Lesson Plans - Houston ISD



Lesson Plans

Bobbi Richardson

February 18 - 22, 2013 |ELPS Objectives:

ELPS C.1a Use prior knowledge and experiences to understand meanings in English.

ELPS C.3d Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.

ELPS C.4c Develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials. |GT Modifications:

*ELA: Read for fluency (Scholastic Level D Reader: Don’t Be Late)

*Math: Participate in Math Mentors with Ms. McIlveen’s class. Pattern block tub – making geometric designs using designated shapes.

*Science/Social Studies: Concept Literacy Reader, Science journaling.

*In addition to above, students will participate in individual interest activities in all subjects while in workstations. |Small Group/Intervention:

❑ Alphabetic Awareness

❑ Letter/Sound Correspondence

❑ Rhyming

❑ Blending Word Parts

❑ Blending Phonemes

❑ Listening Comprehension

| |

| |Morning Meeting |Reading/Language Arts |Math |Science/Social Studies/Computer |

| |8:00 – 8:45 |8:45 – 9:45 |12:45 – 1:45 |11:00 – 12:00 |

|Monday | Daily Writing and/or |Unit 3 - Week 3- Day 1 –George Washington Visits |President’s Day Math |Computer Lab |

| |Morning Message |Question of the Week: How is life today different from life |Objective: Describe and identify an object by its |Students will engage in independent |

| | |hundreds of years ago? |attributes using informal language (including shape, size, |activities on Istation. |

| |Calendar Concepts: | |type, color, texture or use). | |

| |(math) counting by ones, |Objectives - Student will: discuss a concept to build oral |Activities: | |

| |fives and tens, |vocabulary, develop phonemic awareness, read high frequency |Review shapes circle, square, triangle, rectangle | |

| |patterns-days and months, |words, learn comprehension skill: main idea |Show a picture of the Whitehouse made of various shapes on | |

| |place value; |Activities: |the document camera/projector. Have students identify all | |

| |(science) |Concept Talk; |of the shapes they see in the picture. | |

| |Patterns of change – |Oral Vocabulary: celebration, sprinted, barn, blacksmith, arch, |Students count how many of each shape they see on their own| |

| |seasons, weather, |soldier |Whitehouse papers and record the numbers. | |

| |day/night. |Phonemic Awareness –initial /Dd/ |Students use various shape blocks to create their own | |

| | |High Frequency Words- see, look; |Whitehouse. | |

| | |Read – Decodable Story 15 | | |

| | |Listening Comprehension – cause and effect | | |

| | |TE pp. 216 - 231 | | |

|Tuesday |Daily Writing and/or |Unit 3 - Week 3- Day 2 –George Washington Visits |Counting, Reading and Writing 17 and 18 | SS Unit 3.1 – Important People and |

| |Morning Message |Question of the Week: How is life today different from life |Lesson 9-4 |Events |

| | |hundreds of years ago? |Objective: Students will recognize and write the numerals |Read book: My Teacher for President |

| |Calendar Concepts: | |that describe the quantities 17 and 18. |Discuss what a president does. |

| |(math) counting by ones, |Objectives - Student will: discuss a concept to build oral |Essential Question: |Students complete the graphic organizer |

| |fives and tens, |vocabulary, develop phonemic awareness, read high frequency |When should you write the number 17 or 18 to tell about a |“If I Were President” answering the |

| |patterns-days and months, |words, learn comprehension skill: main idea |group of objects? |questions: |

| |place value; |Activities: |Activities: |Who would be my vice president? |

| |(science) |Concept Talk; |View and discuss visual learning animation online |Who would live with me in the White |

| |Patterns of change – |Oral Vocabulary: celebration, sprinted |Students use cubes and ten frames to show 17 and 18 as “ten|House? |

| |seasons, weather, |Phonemic Awareness –initial /Kk/ |and seven more” and ten and eight more.” |What my pet would be… |

| |day/night. |High Frequency Words- see, look; |Practice: Guide children through the first 2 items on |How I would help people… |

| | |Read – Decodable Reader 15 |student work page on smart board, then allow them to | |

| | |Listening Comprehension – cause and effect |complete remaining items on their own pages. | |

| | |TE pp. 232 - 249 | | |

|Wednesday |Daily Writing and/or |Unit 3 - Week 3- Day 3 –George Washington Visits | |Objective: SS.K.2.1 - Identify Ways that |

| |Morning Message |Question of the Week: What causes us to change the way we feel? | |historical figures helped to shape our |

| | | | |state and nation. |

| |Calendar Concepts: |Objectives - Student will: discuss a concept to build oral | | |

| |(math) counting by ones, |vocabulary, develop phonemic awareness, read high frequency |Early Dismissal |Read and discuss biography of George |

| |fives and tens, |words, learn comprehension skill: main idea | |Washington. Compare and contrast what we|

| |patterns-days and months, |Activities: | |have learned about Presidents Lincoln and|

| |place value; |Concept Talk; | |Washington. |

| |(science) |Oral Vocabulary: barn, blacksmith | |Students complete a cut and paste T-chart|

| |Patterns of change – |Phonemic Awareness – Dd and Kk | |with pictures related to each president. |

| |seasons, weather, |High Frequency Words- see, look; | | |

| |day/night |Listening Comprehension – cause and effect | | |

| | |Kindergarten Student Reader K.3.3 | | |

| | |TE pp. 250 - 277 | | |

|Thursday |. Daily Writing and/or |Unit 3 - Week 6- Day 4 –George Washington Visits |Counting, Reading and Writing 19 and 20 |Science Unit 3.3: Animals are Living |

| |Morning Message |Question of the Week: What causes us to change the way we feel? |Lesson 9-5 |Organisms |

| | | |Objective: Students will recognize and write the numerals |Brainstorm a list of farm animals we |

| |Calendar Concepts: |Objectives - Student will: discuss a concept to build oral |that describe the quantities 19 and 20. |expect to see at tomorrow’s trail ride |

| |(math) counting by ones, |vocabulary, develop phonemic awareness, read high frequency |Essential Question: |and even some farm animals that might be |

| |fives and tens, |words, learn comprehension skill: main idea |How can you use the number 19 to tell about a set of |at next month’s trip to the zoo. |

| |patterns-days and months, |Activities: |objects? | |

| |place value; |Concept Talk; |Activities: |Students make “stick” horses. (Use rolled|

| |(science) |Oral Vocabulary: arch, soldier |View and discuss visual learning animation online |strips of newspaper instead of a stick.) |

| |Patterns of change – |Phonemic Awareness – review /Rr/ |Students use cubes and ten frames to show 19 and 20 as “ten|Set aside for mock rodeo on Friday. |

| |seasons, weather, |High Frequency Words- they, you, of; |and nine more” and “two tens”.” | |

| |day/night. |Read – Get Set, Roll! Reader 15 |Practice: Guide children through the first 2 items on | |

| | |Listening Comprehension – cause and effect |student work page on smart board, then allow them to | |

| | |TE pp. 278 - 289 |complete remaining items on their own pages. | |

|Friday |Daily Writing and/or |Trail Riders Visit Parker! |12 is a Dozen |Science Unit 3.3: Animals are Living |

| |Morning Message |Students will write/dictate a class language experience story |Objectives: Students will recognize that one dozen equals |Organisms |

| | |after the visit. |12. Students will use language such as 2 more than or 1 |Review yesterday’s list of farm animals. |

| |Calendar Concepts: | |less than to describe a group of objects. |Discuss what use each animal might have |

| |(math) counting by ones, |As time allows prior to the visit, students will participate in |Essential Question: |on a farm and what we might see animals |

| |fives and tens, |literacy stations/small group reading activities. |What items are sold in dozens? |do at a rodeo. |

| |patterns-days and months, | |Activities: | |

| |place value; | |Read and discuss book “A Dozen Dogs” |Students use their stick horses to |

| |(science) | |Students use cubes and egg cartons to work in groups to |simulate barrel races outside at recess! |

| |Patterns of change – | |find out which bag of cubes has more than a dozen, less | |

| |seasons, weather, | |than a dozen, or exactly a dozen. | |

| |day/night. | |Students will write or dictate “A dozen ______” and | |

| | | |illustrate a page for a class book. | |

| | | |Teacher will read class book aloud when all pages are | |

| | | |complete and students will practice counting dozens as they| |

| | | |read along. | |

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