Lesson: Week of April 2

Social Studies Lesson Plans – Ronni Stefano

April 2

Reading Lesson Plans – Ronni Stefano

April 2

Objective(s) SWBAT: 

1. Interpret different kinds of maps using a map key/legend, compass rose, cardinal and intermediate directions, and distance scale  (G-1A-E1)
2. Use a variety of images or other spatial graphics (e.g., aerial photographs, satellite images) to locate major physical and human characteristics  (G-1A-E1)
3. Describe and compare the distinguishing characteristics of various land forms, bodies of water, climates, and forms of vegetation in Louisiana  (G-1B-E1)

Objective(s) SWBAT:

• sequencing events and steps in a process
• explaining how the setting impacts other story elements, including the  characters’ traits and actions
• using specific evidence from a story to describe a character's traits, actions, relationships, and/or motivations
• confirming or denying a prediction about information in a text
• identifying stated main ideas and supporting details
• making simple inferences

Do Now:  State of Louisiana map/questions

Do Now:  SRA Main Idea

Direct Teach/Guided Practice:  Scholars will take notes from website “Louisiana’s Resources”.

Direct Teach/Guided Practice:

Scholars read with teacher from novel “A Single Shard”.  Teacher asks critical thinking questions before, during and after reading.

Independent Work:  Scholars work in pairs to research the state of Louisiana’s resources.

Independent Work:  Sequence the first three chapters of our novel.   Write main idea with three supporting details in journal.

Exit Ticket/Closure:  List three resources crucial to Louisiana’s economy.

Exit Ticket/Closure:  SRA Main Idea

Social Studies – Ronni Stefano

April 3

Reading Lesson Plans – Ronni Stefano

April 2

Objective(s) SWBAT: 

Describe the importance of specific natural resources to human survival and human endeavors  (G-1D-E4)

Describe the use, distribution, and importance of natural resources in different regions of the United States using geographic tools such as maps (G-1D-E4)

Objective(s) SWBAT: 

Answer literal and inferential questions about ideas and information in grade‑appropriate texts in oral and written responses (ELA‑1‑E5)

Connect information in grade‑appropriate texts to prior knowledge and real‑life situations in oral and written responses (ELA‑1‑E6)

Increase oral and silent reading fluency and accuracy with grade‑appropriate texts (ELA‑1‑E7)

Do Now:  Draw the state of Louisiana.  Mark state capital, New Orleans.  Keep map for tomorrow’s do now.

Do Now:  SRA Finding Details

Direct Teach/Guided Practice:

Using notes and website, scholars create a graphic organizer listing Louisiana’s resources

Direct Teach/Guided Practice:

Scholars read with a partner the next chapter in our novel.  Discuss power questions with partner.

Independent Work :  Continue web quest note taking and research on the computer.

Independent Work :  Write a 5 finger summary about the chapter.   Find 3 words in the chapter that are difficult.  Write in journal.

Exit Ticket/Closure:  List major crops of Louisiana and where they are mainly located in the state.

Exit Ticket/Closure:  SRA Finding Details

Social Studies – Ronni Stefano

April 4

Reading Lesson Plans – Ronni Stefano

April 2

Objective(s) SWBAT:

Identify natural disasters, their causes, areas prone to them, and how those disasters affect people and the environment  (G-1D-E3)

Objective(s) SWBAT:

Justify solutions to problems in texts by verifying, confirming, and supporting (ELA‑7‑E2)

Do Now:  Create key for Louisiana map.  Show major crops grown in Louisiana

Do Now: Write the problem in each short paragraph.

Direct Teach/Guided Practice:  Colony review.  Constitution/Bill of Rights review.

Direct Teach/Guided Practice:

Read from novel.  Teacher models thick and thin questions.

Independent Work:  Quiz over the colonies, constitution and bill of rights.

Independent Work:  30 min silent reading.  Scholars write one thin and thick question they had while reading.

Exit Ticket/Closure: see ind. work

Exit Ticket/Closure:  What is a thin, thick question? Give an example of each.

April 5    LIBRARY

Group One:  I station

Group Two:  Main Idea/details, Finding details in the text.

Group Three:  Locate books/Kick back and read

Group Four:  Poetry corner 1)read poem to self 2) read poem to partner  working who did what together 3) answer comprehension questions

Class comes together for book talks