Sub Plans


Emergency Sub Plans - What If You Had Animal Teeth? by Sandra Markle 591.4 MAR (IES has 1 copy) or show video of What If You Had Animal Teeth?





Sub Plans Tuesday 5/24/16

9:15 - 9:30
Oversee the morning announcers. You won't need to do anything. They know what to do. Just be there in case they have a question.

9:30 - 10:30 2nd Grade Extra Media Roberts
setup: pencil baskets on tables, 4 worksheets on each table, DVD "Bugs" in DVD player ( you may not have time to play this)
Students have been studying butterflies in class and alphabetizing words in Media.
  • As students come in have them sit on the carpet.
  • Explain today they will hear a story about a butterfly and a moth. After the story they will put words in alphabetical order and do a word search (show them the worksheet).
  • Once they finish the worksheet they may come to the carpet to watch the video. When 2 or 3 students are on the carpet start the DVD.
  • Read the story Adios, Oscar!
  • After the story tell students that when you call out the first letter of their first name they may pick their table but there should be no more than 2 girls and 2 boys per table. (if the tables fill tell the remaining students which table to go to.) Call out : L - R, F - K, S - Z, A - E
  • After completing the worksheet they may watch the DVD.
  • 10:30 Call all students to line up at the green pole near the tables. Their teacher will pick them up.


1:45-2:15 2nd grade Roberts
setup: pencil baskets on table
Book: Fancy Nancy, Bonjour Butterfly
Students have been learning to use a dictionary. Today they will listen for words they don't completely understand.
  • As students come in have them sit on the carpet.
  • First tell them that this is the last Media class for book checkout this school year. If they forgot their books they may bring them any day this week and get books. If they have questions they can ask Mrs. Jakubek during book checkout.
  • Explain today they will hear a Fancy Nancy story. As you read they should listen for words they don't know.
  • As you read the story stop a few times to ask the students what words are new to them. Make a list of these words on the board.
  • Once the story look up two of the words on the list in the dictionary, just explain the meaning of the rest.
  • Tell the students that instead of a worksheet you will write one of these words on the board and they will take turns making up words using letters from this word. The children love doing this. Once they write a word on the board they can call on someone to come up.
    Let 3 students at a time come up.
  • Explain that while they play the game some will do checkout. Before you begin the game let anyone who's last name starts with A-M look for their library card under the TV and do book checkout. In about 5 minutes let the N- Z students do book checkout.
    Example: heartbroken
    ear bent rake
    take been broth

  • At 2:13 line them up at the green pole to take to PE.


2:45 - 3:15 1st grade Kalinock (take to PE)
setup: pencil baskets on table, 4 worksheets on each table, DVD "Amanda and Her Alligator" in the DVD player, write on the board "Amanda and Her Alligator" by Mo Willems. Also write the words "fiction" and "nonfiction".
Students will watch the video and review it.

Students will come in and sit on the carpet in the instructional area.
First tell them that this is the last Media class for book checkout this school year. If they forgot their books they may bring them any day this week and get books. If they have questions they can ask Mrs. Jakubek during book checkout.
Show them the DVD box and worksheet explaining that they will watch a story written by Mo Willems and then rate how well they liked it by circling pigeons. The more they liked it the more pigeons they will circle. Next they will draw a picture of their favorite part of the story.

This story has 6 parts. Explain that after part 2 you will pause the video (the = symbol on the remote) and they will go to tables to: write their name on the worksheet, write the title (or as many words that will fit on the line), the author's name. For the Genre they will write either "fiction" if they think the story is make believe or "nonfiction" if they think this is a true fact story.
Start video. Pause after part 2. Send 4 students to each table by the order of their names on the staffing chart. Once they finish the top part of the worksheet they should return to the carpet. Begin Part 3 of the DVD.
At 3:40 whether the video is finished or not send students back to circle the pigeons to rate the video. Once they do this they may do book checkout. They library cards will be on the TV stand. They are used to this system.
Mrs. Jakubek will checkout their books.
At 3:45 have them line up at the green pole with the sign on it.

Thanks!
















Sub Plans Friday 5/13/16
9:30 - 10:15 4th grade Lochte
setup: gray cart of almanacs next to teacher's desk, four 2011 almanacs at each table, pencil baskets on tables,
  • Students have been working with the almanac and have a general familiarity with it.
  • As students come in have them sit on the carpet.
  • Show them the worksheet and read the directions. Explain the meaning of "debut ( in the bottom box)".
  • Tell students that when you call out the first letter of their first name they may pick their table but there should be no more than 2 girls and 2 boys per table. (if the tables fill tell the remaining students which table to go to.) Call out : L - R, F - K, S - Z, A - E
  • Ask them to raise their hands if they have a question and once they finish the worksheet to remain seated and look at the almanac.
  • At 10:05 as students finish their work let them do book checkout. Their library cards will be on the TV cart. They are familiar with this routine. If Mrs. Jakubek is not available they can put their books (with cards sticking out) on a gray cart and she will check them out later.
  • Students not checking out should remain at their seats looking at the almanac. Ask 2 students to put the almanacs on the gray cart to pick up the worksheets.
  • 10:12 Call all students to line up at the green pole near the tables and walk the class to PE.

10:15 - 11:00 3rd grade Mansour (teacher will bring class to Media)
setup: put 4 white papers and 4 green papers on each table , 2 alphabet sheets on each table, pencil baskets on tables. Put "Aunt Chip and the Great Triple Creek Dam Affair" in the DVD player

  • As students come in have them sit on the carpet and tell them they will be using their alphabet skills today to put call numbers in order.
  • Show them the white and green paper. Explain they are to cut out the white call numbers and glue them to the green sheet in alphabetical order.
  • Review with them that they will glue them left to right/ top to bottom just like reading the sentences in a book.
  • Ask them to raise their hands if they have a question.
  • Tell students that when you call out the first letter of their first name they may pick their table but there should be no more than 2 girls and 2 boys per table. (if the tables fill tell the remaining students which table to go to.) Call out : L - R, F - K, S - Z, A - E
  • Once they finish they are to come to the carpet. When 2 or more students are on the carpet start the DVD (23 minutes but you may not have time for all of it)
  • At 10:50 as students finish their work let them do book checkout. Their library cards will be on the TV cart. They are familiar with this routine.
  • Students not checking out should watch the DVD.
  • 10:57 Call all students to line up at the green pole near the tables and walk the class to PE.


12 -12:45 5th grade Jenkins (pick up from PE)
setup: gray cart of almanacs next to teacher's desk, four 2012 almanacs at each table, pencil baskets on tables, put DVD of "Aunt Chip and the Cripple Creek Dam" in the DVD player.
  • Students have been working with the almanac and have a general familiarity with it.
  • As students come in have them sit on the carpet and tell them they will be working on their skill to locate information in the almanac.
  • Students have been working with the almanac and have a general familiarity with it.
  • As students come in have them sit on the carpet.
  • Review the worksheet with them.
  • Tell them to raise their hands if they have a question and once they finish the worksheet to remain seated and look at the almanac.
  • Tell students that when you call out the first letter of their first name they may pick their table but there should be no more than 2 girls and 2 boys per table. (if the tables fill tell the remaining students which table to go to.) Call out : L - R, F - K, S - Z, A - E
  • If a few students finish by 12:20 have them come to the carpet and start the DVD.
  • At 12:40 as students finish their work let them do book checkout. Their library cards will be on the TV cart. They are familiar with this routine.
  • Students not checking out should watch the DVD. Ask 2 students to put the almanacs on the gray cart to pick up the worksheets.
  • 12:43 Call all students to line up at the green pole near the tables and their teacher will pick them up.


2 -2:45 4th grade Dorsey (their teacher will bring them and pick them up)
setup: gray cart of almanacs next to teacher's desk, four 2011 almanacs at each table, pencil baskets on tables, DVD in player
  • Students have been working with the almanac and have a general familiarity with it.
  • As students come in have them sit on the carpet.
  • Show them the worksheet and read the directions. Explain the meaning of "debut ( in the bottom box)".
  • Tell students that when you call out the first letter of their first name they may pick their table but there should be no more than 2 girls and 2 boys per table. (if the tables fill tell the remaining students which table to go to.) Call out : L - R, F - K, S - Z, A - E
  • Ask them to raise their hands if they have a question and once they finish the worksheet to remain seated and look at the almanac.
  • If a few students finish by 2: 20 have them sit on the carpet and start the DVD.
  • At 2:35 as students finish their work let them do book checkout. Their library cards will be on the TV cart. They are familiar with this routine.
  • Students not checking out should watch the DVD.
  • Ask 2 students to put the almanacs on the gray cart to pick up the worksheets.
  • 2:44 Call all students to line up at the green pole near the tables. Their teacher will pick them up.




Sub Plans Mon. afternoon 3/14/16
K - **Grandpa's Teeth** by Rod Clement (E CLE) and What if You Had Animal Teeth by Sandra Markle
1st - Lost and Found by Adam Gustavson (E HAR) BES nominated book
2nd - Lost and Found by Adam Gustavson (E HAR) BES nominated book

Sub Plans Mon. afternoon 2/22/16

12:45 - 1:15 K Barnes
setup: one colored paper,name strip, and title/author strip at each seat; pencil baskets on tables, 3 Super "3" posters on the board
Book: Mrs. Wilson Wants Your Teeth by Alison McGhee
Students have been studying the Super 3 problem solving process (Plan Do Review) in Media and "dental health" in the classroom.
Students come in and sit on carpet in instructional area. Review the Super 3 steps on the board. Today they will listen to a story about a little girl with a problem. Ask them to listen/look for the little girl's "plan" to solve her problem.
Read Mrs. Wilson Wants Your Teeth. Stop at times and ask "what's the problem?" "how will she solve her problem?"
At the end of the story show students the colored paper, name strip and title/author strip. Explain that they are to cut and glue these on the colored paper and then write their name and trace the words.
Once students have the strips cut and glued on begin handing out their library cards for book checkout.
At 1:10 have students put papers under baskets, clean up tables, and then call table by table to line up at green pole. Take to PE at 1:14.

1:15 - 1:45 K Maurer (pick up from PE)
lesson is same as the one above

2:15 - 2:45 2 Kent (pick up from PE)
setup: pencil baskets on table, student Black-eyed Susan worksheets
Book: Carnivores by Aaron Reynolds
Students will listen to a Carnivores, a book nominated for the Black-eyed Susan Award.
After reading the book review the worksheet. Students will rate the book and write a text - based sentence to support their rating.
While they are working on their worksheets write the word "carnivores" on the board in big letters.
Spread their library cards under TV. Cards for 2 books go on VCR shelf and cards for 1 book go on bottom shelf.
As students finish they may get their card and do book checkout.
Any student not checking out should sit on the carpet. Of these students call up one at a time to write a word on the board using only letters from the word "carnivores" (ex: more, scare, in).
At 2:42 have students stand behind their chairs, clean up their tables, wait until their table is called to line up at green pole.
Their teacher will pick them up.

3:15 - 3:45 1 Brady (pick up from PE)
lesson is same as 2nd grade above












Sub Plans Wed. afternoon 2/17/16
12-12:45 5th grade Jenkins (in computer lab)
setup: place one pencil and worksheet at each seat
Students will log into the computer and go to the 5th grade page on the Media Home site.
After reading instructions they will research a president of their choice using World Book online.
Students will research a president using World Book online and take notes.
1:45-2:15 2nd grade Mellilo
setup: pencil baskets on table, have orange/yellow worksheets and the book to read
Students come in a sit on the carpet. They know they will hear this book and rate it.
Remind students that these books have been nominated for the Maryland Black-eyed Susan Award. Use Powerpoint printouts as talking points about this award.
Read the book What's Your Favorite Pet? by Eric Carle and Friends
After reading the book hand out papers. Call students to table by the letters of their first names: P-S, F- K, T-Z, A-E, L-O.
Students may choose their seats with no more than 2 girls and 2 boys at a table. Once there are 2 boys and 2 girls at each table
assign any remaining students to a table.
While the students work on their worksheets please spread their library cards on the TV cart. Students getting 2 books will find
their library card on the shelf with the VCR. and students getting one book will look on the bottom shelf. They may go to book checkout.
For students not checking out write the word "favorite" on the board. Let students come up one by one and write a word using some or all of the letters in "favorite" (such as it, for, vote, favor).
At 2:07 have students line up at the green pole closest to the tables and take them to PE.
2:15-2:45 2nd grade Hughes (Larson) pick up from PE and take to Media
The lesson is the same as Mellilo
2:45-3:45 2nd Gillette
setup: same as above only there are 2 books being read: Peanut Butter and Cupcake and Julia's House of Lost Creatures
Remind students that these books have been nominated for the Maryland Black-eyed Susan Award. Use Powerpoint printouts as talking points about this award.
Read one of the books then let students rate it on their papers, writing a sentence to support their rating.
Then read the 2nd book and have students rate this one and support their answer.
If there is extra time have students share their ratings and comments about the books.

Thanks!


Sub Plans 26 - 29 Oct 2015
Sub Plans for Oct 26 – 29th, 2015
All classes will be in the Media instructional area.

Daily
Morning Duty 9:15-9:25 Oversee morning announcements. Review with announcers what they will be saying. They start at 9:25 when the bell rings. Jordan and Natalie do a great job.

Monday, Oct 26

9:30 – 10:30 Kindergarten Adams
Teacher will bring students to Media class and pick up.
Setup: put Magic School Bus Creepy Crawly Fun DVD in DVD player
Students come in and sit on carpet. Explain that today you will be reading a book on bats.
Ask what they know about bats.
Explain that you are going to read a nonfiction (true fact) book on bats, Squeaking Bats.
Read the book, stopping at times to ask questions / discuss.
After finishing the book let the students stand and stretch then have them sit facing the TV. Tell them that the Magic School Bus video they will watch is called “Going Batty”.
It is funny and shouldn’t be scary. Mrs. Frizzle teaches her students and their parents about bats.
Their teacher will pick them up at 10:30

12:45 – 1:15 Kindergarten Barnes
Teacher will bring students to Media class. Take to PE at the end of Media Class.
Students come in and sit on the carpet.
(Students have learned about bats earlier in the month)
Tell students that today they will listen to a “fiction” (make believe) story about bats.
After you read it you will ask them what happens in the story that wouldn’t happen in real life.
Read Hattie the Backstage Bat. Discuss.
Stop at 1:05 and give students cards for book checkout.
If there are students not checking out read Bats in the Band.
Line students up at 1:13 and take to PE.

1:15 – 1:45 Kindergarten Maurer
Pick up students from PE. Teacher will get students in Media at the end of class.
Students come in and sit on the carpet.
(Students have learned about bats earlier in the month)
Tell students that today they will listen to a “fiction” (make believe) story about bats.
After you read it you will ask them what happens in the story that wouldn’t happen in real life.
Read Hattie the Backstage Bat. Discuss.
Stop at 1:35 and give students cards for book checkout.
If there are students not checking out read Bats in the Band.



2:15 – 2:45pm 2nd grade Kent
Pick up students from PE. Teacher will pick up students at the end of Media class.
Black Lagoon books by Mike Thaler (E THA)
Setup – Put “The Teacher from the Black Lagoon” in the DVD player.
Students come in sit on carpet.
-Hold up a Black Lagoon book and tell the students that there is a series of “black lagoon” books written by Mark Thaler.”
Write E THA on the board telling them this is the address of the book (where it is on the shelf). E THA the “call number”. Ask in which section would they find these books? (Everybody) What letter of the alphabet would they look for in the Everybody Section? (T)
-Have a student walk over to the green pole near the tables and point to the bottom shelf. This is where the “black lagoon” books are found.
-Play DVD
-Stop by 2:35 and hand out cards for book checkout. If there are 3 or more students not checking or on the carpet play “What’s Under My Bed?’ on the DVD. Do not play a “Halloween” story.

3:15 – 3:45 1st Brady
Pick up students from PE. Teacher will get students at the end of Media class.
Students come in and sit on the carpet.
(Students have learned about bats earlier in the month)
Tell students that today they will listen to a “fiction” (make believe) story about bats.
After you read it you will ask them what happens in the story that wouldn’t happen in real life.
Read Hattie the Backstage Bat. Discuss why it is fiction.
Stop at 3:35 and give students cards for book checkout.
If there are students not checking out read Bats in the Band.



















Tuesday, Oct 27
All classes will be in the Media instructional area.
Daily
Morning Duty 9:15-9:25 Oversee morning announcements. Review with announcers what they will be saying. They start at 9:25 when the bell rings. Jordan and Natalie do a great job.

9:30 – 10:30 2nd Roberts
Teacher will bring students to Media class and pick up.
Bat Facts
Setup: put pencil baskets on tables and 4 bat worksheets on each table. Put Magic School Bus Creepy Crawly Fun DVD in the DVD player.
Students come in and sit on the carpet.
Explain to students that you are going to read Squeaking Bats to them then they will write one bat fact on their worksheet. Hold up the example and show them.
Read the book. Stop midway and ask students to silently think of a bat that they might write. Read on and finish the book.
Hold up example again. (Students do not need to write a sentence at the bottom). Students will write their fact in the center of the bat. Tell them to write their name on one wing and Squeaking Bats (write this on the board) on the other. Then they may lightly color the front of their bat but not covering their writing. They can color the back darker.
If there is time they may cut out their bat.
Tell students that when they go to the tables there should be 2 boys and 2 girls at each table. You will seat anyone remaining. Send students whose first names start with T – Z, then G- P, A – F, Q – S.
As a few students finish start the DVD.



1:45 – 2:15pm 2nd grade Roberts
Teacher will bring students to Media class. Take to PE at the end of Media Class.
Black Lagoon books
Setup – Put “The Teacher from the Black Lagoon” in the DVD player.
Students come in sit on carpet.
-Hold up a Black Lagoon book and tell the students that there is a series of “black lagoon” books written by Mark Thaler.”
Write E TEA on the board telling them this is the address of where the books lives. It is the “call number”. Ask in which section would they find these books? (Everybody) What letter of the alphabet would they look for in the Everybody Section? (T)
-Have a student walk over to the green pole near the tables and point to the bottom shelf. This is where the “black lagoon” books are found.
-Play DVD
-Stop by 2:05 and hand out cards for book checkout. If there are 3 or more students not checking or on the carpet play “What’s Under My Bed?’ on the DVD.
Line up students at 2:13 and take to PE.



2:45 – 3:15 1st grade Kalinock
Teacher will bring students to Media class. Take to PE at the end of Media Class.
Students come in and sit on the carpet.
(Students have learned about bats earlier in the month)
Tell students that today they will listen to a “fiction” (make believe) story about bats.
After you read it you will ask them what happens in the story that wouldn’t happen in real life.
Read Hattie the Backstage Bat. Discuss why it is fiction.
Stop at 3:10 and give students cards for book checkout.
If there are students not checking out read Bats in the Band.
Line up students at 3:13 and take to PE.





































Wednesday, Oct 28
All classes will be in the Media instructional area.
Daily
Morning Duty 9:15-9:25 Oversee morning announcements. Review with announcers what they will be saying. They start at 9:25 when the bell rings. Jordan and Natalie do a great job.

10:00 – 10:45 4th Hoge
Teacher will bring students to Media class. Take to PE at the end of Media Class.
Christopher Columbus
Setup: put Christopher Columbus DVD in DVD player
Students recently researched Columbus.
Today they will watch a DVD about him. I started it last week but didn’t get far.
Can start at the beginning or with 2nd chapter.
At 10:35 let students do book checkout and leave books on the window ledge if Karen isn’t there to check them out.
At 10:42am line them up and take to PE.

11:15 – 11:45 5th Toth
Teacher will bring students to Media class. Take to PE at the end of Media Class.
Christopher Columbus
Setup: put Christopher Columbus DVD in DVD player
Students recently researched Columbus.
Today they will watch a DVD about him. I started it last week but didn’t get far.
Can start at the beginning or with 2nd chapter.
At 11:35 let students do book checkout and leave books on the window ledge if Karen isn’t there to check them out.
At 11:42am line them up and take to PE.


11:45 – 12:00 5th Vandermer
Pick up students from PE. Teacher will get them at the end of Media.
Christopher Columbus
Setup: put Christopher Columbus DVD in DVD player
Students recently researched Columbus.
Today they will watch a DVD about him. I started it last week but didn’t get far.
Can start at the beginning or with 2nd chapter.
At 11:50 let students do book checkout and leave books on the window ledge if Karen isn’t there to check them out.

1:45 – 2:15pm 2nd grade Melillo
Teacher will bring students to Media class. Take to PE at the end of Media Class.
Black Lagoon books
Setup – Put “The Teacher from the Black Lagoon” in the DVD player.
Students come in sit on carpet.
-Hold up a Black Lagoon book and tell the students that there is a series of “black lagoon” books written by Mark Thaler.”
Write E TEA on the board telling them this is the address of where the books lives. It is the “call number”. Ask in which section would they find these books? (Everybody) What letter of the alphabet would they look for in the Everybody Section? (T)
-Have a student walk over to the green pole near the tables and point to the bottom shelf. This is where the “black lagoon” books are found.
-Play DVD
-Stop by 2:05 and hand out cards for book checkout. If there are 3 or more students not checking or on the carpet play “What’s Under My Bed?’ on the DVD.
Line up students at 2:13 and take to PE.

2:15 – 2:45pm 2nd grade Hughes
Pick up students from PE. Teacher will pick up students at the end of Media class.
Black Lagoon books
Setup – Put “The Teacher from the Black Lagoon” in the DVD player.
Students come in sit on carpet.
-Hold up a Black Lagoon book and tell the students that there is a series of “black lagoon” books written by Mark Thaler.”
Write E TEA on the board telling them this is the address of where the books lives. It is the “call number”. Ask in which section would they find these books? (Everybody) What letter of the alphabet would they look for in the Everybody Section? (T)
-Have a student walk over to the green pole near the tables and point to the bottom shelf. This is where the “black lagoon” books are found.
-Play DVD (do not show any
-Stop by 2:35 and hand out cards for book checkout. If there are 3 or more students not checking or on the carpet play “What’s Under My Bed?’ on the DVD.


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Thursday, Oct. 29
All classes will be in the Media instructional area.

Daily
Morning Duty 9:15-9:25 Oversee morning announcements. Review with announcers what they will be saying. They start at 9:25 when the bell rings. Jordan and Natalie do a great job.

10:15 – 11:00 am 3rd grade Cleckner
Teacher will bring to Media/ you take to PE at then end of Media
William Steig Story Chart
Setup – on each table put pencil basket and worksheets (2 boys and 2 girls to each table, Kate and Jack sit at the round table near the teacher’s desk).
Put Doctor De Soto vhs in the VCR player.
(Last week students heard a Steig story and we completed one row of the worksheet together. Today they will watch “Doctor De Soto” then go to their tables and complete another row of the chart.)
Students come in sit on carpet.
-Ask a student to explain what they did last week (see above).
-Explain that today they will watch “Doctor De Soto” by William Steig. As they watch they should be thinking about whether this story has magic, talking animals, good and bad characters. Who is the main character and what kind of creature is he?
-Move TV out and play video.
-At the end of the video have students find their papers and fill in information about this story. Remind them to name any good and evil characters and write who is good and who is evil.
-Stop everyone at 10:50 and hand out cards for book checkout. Those not checking out should either finish their work or help clean up the tables.
Line up students at 10:58 and take them to PE.

2:15 – 2:45pm 2nd grade Gillette
Pick up students from PE. Teacher will pick up at then end of Media.
Black Lagoon story
Setup – Put “The Teacher from the Black Lagoon” in the DVD player.
Students come in sit on carpet.
-Hold up a Black Lagoon book and tell the students that there is a series of “black lagoon” books written by Mark Thaler.”
Write E TEA on the board telling them this is the address of where the books lives. It is the “call number”. Ask in which section would they find these books? (Everybody) What letter of the alphabet would they look for in the Everybody Section? (T)
-Have a student walk over to the green pole near the tables and point to the bottom shelf. This is where the “black lagoon” books are found.
-Play DVD
-Stop by 2:35 and hand out cards for book checkout. If there are 3 or more students not checking or on the carpet play “What’s Under My Bed?’ on the DVD.
Their teacher will pick them up at 2:45


Go Noodle

Super 3 Introduction

Super 3 Dinos

Elementary Library Lesson #1: Books in the Library


Monday, June 1st
9:15-9:30 Oversee the morning announcements
Kindergarten-Robertson 9:30-10:30
How Things are Made
Materials: VHS "Bread is for Eating"

setup: put pencil/crayon baskets and worksheets on tables

Students come in and sit on the carpet in the instructional area.

Explain that today they will learn how bread is made. Play first part of the video, stopping after the book is read. Review the steps outlined in the story: plant the seed, cut the wheat, grind the wheat into flour, mix the flour and ingredients into dough and bake the bread.

Read the book The Little Red Hen. Review the hen's steps in making bread.
Show students the worksheet. Talk about each picture and which comes first, second, and so on. Tell them to color the pictures and then number them in order. They can write their names on the back.

Send students to tables (4 to a table) in alphabetical order by first names (" everyone whose first name starts with A go to the round table near me").

As students begin to finish with their coloring they are to come to the carpet and to watch the rest of the video.

12:45-1:15 K-Adams
Sequencing the Parts of a Story - Click, Clack, Splish, Splash by Doreen Cronin and Betsy Lewin]setup: put pencil/crayon baskets and worksheets on tables

Students come in and sit on the carpet in the instructional area.

Explain that today they will hear a story and afterwards will put what happened the story (the events) in the same order that they were in the story.

Read the story. Stop twice during the story to have students tell what has happened so far.
After the story show the students the worksheet. They are to put their name on top and number the pictures like they happened in the story. They may color the pictures after they number them.
There is no book checkout so if they begin to finish and there is time left show the DVD Click, Clack, Moo, Cows That Type.
Line up students at 1: 13 and take to PE.

Kindergarten-Barnes 2:15 - 3:15
same as Adams in the morning



May 26 - 29
K
1st - Ants The Ant and the Grasshopper Hey, Little Ant
2nd - A Butterfly is Patient (Tumblebooks)
3rd - ebook reviews
4th - ebook reviews
5th - ebook reviews


Friday, May 22nd

9:15-9:30 Oversee the morning announcements

930-10:15 5Toth
World Almanac for Kids 2014 - Going Global (red folder)

setup: put pencil/crayon baskets, worksheets, and almanacs on tables

Students come in and sit on the carpet in the instructional area.

Explain that today they will do an activity using the World Almanac for Kids 2014 (on gray cart in office). First you want to review how to look up information in the almanac. Show students the worksheet. Explain that the instructions are specific and then read them. Make sure they know the index is in the back of the book.

Send students to tables (4 to a table) in alphabetical order by first names (" everyone whose first name starts with A go to the round table near me").

As students finish they may do book checkout or sit and look at the almanacs.
At 10:12 line up students and take them to PE. You will pick up 3rd grade from PE.

10:15 - 11:00 3Rochlin
Matching Dewey Decimal numbers with subjects
setup: pencil baskets , worksheets and Dewey Decimal sheets on tables and DVD in DVD player, write the Dewey categories on the board: 000-099, 100-199, 200-299, 300-399, 400-499, 500-599, 600-699, 700-799, 800-899, 900-999

Students come in and sit on the carpet in the instructional area.

Ask them to tell you what they know about the Dewey Decimal System.(a way of organizing nonfiction books by subjects, the call numbers have "numbers" and letters on the spine of the book, each number matches a subject). Show students the worksheet. Explain that in a minute they are going to "guess" the Dewey numbers that match each book ("before the lesson"). Once they have guessed the numbers they are to come sit on the carpet.

Play the DVD chapter on Dewey Decimal classification. While students watch put "The Dewey Decimal System" number sheets on the tables for students to use.
Show students the The Dewey Decimal System sheet and explain that they are to use it to write in Dewey numbers on the right side of the paper. Send students to tables to complete their worksheets.

Tell students after they finish to put their papers and pencils in the basket then they may do book checkout. (When Karen gives you the library cards put them in 2 groups under the TV - those getting 1 book are on top of the VCR and those getting 2 books are on the metal shelf that the VCR sits on.) Those not checking out can get a pack of Dewey cards and play a "memory match" game at their table.

Send students to tables (4 to a table) in alphabetical order by first names (" everyone whose first name starts with A go to the round table near me").

At 10:58 line up students for their teacher to pick them up.

12:00 - 12:45 4Lochte (pick up from PE)
World Almanac for Kids 2014 - Facts Take Shape (blue folder)

setup: put pencil/crayon baskets, worksheets, and almanacs on tables

Students come in and sit on the carpet in the instructional area.

Explain that today they will do an activity using the World Almanac for Kids 2014. . Show students the worksheet. Explain that the instructions tell them what page to use to find the answers.

(When Karen gives you the library cards put them in 2 groups under the TV - those getting 1 book are on top of the VCR and those getting 2 books are on the metal shelf that the VCR sits on.)

Send students to tables (4 to a table) in alphabetical order by first names (" everyone whose first name starts with A go to the round table near me").

As students finish they may do book checkout or sit and look at the almanacs.
At 12:43 line up students for teacher pick up.

12:45-1:15 K Robertson
Fiction/Nonfiction
Materials: Chester's Back (fiction) and Baby Cats (nonfiction)
Ask students to explain the difference between fiction and nonfiction. Show them the books and ask which is fiction (how do they know?) and which is nonfiction (how do they know?)
Read Chester's Back then ask what does Chester do that real cats don't do.
Hand out the cards for book check out. If there are still 4-5 students not checking out begin reading Baby Cats.
Nonfiction books teach us facts. What facts are in Baby Cats?
At 1:12 line the students up and take to PE.

3:15 - 3:45 1 Hardy
Fiction/Nonfiction
setup: pencil baskets, glue, scissors and worksheets on tables
Materials: Chester's Back (fiction) and Baby Cats (nonfiction)
Use these two books to review with students the difference between fiction and nonfiction.
Show students the worksheet and explain the directions.
Send students to tables in alphabetical order by first name. As students work send them to do book checkout.
Line up students at 3:43pm for teacher pick up.






May 18th, Monday

9:15-9:30 Oversee the morning announcements
Kindergarten-Robertson 9:30-10:30
How Things are Made
Materials: VHS "Bread is for Eating"

setup: put pencil/crayon baskets and worksheets on tables

Students come in and sit on the carpet in the instructional area.

Explain that today they will learn how bread is made. Play first part of the video, stopping after the book is read.

Show students the worksheet. Talk about each picture and which comes first, second, and so on. Tell them to color the pictures and then number them in order. They can write their names on the back.

Send students to tables (4 to a table) in alphabetical order by first names (" everyone whose first name starts with A go to the round table near me").

As students begin to finish with their coloring they are to come to the carpet and to watch the rest of the video.

If there is extra time read The Little Red Hen.


1st Grade - Rohrbaugh 10:30-11:30
Habitats
Materials: VHS "Is This a House for Hermit Crab?"
Students come in and sit in the instructional area.
Explain that today they will be learning about habitats. Ask students to explain what the word "habitat" means.
Play the entire video. Then show and explain the worksheet.
After the video send students to the tables to complete the worksheet.
If there is extra time you have students discuss their favorite animals.

K- Adams 12:45-1:15
Fiction / Nonfiction
Materials: Chester's Back (fiction) and Baby Cats (nonfiction)
Ask students to explain the difference between fiction and nonfiction. Show them the books and ask which is fiction (how do they know?) and which is nonfiction (how do they know?)
Read Chester's Back then ask what does Chester do that real cats don't do.
Hand out the cards for book check out. If there are still 4-5 students not checking out begin reading Baby Cats.
Nonfiction books teach us facts. What facts are in Baby Cats?
At 1:12 line the students up and take to PE.

2nd grade - Kent 1:45 - 2:15
Book Trivia
Explain to students today you are going to ask questions based on books some of them have read.
If they want to answer the should quietly raise their hands.
Read questions and call on students.
At 2:05 let students do book checkout but continue to play with students who are no checking out.
At 2:13 take to PE.







May 11-15

k
1 Booktrailers

2
3
4 Dewey Decimal Quiz - Socrative
5 US Census data compare Maryland and another state

Stop light game





May 6, 2015 - Wednesday

Please oversee the morning announcements from 9:23-9:28

10-10:30 am 5 Vandermer pickup at PE
The Amendments to the Constitution
setup: pencils at each seat (in white container on my desk)
Students take their seats in the computer lab.
Handout worksheets from previous week (in blue cloth basket on my desk)
Students will login and go to the IES home page, then to the 5th grade page. This is a familiar routine to them.
There they will watch video The Amendments , which has questions interspersed throughout, and write the answers on their worksheet.
They answered the 1st 4 questions last week.
From 10:30-10:45 take students to the window area and read from the book The Great Dewey Hunt (in blue basket).
let a few students at a time go to book checkout.

11:15-11:30 4Friedman-Scott
The Dewey Decimal System
no setup needed
Sit students in window area.
Read from the book The Great Dewey Hunt (in blue basket).
Let a few students at a time go to book checkout.
11:30-112 take students to computer lab.
They will log in, open IES home page and go to the 4th grade page.
There they will individually watch a video on how nonfiction books are organized
then play games to build their knowledge and skills. The video and links are on the 4th grade page.
At 11:58 stop them and take them to PE.

12 -12:45 4Miceli
The Dewey Decimal System
similar to 4FS but you will be in the lab all 45 minutes
students will spend entire time watching video and playing games
Once their library cards are brought to you let a few at a time go
to book checkout.

2:15 - 2:45 2Hughes pick up from PE
Insects
setup: put the vhs video "Backyard Bugs" (AV 595.7) in the VCR.
With students make a list on the board of insects they might find in their backyard.
Show video.
At 2:35 begin letting students do book checkout.

2:45 -3:45 2 Melillo
Insects
setup: pull the book Beetle McGrady Eats Bugs in Everybody section E MCD. It should be available but if not pull a Ladybug Girl book E Som
start the class the same as above but this class is longer and does not do book checkout.
After the video read the book to the students.






Super 3: Intro 1




May 4 - 8
K
1st
2nd Ladybugs Ladybug and Friend

extra Media - Super 3 : DO
4th
5th
Students will watch video and answer questions The Amendments

Thursday, April 30th
Please do the morning announcements. I have left the script on my desk.

11 - 11:45am 3 Cleckner (pick up at PE)
Dewey Decimal System and nonfiction books.
setup: pencil baskets on tables and one worksheet at each seat
Students will come in and sit on the carpet in the instructional area.
Students should already know that if a book has numbers on the spine (in the call number) the book is nonfiction. All books (nonfiction and fiction and everybody) also have the first three letters of the author's last name in the call number on the spine.
Last week we talked about the Dewey Decimal System having 10 categories (000-900). Each number stands for a category. Review this information.
Explain the worksheet. Send students to tables in alphabetical order by last name and putting 2 boys and 2 girls at each table. Have them complete the worksheet and return to the carpet.
Read the book The Great Dewey Hunt by Toni Buzzeo
Stop reading at 11:35 to let all students do book checkout.
Their teacher will pick them up.

1:45 - 2:15 2 Pletnikova
Bugs - fiction stories
no setup needed
Students have started their study of insects. Read 2 books to them: The Perfect Pet and Ladybug Girl.
Stop reading at 2:05 to let all students do book checkout.
At 2:13 take them to PE

2:45 - 3:15 1 Sears
mysteries
no setup needed
Read the book Nate the Great.
Stop at 3:05 and let the students checkout books.
At 3:05 take the students to PE and pick up 1 Kalinock from PE.

3:15 - 3:45 1 Kalinock
same as Sears above



27Apr - 1May
K- Harold and the Purple Crayon
1st - Seeds
Sunflower House by Eve Bunting and Sunflower by Miela Ford
2nd -
3rd -
4th -
5th - 1. The Amendments
2. The Amendments



22Apr Earth Day


5th grade The Constitutional Convention (1)
Declaration of Independence
Liberty Bell
4th grade
recycle
recycle- questions
3rd grade
Introduction to the Dewey Decimal System
Learn how to use Dewey Decimal numbers to find nonfiction books.
Nonfiction: Using Dewey Decimal numbers to find nonfiction books


Sub Plans: Monday, 4/20/15

Kindergarten-Robertson 9:30-10:30
Eggs - fiction and nonfiction
Materials: book An Egg is Quiet, egg shapes to color and draw on, DVD with the story The Mysterious Tadpole, computer connected to projector

setup: put pencil/crayon baskets on tables and an 4 egg sheets on each table

Students come in and sit on the carpet in the instructional area.

Call on a few students to explain fiction and nonfiction.

Students will listen to you read An Egg is Quiet. After the reading ask if the book is fiction or nonfiction. Have them support their answer.

Play the video of the story by clicking on the title: An Egg is Quiet

Show students an egg paper and explain that they will color the egg and on the back draw a picture of watch is inside the egg. They are to pick an animal mentioned in the book. They will also put their names on their paper and take them when they leave Media today.

Send students to tables (4 to a table) in alphabetical order by first names (" everyone whose first name starts with A go to the round table near me").

As students begin to finish with their coloring and drawing they are to come to the carpet and to watch "The Mysterious Tadpole."

If there is extra time watch another video.


1st Grade - Rohrbaugh 10:30-11:30
Materials: book Helen's Big World, computer connected to projector
Students come in and sit in the instructional area.
Explain that today they will hear another book nominated for the Blackeyed Susan Award. It is a true fact book. What do we call true fact books? (nonfiction) This book is about a real person's life and it is called a biography.
Read Helen's Big World. When Helen learns to sign show the sign chart in the back of the book. When she learns braille explain that IES green restroom signs have braille underneath the words.
Once you finish the story let students stand and stretch for a minute.
Then have them watch the animated video of Helen's Life. (they probably won't have time to see it all).
American Hero Classics: Helen Keller

K- Adams 12:45-1:15
Not a Box - imagination
Materials: the book Not a Box and a cardboard box (on shelf in instructional area).
Remind students that last week we read the book The Nowhere Box. Today we will have another story about a box.
Read the book, asking students to make predictions as you read. (Often I just call on 3 students each time I ask for predictions in order to have time to finish the story).
Once you finish the story you can hand out the cards for book checkout (Karen will give them to you). For those not checking out show the video of the book.
Not a Box Not a Box (2)
If there is time explain that the author has also written a book called Not a Stick. Show the video
Not a Stick
At 1:12 line the students up and take to PE.

2nd grade - Kent 1:45 - 2:15
Reading to Another
Materials (box of books under small desk in instructional area)
setup: lay the books in the box out on the table between the green poles
Students come in and sit on the carpet in the instructional area.
Explain to students that next Monday they will read one on one to a kindergarten class. They can read the pictures and words. Remind the students that a picture walk is just looking at the pictures in the books and talking about them.
Today they are going to practice reading together and to each other.
Explain that the Media teacher pulled several fun books that were nominated for the Blackeyed Susan Award a few years ago.
  • You will call on a boy and a girl to be partners.
  • They will select one book from the table.
  • Finding a spot to sit they may do a picture walk of the book, read the book together, and take turns reading the book to each other.
  • Once every group has selected a book if some groups finish they make choose another book to read.
  • Stop students at 2:05 and do book checkout ( the books on the table are not available to be checked out).
  • At 2:12 line students up and take them to PE.
Thanks!





Apr 20 -24
K - Read It is Not a Box by A Portis. Explain the worksheet.
Students will
  • in the PLAN box students will write a sentence about what the imagine the box to be: It is a car.
  • in the Do box students will give the rabbit and box then draw around the box to make it match their "it is " sentence
  • in the Review box students will check off their answers
  • once students start to finish they may do book checkout or watch these videos (make it full screen) Not a Box Not a Box (2)
    Not a Box (NEA)
    Not a Stick
2nd Blackeyed Susan Award - books nominated this year and in years past




Apr 13 - 17
K - Read The Nowhere Box by Sam Zupardi, discuss then show the video
The Nowhere Box
Talk about how our imaginations can mentally take us anywhere and let us do anything.
Another author Not a Box Not a Box (2) Not a Stick Not a Box (NEA)
Antoinette Portis Froodle Kindergarten Diary
Not a Chair Kindergarten stories


Apr 7 - 10

K - Fiction books: Read Hop! Hop! Hop! (We Give Books) Student will copy title and draw illustration from the story.


1st and 2nd - Continue reading Black-eyed Susan nominees. Students will give the book a score. Some classes will be ready to vote.
Extra Media -Blackeyed Susan nominee: Helen's Big Words: The Life of Helen Keller by Doreen Rappaport
Helen Keller biography American Hero Classics: Helen Keller
video 1 video 2
3rd - Folktales How the Tiger Got His Stripes.

4th -

5th -


=
March 23 - 27
K - Fiction books: Read Hop! Hop! Hop! (We Give Books) Student will copy title and draw illustration from the story.
1st -
2nd - Continue reading Black-eyed Susan nominees. Students will give the book a score.
3rd -
4th -
5th - Introduction to Ben Franklin
  • student will watch a biography about Ben Franklin on TumbleBooks(8mins)


March 16 - 20
K

1st and 2nd
Blackeyed Susan nominee: Helen's Big Words: The Life of Helen Keller by Doreen Rappaport
video 1 video 2
Stu
3rd

4th

5th



==

March 9 - 13

  • Please be available to the 2 morning announcers. They know the routine and do a go job with the morning announcements that begin when the bell rings.
  • During free time please check with Karen to see how you can help. We usually need help shelving books.
K (instructional area)
Real or Make - Believe / Fiction or Nonfiction
setup: put on all tables - "Is it True or Make-Believe?" worksheets and pencils ; put 3 books on the ledge at the board: Chester by M Watts, Cats by S. Simon and Cats by Gail Gibbons.
  • After seating the students in the instructional area on the carpet ask "What is the difference between real and make believe?"
  • As you hold up picture cards asj students to show whether they think the picture represents something real (nonfiction -thumbs up) or make believe (fiction - thumps down). Make believe pictures: dancing ladybug, dancing cow, alien creature Real pictures: tiger, house, moon
  • Explain that some books give us true facts about real people, places, and things (nonfiction) and some books tell us a make believe story (fiction).
  • Tell students that one of the 3 books on the board is make believe and ask them to say which one and how they know. (Chester - cats can't hold crayons and color)
  • Point out that just because a book has a drawing on the cover instead of a photograph it may still be a true fact, nonfiction book (Cats by Gail Gibbons).
  • Explain the directions on the worksheet: circle the fiction books
  • Send students to tables (2 girls/2 boys)
  • When they finish they should come to the carpet and wait to get their library card for book checkout.
  • If there is time read Chester to the students not checking out.
  • Take to PE at 1:13.

1st grade and 2nd grade (instructional area)
setup: pencils on table, take folder of students' Blackeyed Susan papers to the instructional area
Students have been listening to books nominated for the Maryland Black-eyed Susan Award. After listening to a book they give the book a score and write one or two words to describe it.
  • Read The Magic Bojabi Tree
  • As you call out students' names on the papers send them to tables (2 boys/ 2 girls) to complete their score sheet
  • Once finished students return to the carpet and wait for their cards to do book checkout.

2nd grade Extra Media 1 hour (instructional area)
setup: pencils on tables, take class folder with you, put Creepy Carrots in DVD player
Today you will read two books that have been nominated for the Blackeyed Susan Award. After each story the students will score the story on their Blackeyed Susan worksheets.
The two books are: Lion and Rabbit and Stuck
If you still have time you can show last year's Blackeyed Susan winner Creepy Carrots

3rd grade (computer lab)
setup: put a pencil and worksheet at each computer
"Travel the World with the IES PAC" - students will go to IES Pac and follow the instructions on the worksheet to answer the questions.
Once they finish they can check out books or go to TumbleBooks.
(students are familiar with the IES Home page and IES PAC)

4th grade (computer lab)
and
5th grade (computer lab)
Students know to go to their assigned seats in the lab, log in, go to the Media Home page and then the 4th (or 5th) grade tab for their lessons. They will see the links below.
setup: put a pencil and worksheet at each computer.

The Iditarod Race













Extra Media
Max' Words by Kate Banks









Mar 2 - 6
READ ACROSS AMERICA, Dr. Seuss' Birthday celebration week
K-1
Oh, the Places You'll Go! (animation)by Dr. Seuss
Oh, the Places You'll Go! (read aloud)
Students will draw a picture of where they would go in their imaginations through reading.

==

2
Spike, the Mixed Up Monster! by Susan Hood

3 IES PAC - Finding Folktales

K
Extended Media

Happy Birthday Dr. Seuss!

Listen to : Horton Hears a Who

Computer Activity: Random House

Table work - activities sheets


1st - 2nd
Extended Media- What if You Had Animal Teeth?
Estimating Teeth - lesson plan
What do animals eat?


Feb 23 - 27
K
Smelly Books: Real and Make Believe : Picture Sort
After page walks students will compate the books Chester by Melanie Watt and Cats by Seymour Simon. Which has true facts? Which is a make-believe story? How do you know? Students will then go to tables and sort pictures into Real and Make-Believe categories.
Extended Media - Super 3: "Curious George Goes Fishing" and "Curious George and the Bunny" Students will listen to two stories and identify the Super 3 steps after each one (worksheet)

=

1st

Black-eyed Susan Picture Book Nominees 2014-15 Stuck

Students will listen to the beginning of Stuck then take 10 minutes to draw/write how they would get the items in the tree down.
At the end of the story students will rate this book on their BES list of titles.
Extended Media - Max's Castle by Kate Banks
Students will listen to the story Max's Castle and at intervals help identify ways one word (ie: moat) is tranformed into another word/s (ie: boat).
Following the story students will go to tables to create a list of words by only using the letters in "castastrophe". After 5 minutes stop students and introduce the Franklin Spellers. Explain how they can be a useful tool by telling students if what they have written is a word and by using the ? with other letters they can get a list of words.

=

2nd

Black-eyed Susan Picture Book Nominees 2014-15:

Students will listen to the beginning of Stuck then take 10 minutes to draw/write how they would get the items in the tree down.
At the end of the story students will rate this book on their BES list of titles.
Extended Media - Comparing Animals using World Book Kids
Students will use Nooks to go to World Book Kids. They will select "World of Animals" and then "compare animals" After selecting and comparing two animals they will write down two observations based on their data.

=

3rd
Each student will create a paper doll representing a child from another country in the world. This is based on research using Culturegrams.

=

4th
Students will continue to work as a table team to find data in a variety of resources: dictionary, encyclopedia, atlas, almanac.
===
5th 7 Hat Challenge: Master the Roles of the President (lesson)
7 Hat Challenge (online activity)
setup: copies of President Roles worksheet and pencils at each table
Students are seated a the tables and review the worksheet.
Explain the lesson and demonstrate the activity. After the activity the

For the first 10 mniutes
Students will use the Nooks to access the Challenge questions. After reading each question
students may discuss with table mates.
Then students will put papers and Nooks under their chairs and take the quiz matching job titles with descriptions.
Next students will select one of the 4 60 second President videos to watch and to use in completing their Which Hat? worksheet.



==

==

Black-eyed Susan Picture Book Nominees 2014-15

Lion vs. Rabbit ( lions

Feb 2 - 6

3rd
The World is a Circle

Back to School pictures

Jan 12 - 16, 2015

K
ABCs of Organization
ABC order: Read Click, Clack, Quakity-Quack by Doreen Cronin
Hands On ABC activity materials
extension: Click, Clack Moo
1
The Moon and Stars
Extra Media :
Do the activity below on the computer

Explore the Night Sky read and complete the worksheet

Do the activity below on the Nooks

Stars Above Us listen to the story

Students will draw the Big Dipper on their worksheet and glue on stars.

Moon Stories

How to Catch a Star by Oliver Jeffers


2


Extra Media -

The video Make Way for Ducklings by Robert McCloskey

National Geographic lesson

Google Lit Trip based on the book.


3

Introduction to Chris Van Allsburgh: students search the PAC for books by Chris Van Allsburg and watch the video Two Bad Ants or The Polar Express

4
Noodle Tools introduction: students create accounts, a project, and a bibliography from Tilly Smith research

5

Noodle Tools introduction: students create accounts, a project, and a citation from Time Capsule article

Jan 5 - 9, 2015

K
warm up - Flipchart "Weather Sorting"

Stormy Sky - National Geographic Young Explorer Sep, 2012

Here Comes a Hurricane worksheet from the Teachers Guide for Kindergarten
1
The Moon and Stars

World Book Kidst The Moon


Moon Stories


How to Catch a Star by Oliver Jeffers


2
Extra Media

Maps

Do the actiivtiy below on the Nooks

United States jigsaw puzzle

Do the activities below on the computer

Uncle Sam's Farm : Cardinal Directions

Over the Edge: Cardinal Directions

Adventure Island

Lesson
Maps and storys: Make Way for Ducklings

The video Make Way for Ducklings by Robert McCloskey

National Geographic lesson

Google Lit Trip based on the book.


3

Introduction to Chris Van Allsburgh: students search the PAC for books by Chris Van Allsburg and watch the video Two Bad Ants or The Polar Express

4
Noodle Tools introduction: students create accounts, a project, and a bibliography from Tilly Smith research

5

Noodle Tools introduction: students create accounts, a project, and a citation from Time Capsule article




Shelving Nonfiction books


Shelving Everybody (Easy), Fiction, and Nonfiction books



Friday Oct. 31st,2014 Halloween

Morning Duty 9:15-9:25 Please help over see Anika and Peter who will do the morning announcements

9:30-10:05 5th Grade Toth (Computer Lab)

Bats! Students will watch a video about bats and complete a worksheet.

Setup: Put a pencil and worksheet at each computer.

Once students log in to their assigned computer in the lab have them
  • oDrag the IESLMC icon on their desktop to the Firefox icon on the bottom dock
  • o Click on the red box with 5th in it (just under the page heading)
  • o Students will first guess which statements are true and which are false.
  • o They will watch the video and as they do or after they are to mark the last column
The answers to the questions are in the first 15:15 minutes of the video.
Once students finish let them quietly check out books.
Those not checking out may go to TumbleBooks on the IES Media home page.
Stop all students at 10am.
Have them log out and stand behind their chairs.
Have a student collect the papers but leave pencils for 4th grade at 10:40
The teacher will pick u[p the students.

10:40 – 11:15 4th Grade Lochte (Computer Lab)
Bats!
Setup and procedures the same as 5th grade but the students click on 4th on the IESLMC page.

Going Batty!

Please work on the papers in my red "to do" folder if you have any free time.
The parade is from 2pm – 3pm.

3:05 – 3:40 1st Grade Hardy (Media Center)
Creepy Carrots
Setup: pencils, scissors, glue sticks on tables, lay out 2 “faces” sheets at each table
This is a continuation from last week when students listened to the story creepy carrots.
Show them my model of a creepy carrot (it is in the mug).
Point out where I wrote the feeling/emotion word and how they are to glue the carrot the full length of the craft stick.
Today they will

  • o finish drawing a face, coloring and cutting out their carrots
  • o IMPORTANT: they must write their name on to top backside of the carrot once it is cut out
  • o writing the feeling/emotion word at the bottom of the carrot (see my model)
  • o gluing the carrot to a craft stick (advise them to put the glue on the stick, not the paper
  • o when they finish with their carrots they are to check off on their worksheet what they did
  • o they will complete the review section of the worksheet.
As they finish let them do book checkout.
Collect the carrots and worksheets so I can grade them.



Thursday, 16 Oct.


fyis: Please oversee Peter and Anika our morning announcers. They know what to do.
There is no book checkout due the book fair.
If any student in one of these classes brings money to shop at the Book Fair please let them do it the last 5 minutes of class.

11:00 - 11:45 3 Cleckner (pickup from PE)

Topic: Dewey Decimal System
setup: DVD in player, pencil baskets and worksheets on tables, 6 copies of Dewey Decimal Reader's Theater
  • Students come in and sit on the carpet.
  • Choose 5 students to read the Dewey Decimal Reader's Theater script. ( 1 students reads odd numbers, 1 student reads even numbers, 3 students read "All" part)
  • Show 23 minute DVD on using Dewey Decimal System.
  • Send students to tables to do worksheets. (No more than 2 girls per table and no more than 2 boys, then assign anyone needing a seat).
  • Once they finish worksheet have them return to carpet and read a subtopic (ex: ghosts) then have the students guess the Dewey number category.
  • If there is still time talk to them about Melvil Dewey.

Between 11:45 - and 1:45
Grade 3rd grade papers, lunch, help Karen as needed, shelve books

1:45 - 2:15 2 Pletnikova (take to PE at the end of class)
Topic: Putting call numbers in alphabetical order
setup: put a green and white sheet at each seat, write 4 call number examples on the board
Students come in and sit on the carpet.
Explain today's topic.
Point out the students will first need to look at the first of the 3 letters below the E. Call 4 students up to the board to circle the first of the 3 letters below the E
E E E E
S O T D A L K I N KET
Ask students to put the call numbers in order: DAL KET KIN SOT
Today they will cut and glue white call numbers onto the green paper.
Assign students to a table.
If there is extra time they can sit on the carpet and ask a student to write the Everybody call number for the following authors: Seuss ( E SEU), Mark Brown author of the Arthur books (E BRO), Crockett Johnson author of Harold and the Purple Crayon (E JOH), Kevin Henkes author of OWEN (E HEN), Doreen Cronin author of CLICK, CLACK, MOO (E CRO).
Take to PE.

2:45 -3:15 1 Sears (take to PE)'
Topic: Bats
Students sit on the floor.
Show the video "Stellaluna"
Take to PE

3:15 - 3:45 1 Kalinock (pick up from PE)
same as Sears

Library Rules
IES Library Media Center Rules Jeopardy





















Kindergarten

Extra Media - Dec 2013

K
Comparing the inside features of Fiction and Nonfiction books
Books: Geese by Megan Borgert-Spaniol
Petunia by Roger Duvoisin
setup: pencil/crayon baskets and worksheets on the tables, computer connected to projector, the two books
  • Show students the books and explain that one is Fiction and one Nonfiction.
  • Ask students to identify which is which and what do they see that makes them think that?
  • Explain that fiction and nonfiction books look very different on the inside.
  • Today they will learn about a few features that are often in nonfiction books but not fiction books.
  • Look through the first 5 pages of Petunia turning the pages slowly. Point out the title page and how the story begins soon after.
  • Look throug the book Geese pointing out the title page, the Contents page (also called the Table of Contents) in the front, and the glossary and index in the back.
  • Show students the worksheet, send them to the tables and do the worksheet together as you hold up each book.
  • Afterwards read Petunia.

1st
Choosing the Right Book
  • Read Goldilocks and the Three Bears
  • Explain that now you will read another version: Goldie Socks and the Three Bears
  • Show the iPick video clip
  • Give students time to practice finding a Just Write book in the Everybody Section to read now

2nd
Literature and Map Making
And the Dish Ran Away with the Spoon by Janet Stevens


1st Week of December 2013
K
Parts of a Book
Book: Beatrice Doesn't Want To by Laura Numeroff, illustrated by Lynn Munsinger
setup: pencil/crayon baskets and worksheets on the table
Explain that today we are going to learn the parts of a book.
Show powerpoint and discuss the slides.
Write one word at a time on the board and call a student up to point out that part of the book
  • front cover, title, author, illustrator, spine, pages, text, illustrations, call number, back cover
Go over the Parts of a Book worksheet with the students then send them to the tables to do the sheet.
As they finish let those who can do book checkout do so.
Have the other sit on the floor have them name the parts of books that you hold up and point to.

1st Bunny Money

2nd Maps


5th grade Evaluating Web Site
Review the fact that books, newspapers, and magazines have editors who read the them before they are published to ensure information is accurate, complete, and current.
How can we know whether a web site has accurate information and can be trusted?
Watch this video on identifying web sites that can be trusted.
Next students will complete a worksheet while the class views and assesses the Pacific Tree Octopus web stie

Review web site basics.

Lessons for Mon., 11/13


1st grade Extra Media (9:30-10:30/10:45-11:45)
Leo Lionni and colors
setup: pencil/crayon baskets and worksheets on tables, the books Frederick and A Color Of His Own
Part One
1. Read the story Frederick by Leo Lionni integrating discussion questions as appropriate
u What did the mice do to prepare for winter? Why?
u What about Frederick, what did he do to get ready for winter?
u Why did Frederick think it was important to gather things like sunrays, colors, and words?
u What if you were a mouse who was working hard to gather food and you saw Frederick just sitting. How would you feel and why?
u How did the other mice respond to Fredrick when he gave them his “supplies”?
u Let's say you are in this cold winter weather and you are cold and hungry. If Frederick talked to you about colors would that help you? Why do you think that?
2. Students will go to tables and do worksheet coloring the color words with matching crayon. i.e.: the word green will be colored with a green crayon
3. As students finish have them return to the carpet to watch the story Frederick.
Part Two
3. After 10 minutes have students return to the carpet to watch to A Color Of His Own.
4. Explain that on the back of their worksheet are two chameleons which they are to color exactly alike just like in the story.
If there is time play these video clips of Leo Lionni.

Kindergarten (1st Monday of month, 11:45-12:45)
Fiction or Nonfiction? Corduroy by Don Freeman
setup: pencil/crayon baskets and book review worksheets on tables, the book Corduroy by Don Freeman, a nonfiction book about bears, the video of A Pocket for Corduroy in the VCR
Part One
1. Show students both books and ask which one would they read to learn true facts about bears. "What do we call books that teach us true facts about animals, people, places, and things?" - nonfiction "Which book is about an imaginary toy bear? How do you know? (he is wearing overalls) What do we call imaginary stories?" - fiction
2. Read the story of Corduroy. As you read stop and ask students to compare Corduroy's behavior with that of a real bear.
3. Show students the Book Review worksheet. They are to circle either Fiction or Nonfiction for this book. The face with 3 eyes stands for fiction and the face with 2 eyes stands for nonfiction.
4. Write the word Corduroy in big letters on the board. Students will write this title on their paper. They will also complete the sentence "This book is about a ." On the board in big letters draw a word box and in it put the words "toy" "bear" "a".
5. Send students to tables to do the worksheet. After completing the sentence ask them to draw a picture of Corduroy on their paper near the title.
6. As students complete the drawing have them move to the floor to watch the story A Pocket for Corduroy.

2nd Allen ( 1:15 - 1:45, pick up at PE)
Compare and Contrast story elements in Pickles to Pittsburgh to Cloudy With a Chance of Meatballs
setup - Books Pickles to Pittsburgh and Cloudy With a Chance of Meatballs
Ask two or three students to tell what happened in the book Cloudy With a Chance of Meatballs while you hold up the book and turn the pages.
Explain that today's story is by the same author, Judi Barrett. Read Pickles to Pittsburgh.__ book review
Show students to worksheet and review how a Venn Diagram is used. Explain that next week they are going to compare the two books. Suggest they think of the characters, setting and events.
Handout library cards to those who can checkout books. Do a verbal comparison of the two books with those students not checking out.
The teacher will pick up students.

2nd Extra Media 3:00 - 3:45
Organizing Books using Call Numbers
setup: pencil/crayon baskets and worksheets on the tables, glues sticks on tables, a few fiction books
Hold up the fiction books and call up 2 or 3 students to point out the call number and read it out loud
Review Call Numbers with this presentation.
More about Call Numbers. Library Order
Which sets of books is in alphabetical order? Write the question number and correct letter on your paper (ex: 12 B)

Show students the "book spines". They will fill in the call numbers and glue them in "shelf order".
ABC order practice (1st letter)












Lessons for Wed. 10/30/13

4th DiMartino 9:45-10:30

Note Taking

setup: computer connected to projector

Students will soon begin researching natural disasters.

Today they will watch a short video on note taking and participate in a note taking activity.

First show the demo on Fact Fragment Frenzy.
After watching the demo go to Find Fact Fragments and click on Hummingbird.
Read through the first sentence and then call on two students to write "notes" based on the 1st sentence. One student can write to the right of the article and one can write below. Compare the two styles of note taking and discuss it with the class based on points in demo.
Next do the same thing with 2 new students for each of the remaining sentences.
10:20 stop for book checkout. Students not doing book checkout will watch a few Forces of Nature video clips.
10:30 take to PE

3rd Rochlin 10:30-11:15
setup: computer connected to projector
Transition words
Students will watch the Tumblebook story The Lima Bean Monster.
Next they will write the steps that Sammy took to create the Lima Bean Monster.
Have students complete the graphic organizer for this story.
Those that finish early can draw a picture from the story on the back.
Once everyone is almost finished read The Monster Who Ate My Peas
if there is still time.
At 11:05 let students do book checkout
11:15 Take to PE



Kindergarten Extra Media Roberston 11:30-12:30
Corduroy by Don Freeman
setup: video in VCR, papers and pencil and crayon baskets on tables.
Introduce students to the character of Corduroy by reading the first chapter in the book.
After reading ask the students if Corduroy is this story a make believe story- fiction or a true fact story-nonfiction.
Have them give reasons for their answer.
Show them the paper and explain that they are to circle whether the story is fiction or nonfiction. Point out the 3 eyes on the fiction face.
Write the name Corduroy on the board so they can copy the title.
Underneath write This book was about a toy bear.
Those who finish the writing before others can draw a picture from the story on the back.
Once nearly all are finished show the video.
The teacher will pick them up at 12:30.


1st Kalinock 3:15-3:45
Seasons
setup: computer connected to projector
Students will first watch a short video that explains why we have different seasons.
Next they will watch the story Our Seasons by Grace Lin
After the video give out silps for book checkout.













Lessons for the Week of 9/16-20

Kindergarten Extra Media (Wed 11:45-12:45) - K Maurer
Teacher will bring students to Media Center and pick them up.
Setup: Put pencil/crayons racks on table and a lion coloring sheet at each seat.
Resources: Library Lion (Book), copies of Lion coloring sheets
Process
  • Students come in and one by one are directed to a square on the carpet.
  • Ask where are you? In a school library. Explain the difference between school libraries and public libraries.
  • Ask what rules we have in a library.
  • Show Library Lion book cover and ask students to predict what will happen in the story.
  • Read story.
  • Show students the cover of Library Lion and ask what color the lion is.
  • Students will go to seats, write their names on their papers, and color their lion the same color as the lion in the story, that is no pink or rainbow colored lions.
  • One by one call 4 students in alphabetical order to each table to work.
  • Once several have finished call them to the carpet and show At the Library. Discuss afterwards.
  • If you still have time read Beverly Billingsly Borrows a Book .
  • Students may take their papers with them.

Kindergarten - Tues 1:45-2:15 / K Maurer Thur 1:45-2:45 Brooks
First Book checkout
setup: Put video Spot Goes to School in TV
resources: shelf markers
Process:
Students enter in line and orderly are seated on a carpet square.
We have been discussing the use of shelf markers during book checkout.
Today they will check out for the first time.
  • Demonstrate how to use a shelf marker.
  • Have students watch the video until they are called to do book checkout.
  • Give out 6 or 7 library cards to students, at a time, and have them find a book in the Everybody section.
  • Remind students that they can take a book that is standing up on the shelf.
  • Once they checkout they are to return to the carpet to watch the video.



1st Grade Extra Media Monday 9:30-10:30 / 1 Hardy 10:30-11:30 / 1 Rohrbaugh
Franklin's Class Trip (sequencing a story)
setup: pencils/crayon baskets on the tables, a sequencing worksheet at each seat
resources: laptop connected to projector to show Franklin's class trip and Franklin Goes to School, both found on TumbleBooks.
Process:
  • Students come and sit on carpet
  • Ask what is a museum? Has everyone ever been to one? What did you see?
  • Before the story introduce vocabulary words: sequence, medieval, arrowhead, archeologist, muttered
  • Play the story of Franklin's Class Trip on TumbleBooks
  • Discuss favorite parts of story
  • Explain to students you they will take a seat at a table, you will play the story again and stop after each event on the sequence list so they can mark what number event it is in the story
  • after students finish the will come sit on the floor and play Franklin Goes to School
  • If there is time left over they may color the picture of Franklin on their papers


1st Grade Tues. 2:45-3:15 / 1 Sears Wed. 3:15-3:45 / 1 Kalinock Thurs. 2:45-3:15 / 1 Brady
Setup: Pencil/crayon baskets on the tables
Resources: Digging Up Dinosaurs (book), student worksheets from last week
(Last week Kalinock's and Brady's classes identified fiction stories / make believe stories and heard the story of Danny and the Dinosaur)
Process:
  • Students come in and sit on carpet.
  • Explain that this week we will talk about books that tell us true facts - nonfiction books.
  • Show the cover of Digging up Dinosaurs and ask if they think it is fiction/an imaginary story or nonfiction/true facts. Why?
  • Start reading the book after page 10 ask if these sound like true facts? They are. This is a nonfiction book.
  • Show/explain to students the Fiction/Nonfiction worksheet. They are to identify the 2 nonfiction books and write the word "nonfiction" under those squares. Read the chooses to them.
  • Send students to tables in alpha order to complete worksheet. When they are finished have them put the paper under the rack and come sit on the carpet.
  • Give them their cards (Karen will give them to you) and let them check out books.
  • Read the rest of the book to the students not checking out.


2nd Grade Sept. - Extra Media: Meet the Author Robert Munsch /
Mon 3-3:45 2Hughes Tue 9:30-10:30 2 Melillo
setup: pencils/crayon racks on tables, a worksheet at each seat, put video of The Boy in The Drawer in TV
resources: books Pigs and The Boy in the Drawer
Process - Students will come and take a seat on a carpet square.
  • Tell them today we will enjoy two stories by the author Robert Munsch and look a the parts of these stories like characters, setting, etc.
  • Review the meaning of “plot”—the problem and solution in a story.Explain that other story elements such as setting and characters also help us to understand the plot. Show and review the Story Elements poster but explain that the setting is when and where a story takes place.
  • "I will read Pigs by Robert Munsch and I want you to think about the characters, setting, problem, and solution in the story. -
  • Read the story
  • Show students the worksheet. Go through each section and ask students for the answers. Write them on the board.
  • Now the students will watch the story The Boy in the Drawer and then complete a worksheet identifying the story parts. Erase board while students are watching the video. Write on the board THE BOY IN THE DRAWER.
  • After video send students to tables in groups of 4 and in alphabetical order. Some may need individual help with.
  • Once students finish they can come sit on the carpet and you can show the story Murmel, Murmel, Murmel if there is time.

3rd Week - Judi and Ron Barrett Author Study / Mon 1:15-1:45 2Allen Tue 1:15-1:45 2 Plenikova Thus 12:45-1:15 2Hughes
setup: pencils/crayon racks on tables, worksheets on tables
resources: book The Marshmallow Incident
background: Last week I read the 1st half of the book, up to the yellow sticky note. Students were sent to their tables to fill in the title, author, and setting. ( Allen's class did not start their papers).
Process:
  • Have the 2-3 students tell you what happened in the first half of the story, The Marshmallow Incident.
  • Finish reading the story
  • Call student names on worksheets and send them to tables to fill in 3 events, the problem and the solution.
  • As they finish you can give them their library card to checkout. 5 minutes before the end of the class stop all students who need to do book checkout.



3rd Grade in the instructional area
Wed 10:30-11:30 / 3 Rochlin Thurs 10:30-11:30 Gillette Fri 10:30 - 11:30 Cleckner

Be Your Own Library Media Specialist
setup: pencils/crayons on tables, worksheet on tables, a laptop connected to the projector
background: students have been learning out to use the library catalog to checkout books
Process:
  • students come in and sit on a carpet square
  • go through our new book checkout procedure for 3rd, 4th, and 5th - you will give them their library card, they will select their books (in 10 min), put their card in their top book and then stack their books on the table to be checked out
  • those students not doing book check out will watch the video (in 2nd grade materials) The Boy in The Drawer
  • At 10:45 call all students to the instructional area
  • On the board make 3 columns: Author Title Subject
  • Explain that when searching for books on the computer students may search 3 ways
  • Ask students to give you examples to put under each column
  • Show them the worksheet. On each blank line they will write author, title, or subject
  • Send students to table in alphabetical to do the work sheet
  • If they finish and you have extra time read Pigs (in 2nd grade materials)



4th grade Wed 9:45-10:30 4DiMartino Thurs 10:15-11:00 4 Miceli Fri 10:15 - 11:00 4Sagi

Text Features
setup: pencil/crayon racks on tables, worksheets, a state book at every seat
resources: text features posters, text feature cards in zip lock bags - one for each table
Process:
  • students come and sit on a carpet square
  • go through our new book checkout procedure for 3rd, 4th, and 5th - you will give them their library card, they will select their books (in 10 min), put their card in their top book and then stack their books on the table to be checked out
  • those students not doing book check out will watch the video (in 2nd grade materials) The Boy in The Drawer
  • After 10 minutes recall all students to the carpet and introduce todays topic "text features"
  • Ask what are text features, have students give you examples and make a list on the board
  • Review any text feature on the worksheet that are not mentioned
  • Show the worksheet and explain that they will each work with a State book (Karen will show you the gray cart that these books are on)
  • They are to write down the paper number where they find the text feature and also at the bottom of the page they will write the title of their book.
  • When the finish their worksheet they are to sit quietly looking at their book.
  • If enough students finish early and there is time give a zip lock bag of text feature cards to each group of 5 students and have them find a spot on the floor to spread them out and match the text feature to the definition

=



5th grade Tue 11:15-12:00 / 5Bartel 12-12:45 / 5Toth Thurs 12-12:45 5Vandermer===
Text Features - same as 4th grade lesson






























Lessons for 4/12/2013 Friday


9:30-10:15 3rd Grade Lochte (in the computer lab)
AASL 21st Century 1.14: Evaluate information found in selected appropriate sources to answer questions.
CCS - CC.7 R.I. 1:Key Ideas and Details
setup: place a pencil and Chris Van Allsburg worksheet at each computer (worksheets are either on my desk or near phone in my ofc)
book checkout: Have students come into lab. Ask one of the girls to log in to my computer and the others may take their assigned seats, log in, and open the Media home page (if they do not have it on their desktop it is in my handout folder). If they are checking out a book they may use their computer (not one of the computers in the Media Center) to search for a book. Those not checking out a book have 10 minutes to go on to Tumblebook and choose a book or activity. By 9:40 call all students back into the lab for the lesson.
Instruction: Turn on the projector by tapping red lite button twice. With the exception of the student sitting at my computer have others sit on the floor facing the whiteboard. Explain that today they will use IESPAC to find books written by/about Chris Van Allsburg. Have student at computer demonstrate these steps...
  1. on the Media Home page click on IESPAC, click ignore if a message window opens
  2. in the search box type Van Allsburg (ask how many titles are found, answer - 18/ what is the title of the 3rd book? ans: Jumanji, what is the call number of this book? ans: E VAN, the year it was published? ans:1981; point out the book icon next to the year - this indicates it i a book, an eye icon indicates a video, how many copies does IES own? ans: 3 but only 1 is available)
  3. have student click on the title of the book to show students how to get to the summary and learn what the book is about
  4. click on "back to results" (just below the green bar on the top right) to get back to the list (tap the green projector light twice to turn it off)
Explain that today students will use IESPAC to do both sides of the worksheet. Explain that they have to read the summaries to do the matching activity on the back. Any students finishing early may go to Tumblebook. At 10:10 have students stop, log out, stand behind their chairs. Have one student collect the papers but leave the pencils for the next class. At 10:15 take class to PE.

10:15-11:00 4th Grade Sagi (in the computer lab)
Insect Poetry
AASL 21st century: 2.1.6: Use the writing process, media, and visual literacy, and tecnology skills to create products that express new understandings.
CCS - CC. 6. W. 6: Production and Distribution of Writing
There will be 1 aide coming with this class with Sarah. She has already done her poem. Talk with the aide about Sarah and another student handing out the papers. During class Sarah can go to Tumblebook or do another poem.
book checkout: Have students come into lab. Ask one of the girls to log in to my computer and the others may take their assigned seats, log in, and open the Media home page (if they do not have it on their desktop it is in my handout folder). If they are checking out a book they may use their computer (not one of the computers in the Media Center) to search for a book. Those not checking out a book have 10 minutes to go on to Tumblebook and choose a book or activity. By 10:25 call all students back into the lab for the lesson.
Instruction: Turn on the projector by tapping red lite button twice. With the exception of the student sitting at my computer have others sit on the floor facing the whiteboard. Explain that today they will continue their insects poems based on their research. Some have written their poems and others need to write their's on the back of their research paper before they use the computer. I want a written poem from everyone. The lines in the poem should be short and refer to the appearance or behavior of their insect. It does not have to rhyme. Once the poem is written they will follow these steps
  1. open the Ford-Gillard handout folder, 4th grade poetry, and click on the "concrete poetry" button
  2. click start, they can draw an outline shape of their insect
  3. once the shape is drawn they can add their poem to the picture by typing a word or two at a time and then dragging it to the picture.
  4. when they finish but no later than 10:50 have students click on "add words" and then "print"
  5. at this point they can type the title of the poem which should be the name of their insect and their name
  6. no student should run to the printer to get their work, you can assign a student or get them yourself
Any students finishing early may go to Tumblebook. At 10:55 have students stop, log out, stand behind their chairs. Have one student collect the papers and pencils. At 11:00 take class to PE.

11:00-12:45 During any free time please check the 3rd grade papers. Karen or Barbara can pull out papers from Gillette's class (in the cabinet drawer) to show you how I do it.

12:45-1:15 Kindergarten Maurer (in computer lab)
Blackeyed Susan Nominated Books
AASL 21st Century: 4.1.1 Read, view, and listen for pleasure and personal growth.
CCS - CC. 2. R.L. 10: Range of Reading and Level of Text Complexity
Have students come in an sit on the floor. Call roll. Today you will read 2 stories to them.
Read the stories Max' s Castle and Hampire. If they have heard Max's Castle read Hampire and Dectective Blue. You may only have time for one story.
Karen will give you the cards of students who can check out a book. Let them do this at the end of the 1st story. At 1:13 line them up and take to PE.

1:15-3:15 help Karen and Barbara as needed

3:15-3:45 2nd grade Pletnikova pick up from PE
AASL 21st Century: 4.1.1 Read, view, and listen for pleasure and personal growth.
CCS - CC. 2. R.L. 10: Range of Reading and Level of Text Complexity
setup: in the instructional area lay out the student's Blackeyed Susan sheets, pencils and crayons should already be on the tables
Have students come in an sit on the floor for a story.
Tell them you will be reading another Black-eyed Susan nominted book "Argus".
At the end of the story have students mark their sheets and do book checkout.










Lessons for 4/09/2013 Tuesday morning

Kindergarten - Robertson 9:30-10:30
set up: put pencil baskets and worksheets, alphabet sheets on the tables; put video in TV
Read Max's Castle taking time to show on the board how letters in words are rearranged to make new words: pirates - rat pies, spear-pears.
After reading the story explain the worksheet to the students and send them to their tables to work on the sheet.
Students will probably finish the sheet and you may have more class time. In that case show some of the video "Soup Stories".

5th grade - Toth 11:15-12n
setup: projector and laptop
Students have been taking the science MSA so today's lesson is focused on science but should be enjoyable.
Students are being encouraged to do a STEM project.
Have students come in and sit on the floor. Share with them information about the former Burleigh Manor students who now has her own business. She got her first patent at age 13 and now has a 2nd one.
Tell students that today's video focuses on science but Mrs. Frizzle makes it fun.
Show the video The Magic School Bus and the Rot Squad. It is in my Handout folder and on the desktop of my computer.
At 11:55am let students do book checkout then line them up to take to PE.

5th grade - Bartel 12:n-12:45 pick up students from PE
Repeat the lesson from above.





Lessons for 3/07/2013 Friday

times are if there is a normal schedule (times are MSA times)

3rd Lochte 9:30-10:15 take to PE
Dr. Seuss Biography
setup: pencils baskets on tables along with pink biography sheets and white worksheets, computer and projector.
Students will do book checkout first. Give them about 10 minutes to do this. For those not doing book checkout go to the trivia link below and have them answer questions.
Students come in and sit on floor. Since Dr. Seuss's birthday was on 3/2 today students will be learning about his life and answering questions.
Start by showing a powerpoint about Dr. Seuss
Show them the worksheet and bio . They will find all the answers to the questions on the pink sheet.
Once students finish the worksheet they may come sit on the floor to play Seuss trivia game at http://www.funtrivia.com/quizzes/for_children/kid_lit_authors_l_-_z/dr_seuss.html
or if students are too talkative show a few episodes from the PBS Dr. Seuss TV show at The Cat in the Hat Knows Alot about That


4th grade Sagi 10:15-11:30 - in computer lab
setup: put a yellow pencil and Seuss worksheet at each seat in the computer lab.
Students will do book checkout first
Students will log in and go to the Ford-Gillard folder. Inside is a Dr. Seuss folder. First they will read the biography about him and answer the questions. Afterwards they may go to either of the other links in the folder - trivia games or the PBS episodes site.

Kindergarten - Maurer 12:45-1:15 (you may not have this class)
setup: pencils and worksheets at table near two green poles
Green Eggs and Ham
Students will listen/watch the story with Barbara Moyer's Kindergarten class.
After half of Maurer students will do book checkout and the other half will do the worksheet, then switch.
Take to PE at 1:15.

2nd Pletnikova 3:15-3:45 pick up from PE
setup: pencils, crayons, IF I Ran the Zoo sheets on the tables
Read the beginning of the story but stop at or before the "little deer with huge horns". Send students to table to draw their own imaginary zoo creature and give it a name. As they work let about 10 students at a time do book checkout. Those that finish can sit on floor and listen to more of the story or share their "animals."









Lessons for 2/27/2013 Wednesday

3rd Gillette 9:45-10:30 take to PE
Chris Van Allsburg
setup: 921 VAN biography on Chris Van Allsburg, projector and laptop for slideshow, pencil baskets and worksheets at each table
Students come in and sit on the floor. Ask how many know Chris Van Allsburg, what do they know about him?
Explain that today they will learn about Chris Van Allsburg and then write 3 things that they learned, 2 things they want to learn more about, and 1 question that they have.
Show exit ticket
Read biography and show slideshow . Survey which of his books students have read.
Have students go to table to complete exit ticket.
Afterwards they may do book checkout or come sit on the floor to listen to a story. Read either Two Bad Ants or The Stranger by Van Allsburg.

2nd grade 10:30-11:30
Women in Aviation and Bessie Coleman
setup: Talking about Bessie 921 COL, video Ruth Law Thrills a Nation AV 629.13 RUT, penicl baskets and worksheets on tables
Have student sit on floor. Today they will learn about early women aviators, especially one= Bessie Coleman.
They will write 3 things they learned about her. Show the exit ticket and explain.
Select parts of the book to read to give an overview of her life.
Explain that about half way through the video there is a segment on Bessie Coleman. Play video.
Stop at end of Bessie Coleman segment and have students complete worksheet.
Then they return to the floor to watch the rest of the video.










Lessons for 2/26/2013 Tuesday


Kindergarten 9:30-10:30


Extra Media: Doctor De Soto and dentists


Setup: papers and pencil baskets on tables, video in player

Students will watch the video of Doctor De Soto (under the TV or possibly back on shelf).


Have students come in and sit on carpet. Ask what they know about dentists and write their comments on the board.

Tell them that today's story is about a dentist. After the story they will draw picture of their favorite part of the story.

Play video and afterwards discuss the characters, setting and plot with students.

Send them to tables to draw their favorite scene from the story.

If there is time have the students share their drawings with the class.

Teacher will pick up class.

5th Toth 11:15-12 (take to PE) and Bartel 12-12:45 (pick up from PE)
Computer Lab
setup: pencils and Book Report sheets at each computer

Last week students used TumbleBooks to read The Day-Glo Brothers and write a book report. This week they will go to TumbleBooks and choose a storybook about 10-15 minutes in length, listen to it and do a book report.

1st Brady 2:15-2:45 pick up from PE
If I Ran the Zoo by Dr. Seuss
Have students come in and sit on carpet.
Ask students what they know about Dr. Seuss. His birthday is March 2nd.
Share a few facts from his biography
Read If I Ran the Zoo.
Students may then do book checkout or draw a "zoo animal" .

2nd Hughes 2:45-3:15 take to PE
Same as 1st grade.





Lessons for 2/19/2013 Tuesday


Kindergarten 9:30-10:30

Extra Media: Doctor De Soto and dentists

Setup: papers and pencil baskets on tables, video in player
Students will watch the video of Doctor De Soto (under the TV or possibly back on shelf).

Have students come in and sit on carpet. Ask what they know about dentists and write their comments on the board.
Tell them that today's story is about a dentist. After the story they will draw picture of their favorite part of the story.
Play video and afterwards discuss the characters, setting and plot with students.
Send them to tables to draw their favorite scene from the story.
If there is time have the students share their drawings with the class.
Teacher will pick up class

5th Toth 11:15-12 (take to PE) and Bartel 12-12:45 (pick up from PE)
Set up in computer lab: put a pencil and book report sheet at each computer.
Before students enter lab explain that they will read the book The Day-Glo Brothers on Tumblebooks and then complete the worksheet.
The Tumblebooks link is on the Media Home page.
In the Tumblebooks search window they should type day-glo to find the book.
If there is time they can read/listen to other books on Tumblebooks.

1st Brady 2:15-2:45 pick up from PE
Have students come in and sit on carpet.
Ask students to tell you the characteristics of a realistic fiction book.
Tell the you will read a story today and they will need to decide if it is realistic fiction.
Read Imogene's Antlers by David Small (E SMA)
After student feedback let them do book checkout then line up.

2nd Hughes 2:45-3:15 take to PE
set up: papers and pencils on desks
Have student come and sit on the carpet.
Will listen to Imogene's Antlers, fill in book report and then do book checkout.





Lessons for 11/26-30 2012


Kindergarten
Extra Media: Comparing Fiction and Nonfiction
Students will listen to a nonfiction story on bears, Every Autumn Comes the Bear by Jim Anosky ( E A).
They will then listen to a fiction book on bears, Old Bear by Kevin Henkes.
  1. Ask students what is a fiction book and what is a nonfiction book.
  2. Show these 2 slideshows (1 and 2 ) to reinforce the difference between fiction and nonfiction.
  3. As you read the Arnosky book ask students to point out the information about bear behavior is true.
  4. As you read the Henkes (E Hen) book ask students to identify make believe bear behavior and appearance.
  5. If there is time have students color a bear template to make a bear puppet. They can use their puppet to retell the story at home.

Lessons for 12/21 -23
Extra Media - K Making a Friend (story / snowman from circles - setting)
K - Runaway Mittens - Jean Rogers (retell)
1st and 2nd Last Stop on Market Street by Matt De La Pena (Mock Caldecott / illustrations/rubric)


Lessons for 11/15 and 16 2012

3rd grade (45 minutes)
Elements of a mystery
Last week students listened the story Grandpa's Teeth and learned what makes a story a mystery. Here is a link to what they saw.

Today students will watch a mystery story online and complete a
3schDetecReport.pdf
3schDetecReport.pdf

3schDetecReport.pdf


Detective Case Report.
setup: put a Detective Case Report and pencil at each seat in the computer lab.
Before taking the class into the lab tell them that today they will watch a mystery and identify the characters, setting, clues and other elements.
Students will log in on their computers in the lab. After students log in tell them to follow these steps:
  1. go to Ford-Gillard Handout folder
  2. in the 3rd grade folder under mysteries they will find the link of Tumblebooks and the story Private I. Guana
  3. they may pause the story to write information on their sheet
  4. when they finish they may: 1) search on the search for books to checkout and do book checkout or 2) watch/read any other Tumblebooks
At 10:10 stop the students, have them log out and stand behind their chairs. Lead the line out of the lab and to PE.