3 Week Behavior Unit - First Grade

Instructional Plan

Day 1 - approx.130 minutes

Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide​.

First Day of School Introduce students and parents to yourself and the classroom at
Welcome the door.

“​Students who know what to do in the As students enter the classroom:

classroom produce results, and results Teach your procedure for seat assignments
produce learning and achievement​.”
(Harry Wong) ● Provide an activity for students to do at their seat while you
greet students/parents (e.g. decorate nameplate, making
PROCEDURES NEEDED: words, draw a picture of self/family, write about self, etc.)
● Lunch count (e.g. clips,
magnets, etc.) Introduce and explicitly teach your Quiet Signal to get them to
● Attendance stop working as needed. Practice several times throughout the
● Seat Assignments (e.g. day. See ​Procedure Guide
numbers, boy/girl, name tags
on the desks) Teach your procedure:
● How students will go home ● for lunch count/attendance
(e.g. graph/chart, bus, parent ● find out how students go home (create document or graph)
pick-up, walkers)
● Nametags Introduce and model procedure for students using any
● Students materials (individual materials/writing supplies on/ in desks. See​ ​Procedure Guide
supplies, table supply caddies,
shared pencil boxes, etc.)

Getting to Know Me Activity Review and practice ​Quiet Signal​.

10-15 min.
Show students your ​All About Me Bag​.
Relationships are the key foundation to
the success of students in our schools. Share all of the things you put into your bag and why.
The more we connect with them, the
more likely they are to succeed. Explain that they will be sharing an all About Me Bag with the class on
Friday.
Materials
-All About Me bag prepared by teacher

Behavior Related Read Aloud Introduce and model procedure for Moving to Carpet.
30 min. *See ​Procedure Guide
”Because listening comprehension
outpaces reading comprehension until Introduce and model procedure for Timed Pair Share (TPS).
about grade eight, reading aloud to *See ​Procedure Guide
students is an important way to
engage students with text that is more Text: ​Do Unto Otters ​by Laurie Keller (Only read up through Honest)
challenging than they can read Number the pages in the book beginning with the first page of text (ie.

VESD Ed.Svcs - August 2017

independently.” (ELA/ELD Framework) Doo De Doo ) This will help you connect the questions with the
appropriate page of the story.
Materials
-​Do Unto Otters ​by Laurie Keller Before Reading​, ask the students these questions….
-Chart Paper What do good friends and neighbors do?​ (Use Timed Pair Share-
-Markers TPS)
What do good friends and neighbors say? ​(TPS)

Create a circle map to collect all of their ideas. Write things they say in
one color in the map and things they do in another color.

Now read the story up through “Honest”.

1. How is Mr. Rabbit feeling? What makes you say that? (Pg. 5)
2. Make a prediction. How do you think Mr. Rabbit would like
Otters to treat him? (Pg. 8) ​(TPS)
3. What are the ways Mr. Rabbit has thought of so far? (Pg. 13)

Revisit the circle map and identify anything they said that was in the
story. You can also add things from the story that they forgot.

Introduce and model procedure for Transitions back from the

carpet.
*see ​Procedure Guide

Response to Text Journals Introduce and model procedure for Passing Out Materials.
20 min. *see ​Procedure Guide
“Responding to literary and Pass out the journals using your routine.
informational text requires students to
comprehend a piece of text, make Introduce and model procedure for Using Writing Supplies.
inferences, grasp the structure, and (Pencils, crayons, pencil boxes, table supplies)
examine the text with an evaluative Have students decorate the cover of their journals
and critical eye.”
(WFTB&B Response to Text) Write the word polite on the whiteboard or chart paper. Ask the
students, “What does it mean to be polite?” Have them use TPS to
Materials answer the question. Have them share some of their examples with
-Student Journals the class. Have them write the word at the top of their journal and
-Writing Supplies draw an example from the story that illustrates the word polite.
-Chart paper
-Markers Tell them that today they are on the hunt for people who are being
polite.

Introduce and model procedure for Putting Away Materials.

* see ​Procedure Guide

Class Building Introduce and model procedure for having a Whole Class
10 min. Discussion.
“Classbuilding provides mutual support *​See​ ​Procedure Guide
among all of the students in a class
and creates a positive context for Play 20 questions with the students. Model how to play the game
learning.” (From Kagan Cooperative using a cartoon or famous person. Then SAY: “I am thinking of a
Learning) student.” Students will ask yes/no questions to try to figure out who
the student is. Questions may be focused on physical attributes since

VESD Ed.Svcs - August 2017

Materials students do not yet know one another.
None
Give each table group a chance to think about the questions they
want to ask. Call one table group at a time to ask a question. Repeat
as time allows.

Careers Review and Practice Procedure for Moving to the Carpet

15-20 min. Review and Practice procedure for Whole Class Discussion.
“A ‘future story’ is a plan for the future. *See ​Procedure Guide
Without it, neither schooling nor work Lesson 1​: Write the word “responsibility” in the center of a divided
has purpose or significance.​”​ ​(Ruby K. Circle Map. Have the students brainstorm what they think the word
Payne, Ph.D) responsibility means. Fill out the definition.
Have the students give you examples and non-examples.
Materials Draw a pictorial representation of the word.
-Chart Paper
-Markers

Review and Practice transitions back from the carpet

*See ​Procedure Guide

Growth Mindset Review and practice ​Learning Expectations​.

15 min.
“In a growth mindset, people believe Watch S1, E1:​ Your Brain is Like a Muscle (Class Dojo​)
that their most basic abilities can be
developed through dedication and hard Review and practice the procedure for Timed Pair Share.
work- brains and talent are just the *see ​Procedure Guide
starting point. This view creates a love
of learning and a resilience that is Ask question at the end of video: “Can Mojo become smarter?”
essential for great accomplishment.” Students will share their ideas with a partner using Timed Pair Share.
(mindsetonline.com)
Review and practice ​Whole Class Discussion​.
Materials
-Video Then do whole class share out

Math Introduce and model procedure for​ Using Manipulatives​ ​(Math

20 min. Tools)
“When students manipulate objects, Introduce math tools (manipulatives) to the students. Explain to the
they are taking the necessary first students that they’re going to be using tools in math this year to help
steps toward building them learn. Let them know that it’s important for them to know the
understanding and internalizing math tools because they’re going to need to choose which math tools
math processes and procedures.” to use when they solve problems.

Materials Show the students the different tubs of math tools (e.g., 2-sided
counters, Base-ten blocks, Unifix cubes, Pattern blocks, etc.)
-Tubs of math tools (e.g., 2-sided
counters, Base-ten blocks, Unifix

VESD Ed.Svcs - August 2017

cubes, Pattern blocks, etc.) Teach the students the names of the math tools.
-Number line
-Hundreds Chart Pass out the tubs to each table. Give students about 5 minutes to
explore that tool and then rotate the tub.

Repeat rotation 2-3 times.

Review and practice ​Putting Things Away​.

Tell the students that there are going to be other math tools they use
this year that are not in the tubs. Point out those tools and tell the
students that they’ll be exploring them later. (e.g., number line,
hundreds chart, etc.)

VESD Ed.Svcs - August 2017

 Day 2 - approx. 155 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Quiet Signal​ to get them to stop working.
20-30 min.
Using a Circle Map, have the students brainstorm what favorite things
Materials they could survey their classmates on. (e.g., ice cream, snack, food,
-Chart Paper TV show, after school activity, etc.)
-Markers
-​Printed copies of Sample Survey Each student will use the ​Sample Survey​ form to create a bar graph
showing their classmates’ votes about their favorite things.
1. Choose a topic for their survey from the circle map and writes
it at the top of the survey form.
2. Fill in four choices about that topic at the bottom of the survey
form (e.g if they pick foods, they need to list four food items
from map to survey on: ice cream, pizza, etc)
3. Students will move around room asking classmates to select
their favorite item from the four options that they have chosen.
4. Teacher practices quiet signal to several times during this
movement.
5. Students will stop upon hearing the signal, then the teacher
will instruct them to continue working.

Behavior Related Read Aloud Review and practice​ Moving to the Carpet​.
30 min.
Review and practice ​Timed Pair Share​.
Materials
-​-​Do Unto Otters ​by Laurie Keller Text: ​Do Unto Otters ​by Laurie Keller (Read the rest of the book)
-Post it notes with text dependent Universal ​Text Dependent Questions
questions
-Chart paper 1. What is the main idea of this page? (19) What makes you say
-Markers that?
2. What problem does rabbit face? What makes you say that?
(TPS) (He is getting new neighbors and he is worried that
they won’t get along.- pg. 5 and 6)
3. How does the rabbit solve his problem? What makes you say
that? (​He thinks about how he thinks they should act, and
he decides to treat them that way.- Do Unto Otters)

Do Response to Text now.

Review and practice ​Whole Class Discussion​.

Have the students do Timed Pair Share to talk with a partner about 1
rule they think the class should have if they want to be good friends
and neighbors. Have each pair share one of their rules.
Teacher writes each pair’s rule on chart paper.

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 Review and practice ​Transitions​.

Response to Text Journals Teacher models how to use the journal pages in order and how to
20 min. date their page.

Materials Write the word considerate on the whiteboard or chart paper. Ask the
-Chart Paper students, “What does it mean to be considerate?” Have them use TPS
-Markers to answer the question. Have them share some of their examples with
-Student journals the class. Have them write the word at the top of their journal and
-Writing supplies draw an example from the story that illustrates the word considerate.

Tell them that today they are on the hunt for people who are being
considerate.

Review and practice ​ Putting Away Materials​.

Class Building Introduce and model ​Moving Around the Room.

10 min.
Play “Find Someone Who”
Materials Give the students a direction like…
None “Find someone who likes the same kind of pet you like.” Students
have to get up and find another student who likes the same pet they
like. When they find someone, have them say, “I like _____
because_________. Play again.
Additional ideas: Find someone who was born in the same month.
Find someone who likes the same flavor of ice cream as you, etc.
Groups can be more than 2

Careers Review and practice​ Moving to Carpet.​ Bring the students back
20-30 min. down to the carpet using your previously established routine.

Materials Review and Practice ​Timed Pair Share

​ y
-​Clean your Room, Harvey Moon b
Pat Cummings Lesson 1​: Read ​Clean Your Room, Harvey Moon ​to the class.
-Chart paper Using Timed Pair Share, discuss if they think a character was
-Markers responsible or not. Give 1 reason why using evidence from the text.
Teacher or students can create a Partial Multi-Flow Map. Students will
read off the map in a whole class share out.
Sentence Frames:
____ was responsible because _______.
____ was not responsible because ________.

***You will need to revisit lesson 1 later in the year since first graders
are not prepared to do the portfolio piece yet.

Review and practice ​Transitions

Growth Mindset Review and practice​ Learning Expectations​.

15 min.
Watch S1, E2:​ The Magic of Mistakes (Class Dojo​)
Materials
None Review and practice ​Timed Pair Share​.

VESD Ed.Svcs - August 2017

 Ask the question:
What does the quote from the video, “Mistakes can make you
smarter.” mean to you.

Review and practice ​Whole Class Discussion​.

Then do whole class share out of the students’ ideas

Math Review and practice ​Using Manipulatives​. (Math Tools)

20 min. Review the names of the math tools.

Materials Pass out the tubs of math tools to each table. Give students about 5
-Tubs of math tools (e.g., 2-sided minutes to explore that tool and then rotate the tub. Repeat the
counters, Base-ten blocks, Unifix rotation 2-3 times.
cubes, Pattern blocks, etc.)
-Number line Review and practice ​Putting Things Away​.
-Hundreds Chart
Review and practice ​Whole Class Discussion​.

Have students share out with the whole class what they did with the
math tools.

Ask the students if they remember the math tools that you showed
them yesterday that are not in the tubs. Point out those tools and tell
the students that they’ll be exploring them later. (e.g., number line,
hundreds chart, etc.)

VESD Ed.Svcs - August 2017

 Day 3 - approx. 130 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice procedure for​ Quiet Signal​ to get them to
20 min. stop working.

Materials Have the students take a survey about their learning styles.
-​Survey copied for each student 1. Pass out the survey.
2. Have students write their name at the top.
3. Explain to students how to follow along using the picture icon
on the left of the paper.
4. Teacher reads each statement and students color the happy
or sad face.
5. Teacher collects to tabulate scores.

Behavior Related Read Aloud Review and practice ​Moving to the Carpet​.
20 min.
Review and practice ​Timed Pair Share​.
Materials
​ y Laurie Keller
-​-​Do Unto Otters b Text:​ Do Unto Otters ​by Laurie Keller
Universal ​Text Dependent Questions
-Post it notes with text dependent
questions 1. What does the phrase “Do unto otters as you would have
-Chart paper from yesterday otters do unto you” mean? ​(TPS)
2. What does it mean to share? What makes you say that?
3. Why did the author write the words in a variety of ways (big
print, little print, different font, different colors)?

Do Response to Text now.

Review and practice ​Whole Class Discussion​.

Have students revisit the rules they developed yesterday and change
them if necessary. Combine similar rules with the help of the students.

Review and practice ​Transitions​.

Response to Text Journals Review and practice ​Using Writing Supplies​.

20 min.
Write the word honest on the whiteboard or chart paper. Ask the
Materials students, “What does it mean to be honest?” Have them use TPS to
-Student Journals answer the question. Have them share some of their examples with
-Writing Supplies the class. Have them write the word at the top of their journal and
-Chart paper draw an example from the story that illustrates the word honest.
-Markers
Tell them that today they are on the hunt for people who are being
honest.

VESD Ed.Svcs - August 2017

 Review and practice ​Putting Away Materials​.

Class Building Review and practice ​Moving Around the Room.

15-20 min.
Create a birthdate graph. Give each child a card with their birthdate
Materials on it.
-3 x 5 cards ● Have them line up according to their birthdate (Let them
-​Month Cards arrange themselves, do not tell them where to go. Have all of
the months listed on the board so they can see the correct
order.)
● Once they are in the correct order, tape each card up under
the correct month so they can see their birthdate graph

Careers Review and practice ​Timed Pair Share.​ ​Have the students think of 2
15 min. responsibilities they have at home or 2 they think they could have.
Have them draw a picture of both of them. Use Timed Pair Share to
Materials have them share their responsibilities.
-Student writing paper

Growth Mindset Review and practice ​Learning Expectations​.

15 min.
In Episode 3, “The Power of Yet,” Katie realizes she can learn new
Materials things, too, and that she can ask others for help!
-Video Watch S1, E3: ​The Power of “Yet” Class Dojo

Review and practice ​Timed Pair Share​.

Discussion Questions - choose a question(s) to use with Timed Pair
Share.
1. What should you do if you are stuck on a project, math
problem, or other learning (teacher can choose a specific
situation)?
2. Think of a time you were afraid to ask for help.
3. Why did you feel afraid? Why is the word "yet" so powerful?
Think of a "yet" moment in your life and discuss it with your
neighbor!

Math Tools vs. Toys

20 min. Review and practice ​Moving to Carpet​.

Materials Review and practice ​Whole Class Discussion​.

-Procedure Guide
-Math tools Have students sit on the carpet to discuss tools vs. toys. Talk about
math tools and what they are used for. How are they different from
toys? Discuss the importance of using the math tools to help solve
problems.

As a class, discuss and develop rules for using the math tools to
ensure that they’re not used as toys.
Have students discuss with their partner and come up with a rule they
think is important to follow when using math tools. Have each pair
share their rule. Teacher writes the rules on chart paper.

VESD Ed.Svcs - August 2017

 Day 4 - approx. 135 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Quiet Signal​ to get them to stop working.
20 min.
Review and practice ​Passing Out Materials​.
Materials
-Paper Bags (1 per student) Directions for ​All About Me​ bag​:
-​All About Me Directions 1. Pass out bags and directions
2. Students will put their name on bag and decorate the outside.
3. At home students will pack 5 items in the bag that best
describes you. The items can be any physical objects that
represent your hobbies, characteristics, or interests, such as:
● Magazine clippings
● Drawings / Writing
● Photographs
● Trophies
● Books
4. Bring your filled bag tomorrow to share.

Behavior Related Read Aloud Review and practice ​Moving to Carpet​.

30 min.
Review and practice ​Timed Pair Share
Materials
​ y Laurie Keller
-​-​Do Unto Otters b Text- ​Do Unto Otters ​by Laurie Keller
​ niversal ​Text Dependent Questions
U
-Post-its with Text -Dependent
Questions 1. How do the illustrations help us understand how the rabbit is
-Chart Paper feeling? How the otters are feeling? (Choose some pages from
the beginning of the story)
2. Choose another page and ask the students, How do the
illustrations on this page help your understanding? ​(TPS)
3. Why do you think the author thought it was important to write
this story?

Do Response to Text Now

Review and practice ​ Whole Class Discussion​.

Lead a discussion of the class rules. Have students discuss the
benefits and challenges of each rule using evidence.
***Condense the rules so you don’t have more that 5.

Review and practice ​Transitions.

Response to Text Journals Review and practice ​Using Writing Supplies​.

20 min. Write the word share on the whiteboard or chart paper. Ask the
students, “What does it mean to be share?” Have them use TPS to
Materials answer the question. Have them share some of their examples with

VESD Ed.Svcs - August 2017

-Student Journals the class. Have them write the word at the top of their journal and
-Writing Supplies draw an example from the story that illustrates the word share.
-Chart paper
-Markers Tell them that today they are on the hunt for people who are sharing.

Review and practice ​Putting Away Materials

Class Building Introduce and model procedure for ​Moving Around the Room.
10 min.
Play Corners
Materials Pose a question related to time of year.
-Cards with the labels February, April, For example, “Which season is the best for playing with your friends?”
July, and October (Use Month Cards) Assign each corner a different month and pick one from each season.
(Winter, Spring, Summer, Fall)
Students walk to the corner that they agree with.

Review and practice ​Timed Pair Share​.

Once they are there, have them find a partner and say why they
believe that is the best season for playing with a friend.

Careers/Character Review and practice​ Moving to Carpet​.

15-20 min.
Nate the Science Kid
Materials Read the article, watch the video, and use the discussion questions to
None guide a discussion about his character. Is he responsible?

Review and practice ​Transitions

Growth Mindset Review and practice ​Learning Expectations​.

15 min.
Watch S1, E4: ​The World of Neurons on Class Dojo
Materials
-video Review and practice ​Timed Pair Share​.

Ask question at the end of video: “What are neurons and how do we
make connections between our neuron?”
Students will share their ideas with a partner using a Timed Pair
Share.

Review and practice ​Whole Class Discussion​.

Then do whole class share out.

Math Review and Practice ​Moving to the Carpet

20 min. Review and practice ​Using Manipulatives​. (Math Tools)

Materials Have students revisit the rules they developed yesterday about using
-Rules for Math Tools chart math tools. Change them if necessary. Combine similar rules with the
-Math Tools help of the students.

Review and practice ​Passing Out Materials​.

VESD Ed.Svcs - August 2017

 Pass out the math tools. Have a student model using the math tool
correctly, following the established rules. Then have the student using
the math tool incorrectly. Immediately, have the student model using
the math tool correctly.
Review and practice​ Putting Materials Away​.

VESD Ed.Svcs - August 2017

 Day 5 - approx. 165 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Whole Class Discussion​.

20-30 min.
Share their “All About Me” bags.
Materials They can share with their table group, they could have them share
None over multiple days, or you could have students share throughout the
day. Do not have the entire class share during this period unless they
are sharing with their table group only.

Behavior Related Read Aloud Review and practice ​Moving to Carpet​.

30-40 min.
Text: ​Do Unto Otters ​by Laurie Keller
Materials Instead of reading the book again, turn the pages and ask students to
​ y Laurie Keller
-​-​Do Unto Otters b retell each part of the story (ie.which characteristic is on that page
and an example).

-12x18 Construction paper Review and practice ​Transitions​.

-Document with ruled printed or written
-Glue Do Response to Text now.
-Scissors
-Blank drawing paper for students Introduce and model procedure for​ Working in Teams.
(white printer paper cut into fourths)
Each table group will be making a Rules Poster for one of the rules
the class decided on yesterday. Teacher will prepare a document with
the rules written or printed in large type, cut into strips (1 rule per
strip). Students will glue their rule on construction paper with their
student generated illustrations.
1. Give the table groups 2 minutes to write down their ideas for
the illustrations.
2. Give 1 minute for them to decide which illustrations they will
use.
3. Give 1 minute for each group to decide who will draw each
illustration.
4. Give them 5 minutes to illustrate their rule. Post their rules
posters around the room as reminders.

Response to Text Journals Review and practice ​Using Writing Supplies.

20 min.
Lead the students in a discussion. Have them share why they think it
Materials is important for the class to “Do Unto Otters.” Draw a one-sided
-Student Journals multi-flow map on the board or chart paper. Record some of their
-Writing Supplies ideas on the left side. Have the students draw their own multi-flow
-Chart Paper map and write 1 reason (1 box on the left side). See below.’
-Markers

VESD Ed.Svcs - August 2017

 Review and practice ​Putting Away Materials​.

Class Building Review and practice ​Moving Around the Room​.

10 min.
Play corners
Materials Label the corners with these descriptors: How I Look, How I Behave,
-Labels for the corners of the room How I Play Sports, How much I know. Use a question related to
themselves. For example, “What do you like most about yourself?
Once students have moved to the corner of their choice have them
share with a partner, why they chose that corner.

Careers Review and practice ​Moving to Carpet.

20-30 min.
Lesson 4​: Talk to the students about some of the jobs people have
Materials around the school and why those jobs are important. Say, “Just like
Chart paper there are jobs outside of our classroom, there are jobs that need to be
Markers done inside our classroom.”

Have the students brainstorm a list of chores/jobs that need to be

done in the classroom. Create a chart with the name of the job and a
description of it. Have them explain why they think that job is
important.

Review and practice ​Transitions​.

Growth Mindset Review and practice ​Learning Expectations.

15 min.
​Watch S1, E5:​ Mojo Puts it all Together on Class Dojo
Materials
-Video Review and practice ​Timed Pair Share​.

Ask question at the end of video: “What does it feel like when
something is too challenging? Is it wrong that we feel this way?”

Students will share their ideas with a partner using a Timed Pair
Share.

Review and practice ​Whole Class Discussion​.

Then do whole class share out.

Math Review and practice ​Moving to Carpet.

20 min.

VESD Ed.Svcs - August 2017

 What is a Mathematician?
Materials Share the powerpoint with the students. Discuss the characteristics of
-Procedure Guide mathematicians.
-Chart Paper
-Math journals Review and practice ​Transitions​.
-​Mathematician Powerpoint Pass out the students’ math journals. Have the students draw a
picture of themselves doing math and in a speech bubble write, “I’m a
mathematician.”

VESD Ed.Svcs - August 2017

 Day 6 - approx. 165 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Quiet Signal​ to get them to stop working.
30-40 min.
Materials Introduce Thinking Maps using the “My Story” book. ​(Thinking Maps
-“My Story” Book for each student Notebook page 96-120.)
*Circle Map

Behavior Related Read Aloud Review and practice Moving to Carpet.

30 min.
Review and practice ​Timed Pair Share​.
Materials
-​Spaghetti in a Hot Dog Bun ​by Maria Text:​ Spaghetti in a Hot Dog Bun by​ Maria Dismondy
Dismondy
-Post-its with Text Dependent Before reading, ask the question, “Have you ever been treated
questions unfairly?” Give an example of a time when you were treated unfairly.
Have the students share their time with their partner using Timed Pair
Share. Allow some of the pairs to share out using the frame…
My partner was treated unfairly when _______________.

Number the pages in the book beginning with the first page of text (ie.
The delicious smell) This will help you connect the questions with the
appropriate page of the story.

Universal ​Text Dependent Questions- Surface Level

1. What is the problem in the story so far? ​(TPS) (Pg. 7)

2. Predict what happens after Tony tells Lucy that Ralph is in
trouble and needs help. (Pg. 17)
3. Who is telling this story? Who is the narrator?

Look at a page in the book together. Ask the students to “hunt” for
details the way a detective looks for clues.

Review and practice ​Transitions​.

Response to Text Journals Review and practice ​Using Writing Supplies

20 min.
Create a tree map on the board or on chart paper.
Materials
-Student Journals
-Writing Supplies

VESD Ed.Svcs - August 2017

 Have the students give you reasons why they would or wouldn’t help.
Have them use to following frame to share their ideas.
I would/ would not have helped Ralph because ______________.
Post the sentence frame so they can reference it. Have them write the
sentence that supports their opinion. Have them illustrate their
sentence.

**​*If your students have difficulty writing with a sentence frame, you
can type the frames on paper, cut them apart, and have them glue the
frame into their journals. They can then complete the frame by just
filling in the blanks.

Review and practice ​Putting Away Materials​.

Class Building Review and practice procedure for ​whole class discussion​.
15-20 min.
Most classes are referred to as “Mr. Smith’s 5th Grade”. This name
Materials suggests ownership. Whose class is it? What if a class has a name
-Chart paper like Brilliant Bunch or Tremendous Troup? Names like this suggest
-Markers shared ownership, involving the whole class in the process. In this
lesson, students will begin to determine a Class Name.
*Taken from Kagan Cooperative Learning 9.9 Class Identity Building

1. Teacher shares the importance of names.

2. As a class, begin brainstorming possible class names on a
circle map.

Careers Review and practice ​Moving to Carpet​.

20 min. Lesson 4​: Lead the students in a discussion about what qualities a
person doing each job should have (on time, responsible, friendly,
Materials careful, etc.. Add them to the chart.
-Chart paper from yesterday
Review and practice ​Transitions​.

Growth Mindset Review and practice ​Timed Pair Share

15 min. Introduce the change your words and change your mindset phrases.
Materials Talk about each one. Have them share with their face partner a time
-​Growth Mindset Poster or paper for when they used a “fixed” mindset statement.
each pair of students

Math Review and practice ​Moving to Carpet​.

20 min.
Review and practice ​Moving Around the Room​.
Materials

VESD Ed.Svcs - August 2017

-Chart Paper
-Large Happy Face Teach the Kagan Structure: ​Rally Robin​.
-Large Sad Face Using Rally Robin, have the students share what they learned about
math in Kindergarten.

Then have students share their ideas with the whole class. Create a
Circle Map to capture what they learned about math in the previous
grades.

Pick A Side
Post the “Happy Face” on one side of the room and post the “Sad
Face” on the opposite side of the room. Have the students think about
how they feel about math. Teacher says, “When your teacher says
we’re going to do math now , how do you feel? Are you happy? Are
you sad? Give them think time. Follow the Procedure Guide for “Pick
a Side.”

Review and Practice ​Transitions

VESD Ed.Svcs - August 2017

 Day 7 - approx. 160 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Quiet Signal​ to get them to stop working.
30-40 min.
Materials Introduce Thinking Maps using the “My Story” book. ​(Thinking Maps
None Notebook page 96-120)
*Bubble Map

Behavior Related Read Aloud Review and practice ​Moving to the Carpet​.
20 min.
Materials Review and practice ​Timed Pair Share
-​Spaghetti in a Hot Dog Bun ​by Maria
Dismondy Text: ​ Spaghetti in a Hot Dog Bun by​ Maria Dismondy
Universal ​Text Dependent Questions- Below the Surface
-​-Post-its with Text Dependent
questions 1. What clues tell you that Lucy is going to help Ralph? (Pg. 9)
2. Do you think that Ralph will continue to tease Lucy? What
makes you say that?​ (TPS)
***Have them use the sentence frame below to share
Their ideas.
3. Do you agree with the statement that Lucy shows courage in
the story? Why or why not? What is your evidence?

Review and practice ​Transitions​.

Response to Text Journals Review and practice ​Using Writing Supplies

20 min.
Materials Write the sentence frame on the board and have the students share
-Student Journals their ideas about how to complete the sentence. Record their ideas
-Writing Supplies under each blank. Encourage them to use evidence from the story as
their because (This relates back to question 2.)

Have the students draw how they think Ralph will act the following day
at school.

Have them complete the sentence…

***​Ralph will/ will not tease Lucy because _______________.

Review and practice ​Putting Away Materials​.

Class Building Review and practice procedure for ​whole class discussion​.
15-20 min.
Kagan Cooperative Learning Book 9.9
Materials Teacher reviews the list they generated from the day before.
-Brainstorm list from yesterday Students look at the list and say…
-Blank paper I like the name_________ because ____________.

VESD Ed.Svcs - August 2017

 Teacher then has the students write down their favorite name on a
piece of paper. Collect the papers.

Careers Review and practice ​Moving to the Carpet​.

20 min.
Materials Lesson 4​: Refer to the chart about jobs created yesterday.
- Yesterday’s job chart
Review and practice ​Timed Pair Share​.

Using Timed Pair Share, have the students think about which of the
qualities that they think they have and give an example.
Sentence Frame:
I think I am__________ because ___________.
Review and practice​ Transitions.

Growth Mindset Review and Practice ​Learning Expectations

15-20 min.
Materials Choose some students to come up and act out a scenario where they
-​A list of possible scenarios used a “fixed” mindset statement. Then have them re-enact the same
scenario using a growth mindset statement. (Give each table a
scenario if they can’t come up with one on their own- ie. learning to
ride a bike, doing a hard math problem, trying to fix something, trying
to play a new video game)

Math Counting Around The Circle

20 min. Counting Around the Circle is a routine that involves whole-class
“Students need repeated exposure to participation, with each student saying a number as they count around
and practice with counting sequences the circle.
in order to become fluent with
counting. Counting routines provide Review and Practice​ Lining Up
opportunities for students to create the
anchors they need for solving Have the students stand in a large circle.
problems efficiently and for doing the
math mentally.” The teacher chooses a counting sequence (e.g. 1s, 5s, 10s, etc.), a
(​Number Sense Routines,​ p. 56) number to begin with, and the student that begins counting.
**Start with 1’s to see how skilled your students are at counting
Materials
None Example: If the starting number is 20 and they’re counting by 10s, the
first person says, “Thirty,” the second person says, “Forty,” the next
person says, “Fifty” and so on.

VESD Ed.Svcs - August 2017

 Day 8 - approx. 155 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Quiet Signal​ to get them to stop working.
30-40 min.
Materials Introduce Thinking Maps using the “My Story” book. ​(Thinking Maps
None Notebook page 96-120)
*Double Bubble

Behavior Related Read Aloud Review and practice ​Moving to the Carpet​.
20 min.
Materials Review and practice ​Timed Pair Share​.
​ y Maria
--​Spaghetti in a Hot Dog Bun b
Dismondy Text: ​ Spaghetti in a Hot Dog Bun by​ Maria Dismondy
Universal ​Text Dependent Questions- Deep Dive
-Post-its with Text -Dependent
questions 1. Who is the most important character and why? ​(TPS)
2. How did Lucy change from the beginning to the middle to the
end?
3. What do you think Maria Dismondy wants us to understand?
Review and practice ​Transitions​.

Response to Text Journals Review and practice ​Using Writing Supplies

20 min.
This relates back to question 2 above. Create a flow map on the
Materials board or chart paper. Ask the students to share their ideas about what
-Student Journals Lucy was like at the beginning of the story. Write a sentence on the
-Writing Supplies flow map. Do the Middle the same way. Do the End the same way.
-Chart paper Guide the students in drawing a flow map in their journal. Have them
-Markers draw a picture for each section of the story (B, M, E). They do not
need to copy the sentences.

Review and practice ​Putting Away Materials​.

Class Building Review and practice ​Moving Around the Room​.

15 min.
Kagan Cooperative Learning Book 9.9
Materials Teacher posts the top vote getting names on chart paper.
-Chart paper

VESD Ed.Svcs - August 2017

-​Colored dots Each student is given a colored dot.

One table at a time, the students come up to place their dot by the
name they like the best.

If there is a tie, then the class votes again the following day on the two
names that tied.

Careers Review and practice ​Moving to the Carpet​.

20 min.
Lesson 5​: Students will now get an opportunity to apply for the jobs.
Materials OPTION: Show a couple of samples of real job applications. Go over
-​Job Application for First Grade the application process which requires that they choose a job, and
(Portfolio piece) write a statement saying why they should be given the job.

Review and practice ​Transitions

Review and practice​ Learning Expectations

Students will now get to apply for the job they think they would be best
suited for. Pass out the job applications using your routine for passing
out materials. (See the procedure guide) They can refer to the class
job chart to make sure they spell the job correctly.

NOTE: Take pictures of the Job Applications as evidence for the

Career Portfolio.

Growth Mindset Review and practice ​Moving to the Carpet

15-20 min. Draw a Tree Map on the whiteboard or chart paper. Take your fixed
Materials mindset statements and growth mindset statements. Copy enough so
-​Sorting Cards that every student gets one statement. Have them decide if they think
-Chart paper their statement shows a growth mindset or a fixed mindset. Have
them bring up their statements one at a time and put it in the correct
location on the tree map.
Review and practice ​Transitions

Math Hundreds Chart

20 min. Review and Practice ​Quiet Signal
Hundreds Charts help students count,
model addition and subtraction Introduce the Hundreds Chart to the students. Tell them that the
strategies, notice important ideas Hundreds Chart is a math tool that will help them solve problems this
about our system of tens, and solve year.
problems once they are comfortable
with its structure. Tell the students that today they’re going to explore the hundreds
chart.
Materials 1. Have the students get one crayon. (Review procedures for
-Hundreds Charts (1 per student) getting materials.)
-Crayons 2. Pass out a Hundreds Chart to each student.
3. Tell the students to look at the Hundreds Chart and see if they
can find one pattern. Once they find a pattern, they can color
the numbers in that pattern. Example patterns they might find
(Counting by ones, fives, tens, etc.)

VESD Ed.Svcs - August 2017

 4. Give them about 10 minutes to explore and color their pattern.
If there’s time, have them find a different pattern and use a
different color.
5. Have the students share the patterns they found with the
whole group.
6. Have students put away their crayon and hundreds chart.
(Review procedure for putting away materials.)

VESD Ed.Svcs - August 2017

 Day 9 - approx. 160 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Quiet Signal​ to get them to stop working.
30-40 min.
Introduce Thinking Maps using the “My Story” book. ​(Thinking Maps
Materials Notebook page 96-120)
None Tree Map

Behavior Related Read Aloud Review and practice ​Moving to the Carpet​.
20 min.
Materials Review and practice ​Timed Pair Share​.
-When I Feel Angry by Cornelia Maude
Spelman and Nancy Cote Text- ​When I Feel Angry by ​Cornelia Maude Spelman and Nancy
-​Post-its with text dependent questions Cote
Universal ​Text Dependent Questions

Number the pages in the book beginning with the first page of text
(ie.the picture with the swings but no words) This will help you
connect the questions with the appropriate page of the story.

1. How can you tell she is angry? (the page where it is

raining-pg. 4) ​(TPS)
2. What are some of the things you think she can do to help
when she is angry? (Predict when you get to the page that
says “There are other things I can do”- pg 9.)
3. What does it mean when it says “Feeling can’t hurt anyone or
get me in trouble, but doing can?” (page 8)
4. Why does the author write the words feeling and doing in a
different color? ​(TPS)

Review and practice ​Transitions​.

Response to Text Journals Review and practice ​Using Writing Supplies

20 min.
Materials Model for the students by drawing a picture of a time you were angry.
-Student Journals Write the sentence frame on the board. Have them use Timed Pair
-Writing Supplies Share to tell their face partner about a time they were angry using the
sentence frame.

Now have them draw a picture of a time when they were angry. What
happened? Write a sentence about it.
I was angry when ___________________ because ____________.

Review and practice ​Putting Away Materials​.

Class Building Introduce and model​ Working in Teams.

15-20 min.

VESD Ed.Svcs - August 2017

Materials Kagan Cooperative Learning Book 9.12
-Poster paper or butcher paper the size -Now that you have a name...you need to create a class door
of your door decoration
-Get poster paper or butcher paper that will fit inside the door
-Cut the paper into as many pieces as you have teams. (If you have 7
table teams, cut it into 7 parts. Each team gets to design their part.
The only rule is that all of their names have to be on their team’s
piece.
(Teams will be given time to finish on Day 10)

Careers Review and practice ​Moving to the Carpet​.

20 min.
Assign a job to each member of the class. Have the students Timed
Materials Pair Share to discuss what their job responsibilities will be.
None
Review and practice ​Transitions​.

Growth Mindset Review and practice ​Learning Expectations

15-20 min.
Materials Watch ​Austin’s Butterfly
None
Discuss if Austin had a growth mindset or not.

Math Hundreds Chart Game

20 min. Review and practice ​Quiet Signal
Hundreds Charts help students count,
model addition and subtraction Review the Hundreds Chart with the students. Tell the students that
strategies, notice important ideas the Hundreds Chart is a math tool that will help them solve problems
about our system of tens, and solve this year. Review some of the patterns that the students found on the
problems once they are comfortable Hundreds Chart yesterday.
with its structure.
Tell the students that today they’re going to play a game with the
Materials Hundreds Chart.
-Hundreds Charts (1 per student)
-Counters Introduce the game Hippity Hop
Hippity Hop is a game based on the hundreds chart and place
value.
1. Pass out two counters and a hundreds chart to each
student.
2. Tell the students to put one chip on 0 since they must
start at 0.
3. Teacher will tell the students a “target number” (e.g., 28)
4. Students can make “hops” of Ones or Tens to get to the
“target number” and place their second counter on that
“target number”. They can make forward or backward
hops.
5. Students share with their partner and/or whole group how
they reached the “target number”. For example, if the
target number was 28, students might say they:

VESD Ed.Svcs - August 2017

 a. counted forward by ones (1, 2, 3, 4 … 28)
b. counted forward by tens (10, 20) and then counted
by forward by ones (21, 22, etc.) to get to 28.
c. Counted forward by tens (10, 20, 30) and then
counted backwards 2.

*Ultimately, the goal is to make the least number of hops.

*If this game is too difficult for your students, spend time
doing another counting circle.

VESD Ed.Svcs - August 2017

 Day 10 - approx. 155 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Quiet Signal​ to get them to stop working.
30-40 min.
Introduce Thinking Maps using the “My Story” book. ​(Thinking Maps
Materials Notebook page 96-120)
None *Brace Map

Behavior Related Read Aloud Review and practice ​Moving to the Carpet​.
20 min.
Review and practice Timed Pair Share.
Materials
-​When I Feel Angry by Cornelia Maude Text- ​When I Feel Angry by ​Cornelia Maude Spelman and Nancy
Spelman and Nancy Cote Cote
Universal ​Text Dependent Questions
-Post-its with Text Dependent
questions 1. On the page in the classroom, how can you tell she is angry?
(Pg. 5)
2. What does she want to do when she is angry?
3. What are some of the things she does to help her anger go
away? ​(TPS)
4. How does she feel at the end of the story? How do you know?

Review and practice ​Transitions​.

Response to Text Journals Review and practice ​Using Writing Supplies

20 min.
Draw a circle map to capture some of the ideas they shared in
Materials question 3. Write the sentence frame below to help them speak off the
-Student Journals map. Have them choose one of the ideas they would like to try.
-Writing Supplies
Have them draw a picture of what they could do when they get angry.
and write the sentence.
When I get angry, I could_____________________.

Review and practice ​Putting Away Materials​.

Class Building Review and practice ​Whole Class Discussion​.

20 min.
Kagan Cooperative Learning Book 9.12
Materials Give the teams time to finish their piece of the door poster. When they
None are all done, give each team a chance to share their piece and explain
why they decorated it the way they did.

Careers Review and practice ​Learning Expectations

15 min. Have the students make a chart to go on their desk that lists their job
Materials and the responsibilities associated with it.

VESD Ed.Svcs - August 2017

-5x7 cards

Growth Mindset Review and practice ​Learning Expectations

15 min. Growth Mindset Formative Assessment- Give the students a blank
Materials paper. Have them write “Growth Mindset” at the top. Have them draw
-Student drawing paper a picture of someone demonstrating a growth mindset and someone
who is not. As time allows, have them share their pictures with the
class. (You could do a few at a time throughout the day.)

Math Number Line

20 min. Review and practice ​Quiet Signal​.
“Using student-centered activities
Hang an open number line (e.g., string, yarn, tape, ribbon, receipt
builds number sense, conceptual and
paper, etc.) You can leave it open or write a few benchmark numbers
procedural understanding.”
(e.g., 0, 10, 20)

Materials Pass out a set of numbers or dots which are written on paper tents to
-Number line (e.g., yard, string, tape) the students (see resources below for sets of numbers). Releasing a
-Sets of numbers, expressions, dots, few students at a time, have them place their card on a hanging
etc. written on paper tents. number line (clothesline). (Review procedure for Lining Up so that the
students know how to walking in the classroom appropriately.)

Have a class discussion (review procedure for Whole Class

Discussion): Ask what they notice and/or if they agree with the
numbers/expressions on the clothesline. Discuss to clear up
misconceptions, errors, and disagreements.
Sentence Frames:
● I notice _____.
● I agree with _____because _____.
● I disagree with _____because _____.
Resources:
https://themindofanaprilfool.com/clotheslines/
https://clotheslinemath.com/

VESD Ed.Svcs - August 2017

 Day 11- approx. 195 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Quiet Signal​ to get them to stop working.
30-40 min.
Introduce Thinking Maps using the “My Story” book. ​(Thinking Maps
Materials Notebook page 96-120)
None *Flow Map

Behavior Related Read Aloud Review and practice ​Moving to the Carpet​.
20 min.
Review and practice ​Timed Pair Share​.
Materials
-​The Dot by Peter H. Reynolds Text: ​The Dot by Peter H. Reynolds

-Post-its with Text Dependent Universal ​Text Dependent Questions

questions
1. Why was Vashti’s paper empty? How do you know?
2. Why did Vashti’s teacher ask her to sign her name?
3. How did Vashti feel when she saw her picture framed? How do
you know? ​(TPS)

Review and practice ​Transitions​.

Response to Text Journals Review and practice ​Using Writing Supplies

20 min.
Model for the students by drawing a picture of a time you felt like
Materials Vashti. Write the sentence below.
-Chart paper Have them use Timed Pair Share using the sentence frame. Then
-Student Journals have some of the students share their ideas while you record them on
-Writing Supplies a circle map.

Now have them draw a picture of a time they felt like Vashti and write
the sentence.
I felt like Vashti when ___________________.

Review and practice ​Putting Away Materials​.

Class Building Review and practice ​Moving to the Carpet​.

20 min.
Materials Review and practice ​Timed Pair Share
-School mission statement
-​Sample mission statements Use Timed Pair Share throughout the lesson
Introduce the students to the school’s mission statement. Explain
what a mission statement is. Show some examples from the internet
or other schools. Explain that this week you will be writing a class
mission statement.

VESD Ed.Svcs - August 2017

Growth Mindset/ Math **Each lesson has a lesson plan, video, and activities. It is critical that
50 min. the teacher review the lesson plan and video prior to presenting it to
Materials students. All of the links are included for you to use.
-Mindset Video Day 1- Brains Grow
and Change ***Each lesson has a lesson plan, video, and activities. It is critical
-1 copy of dot visual card (5) that the teacher review the lesson plan and video prior to presenting it
-​Colored dot stickers for each child to students. All of the links are included for you to use.
(red, blue, green, purple, yellow)
-Finger mazes for each student (6, 7, Review and practice ​Learning Expectations
8) Youcubed.org
-1 copy of Finger Twister for every pair Week 2 of Inspirational Math Day 1
of students (9)
Mindset Video(Brains Grow and Change)-​ 5 minutes
Dot Card- 15 minutes
Finger Maze Activities- 15 minutes
Finger Twister- 10 minutes
Closing-5 minutes

Digital Citizenship Review and practice ​Learning Expectations

30-45 min. You will be teaching a Common Sense Media Lesson. This lesson is
designed to help the students learn how to go places safely on the
Materials internet.
-​Unit 1, Lesson 1
-​Video Essential Question: How do I go places safely on the computer?
1. Warm-up (5 minutes)
2. Travel Safety Rules and watch video (10 minutes)
3. Take an internet field trip (10 minutes)
4. My favorite place (15 minutes)
Create a circle map for the things they liked best on their
internet field trip. Have them draw a picture of their favorite thing. (You
could use the worksheet “My Favorite place” that is attached to the
lesson plan.)

VESD Ed.Svcs - August 2017

 Day 12 - approx. 185 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Quiet Signal​ to get them to stop working.
30-40 min.
Introduce Thinking Maps using the “My Story” book. ​(Thinking Maps
Materials Notebook page 96-120)
None *Multi-Flow

Behavior Related Read Aloud Review and practice ​Moving to the Carpet​.
20 min.
Review and practice ​Timed Pair Share​.
Materials
-​The Dot by Peter H. Reynolds Text: ​The Dot by Peter H. Reynolds

-Post-its with Text Dependent Universal ​Text Dependent Questions

questions
1. What made Vashti try something new?
2. How did Vashti feel about herself at the end of the story?
(TPS)
3. Why do you think the author wrote this story? What was he
trying to teach us?

Review and practice ​Transitions​.

Response to Text Journals Review and practice ​Using Writing Supplies

20 min.
Materials Lead the students in brainstorming things they would like to get better
-Chart paper at. Create a circle map and record their thoughts. Post the sentence
-Student Journals frame for them to use when they are sharing their ideas for the circle
-Writing Supplies map.Have them say the sentence they would like to write to their
shoulder partner.

Have them write the sentence..

I want to get better at ______________________.
Then allow them to draw a picture to match their sentence.

Review and practice ​Putting Away Materials​.

Class Building Review and practice ​Moving to the Carpet​.

20 min.
Materials Review and practice ​Whole Class Discussion​.
-Chart paper Discuss the question, “What do we value as a class?” Record their
ideas as they are brainstorming them. Use a Circle Map for recording.
You will need to have some discussion about what the word value
means.

Write one statement on chart paper together that answers the

VESD Ed.Svcs - August 2017

 question based on their ideas.

Review and practice ​Transitions​.

Growth Mindset/ Math ***Each lesson has a lesson plan, video, and activities. It is critical
40 min. that the teacher review the lesson plan and video prior to presenting it
Materials to students. All of the links are included for you to use.
-Mindset Video Day 2- Mistakes are
Powerful Review and practice ​Learning Expectations
-1 copy of Number Visual handout
(page 4) Youcubed.org
-1 copy of Number Visual handout for Week 2 of Inspirational Math Day 2
each student
Mindset Video (Mistakes are Powerful)​- 5 minutes
Seeing Numbers Visually- 5 minutes
Investigate- 20 minutes
Discussion- 5 minutes
Closing- 5 minutes

Digital Citizenship Review and practice ​Learning Expectations

30-45 min.
You will be teaching a Common Sense Media Lesson. This lesson is
Materials designed to help the students learn how to use the alphabet to search
-Unit 1, Lesson 2 for things on the internet.

Essential Question: How can you use the alphabet to find things
online?

1. Warm-up (5 minutes)
2. Search the alphabet (10 minutes)
3. Search, Find, and Create a Picture Dictionary (25 minutes)
Students will work with the teacher to create a picture
dictionary. There is a template that you can copy for each
student in the lesson, or you can make your own.
4. Wrap -up (5 minutes)

VESD Ed.Svcs - August 2017

 Day 13 - approx. 190 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Quiet Signal​ to get them to stop working.
30-40 min.
Materials Introduce Thinking Maps using the “My Story” book. ​(Thinking Maps
None Notebook page 96-120)
*Bridge

Behavior Related Read Aloud Review and practice ​Moving to the Carpet​.
20 min.
Materials Review and practice ​Timed Pair Share​.
- ​The Little Engine That Could ​by
Watty Piper ​ atty Piper
Text: ​The Little Engine That Could by W
-Post-its with Text Dependent Universal ​Text Dependent Questions
questions
Before reading, ask the students if they have ever seen a train. Ask if
they ever ever ridden on a train. Have them discuss their experiences
with their partner using Timed Pair Share.

1. What is the red engine carrying? Where is it going?

2. Make a prediction- Do you think the shiny engine will help?
(Pause at the correct page in the book) ​(TPS)
3. Make a prediction- Do you think the little blue engine will stop
and help? Why or why not?

Review and practice ​Transitions​.

Response to Text Journals Review and practice ​Using Writing Supplies

30 min.
Materials Teacher creates a flow map sequencing four parts of the story- one
-Student Journals beginning, two middle, and the end (with the students help). Write a
-Writing Supplies sentence for each part of the story.
-Chart paper
-Markers Have the students draw a flow map in their journals. Have them
illustrate the four parts of the story to create a 4 picture narrative.

Have them practice retelling the story using the following frame…
First, ____________________.
Then, __________________.
Next, __________________.
Finally, __________________.

Review and practice ​Putting Away Materials​.

Class Building Review and practice ​Moving to the Carpet​.

20 min.
Materials Discuss the question, “What are our goals as a class?” Record their

VESD Ed.Svcs - August 2017

-Chart paper ideas as they are brainstorming them on a circle map. You will need
-Markers to have some discussion about what goals are.

Write one statement on chart paper together that answers the

question based on their ideas.

Review and practice ​Transitions​.

Growth Mindset/ Math ***Each lesson has a lesson plan, video, and activities. It is critical
45 min. that the teacher review the lesson plan and video prior to presenting it
Materials to students. All of the links are included for you to use.
-Mindset Video Day 3- Believe in
Yourself Review and practice ​Learning Expectations
-Math Journals Youcubed.org
-Poster Paper Week 2 of Inspirational Math Day 3
-Markers
-Rulers/ Meter Sticks Mindset Video (Believe in Yourself)​- 5 minutes
Emoji Graph- 10 minutes
Create your own graph- 15 minutes
Interpret a graph- 10 minutes
Closing- 5 minutes

Digital Citizenship Review and practice ​Learning Expectations

30-45 min.
You will be teaching a Common Sense Media Lesson. This lesson is
Materials designed to help the students learn how to stay safe on the internet.
-​Unit 2, Lesson 1
Essential Question: How do you stay safe when you visit websites?

1. Warm-up (5 minutes)
2. Introduce the Website Traffic light (10 minutes)
3. Go, Caution, Stop! (15 minutes) Do this activity whole class
4. Play Red Light Green Light (10 minutes)
5. Wrap-Up (5 minutes)

VESD Ed.Svcs - August 2017

 Day 14 - approx. 170 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Quiet Signal​ to get them to stop working.
30 min.
Materials Review all of the maps
None Have the students use Round Robin at their table groups to list things
they know about each map

Behavior Related Read Aloud Review and practice ​Moving to the Carpet​.
20 min.
Review and practice ​Timed Pair Share
Materials
-​- ​The Little Engine That Could ​by Text-​ The Little Engine That Could ​by Watty Piper
Watty Piper Universal ​Text Dependent Questions
-Post-its with Text Dependent
questions 1. What did we learn about the little blue engine?
2. What events in this story could happen in real life? ​(TPS)
3. Why do you think the author wrote this story? What makes you
think that?

Review and practice ​Transitions​.

Response to Text Journals Review and practice ​Using Writing Supplies

20 min.
Materials Create a bubble map to describe the little blue engine. Remember
-Student Journals only to use adjectives. Have the students talk off of the map using the
-Writing Supplies frame
-Chart paper The little blue engine was ______________.
-Markers
Have them write their sentence in their journal and draw a picture to
go with it.

Review and practice ​Putting Away Materials​.

Class Building Review and practice ​Moving to the Carpet​.

20 min.
Materials Discuss the question, “How are we going to reach our goals as a
-Chart Paper class?” Record their ideas as they are brainstorming them on a circle
-Markers map.

Write one statement on chart paper together that answers the

question based on their ideas.
Review and practice ​Transitions​.

Growth Mindset/ Math ***Each lesson has a lesson plan, video, and activities. It is critical
35 min. that the teacher review the lesson plan and video prior to presenting it
Materials to students. All of the links are included for you to use.

VESD Ed.Svcs - August 2017

-Mindset Video Day 4: Speed is not
important Review and practice ​Learning Expectations
-Rectangular paper Youcubed.org
Week 2 of Inspirational Math Day 4

Mindset Video (Speed is Not Important)-​ 5 minutes

Shape Origami- 25 minutes
Closing- 5 minutes

Digital Citizenship Review and practice ​Learning Expectations

30-45 min.
You will be teaching a Common Sense Media Lesson. This lesson is
Materials designed to help the students learn about their digital footprint on the
-​Unit 2, Lesson 2 internet.
-Video
Essential Question: What information is appropriate in a digital
footprint?

1. Warm-Up with the Video (5 minutes)

2. Follow the Digital Trail (15 minutes)
3. Digital Footprints (20 minutes) Create a tree map at the end of
this section to sort the information that is ok to share and the
information that is not okay to share
4. Wrap-Up (5 minutes)

VESD Ed.Svcs - August 2017

 Day 15 - approx. 185 minutes
Reinforce procedures for Entering the Classroom, Lining Up (recess, lunch, leaving the classroom), and
End of Day. These procedures must be taught the first day and reinforced on subsequent days. See
Procedure Guide

Getting to Know Me Activity Review and practice ​Quiet Signal​ to get them to stop working.
20 min.
Materials Review the maps
None Have the students take turns sharing their “My Story” books with their
table groups.

Behavior Related Read Aloud Review and practice ​Moving to the Carpet​.
40 min.
Materials Review and practice​ Learning Expectations
-Chart paper
-Markers Watch “​The Little Engine That Could”
(or you could choose another one on youtube)

Teacher creates a double bubble map on chart paper to compare and

contrast the movie and the book. Have the students give you
suggested responses to complete the map. Have them use the
following frames to share their ideas….
In the book, __________________.
In the movie, _________________.
In the book and the movie, __________________.

Review and practice ​Transitions​.

Response to Text Journals Review and practice ​Using Writing Supplies

20 min.
Have the students use the sentence frame below to orally state their
Materials opinion using the information from the double bubble map and then
-Student journals write it.
-Writing supplies
The movie/book was better because_____________________.

Review and practice ​Putting Away Materials​.

Class Building Review and practice ​Moving to the Carpet​.

20 min.
Review the mission statement and give time to have each child sign it.
Materials Tell the students that they will be reciting their mission statement
-Written Mission Statement every day.

Review and practice ​Transitions​.

Growth Mindset/ ***Each lesson has a lesson plan, video, and activities. It is critical
Math that the teacher review the lesson plan and video prior to presenting it
55 min. to students. All of the links are included for you to use.

VESD Ed.Svcs - August 2017

Materials
-Mindset Video Day 5- Our Brains Review and practice ​Learning Expectations
Think about Math Visually Youcubed.org
-4 Isosceles triangle cut outs per Week 2 of Inspirational Math Day 5
student (4)
-Envelopes with 4 isosceles triangles Mindset Video (Our Brains Think about Math Visually)​- 5 minutes
or enough for the group Triangle Designs- 45 minutes
-Poster paper Closing- 5 minutes
-Markers

Digital Citizenship Intro and Model ​ Online Behavior

30 min.
You will be teaching a Common Sense Media Lesson. This lesson is
Materials designed to help the students learn what an online community is.
-​Unit 3 Lesson 2
-​Video Essential Question: How does the Internet connect you to others?

1. Warm-Up and the Video (10 minutes)

2. Circles of Connection (10 minutes)
3. Online Community Map (20 minutes) Do this activity together.
You could create a large map on chart paper instead of using
the worksheet.
4. Wrap-up (5 minutes)

VESD Ed.Svcs - August 2017