Evoline C. West Elementary REMOTE Learning Lesson Plans 
Weeke of September 21st
Tasks to be turned in this week:
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Subjects |
Standard(s) |
Assignment |
Location of Assignment |
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Math
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Reading |
RL3 Describe characters, settings, and major events in a story, using key details.
RL7 Use illustrations and details in a story to describe its characters, setting, or events.
ASSESS-(RL2, RL3) |
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See Saw |
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Language Arts/Writing |
ELAGSE1W3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. |
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Science
Vocabulary: temperature thermometer wind vane rain gauge rain sleet hail snow precipitation sky conditions seasons
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Review Weather S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns. a. Represent data in tables and/or graphs to identify and describe different types of weather and the characteristics of each type. b. Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water). c. Plan and carry out investigations on current weather conditions by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal, on a calendar, and graphically. d. Analyze data to identify seasonal patterns of change. |
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Seesaw
Seesaw |
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Social Studies |
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Health |
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Math Note: Fill in Whole Group OR Small Group each day. DELETE what you do not use!
Prioritized Standard:
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WHOLE GROUP: Unit 1 Math Assessment |
WHOLE GROUP: Unit 1 Math Assessment
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WHOLE GROUP: Unit 1 Math Assessment :
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WHOLE GROUP: Unit 1 Math Assessment
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WHOLE GROUP: Teaching Point: Today I am going to teach you how to group objects by tens to more easily count them. Connect: Congratulations boys and girls! We are starting a new unit, which means we get to make our brains even bigger! Remember when we saw patterns on the 120 chart and recognized every row has 10 numbers? Today we are going to use what we know! Teach: TW demonstrate how to count by tens to 120. Show how to count groups of tens and separate each group Active/Guided Engagement: SW use manipulatives to make groups of 10. . Then count on the leftover objects. For example: 34 = 10, 20, 30, 31, 32, 33, 34 Link: SW Count the groups and write the number.
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Reading Prioritized Standard:
RL3: Describe characters, settings, and major events in a story, using key details.
RL7 Use illustrations and details in a story to describe its characters, setting, or events |
WHOLE GROUP: Teaching Point: Today I’m going to teach you how stories have events
Connect: Last week we learned how to use key details to help us understand text. Events are something that happen every day , and in order. Such as our daily schedule and how we first learning reading, then writing and then....
Teach: Events in a story happen in order so that they make sense. Listen as I read a story about Piglet... TW think aloud..”what happens first, next, and last...” how important are the events” and what details talk about the event
Active/Guided Engagement:
TW pose questions.” would the story make sense without certain events” What details can you find out about the story?
Link: Remember describing important events help you make sense of a story. It can help you understand, remember and retell a story.
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WHOLE GROUP: Teaching Point: Today I’m going to teach you how you can use details to describe major events in a story
Connect: Yesterday, we learned how we can use story events to help us better understand a story. Today we are going to listen to the story “Mice and Beans” to help us with understanding story events.
Teach: TW think aloud “I noticed that Rosa first prepares enchiladas, the she prepares the tortillas with sauce and cheese hmmm is Rosa making two different dishes. Well I noticed that both sentences tell about one event...
Teacher continues Thinking aloud...well everyday Rosa Maria does something to get ready for her party. Making enchiladas is one of those things, so it’s an important event and the tortillas sauce give me details on how to make them.
Active/Guided Engagement:
TW pose questions to students What will Rosa Maria do next and how is this an important event...what details help describe this event.
Link: Remember describing important events help you to make sense of a story. |
WHOLE GROUP: Teaching Point: Today I’m going to teach you how to use details to describe major events in a story.
Connect: Yesterday we learned how to use details to describe major events in a story. Today, we are going to continue learning how to use details to help describe events.
Teach: TW continue Mice and Bean story..”Sometimes a story tells the events in story, other times readers have to think of details in the story using picture clues. I noticed that Maria mops up sauce and mouse traps in this part of the story. (pp 11)
Active/Guided Engagement:
Well, hmm what change do the words “but it was gone again” tell about ..hmm this is an important event because the words that tell about it are big , the event has happened before and the next few sentences wouldn’t make sense without knowing this event happened first.
Link: Readers remember noticing details and using them to help us understand story events helps readers understand what happens in the story
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WHOLE GROUP: Teaching Point: Today I’m going to continue to teach you how to use details and ask questions to describe major events in a story.
Connect: Yesterday, we learned how to use details to describe major events in a story. I wonder what type of questions we can ask to help us better understand events in a story with the help of the story “The Polar Bear Son”
Teach: I know that sometimes I need to understand events to help piece a story together. Hmmm I wonder what does the words Spring, Summer, and long dark winter passed means Hmmm it means a whole year has passed.
Hmm I wonder how does Kunikdjuaq change that year. Well I notice he grows quickly and is getting strong.
Active/Guided Engagement:
TW pose question “Do you think a year passing is an important event” If so, what details can support why this event is important.
Link: Remember it’s important to notice when things change in a story it helps reader identify important events. |
WHOLE GROUP:
Illuminate or Microsoft Forms RL 3 & RL 2 Assessment |
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Writing/ Language Arts
Standard: ELAGSE1W3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure
THIS WEEK’S RED WORDS: as, many, all, look or, our, three
Blend: th |
Teaching Point: Today, I’m going to teach you how to bring your stories to life. Connect: We have been writing small moment stories. Now we are going to use different ways to make our stories more interesting. Teach: TW write a story about one thing she did over the weekend. TW model the use of dialogue in her story. Remind S that we use “ “ to show the words that are said. Active/Guided: Engagement SW help generate a list of what small moment stories could look like about something you did that was very exciting. Link: So today we learned you can add dialogue to your stories to bring them to life.
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Teaching Point: Today, we are going to practice how to bring your stories to life. using dialogue. Connect: We have been writing small moment stories. Now we are going to use different ways to make our stories more interesting using words people say in the story. Teach: TW read her story and emphasize the dialogue in the story. Active/Guided Engagement: SW read their stories and add dialogue to their story. Link: SW share their stories.
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Teaching Point: Today, I am going to review long and short e sounds. Connect: Put short e and long a vowel teams on the sound wall. Teach: TW review the “first one does the talking…” and “magic e” rules for long vowels. TW read a sentence with words with long a sound, she will stop and sound out the words using Flip the Vowel strategies. Active/Guided Engagement: SW practice sorting pictures into long e and short a group. Link: SW give one word that has long a/short a in it *SW complete WTW sort 4 for daily work
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Teaching Point: Today, I am going to review long and short a sound. Connect: Review short a and long a vowel teams on the sound wall. Teach: TW review the “first one does the talking…” and “magic e” rules for long vowels. TW read 2 sentences with words with long a sound, she will stop and sound out the words using Flip the Vowel strategies. Active/Guided Engagement: T & SW go over sort #3 to check for understanding (show the camera a thumbs up if you got this answer…) Link: SW give one word that has long a/short a in it
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Quick check formative assessment of long and short a - found on seesaw |
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Science/Social Studies
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Engage/Explore: Today we review the four seasons and the weather that occur in each season (temperature, sky conditions, seasonal patterns) Explain: Seasons Explore/Explain: SW label and draw pictures of the 4 seasons Elaborate/Evaluate: Review 4 seasons and weather patterns |
Engage/Explore: Today we will compare/contrast Spring and summer-discuss(weather patterns) Explain: TW show graphic organizer (Venn Diagram) fill in comparing Spring and Summer Explore/Explain: SW write 1 sentence for each season (Spring/Summer) Elaborate/Evaluate: Review vocabulary page 22 in science workbooks |
Engage/Explore: Today we will compare/ contrast Winter and Fall-discuss (weather patterns) Explain: TW show/fill in graphic organizer (Venn Diagram) Explore/Explain: SW write 1 sentence for each season. Elaborate/Evaluate: Review vocabulary: patterns, summer, seasons, fall, spring, winter |
Engage/Explore: Today we will review the seasons and weather patterns during the 4 seasons Explain: Weather Patterns Explore/Explain: SW will predict and draw what think the weather will be like for the following week (label M-F) Elaborate/Evaluate: SW discuss vocabulary words
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Engage/Explore: Today we review seasons and weather patterns-compare/contrast 2 different seasons Explore/Explain: SW do page 26 in science workbooks Elaborate/Evaluate: SW compare/contrast 2 favorite seasons
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Student Success Skills |
SSS: Social Competence Category: Cultural Competence Our Families Video
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SSS: NO SSS Category:
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SSS: Social Competence Category: Cultural Competence
Activity
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SSS: Social Competence Category: Cultural Competence
Quiz
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SSS: NO SSS Category:
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Summative Task:
Please complete the chart below to identify your bi-weekly common grade level tasks below.
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Subject |
Standard(s) |
Task |
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Reading |
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Language Arts/Writing |
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Math |
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Science |
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Social Studies |
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Health |
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