Pass Road Elementary School Weekly Lesson Plan

Grade: Kindergarten Date: October 17-21 (week 2.2 –Identify main events)

English Language Arts
Essential Question(s) / What is the difference between an event and a detail? What letters capture the sounds /ĭ/? How can I separate the onset from the rime?
Monday / Tuesday / Wednesday / Thursday / Friday
Standards Addressed / RL.K.3 With prompting and support, identify…major events in a story.
RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet. K.L.1a Print many upper- and lowercase letters. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
RW.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g. My favorite book is …).
K.S.3b Compare and contrast physical characteristics of humans. 2. The six major body organs (brains, skin, heart, lungs, stomach, intestines)
Target Questions / What letter captures the sound /ĭ/? What is the onset and what is the rime? / What are the events in this part of the story? How do you know it is an event? / What is the major event in this part of the story? How do you know it is an important event? / What is happening? What do we learn about here? / With your partner, tell the major event in this part of the story. Tell how you know it is an important event.
“I Can” Statements / I can identify and make the sounds for Ii and write it correctly. I can identify events in a story I have heard. I can separate the onset from the rime of a word.
Relevance/
Rationale / Students will begin to master sounds, so they can become readers. TSW be able to share important information about stories such as characters, setting and main events.
Success Starters
7:00 – 7:25 / Morning songs
Anticipatory Set 7:40 – 8:00 / Morning work review and songs
Teacher Input
Phonics
8:00 – 8:30 / TTW review letter sounds, vowels, and all sight words for the 1st and 2nd 9 weeks. / TTW review letter sounds, vowels, and all sight words for the 1st and 2nd 9 weeks. TSW add words to the Ii circle map. / TTW review letter sounds, vowels, and all sight words for the 1st and 2nd 9 weeks. TSW add words to the Ii circle map. / TTW review letter sounds, vowels, and all sight words for the 1st and 2nd 9 weeks. TSW add words to the Ii circle map. / TTW review letter sounds, vowels, and all sight words for the 1st and 2nd 9 weeks. TSW add words to the Ii circle map.
8:30-9:15 / Specials
Teacher Input
9:30 – 11:00 / ) TTW introduce the speech sound for short Ii. TTW show the letter card, model the sound, and have TS do it with her. TTW use the sound as she finger blends the word “it”, and then use it in a sentence. TTW model the formation of “I” by skywriting, and have TS do it with her. TTW have TS participate in the Letter Ii song, and determine if Ii is a turtle, monkey or giraffe letter.
TTW write words and draw pictures of things that begin with Ii on a circle map on the board. TTW add to the circle map throughout the week.
TSW rotate through Project Read stations to practice forming Ii.
TTW project the onset and rime marker cards on the board, and model finding the vowel. TTW explain that the consonants at the beginning of a word are the onset, and from the vowel to the end of the word is the rime. TTW model writing the words and separating the onset and rime. / TTW ask TS to tell her some things that happen at school on Tuesday (we go to art, we go to computer lab). TTW list these on the board. TTW explain that things that happen are called events. TTW read the list and point out that many events happen every day.
TTW state that events happen in real life, and in stories too. TTW read aloud a short fairy tale, and ask TS to listen for events in the story. TTW model finding events by rereading the beginning of the story and thinking aloud.
I want to figure out the major event in the beginning. First I ask “What happens in the beginning?” TTW model identifying all the events of the beginning, then say – Next I ask – “What is the major event?” TTW model singling out the major event of the beginning.
TTW display and read aloud RCC book p. 49, and tell TS they will learn some questions that will help them identify major events in a story. TTW have TS repeat the questions, then apply them to the fairy tale.
TW model the importance of main events by retelling the beginning of the fairy tale without the major event and asking – Does that ask sense?
TTW have TS turn and talk, practicing the 2 questions they learned. / TTW remind TS that an event is something that happens in a story. Major events are the most important events in a story. TTW read aloud p. 26-27 of Jamaica’s Blue Marker, and think aloud to model identifying major events – To identify the events I will ask – What happens in this part of the story? TTW list the events from this part, and say – Next I ask – Which is a major event? Which event do I need to tell this part of the story? TTW model why some events are not major, and could be left out. TTW identify the major event as Jamaica giving Russell her marker.
TTW use the Close Reading Activity to help TS use illustrations to identify major events. TTW display p. 26-27 and ask – What do the pictures show? Which picture shows something happening? Which picture shows a major event? Explain your answer.
TTW have TS complete RCC book p. 50, asking “Is this event important to the story? Can I tell the story without this event?” TTW have TS turn and talk, asking and answering -What is the major event in this part of the story? How do you know it is an important event? / TTW remind TS that major events are the most important events in a story. TTW read aloud p. 20–21 of Why Mosquitoes Buzz in People’s Ears. TTW have TS recall the major event on these pages, prompting – What happens in this part of the story? What is the major event in this part of the story? (King Lion calls the rabbit to find out why she broke the law of nature.)
TTW use the Close Reading Activity to help TS distinguish between details and events. TTW remind TS that an event is something that happens, a detail is a piece of information. TTW reread the 1st 2 sentences on p. 20 and ask – What is happening? TTW identify this as an event. What do we learn about the rabbit here? TTW identify these as details.
TTW guide TS to complete RCC book p. 51, then turn and talk with a partner. TS should tell a major event and how they know it is an important event. / TTW display and read aloud pages28–29 of Why Mosquitoes Buzz in
People’s Ears. TTW tell TS they will ask questions to identify a major event in this part of the story. TTW ask - What happens in this part of the story? (All the animals cry, “Punish the mosquito.” Mother Owl hoots and the sun comes up.) What is the major event in this part of the story? (Mother Owl hoots and the sun comes up.)
TTW use the Close Reading activity to help children look carefully at the major event in this part of the story. TTW display pages28–29 and ask - How does Mother Owl feel when she hears “Punish the mosquito!”? (satisfied) Why does Mother Owl feel better? (She found out what really happened to her owlet.) What does Mother Owl do to show that she feels better? (She hoots to wake up the sun.) TTW discuss how this major event connects to events from earlier in the story, including when Mother Owl found that her baby owlet had been killed.
TTW have TS complete RCC book p.52. TTW display pages28–29 of Why Mosquitoes Buzz in People’s Ears, and have TS Turn and Talk. TTW say - With your partner, tell the major event in this part of the story. Tell how you know it is an important event. (Mother Owl calls the sun, and the sun comes up. This is important because most of the story was about the animals worrying that Mother Owl would not wake up the sun ever again.) TTW invite TS to share their discussions with the class.
TTW invite TS to tell why it is important to identify the major events in a story. TTW help them understand that identifying major events can help them better comprehend what happens in a story. TTW ask volunteers to name the questions they can ask to decide if an event is a major event.
Modeling / TTW model the sound and formation of letter Ii. TTW model each new center. / TTW model completing the book page and finding events. / TTW model completing the book page and finding events. / TTW model completing the book page and finding events. / TTW model completing the book page and finding events.
Guided Practice 10:00 – 10:20 / TSW make the speech sounds for short Ii and practice skywriting the letter Ii. / TSW complete p. 49 , then turn and talk on topic. / TSW complete p. 50, then turn and talk on topic. / TSW complete p. 51, then turn and talk on topic. / TSW complete p. 52, then turn and talk on topic.
Independent Practice / TSW practice Independent Centers (below).
Criteria for Success / TSW successfully practice their letters. / TSW illustrate in their workbook and turn and talk on topic. / TSW illustrate in their workbook and turn and talk on topic. / TSW illustrate in their workbook and turn and talk on topic. / TSW illustrate in their workbook and turn and talk on topic.
Weekly Center
Skills / The centers will be based on these skills. Each center will have an activity depending on level.
-beginning sounds
-letters
-handwriting
-cvc words
-reading comprehension
Writing/
Science/
Social Studies
11-11:20 / No Science/Social Studies on Monday / TSW watch 4 short (2 min)youtube video clips by Magic Box Animation – Lungs, Stomach, Brain and Heart. TSW discuss the ways the brain helps us in school. TSW draw the brain and ask and answer with a partner – How does my brain help me? / TW discuss the way the lungs work. TTW use a pink balloon as a model, filling it with air to show how the lungs look when we breathe in, and releasing the air to show how we exhale. TSW feel their heart beat, and discuss the actions of the heart. TTW draw the heart and lungs and ask and answer with a partner – What does my heart do? How do my lungs help me? / TSW color the lungs and heart, and ask and answer these questions with a partner – What do the lungs do? What does the heart do? TSW glue them to black construction paper, and glue Q-tips over them as a rib cage. TSW trace the sentence – My bones protect my heart and lungs. / TSW discuss the stomach and the digestive process. TSW discuss foods that are healthy for our stomach and body and “sometimes” foods. TSW cooperatively build a human body puzzle and place the major organs in the correct places. TSW ask and answer questions about each organ.
Resources/
Materials / Music files (S Drive), center materials, Project Read materials, Jamaica’s Blue Marker, Why Mosquitoes Buzz in People’s Ears, RCC workbooks, RCC Power Point,