Download SIOP related Two - Human Resources Department

Weekly Lesson Plan for April 22 Teacher:
SIOP Format
M
T
W
L.1.01f: Use frequently
occurring adjectives.
L.1.01e: Use verbs to convey a
sense of past, present, and
future (e.g., Yesterday I walked
home; Today I walk home;
Tomorrow I will walk home).
L.1.01c: Demonstrate
command of the conventions of
standard English grammar and
usage when writing or
speaking. Use singular and
plural nouns with matching
verbs in basic sentences (e.g.,
He hops; We hop).
L.1.01h: Use determiners (e.g.,
articles, demonstratives).
L.1.01f: Use frequently
occurring adjectives.
L.1.01e: Use verbs to convey a
sense of past, present, and
future (e.g., Yesterday I walked
home; Today I walk home;
Tomorrow I will walk home).
L.1.01c: Demonstrate
command of the conventions of
standard English grammar and
usage when writing or
speaking. Use singular and
plural nouns with matching
verbs in basic sentences (e.g.,
He hops; We hop).
L.1.01h: Use determiners (e.g.,
articles, demonstratives).
L.1.01f: Use frequently
occurring adjectives.
L.1.01e: Use verbs to convey a
sense of past, present, and
future (e.g., Yesterday I walked
home; Today I walk home;
Tomorrow I will walk home).
L.1.01c: Demonstrate
command of the conventions of
standard English grammar and
usage when writing or
speaking. Use singular and
plural nouns with matching
verbs in basic sentences (e.g.,
He hops; We hop).
L.1.01h: Use determiners (e.g.,
articles, demonstratives).
L.1.01
occurr
L.1.01
conve
presen
Yester
Today
Tomor
L.1.01
comm
of stan
and us
speak
plural
verbs
(e.g., H
L.1.01
(e.g., a
demon
Students will produce
sentences then break it
apart: name the nouns,
adjectives, articles, and
verbs.
Students will produce
sentences then break it
apart: name the nouns,
adjectives, articles, and
verbs.
Students will produce
sentences then break it
apart: name the nouns,
adjectives, articles, and
verbs.
Stud
sente
it apa
noun
adjec
verbs
Practice and application:
(Meaningful activities,
interaction, strategies,
feedback)
Review types of sentences,
on chart paper write a
sentence, name the noun
adjective, and verb. Have
students help identify
nouns, adjectives, verbs
and articles ( whole group).
Review types of sentences,
on chart paper write a
sentence, name the noun
adjective, and verb,
article. Have students help
identify noun, adjective,
verb, and article on
promethean.
Review types of sentences,
on chart paper write a
sentence, name the noun
adjective, and verb,
article. Have students help
identify noun, adjective,
verb, and article on
promethean.
Vocabulary
Nouns, adjectives,
Nouns, adjectives,
Nouns, adjectives,
Revie
sente
paper
name
and v
stude
noun,
and a
prome
Nouns
Content Objective:
Language Objective:
Pre assessment
Assessment:
and
and
and
verbs, articles
verbs, articles
verbs, articles
verbs
Whole group discussion
Whole group discussion
Whole group discussion
Whol
Student responses
Promethean lesson
/worksheet
Promethean
lesson/worksheet
Work
lesson
Subject: Writing
SIOP Format
Weekly Lesson Plan for April 22 Teacher:
M
T
W
Content
Objective:
W.1.1. Write opinion pieces in which they introduce the topic or book they are writing
about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and provide a concluding statement
or section.
W.
1.5
W.
1.8
.
Wit
h
gui
da
nce
an
d
sup
por
t
fro
m
ad
ults
an
d
pe
ers
,
foc
us
on
a
topi
c
an
d
str
en
gth
en
writ
ing
as
ne
ed
ed
by
revi
sin
g
an
d
edit
ing.
W.1.1. Write opinion pieces in which they introduce the topic or book they are writing
about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and provide a concluding statement
or section.
W.1.5 W.1.8. With W.1.1. Write opinion W.1.1. Write opinion
W.1.1. Write opinion
guidance and
pieces in which they pieces in which they
pieces in which they
support from
introduce the topic
introduce the topic or
introduce the topic or
adults and peers,
or book they are
book they are writing
book they are writing
focus on a topic
writing about, state
about, state an opinion, about, state an opinion,
and strengthen
an opinion, supply
supply reasons that
supply reasons that
writing as needed reasons that
support the opinion, use support the opinion, use
by revising and
support the opinion, linking words (e.g.,
linking words (e.g.,
editing.
use linking words
because, and, also) to
because, and, also) to
(e.g., because, and, connect opinion and
connect opinion and
also) to connect
reasons, and provide a
reasons, and provide a
opinion and
concluding statement or concluding statement or
reasons, and
section.
section.
provide a
W.1.5 W.1.8. With
W.1.5 W.1.8. With
concluding
guidance and support
guidance and support
statement or
from adults and peers,
from adults and peers,
section.
focus on a topic and
focus on a topic and
W.1.5 W.1.8. With
strengthen writing as
strengthen writing as
guidance and
needed by revising and needed by revising and
support from adults editing.
editing.
and peers, focus on
a topic and
strengthen writing
as needed by
revising and editing.
Language Objective:
Students will be
able to work with a
partner to sort
facts/opinions.
Students will be able
to give reason for
opinion.
Students will be able
to give reason for
opinion.
Students w
to give rea
opinion.
Practice and
application:
(Meaningful
activities,
interaction,
strategies,
feedback)
Studen
Teacher explains
giving
that writers write in
for the
a variety of ways.
using a
Today we are going
connec
to learn about
opinion writing. This
is a belief you
Mini Lesso
have supported by

reasons. Teacher
can give a relevant
example, such as; I
believe it will be
cool today. Then

the teacher can give
2 reasons why (ex.
such as it is
Guided Practice
November, the
Have students go to
weatherman said it
opposite sides of the
would be cool, and
room depending on
it is usually cool in
what they think the
November...)
Modeling
statement is. (ex.
right side is fact, left
Read - the first
side is opinion) SW
portion of Don’t Let
share some of their
the Pigeon Drive the

reasons why they
Bus or another
feel this way.
mentor text where
Check
students can form
Independent Practice
sentences as a
an opinion about the
whole class,
Write this sentence
character or
while discussing
stem on the board. I
outcome.
Guided Practice
what wording
think it might be
helps us
____________
Provide sentence
determine if a
because
stem and have
sentence is a
________________.
partners share – I
fact or an
Have students
think the pigeon
opinion.
justify their
should or should not
reasoning, within
…or a relevant
“Think, Pair and
small groups. SW
example from
Share”
write this stem in
another mentor text.
Independent Practice
responses with
their draft book.
a partner.
Have students go
The teacher will Teacher works 1:1
back and write their
conferring or in small
then write an
opinion to the
groups of 3
opinion, such
sentence stem – I
Sharing:
as, “First
think the pigeon
graders should
Have 1-2 students from
should or should
Modeling
go to bed by
each group (fact and
not…and WHY?

8:00.” Ask
opinion) share out. Add
Teacher confers
students if this is or adjust some of the
1:1/works with small
a fact or opinion characteristics on the
Teacher will
discuss the
meanings of fact
and opinion
(revisit from
previous
lessons)– give a
definition of
each.
Modeling
The teacher can
begin to make a
class anchor
chart with a
definition and
some examples
in each
category.
Guided Practice
Have students
practice sorting
pre-cut up
sentences into
fact and opinion
categories with
a partner.
Day 2: Lesson
Focus –
Fact/Opinion
Mini Lesson
Review the anchor
chart from the
previous lesson.
Modeling
Teacher again
poses the
statement, “First
grade students
should be in bed by
8:00.” Ask, if this is
a fact or an opinion?
and to explain
why?
anchor chart.
Independent
Practice
Have students
practice taking a
stand on the
statement orally
with a partner,
whether they
agree or
disagree and
why?
group of 3
Sharing :
Choose 1 or 2
student papers.
Ask students to
signify if the topic
sentence is an
opinion with thumbs
up or thumbs to the
side, meaning they
need to revise the
sentence. Help
students as a group
to revise the
sentences.
Modeling/Independent
Practice:
Teacher models on
the OREO graphic
organizer on how to
write their opinion
using a student
shared example.
Then students go
back and write on
their organizer their
opinion to the stem
– I think the pigeon
should/should
not…and why…..
Guided Pr

I
Independe
With a part
students w
opinion wit
reasons fo
opinion.
Teacher c
1:1/works
group of 3
Sharing:

Go bac
organiz
yesterd
can ad
for the
stated
partner
(Teach
with a s
who ne
suppor
Vocabulary
fact, opinion, topic, fact, opinion, topic,
fact, opinion, topic,
fact, opini
position, taking a
stand
position, taking a
stand
position, taking a
stand
position, ta
stand
Pre assessment
Student responses
Student responses
Student responses
Student resp
Assessment:
Class work
Class work
Class work
Class work
Subject: Math
Weekly Lesson Plan for April 22
Teacher:
SIOP
Format
M
T
W
Content
Objective:
CCSS.Math.Content.1.G.A.3
Partition circles and
rectangles into two and four
equal shares, describe the
shares using the words
halves, fourths, and
quarters, and use the phrases
half of, fourth of, and
quarter of. Describe the
whole as two of, or four of
the shares. Understand for
these examples that
decomposing into more
equal shares creates smaller
shares.
CCSS.Math.Content.1.G.A.3
Partition circles and
rectangles into two and four
equal shares, describe the
shares using the words
halves, fourths, and
quarters, and use the phrases
half of, fourth of, and
quarter of. Describe the
whole as two of, or four of
the shares. Understand for
these examples that
decomposing into more
equal shares creates smaller
shares.
CCSS.Math.Content.1.G.A.3
Partition circles and
rectangles into two and four
equal shares, describe the
shares using the words
halves, fourths, and
quarters, and use the phrases
half of, fourth of, and
quarter of. Describe the
whole as two of, or four of
the shares. Understand for
these examples that
decomposing into more
equal shares creates smaller
shares.
CCSS.Ma
Partition c
rectangles
equal shar
shares usi
halves, fou
quarters, a
half of, fou
quarter of
whole as t
the shares
these exam
decompos
equal shar
shares.
Can you orally explain what
fraction you made?
Can you orally explain what
fraction you made?
Can you orally explain what
fraction you made?
Can you or
fraction yo
Review what fractions are,
have students make and
identify fractions using
promethean lesson. If time
permits have students review
different concepts covered
by working in math journal
Review what fractions are,
have students make and
identify fractions using
promethean lesson. If time
permits have students review
different concepts covered
by working in math journal
Review what fractions are,
have students make and
identify fractions using
promethean lesson. If time
permits have students review
different concepts covered
by working in math journal
Review wha
have stude
identify fr
promethea
permits ha
different c
by working
Language
Objective:
Practice
and
application:
(Meaningful
activities,
interaction,
strategies,
feedback)
pages 35 &44. homelink 4.1.
pages 52 & 57. homelink 4.9.
pages 58 & 59. homelink 4.10.
pages 60 &
Pre
assessment
Class discussion
Class discussions
Class discussion
Class discu
promethean lesson
promethean lesson
promethean lesson
promethea
Assessment
Subject: Social Studies Weekly Lesson Plan for April 22 Teacher: Nasir
SIOP
Format
Content
Objective:
Language
Objective:
Practice
and
application:
(Meaningful
activities,
interaction,
strategies,
feedback)
Vocabulary
M-
T-
W
TH-
FRI
P3.1.1- Identify
public issues in the
school community.
P3.1.2- Use graphic
data to analyze
information about a
public issue in the
school community.
Students will vote on
a school issue.
P3.1.1- Identify public issues in
the school community.
P3.1.2- Use graphic data to
analyze information about a
public issue in the school
community.
P3.1.1- Identify public issues
in the school community.
P3.1.2- Use graphic data to
analyze information about a
public issue in the school
community.
P3.1.1- Identif
community.
P3.1.2- Use gr
about a public
Students will vote on a school
issue.
Students will give reasons
for opinion.
Students will
Teacher will pose
question, “should we
have extra recess
time?”, class will
vote, then we will
graph results. After
that we will use a
graphic organizer to
state opinion.
Issue, vote, fact,
opinion, reason
Teacher will pose question,
“should we have extra recess
time?”, class will vote, then we
will graph results. After that
we will use a graphic organizer
to state opinion.
Review previous lesson, have
students give three reasons
for opinion and a closure
sentences. Then share out.
Review previou
reasons for op
share out.
Issue, vote, fact, opinion,
reason
Issue, vote, fact, opinion,
reason
Issue, vote, fa
Student responses
Student responses
Student responses
Student respo
Pre
assessment
Assessment:
Class work
Class work
Class work
Class work
Subject: Science Weekly Lesson Plan for April 22 Teacher
SIOP
Format
Content
Objective:
Language
Objective:
Practice
and
application:
(Meaningful
activities,
interaction,
strategies,
feedback)
Vocabulary
M-
T-
W
TH-
F-
P.PM.01.11
Demonstrate the
ability to sort objects
according to
observable
attributes such as
color, shape, size,
sinking or fl oating.
S.IA.01.13
Communicate and
present findings of
observations.
S.RS.01.11
Demonstrate
scientifi c concepts
through various
illustrations,
performances,
models, exhibits,
and activities.
P.PM.01.11 Demonstrate the
ability to sort objects
according to observable
attributes such as color,
shape, size, sinking or fl
oating.
S.IA.01.13 Communicate and
present findings of
observations.
S.RS.01.11 Demonstrate
scientifi c concepts through
various illustrations,
performances, models,
exhibits, and activities.
P.PM.01.11 Demonstrate
the ability to sort objects
according to observable
attributes such as color,
shape, size, sinking or fl
oating.
S.IA.01.13 Communicate
and present findings of
observations.
S.RS.01.11 Demonstrate
scientifi c concepts through
various illustrations,
performances, models,
exhibits, and activities.
P.PM.01.11 D
objects accor
as color, shap
S.IA.01.13 Co
of observation
S.RS.01.11 D
through vario
models, exhib
TLW identify and
sort items according
to liquid, solid and
gas.
TLW identify and sort items
according to liquid, solid and
gas.
TLW identify properties of
matter in writing and as they
share with the group.
TLW identify
as they share
In groups the
children will cut and
paste pictures from
magazines and sort
them according to
liquid, solid, gas.
Groups will share out
what they have
sorted and why.
Matter, liquid, solid,
gas, properties,
In groups the children will cut
and paste pictures from
magazines and sort them
according to liquid, solid, gas.
Groups will share out what they
have sorted and why.
In groups of 2 the children
will be given an object. The
will identify whether the
object is liquid, solid or gas
and identify 5 properties.
Groups will write in their
journals and share out with
class.
In groups of 2
The will identi
or gas and ide
in their journa
Matter, liquid, solid, gas,
properties, attributes.
Matter, liquid, solid, gas,
properties, attributes.
Matter, liquid
attributes.
Pre
assessment
Assessment:
Class activity
Class activity
Class activity
Class activity