PSD Lesson Plan Template (EATS) s2
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PSD Lesson Plan Template` (EATS) Teacher: First grade Course/Level: Reading with Integrated Science and Social Studies
Week Of: Mar. 16th Monday 3/16/15 Tuesday 3/17/15 Wednesday 3/18/15 Focused ELACC1RI9: Identify basic RL.1.3 RL.1.3 Standard/Element (s) similarities between two texts on RL.1.5 RL.1.5 the same topic. (illustrations, S1L1 a,b,c,d S1L1 a,b,c,d descriptions, procedures) SS1H2 SS1H2 ELACC1W2: Write an informative/explanatory text, in which they name a topic, supply some facts about the topic, and ELACC1RI5: Know and use provide some sense of closure ELACC1L2: a, b, d, e Use various text features (heading, conventions of standard English in table of contents, glossary, writing electric menus, icons) to locate RL.1.3 – Describe characters, key facts or information in a settings, and major events in a text story RL.1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types S1L1a,b,c,d Students will investigate the characteristics and basic needs of plants and animals SS1H2 Students will read or listen to American folktales and explain how they characterize our national heritage. [Davy Crockett] WIDA Standard ELP Standard 2; Level 2; Reading ELP Standard 2; Level 2; Reading ELP Standard 2; Level 2; Reading Essential Question How can I compare two texts on the How can I compare two texts on the How can I compare two texts on the same topic? How can I use information same topic? How can I use information same topic? How can I use to write about a topic? How can I use to write about a topic? How can I use information to write about a topic? nonfiction text features to locate nonfiction text features to locate How can I use nonfiction text information in a story? How can information in a story? How can features to locate information in a learning new words help me become a learning new words help me become a story? How can learning new words better reader? How can I identify the better reader? How can I identify the help me become a better reader? story elements? How can I tell the story elements? How can I tell the How can I identify the story difference between a fiction and non- difference between a fiction and non- elements? How can I tell the fiction story? fiction story? difference between a fiction and non- Science: What are some of the Science: What are some of the fiction story? characteristics and basic needs of characteristics and basic needs of Science: What are some of the animals? animals? characteristics and basic needs of Social Studies: How did American Social Studies: How did American animals? folktales characterize our national folktales characterize our national Social Studies: How did American heritage? heritage? folktales characterize our national heritage? Activating Strategy Where would you like to take a hike? Share your picnic stories from the Pretend that you are going on the Science: Watch video Ants: Backyard journal from the previous day. picnic like in the story, make a list of Science Clip Science Review vocabulary from food that you would like to have at https://www.youtube.com/watch? previous lesson. the picnic. v=d7Xq2eQJgIc Science: Watch time lapse video of ants digging a tunnel. https://www.youtube.com/watch? v=GtRNBHM3DR0 Teaching Preview “Mike and Spike Hike”, and Read aloud “We’ re Going On a Read “We’re Going on a Picnic”, Opening (10-15 min) discuss beginning, middle and ending Picnic”, question and check for Focus on important facts that make of a story. Take a Picture walk understanding this a fiction story. through “We’re Going on a Picnic” Use website to locate new information about ants for chart Introduce new sight words for the week Review fiction and non-fiction stories, Using the nonfiction text features Work-Time Activities by calling out clues and having the make a list of characteristics that chart, locate key details and facts (45-55 min) students to glue the words on a piece of makes “We’re Going on a Picnic “a about ants in the stories provided. paper, then illustrate, fiction story. Make a chart of facts. Compare “We’re Going on a Picnic” to Begin writing an informational piece Science: Introduce close reading “Ants”. “Ants” Use a Venn diagram to discuss about ants. Make a list of words students don’t know the differences the meaning to and use context clues to Science: Close Reading - "Ants" figure the words out. Science: Close Reading - "Ants" Take Read the passage again as a whole passage out and re-read it, review the group, complete the comprehension Social Studies: Introduce Davy Crockett vocabulary terms from previous day page by going through each question to the class with a video about his life. and complete vocabulary sheet, together and answering them while After the video discuss facts the students circle words in the passage highlighting the evidence from the students may remember about him. and go over it together. text to support each answer, high Chart these. The KWL chart may be group may be able to discuss and used. Read the Close passage about him. Social Studies: Review the KWL chart complete within their group, keep Underline or highlight any vocabulary or an anchor chart of facts about Davy redirecting toward the text to prove words that the students had difficulty Crockett. Reread and discuss the Close their answers. with. passage about him. Use the graphic https://www.youtube.com/watch?v=3 organizer to define and illustrate those Social Studies: Review the chart GOxrFPOFY8&list=PLlhtZwLR_s31k new words. Add any new facts about and facts about Davy Crockett. wdglqhLZvNmgr4FhcthC him to the anchor chart. View a video or Reread the Close passage about him. read a book about his life. Begin to answer the comprehension Biography- part 1 (14:33) questions. (Finish these on Thurs.) https://www.youtube.com/w atch? Students must PROVE their answers v=yWiXJlOK5Nk by finding the answer in the passage. Watch a video or read a book about him. Students may complete a noun/adjective page describing Davy Crockett. Biography- part 2 (15:11) https://www.youtube.com/watch? v=M-xsaFIC3T4 All Lessons Monday are Whole Group Comparing texts assignment: We’re Going on a Picnic/ Ants Differentiation Offered for Introduction “We’re Going on a Picnic” / “Ants” When writing the informational On level and above- work piece, all students are working independently to compare the texts independently to put their thoughts Below- work in small group with on paper teacher to discuss differences in texts When they finish the rough draft, and fill out chart together individual help will be offered as needed Ticket out the door (Assessment) Students will use word wall and rubric to help with conventions of standard English
Ticket out the door (Assessment) Summarizing Journaling: Have you ever been on a Journaling: Who would you like to go Journaling: I liked this story because Closure Activity (20-30 picnic before? Tell me about it on a picnic with you? Why? ______. min) Thursday 3/19/15 Friday 3/20/15 Additional Notes Focused RL.1.3 RL.1.3 Science: Standard/Element (s) RL.1.5 RL.1.5
S1L1 a,b,c,d S1L1 a,b,c,d SS1H2 SS1H2 WIDA Standard ELP Standard 2; Level 2; Reading ELP Standard 2; Level 2; Reading Social Studies: Essential Question How can I compare two texts on the How can I compare two texts on the Video on Davy Crockett (show as same topic? How can I use information same topic? How can I use information grade level) to write about a topic? How can I use to write about a topic? How can I use https://www.youtube.com /watch? nonfiction text features to locate nonfiction text features to locate v=cnOfMQ_r288 information in a story? How can information in a story? How can (48 min cartoon) learning new words help me become a learning new words help me become a better reader? How can I identify the better reader? How can I identify the story elements? How can I tell the story elements? How can I tell the difference between a fiction and non- difference between a fiction and non- fiction story? fiction story? Science: What are some of the Science: What are some of the characteristics and basic needs of characteristics and basic needs of animals? animals? Social Studies: How did American Social Studies: How did American folktales characterize our national folktales characterize our national heritage? heritage? Activating Strategy Write a letter inviting a the person from Review words journal from previous day on a picnic. Teaching Listen to “We’re Going on a Picnic” on Listen to “We’re Going on a Picnic” on Opening (10-15 min) cd cd Discuss problem/solution in story Review all essential questions and charts about texts this week Review rough draft, edit, start final Take reading and language arts tests Work-Time Activities draft of informational piece (45-55 min) Complete story elements Science: Review the anchor chart from (problem/solution) page for story yesterday’s lesson. Read a library Review all words for the week book or watch a video about Ants and complete sight word sentences for daily add to the anchor chart any new facts. grade Social Studies: Review the anchor Science: Read the MyOn book: chart about Davy Crockett. Students together on the Smartboard. Discuss. may complete a fact page of four Add to the anchor chart of facts about things they have learned about Davy Ants. Crockett. Watch a video listed in the lesson plan, if time permits. Social Studies: Reread the Close [grade level video] passage about Davy Crockett. Finish answering the comprehension questions from the passage. Students must PROVE their answers by finding the answer in the passage. Add any new facts about them to the anchor chart. Students may complete the sheet Davy Crockett Reality or Fantasy? by writing two things that could happen and two that could not. Biography- part 3 (11:40) https://www.youtube.com/w atch? v=56VGHjdVtOY Each group will use leveled readers or Differentiation Offered variety of texts to complete the task
low – read with group and help from adult complete problem and solution level 1 graphic organizer
on level: read with partner, problem and solution level 2 graphic organizer
above: read alone, describe problem and solution graphic organizer by writing sentences and using details
Ticket out the Door (Assessment) Summarizing Journaling: What did you learn about Author’s chair-choose a few students Closure Activity (20-30 this week? to share their writing from the week. min)