Blog Entry 1+-Planning Instruction

◦If you are currently teaching. Address the following prompt: 
Think about how you plan instruction for units and lessons.
I typically like to plan about a month in advance in a general overview which includes weekly science, social studies, writing, math and phonics lessons.  I do break it down by day within the month, but don't plan the actual lessons until the week beforehand.  (Sometimes, if I'm crunched, it's the week of.)  The math is a pre-set curriculum which I must follow, the science and social studies are the same basic set up, but there is more flexibility in the order and speed with which we cover those materials.  The phonics lessons are taken from a phonics book from Fountas & Pinnell, and based loosely on their monthly schedule of lessons.  As noted earlier, I have to follow the math curriculum set up as is, so there isn't much choice in the matter-that's pretty much a day by day lesson already planned for me.  The first grade teachers do allow for a "game day" Friday, in which the kids rotate through centers which involve "games" based on things they've learned throughout the week.  The writing is the only subject I have complete freedom to cover as I see fit.  Thus far, for the past 4 weeks or so, we've been focusing on what comprises a sentence, and how a sentence is different from a line.
Where do you do this?
I typically plan the units/lessons in the classroom as I have all the materials at the ready, and I am able to make copies as necessary or organize the learning process within the actual space.
What materials do you use?
For social studies & science, I use the "big books" provided by the district.  The classroom teacher has a great supply of science tools should we come across an experiment which can be helpful to the lesson or unit.  For math, I use the teacher's guide for the lessons as well as student workbooks and a "home-links" book for reinforcement.  I also do a review of skills every day in math for which the kids use personal whiteboards and markers.  For full group activities I use the large whiteboard, the easel whiteboard on the carpet and the overhead projector.  Occasionally I will use poster paper, if we are brainstorming something that needs to be used multiple times, or can be shared out in the hallway.  To keep the kids engaged, I do have a jar of sticks with each person's name, to answer as called upon via the pull of a stick.
How do you decide what to teach? How do you decide how to teach it? Give an example from your practice.
I have come to realize that I don't have a lot of flexibility in deciding WHAT to teach.  I basically follow the order of the books provided.  I have begun to adjust the science and social studies to fit with the weekly themes the entire first grade uses.  I do get to decide HOW to teach lessons based on the kids in the classroom.  There are many in the room who need constant action and engagement, or they become distracted.  This is where the personal whiteboards come in handy as well as the name sticks.  If we are having a good day, we will work more on the carpet, or bad days we work more at our desks.  The plan for a specific lesson can change based upon the behavior of the day.  I do feel that I am in a constant state of flux in terms of HOW I teach lessons, because I adapt it to whatever the need is at the time, and I think that helps the kids to tend to respond well.