Weekly Lesson Plan for April 29 – May 3 Teacher:

SIOP Format / M / T / W / TH / F
Content Objective: / RL.1.02: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.01: Ask and answer questions about key details in a text.
RL.1.03: Describe characters, settings, and major events in a story, using key details. / RL.1.02: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.01: Ask and answer questions about key details in a text.
RL.1.03: Describe characters, settings, and major events in a story, using key details. / RL.1.02: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.01: Ask and answer questions about key details in a text.
RL.1.03: Describe characters, settings, and major events in a story, using key details. / RL.1.02: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.01: Ask and answer questions about key details in a text.
RL.1.03: Describe characters, settings, and major events in a story, using key details. / RL.1.02: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.01: Ask and answer questions about key details in a text.
RL.1.03: Describe characters, settings, and major events in a story, using key details.
Language Objective: / TLW have a deeper understanding of story elements and be able to retell with details.
TLW find the author’s message in fictional stories. / TLW have a deeper understanding of story elements and be able to retell with details.
TLW find the author’s message in fictional stories. / TLW have a deeper understanding of story elements and be able to retell with details.
TLW find the author’s message in fictional stories. / TLW have a deeper understanding of story elements and be able to retell with details.
TLW find the author’s message in fictional stories. / TLW have a deeper understanding of story elements and be able to retell with details.
TLW find the author’s message in fictional stories.
Practice and application:
(Meaningful activities, interaction, strategies, feedback) / Students will retell a read-aloud in whole group and with a partner. / Students will retell a read-aloud in whole group and independently using a graphic organizer. / The learner will compare 2 characters in a story in whole group and independently using a graphic organizer. / The learner will identify the author’s message in story in whole group and independently using a graphic organizer. / The learner will identify main idea and details in whole group and independently using a graphic organizer.
Vocabulary / Story elements, character, setting, problem, solution, details, author’s message, main idea. / Story elements, character, setting, problem, solution, details, author’s message, main idea. / Story elements, character, setting, problem, solution, details, author’s message, main idea. / Story elements, character, setting, problem, solution, details, author’s message, main idea. / Story elements, character, setting, problem, solution, details, author’s message, main idea.
Pre assessment / Whole group discussion / Whole group discussion / Whole group discussion / Whole group discussion
Assessment: / Student responses / Graphic organizer / Graphic organizer / Graphic organizer / Graphic organizer

Subject: Writing Weekly Lesson Plan for April 29 – May 3 Teacher:

SIOP Format / M / T / W / TH / F
Content Objective: / W.1.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.1.5 W.1.8. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. / W.1.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.1.5W.1.8. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. / W.1.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.1.5W.1.8. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. / W.1.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.1.5W.1.8. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. / W.1.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.1.5W.1.8. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Language Objective: / Students will be able to work with a partner to sort facts/opinions. / Students will be able to give reason for opinion. / Students will be able to give reason for opinion. / Students will be able to give reason for opinion. / Students will be able to write a concluding sentence.
Practice and application:
(Meaningful activities, interaction, strategies, feedback) / Mini Lesson:
  • Review elements needed for Taking a Stand:
Topic/Opinion/Stand (stand up for something important to you)
Reasons (State 2 reasons)
Explanation (why???)
Restate Opinion
Modeling:
  • TW model Take a stand writing using OREO (split the oreo center into more pieces to accommodate 2 reasons and an explanation) or another relevant organizer for students that may include additional reasons.
  • TW create an anchor chart as students generate some topics for Taking a Stand
Guided Practice:
Students will choose their topic and rehearse their reasons verbally with a partner.
Independent Practice:
SW begin writing their own Take a Stand piece, using a graphic organizer
Sharing: Have a couple students share out exemplar examples / Mini Lesson:
  • Review elements needed for Taking a Stand:
Topic/Opinion/Stand (stand up for something important to you)
Reasons (State 2 reasons)
Explanation (why???)
Restate Opinion
Modeling:
  • TW model Take a stand writing using OREO (split the oreo center into more pieces to accommodate 2 reasons and an explanation) or another relevant organizer for students that may include additional reasons.
  • TW create an anchor chart as students generate some topics for Taking a Stand
Guided Practice:
Students will choose their topic and rehearse their reasons verbally with a different partner.
Independent Practice:
SW continue writing their own Take a Stand piece, using a graphic organizer
Sharing: Have a couple students share out exemplar examples / Mini Lesson:
  • Review elements needed for Taking a Stand:
Topic/Opinion/Stand (stand up for something important to you)
Reasons (State 2 reasons)
Explanation (why???)
Restate Opinion
Modeling:
  • TW model Take a stand writing using OREO (split the oreo center into more pieces to accommodate 2 reasons and an explanation) or another relevant organizer for students that may include additional reasons. TW take her piece and model revising.
  • TW create an anchor chart as students generate some topics for Taking a Stand
Guided Practice:
Students will choose their topic and rehearse their reasons verbally with the class.
Independent Practice:
SW begin continue their own Take a Stand piece, using a graphic organizer. When ready they will begin revising and editing.
Sharing: Have a couple students share out exemplar examples / Mini Lesson:
  • Review elements needed for Taking a Stand:
Topic/Opinion/Stand (stand up for something important to you)
Reasons (State 2 reasons)
Explanation (why???)
Restate Opinion
Modeling:
  • TW model Take a stand writing using OREO (split the oreo center into more pieces to accommodate 2 reasons and an explanation) or another relevant organizer for students that may include additional reasons. TW take her piece and model editing.
  • TW create an anchor chart as students generate some topics for Taking a Stand
Guided Practice:
Students will choose their topic and write their reasons on their white board.
Independent Practice:
SW continue writing their own Take a Stand piece, using a graphic organizer and revise and edit.
Sharing: Have a couple students share out exemplar examples / Students will continue to revise, edit, and publish their work.
Vocabulary / fact, opinion, topic, position, taking a stand / fact, opinion, topic, position, taking a stand / fact, opinion, topic, position, taking a stand / fact, opinion, topic, position, taking a stand / fact, opinion, topic, position, taking a stand
Pre assessment / Student responses / Student responses / Student responses / Student responses / Class discussion
Assessment: / Class work / Class work / Class work / Class work / classwork

Subject: Math Weekly Lesson Plan for April 22Teacher:

SIOP Format / M / T / W / TH / F
Content Objective: / 1.MD.04: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another / 1.MD.04: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another / 1.MD.04: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another / 1.MD.04: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another / 1.MD.04: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another
Language Objective: / TLW create, explain and answer questions about a graph. / TLW create, explain and answer questions about a graph. / TLW create, explain and answer questions about a graph. / TLW create, explain and answer questions about a graph. / TLW create, explain and answer questions about a graph.
Practice and application:
(Meaningful activities, interaction, strategies, feedback) / Review how graphs are made and used, do promethean lesson (1st grade graphs). / Continue promethean lesson. Then create a graph together – How many people are in your family? Ask and answer questions about the graph with a partner. / Students will create a graph using M&Ms with a partner. Together they will write 5 questions they can ask about their graph. Share graphs with the group and answer questions together. / Students will create a graph independently and answer questions about that graph. / Students will answer questions about a graph. Go over graph together, share answers
Pre assessment / Class discussion
Assessment / promethean lesson / Graph responses

Subject: Science Weekly Lesson Plan for April 29 – May 3 Teacher

SIOP Format / M-Nasir / T-Hespen / W / TH- Nasir / F-Hespen
Content Objective: / P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking or fl oating.
S.IA.01.13 Communicate and present findings of observations.
S.RS.01.11 Demonstrate scientifi c concepts through various illustrations, performances, models, exhibits, and activities. / P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking or fl oating.
S.IA.01.13 Communicate and present findings of observations.
S.RS.01.11 Demonstrate scientifi c concepts through various illustrations, performances, models, exhibits, and activities. / P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking or fl oating.
S.IA.01.13 Communicate and present findings of observations.
S.RS.01.11 Demonstrate scientifi c concepts through various illustrations, performances, models, exhibits, and activities. / P.PM.01.11 Demonstrate the ability to sort objects according to observable attributes such as color, shape, size, sinking or fl oating.
S.IA.01.13 Communicate and present findings of observations.
S.RS.01.11 Demonstrate scientifi c concepts through various illustrations, performances, models, exhibits, and activities.
Language Objective: / TLW use the tools of a scientist to write about our liquid, solid, gas experiment. / TLW use the tools of a scientist to write about our liquid, solid, gas experiment / TLW identify properties of matter in writing and as they share with the group. / TLW identify properties of matter in writing and as they share with the group.
Practice and application:
(Meaningful activities, interaction, strategies, feedback) / TLW complete observation journal and illustration about the liquid, solid, gas experiment. / TLW complete observation journal and illustration about the liquid, solid, gas experiment / In groups of 2 the children will be given a baggie containing chocolate chips. They will list properties of the chocolate chips (a solid) and share with the group. The children will then hold the baggie in their hands until the chips melt and then list the properties of the chips. ( a liquid) and share with the class. Baggies will then be put in the freezer for the next class. Predict. / In groups of 2 the children will be given a baggie containing chocolate chips. They will list properties of the chocolate chips (a solid) and share with the group. The children will then hold the baggie in their hands until the chips melt and then list the properties of the chips. ( a liquid) and share with the class. Baggies will then be put in the freezer for the next class. Predict.
Vocabulary / Matter, liquid, solid, gas, properties, attributes. / Matter, liquid, solid, gas, properties, attributes. / Matter, liquid, solid, gas, properties, attributes. / Matter, liquid, solid, gas, properties, attributes.
Pre assessment / Class activity / Class activity
Assessment: / Written response / Written response / Student response / Student response