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Lesson Plans for Week 29 March 18-22 Teacher: Howard

Subject: ELA

Block: 1, 2, & 3 Types of Instruction Utilized:


Modeling Small Group Instruction
Semester: 2 Guided Practice Hands On Activities
Independent Practice Other:
Whole Group Instruction

Morning Work: ​Unpack, Copy HW


Activity​: 7:50-8:30 PE all week
Focus Groups: ​8:30-9:10- LLI Cycle 4- MAP group Cycle 4/ IXL/Make Up Work/ Reflex
Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.
Standard 11: Analyze and provide evidence of how the author’s choice of point of view, perspective, and purpose shape content, meaning, and style.
Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building
stamina; reflect on and respond to increasingly complex text over time.

Monday Reader’s Workshop Guided/Independent Reading Writer’s Workshop Assessment/Evaluation


Test
TSW examine Quiz
test taking skills
TTW review test taking strategies TTW review TDA and strategies
TSW read with ​brainpop​ and create anchor TTW meet with Groups 3 and 4 with RACES- show examples from Essay
fluently with chart- See picture of RELAX TSW go to library and read state department and discuss Teacher Observation
monitoring and anchor chart before independently or respond to text positive/negative parts Project
comprehension
TSW create a
Journal Entries
TDA TSW help create the anchor chart TSW review TDA as a class and Exit Slips
of strategies- give each table group discuss what makes a good TDA-
the ​character paragraph​ so they can share their TDAs from last week
work together

EQ: How can we use the text to


help describe someone's character?

Tuesday Reader’s Workshop Guided/Independent Reading Writer’s Workshop​- TDA School Assessment/Evaluation
Wide Write Test
TSW examine TTW meet with Groups 1 and 2 Quiz
TTW review test taking strategies
test taking skills with anchor chart and watch TSW go to library and read Essay
TSW read character song​- model examples of independently or respond to text Teacher Observation
fluently with
monitoring and character traits Project
comprehension Journal Entries
TSW create a TSW each table group should Exit Slips
TDA
complete ​“Laundry Duty”​ and
discuss
EQ: How can we use the text to
help describe someone's character?

Wednesday Reader’s Workshop Guided/Independent Reading Writer’s Workshop Assessment/Evaluation


Test
TSW examine Quiz
test taking skills
TTW review test taking strategies TTW meet with Groups 3 and 4 TTW review TDA strategies- discuss
TSW read with anchor chart and watch setting TSW go to library and read how to answer yesterday’s TDA Essay
fluently with brainpopjr​- model examples of independently or respond to text Teacher Observation
monitoring and setting TSW work in groups to discuss Project
comprehension
TSW create a TSW each table group should answers- share TDAs under the Journal Entries
TDA complete ​“Family Reunion”​ and document camera and discuss Exit Slips
discuss positives/ negatives
EQ: How can we use the text to
describe the setting?

Thursday Reader’s Workshop Guided/Independent Reading Writer’s Workshop Assessment/Evaluation


Test
TSW examine TTW review test taking strategies TTW meet with Groups 1 and 2 TTW model answering the TDA and Quiz
test taking skills
TSW read with anchor chart and watch ​POV TSW go to library and read receive input from the students Essay
fluently with brainpop independently or respond to text Teacher Observation
monitoring and TSW each table group should TSW discuss in groups how to write Project
comprehension Journal Entries
TSW create a complete ​“Coyote Hill”​ and the introduction, body, and
TDA discuss conclusion Exit Slips
EQ: How can we use the text to
find the POV?

Friday Reader’s Workshop Guided/Independent Reading Writer’s Workshop Assessment/Evaluation


Test
TSW examine Quiz
test taking skills TTW review ​idioms with song​ and TTW lead a discussion of possible Essay
TSW read
fluently with model test taking strategies F&P assessments and portfolios free writing topics Teacher Observation
monitoring and TSW work as a whole group to Project
comprehension review ​idioms​ as time allows TSW free write as time allows Journal Entries
TSW create a
TDA EQ: How can we make our writing Exit Slips
more interesting?

ELA for Today Assessment


Lesson Plans for Week 30 March 25-29 Teacher: Howard
Subject: ELA

Block: 1, 2, & 3 Types of Instruction Utilized:


Modeling Small Group Instruction
Semester: 2 Guided Practice Hands On Activities
Independent Practice Other:
Whole Group Instruction

Morning Work: ​Unpack, Copy HW


Activity​: 7:50-8:30 Innov8 all week
Focus Groups: ​8:30-9:10- LLI Cycle 4- MAP group Cycle 4/ IXL/Make Up Work/ Reflex
Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building
stamina; reflect on and respond to increasingly complex text over time.
Standard 12: Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.
Standard 6: Summarize key details and ideas to support analysis of thematic development.
Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

Monday Reader’s Workshop Guided/Independent Reading Writer’s Workshop Assessment/Evaluation


Test
TSW analyze Quiz
literature, poetry,
TTW review test taking strategies TTW review TDA and strategies
and drama with RELAX- review different TTW meet with Groups 3 and 4 with RACES- model how to Essay
TSW read types of literature: stories, drama, TSW go to library and read highlight/ analyze question and use Teacher Observation
fluently with and poems with pg. ​72-73​ then independently or respond to text strategies to start TDA- provide time Project
monitoring and
comprehension watch ​brainpop on drama to share their thinking- possibly have Journal Entries
TSW create a time to model an introduction Exit Slips
TDA TSW read examples of drama and
poetry and answer questions as a TSW pull up ​“Climb to the Sky”​ in
group- discuss as a class Google classroom- analyze by
highlighting and discuss with table
EQ: How can we know what type groups how to answer the TDA-
of literature we are reading? share as a class- possibly start an
introduction
Tuesday Reader’s Workshop Guided/Independent Reading Writer’s Workshop Assessment/Evaluation
Test
TSW analyze TTW meet with Groups 1 and 2 Quiz
literature, poetry,
TTW review different types of TTW review the TDA question and
and drama fiction: myth, legend, folktale, TSW go to library and read answer-read intro out loud- model Essay
TSW read fairy tale, and fable with pg. ​84-85 independently or respond to text highlighting evidence as class Teacher Observation
fluently with then watch ​brainpop on theme discusses how to answer- model if Project
monitoring and
comprehension TSW share examples of each genre time allows at the end to close lesson Journal Entries
TSW create a as teacher leads discussion- read Exit Slips
TDA “The Gnat and the Bull” answer TSW find evidence of Doug’s
questions and discuss patience and carefulness to share
with the class and highlight- begin
EQ: How can we know what type writing body paragraphs and share as
of literature we are reading? time allows

Wednesday Reader’s Workshop Guided/Independent Reading Writer’s Workshop Assessment/Evaluation


Test
TSW analyze Quiz
literature, poetry,
TTW review test taking strategies TTW meet with Groups 3 and 4 TTW review TDA strategies- read
and drama with RELAX- review how to TSW go to library and read aloud body paragraph to review- Essay
TSW read compare and contrast independently or respond to text allow time to finish body paragraphs Teacher Observation
fluently with (alike/different) use ​examples from Project
monitoring and
comprehension practice​- then watch​ flocabulary TSW work in groups to discuss Journal Entries
TSW create a song answers and share body paragraphs- Exit Slips
TDA edit and revise: discuss good things
TSW read stories about “Brian” they have done and what they should
and answer questions as a table add to their writing
group- share and discuss as a class

EQ: How do you compare and


contrast?

Thursday Reader’s Workshop Guided/Independent Reading Writer’s Workshop Assessment/Evaluation


Test
TSW analyze TTW review how ​illustrations and TTW meet with Groups 1 and 2 TTW review TDA strategies- model Quiz
literature, poetry,
and drama maps​ help the reader with the TSW go to library and read closing paragraph- allow time to Essay
TSW read examples from the practice book- independently or respond to text finish body paragraphs and start Teacher Observation
fluently with answer and discuss as a class closing Project
monitoring and
comprehension Journal Entries
TSW create a TSW complete​ cumulative TSW work in groups to finish Exit Slips
TDA
assessment ​independently- closings and share with a friend at
continue working while guided their table- edit and revise: discuss
reading groups are pulled good things they have done and what
Answer in ​google form they should add to their writing

EQ: Why are illustrations


important?

Friday Reader’s Workshop Guided/Independent Reading Writer’s Workshop Assessment/Evaluation


Test
TSW analyze TTW review directions for TTW allow students to share good Quiz
literature, poetry,
and drama assessments and RELAX strategies F&P assessments and portfolios examples of TDA’s under the Essay
TSW read document camera- lead a discussion Teacher Observation
fluently with TSW allow time to finish of possible free writing topics Project
monitoring and Journal Entries
comprehension cumulative assessment and ELA
TSW create a for Today TSW finish TDA’s and free write as Exit Slips
TDA time allows
ELA for Today Assessment