Miss Dender's Busy Bees: 2012

Tuesday, April 10, 2012

Letter to my students...

Dear Students,

I believe in you.
I trust in you.
You are listened to.
You are cared for.
You are important.
You will succeed.

Love,
Miss Dender

Homework

This is where homework will be posted everyday!

Time Lesson Plan

· Grade 1

· Time to the Hour and Half Hour

· Pennsylvania Academic Performance Standards

o 1.3.3.C. Tell time on an analog clock and digital clock to the nearest minute.

o 1.3 Compare measurable characteristics of different objects on the same dimensions (time, temperature, area, length, weight, capacity, and perimeter)

· Instructional Objective

o Students will be able to identify the hour hand and the minute hand on an analog clock with 100% accuracy.

o Students will be able to identify times to the hour and half hour when a time is orally stated by the teacher with 90% accuracy.

· Evaluation of Student Learning

o Using the human clock model and paper plate clocks, students will have to distinguish between the hour hand and the minute hand to correctly display the time orally stated by the teacher.

o Using the human clock model and paper plate clocks, students will be able to identify times to the hour and half hour when a time is orally stated by the teacher.

· Prerequisite Skill Level

o Students have the basic understanding that a clock tells time.

· Instructional Strategies

o Defining-Any activity that requires students or teachers to state the meaning of a word or phrase

o Demonstrations-An activity to show students how things work or how they happen.

o Group Work-Any method involving two or more students.

o Active Learning-Any approach that engages learners by matching instruction to the learner's interests, understanding, and developmental level. Often includes hands-on and authentic activities.

o Exit Slips-Teacher helps in the synthesis of learning by reading anonymous student writings aloud to begin or end a class.

· Materials

o Big clock

o Paper Plate Clocks

o Large pieces of butcher paper with a face of a clock

o Minute Hand Sleeve

o Hour Hand Sleeve

o Exit tickets

· Introduction

o Gain students’ attention and prepare students to learn.

o The teacher will say 1, 2, 3, eyes on me!

o Tell the students that today we are going to learn how to tell time to the hour and half hour!

o Ask students if they know the difference between an hour and a half hour.

§ Allow students to respond.

o Ask students what may occur in a half hour.

§ Possible Responses

· Watch an episode of SpongeBob Square Pants!

· Drive to the store.

o Ask students what may occur in an hour.

§ Possible Responses

· Eat dinner

· Watch a movie!

o Today we are going to learn about the hour and the half hour!

· Teaching Procedure

o Explain that a minute is a unit of time that equal sixty seconds.

§ Have the students count with you to 60. Then, students will be able to get a grasp on how long a minute is.

o Explain that an hour is a unit of time that is equal to 60 minutes.

o Explain that a half hour is equal to 30 minutes.

o Show students the big clock.

§ Point to the hour hand and explain that the hour hand is the shorter hand and that it points to the hour.

§ Point to the minute hand and explain that the minute hand is the longer hand and shows the minutes within an hour (remember there are 60 minutes in an hour!)

o On the big clock point the hour hand to the number 2. Then, explain that since the hour hand is pointed at the 2, the time is 2:00, only concentrating on the hour hand.

§ Repeat and point the hour hand to the number 4, 7, 10, etc. until the students are comfortable with telling time to the hour.

o On the big clock point the hour hand to the number 3 and the minute hand to the number 6.

§ Ask students: How long is a half hour?

· Response: 30 minutes

§ Then fold the big clock in half to emphasize the idea of a “half” hour.

· Ask the students what number the fold hits when the clock is folded exactly in half.

o Response: The number 6!

· When the minute hand is on the 6, the minute hand shows that it is 30 minutes after the hour.

· CONNECTION: Remember that there are 60 minutes in an hour AND half of 60 minutes is what?

o Response: 30 minutes

o Split the class into groups of 3 students.

§ Hand out the clocks made from paper plates (each student made on in a previous lesson).

§ Guide each group of students to an area in the room where you posted large faces of clocks on butcher paper.

§ Tell the students that you are going to tell them a time and they have to put that time on their clocks.

· Two people in the group will put the time on their paper clocks and one student will use their hands to put the time on the human clock.

o Model for the class how to attach the life size hour hand and minute hand to their arms. The hands are like sleeves. Students just have to pull the minute hand sleeve onto one arm and the hour hand sleeve onto the other.

§ The students will rotate and each student will have the opportunity to be the human clock.

§ Ready, set, let the good times roll!

§ Provide the students with a variety of times to show on their clocks.

· Show me….

o 2:00

o 5:00

o 7:00

o 3:30

o 4:30

o 8:30

o 9:00

o 10:30

o 11:00

o 2:30

· While orally stating the times, walk around the room and monitor each group to see if they are displaying the times correctly on their clocks.

· Closure

o Review that an hour is a unit of time that is equal to sixty minutes and that a half hour is equal to thirty minutes.

o To conclude, ask the students to look at the clock in the classroom and draw the time that the class clock is displaying on their exit tickets.

Miss Dender's Classroom Schedule

7:45-8:00 Welcome

8:00-8:30 Morning Meeting (calendar, language arts and math fluency, singing)

8:30-8:45 Read Aloud / Shared Reading

8:45-9:30 Special Areas (music, art and p.e.)

9:30-10:00 Word Study (word wall words, spelling, rhyme, vowels, blends etc.)

10:00-11:00 Guided Reading & Centers / Workstations

11:00-11:10 Clean-up & Reflection

11:10-11:40 Lunch

11:45-12:15 Recess

12:15-1:00 Social Studies/Science/Health

1:00-2:00 Math

2:00-2:30 Writers Workshop

2:30-2:40 Homework Pick-up & Packing Up

2:40-2:45 Miss Dender's Dance Party (Freeze Dance, Musical Chairs, etc. )

Family Fun Websites

Math Magician

http://www.oswego.org/ocsd-web/games/mathmagician/cathymath.html

Read, Write, Think

http://www.readwritethink.org/parent-afterschool-resources/grade/1-2/

Spelling City

http://www.spellingcity.com/

Contact Information

Important Contact Numbers

My Voicemail

610-282-1100 ext. 5230

Email

ld6422@desales.edu

Office

610-282-1100 ext. 2100

Nurse

610-282-1100 ext 3100

Absentee Line

610-282-1100 ext 4100

Our Classroom

Honey Bees Bulletin Board

Student Work

Cops and Kids Program

Supplies

2      70 page Spiral Notebooks (Wide Ruled)
24     Wooden #2 Pencils
2      Large Pink Erasers
1      24-Count Crayons Box
2      4 ounce white glue
2      Red grading pens
4      Expo dry erase markers
2      Kleenex (200 count)
1      Crayola Markers (Washable)
1      Roll of paper towels

Social Studies Curriculum

By the end of grade one, students will demonstrate learning as follows

Civics

By exploring the importance and necessity of rules and laws, students will be able to effectively use the skills learned to solve conflicts within their world. They will be able to identify fair vs. unfair rules and laws. Students will be able to use what they learned to help them become productive citizens in the 21st century. Students will understand what it means to become a responsible citizen, qualities that make an effective leader and finally, that citizens and leaders create a community.

Geography/Science

By exploring the importance and qualities of wetland areas and how to find these areas on a map and globe students will be able to recognize the importance of these areas to everyday life. They will be able to recognize the characteristics of healthy wetland areas and be able to use what they learn to help individual neighborhoods in the 21^st century.

History

By studying the concepts of family, culture and traditions today. The students will be able to locate where different traditions originated through the use of a globe and map. They will be learning how their family traditions define what makes their family unique, as well as understanding and respecting traditions of others. This unit will lead to discussion among students, with teacher direction, about the differences and similarities of cultures.

Science Curriculum

The Grade 1 Science Curriculum covers units on Wetlands and Geography, Plant Life, and Weather. The Wetlands unit, also referred to as Wetology focuses on why it is important to respect and protect our planet. Students will learn the meaning, importance, and manipulation of a globe and map. They will also address common characteristics and inhabitants of wetland communities, and how human behavior impacts upon our natural resources. The Essential purpose of Unit 2, Grow a Gift, allows students to observe, explore, and discover plant life, starting with seed sorting, seed observations, and growing seeds. They will learn that plants are dependent on non-living things in the environment for survival (water, sunlight, CO2, soil). Students will have the opportunity to conduct an experiment growing seeds/plants with control groups (soil, sunlight, water) and other seeds planted with (1) no water, (2) no light, (3) no soil. The third unit of Grade 1 study is centered on weather. Students will explore the physical properties and changes that occur of the seasons and how weather affects plants, animals and humans.

By the end of Grade 1, students will demonstrate learning as follows:

· Use the scientific method to draw conclusions

· Recording and interpreting data

· Manipulation of tools such as a thermometer, globe, map and compass

· Demonstrate how the water cycles works

· Identify common characteristics and inhabitants of wetlands

· Understand how human behavior impacts our natural resources

· Compare and contrasts plants and their seeds

· Explain the needs of plants for survival

· Identify the four seasons

· Explain how the tilt of the earth causes seasonal change

Math Curriculum

The Mathematics goals for all students reflect the importance of mathematical literacy in an increasingly technological society. Toward this end, students are provided multiple opportunities to apply Mathematics in meaningful ways as part of the learning process. The Mathematics curriculum articulates the following goals for all students:

Help children develop the belief that they have the power to do mathematics.
Establish a classroom climate that places critical thinking at the heart of instruction.
Assist students in developing a deeper understanding about mathematics through exploration, investigation, and problem solving.
Provide classroom experiences that draw from both the real-world and mathematical contexts.
Develop students reasoning, judgment and decision making skills by using a variety of strategies.
Encourage students to solve problems that require them to work cooperatively and to use technology to explore and address relevant and interesting mathematical ideas.
Provide students with an opportunity to communicate mathematically - "talk mathematics" and write about mathematics using rich math vocabulary, to explain and clarify their own thinking.
Provide a common foundation of challenging mathematics for all students while addressing their unique mathematical needs through appropriate differentiated support (e.g. additional resources such as increased time, small group instruction, peer mentoring and extension or enrichment tasks).
Deepen students' appreciation of mathematics through consistent access to high-quality mathematics instruction.

Language Arts Curriculum

Phonics/Decoding/Structural Analysis
Read high frequency sight words, identify and use initial, medial and final sounds (including blends and digraphs to decode unknown words). Use knowledge of speech and print to read regular one-syllable words, as well as familiar spelling patterns to read unknown words; read contractions and inflectional endings.

Fluency
Read familiar texts with appropriate rate, expression, and attention to punctuation.

Self-Monitoring Comprehension
Recognize own mistakes and attempt corrections; use pictures; reread to clarify meaning; and use illustrations and text to revise predictions while reading.

Vocabulary
Acquire a vocabulary consisting of sight words, high frequency words and new vocabulary learned in the context of subject areas. Discuss unknown words as they are encountered in books and use a picture dictionary when appropriate.

Comprehension
Demonstrate understanding of both fiction and informational/nonfiction text by engaging in discussion, retelling a story in a sequential order, identifying essential information from nonfiction text such as the main idea and details/facts and answering comprehension questions based on the material read. Read text using a variety of strategies to gain meaning such as: predict, revise predictions, reread to clarify meaning, generate questions, make inferences and draw conclusions.

Research
Draw pictures and use key words to represent information from text. Use picture clues, key words, digital media, etc. to locate information that reflects 21st century learning.

Word Study/Spelling
A core set of high frequency words is used to help student learn strategies for how words work in addition to developing fluency in reading and writing.

Writing
Students take responsibility for choosing a topic (unless otherwise directed) and developing text around it. They write using various modes (narrative, informational and poems). They are given more than a single day to create a piece of writing. Students take their selected pieces through the processes of planning, drafting, getting responses, revising and editing. Students begin to develop awareness of the qualities of writing (focus, content, organization, style, and conventions) by using authors as mentors and applying these domains to their writing.

Monday, April 9, 2012

"Bee"havior Plan

"Bee"havior Plan

If a student is following all classroom rules and making good decisions, he or she will earn a "drop of honey" to put into their honey jar. When his or her individual honey jar contains 50 "drops of honey, he or she will be able to chose from one of the following items: