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7452360-935990Region: __________________District: ________________________School: __________________ Reform Strategy: __________________4000020000Region: __________________District: ________________________School: __________________ Reform Strategy: __________________Unit Theme: 5.1 Communities Create HeroesWeek: # 1Teacher: Subject: English Grade: 5th Date: From ________________ to __________________ 20____ Desired ResultEnduring UnderstandingExample: Students will understand that EU1. Community is created by a sense of connection between its members and their dedication to the wellbeing of their community. EU2. Neighborhoods change slowly over time for a variety of reasons. EU3. Maps provide information on where places are and how to get from place to place. EU4. Some types of language, such as prepositional phrases and affixes, allow us to write and speak with more detail.Assessment EvidenceSummative Evaluation (Performance Task) Before and After Community Maps, Comparing Students, Neighborhood Maps (unit projects, exams, etc.)Learning PlanSuggested Learning Activities:Day 1Day 2Day 3Day 4Day 5Standards ReadingReadingWritingReadingSpeakingExpectations5.R.4I, 5.R.FS.125.S.3, 5.LA.4a, 5.LA.5c, 5.W.45.R.4L, 5.W.45.S.3Academic Strategy Instructional Strategy and PhaseObjectiveAfter reading an informational text, the student will select unknown words from reading to determine meaning using the 5.1 Vocabulary Inference ChartAfter identifying homophones in the reading selection, the student will use context clues to determine the meaning of the word by completing the 5.1 Word Web for HomophonesAfter practicing with word and homophones building a word wall, the students will write a paragraph selecting 3 to 5 homophones from the word wall.Once the student has finished writing the paragraph using homophones, a peer will check the correct usage of homophones by revising the paragraph.As the students finish writing the final draft, they will share by reading the paragraph aloud using English conventions correctly.Depth of Knowledge (DOK)___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended Thinking___ Recall / Memory___ Skill / Concept___ Strategic Thinking___ Extended ThinkingInitial Activities1. The teacher will introduce the unit giving a summary of what is expected.2. The teacher will discuss the importance of decoding blends.3. The students will practice pronunciation of the initial sounds of the blends for this unit as motivational activity.1. The students practice decoding word using a blend pattern. 1. The students practice decoding word using a blend pattern. 2. Review of the Word Web of Homophones in relation to the story1. The students practice decoding word using a blend pattern. 2. The students will review some of the skills used to determine meaning.1. The students will play a card game for blends using 5.1 Blend Cards Development Activities1. Practice of one combination Blend using 5.1 Blends2. The students talk about the illustrations of the reading selection the teacher presents.3. The students and teacher read the selection 4. The students will pair up to find at least 5-8 unknown words in the selection 1. The students will discuss the reading using correct grammar conventions for reading comprehension.2. The teacher will introduce homophones using examples from the reading.3. Select from the reading at least 5 pairs of homophones with a partner 1. The students will review the reading done in class.2.The student will gather the homophone words and write them in cards for word wall1. The students will go over the reading to determine the main idea of the selection.2. The students will finish writing the paragraph using the homophones selected.1. The students will demonstrate they master decoding blends by taking a Spelling Test on the Blends given in class.2. The teacher will give out and discuss with the students a simple rubric for oral reading.Closing ActivitiesStudents will use the 5.1 Vocabulary Inference Chart to assess the meaning of unknown word and or homophones to determine the meaning. The activity will be corrected orally and on the board.The students will use context clues from the reading to determine the meaning of the homophone using Word Web 5.1 for Homophones. The activity will be corrected orally.The students will select homophone pairs form the word wall and they will begin writing a paragraph using the homophones selected.The teacher will pair up the students. Each pair will peer check the paragraph to verify the use of homophones. The teacher will go around the room for assessment.The students will share their paragraph orally. The rest of the class will ask questions on the reading. The teacher will use the Oral Reading Rubric and collect the paragraphs for assessment.Formative Assessment – Other evidence5.1 Vocabulary Inference ChartWord Web 5.1 for HomophonesWord WallPeer CheckOral Reading RubricMaterialsHomeworkDifferentiated Instruction Strategies___ Special Education ___ LSP/LEP___ Section 504 ___ GiftedTeacher Reflection ................
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