HALLOWEEN HAPPENINGS
OCTOBER 14-18, 2013
HALLOWEEN HAPPENINGS - Pumpkins
10-14-2013
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a,RF.K.3c, RF.K.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10,L.K.1,L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2, L.K.2b, L.K.2d, L.K.4, L.K.4a, L.K.4b, SL.K.1, SL.K.1a, SL.K.1b, SL.K.4, SL.K.5, SL.K.6
PROJECT READ
UNIT 2 Lesson 2(n)
DAY 1
Letter of the Day:Nn
(TM p2-5--2-11)
CONCEPT
Sound-symbol relationship.
TEACHING OBJECTIVE
1.To read words with short [a] and [n] consonants
2. To spell words with short [a] and [n] consonants
ANTICIPATORY SET
1.Display letters: [a] [t] [s] [m][b] [c] [f] [r] [h]
2. Introduce Nn and /n/ by saying the letters of the alphabet and stopping at Nn
INPUT
Teacher displays the letter [n]
MODELING
(3 times)
1.Display letter [n] - Do & Say
2.Use clipping sound with finger scissors
3. Finger spell andsweep sounds: [fat] [ran] [can] [man] [fan] [tan] [nab]
CHECKING FOR UNDERSTANDING
1. Teacher states "Do and Say"
2. Students clip sounds (3 times)
VAKT INPUT
(p2-5)
*Sky Write (Snap – Aim – Press – Do & Say)
STATIONS
1. Tactile Letters
2. Felt Forms
3.Memory Box
4. Dry Boards
CHECKING FOR UNDERSTANDING
(p2-9--2-10)
1. Review short vowel [a]
2. Build words: [ran][can][man] [fan][tan] [nab] (use oral sentences for word meaning)
CHECKING FOR UNDERSTANDING
(p2-11)
1.Teacher builds the following sentences in pocket chart,using the tent for capital letters.
(teacher makes sentences on sentence strips and cutapart -sentences1and 2)
The cat sat at the mat.
The man has a fat cat.
2. Students read sentences on overhead/doc camera (p2-15)
3. Student Story/Quiz:Fat SamSam 2The
STUDENT PRACTICE
1. Word Web (Nn)
2. Rhyming Words (n1)
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.2, SL.K.3
STAR STORY
DAY 1
Title: Stellaluna
Review Story/Vocabulary
Story Sequence
Interactive Reading
Story Extensions
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.5, RI.K.6, RL.K.7, RL.K.10
EAGER TO READ (The Party)
The t/s will discuss story conventions (front/back covers, spine, title, author, illustrator, pages, page numbers, illustrations, text, setting, characters).
The teacher will introduce the story.
The teacher will read the story (1X).
The teacher will pass outstudent books.
The t/s will read the story (1X).
The t/s will review the story sequence.
Choose student to CELEBRATE daily (T-F).
(stbks, certificates)
CCS: RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.5, RI.K.6, RL.K.7, RL.K.10
CALENDAR MATH/MATH
counting)The students will count the objects and color each cube to present each object 1-10.
(EV - R3-5 & P3-5) Review the EV CD.
CCS: K.CC.3, K.CC.4, K.CC.5
Calendar Daily Activities:
*Months of Year/Day of Week
*Addition/Subtraction
*Money/Time
*Tally Marks/Graphs
*Patterns
*Time Line
*Counting by 2, 5, 10
*Weather/Temperature
*Number Sequencing
*Odd/Even/Place Value
*Measurement
*Historical Events
*Spanish
*Estimation
CCS:K.OA.1, K.OA.2, K.OA.3, K.OA.4, K.OA.5, K.MD.1, K.MD.2, K.MD.3, K.CC.1, K.CC.2, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5, K.CC.6, K.NBT.1 SCI 2.3.2(DOK 2)
LARGE GROUP/PHONEMIC AWARENESS
(rhyming/comprehension) The students will assist in reading the Nursery Rhyme PETER, PETER, PUMPKIN EATER. The students will then identify the rhyming words. The teacher will write these words on a chart and the students will identify several words that rhyme with these words. The students will then illustrate the poem.
(poem, chart paper, marker)
CCS: RF.K.2, RF.K.2b
WRITING
(sentence structure) The students will correctly re-arrange the cut-up sentence "The pumpkin is orange." The students will then copy and illustrate the sentence into their journal.
(cut-up sentence, journal, glue)
CCS: SL.K.5, R.FK.3, R.FK.4
THEME MATH
(number recognition) The students will assist in saying the finger play FIVE LITTLE PUMPKINS. The students will then play Pumpkin Bingo (all students’ bingo).If time permits, the students can play PUMPKIN ROLL & READ
(bingo set, counters, prizes, stsht, doc camera, die)
CCS: KCC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.5, K.MD.1
REVIEW
(initial phonemes) Using the poem LONDON BRIDGE IS FALLING DOWN, the students will use a hi-liter to mark the letter N and n.
(st poem, doc camera, hi-liters)
CCS: RF.K.1d, RF.K.2, RF.K.3a
THEME
(science) The class will discuss the growth of a pumpkin from seed to jack-o-lantern and the parts of a pumpkin. Next, the students will cut, glue,sequence and colorthe story of the pumpkin as it grows.
(real pumpkin, stsht p37, paper strip, doc camera)
CCS: SCI3.4.1(DOK 2),3.4.3(DOK 2),3.4.4(DOK 2)
HALLOWEEN HAPPENINGS - Jack-O-Lanterns
10-15-2013
MORNING MESSAGESTAR STUDENT
PROJECT READ
UNIT 2 Lesson 2(n)
DAY 2
Letter of the Day:Nn
(TM p2-5--2-11)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. To understand that some letters are consonants [n]
2. To understand of sound-symbol relationship
ANTICIPATORY SET
1.Display letters:[a] [t] [s] [m][b] [c] [f] [r] [h]
2. Review Nn and /n/ by saying the letters of the alphabet and stopping at Nn
INPUT
Teacher displays the letter [n]
MODELING
(3 times)
1.Display letter [n] - Do & Say
2.Use clipping sound with finger scissors
3. Finger spell andsweep sounds: [fat] [ran] [can] [man] [fan] [tan] [nab]
VAKT INPUT
(p2-5) *Sky Write (Snap – Aim – Press – Do & Say)
STATIONS
1. Tactile Letters
2. Felt Forms
3.Memory Box
4. Dry Boards
SFA (p29-30)
1. Think, Pair, Share
2. Hear the Sounds
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
7. Stretch and Count
CHECKING FOR UNDERSTANDING
(p2-9--2-10)
1. Student Story/Quiz:Fat SamSam 2 The
STUDENTPRACTICE
1.Write It (use dry erase boards)
2. Learning Page - Nn
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.2, SL.K.3
STAR STORY
DAY 2
Title: Stellaluna
Story Preview
Interactive Reading
Story Conventions
Discuss Favorite Events
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.5, RI.K.6, RL.K.7, RL.K.10
EAGER TO READ (The Party)
The t/s will review story conventions.
The t/s will review the story.
The students will Popcorn Read
CELEBRATE
(stbks, certificates)
CCS: RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.5, RI.K.6, RL.K.7, RL.K.10
CALENDAR MATH/MATH
(Counting to 10) (GP)The students will count and trace the matching number. (IP) The students will count each number of objects and write the corresponding number. Review website for EV
(EV 3-6)
CCS: K.CC.3, K.CC.4, K.CC.5
LARGE GROUP/PHONEMIC AWARENESS
(high frequency words) The teacher will review the high frequency words using arm-spelling. The teacher will then introduce the new word "you".The students will read the sentences:I see you.I like you. You can fish. Can you see me? The students will then trace the word "you" and use "you" in a sentence. The students will then complete the student poem YOU.
(HAR 6 - p9,lg word card "you", 5 sm word cards "you", sentences, picture cards, tracing sht, st poem)
CCS: RF.K.3c
WRITING
(journal) The students will discuss the steps in turning apumpkin into a jack-o-lantern. The students will then write and illustrate a short story about the sequence. The students may complete the book FROM PUMPKIN TO JACK-O-LANTERN.
(journal, sequence pictures, st book)
CCS: SL.K.5, R.FK.3, R.FK.4
REVIEW
(initial phonemes) The students will identify the letter on the jack-o-lantern that makes the beginning sound of each picture and then cut/glue the letter to match the correspondingpicture with the same beginning sound. If time permits, the students will follow the oral directions while decorating the pumpkin.
(stsht p23 & 28)
CCS: RF.K.2d, RF.K.3a
THEME
(sci/ss) The students will review the steps in growing a pumpkin, then discuss how to carve a pumpkin into a j-o-l. The class will assist in cleaning out the pumpkin and counting the seeds. The seeds will then be baked and the students will be asked to try raw pumpkin. As the process in finished, the students will complete the science book OUR CLASS PUMPKIN. While the seeds are baking, each student will make a paper bag j-o-l puppet.
or
(art) After reading SPOOKLY, THE SQUARE PUMPKIN, the students may make a square pumpkin to add to the wall pumpkin patch.
(st book, large pumpkin, oil, salt, flat pan, carving tool, sm napkins, wipes, paper bag, j-o-l pattern, black paper, square plates)
CCS: SCI 1.1.2,3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2), 3.4.4(DOK 2)SS 2.1.1(DOK 1) A/H 3.4.1
HALLOWEEN HAPPENINGS - Bats
10-16-2013
MORNING MESSAGE
PROJECT READ
UNIT 2 Lesson 1(n)
DAY 3
Letter of the Day:Nn
(TM p2-5--2-11)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1.To read words with short [a] and [n] consonants
2. To spell words with short [a] and [n] consonants
ANTICIPATORY SET
1.Display letters:[a] [t] [s] [m][b] [c] [f] [r] [h]
2. Review Nn and /n/ by saying the letters of the alphabet and stopping at Nn
INPUT
Teacher displays the letter [n]
MODELING
(3 times)
1.Display letter [n] - Do & Say
2.Use clipping sound with finger scissors
3. Finger spell andsweep sounds[fat] [ran] [can] [man] [fan] [tan] [nab]
CHECKING FOR UNDERSTANDING
1. Teacher states "Do and Say"
2. Students clip sounds (3 times)
VAKT INPUT
(p2-5)
*Sky Write (Snap - Aim - Press - Do & Say) Review: [a] [t] [m][s] [b] [c] [f] [r].
STATIONS
1.Tactile Letters
2. Felt Forms
3.Memory Box
4. Dry Boards
CHECKING FOR UNDERSTANDING
(p2-9--2-10)
1. Review short vowel [a]
2. Build words: [ran][can][man] [fan][tan] [nab] (use oral sentences for word meaning)
CHECKING FOR UNDERSTANDING
(p2-11)
1.Teacher builds the following sentences in pocket chart,using the tent for capital letters
(teacher makes sentences on sentence strips and cutapart - sentences3 and 4)
* Ann has a tan hat.
* Sam nabs the ham.
2. Students read sentences on overhead/doc camera (p2-15)
3. Student Story/Quiz:Fat SamSam 2
STUDENT PRACTICE
1.Write the Words/Incorrect Sentences (n2)
2. Review (Nn) – p100
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.2, SL.K.3
STAR READING
DAY 3
Title: Stellaluna
Story Conventions
Re-Read Story
Partner Reading
Interactive Questions
Complete the comprehension assessment
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.5, RI.K.6, RL.K.7, RL.K.10
EAGER TO READ (The Party)
The t/s will review story conventions.
The t/s will review the story.
The students will Popcorn Read
CELEBRATE
(stbks, certificates)
CCS: RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.5, RI.K.6, RL.K.7, RL.K.10
CALENDAR MATH/MATH
(number sequence) The students will write their numbers 1 to 25 using classroom charts.Next the students will count the items and practice writing10. Review math EV CD.
(EV-R3-6 & P3-6)
CCS: K.CC.3, K.CC.4, K.OA.1, K.OA.2
LARGE GROUP/PHONEMIC AWARENESS
(high frequency words) The teacher will review the high frequency words using arm-spelling. The class will re-read the sentences using "you". The students will be given a "you" word card. The students will hold the card in front of them and orally complete the sentence "You can ______." The students willglue their word card onto paper and draw a picture of something they think they can do. The teacher will help the students write the short sentence "You can _____."
(sentence starters, st word cards, writing/pic paper)
CCS: RF.K.3c
WRITING
(journal) The students will write and illustrate a short story about a bat(s).
(journal)
CCS: SL.K.5, R.FK.3, R.FK.4
THEMEMATH
(number review/opposites) The students will count the set of dots on each bat and glue the correct number under each bat. Next, the students will orally match the BATTY OPPOSITES.
(Balls and Bats - p35, large bat, opposite cards)
CCS: K.CC.3
REVIEW
(word families - at) The students will complete the "at" word family book, shaped like a bat. The students will assist in reading the sentences entitled BATTY READING.
(bat book, sentences)
CCS: RF.K.2, RF.K.2b,RF.K.2c, RF.K.2d
THEME
(science) Each student will be given a plastic bat. Using a Vinn diagram, the students will compare/contrast bats and birds. The students will then glue the correct food onto a large paper bat. If time permits, the students will trace both hands onto black construction paper and cut the prints out. The hand prints will then be glued onto a bat body.
(plastic bats, lg bird picture, Vinn diagram, black construction paper and body, wiggle eyes)
CCS: SCI 3.4.1(DOK 2), 4.6.1(DOK 2)
HALLOWEEN FUN -Black Cats
10-17-2013
MORNING MESSAGE
PROJECT READ
UNIT 2 Lesson 1(n)
DAY 4
Letter of the Day:Nn
(TM p2-5--2-11)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [n] consonants
2. Spell words with short [a] and [n] consonants
ANTICIPATORY SET
1. Display letters: [t] [s] [m][b] [c] [f] [r] [h]
2. Review Nnand /n/ by saying the letters of the alphabet and stopping at Nn
INPUT
Teacher displays the letter [n]
MODELING
(3 times)
1.Display letter [n] - Do & Say
2.Use clipping sound with finger scissors
3. Finger spell andsweep sounds: [fat] [ran] [can] [man] [fan] [tan] [nab]
CHECKING FOR UNDERSTANDING
1. Teacher states "Do and Say"
2. Students clip sounds (3 times)
VAKT INPUT
(p2-5)
1. Skywriting
2. Writing Notebook (Nn)
CHECKING FOR UNDERSTANDING
(p2-9--2-10)
1. Review short vowel [a]
2. Build words: [ran] [can] [man] [fan] [tan] [nab] (use oral sentences for word meaning)
3. Students read sentences on overhead (p2-15)
4. Student Story/Quiz:Fat SamSam 2 The
STUDENT PRACTICE
1. Sentence Completion/Word Boxes (n3)
2.HAR 4 – p7&9
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.2, SL.K.3
SHARED STORY
DAY 1
Title:The Ghost Who Was Afraid of Halloween
Story Introduction
Story Vocabulary
Interactive Reading
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.5, RI.K.6, RL.K.7, RL.K.10
EAGER TO READ (The Party)
The t/s will review story conventions.
The t/s will review the story.
The students will Partner Read.
CELEBRATE
(stbks, certificates)
CCS: RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.5, RI.K.6, RL.K.7, RL.K.10
CALENDAR MATH/MATH
(patterns) The students will write numbers 1-25, using given classroom charts.(GP) Next, the students will identify the set of pictures that comes next in the pattern and explain their choice. (IP) Then the students will draw one more in row to extend the given pattern. Review EV website
(EV – EV 3-7)
CCS: K.MD.3, K.CC.4, K.OA.1, K.OA.2
LARGE GROUP/PHONEMIC AWARENESS
(word recognition) The students will color the spaces that have "cat" (black). The students will also complete the Halloween word book.
(stsht p44, word book)
CCS: RF.K.2d, RF.K.3a
WRITING
(journal)The students will write and illustrate a short story "A ______is black. A ______is not black. .
(journal)
CCS: SL.K.5, R.FK.3, R.FK.4
THEME MATH
(graphing) The students will be given a small bag of Halloween candy. The students will use the candy to complete the graph. Upon completion, the students may eat the candy (or after lunch).
(graph, 3 candies, bags)
CCS: K.MD.1
REVIEW
(story reading/phonemes) Using the doc camera, the students will assist in reading BAT AND CAT.
(HAR 3 – p17 & 18, st story, doc camera,)
CCS: RF.k.1d, RF.K.2, RF.K.2a, RF.K.2d, RF.K.3, RF.K.3a
THEME
(art/music/ following directions) The students will go on a SPOOKY WALK.The students will discuss cats and compare them to people(food, body parts, habits). The students will then cut the black cat out and then follow the swirled line to make a curly cat’s tail. The pieces will be glued together to make a black cat.
(black cat body, swirly tail, record/tape, player)
CCS: A&H3.4.1
HALLOWEEN FUN -Ghosts
10-18-2013
MORNING MESSAGE
PROJECT READ
UNIT 2 Lesson 1(n)
DAY 5
Letter of the Day:Nn the
(TM p2-5--2-11)
TEACHING OBJECTIVE
1. To read words with short [a] and [n] consonants
2.To spell words with short [a] and [n] consonants
3. To introduce the red word "the"
ANTICIPATORY SET
1.Display letters:[a] [t] [s] [m][b] [c] [f] [r] [h]
2. Review Nn and /n/ by saying the letters of the alphabet and stopping at Nn
INPUT
Teacher displays the letter [n]
MODELING
(3 times)
1.Display letter [n] - Do & Say
2.Use clipping sound with finger scissors
3. Finger spell andsweep sounds[fat] [ran] [can] [man] [fan] [tan] [nab]
INPUT
(p2-10)
1. Display red word [the]
2.Teacher says word [the] and uses in sentence
3.Students say letters out loud while tracing w/finger overword card
MODELING
1. Teacher taps letters and sweeps arm
2. Students repeat
CHECKING FOR UNDERSTANDING
(p2-11)
1.Students trace "the" with red crayon/marker
2.Teacher builds the following sentences in pocket chart,using the tent for capital letters.
**Student Story/Quiz:Fat SamSam 2The
STUDENT PRACTICE
1. HAR 2- p22
2.Student Poem –The
3. Shape Book - Nn
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.2, SL.K.3
SHARED STORY
DAY 2
Title: The Ghost Who Was Afraid of Halloween
Story Conventions
Re-Read Story
Partner Reading
Interactive Questions
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.5, RI.K.6, RL.K.7, RL.K.10
EAGER TO READ (The Party)
The t/s will review story conventions.
The t/s will review the story.
The students will Partner Read.
CELEBRATE
(stbks, certificates)
CCS: RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.5, RI.K.6, RL.K.7, RL.K.10
CALENDAR MATH/MATH
(patterns/addition) The students will write 1-25, using given classroom charts. Next, the students will
Draw rows of shapes to show what comes next in a pattern. The studentswill then complete each of the equations.
(EV-R3-7 & P3-7, stshtp45)
CCS: K.MD.3, K.OA.1, K.OA.2
LARGE GROUP/PHONEMIC AWARENESS
(initial phonemes) The students will match each letter to the picture that begins with the same sound.
(stsht p33) Review math EV CD
CCS: RF.K.1d, RF.K.2d, RF.K.3a
WRITING
(sentence completion) The students will complete the book ON HALLOWEEN, I SEE...
(st book)
CCS: SL.K.5, R.FK.3, R.FK.4
THEMEMATH
(number sequence)The teacher will show ghosts (1-20). The students will identify the number and write it on a dry board as it is identified. The students will thenglue numbers in order 1-20.
(stshts p21&22)
CCS: K.CC.5
REVIEW
(spelling/phonemes) The students will use the given letters to spell the Halloween words:
bat ghost cat
(stshts p16&17)
CCS: RF.K.3b
THEME
(art/science)The students will discuss real vs. make-believe.The students will identify the given items as real or make-believe. The students will complete the pattern around the quilt frame. The students will then have their foot painted and step onto a black piece of paper. The footprint will be turned into a ghost and added to a quilt piece for the class quilt.
(real/make-believe, stsht, markers, black const paper, white paint, newspaper, wipes, paper towel)
CCS:SS 2.1.1(DOK 1) A&H 3.4.1
LEARNING TARGETS
October 14-18, 2013
Monday, October 14, 2013
Reading: I can identify Nn and /n/.
Math: I can count and write my numbers 1 to 10.
Tuesday, October 15, 2013
Reading: I can identify and write Nn and /n/.
Math:I can count and write my numbers 1 to 10.
Wednesday, October 16, 2013
Reading: I can identify and write Nn and /n/.
Math: I can count and write my numbers 1 to 10.
Thursday, October 17, 2013
Reading: I can identify and write Nn and /n/.
Math: I can identify and extend a pattern.
Friday, October 18, 2013
Reading: I can identify and write Nn and /n/.
Math: I can identify and extend a pattern.