Trousdale County Schools Weekly Lesson Plan
Teacher: Third Grade / Pacing Guide Week #21Dates: 1-20-2015
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.3.1d d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Reading:RL.3.5 Refer to parts of stories, dramas, and poems
when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on
earlier sections.
RL.3.2 Recount stories, including fables, folktales, and
myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Writing:W.3.1 Write opinion pieces on topics or texts, supporting
a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because,
therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
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 0301.1.16 Determine word meanings using prefixes, suffixes and/or context clues SPI 0301.1.2 Identify the correct use of verbs (i.e. present, past, and future tense) within
context..
Reading: SPI 0301.8.2 Identify setting, characters, and plot in a reading selection.
Writing: SPI 0301.3.1 Identify the purpose for writing (i.e., to entertain, to inform, to respond to a picture, story, or art).
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 :
· I can identify individual sounds and apply them to reading and writing.
· I can determine the meaning of new words using graphic organizers, dictionary skills, and thesauruses
· I can write a summary including the story elements.
· I can correctly use irregular past tense verbs. / Student Agenda:
· Posted daily but NOT included in Lesson Plan
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook.
, Teacher observation, questioning, workbook pages, thumbs up/thumbs down, turn and talk, writing
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook. Journeys Text, Workbook, Vocabulary and Leveled Readers, worksheets
Instruction: In outline form, describe each day of instruction. / Formative Assessment:
Day 1
· Introduce spelling words RN 43
· ABC order
· Introduce vocabulary words, students will define in their own words
· Review story structure and summarizing
· Read story with a partner
· Introduce Irregular past tense verbs RN 44 / Advancing and assessing questions
Writing
Workbook pages
Teacher observation
Thumbs up/thumbs down
Day 2
· MIST Practice Writing Assessment
· Read “Two Bear Cubs” whole group / Advancing and assessing questions
Writing
Teacher observation
Thumbs up/thumbs down
Day 3
· Spelling Word Sort RN 46
· Read “Whose Land is It?” whole group
· Complete graphic organizer over story elements from the story in groups.
· Spelling organizer wb. 46
· Phonics: Cumulative review wb. 48
· Irregular past tense verbs wb. 45
· Prefixes RN 53
· Write a summary of “Two Bear Cubs” / Writing
Workbook pages
Oral questioning
Teacher observation
Think pair share
Group/partner work
Thumbs up/thumbs down
Day 4
· Phoneme Map with Spelling words
· Irregular Past tense verbs wb. 51
· Review Pronoun/Verb Agreement RN 54
· Write about qualities of a character from “Two Bear Cubs”
· Review vocabulary.
· Test over story/vocabulary. / Oral questioning
Oral reading
Teacher observation
Workbook pages
Writing
Thumbs up/thumbs down
Think pair share
Writing
Day 5
· Writing to compare texts “Two Bear Cubs” and “Whose Land Is It?”
· Paragraph editing
· Grammar Quiz
· Spelling test
· MLK Reading and Writing Response / Oral questioning
Teacher observation
Workbook
Writing
Turn and talk
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.
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.
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