Day 1
July 30, 2008
Standards: 7R1.3,
Objective: Students will complete their introductory letter and help create the class norms. Students will clarify word meanings through use of vocabulary squares.
Anticipatory Set: The teacher will welcome the students and have them read the letter on their desk and respond to it by writing their own letter.The students will have 10 minuets to complete their letter.
Guided Practice: The teacher will explain that they as a class are going to create the class norms. The teacher will explain that "norms" are hoe w we behave and act in class. The teacher will have four questions on the board from the letter, "How do you want me to treat you?" "How do you want to treat one another?" How do you think I want to be treated?" and "How should we treat one another when there's a conflict?" The teacher will have the students raise their hands and give their answers. The teacher will ask students to write the responses on the board. The teacher will have a student read each question and the answers, and ask the students if there are duplicate responses, silly responses, or ideas that are with the wrong question. The teacher will repeat the process for each question, eliminating repeats, or silly responses. The teacher will ask the students to think about how to put all of their ideas for each question into one sentence. The teacher will give students 2 minuets to think about how to combine their ideas into one sentence for each question. Then the teacher will have the students share their sentences, and as a class choose the best one. The teacher will explain that tomorrow we will look at what the other students came up with and then pick the best norms for all of the classes.
The teacher will then pass out the parent letter and go over what supplies are required for class. The teacher will also show the example binder to the class. The teacher will make it clear that all supplies must be in class by Tuesday, August 5, 2008.
The teacher will then use the projector and laptop to show students the class web page and calendar. Also, the teacher will point out where in the classroom to find the information they need.
Modeling: The teacher will model how to fold paper for vocabulary squares, stopping at each step so that students can follow along.
Guided Practice:
The teacher will walk them through each box of the vocabulary squares.
Box 1- word and definition
Box 2- draw the word creativity
Box 3- Illustrate the meaning of the word
Box 4- Use the word in a sentence using Who, what, where, when and why/how.
The teacher will have the students do three words together as a class, repeating each step.
Independent Practice:
The students will work on their vocabulary squares independently.
Day 2
July 31, 2008
Standards: 7R2.1, 7R3.2
Objective: Students will review the Classroom Norms that other students created and choose the best for the class. Students will clarify vocabulary through use of vocabulary squares. Students will identify the events that advance the plot in Danny's Plant.
Anticipatory Set: The teacher will have all of the classes one sentence norms on the board or projector. The teacher will ask the students to read each norm independently. Then the teacher will call on a students to read all of the norms.
Guided Practice: The teacher will ask students what they think about each norm, and give her opinion as well. The teacher will ask if there are any norms that are similar, and which is worded better, and cross off any redundancies. The teacher will then ask the students to vote for which norms they feel best represent them. The teacher will explain that on Friday they will find out which norms were voted upon and move to the next step which is adopting the norms to our class.
Anticipatory Set: The teacher will explain that they are going to review how to complete vocabulary squares, and will ask students to take out a piece of paper.
Modeling: The teacher will model how to fold paper for vocabulary squares, stopping at each step so that students can follow along.
Guided Practice:
The teacher will walk them through each box of the vocabulary squares.
Box 1- word and definition
Box 2- draw the word creativity
Box 3- Illustrate the meaning of the word
Box 4- Use the word in a sentence using Who, what, where, when and why/how.
The teacher will have the students do three words together as a class, repeating each step.
Independent Practice:
The students will work on their vocabulary squares independently.
Anticipatory Set: The teacher will ask a student to start a retelling of Danny's Plant. Then the teacher will call on another student to finish the retelling. Then the teacher will ask the students if anything important was forgotten.
Guided practice
The teacher will pass out the Interactive Readers. Students will read page 1, and discuss the pointers for retelling a story. Students will read Danny's Plant out loud (pg 2-4).
Independent Practice
They will pause and answer the questions on the sides of the story within their interactive reader. The teacher will have students re-tell the plot of the story and see if they follow the plot re-telling guidelines.
Assessment
The teacher will call on students to read their answers from their Interactive Readers.
Day 3
August 1, 2008
Standards: 7R2.1, 7R3.2
Objective: Students will finalize their norms and adopt them to the class. Students will clarify vocabulary through use of vocabulary squares. Students will identify the events that advance the plot in Danny's Plant.
Anticipatory Set: The teacher will explain that they are going to review how to complete vocabulary squares, and will ask students to take out a piece of paper.
Modeling: The teacher will model how to fold paper for vocabulary squares, stopping at each step so that students can follow along.
Guided Practice:
The teacher will walk them through each box of the vocabulary squares.
Box 1- word and definition
Box 2- draw the word creativity
Box 3- Illustrate the meaning of the word
Box 4- Use the word in a sentence using Who, what, where, when and why/how.
The teacher will have the students do three words together as a class, repeating each step.
Independent Practice:
The students will work on their vocabulary squares independently.
Anticipatory Set: The teacher will ask a student to start a retelling of Danny's Plant. Then the teacher will call on another student to finish the retelling. Then the teacher will ask the students if anything important was forgotten.
Guided practice
The teacher will pass out the Interactive Readers. Students will read page 1, and discuss the pointers for retelling a story. Students will read Danny's Plant out loud (pg 2-4).
Independent Practice
They will pause and answer the questions on the sides of the story within their interactive reader. The teacher will have students re-tell the plot of the story and see if they follow the plot re-telling guidelines.
Assessment
The teacher will call on students to read their answers from their Interactive Readers.