FIRST WEEK OF

SCHOOL LESSON
PLANS
• DETAILED PLANS FOR EACH
DAY OF THE WEEK

• DAILY SCHEDULE

• TIME SPENT PER SUBJECT

• MATERIALS NEEDED

• GLANCE AT THE SECOND

WEEK

• QUESTIONS AND ANSWERS

FOR:
CHRYSANTHEMUM
FLY EAGLE FLY
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 DAILY SCHEDULE
7:35-7:45 School-wide Morning News and Announcements

7:45-8:00 Check attendance, First Work (Daily Language Review or Grammar)

8:00-8:15 Morning Meeting- Character Education

8:15-8:45 Reading- Shared- Guided – Centers

8:45-9:25 Special Activity (PE, Art, Music, Computer, Media)

9:25-9:30 Restroom break

9:30-10:15 Reading (cont)

10:15-11:15 Writing Workshop (working snack)

11:15- 11:45 Social Studies

11:45-12:20 Word Work - 180 Day Journal of Positive Thinking

12:20-12:40 Recess

12:40-1:05 Lunch

1:05-1:15 Restroom break

1:15-1:45 Science

1:45-2:05 Read aloud

2:05-2:10 Pack up/prepare for dismissal

©P.Olivieri (Rockin Resources)

 DAILY SCHEDULE WITH 2 CLASSES
LANGUAGE ARTS AND SOCIAL STUDIES

7:35-7:45 School-wide Morning News and Announcements

7:45-8:00 CLASS A Check attendance, First Work (Daily Language Review or Grammar)

8:00-8:45 CLASS A Reading- Shared- Guided – Centers – Word Work

8:45-9:25 CLASS A Special Activity (PE, Art, Music, Computer, Media)

9:25-9:30 Restroom break

9:30-10:00 CLASS A –Writing Workshop (working snack)

10:00-10:30 Social Studies

10:30-10:50 Read aloud

10:50 Switch Classes

10:50-11:00 CLASS B First work (DLR or Grammar)

11:00-11:45 CLASS B Reading- Shared- Guided – Centers – Word Work

11:45-12:15 CLASS B- Writing Workshop

12:20-12:40 Recess

12:40-1:05 Lunch

1:05-1:10 Restroom break

1:15-1:45 Social Studies

1:45-2:05 CLASS B - Read aloud

2:05-2:10 CLASS B - Pack up/prepare for dismissal

©P.Olivieri (Rockin Resources)

AMOUNT OF TIME PER SUBJECT
Reading- 90 min Math- 60 min
Writing- 60 min Social Studies- 30 min
Word Work- 30 min Science- 30 min
Grammar or DLR- 15 min

FIRST WEEK OF SCHOOL LESSON

MATERIALS NEEDED PLANS
• 2 Composition Notebooks per student
• 1 Pringles Can per student
• Beach ball
• Mini basketball
• Jar for reward marbles
• Class set of Hundred Dresses
• Chrysanthemum
• Fly Eagle Fly
• Map of the world and universe

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• Genre Unit
• 180 Day of Positive Thinking Journal Unit
• Cause and Effect Unit (It is also in a bundle of reading skills units)
• Brainstorming Unit for Writing. (It is also in the Step-by-Step Writing® programs)
• Paper bag book report directions (It is also in a bundle of book reports)
• August Writing Prompts (It is in the Monthly Writing Prompts)
• Name Poem (free)
• BioPoem (It is included in the Back to School resource)
• Native American Unit (Indigenous People)
• Paragraph of the Week
• Weekly Reading Logs
• Time Capsules
• Team Jobs
• Reading Comprehension Passages for all standards
• Poetry Slam
• Rewards
• Novel Units

©P.Olivieri (Rockin Resources)

 GLANCE OF UNITS

DAILY GLANCE
• Journal of Positive Thinking
• Writing Mini-lesson

WEEKLY GLANCE
• Paragraph of the week
• Reading logs
• Reading Skill

MONTHLY GLANCE
• Change out Monthly Writing Prompts
• New Character Education Word of the Month- bulletin board
• A Poem a month- bulletin board
• Analyze a Lyric a month
• Book Report or Author Study

YEARLY GLANCE
• Step-by-Step Reading Skills
• Comprehension Passages for Every Standard
• Step-by-Step Writing Program
• Greek and Latin Units

©P.Olivieri (Rockin Resources)

 FIRST WEEK OF SCHOOL LESSON
PLANS
MONDAY

• Have treat bags at their seats.

• Put directions on the board what to unpack, what to put in cubbies, what to keep at seats.
I usually have them keep supplies at their desks so we can go through them together.
Arrival on the
• Play music- We are family!
first day • Double triple check transportation cards and emergency cards
• If you have groups of 4, get a deck of cards and pick out as many of the same number of
groups. Kids pick a card when they enter the room and sit in that group.

Easy First Work Explain and color time capsules. Put the time capsules together.

Get to Know You • Scavenger Hunt- find people who…..

• How to line up, when to be quiet, signals I use to get attention

• Recess rules
Rules and • Develop a Class Constitution
Routines • Explain reward system- Treasure Chest- How many coupons to get a prize from treasure
chest.- Hand out a coupon to start the year!
• Explain class reward system- fill the marble jar for a class reward

• Read aloud- Chrysanthemum--- discuss bullying and different names- how many letters
Reading in each students name, syllables- talk about how we don’t bully here- we are a family
Workshop and respect each other.
• Show class library and review genres- give genre handout

• Name poem- finish drawing themselves on the template and color.

Writing • Name poem- Then write an acrostic poem using their name. Allow students to share and
Workshop discuss words for different letters. Dictionaries help.
• Hand out instructions to decorate the cover of writing notebook-

• Point out the Greek and Latin Word Wall. Explain prefixes, suffixes, and root words. –
We will begin Unit 1 next week.
Word Work • Get started in 180 Day journal of positive thinking- explain how to look up word
meanings and analyze quotes.

Take a walk through the history books to show students what you will be covering
Social throughout the year. If it has a table of contents, show them how to use it and point out the
Studies glossary.

Dismissal rules
Send home notes to supplies still needed.
End of Day/
Hand out a happy note to take home.
Homework Send home parent homework.- due Thursday
Decorate notebook- due Wednesday

©P.Olivieri (Rockin Resources)

 FIRST WEEK OF SCHOOL LESSON
PLANS
TUESDAY

• Have directions on the board- where to put homework, where to put parent homework
• Play music
Arrival • Take attendance and review any parents notes.
• Note any transportation changes.
• Collect any parents surveys or supplies that come in.

Easy First Work Student survey

• Who’s Who
Get to Know You • Telephone
• Time Capsules- Favorites page

• Explain how to use student mailboxes and teacher’s mailbox

Rules and • Explain Team Jobs
Routines • Walk around the room and talk about the centers, bulletin boards, where to put supplies,
etc.

• Start reading Hundred Dresses together- Chapters 1-2- bullying- author’s purpose
Reading
• Read aloud- Fly Eagle Fly Goals- perseverance
Workshop • Goals for the year (time capsule)

• Explain how we will use writing notebooks and the writing center. Talk about what the
Writing supplies in the center are used for.
Workshop • Go over big pencil- writing workshop rules
• Time Capsule Writing Page- Write using that prompt or pick one from monthly prompts.

180 day journal of positive thinking

Word Work • Tell about the person.
• Share and discuss afterwards

Social Where in the world do you live? Use the maps to point out to the students Earth,
Studies continenent, country, state, county, city, street, number

End of Day/ Research the meaning of your name and why your parents chose it.
Homework If you didn’t know street number and name, complete at home.

©P.Olivieri (Rockin Resources)

 FIRST WEEK OF SCHOOL LESSON
PLANS
WEDNESDAY

• Have directions on the board.

• Hand out paper bag book report
• Have a website available in case a student couldn’t find the meaning to their name last
night
Arrival • Help students get in the routine of unpacking, turning things in, etc.
• Take attendance and review any parents notes.
• Note any transportation changes.
• Check student and teacher mailboxes

Time Capsules- hand page and illustration page

First Work Explain the guided paragraph of the week so they can start tomorrow.

Character Traits- Pineapple bulletin board or door décor. Introduce the character traits and
explain how each month you will focus on one of them. Then either hand out names to
Get to Know You different students or have students write about themselves- “I wear a crown because I am
____. He/She wears a crown because ____”

Rules and Walk around the school and show them different places they need to know
Routines Nurse, special area, office, different halls and grades

• Set up reading notebooks and table of contents

Reading
• Read Hundred Dresses- Chapters 3-4- in groups
Workshop • Cause and Effect- Add interactive notes to notebooks

Writing • Set Up Notebook table of contents and first tab.

Workshop • Brainstorming Ideas Unit- I am and I love pages. Put in notebooks

180 day journal of positive thinking

Work Work • Tell about the person.
• Share and discuss afterwards

Social Start on the Native American Unit (Indigenouse People)

Studies • Map out the regions

End of Day/ • Paper Bag Book Report due in 4 weeks

Homework • Write about a current event for time capsules.

©P.Olivieri (Rockin Resources)

 FIRST WEEK OF SCHOOL LESSON
PLANS
THURSDAY
• Have students get in the routine of unpacking, turning things in, etc.
• Write morning directions, what you need them to write in their agendas, and what you
will be covering today on the board.
Arrival • Take attendance and review any parents notes.
• Note any transportation changes.
• Check student and teacher mailboxes

Guided paragraph of the week. All the instructions are there for them. Let them get started
First Work while you are taking attendance, but do this first one together.

Bio-poems- Do one line at a time and walk around to help students. Use the word lists to
Get to Know You help students brainstorm. Allow students to share and discuss in groups as they are working
to help with more brainstorming.

Rules and Talk about mentor text and how we will use it for reading and writing. Always be on the
Routines lookout for author’s craft!

• Read Hundred Dresses- Chapters 5-6- together

Reading • Continue with Cause and Effect – Point out Cause and Effect in Hundred Dresses
Workshop • Pull Cause and Effect pages from Reading Comprehension Passages
• Play study basketball game to review cause and effect and genres

Writing Brainstorming Ideas Unit

Workshop • I wonder and feelings pages. Place in notebooks. (Use biopoem word list of feelings)

180 day journal of positive thinking

Work Work • Tell about the person.
• Share and discuss afterwards

Indigenous Peoples Unit

Social • Hand out the study charts for notes
Studies • Start learning about Eastern Woodlands People- Take Notes
• Complete the comprehension activity

End of Day/
Homework • Bring in a picture of you for time capsules.

©P.Olivieri (Rockin Resources)

 FIRST WEEK OF SCHOOL LESSON
PLANS
FRIDAY
• Turn in any papers from home.
• Now you know the kids well enough to assign seat for next week!
Arrival • Have students get in the routine of unpacking, turning things in, etc.
• Write morning directions, what you need them to write in their agendas, and what you
will be covering today on the board.

First Work Continue with guided paragraph of the week.

• Teacher Bingo
Get to Know You • Time Capsules- Picture Page Roll all the papers up and put them in pringles cans. Put
anything else you want in there (no food!) til the end of the year.

Rules and Explain the Weekly Reading Logs that will start next week.
Routines Hand out coupons or rewards for the week!

• Finish reading Hundred Dresses- Chapter 7- Discuss lesson learned

Reading • Get out beach ball- pass and ask-answer questions.
Workshop • Quiz on Hundred Dresses
• Quiz on genres

Writing Brainstorming ideas unit

Workshop • My family and treasure map pages- Put in notebooks.

180 day journal of positive thinking

• Tell about the person.
Work Work • Share and discuss afterwards
• Discuss the week of journaling and what they learned.

Indigenous People Unit

Social
• Learn about the Great Plains People- Take Notes
Studies • Complete the comprehension activity

End of Day/ Happy Weekend! Play heads up 7 up.

Homework

©P.Olivieri (Rockin Resources)

GLANCE AT SECOND WEEK OF SCHOOL

First Work Guided Paragraph of the week

Read aloud- Treasure Island

Story Elements- Mentor Text Cinderella

• Characters
• Character Development
• Setting
Reading
• Plot
Workshop • Problem
• Solution

Check on book report progress

Start Weekly Reading Logs

Sentence Structure Unit

Writing • Complete sentences
Workshop • Subjects and Predicates
• Fragments
• Run-on Sentences

180 day journal of positive thinking

Work Work
Greek and Latin Unit 1--- Numbers

Social Finish Indigenous People Unit

Studies

©P.Olivieri (Rockin Resources)

 Work Due

Name meaning and why parent’s named you Tuesday

Notebook Cover Wednesday

Bring in Street Name Wednesday

Parent Survey- Homework Thursday

Current Event Thursday

Bring in a picture Friday

Genres Quiz Friday

Paper Bag Book Report Four weeks

©P.Olivieri (Rockin Resources)

 Chrysanthemum

Activities:
• Count letters and syllables in your name. (You can do a class graph too. How many student have 3 letters, 4,
letters, etc.)
• Look up the meaning of your name, the origin, and why your parents chose it.
• Do big bubble letters of your name and decorate it with different materials.
• Show the students a picture of a chrysanthemum.
• Brainstorm other names that you know that are flowers.
• When “Chrysanthemum” appears in the story, have students say her name.
• If you have another copy or two of the book, pass them out to students and they can look and share with others
as you read.
• Make a T-chart before the story and stop to write any ”happy” and “sad” words in the story.

Questions:

How did Chrysanthemum feel about her name at the beginning of the story? How do you know?
Chrysanthemum loved her name. It was the name of a beautiful flower. She was skipping on her way to school.

Why did her feelings change when she started school?

The kids were teasing her for having a long name and a name that is a flower.

What word does the author use to show how she was feeling about being teased?
wilted

What happened in the story to change her feelings again about her name?
Her family, walking away, her teacher having a flower name and wanting to name her baby Chrysanthemum.

The author uses repetition to help readers understand how Chrysanthemum feels. What are some
examples?
“absolutely perfect” and “absolutely dreadful”

Why do you think the author used the word “bloomed” in the story?
Because it is related to a flower and shows how people can grow.

What did we learn about other people’s differences from this story?
Not to bully or make fun of other people’s names or anything else. We all have differences and we need accept
everyone for who they are.

©P.Olivieri (Rockin Resources)

 Fly Eagle Fly

How does the author show that the farmer cared for his lost calf?

He uses the words concerned and has the farmer out looking for the calf everywhere. Then the author
uses the word pleased when he finds the calf.

How does the author show that the farmer knew the eagle had a higher potential than a
chicken?

He says, “The eagle is the king of the birds.”

What evidence shows that the farmer succeeded in training the eagle to be a chicken?

He walks, talks, and eats like a chicken.

What does the visiting friend do when he sees the eagle?

He is determind to set it free from thinking it is a chicken.

Why do you think eagle refused to fly at first? Cite evidence.

The eagle stretched its wings but when he saw the chickens, he flew down to them. He thought he was
a chicken.

How did the friend succeed in convincing the eagle that he was an eagle?

He took the eagle to the mountains (away from the chickens) early morning before the sun rose. He
tells the eagle to look at the sun and that he belongs to the sky, not to the earth.

What words are used in repetition and why did the author use them?

“You are not a chicken but an eagle. You belong not to the earth but to the sky. Fly, Eagle, fly!” The
author wants to emphasize the message of the story. The eagle needs to understand who he is.

©P.Olivieri (Rockin Resources)

 Hundred Dresses

Chapter 1
Describe Wanda.
Quiet and kept to herself

Why did she sit in the corner of the room?

Maybe because she thought that is where she belonged. She was from the country side of town called Boggin
Heights. She often came to school with mud caked on her shoes.

Why were Peggy and Maddy usually late for school?

They waited for Wanda to have some fun with her.

Chapter 2
Describe Boggin Heights.
Nice to pick flowers, but it Mr. Svenson’s house was smelly and run down. Then there were small houses.

Why was Wanda’s name different?

Petronski was long and difficult to say. Most children had short, easy to say names.

Why do you think Wanda said that she had a hundred dresses in her closet?
She wanted to fit in.

How does the author show that Maddie was uncomfortable?

She studied the marbles in her palm of her hand rolly them around.

Chapter 3
Why was Maddie having a difficult time concentrating in school?
She kept thinking about Wanda.

What took the girls attention off of Wanda?

Cecile’s crimson dress

Wanda is usually alone. Who was with her on the way to school?
Her brother Jake who usually helps out the janitor.

Why didn’t Maddie stand up to Peggy and defend Wanda?

Maddie didn’t stand up to Peggy to stop teasing Wanda because Peggy was the most popular girl in the school.
Although she wants Peggy to stop teasing Wanda, she didn’t stop it because she was afraid of being the next person
she would bully.

How does Maddie feel as the game continues? More and more awful.

What character trait does Wanda portray when she approaches the girls?
Bravery

©P.Olivieri (Rockin Resources)

 Chapter 4
What was the contest?
Coloring and designing dresses for the boys and motorboats for the boys.

Maddie tears up the note she was writing to Peggy. What was the note and why did she tear it up?
She was afraid to be a new target. She borrows dresses from Peggy.

Are Maddie and Peggy true friends?

No. You should be able to tell your friends anything.

Why does Maddie hope Peggy wins?

Maybe to change the attention to something else.

Chapter 5
Why did the author include the letter from Wanda’s father?
To make it more personal and bring out feelings of how they felt.

Why does Wanda’s family move and where did they move?
Because of all the teasing. They moved to the city to live by people more like them.

Why does Maddie feel like a coward?

She knew that she said nothing and the Petronskis left because of the bullying.

What makes you think that Peggy cared?

It was her idea to go see if Wanda was still in town.

Chapter 6

How does the author make the trip to Boggin Heights seem more dreadful than usual?
He made it a cold, rainy day.

What important conclusion did Maddie make?

She was never going to stand by and say nothing if someone is being teased or bullied.

Why did people assume Mr. Svenson was a mean old man?
He was dirty, his house was unkept, he had yellow teeth.

Chapter 7
What makes you think that Peggy didn’t care?
Although she helped write the letter, she forgot all about it. After receiving a letter back, she thought everything was fine.

What did Maddie notice about the drawings of the dresses she gave Peggy and Maddie?
She drew each of them.

What did Maddie learn- the lesson of the story?

To stick up for others.

©P.Olivieri (Rockin Resources)