Kindergarten Lesson Plan s2

8th Grade Weekly & Daily Lesson Plan Teacher: Mrs. Arrizón and Mr. D. Herrera Sept. 14 – Sept. 18th, 2015 Reading: Literature 3rd Tri-Week Unit Theme: Reading Drama Monday Tuesday Wednesday Thursday Friday Materials Interactive notebook Interactive notebook Interactive notebook Interactive notebook Interactive notebook Story/play Story/play Story/play Story/play Story/play Vocabulary worksheet Vocabulary worksheet Vocabulary worksheet essay Vocabulary worksheet Overhead projector Overhead projector Vocabulary worksheet Quiz Inference worksheet Analysis worksheet Overhead projector Bellwork Daily Oral Language Daily Oral Language Daily Oral Language Daily Oral Language Daily Oral Language

Explicit ELPS: (if applicable) ELPS: (if applicable) ELPS: (if applicable) ELPS: (if applicable) * Administer an assessment.

Vocabulary * Use words relevant to * Review picture word * Review pictures. As teacher * Review picture word cards. As (List various forms of current reading and/or cards. As teacher displays displays the pictures, students call teacher displays the picture, assessing vocabulary that content areas – academic or the picture, students call out the vocabulary words. Students students call out the vocabulary you could use.) 1. Witching domain specific words. out the vocabulary word. repeat the words. word. Give corrective feedback. hour * Show pictures that Give corrective feedback. * Review physical representations – * Partners review physical represent the word. Use * Teacher demonstrates students call out words. Partners representations and practice 2. Absorb realia fi you have it. In the physical representation practice saying the words and saying the word, stating the 3. Flax partners, students predict of word. Students call out practice saying the definition to definition in a complete through discussion the word. each other in complete sentence and using the word in 4. Musket possible word that the * Students practice saying sentences. a complete sentence. picture represents. the word and the definition * Word Work Day – Partners * Partners orally rehearse their Partners speak in formal multiple times. discuss one or more of the sentences; then write a language using complete *Students sketch their own following list: synonyms, antonyms, sentence. You designate which sentences. picture (homework or homonyms, prefixes, suffixes, type of sentence, i.e., simple, * Give students the graphic center). related words, or cognate. Seven-Up+ Sentence, complex, organizer blank “Storm * Students exchange their * Groups play oral language game compound, etc… Vocabulary Acquisition” sketches with a partner. “Vocabulary Challenge.” They will * Partners discuss to create *Teacher models the Students explain to a say the word, use it in a and write an analogy. Elephant: pronunciation of the word. partner in complete complete sentence, and then ______; Ballerina: Then, students practice sentences why their own demonstrate the physical ______. Or, create a saying (pronouncing) sketch represents the representation. word array. multiple times. Clap out word. 10-15 minutes syllables. Air write the word * Check for understanding – in syllables or phonemes. Teacher poses a sentence Teacher listens for correct using the target word pronunciation. Teacher gives either correctly or corrective feedback. incorrectly. Students use * Teacher displays the signals thumbs up/down. In dictionary definition. partners, students must Teacher explains the word. justify why the sentence All students read it out is right or wrong. loud. In partners, students * Partners discuss the deduce the friendly word’s nuances (shades of definition using the meaning). dictionary definition, the * Partners use the word in explanations, and the a complete sentence.