Lesson Plans

January 12, 2015
1:45 - 2:45 SS
*Student Teacher Mrs. Sestokas
Objective: Students will learn about basic geographical content in the Unit
introduction.
Assessment: Teacher observation, student participation, completion of
group activity
Anticipatory Set: Think about why the world around you is important in
your life.
Content Delivery: The teacher will begin the lesson with an introduction of
what we will be discussing in the Unit. Students will then be split into four
groups where they will complete the first two sections of a KWL chart,
rotating to around the room to different topics. When complete students will
meet in the reading area where they will discuss each topic in further detail
and why the lesson information relates to their life.
Practice Activities: Students will move back into their groups to complete
the final section of the KWL worksheet.
Differentiation: Tier 1: Sit near teacher while in reading area.
During group work children will be paired based on skill level to encourage
peer tutoring
Reflection:
Student definitely seemed to enjoy the idea of using a KWL chart. However,
for the purpose of this assessment, I found that the students definitely
needed more direction of what to write. They were writing simple words that
may or may not relate to the topic. Also, because the students were working
in groups, I found that they were relying on certain group members and not
everyone was contributing.
I think that if I were to redo this lesson, I would have the students complete
the KWL chart before each topic independently. Then we would get together
and write what we want to know and what we want to know.
January 13, 2015

1:45 - 2:45 Science/SS
Objective: Students will learn locate visual representations of global
addresses.
Assessment: Teacher observation, visual representation, independent and
small group work.
Anticipatory Set: Think about why it is essential to know geological content
names in our lives.
Content Delivery: Teacher will begin the lesson by using the smartboard for
visual representations of the lesson content. Class will then work together to
complete worksheet on smartboard to ensure understanding of the content
before individual work is completed. Once individual work is complete
teacher will verbally quiz the students on the material. If time allows teacher
will review map direction and model small game for students to play with
partners.
Practice Activities: Students will be creating a rough draft of writing and
labeling addresses independently. I will review their rough draft and provide
with an envelope once the student is ready for their final draft. Students will
then create their own stamps to attach to the envelopes. If time allows,
students will pair up to practice map direction.
Differentiation:
Tier 1: students will work with teacher in back of classroom.
Tier 2: students will work independently
Tier 3: students will work independently and then help peers when finished
Reflection:
I felt that this lesson could have definitely gone much smoother. I need to
add in a lesson before this one that helps the children to understand the
different locations on a map much better. I want to really explain what each
part of the globe is instead of just assuming that the students already know
the material like I did. I also found that I needed to work much more closely
with the students when writing addresses. This is why I feel as though I
need to explain the parts of the globe much better.
January 14, 2015

Objective: Students will be able to locate where they live in the world.
Assessment: Teacher observation, student participation, student
independent work
Anticipatory Set: Students will think about importance of knowing where
they live.
Content Delivery: Teacher will review and troubleshoot previous lesson in
the reading area. Then teacher will create a deeper understanding of the
material through a project. When project is complete, teacher will verbally
test the students knowledge of material.
Practice Activities: Students will be pinpointing where they live in the
world through a visual and kinesthetic project.
Differentiation:
Tier 1: students will work with teacher to complete writing part of the
project.
Tier 2: Students will work independently.
Tier 3: Students will work independently and present work to small groups
around them.
Reflection:
This project was visually appealing. However, I do not feel that the students
understood the material from just completing it. I did not make the student
think on a higher level. They were really just copying what I was doing and
they were looking at definitions written on the smart board that I simply read
to them. I think that next time I complete this lesson, I will one, switch it with
the previous lesson and two, use a large map or a globe to help explain the
part of the globe more clearly. What would work even better would be an
interactive map that could start with the full globe and move into the
continents, then US, then state, then city. That way the students can really
get a feeling of where they are on the map.
January 15, 2015

Objective: Students will be able to identify landforms and learn specifically
about mountains.
Assessment: Teacher observation, student participation, individually
completed work.
Anticipatory Set: Think about how landforms affect our lives and the lives
of the people around us.
Content Delivery: Teacher will begin in the reading area by talking about
what landforms are and how they affect people's lives. Teacher will then
show students pictures of different landforms to test if their previous
knowledge. The students will describe what they see in the picture and name
the landform in the picture. Once all of todays pictures are shown, teacher
will have students complete a sort of the landforms they learned.
Practice Activities: Students will cut out and sort landforms. This will
create a matching game that they will practice with peers.
Differentiation:
Tier 1: Students will be working with teacher in the back of the classroom,
students will also only need to describe one concept they learned from the
story.
Tier 2: Students will be working independently.
Tier 3: Students will be working independently and need to write three
concepts that they learned from the story.
Reflection:
This lesson went very smoothly. Students liked practicing with their matching
cards. The only change I think I would really make is to bring technology into
the lesson. However, I do not feel this is necessary because the students had
a clear image of the pictures. The students who finished early were also able
to look to landform books at the end of the lesson.
January 16, 2015

1:45 - 2:45 SS
w Mrs. S - Student Teacher
Objective: Students will learn the directions on a compass and how to use it.
Assessment: Teacher observation, student participation, and completion of
student work.
Anticipatory Set: Students will think about the importance of knowing how
to read direction on a map.
Content Delivery: Lesson will begin in the reading area where we will
discuss the different directions on a compass. Students will then move back
to their seats where they will create their own compass to use for further
lessons. When compass is complete, teacher will demonstrate using the
compass on a worksheet then complete worksheet together on smartboard.
Students will also complete worksheet independently. Conclude lesson by
reviewing information.
Practice Activities: Students will complete worksheet independently.
Differentiation:
Tier 1: students will sit by teacher - worksheet will include wordbank and be
completed with teacher assistance.
Tier 2: Students will complete worksheet independently.
Tier 3: Students will complete worksheet individually then assist peers.
Reflection:
This lesson went very smoothly. Students understood to cardinal directions
with very little trouble. Students were able to complete the worksheet that
we completed together with ease. However, I found that the worksheet being
done independently was very difficult because of the wording. Next time I
complete this lesson, I will conduct it similarly. I will however, find a new
worksheet to use with the students that is much easier to understand.
January 20, 2015

1:45 - 2:45 SS
w/ Mrs. S - Student Teacher
Objective: Students will master the use of a compass.
Assessment: Teacher Observations and student participation.
Anticipatory Set: Students will think about the importance of
understanding how to use a compass.
Content Delivery: Students will be at their seats for the beginning of this
lesson. Teacher will review the direction of a compass and how to use it on a
map. Teacher will then demonstrate an activity the students will be doing to
practice their skills. Students will be placed into pairs to complete the
activity. Students demonstrating how to use the compass will conclude
lesson.
Practice Activities: Once students are placed into pairs they will be given a
map of the United States. One student will have to write the state they are
thinking of on a whiteboard, without showing it to their partner. The partner
will then try to guess the state the other had written down by asking
questions such as "Is your state North of Texas?"
Differentiation:
Tier 1: Students will be working with the teacher to complete this activity.
Tier 2 students will be placed with Tier 3 students to ensure understanding
and peer tutoring.
Reflection:
Students remembered the use of the compass and we were able to move
through the review very quickly. I was lucky however to have my cooperating
teacher to help me when demonstrating the game that would be played with
partners. Next year, because I will not have this luxury, I will pull one of the
tier three students aside either in the morning or the day before and explain
what we will be completing. I will tell that student that he or she will help me
to demonstrate the objective of the game.
The actual game went very smoothly. However, I did find that some of the
students were have a little difficulty. They were also cheating a little.
Therefore, I will teach the intermediate directions as well before having them
play.
January 22, 2015

1:45 - 2:45 SS
with Mrs. S - Student Teacher
Objective: Students will be assessed on their knowledge of landforms.
Assessment: Teacher observation, completion of student work.
Anticipatory Set: Students will think about how different landforms affect
their lives.
Content Delivery: Lesson will begin with teacher showing the children an
introduction video explaining what landforms are and how they could be
formed through erosion. Next, teacher will briefly ask the children what they
learned from the video, while quizzing them on the information as well.
Finally, students will be given a pre-assessment worksheet for teacher to
learn what landforms to touch on and which teacher needs to talk more
about.
Practice Activities: Students will be asked to get their privacy boards to

take pre-assessment. They will be handed a worksheets and match the
picture of the landform to the words.
Differentiation:
Tier 1: Students will be provided with assistance when necessary for reading
the words. All other students will be working independently.
Reflection:
This activity actually took the students much longer than I had previously
thought it would. I thought it would take the students about ten minutes to
complete the worksheet when it actually took them about a half hour! I do
feel as though this was a good assessment of the students knowledge and
helped me to see that a lot of the students do not know their landforms and I
did need to touch on majority of them. I learned that I cannot assume that
everything is easy and a seven year old may not know a lot of information.
January 23, 2015

1:45 - 2:45 SS
Objective: Students will learn what a landform is and how to identify them.
Assessment: Teacher observation, student participation, and completion of
student work.
Anticipatory Set: Students will think about how different landforms affect
their lives.
Content Delivery: Lesson will begin in the reading area where teacher will
begin by asking students what type of land is around where they live. The
students should respond by telling the teacher that they live near hills and
mountains. The teacher will then move on to talk about what landforms are
and how there are several landforms throughout the world. Teacher will show
the children pictures of different landforms to see what they know by having
them write the name of the landform on a whiteboard. Only half of landforms
will be mentioned. As we work through each picture the teacher will tell the
students a few interesting facts about the landforms in each picture.
Students will then move back to their seats and create matching
picture/definition cards of the landforms. Conclude lesson by reviewing the
landform information.
Practice Activities: Once students finish their matching cards they will
practice matching the picture with the definition.
Differentiation: Tier 1: Students will sit near teacher and be provided
assistance when creating the cards.
Tier 2: Students will work independently on creating their cards.
Tier 3: Students will be asked to write something that they learned about the
landform under the definition.
Reflection:
This lesson went exactly as I had expected. The students learned about the
different landforms. I added higher order thinking and I had the students
working in pairs to test each other with the matching cards. I think the only
change I would make is to add in technology somehow or to have the tier 1
students work with me at the back table so that they get their work
completed in a timely manner.
January 26, 2015

Student Teacher Mrs. Sestokas
Objective: Students will learn to prepare what to do when there are possible
emergency weather situations.
Assessment: Student participation, teacher observation, completion of
student work.
Anticipatory Set: Students will think about how to prepare for a big storm.
Content Delivery: Six students will be chosen to read a script on how to
prepare for a winter storm. They will read the script ahead of time so that
they will be able to add emotion while the rest of the class completes a
worksheet listing ideas on what to do if snow is coming. Teacher will be
narrator. Students will all meet in the reading area for the lesson to begin. As
we read through story the teacher will interrupt to point out specific
important details. When story is finished, teacher will discuss the ideas for
preparation in the story. They will be written for the class to see. To conclude
lesson, students will write about what they noticed their parents doing when
preparing for our most recent storm.
Practice Activities: Writing assessment on preparing for a winter storm.
Differentiation: Tier 1: students will sit near teacher. Students will complete a
worksheet instead of writing their own story. Tier 2: students will work
independently. Tier 3: students will be asked to write in more detail.
HW: Complete
Reflection:
This did not go as smoothly as I would have liked. The students had difficulty
when it came to reading the script. I needed to prompt them every time their
part came up. Therefore, the next time I complete this I will have the
students read the script first. Then we will perform it as a class. They still
learned what they needed to from the assessment and were having a great
time!
January 28, 2015
1:45 - 2:45 SS
Objective: Students will be able to recall and identify several landforms.
Assessment: Teacher observation, student participation, completion of work
Anticipatory Set: Students will think about how landforms effect the lives
about people all over the world.
Content Delivery: Teacher will begin in the reading area and review the
previous day landforms quickly. Then move on to the second half of the
landforms. Teacher will again have the students write the type of landform on
a whiteboard when the picture is shown. Teacher will tell the students about
the each of the landforms. Students will go back to their seats and finish
their matching cards. Teacher quickly reviewing what we learned the two
days of landforms will conclude lesson.
Practice Activities: Once they are finished they will pair up to practice the
meanings of the landforms together.
Differentiation:
Tier 1: Students will sit near teacher and be provided assistance when
creating the cards.
Tier 2: Students will work independently on creating their cards.
Tier 3: Students will be asked to write something that they learned about the
landform under the definition.
When students are paired Tier 2 and Tier 3 will be matched together to
encourage peer tutoring. Tier 1 Students will work with teacher.
Reflection:
Today went very well. The students were able identify the landforms fairly
easily. We talked briefly about each one and the students were even getting
excited to learn more about them. Almost too excited. It was another test of
my classroom management skills. I had to calm down the class a couple of
times from calling out, but it all ended well. It is still alittle hard for me to
stray from warnings. I do not want to upset the students and hate having
them move their clips. I feel that the only part of the lesson that could be
changed is adding in technology like I had mentioned on the first part of the
lesson. However, I wanted them to flow together so I used the same format
for both.
January 29, 2015

12:56 - 1:43 Science/SS
Student Teacher: Mrs Sestokas
Objective: Students will learn about the traditions of Indian culture, more
specifically the rangoli artform.
Assessment: Student participation, teacher observation, student project
completion.
Anticipatory Set: Students will think about why art is important in their
lives.
Content Delivery: Teacher will begin by asking the students what they
remember about the Festival of Lights video from the previous week. Then
the teacher will hone in on the rangoli art, sandart that is created in front of
doorways. The students will then create their own rangoli art that will be
displayed in the hallway.
Practice Activities: Rangoli art project will be completed by students.
Outlines will first be colored in with bright markers to match the sand and
then sand will be added.
Differentiation: No differientiation needed.
HW: Complete
Reflection:
This lesson was used for multicultural week when we were decorating the
halls for the other classes to view. Therefore the students work needed to
look very good and required teacher assistance. If was very difficult to have
all of the students complete the sand are and will take several days to
complete. Therefore, if I ever complete this lesson again, I will figure out a
way for the students to do this at their seats. I also felt that my content
knowledge of the Indian culture could have been much stronger.
February 3, 2015
Student Teacher: Mrs. Sestokas
Objective: Students will be able to identify the difference between climate
and weather.
Assessment: Student participation, teacher observation, students work
completion.
Anticipatory Set: Students will think about how climate and weather affect
our lives.
Content Delivery: Teacher will begin the lesson by quickly reviewing with
the students what we have discussed in the unit thus far. Then, teacher will
introduce climate and weather by asking the students what they know about
it already and showing them a video about the differences between climate
and weather. https://www.youtube.com/watch?v=VHgyOa70Q7Y After the
video is shown teacher will ask the students if they know the difference
about climate and weather? Then we will discuss why it is important to
understand how weather affects our lives on a daily basis and a long term
basis. Students will then complete worksheet on climate vs. weather. First
couple questions will be done with teacher then students will try on their
own.
Practice Activities: Students will complete worksheet on climate vs.
weather.
Differentiation: not needed for this introductory lesson.
HW: Complete
Reflection:
I originally thought this would be a fairly easy topic for the students to
understand because I understand it so well. However, I found it was
extremely difficult for them. They got so many questions wrong on their
assessments and I need to figure out a way to get the information across to
them. Maybe if I start talking to the students during the day and using the
words in a sentence, such as what do you think the weather will be like
tomorrow? And did you know that that climate in Florida is warm?
February 4, 2015
9:40 - 10:55 ELA
Objective: Students will learn to recognize and define vocabulary words and
high frequency words.
Objective: SWBAT learn to recognize facts and opinions in a story
Objective: SWBAT will read and write on their own level to identify facts and
opinions in a story
Objective: Students will practice fluency with oral reading, apply
comprehension skills when reading, apply knowledge of sound-spelling to
decode unknown words when reading.
Objective: SWBAT apply listening comprehension skills to identify facts and
opinions
Assessments: teacher observation, comprehension check, fluency check,
student participation
Anticipatory Set (Do Now): review high frequency words, amazing words,
reading strategies on smart board
Content Delivery: Teacher will begin by passing out high frequency and
vocabulary words to students. While they are cutting their words, teacher will
pass out their vocabulary envelopes. Once most students are finished
teacher will review the meaning of the vocabulary. Once the students
understand what all of the words mean, teacher will tell students to look for
these words in the story we will read. Next, teacher will ask the students
what they know about fact and opinion. Students will give their response and
teacher will provide examples on smart board while engaging students.
Students will then move to the reading area where teacher will guide reading
of main selection with whole class in reading area - assign two pages at a
time and pause often to ask questions. Teacher summarizing the story and
pointing out areas of fact and opinion will conclude lesson.
Differentiation :
Tier 1: listen to main selection -with Taylor participate with discussion
questions
Tier 2: read main selection - with teacher guidance
Practice Activities:
All students will create vocabulary flash cards. All students will participate in
fact and opinion questions. All students will read story with teachers. Then
some will Reread with a buddy. Remaining students will read concept reader
independently. Finally all will orally discuss comprehension questions at end
of their assigned story
Differentiation
Partner strong and weak readers together, encourage struggling readers to
read high frequency words
Closure (Ticket-To-Leave): retell story - read to a partner.
**During last 10 minutes of period students will enjoy their snack
while they complete their work or listen to poetry read aloud
Overall this lesson went very smoothly. It was the routine that the students
were used to. However, I found that my time management skills need
improvement. I need to watch the clock and try to work within the time
frame. I went over at the end of the lesson because I wanted to explain each
part of the story in further detail and make sure that they understood each
part. However, I found that this is not possible so I need to choose which
parts are most important. Hopefully this will work better next time.
Student teacher: Mrs. Sestokas
Objective: Students will learn about how climate affects the lives of people
all over the world.
Assessment: Students participation, teacher observation, completion of
student work.
Anticipatory Set: Students will think about how climate affects their own
life.
Content Delivery: Teacher will begin in the reading area by discussing
different affects of different types of climate. She will begin talking about
cold climate, then warm, then temperate/seasons. This will all be written
down on an enlarged sheet asking questions such as what kinds of clothing
do people wear in cold climate and what type of housing people need.
Students will then go back to their seats to complete a write up of their
favorite season.
Practice Activities: Students will practice determining the effects of
climate on their own life. They will choose a season and write about the type
of clothing they would wear and the activities they would do based on the
weather.
Differentiation: Tier 1: students will sit by the teacher in reading area.
Students will be asked to draw instead of write about their chosen season,
then describe it to the teacher. Tier 2: students will complete work
independently. Tier 3: students will be held to higher expectations on work.
HW: Complete
Reflection:
The student did not have any trouble talking about how the climate affects
them in their daily lives. I also think that this lesson helped the students to
understand the difference between climate and weather a little better, which
was a relief. The students were all able to answer the questions that I was
asking. The only area of improvement I could see was that I needed to give
clearer expectations on their worksheet. They did not understand exactly
what some of the questions were asking.
February 5, 2015
Objective: Students will be able to identify the different regions of the
United States with an emphasis on the Northeast.
student work.
Anticipatory Set: Students will think about how the regions affect their own
lives.
Content Delivery: Teacher will begin with children at their seats. She will
use the smart board presentation to demonstrate the five regions of the
United States while engaging the students and finding out what they know.
Each slide will identify the qualities that differentiate the regions. There will
be a main focus on the Northeast. Students will think about the different
characteristics of their region then share with a partner. (Think, pair, share)
Students will then complete worksheets on their own region.
Practice Activities: Students will complete a worksheet describing their

own region in order to develop a deeper understanding of the material.
Differentiation: Tier 1: Students will receive a worksheet that is
differentiated for their skill level. Tier 2: Students will work on assignment
independently. Tier 3: Students will be held to higher expectations on their
writing and need to include more detail.
HW: Complete
Reflection:
I found that it was fairly easy for the students to take in the idea that there
are several different regions. However, I noticed later that some of my data
did not match. The boarders were different and the children did notice. What
I need to do differently is to make sure all of the planning is accurate and
cohesive for the students.
February 6, 2015
Objective: Students will be able to identify different regions of the United
States.
Assessment: Student participation, Teacher observation, Completion of
student work
Anticipatory Set: Students will think about how people all over the country
are affected by their region.
Content Delivery: Teacher will begin the lesson on the smart board with a
quick review of the previous days information. Then teacher will continue
through the slides as we take a tour through the remainder of the United
States. Once finished with the slides teacher will ask the children to think
about what region they would most likely want to live in. Students will share
this information with a partner and then complete handout of their favorite
region.
Practice Activities: Students will complete worksheet passed on their
favorite region of the United States.
Differentiation: Tier 1: Students will have a simpler worksheet based on their
skill level. Tier 2: Students will work independently to complete handout. Tier
3: Students will need to write at least one fact about the regions that is not
on the front of handout.
HW: Complete
Reflection:
This lesson strayed from the original plan. Because we were lucky enough to
have four teachers in the room, we were able to split the room into four
groups, ie the four remaining regions. The students rotated around the room
to learn about each region. I did feel like this was a great way to complete
the lesson, however I will not always have this luxury so I will need to
conduct the original plans and give a true analysis.
February 9, 2015
Objective: Students will learn about natural resources and be able to recall,
identify, and apply the information.
student work.
Anticipatory Set: Students will think about how natural resources are used
in their own lives.
Content Delivery: Teacher will begin lesson in the reading area where she
will discuss what the children already know about natural resources. She will
start off by choosing one area that they are most likely familiar with, ie.
planting. "Have you ever grown a plant? How did you do this? Once a short
discussion has taken place regarding these questions and how all natural
resources are used to complete this process teacher will explain the
difference between natural resources and manmade resources. Students will
then spend a couple minutes listing on their whiteboard other natural
resources that they can think of. Students will then share this information
with a partner. We will then share the information with the whole class and it
will be recorded for the class to see. The same thing wil then be done for
man-made resources. When this is complete students will be sent back to
their desks to complete a worksheet. Lesson will be concluded with an oral
quiz given by the teacher to test student knowledge.
Practice Activities: Students will use whiteboards to answer questions.
Students will then complete worksheets to show their knowledge of the
material.
Differentiation: Tier 1: Students will sit near teacher. Students will be
provided worksheet based on their skill level. Tier 2: Students will complete
work independently. Tier 3: Students will work as peer tutors for students
that are having difficulty.
HW: Complete
Reflection:
From this lesson, I found that I definitely need to better my content
knowledge. I originally assumed that I knew everything about natural and
man-made resources because it is a fairly simple idea. However, I did find
that some of the students had stumped me. Therefore, I need to work on
content knowledge and what to do when I do not know an answer.
February 10, 2015

Objective: Students will be able to distinguish between renewable and nonrenewable natural resources in the environment.
student work.
Anticipatory Set: Students will think about how natural resources affect
their lives.
Content Delivery: Teacher will begin in the reading area where she will
review what a natural resource is and how important they are to our
environment, while also explaining what an environment is. Then she will
move on to talk about renewable and nonrewable resources. She will provide
a definition for the students and a couple of examples. Then she will move
on to have the student think, pair, and share their own examples to add to
the list. Finally, we will discuss the consequences of changing our
environment. Students will then go back to their seat to complete and exit
ticket. Lesson will be concluded by with a quick overview of the lesson.
Practice Activities: Students will complete worksheet to ensure they know
the difference between renewable and non-renewable resources.
provided worksheet based on their skill level. Tier 2: Students will complete
work independently. Tier 3: Students will work as peer tutors for students
that are having difficulty.
HW: Complete
Reflection:
Next time I teach this lesson I will definitely be making several changes. I will
not have the children try to think of the natural resources. Instead I will have
a list already prepared and work them out in a sorting method instead. I will
also be much more prepared on how to explain each item on that list
sufficiently. Overall, this lesson could have gone smoother, but it was a great
lesson for me on how to adapt to the lessons and taught me that I needed to
consider all misconceptions before the lesson. My goal for future lessons in
this classroom will be to be confident in my answers to the students so that
they can trust what I am saying. Also, I need to learn to admit to the
students when I do not know something and demonstrate to them how I
could find the answer to the question.
February 11, 2015

Objective: Students will apply knowledge of previous information to review
to test on Friday.
Assessment: Student participation, teacher observation
Anticipatory Set: Students will think about how this unit has affected their
lives.
Content Delivery: Teacher will begin in the reading area with the globe. She
will review with the students the different parts of the globe. Then she will
review the cardinal directions and how to use a compass. She will then
review climate and finally natural resources. After each topic is reviewed.
Teacher will give students the opportunity to choose a topic that they may be
struggling with. They will choose a worksheet for help and teacher will walk
around correcting any misconceptions.
Practice Activities: Students will choose from one of four worksheets to
help them work on any area that they may be struggling with.
provided worksheet based on their skill level. Teacher will guide students at
the back table. Tier 2: Students will complete work independently and with
teacher assistance. Tier 3: Students will work as peer tutors for students that
are having difficulty.
HW: Complete
Reflection:
I was not present for the review, but I was told it went well.
February 12, 2015

Objective: Students will apply knowledge of previous information to review

to test on Friday.
Assessment: Student participation, teacher observation
Anticipatory Set: Students will think about how this unit has affected their
lives.
Content Delivery: Teacher will begin by reviewing what landforms are while
students are at the seats. She will then introduce the rules of landform
jeopardy. Remainder of period will be playing jeopardy.
Practice Activities: Students will work in groups to play landform jeopardy
on the smart board.
Differentiation: Students will be on teams with skill levels mixed.
HW: Complete
Reflection:
Landform jeopardy went very well with the class. Although we ran out of time
to work through all of the rounds. The next time I will use a timer for the
open ended questions and develop a method for choosing the question
order.
February 13, 2015

Objective: Students will demonstrate understanding of unit material.
Assessment: Unit test.
Content Delivery: Students will work independently to complete unit test.
Differentiation: Tier 1: Students will have test read to them at the back table
with Mrs. Taylor.
HW: Complete
Reflection:
The test went very well with an average of 92% for the class. However, a lot
of the students got the question of identifying a continent wrong. I will
definitely have to explain this better next year.
February 16, 2015

Objective: Introduction to soil. Students will share what they know about
soil. Students will learn the difference between prediction and observation.
student work.
Anticipatory Set: Students will think about when they have used soils in
their lives.
Content Delivery: Teacher will begin by introducing the unit. What does it
look like? How does it feel? etc. On a KWL sheet students will fill in what they
know about soil and what they want to know. After students are finished, we
will meet in the reading area to discuss and records on a full class sheet the
will be displayed thoughout the unit. Teacher will then talk about the
difference between predictions and observations. After this is complete,
teacher will explain how we are going to be investigators throughout the
entire unit. Therefore, we will need to create investigator badges to help us
get into character. Teacher will pass out badge template for the students to
create their own badges.
Practice Activities: KWL Chart
Differentiation: Tier 1: Students will sit near teacher. Students will draw their
pictures and have teacher help them write in the questions portion. Tier 2
and 3: differentiation not needed.
HW: Complete
Reflection:
From this preassessment, I learned that the students have somewhat of an
idea about soil because they grew plants in first grade. However they do not
know the types of soil and how they can affect plant growth. Which is perfect
because this is what they will be learning in the unit.
February 17, 2015

Objective: Students will learn to predict and observe garden soil.

student work.
Anticipatory Set: Students will think about how they have used soil in their
lives.
Content Delivery: Teacher will begin by reviewing what the students know
about soil from the previous day. She will refer to the KW chart that they
have made. Teacher will then hold up a cup of soil and ask the children to
record what they predict will be in the soil on the recording sheet. Students
will then be placed into partners. They will share what they think will be in
the soil. Then teacher will explain what we are going to be doing in the
lesson and her expectations for being respectful and stay on task because
the lesson could be messy. Teacher will then ask one person in each pair to
come collect the first set of materials. Students will then cover their desks
with newspaper. Once everyone has gotten those materials and covered
their desks, teacher will ask the other person to come collect the soil.
Students will then pour the soil onto a half sheet of paper and start
examining. As they examine, have the students record what they found.
Clean-up and discuss findings.
Practice Activities: Observation of soil and worksheet completion.
Differentiation: Teacher will assist during observation.
HW: Complete
Reflection:
I found that this lesson can get very messy and therefore I need to give
better directions to the students. I also need to get a better understanding of
the types of soil. My content knowledge could definitely be improved.
February 18, 2015

Objective: Students will learn about different types of soil. (Sand, clay,
humus)
student work.
Anticipatory Set: Students will think about the different types of soil they
have come in contact with.
Content Delivery: Begin by discussing with the students that there are
many different types of soil. Have the students watch a video on the different
types of soil. Do think-pair-share with students on each type of soil. Record
this on large paper. Have students get back into their pairs and work
together to get their supplies. Students will then closely observe the
difference types of soil and record their findings on worksheet.
Practice Activities: Completion of recording worksheet.
Differentiation: Tier 1 students will sit by teacher. Teacher will assist during
observation.
HW: Complete
Reflection:
I found that the students have a difficult comprehending a video. Therefore
the next time I show a video I will provide the students with a question sheet
so that they are able to follow along more beneficially.
February 19, 2015

Objective: Students will learn this difference in the texture of different wet
and dry soils.
student work.
Anticipatory Set: Students will think about the several types of soil and
how they affect land and growth.
Content Delivery: Teacher will begin by reviewing what we have discussed
in the unit thus far. Teacher will then add to the soil chart on front board.
Then teacher will begin asking students what they know about wet soil.
Students will then collect their supplies and begin experimenting with the
three different types of soil and water. When observation is finished of the
wet soil, students will roll the soil into balls and place aside for lesson the
next day. Students will clean up and then teacher will review their findings.
Practice Activities: students will record their findings on worksheet.
Differentiation: Tier 1: Students will have assistance from teacher. Tier 3:

students will work as peer tutors.
HW: Complete
Reflection:
Objective: Students will learn the differences between three types of soil.
Assessment
Anticipatory Set: Students will think about how different types of soil affect
life around them.
Content Delivery: Teacher will begin by reviewing with the students what
they learned in the previous lesson. She will then demonstrate the procedure
for smearing soil and discuss it with the students as a class. Students will
then collect their materials and experiment themselves while recording the
information. Have students complete thier observation sheets and then
discuss questions with the class and record on large sheet on front board.
Practice Activities: Students will write in journal and complete worksheet.
Differentiation: Tier one: students will work with teacher Tier 3: students will
work as peer tutors.
HW: Complete
Reflection:
Objective: Students will learn about how soil settles in water.

Assessment
Anticipatory Set: Students think about how settling soil affects the world.
Content Delivery: Review with the students how water has affected the
soil. Then have the students predict what will happen when students add soil
to water. Will it settle? Have students get their supplies then begin
experimenting and recording data. Have students clean up and then discuss
what they learned. Have students talk about it in journal.
Practice Activities: Completion of recording sheet and journal entry.

Differentiation: Tier 1: Students will work with teacher. Tier 3: students will
work as peer tutors.
HW: Complete
Reflection:
10:56 - 12:05 Mathematics
Anticipatory Set (Do Now): Daily Common Core Review 10 - 8; Mad

Minute
Assessment: Quick Check 10 - 8
Objective:The students will learn how to solve problems by finding number
patterns.
Content Delivery: Teacher will begin lesson with the Mad Minute. Once this
is finished, teacher will pass out the daily common core review to the
students. They will complete this and then we will go over it as a class and
review possible misconceptions. Teacher will then move on to as students
what they think we will be talking about today. Teacher will teach and
demonstrate concept of solving problems by finding number patterns using
the math workmat and Smart Board. Students will work as pairs to figure out
how you can figure out how to sort number cards and put them in order.
When the numbers are in order, write them in the spaces above the fish in
Item 1 on page 325. Then find and write the pattern rule. After working
together, show the Visual Learning video and complete the guided practice
on pg. 326.
Practice Activities: Following teacher instruction, the students will remain
at their seats and complete the Independent Practice and Problem Solving
Activities on pages 327 & 328. Once the students have completed their work,
they can finish up by completing the Quick Check Master 10 - 8. Use the
score of the master to assign the leveled activities and homework.
Tier 1: work with teacher at back table; leveled activity; Pattern or No
Pattern?
Tier 2: leveled activity; Listen and Learn
Tier 3: leveled activity; Listen and Learn
Reflection:

Objective: Students will discuss results of the smear test. Students will learn
about everyday uses for sand and clay.
student work.
Anticipatory Set: Students will think about the smear test and what the
results of it could tell us.
Content Delivery: Teacher will begin by having the children observe their
smear test. They will think about what happens when they raise the paper
and then discuss it with a partner. Results will be added to the "What we
know about soil" poster. Then we will meet in the reading area and read the
story together as we discuss how it affects our lives. Students will then write
in their journals about what they learned today.
Practice Activities: Students will talk about the results of the smear test in
their journals.
Differentiation: Tier 1: students will sit by teacher. Teacher will have lower
expectations of journal entry. Tier 2: Students will work independently on
journal with the expectation of having at least two full sentences describing
the day. Tier 3: Students will be expected to write about why soils are
affected differently based on their composition.
HW: Complete
Reflection:
Anticipatory Set (Do Now): Mad Minute

Assessment: Review Worksheets
Objective:The students will master the content of the unit content for the
Unit 10 test.
Content Delivery: Teacher will demonstrate expectations in the reading
center. She will place students at center where they will complete practice
activities to prepare for the test.
Practice Activities: Begin in the reading center with the students. Following
teacher instruction, the students will go to centers and complete practice
activities for the test. Teacher will walk around the classroom to observe
student work. Teacher will sit with students who are having trouble.
Tier 1: work with teacher at in centers.
Tier 2: leveled activity

Objective: Students will learn about how soil settles in water.

Assessment: Teacher Observation, Student Participation, Completion of
work
Anticipatory Set: Students think about how water effected the soil in the
previous lesson.
Content Delivery: Review with the students how water has affected the soil
on chart. Then explain the worksheets that the students will be completing at
their seat, while small groups meet with teacher. When the students meet
with the teacher, begin by having them get the materials prepared so that
the lesson is more hands on. Next, have the students predict what will
happen when each type of soil is mixed with water in a test tube. Will it
settle? Students will record their data on worksheet. Have students clean up
and then discuss what they learned. Students will return to seat to continue
working on independent worksheets.
Practice Activities: Completion of recording worksheet. Completion of
independent worksheet at desks which will be a review of previous lessons.
Differentiation: Tier 1: Peer tutoring. Tier 2: Students will work

independently. Tier 3: Students will work as peer tutors.
Anticipatory Set (Do Now): Go over Topic 10 Review Sheet

Assessment: Topic 10 Test
Objective:The students will demonstrate knowledge of concepts taught in
Topic 9 in the form of a test.
Content Delivery: Teacher will review last night's homework at the desks
with the students. Make sure to answer all questions before giving out the
test.
Practice Activities: Make sure to read all of the directions to the
students. Make sure that all students who decide to listen to the questions,
have their headphones ready. Make sure to let them know if they have a
question, they need to raise their hand. Once all of the students finish, have
activities ready for them to complete in the reading center.
Tier 1: Math games
Tier 2: Math games
Tier 3: Math games

Anticipatory Set (Do Now): Mad Minute, Daily Common Core review
Assessment: completion of Math Story for Topic 11

Objective:The students will learn about what concepts will be addressed in
this topic and learn about the key vocabulary words.
Content Delivery: Teacher will begin by giving the students their mad
minute. When this is complete students will work on Daily Common Core
review and then we will review as a class to correct any misconceptions.
Teacher will then introduce the new unit. Teacher will teach and demonstrate
concept at the student desks using the Topic 11 Opener page, the Interactive
Math Story, Smart Board, crayons, and a pencil.
Practice Activities: Begin at the desks with the students. Following teacher
instruction, the students will read the Home/School Connection together and
then go over the new vocabulary words. Next, show the Interactive Math
Story on the Smart Board. Have the students listen to the story once all the
way through and then show it again. Make sure to stop at each page and
answer the question together. At the end of the period have the students
color their math story. If time remains, allow the students to play
the Subtraction Stories Game on the back of the Topic Opener page.
Tier 1: work with teacher at back table; leveled activity
Reflection:
Objective: Students will observe how soil settles in water after a day.
student work.
Anticipatory Set: Student will recall from the previous day how soil settled
in the water.
Content Delivery: Teacher will begin with a recap of the last lesson.
Students will then predict what the soil will look like today. Students will then
observe their samples from the previous day. How have they change? They
will record their findings on their worksheet. We will discuss findings as a
class. Then students will write in journals.
Practice Activities: Students will record their findings on the worksheet and
then write in their journal about what we did today.
Differentiation: Tier 1: Students will work with teacher, journal entry will have
lower expectations. Tier 2: Students will work independently. Tier 3: Peer
tutoring. High journal expectations.
HW: Complete
Reflection:
Anticipatory Set (Do Now): Daily Common Core Review; Mad Minute
Assessment: Quick check 11-1
Objective:The students will explore different strategies for adding three
digit numbers.
Content Delivery: Teacher will have students complete the mad minute.
After this is complete students will work on the daily common core review.
Teacher will review the daily common core as a class to reconcile any
misconceptions. Teacher will then teacher students new topic, do guided
practice and then independent practice.
teacher instruction, the students will go back to their seats and complete
independent practice.
Once the students have completed their work, they can begin their tiered
activities.
Objective: Students will observe and record information on mixed soils.

student work.
Anticipatory Set: Students will think about all experiments done thus far.
Content Delivery: Teacher will discuss with class the experiments they
have completed and what they have learned since the beginning of the unit.
Students will quickly begin testing their mixtures using every experiment
type we have completed thus far. They will examine the dry mixture, then
wet, then roll the mixture, then smear, and finally watch it settle in water.
Students will record their findings. If time allows students will write in
journals.
Practice Activities: Students will record their findings throughout
experimentation. Students will write about the days work in their journals.
Differentiation: Tier 1: students will work closely with teacher.
HW: Complete
Reflection:
12:56 - 1:43 Science/SS

Objectives: Students will learn about where seeds and plants come from.
Assessments: teacher observation, student participation, completion of
student work
Anticipatory Set (Do Now): Students will think about how plants grow.
Content Delivery: Lesson will begin with teacher discussing that plants
grow in soil. Then she will show students the Magic School Bus episode about
the life cycle of a plant. https://www.youtube.com/watch?v=l00rSDi6_VI.
Students will have a task of figuring out where plants come from and how
seeds grow while watching the video. Teacher will then discuss the
responses. Students will then be completing a flower project where they
write on strips that will be turned into petals on a flower. The center of the
flower will also state: Life Cycle of Flower. Lesson will then move on to plant
our own seeds.
Tier 1: complete activity with the assistance of the teacher; teacher will
scribe while student dictates
Tier 2: complete activity independently
Tier 3: complete activity independently and add 1 lesson they learned today
to the back of their paper
Closure (Ticket-To-Leave): think-pair-share
Personal Reflection:
Objective: Students will learn about plant growth in different soils.

student work.
Anticipatory Set: Students will think about what they know about soil thus
far and make predictions of plant growth in each type
Content Delivery: Ask students what they know about plants. How do you
know they are healthy? Think about different areas of land where different
plants grow. What type of plants grow in the desert? Which in the forest?
Where do they see the most plants? Where the least? Students will then be
separated into three groups. Each group will be working with one type of soil.
Students will then add water to their soil until all soil is moist. Then they will
add the cucumber seeds. Students will then write in their journals.
Practice Activities: Students will write about everything they know about
plants in their journals. How do they grow? How to plant them.
Tier 1: complete activity with the assistance of the teacher; teacher will
scribe while student dictates
Tier 3: complete activity independently and teacher will have higher

expectations of student work.
Reflection:

Objective: Students will learn about the importance of roots.

Assessment: Teacher observation, Student participation, Completion of
student work.
Anticipatory Set: Students will think about how plants grow.
Content Delivery: Teacher will begin by discussing the previous lesson.
Then she will ask the students to close their eyes and think about a big tree.
What parts of the tree can they see? Why do you think plants have roots?
Teacher will then explain that we will be growing plants in the test tubes that
they used to see the settling of the different soils. Students will collect their
materials. Students will work in pairs. They will begin the experiment.
Students will move their test tubes to a cool dim area and clean up. They will
then THINK-Pair-SHARE with their partner about what they think will happen
in the test tube.
Practice Activities: After think-pair-share students will write about their
predictions in their journal.
Differentiation: Tier 1: students will work with teacher at back table. Tier 2
and 3 students will be paired together.
Reflection:
8:51 - 9:38 Health

Objectives: Students will learn the steps for setting healthy goals. Students
will also apply the steps for setting healthy goals.
Assessments: teacher observation, student participation, completion of
student work
Anticipatory Set (Do Now): Review concepts that were discussed in the
last lesson.
Content Delivery: The lesson will begin in the reading center with the
teacher introducing the topic of the day. Next, the class will read pgs. 8 & 9
together and discuss each topic and review the conceptson board.
Throughout the lesson, make sure to address the topics that are being
covered.
Tier 1: sit near teacher
Practice Activities: Once the students have completed the reading, they
will go back to their seats and complete worksheet pg. 23 that goes with the
lesson.
Tier 1: complete the activity with teacher help
Tier 3: complete activity independently and write 1 thing they learned about
today on the back of their
paper
Closure (Ticket-To-Leave): Worksheet on listing healthy vs.
unhealthy foods.
9:40 - 10:55 ELA

Student teacher: Mrs. Sestokas
(9:40 - 10)
*Do Now - correct daily fix-it on smart board
Objective: SWBAT use the visualization strategy to write and refine
sentences about how weather affects us.
Objective: Student will increase their mastery of the craft of writing.

Assessments: Students and teacher will utilize a variety of assessment
measures. These will include self assessment, peer to peer assessment and
teacher assessment models. Writing rubrics will be used as well as "How I'm
Doing" check
Anticipatory Set: quick shout out an brainstorm session using visualization
words
Content Delivery: Teachers will provide a mini-lesson using visualization
stategy on smart board
Practice Activities: Students will work independently on their writing
projects in their journals. Students may conference with teacher or each
other on their writing progress. Students will whisper read writitng and self
edit - then repeat process with a partner
Differentiation: Student will be working to achieve improvement at their
level of writing.
Closure: teacher will work with students to create modeling sentence for the
students to copy in their journals.
(10-10:45)
Objectives: Students will apply knowledge of sound-spelling relationships to
decode unknown words when reading. Students will read and write on their
level.
Assessments: teacher observation, check any work completed at center
Anticipatory Set (Do Now):review weekly phonics skill - OO, UE, UI, EW
Content Delivery: Teacher will put spelling words on the board for students
to add to their boxes. Students will write word on index card and
highlight OO, UE, UI, or EW. Students will then move to reading area (sit in
circle) where teacher will explain center activities. They will then choose
activity and move back to seats.
Differentiation
Tier 1: decodable reader
Tier 2: decodable reader
Tier 3: Advanced reader selection
Students work in centers independently.

Centers options: spelling, word work, weekly games, writing, word sort
Differentiation
Different levels of difficulty for each reading group.
**During last 10 minutes of period students will enjoy thier snack
while they complete their work or listen to chapter book read aloud
Anticipatory Set (Do Now): Daily Common Core; Mad Minute

Assessment: Quick check 11-5
Objective:The students will learn how to add three digit numbers by
stacking.
Content Delivery: Teacher will teach and demonstrate concept using the
dry erase board. Then teacher will work together with students to complete
the guided practice.
teacher instruction, the students will complete independent practice and
quick check.
Once the students have completed their work, they can begin their tiered
activities.

Objective: Students will learn about how earthworms help our soil.
Assessment: Student participation, teacher observation, Completion of
student work.
Anticipatory Set: Student will think about what we know about soil thus far.
Content Delivery: Teacher will begin in reading area by discussing what we
have learned thus far about soil. Then she will move on to read Earthworm,
Nature's Plow to students. Teacher will discuss story with students during and
after reading.
Practice Activities: Once reading is finished, students will go back to their
seat and write about How earthworms benefit our soil.
Differentiation: Tier 1: Sit near teacher. Students will draw picture in journal
and list words. Dictate and teacher will write. Tier 2: Students will work
independently to write about earthworms. Tier 3: Students will work
independently to write about earthworms. They must have an opening
sentence and closing sentence.
HW: Complete
Reflection:
2:46 - 3:21 Writers Workshop
Unit Title: Using Comparisons to Clarify Feelings and Ideas
Objective (teaching point): Students will learn one way that poets make
meaning in their poems is to compare an object or a feeling - or anything at
all - to something else.
Materials: Writers Workshop Binder
Differentiation: Small Group Instruction, Conferencing
Goal for day writing: Students will strengthen the meaning of poems by
using comparisons.
9:40 - 10:55 ELA
Objective: SWBAT learn to recognize adverbs ending in -ly.
Objective: SWBAT will read and write on their own level to identify the look,
feel, and texture of picture.
Objective: Students will practice fluency with oral reading, apply
comprehension skills when reading, apply knowledge of sound-spelling to
decode unknown words when reading.
Objective: SWBAT apply listening comprehension skills to identify plot and
theme.
Assessments: teacher observation, comprehension check, fluency check
Anticipatory Set (Do Now): daily fix-it, review high frequency words,
amazing words, reading strategies on smart baord
Content Delivery: Teacher will review daily fix-it. Teacher will then ask
students to write think about picture on the smartboard. Students will pair
and share their ideas for writing. Students will write for five minutes. Teacher
will find best sentence. Students will work with teacher to make that
sentence a high level sentence. Students will copy sentence into their
journals. Students will cut out their high frequency words. Teacher will go
over high frequency definitions. Students will move to reading area where
teacher will guide reading of main selection with whole class in reading area
- teacher will read while students follow along. Teacher will ask questions
throughout reading.
Differentiation :
Tier 1: listen to main selection -teacher guidance. Sit near teacher
All students will read story with teacher then Some will Reread with a buddy.
Remaining students will read concept reader independently. Finally, all will
orally discuss comprehension questions at end of their assigned story.
Differentiation
Partner strong and weak readers together, encourage sturggling readers to
read high frequency words
Closure (Ticket-To-Leave): retell story read to a partner.
**During last 10 minutes of period students will enjoy thier snack
while they complete their work or listen to chapter book read aloud

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January 12, 2015

January 13, 2015

January 14, 2015

January 15, 2015

January 16, 2015

January 20, 2015

January 22, 2015

Practice Activities: Students will be asked to get their privacy boards to

January 23, 2015

January 26, 2015

January 28, 2015

January 29, 2015

Practice Activities: Students will complete a worksheet describing their

February 10, 2015

1:45 - 2:45 Science/SS

February 11, 2015

February 12, 2015

Objective: Students will apply knowledge of previous information to review

February 13, 2015

February 16, 2015

February 17, 2015

Objective: Students will learn to predict and observe garden soil.

February 18, 2015

February 19, 2015

Differentiation: Tier 1: Students will have assistance from teacher. Tier 3:

Objective: Students will learn about how soil settles in water.

Practice Activities: Completion of recording sheet and journal entry.

Anticipatory Set (Do Now): Daily Common Core Review 10 - 8; Mad

1:45 - 2:45 Science/SS

Anticipatory Set (Do Now): Mad Minute

1:45 - 2:45 Science/SS

Objective: Students will learn about how soil settles in water.

Differentiation: Tier 1: Peer tutoring. Tier 2: Students will work

Anticipatory Set (Do Now): Go over Topic 10 Review Sheet

10:56 - 12:05 Mathematics

Assessment: completion of Math Story for Topic 11

1:45 - 2:45 Science/SS

10:56 - 12:05 Mathematics

1:45 - 2:45 Science/SS

Objective: Students will observe and record information on mixed soils.

12:56 - 1:43 Science/SS

Objective: Students will learn about plant growth in different soils.

Tier 3: complete activity independently and teacher will have higher

1:45 - 2:45 Science/SS

Objective: Students will learn about the importance of roots.

8:51 - 9:38 Health

9:40 - 10:55 ELA

Objective: Student will increase their mastery of the craft of writing.

Students work in centers independently.

Anticipatory Set (Do Now): Daily Common Core; Mad Minute

1:45 - 2:45 Science/SS

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