Plateful of Peas and Rhyming Dust Bunnies

These two projects were a hit with kids, parents, and staff. These will definitely be staples in my lesson plans for the next few years.

Writing- A Perfect Day

Our learning target in writing today is, "I can identify fall activities." We are going to read, "Clifford's First Autumn" which is another word for fall. As I read this, be looking at the pictures and listening for fall activities. (Read story) Now we are going to complete this circle map about fall activities. Raise your hand if you can think of a fall activity from the book or from your own experiences.

Fall activities:

Apple orchard

Scarecrow

Pumpkin Patch

Carving Pumpkins

Hayride

Raking leaves

Corn pit

Jumping in leaf piles

Football

Leaf collecting

Haunted House

Corn Maze

Today our learning target is, "I can write about fall using first, next, then and last." This is a sequencing activity. We will put events in order from first to last. Yesterday as a class, we identified fall activities. (Read chart) Today in our journal, we will write about our perfect fall day. My journal says, "On the perfect fall day I would do lots of things."

First _____________.

Next _____________.

Then _____________.

Last ______________.

When I say go you will turn and talk with your partner. The two of you will discuss what fall activities you would like to do first, next, then and last. (Demonstrate) Turn and talk. We are going to take four students to share. What fall activity would you like to do first, Jedida? So I would write first I would… What activity would you do next, Iris? Then what would you like to do, Varflay? What activity would you like to do last, Majesty?

In just a minute, you are going to your desk to write in your journal. You will open up to a blank page. You will write, “On the perfect fall day I would do lots of things. First, next, then and last. You will complete the sentences. I’ll read you my example. (Read it) You should have a different order of activities in your journal. If you want you write, “First I went to the pumpkin patch” you can but you should not have the exact same activities as me in the exact same order that I have them. We talked about lots of fall activities yesterday so be creative and journal the fall activities that you would want to do. Are there any questions?

Journal at desk

Come back together to read journals.

Put journal away and line up

Today our learning target is, "I can write about winter using first, next, then and last." This is a sequencing activity. We will put events in order from first to last. Today in your journal, you will write about your perfect winter day, but before we do that we are going to read a book called, “A Perfect Day.” As I read be listening for winter activities that you could write in your journal. (Read book)

When I say go you will turn and talk with your partner. The two of you will discuss winter activities from our book. Each group of partners should be able to come up with at least two activities from our book that they would like to do. Turn and talk. Come back together. We’ll take two students to share out.

If this was my journal I would write, "On the perfect winter day I would do many things."

First _________________________________________________.

Next ________________________________________________.

Then ________________________________________________.

Last _________________________________________________.

I’m going to share with you what I would write. (Fill in blanks) These are the activities I would choose to do but there are many other activities in the book that you could choose from.

In just a minute, you are going to your desk to write in your journal. You will open up to a blank page. You will write, “On the perfect winter day I would many things. First, next, then and last. You will complete the sentences with activities that you would like to do. Are there any questions?

Journal at desk

Come back together to read journals.

Put journal away and line up

Today our learning target is, "I can write about spring using first, next, then and last." This is a sequencing activity. We will put events in order from first to last. Today in your journal, you will write about your perfect spring day, but before we do that we are going to read a book called, “Spring Things.” As I read be listening for spring activities that you could write in your journal. (Read book)

When I say go you will turn and talk with your partner. The two of you will discuss spring activities from our book. Each group of partners should be able to come up with at least two activities from that they would like to do. Turn and talk. Come back together. We’ll take two students to share out.

If this was my journal I would write, "On the perfect spring day I would do many things."

First _________________________________________________.

Next ________________________________________________.

Then ________________________________________________.

Last _________________________________________________.

I’m going to share with you what I would write. (Fill in blanks) These are the activities I would choose to do but there are many other activities in the book that you could choose from.

In just a minute, you are going to your desk to write in your journal. You will open up to a blank page. You will write, “On the perfect spring day I would many things. First, next, then and last. You will complete the sentences with activities that you would like to do. Are there any questions?

Journal at desk

Come back together to share

Put away journal and line up

Today our learning target is, "I can write about summer using first, next, then and last." This is a sequencing activity. We will put events in order from first to last. Today in your journal, you will write about your perfect spring day, but before we do that we are going to read a book called, “I See Summer.” As I read be listening for summer activities that you could write in your journal. (Read book)

When I say go you will turn and talk with your partner. The two of you will discuss summer activities from our book. Each group of partners should be able to come up with at least two activities from that they would like to do. Turn and talk. Come back together. We’ll take two students to share out.

If this was my journal I would write, "On the perfect summer day I would do many things."

First _________________________________________________.

Next ________________________________________________.

Then ________________________________________________.

Last _________________________________________________.

I’m going to share with you what I would write. (Fill in blanks) These are the activities I would choose to do but there are many other activities in the book that you could choose from.

In just a minute, you are going to your desk to write in your journal. You will open up to a blank page. You will write, “On the perfect summer day I would many things. First, next, then and last. You will complete the sentences with activities that you would like to do. Are there any questions?

Journal at desk

Come back together to share

Put away journal and line up

Angry Verbs

We are going to play a game called, Simon Says. Has anyone ever played a game of Simon Says before? Here are the rules:

1.     When Simon Says to do an action you do it but if Simon does not say to do an action do not do it.

2.     If you do something when Simon did not say to do it then you must sit back down in your chair. Are you ready?

Okay, Simon says rub your belly. Simon says raise your hand. Jump up and down. Oh, Simon did not say to jump up and down. If you did it then you need to sit down in your chair. For those of you who are still standing up let’s try that again. Simon says nod your head up and down. Simon says to yawn. Clap your hands. Oh, Simon did not say to clap your hands. If you did then you need to sit down in your chair. Okay, one more time. Simon says shake your hair back and forth. Run in place. Oh no, Simon did not say to run in place. If you did then you need to sit down in your chair. 1^st graders, you did a great job! Give a classmate a high five on your way down to the floor.  

Did you know you just acted out a bunch of verbs? Jumping, rubbing, raising, nodding, yawning, shaking, and running are all verbs. A verb is an action word. Repeat after me, a verb is an action word. A verb is anything you do such as kicking, jumping, and walking. Raise your hand if you can think of another example of verbs?

We are going to read a book about verbs. It is a silly book and it is okay to giggle but you must be able to control your body. If you get too silly or cannot stop giggling, I am going to ask you to take a break. We are going to read, “To Root, to Toot, to Parachute- What is a Verb?” As I am reading pay special attention to the words in color because those are verbs. 

So, what is a verb? Yes, verbs are action words. I would like us to create a list of verbs. A verb is anything you do such as kick, jump and walk. Raise your hand if you can think of another example of verbs? This is a great list! I have something else I want us to do, but first, I need everyone to slide over to the smart board.

I want to see if we can find the verb within a sentence. A verb is what again? On the board you see ten sentences. I want you to take turns coming up and circling the verb or action word in each sentence below. We found all ten verbs! Give yourselves a pat on the back. 

We are going to do a super fun activity. Instead of making Angry Birds, we are going to make Angry Verbs. (Thank you Step Into Second Grade for the great idea!) Each of you is going to get a piece of paper that reads, “My angry bird _______.” There are five prompts like this on your piece of paper are you are going to fill in the blanks with a verb. Brady, give me a verb. So my sentence would read, “My angry bird run.” The sentence does not make sense unless so I need to add an –s to it. Now the sentence reads, “My angry bird runs.” You will need to add an –s to the end of the verb you write. Let’s try another one. P, “My angry bird ___. Can you give me a verb that will complete my sentence?” Good! Does anyone have any questions about the writing part?

Once you are done completing all five sentence prompts I want you to raise your hand. Mrs. R or myself will come and double check. Once one of us has looked at your paper you can come up to the front and get what you need to create your angry bird.

I have red, blue, and yellow birds. Each bird has feathers or hair, eyes, and a beak. I will have a spot for the blue bird and his facial parts, a spot for the yellow bird and his facial parts and another spot for the red bird and his facial parts. I will also have completed examples on the floor too so you can see what your bird might look like when it is done. Does anyone have questions about our angry birds? Okay, so- five sentences, check with a teacher, create your bird. E, what are the three steps? Good. 

This right here is why I get 3 hours of sleep a night. I know, I need to let go of my control issues. :-)

We hung our Angry Verbs in the hallway and received numerous compliments from students, teachers, and parents.

First one, "My angry bird surfs!" Love it!!

Not all verbs but we'll work on it!

 

This has been my favorite lesson so far and I cannot wait to teach it again in the next year or two.

A Timeline About Me

During our social studies unit about life long ago, we learned about timelines. Each student created a timeline and above is my example. I used this template and altered it because I wanted students to use dates instead of writing prompts. Students shared their timelines with the class and we all learned a lot about each other.