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Essential Questions: What happens in my classroom??Qué sucede en mi salón de clases?Lesson Focus:Rules and ProceduresDate:Sept. 2nd-5th, 2014Week2TeachersOlga Lucia Orozco & Reyna SoberanesVocabulary Development? II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. (C) Uses words to communicate how he is feeling.Social Emotional? II.B.1 Child is able to use language for different purposes. (A) Requests help from a teacher to get a ball that went over the playground fence. Listening Comprehension Skills? II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers.(ELL). (A) Follows a set of routines for activities and can make sense of what is happening.Language and Literacy? II.B.1 Child is able to use language for different purposes. (A) Requests help from a teacher to get a ball that went over the playground fence.Social Development ? VII.A.3 Child organizes their life around events, time, and routines. (A) Identifies common events and routines (snack time, story time).Math: ? V.A.3 Child counts 1-10 items, with one count per item. (B) Knows that each finger represents one count (2 fingers represent two counts; 3 fingers represent three counts, etc.).English VocabularySpanish VocabularyLESSON COMPONENTSMondayTuesdayWednesdayThursdayFridayIndividual GreetingMorning Activities Writing NameCalendarTime: 8:00 – 8:30Washing hands, potty as neededNo SchoolIndividual GreetingHello song, Days of the week song, Months of the year song, Today is Sunday song.Pledge US & TXTransition to Breakfast Let’s send hugs to…(Absent, sick, and family members) Calendar/ Classroom helpers/WeatherNews Day-WeekIndividual Greeting Hola song, Dias de la semana, Meses del A?o, Hoy es Domingo songPledge US & TXTransition to Breakfast let’s send hugs to…(Absent, sick, and family members) Calendar/ Classroom helpers/WeatherNews Day-WeekIndividual GreetingHello song, Days of the week song, Months of the year song, Today is Sunday song.Pledge US & TXTransition to Breakfast let’s send hugs to…(Absent, sick, and family members)Calendar/ Classroom helpers/WeatherNews Day-WeekIndividual Greeting Hola song, Dias de la semana, Meses del A?o, Hoy es Domingo songPledge US & TXTransition to Breakfast let’s send hugs to…(Absent, sick, and family members)Calendar/ Classroom helpers/WeatherNews Day-WeekTime: 8:30-9:00 Breakfast900-9:10Brush teethBreakfastTeacher and Co-teacher sit at the tables with the studentsBreakfast Teacher and Co-teacher sit at the tables with the studentsBreakfastTeacher and Co-teacher sit at the tables with the studentsBreakfastTeacher and Co-teacher sit at the tables with the studentsMath Time: 9:10- 9:30Identifying same colorsMaterials: Song Poster 2 and CD, discussion book pages 2-3After singing the song, TT will display discussion book, then, will invite TS to describe what is happening in the pictures. Then, TT will read the pages and will ask: what colors can you see in the picture? Can you match your pants’ color with something in the picture?Can you match your shirt’s color with something in the picture?And so on…Same and different colors Materials: Song Poster 2 and CD, cutout balloon shapes in solid colors, two of each available color. Holding a balloon TT will ask: what color is the balloon? And holding one balloon at a time, TT will ask TS color names. Then, TT will hold 2 balloons and will ask: Are these two balloons the same color or different colors? How do you know? Then, holding a balloon, TT will ask what color is it and what TS can see that is a different color.Identifying same and differentMaterials: Song Poster 2 and CD, paper streamers, two of more of each of the colors that children have been learning. After singing the song, TS will receive a streamer and will form groups or pairs of the same color. Then, TT will ask turn around if you have an orange stream, then, repeat with other colors, and after students will dance and play as TT ask to do different things with each color. Matching colorsMaterials: Song Poster 2 and CD, discussion book pages 2-3. Assorted classroom objects in a variety of solid colors.After singing the song and reviewing the discussion book pages, TS and TT will play I Spy using the classroom objects and the concepts same and different. Gross Motor Development Time: 9:30-9:50Play GroundStudents play supervised/interact with teacher & co-teacherPlay GroundStudents play supervised/interact with teacher & co-teacherPlay GroundStudents play supervised/interact with teacher & co-teacherPlay GroundStudents play supervised/interact with teacher & co-teacherLanguage ArtsTime: 9:55--10:15Letter of the week: OPrior knowledge: Brainstorming words starting with O. Materials:Cancionero, El OsitoAlfarrimas, cuento de la OPor Lada KratkyAfter reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter O, students will trace letter O on the air.Letter of the week: OPrior knowledge: Brainstorming words starting with O. Materials:Cancionero, El OsitoAlfarrimas, cuento de la OPor Lada KratkyAfter reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter O, students will trace letter O on their bilingual pair’s backLetter of the week: OPrior knowledge: Brainstorming words starting with O. Materials:Cancionero, El OsitoAlfarrimas, cuento de la OPor Lada KratkyAfter reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter O, students will Find letter O on a songs chart.Letter of the week: OPrior knowledge: Brainstorming words starting with O. Materials:Cancionero, El OsitoAlfarrimas, cuento de la OPor Lada KratkyAfter reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter O, students will write letter O on a board. Washing handsFamily Style SnackTime:10:15- 10:30Potty as neededCarrots with ranch and water.Teacher and Co-teacher sit at the tables with the students.Jelly sandwich and juice.Teacher and Co-teacher sit at the tables with the students.Apples, animal crackers, and water.Teacher and Co-teacher sit at the tables with the students.Yogurt, vanilla crackers, and water.Teacher and Co-teacher sit at the tables with the students.Social StudiesTime: 10:30-10:50Minerva Luisa en la escuelaBy Janet Morgan StoekeBilingual Discussion & Social Studies Journal Minerva Luisa en la escuelaBy Janet Morgan StoekeBilingual DiscussionAsí vamos a la escuelaBy Edith BaerScience JournalsEn la EstaciónBy Will HillenbrandScience JournalsSmall Groups M-T-WBilingual Learning Centers Th-FTime: 10:50—11:10Students rotate every day to 2 different centers. (Gomez & Gomez Dual L. component)All Tables Letter Oo, The students will cut and paste pictures of objects starting with letter o.All Tables Number 1, The students will paste #1 and one die cut, then, they will trace number one.Introducing the Bilingual Learning CentersMath: Balloons (pasting same color objects)Science: Book Minerva Luisa va a la escuelaLanguage Arts: Lacing lettersSocial Studies: Book Pipo the PumaIntroducing the Bilingual Learning CentersMath: Balloons (pasting same color objects)Science: Book Minerva Luisa va a la escuelaLanguage Arts: Lacing lettersSocial Studies: Book Pipo the PumaCentersTime: 11:10-11:45Teachers interact with the students while pretended playIntroduce 3 centers(computers-library-puzzles)Students play on different centers to develop/enhance social skillsIntroduce 3 centers(manipulative-science-art)Students play on different centers to develop/enhance social skillsIntroduce 3 centers(writing-sand- patio)Students play on different centers to develop/enhance social skillsStudents play on different centers to develop/enhance social skillsGross Motor DevelopmentTime: 11:50-12-10Teacher and Co-teacher supervise Activity Center Students play & Interact with teacher and co-teacherActivity Center Students play & Interact with teacher and co-teacherActivity Center Students play & Interact with teacher and co-teacherActivity Center Students play & Interact with teacher and co-teacherLunchTime: 12:10-12:40 Potty as neededBalanced FoodFruit Teacher and Co-teacher sit at the tables with the students.Balanced FoodFruitTeacher and Co-teacher sit at the tables with the students.Balanced FoodFruitTeacher and Co-teacher sit at the tables with the students.Balanced FoodFruitTeacher and Co-teacher sit at the tables with the students.ScienceTime: 12:45-1:00Cots downNap: 1:05-2:05Cots Up Prior knowledge Libro De Conceptos # 1 La escuelaDLMBilingual Discussion Libro De Conceptos # 1 La escuelaDLMBilingual Discussion & Social Studies JournalBook: Barrigota y Pipón van a la escuelaBy Nathan HaleBilingual Discussion & Social Studies Journal Book : Barrigota y Pipón van a la escuelaBy Nathan HaleBilingual Discussion& Social Studies JournalJournals Conceptual RefinementGood bye ritualsTime: 2:10-2:30DismissalLibrary time!Students read at the library and take a book to read at homeLanguage Art JournalsCounting the days at schoolSocial Studies Journals Counting the days at schoolMath JournalsCounting the days at schoolLearning Goals Personal & Social DevelopmentResponsibilityI.A.4. Language & LiteracyVocabulary and Sentence SkillsII.A.1. is able to stay in designated personal space without intruding upon others’ (stays in own seat at lunch table without kicking feet or leaning against neighboring children).? can move around the classroom without stepping on materials or disrupting others’ activities.Reading/Phonological Awareness and Comprehension Skills? III.A.1 Child engages in pre-reading and reading related activities. (A) Repeats or "chimes in" on repeated parts of predictable stories.Writing SkillsA. Motivation to Write SkillsIV.A. 1 Child intentionally uses scribbles/writing to convey meaning.B. Independently Conveys Meaning SkillsIV.B.1. Child independently uses letters or symbols to make words or parts of words.MathCounting SkillsIV.A. Child knows that objects, or parts of an object, can be counted.E. Classification and Patterns SkillsV.E.1. Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different.ScienceVI.A.1 Child describes, observes and investigates properties and characteristics of common objects. (A) The child uses senses to explore sensory language to describe properties of natural and human- made materials (wood, cotton, fur, wool, stone, magnetic, leather, plastic, Styrofoam, paper) to learn their characteristics and capabilities.Physical DevelopmentSocial StudiesVII.A.2. Child identifies similarities and differences in characteristics of families.C. Geography Skills VII.C.1 Child identifies and creates common features in her immediate environment. (A) identifies common features in the home and school environment (The library has books. The playground has swings.)Fine ArtsVIII. FINE ARTS DOMAINA. Art SkillsVIII.A.1 Child uses a variety of art materials and activities for sensory experience and exploration. (A) investigates with a variety of materials (crayons, paint, clay, markers)B. Music SkillsVIII.B.1 Child participates in classroom music activities. (A) Sings along with familiar songs during circle time ("Old McDonald Had a Farm").Gross MotorIX.A.1. Child has mastered basic skills of running, jumping, climbing, and pedaling.TechnologyX.A.1. Child opens and navigates through software programs designed to enhance development of appropriate concepts.Transition Learning OpportunitiesGrowing with Math songs Hello SongHola Amigo/ Hello FriendEl OsitoCanción de los nombres/ Names song Codes: PM Progress Monitoring PG Parent Goal T TableStudent Interest IntegrationMusic: Different instruments in the classroom and pod to help students expressing through music.Music: Different instruments in the class-room and pod to help students expressing through music.Music: Different instruments in the classroom and pod to help students expressing through music.Music: Different instruments in the classroom and pod to help students expressing through music.Music: Different instruments in the classroom and pod to help students expressing through music. ................
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