Lesson Plan Template s54

Trousdale County Schools Weekly Lesson Plan

Teacher: Third Grade Pacing Guide Week #:2

Dates: 8-11-2014 to 8-15-2014

Subject: ELA

Common Core Standard(s) to be taught: (Write the entire standard) Spelling: L.3.2e Use conventional spelling for high-frequency and other words and for adding suffixes to base words. L.3.2f Use spelling patterns and generalizations in writing words English: L.3.1i produce simple, compound, and complex sentences Reading: RL.3.1 ask and answer questions to demonstrate understanding referring to the text Writing: W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. SPI(s) to be taught: (Write the entire SPI) Spelling: SPI 0301.1.12 Choose correctly (or incorrectly) spelled words in context. SPI 0301.1.18 Distinguish individual sounds, including consonant blends, within words. English: SPI 0301.1.10 Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks. Reading: SPI 0301.4.3 Select appropriate sources from which to gather information on a given topic.SPI 0301.4.4 From a given list, identify information that is (or is not) available in a certain reference source (e.g., what information does one find in a thesaurus). SPI 0301.5.1 Draw appropriate inferences and conclusions from text.  Daily practice activity for citing text based evidence in conversation and/or writing:  Questioning during read aloud  Journal writing in response to text.  Writing in response to science and social studies text. I Can Statements : Student Agenda:  I can identify the 4 types of sentences.  Posted daily but NOT included in Lesson Plan  I can draw conclusions(inference) based on what I know or have read.  I can identify individual sounds within a word.  I can break words into syllables correctly. Assessment Strategies (for Stage 1 teachers ONLY): Day1: Spelling: check for word comprehension by looking at workbook page 18 to see if they were able to pick out long vowel sounds in words. Phonics: Use observation at students do group activity with long and short vowel sounds, looking for understanding of the difference of long and short vowel sound, write observations on objective sheet. Vocabulary: Use vocabulary cards to check for understanding of meaning of vocabulary words. Story: Observe students as they listen to the reading story are make notes of observation, are they able to listen and track as the story is being read. Reading skill: Check students foldable to examine if they were able to effectively create a foldable about conclusion/inference with the correct definition on it. Grammar: Make observations as students create sentence foldable with declarative and interrogative sentences, check for clear understanding of each sentence type and record observations on observation sheet. Day 2: Spelling: Check paper to see if students were able to correctly divide spelling words by using vce syllables. Phonics: Check page 15 for word comprehension of vce words. Vocabulary: Check reading cards to evaluate if students understand the meaning of vocabulary words, were they able to write a sentence that use the vocabulary word correctly. Story: Make observations of students responses to questions about story, are students able to give a clear and accurate answer that can be proven by the reading passage, record observations and observation sheet. Reading Skill: Check students’ conclusion sheet to examine if they are able to make conclusions about a passage. Grammar: Make observations as students create sentence foldable with imperative and exclamatory sentences, check for clear understanding of each sentence type and record observations on observation sheet. Day 3: Spelling: 1 Check students papers to see if they were able to correctly put spelling words into ABC order. Phonics: Check page 20 to examine if students were able to read words and dividing them correctly. Story: Where students able to make a clear, rational paragraph answering essential question using information from the text. Reading Skill: Observe students as they play conclusion/inference game, are they able to draw conclusions to make clear and reasonable conclusions, record observations. Grammar: Make observations as students play sentence game and record if students were able to correctly sentences. Day 4: Spelling: Look at spelling test to observe if students are able to correctly spell spelling words with the vce syllable pattern. Phonics: Look at spelling test to observe if students are able to find words that have the long vowel sound and divide words by the vce syllable. Vocabulary: Look at vocabulary test to observe if student have an understanding of the meaning of each word. Reading Skill: Observe while students share clues to see if students are able to give clear clues that are connected, and to observe if students can use clues to come up with a correct conclusion. Grammar: Check grammar test to look for mastery of sentence types. Day 5: No school. *Everyday do observations of students while working and work they turn in and record observations. Instructional Materials (for Stage 1 teachers ONLY): Day1: Spelling Reading note book pg. 18 Phonics: Short vowel cards and long vowel cards. Vocabulary: Vocabulary word cards and 8 index cards for each student. Story: Journeys online story book, students book page 51-68. Reading skill: Conclusion/Inference foldable, 18 pieces of white paper, teachers book pg T112 Grammar: Sentence foldable and 19 pieces of white paper. Day 2: Spelling: Spelling words, word examples from page 15 if reading notebook, paper for each students. Phonics: VCE syllable rule paper for each student, pocket protector for each student, reading workbook pg. 15. Vocabulary: Vocabulary index cards. Reading Skill: Inference chart for each student, questions about story. Grammar: Foldable form previous day. Day 3: Spelling: Spelling word list and notebook paper. Phonics: Spelling words and workbook page 20. Vocabulary: Vocabulary index cards. Story: Student book page 51-68, essential question page 51.Reading Skill: Bag, lipstick, glasses, perfume, umbrella, keys, wallet. Grammar: Foldable from previous day, two sentences for each sentence type on index cards. Day 4: Spelling: Spelling sentences. Phonics: Phonics test. Vocabulary: Vocabulary test Reading: Reading test Grammar: Grammar test Day 5: No school.

Instruction: In outline form, describe each day of instruction. Formative Assessment: Day 1 Oral questioning  Introduce spelling words/ sort by long vowel wb. 18 Teacher observation  Review short vowel sounds. Workbook  Introduce long vowel sounds. Writing  Write vocabulary definitions on index cards Graphic organizer  Listen to Reading story.  Introduce conclusion/infer.  Introduce declarative and interrogative sentences. Day 2 Writing  Divide spelling words by syllables. Workbook pages  Introduce VCE syllable wb. 15 Oral questioning  Write sentences for each vocabulary word on index card Teacher observation  Read reading story aloud in large group and answer question over story Student rainbow word sorts  Go over inference graphic organizer. Graphic organizer  Introduce imperative and exclamatory sentences. Day 3 Oral questioning  Put spelling words in ABC order Oral reading  Review VCE syllables wb 20 Teacher observation  Draw pictures to go with vocabulary cards workbook  Read reading story in pairs and write about the essential question.  Bag of items activity for inference.  Play 4 types of sentences game wb 23 Day 4 Oral questioning  Spelling test Teacher observation  Review VCE syllables wb 24 Writing  Phonics test Workbook  Go over vocabulary card Quizzes  Vocabulary test  Sequence reading story  Reading test  Student inference bags game  Play 4 type of sentence game  Grammar test Day 5 No school

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.  Small groups, individualized tutoring, peer tutoring, and alternate assessments will be used as needed.

2 Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.  The Elmo will be used during instruction to keep students on task.  The computer will be used to supplement learning where applicable.