4.+Five+Day+Unit+Plan

Teacher(s) Name: Katie, Brooke, Jessica

Thematic Unit Theme/Title/Grade Level: Community/ Meet The 'Peeps' and Learn About Your Town/ First Grade

__Wiki space address: __http://ucf1communityf11t.wikispaces.com/


 * Daily Lesson Plan Day/Title: Monday/ School Rules!! **

What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || -The student will recall prior knowledge of what information they know of classroom rules and responsibilities. -The student will explain the roles of members in the school community. -The student will work use the labeled arrows no navigate with a partner to interview members within their school community. -The student will participate in determining the classroom rules for the upcoming year. -The student will participate in the interview by asking questions courtously and making eye contact. || -People, Places, and Environments -Individuals, Groups, and Institutions - Power, authority, and Governance NGSSS: -SS.1.C.2.1: Explain the rights and responsibilities students have in the school community. -SS.1.C.2.2: Describe the characteristics of responsible citizenship in the school community. -SS.1.C.1.1: Explain the purpose of rules and laws in the school and community. -SS.1.G.1.2: Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes. -LA.1.5.2.6: The student will participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker. || - As a pre-assessment, the students will complete a KWL chart. - As a post-assessment, the students will complete the KWL chart to show what they have learned. - As an on-going assessment, students will prove that they can participate in the school community by showing responsible citizenship. || Student Activities & Procedures What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **Anticipatory Set: **
 * **<span style="font-family: Times,serif; font-size: 14pt;">Learning Objectives **
 * **<span style="font-family: Times,serif; font-size: 10pt;">NCSS Theme/ **
 * <span style="font-family: Times,serif; font-size: 10pt;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif; font-size: 10pt;">Sunshine State Standards **<span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || NCSS Theme:
 * **<span style="font-family: Times,serif; font-size: 10pt;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Assessment: **
 * //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Design for Instruction //
 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Exceptionalities **
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Write two questions on the board:
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">What are your hobbies?
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">What do you want to be when you grow up?
 * 4) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will participate in 'Stand up Pair up' for three minutes.
 * 5) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will stand up and raise their right hand. They will find another student (that they don't know) and pair up by pairing their hands together. **<span style="font-family: Arial,sans-serif; font-size: 10pt;">(ESOL: Pairing the student with a buddy) **
 * 6) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will introduce themselves and ask the questions written on the board to their paired friend.
 * 7) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Once the paired team is acquainted, they will detach and find a new person to pair up with.
 * 8) <span style="font-family: Arial,sans-serif; font-size: 10pt;">The process will repeat until time runs out.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Procedure: **
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain that we will be going on a "community" adventure and we will need our special briefcases to carry our important papers around. Each day we will have certain activities that will go in our briefcase.
 * 2) <span style="font-family: Arial,sans-serif;">The teacher will supply the group tables with construction paper and cut out handles. The students will color and write their names on their briefcases.
 * 3) <span style="font-family: Arial,sans-serif;">The teacher will help the students staples the construction paper together.
 * 4) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Before class begins the teacher will have placed photos of important members of our school community around the room. After the students have cleaned up, the teacher will point out the pictures around the room. **<span style="font-family: Arial,sans-serif; font-size: 10pt;">(ESOL: Visual Aid) **
 * 5) <span style="font-family: Arial,sans-serif; font-size: 10pt;">When the students are settled in, read aloud an excerpt from __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Social Studies Alive! My School and Family __//<span style="font-family: Arial,sans-serif; font-size: 10pt;">, //<span style="font-family: Arial,sans-serif; font-size: 10pt;"> pages 21-25. **(ESOL: Big book visuals, speaking slowly)**
 * 6) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain to the students they will be going on a scavenger hunt to interview the Librarian, Cafeteria Lady, Principal, and the Secretary to further their knowledge on the story that was just read.
 * 7) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Teacher will pass out an interview questionnaire to students and organize them in four groups. **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> (ESOL: Cooperative grouping) **
 * 8) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Teacher will place four sets of arrows on the floor that each group must follow to find the person they will be interviewing.
 * 9) <span style="font-family: Arial,sans-serif; font-size: 10pt;"> The arrows will be labeled (North, South, East and West depending on the direction they point).
 * 10) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Teacher will stand in the hallways during transition time to monitor students.
 * 11) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Each group will have five minutes with each interviewee to learn about them and ask questions off their questionnaire worksheet. **(ESOL: Interview)**
 * 12) <span style="font-family: Arial,sans-serif; font-size: 10pt;">The interview worksheet and answers will be added to the "briefcase" portfolio.
 * 13) <span style="font-family: Arial,sans-serif; font-size: 10pt;">After the allocated time, students will return to the classroom and each group will tell the class about one of the school employees they interviewed.
 * 14) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain that every community has to have rules to function properly.
 * 15) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Next, tell the students that we need to have rules in our classroom so we can stay safe and comfortable throughout the day. Also explain that rules should be followed in order to avoid getting in trouble (time away from free time at the end of the day).
 * 16) <span style="font-family: Arial,sans-serif; font-size: 10pt;">The teacher will ask the students to make suggestions as to what they think good rules are to be followed in the classroom.
 * 17) <span style="color: #161313; font-family: Arial,sans-serif; font-size: 10pt;">As they give their suggestions the teacher will guide them in the direction she is aiming for and write their suggestions down on the Interactive White Board **<span style="color: #161313; font-family: Arial,sans-serif; font-size: 10pt;">. **
 * 18) <span style="color: #0a0a0a; font-family: Arial,sans-serif; font-size: 10pt;">From the list of rules, the class will narrow it down to six classroom rules to be followed, although all the suggested rules should be followed at all times as well.
 * 19) <span style="color: #0a0a0a; font-family: Arial,sans-serif; font-size: 10pt;">The teacher will enlarge the rules on poster board and hang them in the classroom for everyone to refer to. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 13pt;">Resources/Materials ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Photos of the librarian, cafeteria lady, principal and secretary, big book __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Social Students Alive! My School and Family __by Bert Bower__<span style="font-family: Arial,sans-serif; font-size: 10pt;">, __<span style="font-family: Arial,sans-serif; font-size: 10pt;"> scavenger hunt interview questionnaire, arrow cut outs, pre-made briefcase cut outs (construction paper), stapler, coloring supplies, poster board for rules, field trip permission slip ||

<span style="background-color: white; font-family: Times,serif; font-size: 10pt;">Discussion Notes: A parent letter will be going home explaining our week ahead. They will be informed of our upcoming field trip. Parents will be asked to fill out the field trip permission slip. On this they can note if they would like to chaperonage.

<span style="font-family: Arial,sans-serif; font-size: 14pt;">Teacher(s) Name: Brooke, Jessica, Katie

<span style="font-family: Arial,sans-serif; font-size: 14pt;">Thematic Unit Theme/Title/Grade Level: Community/ Meet the 'Peeps' and Learn About Your Town/ First Grade

__<span style="font-family: Arial,sans-serif; font-size: 14pt;">Wiki space address: __http://ucf1communityf11t.wikispaces.com/


 * <span style="color: lime; font-family: Arial,sans-serif; font-size: 14pt;">Daily Lesson Plan Day/Title: Tuesday/ Career Day **

<span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || <span style="font-family: Arial,sans-serif; font-size: 10pt;">- The student will recall prior knowledge of community jobs. <span style="font-family: Arial,sans-serif; font-size: 10pt;">- The student will explain the roles in which people play in their particular job. <span style="font-family: Arial,sans-serif; font-size: 10pt;">- The student will actively listen to all speakers explain their jobs and careers. <span style="font-family: Arial,sans-serif; font-size: 10pt;">- The student will participate by asking questions and learning more about each career. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-The student will write thank you notes to the guest speakers in the proper format. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-People, Places, and Environments <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Individuals, Groups, and Institutions <span style="font-family: Arial,sans-serif; font-size: 10pt;">- SS.1.C.1.2: <span style="font-family: Arial,sans-serif; font-size: 10pt;">Give examples of people who have the power and authority to make and enforce rules and laws in the school and community. <span style="color: #272773; font-family: Arial,sans-serif; font-size: 10pt;">- <span style="font-family: Arial,sans-serif; font-size: 10pt;">LA.1.4.2.4 <span style="font-family: Arial,sans-serif; font-size: 10pt;">The students will write basic communications, including friendly letters and thank you notes <span style="color: #272773; font-family: Arial,sans-serif; font-size: 10pt;">- <span style="font-family: Arial,sans-serif; font-size: 10pt;">SS.1.C.1.1: <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain the purpose of rules and laws in the school and community. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-SS.1.C.2.3: <span style="font-family: Arial,sans-serif; font-size: 10pt;">Identify ways students can participate in the betterment of their school and community. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">- As a pre-assessment, the students will complete a KWL chart. <span style="font-family: Arial,sans-serif; font-size: 10pt;">- As a post-assessment, the students will complete the KWL chart to show what they have learned. <span style="font-family: Arial,sans-serif; font-size: 10pt;">- As an on-going assessment, students will continue to learn about different jobs in the field and will be asked questions about them to see if they are interested to possibly take that job on as a career one day. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Student Activities & Procedures <span style="font-family: Arial,sans-serif; font-size: 9pt;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Anticipatory Set: ** <span style="font-family: Arial,sans-serif; font-size: 10pt;">Resources: Guest Speakers ||
 * **<span style="font-family: Times,serif; font-size: 14pt;">Learning Objectives **
 * **<span style="font-family: Times,serif; font-size: 10pt;">NCSS Theme/ **
 * <span style="font-family: Times,serif; font-size: 10pt;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif; font-size: 10pt;">Sunshine State Standards **<span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || **<span style="font-family: Times,serif; font-size: 10pt;">NCSS Theme: **
 * <span style="font-family: Times,serif; font-size: 10pt;">NGSSS: **
 * **<span style="font-family: Times,serif; font-size: 10pt;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Assessment: **
 * //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Design for Instruction //
 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Exceptionalities **
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">As students come into class have them pick up a Bingo board and a bag of bingo chips they will use to mark their board. **(ESOL: Visuals, Games)**
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Review the rules that you as a class made the previous day.
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain that we will be having guest speakers so everyone must be on their best behavior and follow the rules that we agreed to.
 * 4) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain to the students the instructions about the game of bingo we will be playing.
 * 5) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Once two games are played, have the students clean up and put away their Bingo pieces.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Procedure: **
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Have the students gather around the reading circle.
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Read to them the story called, __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Career Day __<span style="font-family: Arial,sans-serif; font-size: 10pt;"> by Lizzy Rockwell
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">After the story is finished, explain to the students that we will be having two guest speakers coming into class to explain about what they do for a living.
 * 4) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain what a gavel is and see if they can guess who uses it in their everyday work.
 * 5) <span style="font-family: Arial,sans-serif; font-size: 10pt;">After a number of students have guessed, introduce Judge Perry.
 * 6) <span style="font-family: Arial,sans-serif; font-size: 10pt;">After 5 minutes of Judge Perry explaining what his job in the community is, give the students a few minutes to ask questions.
 * 7) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Introduce the next guest speaker by showing the kids a police badge and see if they can guess who the badge belongs to.
 * 8) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Repeat steps 5 and 6.
 * 9) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Have the students verbally thank our guest speakers for coming to talk to us today.
 * 10) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Once our guest have left our class, have the students go back and get the bingo boards from earlier in the day.
 * 11) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Review the rules and procedures to playing "Career Bingo". **(ESOL: Games)**
 * 12) <span style="font-family: Arial,sans-serif; font-size: 10pt;">While the students are playing bingo, teacher monitors the students to see if they are properly placing the bingo chips on the right square.
 * 13) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Teacher must mark on the seating chart which students understand the particular careers shown on the bingo charts.
 * 14) <span style="font-family: Arial,sans-serif; font-size: 10pt;">After two bingo games are completed and each child is assess, have the students clean up their bingo pieces and place them in their "briefcase".
 * 15) <span style="font-family: Arial,sans-serif; font-size: 10pt;">For each student’s homework, have the students write two thank you letters to our guest speakers. **(ESOL: Free writing)**
 * 16) <span style="font-family: Arial,sans-serif; font-size: 10pt;">They must include two things they learned from each speaker.
 * 17) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Be sure to inform the students that tomorrow we will be learning about someone else very important in our community. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 13pt;">Resources/Materials ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Materials: __Career Day__ by Lizzy Rockwell book, Career Bingo and bingo pieces, Gavel, Police badge, guest speakers


 * <span style="font-family: Times,serif; font-size: 10pt;">Discussion Notes: ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">For each student’s homework, have the students write a thank you letter to each of our guest speakers. They must include two things they learned from each speaker. **

<span style="font-family: Arial,sans-serif; font-size: 14pt;">Teacher(s) Name: Jessica, Brooke, Katie

<span style="font-family: Arial,sans-serif; font-size: 14pt;">Thematic Unit Theme/Title/Grade Level: Community/ Meet the 'Peeps' and Learn About Your Town/ First Grade

__<span style="font-family: Arial,sans-serif; font-size: 14pt;">Wiki space address: __


 * <span style="color: lime; font-family: Arial,sans-serif; font-size: 14pt;">Daily Lesson Plan Day/Title: Wednesday/ Fire Safety **

<span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will identify ways they can participate in the betterment of their school and community. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will record their predictions and results from a scientific experiment. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will be able to measure out the ingredients that will be used to make the fire extinguisher for our scientific experiment. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will learn why it is important to know about fire safety and how knowing about that can solve issues dealing with fires. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Science, Technology, and Society <span style="font-family: Arial,sans-serif; font-size: 10pt;">People, Places, and Environments <span style="font-family: Arial,sans-serif; font-size: 10pt;">SS.1.C.2.3: <span style="font-family: Arial,sans-serif; font-size: 10pt;">Identify ways students can participate in the betterment of their school and community. <span style="font-family: Arial,sans-serif; font-size: 10pt;">SC.1.N.1.3: <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">Keep records as appropriate - such as pictorial and written records - of <span style="background-color: white; font-family: Arial,sans-serif; font-size: 9pt;">investigations conducted. <span style="font-family: Arial,sans-serif; font-size: 10pt;">MA.1.G.5.1: <span style="font-family: Arial,sans-serif; font-size: 10pt;">Measure by using iterations of a unit, and count the unit measures by grouping units. <span style="font-family: Arial,sans-serif; font-size: 10pt;">SS.1.C.3.1: <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain how decisions can be made or how conflicts might be resolved in fair and just ways. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">- As a pre-assessment, the students will complete a KWL chart. <span style="font-family: Arial,sans-serif; font-size: 10pt;">- As a post-assessment, the students will complete the KWL chart to show what they have learned. //<span style="font-family: Times,serif; font-size: 10pt;">-On-going //<span style="font-family: Times,serif; font-size: 10pt;"> Assessment: When the school participates in a fire drill, students will show their knowledge of the fire drill safety plan and lead the other 1st grade classes out of the building. Students will also show knowledge of the fire safety rules by keeping the classroom free of fire safety hazards. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Student Activities & Procedures <span style="font-family: Arial,sans-serif; font-size: 9pt;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Anticipatory Set: ** <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">. <span style="font-family: Arial,sans-serif; font-size: 10pt;">Resources: Firefighter Chief || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16pt;">Teacher(s) Name: Katie, Jessica and Brooke
 * **<span style="font-family: Times,serif; font-size: 14pt;">Learning Objectives **
 * **<span style="font-family: Times,serif; font-size: 10pt;">NCSS Theme/ **
 * <span style="font-family: Times,serif; font-size: 10pt;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif; font-size: 10pt;">Sunshine State Standards **<span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">NCSS Themes: **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">NGSSS: **
 * **<span style="font-family: Times,serif; font-size: 10pt;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Assessment: **
 * //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Design for Instruction //
 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Exceptionalities **
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Welcome the students into the classroom with a warm smile.
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Once everyone is settled ask the students what they remember about what we learned yesterday.
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Ask about the different careers we learned about.
 * 4) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Tell the students we will be learning about another career... a firefighter!
 * 5) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Introduce the Firefighter Chief from the local fire station and have him talk about his career as a firefighter and why fire safety is important.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Procedure: **
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Have everyone move to the reading carpet and have the Firefighter Chief read __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Fireboy to the Rescue __<span style="font-family: Arial,sans-serif; font-size: 10pt;"> by Edward Miller to the students.
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Once the story is finished have the students thank the Firefighter Chief for teaching them about fire safety.
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Split the students up into four groups and prepare them for centers. **(ESOL: Small groups, Cooperative learning)**
 * 4) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain each center to the students as a class.
 * 5) <span style="font-family: Arial,sans-serif; font-size: 10pt;">In the 1st center students will follow the directions and measure out the appropriate ingredients and make their very own fire extinguisher. Firefighter Chief will be there helping the students out.
 * 6) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will record on a sheet of paper what they think will happen when the vinegar and baking powder combine. The records will be placed in the briefcase. **(ESOL: Predict)**
 * 7) <span style="font-family: Arial,sans-serif; font-size: 10pt;">When every student finishes their centers, as a class we will go outside and test the predictions that were made about the fire extinguisher.
 * 8) <span style="font-family: Arial,sans-serif; font-size: 10pt;">In the 2nd center, students will interact with the Interactive White Board.
 * 9) <span style="font-family: Arial,sans-serif; font-size: 10pt;">They will explore <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[] <span style="font-family: Arial,sans-serif; font-size: 10pt;">.
 * 10) <span style="font-family: Arial,sans-serif; font-size: 10pt;">As a group the students will play "Sparky the Fire Dog: Hunt for Home Hazards" where they will go through each room of the White House and identify what is a safety hazard, what is safe, and what belongs to Sparky the Fire Dog. **(ESOL: Games)**
 * 11) <span style="font-family: Arial,sans-serif; font-size: 10pt;">In the 3rd Center, students will draw a picture of their face and cut it out. They will glue their picture onto the designated spot on Sparky’s Door Hanger. Sparky’s Door Hanger is a door hanger that says “I’m working on my home fire escape plan”, which they can hang on their bedroom door while they make a plan for fire safety. This door hanger will be placed in the briefcase. (A door hanger will be provided at the center as a model for the students) **(ESOL: Modeling)**
 * 12) <span style="font-family: Arial,sans-serif; font-size: 10pt;">At the last center, students will listen to the song “A Sing-A-Long With Sparky” at the computer station on the website above (sing-a-long about fire safety).
 * 13) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will try to learn the song and as a class we will sing it together after the fire extinguisher experiment. **(ESOL: Repetition)**
 * 14) <span style="font-family: Arial,sans-serif; font-size: 10pt;">The students will go to their designated centers and after 10 minutes a bell will go off and students will clean up and head to their next center.
 * 15) <span style="font-family: Arial,sans-serif; font-size: 10pt;">After each center is complete we will discuss some student’s predications about the fire extinguisher and then we will go outside and test out our fire extinguishers. **(ESOL: Predict, Observe, Explain)**
 * 16) <span style="font-family: Arial,sans-serif; font-size: 10pt;">We will then regroup in the classroom and we will discuss what we just saw and the students will have a few minutes to record what they saw.
 * 17) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Once everyone is finished writing their thoughts down we will all sing together our new songs that was learned at center 4.
 * 18) <span style="font-family: Arial,sans-serif; font-size: 10pt;">For homework, students and their parents will complete the “Family’s Fire Safety Checklist” and make a fire safety plan for their home. The checklist and safety plan will be placed in the briefcase. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 13pt;">Resources/Materials ** || __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Fireboy to the __<span style="font-family: Arial,sans-serif; font-size: 10pt;">__Rescue__by Edward Miller book, 18 oz. mayo jar with lid, 12 oz. white vinegar, paper towels, 2 tbsp. baking soda, rubber band, directions for fire extinguisher experiment, Interactive White Board, "Sparky’s Door Hanger”, construction paper, coloring materials, glue, scissors, “Family’s Fire Safety Checklist”,

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 14pt;">Thematic Unit Theme/Title/Grade Level: Community/ Meet the 'Peeps' and Learn About Your Town/ First Grade

__<span style="background-color: white; font-family: Arial,sans-serif; font-size: 14pt;">Wiki space address: __http://ucf1communityf11t.wikispaces.com/


 * <span style="color: lime; font-family: Arial,sans-serif; font-size: 14pt;">Daily Lesson Plan Day/Title: Thursday/ The Class on a Map **

<span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">- **<span style="font-family: Arial,sans-serif; font-size: 10pt;">The students will construct maps using cardinal directions and map symbols. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-The students will identify Florida and the bodies of water around Florida. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-The students will use cardinal directions and identify the legend when constructing their maps. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-The students will use background knowledge and the information from the book __Me on the Map__ to create their personalized community map. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-The students will retell the main idea from the book __Me on the Map__. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-People, Places, and Environments <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Culture <span style="color: windowtext; font-family: Arial,sans-serif; font-size: 9pt; text-decoration: none;">[|SS.1.G.1.3:] <span style="font-family: Arial,sans-serif; font-size: 9pt;">Construct a basic map using key elements including cardinal directions and map symbols. <span style="color: windowtext; font-family: Arial,sans-serif; font-size: 9pt; text-decoration: none;">[|SS.1.G.1.5:] <span style="font-family: Arial,sans-serif; font-size: 9pt;">Locate on maps and globes the student's local community, Florida, the Atlantic Ocean, and the Gulf of Mexico. <span style="color: windowtext; font-family: Arial,sans-serif; font-size: 9pt; text-decoration: none;">[|SS.1.G.1.2:] <span style="font-family: Arial,sans-serif; font-size: 9pt;">Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes. <span style="color: windowtext; font-family: Arial,sans-serif; font-size: 9pt; text-decoration: none;">[|LA.1.1.7.2:] <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student will use background knowledge and supporting details from text to verify the accuracy of information presented in read selections; <span style="font-family: Arial,sans-serif; font-size: 9pt;">» [|LA.1.1.7.3:] <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student will retell the main idea or essential message; <span style="font-family: Arial,sans-serif; font-size: 9pt;">VA.1.0.3.1: <span style="font-family: Arial,sans-serif; font-size: 9pt;">Use personal symbols in art work to document surroundings and community; || <span style="font-family: Arial,sans-serif; font-size: 10pt;">- As a pre-assessment, the students will complete a KWL chart. <span style="font-family: Arial,sans-serif; font-size: 10pt;">- As a post-assessment, the students will complete the KWL chart to show what they have learned. <span style="font-family: Arial,sans-serif; font-size: 10pt;">- As an on-going assessment, students will use cardinal directions and maps in their everyday life to travel around their community. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Student Activities & Procedures <span style="font-family: Arial,sans-serif; font-size: 9pt;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Anticipatory Set: ** <span style="font-family: Arial,sans-serif; font-size: 10pt;">Resources: Map of community, Florida and globe map, __Me on the Map__, __Getting Information From Maps__ ||
 * **<span style="font-family: Times,serif; font-size: 14pt;">Learning Objectives **
 * **<span style="font-family: Times,serif; font-size: 10pt;">NCSS Theme/ **
 * <span style="font-family: Times,serif; font-size: 10pt;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif; font-size: 10pt;">Sunshine State Standards **<span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education[|http://flstandards.org]. // || **<span style="font-family: Times,serif; font-size: 10pt;">NCSS Theme: **
 * <span style="font-family: Times,serif; font-size: 10pt;">NGSSS: **
 * **<span style="font-family: Times,serif; font-size: 10pt;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Assessment: **
 * //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Design for Instruction //
 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Exceptionalities **
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Review fire safety rules from yesterday.
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Use the big book, __Getting Information From Maps__, to explain to students the cardinal directions and map symbols before creating the classroom map. **(ESOL: Big book, visuals)**
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">As a class, create a map of the fire escape route for the classroom, using the Interactive White Board.
 * 4) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Prompt the students to use their previous knowledge to plan a successful escape route in case of a fire.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Procedure: **
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Give each student a "stick tab note"
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain that the students will be placing their tab on their place of birth throughout the school day. **(ESOL: Use student's experiences)**
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">First, the teacher will place her tab on the map.
 * 4) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain that being from diverse places makes us all different and unique.
 * 5) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Have the students gather around the reading circle.
 * 6) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Read to them the story called, __Me on the Map__.
 * 7) <span style="font-family: Arial,sans-serif; font-size: 10pt;">After the story is finished, have students discuss the main idea of the book. **(ESOL: Identify main ideas)**
 * 8) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain to students that they will be making their own me on a map, using their house, school and community as parts of the map.
 * 9) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Show students the map the teacher made as well as a map of Florida and the community. **(ESOL: Modeling)**
 * 10) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Pass out construction paper and crayons
 * 11) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain to the students that they will be making a map of Florida, documenting the state capital, their home city and they're favorite place to visit in Florida. **(ESOL: Maps)**
 * 12) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain to the students that their legend should use symbols identifying the above key points and there should be cardinal directions placed on the map.
 * 13) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Students will also locate the bodies of water surrounding Florida.
 * 14) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Next, have the students create a map of the school. Locating the different parts of the school (for example: lunch room, library and front office). **(ESOL: Maps)**
 * 15) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Have the students clean up what they were working on.
 * 16) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Next, have the students put their maps in their "briefcase"
 * 17) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain homework: Ask the students to create a map of their home locating the different rooms in their home. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 13pt;">Resources/Materials ** || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Materials: __Me on the Map__book by: Joan Sweeney and illustrated by: Annette Cable, __<span style="font-family: Arial,sans-serif;">Getting Information From Maps __book by: Elspeth Leacock, sticky tabs, wall map, construction paper, crayons/markers


 * <span style="font-family: Times,serif; font-size: 10pt;">Discussion Notes: ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">For homework, the students will complete a map of their home. **

<span style="font-family: Arial,sans-serif; font-size: 14pt;">Teacher(s) Name: Katie, Brooke, Jessica

<span style="font-family: Arial,sans-serif; font-size: 14pt;">Thematic Unit Theme/Title/Grade Level: Community/ Meet the 'Peeps' and Learn About Your Town/ First Grade

__<span style="font-family: Arial,sans-serif; font-size: 14pt;">Wiki space address: __http://ucf1communityf11t.wikispaces.com/


 * <span style="color: lime; font-family: Arial,sans-serif; font-size: 14pt;">Daily Lesson Plan Day/Title: Friday/ Rural vs. Urban **

<span style="font-family: Times,serif; font-size: 9pt;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will show respect and kindness to people and animals. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will be able to distinguish people as buyers, sellers, and producers of goods and services. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will record information on their venn diagram. <span style="font-family: Arial,sans-serif; font-size: 10pt;">-Students will describe how location, weather and physical environment affect the way people live in our community. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">Production, Distribution, and Consumption <span style="font-family: Arial,sans-serif; font-size: 10pt;">People, Places, and Environments <span style="font-family: Arial,sans-serif; font-size: 10pt;">Science, Technology, and Society <span style="font-family: Arial,sans-serif; font-size: 9pt;">SS.1.C.2.4: <span style="font-family: Arial,sans-serif; font-size: 9pt;">Show respect and kindness to people and animals. <span style="font-family: Arial,sans-serif; font-size: 9pt;">SS.1.E.1.4: <span style="font-family: Arial,sans-serif; font-size: 9pt;">Distinguish people as buyers, sellers, and producers of goods and services. <span style="font-family: Arial,sans-serif; font-size: 9pt;">LA.1.4.2.2 <span style="font-family: Arial,sans-serif; font-size: 9pt;">The student will participate in recording information from informational/expository text (e.q., lists, graphs, tables or maps) <span style="font-family: Arial,sans-serif; font-size: 9pt;">SS.1.G.1.6: <span style="font-family: Arial,sans-serif; font-size: 9pt;">Describe how location, weather, and physical environment affect the way people live in our community. || <span style="font-family: Arial,sans-serif; font-size: 10pt;">- As a pre-assessment, the students will complete a KWL chart. <span style="font-family: Arial,sans-serif; font-size: 10pt;">- As a post-assessment, the students will complete the KWL chart to show what they have learned. //<span style="font-family: Times,serif; font-size: 10pt;">- ////<span style="font-family: Times,serif; font-size: 10pt;">On-going //<span style="font-family: Times,serif; font-size: 10pt;">Assessment: The students will show kindness to their fellow classmates and also show knowledge of the weather around the country. || <span style="font-family: Arial,sans-serif; font-size: 9pt;">Student Activities & Procedures <span style="font-family: Arial,sans-serif; font-size: 9pt;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Anticipatory Set: REVIEW **
 * **<span style="font-family: Times,serif; font-size: 14pt;">Learning Objectives **
 * **<span style="font-family: Times,serif; font-size: 10pt;">NCSS Theme/ **
 * <span style="font-family: Times,serif; font-size: 10pt;">NGSSS- Next Generation **
 * <span style="font-family: Times,serif; font-size: 10pt;">Sunshine State Standards **<span style="font-family: Times,serif; font-size: 10pt;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: Times,serif; font-size: 9pt;">These can be downloaded from the Florida Dept of Education //<span style="font-family: Arial,sans-serif; font-size: 10pt;">[|//http://flstandards.org//] //<span style="font-family: Times,serif; font-size: 9pt;">. // || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">NCSS Themes: **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">NGSSS: **
 * **<span style="font-family: Times,serif; font-size: 10pt;">Assessment **
 * <span style="font-family: Times,serif; font-size: 9pt;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: Times,serif; font-size: 9pt;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: Times,serif; font-size: 9pt;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Assessment: **
 * //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Design for Instruction //
 * <span style="font-family: Times,serif; font-size: 9pt;">What best practice strategies will be implemented?
 * <span style="font-family: Times,serif; font-size: 9pt;">How will you communicate student expectations?
 * <span style="font-family: Times,serif; font-size: 9pt;">What products will be developed and created by students?
 * <span style="font-family: Times,serif; font-size: 9pt;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Exceptionalities **
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">"Good morning class, does anyone remember what we learned yesterday?" "We learned how to make maps! Today we are going to look at a different type of map. This map is called a climate map"
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Use the big book "Getting Information From Maps" as a model and visual for climate maps. **(ESOL: Visuals, Maps, Model)**
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Point out that the northern states are different colors than the southern states because the climate differs (Southern parts of the U.S are warmer than northern parts) because they are closer to the equator.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Procedure: **
 * 1) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Ask the students "Is any one from up north or has anyone visited the northern part of the country during winter before?" "What kind of clothes do the people wear?" "How do people dress there?" **(ESOL: use student's experiences)**
 * 2) <span style="font-family: Arial,sans-serif; font-size: 10pt;">As students answer, guide the students to notice that winters up north are a lot colder and might even snow compared to here in Orlando, Florida.
 * 3) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Remind the students that today we will be going on a class field trip to the Oviedo Farm where we will continue to learn about the effects of climates. Farmer Joe will explain how and why the climate in Oviedo affects his crops.
 * 4) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Get the students on the bus, drive to the Oviedo Farm **(ESOL: Field experience)**
 * 5) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Farmer Joe introduces the students to the farm animals, explains that humans should be kind and gentle with the animals.
 * 6) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Since Farmer Joe lives on a farm, he explains he grows oranges in Florida because the climate is warm, having a warm climate is good for the oranges because if it was cold, the oranges would freeze. Farmer Joe is a producer of oranges. He also explains that he get his food from the animals that live on his farm.
 * 7) <span style="font-family: Arial,sans-serif; font-size: 10pt;">The teacher will add that if we were in New York City, we could not have a farm because there is no rich soil to grow the crops. (This will give the students an idea of why people live in different areas and how we get our goods from all over the world)
 * 8) <span style="font-family: Arial,sans-serif; font-size: 10pt;">The teacher will also add that the orange juice the students drink in the morning comes from places with warm climates like Farmer Joe's Farm. The apples that teachers love, comes from cooler places like New York. The apples need a cool climate and are ready to be picked in the fall. Farmer Joe buys the apples since the climate and location of his farm is not capable of producing apples. **(ESOL: Use student's experiences)**
 * 9) <span style="font-family: Arial,sans-serif; font-size: 10pt;">When the students are back in the classroom after the field trip, read the book __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Town Mouse, Country Mouse __<span style="font-family: Arial,sans-serif; font-size: 10pt;"> by Jan Brett
 * 10) <span style="font-family: Arial,sans-serif; font-size: 10pt;">During the reading, point out the difference of the town mice and country mice.
 * 11) <span style="font-family: Arial,sans-serif; font-size: 10pt;">After the reading, pass out the Venn Diagram graphic organizer to the students
 * 12) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain that the students will record their thoughts about the differences and similarities of the mice and the differences of their homes. The Venn diagrams will be placed in the briefcase. **(ESOL: Venn Diagram, Graphic Organizers)**
 * 13) <span style="font-family: Arial,sans-serif; font-size: 10pt;">After the students have recorded their thoughts, the teacher will use the Interactive White Board to record the ideas of the students.
 * 14) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Have the students place their Venn Diagrams in their briefcases and have them turn their briefcases in.
 * 15) <span style="font-family: Arial,sans-serif; font-size: 10pt;">Inform the students that the briefcases will be given back to them on Monday to bring home and show their families! ||
 * //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Resources/Materials // || __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Getting Information From Maps __<span style="font-family: Arial,sans-serif; font-size: 10pt;">big book by Elspeth Leacock, __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Town House, Country Mouse __<span style="font-family: Arial,sans-serif; font-size: 10pt;"> by Jan Brett Venn diagrams, school bus, Oviedo Farm ||


 * <span style="font-family: Times,serif; font-size: 10pt;">Discussion Notes: Have a great weekend! **