How are we better together?
DAY 1 - PLAN 1
DAY 2 - PLAN 2
DAY 3 - PLAN 3
DAY 4 - PLAN 4
DAY 5 - PLAN 5
DAY 6 - SEED 1
DAY 7 - SEED 2
DAY 8 - SEED 3
DAY 9 - Seed 4
DAY 10 - PLAN 6
DAY 11 - SEED 5
DAY 12 - SEED 6
DAY 13 - PLAN 7
DAY 14 - SEED 7
DAY 15 - SEED 8
DAY 16 - PLAN 8
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
How is each person important to the team?
Mama's Coming Home by Kate Banks
Text Complexity Considerations:
Quantitative Measure (Readability measures and other scores of text complexity): Reading Level: 4.0
Qualitative Measure (Levels of meaning, structure, language conventionality and clarity, and knowledge demands): First grade students who are already proficient with decoding will be able to read this text with its helpful picture clues and a repeating line: "Mama's coming home." Students will readily relate to the idea of working together to prepare for someone's arrival.
Reader and Task Considerations (Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed): After listening to this story again, students will collaboratively discuss a time when members of their family worked as a team as an oral rehearsal for writing their personal narratives.
Reread the story, Mama's Coming Home. Model relating a short story about a time when members of your family worked together as a team e.g. digging out after a snowstorm, planting a garden, preparing for a picnic. Invite students to share a story about a time members of their family worked together with partners or groups. Suggest that, like Kate Banks, students could tell their stories in writing. Finished stories might be compiled into a class book about families working together. Demonstrate using the Beginning-Middle-End Story Map that students used previously to summarize the story to plan the personal narrative: http://www.eduplace.com/graphicorganizer/pdf/storymap3.pdf. (Students can help you decide which details belong in the beginning, middle, and end of your story. Model using phonetic spelling.) Use transition words to model drafting your personal narrative in sequential order. Invite students to help one another plan and write their personal narratives about a time when their family members worked as a team. (Consider guiding students through revision and editing in a subsequent lesson.)
**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the concept of Teamwork wherever possible.
Speaking & Listening