GuamDistrictLevelLessonPlan
Quarter1st-2nd
Content:Science/ELA Grade/Course:1stGrade Timeline:2-3weeksStandard(s):1.2.2Observeanddescribethattherecanbedifferences,suchassizeormarkings,betweentheindividualswithinonekindofplantoranimalgroup.1.2.3Observeandexplainthatanimalseatplantsorotheranimalsforfood.1.2.4Recognizetheneedsoflivingthings,suchasasourceofenergy,water,andair.1.RI.1Askandanswerquestionsaboutkeydetailsinatext.1.RI.4Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesinatext.1.RI.5Knowandusevarioustextfeaturestolocatekeyfactsorinformationinatext.1.RI.6Distinguishbetweeninformationprovidedbypicturesorotherillustrationsandinformationprovidedbythewordsinatext.1.RI.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.1.RI.10Withpromptingandsupport,readinformationaltextsofappropriatecomplexityofgrade1.1.W.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.LessonOverview:Studentswillobserveandexplainwhyalllivingthingsneedfood,air,andwater.Theywillalsodescribethedifferencesthatexistbetweenindividualswithinananimalgroup.Studentswillunderstandthatalllivingthingscanbeclassifiedorsortedbytheirsimilarcharacteristics.
LessonObjective(s):Inthislesson,studentswillbeableto
• identifyeachclassificationofanimalswithatleast70%accuracy,
• describethecharacteristicsofeachclassificationofanimalsbyprovidingatleast2-3details.
• explainthefoodchainprocessbyprovidingatleast3details.
Vocabulary:Mammals,Reptiles,Amphibians,Birds,Insects,Fish,Arachnids,FoodChain
FocusQuestion(s):Howcanweclassifyanimalsbytheircharacteristics?Whatdoanimalsneedtosurvive?Howdoestheenvironmentaffectaboutlivingthingssurvive?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Usingthedocumentcamera,havethemfocusontheHarcourtScienceBook,Chapter3onAnimals.Readthroughthechapterandexplaineachclassificationofanimalsasyougothrougheachpage.Afterthereading,listeachanimalgroupontheboardoronchartpaperandcallonseveralstudentstoexplainthecharacteristicsofeachanimalinthegroup.InstructionandStrategies:Day1:Mammals
• ShowstudentsthePowerPointonMammals.ThenaskthemwhatmammalswereinthePowerPointtheyjustsaw.Havethemidentifythecharacteristicsofmammals.CompletethelessonwiththeInformationalReadingofMammalsandaskandanswerthequestionsbelowthereading.
Day2:Reptiles• BeginbyreadingtheReptilePoemtothestudents.Oncefinished,askthemwhatarethe
characteristicsofreptiles?Howwouldtheyknowthattheanimalisareptile?Listentotheirresponsesorwritethemonthechalkboard.Havethemidentifyseveralanimalsthatareinthereptilegroup.List
thoseonthechalkboardtoo.Day3:AmphibiansandFish
• Beginbyreviewingthecharacteristicsofreptilesfromyesterday’slesson.Explaintothestudentsthattoday,theywilllearn2moregroups:AmphibiansandFish.ShowthemthePowerPointthatcontainsReptilesasareview,AmphibiansandFish.Listontheboardsomeanimalsthatbelonginthegroupandcallonseveralstudentstoexplaineachanimal’scharacteristicsinthegroup.
Day4:Birds• Startthelessonbyaskingstudentswhattheyknowaboutbirds.WritethewordBirdsinthemiddleof
thechalkboardandcircle.Listthestudents’responsesincirclestomakeabubblemap.Readthestory,AreYouMyMother?byP.D.Eastman.Throughoutthestory,havestudentscompareandcontrastcharacteristicsofthebabybirdandeveryoneoreverythingheencounters.
Day5:Insects• ReadaloudthebookGoingBuggybyDonaHerweckRice.Oncefinished,askstudentsthe
characteristicsofInsects,thenextgroupofanimalsthatyouarelearning.Listentotheirresponses.Writeontheboardalltheinsectsthatthestudentsknow.Illustrateatleast2or3ontheboardandemphasizethemaincharacteristicsofinsects.
Day6:Arachnids• ReadaloudHairyTarantulasbyJoelleRileytotheclass.Explaintothemthattheseanimalsarenot
insectsbecausetheydonothave6legs,theyhave8legsandtheyarecalledArachnids.Drawaspideronaboardaswellasaninsectandhavestudentsexplainthesimilaritiesanddifferencesbetweenthetwoillustrations.
Day7:FoodChain/Web• ReadaloudWhoEatsWhat?FoodChainsandFoodWebsbyPatriciaLaubertothestudents.Afterthe
story,explaintothemthatinordertosurvive,smallanimalseatplants,butbiggeranimalseatthesmallanimals.Tofurtherunderstandandvisualizetheprocess,aPowerPointwillbeshowntothestudents.
Days8-11:Duringthesedays,studentswillbelearningaboutdifferentanimalfeaturesandtheiruses.Discussionwilloccurduringtheread-aloudsinordertoenablestudentstounderstandthatalthoughanimalshavemanyfeaturesincommon,theirusesandappearancemaynotbethesame.
• Day8-WhatIfYouHadAnimalHair?bySandraMarkle• Day9-WhatIfYouHadAnimalTeeth?bySandraMarkle• Day10-ThingswithWingsbyDonaHerweckRice• Day11-WhatDoYouDoWithaTailLikeThis?BySteveJenkinsandRobinPage
Days12-14:Duringthesedays,studentswillbereviewinganimalclassificationgroups,features,thefoodchain/webandbegivenanassessmentattheendoftheunit.GuidedPractice:Days1-5:Studentswillcompleteapageadayforeachoftheclassificationgroupsofanimalstocreateananimalbook.Day6-Studentswillfollowstep-by-stepdirectionsonhowtodrawaspider.Day7-StudentswillcreatetheprocessofaFoodChain.Day8-11-Studentswilldiscussandexplaintheirunderstandingofeachstorythroughillustrationsorwrittenwords.FormativeAssessment:Students’responsesandcompletedassignments.
Closure:Beforebeginningeachassignment,askstudentstonameatleastoneanimaloruseofananimalfeaturefromeachgrouptaughtforthatday.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):www.teacherspayteachers.comHarcourtScienceGrade1ScholasticNews2012/2013AreYouMyMother?byP.D.EastmanGoingBuggybyDonaHerweckRiceHairyTarantulasbyJoelleRileyThingswithWingsbyDonaHerweckRiceWhatDoYouDoWithaTailLikeThis?bySteveJenkinsandRobinPageWhatIfYouHadAnimalHair?bySandraMarkle
WhatIfYouHadAnimalTeeth?bySandraMarkleWhoEatsWhat?FoodChainsandFoodWebsbyPatriciaLauber
Reflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/Science/SocialStudies/Math/Art/Music
Grade/Course:1stGrade Timeline:3days
Standard(s): RL.1.1/R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.RL.1.10Withpromptingandsupport,readproseandpoetryofappropriatecomplexityforgrade1.RI.1.1IdentifythemaintopicandretellkeydetailsofatextRI.1.4Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsorphrasesinatext.RI.1.6Distinguishbetweeninformationprovidedbypicturesorotherillustrationsandinformationprovidedbywordsinatext.RI.1.7Usetheillustrationsanddetailsinatexttodescribeitskeyideas.1.2.2Observeanddescribethattherecanbedifferences,suchassizeormarkings,betweentheindividualswithinonekindofplantoranimalgroup.1.2.4Recognizetheneedsoflivingthings,suchasasourceofenergy,water,andair.1.2.1Identifytemporalsequences,suchasdays,weeks,months,years,andseasons.Usewordsandphrasesrelatedtotimecorrectly(now,inthepast,inthefuture)andrecognizetheexistenceofchanginghistoricalperiods(othertimes,otherplaces).1.NBT.1Countto120,startingatanynumberlessthan120.1.MD.4Organize,represent,andinterpretdatawithuptothreecategories;askandanswerquestionsaboutthetotalnumberofdatapoints,howmanyineach,category,andhowmanymoreorlessareinonecategorythananother.1.1.1Describeandreplicaterepeatedpatternsinnature,intheenvironment,andinworksofart.1.2.1Usedifferenttypesoftextureintwo-dimensionalandthree-dimensionalworksofart.EXAMPLES:Smooth,Sandy,Soft,Rigid1.2.4Planandusevariationsinline,shape/form,color,andtexturetocommunicateideasorfeelingsinworksofart.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.1.3.4Usedevelopmentallyappropriatemovementsinrespondingtomusicfromvariousgenres,periods,andstyles(rhythm,melody,form).LessonOverview:Studentswillbeintroducedtoanoverviewofinformationonappletreesandtheirfruit.
LessonObjective(s):Studentswillbeableto:
• explainthelifecycleofanapple.• identifythepartsofanapplewith90%
accuracy.• stateatleastthree(3)differenttypesof
apples.Vocabulary:orchards,core,sapling,seedling,pollen,pollination,ripe,petals,flesh,skin,fruit
FocusQuestion(s):Whatarethepartsofanappleandhowdoyoudescribethelifecycleofanappletree?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Readaloudthebook,FruitsbyVijayaKhistyBodachtothestudents.Afterthestory,askstudents:
• Whatdofruitsdo?• Whatkindsoffruitsdoweeat?
• Whatisthehardseedofapeachcalled?• Howwouldblackseedsfromakiwifeel?• Describeanacorn.
InstructionandStrategies:Day1:Tellstudentsthatyouaregoingtodrawapictureofsomethingthatcomesfromaseed.Drawapictureofanappleontheboard.Askstudentstoidentifywhatyoudrew.Oncetheyrespond,havethemtellyouthepartsoftheapplethatyoudrew.Labeleachpartontheboard.ShowstudentsPowerPointonthelifecycleofanapple.Goovereachslideandreadthetextshown.Day2:Readaloudthebook,ApplesbyMarilynEastontothestudents.Afterthestory,askstudents:
• Whenisatreereadytogrowapples?• Describehowanappletreegrows?• Howdotheseasonsaffecthowanappletreegrows?• Whatarethepartsofanapple?• Whataresomefoodsmadefromapples?• Whatarethenamesofsomeapplevarieties?
Day3:TeachstudentstosingthesongApplesaresoGoodtoEat(Tune:Twinkle,TwinkleLittleStar)Applesjuicy,Applesround,(Palmsup,handsformacircle)Onthetreesandontheground.(Handsupandhandsdown)Applesyellow,Applesred,(Handontheleftandhandontheright)Applejuiceorpieandbread.(Handformsacuptodrink,handstogetherpalmsup,andhandstomouth)Applescrunchy,Applessweet,(Handontheleftandhandontheright)Applesaresogoodtoeat!(Handrubsstomach)TeachstudentstosingthesongTenApplesontheTree:CountApples1-10(Tune:10LittleIndians)GuidedPractice:Day1:PassoutVocabularyFlipBookHandouttoeachstudent.Havestudentsfilloutthemeaningofeachword.RefertothePowerPointifneeded.Day2:Passoutmaterialsneededtocreateartactivity.Havestudentsfollowasyoushowthemstep-by-stepincreatinganapple,thecore,seeds,andanappletree.
Day3:PassoutColorbyCodeTallyMarkprintabletoeachchild.ExplainthattheywillcounttheTallyMarksandcolorbythecodetorevealapicture.PassoutAppleGraphtoeachstudent.Havestudentscountaspecificpicture,writethetallymarks,andcolortheboxesonthegraph.FormativeAssessment:Studentresponsesandcompletedassignments.Closure:StudentswillreadaloudtheirAppleArtActivityPoemtogetherasaclass.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):AppleLifeCyclePowerPointandAppleVocabularyFlipBookApplesbyMarilynEastonAppleSongswww.teacherspayteachers.comReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/SocialStudies/Health/Music/Art
Grade/Course:1stGrade Timeline:1week
Standard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.R.L.1.2Retellstories,includingkeydetails,anddemonstrateunderstandingoftheircentralmessageorlesson.R.L.1.7Useillustrationsanddetailsinastorytodescribeitscharacters,setting,orevents.RI.1.2Identifythemaintopicandretellkeydetailsofatext.RI.1.6Distinguishbetweeninformationprovidedbypicturesorotherillustrationsandinformationprovidedbythewordsinatext.L.1.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.1.4.1Applythetraitsofagoodcitizenbydoingthefollowing:
• focusingonfairplay,exhibitinggoodsportsmanship,helpingothers,andtreatingotherswithrespect• recognizingthepurposeofrulesandpracticingself-control• workinghardinschool• takingresponsibilityforone’sownactions• valuinghonestyandtruthfulnessinoneselfandothers• participatinginclassroomdecisionsthroughvoting
1.4.2RecognizethesymbolsandtraditionalpracticesthathonorandfosterpatriotismintheUnitedStatesandGuamby:
• identifyingtheAmericanflag,baldeagle,WashingtonMonument,StatueofLiberty,Guamseal,ChiefQuipuhastatue,etc;and
• demonstraterespectfortheAmericanandGuamflagbylearningaboutthePledgeofAllegianceandInifresi.
1.1.4Identifyplacestoplaytopreventcommoninjuries.1.2.1Identifyhowthefamilyinfluencespersonalhealthpractices.1.7.1Describehealthypracticestomaintainpersonalhealthandwellness.1.8.1Understandtherulesthatpromotepersonalhealthandsafety.1.8.2Explainhowtomakepositivehealthchoices.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.1.3.4Usedevelopmentallyappropriatemovementsinrespondingtomusicfromvariousgenres,periods,andstyles(rhythm,melody,form).1.2.1Usedifferenttypesoftextureintwo-dimensionalandthree-dimensionalworksofart. 1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsorpens.LessonOverview:Studentswilltransitionintotheirnewroleasfirst-gradersduringthefirstweekwithback-to-schoolactivitiesaboutthemselvesandbeinggoodcitizensthatincludestories,textbooks,PowerPointpresentations,andinteractivenotebookpages.
LessonObjective(s):Inthislesson,studentswillbeableto:
• explainwhygoodmannersinschoolareimportant.
• givethree(3)examplesofgoodcitizenchoiceswith100%accuracy.
• givethree(3)examplesofpoorcitizenchoiceswith100%accuracy.
• explaintheimportanceoffamiliesprovidingatleasttwo(2)details.
• givethree(3)typesofjobsstudentscandoin
theclassroomwith100%accuracy.• demonstratetheproperwaytosaythePledge
ofAllegiance.Vocabulary:Citizens,Family,Categories,Jobs FocusQuestion(s):Whyisitimportanttomakegood
citizenchoicesinschool?Howisourfamilyimportant?Whattypesofjobscanstudentsdointheclassroom?WhydowesaythePledgeofAllegiance?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Havestudentssitatthemeetingarea.Welcomethembacktoschoolandtofirst-grade.ReadaloudTheNightBeforeFirst-GradebyNatashaWing.Afterthestory,askthestudentsthatfollowingquestions:
• WhoarePennyandJennyinthestory?• NamesomethingsPennydidtogetreadythenightbeforeshestartedfirst-grade.• Whatwastheprobleminthestory?• WhywouldthePennyandJennybeupsetthattheywerenotinthesameclass?• WhathappenedwithPennyinherclassroom?• WhenPennyandJennymeetduringlunchtime,whatdidtheyfindout?• Lookingatthepicturesinthestory,namesomewaysthatPennyandJennyandTinaandNinaare
alike?Howaretheydifferent?StudentswillworkontheirELAinteractivenotebookswithBacktoSchoolInteractivePagestellingallaboutthemselves.Theywillcolor,cut,paste,andcompletetheflapswithinformationaboutthemselvesforthefirstweekofschool.InstructionandStrategies:Day1:Explaintostudentsthatyouwillshowthemsomeslidesonhowtobegoodcitizensinschool.Tellthemthatacitizenisamemberofplaceoracommunityandthatforthemtobeproductivecitizensinschool,theywouldhavetofollowcertainrules.ShowstudentsBacktoSchoolPowerPointpresentation.Goovereachslide,explaining:
• the3Bs(BeSafe,BeResponsible,BeRespectful)• thePledgeofAllegiance• howtoproperlyusethetoiletsinthebathroom• whattodoafterusingthebathroom• therulesinthecafeteria• theruleswhileplayingintheplayground• dismissalproceduresforthebusandcarriders• whattodoincasestudentsgetonthewrongbus
Day2:ReviewPowerPointcontent.Askstudentshowtheirfirstdaywentyesterday.HavestudentstakeouttheirSocialStudiesTextbookandturntopage26.Readaloudthelessonpages26-29whilestudentsfollowalong.Gooverthemeaningofthewordfamilywiththestudents.Tellthemafamilyisagroupofpeoplewhocare
abouteachother.Day3:HavestudentstakeouttheirSocialStudiesTextbookandturntopage36.Readaloudthelessonpages36-37whilestudentsfollowalong.Gooverthemeaningofthewordjobwiththestudents.Tellthemajobisworktobedoneandthattheclassroomhashelperstogetthejobdone.Day4:Teachstudents“WeHelpSong”tothetuneof“HereWeGoLoobyLoo.”WeHelpSongWehelpwithjobsathome,Weputourthingsaway,Weuseourhelpinghands,Weusethemeveryday.Wehelpwithjobsatschool,Wehelpeachotherout,Weuseourhelpinghands,Andthat’swhatit’sallabout!Day5:HavestudentstakeouttheirSocialStudiesTextbookandturntopage38.Readaloudthelessonpages38-39whilestudentsfollowalong.GooverthePledgeofAllegiancewiththestudents.RemindthemthatwesaythePledgeofAllegiancetoshowthatwecareaboutourcountry.Showstudentsthatwhenrecitingthepledge,theyneedtobestandingup,eyesontheflag,righthandovertheirchest.Havestudentsfollowthestepstothecorrectpositionofsayingthepledge.GuidedPractice:Day1:Havestudentssitattheirdesksandtakeoutoneoftheircompositionnotebooks.PassouttheSocialStudiescoverpagetoeachofthemtogluetothefrontcoverofthenotebook.ExplaintotheclassthattheywillusethisnotebookformostoftheirSocialStudiesactivities.PassoutGoodCitizenandSadCitizenChoicesprintabletoeachstudent.Havethemtakeoutone(1)coloredcrayon.ReadeachchoiceoutloudandaskstudentsifthatisaGoodCitizenorSadCitizenchoice.IfitisaGoodCitizenchoice,studentwillcolorthebox.OncetheyaredonecoloringalltheGoodCitizenchoices,theymaycolortheSadCitizenchoicesanothercolor.Explaintothemthattheycanrememberwhattheyreadbyputtingthingsthatarealikeinsomewayintogroupscalledcategories.Theywillthencutouttheboxes,sortthemintothecorrectcategory,andgluethemintheirSocialStudiesNotebooks.Day2:Ontheboard,drawalargecirclewiththewordsMainIdeaonthetop.Explainthatthemainideaisthemostimportantthingaboutwhatyouread.DrawtwosmallercirclesconnectingtothelargecircleandwritethewordDetailsaboveeachone.Tellthemthatdetailsarefactsthattellmoreaboutthemainidea.
Havestudentsrereadpages26-27intheirtextbook.Askthemwhattheythinkthemainideaofthelessonisandwriteitinthelargecircle.(Peopleinafamilyhelpeachother.)Askstudentstoidentifythetwodetailsfromthetextthattellmoreaboutthemainidea.Writeeachoneinthesmallercircles.(Familiesworktogether.Familieshavefuntogether.)GooverthechartwiththestudentsandhavethemcopyitintheirSocialStudiesNotebooks.Day3:Ontheboard,drawachartwithtwo(2)categorieslabeledCaringAboutOthersandJobsintheClassroom.Havestudentslookatthepicturesonpages36and37.Askstudentshowthepicturesshowthemcaringabouteachotherandhelpingintheclassroom.Writetheirresponsesinthecorrectcategory.StudentswillthencopythechartintheirSocialStudiesNotebooks.Day4:StudentswillcreateaHelpingHandsTree.Provideapieceofconstructionpapertoeachstudent.Instructthemtotracetheirhandandcutoutthepaperhand.Havethemwriteonehelpingjobtheycandoonthepaperhand.Assiststudentsinhangingtheirhelpinghandsonthetree.Day5:PassoutPledgeofAllegianceprintablestoeachstudent.Gooverthehandouts,explainingthemeaningofseveralwordsfromthepledge.Havestudentscolor,cut,andgluethewordsontopofeachdefinition.Ensurethattheyareabletolifttheflaptoseethemeaningoftheword.FormativeAssessment:Day1:Askstudentstogivethree(3)examplesofGoodCitizenandPoorCitizenchoiceswheninschool.Day2:Askstudentswhyfamiliesareimportant.Day3:Havestudentstellone(1)waytheycareaboutothersinschool.Day4:Havestudentsgiveexamplesoftwo(2)jobstheycanhaveintheclassroom.Day5:HavestudentsdemonstratethecorrectpositionwhenrecitingthePledgeofAllegiance.Closure:Day5ReadaloudMannersatSchoolbyCarrieFinntothestudents.Afterthestory,askthestudentsthefollowingquestions:
• Whyisitimportanttohavegoodmannersinschool?• Namesomegoodmannerswecandowhileinschool.
Havestudentssingthe“WeHelpSong.”IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):TheNightBeforeFirstGradebyNatashaWing
MannersatSchoolCarrieFinnPowerPointPresentations,BacktoSchoolInteractiveNotebookPages,GoodCitizenChoices,PledgeofAllegianceprintablesfoundonwww.teacherspayteachers.comHoughtonMifflinSocialStudiesTextbook:SchoolandFamilyReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/SocialStudies/Math Grade/Course:1stGrade Timeline:2-3DaysStandard(s):RI.1.1.Askandanswerquestionsaboutkeydetailsofthetext.1.1.3ExplainthatpeopleonGuamandintheU.S.haveavarietyofdifferentreligious,community,andfamilycelebrationsandcustoms,anddescribecelebrationsorcustomsheldbymembersoftheclassandstudents’ownfamilies.1.2.1Identifytemporalsequences,suchasdays,weeks,months,years,andseasons.Usewordsandphrasesrelatedtotimecorrectly(now,inthepast,inthefuture)andrecognizetheexistenceofchanginghistoricaltimesandperiods(othertimes,otherplaces).1.2.3Readimportantdatesonacalendarandassociatethemwithdaysoftheweek.1.NBT.1Countto120,startingatanynumberlessthan120.Inthisrange,readandwritenumeralsandrepresentanumberofobjectswithawrittennumeral.LessonOverview:Studentswillbeintroducedtotheconceptofacalendar.
LessonObjective(s):Inthislesson,studentswillbeableto
• answerquestionsabouttheinformationgiven.• definethewordcalendar.• locatethecalendarintheclassroom.• namethecomponentsofacalendar.
Vocabulary:Calendar FocusQuestion(s):Whatdoesthecalendartellus?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.HavethemtakeouttheirSocialStudiestextbookandopentopage34.InstructionandStrategies:
• Readthefirstparagraphonpage34aloudtothestudents.• Havethempointtothehighlightedwordcalendarinthetext.Showthemthecalendarinthe
classroom.• Explainthatpeopleusecalendarstohelpthemkeeptrackofthemonths,weeks,anddaysduringthe
year.• Havestudentsrepeatthemonthsoftheyearafteryou.Askthemhowmanymonthsarethereina
year.HavethemlookattheNovembercalendaronpage35.Askthem,“DoesNovembercomenearthebeginningorendoftheyear?”
• Readthedaysoftheweekonthecalendar.Havestudentsrepeatthedaysoftheweekafteryou.ExplainthattheweekstartswithSundayandendswithSaturday.Havethemcountthenumberofdaysinaweek.PointtoSaturday,November18andhavestudentsdothesame.Ask:“Whydoyouthinkpeoplewritebirthdaysonacalendar?”
• Havestudentspointtoeachnumberonthecalendarandsaytheordinalsfirstthroughthirtieth,repeatingafteryou.PointoutthatNovember11isVeteransDay.Explaintothemthatitisaholidaywhenwerememberpeoplewhoserveinthemilitary.
GuidedPractice:
• Writedownthewordcalendarontheboard.Writethemeaningnexttoit:calendar-Achartthatshowsdays,weeks,months,andyears.
• Havestudentscontinuetolookatthecalendaronpage35.Askthemthetwo(2)questionsonthepage:1.WhatspecialdayisNovember7?ElectionDay2.WhichholidayisonaThursdayinNovember?Thanksgiving
• DrawaFebruaryCalendarMonthonthechalkboardtoincludenumbersandholidays.• HavestudentsdrawthecalendarintheirSocialStudiesnotebooks.• Askstudents:WhatspecialdayisFebruary17thonthecalendar?Presidents’Day• TellthemtheywillcolortheValentine’sDayboxred.• Studentswillthencopytheanswerstothequestionsofthefirstcalendarintheirnotebooksaswellas
thedefinitionofthewordcalendar.FormativeAssessment:Students’oralresponsestocalendarquestions.Closure:Beforetheybegintheirassignment,askstudents:
• Whatisacalendar?• Whatarethecomponentsofacalendar?• Whatdocalendarstellus?• Howmanymonthsarethereinayear?• Namethetwelve(12)months.• Howmanydaysarethereinaweek?• Nametheseven(7)days.
IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):HoughtonMifflinSocialStudiesTextbook:SchoolandFamilyReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:SocialStudies/Art/ELA/Math
Grade/Course:1st Timeline:2days
Standard(s):1.1.2Describethequalitiesordistinctivetraitsofdifferentethnicgroups,faiths,andhistoricalperiodsafterreadingorlisteningtostoriesaboutfamouspeople.1.2.3Readimportantdatesonacalendarandassociatethemwithdaysoftheweek.1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsorpens.RL1.1/RI1.1Askandanswerquestionsaboutkeydetailsofthetext.1.RI.2Identifythemaintopicandretellkeydetailsofatext.L.1.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.W.1.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.1.NBT.1Countto120,startingatanynumberlessthan120.LessonOverview:Studentswillobtaininformationaboutahistoricalfigure(ChristopherColumbus)andunderstandtheimportantroleheplayedinhistory.
LessonObjective(s):Inthislesson,studentswillbeableto
• Give2-3detailsaboutChristopherColumbus
Vocabulary:Explorer,Sailor,Indies,Spain,Americas
FocusQuestion(s):WhatcontributiondidChristopherColumbusmakeasanexplorer?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsinmeetingareaandpointtothecalendar.Askstudentswhatdayistoday.Theyshouldrespond,“Monday.”Explaintothemthattodayisadaywheretheyrecognizeafamousexplorer.InstructionandStrategies:Day1:ReadaloudChristopherColumbusbyMaryDodsonWadeandChristopherColumbusbyMarionDaneBauertotheclass.Afterreadingthestoryaskstudentsthefollowingquestions:
• WasChristopherColumbusrealormakebelieve?• Whydidhewanttotravel?• Whatwerethenameofhisthree(3)ships?• DescribeChristopherColumbus.• WhatmakesChristopherColumbusanimportantperson?
Day2:ReviewwithstudentsaboutChristopherColumbusbyreading:APictureBookofChristopherColumbusbyDavidAdler.Afterthereadingaskstudentsthefollowingquestions:
• WouldyouhavewantedtojoinColumbusonhisjourney?Whyorwhynot?• Whatplacesdoexplorersgototoday?Howdotheygetthere?
GuidedPractice:Day1:ChristopherColumbus(Writing)Studentswillwriteatleast2-3sentencesaboutChristopherColumbusduringtheWritingPeriod.TallyMarksPuzzle(Math)Studentswillcounttallymarksandwritethenumberinthebox.TheywillcolorthepictureandcutitouttoassemblethepuzzletorevealpictureofColumbus'ship.Day2:ABCOrder(ELA)StudentswillcolorandcutwordsaboutChristopherColumbusandputtheminABCorder.ChristopherColumbusShip(Art)Studentswillcolorandputsailsinorderofeventsfromthestory.Theywilluseapopsiclesticktogluetheshiptothesail.FormativeAssessment:StudentswillwatchavideoonChristopherColumbusonBrainPop.Aftervideotheywillanswerquestionsasaclass.Askstudentsindividuallytogive2-3detailsaboutChristopherColumbus.Closure:HavestudentswatchamusicalcartoonofChristopherColumbus.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:ExtraTime1:1AssistanceResources(TextbookandSupplemental):ChristopherColumbusbyMaryDodsonWadeChristopherColumbusbyMarionDaneBauerAPictureBookofChristopherColumbusbyDavidAdlerChristopherColumbusreproduciblesandactivitiesBrainPop:http://www.brainpopjr.com/socialstudies/holidays/columbusday/YouTube:http://www.youtube.com/watch?v=oSJKoOaRZmE
Reflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/SocialStudies/Music/Art
Grade/Course:1stGrade Timeline:1week
Standard(s):R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.2Identifythemaintopicandretellkeydetailsinatext.L.1.2bUseendpunctuationforsentences.1.1.3ExplainthatpeopleonGuamandintheU.S.haveavarietyofdifferentreligious,community,andfamilycelebrationsandcustoms,anddescribecelebrationsorcustomsheldbymembersoftheclassandstudents’ownfamilies.1.4.4Explainthepurposeoflawsinthecommunityandtheconsequenceswhenlawsarebroken.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.1.3.4Usedevelopmentallyappropriatemovementsinrespondingtomusicfromvariousgenres,periods,andstyles(rhythm,melody,form).1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsorpens.LessonOverview:Studentswillunderstandthepurposeofacommunityanditshelpers.Theywilllearnthatthepeopleinacommunityhelpmakeitanice,safe,andcleanplacetolive.
LessonObjective(s):Inthislesson,studentswillbeableto
• identifyandexplainthree(3)communityhelpersandtheirroleswith100%accuracy.
• explaintheimportanceofacommunityintwo(2)orthree(3)details.
Vocabulary:Community FocusQuestion(s):Whyarehelpersimportantinthecommunity?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:HavestudentstakeouttheirSocialStudiestextbookandturntopage54.Readaloudwiththestudentspages54-57.Havethemlookatthepictureandaskthemtotellyouaboutthepeopleandplacesintheirowncommunity.Listentotheirresponses.Writethewordcommunityontheboard.Explaintothemthatacommunityisaplacewherepeopleliveandworktogether.Discusswiththemhowhelpersinacommunityareimportantbecausethemmakethecommunitysafe,clean,andaniceplacetolive.InstructionandStrategies:Day1:
• Writeontheboardtwo(2)headings:JobsThatKeepUsSafeandHealthy/JobsThatMaketheCommunityaNicePlacetoLive.Havestudentslookatthepicturesandreadpages55-56again.Callonstudentstotellyouwhatjobsgoundereachheading.FireChiefandNursesandDoctorswillgounderthefirstcolumn.LibrarianandPostalWorkerswillgounderthesecondcolumn.
Day2:
• Reviewyesterday’slessonwiththestudentsbyaskingthemtogiveyouexamplesofcommunity
helpers.Listthemontheboard.Askwhatplaceswouldtheynormallyfindorseethesehelpers.Writetheirresponsesnexttotheworkerorhelper.
Days3-4:
• Gatherstudentsatthemeetingarea.Readaloudastoryadayforthenexttwo(2)daysonspecificcommunityhelpersandaftereachstoryaskthefollowingquestions:*Whatcommunityhelperdidwelearnabouttoday?*Whataresomeoftheirdutiesandresponsibilities?*Whattoolsorequipmentdoesthecommunityhelperuse,ifany?*Whatdoesthecommunityhelperwear?
• Day3-IWanttoBeaPoliceOfficerbyDanLiebman• Day4-IWanttoBeaTeacherbyDanLiebman
Day5:
• Gatherstudentsatthemeetingarea.HavethemwatchSoYouWanttoBeaMailCarrieronwww.youtube.comAftertheshortclip,askthemthefollowingquestions:*Whatcommunityhelperdidwelearnabouttoday?*Whataresomeoftheirdutiesandresponsibilities?*Whattoolsorequipmentdoesthecommunityhelperuse,ifany?*Whatdoesthecommunityhelperwear?
GuidedPractice:Day1:StudentswilltakeouttheirSocialStudiesNotebookandcopytheboardwiththeheadingsandcolumns.Day2:HavestudentstakeouttheirSocialStudiesNotebookandwritetwoheadings:CommunityPlacesandCommunityHelpers.Theywillcopythelistsfromtheboardandchooseonetoillustrate.Day3:PassoutPoliceOfficerreproducibletothestudents.Havethemreadaloudtheshortpassageandanswerthequestionsbelowinacompletesentence.Writethesentencesontheboardforstudentstocopy.Day4:PassoutTeacherreproducibletothestudents.Havethemreadaloudtheshortpassageandanswerthequestionsbelowinacompletesentence.Writethesentencesontheboardforstudentstocopy.Day5:PassoutMailCarrierreproducibletothestudents.Havethemreadaloudtheshortpassageandanswerthequestionsbelowinacompletesentence.Writethesentencesontheboardforstudentstocopy.
FormativeAssessment:Studentscompletedassignments.HavestudentswatchCommunityHelpersvideoonwww.youtube.comAfterwards,askseveralstudentstotellyouwhatcommunityhelperstheyseeandwhatdotheyremindustodo.Closure:StudentswilllearnandsingtheCommunityHelperssong:Community Helpers
(to the tune of "Oh My Darling Clementine")
Community helpers,
Community helpers, Community helpers,
All around, They are people we rely on,
To help make a great town.
There are doctors,
And nurses, Firefighters and police,
Emergencies are why we need them, Any day of the week. There are farmers,
Chefs, and bakers, Waiter and waitresses,
Feeding people is their job, They give us food that's good to eat.
There are electricians,
Capenters and plumbers, On worksites.
They make houses and our buildings, Safe and sound and build right.
Do you know of any more people,
Who are in your neighboorhood, Who work together to build a community,
That we live in happily?
IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):http://www.canteach.ca/elementary/songspoems100.https://www.youtube.com/watch?v=X7Lel07Qj6Q
https://www.youtube.com/watch?v=5fSrq4k6UXkHoughtonMifflinSocialStudiesTextbookHandoutandGameMarkers,PoliceOfficer,TeacherandMailCarrierreproducibles.Reflection:
GuamDistrictLevelLessonPlan
Quarter2nd
Content:Health Grade/Course:1st Timeline:2daysStandard(s):1.2.1Identifyhowthefamilyinfluencespersonalhealthpractices.1.2.2Recognizehowtheschoolcansupportpersonalhealthbehaviors.1.3.1Identifyprofessionalswhocanhelppromotehealthandwellness.1.5.1Describeahealth-relatedsituation.1.5.2Identifysituationswhenassistanceisneededinmakinghealth-relateddecisions.1.6.1Identifyactionstotaketowardachievingahealthgoal.LessonOverview:Itisimportantforstudentstounderstandthatdrugscanbehelpfulandharmful.Studentsshouldbeawareofthedangersandeffectsofdrugsifmisused.
LessonObjective(s):Inthislesson,studentswillbeableto
• Explainwhatadrugis.• Identifysomeproductsthatcontaindrugs.• Recognizethatdrugscanbehelpfulor
harmful.Vocabulary:drugs,helpful,harmful FocusQuestion(s):
Howcandrugsbehelpfulandharmful?Howcandrugsaffectthebody?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Askstudentstothinkaboutatimewhentheywereill.Callonseveralstudentstotellwhattheirparentsordoctorsdidtomakethemfeelbetter.InstructionandStrategies:
• Writetheworddrugsonthechalkboard.• Explainthatmedicinescontaindrugs.Tellstudentsthatadrugissomethingotherthanfoodorairthat
canchangethewaythebodyworks.Writethewordhelpfulonthechalkboard.Askstudentshowmedicinescanbehelpful.
• Tellstudentsthatotherproductsbesidesmedicinesalsocontaindrugs.Tellstudentsthatsomesoftdrinks,tea,coffee,chocolate,beer,wine,andliquorcontaindrugs.Explainthatcigarettesandothertobaccoproductscontaindrugs,too.Tellstudentssomeproductsusedinthehome,suchaspaintthinner,insectsprays,airplaneglue,rubbercement,andovencleaners,alsocontaindrugs.
• Stressthatalldrugscanbeharmful.Writethewordharmfulonthechalkboard.Explainthatmedicinescanbeharmfulifnotusedcorrectly.Stressthatitisimportanttousecorrectlyallproductsthatcontaindrugs.Tellstudentsthatthelabelsontheseproductsgivedirectionsforusingthemsafely.
GuidedPractice:
• PassoutCopyingMaster25toeachstudent.• Havethemwritetheirnamesandtoday’sdate.• Gooverthedirectionsandhavethemtellyouwhichproductscontaindrugs.• HavestudentsputanXandcolorthosepictures.
FormativeAssessment:
OralQuestioning:
1. Whatisadrug?2. Whataresomeproductsthatcontaindrugs?3. Whyisitimportanttousecorrectlyproductsthatcontaindrugs?
Closure:ReciteDrug-FreePledge.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Resources(TextbookandSupplemental):BeingHealthybyHarcourtBraceJovanovichCopyingMaster25Reflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:Science/Health/ELA Grade/Course:1stGrade Timeline:2daysStandard(s):1.4.1Tellorillustratehowvolcanoesandearthquakeschangeorshapetheearth.1.1.2Identifythethreedimensionsofhealth:physical,emotional,andsocial.RI1.1Askandanswerquestionsaboutkeydetailsinatext.RI1.2Identifythetopicandretellkeydetailsofatext. W.1.8Withguidanceandsupportfromadults,recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.LessonOverview:Studentswillbeintroducedtohowearthquakesoccurandlearnandpracticetodrop,cover,andholdonintheeventofanearthquakeorearthquakedrill.
LessonObjective(s):Inthislesson,studentswillbeableto:
• describehowearthquakesoccurinatleasttwo(2)orthree(3)details.
• definevocabularywordsassociatedwithearthquakes.
• demonstratehowtodrop,cover,andholdonintheeventofanearthquake.
Vocabulary:TectonicPlates,Earthquake,Fault,Aftershock,Tsunami
FocusQuestion(s):Howdoearthquakesoccur?Whatdoyoudowhenthereisanearthquake?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsinthemeetingarea.Usingthedocumentcamera,readwiththestudentstheinformationalpassagetitled,Earthquakes.InstructionandStrategies:Day1:Afterthereading,askthefollowingquestions:
• Whatarethelargechunksfoundatthebottomoftheearth’scrust?• Whatarefaults?• Howdoesanearthquakeoccur?• Whatisatsunami?
Day2:Gatherstudentsatthemeetingarea.Discusswiththemearthquakesafetyprocedures.Demonstratetothestudents,howtoDrop,Cover,andHoldOn!Explaintothemthattheywillgodownonthefloor,getunderneaththetableordesk,andholdontothelegsofthetable,whilealsocoveringtheirheads.GuidedPractice:Day1:ShowstudentsseveralPowerPointpresentationsonearthquakes.Goovereachslide,explainingeachpicture.Afterwards,havestudentsdefinethevocabularywords:earthquake,tectonicplates,fault,tsunami,aftershock.TheywillcopywordsintheirScienceNotebook.
Day2:StudentswillpracticehowtoDrop,Cover,andHoldOn!Theywillalsocompletehandoutonthedifferentfeelingspeopleexperienceafteranearthquake.FormativeAssessment:GivestudentsQuizonEarthquakes.Closure:StudentswillpracticetheDrop,Cover,andHoldOn!duringtheGreatGuamShakeoutDrillonOctober15,2015at10:15am.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):EarthquakespassagebyStephanieStewartChangesinEarth’sSurfacePowerPointEarthquakePowerPointPresentationsReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/Health/PE Grade/Course:1stGrade Timeline:4weeksStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.RL.1.10Withpromptingandsupport,readproseandpoetryofappropriatecomplexityforgrade1.L.1.1aPrintallupper-andlowercaseletters.1.1.1.Tellhowhealthybehavioraffectpersonalhealthandwellness.1.1.2Identifythethreedimensionsofhealth:physical,mental,andsocial.1.7.1Describehealthypracticestomaintainpersonalhealthandwellness.1.7.2Identifyandpracticebehaviorsthatavoidorreducehealthrisks.1.1.2Performnon-locomotorskillswithdevelopmentallyappropriatechallengestoreinforcelearningfundamentalmovements.1.1.4Performfundamentalrhythmicskillsalone,withapartner,orinagroup.1.2.4Identifymajorbodyparts,muscles,andbonesusedtomoveandsupportthebody.LessonOverview:StudentswillbeintroducedtoYogaforKidsthroughchildren’sliteratureandPowerPointPresentations.Studentswillbecomeawareofthebenefitsofyogaandlearnatleastthree(3)yogaposesaweekforatotaloftwelve(12)yogaposesforthequarter.
LessonObjective(s):Inthislesson,studentswillbeableto:
• providethedefinitionofyoga.• listtwelve(12)typesofyogaposeswith90%
accuracy.• explainatleasttwo(2)benefitsofdoingyoga.• observethedemonstrationoftheyogaposes.• showunderstandingofthedemonstrationby
completingtheactivityasanindividualandasagroup.
Vocabulary:Yoga FocusQuestion(s):Howwillyogahelpmebehealthy?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Havethemrecitethealphabet.Tellthemthattoday,theywilllistentopartofastoryabouttheABCsofYogaforKids.Explaintothemthatyogaisasystemofexercisesforthebody,mind,andwell-being.Yogawillhelpthemlearnhowtoexercisebyimprovingtheirbalance,enhancetheirflexibility,buildconfidence,helpthemconcentrate,andstrengthentheirmindandbodyconnection.InstructionandStrategies:Days1-2:Readaloudsomepages(uptoDd)ofTheABCsofYOGAforKidsbyTeresaAnnePower.Afterthestory,askthefollowingquestions:
• Whatareatleastfive(5)yogaposesfromthestory?• Describehoweachofthefive(5)posesaredone.• Namefive(5)posesthathaveanimalnames.• Whichyogaposesaredonestandingup?
PEDays:GatherstudentsatthemeetingareaduringPEtime.Callonastudentandaskhim/hertonameoneoftheposestheyrememberfromthestory.Demonstratethatyogaposetotheclass.Explaineachbodypartusedandhowitlookswhenposing.GuidedPractice:Days1-2:Passoutasheetofblankpapertoeachstudent.Havestudentsfoldthepaperinhalfonceandthenfolditinhalfagain.Tellthemtoopenthesheetandtracetheinvisiblelineswithacrayon.Studentsshouldhavefoursquaresontheirpaper.Remindthemtoalsowritetheirnamesandtoday’sdateontheback.Usingacrayon,askstudentswhatthefirstletterofthealphabetis.Oncetheyrespond“a”,havethemwriteonthetopofonesquare,theupperandlowercaseletterof“a”.Repeatthesameprocedureforlettersb,c,andd.Ontheboard,writethelettersa,b,c,andd.Askstudentstonametheyogaposesfromthestory.Writetheirresponsesontheboardunderneaththecorrectbeginningletter.Oncefinished,studentswillcopylistontotheirpaper.PEDaysStudentswillobserveteacherdemonstratingyogaposefirst,beforeattemptingthepositionhim/herself.Teacherwillremindstudentsofthebenefitsofyogaaseachposeisdone:flexibility,balance,concentration,etc.FormativeAssessment:Teacherwillmonitorandobservestudentsdemonstratingtheyogaposescorrectly.Closure:Asstudentsleavefortheday,teacherwillhavestudentsshowayogaposeornameayogapose.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Lessenrequirednumberofposes.Resources(TextbookandSupplemental):TheABCsofYogaforKidsbyTeresaAnnePowerYogaforKidsfromwww.youtube.comYogaPowerPointPresentationsfromwww.teacherspayteachers.comReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/Health/PE Grade/Course:1stGrade Timeline:4weeksStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.RL.1.10Withpromptingandsupport,readproseandpoetryofappropriatecomplexityforgrade1.L.1.1aPrintallupper-andlowercaseletters.1.1.1.Tellhowhealthybehavioraffectpersonalhealthandwellness.1.1.2Identifythethreedimensionsofhealth:physical,mental,andsocial.1.7.1Describehealthypracticestomaintainpersonalhealthandwellness.1.7.2Identifyandpracticebehaviorsthatavoidorreducehealthrisks.1.1.2Performnon-locomotorskillswithdevelopmentallyappropriatechallengestoreinforcelearningfundamentalmovements.1.1.4Performfundamentalrhythmicskillsalone,withapartner,orinagroup.1.2.4Identifymajorbodyparts,muscles,andbonesusedtomoveandsupportthebody.LessonOverview:StudentswillbeintroducedtoYogaforKidsthroughchildren’sliteratureandPowerPointPresentations.Studentswillbecomeawareofthebenefitsofyogaandlearnatleastthree(3)yogaposesaweekforatotaloftwelve(12)yogaposesforthequarter.
LessonObjective(s):Inthislesson,studentswillbeableto:
• providethedefinitionofyoga.• listtwelve(12)typesofyogaposeswith90%
accuracy.• explainatleasttwo(2)benefitsofdoingyoga.• observethedemonstrationoftheyogaposes.• showunderstandingofthedemonstrationby
completingtheactivityasanindividualandasagroup.
Vocabulary:Yoga FocusQuestion(s):Howwillyogahelpmebehealthy?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Havethemrecitethealphabet.Tellthemthattoday,theywilllistentopartofastoryabouttheABCsofYogaforKids.Explaintothemthatyogaisasystemofexercisesforthebody,mind,andwell-being.Yogawillhelpthemlearnhowtoexercisebyimprovingtheirbalance,enhancetheirflexibility,buildconfidence,helpthemconcentrate,andstrengthentheirmindandbodyconnection.InstructionandStrategies:Days1-2:Readaloudsomepages(uptoDd)ofTheABCsofYOGAforKidsbyTeresaAnnePower.Afterthestory,askthefollowingquestions:
• Whatareatleastfive(5)yogaposesfromthestory?• Describehoweachofthefive(5)posesaredone.• Namefive(5)posesthathaveanimalnames.• Whichyogaposesaredonestandingup?
PEDays:GatherstudentsatthemeetingareaduringPEtime.Callonastudentandaskhim/hertonameoneoftheposestheyrememberfromthestory.Demonstratethatyogaposetotheclass.Explaineachbodypartusedandhowitlookswhenposing.GuidedPractice:Days1-2:Passoutasheetofblankpapertoeachstudent.Havestudentsfoldthepaperinhalfonceandthenfolditinhalfagain.Tellthemtoopenthesheetandtracetheinvisiblelineswithacrayon.Studentsshouldhavefoursquaresontheirpaper.Remindthemtoalsowritetheirnamesandtoday’sdateontheback.Usingacrayon,askstudentswhatthefirstletterofthealphabetis.Oncetheyrespond“a”,havethemwriteonthetopofonesquare,theupperandlowercaseletterof“a”.Repeatthesameprocedureforlettersb,c,andd.Ontheboard,writethelettersa,b,c,andd.Askstudentstonametheyogaposesfromthestory.Writetheirresponsesontheboardunderneaththecorrectbeginningletter.Oncefinished,studentswillcopylistontotheirpaper.PEDaysStudentswillobserveteacherdemonstratingyogaposefirst,beforeattemptingthepositionhim/herself.Teacherwillremindstudentsofthebenefitsofyogaaseachposeisdone:flexibility,balance,concentration,etc.FormativeAssessment:Teacherwillmonitorandobservestudentsdemonstratingtheyogaposescorrectly.Closure:Asstudentsleavefortheday,teacherwillhavestudentsshowayogaposeornameayogapose.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Lessenrequirednumberofposes.Resources(TextbookandSupplemental):TheABCsofYogaforKidsbyTeresaAnnePowerYogaforKidsfromwww.youtube.comYogaPowerPointPresentationsfromwww.teacherspayteachers.comReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/Music Grade/Course:1stGrade Timeline:2weeksStandard(s):RF1.2.cIsolateandpronounceinitial,medialvowel,andfinalsounds(phonemes)inspokensingle-syllablewords.RF.1.3Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.L.1.1Printallupper-andlowercaseletters.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.LessonOverview:Studentswilldemonstrateanunderstandingofgrade-levelphonicsskillsbydistinguishingthefinalconsonantsoundsofobjectsintheclassroom.
LessonObjective(s):Inthislesson,studentswillbeableto
• identifyfinalconsonantlettersandsoundsinpicturenamesandwords.
• sortpicturesand/orwordswiththeircorrectfinalconsonantsoundwith90%accuracy.
Vocabulary:Final FocusQuestion(s):Howwillknowingthefinalconsonantsoundsandlettersinwordsandpictureshelpmeinreadingandwriting?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Explaintothemthattheywilltrytoguesstheobjectyouarethinkingof,byidentifyingtheendingsoundoftheobject.Examples:board,shelf,sink,book,soapOncetheyidentifytheobject,havethemtellyouthesoundtheyhearattheendoftheword.InstructionandStrategies:TeachthestudentsTheEndingSoundsong.Tuneissungto“LondonBridgeisFallingDown”Singthechorusforstudentstohear:"What'sthelastsoundthatyouhear,thatyouhear,thatyouhear,What'sthelastsoundthatyouhearin(theword)sun?" Repeat and replace last word with several words that contain different final consonant sounds and letters. Drawseveralpicturesontheboardandhavethestudentsidentifytheendingthesoundandlettertheyhear.GuidedPractice:Days1-2PassoutPicturePuzzle-EndingSoundshandouttostudents.Explaintothemthattheywillwritetheendingsoundsofthepictureonthepaper.Do3pictureswiththemforpractice.Studentswillcompletetherestofthehandoutontheirown.Oncecompleted,checkforunderstandingandgivethemPart2ofthePicturePuzzle.
Days3-4PassoutFinalConsonantsB,C,D,Fhandouttostudents.Goovereachofthepicturesineachrow.Havestudentsfillintheblankwiththecorrectendingsoundtheyhear.Studentswillthencolor,cut,sort,andpasteintotheirELAnotebooks.Theywillalsowriteandlabelthepicturesintheirnotebooks.Days5-6PassoutFinalConsonantsG,K,L,Mhandouttostudents.Goovereachofthepicturesineachrow.Havestudentsfillintheblankwiththecorrectendingsoundtheyhear.Studentswillthencolor,cut,sort,andpasteintotheirELAnotebooks.Theywillalsowriteandlabelthepicturesintheirnotebooks.Days7-8PassoutFinalConsonantsN,P,R,S,T,Xhandouttostudents.Goovereachofthepicturesineachrow.Havestudentsfillintheblankwiththecorrectendingsoundtheyhear.Studentswillthencolor,cut,sort,andpasteintotheirELAnotebooks.Theywillalsowriteandlabelthepicturesintheirnotebooks.FormativeAssessment:Studentscompletedassignments.Closure:InDays9-10,studentswillreviewthefinalconsonantsandbegivenawrittentestonendingsounds.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):TheBigBookofPhonicsFunbyCarson-DellosaPublishingCompanyInc.,www.jumpstart.com,http://www.proteacher.net/discussions/showthread.php?t=299025Reflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:Health/Art Grade/Course:1stGrade Timeline:2-3daysStandard(s):1.7.1 Describe healthy practices to maintain personal health and wellness. 1.6.1 Identify actions to take toward achieving a health goal. 1.2.1 Identify how the family influences personal health practices. 1.5.1Describeahealth-relatedsituation.1.5.2Identifysituationswhenassistanceisneededinmakinghealth-relateddecisions.1.2.4Planandusevariationsinline,shape/form,color,andtexturetocommunicateideasorfeelingsinworksofart.1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsorpens.LessonOverview:Studentswillbeintroducedtofourstepsandtheimportanceoffoodsafety.
LessonObjective(s):Inthislesson,studentswillbeableto:
• Namefourcorepracticesforfoodsafety.• Demonstratehowtowash(Clean)theirhands
tofightbacteria.• Learnthattheyshouldseparatemeatand
vegetabletoavoidcross-contamination.Learnthatbacteriacanbedestroyedbycooking.
• Learntheprincipleofchill.Vocabulary:Clean,Chill,Cook,Separate,bacteria,cross-contamination
FocusQuestion(s):Whatarefourcorepracticesforfoodsafety?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Frompriorknowledgestudentsshouldbeabletoanswerthefollowing:“Whatdoesmomordadremindyoutodobeforeeating?”Manywillrespond,“washyourhands.”Informstudentsthattheywilllearnfoursimplestepstofoodsafety.InstructionandStrategies:Day1:Askstudentstobrainstormandlistwaystopreparefoodsafely.Writestudent’sresponsesontheboard.Studentswillwatch,FightBacFoodSafetyvideo. After the video ask students the four simple ways to fight bacteria? Write on the board and have the students write four core practices to food safety in their notebook: Clean: wash hands and fruis/vegetables. Cook: cook foods correctly-160 degrees farenheit. Chill: to stop bacteria from multiplying. Separate: to avoid cross contamination. Days2-3:StudentswillusetheircreativitytocreateapostertobeenteredtoPublicHealthfortheFoodSafetyPosterContest.Readdirectionsandrequirementsforthepostercontest.Informstudentsthattheywilldrawandcoloraposterwithamascottoshowthefourmainpracticestofoodsafety.Tointroducetheterm“mascot”askstudentswhocannamethemascotforSimonSanchezHighSchool?Correctresponsewillbeashark.
Havethemthinkofmascotexamplesthatrelatetofood.Drawthesamplesontheboard.Frompreviouslessonshavestudentsrecallthefourmainpracticestofoodsafety.Drawsamplesofpicturestoshowthesepractices.Closure:Displayandsharestudents’work.PosterswithappropriatewaiverformswillbesubmittedtoPublicHealth’sFoodSafetyPosterContest.FormativeAssessment:Healthpost-testIndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):FightBackVideo,PublicHealthPosterContestwaiverformandinstructions.Reflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/Health/Art Grade/Course:1st Timeline:2weeksStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.SL.1.2Askandanswerquestionsaboutkeydetailsinatextreadaloudorinformationpresentedorallyorthroughothermedia.SL.1.3Askandanswerquestionsaboutwhataspeakersaysinordertogatheradditionalinformationorclarifysomethingthatisnotunderstood.SL.1.5Adddrawingsorothervisualdisplaystodescriptionswhenappropriatetoclarifyideasandfeelingsclearly.1.1.2Identifythethreedimensionsofhealth:physical,emotional,andsocial.1.2.1Identifyhowthefamilyinfluencespersonalhealthpractices.1.5.1Describeahealth-relatedsituation.1.5.2Identifysituationswhenassistanceisneededinmakinghealth-relateddecisions.1.6.1Identifyactionstotaketowardachievingahealthgoal.1.7.1Describehealthypracticestomaintainpersonalhealthandwellness.1.2.4Planandusevariationsinline,shape/form,color,andtexturetocommunicateideasorfeelingsinworksofart.1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsorpens.LessonOverview:Studentswilldiscusshowtheyaregrowingemotionally.
LessonObjective(s):Inthislesson,studentswillbeableto
• recognizethatallpeoplehavefeelings.• namesomecommonfeelingswith100%
accuracy.• recognizethatfeelingscanchange.• recognizethateveryonemakesmistakesand
thatwecanlearnfromourmistakes.• explainhowtalkingaboutbadfeelingscan
helponefeelbetter.• explainwhyknowingaboutfeelingsis
importanttogoodhealth.Vocabulary:Feelings,Sad,Angry,Scared,Shy,Happy FocusQuestion(s):
• Howdowegrowemotionally?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Writethewordfeelingsontheboardandpronounceit.Askstudentsiftheycannamesomefeelingsthattheyhavehad.Listthefeelingsontheboardastheyarenamed.Leadstudentstoincludesad,angry,scared,shy,andhappy.Callonstudentstotellaboutatimetheyhadoneofthefeelingslisted.Helpstudentsunderstandthatbothadultsandchildrenhavefeelings.InstructionandStrategies:Day1:Readthefollowingstoryoutloud.Stopateachplacewithanasterisk(*)andaskthestudentshowtheymightfeel.
• Onedayyourmothertookyoutoherfriend’shouse.Youhadnevermetherbefore.*(shy)Mother’sfriendhadacatwithsixkittens.Shetoldyouthatyoucouldhaveoneofthekittens.*(happy)Whileyouwerecarryingthekittenouttothecar,itwiggledoutofyourarmsandranintothestreet.Abigtruckwascomingtowardthekitten.*(scared)Thebigtruckstopped,andthekittenransafelyacrosstheroad.Youcrossedtheroadcarefullyandstartedlookingforyourkitten.Youlookedandlooked,butyoucouldn’tfinditanywhere.*(sad)Justasyouwereabouttogiveup,thekittenpoppedoutfromunderabushandjumpedintoyourarms.*(happy)
Afterthereadingthestory,ask“Didyourfeelingsaboutwhatwashappeninginthestorystaythesameordidtheychange?”Discusshowfeelingscanchange.Explainthatsometimesfeelingscanchangeveryquickly.Helpstudentsunderstandthatfeelingsareapartofus.Day2:Askstudentstothinkabouthowtheyfeelwhentheymakemistakes.Writethewordmistakeontheboardandpronounceit.Letchildrenknowthateverybodymakesmistakes,adultsandchildren.Reassurethemthatitisokaytomakemistakesandthatwecanlearnfromthem.Tellstudentsthatmakingmistakesorgettingangrycansometimesmakethemfeelunhappy.Pointoutthatsometimestalkingtosomeoneabouthowwefeelcanmakeusfeelbetter.HavethemwatchthereadaloudbyToddParrofhisbookIt’sOkaytoMakeMistakesfromwww.youtube.com.Days3-10:Forthenextseveraldays,gatherstudentsatthemeetingarea.ReadaloudthefollowingstoriesaboutfeelingsbyTraceyMoroney.Askquestionspertainingtothestoryafterthereadalouds:
• Whatfeelingdidyoureadabouttoday?• Whatmakesthemfeelthatway?• Howdidthecharacterinthestorydisplaythatfeeling?• Howdoweactwhenwehavethatfeeling?
• Day3-WhenI’mFeelingHappy• Day4-WhenI’mFeelingSad• Day5-WhenI’mFeelingAngry• Day6-WhenI’mFeelingScared• Day7-WhenI’mFeelingJealous• Day8-WhenI’mFeelingKind• Day9-WhenI’mFeelingLonely• Day10-WhenI’mFeelingLoved
GuidedPractice:Day1:Passoutablanksheetofpapertoeachstudent.Havethemfoldithalf,crease,andthenfolditinhalfagain,crease.Thereshouldbe4boxes.Makesurestudentswritetheirnames,today’sdate,andthesubjectHealthontheback.Onthefront,studentswillcopythefollowingsentencesoneachbox.
1. Youloseyourlunchmoney.2. Yougetapresent.
3. Yourfriendcomestoplay.4. Youhaveabadcold.
Aftertheycopythesentencesoneachbox,studentswillthendrawahappyorsadfacetoshowhowtheywouldfeelthosethingshappenedtothem.Day2:Writethefollowingquestionsontheboard:
1. Doeseverybodyhavefeelings?2. Doyoualwaysfeelthesame?3. Doeseverybodymakemistakes?4. Canyoulearnfromyourmistakes?5. Cantalkingaboutyourfeelingsmakeyoufeelbetter?
GoovereachquestionandhavestudentsrespondYESorNoorally.Afterwards,passoutasheetofwritingpapertoeachstudent.HavestudentscopythequestionsandanswerYESorNoaftereachone.Days3-10:Studentswillcreateabookaboutfeelings.TheywillwriteandfillinthesentenceIfeelhappywhen_______________.Ifeelsadwhen______________.Ifeelangrywhen_______________.Ifeelscaredwhen_______________.Ifeeljealouswhen_______________.Ifeelkindwhen______________.Ifeellonelywhen_______________.Ifeelkindwhen_________________.Studentswillthendrawapicturedepictingeachsentence.Oncecompleted,teacherwillassemblethepagesofthebooktogether.FormativeAssessment:Students’oralresponsesandcompletedassignments.
Closure:
Studentswilllearnfingerplayonfeelings:
FEELINGS
Sometimesonmyface,you’llsee, (pointtochest)HowIfeelinsideofme. (pointtoface)Asmilemeanshappy, (smile)Afrownmeanssad. (frown)Andgrittingteeth,meansI’mmad. (gritteeth)WhenI’mproud,Ibeamandglow, (smile)ButwhenI’mshy,myheadhangslow. (Bowhead)ByKarenFolk©WarrenPublishingHouse
IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:
Extratime,onetooneinstruction.Resources(TextbookandSupplemental):BeingHealthybyHarcourtBraceJovanovich,http://www.preschoolexpress.com/music-station09/feelings-songs-april.shtml,It’sOkaytoMakeMistakesfromwww.youtube.com.BooksbyTraceyMoroney:
WhenI’mFeelingHappyWhenI’mFeelingSadWhenI’mFeelingAngryWhenI’mFeelingScaredWhenI’mFeelingJealousWhenI’mFeelingKindWhenI’mFeelingLonely
WhenI’mFeelingLoved
GuamDistrictLevelLessonPlan
Quarter1st
Content:Health/PE/Art Grade/Course:1st Timeline:1weekStandard(s):1.1.2Identifythethreedimensionsofhealth:physical,emotional,andsocial.1.2.1Identifyhowthefamilyinfluencespersonalhealthpractices.1.5.1Describeahealth-relatedsituation.1.5.2Identifysituationswhenassistanceisneededinmakinghealth-relateddecisions.1.6.1Identifyactionstotaketowardachievingahealthgoal.1.7.1Describehealthypracticestomaintainpersonalhealthandwellness.1.2.4Identifymajorbodyparts,musclesandbonesusedtomoveandsupportthebody.1.2.4Planandusevariationsinline,shape/form,color,andtexturetocommunicateideasorfeelingsinworksofart.1.2.7Createartworkbasedonobservationsofactualobjectsandeverydayscenesusingpaintsorpens.1.4.3Identifyandsortpicturesintocategoriesaccordingtotheelementsofartemphasizedintheworks.LessonOverview:Studentswilldiscusshowtheyaregrowingphysically.
LessonObjective(s):Inthislesson,studentswillbeableto
• describethree(3)waystheyaregrowing.• recognizethateveryonegrowsdifferently.• describeavisibleandinvisiblewayofgrowing.
Vocabulary:Body,Different,Growing FocusQuestion(s):• Howdowegrowphysically?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Havestudentsusetheirhandstoshowyouhowbigtheythinkababyis.Tellstudentsthattheyusedtobeaboutthatsize.Ask,“Howdidyougetsomuchbigger?”Theyshouldrespond,“bygrowing.”InstructionandStrategies:Days1-2:
• Writethewordgrowingontheboard.Havestudentsgiveyouexampleshowtheyknowtheyaregrowing.(Someresponsesshouldbe:gettingtaller,wearingbiggerclothes/shoes,gettingnewteeth).
• Writethewordbodyontheboardandpronounceit.Explainthatgettingtaller,gettingbiggerfeet,andgettingnewteethallshowwaysthatthebodygrows.
• Tellthemthattherearewaysthatthebodygrowsthatcannotbeseen.Explainthatthebones,thestomachmuscles,andsomeotherbodypartsgrowinsidewherewecan’tseethem.
• Discusswithstudentsotherwaysaboutgrowing.Talkaboutthingstheycandonowthattheycouldnotdowhentheywerebabies.Listtheirresponsesontheboard(talk,walk,feedthemselves,dressthemselves).
• Havestudentslineupbyheight.Oncetheyfinish,askthemtotellyouwhattheynoticeabouttheline.Theyshouldsaythattheyarealldifferentsizes.
• Writetheworddifferentontheboard.Explaintothemthatpeoplegrowatdifferentrates.Somegrowmorequicklyormoreslowlythanothers.Somemaywearbiggerclothesorsmallershoes.Somemayhavegrownnewteeth,whileothersstillhavetheirprimaryorbabyteeth.Eachoneisdifferentandthatisokay.
Days2-3:
• Callonstudentstotellyouwaystheyaregrowing.Listentotheirresponses.Askthemhowtheyknowthateachpersongrowsinadifferentway?Havethemtellyouawaypeoplearegrowingthatcanbeseen.Havethemtellyouawaypeoplegrowthatcannotbeseen.
GuidedPractice:Days1-2:Gooverthedefinitionforeachvocabularywordwiththestudents:Growing-becominglargerorgreateroveraperiodoftimeBody-Themainphysicalpartofapersonoranimal.Different-notthesameHavestudentstakeouttheirHealthorVocabularyNotebooksandcopythewordsandmeanings.Days2-3:StudentswilltakeouttheirHealth/VocabularyNotebooksandillustrateeachvocabularywordusingartsupplies.Days4-5:Writethefollowingstatementsontheboard:
1. Yourwhole________isgrowing.(body,desk,sandwich)2. Youaremoregrownupthana________.(teacher,baby,man)3. Growingisbeingabletodo_________things.(silly,fewer,more)4. Eachpersongrowsina_________way.(others,different,bigger)5. Partsofyourbodyaregetting_________.(bigger,different,learning)
Goovereachstatementandanswerchoiceswiththestudents.Havethemgiveyouthewordthatbestcompleteseachsentence.Writethewordontheblank.Studentswillthencopytheboardonasheetofwritingpaperandsubmitwhenfinished.FormativeAssessment:Students’oralresponsesandcompletedassignments.
Closure:
StudentswilllistentotheteacherreadaloudLoveYouForeverbyRobertMunsch.
IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:
Extratime,onetooneinstruction.Resources(TextbookandSupplemental):BeingHealthybyHarcourtBraceJovanovichLoveYouForeverbyRobertMunsch
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/Music/PE Grade/Course:1stGrade Timeline:4-5weeksStandard(s):RF1.2.cIsolateandpronounceinitial,medialvowel,andfinalsounds(phonemes)inspokensingle-syllablewords.RF.1.3Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.L.1.1Printallupper-andlowercaseletters.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.1.2.1Demonstratefundamentalmovementvocabularyandcuewordsforlearningskills.1.2.3Identifyanddemonstrateprinciplesforlearningbasicmovementskillsbypracticingthebasicprinciplesforbalance,footworkskills,andcatchingaball.1.2.4Identifymajorbodyparts,musclesandbonesusedtomoveandsupportthebody.1.6.3Demonstrateself-expressioninaphysicalactivitysetting.LessonOverview:Studentswillbeintroducedtothefollowingphonemesandgraphemesintheinitialposition:B,C,D,F,G,H,J,K,L,M,N,P,R,S,T,V,W,X,Y,Z
LessonObjective(s):Inthislesson,studentswillbeableto
• identifyinitialconsonantlettersandsoundsinpicturenamesandwordswith90%accuracy.
• sortpicturesand/orwordswiththeircorrectinitialsoundwith90%accuracy.
Vocabulary:Consonants FocusQuestion(s):Howwillknowingtheinitialconsonantsoundsandlettersinwordsandpictureshelpmeinreadingandwriting?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Directstudents’eyestotheposterondisplay.Pointtothelettersonthetreeandhavestudentsidentifyandsaythesoundforeachone.Letthemknowthattheselettersarecalled“consonants.”InstructionandStrategies:TeachthestudentstheConsonantTreesong.Tuneissungto“MulberryBush.”Singthechorusandverse1onceforstudentstohear:Herewego‘roundtheconsonanttree,theconsonanttree,theconsonanttree.Herewego‘roundtheconsonanttree,singingthesoundsofletters.Thisisthesoundthatbcanmake:“b”“b”“b”,“b”“b”“b.”Thisisthesoundthatbcanmake,Inwordslikebellandbaby.(repeatversesubstitutingconsonants)Butxjustlikestohaveitsway.Itdoesn’tsay“x”allday.
It’drathersoundlike“z”“z”“z”Whenit’sabeginningletter.(useonlyfortheletter“x”)GuidedPractice:PassoutBeginningConsonantsB,C,D,Fhandouttostudents.Goovereachconsonantandthepicturesineachrow.Explaintothemthattheywilltracethebeginningconsonantletterwithacrayonandcolorthepicturesthatbelongwiththeletter.Studentswillthencolor,cut,sort,andpasteintotheirELAnotebooks.Theywillalsowriteandlabelthepicturesintheirnotebooks.ThisactivitycontinuesforthenextfewweekswithBeginningConsonantsG,H,J,K,BeginningConsonantsL,M,N,P,BeginningConsonantsR,S,T,V,andBeginningConsonantsW,X,Y,Z.FormativeAssessment:StudentswillplayConsonantShipsinalargegroupsetting.Havestudentsformacircle.Chooseonetostandinthecenterandtossabeanbagorchalkboarderasertosomeoneinthecircle.Whiletossing,“thetosser”says,“TheBshipissailing.What’syourcargo?”ThecatchermustanswerwiththenameofsomethingthatbeginswithB.Ifthe“catcher”answerscorrectly,heorshebecomesthetosserusingthenextconsonantonthelist.Iftheanswerisincorrect,theoriginaltosserremainsinthecenterandthefirstconsonantisrepeated.Closure:Studentswillbeassessedontheconsonantletteridentificationandsound.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):TheBigBookofPhonicsFunbyCarson-DellosaPublishingCompanyInc.Reflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/SocialStudies Grade/Course:1stGrade Timeline:2DaysStandard(s):RL1.1.Askandanswerquestionsaboutkeydetailsofthetext.W.1.3Writenarrativesinwhichtheyrecounttwoormoreappropriatelysequencedevents,includesomedetailsregardingwhathappened,usetemporalwordstosignaleventorder,andprovidesomesenseofclosure.1.1.1Describethemaincharactersandtheirqualities,afterreadingorlisteningtofolktales,legends,andstoriesFromGuam,theU.S.,andaroundtheworld.1.1.2Describethequalitiesordistinctivetraitsofdifferentethnicgroups,faiths,andhistoricalperiodsafterreadingorlisteningtostoriesaboutfamouspeople.LessonOverview:Studentswilllistentoastoryanddemonstratetheirunderstandingofthestorythroughtheirwriting.
LessonObjective(s):Inthislesson,studentswillbeableto
• describeJohnnyAppleseedbyproviding2-3details,
• writeaboutwhathappenedinthestoryproviding2-3details.
Vocabulary:squishy FocusQuestion(s):Howwillwritingaboutwhathappenedhelpmeunderstandthestory?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.ReadJohnnyAppleseedbyJodieShepherdtotheclass.InstructionandStrategies:Day1:Afterreadingthestory,askthefollowingquestions:
• WasJohnnyAppleseedarealormake-believeperson?• WhatwasJohnnyAppleseed’srealname?• WhywashecalledJohnnyAppleseed?• NamesomethingsthatJohnnyAppleseedliked.• DescribeJohnnyAppleseed.• WhatmakesJohnnyAppleseedanimportantperson?
Day2:ShowstudentsPowerPointonJohnnyAppleseed.Explainthetextandpicturestothestudentsasyougoovereachslide.
GuidedPractice:Days1-2PassoutwritingpaperandtheJohnnyAppleseedcoloringsheet.ExplaintothestudentsthattheywillcolorthepictureofJohnnyAppleseedandwritewhattheyrememberabouthimfromthestory.FormativeAssessment:Beforestudentsbegin,askseveralofthemwhattheyrememberfromthestorytowriteabout.Listentotheirresponses.Closure:Beforetheybegintheirassignment,askstudentswhyisitimportanttowritewhattheyrememberfromthestory?Listentotheirresponsesandreaffirmthatwhentheywriteaboutwhathappened,theycanrememberandunderstandthestorybetter.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):JohnnyAppleseedPowerPointJohnnyAppleseedbyJodieShepherdReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/SocialStudies/Music Grade/Course:1stGrade Timeline:2daysStandard(s):R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.2.Identifythemaintopicandretellkeydetailsinatext.W.1.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.1.1.3ExplainthatpeopleonGuamandintheU.S.haveavarietyofdifferentreligious,community,andfamilycelebrationsandcustoms,anddescribecelebrationsorcustomsheldbymembersoftheclassandstudents’ownfamilies.1.2.3Readimportantdatesonacalendarandassociatethemwithdaysoftheweek.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.1.3.4Usedevelopmentallyappropriatemovementsinrespondingtomusicfromvariousgenres,periods,andstyles(rhythm,melody,form).LessonOverview:Studentswilllistentoastoryaboutthefirstholidayoftheschoolyear,LaborDay,recognizingAmerica’sworkers.
LessonObjective(s):Inthislesson,studentswillbeableto
• identifythree(3)factsaboutLaborDaywith100%accuracy.
• explainthehistoryofLaborDayintwo(2)orthree(3)details.
• statetwo(2)wayspeoplecelebrateLaborDaywith100%accuracy.
Vocabulary:Labor,Holiday FocusQuestion(s):HowisLaborDaycelebratedinGuam?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Havethemlookatthecalendarposted.Askthemwhatdayoftheweekistodayandwhatdayoftheweekwasyesterday.ResponsesshouldbeTuesdayandMonday.ExplaintothemthattherewerenoclassesheldonMondayduetoaholidaycalledLaborDay.InstructionandStrategies:Day1:Readthestory,LaborDay(HolidaysandCelebrations)byRebeccaRissman.Afterthestory,askthefollowingquestions:
• WhenistheLaborDayholiday?• Wheredidmostpeoplework?• WhatareLaborUnions?• HowdidLaborUnionshelpworkers?• WhataresomewayspeoplecelebrateLaborDay?
Day2:
Reviewyesterday’slessonwiththestudentsbyaskingthemtotellyousomethingsaboutLaborDaythattheyremember.Reviewthelistofworkersontheboard.TeachstudentsLaborDaySongbyJeanWarren:
OH, THE WORKERS GO TO WORK Tune: “The Wheels On The Bus”
Oh, the workers go to work and work all day, Work all day, work all day. Oh, the workers go to work and work all day, All through the town.
Oh, the bakers go to work and bake all day, Bake all day, bake all day, Oh, the bakers to work and bake all day, All through the town.
Continue with other workers. GuidedPractice:Day1:Askstudentstonamesomepeoplewhodoworkinthecommunity.Listthemontheboard.PassoutFuturePlansreproducibletoeachstudent.Havethemthinkofwhatkindortypeofworkertheywouldliketobewhentheyaregrownandencouragethemtowriteaboutwhytheywantthattypeofjob,whattheywouldwearforthatjob,andwhattheywouldneedtolearnforthejob.Day2:PassoutLaborDayprintabletoeachstudent.Explaintothemthattheywillmatchthecorrectnameoftheworkerwithitspicture.Pleaseremindthemtocolorbeforecuttingandpasting. FormativeAssessment:Students’completedassignments.Iftimepermits,havestudentsplayLaborDayLotto.PassoutLaborDayLottoreproducibletoeachstudent.Havethemcolor,cut,andpastethesquaresofworkersonthebottomofthepagetotheLottoGrid.Teacherwillthenrandomlypickasquarefromacontainerandreaditaloud.Studentswillcoverthesquareoftheworkercalledontheirboard.Firststudentwhocoversfour(4)squaresinarowshoutsout“HappyLaborDay!”andreadsthejobsaloudandmaywinasmallprize.Closure:StudentswillwatchPowerPointonLaborDay.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):LaborDay(HolidaysandCelebrations)byRebeccaRissman,Labor
DayPowerPointPresentation,LaborDayLottoHandoutandGameMarkers,FuturePlansandLaborDayreproducibles.Reflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA Grade/Course:1stGrade Timeline:1-2daysStandard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.RL.1.2Retellstories,includingkeydetails,anddemonstrateunderstandingoftheircentralmessageorlesson.RL.1.3Describecharacters,settings,andmajoreventsinastory,usingkeydetails.RF.1.3Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.L.1.1Printallupper-andlowercaseletters.LessonOverview:Studentswilldemonstrateanunderstandingofthealphabetletters,itssounds,andwordsorpicturesassociatedwitheach.
LessonObjective(s):Inthislesson,studentswillbeableto
• identifyandwritethelettersofthealphabet.• provideawordtomatchthebeginningsound
ofaletterfromalphabet.Vocabulary:Alphabet,Letters,Sounds FocusQuestion(s):Howdothelettersofthealphabet
helpusinreadingandwriting?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsinmeetingarea.ReadaloudChicka,Chicka,Boom,BoombyBillMartin,Jr.andJohnArchambault.Afterthestory,askstudentsthefollowingquestions:
• Namethemaincharactersinthestory.• Whathappenedinthestory?• Whydidthecoconuttreefallover?• Describesomeofthelettersafterthecoconuttreefell.
InstructionandStrategies:
• Havestudentsrecitethelettersofthealphabet.• Tellthemthatthelettersformwordsthatmakesentencesthatmakeparagraphsthatturnintostories.• ShowAlphabetPhonicsChantPowerPointPresentationtostudents.• Goovereachslide,pointingtotheformatofeachupperandlowercaseletteranditssound.• Havestudentsreadand/orlookatthepicturesthatbeginwitheachletter.• Continueforalltwenty-six(26)lettersofthealphabet.
GuidedPractice:
• PassAlphabetLettershandouttoeachstudent.Explaintothestudentsthattheywillsaythenameofthepictureandwritetheupperandlowercaseletteritbeginswith.Dothefirstthree(3)itemswiththestudentstogether.
• Studentswhoareabletocompletetheassignmentindependentlymaydoso.• Studentswhoneedmoreguidanceandassistancemayworkwiththeteacheratthelonggrouptable.• Afterwards,studentswillcolorthepictures,cut,andpasteintotheirLanguageNotebooks.
FormativeAssessment:Teacherobservationofstudentswhowereabletodoassignmentontheirownornot.Closure:Askeachstudenttogiveanexampleofawordthatbeginswithaletterfromthealphabetthroughouttheschoolday.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):Chicka,Chicka,Boom,BoombyBillMartin,Jr.andJohnArchambault,AlphabetLettersprintablefromwww.teacherspayteachers.comReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:Science/ELA/Music Grade/Course:1stGrade Timeline:1weekStandard(s): RI.1.1Askandanswerquestionsaboutkeydetailsinatext.RI.1.2Identifythemaintopicandretellkeydetailsofatext1.1.1Followsproceduresandexplaintheresultsofaninvestigationtoanaudienceusingsimpletables,charts,graphs,andpictures.1.2.4Recognizetheneedsoflivingthings,suchasasourceofenergy,water,andair.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.1.3.4Usedevelopmentallyappropriatemovementsinrespondingtomusicfromvariousgenres,periods,andstyles(rhythm,melody,form).LessonOverview:Studentswillbedevelopingcriteriausedtoidentifylivingandnonlivingthings.Usingthecriteria,studentswillbeabletoclassifywhichthingsarelivingandwhicharenonliving.
LessonObjective(s):Studentswillbeableto
• classifythingsaslivingornonlivingwith90%accuracy
• recognizethatalllivingthingsgrowandneedfood,air,andwater.
• discussthecharacteristicsoflivingandnonlivingthings.
Vocabulary:Living,Nonliving FocusQuestion(s):Whataredifferencesbetweenlivingandnonlivingthings?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.ShowstudentsslidesofIsItLiving?PowerPoint.Askthemifeachpictureislivingornonliving.InstructionandStrategies:Days1-2:Leadstudentsintoadiscussionbyaskingthemthefollowingquestions:
• Howcanyoutellifsomethingislivingornonliving?• Whataresomethingsthatalllivingthingshaveincommon?
Listtheirideasandresponsesonchartpaperorontheboard.(Someresponsesmayinclude:moves,grows,breathes,eats,etc.)Havestudentschooseanobjecttochecktheirideas.Ifitistruefortheobject,indicatethatbyputtingacheckmarkaftereachcharacteristic.Dothesameforatleast3-4otherobjectsthatyouknowwillnotfollowalloftheirideas.Examplesmayinclude:dog,flower,grass,rocks.Aftercomparingtheobjectsbasedontheideas,crossoutwhatisnottrueforALL,youwillfindoutthatwhatisleftisthatalllivingthingsmoveandalllivingthingsgrow.Day3:Makeachartwithallofthecharacteristicsoflivingthingsacrossthetop.Choosedifferentobjectsandgo
througheachofthecharacteristicsforeachone.Thenhavethekidsdeterminewhetherthatobjectislivingornonliving.Day4:TeachstudentsTheLivingSongsungtothetuneof“FrereJacques.”TheLivingSongItisliving.Itisliving.Iknowwhy!Iknowwhy!Iteatsandbreathesandgrows.Iteatsandbreathesandgrows.It’salive!It’salive!GuidedPractice:Days1-2:ContinueonwiththerestofthePowerPoint,discussingeachslide.Day3:HavestudentstakeouttheirScienceNotebooks.PassouttoeachstudentanIsItLivingrecordingsheettoglueintheirnotebook.Next,passoutapictureforthemtoadheretothetopoftherecordingandanswerthequestionsabouttheirimage.Days4-5:StudentswillcompleteScienceofaFarmbooklet.
• CoverPage,studentswillwritetheirnamesandcolor.• Page1HugeHaystack,studentswillcolor,cut,sort,andpastethepicturesthatarelivingand
nonliving.• Page2IntheBarn,studentswillusethecolorcodetocoloreachlivingandnonlivingthing.• Page3KeepingNeedsinMind,studentswillcrossoutwhatisnotaneedandfillintheblankswiththe
bestanswer.• Page4GrowingUp,studentswillreadthesentencesanddrawalinetomatchthepictures.• Page5ThePickoftheCrop,studentswillreadeachsentenceandcolorwhetherthesentenceistrue
ornottrueaboutlivingthings.
FormativeAssessment:Days:1-2:Students’participationandresponsetoquestions.Day3:Students’completedrecordingsheetoftheirpictures.Day4-5:Studentscompletedbooklet.
Closure:StudentswillreadpagesA11-A15oftheirScienceTextbookonLivingandNonlivingThings.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):IsitLiving?PowerPointbywww.kindergartenkindergarten.comIsItLiving?recordingsheetprintable,ScienceontheFarmbooklethandouts,ScienceHarcourtTextbookReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:Health/PE Grade/Course:1stGrade Timeline:2weeksStandard(s):1.1.1 Performlocomotorskillswithdevelopmentallyappropriatechallengestoreinforcelearningofbasic
movements.
1.1.2 Performnonlocomotorskillswithdevelopmentallyappropriatechallengestoreinforcelearningfundamentalmovements.
1.1.4 Performfundamentalrhythmicskillsalone,withapartner,orinagroup.
1.2.1Demonstratefundamentalmovementvocabularyandcuewordsforlearningskills.
1.2.2Identifyanddemonstratethebasicprinciplesofage-appropriatelocomotor,nonlocomotor,andmanipulativeskills.
1.3.1Engageinhealth-relatedphysicalfitnessactivities/gamesduringphysicaleducationclass,recess,and/orleisuretimewithone’sfamilyandfriends.
1.5.1Identifyanddemonstratesafetypracticesandpersonalresponsibilityduringphysicaleducationclass,recess,andafterschoolphysicalactivities.
1.5.2Demonstrateandapplyanunderstandingofrulesanddirectionsforanactiveclass.
1.6.2Respondtoandapplybasicskillelementsgivenbytheteacherforlearninganddevelopingmotorskills.
1.6.4Expressenthusiasmforparticipatinginphysicalactivity.LessonOverview:Studentswillbeabletoperformsix(6)properlocomotormovementsandincorporatelisteningskills.
LessonObjective(s):Inthislesson,studentswillbeableto:
• Demonstratesix(6)locomotormovementswith100%accuracy.
• Definethetermlocomotor.Vocabulary:locomotor,nonlocomotor,walk,slide,gallop,run,hop,skip
FocusQuestion(s):Whatarelocomotormovements?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Callonstudentvolunteerstoshowtheclasshowtheywouldmovetothefollowingcommonscenarios:
1. Togetabookacrosstheroom.(walk)2. Togettoabasewhenplayingbaseball.(run)
InstructionandStrategies:Day1:
• Aftertheanticipatoryset,informthestudentsthatthefollowingmovementsthatweredemonstratedbytheirclassmatesarecalledlocomotormovements.
• Definelocomotormovementsas:movementsthattakeyoufromoneplacetoanother.• Havethestudentsshareothermovementsthatcantakethemfromoneplacetoanother.Writethe
movementsontheboard.• Informstudentstheywillbewatchingavideo,“GetActivewithAndrew,”thatwillshowtheproperway
todosix(6)differenttypesoflocomotormovements.Days2-14
• Duringthenextfewdays,studentswillpracticetheirlocomotormovementsbyusingguidedpractice(pairingupwithapartner)andindependentpractice.
• Studentswillbeassessedusingthelocomotorskillsrubric.Closure:
StudentswillperformproperlocomotormovementswhileplayingtheSixCornerRoll.
Description:Dividestudentsevenlyintosix(6)groups.Whenthemusicstarts,studentswilltravelintheactivityarea.Whenthemusicstops,everyonehasfive(5)secondstogettoanumberedspot.Groupmuststaytogether.Whenallofthestudentsareinanumberedspot,astudentfromthegroupwillrollthedie.Eachnumberonthedierepresentsalocomotormovement.1-skip,2-walk,3-hop,4-gallop,5-slide,6-run.Eachstudentinthegroupwillperformtheproperlocomotormovementuntiltheteachersaysstop.Musicbeginsagain.
FormativeAssessment: Students will be assessed using the Locomotor Skills Rubric. IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:
• Pairstudentswhoarehavingdifficultywithmoreadvancedstudents.• Specialneedsstudentswilldemonstrateatleast2ofthelocomotormovementswith85%accuracy.
Resources(TextbookandSupplemental):“GetActivewithAndrew”,LocomotorSkillsRubricReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:Math Grade/Course:1stGrade Timeline:OngoingStandard(s):1.OA.3Applypropertiesofoperationsasstrategiestoaddandsubtract.1.OA.5Relatecountingtoadditionandsubtraction1.OA.6Addandsubtractwithin20.LessonOverview:Studentswillbeintroducedtotheconceptofadditionanddemonstrateanunderstandingoftheskillthroughpractice.
LessonObjective(s):Inthislesson,studentswillbeableto
• addnumbersupto10
Vocabulary:Addition,Sum FocusQuestion(s):Howwillknowinghowtoadd2numberstogetherhelpmeinmath?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Readaloudthebook,IfYouWereaPlusSignbyTrishaSpeedShakan.Throughoutthestory,havestudentsreadaloudthenumberproblemsandanswers.InstructionandStrategies:Drawtheplussymbolontheboard.Explaintothestudentsthat,thatisaplussign.Itmeanstoputtogether.Writetwonumbersontheboardwiththeplussigninbetween.Havestudentstellyouwhatthenumbersareanddrawcirclesorlinestomatcheachnumber.Havestudentscountthelinesorcirclesthatwasdrawnandwritethenumberontheotherendoftheequationaftertheequalsign.Repeatprocedurebyshowing2morenumbers.GuidedPractice:HavestudentstakeouttheirMathNotebooks.Letthemopentothenextcleanpageandhavethemfoldonepagetothespine.Withcrayon,havethemdrawtheplussignsymbolonthefoldofthepage.Explaintothemthattheywillchoose2foamnumbersandgluethemoneachsideoftheplussign.Theywillthendrawcirclesorlinestomatchthefoamnumbersandwritethesumaftertheequalsign.FormativeAssessment:Havestudentscompletetheactivitygivenandcheckforunderstandingoncecompleted.Closure:Beforetheydotheirassignment,askstudentswhatsymboldidtheylearntodayanditspurpose.Listentotheirresponses.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:
Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):IfYouWereaPlusSignbyTrishaSpeedShakanReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:Math Grade/Course:1stGrade Timeline:OngoingStandard(s):1.NBT.1Countto120,startingatanynumberlessthan120.Inthisrange,readandwritenumeralsandrepresentanumberofobjectswithawrittennumeral.1.NBT.2Understandthatthetwodigitsofatwo-digitnumberrepresentamountsoftensandones.Understandthefollowingasspecialcases:Thenumbersfrom11-19arecomposedofatenandone,two,three,four,five,six,seven,eight,ornineones.LessonOverview:Studentswillbeintroducedtotheconceptofplacevalueandbegintoviewtenonesasaunitcalledaten.
LessonObjective(s):Inthislesson,studentswillbeableto
• countobjectsintogroupsof10with80%accuracy
• understandthatabundleof10onesisaunitcalledaten.
Vocabulary:PlaceValue,Units,Tens,Ones,Bundle FocusQuestion(s):Howcanweshowaten?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.ReadaloudthebookWhat’sthePlaceValue?ByShirleyDuke.ExplaintothestudentsthatthemeaningofPlaceValueisthevalueofwherethedigitisinthenumber.InstructionandStrategies:Askstudentswhatwaysdotheymakeorshow10.Listenandwritetheirresponsesontheboard.Drawonesquareorcubeontheboardandaskstudentshowmanydotheysee.Theyshouldrespond“one”.Dothesamewiththenextnumbersinsequentialorder.Whenyougettothenumber10-drawtensquaresintoonelongsticktomakearodoften.Explaintothestudentsthatwhentheyseetherod,itisequalto10andiscalledaten.Showrepresentationsforseveralteennumbersontheboard.GuidedPractice:ShowthestudentsthePlaceValuePowerpoint.Goovereachslideandreviewtheconceptofplacevalue.Givestudentstimetoreadandrespondtoeachslide.FormativeAssessment:Askstudentstotellyouthemeaningofplacevalueandwhatisaten.Listentotheirresponses.Closure:Askstudentstoshowyouhowmanyareinaten.Inviteatleast1or2ofthemtodrawtheplacevaluerepresentationforoneoftheteennumbersfrom11-19ontheboard.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.
Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):www.teacherspayteachers.comWhat’sthePlaceValue?ByShirleyDukePlaceValuePowerpointReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/Science Grade/Course:1stGrade Timeline:1weekStandard(s): R.L.1.1/R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.1Identifythemaintopicandretellkeydetailsofatext1.2.1Recognizethatstoriesthatgivehumanattributestoplantsandanimalsarenotreal.1.2.2Observeanddescribethattherecanbedifferences,suchassizeormarkings,betweentheindividualswithinonekindofplantoranimalgroup.1.2.4Recognizetheneedsoflivingthings,suchasasourceofenergy,water,andair.LessonOverview:Studentswilldiscussthefunctionsofthebasicpartsofaplant,theneedsofaplant,andthepartsoftheplantthathumanseat.
LessonObjective(s):Studentswillbeableto:
• identifyanddiscussthefunctionsofthebasicpartsofaplant.
• identifytheneedsofplants,• identifythepartsoftheplantthathumans
eat.Vocabulary:Plants,Seeds,Roots,Stem,Leaves,Flower
FocusQuestion(s):Whyareplantsimportanttopeople?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Readaloudthebook,SeedsbyVijayaKhistyBodachtothestudents.Afterthestory,askstudents:
• Whatdoseedsdo?• Whatdoseedsneed?• Howdoseedsspread?• Whatkindsofseedsdoweeat?
InstructionandStrategies:Day1:Tellstudentsthatyouaregoingtodrawapictureofsomethingthatcomesfromaseed.Drawapictureofaflowerwithroots,astem,leaves,andthefloweritself.Askstudentstoidentifywhatyoudrew.Oncetheyrespond,havethemtellyouthepartsoftheflowerthatyoudrew.Labeleachpartontheboard.Readaloudthebook,RootsbyVijayaKhistyBodachtothestudents.Afterthestory,askstudents:
• Whatdorootsdo?• Whatkindofrootsarethere?• Whatkindofrootsdoweeat?
Day2:Readaloudthebook,StembyVijayaKhistyBodachtothestudents.Afterthestory,askstudents:
• Whatdostemsdo?• Whatkindofstemsarethere?• Whatkindofstemsdoweeat?
Day3:Readaloudthebook,LeavesbyVijayaKhistyBodachtothestudents.Afterthestory,askstudents:
• Whatcoloraremostleaves?• Whatdoleavesdo?• Whatkindofleavesarethere?• Whatkindofleavesdoweeat?
Day4:Readaloudthebook,FlowersbyVijayaKhistyBodachtothestudents.Afterthestory,askstudents:
• Whatdoflowersdo?• Wheredoflowerbudsgrow?• Whatdoflowershaveinside?• Whatkindofflowersarethere?• Whatkindofflowersdoweeat?
Day5:Readaloudthebook,TopsandBottomsbyJanetStevens.Afterthestory,askthefollowingquestions:
• Whoarethemaincharactersinthestory?• WhatdoesBearhave?Why?• WhatdoesHarehave?Why?• HowareHareandBeardifferent?• WhatisHare’splantoBear?• WhatdoHareandhisfamilydo?• WhatdoesBeardo?• Whathappenedduringthefirstharvest?• Whathappenedduringthesecondharvest?• Whathappenedduringthethirdharvest?• HowdoesHaretrickBear?
Day6:ReadaloudGrowFlower,Grow!byLisaBruce.Afterthestory,askthestudents:
• WhataresomeofthethingsFrangavetotheplanttotrytomakeitgrow?• Whydidtheplantstartgrowing?• Whatdoplantsneedtogrow?
GuidedPractice:Day1:Askstudentswhatkindofrootsdoweeat?Leadstudentstoreplycarrots.Passoutcarrotandpockethandouttoeachstudent.Havethemwritethewordrootontheblank,colorthecarrot,cutoutthecarrotandpocket.Studentsmayneedhelpassemblingthepocket.Oncefinished,havethemputcompletedassignmentintheirdesks.Day2:Askstudentswhatkindofstemsdoweeat?Leadstudentstoreplyasparagus.Passoutasparagusandpockethandouttoeachstudent.Havethemwritethewordstemontheblank,colortheasparagus,cutouttheasparagusandpocket.Studentsmayneedhelpassemblingthepocket.Oncefinished,havethemputcompletedassignmentintheirdesks.Day3:Askstudentswhatkindofleavesdoweeat?Leadstudentstoreplylettuce.Passoutlettuceandpockethandouttoeachstudent.Havethemwritethewordleafontheblank,colorthelettuceleaf,cutoutthelettuceleafandpocket.Studentsmayneedhelpassemblingthepocket.Oncefinished,havethemputcompletedassignmentintheirdesks.Day4:Askstudentswhatkindofflowerbudsdoweeat?Leadstudentstoreplycauliflower.Passoutcauliflowerandpockethandouttoeachstudent.Havethemwritethewordbudontheblank,colorthecauliflower,cutoutthecauliflowerandpocket.Studentsmayneedhelpassemblingthepocket.Oncefinished,havethemputcompletedassignmentintheirdesks.Day5:PassouttheCoverPageofPlantPartsWeEatBooklettoeachchildtocolor.Oncetheyfinish,havethemgatherallthepocketpagescompletedandstapletogether.Day6:Askstudentswhatplantsneedinordertogrowandlive.Theyshouldrespondwith:sunlight,air,water,andsoil.HavestudentstakeouttheirScienceNotebooksandturntothenextcleanpage.PassoutpagesofPlantNeedstoeachstudent.Theywillcolor,cut,andpastetheplantneedsunderneaththeflapofthepicture.FormativeAssessment:Students’oralresponsesandcompletedassignments.Closure:StudentswillreadthepagesoftheirHarcourtScienceTextbookonPlants.IndependentPractice:
Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):BookswrittenbyVijayaKhistyBodach:Seeds,Roots,Stems,Leaves,Flowers,TopsandBottomsbyJanetStevens,GrowFlower,Grow!byLisaBruce,PlantNeedsInteractiveNotebookPagesfromwww.teacherspayteachers.com,PlantPartsWeEatHandouts,HarcourtScienceTextbookReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:SocialStudiesELA/Health/Art
Grade/Course:1stGrade Timeline:2weeks
Standard(s):RL.1.1Askandanswerquestionsaboutkeydetailsinatext.RL.1.2Retellstories,includingkeydetails,anddemonstrateunderstandingoftheircentralmessageorlesson.RL.1.3Describecharacters,settings,andmajoreventsinastoryusingkeydetails.RL.1.4Identifywordsorphrasesinstoriesorpoemsthatsuggestfeelingsorappealtosenses.RL.1.7Useillustrationsanddetailsinastorytodescribeitscharacters,setting,orevents.L.1.4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade1readingandcontent,choosingflexiblyfromanarrayofstrategies.L.1.5cIdentifyreal-lifeconnectionsbetweenwordsandtheiruse.L.1.6Usewordsandphrasesacquiredthroughconversations,readingandbeingreadto,andrespondingtotexts,includingusingfrequentlyoccurringconjunctionstosignalsimplerelationships.1.4.1Applythetraitsofagoodcitizenbydoingthefollowing:
• focusingonfairplay,exhibitinggoodsportsmanship,helpingothers,andtreatingotherswithrespect• recognizingthepurposeofrulesandpracticingself-control• workinghardinschool• takingresponsibilityforone’sownactions• valuinghonestyandtruthfulnessinoneselfandothers• participatinginclassroomdecisionsthroughvoting
1.4.3Giveexamplesthatshowthemeaningofthefollowingwords:• politeness• achievement• courage• honesty• reliability
1.2.1Identifyhowthefamilyinfluencespersonalhealthpractices.1.1.4Identifyplacestoplaytopreventcommonchildhoodinjuries.1.4.1Expresshealthywaystoexpressneeds,wants,andfeelings.1.4.2Identifylisteningskills.1.5.1Describeahealth-relatedsituation.1.2.1Usedifferenttypesoftextureintwo-dimensionalandthree-dimensionalworksofart.LessonOverview:Studentswillbeintroducedtotherolesofleadersathomeandatschool.Theywillalsorecognizetheimportanceoffollowingrules.
LessonObjective(s):Inthislesson,studentswillbeableto:
• identifyaleaderathomeandatschool.• explainwhyrulesareimportant.• providetwo(2)rulesforthehome,school,
classroom,cafeteria,andplayground.Vocabulary:Leaders,Rules FocusQuestion(s):Whyareleadersandrules
importantatschoolandathome?DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Havestudentsturntopage44oftheirSocialStudiesTextbook.Instructthemtoreadthetitleoutloud.Askthem:“Whoaresomeleadersathomeandatschool?Listentotheirresponses.Readaloudwiththe
studentsthesectiononleaders.Explaintothemthataleaderissomeonewhohelpsagroupworkwelltogether.Writethewordleaderontheboard.Pointorunderlinethewordleadinthewordleader.Explaintothestudentsthatleadmeans“toshowtheway.”Aleadershowstheway.InstructionandStrategies:Day1:Havestudentsreadpage45oftheirSocialStudiestextbook.EmphasizethatLeadersmakerulesthathelppeople.Writethewordruleontheboard.Letthemknowthataruletellspeoplewhattodo.Havestudentsturntopage46andtocontinuereadingthetextaloudwithyou.Discusswiththemtheimportanceoffollowingrulesathomeandasschool.Days2-3:Reviewwiththestudentswhataleaderdoesandwhatrulesareandwhytheyshouldbefollowed.Askthemtogiveyouaruleathomethattheyfollow.Tellthemthatyouwillreadastorytothemaboutalittleboywhodoesnotreallyfollowtherule.ReadaloudNo,David!byDavidShannontothestudents.Afterwards,gobacktothebeginningofthebookandhavethemtellyouabouttheillustrationsofthestory.LeadthemintoadiscussionofwhatpossibleruleDavidmaynotbefollowing.Days4-5:ReadaloudLaceyWalker,NONSTOPTALKERbyChristianneJones.Afterthestory,createachartwiththestudentsabouttheeventsthathappenedinthestorywiththeheadings:WhenLaceyTalkedAlloftheTimeWhenLaceyLostherVoice
Shedidn’teatherlunch.Sheate.Herteachercouldn’tteach.Shefinishedherschoolwork.Herbrothercouldn’thearhismovie.Shewatchedhermovie.Shedidn’tbrushherteeth.Shebrushedherteeth.
Days6-7:Takestudentstoaminifieldtriptothecafeteria.Onceinside,pointout:
• thelocationofthetablestositandeat• thepickupoftheirtraysandmilk• thedisposaloftheirtrashandwheretheyputawaytheirtrays• themeetingareaaftereating
Discusswithstudentscafeteriaexpectations:theimportanceofliningupinanorderlymanner,thesignificanceoftheirfoodchoices,andtheproperwaytoexittogotorecess.Days8-9ReadaloudTheRecessQueenbyAlexisO’Neill.Afterthestory,askstudentsthefollowingquestions:
• Whoisthemaincharacterinthestory?• DescribeMeanJean.• Howdidtheotherstudentsfeelduringrecess?
• Whoisthenewgirl?• WasshescaredofMeanJean?• Howdidshefeelduringrecess?• WhatdidsheaskMeanJeanattheplayground?• HowdidMeanJeanfeel?• Howisrecessnow?
GuidedPractice:Day1:Ontheboard,drawatablewithtwocolumns.LabeloneheadingParentsandtheotherheadingTeachers.Askstudentstotellyouwhatisthesameaboutparentsandteachers.Guidethemtorespondthatparentsandteachersareleaders.Writeonthechart.Thenaskstudentswhatisdifferentaboutparentsandteachers.Guidethemagaintoindicatethatparentsareleadersatthehome,whileteachersareleadersatschool.Fillintheinformationonthechart.WritethedefinitionsforthewordsleaderandruleandHavestudentscopyintotheirSocialStudiesNotebooks.Days2-3:Explaintothestudentsthattherearerulestofollowathomeandrulestofollowatschool.Havethemrecitethe3B’s(BeSafe,BeRespectful,BeResponsible).PlacetheheadingsDoandDoNotonthepocketchart.Readaloudeachsentencestripthatwillhelpstudentsunderstandwhattheyshouldorshouldnotdoinschool.Callonastudenttoplacethesentencestripinthecorrectcolumn.HavestudentscopythesentencesintheirSocialStudiesNotebook.Days4-5:PassoutWhooo’sFollowingtheRules?reproduciblestoeachstudent.Goovereachsentenceandhavestudentslookatthepicturestoseeiftheboysandgirlsarefollowingtherules.Iftheyare,studentswillcolorthehappyface.Iftheyarenot,studentswillcolorthesadface.Studentswillthencolortheowl,cutouttheminipages,andassemblethebook.Days6-7:PassouttheCafeteriaExpectationsmaterialstoeachchild.Readwiththestudentseachofthesentences.Tellthemtheywillcoloreachone,cut,andpasteitontotheirconstructionpaperlunchbox.Studentswillthencolorthefoodtheywantincludedintheirlunchbox.Days8-9:ShowthestudentstheOnthePLAYGROUNDposteranddiscusseachoftheruleswiththestudents.Talktothemabouttheimportanceoffollowingtherulesontheplaygroundduringrecess.Usingthedocumentcamera,showreproducibleonHowCanWeUseGoodMannersonthePlayground?Goovereachpictureandstatementandaskthestudentswhichchildisshowinggoodmannersontheplayground.PassoutSlidingintoaSuperRecesshandouttoeachstudent.Havestudentscolorthestarsandsigntheirnamesonthelineonceallthestepstohavingasuperrecesshavebeenreviewedanddiscussed.Afterwards,thestudentswillcutouttheslideandcreateacraftusingvariousartmaterials.
FormativeAssessment:
Day1:Askstudentsthefollowingquestions:• Whatdoesaleaderdo?• Whoistheleaderintheclassroom?• Whatarerules?• Whyarerulesimportant?
Days2-3:Studentresponsestostoryquestionsandpocketchartsentencestripanswers.Days4-5:CompletedWhooo’sFollowingtheRules?owlbooklet.Days6-7:CafeteriaExpectationsLunchboxCraftivityDays8-9:Teacherfacilitateddiscussionswithstudentsaboutplaygroundrulesandsafety.
Closure:ReadaloudMindYourMannersinSchoolbyAriannaCandelltothestudents.Afterthestory,havestudentsreflectabouttheirownhabitsandattitudes,aswellasthoseoftheirfriends.StudentswillthenbegivenaKnowtheRules!reproducibletocomplete.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):HoughtonMifflinSocialStudiesTextbook:SchoolandFamily,LaceyWalker,NONSTOPTALKERbyChristianneJones,TheRecessQueenbyAlexisO’Neill,MindYourMannersinSchoolbyAriannaCandell,OnthePLAYGROUNDposter,HowCanWeUseGoodMannersonthePlayground?reproducible,SlidingintoaSuperRecesshandout,Whooo’sFollowingtheRulesreproducibles,CafeteriaExpectationsmaterials,KnowtheRules!reproducibleReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:Science Grade/Course:1st Timeline:1weekStandard(s):1.1.1 Followsproceduresandexplaintheresultsofaninvestigationtoanaudienceusingsimpletables,
charts,graphs,andpictures..1.1.2 Suggestwhatmayhappeninanexperiment.1.5.1Usetools,suchasrulersandmagnifiers,toinvestigatetheworldandmakeobservations*.*observations:gaininginformationthroughtheuseofoneormoreofthesenses,suchassight,smell,etc.LessonOverview:StudentswilldiscusswhatScienceisandwhataScientistdoes?
LessonObjective(s):Inthislesson,studentswillbeableto
• listthefive(5)stepsofinvestigating.• identifyfive(5)toolsusebyScientists.
Vocabulary:science,scientist,observe,investigation, FocusQuestion(s):• WhatIsaScientist?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:HavethestudentsbrainstormwhattheythinkScienceis.Writetheirresponsesonaboard.InstructionandStrategies:Days1-2:
• Afterlistingstudents’responsesontheboardstudentswillwatch“WhatisScience?”byRebeccaKai.• Showstudentsamagnifyingglassandgoggles.Askthestudents“Whowouldusethesekindsof
tools?”• StudentswillwatchSidtheScientist-IWanttobeaScientist?• Studentswillanswer“WhatisaScientist?”Writeresponsesonananchorchart.
Days3-4:
• DiscussHowscientistsworkandsciencesafetyusingScienceHarcourttextbook.• Showthedifferenttoolsthatscientistcanuse.DiscussusingsciencetoolsonpageR2-R7• Discussthefivestepsofinvestigatinganddefinethesciencewords:observe,hypothesis,investigate,
conclusionlistedonourwordwall.GuidedPractice:Day1:HavestudentscolorandgluetheirScientistontheirSciencenotebook.Discusstherulesformaintainingtheirsciencejournalandhavestudentsgluetherulesontheirnotebook.Days2-3:HavestudentstakeourtheirSciencenotebookandwritethefivestepsonhowaScientistinvestigate.
Step1Observeandaskaquestion.Step2Formahypothesis.Step3Planafairtest.Step4Dothetest.Step5Drawconclusions.Communicateresults.StudentswillcolortheSciencetoolsworksheetandglueitontheirSciencenotebook.Days4:StudentswillcopydefinitionofSciencetoolsontheirsciencenotebook.Handlensormagnifyingglass:atoolthatmakestheobjectappearbigger.Thermometer:atoolthatmeasurestemperature.Goggles:eyeglassestoprotecttheeyes.Ruler:Atoolthatmeasuresobject.Beaker:Atoolthatmeasuresliquid.Day5:Placestudentsingroupsof4andhavethemplaytheSpotlightToolGame.Onestudentwilldescribewhatthetooldoesandtheirclassmateswilltrytoguessit.FormativeAssessment:Students’oralresponsesandcompletedassignments.
Closure:
Studentswilldrawthreesciencetoolsontheirsciencenotebooks.
IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extratime,onetooneinstruction.Resources(TextbookandSupplemental):HarcourtScience,ScienceTools,Videosof“WhatisScience?”byRebeccaKaiandSidtheScientist-IWanttobeaScientist?
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA Grade/Course:1stGrade Timeline:1weekStandard(s):L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.5aSortwordsintocategoriestoginasenseoftheconceptsthecategoriesrepresent.LessonOverview:Studentswillbeintroducedtotheconceptsofsentencesanditsstructure:namingpartsandactionparts.
LessonObjective(s):Inthislesson,studentswillbeableto
• identifysentencesfromfragments• recognizethateverysentencehasanaming
part• identifythenamingpartsinsentences• recognizethatsentenceshaveanactionpart• identifytheactionpartsinsentences
Vocabulary:Sentence,NamingPart,ActionPart FocusQuestion(s):Howdoesaddingawordendingtoawordchangetheword?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Passoutworkbookpage21WhatIsaSentence?toeachstudent.Havethemwritetheirnamesandtoday’sdate.Readaloudthesamplesentencesatthetopofthepage.Thedogbarks.Acatplays.Tellstudentsthatthesegroupsofwordsaresentences.Explaintothemthatasentencemusttellwhoorwhatdoessomething.Askthemwhoorwhatbarks.Theyshouldrespond“Thedog.”Nextaskwhatthedogisdoing.Theyshouldrespond“barks.”Explainthatbothpartsareneededtomakeasentence.RepeattheexplanationusingAcatplays.InstructionandStrategies:Day1Continueonusingworkbookpage21byreadingeachnumberedwordgroupaloud.Askstudentswhetherthewordgrouphasthetwopartsthatmakeasentence.Remindthemthatifonepartismissing,thewordgroupisnotasentence.Afteryoudiscussallofthewordgroups,havestudentscolortheballsofstringnexttothesentences.Day2Gatherstudentsatthemeetingarea.ShowstudentsPowerPointPresentationonSentenceorNotaSentence.Goovereachslideandhavestudentsansweroutloudifthewordsshownaresentencesornot.Day3Gatherstudentsatthemeetingarea.Usingapocketchart,puttheheadingsLetters,Words,Sentencesonthetop.Callonseveralstudentstopickacardanddetermineifwhatisshownonthecardisaletter,word,orsentence.Day4
Passoutworkbookpage23NamingParttoeachstudent.Remindthemthatasentencetellswhoorwhatdoessomething.Readaloudthefirstsamplesentence.Askstudentswhoorwhatissleeping.PointtoThebaby.ExplainthatThebabyisthenamingpartofthesentence.Thenamingparttellswhoorwhat.Repeattheexplanationwiththesecondsamplesentence.Pointoutthatthenamingpartusuallycomesatthebeginningofasentenceandcanbeeitheronewordormorethanoneword.Day5Passoutworkbookpage25ActionParttoeachstudent.Readthesamplesentences.Callonastudenttoidentifythenamingparts.Explainthatasentenceneedsanactionparttotellwhatthenamingpartdoes.Pointtoeat.Tellchildrenthateatistheactionpartofthesentence.IttellswhatThreepigsdo.RepeattheexplanationusingBillfeedsthehorse.Pointoutthattheactionpartusuallycomesafterthenamingpart.GuidedPractice:Day1Havestudentsturntheworkbookpageovertopage22.Havethemsayeachwordgroupandnamethesentences.Theywillthencoloreachbasketthathasasentence.Reviewwiththemthatasentenceisagroupofwordsthattellswhoorwhatdoessomething.Day2PassoutSentenceorNotaSentenceTreeMaphandouttoeachstudent.Explainthattheywillcolor,cut,andpastetheitemsinthecorrectsection.Day3PassoutLetterWordSentencehandoutstoeachstudent.Explainthattheywillcolor,cut,andpasteintothecorrectcategory.Day4Continueonusingworkbookpage23byreadingeachnumberedsentencealoud.Havestudentsidentifythenamingpart.Remindthemthatthenamingpartineachsentenceiswhoorwhatthesentenceisabout.Afteryoudiscussallofthesentences,havestudentscirclethenamingpartineachsentence.Reviewagainwiththestudentsthateverysentencehasanamingpartthattellswhoorwhat.Remindthemthatthenamingpartusuallycomesfirst.Havestudentsfliptoworkbookpage24.Readaloudthenamingpartsandtheincompletesentences.Askstudentstoidentifythenamingpartthatcompleteseachsentence.Thenhavethemdrawalinetomatchparts.Explainthatthecompletedsentencesshouldtellaboutthepicture.Day5Continueonworkbookpage25byreadingeachnumberedsentencealoud.Havestudentsidentifytheactionpart.Remindthemthattheactionpartineachsentencetellswhatthenamingpartisdoing.Afteryoudiscussallofthesentences,havestudentscircletheactionpartineachone.
Reviewagainwiththestudentsthatsentenceshaveanactionpartthattellswhatthenamingpartdoes.Havestudentsfliptoworkbookpage26.Readaloudthenamingpartsandactionparts.Havestudentsorallymatchthenamingpartswiththeactionpartstomakesentencesthattellaboutthepicture.Thenhavestudentsdrawlinesbetweenthenamingpartsandactionpartstomakesentences.FormativeAssessment:Studentsoralresponsesandcompletedassignments.Closure:Studentswillgettogetheringroupsof2or3togiveexamplesofsentences.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):HoughtonMifflinEnglishGrade1pages21-26,PowerPointPresentationonSentenceorNotaSentence,SentenceorNotaSentenceTreeMaphandout,LetterWordSentencehandoutsReflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA/SocialStudies/Music Grade/Course:1stGrade Timeline:2daysStandard(s):R.I.1.1Askandanswerquestionsaboutkeydetailsinatext.R.I.1.2.Identifythemaintopicandretellkeydetailsinatext.W.1.2Writeinformative/explanatorytextsinwhichtheynameatopic,supplysomefactsaboutthetopic,andprovidesomesenseofclosure.1.2.3Readimportantdatesonacalendarandassociatethemwithdaysoftheweek.1.4.2RecognizethesymbolsandtraditionalpracticesthathonorandfosterpatriotismintheU.S.andGuambydoingthefollowing:
• IdentifyingtheAmericanflag,baldeagle,WashingtonMonument,StatueofLiberty,Guamseal,andChiefQuipuhastatue
• DemonstraterespectfortheAmericanandGuamflagsbylearningaboutthePledgeofAllegianceandInifresi
1.4.5Identifyanddiscussthevariousgovernmentofficialswhosedecisionsaffectourlives.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.1.3.4Usedevelopmentallyappropriatemovementsinrespondingtomusicfromvariousgenres,periods,andstyles(rhythm,melody,form).LessonOverview:StudentswillbecomeawareofthesignificanceoftheeventsthatoccurredonSeptember11,2001.Theywillalsobeintroducedtotheheroesthatemergedonthattragicday.
LessonObjective(s):Inthislesson,studentswillbeableto
• recallthree(3)factsoftheeventsthatoccurredonSeptember11th.
• createapaperbagbookabouttheheroesandtheirstoriesfromthatday.
Vocabulary:Terrorist,Heroes FocusQuestion(s):HowdoweremembertheeventsthatoccurredonSeptember11thonGuam?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Havethemlookatthecalendarposted.Askthemwhatdayanddatewilltomorrowbe.ResponsesshouldbeFriday,September11th.Explaintothemthatonthatparticulardayfourteen(14)yearsago,someverysadandtragiceventshappened.InstructionandStrategies:Day1:
• HavestudentswatchBrainPopvideoontheeventsof9/11.Facilitateadiscussionwiththemontheirthoughts,feelings,andquestionstheymighthaveonwhathappened.
• ReadaloudSeptember12th:WeKnewEverythingWouldBeAllRighttothestudents.Afterthestory,askthestudentsthefollowingquestions:*WhatbadthingshappenedonSeptember11th?*Giveexamplesofhowthechildrenknewthateverythingwouldbealrightthenextday.*HowdidthepeopleoftheUnitedStatesshowthattheylovedtheircountry?
Day2:
• StudentswillwatchaPowerPointpresentationonthefour(4)heroesofSeptember11th.• Theywillbeshownpicturesofeachofthemandbeaskedwhyaretheyheroes.
GuidedPractice:Day1:PassoutmaterialsneededforstudentstocreatetheirHeroesofSeptember11thpaperbagbook.Readandexplaineachheroandtheirstorythatemergedfromthatday.Studentswilldrawapicturedepictingtheinformationthatwasreadandshared.Day2:Studentswillcontinuetoworkontheirpaperbagbooksonheroes. FormativeAssessment:Studentsresponsestothediscussionoftheevents.Closure:Studentswillsingthesong“GrandOleFlag.”IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):September12th:WeKnewEverythingWouldBeAllRight,BrainPopVideoonSeptember11th,HandoutsforHeroesofSeptember11th,HeroesofSeptember11thPowerPointReflection:
GuamDistrictLevelLessonPlan
Quarter1st-2nd
Content:ELA/Music/PE Grade/Course:1stGrade Timeline:5weeksStandard(s):RF1.2.cIsolateandpronounceinitial,medialvowel,andfinalsounds(phonemes)inspokensingle-syllablewords.RF1.2dSegmentspokensingle-syllablewordsintotheircompletesequenceofindividualsounds(phonemes).RF.1.3Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.L.1.1Printallupper-andlowercaseletters.L.1.5aSortwordsintocategoriestogainasenseoftheconceptsthecategoriesrepresent.1.2.1Singwithaccuracyinadevelopmentallyappropriaterange.1.2.2Singage-appropriatesongsfrommemory.1.2.1Demonstratefundamentalmovementvocabularyandcuewordsforlearningskills.1.2.3Identifyanddemonstrateprinciplesforlearningbasicmovementskillsbypracticingthebasicprinciplesforbalance,footworkskills,andcatchingaball.1.2.4Identifymajorbodyparts,musclesandbonesusedtomoveandsupportthebody.1.6.3Demonstrateself-expressioninaphysicalactivitysetting.LessonOverview:Studentswillbeintroducedtotheshortvowelsounds:a,e,i,o,u
LessonObjective(s):Inthislesson,studentswillbeableto
• identifyvowelsandtheirsoundswith100%accuracy
• sortpicturesand/orwordswiththeircorrectvowelsoundwith90%accuracy.
Vocabulary:Vowels FocusQuestion(s):Howwillknowingthevowelsoundsandlettersinwordsandpictureshelpmeinreadingandwriting?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsatthemeetingarea.Directstudents’eyestotheposterondisplay.Pointtothelettersthatareinthegirl’sdream.Askstudentstoidentifytheletteranditssound.Telltothemthattheselettersarevowels.InstructionandStrategies:Explaintothestudentsthatvowelsarelettersthathelpgiveaworditsvolume.Letthemknowthatvolumemeanshowloudsomethingis.Havestudentssoundouttheworddog.Mostofthemwillrespondwith:“d”“o”“g.”Thenhavethemtellyouthesoundsofdogwithoutthevowelsoundof“o.”Theywillsay“dg”.Addthevowel“o”backinandtheywillrealizethatvowelsdogivewordstheirvolumeormakeTeachthestudentsTheShortVowelsong.Tuneissungto“AreYouSleeping?”Singthechorusandversesforstudentstohear:Week1:Whereisshorta?Whereisshorta?HereIam.HereIam.Iaminahatrack,crackerjacksandfatcats.“a”“a”“a”,“a”“a”“a.”
Week2:Whereisshorte?Whereisshorte?HereIam.HereIam.Iaminaredbed.Jellyeggsandjetsets.“e”“e”“e”,“e”“e”“e.”Week3:Whereisshorti?Whereisshorti?HereIam.HereIam.Iaminabigfig.SillyRickandpigwig.“i”“i”“i”,“i”“i”“i.”Week4:Whereisshorto?Whereisshorto?HereIam.HereIam.Iaminahotpot.Rockytopandstopclock.“o”“o”“o”,“o”“o”“o.”Week5:Whereisshortu?Whereisshortu?HereIam.HereIam.Iaminadumptruck.Luckyduckandskunkbump.“u”“u”“u”,“u”“u”“u.”GuidedPractice:PassoutSorttheSoundshandouttostudents.Goovereachofthepicturesineachrowandhavechildrenwritethelettersthatspellouteachword.Studentswillthencolor,cut,sortintoshortaandnotshorta,andpasteintotheirELAnotebooks.Studentswillalsocutandpasteashortapassageintheirnotebooks.Theywillhighlightalltheshortawordsastheyreadtheparagraph.Studentswillthenwriteallthehighlightedwords.ThisactivitycontinuesforthenextfewweekswithVowelse,i,o,u.FormativeAssessment:StudentswillplayVowelShipsinalargegroupsetting.Havestudentsformacircle.Chooseonetostandinthecenterandtossabeanbagorchalkboarderasertosomeoneinthecircle.Whiletossing,“thetosser”says,“Theshortashipissailing.What’syourcargo?”Thecatchermustanswerwiththenameofsomethingthathasashortavowelsound.Ifthe“catcher”answerscorrectly,heorshebecomesthetosserusingthenextconsonantonthelist.Iftheanswerisincorrect,theoriginaltosserremainsinthecenterandthefirstconsonantisrepeated.Closure:Studentswillbeassessedonthevowelidentificationandsound.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):TheBigBookofPhonicsFunbyCarson-DellosaPublishingCompanyInc.http://www.ontrackreading.com/phonics-program/what-are-vowel-soundshttp://blog.maketaketeach.com/learnwww.teacherspayteachers.com
Reflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:ELA Grade/Course:1stGrade Timeline:4-6weeksStandard(s):RF1.3.gRecognizeandreadgrade-appropriateirregularlyspelledwords.LessonOverview:Studentswillbeintroducedtoseveraltechniquestohelprememberthefirsttwenty-five(25)sightwordsfromFry’sListing.
LessonObjective(s):Inthislesson,studentswillbeableto
• read,spell,andwritethefirsttwenty-five(25)sightwordswith80%accuracy.
Vocabulary:Thefirsttwenty-five(25)sightwordsfromtheFryListing:the,of,and,a,to,is,in,you,that,it,he,was,for,on,are,as,with,his,they,I,at,be,this,have,from
FocusQuestion(s):Howwillsightwordshelpmeinreadingandwriting?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Tellthestudentsthattheywillbelearningtoreadthefirst25sightwordsontheFryList.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:Writethefirstsightwordontheboard(the).Havestudentssayit,spellit,andwriteitintheairwiththeirfingerbeforerepeatingthesightwordagain.Dothesameforthenextsightword.PassoutSightWordhandout(the)tothestudents.Goovereachsectionoftheprintableanddoafewasaclass.Theymaydothecutandpasteontheirown.Repeatagainwiththenextsightword.FormativeAssessment:StudentswillbeshownaPowerPointofthefirsttwenty-five(25)sightwordsfromtheFrylisting.Studentswillreadoutloudthewordshownontheslide.Closure:
Attheendofthequarter,studentswillbeassessedonthefirsttwenty-five(25)sightwords.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.Resources(TextbookandSupplemental):SightWordhandoutsfromwww.teacherspayteachers.comhttp://ezinearticles.com/?Top-30-Fun-Sight-Word-Games-and-Activities&id=74390Reflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:Math Grade/Course:1stGrade Timeline:OngoingStandard(s):1.OA.3Applypropertiesofoperationsasstrategiestoaddandsubtract.1.OA.4Understandsubtractionasanunknown-addendproblem.1.OA.5Relatecountingtoadditionandsubtraction1.OA.6Addandsubtractwithin20.LessonOverview:Studentswillbeintroducedtotheconceptofsubtractionanddemonstrateanunderstandingoftheskillthroughguidedpractice.
LessonObjective(s):Inthislesson,studentswillbeableto
• subtractnumbersupto12
Vocabulary:Subtraction,Difference FocusQuestion(s):Howwillknowinghowtosubtract2numbershelpmeinmath?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Readaloudthebook,ElevatorMagicbyStuartMurphy.Throughoutthestory,havestudentsreadaloudthenumberproblemsandanswers.InstructionandStrategies:Drawtheminussymbolontheboard.Explaintothestudentsthat,thatisaminussign.Itmeanstotakeawayorsubtract.Writetwonumbersontheboardwiththeminussigninbetween.Havestudentstellyouwhatthenumbersareanddrawcirclesorlinestomatcheachnumber.Havestudentscrossoutthelinesorcirclesthatweredrawnandwritethenumberontheotherendoftheequationaftertheequalsign.Repeatprocedurebyshowing2morenumbers.GuidedPractice:PassouttheJohnnyAppleseedPicturePuzzlePage1toeachstudent.Doseveralmathproblemstogether.Makesurestudentsaredrawinglinesorcirclesandcrossingthemouttoshowtheprocessofsubtraction.Doamajorityoftheproblemstogether,leaving2equationsforthestudentstodoontheirown.FormativeAssessment:Havestudentscompletetheactivitygivenandcheckforunderstandingoncecompleted.Closure:Asstudentsarecompletingtheassignment,askthemwhatsymboldidtheylearntodayanditspurpose.Listentotheirresponses.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.
Resources(TextbookandSupplemental):ElevatorMagicbyStuartMurphyJohnnyAppleseedPicturePuzzle-Subtractionto12Reflection:
GuamDistrictLevelLessonPlan
Quarter1st
Content:Math Grade/Course:1stGrade Timeline:OngoingStandard(s):R.L.1.1Askandanswerquestionsaboutkeydetailsinatext.1.NBT.1Countto120,startingatanynumberlessthan120.1.MD.4Organize,represent,andinterpretdatawithuptothreecategories;askandanswerquestionsaboutthetotalnumberofdatapoints,howmanyineach,category,andhowmanymoreorlessareinonecategorythananother.LessonOverview:Studentswillbeintroducedtotheconceptofcollectingdataforgraphsandhowtallymarkscanrepresentagivennumber.
LessonObjective(s):Inthislesson,studentswillbeableto
• counttallymarks• countandgraphdataonachart.
Vocabulary:Graphs,Data,TallyMark FocusQuestion(s):Howwillknowinghowtocollectandgraphdatahelpmewiththeinformationgiven?
DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Gatherstudentsonthemeetingarea.Readaloudthebook,TallyO’MalleybyStuartMurphy.Throughoutthestory,askstudentstopayattentiontothetallymarks.InstructionandStrategies:DrawtheTallyMarksymbolontheboard.Explaintothestudentsthat,thatisaTallyMark.Itrepresentsanumber.ShowthemtheTallyMarksforthenumbers3and5and7and10.GuidedPractice:Callspecificstudentstodrawtallymarksfornumbersgiven.PassoutColorbyCodeTallyMarkprintabletoeachchild.ExplainthattheywillcounttheTallyMarksandcolorbythecodetorevealapicture.PassoutSpinTallyGraphsheettoeachstudent.Havestudentsspinthespinnertwenty(20)timesandusetallymarkstorecordandorganizetheirdata.FormativeAssessment:Havestudentscompletetheactivitygivenandcheckforunderstandingoncecompleted.Closure:Beforetheydotheirassignment,askstudentswhatsymboldidtheylearntodayanditspurpose.Listentotheirresponses.IndependentPractice:Thisconceptnotyetfullydevelopedforstudentstoworkindependently.Accommodations/Modifications:Extrahelpifneeded.Moretimeoronetooneinstruction.
Resources(TextbookandSupplemental):TallyO’MalleybyStuartMurphywww.teacherspayteachers.comReflection: