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) |

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|P: 2.RF.3d ( Decode words with common prefixes and suffixes. |

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|G: 2.L.1d ( Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). |

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|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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