Lesson Plans March 7th-11th, 2022

***Gillian full time teaching Week 2

  Monday  Tuesday  Wednesday  Thursday
8:35-Community  Introduce David Shannon
https://www.youtube.com/watch?
v=5eKLeIT7axg
- read bad case of the stripes
8:50—Number Day 5
Corner  -grid: update
-collector: examining the data
-days in school: update
-Number line: name my number
-Move or Wait game NO DAVID coloring page during
- Introduction arrival
-Puppy and Snail waiting for a snack
--Story and discussion
-lucy waiting in the picture
Day 6 Day 7
-grid: I have, you need -updates (grid, collector, days in
-collector: update school)
-days in school: update -number line: mixed-up numbers
-Waiting our turn for Be Calm
Bunny and discuss ways to help you
wait
Day 8
-updates (grid, collector, days in
school)
-fluency: animal story problems

9:05—Movement    
Break 
9:10—Whole Group What is a noun? Adding S—Literacy Notebook Sight word: Have Segmenting Activities—pound it out
Reading/Phonics 
https://www.youtube.com/watch? *Poem, booklets Blue Poetry Notebook: Can I Get a
v=aPeMKdEzGDs Pet? (highlight sight words, etc.)
*Write sentence using Have in
Activity: Literacy Notebook—sorting journal
nouns
9:35—Small Group Verbs—Activity and Literacy notebook Adding S—Literacy Practice Decodables: Decodables:
Reading 
Action words activity Task: L.K.01.c Form plural nouns C—Todd’s Rod (rhyming warm up, C—Todd’s Rod (re-read and comp.
Task: L.K.05.d Distinguish shades of by adding /s/ or /es/ l/p sounds, segment rime /od/, SW- questions, blending, encoding, and
meaning among verbs describing the had, read/glue photos) sentence work)
same general action (e.g., walk,
march, strut, prance) by acting out S/B/BS—The Tan Van (sound S/B/BS—The Tan Van (blending, re-
the meanings. manip., blending cards, read/comp read and comp. questions, writing
photos, write graphemes if time) practice)
Task: L.K.01.b Use frequently
occurring nouns and verbs.

10:30—Recess       
10:45—Small Group RI.K.09: similarities and differences of Lead 21 Segmenting and blending words Journal entry: What would your best
Reading cont.  two texts C: W2D1: keep on moving (send home back together day be?
where is jerry) Give students words and have them
S: W2D1: living things (my plants) finger stretch then write them on
BS: W2D1: plants are the same and their whiteboard
different
Lesson Plans March 7th-11th, 2022
***Gillian full time teaching Week 2
B: W2D3: jack and Jill
11:30—Lunch/Recess  Read Alice the Fairy after lunch    
instead of yoga
12:05—Math  David: Shake Those Beans David: Numeral Writing 1. David: Task #11— 1. David: Task #11—
Wedlake: Unifix 5, 6, 7 Wedlake: Unifix 8, 9, 10 Decomposing Numbers Decomposing Numbers
Schmidt: Fill It Up To 5 MTH.K.OA.03 AND MTH.K.OA.03 AND
Task #12— Task #12—Foundational
Foundational Place Place Value
Value MTH.K.NBT.A.01
MTH.K.NBT.A.01 2. Wedlake: Task #13—
2. Wedlake: Task #13— Counting Flowers (2
Counting Flowers (2 parts)
parts) MTH.K.CC.A.03, MTH.K.CC.A.03, .B.04a,
.B.04a, .B.04b, .B.04c, & .B.04b, .B.04c, & .B.05
.B.05 3. Independent work
3. Independent work

1:00—WIN/ PROGRESS MONITORING

Interventions 

1:30—Specialists A— Art Music PE Art

Art, B—Music, C—
PE 
2:15—Science/SS/ Lesson 1: Introduction to Classifying Lesson 2: Comparing Needs of Plants Lesson 3: Whose Teeth are These? Lesson 3: Whose Teeth are These?
Health  Creatures and Animals * Read aloud: What if you had Continued
animal teeth?
*What do plants and animals need to Chart Paper: What animals eat?
*Living or Nonliving--(Pebble Go survive?
Book) *Remind students that food was a Examine animal teeth/jaw models
*Plant and Animals needs sorting need of humans. Animals and from the Animals Bite kid.
*Take a look around the classroom/think chart, discuss if any categories could be humans need food to live. Do
about our school grounds outside— combined (I.e. plants eat food? (no, soil and
living or nonliving charting in Science pants/hat/socks=clothing & sunlight). We can learn a lot about
notebook apple/ham/taco=food) animals based on the food they eat?
*Review Living Things Need to
*What Are Plants?--(Pebble Go Book) *Ask: Live Chart
-What needs do humans and plants
*Play Guess the Animal Sound Game share? *Ask questions from PSS Card
-What things do humans need that Whose Teeth are These Bullet #1
*Begin KLEWS Chart—How do plants plants do not?
and animals work in their environment? -What things do plants need that
humans do not?
-What if we changed “humans” to
Lesson Plans March 7th-11th, 2022
***Gillian full time teaching Week 2
“animals?” Are there any needs that
would need to change?
-What patterns do you see in the
needs?

*Play Clap and Stomp—say a need, if

it is a human need clap your hands. If
it is a plant need, stomp your feet. If it
is BOTH clap and stomp. (shirt,
sunlight, apartment, spaghetti, water,
soil, shoes, air, coat.) Discuss as
needed

*Add new learning to KLEWS Chart.

After packing up, no David

animated:
https://www.youtube.com/watch?
v=jM2lyL5Jg7g

 
Friday    
 

9:35—Community  Literacy notebook—L.K.5.b—Opposites

9:45—Number Corner   Day 9

--Grid: I have, you need
--Collector: update
--Days in school: update
--Number line: playing mixed up numbers
10:10—Reading 
Introduction to Animals Inquiry Project
Launch questions we might ask—review the lessons in science earlier this week—can we use those discussions to generate
questions we might have about the animal we are researching?
Add What do animals eat? to inquiry questions

Generate list of potential animals to study

Split into the groups—teams must come to agreement of an animal to research.

 
Lesson Plans March 7th-11th, 2022
***Gillian full time teaching Week 2
 

11:30—Lunch   
12:05—Math  Read: Too Many Toys
Share your toy and play with them
1:15—Specialists   Music
A—Art, B—Music, C—PE 
1:55—Library   

2:15—SS/Science/Health  Guidance w/ Mrs. Summer

*2nd Friday of Month—Guidance  
2:55—Prepare for Dismissal   

3:10—Dismissal   

David Wedlake Plein

11:05-11:20 Misty/Hank/Dominic (Alph. Abbie/Rysley/ @lunch
Knowledge) Landyn/Keegan/
Elliana
*keep Misty for Language, Ellie for (NWF/WS)
Speech
Monday/Tuesday—Letter Sounds
Alphabet Knowledge Arch—Daily Lesson 25 (writing vowel sounds)
Wednesday/Thursday—Word
segmenting (3, 4, 5 sounds)

1:05-1:15 Abbie/Rysley/ Misty/Hank/Dominic/Karter (Alph. Maddux/Gage/Marinne/

Landyn/Keegan/Elliana Knowledge) Parker/Sophia
(NWF/WS) (NWF/WS/Writing)
Monday/Tuesday—Letter
Monday/Tuesday—Segmenting Recognition Lesson 3 (letters w/ Monday/Tuesday: fishing for
Slinkies circles) sight words

Wednesday/Thursday—Reading Wednesday/Thursday—Letter Wednesday/Thursday: Spring

comprehension sheets Recognition Lesson 4 (letters w/ Journal- write about something
curves) they are going to do over spring
Lesson Plans March 7th-11th, 2022
***Gillian full time teaching Week 2
1:15-1:25 Misty/Hank/Dominic/Rysley/Abbie
(Number Sense)
Monday/Tuesday—Bridges
Intervention Volume 2, Module 1
Session 1—Make It Five
(decomposition)
Wednesday/Thursday—Number
Sequencing
Aida/Ellie/Emery/Taylor/Theo
(NWF/WS/Writing)
Monday/Tuesday: sight word
swatting
Wednesday/Thursday: Spring
Journal- write about something they
are going to do over spring break
break
Landyn/Keegan/Elliana
(NWF/WS)
Monday/Tuesday: fishing for
sight words
Wednesday/Thursday: Spring
Journal- write about something
they are going to do over spring
break