Trousdale County Schools Weekly Lesson Plan
Teacher:Michelle Eskew / Pacing Guide Week #: 2Dates: August 11 – August 15
Subject: ELA
Common Core Standard(s) to be taught: (Write the entire standard)
Pà RF.2.3a-Distinguish long and short vowels when reading regularly spelled one-syllable words.
Gà L.2.1f- Produce, expand, and rearrange complete simple and compound sentences.
RCà RI.2.3- Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
à RL.2.5- Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
· Wà W.2.3- Write narratives in which they recount a well-elaborated event or short sequence of events, include
SPI(s) to be taught: (Write the entire SPI)
·
Daily practice activity for citing text based evidence in conversation and/or writing:
· Daily writing using POW-TIDE Method
· Discussing Reading
· Comparing Texts
I Can Statements :
ü I can sound out and spell words using short vowels “a” or “i”.
ü I can add descriptions or rearrange sentences to create new sentences.
ü I can describe the important details of how a story begins and ends.
ü I can put events or ideas in order.
ü I can write about something that has happened, I have seen, or something I remember. / 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.
o Teacher Observations
o Reading Fluency
o Thumbs up, Thumbs down
o Lapboard Responses
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook.
· Journey’s Reading Book
· Journey’s Reader’s Workbook
· Henry and Mudge TPT resources
· Language Practices
· Elmo
· Technology Cart
· Brainpop, Jr videos
Instruction: In outline form, describe each day of instruction. / Formative Assessment:
Day 1
· Spelling
o Review Spelling Words
· Grammar
o Review Subject and Predicts
o Student Journey’s Book Page 34 &35
o Group Activity Sorting Subjects and predicates
o Discuss ABC order and practice activity (TPT resource)
· Reading
o Teacher Read Aloud
§ Recognize Vocabulary Words
§ Listening Comprehension Questions and student retell
o Write Sentences with Vocabulary Words (TPT resource)
o Students read Henry and Mudge (Journey’s)
o Review Sequence of Events
o Brainpop over Sequence
o Finish Story Retell Map
· Writing
o Discuss POW-TIDE Method
o Teacher Model
· Homework –
o Write Sentences with Spelling words
o Read Henry and Mudge / · Teacher observation
· Check of pages 34&35, ABC order activity, Vocabulary word sentences, and Retell Map
· Oral questioning
· Observation of fluency
Day 2
· Spelling
o Discuss Vowels and Constants
o Discuss CVC – T46
o Put Spelling Words in Alphabetical order
· Grammar
o Adding details to sentences T43
o Group model with Sentences
o Reader’s Notebook Page 6
· Reading
o Students read “Henry and Mudge”
o Vocabulary Words in ABC order
o Text Response Student page 28
· Writing
o Model POW-TIDE have students write about if their parents gave them a puppy what would they name it and how would they take care of it.
· Homework
o Read “Henry and Mudge” – Page 14 / · Teacher observation
· Check Reader’s Notebook page 6, Writing Activity, Day 1 homework, and ABC order Check
· Oral questioning
· Observation of fluency
Day 3
· Spelling
o Sparkle to Review Spelling Words
o Practice Dictation Spelling Test
· Grammar
o Using student Writing from day 2 have students circle subjects (green) and underline predicates (red)
o Discuss a, an, and the
o WB page 14 & 15 together
· Reading
o Review Vocabulary
o Read “All in the Family”
o Discuss Facts and genre
o Compare and Contrast to “Henry and Mudge”
· Writing
o Model POW-TIDE model
o Have students add details to their writing from day 2
· Homework
o Read “Henry and Mudge” – Page 14
o Practice Spelling Words for Dictation test / · Teacher observation
· Check of readers notebook page 14 & 15, Dictation test, student writing
· Oral questioning
· Observation of fluency
Day 4
· Spelling
o Dictation Spelling Test
· Grammar
o Review subject, predicate, a, an, and adding details
o Assessment 31
· Reading
o Assessment Practice
o Student Check in class
· Writing
o Students make any corrections to writing activity and then illustrate their writing. / · Unit 1, Lesson 1 tests: dictation, phonics, vocabulary, and comprehension
· Check of Writing and Work from the Week
Day 5
· No School – Youth Fair
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
· Use of strategic Interventions Section in Teacher’s Manual
· Literacy Centers based on Comprehension
· Daily Assessments in Teacher’s Manual
· Reteaching Activities from Teacher’s Manual
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
· Elmo/ Technology Cart - Provides students visuals and modeling for the students
· Brainpop, Jr. – Provides students visuals and auditory learning
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