Lesson Plan for the week of April 11-15, 2016

Room 131

Reading Workshop
Standards/Objectives
SWBAT:

Grammar: using am, is, are

Phonics: vowel diphthong |ou|ow|ou
Comprehension: Story Elements

Read Aloud
Adelita

The Korean Cinderella

Word Study Shared Reading

* Introduce
words of the
week
* Syllables
* Write 2 times

Mini-Lesson

I Introduce new
Further compare and
poems for the week contrast work. Students will pick
Adelita and one other Cinderella
Retell the Story
story to fill out a worksheet
Spring Poem
about how they are the same
and how they are different, plus
any additional information in
the story.

CC.1.3.1.H Compare and

Contrast adventures and
experiences of characters in
stories.
Readers practice skill of
asking questions, and then
work in small groups to
create their own culturally
based questions. Students
will use these questions

* Syllables
* ABC order

CC.1.2.1.B Ask and answer

questions about key details
in the text

Yeh-Shen: Chinese
Cinderella

Golden Sandal

*Syllables
*Sentences

*Message of
the Day
(Cinderella
based phonics
work)

Scholastic News:
Koala Rescue

Students will write

which Cinderella story

has been their favorite
so far, giving at least
two reasons why that
match their opinion.
W.1.1: Write opinion pieces
in which they introduce the
topic or name the book they
are writing about, state an
opinion supply a reason for
the opinion, and provide
some sense of closure.
Students will create a
mask from the version of the
story that they most
enjoyed, since this version of
the story encompasses many
different cultures.
SL.1.5: Add drawings or
other visual displays to
descriptions when

appropriate to clarify ideas,

thoughts, and feelings

Cinderellas Rat
Bubba The Cowboy
Prince

*Making Words

Students will present

culture boxes to their

classmates, and explain
why each item in the box
is important to them.

Word Wall Words:

brother

Writing Workshop
Standards/Objectives

Poetry Unit-SWBAT: write poetry

pieces IOT: produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience

Guided
Writing

Students will learn

how to write a haiku,
and will connect it to
the culture study that
we have been doing
in class.
W.1.6: With guidance
and support from
adults, use a variety
of digital tools to
produce and publish
writing, including in
collaboration with
peers.
Students will learn
the process of writing
a cinquain poem, and
then write one of
their own.
W.1.6: With guidance
and support from
adults, use a variety
of digital tools to
produce and publish
writing, including in
collaboration with
peers.
Students will learn to
write shape poems.
W.1.6: With guidance
and support from
adults, use a variety
of digital tools to
produce and publish
writing, including in

Shared/
Interactive

how*

sister

under

Math
Investigations

wont

to

Health, Social
Studies, Art

Standards/Objectives Standards/Objectives
Unit 7: Patterns and
Number Sequences

SWBAT: SWBAT. Use addition and

subtraction within 20 to solve word
problems involving situations of
adding to, taking from, putting
together, taking apart, and
comparing, with unknowns in all
positions, e.g., by using objects,
drawings, and equations with a
symbol for the unknown number to
represent the problem IOT represent
and solve problems involving
addition and subtraction; tell and
write time; extend the counting
sequence.

5.1.1.F. SWBAT identify

national symbols

8.2.1.C SWBAT identify

holiday and cultural
celebrations in a community
and why they are celebrated
8.5.1.A. Explain why cultures
celebrate
8.4.1.B. Explain the
importance of world
landmarks

Session 1.6: What Comes

Here? (TG p. 57)
1. What comes here?
Students figure out what the
12th cube in a sequence will
be.
2. Students construct and
describe repeating patterns
3. Daily practice, SB. pp. 13

Session 1.7: Whats the

Same? Whats Different? (TG
p. 61)
1. Intro. Tens Go Fish
2. Playing Tens Go Fish
3. Strategies for Tens Go Fish
4. Daily Practice, SB. p. 12

Session 1.8: Assessment:

Make a repeating Pattern
(TG. p. 65)
1. Students discuss what is
similar and different about
an ABC and an AAB pattern.
2. Assessment focuses on
creating a repeating pattern,
identifying the unit, and

Weekly Assessment

collaboration with
peers.

extending the pattern.

3. Daily Practice, SB. pp. 1518

Little Red Hen

Students will learn
and write poems
about springtime
W.1.6: With guidance
and support from
adults, use a variety
of digital tools to
produce and publish
writing, including in
collaboration with
peers.

i Students will write

an additional poem of
their choice from the
writing styles that we
learned about this
week or finish any
unfinished poems
from earlier in the
week.
W.1.6: With guidance
and support from
adults, use a variety
of digital tools to
produce and publish
writing, including in
collaboration with
peers.

What does
she make?
o Characters
Did she share?
o

Session 2.1: The Penny Jar

(TG. p. 74)
1. Introduce The Penny Jar
2. Students determine
number sequences for the
Penny Jar, (which has a
constant rate of increase),
and students record
sequences that repeat.
3. What are we counting by?
Students determine the
counting pattern
4. Daily Practice, SB. Pp. 1719
Session 2.2: Staircase Towers
(TG. p. 80)
1. The Basic Staircase Tower:
Students introduced to the
structure of a cube staircase.
2. The Giants Staircase
Tower: Students build cube
towers and record the
number sequences that
describe the increasing
heights of the towers.
3. Daily Practice, SB. Pp. 2023