Bngeorge.weebly.com



1.1 Integration of Learning Outcomes:While completing a sort, students will be able to correctly identify the /ōō/, and /??/ sound in their spelling words.Students will be able to correctly recognize clues to sequence and correctly identify the text structure specific to sequencing.Students will be able to correctly define and identify the verb be.1.2 Standards:.1.1.3.D: Know and apply grade-level phonics and word analysis skills in decoding words..1.2.3.C: Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.?1.3 Anticipatory Set: Question of the Day: What kinds of storms or severe weather have you been in?Question of the DayRead Aloud: Blizzards1.4. Procedures:Anticipatory Set: Question of the DayQuestion of the DayRead Aloud: BlizzardsWhat does the selection explain?What is the topic sentenceWhat are some time-order words used in the explanation?Phonics: Vowel Variants: ōō/, and /??/Introduce vowel variant /ōō/, and /??/. (Lesson 21 Powerpoint)Go over spelling words (Lesson 21 Powerpoint)Vowel variant word sort Introduce Sequencing: (Lesson 21 Powerpoint, pg 160 Student Edition)Read Aloud: “Living at the Bottom of the World (og 76 Read Aloud Anthology)How can you tell that “Living at the Bottom of the World” is nonfiction?Did you learn what you expected to learn? Why or Why not?What facts did you think were most interesting?Did you enjoy this selection? Why or why not?Grammar: Verb “Be” (Lesson 21 Powerpoint)A verb describes an action or tells how or what something is.“Be” is a special verb: It tells who, what, or where the subject of a sentence is.The forms of be : am, is are, was wereSing “Am, Is, Are, Was, Were” – to the tune of the YMCAFind the form of “be” in the sentence (Have students write the verb on their white boards)Robust Vocabulary: (Robust Vocabulary Lesson 21 Powerpoint)When introducing the vocabulary, have students turn and talk with their get together partners to come up with an example, a sentence, a synonym, or antonym.ConservedStrictHarshBleakAbsenceSheltersPermanentlyDriftsScarceDim1.5 Differentiation:For this lesson, I tried to reach all types of learners. Visual Learners: I used the premade PowerPoint, made individual copies of the lyrics to “Am, Is, Are, Was, Were”, and created a /ōō/, and /??/ vowel sort. Auditory Learners: I created a song to help the students remember the forms of be, and will make sure to repeat information and directions multiple times. Kinesthetic Learners: kinesthetic learners, I made the vowel sort so the students could physically place the words into categories, and had the students utilize their white boards.Enrichment: Have the students create a story using the ten Robust Vocabulary Words.1.7 Formative/Summative Assessment of Students (P-12):While students are completing their sort, I will check to make sure that they are putting the correct vowel variants in the correct category. The students are successful if they correctly identify which category the words belong to.While introducing sequencing, I will observe students recognizing and identify the text structure of sequencing during the powerpoint and the reading passage on page 160. The students are successful if they correctly identify and recognize the structure and clues of sequencing.While introducing the verb “be”, I will be looking for students who successful define and identify the verb. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download