Unit Plan Educ 322 Interdisciplinary Unit

Amber Shirley
322 Unit Plan

3/3/2016
Unit Plan Overview
My path of study is k-6 elementary education. The topics or theme I chose to
use for my unit plan is Outside Our Door such as things to do outside, things to
see outside, outside community helpers, etc. The plans were created for 1 st grade.
The major concept for the plan is that I will use the theme to teach the students
how to build oral language (by talking about outside), build phonemic awareness
(specifically the sound /f/ by finding outside words that start with the sound /f/),
learn text-based comprehension (by reading A City Garden and writing about a girl
who walks her dog), learn physical differences of outside plants, learn that different
seeds grow different plants, learn how to solve doubles, doubles-plus-one, doubles-
minus-one, and doubles fact families (by using outside objects like rock as counters
and creating outside animals like a caterpillar), and lastly learn about community
helpers and goods and services that can be found outside our door. I planned the
instruction this way so that students can learn the standards and concepts that they
are required to learn in a familiar and fun way. The students will have opportunities
to use hands-on learning with outside manipulatives, and do research using
provided books that coincide with our theme. The teacher and students will work
together to reach the expected goals using classroom discussion, small group work,
and practice. I anticipate that with the differentiated work, the students will have
good assessment scores and all retain the new information without any problems.
Bluefield State College
Daily Lesson Plan
Name: Amber Shirley Date:

3/3/16
Subject: Reading
Topic: Outside our door
Grade: 1st
Length of Lesson: 35 minutes
Introduction (Essential Question): We can see many things outside and we can do many
things outside. What is outside our door?
Standard: Speaking and Listening

Cluster: Comprehension and Collaboration
Objective: ELA.1.SL.C13.2 Ask and answer questions about key details in a text read
aloud or information presented orally or through other media.
Specific Objective: Children will read, write, and orally explain details about what happens
outside, and orally complete the three vocabulary sentences with 90 percent accuracy.
Method(s): Discussion, demonstration, modeling, guided practice, & independent practice
Materials:
Student edition book
Sing With Me Big Book, pg. R3
Direct Instruction:
To introduce this weeks concept, the teacher will begin by reading aloud a poem a few
times and then asking the students to join in.
Poem: We can have a picnic on the lawn,
We can make a tent under the trees,
We can look at clouds until theyre gone,
Or fly a fancy kite upon the breeze.
The teacher will then help children gain knowledge and understanding by telling them that
this week they will talk, sing, read, and write about things we can find outside our door.
The essential question for the week, as listed above, is What is outside our door?
The teacher will instruct the students to turn to pg. 62-63 in their Student Edition book.
The teacher will read the title, look at the photos, and use the questions to guide discussion.
The teacher will create the What is outside our door concept map.
The teacher will say the following:

What do all the pictures show? (children playing outside)
Ill write Things to do at the top of one box. Now tell me what each child is doing
outside. (The girls are drawing with chalk; the boy is swinging on a tire; the children are
playing in the leaves.)
Ill write draw with sidewalk chalk, swing, and play in the leaves in the box.
What can we see thats outside in these pictures? What are the girls drawing on?
(pavement) Ill write Things to see at the top of the second box and pavement below it.
What else do we see in the pictures that we dont see inside our homes? (leaves, trees, grass,
a fence) Ill list these in the Things to see box.
The teacher will explain to children that this week, they will read story about a boy Sam
and his dog Tam, and explain that there is a pile of leaves in the story, and the way to clean
up the leaves is to rake them and put them in a bag. The teacher will then say, Lets add
rake and bag leaves under Things to do.
What is outside our

door?
Things to do Things to see
Draw with chalk Pavement
Leaves
Swing
Play in leaves Trees

Grass
Rake, bag leaves
fence
The teacher will introduce Amazing Words by displaying pg. R3 of the Sing with Me Big
Book. The teacher will tell the students they are going to sing a song about a child who
plays outdoors. The teacher will instruct the students to listen for the Amazing Words
pavement, active, and lawn as the teacher sings. The students will join in the second time.
The teacher will introduce the words again by relating them to the song. For example: The
singer bounces a ball on the hard pavement. The teacher should give the definition:
Pavement is a hard, smooth surface put in the ground outside. The teacher will prompt the
students to say the word.
The teacher will demonstrate by providing examples to show meaning. For example: A
sidewalk is pavement. A basketball court in the park is pavement. A road is pavement too.
The teacher will have the children demonstrate their understanding by asking them to
share some things they do on pavement.
The teacher will display the word by running their hand under the two word chunks pave-
ment while reading the word.
The teacher will repeat the above steps with active and lawn.
Guided Practice:
As the discussion is continued, the teacher and children will use todays Amazing Words
pavement, active, and lawn. The teacher will guide the students by asking questions such as
the following:
Lets look at the pictures on pg. 62 and 63 again. How is each of the children in the
pictures being active outdoors? Use the word active in your answer. (Possible response:
They are all active because the girls are drawing, the group is playing and throwing leaves,
and the boy is swinging).
Why is it better that the boy is swinging over a lawn instead of over pavement? Use
the words lawn and pavement in your response. (Possible response: If he falls, hes less
likely to get hurt on the grass then on the hard pavement).
Differentiation:
On-Level: If students have difficulty using the Amazing words, then remind them of the
definitions.
Strategic Intervention: If Children drop the /n/ sound in the final blend /nt/ in pavement,
the teacher will say the sentence from Outside My Door that contains the word
emphasizing the /nt/ sound. The teacher will have the students repeat it.
Advanced: Provide opportunities for students to use the Amazing Words in sentences.
English Language Learners: The words active and pavement may have cognates in
childrens home languages. The teacher will have Spanish speakers identify the cognates
activo and pavimento. The teacher will point out how this prior knowledge can help them
with learning new words.
Lesson Closure:
The teacher and students will again sing the Outside My Door song from the Sing With Me
Big Book. After, the teacher will ask the students what each of their Amazing Words mean.
Independent Practice:
The students will demonstrate their understanding of the Amazing Words by completing
the following sentences orally.
When you fall on pavement, you .

I am most active when .
On the lawn we like to .
Assessment:
Amazing Words
Student Name: ________________________________________
CATEGORY Needs Instruction Fair Good Excellent
Student says Amazing Word 'pavement' 1 2 3 4
Student says Amazing Word 'active' 1 2 3 4
Student says the Amazing Word 'lawn' 1 2 3 4
Students can complete the independent 1 2 3 4

practice questions orally
Time & Resources: The lesson will take about 35 minutes.

Foresman, Scott. 2015. Reading Street, Common Core Teachers Edition, Grade 1.
Hoboken, NJ. Pearson Learning, Inc.
Daily Lesson Plan
Name: Amber Shirley

Date: 3-3-16
Subject: Reading
Topic: Outside Our Door
Grade: 1st
Introduction (Essential Question): How can I spell the sound /f/?
Standard: Reading
Cluster: Phonological Awareness
Objective:
ELA.1.R.C6.1 demonstrate understanding of spoken words, syllables and sounds (phonemes).
isolate and pronounce initial, medial vowel and final sounds (phonemes) in spoken single-
syllable words.
ELA.1.R.C7.1 know and apply grade-level phonics and word analysis skills in decoding words.
Specific Objective: Students will find five things that begin with the sound /f/ with 90
percent accuracy.
Method(s): Introduction, modeling, group/guided practice
Materials:
Sound spelling cards
ABC Rhyme Time pg. 11
Readers and Writers notebook
Direct Instruction: The teacher will read the first bullet point on pg. 64. I see a fan
in the window. Listen to the first sound in fan: /f/. Say it with me:
/f/. The teacher will have the students find four more items that
begin with the sound /f/. (frog, flower, friends, fence) The teacher
will say, I see a butterfly. Butterfly has the sound /f/ in the middle.
Can you find something that ends with /f/? (roof)
The teacher will say, Listen to the first sound of fan: /f/. Listen to
the middle sound of butterfly: /f/. Listen to the last sound in roof:
/f/. The teacher will have the students practice isolating the
sound /f/ in these words: frog, fluffy, goof. If children make an error,
the teacher will model by saying the sound again, along with a word
that begins or ends with the sound, and have them repeat it.
Next, the teacher will say, Today you will learn how to spell the
sound /f/. Listen: /f/, /f/, /f/. When you say /f/, your top teeth touch
your bottom lip. Say /f/ and feel how your top teeth touch your
bottom lip. The teacher will watch and listen as students produce
the sound.
The teacher will Display Sound Spelling Card 7 (a firefighter). The

teacher will say, This is a picture of a firefighter. Say it with me:
firefighter. The first sound in firefighter is /f/. Listen /f/, firefighter.
Say it with me: /f/, firefighter. What is the first sound in firefighter?
The teacher will point to f and say, This is f. The sound /f/ is usually
spelled f. Firefighter begins with /f/. Firefighter begins with the
letter f. The teacher will have the students say /f/ several times
while pointing to the letter f.
The teacher will read ABC Rhyme Time, pg. 11 and point to the
letter Ff at the top of the page. The teacher will say (while pointing
to each one), The name for this letter is f. This is an uppercase F.
This is a lowercase f. What is the name of this letter?
The teacher will say, This rhyme is about Fiona Fish. And read the
rhyme aloud, tracking the print with a finger. The teacher will point
to examples of uppercase and lower case fs while reading each
word aloud.
Rhyme: Fiona Fish

Fiona Fish eats five fat figs.
Then she eats four pears and grins.
Fionas father says, Use your fork!
Dont eat your food with your fins!
Now the teacher will say, Now I will show you how to write
uppercase F and lowercase f. Watch as I trace uppercase F with my
finger.
The teacher will again write f and say, This is f. The sound for f is
/f/. Say the sound with me: /f/, /f/, /f/. When you see the letter f,
what sound will you say? The teacher will write ff and repeat the
routine.
The teacher will write f and say ,What is the sound for this letter?
Say the sound with me: /f/. The teacher will write a and say, Say
this sound with me: /a/. The teacher will write t and say, Say this
sound with me: /t/. Listen as I blend all the sounds together: /f/ /a/
/t/, fat. Blend the sounds with me: /f/ /a/ /t/, fat. Now blend the
sounds without me.
The teacher will continue the process with the name Taff, and say,
We are going to blend another word. It is a name. First, we say the
sounds, and then we blend the sounds to read the word.
Guided Practice:
The teacher will say, Now we are going to spell words with the sound /f/ spelled f. The first
word we will spell is fat. What sounds do you hear in fat? (/f/ /a/ /t/) What is the letter for
/f/? Lets all write f. What is the letter for /a/? Write a. What is the letter for /t/? Write t.
The teacher will have the students confirm their spellings by comparing them with what
the teacher has written and then continue the practice with fan.
Differentiation:
If the students cannot read or spell words with the sound /f/ spelled f and ff, then the
teacher will reteach the sound /f/ spelled f and ff. The teacher will continue the monitor the
students progress using other instructional opportunities during the week.
Strategic Intervention- Reteach phonics: Consonant f, ff/f/

On level- Practice Phonics: Consonant f, ff/f/
Advanced- Extend Phonics: Consonant f, ff/f/
Lesson Closure: The teacher will ask the students, What do you know about reading
words that begin with the letter f or that have letters ff in the middle or at the end? The
sound for f and ff is /f/.
The students will use Readers and Writers Notebook, p. 41 for additional practice with
consonant f, ff/f/. On this page, the students have 8 pictures. For each picture the student
will say the word for the picture then write f on the line provided if the first sound is f.
The students will spell the following words: fat, fan. Each child will have a sheet of paper.
The teacher will say the words one at a time, reminding the students to say each sound,
then write the letter that spells the sound.
Assessment:
Saying the sound /f/
Student Name: ________________________________________
The student says the name for each picture 1 2 3 4
The student says the sound /f/ after reading 1 2 3 4

the word
The student says the letter name f after saying 1 2 3 4

the sound /f/
The student writes the letter f beside the 1 2 3 4

picture only if the first sound is f
The students work is neat and complete 1 2 3 4
Time & Resources: This lesson will take about 40 minutes, maybe a little less.

Daily Lesson Plan (Template)

3/3/16
Subject: Reading
Grade: 1st
Introduction (Essential Question): What happens in the beginning, middle, and end of a
story, and what is the main problem in a story and how is it solved?
Standard: Reading
Cluster: Key Ideas and Details
Objective: ELA.1.R.C1.3 describe characters, settings and major events in a story, using key details in
literary texts.
Specific Objective: Students will be able to identify the beginning, middle, and end of a
story with 90 percent accuracy.
Method(s): Modeling, discussion, guided practice, independent practice
Materials:
Graphic Organizer (problems/solutions)
Student Edition, pg. El5
Problems Solutions
Danny is watching a Danny and his
building get torn friends turn it into a
Readers and Writers Notebook,
down. Danny garden.
wonders what will be pg.
built in its place. A City Garden (teacher read aloud)
Direct Instruction:
The teacher will remind the students of the weekly conceptOutside. The teacher will have
the students listen while the teacher reads aloud A City Garden.
The teacher will model how to recognize and understand the plot to build comprehension.
The teacher will say the following: When I read, I pay attention to what happens in the
story. I think about the problem in the story and how it is solved. At the beginning of A
City Garden, Danny is watching a building get torn down. Danny wonders what will be
built in its place. I will record that as a problem in the story that needs to be solved. I will
pay attention to what happens next. The teacher will use the graphic organizer to record
problems and solutions in the plot.
The teacher will say, Stories have a beginning, middle, and an end. What happens in the
beginning, middle, and end makes up the plot of the story. Good readers pay attention to
what happens in the story and the order in which it happens. Most stories have a problem
that is solved by the end of the story. This is also part of the plot. When you read, think
about what happens in the story. Find the problem and how it is solved.
The teacher will have the students turn to pg. El5 in there Student Edition. The teacher will
say, These pictures show an example of plot. What is the problem? (That bunny has to
wake up.) How is the problem solved? (The family makes noise to wake up the bunny.)
Guided Practice:
The teacher will reread A City Garden and have the students identify the solution and
the problem.
The teacher will say, What happens to the empty lot? (Danny and his friends turn it into a
garden.) Where can we record this on our chart? (as a solution)
Differentiation:
English Language Learners- To increase understanding of vocabulary heard in the read
aloud, the teacher will use visuals to support understanding of words children may not
know such as weeding, ripe, and daydream.
Lesson Closure: The teacher will ask the students, What is the plot of a story? and say,
What happens in the beginning, middle, and end of the story makes up the plot of the
story.
Independent Practice: The students will use Readers and Writers Notebook, pg. 42 to
practice. The page has two pictures, one of a girl holding a leash and one of a girl walking a
dog. The students will tell a story about the pictures and draw a picture telling what
happens next. The story will have a beginning, middle, and end.
Story Telling: Readers Response
Student Name: ________________________________________
Assessment:
Student Identifies Characters name 1 2 3 4
Student identifies problem 1 2 3 4
Student writes about how he/she will 1 2 3 4

solve the problem
Student's solution makes sense and 1 2 3 4

works with the plot
Student uses appropriate punctuation 1 2 3 4

and capitalization
Sentences are complete 1 2 3 4
The story has a beginning, middle, and 1 2 3 4

end
Time & Resources: This lesson will take about 30 minutes.
Daily Lesson Plan

3/3/16
Subject: Science
Topic: Outside our door
Grade: 1st
Introduction (Essential Question): In what ways are plants different?
Standard: Science
Cluster: Content of Science
Objective: CS.S.1.2 Students will demonstrate an understanding of the interrelationships among
physics, chemistry, biology, and the earth and space sciences.
Specific Objective: Students will orally describe three physical differences among plants
with 90 percent accuracy.
Method(s): Discussion, independent practice, small group work
Materials:
Student edition book
An illustrated plant book
What is my name? independent practice page
Construction paper, markers, crayons, etc.
Direct Instruction:
The teacher will begin by reading a few short background paragraphs about plants to the
students.
Plants are very diverse. For example, they range in size from a few centimeters to
over 100 meters high. Bryophytes, are small land plants that grow in relatively moist places
such as swamps and forest floors. Most bryophytes lack vascular tissue which provides
transport of food and water through the plant. Bryophytes include mosses and liverworts.
Tracheophytes are vascular plants with internal transport systems. They include
club mosses, horsetails, and seed plants. Seed plants make up the largest group. Seed plants
may be further classified as flowering plants (angiosperms) and nonflowering plants
(gymnosperms).
One classification system places only bryophytes and Tracheophytes in the plant
kingdom. However, for the purpose of this book, fungi and algae are also considered plants.
The teacher will then introduce the lesson by encouraging the students to have an initial
discussion about seeds, establishing that seeds are the part of the plant that can make more
plants. The teacher will have the students look at the pictures in their student edition book
and ask the following questions:
Which of these seeds have you seen before? (The seeds shown are pumpkin,
maple, milkweed, and dandelion).
What is the girl in the picture eating? (pumpkin seeds)
Do you know any other seeds that we eat? (corn, navy beans, kidney beans,
peas, etc.)
The teacher will explain that seeds of these plants are carried through the air by the wind.
Next, the teacher will ask the students about plants they have outside their homes (or even
in their homes), establishing that plants are living things. The teacher will ask, In what
ways are plants alike? (Students may say they are green, all have leaves and roots, all grow,
and are alive). The teacher will tell the students that they will learn about how plants are
different.
Guided Practice:
The students will read a sentence from their book which says, There are many kinds of
plants. Then call attention to the picture below the sentence.
The teacher will ask, What kind of plant is this? (Cactus) and Where does is grow?
(desert) and then explain that a cactus does not get a lot of water because the desert does
not get much rain.
The teacher will call attention to the next picture.

The teacher will ask the students, What kind of plant is this? (mushroom) and Where
does it grow? (forests and other moist places).
The teacher will tell the students that muchrooms grow in very dark places. They do not
have seeds or leaves. They come in a variety of colors.
The class will look at the next picture.
The teacher will as the students, What kind of plant is this? (water lily) and Where does
it grow? (ponds and lakes)
The teacher will explain that water lilies have very long stems that grow underwater. The
leaves and flowers float on the waters surface where they can get sunlight.
The teacher will call attention to the picture of moss. The class will discuss that moss plants
grow in moist places grow in moist places and that they are very small and produce no
flowers or seeds.
Next the teacher will as the students what is growing on the plant in the next picture
(tomatoes)
The teacher will ask the students to name some foods we get from plants (any fruits or
vegetables) and mention that much of our food comes from plants.
The teacher will ask the students to look at the remaining pictures in the book and discuss
with the students plant characteristics of birch trees, thistle, cactus, and so on that are
different from the ones discussed previously. Students should realize that plants are
different in many ways and that the differences they mention are size, color, flowering,
nonflowering, shape of stem or leaf, and place where plants grow.
Differentiation:
Tier 1: These students can draw 3 to 5 plants for their illustrated book of plants instead of
6.
Tier 2: These students will draw 6 plants for their illustrated book.
Tier 3: These students will draw the planned 6 plants with their name label, and write
where each plant grows.
Lesson Closure:
The teacher will ask the students to name some differences between plants. Student
answers may include places where plants grow, stem and leave size and shape, flowering or
nonflowering, etc.
Students will get into small groups and share an illustrated book of plants where
they can find pictures of plants with their plant name.
Each group will be given materials such as construction paper, markers, crayons,
etc. so they can make an illustrated book of plants of their own.
They will make a book with a cover, draw and name 6 plants, and make a back
cover.
Next, the students will be given a What is my name? work sheet where students will
use context clues to find plant names. The work sheet has pictures such as a dog plus
a pile of wood and the student will draw a line from those pictures to the matching
word dogwood.
Assessment:
The teacher will grade the students on participation in class discussion, illustration book
effort, and the What is my name? work sheet using the following checklist.
Check List:
Student is participating in class discussion
Student is using the given illustrated book of plants
Students Illustrated book includes a cover
Students Illustrated book has at least 6 plants with plant name label
Students Illustrated book includes a back cover
Student has completed the worksheet with at least 80% accuracy
Student is engaged and learning
Time & Resources:

The Lesson will take about 20 minutes with an extra 10 to 15 minutes for students to make
their illustrated book of plants and complete their worksheet.
Blackwood, Boeschen, Carin, Cooper, Giddings. (1985). HBJ Science. Orlando, Florida.
Harcourt Brace Jovanovich, Publishers.
Daily Lesson Plan

3/3/16
Subject: Science
Grade: 1st
Introduction (Essential Question): What will grow from certain seeds?

Standard: Science
Cluster: Content of Science
Objective: CS.S.1.2 Students will demonstrate an understanding of the interrelationships among
physics, chemistry, biology, and the earth and space sciences.
Specific Objective: Students will state the kind of plant a particular kind of seed will
produce, and match seeds with the plants they will produce with 80 percent accuracy.
Method(s): Discussion, Guided Practice, Independent Practice
Materials: fruit with seeds, student book, What will grow? Worksheet
Direct Instruction:
The teacher will begin by reading the students a background information piece about plant
with seeds.
Of all the plants we are most familiar with, the majority reproduce by means of
seeds. There are two main groups of seed plants: gymnosperms, nonflowering plants
(mainly trees), that bear seeds in cones; and angiosperms, flowering plants, that bear seeds
in pods, cases, caps, or other fruit. Angiosperm, the flowering-fruiting plants, are now far
more common than gymnosperms, the cone-bearing plants. But seeds from pine cones and
pea pods alike have the same functionto grow into new plants of their own kind.
Typical flowering plants have fruits. Fruits (to the botanist) include not only sweet,
juicy foods we eat but also such seed containers as milkweed pods, nuts, cockleburs, string
beans, cucumbers, and the cottony white tops of dandelions. One of the main functions of a
fruit is to produce seeds as it grows and ripens.
A seed contains an embryo plant and some food for its early stages of growth. When
a seed absorbs sufficient water, it sprouts and begins to grow.
The teacher will then cut open some fruit and display it to the class. The teacher will ask,
What can you find inside this fruit? (seeds), What are seeds? (Remind students that
the seed is the part of a plant that makes new plants), and What will grow from these
seeds? (Accept all answers for now).
The teacher will read the first sentence in the book (Many plants grow from seeds.) and
ask, What plants and seeds do you see here? (Watermelon, green beans, corn, peppers,
apples, sunflowers). Then the teacher will ask, Do you know other plants that grow from
seeds?
Guided Practice:
The students will read the next sentence (A seed grows its own kind of plant). The teacher
will prompt discussion by asking, How are these seeds different? (shape, size, color), and
What would happen if you planted seeds from an orange? (orange plants would grow)
The teacher will establish that a seed will grow only one kind of plant. Each plant has its
own kind of seeds. These seeds will grow more plants that are just like the original plant.
The teacher will have the students look at the seeds on pg. 18 & 19 in their book. The
teacher will help the students identify the kinds of seed pictured. Then the teacher will have
them read the question, What kind of plant will grow from each seed? Students will
realize that watermelons produce watermelon seeds and that when these seeds are planted,
watermelons will grow. Likewise, bean seeds will produce bean plants, corn seeds will
produce corn plants, pepper seeds will produce pepper plants, and so on.
Differentiation: The students quiz will be differentiated (explained under assessment).
Tier 1: These students will complete the quiz with pictures on both sections, with prompts
from the teacher if necessary.
Tier 2: These students will complete the quiz with pictures on both sections.
Tier 3: These students will complete the quiz with no pictures on the bottom section but
word descriptions.
Lesson Closure:
The teacher will again explain to the students that many plants grow from seeds, there are
many kinds of seeds, and each seed grows its own kind of plant.
The teacher will ask the students, What is a seed (the part of a plant that makes new
plants), What plants do you know that grow from seeds? (accept any seed plants students
may mention), How are seeds different? (color, shape, size, texture), What kind of
plants grow from tomato seeds? (tomato plants), Corn seeds? (corn plants), Lima
beans? (lima bean plants)
The teacher will provide a variety of fruits (cut open) and identify them for the class. The
students will examine the seeds and discuss any similarities or differences. They will have to
write down what type of plant will grow from the seeds inside each fruit.
The students will have a What Will Grow? Worksheet that they must complete. The
worksheet has a side with corn seeds, apple seeds, bean seeds, and melon seeds (all labeled),
and the student must match it to the correct picture of a watermelon, bean stalk, corn, or
apple.
Assessment: The students will be graded on the What Will Grow worksheet, and will also
be graded on a quiz. The quiz will have two parts. The top section will ask the students to
write what grows from each packet of seeds which are labeled tomato, peas, and corn. The
bottom section will ask the students what plants needs to grow where it has pictures of a
watering can, a football, soil, sun, and a bicycle and the students must choose the
appropriate pictures. There is also an alternate quiz to this quiz that doesnt have pictures
but written words that the students must circle.
Time & Resources:

This lesson will take about 20 minutes including the quiz.

Daily Lesson Plan

3/3/16
Subject: Math
Topic: Doubles Plus One
Grade: 1st
Introduction (Essential Question): How can doubles plus one help solve addition problems?
Standard: Operations & Algebraic Thinking (OA)
Cluster: Add and subtract within 20
Objective: M.1.OA.6 add and subtract within 20, demonstrating fluency for addition
and subtraction within 10 and use strategies such as counting on; making ten (e.g.,
8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13
4 = 13 3 1 = 10 1 = 9); using the relationship between addition and
subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8= 4); and creating
equivalent but easier or known sums (e.g., adding 6 +7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13). (CCSS Math.1.OA.6)
Specific Objective: Students will model doubles and doubles-plus-one facts and describe
the pattern, and use and review the vocabulary words doubles, sum, and doubles plus one
with 80 percent accuracy.
Method(s):
Discussion, modeling, small group work, independent practice
Materials:
2 colors of color tiles (18 of each color)
Storyboard Workmat for each child (outdoors scenery parks, fields, etc.)
Connecting cubes
Outdoor objects (rocks, leaves, flowers, etc.)
Direct Instruction:
The teacher will work through the activity at the top of page 397.
Activity: The teacher will use coins as models. Coins will be put in to show the
doubles fact 3 + 3, the teacher will write the sum. 3+3 is a doubles fact. 3+3 =6. The
teacher will put in 1 more coin and write the sum. 3+4 is a doubles-plus-one fact.
3+4=7.
The teacher will discuss the idea that 3 + 4 is a doubles-plus-one fact. The teacher will
compare the two models and point out that one group is 1 greater.
Guided Practice:
Together, the teacher and students will finish the rest of the problems on pg. 397.
1. 5+5= 10 5+6=11
2. 6+6=12 6+7=13
3. 7+7=14 7+8=15
4. 8+8=16 8+9=17
5. 5+5=10 5+6=11
6. 4+4=8 4+5=9
The teacher will ask the students, How does knowing the sum of 4+4 help you know the
sum of 4+5? (I add one to the sum of the doubles)
Differentiation:
There will be independent practice pages for each tier so they are made for each level
learner to understand.
Tier one learners can get either a page where they will draw a picture and write the
sums using the given word problem or a page where the pictures are already draw
for visual aid and they only have to write the sum.
Tier two learners can be given a page with two different sections with the problems
wrote like the examples above, and some with the problems written with one
number above the other. The student will write the sums in each section.
Tier three students can be given a page where all of the problems are written one
number above the other with no visuals. The students will write the sum below each
one.
Lesson Closure: The teacher will ask the students, Which facts on pg. 398 are doubles-
plus-one facts? How do you know? (The sums are 1 greater than the doubles sums.)
Students will be put into small groups. Each group will have a Storyboard Workmat
(this has four sections with a different outdoors scenery on each section) and objects
to choose from such as the connecting blocks, rocks, leaves, flowers, etc. Each child
in the group will make up a story for each scene on the workmat, using the
vocabulary words doubles, sum, and doubles-plus-one. For example: 4 children
were using the slide, and 4 were playing together. 4+4 is doubles. The sum is 8. The
child will place either connecting blocks or the outdoor objects on the workmat to
represent the children in the story.
The child will share the story with the group, then the child will add 1 more cube or
object to the story and tell a double-plus-one fact.
Group members will take turns sharing and telling their stories.
The students will complete a practice page where they will write the sums of double
and double-plus-one facts.
Assessment:
The teacher will say the following statements and have the children write the sums on their
own papers for an assessment grade:
1. Since 6+6=12, what is 6+7? (13)

2. Since 4+4=8, what is 4+5? (9)
3. Since 7+7=14, what is 7+8? (15)
4. Since 8+8=16, what is 8+9? (17)
Time & Resources:

The lesson will take about 30 minutes, maybe less depending on how long it takes each
group to finish their Storyboard.
Harcourt Brace. 1999. Math Advantage, Volume Two. Orlando, Florida: Harcourt Brace &
Company.

Daily Lesson Plan
Name: Amber Shirley

Date: 3/3/16
Subject: Math
Grade: 1st
Introduction (Essential Question): How can doubles minus one help solve subtraction
problems?

Cluster: Add and Subtract within 20
Specific Objective: To use doubles to identify doubles-minus-one facts to 18 with 80 percent

accuracy.
Method(s): modeling, direct teaching, practice
Materials:
18 punch-out two color counters (For each child)
Overhead projector (for teacher) & transparent color tiles
9 two color counters, 18 small pieces of string
Direct Instruction:
The teacher will start by motivating the students with an example. The teacher will say,
You have 7 pencils, and your friend has 6 pencils. How many pencils do you
have in all? (13) How did you find the answer? (I counted on from
7, I used counters, and so on.)
The teacher will tell the students that in this lesson they will learn
another strategy for finding the answer.
The teacher will work through the model at the top of page 399 and
explain that 4-3 is a doubles-minus-one fact. The teacher will point
out that one group is 1 less than the other.
The teacher will use counters to show 4+4=8 and 4+3=7 explaining
that 4+4 is a doubles fact and 4+3 is a doubles-minus-one fact.
Guided Practice:
Together, the students and teacher will complete the rest of pg. 399.
The teacher and students will talk about it.
The teacher will say, How does knowing the sum of 5+5 help you know the sum of 5+4? (I
subtract 1 from the doubles sum.)
Differentiation:
The students independent practice worksheets are differentiated.
Tier 1: These students can complete a worksheet where they can draw a picture to visually
aid them before writing the sum to their problems.
Tier 2: These students will complete a worksheet with a visual example at the top of the
page that the students can look to for aid. The students will have written problems where
they will circle the pair that has 1 less then write the sums for both pairs.
Tier 3: These students wont have a visual aid. They will circle the doubles facts in one
section, circle the doubles-minus-one facts in another section, and write the sums to both in
the last section.
ELL: These students may benefit from visual models and definitions of doubles-minus-one.
The students can sort addition fact cards into groups labeled doubles and doubles minus
one. The teacher can explain that in doubles, the two numbers are the same. In doubles
minus one, the second addend is 1 less.
Lesson Closure: The teacher will say, I have 7 pencils, and my friend has 6 pencils.
How many pencils do we have in all? (13 pencils, 7+7=14, 7+6=13)
Independent Practice: Students will take 9 two color counters and 18 small pieces of string.
The students will place 7 counters in a row on their desks, and the counters should be
touching. The first counter will be a caterpillars head and the other counters are part of its
body. Next, the students will place 6 pieces of string for legs on one side of
the caterpillar. The students will place the same number of legs on
the other side of the caterpillar and say the doubles fact, 6+6=12.
Then the students will take away 1 leg and say the addition
sentence the legs show now, 6+5=11. After, they will use the pieces
to model other doubles-minus-one facts.
The students will also complete an independent practice page which is differentiated as
explained under differentiation.
Assessment: The teacher will write the following problems on the board and have the
students copy them and write the sums.
1. 7+7= (14)
2. 7+6= (13)
3. 5+5= (10)
4. 5+4= (9)
Company.

Daily Lesson Plan

3/3/16
Subject: Math
Grade: 1st
Introduction (Essential Question): Why are problems 3+4=7, 4+3=7, 7-3=4, and 7-4=3
called a fact family and how is a doubles fact family might be different?

Cluster: Add and Subtract within 20
Specific Objective: The students will identify doubles fact families with 80 percent
accuracy.
Method(s): modeling, direct teaching, independent practice
Materials:
Tagboard cards
Crayons
Doubles Fact Families pg. 403
Direct Instruction:
The teacher will motivate the students by writing the following problems on the board,
3+4=7, 4+3=7, 7-3=4, and 7-4=3. The teacher will discuss with the students why it is called a
fact family and how a doubles fact family might be different.
The teacher will work through exercise 1 on page 403 and point out that 5+5=10 and 10-
5=5 are in the same fact family because both use the same numbers5, 5, and 10.
Guided Practice:
The teacher will show a transparency on the overhead projector with the following
problems:
1. 6+7= (13)
2. 7+6= (13)
3. 9+8= (17)
4. 8+9= (17)
5. 5 dogs are playing in the park. 5 more dogs join them. How many
dogs are playing in all? (10)
The teacher will practice with the students and then finish the rest
of the problems on pg. 403 where each problem has pictures of
outdoor items, like a kite, in groups to show 6+6=12 and 12-6=6.
Differentiation:
The students independent worksheets are differentiated.
Tier 1: These students will use a worksheet where they are able to draw a picture for visual
aid to add and subtract and solve their problems.
Tier 2: These students will have a worksheet with visual representation and counters to
solve problems.
Tier 3: These students will have a worksheet with no visual representation, and there
problems are written in number form instead of word form.
Lesson Closure: The teacher will ask the students, How does knowing addition doubles
facts help you know some subtraction facts? (I can use the same numbers to build one
addition fact and one subtraction fact.)
The students will be in small groups and each group will have tagboard cards and crayons.
Each child will choose a different number from 0 to 9, and then draw that number of dots
on each half of a card. (The teacher will show them how to use domino cards to show
addition and subtraction). The students will display a double 7 card and say how many dots
are on each side of the card (7 dots). The students will say the addition sentence 7+7=14,
fold back one side of the card, and say what subtraction sentence the card shows now (14-
7=7). The students will place the cards facedown in a pile, and will take turns picking the
top card and saying the addition and subtraction facts.
The students will then do the independent practice worksheet which is differentiated and
explained under differentiation.
Assessment:
The teacher will say the following statements, and have children write the differences:
1. 3+3=6, so 6-3= (3)
2. 4+4=8, so 8-4= (4)
3. 6+6=12, so 12-6= (6)
Company.

Daily Lesson Plan

3/3/16
Subject: Social Studies

Grade: 1st
Length of Lesson: 35-40 minutes
Introduction (Essential Question): What is the reason for rules and laws in our
neighborhood and community?
Standard: Civics
Cluster: (no cluster)
Objective: SS.1.C.2 Create scenarios and role play reflecting the use of rules and
laws, their consequences and their value within school and community
Specific Objective: Students will show their understanding of rules with 80 percent
accuracy by designing a poster and writing a story about rules.
Method(s): game, discussion, small group work
Materials:
Small ball
Construction paper
Crayons and markers
Writing paper
Direct Instruction:
The teacher will invite 6 students to play a game in front of the class. The students will be
divided into 2 teams. The teacher will toss a small ball in the air and declare one team the
winner for the first point as soon as a student touches the ball. Next, the teacher will toss
the ball and declare one of the teams the winner when the ball lands on the floor. The
teacher will continue to arbitrarily announce that a team wins a point for various reasons.
(Teacher does not say the reason for awarding points.) The teacher will stop the game as
soon as students become frustrated.
The teacher will discuss why the students in the game are frustrated. The teacher will ask
how the game could be improved. After students suggest that rules are needed for the
game, the teacher will list the rules on the board.
Rules: Player can only catch ball with one hand, player can only throw the ball with right
hand, etc.
The teacher will explain to the students that a rule is a guide or principle for conduct or
action, and give the example: To play this game, you need to follow the rules.
The teacher will explain to the students that a law is a whole collection of established rules
that a nation or a group of people agrees to follow.
Guided Practice:
The teacher will invite 6 different students to play the game according to the rules listed.
The students will tell the teacher how the rules helped the players. The teacher will ask
small groups of students to brainstorm and list rules or laws for our neighborhood and
community with assistance from the teacher when needed. Groups will share and justify
their list of rules and laws. Students will work with a partner and create a new rule or law
for their community. Then they will make a poster to illustrate this new rule.
Differentiation:
Students will be put into groups for peer learning where the tiers will be mixed. Those
groups who need extra help can have a few examples of new rules or laws to make for their
community.
Lesson Closure: The students will move to sharing time where they are asked to justify
their idea for their new rule and poster. The class will have a discussion about how their
rules will make the community better like the rules that are already established.
Independent Practice: Students will write an argumentative essay to the mayor or city
council explaining what their new rule is and giving reasons and examples why they think
the new rule would make their community better.
Assessment: Students will be assessed through finished products including group lists of
rules and laws for our community and neighborhood, posters, and writing assignment.
Time & Resources:

This lesson will be about 35 to 40 minutes long.
Renas, Jeannette. Rules and Reasons. Retrieved from:

http://www.learnnc.org/lp/pages/3869

Daily Lesson Plan

3/3/16
Subject: Social Studies
Grade: 1st
Introduction (Essential Question): How do people in a community fulfill their needs and
wants?
Standard: Economics
Cluster: (No Cluster)
Objective: SS.1.E.3 demonstrate the exchange of goods and services
Specific Objective: Students will identify workers in a community and tell whether or not
that worker provides goods or services with 90 percent accuracy.
Method(s): discussion, read aloud, art activity
Materials:
Markers
Construction paper
Vocabulary cards
Herschel's World of Economics: Goods and Services video
Direct Instruction:
The teacher will introduce the lesson by telling the students that outside our door there
are people who provide goods and services. The teacher will then show the Herschels
World of Economics: Goods and Services video.
Next, the teacher will read Busy Busy Town by Richard Scarry to the students. The teacher
will make a T-chart labeled Helpers in our community with columns labeled
Community helper and Goods or Services.
The teacher will hold out his/her hand and place some sort of food in it, a toy and then
something that can be worn in it. Then tell the class that all of these items have something
in common. They are all grown or made. The teacher will explain that items that people can
buy are called "goods" if those items were grown or made. The teacher will explain further
that the word "goods" has nothing to do with being good. It is an old English word
meaning merchandise or things you can buy in a store.
Now the teacher will tell the students that we sometimes buy things that are not grown or
made. For example, we get lessons for different things we learn like swimming, piano,
tennis, -- but we don't go to a store and point to a lesson and put it on. Instead, a lesson is
something someone teaches us. In other words, it is a service. Or we may get our teeth
cleaned at the dentist-- but we don't carry the cleaning home in a box. A teeth cleaning is
another example of a service--of something that someone does for us. Similarly, when our
electricity doesnt work in our house, we don't go and buy an electric fixer; we pay a
person to come to our house and fixes it for us. In this case, the service we buy is electricity
and an electrician comes and fixes our electricity.
Government workers provide some services. Usually the government does not provide
plumbers, car washers, or barbers (although in some special cases it does), but government
does provide us with many other community helpers. Tell students that some services that
we need are provided by businesses (like getting our teeth cleaned), but sometimes
communities need to provide services for the people that live in them. Who collects your
trash? Who delivers your mail? Who protects us from crime? These are all services
provided by our local communities.
Guided Practice:
After reading the book, the teacher and students will discuss the different
community workers in the book.
The teacher will add the workers and the goods or services provided on the T-chart.
The teacher will choose a helper and model how to draw a helper on construction
paper.
Using the following vocabulary words, the class will discuss goods, services, and
community:
o goods- things that are grown or made
o services a job a person does to help others
o community the place where people live and work together

Differentiation:
For students who need additional help choosing a community helper, the teacher can
provide a list of workers for the students to choose from. The students will be allowed to
use any available books to read about things their chosen worker does.
Lesson Closure:
The teacher will repeat the definitions of goods, services, and community, and then ask
each student to show their community helper and read the sentence explaining to the class
what kind of help that worker provides.
Independent Practice: The students will choose one community worker to draw on
construction paper using a pencil to sketch, and crayons or markers to color. The students
will write the name of the community helper (for example: doctor) beneath the drawing.
The students will write a sentence about what the helper does to help the community. After
the students are finished, the teacher will place the pictures together to make a community.
Assessment: The students will be asked to write a sentence starting with, I am thankful for
the (title of community helper) because. and tell whether or not the helper provides
goods or services. The students will be graded on the accuracy of their work.
Indiana Council for Economic Education (ICEE). 9/12/2011. Herschel's World of

Economics: Goods and Services. Retrieved from: https://www.youtube.com/watch?
v=wy0TrDCiqLw
Integrated Social Studies/English Language Arts Curriculum (Grade 1). 6/23/2012. What
Goods and Services Can My Community Provide? Retrieved from:
https://www.pnwboces.org/ssela/Sample_Lessons/FirstGrade/Unit4/Unit4_Lesson6.h
tm
References
Company.
Indiana Council for Economic Education (ICEE). 9/12/2011. Herschel's World of

Economics: Goods and Services. Retrieved from: https://www.youtube.com/watch?
v=wy0TrDCiqLw
Integrated Social Studies/English Language Arts Curriculum (Grade 1). 6/23/2012. What
Goods and Services Can My Community Provide? Retrieved from:
https://www.pnwboces.org/ssela/Sample_Lessons/FirstGrade/Unit4/Unit4_Lesson6.htm
Renas, Jeannette. Rules and Reasons. Retrieved from:

http://www.learnnc.org/lp/pages/3869
(Self-Evaluation)
Unit Plan Rubric: K-6 Elementary Education TOTAL SCORE: 190
___190___/200 points
Accomplished (17 13 points) Emerging ( 12 9 points) Unsatisfactory (8 -0 points)
Lesson Candidate knows, Candidate demonstrates some Candidate demonstrates
Evaluation
understands, and uses the knowledge, understanding, and minimal knowledge,
(ACEI 1.0)
major concepts, principles, ability to use the major understanding, and ability to
theories, and research related concepts, principles, theories, use the major concepts,
to development of children and research related to principles, theories, and
16
and young adolescents to development of children and research related to
construct learning young adolescents to construct development of children and
opportunities that support learning opportunities that young adolescents to construct
individual candidates support individual candidates learning opportunities that may
development and acquisition development and acquisition or may not support individual
of knowledge, and of knowledge, and motivation. candidates development and
motivation. acquisition of knowledge, and
motivation.
ELA Candidate demonstrates a Candidate demonstrates a Candidate demonstrates a low
(ACEI 2.1)
high level of competence in moderate level of competence level of competence in use of
use of English language arts in use of English language arts English language arts and they
and they know, understand, and they know, understand, know, understand, and use few
and use concepts, from and use some concepts, from concepts, from reading,
reading, language and child reading, language and child language and child
17
development, to teach development, to teach reading, development, to teach reading,
reading, writing, speaking, writing, speaking, viewing, writing, speaking, viewing,
viewing, listening, and listening, and thinking skills listening, and thinking skills
thinking skills and to help and to help candidates that may or may not help
candidates successfully successfully apply their candidates successfully apply
apply their developing skills developing skills to many their developing skills to many
to many different situations, different situations, materials, different situations, materials,
materials, and ideas. and ideas. and ideas.
Science Candidate knows, Candidate demonstrates some Candidate demonstrates little
(ACEI 2.2)
understands, and uses knowledge, understanding, and knowledge, understanding, and
fundamental concepts of use of fundamental concepts of use of fundamental concepts of
physical, life, and physical, life, and earth/space physical, life, and earth/space
earth/space sciences. The sciences. The candidate did sciences. The candidate did
candidate can design age- design at least 6 age- design at least 3 age-
17 appropriate inquiry lessons appropriate inquiry lessons to appropriate inquiry lessons to
to teach science, to build teach science, to build teach science, to build
candidate understanding for candidate understanding for candidate understanding for
personal and social personal and social personal and social
applications, and to convey applications, and to convey the applications, and to convey the
the nature of science. nature of science. nature of science.
Mathematics Candidate knows, Candidate demonstrates some Candidate demonstrates little
(ACEI 2.3)
understands, and uses the knowledge, understanding, and knowledge, understanding, and
major concepts and use of the major concepts and use of the major concepts and
procedures that define procedures that define number procedures that define number
number and operations, and operations, algebra, and operations, algebra,
algebra, geometry, geometry, measurement, and geometry, measurement, and
measurement, and data data analysis and probability. data analysis and probability.
16 analysis and probability. In In doing so, they engage In doing so, they may or may
doing so, they consistently problem solving, reasoning not engage problem solving,
engage problem solving, and proof, communication, reasoning and proof,
reasoning and proof, connections and communication, connections
communication, connections representation. and representation.
and representation.
Social Studies Candidate knows, Candidate demonstrates some Candidate demonstrates little
(ACEI 2.4)
understands, and uses the knowledge, understanding, and knowledge, understanding, and
major concepts and modes of use of major concepts and use of major concepts and
inquiry from the social modes of inquiry from the modes of inquiry from the
studies- the integrated study social studies- the integrated social studies- the integrated
of history, geography, the study of history, geography, study of history, geography,
social sciences, and other the social sciences, and other the social sciences, and other
related areas- to promote related areas- to promote related areas- that may or may
15 elementary candidates elementary candidates not promote elementary
abilities to make informed abilities to make informed candidates abilities to make
decisions as citizens of a decisions as citizens of a informed decisions as citizens
culturally diverse democratic culturally diverse democratic of a culturally diverse
society and interdependent society and interdependent democratic society and
world. world. interdependent world.
Integrating Candidate plans and Candidate plans and Candidate plans and
and Applying
implements instruction based implements most instruction implements some instruction
Knowledge for
Instruction on knowledge of candidates, based on knowledge of based on knowledge of
(ACEI 3.1) learning theory, connections candidates, learning theory, candidates, learning theory,
across the curriculum, connections across the connections across the
curricular goals, and curriculum, curricular goals, curriculum, curricular goals,
17
community. and community. and community.
Adaptation to Candidate understands how Candidate demonstrates some Candidate demonstrates little
Diverse
elementary candidates differ understanding of how understanding of how
Candidates
(ACEI 3.2) in their development and elementary candidates differ in elementary candidates differ in
approaches to learning, and their development and their development and
creates instructional approaches to learning, and approaches to learning, and
opportunities that are creates instructional may or may not create
16
adapted to diverse opportunities that are adapted instructional opportunities that
candidates. to diverse candidates. are adapted to diverse
candidates.
Development Candidate understands and Candidate understands and Candidate understands and
of Critical uses a variety of teaching uses some variance of teaching uses little variance of teaching
Thinking and
strategies that encourage strategies that encourage strategies that encourage
Problem
Solving elementary candidates elementary candidates elementary candidates
(ACEI 3.3) development of critical development of critical development of critical
thinking and problem thinking and problem solving. thinking and problem solving.
solving.
17
Active Candidate uses their Candidate uses their Candidate may or may not use
Engagement in
knowledge and knowledge and understanding their knowledge and
Learning
(ACEI 3.4) understanding of individual of individual and group understanding of individual
and group motivation and motivation and behavior and group motivation and
behavior among candidates among candidates at the K-6 behavior among candidates at
at the K-6 level to foster level to foster moderate levels the K-6 level to foster minimal
16 active engagement in of active engagement in levels of active engagement in
learning, self-motivation, learning, self-motivation, or learning, self-motivation, or
and positive social positive social interaction. positive social interaction.
interaction.
Communicatio Candidate uses their Candidate uses their Candidate may or may not use
n to Foster
knowledge and knowledge and understanding their knowledge and
Collaboration
(ACEI 3.5) understanding of effective of effective verbal, nonverbal, understanding of effective
verbal, nonverbal, and media and media communication verbal, nonverbal, and media
communication techniques to techniques to foster some communication techniques to
foster activity inquiry, opportunities for activity foster few opportunities for
16
collaboration, and supportive inquiry, collaboration, and activity inquiry, collaboration,
interaction in the elementary supportive interaction in the and supportive interaction in
classroom. elementary classroom. the elementary classroom.
Assessment for Candidate knows, Candidate demonstrates some Candidate demonstrates little
Instruction
understands, and uses formal knowledge, understanding, and knowledge, understanding, and
(ACEI 4.0)
and informal assessment ability to use formal and ability to use formal and
strategies to plan, evaluate, informal assessment strategies informal assessment strategies
and strengthen instruction to plan, evaluate, and to plan, evaluate, and
15
that will promote continuous strengthen instruction that will strengthen instruction that will
intellectual, social, promote continuous may or may not promote
emotional, and physical intellectual, social, emotional, continuous intellectual, social,
development of each and physical development of emotional, and physical
elementary candidate. each elementary candidate. development of each
elementary candidate.
Organization/ The plan is very well The plan is well organized. The plan is lacking
Clarity
organized. There are no There are only a few organization. There are several
6 grammatical/mechanical grammatical/mechanical errors grammatical/mechanical errors
errors. that do not detract from the that do detract from the plan.
plan.
Additional The overview contains the The overview contains most of The overview contains some of
Evaluation
required information and is the required information and is the required information and is
included with the plan. The included with the plan. The included with the plan. The
self-evaluation rubric is self-evaluation rubric is self-evaluation rubric is
7 completed and included with completed and included with completed and included with
the plan. the plan. the plan.
Adapted from 2007 ACEI Standards.

Unit Plan Educ 322 Interdisciplinary Unit

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Amber Shirley

322 Unit Plan

Unit Plan Overview

My path of study is k-6 elementary education. The topics or theme I chose to

to use hands-on learning with outside manipulatives, and do research using

Name: Amber Shirley Date:

Standard: Speaking and Listening

Method(s): Discussion, demonstration, modeling, guided practice, & independent practice

The teacher will say the following:

What is outside our

Play in leaves Trees

When you fall on pavement, you .

Student Name: ________________________________________

CATEGORY Needs Instruction Fair Good Excellent

Student says Amazing Word 'pavement' 1 2 3 4

Student says Amazing Word 'active' 1 2 3 4

Student says the Amazing Word 'lawn' 1 2 3 4

Students can complete the independent 1 2 3 4

Time & Resources: The lesson will take about 35 minutes.

Name: Amber Shirley

Introduction (Essential Question): How can I spell the sound /f/?

Method(s): Introduction, modeling, group/guided practice

The teacher will Display Sound Spelling Card 7 (a firefighter). The

Rhyme: Fiona Fish

Strategic Intervention- Reteach phonics: Consonant f, ff/f/

Student Name: ________________________________________

CATEGORY Needs Instruction Fair Good Excellent

The student says the name for each picture 1 2 3 4

The student says the sound /f/ after reading 1 2 3 4

The student says the letter name f after saying 1 2 3 4

The student writes the letter f beside the 1 2 3 4

Bluefield State College

Name: Amber Shirley Date:

Method(s): Modeling, discussion, guided practice, independent practice

Story Telling: Readers Response

Student Name: ________________________________________

Student Identifies Characters name 1 2 3 4

Student identifies problem 1 2 3 4

Student writes about how he/she will 1 2 3 4

Student's solution makes sense and 1 2 3 4

Student uses appropriate punctuation 1 2 3 4

Sentences are complete 1 2 3 4

The story has a beginning, middle, and 1 2 3 4

Time & Resources: This lesson will take about 30 minutes.

Name: Amber Shirley Date:

Introduction (Essential Question): In what ways are plants different?

Method(s): Discussion, independent practice, small group work

The teacher will call attention to the next picture.

The class will look at the next picture.

Student is participating in class discussion

Student is using the given illustrated book of plants

Students Illustrated book includes a cover

Students Illustrated book includes a back cover

Student has completed the worksheet with at least 80% accuracy

Student is engaged and learning

Time & Resources:

Name: Amber Shirley Date:

Introduction (Essential Question): What will grow from certain seeds?

Method(s): Discussion, Guided Practice, Independent Practice

Differentiation: The students quiz will be differentiated (explained under assessment).

Time & Resources:

Bluefield State College

Name: Amber Shirley Date: