Monday (Feb 26) 

 

Daily Five  Reading/Writing  Math  Science 

Learning Objectives:  Learning Objectives:  Learning Objectives:  Learning Objectives: 

Students will be  Students will be  Students will be  Elicit Students’ 
able to identify  able to follow read  able to record data  Initial Ideas:​ The 
letters and their  aloud procedures.  from their peers  students will be 
sounds.  Students will be  and graph it as a  probed to share 
Students will be  able to answer  bar graph.  their ideas about 
able to read  questions based  Students will be  what makes 
emergent level  upon the text.   able to count to  something or 
books, and identify  Students will be  tell the number of  non-living 
and write sight  able to write an  objects, and  Establish a 
words  opinion piece  compare numbers.   Question: T ​ he 
based on the text.  students will 
generate ideas and 
make sense of 
what makes 
something living 
vs. non-living (i.e. 
food, water, 
growing). 
 

Standards:  Standards:  Standards:  Standards: 

CCSS.ELA-LITERACY.RF K – H2.0.1  GMP4.1 Model  K-LS1-1. Use 
.K.1 
Distinguish among  real-world  observations to 
Demonstrate  situations using  describe patterns 
the past, present, 
understanding  graphs, drawings,  of what plants and 
and future. 
of the  tables, symbols,  animals (including 
 
organization  numbers,  humans) need to 
K – H2.0.3 
and basic  diagrams, and  survive. 
Describe ways  other  [Clarification 
features of print. 
CCSS.ELA-LITERACY.RF people learn about  representations.   Statement: 
.K.3  the past (e.g.,  GMP4.2 Use  Examples of 
Know and apply  photos, artifacts,  mathematical  patterns could 
grade-level  diaries, stories,  models to solve  include that 
phonics and  videos).  problems and  animals need to 
word analysis  answer questions.   take in food but 
skills in  GMP6.3 Use clear  plants do not; the 
labels, units, and  different kinds of 
decoding words. 
CCSS.ELA-LITERACY.W. mathematical  food needed by 
K.3  language.   different types of 
Use a  animals; the 
combination of  requirement of 
drawing,  plants to have 
dictating, and  light; and, that all 
writing to  living things need 
narrate a single  water.] 
event or several 
loosely linked 
events, tell 
about the events 
in the order in 
which they 
occurred, and 
provide a 
reaction to what 
happened. 
 

Lesson Sequence:  Lesson Title: ​Barack  Lesson Title ​Favorite  Lesson Title: ​Science 
Whole class go  Obama  Color Graphing  Talk 1 
over Daily 5  Lesson Sequence:  Lesson Sequence:  Lesson Sequence: 
procedures and  The teacher will:  Think about our  Show the students 
expectations.   •​ ​Show students  morning meeting,  the sticks, ask 
Call each group to  video that  what are some of  them “are these 
their center. 14 min  introduces Barack  the questions we  living or 
per center. Whole  Obama  ask from our  non-living?”  
class returns to the  https://www.youtu student helpers?  “How do you 
carpet to get next  be.com/watch?v=T Many of them are  know” 
rotation  “Do you like the  “Why do the 
ssZ9Uma1-w 
destination. Two  color…”, and what  characteristics of 
•​ ​Assign partners for 
more 14 min  do we do when we  this object make 
a “Turn & Talk” 
rounds with  ask that question,  this living or 
stopping to come  •​ ​Discuss who  “we graph it” and  non-living?” 
together at the rug  Barack Obama is  why do we graph?   
between each.   and what they know  “To give us  1. ​What is this 
Centers: Read to  about him.  information”. Well  object and where 
Self, Read to  •​ ​Read the book  today we are going  can you find it? 
Someone, Writing,  Barack Obama: Son  to graph the whole  2. I​ s this object 
Listen to Reading,  of Promise, Child of  class and figure  living or non-living, 
Wordwork.   Hope ​by Nikki  out everyone’s  and why? 
  Grimes  favorite color all  3. ​What makes 
•​ ​Ask students to  together!   something living? 
recall main events    4.​ What makes 
and characters from  Explain the  something 
the story.  worksheet, have  non-living? 
•​ ​Discuss what it  students read the  Three talk moves 
means to be a  color labels.  to probe and press 
leader, and how  Have student  student thinking in 
students can be  helpers pass out  the moment: 
leaders.  clipboards, pencils,  1. ​Thumbs up if you 
• Review the  and worksheets.   have something to 
Writer’s Workshop  Start with Sabby,  say, silent cheer 
Rules  and have each  (jazz hands) if you 
student say their  agree or have 
•​ ​Introduce the 
favorite color, after  something to add 
writing prompt “I am 
each student says  2. I​ f student gives 
a leader because…” 
their color,  one-word answer, 
 
everyone will  follow up with 
The students will:  record it in the  asking “Why?” or 
•​ ​Watch  appropriate row of  “How do you know 
https://www.youtu their bar graph.   that?” 
be.com/watch?v=T When every  3. ​Think, Pair, 
ssZ9Uma1-w​ to  student has  Share, report out 
learn about Barack  answered, analyze  what partner said 
Obama  the data as a class.    
“How did you 
•​ ​Listen to the read 
know which boxes 
aloud, B ​ arack 
to color? What 
Obama: Son of 
color had the most 
Promise, Child of 
people say it was 
Hope ​by Nikki 
their favorite? The 
Grimes 
least? Are there 
•​ ​Listen to each 
any ties? How do 
other during a “Turn 
you know? How 
& Talk” 
could we share 
•​ ​Discuss the story  what we learned” 
with a partner and  Have student 
whole group  helpers collect 
•​ ​Learn about  clipboards, pencils, 
Barack Obama’s life  and papers (papers 
and  go in wire basket)   
accomplishments 
•​ ​Learn about what 
the President does  
• Review the 
Writer’s Workshop 
Rules 
•​ ​Complete the 
writing prompt, “I 
 am a leader 
because...:” 

Accomodations:  Accomodations:  Accomodations:  Accomodations: 

All centers are  Students can  Teacher will be  Students will be 
based on students  brainstorm ideas  graphing on the  able to turn and 
reading level, from  with the help of  board with labels  talk to a partner, 
sight word cards,  the teacher, they  colored to help  ESL students can 
to books, to their  can also refer to  with reading the  speak to students 
computer  their alphabet  color words.   who speak the 
programs. The two  writing aid sheet  same language.  
low level groups I  for help with the 
will travel with  formation of letters 
them and help  and which letter 
them with reading  makes what 
and writing.   sound. Students 
can also draw a 
picture to respond 
to prompt. 
Students can also 
do “share the pen” 
with the teacher.  

Assessment:  Assessment:  Assessment:  Assessment: 

Observation notes,  “I am a leader..”  Favorite color  Discussion 
listen to student  writing prompt   graphing  responses 
read aloud, writing  worksheet, and 
papers, sight word  discussion 
writing papers  responses 

Materials:  Materials:  Materials:  Materials: 

Free writing paper  Pencils   Pencils  Sticks 
for groups 1-4.  “I am a leader”  Crayons (for 
Letter writing  writing prompt  teacher)  
worksheets for  paper  Graphing 
groups 5-6. Lined  “Barack Obama: Son  worksheet  
paper, clipboards,  of Promise, Child of  Clipboards 
pencils, scissors,  Hope” b
​ y Nikki  Elmo 
glue sticks,  Grimes  Smartboard 
computers, 
headphones, dry 
erase boards, dry 
erase markers, 
sight word bags, 
Pop sight word 
game, sight word 
 tiles, ABC puzzles 
 
 
 

Notes: staff meeting after school  

 
 
 

Thursday (March 1) 

 

Daily Five  Reading/Writing  Math  Social Studies 

Learning Objectives:  Learning Objectives:  Learning Objectives:  Learning Objectives: 

Students will be  Students will be  Students will be  Students will be 
able to identify  able to write one  able to  able to put a 
letters and their  or more sentences  compose/decomp timeline in order 
sounds.  describing a single  ose numbers 1-10.   after hearing a 
Students will be  event in their life.  Students will write  biography.  
able to read  Students will be  addition number  Students will use 
emergent level  able to label their  sentences  words to describe 
books, and identify  pictures to add  (equations).  events (ie first, 
and write sight  detail to their story.   Students will use  next, and then, 
words  Students will  methods like  last). 
include  counting on  Students will 
punctuation,  fingers,  compare their lives 
finger spaces  manipulatives, etc  with events from 
between words,  to solve problems.   the biography. 
and begin with a   
capital letter.  

Standards:  Standards:  Standards:  Standards: 

CCSS.ELA-LITERACY.RF CCSS.ELA-LITERACY.W. CCSS.MATH.CONTENT. P3.4 Explain the 
.K.1  K.3  K.OA.A.5  challenges people 
Demonstrate  Use a  Fluently add and  have faced and 
understanding  combination of  subtract within  actions they have 
of the  drawing,  5.  taken to address 
organization  dictating, and  CCSS.MATH.CONTENT. issues at different 
K.OA.A.3 
and basic  writing to  times and places.  
features of print.  narrate a single  Decompose  K – H2.0.3  
CCSS.ELA-LITERACY.RF event or several  numbers less  Describe ways 
.K.3  people learn about 
Know and apply  loosely linked  than or equal to 
the past 
grade-level  events, tell  10 into pairs in 
K – H2.0.1  
phonics and  about the events  more than one  Distinguish among 
word analysis  in the order in  way, e.g., by  the past, present, 
skills in  which they  using objects or  and future 
decoding words.  occurred, and  drawings, and 
CCSS.ELA-LITERACY.W. provide a  record each 
K.3  reaction to what  decomposition 
Use a  happened.  by a drawing or 
combination of  equation. 
drawing,  (​CCSS.MATH.CONTENT.
dictating, and  K.OA.A.1 
writing to  Represent 
narrate a single  addition and 
event or several  subtraction with 
loosely linked  objects, fingers, 
events, tell  mental images, 
about the events  drawings​1,​  
in the order in  sounds (e.g., 
which they  claps), acting 
occurred, and  out situations, 
provide a  verbal 
reaction to what  explanations, 
happened.  expressions, or 
equations. 
Lesson Sequence:  Lesson Title: ​Writer’s  Lesson Title:​ Domino  Lesson Title:​ Ruby 
Whole class go  Workshop   Addition Day 1  Bridges 
over Daily 5  Lesson Sequence:   Lesson Sequence:  Lesson Sequence: 
procedures and  Go over “Why  For Valentines day,  Yesterday we 
expectations.   writers write”  many of you did  talked about 
Call each group to  anchor chart. Next,  the worksheet  retelling fiction, or 
their center. 14 min  go over “Sentence  where there was a  made up, stories. 
per center. Whole  writing checklist”  big heart with two  We used words 
class returns to the  anchor chart.   sides, both sides  like first, next, and 
carpet to get next  On blank paper,  had little hearts  then, and last to 
rotation  using the Elmo,  and you had to  tell the events in 
destination. Two  create an example  add both sides  the story. Today we 
more 14 min  story, “Fiona got  together to see  are going to do 
rounds with  sprayed by a  how many there  that with a 
stopping to come  skunk. She smelled  were all together,  non-fiction, a real 
together at the rug  really bad.” This is a  you also made a  story about 
between each.   story that  number sentence.  something that 
Centers: Read to  happened in my  (Show example 2 +  really happened. 
Self, Read to  life, so no one can  1 = 3)   We are going to 
Someone, Writing,  copy it, it really  Today, we are  talk about another 
Listen to Reading,  happened to me.  going to practice  person who is 
Wordwork.   Start with a  this again, but with  important in Black 
picture, then add  something we use  History, but today 
labels, use  a lot in this class,  it’s about a little 
inventive spelling.  dominoes. We  girl, her name was 
Go over  have seen in our  Ruby Bridges. We 
procedures of  subitizing video we  have heard a lot 
sentence checklist  have to learn to  about adults 
while you write.   look at the domino  having courage 
Students will write  and add quickly to  and making 
in their writer’s  know how many  changes, but today 
notebooks,  dots there are. This  we are going to 
classical music CD  is important to do  hear about a little 
will play while  because you may  girl who made a 
students work to  need to do this  big difference in 
reinforce quiet  when you play a  history.  
work time. Approx.  lot of board games,  Read “Life of Ruby 
12 min.   or games with  Bridges” book.  
dice.   Have students 
Demonstrate with  sequence the 
random dominoes,  story, talk about 
use blank paper on  why each event 
the Elmo, show  was important.  
same example  Model the 
again, and work  worksheet on the 
the problem out  Elmo, and then 
slower with mini  have students do 
uni-fix cubes.   the worksheet at 
Do first two  their tables. Assist 
problems of  with any questions.  
worksheet on the 
Elmo.  
Have students go 
to tables and 
complete 
worksheet 
independently, 
have mini uni-fix 
cubes on table for 
students to use if 
they choose.  
 Accomodations:  Accomodations:  Accomodations:  Accomodations: 
All centers are  Teacher can assist  Teacher can work  Teacher can work 
based on students  student in  with ESL and  with a small group 
reading level, from  brainstorming  special needs  of ESL and/or 
sight word cards,  ideas, share the  students in a small  special needs 
to books, to their  pen, draw lines for  group. Students  students. Students 
computer  spacing words for  may use  can refer to book 
programs. The two  the student  manipulatives to  as they need.  
low level groups I  created sentence.  help if they choose. 
will travel with 
them and help 
them with reading 
and writing.  

Assessment:  Assessment:  Assessment:  Assessment: 

Observation notes,  Observation notes,  Domino Addition  Ruby Bridges 
listen to student  working with  day 1 worksheet  Timeline 
read aloud, writing  students, student  worksheet 
papers, sight word  work. 
writing papers 

Materials:  Materials:  Materials:  Materials: 

Free writing paper  “Why writers write”  Domino Addition  “Life of Ruby 
for groups 1-4.  anchor chart  Day 1 worksheet   Bridges” book  
Letter writing  “Sentence  Pencils   Ruby Bridges 
worksheets for  checklist” anchor  Elmo   Timeline 
groups 5-6. Lined  chart   Mini uni-fix cubes  worksheet 
paper, clipboards,  Pencils  Scissors  
pencils, scissors,  Writer’s notebooks  Glue sticks  
glue sticks,  Blank paper  Pencils  
computers,  Elmo  Elmo  
headphones, dry     
erase boards, dry 
erase markers, 
sight word bags, 
Pop sight word 
game, sight word 
tiles, ABC puzzles 
 
 

Notes:  
 
 
 

Friday (march 2) Field Trip Day!  

 

Daily Five  Reading/Writing  Math  Science/Social Studies 

Learning Objectives:  Learning Objectives:  Learning Objectives:  Learning Objectives: 

Standards:  Standards:  Standards:  Standards: 

Lesson Title  Lesson Title  Lesson Title   Lesson Title 

Lesson Sequence:  Lesson Sequence:  Lesson Sequence:  Lesson Sequence: 

Accomodations:  Accomodations:  Accomodations:  Accomodations: 

assessment:  Assessment:  assessment:  assessment: 

 Materials:  Materials:  Materials:  Materials: 
 

 
 

Notes: Family Dance tonight