Kristen Clements - Lesson Plans for Tue, 9/4/2012

8:15-8:45 Morning Meeting Objectives: -Based on the principals of the Responsive Classroom model and the Berryhill Essentials, students will participate in Morning Meeting to set the tone for a respectful, trustworthy, and responsible classroom. -Students will greet their teacher(s) and fellow classmates using a loud, clear voice and eye contact, and will engage in reciprocal conversation. -Students will participate in the following activities: calendar- identify days of the week, months of the year, and patterns on the calendar; weather- students will identify the weather(on the smartboard) -Students will engage in daily practice of the following math skills during their daily morning routine: tally the days of the school year; use pictures and numbers to identify the number of the day; combinations of ten; analyze patterns on the hundreds chart. Materials: Smartboard template Procedures: 1. While listening to Rise and Shine, students will gather on the carpet in a circle. 2. TW greet the students and state the way in which we will greet each other to begin our day. 3. SW greet the teacher and each other using a loud, clear voice and eye contact. 4. SW may bring any questions, concerns, or happy news to share with the group. 5. TW discuss any activities that will differ in the daily schedule to prepare children for changes in the routine. 6. TW guide students in reading the morning message and answering the morning question. 7. TW lead students through the smartboard routines (see above objectives), allowing one student to act as the math board leader for the day. 8:45-9:15 Imagine It Lesson:Day 7 Objectives: -SW compare word length. -SW identify rhyming words. -SW write letters a-s. Materials: pre-decodable #3, big book Procedures: TW introduce a word broken into syllables. SW blend the syllables together to make a word. TW give students a word, students wil break it into syllables. TW introduce letters q,r,& s and show students the correct way to write these letters. SW pratice writing letters a-s correctly. TW introduce high frequency words "have" and "I". TW facilitate a choral and individual reading of predecodale #3. TW read poem "Mice" & "On Our Way Home". SW identify rhyming words and word families.

Vocabulary: scamper, flutter, leap

Assessment: Student observation, student participation 9:15-10:15 Imagine It Workshop Reading Center, Listening Center, Big Book Center, Computer Center, Poetry Center, Handwriting Center Objectives: -SW practice moving to centers throughout the room. -SW learn how to use the poetry center. -SW practice working at the reading, listening, big book, and computer centers. -SW learn how to share supplies at all centers. -SW learn how to use the handwriting center.

Materials: seat work (phonics worksheets), center supplies Procedures: TW review the center chart and how to use the chart to tell which center they will go to each day. TW review expectations for moving around the room and how students must act at centers. SW model how to work at the centers practiced the previous week. TW review "Ask 3 Before Me". TW explain that today students will continue working at the other centers for practice. TW review the "I Can" charts for the appropriate centers. TW tell students that today they will come to a new center with her and learn how to use it. SW move through centers. TW introduce the handwriting center at the handwriting table. Evaluation: teacher observation, student behavior and participation at centers 10:15-11:00 Star Readers/AR Objectives: -SW read texts on their independent level, using meaning, structure, and visual information to identify unknown words. -SW meet with a teacher to determine if they have read and understood the material presented. -SW take an AR test to assess comprehension of the text. Materials: reading books at students' independent reading levels The students will be split to the following classes: Kennedy: VonderEmbse: Wade: Star Readers: 11:00-11:30 Recess SW cooportively play together on the K2 playground. Two first grade teachers and an assistant will be on duty. 11:30-12:37 Math Lesson: 2.2 Objectives: SW use order a set of numbers and quantities to 12. Materials: connecting cubes, dice, counters, twenty frame, activity bk. pg. 6 Procedures: TW introduce the Staircases activity. TW assist students in ordering numbers from 1-12. SW go to workshop stations. TW lead and SW participate in discussion. SW complete student activity book page 6. Vocabulary: smallest, largest, in order Discussion: TW record on chart paper students' ideas about using a twenty frame to count. Evaluation: TW observe students explorations of materials.Student activity p.6 12:37-1:02 Lunch

Lunch
1:02-1:35 Writing Week 2, Unit 1, Day 1 (Being a Writer series) Lesson: Getting Ideas for Writing Objective: SW hear and discuss Farmer Duck. SW generate ideas for stories about helping. SW write left to right and leave spaces between words. Materials: Farmer Duck, chart paper, writing paper, pencils, drawing supplies, dry erase boards, markers

Procedures: TW review and SW model the appropriate way to come to the writers meeting. TW remind students of the story read last week and how the class came up with "I like" stories to write and share. TW review that this year the writing lessons will begin with a book, usually at the beginning of the week, to help us see how famous authors write books and for us to use to guide our own writing. TW read book and discuss the book with the students. TW model creating a list of things she can do to help as a way to show how authors and writers can keep their ideas of things they want to write. TW introduce the dry erase boards and markers as part of writing workshop. TW ask students to discuss good practices for using these supplies. TW model writing "I help when I..." sentences. Students will practice using the dry erase boards to write their own "I help when I..." sentences. TW conclude lesson by asking students to identify the things they did to be responsible with their dry erase boards and other writing materials today. Evaluation: student participation and student answers to book discussion questions. 1:35-2:20 Specials

Music
2:20-2:50 Science/Social Studies OBJECTIVES Students will demonstrate an awareness of how germs are spread. Students will understand ways to keep healthy. MATERIALS SmartBoard Presentation "What Makes Me Sick" Glitter (for glitter handshake) PROCEDURES TW use "Glitter Handshake" to demonstrate to students how germs are spread. SW view SmartBoard presentation, "What Makes Me Sick" and participate in discussion about germs, how they are spread, and how to stay healthy. EVALUATION Teacher will observe and informally asses students' work. 2:50-3:10- Word Work Word Work, Day 1 (Introducing & Sorting the Words) Objectives: -SW identify and spell spelling words/high frequency words of the week. -SW decode and identify words with similar spelling patterns. Materials: bank paper, pencils, crayons, smartboard presentation Procedures: TW introduce 10 new spelling words to the students. TW display the words on the board. SW number the paper at their desk 1-10. TW call out the word. SW cheer the word 3 different ways (as a class). SW write the word on their paper. TW demonstrate boxing in words and SW box in word. SW follow same procedure for all 10 words. SW identify which two word family chunks are being studied this week and sort the words appropriately. 3:10-3:15- Closing Meeting & Pack U

SW get bookbag and pull out agendas. SW write one thing they have learned today in their agendas (for the first month everyone will choose one of two sentences, brainstormed by the class, to copy into their agengas). SW load backpack and wait at desk until everyone is ready. SW look for trash on the floor as the teacher counts down ("magic trash" game). SW sing goodbye song. SW line up according to bus colors.