SUMMER SCHOOL WEEKLY PLAN
WEEKLY PLAN
TEACHER Mrs. Janet Silmon THEME /UNIT January 5, 2015
Martin Luther King Project
Breakfast in the Classroom 7:30 – 8:00 Daily Happy New Year (
| |MONDAY |TUESDAY |WEDNESDAY |THURSDAY |FRIDAY |
| |1/5/15 |1/6/15 |1/7/15 |1/8/15 |1/9/15 |
| |Pledge to the flags |Pledge to the flags |Pledge to the flags |Pledge to the flags |Pledge to the flags |
|8:00 |SS.K.10A – Identify the flags of the US |SS.K.10A – Identify the flags of the US |SS.K.10A – Identify the flags of the US |SS.K.10A – Identify the flags of the US |SS.K.10A – Identify the flags of the US |
|to |and Texas. K.10.B – Recite the Pledge of |and Texas. K.10.B – Recite the Pledge of |and Texas. K.10.B – Recite the Pledge of |and Texas. K.10.B – Recite the Pledge of |and Texas. K.10.B – Recite the Pledge of |
|8:45 |Allegiance as a class. |Allegiance as a class. |Allegiance as a class. |Allegiance as a class. |Allegiance as a class. |
| | | | | | |
|Opening |Journal Writing |Journal Writing |Journal Writing |Journal Writing |Journal Writing |
|Activities |Attendance |Attendance |Attendance |Attendance |Attendance |
| |Restroom Break |Restroom Break |Restroom Break |Restroom Break |Restroom Break |
| |Morning Message: Students will dictate |Morning Message: Students will dictate |Morning Message: Students will dictate |Morning Message: Students will dictate |Morning Message: Students will dictate |
| |morning message to teacher and write on |morning message to teacher and write on |morning message to teacher and write on |morning message to teacher and write on |morning message to teacher and write on |
| |board. |board. |board. |board. |board. |
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| |Professional Development | | | | |
| |Day | | | | |
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| | | | | | |
| |Read Aloud – | | | | |
| | | |Read Aloud- Today is Monday | | |
| | | | | | |
| | |Read Aloud – The Wonderful Book | |Read Aloud – What the moon Sees |Read Aloud –Marvin Gets Mad! |
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|8:45 |Music |P.E. |Computer Lab |Music /Library |Science |
|To | | |12:25-1:20 | |PLC |
|9:30 | | | | | |
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| | | | | | |
| |Math |Math |Math |Math |Math |
|9:35 |9:35 – 10:00 Math Whole Group |9:35 – 10:00 Math Whole Group |9:35 – 10:00 Math Whole Group 10:00-10:45|9:35 – 10:00 Math Whole Group |9:35 – 10:00 Math Whole Group |
|to |10:00–10:45 Math Workstations |10:00–10:45 Math Workstations |Math Workstations |10:00-10:45 Math Workstations |10:00-10:45 Math Workstations |
|10:45 |Whole Group: Calendar, Number talk, |Whole Group: Calendar, Number talk, |Whole Group: Calendar, Number talk, |Whole Group: Calendar, Number talk, |Whole Group: Calendar, Number talk, |
| |Number of the Day, Problem of the Day, |Number of the Day, Problem of the Day, |Number of the Day, Problem of the Day, |Number of the Day, Problem of the Day, |Number of the Day, Problem of the Day, |
|Compare |Shape of the Day. Unit |Shape of the Day. Unit : |Shape of the Day. Unit : 16- |Shape of the Day. Unit : |Shape of the Day. Unit : |
|Represent | |Uni16 – Students will be able to count |Uni16 – Students will be able to count |Uni16 – Students will be able to count | |
|Generate | |forward and backwards up to 20 with or |forward and backwards up to 20 with or |forward and backwards up to 20 with or |Uni16 – Students will be able to count |
|Match | |without objects. |without objects. |without objects. |forward and backwards up to 20 with or |
|Count |Professional Development |Key Concepts ; Representation Number | | |without objects. |
|More/Less | |Relationship |Key Concepts ; Representation Number |Key Concepts ; Representation Number | |
|Set | |Guiding Question; How can you represent |Relationship |Relationship |Key Concepts ; Representation Number |
|Equal |Workstations: rotate daily |(show) a number? 16.1 count to 50 by |Guiding Question; How can you represent |Guiding Question; How can you represent |Relationship |
| |Counting 1-10 |ones. |(show) a number? 16.1 count to 50 by |(show) a number? 16.1 count to 50 by |Guiding Question; How can you represent |
| |Decomposing numbers to 6&7 Independent | |ones. |ones. |(show) a number? 16.1 count to 50 by |
| |Work | | | |ones. |
| |Representing Numbers |Workstations: rotate daily | | | |
| |Different ways of making the number 10 | |Workstations: rotate daily |Workstations: rotate daily |Assessment Module1 |
| |Math games |Counting 1-10 |Counting 1-10 |Counting |Workstations: rotate daily |
| | |Writing 1-10 |Writing 1-10 |Writing 1-20 | |
| | |Independent Work |Independent Work |Independent Numbers 1-20 |Counting 1-10 |
| | |Representing Numbers 1-10 |Representing Numbers 1-10 |Representing Numbers 1-20 |Writing 1-10 |
| | |Different ways of making the number 9&10 |Counting Mats |Counting Mats |Independent Work |
| | |Ten Frame Counting |Ten Frame Counting |Ten Frame Counting |Representing Numbers 1-10 |
| | | | | |Counting Mats |
| | | | | |Ten Frame Counting |
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|10:55 | | | | | |
|to |L |U |N |C |H |
|11:25 | | | | | |
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|11:25 | | | | | |
|to |Recess/Water-RR Break |Recess/Water-RR Break |Recess/Water-RR Break |Recess/Water-RR Break |Recess/Water-RR Break |
|11:55 | | | | | |
| | | | | | |
|11:55 | | | | | |
|to |Quite Time |Quite Time |Quite Time |Quite Time |Quite Time |
|12:25 | | | | | |
|THEME | |
|GENRE | |
|Type of | |
|Writing | |
|Guided |Can you give me a rhyming pair for the following words? |
|Questions |Can you separate the spoken syllables found in the following words? |
| |Can you retell the events in a story in your own words? |
| |Can you identify the characters as a person or animal in a story? |
| |When writing a sentence what are two important rules to remember? |
| | |
| |Word Study: |Read Alouds : 2-3 Books |Reading Mini-Lesson |Writing |Small Group – Teacher work in pairs of |
| |(PA/Phonics/Vocabulary/Spelling) |K.1F-Students will identify different |(Comprehension Strategies) |K.16A.ii-Students will understand and use|students to review targeted skills mini |
| |K.2C-Students will orally generate |parts of a book. |*What was the problem in the story? |nouns (people and animals and places and |lessons, reinforce or assess student’s |
| |rhyming words. | |*Who are the important characters in the |things). |understanding of the writing process |
| | | |story? |K.2A-Students will practice writing a | |
| | |K.10-D-Students will use titles and |*What could you hear, see, feel, or smell|sentence. | |
| |K.3A-Students will identify common sounds|illustrations to make predictions about |as you read/heard the story? | |Evidence of Learning: ELAK.17B-Capitalize|
| |that letters represent: Short vowel sound|text. | |K.16A-Understand and use personal |the first letter in a sentence. |
| |:/Ii/ onset rime –ib-id-it-ip | | |pronouns (e.g. I =, me in the context of |ELA-7C; Use punctuation at the end of a |
| | | |K.10B-Students will retell important |reading and writing ,and speaking |sentence. |
| | | |facts in a text, heard. or read (graphic |Resources : Reading Street Unit 5 ,Vol. | |
| |K.3D-Students will identify at least 25 | |organizer –what happened in the |2, T.E.Page:436,453,480,494,508 |Assessment: Writing Use rubric to assess |
| |HFW- short /e/ words. |K.LA.k.6A Identify elements of a story |beginning, middle and end) | |students writing. |
| | |including the setting, character, and key| | | |
| | |events. | | |Effective Practices: Students are |
| | |Big Idea (theme) of a well-known folk | |Grammar / Research |actively engaged. |
| | |tale, fable, and other genre) connect to |Fables: Give students an example of a |K.19B-Students will research the life |Exit Ticket |
| | |personal experience. |list of fables .animals are the main |cycle of pumpkins |Graphic Organizer Response signals |
| |K.5D-Students will identify and sort | |characters that act and speak like | |Structure Peer Conversation. |
| |different words relating to pumpkins | |humans. | | |
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|Resources: |Reading Street- A Bed For Winter |Reading Street- A Bed For Winter |Reading Street – Abed For Winter |Reading Street – Abed For Winter |Reading Street – A bed For Winter |
|HISD |Neuhaus House – Alphabet Arc | |Neuhaus House= Alphabet Arg |Neuhaus House= Alphabet Arc | |
|Adoptions |Saxon Phonics – Letter activities |Neuhaus House – Alphabet Arc |Saxon Phonics |Saxon Phonics |High Frequency Words |
|Etc. | |Saxon Phonics | | |Neuhaus House- Alphabet Arc |
| | | | | |Saxon Phonics |
| |Workstations /Small Group Instruction |Workstations /Small Group Instruction |Workstations /Small Group Instruction |Workstations /Small Group Instruction |Workstations /Small Group Instruction |
|12:30 |/Guided Reading |/Guided Reading |/Guided Reading |/Guided Reading |/Guided Reading |
|to | | | | | |
|1:00 |Read to Self- Students reading |Read to Self- students reading |Read to Self-Students reading |Read to Self-Students reading |Read to Self-Students reading |
| |independently. |independently. |independently. |independently |independently |
|Language Arts| | | | | |
|Phonics Whole|Work with Words-Students working on |Work with Words -Students working on |Work with Words- Students working on |Work with Words- Students working on |Work with Words- Students working on |
|Group |beginning sounds, middle sounds, and CVC |beginning sounds , middle sounds ,CVC |beginning sounds , middle sounds ,CVC |beginning sounds , middle sounds ,CVC |beginning sounds , middle sounds ,CVC |
| |words. |words |words |words |words |
| | | | |Read to Someone - Students partner read |Read to Someone - Students partner read |
| |Read to Someone- Students partner read |Read to Someone - Students partner read |Read to Someone- Students partner read |Knee to Knee Elbow to Elbow in their |Knee to Knee Elbow to Elbow in their |
|1:00 |Knee to Knee Elbow to Elbow in their |Knee to Knee Elbow to Elbow in their |Knee to Knee Elbow to Elbow in their |reading area |reading area |
|to |reading area. |reading area |reading area | | |
|1:45 | | |Listen to Reading- Students listen to |Listen to Reading- Reading students |Listen to Reading- Reading students |
| |Listen to Reading- students listen to |Listen to Reading- Students listen to |reading on IPAD, Computer, or Listening |listen to reading on IPAD, Computer, or |listen to reading on IPAD, Computer, or |
| |reading on IPAD, Computer, or Listening |reading on IPAD, Computer, or Listening |center |Listening center. |Listening center. |
| |center. |center. | | | |
| | |Work on Writing :Journal Writing Writing|Work on Writing - |Work on Writing- Work on Writing |Work on Writing- Work on Writing |
| |Work on Writing- Journal writing , |Center , Alphabet writing |Journal writing Work on Writing : Writing|Journal writing Work on Writing : Writing|Journal writing Work on Writing : Writing|
| |Writing Center , Alphabet writing | |Center , Alphabet writing |Center , Alphabet writing |Center , Alphabet writing |
| | |Work with Teacher-Work with Teacher- | |Work with Teacher-Guide Reading /Small |Work with Teacher-Guide Reading /Small |
| |Work with Teacher- Guide Reading /Small |Guide Reading /Small Group |Work with Teacher-Guide Reading /Small |group |group |
| |Group | |group | |Assessments: will use Reading Street |
| | | | | |assessments at the end of week unit. |
| | | Science | Social Studies | Science |.Social Studies |
| | |Science ; Weather and the Seasons |Objective; Students will be able to use |Science ; Weather and the Seasons |Objective: Students will be able to use |
| | |Essential Question: What is the weather? |maps and describe location. |Essential Question: What is the weather? |maps and describe location. |
|1:45 | |Vocabulary – thermometer, windsock | |Vocabulary – thermometer, windsock | |
|to | |What are the seasons? |Guided Questions: -How can someone tell |What are the seasons? |Guided Questions: -How can someone tell |
|2:30 |Professional Development |Vocabulary; spring, fall winter, summer. |where you are? |Vocabulary; spring, fall winter, summer. |where you are? |
| |Day | | | |Graphic Organizer: (Art Activity) – |
|Science | |Objective; Identify and describe weather |Graphic Organizer: (Art Activity) – |Objective; Identify and describe weather |Students are given a house and students |
| | |conditions. Observe and determine the |Students are given a house and students |conditions. Observe and determine the |will need to label and create a map |
|Social | |effects of the weather on human |will need to label and create a map |effects of the weather on human |showing how to get to their house. They |
|Studies | |activities. |showing how to get to their house. They |activities |may add the living room bedrooms, kitchen|
| | | |may add the living room bedrooms, kitchen| |etc... |
| | | |etc... | |Vocabulary: Over, under, near, far, left |
| | | |Vocabulary: Over, under, near, far, left | |right. |
| | | |right. | | |
| | | | | | |
| |Enrichments Centers |Enrichment Centers |Enrichment Centers |Enrichment Centers |Enrichment Centers |
|2:30 |Free Choice |Free Choice |Free Choice |Free Choice |Free Choice |
|to |Reading Games Writing |Reading Games Writing |Reading Games Writing |Reading Games Writing |Reading Games Writing |
|2:45 |Drama Computer |Drama Computer |Drama Computer |Drama Computer |Drama Computer |
| |Math Tubs Science |Math Tubs Science |Math Tubs Science |Math Tubs Science |Math Tubs Science |
| |Block |Blocks IPad |Blocks |Blocks |Blocks |
| |Painting Easel IPad |Lego Blocks |Lego Blocks |Lego Blocks |Lego Blocks |
| |Lego Blocks |Puzzles |Puzzles |Puzzles |Puzzles |
| |Puzzles |Painting Easel |Painting Easel IPad |Panting Easel IPad |Painting Easel IPad |
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|2:45 |Dismissal Preparations |Dismissal Preparations |Dismissal Preparations |Dismissal Preparations |Dismissal Preparations |
|to |Dismissal |Dismissal |Dismissal |Dismissal |Dismissal |
|3:00 | | | | | |
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