This document contains Jennifer Daniel's lesson plans for three days - Monday 11/16, Tuesday 11/17, and Wednesday 11/18. The plans follow a similar daily structure and include morning journals, specials, calendar, reading workshop focusing on visualizing, word work, handwriting, writer's workshop on sequencing, reading centers in small groups, lunch, recess, math lessons on counting and estimating quantities, and social studies. The social studies lessons for the three days cover Veterans Day, comparing life "then and now", and Thanksgiving.
This lesson plan summarizes a 45-minute English class for 5-year-old students in Argentina. The lesson introduces family customs between Argentina and the United States. Students will learn family members, recognize similarities and differences between Argentine and American culture, and name some customs from each country. The teacher will use pictures, flashcards, and student drawings to review family vocabulary and compare traditions like eating asado and barbecue, drinking mate and going camping.
Here are some suggestions to improve the lesson plan:
- Include more challenging activities that require higher-order thinking skills like applying, analyzing, evaluating in addition to recalling facts.
- Connect the workbook activities more explicitly to the topic by having students answer questions about the Simpsons family instead of just practicing grammar in isolation.
- Expose students to authentic texts, images, videos about the Simpsons to make it more engaging and provide language models.
- Allow more time for student-centered activities like role plays, projects, debates where they use the target language creatively.
- Incorporate formative assessment throughout to check understanding beyond just whole-class questioning.
With some adjustments to include more engaging,
This document outlines two lesson plans for teaching English to secondary school students. The lessons focus on using the structure "going to" to talk about future plans and intentions. In the first lesson, students revise using the present continuous and then learn about "going to" through pictures of weekend activities. They practice writing sentences about their weekend plans. The second lesson reviews "going to" and teaches forming questions about future plans through a conversation activity. Students then practice asking and answering questions about celebrities' schedules. Both lessons conclude with students designing dialogs about their summer holiday plans.
The document outlines a 30-minute English lesson plan for a class of 5-year-olds learning shapes, colors, and numbers. The lesson includes a warm-up activity where students identify their moods. Next, the teacher introduces shapes, colors, and numbers through flashcards and a song video. Students then work together to complete a shape puzzle on the board. In the production stage, students independently create landscapes using shapes. For homework, students are asked to review what they learned in class. The goal is for students to practice identifying and naming shapes, colors, and numbers from one to four while developing their English skills.
1. The document outlines a lesson plan for a class on the topic of cooking for secondary level students in Argentina.
2. The lesson uses images and texts to develop students' reading, writing, and listening skills through activities matching vocabulary with images, filling in blanks, true/false questions, and writing original sentences.
3. Assessment of student comprehension is done through listening to their responses, correcting activity answers, and having them read sentences aloud to check understanding.
The document provides details of an English lesson plan for 5th grade students focusing on giving directions in a city. The 80-minute lesson includes reviewing vocabulary from previous lessons, presenting new vocabulary through a video, and developing students' listening, speaking, and reading skills through 4 activities. The activities include completing lyrics while watching a video, a dictation activity tracing a path on a map, filling in an empty map based on a text, and working in pairs asking and answering questions about missing buildings on maps. The lesson aims to help students identify and produce directional vocabulary in context and develop their ability to give directions through a communicative approach integrating different language skills.
This document provides a lesson plan for a first grade English class in Viedma, Argentina. The 80-minute lesson focuses on teaching numbers from one to ten. Key points of the lesson include introducing moods and reviewing animal vocabulary. Students will listen to audio recordings and complete worksheets practicing numbers. The teacher will use pictures, videos, and the textbook to present new material before students practice identification and production activities in groups.
The document summarizes a lesson plan for a class on the Olympic Games taught by student teacher Mariana Canellas. The 120-minute lesson was for a 6th year secondary school class in Comodoro Rivadavia, Argentina. The lesson plan outlines the aims, teaching points on vocabulary and grammar, activities including a warm-up drawing activity and reading about Olympic athlete Michael Phelps, as well as an assessment of students. The lesson integrated skills like reading, speaking and listening and used a communicative approach.
This lesson plan summarizes a 45-minute English class for 5-year-old students in Argentina. The lesson introduces family customs between Argentina and the United States. Students will learn family members, recognize similarities and differences between Argentine and American culture, and name some customs from each country. The teacher will use pictures, flashcards, and student drawings to review family vocabulary and compare traditions like eating asado and barbecue, drinking mate and going camping.
Here are some suggestions to improve the lesson plan:
- Include more challenging activities that require higher-order thinking skills like applying, analyzing, evaluating in addition to recalling facts.
- Connect the workbook activities more explicitly to the topic by having students answer questions about the Simpsons family instead of just practicing grammar in isolation.
- Expose students to authentic texts, images, videos about the Simpsons to make it more engaging and provide language models.
- Allow more time for student-centered activities like role plays, projects, debates where they use the target language creatively.
- Incorporate formative assessment throughout to check understanding beyond just whole-class questioning.
With some adjustments to include more engaging,
This document outlines two lesson plans for teaching English to secondary school students. The lessons focus on using the structure "going to" to talk about future plans and intentions. In the first lesson, students revise using the present continuous and then learn about "going to" through pictures of weekend activities. They practice writing sentences about their weekend plans. The second lesson reviews "going to" and teaches forming questions about future plans through a conversation activity. Students then practice asking and answering questions about celebrities' schedules. Both lessons conclude with students designing dialogs about their summer holiday plans.
The document outlines a 30-minute English lesson plan for a class of 5-year-olds learning shapes, colors, and numbers. The lesson includes a warm-up activity where students identify their moods. Next, the teacher introduces shapes, colors, and numbers through flashcards and a song video. Students then work together to complete a shape puzzle on the board. In the production stage, students independently create landscapes using shapes. For homework, students are asked to review what they learned in class. The goal is for students to practice identifying and naming shapes, colors, and numbers from one to four while developing their English skills.
1. The document outlines a lesson plan for a class on the topic of cooking for secondary level students in Argentina.
2. The lesson uses images and texts to develop students' reading, writing, and listening skills through activities matching vocabulary with images, filling in blanks, true/false questions, and writing original sentences.
3. Assessment of student comprehension is done through listening to their responses, correcting activity answers, and having them read sentences aloud to check understanding.
The document provides details of an English lesson plan for 5th grade students focusing on giving directions in a city. The 80-minute lesson includes reviewing vocabulary from previous lessons, presenting new vocabulary through a video, and developing students' listening, speaking, and reading skills through 4 activities. The activities include completing lyrics while watching a video, a dictation activity tracing a path on a map, filling in an empty map based on a text, and working in pairs asking and answering questions about missing buildings on maps. The lesson aims to help students identify and produce directional vocabulary in context and develop their ability to give directions through a communicative approach integrating different language skills.
This document provides a lesson plan for a first grade English class in Viedma, Argentina. The 80-minute lesson focuses on teaching numbers from one to ten. Key points of the lesson include introducing moods and reviewing animal vocabulary. Students will listen to audio recordings and complete worksheets practicing numbers. The teacher will use pictures, videos, and the textbook to present new material before students practice identification and production activities in groups.
The document summarizes a lesson plan for a class on the Olympic Games taught by student teacher Mariana Canellas. The 120-minute lesson was for a 6th year secondary school class in Comodoro Rivadavia, Argentina. The lesson plan outlines the aims, teaching points on vocabulary and grammar, activities including a warm-up drawing activity and reading about Olympic athlete Michael Phelps, as well as an assessment of students. The lesson integrated skills like reading, speaking and listening and used a communicative approach.
Tpd 2017 secondary level - lesson plan - mestreflorenciaFlorencia Mestre
This document provides a lesson plan for an English class focusing on time and the simple present tense. The lesson will have 9 students who are beginners in English. It includes aims to identify simple present forms, describe time, and improve listening and pronunciation skills. Stages include a warm-up with greetings, a presentation on clock times and periods of the day, a development activity matching words to a word search, and a closure activity answering questions in pairs from the textbook. Homework involves creating sentences using simple present forms.
This document provides details about an English lesson for first year secondary students in Argentina. The 80-minute lesson aims to develop students' reading, writing, and language skills. Students will read a short text about someone admired, Samantha Larson, and practice simple sentences. Activities include predicting vocabulary, reading comprehension questions, filling out a chart with information about Samantha, and writing their own sentences about things they enjoy. The lesson is designed according to Krashen's Natural Approach and uses images, text, and group work to engage students in an interactive way.
The summaries are:
1. The trainee delivered a lesson to a group of young students focused on shapes, colors, and a robot toy. Various hands-on activities like singing, dancing, and painting engaged the students and helped reinforce the lesson concepts.
2. For the next lesson, the trainee focused on revising previous concepts and introducing new colors using the robot toy. Students reacted positively and participated more than the previous lesson. Some students struggled naming some colors.
3. In the third lesson, the trainee introduced family members through a story and drawing activity. Students enjoyed the materials and story, and participated well individually and as a group. The trainee found encouraging individual participation during drawing successful
1) The document reflects on a teaching experience working with primary school students, who were more receptive than younger students.
2) The aim of the lesson was for students to understand that a given number of objects can only have one number assigned to it.
3) Based on the students' engaged participation in activities, songs, and answering questions, the teacher believes the students understood the numbers concept well and the practice was significant.
This lesson plan is for a 5th grade class in Argentina. The lesson aims to review vocabulary like demonstratives and possessives through reading a short Twitter post by a girl named Aiko from Japan. Students will develop reading skills and identify cultural elements. During the warm-up, the teacher introduces Twitter and shows sample posts to contextualize the reading. In the presentation, students read Aiko's post and relate images to the text. They then indicate things they like. Students play games to practice the vocabulary. The closure has the teacher thank the students for their work.
This lesson plan is for a first grade class in Viedma, Argentina. It involves a 80 minute lesson on toys. The lesson will begin with a greeting song to check in on students' moods. Students will then review weather vocabulary before learning new vocabulary for 8 different toys. The main activity involves students working in groups to collect toys from boxes based on descriptions. The lesson will conclude with students drawing and describing their favorite toy.
This lesson plan is for a kindergarten class in Argentina. The lesson aims to revise parts of the house vocabulary like living room, bedroom, bathroom, and kitchen. During the 45 minute lesson, students will identify these rooms in images, name the parts of the house, and listen to a song about cleaning the living room. Activities include matching rooms to objects, miming actions for each room, and listening to the song. The teacher will check understanding through listening to student responses and peer correction.
The document provides a lesson plan for a first grade English class. The lesson plan aims to teach students numbers from one to ten and introduce weather vocabulary. During the lesson, students will trace and count numbers, listen to an audio recording and match animals to numbers, and count shapes in a picture. The lesson incorporates group work, storytelling, worksheets, and games to engage students and reinforce the target language.
This lesson plan summarizes a virtual English class for 30 elementary level students on the topic of "My House". The plan includes three activities: 1) A PowerPoint presentation reviewing parts of the house vocabulary. 2) Using flashcards with house vocabulary. 3) Playing with box houses students created, using a ball to "enter" different rooms. The goal is to consolidate knowledge of house vocabulary and verb "to be" through interactive and collaborative activities integrating different skills and learning styles. Timing and scaffolding strategies are outlined to support students' development.
This document contains a teacher's reflections on three English lessons taught to primary school students. For the first lesson, the teacher found that using real objects and miming helped motivate students to learn new vocabulary. Students responded well to the activities but some materials could be improved. The second lesson introduced possessive 's' using The Simpsons characters, which engaged students initially but activities became weak. The third lesson on social media motivated students through images and a game, though the game needed clearer rules. Overall, the teacher found that visuals like images and objects, as well as games, helped engage students and will inform future lesson planning.
This document provides the lesson plan for a 60-minute English class for 5th grade students in Argentina. The lesson aims to teach demonstrative adjectives ("this", "these", "that", "those") through activities using objects like balls and pictures of animals. Students practice forming sentences using the new vocabulary and completing exercises in their workbook. The teacher assesses understanding through listening to students speak and providing feedback. The supervisor provides feedback, recommending the teacher revisit materials on teaching young learners to improve future lesson plans.
This document provides a lesson plan for a first grade English class on the numbers from one to ten. The lesson plan includes the following:
- Goals for the lesson which are for students to be able to count from one to ten, model numbers, and improve listening skills.
- An outline of the lesson structure including a warm-up activity drawing numbers, a presentation watching a counting song video, and a practice activity drawing missing birds while listening to a song.
- Details on materials used, such as an audio from the book, pictures, and clay. Students will also complete a collaborative activity creating number drawings and paintings in groups.
The document summarizes an English lesson plan for a class of 5-year-olds focusing on the topic of family. The 30-minute lesson includes the aims of identifying family members, expressing moods, and developing listening skills. It outlines warm-up, presentation, practice, and production stages using a video, pictures, family tree activity, and goodbye song. The lesson plan considers different family structures and aims to develop students' linguistic, social and cooperative skills through group work.
This document provides a lesson plan for a kindergarten class about family members. The lesson has the following goals: for students to express their mood, identify family members, develop listening skills, and improve knowledge of classroom commands. The 30 minute lesson begins with a greeting routine to check-in on students' moods. Next, the teacher presents new vocabulary by playing a recording of a story while showing pictures. Students then practice the vocabulary in their books through various activities like coloring and matching. Finally, students produce their own drawings of a family member or pet.
- The document outlines a lesson plan for a class introducing shapes to 5-year-olds.
- The lesson begins with revising colors and numbers through songs and questions. New vocabulary of shapes (circle, square, triangle, rectangle) is then presented through flashcards, questions, and a hand shape song.
- Students practice the new vocabulary by creating a flag with different shapes following the teacher's instructions and using a book and provided materials.
- The lesson closes by singing a goodbye song incorporating previously learned motions.
This lesson plan is for a kindergarten class of 25 students learning colors and shapes in English. The 30-minute lesson follows the PPP structure and includes a routine, warm up, presentation, practice, and production stage. In the presentation, students will watch a video song introducing new colors. During practice, students will dance to the song wearing colored t-shirts to reinforce the colors. In production, students will color and draw shapes in assigned colors to practice what they learned.
This document is a lesson plan created by Miriam Novillo Hall for a class of third year students. The lesson plan aims to teach students about reported or indirect speech using examples related to parties and celebrations. The lesson contains warmup activities, presentations, practice exercises, and a production stage. Students will practice changing direct speech into reported statements, learn new vocabulary related to parties, and read a text about prom traditions. The plan demonstrates the use of group work, visual aids, and communicative activities to engage students and provide meaningful grammar practice.
This document provides a lesson plan for an English class focusing on reading comprehension of the novel "Four Weddings and a Funeral". The 80-minute lesson is divided into sections including a warm-up, presentation, practice, and production. During the presentation, students will create sentences from a word cloud about weddings and use dictionaries. While reading the assigned chapter, students will answer comprehension questions. Afterwards, they will discuss alternative endings and create a short wedding scene in pairs to upload as a video. The teacher provides thorough explanations of goals, materials, activities, strategies, and anticipated challenges for a well-organized lesson.
This lesson plan summary is in 3 sentences:
The lesson plan focuses on teaching kindergarten students about body parts through songs, videos, and interactive activities like matching body parts to diagrams. Students will watch videos singing songs about body parts, practice identifying and naming parts of the body, and have fun dancing together to reinforce the vocabulary. The goal is for students to improve their English skills related to commands and body parts vocabulary while developing their listening, speaking, and cooperative work.
Dario Bressan taught an English kindergarten class about parts of the body. He began by getting the students' attention using the character Mr. Potato Head. The students engaged well with the topic at first but then lost focus. Bressan had to change some planned activities, like songs, to keep them engaged. He reflected that he should improve lesson planning and consider students' prior activities and external factors that could impact their attention and behavior in class.
This lesson plan is for an English class at the secondary level focusing on routines and frequency adverbs. The plan includes 4 activities to introduce, practice, and assess the target language. Students will match images to vocabulary words, read a short text answering yes/no questions, reorder sentences using the new structures, and write 5 sentences about their own routines. The plan incorporates group work, whole class discussion and individual writing. Feedback is provided to help strengthen time management and response to student needs.
Tpd 2017 secondary level - lesson plan - mestreflorenciaFlorencia Mestre
This document provides a lesson plan for an English class focusing on time and the simple present tense. The lesson will have 9 students who are beginners in English. It includes aims to identify simple present forms, describe time, and improve listening and pronunciation skills. Stages include a warm-up with greetings, a presentation on clock times and periods of the day, a development activity matching words to a word search, and a closure activity answering questions in pairs from the textbook. Homework involves creating sentences using simple present forms.
This document provides details about an English lesson for first year secondary students in Argentina. The 80-minute lesson aims to develop students' reading, writing, and language skills. Students will read a short text about someone admired, Samantha Larson, and practice simple sentences. Activities include predicting vocabulary, reading comprehension questions, filling out a chart with information about Samantha, and writing their own sentences about things they enjoy. The lesson is designed according to Krashen's Natural Approach and uses images, text, and group work to engage students in an interactive way.
The summaries are:
1. The trainee delivered a lesson to a group of young students focused on shapes, colors, and a robot toy. Various hands-on activities like singing, dancing, and painting engaged the students and helped reinforce the lesson concepts.
2. For the next lesson, the trainee focused on revising previous concepts and introducing new colors using the robot toy. Students reacted positively and participated more than the previous lesson. Some students struggled naming some colors.
3. In the third lesson, the trainee introduced family members through a story and drawing activity. Students enjoyed the materials and story, and participated well individually and as a group. The trainee found encouraging individual participation during drawing successful
1) The document reflects on a teaching experience working with primary school students, who were more receptive than younger students.
2) The aim of the lesson was for students to understand that a given number of objects can only have one number assigned to it.
3) Based on the students' engaged participation in activities, songs, and answering questions, the teacher believes the students understood the numbers concept well and the practice was significant.
This lesson plan is for a 5th grade class in Argentina. The lesson aims to review vocabulary like demonstratives and possessives through reading a short Twitter post by a girl named Aiko from Japan. Students will develop reading skills and identify cultural elements. During the warm-up, the teacher introduces Twitter and shows sample posts to contextualize the reading. In the presentation, students read Aiko's post and relate images to the text. They then indicate things they like. Students play games to practice the vocabulary. The closure has the teacher thank the students for their work.
This lesson plan is for a first grade class in Viedma, Argentina. It involves a 80 minute lesson on toys. The lesson will begin with a greeting song to check in on students' moods. Students will then review weather vocabulary before learning new vocabulary for 8 different toys. The main activity involves students working in groups to collect toys from boxes based on descriptions. The lesson will conclude with students drawing and describing their favorite toy.
This lesson plan is for a kindergarten class in Argentina. The lesson aims to revise parts of the house vocabulary like living room, bedroom, bathroom, and kitchen. During the 45 minute lesson, students will identify these rooms in images, name the parts of the house, and listen to a song about cleaning the living room. Activities include matching rooms to objects, miming actions for each room, and listening to the song. The teacher will check understanding through listening to student responses and peer correction.
The document provides a lesson plan for a first grade English class. The lesson plan aims to teach students numbers from one to ten and introduce weather vocabulary. During the lesson, students will trace and count numbers, listen to an audio recording and match animals to numbers, and count shapes in a picture. The lesson incorporates group work, storytelling, worksheets, and games to engage students and reinforce the target language.
This lesson plan summarizes a virtual English class for 30 elementary level students on the topic of "My House". The plan includes three activities: 1) A PowerPoint presentation reviewing parts of the house vocabulary. 2) Using flashcards with house vocabulary. 3) Playing with box houses students created, using a ball to "enter" different rooms. The goal is to consolidate knowledge of house vocabulary and verb "to be" through interactive and collaborative activities integrating different skills and learning styles. Timing and scaffolding strategies are outlined to support students' development.
This document contains a teacher's reflections on three English lessons taught to primary school students. For the first lesson, the teacher found that using real objects and miming helped motivate students to learn new vocabulary. Students responded well to the activities but some materials could be improved. The second lesson introduced possessive 's' using The Simpsons characters, which engaged students initially but activities became weak. The third lesson on social media motivated students through images and a game, though the game needed clearer rules. Overall, the teacher found that visuals like images and objects, as well as games, helped engage students and will inform future lesson planning.
This document provides the lesson plan for a 60-minute English class for 5th grade students in Argentina. The lesson aims to teach demonstrative adjectives ("this", "these", "that", "those") through activities using objects like balls and pictures of animals. Students practice forming sentences using the new vocabulary and completing exercises in their workbook. The teacher assesses understanding through listening to students speak and providing feedback. The supervisor provides feedback, recommending the teacher revisit materials on teaching young learners to improve future lesson plans.
This document provides a lesson plan for a first grade English class on the numbers from one to ten. The lesson plan includes the following:
- Goals for the lesson which are for students to be able to count from one to ten, model numbers, and improve listening skills.
- An outline of the lesson structure including a warm-up activity drawing numbers, a presentation watching a counting song video, and a practice activity drawing missing birds while listening to a song.
- Details on materials used, such as an audio from the book, pictures, and clay. Students will also complete a collaborative activity creating number drawings and paintings in groups.
The document summarizes an English lesson plan for a class of 5-year-olds focusing on the topic of family. The 30-minute lesson includes the aims of identifying family members, expressing moods, and developing listening skills. It outlines warm-up, presentation, practice, and production stages using a video, pictures, family tree activity, and goodbye song. The lesson plan considers different family structures and aims to develop students' linguistic, social and cooperative skills through group work.
This document provides a lesson plan for a kindergarten class about family members. The lesson has the following goals: for students to express their mood, identify family members, develop listening skills, and improve knowledge of classroom commands. The 30 minute lesson begins with a greeting routine to check-in on students' moods. Next, the teacher presents new vocabulary by playing a recording of a story while showing pictures. Students then practice the vocabulary in their books through various activities like coloring and matching. Finally, students produce their own drawings of a family member or pet.
- The document outlines a lesson plan for a class introducing shapes to 5-year-olds.
- The lesson begins with revising colors and numbers through songs and questions. New vocabulary of shapes (circle, square, triangle, rectangle) is then presented through flashcards, questions, and a hand shape song.
- Students practice the new vocabulary by creating a flag with different shapes following the teacher's instructions and using a book and provided materials.
- The lesson closes by singing a goodbye song incorporating previously learned motions.
This lesson plan is for a kindergarten class of 25 students learning colors and shapes in English. The 30-minute lesson follows the PPP structure and includes a routine, warm up, presentation, practice, and production stage. In the presentation, students will watch a video song introducing new colors. During practice, students will dance to the song wearing colored t-shirts to reinforce the colors. In production, students will color and draw shapes in assigned colors to practice what they learned.
This document is a lesson plan created by Miriam Novillo Hall for a class of third year students. The lesson plan aims to teach students about reported or indirect speech using examples related to parties and celebrations. The lesson contains warmup activities, presentations, practice exercises, and a production stage. Students will practice changing direct speech into reported statements, learn new vocabulary related to parties, and read a text about prom traditions. The plan demonstrates the use of group work, visual aids, and communicative activities to engage students and provide meaningful grammar practice.
This document provides a lesson plan for an English class focusing on reading comprehension of the novel "Four Weddings and a Funeral". The 80-minute lesson is divided into sections including a warm-up, presentation, practice, and production. During the presentation, students will create sentences from a word cloud about weddings and use dictionaries. While reading the assigned chapter, students will answer comprehension questions. Afterwards, they will discuss alternative endings and create a short wedding scene in pairs to upload as a video. The teacher provides thorough explanations of goals, materials, activities, strategies, and anticipated challenges for a well-organized lesson.
This lesson plan summary is in 3 sentences:
The lesson plan focuses on teaching kindergarten students about body parts through songs, videos, and interactive activities like matching body parts to diagrams. Students will watch videos singing songs about body parts, practice identifying and naming parts of the body, and have fun dancing together to reinforce the vocabulary. The goal is for students to improve their English skills related to commands and body parts vocabulary while developing their listening, speaking, and cooperative work.
Dario Bressan taught an English kindergarten class about parts of the body. He began by getting the students' attention using the character Mr. Potato Head. The students engaged well with the topic at first but then lost focus. Bressan had to change some planned activities, like songs, to keep them engaged. He reflected that he should improve lesson planning and consider students' prior activities and external factors that could impact their attention and behavior in class.
This lesson plan is for an English class at the secondary level focusing on routines and frequency adverbs. The plan includes 4 activities to introduce, practice, and assess the target language. Students will match images to vocabulary words, read a short text answering yes/no questions, reorder sentences using the new structures, and write 5 sentences about their own routines. The plan incorporates group work, whole class discussion and individual writing. Feedback is provided to help strengthen time management and response to student needs.
This document provides a lesson plan for a class on days of the week taught to a 5th grade class of 20 beginner English language learners. The goals of the lesson are for students to be able to identify and name days of the week, develop listening and speaking skills, and associate days of the week with school subjects. The lesson plan outlines the teaching points, aims, language focus, approach, skills integration, materials, activities, and assessment. It includes a warmup activity reviewing school subjects, introducing days of the week vocabulary, associating days and subjects by completing a timetable, and an activity having students put days in order and fill out a sample timetable.
This document contains a lesson plan for an English class focused on routines and frequency adverbs. The plan outlines the teaching points, aims, language focus, approach, materials, activities and assessment. The class will introduce vocabulary like "always", "sometimes" and "never" through a memory game, reading comprehension activity and practice sentences in pairs. Students will identify routines, ask and answer questions, and write short sentences about their routines. The plan provides structure and variety to engage students through group work, individual practice, and a closing activity to assess learning.
This lesson plan covers 5 lessons about a unit on "A Day in the Life Of...". Lesson 1 focuses on reading about a farmer's daily routine. Lesson 2 is about speaking and having students discuss their own daily schedules. Lesson 3 is a listening lesson where students listen to and understand information about a cyclo driver's daily activities. Lesson 4 involves writing as students create a narrative based on prompts. Lesson 5 focuses on language, identifying vowel sounds and reviewing verb tenses and adverbs of frequency.
Rhyming words, What are you doing next week?, Listening and WritingMavict De Leon
The document provides a weekly lesson plan for a grade 3 class. Over the course of 5 days, students will learn new vocabulary words, discuss dreams and future plans, listen to audio passages, and complete related worksheets and activities. Some of the challenges anticipated include unwanted behavior, difficulty understanding texts, and difficulty writing or answering questions. Suggested solutions are proper classroom management, simplifying explanations, allowing more time, and providing one-on-one help. New vocabulary words to be learned include ice pack, plaster, barn, tidy, exciting, pill, bill, calendar, fact and opinion.
This mock lesson plan aims to teach 4th grade beginner English students about daily routines. The 40-minute lesson includes greeting the class, reviewing times of day, introducing vocabulary for routines, listening to a song about routines, having students discuss their own routines, and organizing routine flashcards into a chart. Students will then conduct a survey of their classmates' routines to practice the target language.
This lesson plan is for a 6th grade English class focused on present continuous tense. The plan has the following goals: to revise actions and present continuous tense through questions and answers, develop listening, speaking, writing and reading skills, and encourage collaborative work. The plan includes a warm-up using pictures of Mr. Bean to introduce actions, a presentation segment to practice short answers using flashcards, and a development segment where students work in pairs answering questions and interviewing peers. The plan aims to integrate all four language skills and uses various teaching strategies, resources and activities to engage students at different stages of the 60-minute lesson.
This document contains a lesson plan for an English class for 6th grade students in Comodoro Rivadavia, Argentina. The 60-minute lesson aims to teach students about activities during holidays using the past continuous tense. It includes a warmup activity about students' past holidays, watching a video about two friends discussing their summer vacations, drawing and describing their own favorite past holidays, reading a text with holiday facts and completing blanks, and drawing items in a suitcase for past holidays. The plan demonstrates integration of listening, speaking, and writing skills and uses materials like a video, audio track, whiteboard, and printouts.
This lesson plan is for a primary school class of 25 11-year-old students at a pre-intermediate level. The 80-minute lesson focuses on festivals and expressing greetings and good wishes. Students will develop their communicative skills through activities identifying new vocabulary in context, describing festivals, and expressing greetings. They will also improve writing skills by completing an activity designing a poster for an event with details like date, location, and ticket prices. The lesson uses a communicative approach including group work and incorporates revision of previous vocabulary through a warm-up activity with festival-themed cards.
The document is a lesson plan for an English class at Instituto Don Bosco. It outlines the following:
- The class has 29 students at an elementary English level. The lesson will focus on everyday activities and routines.
- Students will develop reading and listening skills by matching phrases to pictures and completing a text. They will also practice the present simple by writing about their own and a friend's routines.
- The lesson incorporates communicative activities like asking and answering questions about schedules. It includes reading comprehension exercises and teaches question formation using auxiliary verbs.
The document is a lesson plan for an English class focused on reported speech. The lesson plan outlines the objectives, which are for students to differentiate between direct and reported speech and use indirect speech to report what was said in a letter. It details the warm up, presentation, practice activities, and production section of the lesson. The practice activities have students changing statements and questions to reported speech and matching reporting verbs to their definitions. The production has students rewrite a letter about a wedding using reported speech.
Tpd 2015 tielve - secondary - lesson plan 3Myriam Tielve
This document provides details for an English lesson plan for a class of 30 second-year students at an elementary language level. The lesson focuses on ordering food at a café. Students will develop reading, listening, writing and speaking skills through activities like inferring meaning from café menus, writing and performing dialogues, and choosing appropriate cafés based on people's food preferences. The natural approach and PPP method will be used. Materials include menus, worksheets, and students' mobile devices. Potential issues and their solutions are outlined.
This document outlines a lesson plan for a secondary English language class. The lesson focuses on teaching routines using frequency adverbs like "always" and "sometimes" in the third person singular. The plan includes 4 activities: a warm-up to review vocabulary, presenting new vocabulary, an activity for students to practice the new language, and a closure activity where students order pictures of a character's daily routine. The plan aims to develop students' speaking, listening, reading and writing skills through collaborative and communicative exercises.
This document provides the weekly schedule for a 6th grade classroom for the week of September 6th. It includes the daily subjects of reading, spelling, grammar/English, writing, science/social studies, and math. It also lists activities for each day such as setting up binders and packets, assemblies, discussions on rules and procedures, and lessons on factors and multiples in math. Band practice is scheduled on different days for different instrument groups. Assessments include sharing ideas, checking work, and weekly quizzes.
The lesson plan is for a 5th grade English class at a secondary school in Zapala, Neuquén. It focuses on revising the present simple and present continuous tenses. During the 40-minute lesson, students will describe pictures using the target tenses, ask and answer questions about activities they like or dislike, and play a sentence relay game. The plan outlines learning aims, language focus, teaching approach, materials, activities and assessments to integrate listening, speaking, reading and writing skills while revising key grammatical structures.
This document contains a lesson plan for an English class focused on teaching students about using "have got" to talk about possessions. The 80-minute lesson involves introducing the target language through a video, having students practice in groups by completing activities about the video and identifying objects people "have got" in pictures, and assessing comprehension with an individual activity matching pictures to questions. Homework is assigned from the textbook. The lesson plan aims to help students develop their listening, speaking, and writing skills while learning about using "have got" affirmatively and negatively.
This document contains a lesson plan for an English class focused on routines and frequency adverbs. The lesson plan outlines the teaching points, aims, language focus, approach, materials, activities, and assessment. The 40 minute lesson includes a warm up activity to review vocabulary, a presentation of new vocabulary related to typical daily routines, a development activity where students match sentences to pictures, and a closure activity where students find hidden words related to the routines. The plan demonstrates organization, coherence in sequencing activities, inclusion of varied resources and learning styles, clear stages and strategies, and accuracy of language.
This document provides a lesson plan for an English class focusing on making predictions using will and won't. The 3-lesson plan aims to have students 1) use will/won't to form sentences about the future, 2) ask and complete predictions about decisions, and 3) make their own predictions about the future. The lesson includes a warmup activity having students listen to predictions about a fortune, a presentation and roleplay activity making predictions, and a closing activity having students make their own predictions for homework. Assessment is done through questioning and interaction during class.
This document provides a lesson plan for a kindergarten English class about weather and clothing. The 40-minute lesson has the following structure: greetings and a warm-up song about weather, reviewing weather vocabulary through a video, introducing written words and having students trace them, acting out different weather scenarios and identifying appropriate clothing, completing a matching exercise of weather and clothing in a workbook, and a coloring and cutting/pasting activity while listening to instructions. The lesson aims to develop students' speaking, listening, and writing skills related to weather and clothing vocabulary through interactive activities using songs, videos, flashcards, worksheets, and role playing.
1. Lesson Plans – Jennifer Daniel
MONDAY 11/16/15
Day69
TUESDAY 11/17/15 WEDNESDAY 11/18/15
7:45-8:15 Morning Journals
SW write Today is _______ and
draw anything they want on the
next page in their morning journal.
7:45-8:15 Morning Journals
SW write Today is _______ and
draw anything they want on the
next page in their morning journal.
7:45-8:15 Morning Journals
SW write Today is _______ and
draw anything they want on the
next page in their morning journal.
8:20 – 9:10 Specials – Music 8:20 – 9:10 Specials – Inquiry 8:20 – 9:10 Specials – PE
9:10 – 9:40 Calendar
**See Detailed Lesson Plan Notes
section attached, to the right of
Friday’s column.
PebbleGo Social Studies > Long
Ago and Today
9:10 – 9:40 Calendar
**See Detailed Lesson Plan Notes
section attached, to the right of
Friday’s column.
PebbleGo Social Studies > Long
Ago and Today
9:10 – 9:40 Calendar
**See Detailed Lesson Plan Notes
section attached, to the right of
Friday’s column.
PebbleGo Social Studies > Long
Ago and Today
9:40-10:25 Reader’s Workshop
Week 15 – Visualizing
Background/Connection: What does
schema mean? When do we use it?
Why?
Mini-Lesson: We make mental images
in our minds using schema when the
pictures do not say enough. Let’s
practice seeing the pictures and the
people or animals inside the pictures
moving to help us understand what the
pictures are trying to say.
TW Night in the Country without
showing students the pictures. SW
close their eyes to visualize what is
happening in the story. TW stop and
ask students to share with a partner
what they are visualizing in their
minds.
Practice: TW read Shhh! They are
Sleeping! By Joyce Sidman. SW draw
what their mental image is based on
the poem.
SW choose new books for the week to
read. SW begin visualizing the actions
they see to make a better story in their
head as they finish drawing their
mental images.
Closing: TW choose students to share
their drawings of their mental images
and explain why they drew each.
9:40-10:25 Reader’s Workshop
Week 15 - Visualizing
Background/Connection: What
does schema mean? When do we
use it? Why?
Mini-Lesson: TW read Listen to the
Rain. SW practice visualizing the
text as we read. TW model what
she visualizes. SW turn and share
what they see in their minds with a
partner.
Practice: TW read My Mental
Image. SW draw what their mental
image is based on the poem.
SW begin reading independently in
their assigned spots as they finish
working. Once all students are
done, students will read with their
partners.
Closing: TW choose 1 – 3 students
to share their drawings of their
mental images and explain why
they drew each. Discuss why our
mental images are more similar
today than yesterday.
9:40-10:25 Reader’s Workshop
Week 15 - Visualizing
Background/Connection: What
does schema mean? When do we
use it? Why?
Mini-Lesson: TW read Read,
Visualize, Draw. SW practice
visualizing the text as we read. TW
model what she visualizes.
Practice: Pause 4 times throughout
the poem so students may illustrate
their mental images as we read
(need pencils and clip boards).
Discuss how and why our mental
images change as the book changes.
SW begin reading independently in
their assigned spots as they finish
working. Once all students are
done, students will read with their
partners.
Closing: TW choose 1 – 3 students
to share their drawings of their
mental images and explain why
they drew each. Why did our
images change when we read?
What told us to change what we
were thinking?
2. Lesson Plans – Jennifer Daniel
10:25 – 10:40 – Word Work and
Snack
Dismiss 1 table at time to get snack
BookFlix > Celebrations > Giving
Thanks
Poem #15: School Is Out
1. TW display poem on the
projector and read aloud.
2. Define terms and meaning.
3. TW point out phonemic
awareness skills, ending
sounds/rhyming words.
Introduce this week’s sight words
while trash collector walks
around to each student.
10:25 – 10:40 – Word Work and
Snack
Dismiss 1 table at time to get snack
BookFlix > Celebrations >
Thanksgiving
Poem #15: School Is Out
1. TW display poem on the
projector and read aloud.
2. Repeated readings and point out
phonemic awareness skills, ending
sounds/rhyming words.
3. Echo Read; define and discuss
Practice this week’s sight words
while trash collector walks
around to each student.
9:25 – 9:40 – Word Work and
Snack
Dismiss 1 table at time to get snack
BrainPop Jr. > Thanksgiving
Poem #15: School Is Out
1. TW display poem on the
projector and read aloud.
2. Repeated readings and point out
sight words, ending
sounds/rhyming words with table.
3. Choral Read
Practice this week’s sight words
while trash collector walks
around to each student.
10:40 – 10:55 – Handwriting
SW come to carpet as they clean
up. TW read page for today’s letter
in Shadow Boxes Book. TW
discuss sound(s) the letter makes.
SW point to the object in the picture
that begins with that letter sound.
TW model writing the letter in My
Letter Writing Book. SW go back
to seats and get ready to write.
Say Writing Rap. SW practice
writing the letter correctly.
10:40 – 10:55 – Handwriting
SW come to carpet as they clean
up. TW read page for today’s letter
in Shadow Boxes Book. TW
discuss sound(s) the letter makes.
SW point to the object in the picture
that begins with that letter sound.
TW model writing the letter in My
Letter Writing Book. SW go back
to seats and get ready to write.
Say Writing Rap. SW practice
writing the letter correctly.
10:40 – 10:55 – Handwriting
SW come to carpet as they clean
up. TW read page for today’s letter
in Shadow Boxes Book. TW
discuss sound(s) the letter makes.
SW point to the object in the picture
that begins with that letter sound.
TW model writing the letter in My
Letter Writing Book. SW go back
to seats and get ready to write.
Say Writing Rap. SW practice
writing the letter correctly.
10:55 – 11:40 Writer’s Workshop
Week 15-16: Sequencing
Background/Connection: Review
Story Elements cards. Discuss Plot
and Events card. What are events?
Mini-Lesson: When we put events
in order from how they happen,
that’s called sequencing.
TW create anchor chart with
students for sequencing, including
beginning, middle, end and first,
then, last.
Review sequencing by reviewing
The Three Little Pigs, a story we
retold with puppets. SW help
sequence the story by events.
Today, as you write a story, I want
10:55 – 11:40 Writer’s Workshop
Week 15-16: Sequencing
Background/Connection: Review
sequencing anchor chart from
yesterday.
Mini-Lesson: Using sequencing
cards, TW introduce the idea of
having an order in which we tell a
story (Beginning, Middle, End).
TW show a sequence of pictures
vertically. SW turn and talk about
what the story could be. TW ask
volunteers to share what we could
write for each picture. Together,
write a story for the sequence of
pictures.
Try one more time, allowing
students to share their ideas. TW
10:55 – 11:40 Writer’s Workshop
Week 15-16: Sequencing
Background/Connection: Review
sequencing anchor chart and
Sequencing whole group activity
from yesterday.
Mini-Lesson: SW be randomly
placed into groups of 4. Each
group will be given a set of
sequencing cards. Members must
create a beginning, middle, and end
for each story.
TW give each group 4 index cards
and ask members to write down one
part of the story and place it beside
the story.
TW ask the groups to share their
stories to the class.
3. Lesson Plans – Jennifer Daniel
you to think about all the events
that happened in your story. Then,
tell me what happened first, then,
and last for your story’s beginning,
Middle, and end.
Practice: SW practice writing a
story with a BME in their Book of
Stories. TW continue conferring
with students on a finished piece of
work.
Closing: SW share their progress
with their table. TW choose 1-3
students to share their stories with
the class.
dictate text.
Today, as you write a story, I want
you to think about all the events
that happened in your story. Then,
tell me what happened first, then,
and last for your story’s beginning,
middle, and end.
Practice: SW practice writing a
story with a BME in their Book of
Stories. TW continue conferring
with students on a finished piece of
work.
Closing: SW share their progress
with their table. TW choose 1-3
students to share their stories with
the class.
Today, as you write a story, I want
you to think about all the events
that happened in your story. Then,
tell me what happened first, then,
and last for your story’s beginning,
middle, and end.
Practice: SW practice writing a
story with a BME in their Book of
Stories. TW continue conferring
with students on a finished piece of
work.
Closing: SW share their progress
with their table. TW choose 1-3
students to share their stories with
the class.
11:40 – 12:15 Reading Centers
See detailed notes at end of lesson
plans for group members and
differentiation. SW remain at their
group activity for the duration of
the time.
Group 1: Guided Reading –
demonstrate how to use Kindles
Group 2: Thanksgiving Snap Cube
Counting
Group 3: Starfall Learn To Read
on laptops
Group 4: Fall Handwriting
Literacy Review. Library
Group 5: beginning letter sound
puzzles until Ms. Edgeworth comes
Leave at 12:10 for a bathroom
break before lunch.
11:40 – 12:15 Reading Centers
See detailed notes at end of lesson
plans for group members and
differentiation. SW remain at their
group activity for the duration of
the time.
Group 4: Guided Reading –
demonstrate how to use Kindles
Group 1: Thanksgiving Snap Cube
Counting
Group 2: Starfall Learn To Read
on laptops
Group 3: Fall Handwriting
Literacy Review. Library
Group 5: beginning letter sound
puzzles until Ms. Edgeworth comes
Leave at 12:10 for a bathroom
break before lunch.
11:40 – 12:15 Reading Centers
See detailed notes at end of lesson
plans for group members and
differentiation. SW remain at their
group activity for the duration of
the time.
Group 3: Guided Reading –
demonstrate how to use Kindles
Group 4: Thanksgiving Snap Cube
Counting
Group 1: Starfall Learn To Read
on laptops
Group 2: Fall Handwriting
Literacy Review. Library
Group 5: beginning letter sound
puzzles until Ms. Edgeworth comes
Leave at 12:10 for a bathroom
break before lunch.
12:18 – 12:48 – Lunch Table 8B
Leave at 12:10 for Bathroom break
on 1st
grade hall (before and after
lunch). Bring lunch number cards
and ice cream money.
12:18 – 12:48 – Lunch Table 8B
Leave at 12:10 for Bathroom break
on 1st
grade hall (before and after
lunch). Bring lunch number cards
and ice cream money.
12:18 – 12:48 – Lunch Table 8B
Leave at 12:10 for Bathroom break
on 1st
grade hall (before and after
lunch). Bring lunch number cards
and ice cream money.
12:48 – 1:15 – TDPE (expect to
leave for the playground at 12:55)
Stop at the classroom to put
lunchboxes up. Leave from the
door by the room and walk around
the building to the playground on
12:48 – 1:15 – TDPE (expect to
leave for the playground at 12:55)
Stop at the classroom to put
lunchboxes up. Leave from the
door by the room and walk around
the building to the playground on
12:48 – 1:15 – TDPE (expect to
leave for the playground at 12:55)
Stop at the classroom to put
lunchboxes up. Leave from the
door by the room and walk around
the building to the playground on
4. Lesson Plans – Jennifer Daniel
the center line. The last first grade
teacher should give you the Walkie
Talkie as you walk up.
the center line. The last first grade
teacher should give you the Walkie
Talkie as you walk up.
the center line. The last first grade
teacher should give you the Walkie
Talkie as you walk up.
1:15 – 2:10 Math
Topic 6-1: Counting to 30
Warm Up: Let’s Get Fit – Count to
100 youtube video on carpet
Number talk
Focus: When will you count to 30
to find out about a set of objects?
Vocabulary: thirty
SW watch and respond to video.
TW explain Set the Purpose,
Connect, Academic Vocabulary,
and Pose the Problem using p. 109
of TE enVisionMATH.
TW model and SW complete small-
group interaction and extend as
described in TE.
Practice: SW complete workbook
pages as guided by teacher on p.
110. TW check pages for accuracy
before SW place in file cabinets.
Grab a handful of items and count.
Close: on following page of TE
1:15 – 2:10 Math
Topic 6-2: About How Many?
Warm Up: Let’s Get Fit – Count to
100 youtube video on carpet
Number talk
Focus: How can you estimate how
many objects are in a group?
Vocabulary: about
SW watch and respond to video.
TW explain Set the Purpose,
Connect, Academic Vocabulary,
and Pose the Problem using p. 111
of TE enVisionMATH.
TW model and SW complete small-
group interaction and extend as
described in TE.
Practice: SW complete workbook
pages as guided by teacher on p.
112. TW check pages for accuracy
before SW place in file cabinets.
Grab a handful of items. Estimate
about how many. Count for
accuracy.
Close: on following page of TE
1:15 – 2:10 Math
Topic 6-3: Counting to 100
Warm Up: Let’s Get Fit – Count to
100 youtube video on carpet
Number talk
Focus: What numbers are repeated
in each column as you count?
Vocabulary: hundred chart, row,
column
SW watch and respond to video.
TW explain Set the Purpose,
Connect, Academic Vocabulary,
and Pose the Problem using p. 113
of TE enVisionMATH.
TW model and SW complete small-
group interaction and extend as
described in TE.
Practice: SW complete workbook
pages as guided by teacher on p.
114. TW check pages for accuracy
before SW place in file cabinets.
Look and See with building 2 digit
number and locating it on a
hundred’s chart.
Close: on following page of TE
2:10 – 2:40 Social Studies
Veterans Day
Background: Watch
LetsFindOut.com Thank You
Veterans Video
Mini-Lesson: Distribute and read
Let’s Find Out – Happy Veterans
Day, Mom!
What is a Veteran? Why do we
celebrate Veteran’s Day?
Practice: Review questions on our
Wonder Wall. SW have a chance
to ask and answer questions on our
Wonder Wall.
2:10 – 2:40 Social Studies
Then and Now
Background: Introduce that the
holiday of Thanksgiving is coming
up, so we need to understand how
people lived in that time and why
we give thanks now.
Mini-Lesson: Go to PebbleGo
Social Studies > Long Ago and
Today. Allow students to choose
what topic they would like to learn
about.
Practice: As a whole class, make a
Venn Diagram comparing then and
2:10 – 2:40 Social Studies
Then and Now
Background: Introduce that the
holiday of Thanksgiving is coming
up, so we need to understand how
people lived in that time and why
we give thanks now.
Mini-Lesson: Go to PebbleGo
Social Studies > Long Ago and
Today. Allow students to choose
what topic they would like to learn
about.
Practice: As a whole class, make a
Venn Diagram comparing then and
5. Lesson Plans – Jennifer Daniel
Closing: SW complete the Calendar
Skills page on the back.
now based on the topic.
Closing: TW read The Pilgrims and
ME until the bell rings.
now based on the topic.
Closing: TW read The Pilgrims and
ME until the bell rings.
2:40 – 2:45 Pack Up
See Detailed Lesson Plan Notes
section attached, to the right of
Friday’s column.
2:40 – 2:45 PACK UP
See Detailed Lesson Plan Notes
section attached, to the right of
Friday’s column.
2:40 – 2:45 PACK UP
See Detailed Lesson Plan Notes
section attached, to the right of
Friday’s column.
2:45 – 3:15 DISMISSAL
See Detailed Lesson Plan Notes
section attached, to the right of
Friday’s column.
2:45 – 3:15 DISMISSAL
See Detailed Lesson Plan Notes
section attached, to the right of
Friday’s column.
2:45 – 3:15 DISMISSAL
See Detailed Lesson Plan Notes
section attached, to the right of
Friday’s column.
6. Lesson Plans – Jennifer Daniel
THURSDAY 11/19/15 FRIDAY 11/20/15 Detailed Lesson Plan Notes:
SW = Students Will
TW = Teacher Will
Calendar Routine is as
follows:
Bathroom break on the way
back from specials
(not ready yet): SW grab their
device or a whiteboard and
marker, then sit quietly on
meeting corner carpet as they
come in.
Weekend Buddy Share
(Mondays)
Play months of the year song
(track #13). SW stand and
count months on their fingers in
normal voice, whisper,
presenting, and normal again.
Discuss how to read a calendar,
sing days of the week (track
#12), guess the next picture
pattern and number, ask
students what today is/yesterday
was/tomorrow will be and sing
song.
Vote on weather via song (track
#14) and fill in on bar graph.
Review how many days we’ve
been in school represented in
hundreds chart (count to and
flip over the next number),
place value mat (add a square to
the ones), tally marks, tens
frame (add a circle), bundles
(add a straw), and cubes (add a
cube based on color pattern).
Play any track 18 – SW greet
their neighbor around the room
while the song plays. SW
return to carpet when song
stops, ready for reading.
PACK UP/ T.D.P.E. Routine
7:45-8:15 Morning Journals
SW write Today is _______ and draw
anything they want on the next page in
their morning journal.
7:45-8:15 Morning Journals
SW write Today is _______ and draw
anything they want on the next page in
their morning journal.
8:20 – 9:10 Specials – Art 8:20 – 9:10 Specials – PE
9:10 – 9:40 Calendar
**See Detailed Lesson Plan Notes
section attached, to the right of Friday’s
column.
PebbleGo Social Studies > Long Ago
and Today
9:10 – 9:40 Calendar
**See Detailed Lesson Plan Notes
section attached, to the right of Friday’s
column.
Prepare for Book Buddies In Lab A
9:40-10:25 Reader’s Workshop
Week 15 - Visualizing
Background/Connection: Why do we
create mental images, or visualize,
when we read? refer to anchor chart
Mini-Lesson: TW distribute The Story
of Thanksgiving mini-book. Discuss
how we can use our 5 senses and
schema to imagine what it was like for
the characters in the story. SW use
sentence starters to describe what they
visualize.
Practice: SW practice creating mental
images as they read independently in
their book boxes. SW practice marking
pages that spark visualizing with a post
it note. TW confer with students.
Closing: SW share their connections
with their assigned partners. Reiterate
that having mental images helps us
become better readers because we
better understand what is happening in
the story. TW confer and point out
students who made good connections.
9:40-10:25 Reader’s Workshop
Book Buddies @ 9:20 IN LAB A
Week 15 - Visualizing
Background/Connection: Why do we
create mental images, or visualize,
when we read? Remind students of
how we can use our 5 senses to help us.
Mini-Lesson: Today, I want us to
share our mental images with others so
that we can create one collaborative
image together. TW read Butterflies
poem. Discuss what images it brings to
mind. TW review good poster
planning.
Practice: SW work with their table to
draw one image to represent how they
visualized the poem. TW remind
students that this is a collaborative
project, so only one image needs to be
drawn.
Closing: SW share their posters with
the class. Reiterate that having mental
images helps us become better readers
because we better understand what is
happening in the story.
10:25 – 10:40 – Word Work and
Snack
Dismiss 1 table at time to get snack
Written Response: Draw your
favorite past time on an index card.
Poem #15: School Is Out
1. TW display poem on the projector
10:25 – 10:40 – Word Work and
Snack
Dismiss 1 table at time to get snack
StarFall Calendar Review
Poem #15: School Is Out
1. TW display poem on the projector
and read aloud.
7. Lesson Plans – Jennifer Daniel
and read aloud.
2. Written/Active Response
3. Choral Read
Practice this week’s sight words
while trash collector walks around to
each student.
2. SW circle sight words and identify
rhyming words on their individual
copies in their Book of Poems.
3. SW color the poem.
Practice this week’s sight words
while trash collector walks around to
each student.
is as follows:
SW collect cubbie items and
have color calendar out while
teacher assesses behavior stick.
TW show behavior stick to each
table and SW color in the
appropriate color for that day.
Teacher must check the
student’s color calendar before
students may get book bags to
pack up.
DISMISSAL Routine is as
follows:
Have projector turned on to
ch.2 at 2:45 for the order of bus
dismissal.
See How We Go Home on
cubbies for student
transportation.
SKILLS OF THE WEEK (as
posted on the class website)
- Calendar Time: Holidays in
the month of November
- Reader’s Workshop: How do
we show what we visualized
when reading a poem?
- Writer’s Workshop:
Beginning sequencing pictures
to make a story. How can I tell
a story with a beginning, middle
and end?
- Math: Learning numbers to
100 and looking for patterns.
- Social Studies: Why do we
celebrate Thanksgiving? How
is life different now and long
ago? (starting to learn about
colonial times before
Thanksgiving)
________________________
Reading Workshop partners:
Jerrel, Nick
Hanna, Emersyn
Terri, Sophia
10:40 – 10:55 – Handwriting
SW come to carpet as they clean up.
TW read page for today’s letter in
Shadow Boxes Book. TW discuss
sound(s) the letter makes. SW point to
the object in the picture that begins
with that letter sound.
TW model writing the letter in My
Letter Writing Book. SW go back to
seats and get ready to write.
Say Writing Rap. SW practice writing
the letter correctly.
10:40 – 10:55 – Handwriting
SW come to carpet as they clean up.
TW read page for today’s letter in
Shadow Boxes Book. TW discuss
sound(s) the letter makes. SW point to
the object in the picture that begins
with that letter sound.
TW model writing the letter in My
Letter Writing Book. SW go back to
seats and get ready to write.
Say Writing Rap. SW practice writing
the letter correctly.
10:55 – 11:40 Writer’s Workshop
Weeks 15-16: Sequencing
Background/Connection: Review
sequencing anchor chart and
Sequencing activity from yesterday.
Mini-Lesson: What words can we use
to sequence our stories? As a whole
class, brainstorm different words for
beginning, middle, and end. As
students share, TW dictate onto anchor
chart.
Practice: SW be given a sequencing
cut and paste activity to cut apart, glue
in order, and write a word or sentence
to describe the beginning, middle, and
end of the story that is shown. TW
monitor and dictate as needed.
As students finish, SW continue
writing a story with a BME in their
Book of Stories. TW continue
conferring with students on a finished
piece of work.
Closing: SW share their progress with
their table. TW choose 1-3 students to
share their stories with the class.
10:55 – 11:40 Writer’s Workshop
Weeks 15-16: Sequencing
Background/Connection: Review a few
sequencing cut and paste activities.
Allow for 1 or 2 students to read their
stories. TW point out words that tell
BME of story.
Mini-Lesson: TW read A
Thanksgiving story big book. Discuss
what happened in the BME of the
story.
TW place a post it to show where the
beginning, middle and end are found in
the book.
Practice: TW distribute 5 little turkeys
mini-book. SW cut and assemble book
using sequencing skills.
As students finish, SW continue
writing a story with a BME in their
Book of Stories. TW continue
conferring with students on a finished
piece of work.
Closing: SW share their progress with
their table. TW choose 1-3 students to
share their stories with the class.
8. Lesson Plans – Jennifer Daniel
11:40 – 12:15 Reading Centers
See detailed notes at end of lesson
plans for group members and
differentiation. SW remain at their
group activity for the duration of the
time.
Group 4: Guided Reading –
demonstrate how to use Kindles
Group 3: Thanksgiving Snap Cube
Counting
Group 2: Starfall Learn To Read on
laptops
Group 1: Fall Handwriting Literacy
Review. Library
Group 5: beginning letter sound
puzzles until Ms. Edgeworth comes
Leave at 12:10 for a bathroom break
before lunch.
11:40 – 12:15 Reading Centers
See detailed notes at end of lesson
plans for group members and
differentiation. SW remain at their
group activity for the duration of the
time.
TW distribute and read Let’s Find Out
– Trip on a Ship
Pilgrim Toilet Paper Roll
Exploration and creation.
Leave at 12:10 for a bathroom break
before lunch.
Ace, Tate
Alejandro, Sergio
Annaleah, Yuvi
Cameron, Marty
Jade, Blakely
Copelan, Marek
Cade, Makayla
Danielle, Nikolas, BJ
Reading Centers @ 9:40
Group 1 (Challenge Group)
1. Sight Word List #8-10.
2. Round Robin Mini-book
Level A reading.
3. Blend letter sounds to read.
TOTD: create page of their
own to add to book
Terri
Sophia
Annaleah
Emersyn
Ace
Group 2 (Advance)
1. Sight Word List #6-8.
2. Review sight words in mini-
book to prepare to read
3. Round Robin Mini-book
Level A reading, blending
intro.
TOTD: create page of their
own to add to book
Marek
Tate
Blakely
Yuvraj
Nikolas
Group 3 (On Level)
1. Sight Word list #4-6
2. Make sentences with words
3. Find words in mini-book
4. Echo Read Mini-book
TOTD: Round Robin Read
Hanna
Nick
Makayla
Cade
Cameron
12:18 – 12:48 – Lunch Table 8B
Leave at 12:10 for Bathroom break on
1st
grade hall (before and after lunch).
Bring lunch number cards and ice
cream money.
12:18 – 12:48 – Lunch Table 8B
Leave at 12:10 for Bathroom break on
1st
grade hall (before and after lunch).
Bring lunch number cards and ice
cream money.
12:48 – 1:15 – TDPE (expect to leave
for the playground at 12:55)
Be sure to get the Walkie Talkie and
bag from the K/1st
Grade workroom on
top of the fridge. Bring these out with
you to the playground. Walk down the
kindergarten hall and stop at the room
to put lunchboxes up and grab jackets if
necessary. Leave from the door by the
room in the hall and walk around the
building to the playground on the
center line. Ring the bell to come in.
Use the bathrooms on the 1st
grade hall.
12:48 – 1:15 – TDPE (expect to leave
for the playground at 12:55)
Be sure to get the Walkie Talkie and
bag from the K/1st
Grade workroom on
top of the fridge. Bring these out with
you to the playground. Walk down the
kindergarten hall and stop at the room
to put lunchboxes up and grab jackets if
necessary. Leave from the door by the
room in the hall and walk around the
building to the playground on the
center line. Ring the bell to come in.
Use the bathrooms on the 1st
grade hall.
1:15 – 2:10 Math
Topic 6-4: Counting Groups of Ten
Warm Up: Let’s Get Fit – Count to 100
youtube video on carpet
Number talk
Focus: How can you count objects that
are in groups of 10?
Vocabulary: hundred chart, row,
column
1:15 – 2:10 Math
Topic 6-5: Patterns on a Hundred
Chart
Warm Up: Let’s Get Fit – Count to 100
youtube video on carpet
Number talk
Focus: When you count by 2s and 10s
on a hundred chart, what patters do you
see?
9. Lesson Plans – Jennifer Daniel
SW watch and respond to video.
TW explain Set the Purpose, Connect,
Academic Vocabulary, and Pose the
Problem using p. 115 of TE
enVisionMATH.
TW model and SW complete small-
group interaction and extend as
described in TE.
Practice: SW complete workbook
pages as guided by teacher on p. 116.
TW check pages for accuracy before
SW place in file cabinets.
Count the items by placing them in
groups of 10 first.
Close: on following page of TE
Vocabulary: count by 2s, count by 10s
SW watch and respond to video.
TW explain Set the Purpose, Connect,
Academic Vocabulary, and Pose the
Problem using p. 117 of TE
enVisionMATH.
TW model and SW complete small-
group interaction and extend as
described in TE.
Practice: SW complete workbook
pages as guided by teacher on p. 118.
TW check pages for accuracy before
SW place in file cabinets.
Practice skip counting using coins.
Close: on following page of TE
Group 4 (Below Level)
1. Sight Word List #2-4
2. Review letter sound with
first letter in sight word
3. Echo Read mini-book
4. SW Choral read as a group
TOTD: Circle sight words
Danielle
Jerrel
Copelan
Sergio
Jade
Group 5 (Intervention)
1. Review letters and sounds
2. Letters make up words
3. Echo Read Mini-book
TOTD: ID letters make up
word
**This group will not rotate to
all centers. TW meet with
them during RW.
BJ
Marty
Alejandro
*Alejandro, BJ, and Marty go
with Ms. Edgeworth for small
group.
2:10 – 2:40 Social Studies
Then and Now
Background: What was it like for the
pilgrims?
Mini-Lesson: Go to PebbleGo Social
Studies > Long Ago and Today. Allow
students to choose what topic they
would like to learn about.
Practice: As a whole class, make a
Venn Diagram comparing then and
now based on the topic.
Closing: TW read Sarah Morton’s Day
until the bell rings.
2:10 – 2:40 Social Studies
Then and Now
Background: Read Thanksgiving Day.
Mini-Lesson: Go to PebbleGo Social
Studies > Long Ago and Today. Allow
students to choose what topic they
would like to learn about.
Practice: As a whole class, make a
Venn Diagram comparing then and
now based on the topic.
Closing: TW read Growing up in
Colonial Times until the bell rings.
2:40 – 2:45 Pack Up
See Detailed Lesson Plan Notes
section attached, to the right of Friday’s
column.
2:40 – 2:45 Pack Up
See Detailed Lesson Plan Notes
section attached, to the right of Friday’s
column.
2:40 -2:45 DISMISSAL
See Detailed Lesson Plan Notes
section attached, to the right of Friday’s
column.
2:40 -2:45 DISMISSAL
See Detailed Lesson Plan Notes
section attached, to the right of Friday’s
column.