GOSHEN CREEK ELEMENTARY 1st GRADE
Monday Week 13 / Materials / ActivityREADING
Unit 3 Lesson 1
TEks 1.fig.19C,1.5A,1.8A1.1A / poems containing sensory detail
chart paper / Vocabulary: sensory details
1. Display anchor chart: sensory detail from daily lesson 4. Review why authors include sensory details. Explain that good readers use sensory details to create mental images while reading.
2. Divide students into groups of 4 and distribute the selected poems.
3. Students read the poems and underline sensory details.
4. Review elements of rhythm, rhyme, and alliteration as needed.
5. Invite them to share sensory details they found in the poems. Ask: What mental images did the sensory details create fro you while reading?
6. Add sensory details to the Anchor chart.
PHONICS
Unit 3 Lesson 1
TEKS 1.2B,C 1.3Aii,B,Civ,D, 1.22A,Bii / Dry erase boards
Markers, erasers
Note cards(10 per group of 4 students) / Vocabulary: vowel-consonant-e
1 .Write 7 words containing the vowel-consonant-e pattern o-e on note cards for each group. On the other 3 cards write a CV word that contains a short o.
2. Explain to the students that when a word ends in “e” and has the pattern v-c-e the first vowel says its name and the e is silent.
3. Display 3 words on the board hop, hope, hop. Ask the class to hold up one, two, or three fingers to tell which word is different from the other two.
4. Review that the word hop follows the closed syllable pattern and so it make s the vowel short.
5. Next, add an e to the end of hop to make hope. Review that this word follows the v-c-e pattern.
6. Repeat steps with as many additional o-e words as needed.
7. Pass out the dry erase boards. Divide students into groups of 4 and give each group the set of prepared cards.
8. Students take turns being the teacher and read the word aloud to the group. The other students write the word on the white board. The teacher shows the card and the students check their work.
WRITING
Unit 3 Lesson 1
TEKS 1.1A,1.18,1.12B / Grade appropriate objects for students selection
Writer’s notebook
Chart paper / Vocabulary: poem, sensory detail
1. Write the following frame for the Senses Poem on chart paper for students to see:
I smell______.
I hear______.
I taste_____-.
I feel______.
I see______.
2. Collect objects for pairs for students to use when writing poems for sensory details. Ex. Cotton ball, leaf, fruits, vegetables, soil, rock, shaving cream.
3. Choose an object to use as an example and show the object. Have students describe it using their 5 senses.
4. Display the frame work. Using the descriptions given by the class complete the frame.
5. Pair students. Each pair selects an object to describe. Use the think, tell and write to plan their poems.
6.They use their writer’s notebook to brainstorm ways to describe their object, They write the name of their object and their idea in the notebook.
MATH
Unit 7~Lesson 1
TEKS~1.4, 1.5A, B, 1.11D, 1.12A / Base ten or linking cubes, optional: base ten block, construction paper / **Vocabulary~ growing pattern, additive pattern, odd/even, skip count**
1. Allow students to create a concrete and pictorial skip count representations by 2s, 5s, 10s using base-ten blocks or linking cubes to represent a given number string.
2. Use guiding questions to allow students to communicate their model, define the relationships within the model including odd and even, and determine the rule of the pattern.
3. Example: Starting at the number 11, skip count by 2s using base ten blocks.
4. Have students create pattern, then write the pattern using numbers, and then tell you if the pattern is odd or even.
5. Continue with various examples.
6. Optional: Have students cut out base ten blocks and glue down on construction paper to represent a pattern.
SCIENCE
Unit 4~ Lesson 2
TEKS~ 1.7, 1.7B, 1.2D / Tape, Drawing paper, PowerPoint: Natural Sources of Water / ***Vocabulary~ natural water source, fresh water, salt water, ocean, lake, river, pond, glacier, stream, surface water, ground water, useful ***
1. Prior to this lesson, make copies of the Handout: Sources of Water Memory Game. This handout is a card sorting game. Make enough copies for small cooperative groups of 3-4 students. (If possible copy the cards in color). Cut out the cards and laminate to create classroom sets. Place card sets in clear plastic bags or rubber band together. Make one set of the posters Sources of Water Web. The posters can be laminated, however, you will need to write on the posters with a Vis-a-Vis marker.
2. Say: We will be learning about water, and each of us will become hydrologists.
3. Ask: Does anyone know what a hydrologist does? Hydrologists study water and help solve water problems.
4. Ask: What is water? Can you think of words to describe water? Is all water the same? Is ocean water the same as the water we drink?
5. Say: Ocean water is very salty. Humans should not drink salty water. Humans need fresh water to drink in order to survive.
6. Discuss with students that most of the Earth’s lakes and ponds are fresh water. There are a few exceptions (an example would be the Great Salt Lake in Utah). Rivers and streams are fresh water sources, whereas oceans and seas are comprised of salt water.
7. Building the “Sources of Water” Web
In this section of the engage, the class will be learning about the natural sources of water on the Earth through an interactive graphic organizer. The teacher will lead students in creating a web of the sources of water.
8. Place the poster labeled Natural Sources of Water in the center of a display surface to begin building the web
9. Inform students that you have posters of natural sources of water found on the Earth and that you are looking to see if they can name the sources.
10. Say: Think about where we can find water on our planet. Can you name some natural sources that living things get water from?
11. As they share responses, listen for students to call out the names on the poster. When a student calls out a source, hold up the poster, have the class pause and observe the poster. Lead a discussion on the characteristics of that source of water.
The sources of water to focus on in this lesson are: stream, river, pond, lake, ocean
12. Discuss with students: The characteristics (see examples below) of the sources of water. Characteristics include: size, shape, enclosed or mostly open areas, movement of water (moving or still), salt or fresh water
13. The posters have a picture and blank space below each picture. This space is for the teacher to write information gathered about this source of water throughout the lesson.
14. The writing underneath the posters is an example of the big ideas. Have students help the teacher rephrase these key ideas so that it is in grade appropriate language, as well as providing students with the opportunity to contribute to their own learning process.
15. Place these sources of water on the web. These sources will not be discussed in depth:
· ground water (water underneath the Earth’s surface)
· seas (connected to the oceans)
· icebergs
· polar ice caps
· glaciers
SOCIAL
STUDIES
Unit 6
TEKS ~ 1.12A, B, 1.13A-C / Second Step
DOG / ***Vocabulary ~ Community, Authority Figure, Rule, Law, Consequences***
1. Second Step Lesson.
2. DOG Map.
GOSHEN CREEK ELEMENTARY 1st GRADE
Tuesday Week 13 / Materials / ActivityREADING
Unit 3 Lesson 1
TEKS
1.fig.19C,1.5A,1.8A1.1A / Poems-to read aloud and on reading level
Chart paper / Vocabulary: rhythm, rhyme, repetition, sensory detail
1. Select poems to read aloud and duplicate on the reading level of most of students.
2. Display anchor chart: Sensory Details.
3. Review concept of sensory detail, rhythm, rhyme, and alliteration.
4. Read aloud poems. Invite students to share examples of sensory detail, alliteration and rhythm, rhyme they hear in the poem.
5. Pass selected poems to student pairs.
6. Students read poems and look for the examples of sensory detail, alliteration, rhyme, rhythm. Then put the pairs into small groups and share their examples.
7 .Ask: What mental images do the sensory details create for you. Discuss.
PHONICS
Unit 3 Lesson 1
TEKS 1.2B,C 1.3Aii,B,Civ,D, 1.22A,Bii: / Handout Word Lotto
Dry erase boards ,markers, erasers
Chips
Note cards( 20-30) / Vocabulary: word wall, sight word, vowel-consonant –e
1 .Prepare a list of words introduced in recent lessons including sight words and vowel –c-e words. Write the list on chart paper and on a set of note card.
2. Review the v-c-e pattern.
3. Pass the word lotto and chips out to each student. Model how to choose and write choose and write different words on the lotto handout.
4. Students fill in their card with chosen words.
5. Draw one card and show it to students. Read the word aloud and cover word on their card.
6. When all words are covered student call out ”Lotto”.
WRITING
Unit 3 Lesson 1
TEKS 1.1A,1.18,1.12B / Writer’s notebook
Sensory frame used in Monday’s lesson / 1. Explain that the students will write poems and include sensory details.
2. Display the prepared poem frame and review how to complete it to write a poem.
3 .In the writer’s notebook each student uses the poem frame to write at least on e sensory poem.
4. Confer with students and provide targeted assistance to support writing.
MATH
Unit 7~Lesson 1
TEKS~1.4, 1.5A, B, 1.11D, 1.12A / Base 10 blocks, linking cubes, any manipulative that students can use to display a numerical pattern, handout: number patterns / 1. Display numerical patterns such as: 5, 7, 9, 11…, 2, 7, 12, 17…, 6, 8, 10, 12…
2. Students create a concrete or pictorial model of one of the patterns.
3. Walk around and have students orally identify the type of pattern, explain the process of the pattern, and extend the pattern to include the next 2 numbers.
4. Complete handout.
SCIENCE
Unit 4~ Lesson 2
TEKS~ 1.7, 1.7B, 1.2D / Handout: Sources of Water Memory Game / 1. Divide students into small cooperative groups of 3-4 students.
2. Distribute copies of the card game Handout: Sources of Water Memory Game.
3. Instruct students that they will be playing a memory game with cards in groups. Have students take the cards and spread them across the desk face down.
4. Explain to students that some cards have the words of sources of water, for example: lake, stream, river, or ocean. The other cards have pictures of these sources of water. Each student will take turns turning two cards over and trying to find a match of the word and the picture. The student must justify his/her answer to their team members, and the team members must agree. (If needed, the teacher can confirm matches.) If the two cards do not match, they will be turned face down again and left in the spot they were found; if it is a match, the student keeps the cards. Each student takes turns until all cards are matched. The team member with the most cards at the end wins the game. If time allows, several rounds can be played. (An additional step can be added to the game: Have students discuss whether the source of water is mainly fresh or salt – this helps reinforce knowledge learned and will be utilized on the performance indicator in the evaluate portion of this lesson.)
5. If there is time during the day, ask guiding questions to have students compare and contrast the different sources of water. An example: What are the unique characteristics of these natural sources of water? What makes a river different from a lake?
SOCIAL
STUDIES
Unit 6
TEKS ~ 1.12A, B, 1.13A-C / Authority Figures PowerPoint / 1. Show students the PowerPoint of authority figures.
2. Ask: “Who are these people? What do they have in common? Why do we need them?
What would happen if they did not do their job well?”
3. Explain that authority figures set standards, enforce the law, or maintain social order in the absence of laws. Authority figures include: parents, and grandparents, school teachers and principals, police officers, clergy, military officers, the President of the Unites States, and others in positions of authority. They have three main responsibilities:
*establish order
*provide security
*manage conflict
GOSHEN CREEK ELEMENTARY 1st GRADE
Wednesday Week 13 / Materials / ActivityREADING
Unit 3 Lesson 1
TEKS
1.fig.19C,1.5A,1.8A1.1A / Grade appropriate poems
To read aloud and on students reading level / 1. Follow the routine from Tuesday’s lesson,
PHONICS
Unit 3 Lesson 1
TEKS 1.2B,C 1.3Aii,B,Civ,D, 1.22A,Bii / Dry erase boards, markers, erasers
Chart paper
Pictures of items that end with –tch, -dge / Vocabulary: consonant trigraph, digraph, blend
1 .Display pictures of with the –tch and –dge in the pocket chart.
2. Point to the picture and ask what is this a picture of? Say the sounds one at a time?
3. Explain that the three letters work together to make one sound. It is a consonant trigraph. Repeat with –dge.
4. Write the word “catch” on the board. Underline the ‘a’ and say the sound. Underline the consonant ‘tch. Review that the tch sticks together to make one sound. Repeat procedure with the word “fudge” Have students write the words on their dry erase boards. Continue practicing with additional words that end with –tch and –dge.
WRITING
Unit 3 Lesson 1
TEKS 1.1A,1.18,1.12B / Writer’s notebook / Vocabulary: Bio poem
1.Use Bio poem frame in the teacher writer’s notebook:
Name
Four words that describe you
Favorite color
Something you like to do
2. Prepare to write your own Bio poem.
3. Review the different forms of poetry that have been studied in this unit.
4. Show the template for the Bio poem and explain that a Bio poem is a poem that describes the author.