1. Jacqueline Miller
Poetry
Thursday April 14, 2016
Enthusiastic: I am hoping that the students are enthusiastic about reading poetry.
Materials: Haiku paper, examples of Haiku poems, pencils, paper, white board, markers.
Objective: Students will understand what Haiku poems are and a brief history of the poems.
Students will understand how to create their own Haiku poem.
Procedures:
15- 20 minutes- Teacher- I will show the students examples of Haiku poems and how they are a
style of Japanese poetry that is typically about nature. Haikus are 3 lines long. The 1st and the 3rd
lines have 5 syllables and the 2nd line has 7 syllables.
20 minutes- Teacher- Student- Students will return to their seats. They can use the spring bags to
help them with their word choices. They will create their own Haiku poem.
Standards:
Standard - CC.1.3.2.F
Describe how words and phrases supply rhythm and meaning in a story, poem, or song.
Standard - CC.1.3.2.K
Read and comprehend literature on grade level, reading independently and proficiently.
Standard - CC.1.5.2.F
Add drawings or other visual displays to presentations when appropriate to clarify ideas,
thoughts, and feelings.

2. Jacqueline Miller
Writing
Thursday April 14, 2016
Enthusiastic: I am excited to see how the students writing evolve.
Materials: paper, pencils, white board, markers
Objective: Students will understand how to take their ideas and create sentences that will
eventually be part of a story.
Students will have a rough very rough draft of the beginning of their event.
Procedure:
60 minutes- Teacher- Student- Start of by showing this video on YouTube. Students today will
continue to work on their writing. I will have them write sentences about the Middle of their
story today. They will include: onomonapeia words, transition words, they will use their senses,
the 5 W’s, emotions, action words. I will go over examples of transitional words, action words,
words that deal with their senses, etcetera… I will set the time for them to free write for 15
minutes. After they have finished they will create sentences for what they have just written.
(have students use offices so that they use “their” own words/ thoughts. Also some may just need
to “stretch” their sentences out).
https://www.youtube.com/watch?v=5Y_fxQ_52pk&index=4&list=PLTCzXKdxBpDDTpvoywX
GuipjJTxBcFJsN&nohtml5=False
**I will start to pull the green and blue groups separately to the center of the room to read the
poems from words their way. **
Standards:
Standard - CC.1.4.2.B
Identify and introduce the topic.
Standard - CC.1.4.2.F
Demonstrate a grade appropriate command of the conventions of Standard English grammar and
spelling. • Capitalize proper nouns. • Use commas and apostrophes appropriately. • Spell words
drawing on common spelling patterns. • Consult reference material as needed.
Standard - CC.1.4.2.E
Choose words and phrases for effect

3. Jacqueline Miller
Math
Thursday April 14, 2016
Enthusiastic I am really hoping the students have a great grasp on telling time.
Materials: Paper, pencil, clocks, white boards, worksheets and activities.
Vocabulary: Elapsed time, quarter after, quarter till, half past, Am, Pm, noon, midnight.
Objective:
Students will be able to tell me what quarter past, quarter till, noon, half past, and midnight is
using their own clocks.
Students will be able to identify what time it is by the minute and by the hour. Students will be
able to show me elapsed time.
Procedure:
40 minutes- Student- Teacher- Today I will go over everything that I have taught the students
about telling time. Today will be a review for the test tomorrow.
20 minutes- Student- Students will be able to work independently or in small groups. They can
put together the clock puzzle, play time bingo, Zabinga game or I have who has.
Standards
Standard - CC.2.4.2.A.2
Tell and write time to the nearest five minutes using both analog and digital clocks.