphabet Chart.3. Students will then go to their seats and write upper and lower case letters.

Assessment: View worksheet

MathematicsWednesday March 10, 2010

GLCE: N.ME.01.08

Objective/Skill: Students will utilize their addition charts to identify various number facts.

Materials Students Addition Charts White board Markers Number card

Method/Activity: List specific number facts

Procedure:1. Teacher will view students to make sure all is completed.2. Afterward, teacher will give each student a different number card.3. Students will view their addition charts and find the addition problems that

have the sum of the number that is on their number card.4. Students will then come to the board and record the number sentences

underneath their particular sum.

Assessment: View number sentences recorded on the board

ELAThursday March 11, 2010

GLCE: W.GR.01.01

Objective/Skill: Students will be able to determine when a sentence should end with a period or question mark.

Materials White board Markers “Punctuation Mark” worksheet Pencil

Method/Activity: Mark a period or question mark at the end of each sentence.

Procedure:1. Teacher will write the symbols for a period and question mark on the board.2. Students will identify each symbol.3. Teacher will explain to students that a period should be used at the end of a

command, and a question mark should be used when a question is asked.4. Teacher will model examples of each punctuation mark on the board.5. Students will then work independently by placing either a period or question

mark at the end of each sentence.6. Teacher will orally read each sentence a loud.

Assessment: View worksheets

Ms. Ellis’s (Kindergarten) Lesson PlansWeek of: March 8-March 12

Daily ActivitiesCenters (9:20-10:20)*Small groups (Teacher & TA work with students in small groups)

TA- Language for Learning Workbook*Fine Motor skills activities (writing, coloring, pasting, playdough, puzzles, etc)*Computers*Listening Center*Library*Other

Calendar Time (10:25-10:50)*Discuss Days of the Week*Discuss Months of the Year*Identify letters of the Alphabet (A-Z)*Identify letter sounds (A-Z)*Count in sequential order 1-70 (March) *Review Sight words

Student will begin to use words in a sentence.*Sing songs, movement etc.

ELAW.HW.00.01Students will form Upper and Lowercase Ww & review writing Upper and Lowercase Dd.

W.AT.00.01Students will be enthusiastic about writing and learning to write.

R.AT.00.02Students will

Monday 3/8Skill: Writing & Reading

Procedure 1:-Teacher will model how to write the Upper and Lower case Ww on the white board.-Students will trace the upper and lowercase Ww on their worksheet.

Procedure 2:-During center time,

Tuesday3/9Skill:Writing & Phonics

Procedure -Teacher will re-model how to write the Upper and Lower case Ww on the white board.-Students will write the upper and lowercase Ww on their worksheet.

Procedure 2:-Teacher will ask: What’s the /W/

Wednesday3/10Skill: Writing & Reading

Procedure:Review-Teacher will model how to write the Upper and Lower case Dd on the white board.-Students will trace and write the upper and lowercase Dd on their worksheet.Procedure 2:-During center time,

Thursday3/11Skill:Writing & Reading

Procedure:-Teacher will point to and state the sight words of the week.-Students will repeat.-Teacher will randomly select a student to use one of the words in a sentence.

-Teacher will write the sentence

Friday3/12Skill: Phonics

Procedure:--Teacher will ask: What is the /W/ sound?-After correct response, students will identify pictures on their worksheet.-Students will color the pictures that begin with the /W/ sound.

choose books to read during center choice time.

students will choose books to read from the classroom Library.

sound?-After correct response, students will identify objects that begin with the /W/ sound.-Teacher will record correct responses on the board.

students will choose books to read from the classroom Library.

emphasizing that sentences begin with an upper case letter, spaces must be present between each word and there should be an ending mark at the end of each sentence.

Materials3/8- Letter Ww tracing worksheet & pencil + Classroom Library books3/9- Letter Ww writing worksheet & pencil + Whiteboard and markers3/10- Letter Dd tracing and writing worksheet & pencil + Classroom Library books3/11- Weekly sight words & pointer stick + White board and marker3/12- /W/ sound worksheet + crayons


Mathematics

G.GS.00.02

Monday3/8

Tuesday3/9

Wednesday3/10

Thursday3/11

Friday3/12

Students will identify, sort, and classify by attribute the shape of the week (square).

N.MR.00.08Students will describe and extend simple number patterns.

G.GS.00.02Students will identify objects that do not belong in a group.

Skill: Patterns

Procedure:-Teacher will draw a number line from 1-10.-Teacher will point to and state the numbers.-Students will repeat.-Teacher will then list several rows of numbers from 1 to 10.-Teacher will intentionally input blank spaces within the rows.-Teacher and students will state the numbers and determine which number is missing.-After correct response, teacher will fill in the blank space with the correct number.*Teacher will refer students to the number line if they are experiencing

Skill:Patterns

Procedure:-Teacher will point to and state numbers on the number line.- Students will repeat.-Teacher will then randomly point to a number.-Students will identify the number.-Teacher will ask: What number comes next?-After correct response, teacher will continue the process by pointing to another number and students will determine what number comes next. -Students will complete the number pattern worksheet by filling in the number that comes next (pg. 76- Kindergarten Review

Skill: Geometry

Procedure:-Teacher will present students with butterfly worksheet.-Teacher and students will observe the butterflies in the first row.-Students will describe the butterflies.-Teacher will ask: Which butterfly is different?What is different about the butterfly compared to the others?-After correct response, students will circle the butterfly that is different.-Students will continue the process by circling the butterflies that are different in each row.-After each butterfly has

Skill:Geometry

Procedure:-Teacher will draw a heart, square, triangle and sun on the white board.-Teacher will ask: Which item does not belong in the group? Explain.-After correct response, teacher and students will identify pictures in each box. -Students will circle the item that does not belong in the group. -After each box has been completed, students may go back and color the items that they circled (Daily Learning Drills workbook pg. 186).

Skill: Geometry

Procedure:-Teacher will draw a square on the white board.-Teacher will ask: What is this shape?-After correct response, teacher will point out and discuss the different attributes of the square (e.g. number of sides) with students.

Procedure2:-Students will trace squares, draw two squares, and color only the squares in the group of shapes (Kindergarten Review pg. 57).

difficulty. workbook). been identified, students may go back and color the butterflies that were circled-(Daily Learning Drills workbook pg. 210).

Materials3/8- Number line, pointer stick, row of numbers, and marker3/9- Number line & pointer stick + Kindergarten Review workbook (pg. 76) & pencil3/10- Daily Learning Drills workbook pg. 210 + pencil and crayon3/11- White board & marker + Daily Learning Drills workbook pg. 186, pencil and crayon3/12- White board & marker + Kindergarten Review pg. 57, pencil and crayon


ScienceL.OL.E.1

Monday3/8

Tuesday3/9

Wednesday3/10

Thursday3/11

Friday3/12

-Students will describe the characteristics of animals.

Students will distinguish between which animals live on a farm and in the zoo.

Skill:Life Science

Procedure:-Teacher will ask: Have you ever visited a farm?What kind of animals lives on a farm?-Teacher will record correct responses on the board.-Students will draw their favorite farm animal.

Skill: Life Science

Procedure: -Teacher will ask: Have you ever visited a zoo?What kind of animals lives in the zoo?-Teacher will record correct responses on the board.-Students will draw their favorite zoo animal.

Skill: Life Science

Procedure:Integrated Learning (Math + Science) -Within Math lesson, teacher will ask: How do butterflies move? What do butterflies use on their bodies to fly?

Skill:Life Science

Procedure: -Teacher will state, “Yesterday we discussed how butterflies move. Let’s think about how other animals move.”-Teacher will begin to name animals presented on the “How Animals Move” worksheet (Daily Learning Drills workbook pg. 190).-After correct responses, students will trace the words that describe how each animal moves.-Students will color animals after tracing is complete.

Skill: Life Science

Procedure:-Teacher will ask: What are some ways that animals move?-Teacher will record correct responses on the white board.-Teacher will review the list and ask students to state an animal that performs each movement listed.

Materials3/8- White board & marker + drawing paper and writing utensils3/9- White board & marker + drawing paper and writing utensils3/10- Daily Learning Drills workbook pg. 2103/11- Daily Learning Drills workbook pg. 190 + pencil and crayons

3/12- White board & marker

Assessment: View worksheets and listen to responses

Social StudiesK-H2.01

Monday3/8

Tuesday3/9

Wednesday3/10

Thursday3/11

Friday3/12

Students will distinguish among yesterday, today, and tomorrow.

Skill: History

Procedure: Teacher will state the Days of the Week.-Students will repeat.-Teacher will ask: “If today is the second day of the week,” then today is?-Teacher will record correct response on the board.

Skill: History

Procedure:Teacher will state the Days of the Week.-Students will repeat.-Teacher will ask: “If today is the third day of the week,” then today is?-Teacher will record correct response on the board.

Skill:History

Procedure: Teacher will state the Days of the Week.-Students will repeat.-Teacher will ask: “If today is the fourth day of the week,” then today is?-Teacher will record correct response on the board.

Skill: History

Procedure:- Teacher will state the Days of the Week.-Students will repeat.-Teacher will ask: “If today is the fifth day of the week,” then today is?-Teacher will record correct response on the board.

Skill: History

Procedure:Teacher will state the Days of the Week.-Students will repeat.-Teacher will ask: “If today is the sixth day of the week,” then today is?-Teacher will record correct response on the board.

Materials- Calendar board: Days of the Week & pointer stick. Assessment- Oral discussion

ScienceS.IP.00.11

Monday3/1

Tuesday3/2

Wednesday3/3

Thursday3/4

Friday3/5

-Students will be able to name Five Senses and identify usage for each.

See Friday February 26, 2010 Lesson Plans (Due to snow day on 2/22/2010, plans had to be extended throughout the week).

Skill: Inquiry

Procedure:Review-In large group, teacher will ask students to name the five senses.*If students are having difficulty, teacher will provide clues to prompt thinking.-After each sense has been identified, teacher will record response on the whiteboard.

Skill: Inquiry

Procedure:Review-In large group, teacher will point to and identify each sense on the white board.-Students will then identify what is used on our bodies for each sense.-Next to each sense, teacher will draw an illustration (e.g. eyes-sight, hand- touch, etc).

Skill:Inquiry

Procedure:Review-In small groups, students will complete a worksheet relating to the five senses. -Teacher will state the instruction and students will display knowledge (e.g. Draw a circle around what the man and seal see with, Draw a square around what the man and seal hear with.)

Skill: Inquiry

Procedure:Review(continu-ation)-In small groups, students will complete a worksheet relating to the five senses. -Teacher will state the instruction and students will display knowledge (e.g. Draw a circle around what the man and seal see with, Draw a square around what the man and seal hear with.)

Materials3/1- See Lesson Plans (2/26/2010)3/2- Whiteboard & marker3/3- Whiteboard & marker3/4- “Five Senses” worksheet & writing utensil3/5- “Five Senses” worksheet & writing utensil

Assessment: Listen to responses & View worksheets

Mathematics Monday3/1

Tuesday3/2

Wednesday3/3

Thursday3/4

Friday3/5

N.ME.00.04 Students will orally count by ones to 70.

Students will orally count by 10’s to 70.


Skill:Number and Operations

Procedure:-In large group, teacher will point to numbers and count in sequential order from 1 to 70.-Students will repeat.

Skill: Number and Operations

Procedure:-Teacher will randomly select a student to come up and count.-Teacher will select a number for the student to begin with (e.g. 24).-The student will find that number on the chart and begin counting in sequential order to 70.

Skill: Number and Operations

Procedure:-In large group, teacher will point to numbers and count in sequential order from 1 to 70.-Students will repeat.-Teacher will then point to the 10’s column and begin to count.-Students will repeat.

Skill:Number and Operations

Procedure:-In large group, teacher will point to numbers and count in sequential order from 1 to 70.-Students will repeat.-Teacher will then point to the 10’s column and begin to count.-Students will repeat.

Materials3/1- See Lesson Plans (2/26/2010)3/2- Number chart & pointer stick3/3- Number chart & pointer stick3/4- Number chart & pointer stick3/5- Number chart & pointer stick

Assessment- Listen to students’ responses

Social Studies

Monday3/1

Tuesday3/2

Wednesday3/3

Thursday3/4

Friday3/5

K-C5.0.1Students will describe ways of being responsible.

K-P3.1.2Teacher and students will identify and discuss classroom issues.


Skill: Civics and Government

Procedure:Review-Teacher and students will discuss the issue of following school rules.-Teacher will randomly select students to name the school rules.-Teacher will record accurate responses on the white board.


Procedure:Review- Teacher and students will discuss the issue of following classroom rules.-Teacher will point to and read the posted classroom rules.-Students will repeat.

Skill:Civics and Government

Procedure:Review-Teacher will ask: What is the meaning of responsible?-After correct response, teacher will ask students to state ways in which he/she show responsibility at school.-Teacher will record responses on the white board.


Procedure:-Teacher will ask:What are some ways that you showed responsibility this week?-Teacher will write student responses on the whiteboard.

Materials- 3/1- See Lesson Plans (2/26/2010)3/2- White board & marker3/3- Posted “Classroom” rules3/4- White board & marker3/5- White board & marker

Assessment- Listen to students’ responses

ELA GLCE Skill Procedure Materials AssessmentMonday 3/15 W.HW.00.01 Handwriting -Teacher will *Whiteboard View

Students will trace the Upper and Lower case Xx.

write an Upper and Lowercase (Xx) on the white board.-Teacher will ask: What is this letter?-After responses, teacher will model how to write the Upper and Lower case Xx on the whiteboard.-Students will trace the Upper and Lower case Xx on their worksheet.

*Marker

*Letter (Xx) tracing worksheet

*Pencil

worksheets

Tuesday 3/16 W.HW.00.01Students will write the Upper and Lower case Xx.

Handwriting -Teacher will remodel how to write the Upper and Lower case Xx on the whiteboard.-Students will write the Upper and Lower case Xx on their worksheet.

*Whiteboard

*Marker

*Letter (Xx) writing worksheet

*Pencil

View worksheets

Wednesday 3/17

R.WS.00.06Students will make progress in automatically recognizing basic Dolche sight words.

Word Recognition

-Teacher will point to, state, and spell Dolche sight words of the week.-Students will repeat.

*Weekly Dolche sight word list

*Pointer stick

Listen to responses

Thursday 3/18

W.AT.00.01Students will

Writing -Teacher and students will

*Weekly Dolche sight

Listen to responses

be enthusiastic about learning how to write.

review Dolche sight word list by identifying and spelling each word.-Teacher will randomly select a student to use a word in a sentence.-Teacher will write the sentence emphasizing that sentences begin with a capitol letter, space goes between each word and an ending mark should complete each sentence.

word list

*Pointer stick

*Whiteboard(with writing lines)

*Marker

Friday 3/19 Professional Development

Professional Development




Mathematics GLCE Skill Procedure Materials AssessmentMonday 3/15 N.ME.00.04 Numbers & -Teacher will *Whiteboard View

Students will write the number 10.

Operations write the number 10 on the white board.-Teacher will ask: What is this number?What numbers are in 10?-After correct responses, teacher will model how to write the number 10.-Students will write 10’s on their worksheet.

*Marker

*Writing worksheet

*Pencil

worksheets

Tuesday 3/16 M.UN.00.01Students will describe the characteristics and understand common words used for the parts of day.

Measurement -Teacher will write the following “Parts of Day” words on the whiteboard- morning, afternoon, evening & night.-Teacher and students will discuss the characteristics of each.-As each is discussed, teacher will draw an illustration for each word.

Whiteboard

*Marker

Listen to responses

Wednesday 3/17

M.UN.00.01Students will

Measurement -Teacher and students will

* “Parts of Day” words

Listen to responses &

draw pictures to illustrate the Parts of Day.

review the “Parts of Day” words.-Teacher and students will observe the pictures on the worksheet. -For each picture, teacher will ask: What is the Time of Day that describes the picture.-After correct responses, students will trace the words and draw pictures in the boxes of something that he/she does in each part of the day.

*Time of Day Worksheet (Daily Learning Drills, pg. 158)

*Writing Utensils

View worksheets

Thursday 3/18

G.GS.00.01Students will identify and classify attributes of the rectangle.

Geometry -Teacher will draw a rectangle on the white board.-Teacher will ask: What is this shape?How many sides does this shape have?What do you notice about the sides?-After correct responses,

*Whiteboard

*Marker

*Rectangle worksheet(Kindergarten Review, pg. 61)

*Pencil & Crayons

Listen to responses &View worksheets

teacher will demonstrate how to illustrate the rectangle shape.-Students will then trace, draw and color only the rectangles in the group of shapes on their worksheet.

Friday 3/19 Professional Development





Social Studies

GLCE Skill Procedure Materials Assessment

Monday 3/22 K-H2.01ReviewStudents will distinguish among the Days of the Week.

Pillar Assembly

History -Teacher will point to and state the Days of the Week.-Students will repeat.-Teacher will ask: “If today is the second day of the week,” then today is?-Teacher will record correct response on the board.

*Days of the Week Calendar board

*Pointer stick

Listen to oral responses

Tuesday 3/23 K-H2.01ReviewStudents will distinguish among the Days of the Week.

History -Teacher will point to and state the Days of the Week.-Students will repeat.-Teacher will ask: “If today is the third day of the week,” then today is?-Teacher will record correct response on the board.


*Pointer stick


Wednesday 3/24

K-H2.01ReviewStudents will distinguish among the Days of the Week.

History Teacher will point to and state the Days of the Week.-Students will repeat.

-Teacher will ask: “If today


*Pointer stick


is the fourth day of the week,” then today is?-Teacher will record correct response on the board.

Thursday 3/25

K-H2.01ReviewStudents will distinguish among the Days of the Week.

History - Teacher will point to and state the Days of the Week.-Students will repeat.-Teacher will ask: “If today is the fifth day of the week,” then today is?-Teacher will record correct response on the board.


*Pointer stick


Friday 3/26 K-H2.01ReviewStudents will distinguish among the Days of the Week.

History Teacher will point to and state the Days of the Week.-Students will repeat.-Teacher will ask: “If today is the sixth day of the week,” then today is?-Teacher will record correct response on the board.


*Pointer stick


Science GLCE Skill Procedure Materials Assessment

Monday 3/22 L.OL.E.1Review-Students will be able to identify farm animals.

Life Science -Teacher will instruct students to name animals that live on a farm.-Teacher will record correct responses on the white board.

*White board and marker

Listen to students’ responses

Tuesday 3/23 L.OL.E.1-Students will identify an animal upon the characteristic that is described by the teacher.

Life Science -Teacher will state prompts that identify characteristics of an animal. For example: *lives in a hive*stings*black & yellow-Teacher will randomly select student/(s) to identify the animal.-After correct response, teacher will record the animal on the white board.



Wednesday 3/24

L.OL.E.1-Students will identify an animal upon the characteristic that is described by the teacher.

Life Science -Teacher will state prompts that identify characteristics of an animal. For example: * fly*lives in nest*chirps

-Teacher will randomly



select student/(s) to identify the animal.-After correct response, teacher will record the animal on the white board.

Thursday 3/25

L.OL.E.1-Students will identify an animal upon the characteristic that is described by the teacher.

Life Science -Teacher will state prompts that identify characteristics of an animal. For example: *barks*spots*chase cats-Teacher will randomly select student/(s) to identify the animal.-After correct response, teacher will record the animal on the white board.



Friday 3/26 L.OL.E.1-Students will identify an animal upon the characteristic that is described by the teacher.

Life Science -Teacher will state prompts that identify characteristics of an animal. For example: *swims*lives in water*some people eat it

-Teacher will randomly



select student/(s) to identify the animal.-After correct response, teacher will record the animal on the white board.

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