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 a team?
The Crayon Box That Talked by Shane DeRolf
Text Complexity Considerations:
Quantitative Measure (Readability measures and other scores of text complexity): Lexile: 590L
Qualitative Measure (Levels of meaning, structure, language conventionality and clarity, and knowledge demands): This simple, rhyming poem may easily be decoded by proficient first grade readers and read fluently after repeated readings and practice. (Students may also hear and imitate a fluent, expressive student reading on http://vimeo.com/23111919.) Students may need assistance reading dialogue. Carefully planned questions and discussion will help students uncover a simple lesson about teamwork.
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): Students bring firsthand knowledge about using a variety of colors to create a picture and often prefer brightly colored pictures to monotone illustrations. Personifying crayons as a bunch of quarrelsome individuals will intrigue students who will enjoy reading the poem chorally (and individually) again and again.
Show students paired monotone and full-color pictures using MS Office Clip Art and ask which they prefer: one color or many colors. Tell students that they will hear a story about a box of crayons that couldn't get along. Have students listen for how their problem was solved and what the crayons learned. Engage in an interactive read aloud. Use any or all of these text-dependent questions to engage students in a cooperative discussion with a partner or with the students in their groups.
Show the text for The Crayon Box That Talked as a poem. (It was first written as a poem. Read the poem expressively while pointing to each line or play the audio (from the vimeo clip) while pointing to each line.Engage students in a choral reading of the poem.
**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the concept of Teamwork wherever possible.
Reading: Foundational Skills
Speaking & Listening