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Weekly Log
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2019-20 School Year
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- Week 2 (08/26 – 08/30)
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2018-19 School Year
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2017-18 School Year
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- Week 2 (08/28 - 09/01)
- Week 3 (09/04 - 09/08)
- Week 4 (09/11 - 09/15)
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- Summer 2018
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2016-17 School Year
>
- WEEK 1 (08/22-08/26)
- WEEK 2 (08/29-09/02)
- WEEK 3 (09/05-09/09)
- WEEK 4 (09/012-09/16)
- WEEK 5 (09/19-09/23)
- WEEK 6 (09/26-09/30)
- WEEK 7 (10/03 - 10/07 )
- WEEK 8 ( 10/10 - 10/14)
- WEEK 9 ( 10/17 - 10/19)
- WEEK 10 ( 10/24 - 10/28)
- WEEK 11 (10/31 - 11/04 )
- WEEK 12 (11/07 - 11/11 )
- WEEK 13 (11/14 - 11/18)
- WEEK 14 (11/21 - 11/23 )
- WEEK 15 ( 11/28 - 12/02)
- WEEK 16 (12/05-12/09 )
- WEEK 17 (12/12-12/16 )
- WEEK 18 (12/19-12/21 )
- WEEK 19 (01/03-01/06)
- WEEK 20 (01/09-01/13)
- WEEK 21 (01/16-01/20)
- WEEK 22 (01/23-01/27)
- WEEK 23 (01/30-02/03)
- WEEK 24 (02/06-02/10)
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- WEEK 29 (03/13-03/17)
- WEEK 30 (03/27-03/31)
- WEEK 31 (04/03-04/07)
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- WEEK 33 (04/17-04/21)
- WEEK 34 (04/24-04/28)
- WEEK 35 (05/01-05/05)
- WEEK 36 (05/08-05/12)
- WEEK 37 (05/15-05/19)
- WEEK 38 (05/22-05/26)
- Summer 2017
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2015 -16 school year
>
- WEEK 1 (08/25-08/28)
- WEEK 2 (08/31- 09/04)
- WEEK 3 (09/07- 09/11)
- WEEK 4 (09/14- 09/18)
- WEEK 5 (09/21- 09/25)
- WEEK 6 (09/28- 10/02)
- WEEK 7 (10/05- 10/09)
- WEEK 8 (10/12 10/14)
- WEEK 9 (10/19 - 10/23)
- WEEK 10 (10/26 - 30)
- WEEK 11 (11/02 - 11/06)
- WEEK 12 (11/09 - 11/13)
- WEEK 13 (11/16 - 11/120)
- WEEK 14 (11/23 - 11/27)
- WEEK 15 (11/30 - 12/04)
- WEEK 16 (12/07 - 12/11)
- WEEK 17 (12/14 - 12/18)
- WEEK 18 (01/04-01/08)
- WEEK 19 (01/11-01/15)
- WEEK 20 (01/18-01/22)
- WEEK 21 (01/25-01/29)
- WEEK 22 (02/1-02/05)
- WEEK 23 (02/08-02/12)
- WEEK 24 (02/15-02/19)
- WEEK 25 (02/22-02/26)
- WEEK 26 (02/29-03/04)
- WEEK 27 (03/07-03/11)
- WEEK 28 (03/14-03/18)
- WEEK 29 (03/21-03/25)
- WEEK 30 (03/28-04/01)
- WEEK 31 (04/04-04/08)
- WEEK 32 (04/11-04/15)
- WEEK 33 (04/18-04/22)
- WEEK 34 (04/25-04/29)
- WEEK 35 (05/02-05/06)
- WEEK 36 (05/09-05/13)
- WEEK 37 (05/16-05/20)
- WEEK 38 (05/23-05/27)
- Summer Week 1 (06/06-06/09)
- Summer Week 2 (06/13-06/16)
- Summer Week 3 (06/20-06/23)
-
2019-20 School Year
>
- Students will learn
- YCT Vocabulary & Games
- Resources
Week 14 (11/21 - 11/23)
Math:
Topic title: Topic 7: Mental subtraction
7-1: Subtracting Tens
7-2: Finding Parts of 100
7-‐3 Subtracting on a Hundred Chart
7-‐4 Subtracting Multiples of 10
Focus Standards:
7-1: 2.NBT.8 (also 2.NBT.5 and 2.NBT.9). Domain: Numbers and Operations in Base Ten
7-2: 2.NBT.5 (also 2.NBT.9). Domain: Numbers and Operations in Base Ten
7-3: 2.NBT.5 (also 2.NBT.9)
7-4: 2.NBT.8 (also 2.OA.1, 2.NBT.9)
Key terms: subtract, minus, add, tens
Content objectives:
Lesson 7-1: Students will subtract multiples of 1 from two-‐digit numbers using mental math. (I can subtract multiples of 10 from two-‐digit numbers in my head.)
Lesson 7-2: Students will find the missing part of 100 by counting up from the given part. (I can find the missing part of 100 by count up from the given part.)
7-3: Students will find the difference between two-‐digit numbers less than 100. (I can find the difference between two-‐digit numbers less than 100.)
7-4: Students will subtract using multiples of 10. (I can subtract using multiples of 10.)
Language Objectives:
Lesson 7-1: Students will explain th order they us to subtract by tens. (I can explain how to subtract by tens.)
Lesson 7-2: Students will explain the order they use to find parts of 100. (I can explain how to find parts of 100.)
7-3: none
7-4: Students will say the procedure for subtracting multiples of 10. (I can state the order I do things when subtracting.)
Chinese Literacy:
Unit 8 vocabulary: 学,校,家,到,回,放。
Interconnection (Science and social study):
Topic title: Changes in the Physical Environment
Focus Standards: Standard 3, Objective 1: Identify common symbols and physical features of a community and explain how they affect people’s activities in that area.
Content objectives:
* Students will identify ways in which people have modified the physical environment in their community on a worksheet.
Language Objectives:
* Students will tell their partner ways in which people have modified the physical environment in their community.
Math:
Topic title: Topic 7: Mental subtraction
7-1: Subtracting Tens
7-2: Finding Parts of 100
7-‐3 Subtracting on a Hundred Chart
7-‐4 Subtracting Multiples of 10
Focus Standards:
7-1: 2.NBT.8 (also 2.NBT.5 and 2.NBT.9). Domain: Numbers and Operations in Base Ten
7-2: 2.NBT.5 (also 2.NBT.9). Domain: Numbers and Operations in Base Ten
7-3: 2.NBT.5 (also 2.NBT.9)
7-4: 2.NBT.8 (also 2.OA.1, 2.NBT.9)
Key terms: subtract, minus, add, tens
Content objectives:
Lesson 7-1: Students will subtract multiples of 1 from two-‐digit numbers using mental math. (I can subtract multiples of 10 from two-‐digit numbers in my head.)
Lesson 7-2: Students will find the missing part of 100 by counting up from the given part. (I can find the missing part of 100 by count up from the given part.)
7-3: Students will find the difference between two-‐digit numbers less than 100. (I can find the difference between two-‐digit numbers less than 100.)
7-4: Students will subtract using multiples of 10. (I can subtract using multiples of 10.)
Language Objectives:
Lesson 7-1: Students will explain th order they us to subtract by tens. (I can explain how to subtract by tens.)
Lesson 7-2: Students will explain the order they use to find parts of 100. (I can explain how to find parts of 100.)
7-3: none
7-4: Students will say the procedure for subtracting multiples of 10. (I can state the order I do things when subtracting.)
Chinese Literacy:
Unit 8 vocabulary: 学,校,家,到,回,放。
- Introducing learn, school, home, go home, go to school, go, and come.
- Practicing learn, school, home, go home, go to school, go and come.
- Practice Can I / May I question. Giving positive and negative answers to an invitation.
- 小狗去学校。 (A small dog goes to school.)
- 放学回家。 (come home from school.) (放学=leave school) (回家=go home)。
- 老学校。(Old school.)
Interconnection (Science and social study):
Topic title: Changes in the Physical Environment
Focus Standards: Standard 3, Objective 1: Identify common symbols and physical features of a community and explain how they affect people’s activities in that area.
Content objectives:
* Students will identify ways in which people have modified the physical environment in their community on a worksheet.
Language Objectives:
* Students will tell their partner ways in which people have modified the physical environment in their community.
Week 13 (11/14 - 11/18)
Math:
Topic title:
Topic 6: 6-5 Adding Multiples of 10; 6-6 Problem Solving: Look for a Pattern; 6-7
Topic 7: Mental subtraction: 7-1: Subtracting Tens
Focus Standards:
2.NBT.2/ 2.NBT.5 and .8
7-1: 2.NBT.8 (also 2.NBT.5 and 2.NBT.9). Domain: Numbers and Operations in Base Ten
Key terms:
Listen: mental math, tens digit, next ten, predict, subtract, minus, add, tens
Read:
Write:
Speak: first, second, tens, ones, next, last, then
Sentence Frame: First I find____. Second I find____. Last____.
Content objectives:
* Lesson 6-5: Students will add using multiples of 10. (I can add using multiples of 10.)
* Lesson 6-6: Students will use number patterns to solve problems. (I can use number patterns to solve problems.)
* Lesson 7-1: Students will subtract multiples of 1 from two-‐digit numbers using mental math. (I can subtract multiples of 10 from two-‐digit numbers in my head.)
Language Objectives:
* Lesson 6-5: Students will use “then” in a sentence when telling the order of events. (I can use then in a sentence telling the order of events.)
* Lesson 6-6: Students will say ____ comes next. (I can say ____ comes next.)
* Lesson 7-1: Students will explain th order they us to subtract by tens. (I can explain how to subtract by tens.)
Chinese Literacy:
Unit 8 vocabulary: 学,校,家,到,回,放。
Interconnection (Science and social study):
Topic title: Plant Adaptations & Changes in the Physical Environment
Focus Standards: Standard 4.2- Life Science & Standard 3, Objective 1
Content objectives:
* Students will give 2 examples of things plants need to survive in complete sentence with a partner. (Plant adaptations)
* Students will identify ways in which people have modified the physical environment in their community on a worksheet. (Changes in the Physical Environment)
Language Objectives:
*Students will give 2 examples of things plants need to survive in complete sentence with a partner. (Plant adaptations)
* Students will tell their partner ways in which people have modified the physical environment in their community. (Changes in the Physical Environment)
Math:
Topic title:
Topic 6: 6-5 Adding Multiples of 10; 6-6 Problem Solving: Look for a Pattern; 6-7
Topic 7: Mental subtraction: 7-1: Subtracting Tens
Focus Standards:
2.NBT.2/ 2.NBT.5 and .8
7-1: 2.NBT.8 (also 2.NBT.5 and 2.NBT.9). Domain: Numbers and Operations in Base Ten
Key terms:
Listen: mental math, tens digit, next ten, predict, subtract, minus, add, tens
Read:
Write:
Speak: first, second, tens, ones, next, last, then
Sentence Frame: First I find____. Second I find____. Last____.
Content objectives:
* Lesson 6-5: Students will add using multiples of 10. (I can add using multiples of 10.)
* Lesson 6-6: Students will use number patterns to solve problems. (I can use number patterns to solve problems.)
* Lesson 7-1: Students will subtract multiples of 1 from two-‐digit numbers using mental math. (I can subtract multiples of 10 from two-‐digit numbers in my head.)
Language Objectives:
* Lesson 6-5: Students will use “then” in a sentence when telling the order of events. (I can use then in a sentence telling the order of events.)
* Lesson 6-6: Students will say ____ comes next. (I can say ____ comes next.)
* Lesson 7-1: Students will explain th order they us to subtract by tens. (I can explain how to subtract by tens.)
Chinese Literacy:
Unit 8 vocabulary: 学,校,家,到,回,放。
- Introducing learn, school, home, go home, go to school, go, and come.
- Practicing learn, school, home, go home, go to school, go and come.
- Practice Can I / May I question. Giving positive and negative answers to an invitation.
- 小狗去学校。 (A small dog goes to school.)
- 放学回家。 (come home from school.) (放学=leave school) (回家=go home)。
- 老学校。(Old school.)
Interconnection (Science and social study):
Topic title: Plant Adaptations & Changes in the Physical Environment
Focus Standards: Standard 4.2- Life Science & Standard 3, Objective 1
Content objectives:
* Students will give 2 examples of things plants need to survive in complete sentence with a partner. (Plant adaptations)
* Students will identify ways in which people have modified the physical environment in their community on a worksheet. (Changes in the Physical Environment)
Language Objectives:
*Students will give 2 examples of things plants need to survive in complete sentence with a partner. (Plant adaptations)
* Students will tell their partner ways in which people have modified the physical environment in their community. (Changes in the Physical Environment)
Week 12 (11/07-11/11)
Math:
Topic title:
Topic 6: Number and Operations in Base Ten: 6-1: Adding Tens; 6-2 Adding Ones; 6-3 Adding Tens and Ones; 6-4 Adding on a Hundred Chart
Focus Standards: 2.NBT.2/ 2.NBT.5 and .8
Key terms:
Listen: mental math, tens digit, next ten
Read:
Write:
Speak: first, second, tens, ones, next, last, then
Sentence Frame: First I find____. Second I find____. Last____.
Content objectives:
* Lesson 6-1: Students will mentally add multiples of 10 to a two-‐digit number. (I can add 10s in my head to make a two-‐digit number.)
* Lesson 6-2: Students will mentally add a two-‐digit number and a one-‐digit number. (I can add a two digit number and a one digit number.)
* Lesson 6-3: Student will add a two-‐digit number to a two-‐digit number using mental math.(I can add a two-‐digit number to a two-‐digit number in my head.)
* Lesson 6-4: Students will use a hundred chart to add 2 two-‐digit numbers. (I can use a hundred chart to add 2 two-‐digit numbers.)
Language Objectives:
* Lesson 6-1: Student read the equations aloud. (I can read the equation aloud.)
* Lesson 6-2: Students will say their partners equations. (I can say my partners equations.)
* Lesson 6-3: Students will say the order of events while adding two-‐digit numbers. (I can say how to add two-‐digit numbers.)
* Lesson 6-4: Students will use then and last to explain the order of adding 2 two-‐digit numbers. (I can use the words then and last when adding 2 two-‐digit numbers.)
Chinese Literacy:
Unit 8 vocabulary: 学,校,家,到,回,放。
Interconnection (Science and social study):
Topic title: Plant Adaptations & Changes in the Physical Environment
Focus Standards: Standard 4.2- Life Science & Standard 3, Objective 1
Content objectives:
* Students will give 2 examples of things plants need to survive in complete sentence with a partner. (Plant adaptations)
* Students will identify ways in which people have modified the physical environment in their community on a worksheet. (Changes in the Physical Environment)
Language Objectives:
*Students will give 2 examples of things plants need to survive in complete sentence with a partner. (Plant adaptations)
* Students will tell their partner ways in which people have modified the physical environment in their community. (Changes in the Physical Environment)
Math:
Topic title:
Topic 6: Number and Operations in Base Ten: 6-1: Adding Tens; 6-2 Adding Ones; 6-3 Adding Tens and Ones; 6-4 Adding on a Hundred Chart
Focus Standards: 2.NBT.2/ 2.NBT.5 and .8
Key terms:
Listen: mental math, tens digit, next ten
Read:
Write:
Speak: first, second, tens, ones, next, last, then
Sentence Frame: First I find____. Second I find____. Last____.
Content objectives:
* Lesson 6-1: Students will mentally add multiples of 10 to a two-‐digit number. (I can add 10s in my head to make a two-‐digit number.)
* Lesson 6-2: Students will mentally add a two-‐digit number and a one-‐digit number. (I can add a two digit number and a one digit number.)
* Lesson 6-3: Student will add a two-‐digit number to a two-‐digit number using mental math.(I can add a two-‐digit number to a two-‐digit number in my head.)
* Lesson 6-4: Students will use a hundred chart to add 2 two-‐digit numbers. (I can use a hundred chart to add 2 two-‐digit numbers.)
Language Objectives:
* Lesson 6-1: Student read the equations aloud. (I can read the equation aloud.)
* Lesson 6-2: Students will say their partners equations. (I can say my partners equations.)
* Lesson 6-3: Students will say the order of events while adding two-‐digit numbers. (I can say how to add two-‐digit numbers.)
* Lesson 6-4: Students will use then and last to explain the order of adding 2 two-‐digit numbers. (I can use the words then and last when adding 2 two-‐digit numbers.)
Chinese Literacy:
Unit 8 vocabulary: 学,校,家,到,回,放。
- Introducing learn, school, home, go home, go to school, go, and come.
- Practicing learn, school, home, go home, go to school, go and come.
- Practice Can I / May I question. Giving positive and negative answers to an invitation.
- 小狗去学校。 (A small dog goes to school.)
- 放学回家。 (come home from school.) (放学=leave school) (回家=go home)。
- 老学校。(Old school.)
Interconnection (Science and social study):
Topic title: Plant Adaptations & Changes in the Physical Environment
Focus Standards: Standard 4.2- Life Science & Standard 3, Objective 1
Content objectives:
* Students will give 2 examples of things plants need to survive in complete sentence with a partner. (Plant adaptations)
* Students will identify ways in which people have modified the physical environment in their community on a worksheet. (Changes in the Physical Environment)
Language Objectives:
*Students will give 2 examples of things plants need to survive in complete sentence with a partner. (Plant adaptations)
* Students will tell their partner ways in which people have modified the physical environment in their community. (Changes in the Physical Environment)
Week 11 (10/31 - 11/04)
Math:
Topic title:
Topic 5: Number and Operation in Base Ten
Topic 6: Number and Operations in Base Ten: 6-1: Adding Tens; 6-2 Adding Ones; 6-3 Adding Tens and Ones; 6-4 Adding on a Hundred Chart
Focus Standards: 2.NBT.2/ 2.NBT.5 and .8
Key terms:
Listen: tens, ones, digit, two-‐digit number, greater than, less than, equal to, symbols, before, after, ten more, ten less, above, below, odd, even, mental math, tens digit, next ten
Read: tens, ones, greater than, less than, equal to, before, after, ten more, ten less, odd, even
Write: greater than, less than, equal to, before, after
Speak: number 1-100, greater than, less than, equal to, before, after, ten more, ten less, above, below, odd, even, first, second, tens, ones, next, last, then
Sentence Frame:
is ten more than____. ____ is ten less than____.
______ is an odd number.
is an even number
First I find____. Second I find____. Last____.
Content objectives:
* Lesson 5-5: Students will identify and write numbers that are ten more and ten less than given numbers.
* Lesson 5-6: Some numbers can be divided into two equal parts (even numbers) and some cannot (odd numbers).
* Lesson 6-1: Students will mentally add multiples of 10 to a two-‐digit number. (I can add 10s in my head to make a two-‐digit number.)
* Lesson 6-2: Students will mentally add a two-‐digit number and a one-‐digit number. (I can add a two digit number and a one digit number.)
Language Objectives:
* Lesson 5-5: Students will use the words more and less than when talking about number relationships.
* Lesson 5-6: Students will use the words even and odd to describe numbers.
* Lesson 6-1: Student read the equations aloud. (I can read the equation aloud.)
* Lesson 6-2: Students will say their partners equations. (I can say my partners equations.)
Chinese Literacy:
Unit 7:
Interconnection (Science and social study):
Topic title: Living Things Part 2/ Animal Adaptations: Hibernation/ Animal Adaptations: Hide
Focus Standards: Standard 4.2- Life Science
Content objectives:
* Students will match animals to their habitat and tell why by matching them in small groups.
* Students will demonstrate understanding of migration as a response to seasonal change with 3 examples in a role play.
* Students will demonstrate understanding of hibernation as a response to seasonal change with 5 examples in a role play.
* Students will demonstrate understanding of staying hidden as a response to seasonal change by telling at least 1 example from a flip book.
Language Objectives:
* Students will be able to orally match animals with their habitat in small groups.
* Students will read and draw pictures of 3 sentences in a booklet describing animals that migrate in a booklet.
* Students will read and draw pictures of 5 sentences in the booklet describing animals that hibernate in a booklet.
* Students will read 4 sentences in a flip book describing animals that stay hidden to a partner.
Math:
Topic title:
Topic 5: Number and Operation in Base Ten
Topic 6: Number and Operations in Base Ten: 6-1: Adding Tens; 6-2 Adding Ones; 6-3 Adding Tens and Ones; 6-4 Adding on a Hundred Chart
Focus Standards: 2.NBT.2/ 2.NBT.5 and .8
Key terms:
Listen: tens, ones, digit, two-‐digit number, greater than, less than, equal to, symbols, before, after, ten more, ten less, above, below, odd, even, mental math, tens digit, next ten
Read: tens, ones, greater than, less than, equal to, before, after, ten more, ten less, odd, even
Write: greater than, less than, equal to, before, after
Speak: number 1-100, greater than, less than, equal to, before, after, ten more, ten less, above, below, odd, even, first, second, tens, ones, next, last, then
Sentence Frame:
is ten more than____. ____ is ten less than____.
______ is an odd number.
is an even number
First I find____. Second I find____. Last____.
Content objectives:
* Lesson 5-5: Students will identify and write numbers that are ten more and ten less than given numbers.
* Lesson 5-6: Some numbers can be divided into two equal parts (even numbers) and some cannot (odd numbers).
* Lesson 6-1: Students will mentally add multiples of 10 to a two-‐digit number. (I can add 10s in my head to make a two-‐digit number.)
* Lesson 6-2: Students will mentally add a two-‐digit number and a one-‐digit number. (I can add a two digit number and a one digit number.)
Language Objectives:
* Lesson 5-5: Students will use the words more and less than when talking about number relationships.
* Lesson 5-6: Students will use the words even and odd to describe numbers.
* Lesson 6-1: Student read the equations aloud. (I can read the equation aloud.)
* Lesson 6-2: Students will say their partners equations. (I can say my partners equations.)
Chinese Literacy:
Unit 7:
- Introducing give, father, mother, in back of, in front of, and yes (right/correct).
- Practicing give, father, mother, in back of, in front of, and yes (right/correct).
- Practice Can I / May I question. Giving positive and negative answers to an invitation.
- unit 7 book 1: 跟爸爸玩。 (Play with dad.)
- unit 7 book 2: 谁的钱包? (Whose wallet is it?)
- unit 7 book 3: 探险。(Explore.)
Interconnection (Science and social study):
Topic title: Living Things Part 2/ Animal Adaptations: Hibernation/ Animal Adaptations: Hide
Focus Standards: Standard 4.2- Life Science
Content objectives:
* Students will match animals to their habitat and tell why by matching them in small groups.
* Students will demonstrate understanding of migration as a response to seasonal change with 3 examples in a role play.
* Students will demonstrate understanding of hibernation as a response to seasonal change with 5 examples in a role play.
* Students will demonstrate understanding of staying hidden as a response to seasonal change by telling at least 1 example from a flip book.
Language Objectives:
* Students will be able to orally match animals with their habitat in small groups.
* Students will read and draw pictures of 3 sentences in a booklet describing animals that migrate in a booklet.
* Students will read and draw pictures of 5 sentences in the booklet describing animals that hibernate in a booklet.
* Students will read 4 sentences in a flip book describing animals that stay hidden to a partner.
Week 10 (10/26 - 10/28)
Math:
Topic title: Topic 5: Number and Operation in Base Ten
Focus Standards: 2.NBT.2/ 2.NBT.5 and .8
Key terms:
Listen: tens, ones, digit, two-‐digit number, greater than, less than, equal to, symbols, before, after, ten more, ten less, above, below, odd, even
Read: tens, ones, greater than, less than, equal to, before, after, ten more, ten less, odd, even
Write: greater than, less than, equal to, before, after
Speak: number 1-100, greater than, less than, equal to, before, after, ten more, ten less, above, below, odd, even
Sentence Frame:
is one after ________. ________is one before _________.
is ten more than____. ____ is ten less than____.
______ is an odd number.
is an even number
Content objectives:
* Lesson 5-3: Students will compare two-‐digit numbers using symbols.
* Lesson 5-4: Students will identify and write numbers that are one before and one after given numbers.
* Lesson 5-5: Students will identify and write numbers that are ten more and ten less than given numbers.
Language Objectives:
* Lesson 5-3: Students will use the words greater than, less than, equal to to compare two-‐digit numbers.
* Lesson 5-4: Students will use the words before and after when talking about number relationships.
* Lesson 5-5: Students will use the words more and less than when talking about number relationships.
Chinese Literacy:
Unit 7:
Text:
Interconnection (Science and social study):
Topic title: Living Things Part 1 & 2/ Animal Adaptations: Migration/ Animal Adaptations: Hibernation/ Animal Adaptations: Hide
Focus Standards: Standard 4.2- Life Science
Content objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner. (Week of 09/28)
* Students will match animals to their habitat and tell why by matching them in small groups. (Week of 10/05)
* Students will demonstrate understanding of migration as a response to seasonal change with 3 examples in a role play. (Week of 10/12)
* Students will demonstrate understanding of hibernation as a response to seasonal change with 5 examples in a role play. (Week of 10/19)
* Students will demonstrate understanding of staying hidden as a response to seasonal change by telling at least 1 example from a flip book. (Week of 10/26)
Language Objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner. (Week of 9/28)
* Students will be able to orally match animals with their habitat in small groups. (Week of 10/05)
* Students will read and draw pictures of 3 sentences in a booklet describing animals that migrate in a booklet. (Week of 10/12)
* Students will read and draw pictures of 5 sentences in the booklet describing animals that hibernate in a booklet. (Week of 10/19)
* Students will read 4 sentences in a flip book describing animals that stay hidden to a partner.(Week of 10/26)
Math:
Topic title: Topic 5: Number and Operation in Base Ten
Focus Standards: 2.NBT.2/ 2.NBT.5 and .8
Key terms:
Listen: tens, ones, digit, two-‐digit number, greater than, less than, equal to, symbols, before, after, ten more, ten less, above, below, odd, even
Read: tens, ones, greater than, less than, equal to, before, after, ten more, ten less, odd, even
Write: greater than, less than, equal to, before, after
Speak: number 1-100, greater than, less than, equal to, before, after, ten more, ten less, above, below, odd, even
Sentence Frame:
is one after ________. ________is one before _________.
is ten more than____. ____ is ten less than____.
______ is an odd number.
is an even number
Content objectives:
* Lesson 5-3: Students will compare two-‐digit numbers using symbols.
* Lesson 5-4: Students will identify and write numbers that are one before and one after given numbers.
* Lesson 5-5: Students will identify and write numbers that are ten more and ten less than given numbers.
Language Objectives:
* Lesson 5-3: Students will use the words greater than, less than, equal to to compare two-‐digit numbers.
* Lesson 5-4: Students will use the words before and after when talking about number relationships.
* Lesson 5-5: Students will use the words more and less than when talking about number relationships.
Chinese Literacy:
Unit 7:
- Introducing give, father, mother, in back of, in front of, and yes (right/correct).
- Practicing give, father, mother, in back of, in front of, and yes (right/correct).
- Practice Can I / May I question. Giving positive and negative answers to an invitation.
Text:
- unit 7 book 1: 跟爸爸玩。 (Play with dad.)
- unit 7 book 2: 谁的钱包? (Whose wallet is it?)
- unit 7 book 3: 探险。(Explore.)
Interconnection (Science and social study):
Topic title: Living Things Part 1 & 2/ Animal Adaptations: Migration/ Animal Adaptations: Hibernation/ Animal Adaptations: Hide
Focus Standards: Standard 4.2- Life Science
Content objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner. (Week of 09/28)
* Students will match animals to their habitat and tell why by matching them in small groups. (Week of 10/05)
* Students will demonstrate understanding of migration as a response to seasonal change with 3 examples in a role play. (Week of 10/12)
* Students will demonstrate understanding of hibernation as a response to seasonal change with 5 examples in a role play. (Week of 10/19)
* Students will demonstrate understanding of staying hidden as a response to seasonal change by telling at least 1 example from a flip book. (Week of 10/26)
Language Objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner. (Week of 9/28)
* Students will be able to orally match animals with their habitat in small groups. (Week of 10/05)
* Students will read and draw pictures of 3 sentences in a booklet describing animals that migrate in a booklet. (Week of 10/12)
* Students will read and draw pictures of 5 sentences in the booklet describing animals that hibernate in a booklet. (Week of 10/19)
* Students will read 4 sentences in a flip book describing animals that stay hidden to a partner.(Week of 10/26)
Week 9 (10/17 - 10/19)
Math:
Topic title: Topic 5: Number and Operation in Base Ten
Focus Standards: 2.NBT.1.a/2.NBT.3/2.NBT.2
Key terms:
Listen: tens, ones, digit, two-‐digit number, greater than, less than, equal to, symbols, before, after
Read: tens, ones, greater than, less than, equal to, before, after
Write: greater than, less than, equal to, before, after
Speak: number 1-100, greater than, less than, equal to, before, after
Sentence Frame:
tens and ones makes _____.
________is ________than ________.
is_________ to _________.
is one after ________. ________is one before _________.
Content objectives:
* Lesson 5-1: Students will group objects into tens and ones to show two digit numbers.
* Lesson 5-2: Students will read and write English number words and Chinese characters for numbers 0-‐99.
Language Objectives:
* Lesson 5-1: Students will use the words tens and ones to describe two-‐digit numbers.
* Lesson 5-2: Students will write and speak the names of numerals 0-‐99.
Chinese Literacy:
Unit 7:
Text:
Key terms:
Interconnection (Science and social study):
Topic title: Living Things Part 1 & 2/ Animal Adaptations: Migration/ Animal Adaptations: Hibernation/ Animal Adaptations: Hide
Focus Standards: Standard 4.2- Life Science
Content objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will match animals to their habitat and tell why by matching them in small groups.
* Students will demonstrate understanding of migration as a response to seasonal change with 3 examples in a role play.
* Students will demonstrate understanding of hibernation as a response to seasonal change with 5 examples in a role play.
* Students will demonstrate understanding of staying hidden as a response to seasonal change by telling at least 1 example from a flip book.
Language Objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will be able to orally match animals with their habitat in small groups.
* Students will read and draw pictures of 3 sentences in a booklet describing animals that migrate in a booklet.
* Students will read and draw pictures of 5 sentences in the booklet describing animals that hibernate in a booklet.
* Students will read 4 sentences in a flip book describing animals that stay hidden to a partner.
Math:
Topic title: Topic 5: Number and Operation in Base Ten
Focus Standards: 2.NBT.1.a/2.NBT.3/2.NBT.2
Key terms:
Listen: tens, ones, digit, two-‐digit number, greater than, less than, equal to, symbols, before, after
Read: tens, ones, greater than, less than, equal to, before, after
Write: greater than, less than, equal to, before, after
Speak: number 1-100, greater than, less than, equal to, before, after
Sentence Frame:
tens and ones makes _____.
________is ________than ________.
is_________ to _________.
is one after ________. ________is one before _________.
Content objectives:
* Lesson 5-1: Students will group objects into tens and ones to show two digit numbers.
* Lesson 5-2: Students will read and write English number words and Chinese characters for numbers 0-‐99.
Language Objectives:
* Lesson 5-1: Students will use the words tens and ones to describe two-‐digit numbers.
* Lesson 5-2: Students will write and speak the names of numerals 0-‐99.
Chinese Literacy:
Unit 7:
- Introducing give, father, mother, in back of, in front of, and yes (right/correct).
- Practicing give, father, mother, in back of, in front of, and yes (right/correct).
- Practice Can I / May I question. Giving positive and negative answers to an invitation.
Text:
- unit 7 book 1: 跟爸爸玩。 (Play with dad.)
- unit 7 book 2: 谁的钱包? (Whose wallet is it?)
- unit 7 book 3: 探险。(Explore.)
Key terms:
Interconnection (Science and social study):
Topic title: Living Things Part 1 & 2/ Animal Adaptations: Migration/ Animal Adaptations: Hibernation/ Animal Adaptations: Hide
Focus Standards: Standard 4.2- Life Science
Content objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will match animals to their habitat and tell why by matching them in small groups.
* Students will demonstrate understanding of migration as a response to seasonal change with 3 examples in a role play.
* Students will demonstrate understanding of hibernation as a response to seasonal change with 5 examples in a role play.
* Students will demonstrate understanding of staying hidden as a response to seasonal change by telling at least 1 example from a flip book.
Language Objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will be able to orally match animals with their habitat in small groups.
* Students will read and draw pictures of 3 sentences in a booklet describing animals that migrate in a booklet.
* Students will read and draw pictures of 5 sentences in the booklet describing animals that hibernate in a booklet.
* Students will read 4 sentences in a flip book describing animals that stay hidden to a partner.
Week 8 (10/10 - 10/14)
Math:
Topic title: Topic 3: Subtraction Strategies & Topic 4: Operations and Algebraic Thinking
Focus Standards: 2. OA 1 & 2. OA. 4
Key terms:
Listen: thinking, double, to help you find, addition to ten, matching, if, then, double then frame, make a ten, Repeated addition, equal groups, array, row, column
Read: so
Speak: doubles, I know that, if, then, matching, so, make a ten, plus, row, column, equal
Sentence Frame: I know that double _____ is ____ so _______________.
I know that ______, so ___________.
If _____ then __________.
I know that ____ and ____ make 10, so ____ is _____.
_____ plus _____ plus ____ plus ______
How many rows?
How many columns?
Are they equal?
Content objectives:
* Lesson 3-6: Topic 3 review
* Lesson 4-1: Students will model repeated addition to write number sentences.
* Lesson 4-2: Students will build arrays to model repeated addition situations.
* Lesson 4-3: Students will use repeated addition to solve problems.
* Lesson 4-4: Students will draw pictures and write number sentences to solve addition problems.
Language Objectives:
* Lesson 3-6: Topic 3 review
* Lesson 4-1: Students will use the phrase repeated addition to describe adding multiples of the same number.
* Lesson 4-2: Students will use the words column and row to describe arrays.
* Lesson 4-3: Students will practice say number sentences after they have solved the problems.
* Lesson 4-4: Students will write and read repeated addition number sentences with their partner.
Chinese Literacy:
G1 unit 6
Interconnection (Science and social study):
Topic title: Living Things Part 1 & 2/ Animal Adaptations: Migration/ Animal Adaptations: Hibernation/ Animal Adaptations: Hide
Focus Standards: Standard 4.2- Life Science
Content objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will match animals to their habitat and tell why by matching them in small groups.
* Students will demonstrate understanding of migration as a response to seasonal change with 3 examples in a role play.
* Students will demonstrate understanding of hibernation as a response to seasonal change with 5 examples in a role play.
* Students will demonstrate understanding of staying hidden as a response to seasonal change by telling at least 1 example from a flip book.
Language Objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will be able to orally match animals with their habitat in small groups.
* Students will read and draw pictures of 3 sentences in a booklet describing animals that migrate in a booklet.
* Students will read and draw pictures of 5 sentences in the booklet describing animals that hibernate in a booklet.
* Students will read 4 sentences in a flip book describing animals that stay hidden to a partner.
Math:
Topic title: Topic 3: Subtraction Strategies & Topic 4: Operations and Algebraic Thinking
Focus Standards: 2. OA 1 & 2. OA. 4
Key terms:
Listen: thinking, double, to help you find, addition to ten, matching, if, then, double then frame, make a ten, Repeated addition, equal groups, array, row, column
Read: so
Speak: doubles, I know that, if, then, matching, so, make a ten, plus, row, column, equal
Sentence Frame: I know that double _____ is ____ so _______________.
I know that ______, so ___________.
If _____ then __________.
I know that ____ and ____ make 10, so ____ is _____.
_____ plus _____ plus ____ plus ______
How many rows?
How many columns?
Are they equal?
Content objectives:
* Lesson 3-6: Topic 3 review
* Lesson 4-1: Students will model repeated addition to write number sentences.
* Lesson 4-2: Students will build arrays to model repeated addition situations.
* Lesson 4-3: Students will use repeated addition to solve problems.
* Lesson 4-4: Students will draw pictures and write number sentences to solve addition problems.
Language Objectives:
* Lesson 3-6: Topic 3 review
* Lesson 4-1: Students will use the phrase repeated addition to describe adding multiples of the same number.
* Lesson 4-2: Students will use the words column and row to describe arrays.
* Lesson 4-3: Students will practice say number sentences after they have solved the problems.
* Lesson 4-4: Students will write and read repeated addition number sentences with their partner.
Chinese Literacy:
G1 unit 6
- Introducing have, do not have(none), outside, because, snow, say.
- Practicing have, do not have(none), outside, because, snow, say & comparing things.
- Practicing new words (have, do not have(none), outside, because, snow, say).
- 不可以玩雪。 (No playing with the snow.)
- 雪人。 (Snowman.)
- 老师说 (teacher says)
- 有,没有,外(外面),因为,雪,说(说话)。
- 外面有下雪。(It is snowing outside.) 外面(outside),有(have),下雪(snow)。
- 外面没有下雪。(It is not snowing outside.) 外面(outside),没有(no),下雪(snow)。
- 没有下课因为下大雪。(No recess because of blizzard.) 没有(no),下课(recess),因为(because),下大雪(heavy snow)。
Interconnection (Science and social study):
Topic title: Living Things Part 1 & 2/ Animal Adaptations: Migration/ Animal Adaptations: Hibernation/ Animal Adaptations: Hide
Focus Standards: Standard 4.2- Life Science
Content objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will match animals to their habitat and tell why by matching them in small groups.
* Students will demonstrate understanding of migration as a response to seasonal change with 3 examples in a role play.
* Students will demonstrate understanding of hibernation as a response to seasonal change with 5 examples in a role play.
* Students will demonstrate understanding of staying hidden as a response to seasonal change by telling at least 1 example from a flip book.
Language Objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will be able to orally match animals with their habitat in small groups.
* Students will read and draw pictures of 3 sentences in a booklet describing animals that migrate in a booklet.
* Students will read and draw pictures of 5 sentences in the booklet describing animals that hibernate in a booklet.
* Students will read 4 sentences in a flip book describing animals that stay hidden to a partner.
Week 7 (10/03 - 10/06)
Math:
Topic title: Topic 3: Subtraction Strategies & Topic 4: Operations and Algebraic Thinking
Focus Standards: 2. OA 1 & 2. OA. 4
Key terms:
Listen: thinking, double, to help you find, addition to ten, matching, if, then, double then frame, make a ten, Repeated addition, equal groups, array, row, column
Read: so
Speak: doubles, I know that, if, then, matching, so, make a ten, plus, row, column, equal
Sentence Frame: I know that double _____ is ____ so _______________.
I know that ______, so ___________.
If _____ then __________.
I know that ____ and ____ make 10, so ____ is _____.
_____ plus _____ plus ____ plus ______
How many rows?
How many columns?
Are they equal?
Content objectives:
* Lesson 3-5: Students will use the make- 10 strategy to subtract.
* Lesson 3-6: Topic 3 review
* Lesson 4-1: Students will model repeated addition to write number sentences.
* Lesson 4-2: Students will build arrays to model repeated addition situations.
Language Objectives:
* Lesson 3-5: Students will use the phrase "I know that _____ and ____ make 10, so ___ is _____.
* Lesson 3-6: Topic 3 review
* Lesson 4-1: Students will use the phrase repeated addition to describe adding multiples of the same number.
* Lesson 4-2: Students will use the words column and row to describe arrays.
Chinese Literacy:
G1 unit 6
Interconnection (Science and social study):
Topic title: Living Things Part 1 & 2/ Animal Adaptations: Migration/ Animal Adaptations: Hibernation/ Animal Adaptations: Hide
Focus Standards: Standard 4.2- Life Science
Content objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will match animals to their habitat and tell why by matching them in small groups.
* Students will demonstrate understanding of migration as a response to seasonal change with 3 examples in a role play.
* Students will demonstrate understanding of hibernation as a response to seasonal change with 5 examples in a role play.
* Students will demonstrate understanding of staying hidden as a response to seasonal change by telling at least 1 example from a flip book.
Language Objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will be able to orally match animals with their habitat in small groups.
* Students will read and draw pictures of 3 sentences in a booklet describing animals that migrate in a booklet.
* Students will read and draw pictures of 5 sentences in the booklet describing animals that hibernate in a booklet.
* Students will read 4 sentences in a flip book describing animals that stay hidden to a partner.
Math:
Topic title: Topic 3: Subtraction Strategies & Topic 4: Operations and Algebraic Thinking
Focus Standards: 2. OA 1 & 2. OA. 4
Key terms:
Listen: thinking, double, to help you find, addition to ten, matching, if, then, double then frame, make a ten, Repeated addition, equal groups, array, row, column
Read: so
Speak: doubles, I know that, if, then, matching, so, make a ten, plus, row, column, equal
Sentence Frame: I know that double _____ is ____ so _______________.
I know that ______, so ___________.
If _____ then __________.
I know that ____ and ____ make 10, so ____ is _____.
_____ plus _____ plus ____ plus ______
How many rows?
How many columns?
Are they equal?
Content objectives:
* Lesson 3-5: Students will use the make- 10 strategy to subtract.
* Lesson 3-6: Topic 3 review
* Lesson 4-1: Students will model repeated addition to write number sentences.
* Lesson 4-2: Students will build arrays to model repeated addition situations.
Language Objectives:
* Lesson 3-5: Students will use the phrase "I know that _____ and ____ make 10, so ___ is _____.
* Lesson 3-6: Topic 3 review
* Lesson 4-1: Students will use the phrase repeated addition to describe adding multiples of the same number.
* Lesson 4-2: Students will use the words column and row to describe arrays.
Chinese Literacy:
G1 unit 6
- Introducing have, do not have(none), outside, because, snow, say.
- Practicing have, do not have(none), outside, because, snow, say & comparing things.
- Practicing new words (have, do not have(none), outside, because, snow, say).
- 不可以玩雪。 (No playing with the snow.)
- 雪人。 (Snowman.)
- 老师说 (teacher says)
- 有,没有,外(外面),因为,雪,说(说话)。
- 外面有下雪。(It is snowing outside.) 外面(outside),有(have),下雪(snow)。
- 外面没有下雪。(It is not snowing outside.) 外面(outside),没有(no),下雪(snow)。
- 没有下课因为下大雪。(No recess because of blizzard.) 没有(no),下课(recess),因为(because),下大雪(heavy snow)。
Interconnection (Science and social study):
Topic title: Living Things Part 1 & 2/ Animal Adaptations: Migration/ Animal Adaptations: Hibernation/ Animal Adaptations: Hide
Focus Standards: Standard 4.2- Life Science
Content objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will match animals to their habitat and tell why by matching them in small groups.
* Students will demonstrate understanding of migration as a response to seasonal change with 3 examples in a role play.
* Students will demonstrate understanding of hibernation as a response to seasonal change with 5 examples in a role play.
* Students will demonstrate understanding of staying hidden as a response to seasonal change by telling at least 1 example from a flip book.
Language Objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will be able to orally match animals with their habitat in small groups.
* Students will read and draw pictures of 3 sentences in a booklet describing animals that migrate in a booklet.
* Students will read and draw pictures of 5 sentences in the booklet describing animals that hibernate in a booklet.
* Students will read 4 sentences in a flip book describing animals that stay hidden to a partner.
Week 6 (09/28 - 10/02)
Math:
Topic title: Topic 3: Subtraction Strategies
Focus Standards: 2. OA 1
Key terms:
Listen: thinking, double, to help you find, addition to ten, matching, if, then, double then frame, make a ten
Read: so
Speak: doubles, I know that, if, then, matching, so, make a ten
Sentence Frame: I know that double _____ is ____ so _______________.
I know that ______, so ___________.
If _____ then __________.
I know that ____ and ____ make 10, so ____ is _____.
Content objectives:
* Lesson 3-1: Students will subtract 0, 1 , and 2 from a number by applying the concepts of 0 less than, 1 less than and 2 less than.
* Lesson 3-2: Students will use addition doubles facts to solve subtraction problems.
* Lesson 3-3: Students will find differences by using related addition facts to 10.
* Lesson 3-4: Students will find differences by using related addition facts to 18.
* Lesson 3-5: Students will use the make- 10 strategy to subtract.
Language Objectives:
* Lesson 3-1: Students will use the phrase less than to talk about subtraction sentences.
* Lesson 3-2: Students will use the phrase “I know that double ____ is _____ so______________.”
* Lesson 3-3: Students will use the phrase “I know that_____, so ___________.”
* Lesson 3-4: Students will use the phrase “I know that________, so _____”
* Lesson 3-5: Students will use the phrase "I know that _____ and ____ make 10, so ___ is _____.
Chinese Literacy:
1 st unit : 5
Content objective(s):
* Students will identify, read, and write key terms.
Language objective(s):
Interconnection (Science and social study):
Topic title: Living Things Part 1 & 2/ Animal Adaptations: Migration/ Animal Adaptations: Hibernation/ Animal Adaptations: Hide
Focus Standards: Standard 4.2- Life Science
Content objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will match animals to their habitat and tell why by matching them in small groups.
* Students will demonstrate understanding of migration as a response to seasonal change with 3 examples in a role play.
* Students will demonstrate understanding of hibernation as a response to seasonal change with 5 examples in a role play.
* Students will demonstrate understanding of staying hidden as a response to seasonal change by telling at least 1 example from a flip
Language Objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will be able to orally match animals with their habitat in small groups.
* Students will read and draw pictures of 3 sentences in a booklet describing animals that migrate in a booklet.
* Students will read and draw pictures of 5 sentences in the booklet describing animals that hibernate in a booklet.
* Students will read 4 sentences in a flip book describing animals that stay hidden to a partner.
Math:
Topic title: Topic 3: Subtraction Strategies
Focus Standards: 2. OA 1
Key terms:
Listen: thinking, double, to help you find, addition to ten, matching, if, then, double then frame, make a ten
Read: so
Speak: doubles, I know that, if, then, matching, so, make a ten
Sentence Frame: I know that double _____ is ____ so _______________.
I know that ______, so ___________.
If _____ then __________.
I know that ____ and ____ make 10, so ____ is _____.
Content objectives:
* Lesson 3-1: Students will subtract 0, 1 , and 2 from a number by applying the concepts of 0 less than, 1 less than and 2 less than.
* Lesson 3-2: Students will use addition doubles facts to solve subtraction problems.
* Lesson 3-3: Students will find differences by using related addition facts to 10.
* Lesson 3-4: Students will find differences by using related addition facts to 18.
* Lesson 3-5: Students will use the make- 10 strategy to subtract.
Language Objectives:
* Lesson 3-1: Students will use the phrase less than to talk about subtraction sentences.
* Lesson 3-2: Students will use the phrase “I know that double ____ is _____ so______________.”
* Lesson 3-3: Students will use the phrase “I know that_____, so ___________.”
* Lesson 3-4: Students will use the phrase “I know that________, so _____”
* Lesson 3-5: Students will use the phrase "I know that _____ and ____ make 10, so ___ is _____.
Chinese Literacy:
1 st unit : 5
- Introducing class, look/read, teacher, why; learning classroom language (expression in class).
- Practicing class, look/read, teacher, and why.
- Practicing class, look/read, teacher, why; open question(giving reasons/why).
- 生日惊喜。 (Birthday surprise.)
- 捉迷藏。 (Hide and seek.)
- 谁跟妹妹看书? (Who will read with younger sister?)
- 课- 上课,下课。我喜欢上课(我不喜欢上课)。我喜欢下课(我不喜欢下课)。
- 看- 看小马。我喜欢看XX(我不喜欢看XX)。我喜欢看小马(little horse)。我喜欢看迪士尼(Disney)。我喜欢看海绵宝宝(Sponge Bob)。我喜欢看皮卡丘(Pikachu)。
- 书- 看书。我喜欢看书(我不喜欢看书)。
- 老师- 我喜欢老师(我不喜欢老师)。
- 为- 为什么喜欢XXX?(为什么不喜欢XXX?)
Content objective(s):
* Students will identify, read, and write key terms.
Language objective(s):
- Students can ask questions starting with "Do you want to XXX with me?"
- Students can answer "Do you want to
Interconnection (Science and social study):
Topic title: Living Things Part 1 & 2/ Animal Adaptations: Migration/ Animal Adaptations: Hibernation/ Animal Adaptations: Hide
Focus Standards: Standard 4.2- Life Science
Content objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will match animals to their habitat and tell why by matching them in small groups.
* Students will demonstrate understanding of migration as a response to seasonal change with 3 examples in a role play.
* Students will demonstrate understanding of hibernation as a response to seasonal change with 5 examples in a role play.
* Students will demonstrate understanding of staying hidden as a response to seasonal change by telling at least 1 example from a flip
Language Objectives:
* Students will state that animals and plants need food, water, and air to survive with a partner.
* Students will be able to orally match animals with their habitat in small groups.
* Students will read and draw pictures of 3 sentences in a booklet describing animals that migrate in a booklet.
* Students will read and draw pictures of 5 sentences in the booklet describing animals that hibernate in a booklet.
* Students will read 4 sentences in a flip book describing animals that stay hidden to a partner.
Week 5 (09/19 - 09/23)
Math:
Topic title: Topic 2: Addition Strategies & Topic 3: Subtraction Strategies
Focus Standards: 2. OA 1
Key terms: addend, turn around fact, order, in any order, make it easier, make a ten, ten-frame, less than, fewer than,
Content objectives:
* Lesson 2-4: Students will use the commutative property to find sums.
* Lesson 2-5: Students will find the sum of three addends using any order.
* Lesson 2-6: Students will find sums by making 10 when adding.
* Lesson 3-1: Students will subtract 0, 1 , and 2 from a number by applying the concepts of 0 less than, 1 less than and 2 less than.
Language Objectives:
* Lesson 2-4: Student will use the word separate when talking about subtraction problems.
* Lesson 2-5: Students will use the word addend when talking about addition problems.
* Lesson 2-6: Students will use the word separate when talking about subtraction problems.
* Lesson 3-1: Students will use the phrase less than to talk about subtraction sentences.
Chinese Literacy:
1 st unit : 4
Content objective(s):
* Students will identify, read, and write key terms.
Language objective(s):
Interconnection (Science and social study):
Topic title: School Role & Community Cultures & Community Truck
Focus Standards: Standard II Objective 2 & Standard I Objective 1 & Standard I Objective 1 & Standard 1, Objective 2
Content objectives:
* Students will connect the people in their school with the 5 w’s and how in small groups.
* Students will identify aspects of the culture of their community.
* Students will recognize things from a different culture by matching pictures to that culture in a game with my partner.
* Students will recognize the contributions of different immigrant and native groups to Utah’s culture by matching a contribution to a specific group in a game with a partner.
Language Objectives:
* Students can read who, what, where, when, why and how when playing the dice game in small groups.
* Students will describe aspects of their culture to a partner using sentence frames modeled by the teacher.
* Students will tell their partner which cultural group contributed a specific tradition or custom using sentence frames modeled by the teacher.
* Students will tell their partner which cultural group contributed a specific tradition or custom using sentence frames modeled by the teacher.
Math:
Topic title: Topic 2: Addition Strategies & Topic 3: Subtraction Strategies
Focus Standards: 2. OA 1
Key terms: addend, turn around fact, order, in any order, make it easier, make a ten, ten-frame, less than, fewer than,
Content objectives:
* Lesson 2-4: Students will use the commutative property to find sums.
* Lesson 2-5: Students will find the sum of three addends using any order.
* Lesson 2-6: Students will find sums by making 10 when adding.
* Lesson 3-1: Students will subtract 0, 1 , and 2 from a number by applying the concepts of 0 less than, 1 less than and 2 less than.
Language Objectives:
* Lesson 2-4: Student will use the word separate when talking about subtraction problems.
* Lesson 2-5: Students will use the word addend when talking about addition problems.
* Lesson 2-6: Students will use the word separate when talking about subtraction problems.
* Lesson 3-1: Students will use the phrase less than to talk about subtraction sentences.
Chinese Literacy:
1 st unit : 4
- Introducing like, eat, very, what; expressing preference.
- Practicing like, eat, very, what.
- Practicing like, eat, very, what; making simple calculations.
- 我喜欢吃....。 (I like to eat... )
- 玩沙。 (Playing in the sand.)
- 几个大虫? (How many big worms?)
- 喜欢(like), 吃(eat), 很(very), 什么?(what?)。
- Q: 你喜欢吃什么? (What do you like to eat?)
- A: 我喜欢吃XXX。(I like to eat XXX.)
- A: 我很喜欢吃XXX。(I like to eat XXX very much.) 很(VERY).
- Q: 你喜欢吃XXX吗? (Do you like to eat XXX?)
- A: 我喜欢吃XXX。(I like to eat XXX.)
- A: 我很喜欢吃XXX。(I like to eat XXX very much.) 很(VERY).
Content objective(s):
* Students will identify, read, and write key terms.
Language objective(s):
- Students can ask questions starting with "Do you want to XXX with me?"
- Students can answer "Do you want to XX
Interconnection (Science and social study):
Topic title: School Role & Community Cultures & Community Truck
Focus Standards: Standard II Objective 2 & Standard I Objective 1 & Standard I Objective 1 & Standard 1, Objective 2
Content objectives:
* Students will connect the people in their school with the 5 w’s and how in small groups.
* Students will identify aspects of the culture of their community.
* Students will recognize things from a different culture by matching pictures to that culture in a game with my partner.
* Students will recognize the contributions of different immigrant and native groups to Utah’s culture by matching a contribution to a specific group in a game with a partner.
Language Objectives:
* Students can read who, what, where, when, why and how when playing the dice game in small groups.
* Students will describe aspects of their culture to a partner using sentence frames modeled by the teacher.
* Students will tell their partner which cultural group contributed a specific tradition or custom using sentence frames modeled by the teacher.
* Students will tell their partner which cultural group contributed a specific tradition or custom using sentence frames modeled by the teacher.
Week 4 (09/12 - 09/16)
Math:
Topic title: Topic 2: Addition Strategies
Focus Standards: 2. OA 1
Key terms: double, double fact, related, near double, addend, turn around fact, order, in any order, make it easier, make a ten, ten-frame
Content objectives:
Language Objectives:
Chinese Literacy:
Topic Title: Topic 3
* Students will identify, read, and write key terms.
Language objective(s):
Interconnection (Science and social study):
Topic title: School Role & Community Cultures & Community Truck
Focus Standards: Standard II Objective 2 & Standard I Objective 1 & Standard I Objective 1 & Standard 1, Objective 2
Content objectives:
* Students will connect the people in their school with the 5 w’s and how in small groups.
* Students will identify aspects of the culture of their community.
* Students will recognize things from a different culture by matching pictures to that culture in a game with my partner.
* Students will recognize the contributions of different immigrant and native groups to Utah’s culture by matching a contribution to a specific group in a game with a partner.
Language Objectives:
* Students can read who, what, where, when, why and how when playing the dice game in small groups.
* Students will describe aspects of their culture to a partner using sentence frames modeled by the teacher.
* Students will tell their partner which cultural group contributed a specific tradition or custom using sentence frames modeled by the teacher.
* Students will tell their partner which cultural group contributed a specific tradition or custom using sentence frames modeled by the teacher.
Math:
Topic title: Topic 2: Addition Strategies
Focus Standards: 2. OA 1
Key terms: double, double fact, related, near double, addend, turn around fact, order, in any order, make it easier, make a ten, ten-frame
Content objectives:
- Lesson 2-1: Students will understand than addition facts involving 0, 1, 2 can be seen as finding numbers 0, 1, and 2 more.
- Lesson 2-2: Students will master addition facts in which both addends are the same.
- Lesson 2-3: Students will master addition facts in which the addends are one apart.
- Lesson 2-4: Students will use the commutative property to find sums.
Language Objectives:
- Lesson 2-1: Students will use the words more than to describe addition problems using 0, 1, and 2.
- Lesson 2-2: Students will use the word double when talking about addition problems in which both addends are the same.
- Lesson 2-3: Students will use the word double when talking about addition problems in which both addends are the same.
- Lesson 2-4: Student will use the word separate when talking about subtraction problems.
Chinese Literacy:
Topic Title: Topic 3
- 玩水。 (playing (in the) water.)
- 男生跟女生是朋友。 (boys and girls are friends.)
- 水娃娃。(water friends.)
- 要 , 面 , 他 , 她 , 玩 , 跟
* Students will identify, read, and write key terms.
Language objective(s):
- Students can ask questions starting with "Do you want to XXX with me?"
- Students can answer "Do you want to XXX with me" questions.
Interconnection (Science and social study):
Topic title: School Role & Community Cultures & Community Truck
Focus Standards: Standard II Objective 2 & Standard I Objective 1 & Standard I Objective 1 & Standard 1, Objective 2
Content objectives:
* Students will connect the people in their school with the 5 w’s and how in small groups.
* Students will identify aspects of the culture of their community.
* Students will recognize things from a different culture by matching pictures to that culture in a game with my partner.
* Students will recognize the contributions of different immigrant and native groups to Utah’s culture by matching a contribution to a specific group in a game with a partner.
Language Objectives:
* Students can read who, what, where, when, why and how when playing the dice game in small groups.
* Students will describe aspects of their culture to a partner using sentence frames modeled by the teacher.
* Students will tell their partner which cultural group contributed a specific tradition or custom using sentence frames modeled by the teacher.
* Students will tell their partner which cultural group contributed a specific tradition or custom using sentence frames modeled by the teacher.
Week 3 (09/05 - 09/09)
Math:
Topic title: Topic 1: Understanding addition and subtraction
Focus Standards: 2. OA 1
Key terms: Part, sum, whole, add, plus, equals
Content objectives:
* Lesson 1-6: Students will write related addition and subtraction facts.
* Lesson 1-7
* Topic 1 review
Language Objectives:
* Lesson 1-6: Students will use the word related when talking about subtraction and addition sentences.
* Lesson 1-7
* Topic 1 review
Chinese Literacy:
Topic Title: Topic 2
* Students will identify, read, and write key terms.
Language objective(s):
Interconnection (Science and social study):
Topic title: School Role & My story
Focus Standards: Standard II Objective 2 & Standard I Objective 1
Content objectives:
* Students will connect the people in their school with the 5 w’s and how in small groups.
* Students will identify 4 major events in their lives.
Language Objectives:
* Students can read who, what, where, when, why and how when playing the dice game in small groups.
* Students can share their timeline with the whole class.
Week 2 (08/31 - 09/04)
Math:
Topic title: Topic 1: Understanding addition and subtraction
Focus Standards: 2. OA 1
Key terms: Part, sum, whole, add, plus, equals
Content objectives:
* Lesson 1-1: Student will join two groups and write addition number sentences to tell how many in all.
* Lesson 1-2: Students will model joining stories and write an addition sentence.
* Lesson 1-3: Students will solve problems by writing subtraction number sentences.
* Lesson 1-4: Students will write subtraction sentences to solve stories about separating groups.
* Lesson 1-5: Students will write subtraction sentences to solve stories about comparing.
* Lesson 1-6: Students will write related addition and subtraction facts.
Language Objectives:
* Lesson 1-1: Students will speak the words part. plus, and, in all, and equals while adding groups.
* Lesson 1-2: Students will use the word "join" when speaking about adding more to a group of objects.
* Lesson 1-3: Students will speak the words minus, still have, whole, and missing part when making subtraction sentences.
* Lesson 1-4: Students will use the word separate when talking about subtraction problems.
* Lesson 1-5: Students will use the phrases more than and less than when talking about comparison subtraction problems.
* Lesson 1-6: Students will use the word related when talking about subtraction and addition sentences.
Chinese Literacy:
Topic Title: Topic 1
* Students will identify, read, and write key terms.
* Students will join groups and play conversation game to ask and answer question.
* Students will read and/or write YCT level 1 test 1 vocabulary and/or conversations.
Language objective(s):
* Students can ask and answer "what is your/your dad's/your mom's favorite color?" and "what's he/she wearing today?" in role play game.
* Students can write part of and read all key terms.
* Students can read and/or write YCT level 1 test 1 vocabulary and/or conversations.
Interconnection (Science and social study):
Topic title: School Role & My story
Focus Standards: Standard II Objective 2 & Standard I Objective 1
Content objectives:
* Students will connect the people in their school with the 5 w’s and how in small groups.
* Students will identify 4 major events in their lives.
Language Objectives:
* Students can read who, what, where, when, why and how when playing the dice game in small groups.
* Students can share their timeline with the whole class.
Week 1 (08/22 - 08/26)
Math:
Math:
Topic title: Topic 1: Understanding addition and subtraction
Focus Standards: 2. OA 1
Key terms: Part, sum, whole, add, plus, equals
Content objectives:
* Lesson 1-1: Student will join two groups and write addition number sentences to tell how many in all.
* Lesson 1-2: Students will model joining stories and write an addition sentence.
Language Objectives:
* Lesson 1-1: Students will speak the words part. plus, and, in all, and equals while adding groups.
* Lesson 1-2: Students will use the word "join" when speaking about adding more to a group of objects.
Chinese Literacy:
Topic Title:
Key terms:
Content objective(s):
Language objective(s):
Interconnection (Science and social study):
Topic title: School Role & My story
Focus Standards: Standard II Objective 2 & Standard I Objective 1
Content objectives:
* Students will connect the people in their school with the 5 w’s and how in small groups.
* Students will identify 4 major events in their lives.
Language Objectives:
* Students can read who, what, where, when, why and how when playing the dice game in small groups.
* Students can share their timeline with the whole class.
Math:
Topic title: Topic 1: Understanding addition and subtraction
Focus Standards: 2. OA 1
Key terms: Part, sum, whole, add, plus, equals
Content objectives:
* Lesson 1-6: Students will write related addition and subtraction facts.
* Lesson 1-7
* Topic 1 review
Language Objectives:
* Lesson 1-6: Students will use the word related when talking about subtraction and addition sentences.
* Lesson 1-7
* Topic 1 review
Chinese Literacy:
Topic Title: Topic 2
- 我的小马在哪里? (Where is my little horse?)
- 我们可以坐哪里? (Where can we sit?)
- 你的朋友在哪里?(Where is your friend?)
- 朋 , 友 , 的 , 哪 , 这 , 吗
* Students will identify, read, and write key terms.
Language objective(s):
- Students can ask questions starting with "where"
- Students can answer "where" questions with "here", "there", "up", "down", "right", "left", "front" and "back"
Interconnection (Science and social study):
Topic title: School Role & My story
Focus Standards: Standard II Objective 2 & Standard I Objective 1
Content objectives:
* Students will connect the people in their school with the 5 w’s and how in small groups.
* Students will identify 4 major events in their lives.
Language Objectives:
* Students can read who, what, where, when, why and how when playing the dice game in small groups.
* Students can share their timeline with the whole class.
Week 2 (08/31 - 09/04)
Math:
Topic title: Topic 1: Understanding addition and subtraction
Focus Standards: 2. OA 1
Key terms: Part, sum, whole, add, plus, equals
Content objectives:
* Lesson 1-1: Student will join two groups and write addition number sentences to tell how many in all.
* Lesson 1-2: Students will model joining stories and write an addition sentence.
* Lesson 1-3: Students will solve problems by writing subtraction number sentences.
* Lesson 1-4: Students will write subtraction sentences to solve stories about separating groups.
* Lesson 1-5: Students will write subtraction sentences to solve stories about comparing.
* Lesson 1-6: Students will write related addition and subtraction facts.
Language Objectives:
* Lesson 1-1: Students will speak the words part. plus, and, in all, and equals while adding groups.
* Lesson 1-2: Students will use the word "join" when speaking about adding more to a group of objects.
* Lesson 1-3: Students will speak the words minus, still have, whole, and missing part when making subtraction sentences.
* Lesson 1-4: Students will use the word separate when talking about subtraction problems.
* Lesson 1-5: Students will use the phrases more than and less than when talking about comparison subtraction problems.
* Lesson 1-6: Students will use the word related when talking about subtraction and addition sentences.
Chinese Literacy:
Topic Title: Topic 1
- 我们可不可以坐下? (Can we sit down?)
- 上楼梯 (Going upstairs.)
- 玩滑梯(playing on the slide.)
- 我/我们,你/你们,好/不好,可以/不可以,
* Students will identify, read, and write key terms.
* Students will join groups and play conversation game to ask and answer question.
* Students will read and/or write YCT level 1 test 1 vocabulary and/or conversations.
Language objective(s):
* Students can ask and answer "what is your/your dad's/your mom's favorite color?" and "what's he/she wearing today?" in role play game.
* Students can write part of and read all key terms.
* Students can read and/or write YCT level 1 test 1 vocabulary and/or conversations.
Interconnection (Science and social study):
Topic title: School Role & My story
Focus Standards: Standard II Objective 2 & Standard I Objective 1
Content objectives:
* Students will connect the people in their school with the 5 w’s and how in small groups.
* Students will identify 4 major events in their lives.
Language Objectives:
* Students can read who, what, where, when, why and how when playing the dice game in small groups.
* Students can share their timeline with the whole class.
Week 1 (08/22 - 08/26)
Math:
Math:
Topic title: Topic 1: Understanding addition and subtraction
Focus Standards: 2. OA 1
Key terms: Part, sum, whole, add, plus, equals
Content objectives:
* Lesson 1-1: Student will join two groups and write addition number sentences to tell how many in all.
* Lesson 1-2: Students will model joining stories and write an addition sentence.
Language Objectives:
* Lesson 1-1: Students will speak the words part. plus, and, in all, and equals while adding groups.
* Lesson 1-2: Students will use the word "join" when speaking about adding more to a group of objects.
Chinese Literacy:
Topic Title:
Key terms:
Content objective(s):
Language objective(s):
Interconnection (Science and social study):
Topic title: School Role & My story
Focus Standards: Standard II Objective 2 & Standard I Objective 1
Content objectives:
* Students will connect the people in their school with the 5 w’s and how in small groups.
* Students will identify 4 major events in their lives.
Language Objectives:
* Students can read who, what, where, when, why and how when playing the dice game in small groups.
* Students can share their timeline with the whole class.