Day 1

Goal
Objectives

Standards
Materials

Managem
ent

Ant. Set

Purpose

Day 2

Day 3

Day 4

Day 5(1)

Day 5(2)

Students will solve real world problems presented to them.

-Given 6
-Students -Students -Students -students
-students
differently will
will
will
will use
will
priced
correctly
identify
correctly
descriptiv describe
items,
describe/
solids and identify
e words
their
students
Identify
liquids
the cause to
monster
will
objects
and
and effect describe
with 7
correctly
using
describe
in
their
complete
buy 2
their
their
different
monster
sentence
items
senses.
attributes. parts of a
well
s
without
text.
exceeding
20 cents.
1.CA.3
1.1.1
1.1.2
1.RN.3.2
1.W.3.3
1.W.6.2
P.S.4,5,1
1.W.2.1
Laminate
-sugar,
-cups,
Workshee Go away big green
d
flour,
water,
ts, paper,
monster book,
playgroun cheese,
oreos,
writing
worksheets, crayons
d
salt, cups, water/flou cubes,
pictures,
spoons,
r mix,
phonics
play
plates,
recording games,
money,
paper
sheet
leveled
Velcro,
bag,
texts, exit
money
mystery
slips,
mats,
item,
ipads
worksheet worksheet
s
The management system in place in my classroom is a stoplight
system. Students move to yellow and red when they are misbehaving. I
also hand out tickets for good behavior. These tickets are put in the
bucket for a candy drawing at the end of each day. To get attention I
use clap imitation and eyeballs. Clap imitation is when I make a pattern
clapping and students repeat it. I keep doing it until everyone is silent
and listening. Eyeballs are when the teacher says eyeballs, the
students say snap and they stop what they are doing and give the
teacher their eyes.
YouTube
Mystery
YouTube
Cause and iSpy with
video by
Item and
Song on
Effect
describing
abcmouse discussion solids and Scenario
words
about
liquids
coins
We are
We are
It is
Today we
Today we

Lesson

going to
use
pennies
and
nickels to
buy items
to build
on our
playgroun
d. It is
important
to know
how to
count
money so
that you
know
what you
can buy
at the
store.

going to
use our
five
senses to
do an
experime
nt. This is
important
because
we use
our
senses
everyday
for
reading,
eating,
etc.

important
to know
the
difference
between
solids and
liquids. I
would not
want to
jump into
a pool full
of solids
like rocks.

-Math
problem
with
money to
review
-Model
the math
problem
students
will be
completin
g
-take
questions
-give
instructio
ns, hand
out

-Pose
problem
-form
hypothesi
s
experime
nt with 4
items
(students
follow
along)
use each
sense
with each
item
-students
write

-Pose
questions
-Form
hypothes
es
-give
instructio
ns and
divide
students
into
centers
-students
experime
nt in
centers
and make
recording

are
learning
cause and
effect.
This is an
important
skill
because
its
important
to know
why
things
happen.
This also
helps you
when you
read texts
because
you can
explain
why
somethin
g
happened
.
Minilesson
: example
of cause
and effect
-Stations:
Read to
self/buddy
, spelling
on the
ipad,
writing
with
writing
cubes,
phonics
games,
guided

are going
to
practice
our
describing
words.
This is
important
because
when we
use
describing
words, it
helps
others to
know
exactly
what we
mean.

-Read
aloud of
Go Away
Big Green
Monster
Discussio
n
-Creating
anchor
chart
-Creating
monsters
-Modeling
of graphic
organizer
-Creating
graphic

-Write
rough
draft
conferen
ce with
students
about
writing
-final
draft
writing

Closure

Assessme
nt

Adaptation
s

materials
-group
work for
students
to
complete
problem
independ.
worksheet

observati
ons
-discuss
results

s
discussion
-write
results
worksheet

reading
-Guided
Reading:
use
leveled
texts and
discuss
with
students
the cause
and
effects in
the story,
students
will do a
cause and
effect sort
afterward
s
-Exit Slip:
what did
you learn
about
cause and
effect

organizer
s

-Building
our
playgroun
d
Discussio
n
-Observe
Workshee
t
-Answers
from
discussion

Discussio
n
-Share
hypothes
es of
students
-Observe
students
-Student
responses
Discussio
n

-Pair
Share
-Apply to
real life

Discussio
n
Workshee
t

discussion
-cause
and effect
sort
-exit slip

-Low
students
do picture
worksheet
-higher
students
do written
worksheet
-explicit
instructio

-Students
work
together
in stations
to support
each
other
-texts are
at
different

discussio
n
-graphic
organizer
-rough
and final
drafts
-some students
worked together
during the rough
draft to help with
spelling
-some students only
had to write 5
sentences
-reminders
throughout the lesson

-Students
put into
groups
with
ability
levels
divided
up
-Explicit
transition

-Model
the
problem
thoroughl
y
-Students
work
together
to support
each

Share
Time for
students
with craft

s for one
particular
student

other
-Explicit
instructio
ns and
countdow
ns for one
students

ns for one
student

reading
levels
-word
bank for
the
writing
center

to keep students on
task