Template for Instructor's Guide



| |

|Domain Instructional Overview |

|The Big Idea |

|Write a sentence that states the central idea of the domain. The big ideas for many Core Knowledge domains are listed in the Teacher Handbook. You can |

|also create your own “big idea” that represents the enduring understandings built through the unit. |

|Content Objectives |

|Lessons |Measurable Core Knowledge Objectives |

|List the lesson #(s) that |List the content guidelines from your domain map here. (Most will need to be rewritten as measurable objectives.) |

|address the Objectives | |

|Language Art Objectives |

|Lessons |Measureable Core Knowledge Objectives |

|List the lesson #(s) that |List the ELA objectives from your domain map here. (Some may need to be rewritten as measurable objectives.) |

|address the Objectives | |

|Domain Lessons (Each domain will consist of a 8-12 lessons that span two or more weeks.) |

|Craft a title and brief lesson description that indicates the instructional focus of the domain lesson. List the read-aloud texts that will be used in |

|the lesson. (From this overview, you will create your individual domain-based lessons. |

|Lesson 1: Title |

|Description: |

|Read-Aloud: (if used in this lesson) |

|Lesson 2: Title |

|Description: |

|Read-Aloud: (if used in this lesson) |

|Lesson 3: Title |

|Description: |

|Read-Aloud: (if used in this lesson) |

|Lesson4: Title |

|Description: |

|Read-Aloud: (if used in this lesson) |

|Lesson 5: Title |

|Description: |

|Read-Aloud: (if used in this lesson) |

|Lesson 6: Title |

|Description: |

|Read-Aloud: (if used in this lesson) |

|Lesson 7: Title |

|Description: |

|Read-Aloud: (if used in this lesson) |

|Lesson 8: Title |

|Description: |

|Read-Aloud: (if used in this lesson) |

|Lesson 9: Title |

|Description: |

|Read-Aloud: (if used in this lesson) |

|Lesson 10: Title |

|Description: |

|Read-Aloud: (if used in this lesson) |

|(Add or delete cells as needed.) |

|The Big Idea |

|Write a sentence that states the central idea of the domain. |

|Prior Knowledge |

|Previously Learned Content |

|List the Core Knowledge content and skill objectives from previous grades that will support acquisition of the content and skill objectives in this lesson. These |

|may come from the “What Students Should Already Know” sections of the Core Knowledge teacher handbook. |

|Prerequisite Skills |

|List any other prerequisite language art skills that may be required for this lesson. |

|Lesson Objectives |

|Content Objectives |

|List the Core Knowledge content objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge|

|Sequence. They outline what key knowledge students will acquire during the lesson. |

|Language Art Objectives |

|List the Core Knowledge skill objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge |

|Sequence. They outline what students will be able to do as a result of the lesson. |

|Cross-curricular Connections |

|List opportunities to tie content, from other subject areas of the current grade of the Core Knowledge Sequence, to the content of this lesson. |

|Sayings and Phrases (optional) |

|List any sayings and phrases from the current grade of the Core Knowledge Sequence that are appropriate to include in the context of this lesson. Write a brief |

|description of the activity. |

|Core Vocabulary (3-5 words) |

|Tier 2 Words |

|List any general academic words targeted for the lesson. Most of these words are likely to appear frequently in a wide variety of texts and in written an oral |

|language (Beck and Kucan 2002). |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Tier 3 Words |

|List any domain / content specific words targeted for the lesson. These words are likely to appear in multiple lessons from this domain. |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Read-Aloud |

|List the title and author for the read-aloud used in the lesson. In addition, include ISBN numbers, e.g.: |

|A Walk Across America by Peter Jenkins (ISBN 0449204553) |

|Materials |

|List any materials used to conduct the lesson. These include any handouts, instructional masters, graphic organizers, supplies, etc. |

|Procedure and Activities |

|List the scope and sequence of the lesson as a set of numbered steps. Always begin a lesson by activating prior knowledge or reviewing previously learned content.|

|Comprehension Questions |

|List 5-7 discussion questions that incorporate vocabulary from the read-aloud or provide students with the opportunity to use read aloud vocabulary in their |

|responses. |

|Extension (optional) |

|List extensions that provide students with additional opportunities to hear and use the language of the unit or domain. For nonfiction domains, the intent and |

|focus of all the activities should clearly be on providing contexts in which children can listen to and talk about the content they are studying. As the children |

|share, teachers should repeat and expand upon each response using richer and more complex language, including, if possible, any core vocabulary. Extensions should|

|last approximately twenty minutes and teachers should choose between one and two activities. |

|Scaffolding and Support |

|Identify how you will provide additional support or scaffold learning and the types of learners this will impact. |

|Assessment and Evaluation |

|Ongoing Assessment |

|Identify the methods used to assess learning during the lesson. |

|Summative Evaluation |

|Identify the methods used to assess learning at the end of the lesson. |

|Bibliography |

|List all books and materials used in writing and teaching this lesson. Provide complete bibliographic information as noted in the Chicago Manual of Style. In |

|addition, include ISBN numbers, e.g.: |

|Hirsch, E.D. Jr. What Your First Grader Needs to Know: Fundamentals of a Good First-Grade Education (The Core Knowledge Series). Revised ed. New York: Delta, 1998.|

|(ISBN 978-0385319874) |

|The Big Idea |

|Write a sentence that states the central idea of the domain. |

|Prior Knowledge |

|Previously Learned Content |

|List the Core Knowledge content and skill objectives from previous grades that will support acquisition of the content and skill objectives in this lesson. These |

|may come from the “What Students Should Already Know” sections of the Core Knowledge teacher handbook. |

|Prerequisite Skills |

|List any other prerequisite language art skills that may be required for this lesson. |

|Lesson Objectives |

|Content Objectives |

|List the Core Knowledge content objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge|

|Sequence. They outline what key knowledge students will acquire during the lesson. |

|Language Art Objectives |

|List the Core Knowledge skill objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge |

|Sequence. They outline what students will be able to do as a result of the lesson. |

|Cross-curricular Connections |

|List opportunities to tie content, from other subject areas of the current grade of the Core Knowledge Sequence, to the content of this lesson. |

|Sayings and Phrases (optional) |

|List any sayings and phrases from the current grade of the Core Knowledge Sequence that are appropriate to include in the context of this lesson. Write a brief |

|description of the activity. |

|Core Vocabulary (3-5 words) |

|Tier 2 Words |

|List any general academic words targeted for the lesson. Most of these words are likely to appear frequently in a wide variety of texts and in written an oral |

|language (Beck and Kucan 2002). |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Tier 3 Words |

|List any domain / content specific words targeted for the lesson. These words are likely to appear in multiple lessons from this domain. |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Read-Aloud |

|List the title and author for the read-aloud used in the lesson. In addition, include ISBN numbers, e.g.: |

|A Walk Across America by Peter Jenkins (ISBN 0449204553) |

|Materials |

|List any materials used to conduct the lesson. These include any handouts, instructional masters, graphic organizers, supplies, etc. |

|Procedure and Activities |

|List the scope and sequence of the lesson as a set of numbered steps. Always begin a lesson by activating prior knowledge or reviewing previously learned content.|

|Comprehension Questions |

|List 5-7 discussion questions that incorporate vocabulary from the read-aloud or provide students with the opportunity to use read aloud vocabulary in their |

|responses. |

|Extension (optional) |

|List extensions that provide students with additional opportunities to hear and use the language of the unit or domain. For nonfiction domains, the intent and |

|focus of all the activities should clearly be on providing contexts in which children can listen to and talk about the content they are studying. As the children |

|share, teachers should repeat and expand upon each response using richer and more complex language, including, if possible, any core vocabulary. Extensions should|

|last approximately twenty minutes and teachers should choose between one and two activities. |

|Scaffolding and Support |

|Identify how you will provide additional support or scaffold learning and the types of learners this will impact. |

|Assessment and Evaluation |

|Ongoing Assessment |

|Identify the methods used to assess learning during the lesson. |

|Summative Evaluation |

|Identify the methods used to assess learning at the end of the lesson. |

|Bibliography |

|List all books and materials used in writing and teaching this lesson. Provide complete bibliographic information as noted in the Chicago Manual of Style. In |

|addition, include ISBN numbers, e.g.: |

|Hirsch, E.D. Jr. What Your First Grader Needs to Know: Fundamentals of a Good First-Grade Education (The Core Knowledge Series). Revised ed. New York: Delta, 1998.|

|(ISBN 978-0385319874) |

|The Big Idea |

|Write a sentence that states the central idea of the domain. |

|Prior Knowledge |

|Previously Learned Content |

|List the Core Knowledge content and skill objectives from previous grades that will support acquisition of the content and skill objectives in this lesson. These |

|may come from the “What Students Should Already Know” sections of the Core Knowledge teacher handbook. |

|Prerequisite Skills |

|List any other prerequisite language art skills that may be required for this lesson. |

|Lesson Objectives |

|Content Objectives |

|List the Core Knowledge content objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge|

|Sequence. They outline what key knowledge students will acquire during the lesson. |

|Language Art Objectives |

|List the Core Knowledge skill objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge |

|Sequence. They outline what students will be able to do as a result of the lesson. |

|Cross-curricular Connections |

|List opportunities to tie content, from other subject areas of the current grade of the Core Knowledge Sequence, to the content of this lesson. |

|Sayings and Phrases (optional) |

|List any sayings and phrases from the current grade of the Core Knowledge Sequence that are appropriate to include in the context of this lesson. Write a brief |

|description of the activity. |

|Core Vocabulary (3-5 words) |

|Tier 2 Words |

|List any general academic words targeted for the lesson. Most of these words are likely to appear frequently in a wide variety of texts and in written an oral |

|language (Beck and Kucan 2002). |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Tier 3 Words |

|List any domain / content specific words targeted for the lesson. These words are likely to appear in multiple lessons from this domain. |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Read-Aloud |

|List the title and author for the read-aloud used in the lesson. In addition, include ISBN numbers, e.g.: |

|A Walk Across America by Peter Jenkins (ISBN 0449204553) |

|Materials |

|List any materials used to conduct the lesson. These include any handouts, instructional masters, graphic organizers, supplies, etc. |

|Procedure and Activities |

|List the scope and sequence of the lesson as a set of numbered steps. Always begin a lesson by activating prior knowledge or reviewing previously learned content.|

|Comprehension Questions |

|List 5-7 discussion questions that incorporate vocabulary from the read-aloud or provide students with the opportunity to use read aloud vocabulary in their |

|responses. |

|Extension (optional) |

|List extensions that provide students with additional opportunities to hear and use the language of the unit or domain. For nonfiction domains, the intent and |

|focus of all the activities should clearly be on providing contexts in which children can listen to and talk about the content they are studying. As the children |

|share, teachers should repeat and expand upon each response using richer and more complex language, including, if possible, any core vocabulary. Extensions should|

|last approximately twenty minutes and teachers should choose between one and two activities. |

|Scaffolding and Support |

|Identify how you will provide additional support or scaffold learning and the types of learners this will impact. |

|Assessment and Evaluation |

|Ongoing Assessment |

|Identify the methods used to assess learning during the lesson. |

|Summative Evaluation |

|Identify the methods used to assess learning at the end of the lesson. |

|Bibliography |

|List all books and materials used in writing and teaching this lesson. Provide complete bibliographic information as noted in the Chicago Manual of Style. In |

|addition, include ISBN numbers, e.g.: |

|Hirsch, E.D. Jr. What Your First Grader Needs to Know: Fundamentals of a Good First-Grade Education (The Core Knowledge Series). Revised ed. New York: Delta, 1998.|

|(ISBN 978-0385319874) |

|The Big Idea |

|Write a sentence that states the central idea of the domain. |

|Prior Knowledge |

|Previously Learned Content |

|List the Core Knowledge content and skill objectives from previous grades that will support acquisition of the content and skill objectives in this lesson. These |

|may come from the “What Students Should Already Know” sections of the Core Knowledge teacher handbook. |

|Prerequisite Skills |

|List any other prerequisite language art skills that may be required for this lesson. |

|Lesson Objectives |

|Content Objectives |

|List the Core Knowledge content objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge|

|Sequence. They outline what key knowledge students will acquire during the lesson. |

|Language Art Objectives |

|List the Core Knowledge skill objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge |

|Sequence. They outline what students will be able to do as a result of the lesson. |

|Cross-curricular Connections |

|List opportunities to tie content, from other subject areas of the current grade of the Core Knowledge Sequence, to the content of this lesson. |

|Sayings and Phrases (optional) |

|List any sayings and phrases from the current grade of the Core Knowledge Sequence that are appropriate to include in the context of this lesson. Write a brief |

|description of the activity. |

|Core Vocabulary (3-5 words) |

|Tier 2 Words |

|List any general academic words targeted for the lesson. Most of these words are likely to appear frequently in a wide variety of texts and in written an oral |

|language (Beck and Kucan 2002). |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Tier 3 Words |

|List any domain / content specific words targeted for the lesson. These words are likely to appear in multiple lessons from this domain. |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Read-Aloud |

|List the title and author for the read-aloud used in the lesson. In addition, include ISBN numbers, e.g.: |

|A Walk Across America by Peter Jenkins (ISBN 0449204553) |

|Materials |

|List any materials used to conduct the lesson. These include any handouts, instructional masters, graphic organizers, supplies, etc. |

|Procedure and Activities |

|List the scope and sequence of the lesson as a set of numbered steps. Always begin a lesson by activating prior knowledge or reviewing previously learned content.|

|Comprehension Questions |

|List 5-7 discussion questions that incorporate vocabulary from the read-aloud or provide students with the opportunity to use read aloud vocabulary in their |

|responses. |

|Extension (optional) |

|List extensions that provide students with additional opportunities to hear and use the language of the unit or domain. For nonfiction domains, the intent and |

|focus of all the activities should clearly be on providing contexts in which children can listen to and talk about the content they are studying. As the children |

|share, teachers should repeat and expand upon each response using richer and more complex language, including, if possible, any core vocabulary. Extensions should|

|last approximately twenty minutes and teachers should choose between one and two activities. |

|Scaffolding and Support |

|Identify how you will provide additional support or scaffold learning and the types of learners this will impact. |

|Assessment and Evaluation |

|Ongoing Assessment |

|Identify the methods used to assess learning during the lesson. |

|Summative Evaluation |

|Identify the methods used to assess learning at the end of the lesson. |

|Bibliography |

|List all books and materials used in writing and teaching this lesson. Provide complete bibliographic information as noted in the Chicago Manual of Style. In |

|addition, include ISBN numbers, e.g.: |

|Hirsch, E.D. Jr. What Your First Grader Needs to Know: Fundamentals of a Good First-Grade Education (The Core Knowledge Series). Revised ed. New York: Delta, 1998.|

|(ISBN 978-0385319874) |

|The Big Idea |

|Write a sentence that states the central idea of the domain. |

|Prior Knowledge |

|Previously Learned Content |

|List the Core Knowledge content and skill objectives from previous grades that will support acquisition of the content and skill objectives in this lesson. These |

|may come from the “What Students Should Already Know” sections of the Core Knowledge teacher handbook. |

|Prerequisite Skills |

|List any other prerequisite language art skills that may be required for this lesson. |

|Lesson Objectives |

|Content Objectives |

|List the Core Knowledge content objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge|

|Sequence. They outline what key knowledge students will acquire during the lesson. |

|Language Art Objectives |

|List the Core Knowledge skill objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge |

|Sequence. They outline what students will be able to do as a result of the lesson. |

|Cross-curricular Connections |

|List opportunities to tie content, from other subject areas of the current grade of the Core Knowledge Sequence, to the content of this lesson. |

|Sayings and Phrases (optional) |

|List any sayings and phrases from the current grade of the Core Knowledge Sequence that are appropriate to include in the context of this lesson. Write a brief |

|description of the activity. |

|Core Vocabulary (3-5 words) |

|Tier 2 Words |

|List any general academic words targeted for the lesson. Most of these words are likely to appear frequently in a wide variety of texts and in written an oral |

|language (Beck and Kucan 2002). |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Tier 3 Words |

|List any domain / content specific words targeted for the lesson. These words are likely to appear in multiple lessons from this domain. |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Read-Aloud |

|List the title and author for the read-aloud used in the lesson. In addition, include ISBN numbers, e.g.: |

|A Walk Across America by Peter Jenkins (ISBN 0449204553) |

|Materials |

|List any materials used to conduct the lesson. These include any handouts, instructional masters, graphic organizers, supplies, etc. |

|Procedure and Activities |

|List the scope and sequence of the lesson as a set of numbered steps. Always begin a lesson by activating prior knowledge or reviewing previously learned content.|

|Comprehension Questions |

|List 5-7 discussion questions that incorporate vocabulary from the read-aloud or provide students with the opportunity to use read aloud vocabulary in their |

|responses. |

|Extension (optional) |

|List extensions that provide students with additional opportunities to hear and use the language of the unit or domain. For nonfiction domains, the intent and |

|focus of all the activities should clearly be on providing contexts in which children can listen to and talk about the content they are studying. As the children |

|share, teachers should repeat and expand upon each response using richer and more complex language, including, if possible, any core vocabulary. Extensions should|

|last approximately twenty minutes and teachers should choose between one and two activities. |

|Scaffolding and Support |

|Identify how you will provide additional support or scaffold learning and the types of learners this will impact. |

|Assessment and Evaluation |

|Ongoing Assessment |

|Identify the methods used to assess learning during the lesson. |

|Summative Evaluation |

|Identify the methods used to assess learning at the end of the lesson. |

|Bibliography |

|List all books and materials used in writing and teaching this lesson. Provide complete bibliographic information as noted in the Chicago Manual of Style. In |

|addition, include ISBN numbers, e.g.: |

|Hirsch, E.D. Jr. What Your First Grader Needs to Know: Fundamentals of a Good First-Grade Education (The Core Knowledge Series). Revised ed. New York: Delta, 1998.|

|(ISBN 978-0385319874) |

|The Big Idea |

|Write a sentence that states the central idea of the domain. |

|Prior Knowledge |

|Previously Learned Content |

|List the Core Knowledge content and skill objectives from previous grades that will support acquisition of the content and skill objectives in this lesson. These |

|may come from the “What Students Should Already Know” sections of the Core Knowledge teacher handbook. |

|Prerequisite Skills |

|List any other prerequisite language art skills that may be required for this lesson. |

|Lesson Objectives |

|Content Objectives |

|List the Core Knowledge content objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge|

|Sequence. They outline what key knowledge students will acquire during the lesson. |

|Language Art Objectives |

|List the Core Knowledge skill objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge |

|Sequence. They outline what students will be able to do as a result of the lesson. |

|Cross-curricular Connections |

|List opportunities to tie content, from other subject areas of the current grade of the Core Knowledge Sequence, to the content of this lesson. |

|Sayings and Phrases (optional) |

|List any sayings and phrases from the current grade of the Core Knowledge Sequence that are appropriate to include in the context of this lesson. Write a brief |

|description of the activity. |

|Core Vocabulary (3-5 words) |

|Tier 2 Words |

|List any general academic words targeted for the lesson. Most of these words are likely to appear frequently in a wide variety of texts and in written an oral |

|language (Beck and Kucan 2002). |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Tier 3 Words |

|List any domain / content specific words targeted for the lesson. These words are likely to appear in multiple lessons from this domain. |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Read-Aloud |

|List the title and author for the read-aloud used in the lesson. In addition, include ISBN numbers, e.g.: |

|A Walk Across America by Peter Jenkins (ISBN 0449204553) |

|Materials |

|List any materials used to conduct the lesson. These include any handouts, instructional masters, graphic organizers, supplies, etc. |

|Procedure and Activities |

|List the scope and sequence of the lesson as a set of numbered steps. Always begin a lesson by activating prior knowledge or reviewing previously learned content.|

|Comprehension Questions |

|List 5-7 discussion questions that incorporate vocabulary from the read-aloud or provide students with the opportunity to use read aloud vocabulary in their |

|responses. |

|Extension (optional) |

|List extensions that provide students with additional opportunities to hear and use the language of the unit or domain. For nonfiction domains, the intent and |

|focus of all the activities should clearly be on providing contexts in which children can listen to and talk about the content they are studying. As the children |

|share, teachers should repeat and expand upon each response using richer and more complex language, including, if possible, any core vocabulary. Extensions should|

|last approximately twenty minutes and teachers should choose between one and two activities. |

|Scaffolding and Support |

|Identify how you will provide additional support or scaffold learning and the types of learners this will impact. |

|Assessment and Evaluation |

|Ongoing Assessment |

|Identify the methods used to assess learning during the lesson. |

|Summative Evaluation |

|Identify the methods used to assess learning at the end of the lesson. |

|Bibliography |

|List all books and materials used in writing and teaching this lesson. Provide complete bibliographic information as noted in the Chicago Manual of Style. In |

|addition, include ISBN numbers, e.g.: |

|Hirsch, E.D. Jr. What Your First Grader Needs to Know: Fundamentals of a Good First-Grade Education (The Core Knowledge Series). Revised ed. New York: Delta, 1998.|

|(ISBN 978-0385319874) |

|The Big Idea |

|Write a sentence that states the central idea of the domain. |

|Prior Knowledge |

|Previously Learned Content |

|List the Core Knowledge content and skill objectives from previous grades that will support acquisition of the content and skill objectives in this lesson. These |

|may come from the “What Students Should Already Know” sections of the Core Knowledge teacher handbook. |

|Prerequisite Skills |

|List any other prerequisite language art skills that may be required for this lesson. |

|Lesson Objectives |

|Content Objectives |

|List the Core Knowledge content objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge|

|Sequence. They outline what key knowledge students will acquire during the lesson. |

|Language Art Objectives |

|List the Core Knowledge skill objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge |

|Sequence. They outline what students will be able to do as a result of the lesson. |

|Cross-curricular Connections |

|List opportunities to tie content, from other subject areas of the current grade of the Core Knowledge Sequence, to the content of this lesson. |

|Sayings and Phrases (optional) |

|List any sayings and phrases from the current grade of the Core Knowledge Sequence that are appropriate to include in the context of this lesson. Write a brief |

|description of the activity. |

|Core Vocabulary (3-5 words) |

|Tier 2 Words |

|List any general academic words targeted for the lesson. Most of these words are likely to appear frequently in a wide variety of texts and in written an oral |

|language (Beck and Kucan 2002). |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Tier 3 Words |

|List any domain / content specific words targeted for the lesson. These words are likely to appear in multiple lessons from this domain. |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Read-Aloud |

|List the title and author for the read-aloud used in the lesson. In addition, include ISBN numbers, e.g.: |

|A Walk Across America by Peter Jenkins (ISBN 0449204553) |

|Materials |

|List any materials used to conduct the lesson. These include any handouts, instructional masters, graphic organizers, supplies, etc. |

|Procedure and Activities |

|List the scope and sequence of the lesson as a set of numbered steps. Always begin a lesson by activating prior knowledge or reviewing previously learned content.|

|Comprehension Questions |

|List 5-7 discussion questions that incorporate vocabulary from the read-aloud or provide students with the opportunity to use read aloud vocabulary in their |

|responses. |

|Extension (optional) |

|List extensions that provide students with additional opportunities to hear and use the language of the unit or domain. For nonfiction domains, the intent and |

|focus of all the activities should clearly be on providing contexts in which children can listen to and talk about the content they are studying. As the children |

|share, teachers should repeat and expand upon each response using richer and more complex language, including, if possible, any core vocabulary. Extensions should|

|last approximately twenty minutes and teachers should choose between one and two activities. |

|Scaffolding and Support |

|Identify how you will provide additional support or scaffold learning and the types of learners this will impact. |

|Assessment and Evaluation |

|Ongoing Assessment |

|Identify the methods used to assess learning during the lesson. |

|Summative Evaluation |

|Identify the methods used to assess learning at the end of the lesson. |

|Bibliography |

|List all books and materials used in writing and teaching this lesson. Provide complete bibliographic information as noted in the Chicago Manual of Style. In |

|addition, include ISBN numbers, e.g.: |

|Hirsch, E.D. Jr. What Your First Grader Needs to Know: Fundamentals of a Good First-Grade Education (The Core Knowledge Series). Revised ed. New York: Delta, 1998.|

|(ISBN 978-0385319874) |

|The Big Idea |

|Write a sentence that states the central idea of the domain. |

|Prior Knowledge |

|Previously Learned Content |

|List the Core Knowledge content and skill objectives from previous grades that will support acquisition of the content and skill objectives in this lesson. These |

|may come from the “What Students Should Already Know” sections of the Core Knowledge teacher handbook. |

|Prerequisite Skills |

|List any other prerequisite language art skills that may be required for this lesson. |

|Lesson Objectives |

|Content Objectives |

|List the Core Knowledge content objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge|

|Sequence. They outline what key knowledge students will acquire during the lesson. |

|Language Art Objectives |

|List the Core Knowledge skill objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge |

|Sequence. They outline what students will be able to do as a result of the lesson. |

|Cross-curricular Connections |

|List opportunities to tie content, from other subject areas of the current grade of the Core Knowledge Sequence, to the content of this lesson. |

|Sayings and Phrases (optional) |

|List any sayings and phrases from the current grade of the Core Knowledge Sequence that are appropriate to include in the context of this lesson. Write a brief |

|description of the activity. |

|Core Vocabulary (3-5 words) |

|Tier 2 Words |

|List any general academic words targeted for the lesson. Most of these words are likely to appear frequently in a wide variety of texts and in written an oral |

|language (Beck and Kucan 2002). |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Tier 3 Words |

|List any domain / content specific words targeted for the lesson. These words are likely to appear in multiple lessons from this domain. |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Read-Aloud |

|List the title and author for the read-aloud used in the lesson. In addition, include ISBN numbers, e.g.: |

|A Walk Across America by Peter Jenkins (ISBN 0449204553) |

|Materials |

|List any materials used to conduct the lesson. These include any handouts, instructional masters, graphic organizers, supplies, etc. |

|Procedure and Activities |

|List the scope and sequence of the lesson as a set of numbered steps. Always begin a lesson by activating prior knowledge or reviewing previously learned content.|

|Comprehension Questions |

|List 5-7 discussion questions that incorporate vocabulary from the read-aloud or provide students with the opportunity to use read aloud vocabulary in their |

|responses. |

|Extension (optional) |

|List extensions that provide students with additional opportunities to hear and use the language of the unit or domain. For nonfiction domains, the intent and |

|focus of all the activities should clearly be on providing contexts in which children can listen to and talk about the content they are studying. As the children |

|share, teachers should repeat and expand upon each response using richer and more complex language, including, if possible, any core vocabulary. Extensions should|

|last approximately twenty minutes and teachers should choose between one and two activities. |

|Scaffolding and Support |

|Identify how you will provide additional support or scaffold learning and the types of learners this will impact. |

|Assessment and Evaluation |

|Ongoing Assessment |

|Identify the methods used to assess learning during the lesson. |

|Summative Evaluation |

|Identify the methods used to assess learning at the end of the lesson. |

|Bibliography |

|List all books and materials used in writing and teaching this lesson. Provide complete bibliographic information as noted in the Chicago Manual of Style. In |

|addition, include ISBN numbers, e.g.: |

|Hirsch, E.D. Jr. What Your First Grader Needs to Know: Fundamentals of a Good First-Grade Education (The Core Knowledge Series). Revised ed. New York: Delta, 1998.|

|(ISBN 978-0385319874) |

|The Big Idea |

|Write a sentence that states the central idea of the domain. |

|Prior Knowledge |

|Previously Learned Content |

|List the Core Knowledge content and skill objectives from previous grades that will support acquisition of the content and skill objectives in this lesson. These |

|may come from the “What Students Should Already Know” sections of the Core Knowledge teacher handbook. |

|Prerequisite Skills |

|List any other prerequisite language art skills that may be required for this lesson. |

|Lesson Objectives |

|Content Objectives |

|List the Core Knowledge content objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge|

|Sequence. They outline what key knowledge students will acquire during the lesson. |

|Language Art Objectives |

|List the Core Knowledge skill objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge |

|Sequence. They outline what students will be able to do as a result of the lesson. |

|Cross-curricular Connections |

|List opportunities to tie content, from other subject areas of the current grade of the Core Knowledge Sequence, to the content of this lesson. |

|Sayings and Phrases (optional) |

|List any sayings and phrases from the current grade of the Core Knowledge Sequence that are appropriate to include in the context of this lesson. Write a brief |

|description of the activity. |

|Core Vocabulary (3-5 words) |

|Tier 2 Words |

|List any general academic words targeted for the lesson. Most of these words are likely to appear frequently in a wide variety of texts and in written an oral |

|language (Beck and Kucan 2002). |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Tier 3 Words |

|List any domain / content specific words targeted for the lesson. These words are likely to appear in multiple lessons from this domain. |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Read-Aloud |

|List the title and author for the read-aloud used in the lesson. In addition, include ISBN numbers, e.g.: |

|A Walk Across America by Peter Jenkins (ISBN 0449204553) |

|Materials |

|List any materials used to conduct the lesson. These include any handouts, instructional masters, graphic organizers, supplies, etc. |

|Procedure and Activities |

|List the scope and sequence of the lesson as a set of numbered steps. Always begin a lesson by activating prior knowledge or reviewing previously learned content.|

|Comprehension Questions |

|List 5-7 discussion questions that incorporate vocabulary from the read-aloud or provide students with the opportunity to use read aloud vocabulary in their |

|responses. |

|Extension (optional) |

|List extensions that provide students with additional opportunities to hear and use the language of the unit or domain. For nonfiction domains, the intent and |

|focus of all the activities should clearly be on providing contexts in which children can listen to and talk about the content they are studying. As the children |

|share, teachers should repeat and expand upon each response using richer and more complex language, including, if possible, any core vocabulary. Extensions should|

|last approximately twenty minutes and teachers should choose between one and two activities. |

|Scaffolding and Support |

|Identify how you will provide additional support or scaffold learning and the types of learners this will impact. |

|Assessment and Evaluation |

|Ongoing Assessment |

|Identify the methods used to assess learning during the lesson. |

|Summative Evaluation |

|Identify the methods used to assess learning at the end of the lesson. |

|Bibliography |

|List all books and materials used in writing and teaching this lesson. Provide complete bibliographic information as noted in the Chicago Manual of Style. In |

|addition, include ISBN numbers, e.g.: |

|Hirsch, E.D. Jr. What Your First Grader Needs to Know: Fundamentals of a Good First-Grade Education (The Core Knowledge Series). Revised ed. New York: Delta, 1998.|

|(ISBN 978-0385319874) |

|The Big Idea |

|Write a sentence that states the central idea of the domain. |

|Prior Knowledge |

|Previously Learned Content |

|List the Core Knowledge content and skill objectives from previous grades that will support acquisition of the content and skill objectives in this lesson. These |

|may come from the “What Students Should Already Know” sections of the Core Knowledge teacher handbook. |

|Prerequisite Skills |

|List any other prerequisite language art skills that may be required for this lesson. |

|Lesson Objectives |

|Content Objectives |

|List the Core Knowledge content objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge|

|Sequence. They outline what key knowledge students will acquire during the lesson. |

|Language Art Objectives |

|List the Core Knowledge skill objectives for this lesson. These objectives can be found in the Teacher Handbook and are derived directly from the Core Knowledge |

|Sequence. They outline what students will be able to do as a result of the lesson. |

|Cross-curricular Connections |

|List opportunities to tie content, from other subject areas of the current grade of the Core Knowledge Sequence, to the content of this lesson. |

|Sayings and Phrases (optional) |

|List any sayings and phrases from the current grade of the Core Knowledge Sequence that are appropriate to include in the context of this lesson. Write a brief |

|description of the activity. |

|Core Vocabulary (3-5 words) |

|Tier 2 Words |

|List any general academic words targeted for the lesson. Most of these words are likely to appear frequently in a wide variety of texts and in written an oral |

|language (Beck and Kucan 2002). |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Tier 3 Words |

|List any domain / content specific words targeted for the lesson. These words are likely to appear in multiple lessons from this domain. |

|Word |Write a brief definition of the word. |

|(Part of Speech) |Write a sample sentence using the word. |

|Read-Aloud |

|List the title and author for the read-aloud used in the lesson. In addition, include ISBN numbers, e.g.: |

|A Walk Across America by Peter Jenkins (ISBN 0449204553) |

|Materials |

|List any materials used to conduct the lesson. These include any handouts, instructional masters, graphic organizers, supplies, etc. |

|Procedure and Activities |

|List the scope and sequence of the lesson as a set of numbered steps. Always begin a lesson by activating prior knowledge or reviewing previously learned content.|

|Comprehension Questions |

|List 5-7 discussion questions that incorporate vocabulary from the read-aloud or provide students with the opportunity to use read aloud vocabulary in their |

|responses. |

|Extension (optional) |

|List extensions that provide students with additional opportunities to hear and use the language of the unit or domain. For nonfiction domains, the intent and |

|focus of all the activities should clearly be on providing contexts in which children can listen to and talk about the content they are studying. As the children |

|share, teachers should repeat and expand upon each response using richer and more complex language, including, if possible, any core vocabulary. Extensions should|

|last approximately twenty minutes and teachers should choose between one and two activities. |

|Scaffolding and Support |

|Identify how you will provide additional support or scaffold learning and the types of learners this will impact. |

|Assessment and Evaluation |

|Ongoing Assessment |

|Identify the methods used to assess learning during the lesson. |

|Summative Evaluation |

|Identify the methods used to assess learning at the end of the lesson. |

|Bibliography |

|List all books and materials used in writing and teaching this lesson. Provide complete bibliographic information as noted in the Chicago Manual of Style. In |

|addition, include ISBN numbers, e.g.: |

|Hirsch, E.D. Jr. What Your First Grader Needs to Know: Fundamentals of a Good First-Grade Education (The Core Knowledge Series). Revised ed. New York: Delta, 1998.|

|(ISBN 978-0385319874) |

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