Kindergarten Lesson Plan

7th Grade Weekly & Daily Lesson Plan Teacher: Mr. R. Herrera  September 21st – September 25th, 2015 Writing: Explanatory/Literary Analysis Pacing Chart Week: 7 Monday Tuesday Wednesday Thursday Friday Materials INB, expository poster, Pencil, assessment, Pencil, assessment, Pencil, assessment, INB, expository colored pencils, pencil, 4 dictionary/thesaurus dictionary/thesaurus dictionary/thesaurus poster, colored E’s handout, paper, INB, expository poster, INB, expository INB, expository pencils, pencil, 4 E’s dictionary/thesaurus colored pencils, pencil, 4 poster, colored pencils, poster, colored handout, paper, E’s handout, paper, pencil, 4 E’s handout, pencils, pencil, 4 E’s dictionary/thesaurus dictionary/thesaurus paper, handout, paper, dictionary/thesaurus dictionary/thesaurus Bellwork Writing Writing Writing Writing Writing Essential Question: Essential Question: TestingEssential Question: Essential Question: Essential Question: How would you write the How would you use the What is an explanatory How would you write What is the reason conclusion of a 4E’s to write an essay? essay? an explanatory for writing a literary explanatory essay? essay? analysis? Grammar Grammar Grammar Essential Question: Essential Question: Grammar Grammar Essential Question: How would you break Why is it important to Essential Question: Essential Question: How is an adjective used down a writing prompt? break down a writing How would you break You an adjective in a in a sentence? prompt? down a writing sentence. prompt? Explicit ELPS: (if applicable) ELPS: (if applicable) ELPS: (if applicable) ELPS: (if applicable) * Administer an assessment.

Vocabulary * Use words relevant to current * Review picture word cards. As * Review pictures. As * Review picture word (List various forms of reading and/or content areas – teacher displays the picture, teacher displays the cards. As teacher displays assessing vocabulary that academic or domain specific students call out the pictures, students call out the picture, students call you could use.) 1. Instinctively words. vocabulary word. Give the vocabulary words. out the vocabulary word. 2. Ceased * Show pictures that represent corrective feedback. Students repeat the words. Give corrective feedback. the word. Use realia fi you have * Teacher demonstrates the * Review physical * Partners review physical 3. Stocking feet it. In partners, students physical representation of representations – students representations and 4. Thawing predict through discussion the word. Students call out word. call out words. Partners practice saying the word, possible word that the picture * Students practice saying the practice saying the words stating the definition in a 5. + incidental represents. Partners speak in word and the definition multiple and practice saying the complete sentence and formal language using times. definition to each other in using the word in a complete sentences. *Students sketch their own complete sentences. complete sentence. * Give students the graphic picture (homework or center). * Word Work Day – * Partners orally rehearse organizer blank “Storm * Students exchange their Partners discuss one or more their sentences; then Vocabulary Acquisition” sketches with a partner. of the following list: write a sentence. You *Teacher models the Students explain to a partner synonyms, antonyms, designate which type of pronunciation of the word. in complete sentences why homonyms,In-Class prefixes, sentence, i.e., simple, Then, students practice saying their own sketch represents suffixes, related words, or Seven-Up+ Sentence, (pronouncing) multiple times. the word. Duecognate. to Wilda’s visit, complex, compound, etc… Clap out syllables. Air write the * Check for understandingWriting –will be* Groupstaught play during oral language grammar * Partners classes. discuss to word in syllables or phonemes. Teacher poses a sentence using game “Vocabulary Challenge.” create and write an