guam district level lesson plan -2upielementaryschool.weebly.com/uploads/1/5/1/2/1512379/q... ·...

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:


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:


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:


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.


• 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:


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.


• 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:


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.


• 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:


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.


• 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:


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.


• 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:


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.


• 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:


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.


• 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:


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.


• 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:


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.


• 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:


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.


• 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


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.


• 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


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


• 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:


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.


• 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:


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.


• 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:


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.


• 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:


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:


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.


• 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:


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Content:Math Grade/Course:1stGrade Timeline:OngoingStandard(s):1.OA.3Applypropertiesofoperationsasstrategiestoaddandsubtract.1.OA.5Relatecountingtoadditionandsubtraction1.OA.6Addandsubtractwithin20.LessonOverview:Studentswillbeintroducedtotheconceptofadditionanddemonstrateanunderstandingoftheskillthroughpractice.


• 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:


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.


• 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:


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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:


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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.


• 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:


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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?


• 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?


Quarter1st

Content:ELA Grade/Course:1stGrade Timeline:1weekStandard(s):L.1.1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.L.1.5aSortwordsintocategoriestoginasenseoftheconceptsthecategoriesrepresent.LessonOverview:Studentswillbeintroducedtotheconceptsofsentencesanditsstructure:namingpartsandactionparts.


• 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:


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.


• 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:


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


• 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:


Quarter1st

Content:ELA Grade/Course:1stGrade Timeline:4-6weeksStandard(s):RF1.3.gRecognizeandreadgrade-appropriateirregularlyspelledwords.LessonOverview:Studentswillbeintroducedtoseveraltechniquestohelprememberthefirsttwenty-five(25)sightwordsfromFry’sListing.


• 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:


Quarter1st

Content:Math Grade/Course:1stGrade Timeline:OngoingStandard(s):1.OA.3Applypropertiesofoperationsasstrategiestoaddandsubtract.1.OA.4Understandsubtractionasanunknown-addendproblem.1.OA.5Relatecountingtoadditionandsubtraction1.OA.6Addandsubtractwithin20.LessonOverview:Studentswillbeintroducedtotheconceptofsubtractionanddemonstrateanunderstandingoftheskillthroughguidedpractice.


• 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:


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.


• 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:

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