Lesson Plan Template
Trousdale County Schools Weekly Lesson Plan
|Teacher: Michelle Eskew |Pacing Guide Week #: 7 |
|Dates: September 15 – September 19 | |
|Subject: ELA |
|Common Core Standard(s) to be taught: (Write the entire standard) |
|P( RF.2.3f-Recognize and read grade-appropriate irregularly spelled words. |
| |
|( L.2.2d-Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). |
| |
|G( L.2.2a-Capitalize holidays, product names, and geographic names. |
| |
|RC( RL.2.7- Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or |
|plot. |
| |
|W( W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement |
|or section. |
|SPI(s) to be taught: (Write the entire SPI) |
|Daily practice activity for citing text based evidence in conversation and/or writing: |
|Daily writing using POW-TIDE Method |
|Discussing Reading |
|Comparing Texts |
|I Can Statements : |Student Agenda: |
|I can sound out and spell words using consonant vowel consonant (CVC) patterns.|Posted daily but NOT included in Lesson Plan |
|I can capitalize proper nouns. | |
|I can use illustrations to tell about characters, setting, and plot of a story.| |
|I can write an informative text with facts. | |
|Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson |
|Plan Notebook. |
|Teacher Observations |
|Reading Fluency |
|Thumbs up, Thumbs down |
|Lapboard Responses |
|Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook. |
|Journey’s Reading Book |
|Journey’s Reader’s Workbook |
|Journey’s Tool Kit |
|“The Ugly Vegetable” TPT resources |
|Noun TPT Resources |
|Elmo |
|Technology Cart |
|Brainpop, Jr videos |
|Instruction: In outline form, describe each day of instruction. |Formative Assessment: |
|Day 1 |Teacher observation |
|Introduce I Can’s |Check of pages completes |
|Spelling |Observation of Centers |
|Introduce new Spelling Words |Oral questioning |
|Discuss Spelling Rule (Double Consonants and –ck) |Observation of fluency |
|Spelling Cards | |
|Phonics | |
|Phonemic Awareness Warm-up T114 | |
|Picture Cards | |
|Decoding Blending | |
|Reader’s Notebook Page 91 | |
|Grammar | |
|Nouns – Proper – T136 | |
|Projectable 7.2 with Children | |
|Reader’s Notebook page 92 | |
|Reading | |
|Read Pre-read “Trouble in the Lily Garden” | |
|Model Fluency – Accuracy | |
|Comprehension Questions | |
|Text-based Questions | |
|Introduce Vocabulary Words | |
|Listen to “The Ugly Vegetable” and Think through the text | |
|Retell Cards | |
|Grab and Go Lesson page 6 | |
|Tier II | |
|Skills based | |
|Skill Time (Level – Based) | |
|Writing Center | |
|Practice handwriting | |
|Writing sentences over topic | |
|Word Center | |
|Complete Target Vocabulary Sheet | |
|Phonics and Grammar Center | |
|Spelling Blends Writing | |
|Making Words with Common Blends (TPT) | |
|Mrs. Eskew | |
|Read Leveled Reader | |
|Complete Graphic Organizer | |
|Homework – Write each spelling word 3 times, Read “The Ugly Vegetable ” page 226 | |
|Day 2 |Teacher observation |
|Review I can’s |Check of pages completes |
|Spelling |Observation of Centers |
|Review Spelling Words |Oral questioning |
|Sort Spelling word by final blend |Observation of fluency |
|Phonics | |
|Phonemic Awareness T139 | |
|Blending Routine | |
|Building Words Activity | |
|Picture Cards | |
|Reader’s Notebook 93 & 94 | |
|Grammar | |
|Projectable 7.5 | |
|TPT Proper nouns in Reading Journal | |
|Reader’s Notebook Page 95 | |
|Reading | |
|Review Vocabulary Words | |
|Students use words in a sentence | |
|Teacher read “The Ugly Vegetable” | |
|Text based evidence | |
|Conclusions | |
|Your Turn Classroom Questions | |
|Writing | |
|Your turn writing | |
|Tier II | |
|Skills Based | |
|Skill Time – Students will Rotate Daily | |
|Writing Center | |
|Select Writing Topic | |
|Fill Out POW+TIDE Graphic Organizer | |
|Word Center | |
|Complete Target Vocabulary Sheet | |
|Phonics and Grammar Center | |
|Spelling Blends Writing | |
|Making Words with Common Blends (TPT) | |
|Mrs. Eskew | |
|Read Leveled Reader | |
|Complete Graphic Organizer | |
|Homework – Spelling Sentences, Read “The Ugly Vegetable ” page 226, Grammar Assessment | |
|Day 3 |Teacher observation |
|Spelling |Check of pages completes |
|Review Spelling Words |Observation of Centers |
|Practice writing |Oral questioning |
|Reader’s Notebook Page 100 |Observation of fluency |
|Phonics | |
|Syllable Division | |
|Blending Routine | |
|Reader’s Notebook Page 97 | |
|Grammar | |
|Review Proper Nouns | |
|Proper Noun Assessment | |
|Reading | |
|Review Vocabulary Words (Assessment Tomorrow) | |
|Student read ”The Ugly Vegetable” | |
|Comprehension TPT Questions | |
|If not finished, Homework | |
|Writing | |
|Main Idea from story | |
|Projectable 7.7 | |
|Discuss Prompt | |
|Complete Flow Chart | |
|Tier II | |
|Skills Based | |
|Skill Time – Rotate Each Day | |
|Writing Center | |
|Select Writing Topic | |
|Fill Out POW+TIDE Graphic Organizer | |
|Word Center | |
|Complete Target Vocabulary Sheet | |
|Phonics and Grammar Center | |
|Spelling Blends Writing | |
|Making Words with Common Blends (TPT) | |
|Mrs. Eskew | |
|Read Leveled Reader | |
|Homework - Read “The Ugly Vegetable” page 226, Comprehension Questions if not finished during class, | |
|Day 4 |Teacher observation |
|Spelling |Check of pages completes |
|Practice Spelling Words |Observation of Centers |
|Dictation Test Tomorrow |Oral questioning |
|Phonics |Observation of fluency |
|Review CVC words T162 | |
|Review Double Consonants and Final Blends T163 | |
|Grab and Go lesson 15&21 | |
|Phonics Assessment tomorrow | |
|Grammar | |
|Review Proper Nouns | |
|Review Complete Sentences | |
|Write sentences with Proper Nouns in them | |
|Reading | |
|Read “They Really are Giant” | |
|Compare Text | |
|Homophones | |
|Grab and Go Lesson page 14 | |
|Writing | |
|Drafting Writing | |
|Tier II | |
|Skills Based | |
|Skill Time – Rotate Daily | |
|Writing Center | |
|Select Writing Topic | |
|Fill Out POW+TIDE Graphic Organizer | |
|Word Center | |
|Complete Target Vocabulary Sheet | |
|Phonics and Grammar Center | |
|Spelling Blends Writing | |
|Making Words with Common Blends (TPT) | |
|Mrs. Eskew | |
|Read Leveled Reader | |
|Complete Graphic Organizer | |
|Homework - Read “The Ugly Vegetable” page 226, Spelling Dictation Test, Comprehension Assessment | |
|Day 5 |Teacher Check of Unit 2, Lesson 7 Assessments |
|Spelling |Spelling Dictation Test |
|Spelling Dictation Test |Writing from the week |
|Grammar | |
|Student Page 258-259 | |
|Reading | |
|Comprehension Assessment | |
|Homophone TPT Activity | |
|Writing | |
|Finish Writing Assignment | |
|Tier II | |
|Skills Based | |
|Skill Time – Rotate Daily | |
|Writing Center | |
|Select Writing Topic | |
|Fill Out POW+TIDE Graphic Organizer | |
|Word Center | |
|Complete Target Vocabulary Sheet | |
|Phonics and Grammar Center | |
|Spelling Blends Writing | |
|Making Words with Common Blends (TPT) | |
|Mrs. Eskew | |
|Read Leveled Reader | |
|Complete Graphic Organizer | |
|Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching. |
|Use of strategic Interventions Section in Teacher’s Manual |
|Literacy Centers based on Comprehension |
|Daily Assessments in Teacher’s Manual |
|Reteaching Activities from Teacher’s Manual |
|Centers |
|Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson. |
|Elmo/ Technology Cart - Provides students visuals and modeling for the students |
|Brainpop, Jr. – Provides students visuals and auditory learning |
|Journey’s Online Resources – Provides students with visual and auditory learning opportunities |
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