Lesson: Thursday

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Lesson Objective

SW learn the WHISPER values and begin exploring Galveston Island's habitats and animals.

Lesson Plan

Thursday June 8



HW, Make Your Mark, Breakfast

SW add their partner responses to a bar graph on chart paper on the gym wall.


SW turn in HW (field trip permission slips) in a bin near the door.


SW eat breakfast and follow breakfast expectations that are posted on the wall.

Journals, folders, index cards, WHISPER tree song lyrics, pencils, post-it notes, questions of the day chart, markers, dry erase markers, expo spray, expo wipe, sharpie markers, breakfast expectations poster, name tags



Bean Bag Toss, Wisdom

SW learn how to play bean bag toss and play a few games to practice.


SW watch movie clips and hear stories that demonstrate honor.


SW be able to fill out a Frayer vocabulary card for honor and learn the honor part of the WHISPER chant.

Bean bags, A Weekend with Wendell, index cards, journals, pencils




SW practice transitioning to the classroom.


TW introduce the expectations for the Do Now.


Do Now: What makes habitats different from each other?


SW look at four pictures of habitats in a PPT and describe what characteristics they all have in common.


TW generate a list of responses that fit into categories for habitat characteristics.


TW go over a PPT for examples of different birds and talk about unique qualities.


SW be given a description or pictures of a habitat and draw a bird that would be found in that habitat.

Journals, pencils, markers, colored pencils, habitat PPT, bird pictures PPT, habitat descriptions


WHISPER tree song

WHISPER tree song/lyrics


SW create a skit for the value of Honor.



TW give a lesson on the multiples of 7.


SW learn the math chant for the 7s and review 8s.

Math chant videos and instructions


Transition to the classroom.

SW review the expectations for getting water and using the restroom (including signals).



TW review the expectations for walking field trips to the beach.


SW generate a list of items that need to be included to document an animal.


Teachers and students will to the beach and document at least one animal.

Permission slips, journals, pencils


SW return and put away their things and review lunch expectations.


SW eat lunch and interview a partner.

Interview questions


SW be put into groups based on animals they documented.


SW discuss similarities and differences between documented information on their visit to the beach.


TW lead a discussion on the purpose of documenting wildlife and creating field guides.


SW answer the questions—Why do we document animals? What was the purpose of the Lewis and Clarke expedition? What was the impact of documenting wildlife? How can we share our information with others?



TW continue reading “The Wanderer”


Students should have earned their summer shirts by this time.

The Wanderer

Lesson Resources

Rolling 7s at KIPP Journey Academy.wmv  
Rolling the 7s.docx  


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