Second Grade Lesson Plans



|Fourth Grade Lesson Plans |

|Subject: READING |

|April 8th – 12th |

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| |SHARED READING | |INTERACTIVE &READ ALOUD |MATERIALS |

|Monday|Common Core: 4.RL-1, 4.RL-1.2 |GUIDED READING: Teacher |Standards: 4-R1, 4-R2, 4-C2.3 |Reading |

| |South Carolina: : 4-1.1, 4-3.1,4-5.2, 4-1.5, 4-1.9, 4-3.3,|will pull GR groups as |Story: Teacher Choice |Notebooks for |

| |4-1.7 |specified on individual |1. The teacher will read out loud and students |each child |

| | |plans |follow along or TSW read in groups. | |

| |Pre-Reading/ Optional: The teacher will introduce the | |2. TSW participate in “Turn and Talk” | |

| |strategy, “Exclusive Brainstorming,” for creating a story | |Focus Skills: |Read Aloud of |

| |with the words in the order listed. (Resource 1) |INDEPENDENT READING: |Cause and Effect; Fact and Fiction; Compare and |Choice |

| |Exclusive Brainstorming provides students an opportunity |4R:1.1, 4R1.2 |Contrast, Locating and using info. within a text, | |

| |to use vocabulary words in context. (We do this in Word | |Defining unfamiliar words |Resource 1 |

| |Study each week.) |TSW read independently for |Assessment: TO student participation in turn and | |

| | |enjoyment and fluency |talk, TO student ability to identify cause and | |

| |The teacher will divide students into groups of three to |TSW record reading in |effect; locate information | |

| |four. Students will tell or write a story with the words |reading log | | |

| |in the order listed. Student groups will share their | | | |

| |story. | | | |

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| |At the conclusion of the unit, students will revisit | | | |

| |Exclusive Brainstorming and rearrange words to tell or | | | |

| |write a summary of the novel. | | | |

|Tuesda|Common Core: |GUIDED READING: Teacher |Standards: 4-R1, 4-R2, 4-C2.3 |Reading |

|y |4.RL-1 |will pull GR groups as |Story: Teacher Choice |Notebooks for |

| |South Carolina: 4-1.2 |specified on individual |1. The teacher will read out loud and students |each child |

| |Lesson 1 |plans |follow along or TSW read in groups. | |

| |SET: The teacher will ask the following questions: | |2. TSW participate in “Turn and Talk” | |

| |Have you ever judged a person before you actually got to | |Focus Skills: |Read Aloud of |

| |know that person? |INDEPENDENT READING: |Cause and Effect; Fact and Fiction; Compare and |Choice |

| |Were you right about that person? |4R:1.1, 4R1.2 |Contrast, Locating and using info. within a text, | |

| |Why did you change your mind? | |Defining unfamiliar words | |

| | |TSW read independently for |Assessment: TO student participation in turn and | |

| |The student will create a Multi-Flow Map® about a time |enjoyment and fluency |talk, TO student ability to identify cause and | |

| |they judged a person. |TSW record reading in |effect; locate information | |

| | |reading log | | |

| |[pic] | | | |

| |ENGAGE: Have students read individually or with a partner | | | |

| |Chapter 1. In their journal each student will come up with| | | |

| |three questions they are curious about and three | | | |

| |predictions. | | | |

| |RESPOND: Students will get in groups and infer what will | | | |

| |happen using their questions and predictions. | | | |

| |JOURNAL ENTRY: The picture show in Glenmora was | | | |

| |segregated, the colored folk had to sit in the balcony, | | | |

| |while the white folk could sit downstairs. If you lived | | | |

| |during this time, how would this make you feel? | | | |

|Wednes|Common Core: 4.RL-5 |GUIDED READING: Teacher |Standards: 4-R1, 4-R2, 4-C2.3 |Reading |

|day |South Carolina: 4-1.4, 4-1.6 |will pull GR groups as |Story: Teacher Choice |Notebooks for |

| |Lesson 2 |specified on individual |1. The teacher will read out loud and students |each child |

| | |plans |follow along or TSW read in groups. | |

| |SET: The teacher will ask the students what assumptions | |2. TSW participate in “Turn and Talk” | |

| |Jolene has about Leroy. The students will decide if they | |Focus Skills: |Read Aloud of |

| |think her assumptions are correct or not. |INDEPENDENT READING: |Cause and Effect; Fact and Fiction; Compare and |Choice |

| |The teacher will explain that figurative language provides|4R:1.1, 4R1.2 |Contrast, Locating and using info. within a text, | |

| |vivid details that help the reader picture the details. | |Defining unfamiliar words |Resource 2 |

| |The teacher will remind students that good readers |TSW read independently for |Assessment: TO student participation in turn and | |

| |visualize as they read, and figurative language helps them|enjoyment and fluency |talk, TO student ability to identify cause and | |

| |do that. The teacher will have students provide examples |TSW record reading in |effect; locate information | |

| |of figurative language (simile, metaphor, personification,|reading log | | |

| |hyperbole). | | | |

| |ENGAGE: The students will read Chapters 2 and 3 and sticky| | | |

| |note examples of figurative language. | | | |

| |RESPOND: After reading, the students will discuss an | | | |

| |example of figurative language they identified in their | | | |

| |reading. | | | |

| |ASSESSMENT: Resource 2 | | | |

|Thursd|Common Core: |GUIDED READING: Teacher |Standards: 4-R1, 4-R2, 4-C2.3 |Reading |

|ay |4.RL-1, 4.RL-3 |will pull GR groups as |Story: Teacher Choice |Notebooks for |

| |South Carolina: 4-1.1 |specified on individual |1. The teacher will read out loud and students |each child |

| |Lesson 3 |plans |follow along or TSW read in groups. | |

| | | |2. TSW participate in “Turn and Talk” | |

| |SET: The teacher will introduce text coding. The teacher | |Focus Skills: |Read Aloud of |

| |will put the following codes on the board: |INDEPENDENT READING: |Cause and Effect; Fact and Fiction; Compare and |Choice |

| |R-Reminds me of… ?-Question, *-Key idea, [pic]--a new |4R:1.1, 4R1.2 |Contrast, Locating and using info. within a text, | |

| |idea, | |Defining unfamiliar words | |

| |I-Inference, and !-surprising information. | |Assessment: TO student participation in turn and | |

| |The teacher will explain that good readers determine what |TSW read independently for |talk, TO student ability to identify cause and | |

| |is important in the text by text coding. |enjoyment and fluency |effect; locate information | |

| |ENGAGE: The teacher creates a Text-Coding anchor chart |TSW record reading in | | |

| |using a Tree Map. |reading log | | |

| |The teacher will read Chapter 4 aloud and model how to use| | | |

| |text coding by thinking aloud. | | | |

| |The students will read Chapter 5 independently and text | | | |

| |code while reading. | | | |

| |The students will read Chapter 5 independently and text | | | |

| |code while reading. | | | |

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| |RESPOND: Students will discuss their coded texts. The | | | |

| |teacher will place examples of each on a class chart under| | | |

| |the correct text code. | | | |

| |JOURNAL ENTRY: It is quite obvious that Jolene does not | | | |

| |like having Mister Leroy around. Write Jolene a letter | | | |

| |sharing ideas with her that might make her feel better | | | |

| |about her momma going out with a man that is not her | | | |

| |daddy. | | | |

|Friday|Common Core: |GUIDED READING: Teacher |Standards: 4-R1, 4-R2, 4-C2.3 |Reading |

| |4.RL-3 |will pull GR groups as |Story: Teacher Choice |Notebooks for |

| |South Carolina: 4-1.5 |specified on individual |1. The teacher will read out loud and students |each child |

| | |plans |follow along or TSW read in groups. | |

| |SET: The teacher will discuss how authors use conflict to | |2. TSW participate in “Turn and Talk” | |

| |affect the plot. The teacher will explain that readers |INDEPENDENT READING: |Focus Skills: |Read Aloud of |

| |gain a deeper meaning of the text by determining how the |4R:1.1, 4R1.2 |Cause and Effect; Fact and Fiction; Compare and |Choice |

| |conflict and the resolution impact the overall theme of | |Contrast, Locating and using info. within a text, | |

| |the text. The class will use a Bridge Map® to discuss how |TSW read independently for |Defining unfamiliar words |Resource 3 |

| |conflict affects plot. The teacher will explain that in |enjoyment and fluency |Assessment: TO student participation in turn and | |

| |today’s reading, Jolene’s life is about to change. She |TSW record reading in |talk, TO student ability to identify cause and | |

| |resists the changes and conflicts that arise. |reading log |effect; locate information | |

| |[pic] | | | |

| |[pic] | | | |

| |The class will discuss ways that momma and Mister make | | | |

| |money. The class will discuss the “Think Sheet” (Resource | | | |

| |3). | | | |

| |ENGAGE: Have students read Chapters 6-7 individually or | | | |

| |with partners. | | | |

| |RESPOND: After reading, the students will complete “Think | | | |

| |Sheet.” (See Resource 3) | | | |

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| |Name: __________________________ | | | |

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| |Conflict | | | |

| |Evidence from text | | | |

| |Theme | | | |

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| |Have students discuss conflicts and Jolene’s reactions to | | | |

| |Mister. | | | |

| |JOURNAL ENTRY: YIKES!!! Jolene cut the beautiful velvet | | | |

| |until it looked like a jigsaw puzzle! Leroy did not get | | | |

| |the least bit angry at Jolene when he realized she cut up | | | |

| |the velvet. If you were Leroy, how would you have reacted?| | | |

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CCST for ELA Reading Literature 4.RL-1, 4.RL-2, 4.RL-3, 4.RL-4, 4.RL-5, 4.RL-5, 4.SL-2, 4.L-4a, 4.L-5b

SCAS for ELA:

4-1.1 Analyze the details that support the expression of the main idea in a given literary text. 4-1.2 Analyze literary texts to draw conclusions and make inferences. 4-1.3 Distinguish between first-person and third-person points of view. 4-1.5 Analyze the impact of characterization and conflict on plot. 4-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts). 4-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies and personal essays) by characteristics. 4-1.10 Analyze cause-and-effect relationships in literary texts. 4-3.1Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition).

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