Lesson Plan Template
Trousdale County Schools Focused Lesson Plan 2015-16
|Teacher: Jennifer K. Summers |Unit Name: Unit 2 – Lesson 9: “How Chipmunk Got His Stripes” |
|Unit #: 9 |Unit Length: 5 days |
|Week: October 5, 2015 – October 9, 2015 |Week __10__ of __36__ |
|Subject: ELA |
|Tennessee State Standard(s) to be taught: (Write the entire standard) |
| |
|P: 2.RF.3d ( Decode words with common prefixes and suffixes. |
| |
|G: 2.L.1d ( Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). |
| |
|RC: 2.RL.3 ( Describe how characters in a story respond to major events and challenges. |
| |
|W: 2.W.3 ( Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and |
|feelings, use temporal words to signal event order, and provide a sense of closure. |
| I Can Statements : |
| |
|I can sound out and spell words using the common endings –ed, or -ing. |
| |
|I can identify and use a variety of verbs correctly. |
| |
|I can describe how the character acts at different parts of the story. |
| |
|I can use words like first, next, and then to tell instructions in order. |
|Accommodations for students, both regular and special populations : |
| |
|small groups |
|one-on-one tutoring |
|peer tutoring |
|pre-made notes/outlines |
|Unit Vocabulary: |
| |
|base word, verb, present, character, transition word |
| |Resources, Technology, Formative and/or Summative Assessments, Assignments, and|
|Daily Agenda |a Daily Activity for citing text based evidence in conversations and/or writing|
|Monday – Day 1 | |
| |Resources: (included throughout daily agenda) |
|Morning Work: write each word 3 times each |Technology: (included throughout daily agenda) |
|Safety Meeting: whole-class discussion of procedures |Formative Assessments: teacher observation, oral questioning, self-assessment, |
|Phonics: base words with endings –ed/-ing |writing task, thumbs up/down, self-assessment rating (1-4) (included throughout|
|Introduction: |daily agenda) |
|- discussion of word meanings and pronunciation |Summative Assessments: none |
|Apply: |Assignments: (included throughout Daily Agenda) |
|- identification of base words in each word and spelling changes when endings |Text-Based Activity: accountable talk with story time selection, story creation|
|are added |using folktale’s story structure, small group discussion and model with teacher|
|Assess: |guidance |
|WB 121 on own | |
|Thumbs up/down | |
|Wrap-up: | |
|-quick check of WB 121 together as a class | |
|Grammar: verbs in the present | |
|Introduction: | |
|- teacher model & student interaction with projectable 9.2 | |
|Apply: | |
|- WB 122 together as a class | |
|Assess: | |
|- oral questioning of concepts | |
|- rate understanding (1-4) | |
|Wrap-up: | |
|- Daily Proof Reading (Day 1) | |
|Reading Comprehension: | |
|Vocabulary: | |
|- vocabulary introduction, text 294 | |
|Skill: | |
|- Read & Comprehend: | |
|- character (page 296) | |
|Story Time: | |
|audio of story on Think Central, page 298 | |
|95%: Routine 25 | |
|“I Do” section, page 32 in manual | |
|**SNACK AT SAME TIME** | |
|Reading Centers: | |
|(1) Silent Reading and AR daily | |
|(2) “Pick 2” daily | |
|(3) Think & Write | |
|- Using the Journey’s Center Chart, students will think about how they believe | |
|a ladybug got its spots, or a zebra got its stripes. They will then create | |
|their own short folktale about it and illustrations to go with their writing. | |
|(4) Teacher Table: | |
|- vocabulary reader, “Native American Folktales” | |
|“Focus Time”/Intervention Lesson (ability-grouped): | |
|Finish friendly letter activity from last week’s reading lesson (allow time for| |
|AR if it is available) | |
|Tuesday – Day 2 | |
| |Resources: (included throughout daily agenda) |
|Morning Work: Daily Math Practice (SAT-10 Prep) |Technology: (included throughout daily agenda) |
|Bully Intervention: The Bully from the Black Lagoon |Formative Assessments: teacher observation, oral questioning, self-assessment, |
|Phonics: base words with –ed/-ing |workbook pages, writing task (included throughout daily agenda) |
|Introduction: |Summative Assessments: none |
|- spell-ercises with lesson’s words |Assignments: (included throughout Daily Agenda) |
|- review base words and CV pattern |Text-Based Activity: accountable talk with story time selection, small group |
|Apply: |discussion and model with teacher guidance and leveled reader |
|- WB 123 together as a class | |
|Assess: | |
|WB 127 for formative assessment of skill | |
|Wrap-up: | |
|- oral review of spelling patterns | |
|Grammar: adding –es to verbs | |
|Introduction: | |
|- teacher model & student interaction with projectable 9.5 | |
|Apply: | |
|- WB 125 together as a class | |
|Assess: | |
|- oral questioning of concepts | |
|- self-assessment with four finger rating | |
|Wrap-up: | |
|- Daily Proof Reading (Day 2) | |
|Reading Comprehension: | |
|Vocabulary: | |
|- vocabulary review, text 294 | |
|Skill: | |
|- Dig Deeper: | |
|- character (text page 320) | |
|- author’s word choice | |
|- attention to repetition in writing | |
|- discovery education: video, “author’s purpose” | |
|Story Time: | |
|audio of story on Think Central, page 298 | |
|95%: Routine 25 | |
|“I Do” section, page 32 in manual (repeat) | |
|**SNACK AT SAME TIME** | |
|Reading Centers: | |
|(1) Silent Reading and AR daily | |
|(2) “Pick 2” daily | |
|(3) Think & Write | |
|- Using the Journey’s Center Chart, students will think about how they believe | |
|a ladybug got its spots, or a zebra got its stripes. They will then create | |
|their own short folktale about it and illustrations to go with their writing. | |
|(4) Teacher Table: | |
|- vocabulary reader, “Native American Folktales” | |
|“Focus Time”/Intervention Lesson (ability-grouped): | |
|high frequency card activity | |
|Wednesday – Day 3 | |
| |Resources: (included throughout daily agenda) |
|Morning Work: Journey’s WB pages 130 & 133 |Technology: (included throughout daily agenda) |
|Phonics: base words and endings |Formative Assessments: teacher observation, oral questioning, self-assessment, |
|Introduction: |graphic organizer, workbook pages, writing task (included throughout daily |
|- check morning work together as a class |agenda) |
|Apply: |Summative Assessments: Lesson 9 Phonics Assessment |
|- student-led categorizing of spelling words |Assignments: (included throughout Daily Agenda) |
|Assess: |Text-Based Activity: accountable talk with story time selection, student-led |
|Oral questioning by teacher |discussion with additional reading discussions with cross cross-over writing |
|Self-assessment with thumbs up/down |task |
|Wrap-up: | |
|- game of “Sparkle” (dependent upon remaining time) | |
|Grammar: verbs with –s/-es | |
|Introduction: | |
|- verb review together as a class with DOK questioning | |
|Apply: | |
|- basil task (using T358) | |
|Assess: | |
|- self-assessment of WB 131 together as a class | |
|Wrap-up: | |
|- Daily Proof Reading (Day 3) | |
|Reading Comprehension: | |
|Vocabulary: synonyms | |
|- Brainpopjr: video, “synonyms” | |
|- teacher model with projectable activity 9.7 | |
|- WB 132 as assessment | |
|- Flocabulary: song, “synonym” | |
|Story Time: | |
|Think Central: listen to lesson’s story beginning on page 298 | |
|95%: Routine 25 | |
|“We Do” section, Level 1, page 33 in manual | |
|**SNACK AT SAME TIME** | |
|Reading Centers: | |
|(1) Silent Reading and AR daily | |
|(2) “Pick 2” daily | |
|(3) Synonyms | |
|- read, sort, record activity | |
|(4) Teacher Table: | |
|- Phonics Assessment | |
|- review of main idea/detail with teacher provided activity with highlighters | |
|“Focus Time”/Intervention Lesson (ability-grouped): | |
|Additional Reading: | |
|“Why Rabbits have Short Tails” (text page 324) | |
|Exit Ticket: compare texts activity (text page 327) | |
|Thursday – Day 4 | |
| |Resources: (included throughout daily agenda) |
|Morning Work: Daily Math Practice (SAT-10 Prep) |Technology: (included throughout daily agenda) |
|Bully Intervention: finish-up The Bully from the Black Lagoon |Formative Assessments: teacher observation, oral questioning, self-assessment, |
|Phonics: assessment day |graphic organizer, workbook pages, writing task (included throughout daily |
|DICTATION TEST following spell-aloud as a class |agenda) |
|Grammar: review of verbs in the present |Summative Assessments: Lesson 9 Phonics Assessment |
|Introduction: |Assignments: (included throughout Daily Agenda) |
|- text discussion with pages 328-329 |Text-Based Activity: accountable talk with story time selection, student-led |
|Apply: |discussion with additional reading & discussions with cross cross-over writing|
|- WB 131 on own |task, |
|Assess: | |
|- self-assessment of WB 131 together as a class | |
|Wrap-up: | |
|- Daily Proof Reading (Day 4) | |
|Reading Comprehension: | |
|Story Time: | |
|Choral reading of “How Chipmunk Got His Stripes” beginning on page 298 | |
|Comprehension questions with text evidence (own, partner, whole group) | |
|95%: NONE due to dictation testing | |
|**SNACK AT SAME TIME** | |
|Reading Centers: | |
|(1) Silent Reading and AR daily | |
|(2) “Pick 2” daily | |
|(3) Synonyms | |
|- read, sort, record activity | |
|(4) Teacher Table: | |
|- Phonics Assessment | |
|- review of main idea/detail with teacher provided activity with highlighters | |
|“Focus Time”/Intervention Lesson (ability-grouped): | |
|Additional Reading: | |
|Advanced reader, “Uncle Rabbit”, with a partner | |
|Whole-group discussion using character and author’s word choice | |
|Exit Ticket: “What would be the author’s purpose for this text and how might | |
|you prove your answer?” | |
|Friday – Day 5 (TEACHER OUT TODAY FOR SICK DAY with child) | |
| |Resources: (included throughout daily agenda) |
|Morning Work: 2-digit addition solve and color work page |Technology: (included throughout daily agenda) |
|Phonics: review day |Formative Assessments: teacher observation, oral questioning, self-assessment, |
|Introduction: |graphic organizer, writing task (included throughout daily agenda) |
|- spelling sentences |Summative Assessments: Lesson 9 Vocabulary and Comprehension Assessments |
|Apply: |Assignments: (included throughout Daily Agenda) |
|- creation of Unit 9 spelling sentences (Duggin Method) |Text-Based Activity: accountable talk with story time selection, student-led |
|Assess: |discussion with additional reading discussions with cross cross-over writing |
|- activity collected and graded |task |
|Wrap-up: | |
|- final word discussions | |
|Grammar: verbs (review) | |
|Introduction: | |
|- Flocabulary: song, “verbs” | |
|Apply: | |
|- Look back at Phonics writing task. Identify nouns by circling them with blue| |
|crayon. Identify verbs by underlining them with red crayon. | |
|Assess: | |
|- peer-assessment of work completion | |
|Wrap-up: | |
|- Daily Proof Reading (Day 5) | |
|Reading Comprehension: | |
|Story Time: ASSESSMENT DAY (vocabulary and comprehension testing to follow | |
|choral reading of Unit 9 selection) | |
|95%: Routine 24 | |
|NONE DUE TO TEACHER ABSENCE | |
|**SNACK AT SAME TIME** | |
|Reading Centers: | |
|AR Time: | |
|- Use this time to read silently and complete accelerated reader testing to | |
|gain points toward TCES Reads Challenge. | |
|“Focus Time”/Intervention Lesson (ability-grouped): | |
|Read Works Task: | |
|- Students will silently read “It’s Apple Season” at their seats. | |
|- Teacher will read story aloud as students track. | |
|- Together, the class will complete the work page associated with the read | |
|works activity. | |
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