Teacher: LaTasha Bruce Date: January 17, 2017 Subject: Language Block:

Alabama COS: standards
Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]
Use modal auxiliaries (e.g., can, may, must) to convey various conditions. [L.4.1c]
Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [L.4.1d]

ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:

KWL / Word Splash / Anticipation Guide / Lecture / Graphic Organizer/VLT / Poem, Rhymes, etc.
Survey / Possible Sentence / Think-Pair-Share / Reading / Pictograph / Acronyms/Word
First Word / Concept Map / Vocabulary Overview / Model / Diagram / Other: _Chants______
Word Map / Frayer Model / Daily Language Practice (DLP)______/ Hands-on / Mind Map/Visual Guide
Engagement Strategies:
- Collaborative Group Work - Writing to Learn - Literacy Groups Other:______
- Questioning Techniques - Scaffolding Text -Classroom Talk
Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program:______Other:______

PROCEDURAL CONTENT (application)

Monday / Tuesday / Wednesday / Thursday / Friday
Essential Question / / How do modal verbs help us to make our meaning more clear? How do writers use modals to add meaning or specificity to verbs? / How do modal verbs help us to make our meaning more clear? How do writers use modals to add meaning or specificity to verbs? /

When I use more than one adjective in a sentence, in what order do I place the adjectives? How does the order of adjectives affect my speaking and writing?

/ When I use more than one adjective in a sentence, in what order do I place the adjectives? How does the order of adjectives affect my speaking and writing?
Objective(s) / •Students must know can, could, may, might, must, should, and will are modals.
•Students must know the meanings of modals and their negative counterparts (e.g., I can; I cannot). / •Students must know modals add meaning to verbs.
•Students must know modals can be part of verb strings (e.g., I will be studying. They could have eaten. It must not have been mine.) / •Students must know modals add meaning to verbs.
•Students must know modals can be part of verb strings (e.g., I will be studying. They could have eaten. It must not have been mine.) / •Students must know modals are always the same form no matter the subject (I will, they will; they should, I should).
Preview
(Before) / activate prior knowledge build background / questions make predictions / establish a purpose for reading/lesson / knowledge generate
Instruction
(During) / verify and formulate predictions / construct graphic organizers / integrate new information with prior knowledge by note taking / self-monitor comprehension
(After) / evaluate predictions examine questions that guided understanding / respond to lesson through discussion / respond to lesson through writing / retell or summarize in writing
Extension/
Refining / Accelerated Reader
Technology will be used to enhance lessons
Incorporate Writing / Accelerated Reader
Technology will be used to enhance lessons
Incorporate Writing / Accelerated Reader
Technology will be used to enhance lessons
Incorporate Writing / Accelerated Reader
Technology will be used to enhance lessons
Incorporate Writing
Homework
Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other:___

Summarizing: 3-2-1 Ticket in/out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:_4 Corners___