Brian Muise - Planboard Week - Oct 9 2016

Brian Muise's Lesson Plans for the Week of Oct 9, 2016
Mon, Oct 10 (Day 3)
RECESS 11:30 AM - 12:00

PM
GYM 1:55 PM - 2:30 PM
Tue, Oct 11 (Day 4)
NO DUTIES
MUSIC 1:00 PM - 1:45 PM
Wed, Oct 12 (Day 5)
RECESS 11:30 AM - 12:00

PM
ART 1:45 PM - 2:30 PM
Thu, Oct 13 (Day 6)
NO DUTIES
NO DUTIES
HEALTH 10:25 AM - 11:10

AM
NO SPECIALS
ARRIVAL (7:45 AM - 8:10 AM)
Procedure:
Procedure:
Procedure:
Procedure:
Students will enter the
classroom at 7:45 AM. Each
student will eat breakfast
after completing morning
duties. Morning duties
include setting take home
folders in mailbox, picking
lunch for the day, signing in
name. Some students may
enter classroom later than
8:05 due to late busses.
These students will be
allowed to eat their breakfast
duties.
duties.
duties.
duties.
Students will complete
morning work page or pages
in their morning work folders.
Materials:
Materials:
Materials:
Materials:
Brian Muise
Fri, Oct 14 (Off-Day)
TEACHER IN-SERVICE
Page 1 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
Folders
Folders
Folders
Folders
SMART Board
SMART Board
SMART Board
SMART Board
Lunch Sign In
Lunch Sign In
Lunch Sign In
Lunch Sign In
Name Sign In
Name Sign In
Name Sign In
Name Sign In
Breakfast
Breakfast
Breakfast
Breakfast
Morning work folders
Pencil Boxes
Pencil Boxes
Pencil Boxes
Pencil Boxes
PHOENIX TIME (8:15 AM - 8:45
AM)
AM)
AM)
AM)
The teacher will send
students to selected
classroom for Phoenix Time.
Please consult the Phoenix
Groups paper.
Groups paper.
Groups paper.
Groups paper.
Comprehension/Fluency J-
L:
L:
L:
L:
Monday-Readers Theater/
Reading A-Z
Reading A-Z
Reading A-Z
Reading A-Z
Tuesday-Readers Theater/
Reading A-Z
Reading A-Z
Reading A-Z
Reading A-Z
Wednesday-Readers
Wednesday-Readers
Wednesday-Readers
Wednesday-Readers
Theater/Reading A-Z
Theater/Reading A-Z
Theater/Reading A-Z
Theater/Reading A-Z
Thursday-Chapter Book
Brian Muise
Page 2 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
The students will increase
their comprehension and
fluency skills by engaging in
Readers Theater Lessons.
Each student will have a
designated part in the
selection to read out loud and
on their own. Students will
complete activities
complete activities
complete activities
complete activities
associated with the specific
read.
read.
read.
read.
On Thursday's students will
read their selected chapter
books on their own.
books on their own.
books on their own.
books on their own.
LANGUAGE ARTS (8:45 AM -
10:15 AM)
10:15 AM)
10:15 AM)
10:25 AM)
The teacher will pick
Procedure:
classroom jobs beginning at
OPENING: The teacher will
8:55 AM. The teacher and
show the corresponding
students will say the Pledge
video to the LFO reader.
of Allegiance. The teacher
will conduct the Morning
Message. The teacher will
pick volunteers to help write
the morning message. With
the help of students the
teacher will write the date,
the opening, the body
consisting of 4-5 sentences,
and the closing. Upon
Brian Muise
LESSON: The teacher will

read the magazine with the
students, stopping to discuss
what we are reading about.
The students will complete
the online activity at the end
of the reader. Each student
will complete the two activity
Page 3 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
completion of the message
sheets to go along with the
the teacher will engage in
reader.
select exercises to find
words, letters, sounds,
CONCLUSION: The teacher
popcorn words, ending
will discuss with the students
marks. The teacher will also
what we read about in the
go over the five important
reader.
tricks we have to remember
when we write:
when we write:
when we write:
1. Nice Handwriting
1. Nice Handwriting
1. Nice Handwriting
2. Spacing-"meatballs" and
"spaghetti"
"spaghetti"
"spaghetti"
3. Start with capital letter?
4. Do I have ending marks?
5. Does it make sense?
Materials:
Scholastic LFO student
reader
Activity sheets
SMARTBoard
Standards/Expectations:
The teacher will read, or the
class will read, or the teacher
and class will choral read the
morning message.
morning message.
morning message.
Please click attachment
below to view lesson plan.
Please use text to
Please use text to
Please use text to
supplement and present
lesson
lesson
lesson
Brian Muise
CC.1.1.K.B: Demonstrate
understanding of the
organization and basic
features of print; Follow
words left to right, top to
bottom, and page by page;
Recognize that spoken
words are represented in
written language by
specific sequences of
letters; Understand that
words are separated by
spaces in print; Recognize
and name all uppercase
and lowercase letters of
the alphabet.
Page 4 of 38
Mon, Oct 10 (Day 3)
CC.1.2.K.G: Answer
questions to describe the
relationship between
illustrations and the text in
which they appear.
CC.1.2.K.F: With
prompting and support,
ask and answer questions
about unknown words in a
text.
CC.1.2.K.L: Actively
engage in group reading
activities with purpose
and understanding.
CC.1.3.K.B: Answer
questions about key
details in a text.
Brian Muise
Tue, Oct 11 (Day 4)
CC.1.1.K.B: Demonstrate
organization and basic
features of print; Follow
words left to right, top to
bottom, and page by page;
Recognize that spoken
words are represented in
written language by
specific sequences of
letters; Understand that
words are separated by
spaces in print; Recognize
and name all uppercase
and lowercase letters of
the alphabet.
CC.1.1.K.C: Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes);
Recognize and produce
rhyming words; Count,
pronounce, blend, and
segment syllables in
spoken words; Blend and
segment onsets and rimes
of single-syllable spoken
words; Isolate and
pronounce the initial,
medial vowel, and final
sound (phonemes) in the
three-phoneme (CVC)
words.
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
CC.1.1.K.C: Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes);
Recognize and produce
rhyming words; Count,
pronounce, blend, and
segment syllables in
spoken words; Blend and
segment onsets and rimes
of single-syllable spoken
words; Isolate and
pronounce the initial,
medial vowel, and final
sound (phonemes) in the
three-phoneme (CVC)
words.
CC.1.1.K.D: Know and
apply grade-level phonics
and word analysis skills in
decoding words;
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondence;
Associate the long and
short sounds with
common spellings for the
five major vowels; Read
grade-level highfrequency sight words
with automaticity;
Distinguish between
Page 5 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
CC.1.4.K.L: Demonstrate
a grade-appropriate
command of the
conventions of standard
English grammar, usage,
capitalization,
punctuation, and spelling;
Capitalize the first word in
a sentence and the
pronoun I; Recognize and
use end punctuation;
Spell simple words
phonetically.
CC.1.4.K.R: Demonstrate
a grade-appropriate
command of the
conventions of standard
English grammar, usage,
capitalization,
punctuation, and spelling;
Capitalize first word in
sentence and pronoun I;
Recognize and use end
punctuation; Spell simple
words phonetically.
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
similarly spelled words by

identifying the sounds of
the letters that differ.
CC.1.1.K.E: Read
emergent-reader text with
purpose and
understanding.
CC.1.2.K.A: With
identify the main idea and
retell key details of text.
CC.1.2.K.B: With
answer questions about
key details in a text.
CC.1.2.K.C: With
make a connection
between two individuals,
events, ideas, or pieces of
information in a text.
CC.1.2.K.E: Identify parts
of a book (title, author)
and parts of a text
(beginning, end, details).
CC.1.2.K.F: With
ask and answer questions
about unknown words in a
text.
Brian Muise
Page 6 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
CC.1.2.K.G: Answer
questions to describe the
relationship between
illustrations and the text in
which they appear.
CC.1.2.K.H: With
identify the reasons an
author gives to support
points in a text.
CC.1.2.K.I: With
identify basic similarities
and differences between
two texts (read or read
aloud) on the same topic.
MATH (10:15 AM - 11:30 AM)
MATH (10:15 AM - 11:30 AM)
MATH (10:15 AM - 11:30 AM)
HEALTH (10:25 AM - 11:10 AM)
Procedure:
Procedure:
Procedure:
The health teacher will come
The teacher will open the
into the classroom to teach
math lesson by having the
physical activity to the
teacher helper select a math
students.
opening exercise from the
card pile. The students will
engage in the selected math
exercise.
exercise.
exercise.
The teacher will select an
analogy for students to work
out.
out.
out.
Brian Muise
Page 7 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
For online presentation
click the on the attachment
below
below
below
For lesson presentation w/
out online view see text
Overview
Overview
Overview
Day 2: Children compare,
Children examine, describe,
Children compose and
analyze, and discuss a
and compare circles and
decompose numbers in
variety of sorted collections
create a circle collage.
various ways on a ten frame
from Day 1.
NOTE
These Day 2 activities will
ideally take place within a
few days of Day 1. Prior to
beginning Day 2, see Getting
circle
Establish Guidelines for

Reengagement To promote a
addition and subtraction.
curved
Terms to Use
round
ten frame
shape
straight
WHOLE CLASS
vertex
SMALL GROUP
Ready for Day 2 in Lesson

2-7 (Day 1).
Remind children about

WHOLE CLASS|
representing numbers on five
SMALL GROUP
frames (Lesson 1-11).

Explain that today they will
cooperative environment as
children share and analyze
Display the large posterboard
show, or represent, numbers
their own and others' work,
circle you created and ask
using a ten frame. Give each
develop class guidelines for
children to repeat the name
child a ten frame and 10
discussion and write them on
of the shape: circle. Have
counters. Ask:
chart paper. Include
children draw a circle in the
Brian Muise
and informally explore
Terms to Use
WHOLE CLASS
Thu, Oct 13 (Day 6)
Page 8 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
guidelines such as the ones
air with large arm motions.
What do you notice about
below, and invite children to
Prompt discussion about the
this tool? Why do you think
suggest others. Validate all
circle with these questions:
it is called a ten frame?
ideas. Early on, you may
Does it
have straight sides or are
to a five frame? How is it
guidelines so children are not
parts of
different from a five frame?
overwhelmed. Add to the list
it curved, or round?
throughout the year and refer
There are no straight
Tell children that, just like five
to it during any group
sides.
frames, they can represent
How many vertices, or
numbers on their ten frames
Also use these stems to
corners, does it have? It
by placing counters in the
model and encourage
does not have any vertices
spaces, using no more than
appropriate language for
(corners).
one counter per space. (If
discussing each other's work:
How is it different from a
you have children who
I don't understand ________.
triangle? Sample answers:
struggle to place only one
Could you explain
A triangle has straight
counter in each box, consider
________? I like how you
sides, but a circle is
using larger counters.) Have
________. I noticed
curved. A circle can roll,
children use counters to
________. I agree/disagree
but a triangle cannot.
show the number 10. Ask:
because ________. I also
GMP6.3
How do you know you have

10? GMP2.1, GMP2.2
think/wonder ________.
Developing this kind of
classroom culture will take
time, practice, and
reinforcement throughout the
school year. Use modeling
and role-playing to support
constructive behavior during
discussions.
Guidelines for Discussion
Brian Muise
How is a ten frame similar
wish to include only a few
discussion.
Thu, Oct 13 (Day 6)
As a class, look at the Two-
Have children clear their
Dimensional Shapes Poster
frames and show the number
and look through the Shape
5. Invite them to share their
Cards to find all the circles.
representations, highlighting
Hold up a triangle and ask: Is
a variety of arrangements
this shape a circle? Why or
that show different ways to
why not? Repeat with a
represent 5 (groups of 3 and
rectangle. Find several
2 or 4 and 1, for example, or
different curved shapes from
the complete column on
the cards, such as the oval
either side of the ten frame,
Page 9 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
During our class discussions,
and the kidney bean. Display
which children may correctly
we will...
curved shapes one at a time
identify as a five frame).
Listen closely to our
next to a circle and ask:
Discuss what they notice
Is this a circle? No.
about each representation.
How is this shape like a
GMP2.1, GMP2.2, GMP2.3
classmates' ideas.
Ask questions.
Share different ideas.
circle? Sample answers: It
Next ask children to
Agree and disagree
is curved. It does not have
represent the number 6 in at
any straight sides. It does
least two different ways.
not have any vertices.
GMP2.1 Observe as they
respectfully.
Make and learn from
mistakes.
How is this shape different

from a circle? Sample
and have volunteers share a
answers: It is not curved
variety of examples. Discuss
the open response problem,
all the way around. It's
each representation. Ask:
reminding children that they
stretched out. It is dented.
How do you know it is 6?
were supposed to sort
It looks like a bean.
Sample answers: I saw 3

and 3, which makes 6. I
on common attributes.
Encourage children to use
GMP7.1, GMP8.1 Explain
their hands, bodies, and
that they will look at sorts
gestures, in addition to
from different partnerships
words, to show how shapes
6? Sample answer: It
and try to figure out their
are alike and different.
doesn't matter how they
sorting rules. GMP8.1
GMP6.3, GMP7.1
are arranged, there are 6.
Reengage in the Problem
Conclude by inviting children
This is an opportunity for
to create a class circle
children to reengage in the
collage or several group
problem by analyzing and
collages. Have them cut out
empty when 6 spaces are
critiquing their own and other
circles from magazines to
filled? 4 Is this the same
children's work in a whole-
glue to the posterboard
for every representation?
class discussion. Organize
circle, or draw them on
Yes.
and facilitate this discussion
directly. If you have non-
based on the decisions you
triangle shapes that children
Brian Muise
create representations of 6
Review the Problem Review
objects into categories based
Thu, Oct 13 (Day 6)
saw 4 together and 2

more, so I said 4, then 5,6.
How can these both show
How is this 6 different from

your 6? Answers vary.
How many spaces are
Page 10 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
made in Getting Ready for
saved from Lesson 2-3, put
As needed, demonstrate
Day 2. See sample
those out for children to look
other possible arrangements
approaches and discussion
through for circles. Have
for 6. Throughout the
questions in Lesson 2-7 (Day
them add to this pile any
discussion, emphasize the
1), Getting Ready for Day 2.
shapes they find that are not
various ways children have
You may wish to have
circles to use in Lesson 2-11.
decomposed 6 and point out
children "turn and talk" with a
You might informally provide
that there are always 4 empty
partner about the questions
names for curved
spaces when 6 spaces are
you pose before they discuss
3-dimensional shapes
filled on a ten frame.
them as a whole class.
children find, such as
GMP2.2, GMP2.3
Conclude by thanking
spheres or cylinders; the
Conclude by showing a
children for sharing ideas
difference between 2- and
representation of 9 on a ten
about the sorted collections.
3-dimensional shapes will be
frame. Have children discuss
Put the collections in the
explored in detail in Lessons
with a partner two different
Math Center and invite
6-4 and 6-5. Save the circle
ways to figure out the
children to continue to sort
collage(s) to use in future
number of dots, such as
them in different ways. See
lessons and to create a
counting by 1s, counting
Activity Card 13.
classroom display. GMP7.1
back 1 from 10 (a full ten
University of Chicago
groups (groups of 5 and 4,

for example). Highlight the
Expect most children to sort
efficiency of counting back 1
objects into categories using
Assessment Check-In K.G.2
obvious attributes, such as
Observe whether children
color or shape. You can use
can identify and name circles
the rubric below to evaluate
of different sizes. Most will be
children's work with respect
able to identify and name
Observe children as they
to GMP8.1.
circles, but watch for children
represent 6 on their ten
who also think that other
frames. (Follow up briefly
curved 2-dimensional shapes
with individuals or small
are circles. See the Common
groups if you cannot observe
Misconception note for
in the whole-class setting.)
Brian Muise
frame), or seeing the dots in
Assessment Check-In
K.MD.3
Thu, Oct 13 (Day 6)
from 10. GMP2.2

Assessment Check-In
K.OA.3
Page 11 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
suggestions to support these

Goal Not Partially
Meeting
Exceeding
children. GMP6.3, GMP7.1
for Meeting
Meeting
Expectations
Expectations
Mathematical
Expectations
Expectations
DIFFERENTIATE Common
Practice
Misconception
GMP8.1
Does Sorts Sorts Meets
If children mistakenly identify
Createnot most all
expectations
an oval or other curved
and use of
objects
and
2-dimensional shape as a
justify a
the correctly
can
circle, have them hold the
rules, sortingobjects
into sort
shortcuts,
rule into clear the
shape next to a circle and
and to
clear categories
same explain the differences.
generalizations.
classify
categories
and collection
Although you don't need to
objects.
but statesof
formally define a circle with
placesa
objects
some sortingusing Kindergarten children, help
them note the differences
objects
rule a
incorrectly.
that differentbetween circles and other
Cannot
describes
rule.
curved figures. For example,
state the May
a circle is curved all the way
the categories
sort
around and is always
sortingaccurately.
by
balanced around its center.
rule.
multiple
See Differentiation Support in
attributes
simultaneously,
the Activity Resources.
for
example,
size
andcolor.
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
Expect most children to be

able to represent 6 in at least
two different ways using the
ten frame, but do not expect
children to decompose the
number without the support
of a ten frame yet. If children
create their representations
the same way each time,
encourage them to think
flexibly by asking:Can you
show the number a different
way? GMP2.1, GMP2.
Materials
PRINT
Math Masters: p. TA12
Activity Card: 14
Manipulative Kit: counters
DIGITAL
ePresentations
Sing Everyday! Kindergarten
Materials
PRINT
Math Masters: pp. 25, TA11
Activity Card: 13 (optional)
Brian Muise
song collection
CC.2.3.K.A.1: Identify and

describe two- and threedimensional shapes.
Differentiation Support
Additional Materials
prepared ten frames (see
Before You Begin)
Page 12 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Manipulative Kit: pattern

blocks
DIGITAL
ePresentations
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
envelopes
CC.2.3.K.A.2: Analyze,
compare, create, and
compose two- and threedimensional shapes.
"pocket" from Lesson 2-5
CC.2.1.K.A.2: Apply oneto-one correspondence to
count the number of
objects.
Lesson ePresentation
Ongoing ePresentation
Children's Work Samples
CC.2.1.K.A.3: Apply the

concept of magnitude to
compare numbers and
quantities.
sorting mats and collections
for sorting (see Lesson 2-7,
Day 1, Before You Begin)
CC.2.1.K.A.1: Know
number names and write
and recite the count
sequence.
stick-on notes
camera (optional)
selected samples of
CC.2.4.K.A.4: Classify
objects and count the
number of objects in each
category.
children's work
category.
RECESS (11:30 AM - 12:00 PM)
RECESS (11:30 AM - 12:00 PM)
RECESS (11:30 AM - 12:00 PM)
MATH (11:10 AM - 11:30 AM)
Students will be dismissed to
Procedure:
the playground from the MPR
by the lunch duty teachers.
Brian Muise
Page 13 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
The students will be
dismissed from the
dismissed from the
dismissed from the
playground by the recess
teachers.
teachers.
teachers.
exercise.
out.
below
Overview
Children practice counting
collections in different
arrangements.
WHOLE CLASS
SMALL GROUP
PARTNER
Begin by reading Ten Little
Fish by Audrey Wood (Blue
Sky Press, 2004). Stop on
each page to count the fish
chorally as a class. Discuss
the difference between
Brian Muise
Page 14 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
counting fish that are lined

up and counting fish that
arescatterednot in a line
or a circleon the page. Ask
for children's ideas about
keeping track when counting
the scattered fish.
Gather the class in a circle to
create a pretend "pond."
Choose seven children to be
fish and have them sit in
arow in the middle of the
pond. Remind children of
Gotcha, the game in which
they show "thumbs-up" if you
count correctly and "thumbsdown" if you make a counting
mistake (Lesson 1-3). Tell
children to use their thumbs
to show whether you count
the fish correctly. Count
children in the middle one at
a time, gently tapping each
child as you count. Ask: How
many fish are in the pond?
A construction paper pond
with fish counters
A construction paper "pond"
with "fish" counters
Brian Muise
Page 15 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
Have the same seven

children sit in a small circle
within the class circle. Count
the children, intentionally
miscounting by counting the
first child a second time at
the end. Ask a child who
shows thumbs-down to
explain your counting error.
Then ask: Was it harder to
count children when they
were in a row or in a circle?
Why? Sample answer: It's
harder to count when they're
in a circle because you might
forget where to stop. GMP1.2
Point out that although the
children are sitting in a
different arrangement, the
number of children hasn't
changed. There are still
seven children. Discuss ways
to keep track of where to
begin and end counting, such
as having the first child
counted raise a hand to show
where to start and stop or by
moving children into a line.
Count the group again with
the class using the
Brian Muise
Page 16 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
suggested strategies.
GMP1.2, GMP1.6, GMP6.4
Next have the same seven
children move so they are
randomly scattered within the
class circle. Have the class
use their thumbs to monitor
you while you intentionally
miscount the new
arrangement in the pond. Ask
a child to explain your error.
Elicit strategies for keeping
track of children while
counting, such as having
them stand as they are
counted. Test children's
strategies while re-counting
the scattered group. GMP1.2,
GMP1.6, GMP6.4 Again
discuss why the total number
doesn't change if the objects
are simply moved around.
Continue to help the class
practice counting children in
different arrangements as
needed.
Distribute blue paper and a
bag of counters to
partnerships. Demonstrate
how to place the fish
(counters) on the ponds
Brian Muise
Page 17 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
(paper) in different
arrangementsscattered
(close together and spread
out), in a circle, in rows, or in
groups. Explain that one
partner should arrange the
fish in the pond and the other
should count to see how
many fish. Tell partners to
confirm each other's counts
before trading roles. If
needed, provide small cubes
children can use to mark
objects already counted. If
time permits, have children
switch bags of counters with
another pair.
GMP1.2,GMP6.4
Conclude by charting the
counting strategies children
used with a sketch and a few
words. (For example: Mark
the starting object. Line up
the objects.) GMP1.6,
GMP6.4
Assessment Check-In
K.CC.4b, K.CC.5
Expect many children to
understand the cardinal
principle and that the number
of objects in a set does not
Brian Muise
Page 18 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
change if the set is

rearranged, but some may
need more experiences with
sets in different
arrangements to internalize
these concepts. Some
children may still struggle
with counting scattered sets.
Repeat the Focus activity
and use the extra practice
activity to provide additional
practice. GMP6.4
DIFFERENTIATE Adjusting
the Activity
Increase or decrease the
number of counters to match
children's current skills and
needs.
See Differentiation Support in
the Activity Resources
Materials
PRINT
Activity Cards: 13, 15
Manipulative Kit: counters
DIGITAL
ePresentations
Differentiation Support
Brian Muise
Page 19 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
blue construction paper
small cubes
sorting mats and collections
of objects from Lesson 2-7
(or other collections for
sorting); strips of paper for
labeling
Literacy Suggestion: Ten
Little Fish (optional)Print
WorksheetsEvaluate
count the number of
objects.
compare numbers and
quantities.
LUNCH (12:15 PM - 12:45 PM)
LUNCH (12:15 PM - 12:45 PM)
LUNCH (12:15 PM - 12:45 PM)
RECESS (11:30 AM - 12:00 PM)
The teacher will take the
students to the MPR for
lunch.
lunch.
lunch.
Brian Muise
Page 20 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)

dismissed from the
teachers.
SSR (12:45 PM - 1:10 PM)
SSR (12:45 PM - 12:55 PM)
SSR (12:45 PM - 1:10 PM)
LUNCH (12:15 PM - 12:45 PM)
The students will get their
rest mats and select two
books from the book basket
lunch.
the teacher has set out. The
students are to read quietly.
Two students will be allowed
to use the computer during
this time. The students will
put their books away and the
teacher will read chapter
book for the remaining of the
time. If it is Library day for the
students the teacher will take
the students to the library.
MATH (CALENDAR) (1:10 PM -
MUSIC (1:00 PM - 1:45 PM)
MATH (CALENDAR) (1:10 PM -
1:55 PM)
Procedure:
Teacher will take students to
1:40 PM)
SSR (12:45 PM - 1:10 PM)
music room for music class.
Procedure:
The teacher helper will call
The teacher will pick up the
quiet tables to the carpet.
students from music class at
The calendar helper will sit in
the end of the class.
the blue chair next to the
teacher. The teacher will go
over the day of the month
(current) month of year
Brian Muise
Page 21 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
(current), calendar activities
for the month, estimation jar,
growing number line, adding
sticks, sign language, and
weather.
weather.
Materials:
Materials:
Calendar
Calendar
Job Chart
Job Chart
Number Line
Number Line
Days of the Week Chart
SMART board
SMART board
CC.2.1.K.A.1: Know
sequence.
CC.2.1.K.A.1: Know
sequence.

count the number of
objects.

count the number of
objects.

compare numbers and
quantities.

compare numbers and
quantities.
CC.2.1.K.B.1: Use place

value to compose and
decompose numbers
within 19.

decompose numbers
within 19.
Brian Muise
Page 22 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
CC.2.2.K.A.1: Extend the

concepts of putting
together and taking apart
to add and subtract within
10.

concepts of putting
10.
CC.2.4.K.A.1: Describe
and compare attributes of
length, area, weight, and
capacity of everyday
objects.
objects.
category.
category.
GYM (1:55 PM - 2:30 PM)
MATH (CALENDAR) (1:50 PM 2:20 PM)
ART (1:45 PM - 2:30 PM)
Thu, Oct 13 (Day 6)
MATH (CALENDAR) (1:10 PM 1:45 PM)
students to the MPR for P.E.
Procedure:
students to the art room for
Procedure:
class. The teacher will pick
art class. The teacher will
up the students from P.E.
pick up the students from art
class at the end of the class.
room at the conclusion of art
class.
Brian Muise
weather.
weather.
Page 23 of 38
Mon, Oct 10 (Day 3)
Brian Muise
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
Materials:
Materials:
Calendar
Calendar
Job Chart
Job Chart
Number Line
Number Line
SMART board
SMART board
CC.2.1.K.A.1: Know
sequence.
CC.2.1.K.A.1: Know
sequence.

count the number of
objects.

count the number of
objects.

compare numbers and
quantities.

compare numbers and
quantities.

decompose numbers
within 19.

decompose numbers
within 19.

concepts of putting
10.

concepts of putting
10.
Page 24 of 38
Mon, Oct 10 (Day 3)
SOCIAL STUDIES (2:30 PM - 3:00
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
objects.
objects.
category.
category.
SCIENCE (2:20 PM - 3:00 PM)
SCIENCE (2:35 PM - 3:00 PM)
WRITING (1:45 PM - 2:20 PM)
Teachers will use the lesson
Teachers will use the lesson
Procedure:
The teacher will follow the
plan below for instruction and
plan below for instruction and
OPENING: I will model
lesson plan below. The
investigation. Teachers can
investigation. Teachers can
the kid writing process
teacher can also access the
supplement lesson by using
supplement lesson by using
with the students
online content for the Studies
online publications and
online publications and
Weekly website for
resources from the studies
resources from the studies
instruction and assessment.
weekly website.
weekly website.
www.studiesweekly.com
PM)
LESSON: Each student

will draw a picture of their
choice or a teacher
selected picture. Each
Week 2
Week 2
student will then attempt
Earth-Space
Shopping List
interview each student
Covered: RI.K.3, L.K.5.A
Earth-Space
Shopping List
Summary
Week 2
Week 2
student will describe their
Students will understand the
Do and Learn, p. 4
Do and Learn, p. 4
picture and I will write
necessity of rules and the
hand magnifiers
hand magnifiers
what they say about their
Week 3
ELA/Literacy Standards
consequences of breaking
Brian Muise
to write one sentence

describing picture. I will
about their picture and
their sentence. The
picture noting letter and
Page 25 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
them. They will identify
leaves
leaves
authority figures at home and

Teacher Supplement, Lesson
Teacher Supplement, Lesson
discuss the actions of good
Suggestion
Suggestion
citizens.
various objects from
various objects from
nature to observe
nature to observe
sounds as I write. I will
EXTENSION: Students
will work in their
handwriting journal as
Back-to-School Rules by
scale
scale
Laurie B. Friedman
writing tools
writing tools
Know and Follow Rules by
math tools
math tools
Rules and Laws by Ann-
Marie Kishel
Covered: RI.K.3, RI.K.9,
Covered: RI.K.3, RI.K.9,
The Worst Day of My Life
RF.K.3.A
RF.K.3.A
Ever! by Julia Cook
*Refer to the ELA Standards
What If Everybody Did
Reference for additional
Journals
That? by Ellen Javernick
standards that are covered.
Kid Writing Journals
Words to Know & Building
Literature Links
Literature Links
Markers
Academic Vocabulary
I Use Science Tools by Kelli
I Use Science Tools by Kelli
Pencils
rules
Hicks
Hicks
citizen
National Geographic
National Geographic
respect
Readers: Wolves by Laura
Readers: Wolves by Laura
important
Marsh
Marsh
consequences
Where in the Wild?:
Where in the Wild?:
Page 1 Cover Story
Camouflaged Creatures
Camouflaged Creatures
ELA/Literacy
Concealedand Revealed
Concealedand Revealed
Standards: RI.K.3
by David M. Schwartz
by David M. Schwartz
CC.1.4.K.M: Use a
combination of drawing,
dictating, and writing to
compose narratives that
describe real or imagined
experiences or events.
Were Going on a Leaf Hunt
Were Going on a Leaf Hunt
by Steve Metzger
by Steve Metzger
You Can Use a Magnifying
You Can Use a Magnifying
Glass by Wiley Blevins
Glass by Wiley Blevins
Cheri J. Meiners
Lesson
Suggestions: Modeled and
Shared Activity
Brian Muise
date picture for reference.
at school, and they will
Literature Links
Thu, Oct 13 (Day 6)
they wait for interview.
CLOSING: Students may

share their piece of
writing in front of the class
Materials:
Page 26 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Model how to write the
word good on the board.
Academic Vocabulary
Academic Vocabulary
Count the number of
(BAV)
(BAV)
letters in the word. Sound
tool
tool
the word out with the
magnify
magnify
class. Discuss what it
scale
scale
means to be good. Have
microscope
microscope
each student name
binoculars
binoculars
something that another
Page 1 Cover Story
Page 1 Cover Story
student has done in class
or on the playground that
Covered: RI.K.3, RI.K.9
Lesson Suggestions: To
Lesson Suggestions: To
start the lesson, ask students
start the lesson, ask students
to name tools that they have
to name tools that they have
seen or have used. Students
seen or have used. Students
should also be able to state
should also be able to state
how they are helpful. Make a
how they are helpful. Make a
list of their responses.
list of their responses.
Complete the Sharing
Complete the Sharing
Science Notebook entry with
the class. Use the Big Issue
as a reference when teaching
this lesson.
this lesson.
Teacher Questions,
Teacher Questions,
(Answers) and Cognitive
Complexity Level/
Complexity Level/
Relevance Level
Relevance Level
was good.
Use the Big Issue as a
reference when teaching
this lesson.
Teacher Questions,
Complexity Level/
Relevance Level
Ask students to predict
what they think this lesson
is about. Discuss what
they see in the pictures.
Ask students to put their
fingers on each side of the
words Follow the Rules.
Read the words for
students and ask them to
repeat the words with you.
Brian Muise
Thu, Oct 13 (Day 6)
Page 27 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Ask students: What are
Discuss what they see in
Discuss what they see in
rules? What does it mean
the picture. What is the
the picture. What is the
to follow the rules? LOW/1
boy holding? LOW/1 What
boy holding? LOW/1 What
do you think this weeks
do you think this weeks
loud. Have students circle
issue will be about?
issue will be about?
the word citizen. Ask
MODERATE/1
MODERATE/1
Read the first sentence out
students to circle the

makes a citizen. Students
words The World of
words The World of
should circle lives in a
Science. Say the words
Science. Say the words
city, town or country.
for the students and ask
for the students and ask
Ask students: What rules
them to repeat them with
them to repeat them with
do citizens have to follow?
you. What could this
you. What could this
LOW/1
mean? LOW/1
mean? LOW/1
Ask the students to look at
Ask the students to look at
between city, town and
the words below the
the words below the
country for students. Ask
picture. Read the words
picture. Read the words
students: What is the
together. Discuss the word
together. Discuss the word
name of your city or town?
tools. Tools help us work
tools. Tools help us work
What is the name of your
and learn.
and learn.
country? LOW/1
Look around the
Look around the
Ask students: What does
classroom together. What
classroom together. What
respect mean? How do
kind of tools do they see?
kind of tools do they see?
you respect people? How
Writing tools? Math tools?
Writing tools? Math tools?
do you respect your school
LOW/1 What kind of tools
LOW/1 What kind of tools
and teachers? LOW/1
do scientists use?
do scientists use?
MODERATE/2
MODERATE/2
Ask students to place their
evidence, or proof, of what
Explain the differences
Thu, Oct 13 (Day 6)

word Good. Ask them
Differentiated Instruction
what it means to be good.
Brian Muise
Page 28 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Ask students: How are the
Present paper, pencils and
Present paper, pencils and
two classmates showing
pens to the class to show
pens to the class to show
they are good citizens?
writing tools. Counting
writing tools. Counting
(They are sharing and
blocks, rulers and scales
blocks, rulers and scales
taking turns.) LOW/1
are tools for math.
are tools for math.
Students may need to see
Students may need to see
Differentiated Instruction:
these tools to understand
these tools to understand
Have students name
what tools are in the
what tools are in the
educational world.
educational world.
need to take turns or share
Page 2 and 3 - Look &
Page 2 and 3 - Look &
with their classmates. Why
Learn
Learn
is it important to take turns
and share? What if you
didnt take turns or share?
What would happen?
HIGH/1
Lesson Suggestions: Have
Pages 2 and 3 - Look &
a magnifying glass and scale
a magnifying glass and scale
Learn
available for students to see
available for students to see
ELA/Literacy
and manipulate. This might
and manipulate. This might
Standards: RI.K.3
be the first exposure they
be the first exposure they
Lesson
have with these tools. See
have with these tools. See
Suggestions: Modeled and
the Studies Weeklys
the Studies Weeklys
Shared Activity
Professional Development on
Professional Development on
After reading the top
Demand Series on your
Demand Series on your
portion of Page 2, have
online account for Flipbook
online account for Flipbook
students name rules that
video instructions. Have an
video instructions. Have an
keep us safe. Chart their
example available of the
example available of the
responses. Have students
Flipbook for students to see
Flipbook for students to see
before construction of the
before construction of the
different times in the
Thu, Oct 13 (Day 6)
school day where they
Brian Muise
Page 29 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
explain why and how the
book. Complete the Sharing
book. Complete the Sharing
rules keep us safe.
this lesson.
this lesson.
this lesson.
Teacher Questions,
Teacher Questions,
Teacher Questions,
Complexity Level/
Complexity Level/
Complexity Level/
Relevance Level
Relevance Level
Look at the pictures on
Look at the pictures on
Relevance Level
Pages 2 and 3 with the
Pages 2 and 3 with the
students. Identify the three
students. Identify the three
word Rules at the top of
different tools being used.
different tools being used.
the page. Write the word
Do we use a magnifying
Do we use a magnifying
on the board. Discuss
glass and microscope for
glass and microscope for
classroom or school rules
the same thing?
the same thing?
with students.
MODERATE/2 How are
MODERATE/2 How are
Ask students to describe
they different?
they different?
what the people in the
MODERATE/2
MODERATE/2
pictures are doing.
Ask students to look at the
Ask students to look at the
Discuss how rules keep us
scale. When have they
scale. When have they
safe.
stood on a scale? LOW/1
stood on a scale? LOW/1
What other kinds of things
What other kinds of things
do we weigh? LOW/1
do we weigh? LOW/1
Have students name the

rule that the boy is
following in the picture.
Explain to students that we
Explain to students that we
Ask students: Is the rule a
can learn more when we
can learn more when we
learning or safety rule?
work with a partner or
work with a partner or
LOW/1 (He is using the
group and share our
group and share our
cross walk. It is a rule that
observations with each
observations with each
keeps us safe.)
other.
other.
Brian Muise
Thu, Oct 13 (Day 6)
Page 30 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Ask students to name
Direct students attention
Direct students attention
to the microscope. Have
to the microscope. Have
you ever used a
you ever used a
microscope? LOW/1
microscope? LOW/1
rules that help us learn.

word Consequences.
Have students look at the
Have students look at the
Discuss the meaning of
photograph of the wolf.
photograph of the wolf.
the word. Ask students to
Discuss how scientists
Discuss how scientists
name classroom, school,
often use their eyes as
often use their eyes as
home and community
tools to observe nature.
tools to observe nature.
Ask the students to talk
Ask the students to talk
consequences.
Have students think about
with each other about what
with each other about what
what the man and girl on
they see. Discuss and
they see. Discuss and
Page 2 might be talking
answer the questions
answer the questions
about. How do you know?
under the photo.
under the photo.
MODERATE/1
Ask students if they can
Ask students if they can
name other animals that
name other animals that
about who makes the rules
blend in with their
blend in with their
at home, at school and in
surroundings for
surroundings for
the community. Guide
protection. LOW/2
protection. LOW/2
Ask students to think
students to name adults
Have students go back to
Thu, Oct 13 (Day 6)
Have students go back to
and authority figures as
the cover page and
the cover page and
the people who make
highlight all of the is
highlight all of the is
rules. Ask students: Why
words that they can find in
words that they can find in
do these people have the
the magazine. (5x)
the magazine. (5x)
authority to make rules?

LOW/1
Ask students why it is
To better explain how to
To better explain how to
important for children in
use a magnifying glass,
use a magnifying glass,
other countries to follow
allow students to bring in
allow students to bring in
rules. Ask students: What
flowers, rocks or pieces of
flowers, rocks or pieces of
Brian Muise
Page 31 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
does important mean?
grass into the classroom.
grass into the classroom.
LOW/1 Do you think the
Build a science station in
Build a science station in
rules for children in France
the classroom for these
the classroom for these
and Japan are important?
natural items. Provide
natural items. Provide
MODERATE/1
small magnifying glasses
small magnifying glasses
for students to use while
for students to use while
they observe the items.
they observe the items.
If time allows, show
Switch out the items every
Switch out the items every
students where France
week so that students
week so that students
and Japan are located on
have opportunities to
have opportunities to
a globe or map in the
observe different items in
observe different items in
classroom. Have students
nature.
nature.
compare these countries
Have students brainstorm

a list of tools found in the
a list of tools found in the
live.
classroom. Ask them to
classroom. Ask them to
identify the purpose of
identify the purpose of
Page 4 Fun and Games
each tool. How does it
each tool. How does it
ELA/Literacy
help us? LOW/1 Are there
help us? LOW/1 Are there
Standards: L.K.5.A
different tools in a
different tools in a
Lesson Suggestions:
students desk than in a
students desk than in a
Independent Activity
teachers desk?
teachers desk?
MODERATE/2 What are
MODERATE/2 What are
they? LOW/1
they? LOW/1
through the magazine and

highlight or circle the word
rules. (12x)
this lesson.
Teacher Questions,
Have students brainstorm
locations to where they
Have students go back
Thu, Oct 13 (Day 6)
Page 4 - Do & Learn
Page 4 - Do & Learn
Covered: RI.K.3
Covered: RI.K.3
Brian Muise
Page 32 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Complexity Level/
Relevance Level
students collect objects from
students collect objects from
Use the activities on this
nature and bring to the
nature and bring to the
page to review the
classroom. Make an area for
classroom. Make an area for
material presented and as
students to investigate these
students to investigate these
an informal assessment of
objects using a magnifying
objects using a magnifying
students knowledge and
glass. Complete the Sharing
glass. Complete the Sharing
content presented in this
issue.
this lesson.
this lesson.
Teacher Questions,
Teacher Questions,
is showing at the top of the
Complexity Level/
Complexity Level/
page. Help students
Relevance Level
Relevance Level
determine if the activity is
Review what makes a

good citizen.
Discuss what each picture
showing good citizenship.

For gifted students, have
what they see in the
what they see in the
picture. Talk about the tool
picture. Talk about the tool
them draw their own
pictured and what it does.
pictured and what it does.
examples and non-
Ask the students to predict
Ask the students to predict
examples of good citizens.
what different things might
what different things might
look like under a
look like under a
magnifying glass. Does it
magnifying glass. Does it
For the sorting activity,
make things bigger or just
make things bigger or just
cover up the pictures the
look bigger? MODERATE/
look bigger? MODERATE/
student isnt working on to
prevent confusion. Have
If possible, take the class
If possible, take the class
the student describe what
outside to observe leaves
outside to observe leaves
he or she sees in each
in nature and have them
in nature and have them
picture. Help the student
draw pictures of what they
draw pictures of what they
Brian Muise
Thu, Oct 13 (Day 6)
Page 33 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
decide which picture
see when they magnify the
see when they magnify the
doesnt belong with the
leaf.
leaf.
Thu, Oct 13 (Day 6)
other pictures.
Writing and Technology
If students are struggling
If students are struggling
(K-2)
with drawing what they
with drawing what they
Lets Write
see under the magnifying
see under the magnifying
ELA/Literacy Standards: N/
glass, have them verbally
glass, have them verbally
explain with they see.
explain with they see.
Have students look at
Have students look at
Refer to the ELA

Standards Reference for
other items in nature. They
other items in nature. They
additional standards that
can look at bark, rocks,
can look at bark, rocks,
are covered.
flowers or different types
flowers or different types
of leaves. Have students
of leaves. Have students
Make a T-Chart
find similarities and
find similarities and
Title one side of the T-
differences between the
differences between the
items.
items.
Chart Rules. Title the

other side
Consequences. Have
students name playground
Lets Write
Lets Write
rules. Write the rules
Expository
Expository
under the Rules section
Have students look
Have students look
of the chart. Have students
determine appropriate
identify and circle tools
identify and circle tools
consequences for
shown. Discuss with the
shown. Discuss with the
breaking the rules and
class the importance of
class the importance of
write the consequences on
each tool and how it is
each tool and how it is
the other side of the chart.
used. Model for the class
used. Model for the class
Model how to write
how to construct and write
how to construct and write
complete sentences.
a complete sentence
a complete sentence
Brian Muise
Page 34 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Web Surfers
telling how a tool is used.
telling how a tool is used.
http://www.watchknowlear
(e.g. A scale tells how
(e.g. A scale tells how
much something weighs.)
much something weighs.)
other tools in the
other tools in the
classroom and how they
classroom and how they
are used. Write sentences
are used. Write sentences
about those tools on chart
about those tools on chart
paper.
paper.
n.org
http://respectfulkindergarte
ncitizens.weebly.com
https://www.youtube.com
Web Surfers
Web Surfers
http://www.education.com/
http://www.education.com/
http://sciencenetlinks.com/
http://sciencenetlinks.com/
Thu, Oct 13 (Day 6)
S.K-2.A.2.1.2: Describe
outcomes of an
investigation.
S.K-2.A.2.1.2: Describe
outcomes of an
investigation.
S.K-2.A.2.2: Identify
appropriate instruments
for a specific task.
S.K-2.A.2.2: Identify
appropriate instruments
for a specific task.
S.K-2.A.2.2.1: Identify
simple tools that can be
used in an investigation
(e.g., measuring cup, hand
lens, ruler, balance scale,
thermometer).
S.K-2.A.2.2.1: Identify
simple tools that can be
used in an investigation
(e.g., measuring cup, hand
lens, ruler, balance scale,
thermometer).
DISMISSAL (3:00 PM - 3:15 PM)
CENTERS (2:20 PM - 3:00 PM)
Procedure:
Procedure:
Procedure:
Procedure:
5.1.K.A: Explain the
purpose of rules.
5.1.K.B: Explain the need
for rules.
5.1.K.C: Define respect
for self and others.
5.1.K.E: Demonstrate
responsibilities in the
classroom.
Brian Muise
Page 35 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
Each student will fill out color
Teacher will create five
their color chart at 2:45 PM.
center activities for the week.
Each student will complete
Each center will consist of a
their job for the day. The
language arts, math, writing,
teacher will pass out student
art, and free choice. Centers
folders. Each student will get
will be completed by each
their belongings to go home.
student on a given day.
their buses and MPR by the
teacher.
teacher.
teacher.
Materials:
Materials:
Materials:
Color Charts
Color Charts
Color Charts
Jobs
Jobs
Jobs
Student take home folders
Centers:
Language Arts
Math
Writing
Art
Free Choice
CC.1.1.K.D: Know and
apply grade-level phonics
and word analysis skills in
decoding words;
Demonstrate basic
knowledge of one-to-one
letter-sound
correspondence;
Associate the long and
short sounds with
common spellings for the
five major vowels; Read
grade-level highfrequency sight words
with automaticity;
Distinguish between
Brian Muise
Page 36 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
similarly spelled words by

identifying the sounds of
the letters that differ.
CC.2.1.K.A.1: Know
sequence.
CC.1.4.K.G: Use a
combination of drawing,
dictating, and writing to
compose opinion pieces
on familiar topics.
Procedure:
teacher.
Materials:
Color Charts
Jobs
Brian Muise
Page 37 of 38
Mon, Oct 10 (Day 3)
Tue, Oct 11 (Day 4)
Wed, Oct 12 (Day 5)
Thu, Oct 13 (Day 6)
Brian Muise
Page 38 of 38

Brian Muise - Planboard Week - Oct 9 2016

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Brian Muise - Planboard Week - Oct 9 2016

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Brian Muise's Lesson Plans for the Week of Oct 9, 2016

Mon, Oct 10 (Day 3)

RECESS 11:30 AM - 12:00

Tue, Oct 11 (Day 4)

Wed, Oct 12 (Day 5)

RECESS 11:30 AM - 12:00

Thu, Oct 13 (Day 6)

HEALTH 10:25 AM - 11:10

ARRIVAL (7:45 AM - 8:10 AM)

ARRIVAL (7:45 AM - 8:10 AM)

ARRIVAL (7:45 AM - 8:10 AM)

ARRIVAL (7:45 AM - 8:10 AM)

Students will enter the

Students will enter the

Students will enter the

Students will enter the

classroom at 7:45 AM. Each

classroom at 7:45 AM. Each

classroom at 7:45 AM. Each

classroom at 7:45 AM. Each

student will eat breakfast

student will eat breakfast

student will eat breakfast

student will eat breakfast

after completing morning

after completing morning

after completing morning

after completing morning

duties. Morning duties

duties. Morning duties

duties. Morning duties

duties. Morning duties

include setting take home

include setting take home

include setting take home

include setting take home

folders in mailbox, picking

folders in mailbox, picking

folders in mailbox, picking

folders in mailbox, picking

lunch for the day, signing in

lunch for the day, signing in

lunch for the day, signing in

lunch for the day, signing in

name. Some students may

name. Some students may

name. Some students may

name. Some students may

enter classroom later than

enter classroom later than

enter classroom later than

enter classroom later than

8:05 due to late busses.

8:05 due to late busses.

8:05 due to late busses.

8:05 due to late busses.

These students will be

These students will be

These students will be

These students will be

allowed to eat their breakfast

allowed to eat their breakfast

allowed to eat their breakfast