Goshen Creek/1st GRADE



GOSHEN CREEK ELEMENTARY 1st GRADE

|Monday | |Materials |Activity |

|Week 7 | | | |

| | | |School Holiday |

| |READING | | |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | | |School Holiday |

| |PHONICS | | |

| |Unit 2 ~ Lesson 1 | | |

| |TEKS: | | |

| | | |School Holiday |

| |WRITING | | |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | | |School Holiday |

| |MATH | | |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | | |School Holiday |

| |SCIENCE | | |

| |Unit ~ Lesson | | |

| |TEKS: | | |

| | | |School Holiday |

| |SOCIAL | | |

| |STUDIES | | |

| |Unit ~ Lesson | | |

| |TEKS: | | |

GOSHEN CREEK ELEMENTARY 1st GRADE

|Tuesday | |Materials |Activity |

|Week 7 | | | |

| | |Grade-appropriate fictional story to read aloud |**Vocabulary ~ predict, confirm, strategies, question, retell, sequence, whisper** |

| |READING | |1. Conduct a book walk of your selected text. Think aloud on how to predict using the title and clues seen on the |

| |Unit 2 ~ Lesson 1 | |front cover, and pictures from the book. |

| |TEKS: 1.4A, 1.4B, 1.Fig. | |2. Ask: What clues help you know what the story might be about? Using the clues, what do you predict will happen in|

| |19B, 1.27B, 1.28A, 1.29A | |the story? |

| | | |3. Conduct a Read Aloud to confirm predictions. Students raise their hand or give a “thumbs up” when they hear |

| | | |something that confirms a prediction. Stop and reread that part. Discuss how that supports the prediction. |

| | |Word family videos off of Starfall and Youtube- |**Vocabulary ~ ** |

| |PHONICS |kids have fun learning |Blending consonant vowel |

| |Unit 2 ~ Lesson 1 |Kids have fun learning: stretching a word/sounding|TTW introduce the appropriate word families: op, ip, im, and out words by viewing the Starfall website and |

| |TEKS: 1.3Aii,Aii,B,Ci, D, |out |recognize them. TCW read aloud and introduce s blend words scab, skin, slip, smash, snow, snip, step, and star |

| |1.22A, Biii |Alphamats/plastic letters |sounding them out, taking letters from the alphamats to create and practice blending words. TCW with continue their|

| | |White boards |letter study by practicing the high frequency words and spelling word list. |

| | |S blend cards with words | |

| | |Writer’s Notebook |**Vocabulary ~ adjective, generate, idea, concept web, plan, draft** |

| | |Teacher Writer’s Notebook |Adjective: a word that describes a noun or a pronoun |

| | |Animal picture |Descriptive adjective: tells what kind, which one or how many (e.g., green, tall) |

| |WRITING |(1 per group of 2-3 students) |1. Explain to students that authors use different kinds of words when writing.  Write the following words on the |

| |Unit 2~ Lesson 1 | |board: dog, girl, school, desk.  Ask: Do you remember what these words are called?  |

| |TEKS: 1.17A, 1.18A, |*Optional Writing Topic: |2.Write the following sentences on the board: I have a dog. I have a big dog. I have a furry dog. I have a big, |

| |1.20Aiii, 1.21A, 1.28A |Pumpkins |furry dog. |

| | |*are |3.Underline the word “dog” and review that it is a noun. Discuss how writers can add describing words that tell |

| | |*have |what kind of dog or how many dogs. These words are called adjectives. |

| | |*can look |4.Display one of the animal pictures. Ask: What do you see in this picture? Discuss responses. In the Teacher |

| | | |Writer’s Notebook, complete the following sentence stem: I see a ___ (adjective) ___ (noun). |

| | | |5.Divide students into groups of 2-3 and give each group an animal picture. Students discuss the picture and |

| | | |brainstorm describing words. |

| | | |6.In their Writer’s Notebooks, students complete the sentence stem: I see a ___ (adjective) ___ (noun). |

| | |Card Set: Macaroni Pattern |**Vocabulary ~additive pattern, odd pattern, repeating pattern, even pattern, pattern core, skip counting |

| |MATH | |pattern, extend** |

| |Unit 4 ~ Lesson 1 |Cards (1 set per 3 students) |Advanced Prep-- Macaroni Pattern Cards for every 3 students by copying, cutting apart, and placing in a plastic zip|

| |TEKS: 1.4, 1.5, 1.5A |plastic zip bag (1 per 3 students) |bag. |

| |1.11, 1.11A, 1.11D |elbow macaroni (1 cup per 3 students) |1. Place students in groups of 3 and distribute a bowl of elbow macaroni and a card set: Macaroni Pattern Cards to|

| |1.12, 1.12A, 1.12B |bowl (paper) (1 per 3 students) |each group. |

| | |craft sticks (4 per student) |2. Instruct students to select a card from card set: Macaroni Pattern Cards and extend the pattern using 15 pieces|

| | | |of elbow macaroni. Allow time for students to complete their pattern. |

| | |If time allows: |3. Distribute 4 craft sticks to each student. Instruct students to use their craft sticks to separate the core and|

| | |Stringing Beads Worksheet |repeating sections of the pattern in front of them. Remind students that the pattern core section is the shortest |

| | | |string of macaroni that repeats in the pattern. |

| | | |Facilitate a class discussion about the patterns: |

| | | |• What attribute did you use to identify the pattern? (position) |

| | | |• What part is repeated in your pattern? |

| | | |• Who can identify the pattern core using letter symbols? |

| | | |• How were you able to predict what would come next? |

| | | |4. If time allows, Worksheet—Stringing Beads |

| | |KLEW chart (in classroom science notebook, 1 per |**Vocabulary ~ light, sound, everyday life, energy, heat** |

| |SCIENCE |class), Teacher Resource: Directions for KLEW |Ask: What do you know about light?. (Think-Pair-Share). |

| |Unit 3 ~ Lesson 1 |Chart |As students respond to this question, record their responses under the “K” part of the “KLEW” chart. |

| |TEKS ~ 1.6 A | |Ask: Why is light important? |

| | | |As students respond to this question, record their responses under the “K” part of the “KLEW” chart. |

| | |Power Point Lesson 1 |***Vocabulary*** |

| |SOCIAL |Manila Paper |family, value, customs, traditions, beliefs |

| |STUDIES | |1. Show Teacher Resource: PowerPoint: Lesson 1 to students. Ask students what the pictures have in common. |

| |Unit 4~Lesson 1 | |2. After a brief discussion with their neighbors, students determine that the pictures are of families. How did you|

| |TEKS: 1.15A,1.15B, 1.18A, | |know they were pictures of families? |

| |1.18B | |3. Ask: What is a family? (A group of people who are related to one another and often live together in the same |

| | | |house, apartment, or other shelter) |

| | | |4. Read a book of a traditional family or non-traditional family and talk about labels people in the family have. |

| | | |(mom, dad, brother, sister, etc……) |

| | | |5. Give students a piece of paper and have them draw their family and label everyone in their family. |

| | | |6. Then the class will make a graph of families by total number of people in their family units. |

| | | |7. Then discuss the data you collect. The number of people in a family is one way to compare families. Some |

| | | |families are bigger and some families are smaller, but they are all families. |

| | | | |

GOSHEN CREEK ELEMENTARY 1st GRADE

|Wednesday | |Materials |Activity |

|Week 7 | | | |

| | |Grade-appropriate fictional story to read aloud |1. Display poster of "5W's and an H." Review the words and choral read them several times. |

| |READING | |2. Ask: Why do readers ask questions about what they are reading? |

| |Unit 2 ~ Lesson 1 |Poster of "5W's and an H" |3. Conduct a book walk and read aloud. Pause after the first half and answer any questions that were addressed in |

| |TEKS: 1.4A, 1.4B, 1.Fig. |used last six weeks |the story. |

| |19B, 1.27B, 1.28A, 1.29A | |4. After reading, students help answer the questions. |

| | |Word family videos off of Starfall and Youtube- |TTW flash a variety of s blend words (sc, sk, sl, sm, sn, sp, st) with a short sounding vowel such as scab, skin, |

| |PHONICS |kids have fun learning |slip, smash, snow, snip, step, and star sounding them out together as the students take from the aplphachar to |

| |Unit 2 ~ Lesson 1 |Kids have fun learning: stretching a word/sounding|create the words. TTW keep an anchor chart of the words and their word families for future reference. TCW review |

| |TEKS: : 1.3Aii,Aii,B,Ci, D, |out |the word family videos, segmentation of the word blends from the vowel part to review the concept of blending |

| |1.22A, Biii |Alphamats/plastic letters |words. TTW then handout and play of a game of “Word Lotto” on the Word Lotto Sheet pointing out the vowel/ |

| | |White boards |consonant pattern. |

| | |S blend cards with words | |

| | |Writer’s Notebook |1. Explain that there are several ways to plan or generate ideas: drawing, sharing ideas, listing key ideas, class |

| |WRITING |Teacher Writer’s Notebook |discussion, and brainstorming. |

| |Unit 2~ Lesson 1 | |2. Explain that one way to organize thoughts is by using a Concept Web. |

| |TEKS: 1.17A, 1.18A, | |3. In the Teacher Writer’s Notebook, draw a circle in the middle and write “A Fun Day”. Then draw other circles |

| |1.20Aiii, 1.21A, 1.28A | |connecting to the middle circle. Explain to students that each of the outside circles connects to the big idea in |

| | | |the middle. |

| | | |4. Think Aloud about ideas that could go in the outside circles (e.g., losing a tooth, winning a game, a special |

| | | |birthday, etc). Draw and label each idea. Quickly review nouns by involving students in identifying any that are |

| | | |listed. |

| | | |5. In the Writer’s Notebook, students draw a circle in the middle of a page and write “A Fun Day”. |

| | | |6. Students draw outside circles and draw and label fun or special days they remember. |

| | |TEACHER NOTE |Advance Prep-- create a Color Tile Bag for every student by placing 30 color tiles of the same color in a plastic |

| |MATH |Students will have to use different positions and |zip bag. Also create a card set Alphabet Pattern Cards for every 4 students |

| |Unit 4 ~ Lesson 1 |groupings to represent different elements. |1. Place students in groups of 4 and distribute a different card from card set: Alphabet Pattern Card to each group|

| |TEKS: 1.4, 1.5, 1.5A | |member. |

| |1.11, 1.11A, 1.11D |Card Set: Alphabet Pattern Cards (1 set per 4 |2. Instruct students to use their color tiles to create a pattern that matches their card from card set: Alphabet |

| |1.12, 1.12A, 1.12B |students) |Pattern Cards and repeat the core of their pattern 3 times. Allow time for students to complete their patterns. |

| | |Handout: Pattern Core Recording Sheet (1 per |Students will have to use different positions and groupings to represent different elements. |

| | |student) |3. Distribute a sticky note to each student. Instruct student groups to label their patterns with the numbers 1 – |

| | | |4. |

| | |MATERIALS |4. Teacher will model how to record the pattern core of each of the color tile models using letters. |

| | |color tiles (30 per student) |5. Distribute handout: Pattern Core Recording Sheet to each student. Instruct students to record the pattern core |

| | |sticky notes (1 per student) |of each of the color tile models using letters. Explain to students that they will all rotate to the seat to the |

| | | |left at the same time to record a new pattern in their group, and continue rotating until they have recorded each |

| | | |pattern from their group. Remind students to record the pattern model’s number as they rotate around their group’s |

| | | |patterns on handout: Pattern Core Recording Sheet. |

| | | |Facilitate a class discussion about the patterns created. |

| | | |Ask: |

| | | |How did you identify the patterns that you saw? Looking for the pattern core; I looked for the part that repeated;|

| | | |etc. |

| | | |What made it difficult? All pieces are the same size, shape, and color; etc. |

| | | |How was each letter in the pattern represented? By making a different arrangement with the tiles or macaroni for |

| | | |each letter; etc. |

| | | |6. Instruct students to return to their original seats, remove the color tiles from 3 different places in the |

| | | |repeating sections of the pattern model, examine the pattern of the person to the right, determine what pieces are |

| | | |missing from their neighbor’s pattern, and replace the appropriate tiles to complete the pattern. |

| | | |Facilitate a class discussion about the activity. |

| | | |Ask: |

| | | |What process did you use to determine what pieces were missing from your neighbor’s pattern model? I used the |

| | | |pattern core to find the parts that are missing; etc. |

| | |KLEW chart (in classroom science notebook, 1 per |Prior to the lesson, the teacher sets up four stations (centers) where students can investigate sources of light: |

| |SCIENCE |class), flashlight (for Station 1, 1 per class), |(Station 1) flashlights, (Station 2) lamp with an incandescent bulb, (Station3) candle- tea lights or birthday |

| |Unit 3 ~ Lesson 1 |lamp (with incandescent or compact fluorescent |candles (unlit), (Station 4) pictures of light: sun, stars, fireworks, fireflies, laser. (from Handout: Exploring |

| |TEKS ~ 1.6 A |light bulb, for Station 2, 1 per class), candle |Pictures of Light) |

| | |(tea light or birthday (unlit), for Station 3, 1 |As students travel through the stations they will: 1. Look at the source of light. 2. Everyone in the group has |

| | |per class), Handout: Exploring Pictures of Light |a turn to discuss with the group: the light source, how it is important to life, how bright the light is. |

| | |(1 per student) |Students should begin to gain an understanding that: There are different source(s) of light, some are man-made and|

| | | |some are natural, light is important to life. |

| | |**This is a 2 day lesson** |Revisit the KLEW chart. Add information to the “K” and the “L” columns for the concept of light energy. |

| | | |Ask: What do you know about light? What are sources of light? In what ways can light be described? |

| |Social Studies |Book about a family’s tradition or custom |1. Show a picture of your family to the class and tell everyone’s label in the family. Talk about where you grew-up|

| |Unit 4~Lesson 1 | |and show on a map. |

| |TEKS: 1.15A,1.15B, 1.18A, | |2. Ask: What are some customs and traditions that unite families? (Remind students that a custom is an action or |

| |1.18B | |way of behaving that is usual and traditional among the people in a particular group or place and a tradition is a |

| | | |way of thinking, behaving, or doing something that has been used by the people in a particular group, family, |

| | | |society for a long time.) |

| | | |3. Read a book about a family’s tradition or custom. |

| | | |4. Discuss a tradition your family celebrates and show it on a quilt square. Ask: Why do you think this is |

| | | |important to my family? Ask: Does your family have and customs or traditions? Ask: How do you feel when you |

| | | |celebrate these customs or traditions? |

| | | |5. Remind students to make sure to talk about customs in their families tonight since tomorrow they will draw a |

| | | |quilt square about a family custom or tradition in their own family. |

GOSHEN CREEK ELEMENTARY 1st GRADE

|Thursday | |Materials |Activity |

|Week 7 | | | |

| | |Grade-appropriate fictional story to read aloud |1. Explain that good readers retell what they read to help them remember the story. |

| |READING | |2. Ask: What should be included when retelling the story? Discuss responses. |

| |Unit 2 ~ Lesson 1 | |3. Based on the discussion create and record the criteria for a good retell, to include: tell in order from the |

| |TEKS: 1.4A, 1.4B, 1.Fig. | |beginning to the end, use character names, tell the important parts (not every tiny detail), etc. |

| |19B, 1.27B, 1.28A, 1.29A | |4. Conduct a book walk and read aloud of the first half. Model retelling the story using the criteria. |

| | | |5. Read aloud the second half. Students will turn to a partner and retell the second half of the story. When |

| | | |finished, review the key points that should have been included in the retelling. |

| | |Word Lotto Card |TCW use their alphamats to pull from the letters to create, practice, identify s blend words working on their |

| |PHONICS |Word family videos off of Starfall and Youtube- |ability to blend/read words, identify letter patterns, and to increase reading fluency. TTW call the children to |

| |Unit 2 ~ Lesson 1 |kids have fun learning |the carpet to go through the letter deck pointing out/reminding children of the letter q. TCW repeat the rule that |

| |TEKS: : 1.3Aii,Aii,B,Ci, D, |Kids have fun learning: stretching a word/sounding|you never find q without u. TCW then practice their blending strategies to read the following words on index cards:|

| |1.22A, Biii |out |quit, quiz, quilt, quick, quest, quack, and queen. TCW then review Starfall video on the letter q reading the |

| | |Alphamats/plastic letters |words by segmenting them and then stretching them back out. TCW may have optional practice with whiteboards to |

| | |White boards |practice writing the q words, s blends, spelling list, and high frequency words. |

| | |S blend cards with words on index cards | |

| | |Writer’s Notebook |1. Think Aloud about the brainstormed ideas on the concept map and choose one idea that can be told as a story with|

| |WRITING |Teacher Writer’s Notebook |a beginning, middle, and end. |

| |Unit 2~ Lesson 1 | |2. Inform students that writers tell their story in order (make connections to the Shared Reading lesson) and make |

| |TEKS: 1.17A, 1.18A, | |a plan for writing. |

| |1.20Aiii, 1.21A, 1.28A | |3. Tell the story aloud and sketch simple pictures as a plan to use for writing. Model the use of pronouns as |

| | | |applicable. |

| | | |4. Review each sketch and remind students that a verb is a word that describes an action and that a noun names a |

| | | |person, place or thing. Make connections to the drawings as applicable. |

| | | |5. Students choose an idea from the concept web developed in the Writer’s Notebook yesterday. |

| | | |6. Students retell their story to a partner and sketch the story using simple pictures to help them remember what |

| | | |they want to write. |

| | |MATERIALS |Advanced Prep create a set of Pattern Bags for every 4 students by placing 25 pattern blocks in a plastic zip bag, |

| |MATH |pattern blocks (25 per 4 students) |25 pieces of elbow macaroni in another plastic zip bag, 25 same color shapes in another plastic zip bag, and 25 |

| |Unit 4 ~ Lesson 1 |elbow macaroni (25 pieces per 4 students) |paper clips that all are the same in size, color, and texture in another plastic zip bag. |

| |TEKS: 1.4, 1.5, 1.5A |shapes (same color) (25 per table) |1. Place students in groups of 4. |

| |1.11, 1.11A, 1.11D |paperclip (same in size, color, and texture) (25 |2. Place a set of Pattern Bags in the center of each group. Explain to students that you will display a repeating |

| |1.12, 1.12A, 1.12B |per 4 students) |pattern using letters and they are to transform the pattern using objects. |

| | |plastic zip bag (sandwich sized) (4 per 4 |3. Display the pattern: ABBA for the class to see. |

| | |students) |4. Instruct students to select a plastic zip bag from their set of Pattern Bags to use to transform the pattern. |

| | |craft sticks (4 per student) |5. Instruct all students, except 1 group, to stand. Facilitate a gallery walk with the class around the seated |

| | | |group. Allow each of the seated group members to identify and describe the repeating pattern they created. |

| | |Worksheet: |6. Instruct all students to return to their seats and distribute 4 craft sticks to each student. |

| | |Making Patterns |7. Display another pattern for the class to see AABB. Instruct students to create the pattern using the same |

| | | |plastic zip bag of objects they used previously from their group’s set of Pattern Bags. |

| | | |8. Instruct students to pair up with another member of their group, extend their partner’s pattern, and separate |

| | | |the core and repeating sections of their partner’s pattern with craft sticks. |

| | | |Facilitate a class discussion about the patterns. |

| | | |Ask: |

| | | |What attribute did you use to identify the pattern? |

| | | |What part is repeating in this pattern? (ABBA) |

| | | |How are the patterns in your group different? We use different objects or manipulatives; we arranged the objects in|

| | | |different ways; etc. |

| | | |How are they the same? |

| | | |Is the core of each pattern the same? Why or why not? (Yes, they all have an ABBA pattern core.) |

| | | |9. If time allows—worksheet Making Patterns |

| | |Centers from yesterday’s lesson | Continue lesson from yesterday. |

| |SCIENCE | | |

| |Unit 3 ~ Lesson 1 | | |

| |TEKS ~ 1.6 A | | |

| | |Handout: Quilt Square Pattern |1. TSW complete quilt square and share with class. |

| |SOCIAL | |***Will have tomorrow to complete this as well.*** |

| |STUDIES | | |

| |Unit 4~Lesson 1 | | |

| |TEKS: 1.15A,1.15B, 1.18A, | | |

| |1.18B | | |

GOSHEN CREEK ELEMENTARY 1st GRADE

|Friday | |Materials |Activity |

|Week 7 | | | |

| | |Grade-appropriate fictional story to read aloud |1. Have students sit in a circle. Tell them they will need to be listening very carefully because someone will |

| |READING | |whisper an instruction in their ear and they will need to pass the instruction along to the next person. |

| |Unit 2 ~ Lesson 1 | |2. Begin by whispering an instruction into the first student’s ear. (e.g., when everyone is done, get up and go to |

| |TEKS: 1.4A, 1.4B, 1.Fig. | |your desk). Students will pass on the instruction. |

| |19B, 1.27B, 1.28A, 1.29A | |3. The last person to hear the whisper will state the instruction that was whispered to him/her. |

| | | |4. Ask the first student what the instruction was and briefly discuss what was different or the same about the |

| | | |original instruction and the ending instruction. Discuss how important it is to listen carefully to instructions. |

| | | |5. Conduct a read aloud. Divide students into groups of 4-5. Students discuss their favorite parts of the story. |

| | |Word family videos off of Starfall and Youtube- |TTW review the letter deck cards and sounds/ word wall routine. TTW review 3-5 words from the index card words |

| |PHONICS |kids have fun learning |reminding them how hearing the sounds in words help them to learn how to read and write them. TCW then sit on the |

| |Unit 2 ~ Lesson 1 |Kids have fun learning: stretching a |perimeter of the carpet sounding out, using body movements for segmentation of their names, and then shrinking the |

| |TEKS: : 1.3Aii,Aii,B,Ci, D, |word/sounding out |words together to say it together. (TTW could use a slinky to give a visual for identify/naming each sound, |

| |1.22A, Biii |Alphamats/plastic letters |stretching the sounds out, and then blending them together.) TCW break into groups practicing saying the sounds, |

| | |White boards |stretching it out, and then shrinking/blending the words back together. |

| | |S blend cards with words | |

| | |Writer’s Notebook |1. Display the plan (sketches of the story) from yesterday in the Teacher Writer’s Notebook. |

| |WRITING |Teacher Writer’s Notebook |2. Retell the beginning of the story using the sketches to recall the story. |

| |Unit 2~ Lesson 1 | |3. Model writing the beginning of the story in complete sentences. Involve students as applicable. |

| |TEKS: 1.17A, 1.18A, | |4. Read aloud the beginning and involve students in identifying verbs and nouns. |

| |1.20Aiii, 1.21A, 1.28A | |5. Students use their plan (sketches) to draft the beginning of their story. |

| | |MATERIALS |Increasing Additive Pattern: |

| |MATH |pattern blocks (set of 100 pieces) (1 set per 4 |[pic]     |

| |Unit 4 ~ Lesson 1 |students, 1 set per teacher) |Decreasing Additive Pattern: |

| |TEKS: 1.4, 1.5, 1.5A |sentence strip (1 per student, 4 per teacher) |[pic] |

| |1.11, 1.11A, 1.11D |crayons (1 box per student) |1. Place students in groups of 4. Distribute a set of pattern blocks to each group and a sentence strip to |

| |1.12, 1.12A, 1.12B | |each student. |

| | | |2. Instruct students to create a pattern with pattern blocks and trace or draw their patterns on their sentence |

| | | |strip. |

| | | |3. Instruct students to pair up with another member of their group and describe their partner’s pattern core. |

| | | |**Facilitate a discussion for pairs of students to discuss patterns. |

| | | |•What is the core of your pattern? The core is the part of the pattern |

| | | |that repeats and students may identify it by color and shape; etc. |

| | | |•Can you identify your pattern with letters? (yes) |

| | | |Instruct students to write the letters underneath their pattern. |

| | | |4. Instruct a student volunteer to describe their core to the class and identify their repeating pattern with |

| | | |letters. |

| | | |5. Display the increasing Additive Pattern for the class to see. |

| | | |[pic]  |

| | | |Is it a repeating pattern? (no) |

| | | |How is this pattern like a repeating pattern? |

| | | |How is this pattern different from a repeating pattern? |

| | | |What is there that caused it not to repeat? |

| | | |6. Explain to students that this is called an additive pattern. Using pattern blocks, demonstrate building the |

| | | |additive pattern from the beginning. |

| | | |Step 1 [pic] |

| | | |Step 2 [pic] |

| | | |Step 3  [pic] |

| | | |Instruct students to replicate the pattern with their group’s pattern blocks. |

| | | |Explain to students that an additive pattern has elements that may not change (from the first step) and elements that|

| | | |do change. |

| | | | Which part did not change in all four steps? (the 1 hexagon and 1 green triangle) |

| | | | Which part changed or was added to each step after the first step? (add 1 more triangle to each step) |

| | | |Continued at bottom….sorry!!! |

| | |KLEW chart (in classroom science notebook, 1 per|Read a book about light. |

| |SCIENCE |class), book (about light, 1 per class), drawing|By using a “think aloud” strategy, demonstrate the activity for the students. |

| |Unit 3 ~ Lesson 1 |(paper, 1 sheet per student), crayons or colored|Say: In the last science lesson we explored a candle as a light source. Ask: What is a candle used for? If I |

| |TEKS ~ 1.6 A |pencils (per group), tape (clear, per group) |wanted to draw a picture to show someone one way we can use a candle, how would I draw myself using a candle? |

| | | |Using one of the examples provided by a student, draw a picture of yourself using the candle. Write a few words to |

| | | |explain how the form of light you drew is important to life. |

| | | |Say: You are now going to draw a picture of yourself using a different example of one of the forms of light we |

| | | |explored. You will also write a few words to explain how the form of light you drew is important to life. |

| | | |Distribute a piece of paper to each student. As students are drawing, distribute one small piece of tape to each |

| | | |student. After students have completed their work lead a whole class discussion on their drawings. Have one student |

| | | |begin by sharing his/her drawing. After he/she has shared, tape it to a surface such as a white board or bulletin |

| | | |board. |

| | | |Ask: Does anyone have a similar source of light? If so tape your picture next to (student’s name who shared). |

| | | |As the class participates in this activity, you should see categories emerging (man-made, natural, etc.) from the |

| | | |sections of taped papers. Students will gain an understanding of light through comparing and contrasting their ideas.|

| | | |Use guiding questions to help make these insights, such as: “What do you notice about our drawings?” |

| | | |Discuss with students what man-made sources of light are, and what natural sources of light are. |

| | | |Ask: Is there anything new or different you have learned from these drawings? What are some different sources of |

| | | |light? |

| | | |Connect back to these important ideas: There are different source(s) of light, some are man-made and some are |

| | | |natural, light is important to everyday life. |

| | | |The students may need to be provided with a word bank for this activity, or they may use the information from the |

| | | |KLEW chart to help them. |

| | | |As a whole group, complete the “E” and “W” sections of the KLEW chart for light energy. |

| | | |1. TSW complete quilt square and share with class. |

| |SOCIAL | | |

| |STUDIES | | |

| |Unit 4~Lesson 1 | | |

| |TEKS: 1.15A,1.15B, 1.18A, | | |

| |1.18B | | |

9.  Display the decreasing Additive Pattern for the class to see.

 [pic]

10. Instruct students to examine the displayed pattern and as a group identify if the pattern is additive or repeating.

Ask:

• Is this a repeating pattern? (no)

•  What is there that caused the core not to repeat?  (one less blue rhombus piece)

•  Which part changed in each step? One blue block/rhombus was removed from each step; one blue diamond was subtracted each time; etc.

•  What would step 4 look like? Build it on your table. (one blue block/rhombus and one green triangle)

11.  Explain to students that an additive pattern can increase or decrease with each step.

Objectives

Reading ~ Unit 2: Lesson 1

Students use strategies to confirm predictions by reading the part that tells.

Phonics: Students will review letters/sounds from letter deck cards. Students read, write, and create word families op, ip, im, ot words. The students identify/look for patterns in high frequency words and spelling words separating/blending the s blend from the vowel part to increase fluency when reading.

Writing ~ Unit 2: Lesson 1

Students use adjectives when writing. Writers use personal experiences to develop stories which they communicate with others.

Social Studies: Unit 4~Lesson 1

TSW will come to understand that families have similarities and differences. Members of families share the customs and traditions unique to their family.

Math: Unit 4 -Lesson 1:

Students observe, create, and extend repeating and additive patterns using concrete and pictorial models; including skip counting by twos, fives, and tens, forwards and backwards, and the recording of these patterns pictorially using a number path.

Science: Unit 3 ~ Lesson 1

Throughout this lesson, students will develop basic understandings about light, heat, and sound. They will learn that these forms of energy are important to everyday life.

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