Common Core Lesson Planning Template

Common Core Lesson Planning Template

Grade Level (circle): 3 4 / Teacher/Room: L. Schuyler Room 104
Content Area (Shared/Integrated) / Reading Writing Speaking/Listening Language Word Work
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standard(s):
Standard:1.E.1.c. – Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
Standard:3.A.4.b. – Identify and explain the meaning of words, lines, and stanzas
Standard:1.D.1.a. – Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts / Standard(s):
Standard:1.D.1.c. – Collect 12-20 new words for deeper study each week
Standard:1.D.3.d. – Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
Standard:3.A.4.c. – Identify and explain sound elements of poetry / Standard(s):
Standard:4.A.3.c. – Prepare the final product for presentation to an audience
Standard:4.A.6.a. – Revise own text for word choice
Standard:3.A.4.c. – Identify and explain sound elements of poetry
Standard:1.D.3.d. – Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression / Standard(s):
RI.3.7 Use information gained from illustrations and the words in text to demonstrate the understanding of text
RI.3.8 Describe the logical connection between particular sentences and paragraphs (e.g., comparison, cause/effect, first/second/third in a sequence)
W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons / Standard(s):
W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly
Guiding Question: What is an acrostic? / Guiding Question: / Guiding Question: / Guiding Question: / Guiding Question:
I CAN(s):
1. Learn the structure of acrostic poetry by viewing examples on the Internet
2. Understand and apply knowledge of acrostic poetry by composing an acrostic poem about one of their classmates / I CAN(s):
1. Build community in the classroom by focusing on peers' positive character traits and applying them to poetry / I CAN(s):
1. Share my acrostic poem with my peers.
2. Listen to suggestions and try out different ideas
3. Clean up spelling. / I CAN(s):
1.
2.
3. / I CAN(s):
1.
2.
3.
Academic Language/Vocabulary:
http://www.readwritethink.org/files/resources/lesson_images/lesson807/traits-list.pdf / Academic Language/Vocabulary:
http://www.readwritethink.org/files/resources/lesson_images/lesson807/traits-list.pdf / Academic Language/Vocabulary:
http://www.readwritethink.org/files/resources/lesson_images/lesson807/traits-list.pdf / Academic Language/Vocabulary:
http://www.readwritethink.org/files/resources/lesson_images/lesson807/traits-list.pdf / Academic Language/Vocabulary:
http://www.readwritethink.org/files/resources/lesson_images/lesson807/traits-list.pdf
Activator/CHETL-3:
"By highlighting the importance of names and their many meanings and accents across cultures, languages, and places, we can create a space for acknowledging the identities children embody and move one step closer toward genuinely valuing diversity in classrooms." By using their own names as a starting point for writing free-verse poems, children are using words that are important to them while learning and reinforcing initial letter sounds." / Activator/CHETL-3:
By highlighting the importance of names and their many meanings and accents across cultures, languages, and places, we can create a space for acknowledging the identities children embody and move one step closer toward genuinely valuing diversity in classrooms." By using their own names as a starting point for writing free-verse poems, children are using words that are important to them while learning and reinforcing initial letter sounds." / Activator/CHETL-3: / Activator/CHETL-3: / Activator/CHETL-3:
Mini Lesson/CHETL-1&4:
Whole / Guided / Ind
Resource/Materials/Pg:
Go to the ACROSTIC POEMS FOR CHILDREN website.
(http://www.holycross.edu/departments/socant/dhummon/acrostics/acrostics.html) / Mini Lesson/CHETL-1&4:
Resource/Materials/Pg:
Whole / Guided / Ind
(http://www.holycross.edu/departments/socant/dhummon/acrostics/acrostics.html) / Mini Lesson/CHETL-1&4:
Resource/Materials/Pg:
Whole / Guided / Ind
(http://www.holycross.edu/departments/socant/dhummon/acrostics/acrostics.html) / Mini Lesson/CHETL-1&4:
Resource/Materials/Pg:
Whole / Guided / Ind
(http://www.holycross.edu/departments/socant/dhummon/acrostics/acrostics.html) / Mini Lesson/CHETL-1&4:
Resource/Materials/Pg:
Whole / Guided / Ind
Differentiation(check):
Content / Process / Product
Description: / Differentiation check):
Content / Process / Product
Description:
Student will use word list to create acrostic poem. / Differentiation check):
Content / Process / Product
Description:
Students will be given a word list to go over and select appropriate words to describe classmate. / Differentiation check):
Content / Process / Product
Description: / Differentiation check):
Content / Process / Product
Description:
Performance Task

EXPLORING ACROSTIC POETRY

1.  Lead discussion w/students about poetry and why authors choose to write poems. Review acrostic poems.

2.  Share samples of acrostic poetry (share thoughts: each line starts with letter of word, lines are short, each line relates to a topic, poem does not have to rhyme)

3.  Pass out Acrostic Poetry Web Explorer worksheet and review.

4.  Work with students to brain storm characteristic traits about themselves.

5.  Model

6.  Create silhouette

/ Performance Task
Write 2nd Acrostic Poem
1.  Warm-up: Inside/Outside Circle – Student will use index cards to create inside and outside circle to review vocabulary
2.  Students are going to select one student from class and write an acrostic poem about them. / Performance Task
1.  Vocabulary quiz
2.  Students will work in groups to read to each other. Poems will be traded for alternative words and changes in spelling or comprehension. / Performance Task
Objectives: After reading chapter 5&6 student will be able to do the following:
• Answer comprehension questions in their packet.
• Create a title for ch. 5&6 in their packet.
• Define the word reproachfully.
• Write a prediction for chapter 6.
• Complete the chapter 5&6 journal entry question in their packet.
Directions:
1. Discuss the assignment from yesterday.
2. Read ch. 5 together. Student will read ch. 6 and complete the assignment outlined in the objective independently. / Performance Task
Discuss the assignment from yesterday.
2. Read ch. 5 together. Student will read ch. 6 and complete the assignment outlined in the objective independently.
Assessment/CHETL 2&5:
Summative
Formative
Description:
Use informal observation to assess whether students participate and demonstrate understanding of the acrostic poetry format. If you collected theAcrostic Poetry Web Explorerworksheet, you can use this to assess student comprehension as well.
Use theStudent Checklistto assess final copies of the poems. In addition, look at student vocabulary in the completed poems. Did students use the reference materials you provided to find original and creative words? Are the words applied correctly? Do the poems accurately and creatively describe the person being written about? / Assessment/CHETL 2&5:
Summative
Formative
Description:
Use theStudent Checklistto assess final copies of the poems. In addition, look at student vocabulary in the completed poems. Did students use the reference materials you provided to find original and creative words? Are the words applied correctly? Do the poems accurately and creatively describe the person being written about? / Assessment/CHETL 2&5:
Summative
Formative
Description:
Wordly Wise Vocabulary Test / Assessment/CHETL 2&5:
Summative
Formative
Description:
Wordly Wise Vocabulary Test / Assessment/CHETL 2&5:
Summative
Formative
Description:
Integration:
Media Skills
X / Research
Other:
Description:
http://www.readwritethink.org/files/resources/interactives/acrostic/
Use theAcrostic Poem interactiveto publish your poems. The Acrostic Poem Tool allows students to type in a word, create an Acrostic Poem, and then print out their writing. / Integration:
Media Skills
X / Research
Other:
Description:
http://www.readwritethink.org/files/resources/interactives/acrostic/
Use theAcrostic Poem interactiveto publish your poems. The Acrostic Poem Tool allows students to type in a word, create an Acrostic Poem, and then print out their writing. / Integration:
Media Skills
Research
Other:
Description:
http://interactives.mped.org/view_interactive.aspx?id=110&title=
Use theReadWriteThink Printing Pressinteractive to publish poems. The flyer templates will work for individual poems. Students might use the booklet template to create a collection of acrostics. / Integration:
Media Skills
Research
Other:
Description:
http://interactives.mped.org/view_interactive.aspx?id=110&title=
Use theReadWriteThink Printing Pressinteractive to publish poems. The flyer templates will work for individual poems. Students might use the booklet template to create a collection of acrostics. / Integration:
Media Skills
Research
Other:
Description:
Homework:
3rd Grade – Study Vocabulary Words, Lesson 1 “Wordly Wise” book for vocabulary test Wednesday.
4th Grade – Study Vocabulary Words, Lesson 1 “Wordly Wise” book for vocabulary test Wednesday. / Homework:
3rd Grade – Study Vocabulary Words, Lesson 1 “Wordly Wise” book for vocabulary test Wednesday.
4th Grade – Study Vocabulary Words, Lesson 1 “Wordly Wise” book for vocabulary test Wednesday. / Homework: Go to link: Work on nouns, verbs, adjectives and adverbs
http://www.kimskorner4teachertalk.com/grammar/menu.html / Homework: Chapter 4 questions and vocabulary page.