Ms.

O’Brien’s Class

Monday Lesson Plans

Date: April 15th, 2019

 8:05-8:15: Welcome Activity

o Students will need to:
 Move lunch magnet, unpack their backpacks, put take home folders in the bin
o Because it is Monday, the students will have a new set of Dolch words. They will be
waiting on the student’s desks. The students will need to cut out these cards and
write their initial on the back. They will also need to have their Dolch boxes on their
desk to put their new cards in.
 8:15-8:30: SENTENCE WRITING
o Sentence: “My favorite Easter candy is ____________.”
 8:30-8:45: NUMBER CORNER/CALENDAR
Standards: 1.G.A.3
Partition circles and rectangles into two and four equal shares, describe the
shares using the words halves, fourths, and quarters, and use the phrases half
of, fourth of, and quarter of. Describe the whole as two of, or four of the shares.
Understand for these examples that decomposing into more equal shares
creates smaller shares.
Objective: Students will be able to define and discuss symmetry and fractions
(halves/fourths).
Students will be able to write large numbers in expanded notation.

o The number corner begins with the students reading the full date together. They sing
a song for each part of the date – day, month, date, and year. The song is the same
for each.
 EX: Monday is the day. Monday is the day. Hi ho the dairy-o. Monday is the
day.
o The students will then sing the days of the week and the months of the year song.
After each song, ask the helper of the day what the day of the week it is and what
month we are in.
o Next, the students will discuss the calendar card. The calendar card will show a
shape. Ask the students what they know about symmetry, and where they can find
the line of symmetry. Ask then what they know about halves or fourths. Then, in the
large envelope, take out two shapes that match the shape on the calendar card. The
helper of the day will help find lines of symmetry with you. There are either 0 lines, 1
line, or 2 lines.
 o When students write the day in school, they write it numerically, alphabetically, and
with expanded notation (ex. 137 = 100+30+7). They will also mark the day in school
chart with either the red or blue marker. Then the helper will write the month, day,
and year.
o For the weekly collection, the students will be collecting popsicle sticks. Have the
helper spin the spinner and collect the amount of popsicle sticks they spun. The
student will put the popsicle sticks in the red collection basket and document how
many sticks they grabbed by writing tally marks.
o Special Activity: None
 8:45-9:45: GUIDED READING
Standards: RL.1.1
Ask and answer questions about key details in a text.
RL.1.2
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
RL.1.5
Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types.
Objective: Students will be able to define and discuss book genres, authors, and
illustrators.
Students will demonstrate fluency and/or various decoding strategies.
Students will be able to make predictions and answer comprehension
questions.

o Introduce Daily 5 Centers-briefly discuss all centers, chart, and bookmarks

o Listening to Reading: Students will listen to a story and complete a listen and
response page when finished. Books, worksheets, and pencils/crayons are located
at the center.
o Read to Self: Students will read books at their reading levels out of their book boxes
at their seats.
o Work on Writing: Students can choose a writing sheet from the rainbow writing
drawers and work on it at their desks.
o Word Work: Students will have a variety of spelling activities to choose from. The list
of spelling words will be available to them
o Read to Someone: students will take turns reading their books from their book boxes
to a partner on the Twister rug. (2 people to a group)
o Guided Reading Groups- meet @ reading table in the back of the room.
o 8:45-9:00-Team Group(2): Mea, Victor, Melanie, Sutton, Camila, Celeste
 Book: There’s Gold in that Cave
 Students will review the genre of the book (fiction), author, and
illustrator
  Students will do a picture walk through the book and ask
questions/identify important words.
o This book is about two friends who go
on a gold hunt in a cave.
o Pg. 2: On this page, the friends are
looking at a gold map. What steps do
they need to take to find the gold?
o Pg. 4: On this page the friends go into
the cave. Can you find the word braver
on page 4?
o Pg. 6: On this page, the friends find the
first landmark. Which friend looks
braver? How do you know?
o Pg. 8: On this page, Skinny Tim finds
another path to follow. What is his
friend feeling? How can you tell?
o Pg. 10: Why does Big Stan look so
startled? Can you find the word
everywhere on page 10?
o Pg. 12: Where do the friends have to
look for the treasure now? What do
you think is going to happen when they
look in the water?
o Pg. 14: What happened to Big Stan?
What did Skinny Tim find?
 Students will read the book together by switching off each page.
 Comprehension: Who were the characters in the story? What
was the setting? What was the problem of the story? What
happened at the end? What steps did the friends have to take to
find the gold? Who thought they were going to be braver? Who
actually was braver?
o 9:00-9:15-Team Group (3): Hayden, Yazan, Jeremiah, Berkeley, Olivia, Alana
 Book: Wetland Birds
 Students will review the genre of the book (fiction), author, and
illustrator.
o What does the author of the book do?
What about the photographer?
 Students will do a picture walk through the book and ask
questions/identify important words.
 o This book is about birds that live by
water. Why do you think some birds
live by water?
o Pg. 2: On this page we are going to
learn about why birds live by wetlands.
Can you find the word wetlands on
page 2?
o Pg. 4: What kind of animals do we see
on this page? Can you find the word
insects on page 4?
o Pg. 6: On this page we learn that ducks
have their babies in wetlands? Do
ducks lay eggs or have live babies?
o Pg. 8: On this page, we are going to be
learning about swans. Have you ever
seen a swan before?
o Pg. 10: On this page we are going to
learning about egrets. Can you find the
word egrets on page 10?
o Pg. 12: On this page we are going to
learn about smaller birds that live by
the wetlands.
o Pg. 14: On page 14 we are going to
learn about pelicans. Can you find the
word pelicans on page 14?
 Students will read together: Switch off
 Comprehension: What kind of birds live by wetlands? Why do
birds live by wetlands? Why do ducks go to wetlands? What
about other smaller birds? What about swans/pelicans?
o 9:15-9:30-Team Group(1): Logan and Jay
 Book: Pigs
 Students will review the genre of the book (nonfiction).
 Students will do a picture walk through the book and ask
questions/identify important words.
o What kind of book is this – fiction or
nonfiction. Why?
o What do you already know about pigs?
o Pg. 2: This pig can weigh up to 900 lbs!
Can you find the word potbellied on
page 3?
 o Pg. 4: This page talks about what pigs
eat. What kind of food does a pig eat?
o Pg. 6: On this page we will learn about
what a pig looks like. Can you find the
word snout on page 6?
o Pg. 8: We are going to read about
things pigs do to keep cool. What is
this pig doing?
o Pg. 10: What is a baby pig called? Can
you find the word piglets on page 10?
 Students will read the book together by switching off each page.
 Comprehension: What did we learn about pigs in this book. How
big can a pig get? How do pigs keep cool? What do pigs look
like? What do pigs eat?
9:55-10:05 Introduce Grammar Skill: Review ABC Order
o Write the words duck, rabbit, click, and lamb on the board and put in alphabetical
order as a class.
o Students will complete the Easter ABC Order Sheet
 10:00-10:45: Writers Workshop
Standards: W.1.5
With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
Objective: Students will be able to write in complete sentences to express complete and
original ideas.

o Topic: Easter Bunny Applications

o Materials: Easter Bunny Application Writing Paper and Story
o Introduction: Read If I Were the Easter Bunny and discuss the Easter Bunny’s job and
what makes a good Easter Bunny
 YouTube Link: https://www.youtube.com/watch?v=pI2Z5ZvO1gk
o Writing Time: Complete the Easter Bunny application by reading through each
question together and answering the questions independently. Remind the students
to write complete sentences. When students are done writing, they may draw
themselves as the Easter Bunny.
 10:45-11:15: LIBRARY
o The first graders will get their library books out of the basket and walk to the library
where Mrs. Wienen will be waiting.
 11:05-11:30: PHONICS
o What’s In the Egg?
o Each student will have an opportunity to read their clues about what is in their egg.
They can call on other students to guess the object in their egg. When the object has
been guessed, the student can open their egg and reveal what’s inside.
 o Only complete this process with 5 students a day.
 11:35-11:55 SHARED READING
o Book Title: The Easter Egg by Jan Brett
 YouTube Link: https://www.youtube.com/watch?v=ZKMTJbjjWDY
o Read and Discuss
 Who are the characters in this book?
 What is the setting?
 What was the problem of the book? What was the solution?
 What happened at the beginning/middle/end?
o Activity: Hoppi character page
o Directions: The students will use describing words to describle Hoppi.
 Hoppi is/has _________. (what does he look like)
 He is _________. (what is he like – kind, caring, determined, etc.)
 I like Hoppi because ____. (reason why he/she likes Hoppi)
 11:55-12:55: BATHROOM/LUNCH/RECESS
 12:55-1:00: LARGE GROUP READ ALOUD
o Easter Bunny’s On His Way!
 1:05-2:00: MATH
Standards: 1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown number to represent the problem.2
1.OA.A.2
Solve word problems that call for addition of three whole numbers whose sum
is less than or equal to 20, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction
within 10.
1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation
relating three whole numbers. For example, determine the unknown number
that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6
= _.
Objective: Students will be able to solve subtraction story problems using a variety of
strategies.
Students will be able to identify unknown numbers in an equation.

o Vocabulary: difference, equation, subtract

o Unit: 6
 o Module: 3
o Session: 2 Penguin Problems: Separating
o Materials: TM T2 Diving Penguins, Student book pg. 44-45, demonstration number
rack, student number racks, piece of copy paper
o Procedure: See scripted lessons
o Workplace: 5C, 5D, 5E, 5F, 6A, 6B
o Home Connection: HW Page 95-96
 2:00-2:05: PACK FOLDERS
o Students will unpack their folders and put their papers in them once they are handed
back to them. In their folder, they have a daily calendar where they will mark their
behavior. The will use a crayon to color in the color that their PBIS magnet left off on
at the end of the day. Then they will put their folder in their backpacks.
 2:05-2:30: CRAFT
o Craft: Easter Basket
o Material: construction paper, paper basket, scissors, glue, grass
o Directions:
 Cut out yellow Easter basket on the solid lines (not dotted)
 Fold all sides towards the inside (needs to be in a cube shape)
 Put glue on the outside of the triangle shaped sides (on the end) and clue
square over the top of them. Repeat on both sides.
 Cut out wings and tail
 Fold tabs towards the back of one of the wind and tail. Fold the opposite way
on the other wing
 Put glue the tabs
 Glue the wings on the sides (with ruffles on the wings pointed backwards)
 Glue the tail on the backside
 Put glue on each end of the handle and glue on the inside of the basket (on
long ends)
 Cut out a circle from ¼ sheet of yellow
 Cut out the orange bark-fold-and glue in the middle of the circle
 Draw eyes on the top of the circle with the black marker
 Glue the head on the front of the Easter basket
 2:30-3:00: SCIENCE
o Experiment: Rainbow Skittles Science Experiment
o Materials: skittles, plate or bowl that is slightly sloped towards the middle, water
o Directions:
 Place skittles in a circle around the plate
 Add in water in the middle of the skittles. Make sure to add enough water to
reach the end of the candy on both sides
 Wait 30 seconds to see the colors come out. The color will dissolve away
from the shell after warm water is added.
 o Experiment: Walking Water Experiment
o Materials: 6 clear cups, absorbent paper towels, water, food coloring
o Directions: See direction sheet
 3:00-3:10: CLEAN UP/LINE UP/DISMISSAL
o Students will put their chairs up and pick up any pencils or scraps on the floor.
o Students will then Grab their backpacks and winter gear to line up. Make sure there
are no boots left behind.
o Students will line up by the yellow bricks if they take the bus, and by the front door if
they are getting picked up or going to the ARC. (DESTINATIONS ARE POSTED NEAR
THE RED BRICKS)
o Dismiss the students at 3:10.
 Ms. O’Brien’s Class
Tuesday Lesson Plans
Date: April 16th, 2019
 8:05-8:15: Welcome Activity
o Students will need to:
 Move lunch magnet, unpack their backpacks, put take home folders in the bin
o After Announcements:
 Go over the schedule for the day, pick a new helper by having the previous
helper select a random owl.
 8:15-8:30: Sentence Writing
o Students will write a sentence on a name ticket located by the Dolch boxes. I will call
the students back to have their sentences checked. They can receive a small reward
of 3 M&Ms or Skittles if they have written their name, remembered a capital letter
and a period, and have neat handwriting. Once their name ticket is checked, they can
put it in their mailbox and move their center card.
o Sentence: “The Easter Bunny_________________.”
 8:30-8:45: NUMBER CORNER/CALENDAR
Standards: 1.G.A.3
Partition circles and rectangles into two and four equal shares, describe the
shares using the words halves, fourths, and quarters, and use the phrases half
of, fourth of, and quarter of. Describe the whole as two of, or four of the shares.
Understand for these examples that decomposing into more equal shares
creates smaller shares.
Objective: Students will be able to define and discuss symmetry and fractions
(halves/fourths).
Students will be able to write large numbers in expanded notation.

o The number corner begins with the students reading the full date together. They sing
a song for each part of the date – day, month, date, and year. The song is the same
for each.
 EX: Monday is the day. Monday is the day. Hi ho the dairy-o. Monday is the
day.
o The students will then sing the days of the week and the months of the year song.
After each song, ask the helper of the day what the day of the week it is and what
month we are in.
o Next, the students will discuss the calendar card. The calendar card will show a
shape. Ask the students what they know about symmetry, and where they can find
the line of symmetry. Ask then what they know about halves or fourths. Then, in the
large envelope, take out two shapes that match the shape on the calendar card. The
 helper of the day will help find lines of symmetry with you. There are either 0 lines, 1
line, or 2 lines.
o When students write the day in school, they write it numerically, alphabetically, and
with expanded notation (ex. 137 = 100+30+7). They will also mark the day in school
chart with either the red or blue marker. Then the helper will write the month, day,
and year.
o For the weekly collection, the students will be collecting popsicle sticks. Have the
helper spin the spinner and collect the amount of popsicle sticks they spun. The
student will put the popsicle sticks in the red collection basket and document how
many sticks they grabbed by writing tally marks.
o Special Activity: Measuring Classroom Objects with Popsicle Sticks
o Special Activity: The 120 Game
 8:45-9:45: GUIDED READING & DAILY FIVE CENTERS
Standards: RL.1.1
Ask and answer questions about key details in a text.
RL.1.2
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
RL.1.5
Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types.
Objective: Students will be able to define and discuss book genres, authors, and
illustrators.
Students will demonstrate fluency and/or various decoding strategies.
Students will be able to make predictions and answer comprehension
questions.

o Introduce Daily 5 Centers-briefly discuss all centers, chart, and bookmarks

o Listening to Reading: students will listen to a story and complete a listen and
response page when finished. Books, worksheets, and pencils/crayons are located
at the center.
o Read to Self: students will read books at their reading levels out of their book boxes
at their seats.
o Work on Writing: students can choose a writing sheet from the rainbow writing
drawers and work on it at their desks.
o Word Work: stop (cut and paste), Valentine Build a Word (with cut and paste
letters), Valentine Crack the Code, and cut and paste Valentine Sentence (Tom has a
rose). *only one sheet per day*
o Read to Someone: students will take turns reading their books from their book boxes
to a partner on the Twister rug. (2 people to a group)
Guided Reading Groups- meet @ reading table in the back of the room.
 o 8:45-9:00-Team Group(2): Mea, Victor, Melanie, Sutton, Camila, Celeste
o Book: There’s Gold in That Cave
 Students will read the books from their book box during the
Running Records after rereading There’s Gold in That Cave
twice.
 Comprehension: Question Cube – Students will come up with
questions about the story.
o Who were the characters in the story?
What was the setting? What was the
problem of the story? What happened
at the end? What steps did the friends
have to take to find the gold? Who
thought they were going to be braver?
Who actually was braver?
 Word Work: Students will practice spelling words using
whiteboards or magnetic boards.
o 9:00-9:15-Team Group (4): Bryce, Allison, Allie, Lola, Levi
 Book: Jellyfish
 Students will review the genre of the book (nonfiction) and table
of contents.
o Is this a fiction or nonfiction book?
How do you know?
o What is a table of contents? How do
you use a table of contents?
 Students will do a picture walk through the book and ask
questions/identify important words.
o Raise your hand and tell me what you
already know about jellyfish?
o Pg. 2: We are going to read about how
jellyfish are beautiful but dangerous.
Can you find the word marine on page
2? Can you find the word transparent
on page 3?
o Pg. 4: On this page we are going to
learn about a jellyfish sting. What do
you already know about a jellyfish
sting?
o Pg. 6: On this page we are going to look
at the anatomy, or how a jellyfish is
made. What parts of the jellyfish do
you see?
 o Pg. 8: On this page we are going to
learn about what jellyfish look like and
how they move. Can you find the word
pulsate on page 9?
o Pg. 10: We are going to be reading
about the lifecycle of a jellyfish! What
is a lifecycle?
o Pg. 12: We are now going to read
about where you can find jellyfish in
the world. Where do you think you can
find them?
o Pg. 14: On page 14 we are learning
about a bloom of jellyfish. That is when
a bunch of jellyfish travel and live
together!
o Pg. 16: On this page we are learning
about what jellyfish eat and how they
catch food. Can you find the word
paralyze on page 17? What does that
word mean?
 Students will read the book together: Boys vs Girls.
 Comprehension: What did we learn about how jellyfish sting?
What is the life cycle of a jellyfish? What do jellyfish eat and how
do they catch their prey? What is a bloom? How do you stay
safe around a jellyfish?
o 9:15-9:30-Team Group(1): Logan and Jay
 Book: Pigs
 Students will read the book silently twice during the running
record. When they are done they may select another book from
their book box.
 Students will reread Pigs by switching off.
o What do you remember about this
book? What was one thing you learned
the last time we read about the pigs?
 Comprehension: Students will ask and answer questions using
the question cubes.
o What did we learn about pigs in this
book. How big can a pig get? How do
pigs keep cool? What do pigs look like?
What do pigs eat?
  Spelling: Students will practice their spelling words on Magnetic
boards to practice spelling patterns.
 9:55-10:05: GRAMMAR
o Topic: Pronouns
o Activity: Easter Pronoun Card Game
o Directions: Put students into 4 groups and give each group a stack of cards. The cards
should be shuffled and facing down in the middle of each group. Students will take
turns drawing cards and filling in the blanks with the correct pronouns. If they
answer correctly, they can keep the card. If they draw the card with an Easter Bunny
on it, they will follow the directions on the card. The students with the most cards at
the end wins.
 10:05-10:45: Writers Workshop
Standards: W.1.5
With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
Objective: Students will be able to write in complete sentences to express complete and
original ideas.

o Topic: Describing Easter Eggs

o Materials: “Design It!” sheet, markers
o Decorating Time: The students will design their Easter Egg. They can use the skinny
markers or colored pencils to do this. They must use more than one color and must
have some sort of a design on their egg (stripes, zigzags, dots)
o Writing: Students will then write sentences to describe their egg. We will write the
sentence starters together as a class, then students will dinish their sentences on
their own.
 “My Easter Egg is __________ (cool, awesome, great)!”
 “It is __________ (color of egg).”
 “It has __________ (design on egg).”
 “My egg is filled with _________ (what is in the egg).”
 “I would hide my egg __________ (where would you hide it).”
 “I (love/really like) my egg!”
 10:45-11:15: GYM
o Walk the first graders to the gym where Mr. Cerjak will be waiting.
 11:15-11:35: PHONICS/SPELLING
o What’s In the Egg?
o Each student will have an opportunity to read their clues about what is in their egg.
They can call on other students to guess the object in their egg. When the object has
been guessed, the student can open their egg and reveal what’s inside.
o Only complete this process with 5 students a day.
 11:35-11:55: SHARED READING
 o Book Title: The Tale of Peter Rabbit (review)
 YouTube Link: https://www.youtube.com/watch?v=EuTlQCGxE5Y
o Read and Discuss
o Activity: Question Cards
o Divide the class in half and have each group sit in a circle.
o Put cards in the middle face down
o Each student will get a chance to draw a card, read each question aloud, and
answer it.
o When both groups are finished, come back together and go over answers as a
class.
 12:55-1:00: LARGE GROUP READ ALOUD
o The helper will select a book on the shelf for the whole group read aloud.
 * 1:00-2:00: MATH:
Standards: 1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown number to represent the problem.2
1.OA.A.2
Solve word problems that call for addition of three whole numbers whose sum
is less than or equal to 20, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction
within 10.
1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation
relating three whole numbers. For example, determine the unknown number
that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6
= _.
Objective: Students will be able to solve subtraction story problems using a variety of
strategies.
Students will be able to identify unknown numbers in an equation.

o Vocabulary: difference, equation, subtraction

o Unit: 6
o Module: 3
o Session: 3 Counting Penguin Feathers
o Materials: TM T13 Penguin Feathers, demonstration number rack, whiteboards,
markers, erasers, student number racks, chart paper, piece of copy paper, TM-T47,
deck of number cards
 o Procedure: See scripted lessons
o Workplace: 5C, 5D, 5E, 5F, 6A, 6B, 6C
 2:00-2:05: PACK FOLDERS
o Students will unpack their folders and put their papers in them once they are handed
back to them. In their folder, they have a daily calendar where they will mark their
behavior. The will use a crayon to color in the color that their PBIS magnet left off on
at the end of the day. Then they will put their folder in their backpacks.
 2:05-2:30: RECESS
o Duty: MY DUTY
 2:30-3:00: MUSIC
o I will walk the first graders to the music room where Mrs. Rijpma will be waiting.
 3:00-3:10: CLEAN UP/LINE UP/DISMISSAL
o Students will put their chairs up and pick up any pencils or scraps on the floor.
o Students will then Grab their backpacks and winter gear to line up. Make sure there
are no boots left behind.
o Students will line up by the yellow bricks if they take the bus, and by the front door if
they are getting picked up or going to the ARC. (DESTINATIONS ARE POSTED NEAR
THE RED BRICKS)
o Dismiss the students at 3:10.
 Ms. O’Brien’s Class

Wednesday Lesson Plans

Date: April 17th, 2019

 8:05-8:15: Welcome Activity

o Students will need to:
 Move lunch magnet, unpack their backpacks, put take home folders in the bin
o After Announcements:
 Go over the schedule for the day, pick a new helper by having the previous
helper select a random owl.
 8:15-8:30: GRAMMAR
o Activity: Decorating Eggs Sequence Cut and Paste Sheet
o Directions: The students will cut out and complete the six steps on how to create an
Easter Egg. They will glue the steps in order at the top of the page.
 8:30-8:45: NUMBER CORNER/CALENDAR
Standards: 1.G.A.3
Partition circles and rectangles into two and four equal shares, describe the
shares using the words halves, fourths, and quarters, and use the phrases half
of, fourth of, and quarter of. Describe the whole as two of, or four of the shares.
Understand for these examples that decomposing into more equal shares
creates smaller shares.
Objective: Students will be able to define and discuss symmetry and fractions
(halves/fourths).
Students will be able to write large numbers in expanded notation.

o The number corner begins with the students reading the full date together. They sing
a song for each part of the date – day, month, date, and year. The song is the same
for each.
 EX: Monday is the day. Monday is the day. Hi ho the dairy-o. Monday is the
day.
o The students will then sing the days of the week and the months of the year song.
After each song, ask the helper of the day what the day of the week it is and what
month we are in.
o Next, the students will discuss the calendar card. The calendar card will show a
shape. Ask the students what they know about symmetry, and where they can find
the line of symmetry. Ask then what they know about halves or fourths. Then, in the
large envelope, take out two shapes that match the shape on the calendar card. The
helper of the day will help find lines of symmetry with you. There are either 0 lines, 1
line, or 2 lines.
 o When students write the day in school, they write it numerically, alphabetically, and
with expanded notation (ex. 137 = 100+30+7). They will also mark the day in school
chart with either the red or blue marker. Then the helper will write the month, day,
and year.
o For the weekly collection, the students will be collecting popsicle sticks. Have the
helper spin the spinner and collect the amount of popsicle sticks they spun. The
student will put the popsicle sticks in the red collection basket and document how
many sticks they grabbed by writing tally marks.
o Special Activity: None
 8:45-9:45: GUIDED READING
Standards: RL.1.1
Ask and answer questions about key details in a text.
RL.1.2
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
RL.1.5
Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types.
Objective: Students will be able to define and discuss book genres, authors, and
illustrators.
Students will demonstrate fluency and/or various decoding strategies.
Students will be able to make predictions and answer comprehension
questions.

o Introduce Daily 5 Centers-briefly discuss all centers, chart, and bookmarks

o Listening to Reading: students will listen to a story and complete a listen and
response page when finished. Books, worksheets, and pencils/crayons are located
at the center.
o Read to Self: students will read books at their reading levels out of their book boxes
at their seats.
o Work on Writing: students can choose a writing sheet from the rainbow writing
drawers and work on it at their desks.
o Word Work: stop (cut and paste), Valentine Build a Word (with cut and paste
letters), Valentine Crack the Code, and cut and paste Valentine Sentence (Tom has a
rose). *only one sheet per day*
o Read to Someone: students will take turns reading their books from their book boxes
to a partner on the Twister rug. (2 people to a group)
Guided Reading Groups- meet @ reading table in the back of the room.
o 9:00-9:15-Team Group (3): Hayden, Yazan, Jeremiah, Berkeley, Olivia
 Book: Wetland Birds
 o Students will read together: Boys vs. Girls
o Students will read other books from their book box during the
running record.
o Comprehension: What kind of birds live by wetlands? Why do
birds live by wetlands? Why do ducks go to wetlands? What about
other smaller birds? What about swans/pelicans?
o Word Work: Students will use whiteboards to practice spelling
words.
o 9:00-9:15-Team Group(5): Declan and Emmitt
o Book: Cloudy with a Chance of Meatballs
o Students will do a picture walk through the book and ask
questions/identify important words.
 Is this book fiction or nonfiction? How do you know?
 Turn to the Table of Contents. What is a Table of Contents?
 Have you ever read this book? Have you seen the movie?
 What is happening on this first page? What
characters do we see in this picture?
 What landed on the boy? How did it get there?
 What do you notice about the pictures inside the
house and in the town? Why do you think the
illustrator did that?
 What is falling from the sky in this picture? Could this
happen in real life?
 How do you think people are reacting to this
weather? How would you react?
 How do people pick up food from the street? Do you
think that would be easy?
 On this page the weather turns really bad. Why do
you think these people don’t like the new weather?
 What fell from the sky on this page? Why do you
think this will cause a problem?
 What else is going on with the weather? How would
you react to this weather?
 What’s different with this food from the food at the
beginning?
 Where are the people going? Why do you think they
are on a boat?
o Read: Switch off
o Comprehension: Comprehension Cube
 What was the problem in the story? Where was the
setting? Who were the characters? What was the solution?
 o 9:15-9:30-Team Group (1): Logan and Jay
o Book: Pigs
 Students will reread Pigs by switching off pages.
 Comprehension: What did we learn about pigs in this book. How
big can a pig get? How do pigs keep cool? What do pigs look
like? What do pigs eat?
 Writing: Pigs__________________.
 9:45-9:50: MILK AND SNACK BREAK
 9:45-10:15: COMPUTERS
 10:20-11:00: ART
 10:00-10:20: Writing
Standards: W.1.5
With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
Objective: Students will be able to write in complete sentences to express complete and
original ideas.

o Topic: “If I were a Bunny” Writing Activity

o Materials: Bunny Writing paper
o Mini-Lesson: Have a discussion about Easter Bunny’s job is, what he looks like, and
what he likes to eat. Record ideas on the whiteboard.
o Writing/Drawing Time: The students will write 3 sentences about the Easter Bunny.
 Sentence 1 will be about what the bunny will do.
 Sentence 1: “If I was the Easter Bunny, I would _________.”
 Sentence 2 will be about what the Easter Bunny would look like (size, color,
clothes, and things on body)
 Sentence 2: “I would have ____________.”
 The third sentence will be what the bunny would eat
 Sentence 3: “As the Easter Bunny, I would eat _______.”
 The ending sentence would be: “Being the Easter Bunny would be
__________. (fun, exciting, awesome)”
 Conference with each student about their final draft. Collect writing papers for
Thursday.
 11:20-11:35: PHONICS/WORD WORK
o What’s In the Egg?
o Each student will have an opportunity to read their clues about what is in their egg.
They can call on other students to guess the object in their egg. When the object has
been guessed, the student can open their egg and reveal what’s inside.
o Only complete this process with 5 students a day.
 11:35-11:55: SHARED READING
o Book Title: The Night Before Easter
 o YouTube Link: https://www.youtube.com/watch?v=1hnmkoLZLKo
o Read and Discuss: Answer comprehension questions together on the Smartboard
o Activity: Complete the bunny describing sheet together as a class. Use the same
describing words from the story.
 11:55-12:55: BATHROOM/LUNCH/RECESS
 12:55-1:00: LARGE GROUP READ ALOUD
o The helper will select a book on the shelf for the whole group read aloud.
 1:00-2:00: MATH
 Vocabulary: add, compare, difference, equal, equation, less than, subtract
 Unit: 6
 Module: 3
 Session: 4 Comparing Penguins
 Pages in Binder: Pg. 21-24
 Materials: TM T8 Comparing Penguins, demonstration number rack, whiteboards,
markers, erasers, number racks, piece of paper, a 3”x5” index cards
 Procedure: See scripted lesson
 Workplace: 5D, 5E, 5F, 6A, 6B, 6C
 Home Connection: HC 97-98 Equation and Fact Practice
 2:00-2:05: PACK FOLDERS
 Students will unpack their folders and put their papers in them once they are handed
back to them. In their folder, they have a daily calendar where they will mark their
behavior. The will use a crayon to color in the color that their PBIS magnet left off on at
the end of the day. Then they will put their folder in their backpacks.
 2:05-2:30: RECESS
o Duty: Ms. Buss
 2:30-3:00: MATH
Standards: 1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown number to represent the problem.2
1.OA.A.2
Solve word problems that call for addition of three whole numbers whose sum
is less than or equal to 20, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction
within 10.
1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation
relating three whole numbers. For example, determine the unknown number
 that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6
= _.
Objective: Students will be able to solve subtraction story problems using a variety of
strategies.
Students will be able to identify unknown numbers in an equation.

 Activity: Jelly Bean graphing

 Materials: Jelly Beans (red, green, purple, yellow, orange, pink), graphing
sheet, and shorting/question sheet
 Directions: The first graders will each receive a cup of jelly beans. Once they
have their jelly beans they will begin to sort them by color using the graphing
sheets. They will then count their jelly beans (per color) and graph it on the
graphing sheet. At the end, they will use their data to answer the questions
 3:00-3:10: CLEAN UP/LINE UP/DISMISSAL
o Students will put their chairs up and pick up any pencils or scraps on the floor.
o Students will then Grab their backpacks and winter gear to line up. Make sure there
are no boots left behind.
o Students will line up by the yellow bricks if they take the bus, and by the front door if
they are getting picked up or going to the ARC. (DESTINATIONS ARE POSTED NEAR
THE RED BRICKS)
o Dismiss the students at 3:10.
 Ms. O’Brien’s Class

Thursday Lesson Plans

Date: April 18th, 2019

 8:05-8:15: Welcome Activity

o Students will need to:
 Move lunch magnet, unpack their backpacks, put take home folders in the bin
o After Announcements:
 Go over the schedule for the day, pick a new helper by having the previous
helper select a random owl.
 8:15-8:30: Sentence Writing
o Students will write a sentence on a name ticket located by the Dolch boxes. I will call
the students back to have their sentences checked. They can receive a small reward
of 3 M&Ms or Skittles if they have written their name, remembered a capital letter
and a period, and have neat handwriting. Once their name ticket is checked, they can
put it in their mailbox and move their center card.
o Sentence: “Over Easter Break, I ___________”
 8:30-9:15: ASSEMBLY
 9:20-9:45: NUMBER CORNER/CALENDAR
Standards: 1.G.A.3
Partition circles and rectangles into two and four equal shares, describe the
shares using the words halves, fourths, and quarters, and use the phrases half
of, fourth of, and quarter of. Describe the whole as two of, or four of the shares.
Understand for these examples that decomposing into more equal shares
creates smaller shares.
Objective: Students will be able to define and discuss symmetry and fractions
(halves/fourths).
Students will be able to write large numbers in expanded notation.

o The number corner begins with the students reading the full date together. They sing
a song for each part of the date – day, month, date, and year. The song is the same
for each.
 EX: Monday is the day. Monday is the day. Hi ho the dairy-o. Monday is the
day.
o The students will then sing the days of the week and the months of the year song.
After each song, ask the helper of the day what the day of the week it is and what
month we are in.
o Next, the students will discuss the calendar card. The calendar card will show a
shape. Ask the students what they know about symmetry, and where they can find
 the line of symmetry. Ask then what they know about halves or fourths. Then, in the
large envelope, take out two shapes that match the shape on the calendar card. The
helper of the day will help find lines of symmetry with you. There are either 0 lines, 1
line, or 2 lines.
o When students write the day in school, they write it numerically, alphabetically, and
with expanded notation (ex. 137 = 100+30+7). They will also mark the day in school
chart with either the red or blue marker. Then the helper will write the month, day,
and year.
o For the weekly collection, the students will be collecting popsicle sticks. Have the
helper spin the spinner and collect the amount of popsicle sticks they spun. The
student will put the popsicle sticks in the red collection basket and document how
many sticks they grabbed by writing tally marks.
o Special Activity: The 120 Game
o Special Activity: Jumping by 10’s on the Number Line
 9:45-9:50: MILK AND SNACK BREAK/HEGGERTY
 9:50-10:15: WRITING (Finish from Wednesday)
o Topic: “If I were a Bunny” Writing Activity
o Materials: Bunny Writing paper
o Mini-Lesson: Have a discussion about Easter Bunny’s job is, what he looks like, and
what he likes to eat. Record ideas on the whiteboard.
o Writing/Drawing Time: The students will write 3 sentences about the Easter Bunny.
 Sentence 1 will be about what the bunny will do.
 Sentence 1: “If I was the Easter Bunny, I would _________.”
 Sentence 2 will be about what the Easter Bunny would look like (size, color,
clothes, and things on body)
 Sentence 2: “I would have ____________.”
 The third sentence will be what the bunny would eat
 Sentence 3: “As the Easter Bunny, I would eat _______.”
 The ending sentence would be: “Being the Easter Bunny would be
__________. (fun, exciting, awesome)”
 Conference with each student about their final draft. Collect writing papers for
Thursday.
 10:15-10:45: WRITER’S WORKSHOP CRAFT
Standards: W.1.5
With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
Objective: Students will be able to write in complete sentences to express complete and
original ideas.

o Topic: “If I were a Bunny” Craft

o Materials: bunny writing paper and bunny pieces (head, paws, and feet)
 o Directions:
 Pass back writing from Wednesday and have each student glue their writing
onto construction paper (demonstrate).
 Next, instruct the students to cut out the bunny head, paws, and pink nose in
ear/paw inserts.
 Then, show students how to draw eyes on the bunny ears.
 Glue the nose under the eyes they’ve drawn. Show the students how to draw
whiskers and a mouth under the nose.
 Glue the pink ears inside of the white ears and pink paw parts inside of the
white paw parts.
 Finally, attach the bunny head to the top of the paper, glue the small paws
on the side of the paper, and the feet at the bottom of the paper.
o Extra Activity: Easter Egg Glyph
o Directions: Students will color each stripe of their egg according to their answers to
questions.
 10:45-11:15: GYM
 Walk the first graders to the gym where Mr. Cerjak will be waiting
 11:15-11:35: PHONICS/WORD WORK
o What’s In the Egg?
o Each student will have an opportunity to read their clues about what is in their egg.
They can call on other students to guess the object in their egg. When the object has
been guessed, the student can open their egg and reveal what’s inside.
o Only complete this process with 5 students a day.
 11:35-11:55: SHARED READING
o Activity: “What’s in My Egg” inferencing activity
o Directions: Students will be divided into 4 small groups. Each group will start at an
egg station. While they are at their station, they will complete their “What’s in my
Egg” record sheet by writing the egg number, guess what’s in the egg, and what’s
actually in the egg. After 3-4 minutes, the groups will rotate to the next egg. The
students will visit 4 eggs.
 11:55-12:55: BATHROOM/LUNCH/RECESS
 12:55-1:00: LARGE GROUP READ ALOUD
o The helper will select a book on the shelf for the whole group read aloud.
 1:00-2:00: MATH
Standards: 1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown number to represent the problem.2
1.OA.A.2
 Solve word problems that call for addition of three whole numbers whose sum
is less than or equal to 20, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction
within 10.
1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation
relating three whole numbers. For example, determine the unknown number
that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6
= _.
Objective: Students will be able to solve subtraction story problems using a variety of
strategies.
Students will be able to identify unknown numbers in an equation.

o Unit: 6
o Module: 3
o Session: 5-Unit 6 Assessment
o Pages in Binder: Pg. 25-29
o Materials: TM T9-T12 Unit 6 Assessment, demonstration rack, chart paper, dividers,
scratch paper, student number rack, and unifix cubes
o Procedure: See scripted lesson
o Workplace: 5D, 5E, 5F, 6A, 6B, 6C
 2:00-2:05: PACK FOLDERS
o Students will unpack their folders and put their papers in them once they are handed
back to them. In their folder, they have a daily calendar where they will mark their
behavior. The will use a crayon to color in the color that their PBIS magnet left off on
at the end of the day. Then they will put their folder in their backpacks.
 2:05-2:30: RECESS
o Duty: Miss Mills
 2:30-3:00: GUIDANCE
 3:00-3:10: CLEAN UP/LINE UP/DISMISSAL
o Students will put their chairs up and pick up any pencils or scraps on the floor.
o Students will then Grab their backpacks and winter gear to line up. Make sure there
are no boots left behind.
o Students will line up by the yellow bricks if they take the bus, and by the front door if
they are getting picked up or going to the ARC. (DESTINATIONS ARE POSTED NEAR
THE RED BRICKS)
o Dismiss the students at 3:10.