Date: February 28, 2017

Time: 8:00-8:30
Subject: Writing
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Writing
Summary of previous lessons you are building upon:
Narrative Writing or Research
Context (size of groups, where lesson will take place):
Individual or small group (student choice)
Students will seat where they feel they will work most effectively
Materials:
Writers Notebook
Vocabulary (kid-friendly):
Edit
Proofread
Revise
Punctuation
Objectives:
SWBAT revise a story to ensure it includes all the writing musts.
*ELP Standard(s)/ Performance Indicator (s):

Revising a student draft as a class, in small groups and independently with audience and
purpose in mind for: word choice sequence of ideas (introduction, body, conclusion) adding/deleting/
moving supporting details effective transitions sentence structure (combining/adding/ deleting,
complete and varied sentences) using revision tools. (checklists, rubrics, and reference materials) III-
W-3:HI-4 5.W.4;5
Standards:
5.W.2a-e Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to
aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
Procedure:
1. Anticipatory Set
2. Activity
a. Students will continue to add to, revise, edit, and proofread their current stories.
3. Closing
Evaluation/Assessment:
Language Support:
Students can use their native language to write in if needed
Date: February 28, 2017
Time: 9:00-9:20
Subject: Grammar
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Paragraphs
Summary of previous lessons you are building upon:
Paragraph Writing
Context (size of groups, where lesson will take place):
Whole class
At library
Materials:
White board
Vocabulary (kid-friendly):
Paragraph: group of sentences about one main idea or one topic
Objectives:
SWBAT write their own paragraph using the T.E.E.E.C
*ELP Standard(s)/ Performance Indicator (s):
Revising a student draft as a class, in small groups and independently with audience and
purpose in mind for: word choice sequence of ideas (introduction, body, conclusion) adding/deleting/
moving supporting details effective transitions sentence structure (combining/adding/ deleting,
complete and varied sentences) using revision tools. (checklists, rubrics, and reference materials) III-
W-3:HI-4 5.W.4;5
Standards:
5.W.2a-e Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group
related information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
Procedure:
1. Anticipatory Set
a. Review definition for paragraph
b. Review the T.E.E.E.C paragraph format
2. Activity
a. Model structure of T.E.E.E.C paragraph on board
i. Topic sentence
ii. Explain in more detail (x3)
iii. Concluding sentence
3. Closing
a. Re-cap T.E.E.E.C format
Evaluation/Assessment:
Student will write their own T.E.E.E.C paragraph with a partner
Language Support:
Work with partner
Use students own language for support
Date: February 28, 2017
Time: 9:20-9:40
Subject: Picture Book Read-Aloud
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Picture Book Read-Aloud
Summary of previous lessons you are building upon:
NA
Context (size of groups, where lesson will take place):
Whole Class
In Class Library
Materials:
The Color of Us by Karen Katz
Vocabulary (kid-friendly):
Cause/Effect: One event makes another event happen
Objectives:
SWBAT identify cause and effect events in a book.
*ELP Standard(s)/ Performance Indicator (s):
Compare and contrast fiction with nonfiction III-R-4:HI-1
Identify the cause and effect relationship of two related events in a literary selection III-R-4:B-LI-
12
Compare and contrast two characters within a fictional text III-R-4:B-LI-18 5.RL.3
Compare and contrast two items within an expository text III-R-4:B-LI-30 5.RI.3
Standards:
5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.
Procedure:
1. Anticipatory Set
2. Activity
a. The Color of Us by Karen Katz
3. Closing
Evaluation/Assessment:
Language Support:
Date: February 28, 2017
Time: 9:50-10:20
Subject: Daily 5 (Read to Self)
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Read to Self
Summary of previous lessons you are building upon:
Just-RIght Book Choice and encouraging love of reading
Context (size of groups, where lesson will take place):
Independent Reading
Students will seat where they feel they will work most effectively
Materials:
Independent Reading Book
Vocabulary (kid-friendly):
Cause/Effect: One event makes another event happen
Objectives:
SWBAT identify cause and effect events in a book.
*ELP Standard(s)/ Performance Indicator (s):
Compare and contrast fiction with nonfiction III-R-4:HI-1
Identify the cause and effect relationship of two related events in a literary selection III-R-4:B-LI-
12
Compare and contrast two characters within a fictional text III-R-4:B-LI-18 5.RL.3
Compare and contrast two items within an expository text III-R-4:B-LI-30 5.RI.3
Standards:
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.
Procedure:
1. Anticipatory Set
2. Activity
a. Students will choose an independent book and read to themselves while looking
for cause/effect in their text.
3. Closing
Evaluation/Assessment:
Language Support:
Date: February 28, 2017
Time: 10:20-10:40
Subject: Chapter Book Read-Aloud
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Chapter Book Read-Aloud
Summary of previous lessons you are building upon:
Read past chapters
Context (size of groups, where lesson will take place):
Whole Class
In Class Library
Materials:
Scar Island by Dan Gemeinhart
Vocabulary (kid-friendly):
Cause/Effect: One event makes another event happen
Objectives:
SWBAT identify cause and effect events in a book.
*ELP Standard(s)/ Performance Indicator (s):
Compare and contrast fiction with nonfiction III-R-4:HI-1
Identify the cause and effect relationship of two related events in a literary selection III-R-4:B-LI-
12
Compare and contrast two characters within a fictional text III-R-4:B-LI-18 5.RL.3
Compare and contrast two items within an expository text III-R-4:B-LI-30 5.RI.3
Standards:
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.
Procedure:
1. Anticipatory Set
2. Activity
a. Read Scar Island by Dan Gemeinhart.
3. Closing
Evaluation/Assessment:
Language Support:
Date: February 28, 2017
Time: 10:20-11:30
Subject: P.E.
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Soccer
Summary of previous lessons you are building upon:
Soccer tournament
Context (size of groups, where lesson will take place):
Whole class
Outside
Materials:
Soccer ball
Vocabulary (kid-friendly):

Complete sentences
Objectives:
SWBAT use complete sentences while interacting with kids.
*ELP Standard(s)/ Performance Indicator (s):
Participate in socio-functional communication tasks using complete sentences III-LS-2:B-HI-4
5.SL.1
Standards:
NA
Procedure:
1. Anticipatory Set
2. Activity
a. Students will play soccer while using complete sentences to strategize the plays.
3. Closing
Evaluation/Assessment:
Listening to students use complete sentences while playing the game
Language Support:
Date: February 28, 2017
Time: 11:20-12:00
Subject: Daily 5
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Reading or Writing
Summary of previous lessons you are building upon:
Students will read or write stories they are reading or writing respectively.
Just-Right Book Choice and encouraging love of reading
Context (size of groups, where lesson will take place):
Individual or small group (student choice)
Students will seat where they feel they will work most effectively
Materials:
Independent Reading Book
Writers Notebook
Vocabulary (kid-friendly):
Edit
Proofread
Revise
Punctuation
Cause/effect
Objectives:
SWBAT revise a story to ensure it includes all the writing musts.
Compare and contrast fiction with nonfiction III-R-4:HI-1
Identify the cause and effect relationship of two related events in a literary selection III-R-4:B-LI-
12
Compare and contrast two characters within a fictional text III-R-4:B-LI-18 5.RL.3
Compare and contrast two items within an expository text III-R-4:B-LI-30 5.RI.3
*ELP Standard(s)/ Performance Indicator (s):

Revising a student draft as a class, in small groups and independently with audience and
purpose in mind for: word choice sequence of ideas (introduction, body, conclusion) adding/deleting/
moving supporting details effective transitions sentence structure (combining/adding/ deleting,
complete and varied sentences) using revision tools. (checklists, rubrics, and reference materials) III-
W-3:HI-4 5.W.4;5
Answer literal (i.e., Yes/No, who, what, where, when, why, which and how) and/or personal
response questions about text III-R-4:B-HI-3 5.RL.9
Standards:
5.W.2a-e Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to
aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
 e. Provide a concluding statement or section related to the information or explanation
presented.
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.
Procedure:
1. Anticipatory Set
2. Activity
a. Students will continue to add to, revise, edit, and proofread their current stories.
b. Students will choose an independent book and read to themselves while looking
at the cause/effect of their text
3. Closing
Evaluation/Assessment:
Language Support:
Students can use their native language to write in if needed
Date: February 28, 2017
Time: 12:00-12:20 and 1:00-1:45
Subject: Math
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Volume
Summary of previous lessons you are building upon:
New Lesson
Context (size of groups, where lesson will take place):
Whole Class
In seats
Materials:
Math Notebook
Engage NY Curriculum
Unifix cubes
Vocabulary (kid-friendly):
Volume
Area
Objectives:
Explore volume by building with and counting unit cubes
*ELP Standard(s)/ Performance Indicator (s):
Communicate orally by presenting dialogue, skits and drama using appropriate rhythm, rate,
phrasing and expression. (math, science, social studies) III-LS-2:B-HI-2 5.SL.6
Participate in socio-functional communication tasks using complete sentences III-LS-2:B-HI-4
5.SL.1
Standards:
Multiply Whole Numbers TImes Fractions Using Two Methods 5.NF.4
Find the Area 4.MD.4
Procedure:
1. Anticipatory Set
a. Fraction multiplication
b. Find the area
2. Activity
a. Find volume using cubes
b. Build a structure with a given volume using cubes
c. Isometric paper
3. Closing
a. Fraction interventions
Evaluation/Assessment:
Checking Engage NY Problem Set in Math Notebooks
Language Support:
Use of Native language for support
Groups