Week/Date: August 29, 2016Grade/Subject: 6-8 Language Arts Prepared By: Mrs. Eaton & Mrs. Ruff

LESSON PLANS

Week/Date: August 29, 2016Grade/Subject: 6-8 Language Arts Prepared by: Mrs. Eaton & Mrs. Ruff

Learning Goal:Students will go over grade appropriate vocabulary, their meaning, and relationships. / Daily Objective:LAFS.6.L.3.AP.5c Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Monday / Tuesday / Wednesday / Thursday / Friday
SPECIAL NOTES / Unit:1Vocabulary/Fluency / Unit:1Vocabulary/Fluency / Unit:1Vocabulary/Fluency / Unit:1Vocabulary/Fluency / Unit:1Vocabulary/Fluency
Bell Ringer / Introduce new vocabulary words / Daily Language Sentences-capitalization and punctuation; writing in complete sentences. / Review vocabulary / Introduce strategies for decoding and understanding new words. / Review strategies
Procedure / I Do:Introduce context clues using nonsense sentences with nonsense words.
We Do:Introduce vocabulary words from “M & M’s Birthday” in small groups.
You Do:Practice their words by using them in sentences with a partner. / I Do:Shared reading activity to model and review context clues strategies by discussing what words mean.
We Do:In small group, begin reading “M & M’s Birthday.”
You Do:Use graphic organizers to display meanings of unknown words. / I Do:Model and review how to use signal words in context clues to figure out what words mean.
We Do:In small group, guide students in using strategies and context clues.
You Do:Use graphic organizers. / I Do: Model and review how to use signal words in context clues to figure out what words mean.
We Do:In small group, guide students in using strategies and context clues to assist in new/unknown words.
You Do:Use graphic organizers. / I Do:Model and review how to use signal words in context clues to figure out what words mean.
We Do:In small group, guide students in using strategies and context clues to assist in new/unknown words.
You Do:Complete graphic organizers.
Essential
Question / Why is it important to know what a word means? / Why is it important to know what a word means? / Why is it important to know what a word means? / Why is it important to know what a word means? / Why is it important to know what a word means?
Assessment / Create a circle map to define what setting means? / Create a circle map to define what setting means? / Create a circle map to define what setting means? / Create a circle map to define what setting means? / Create a circle map to define what setting means?
Materials / Graphic organizers, News2You, Ed Helper worksheets, vocabulary / Graphic organizers, News2You, Ed Helper worksheets, vocabulary / Graphic organizers, News2You, Ed Helper worksheets, vocabulary / Graphic organizers, News2You, Ed Helper worksheets, vocabulary / Graphic organizers, News2You, Ed Helper worksheets, vocabulary
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s LEP and IEP’s.
Content and Context Clues/ Gestures Adapted/Modified Assignments
Multimedia Read aloud while students follow along
Individual Instruction/Small group Preferential Seating
Peer Tutoring/grouping Visual Aids/Manipulatives
Alternative Assessments Strategies, extended time / Key Vocabulary:
Graphic organizer, circle map, fluency, context clues, word parts, dictionary, relationships

LESSON PLANS

Week/Date: Grade/Subject Prepared by:

Sunshine State Standards/Common Core Standards: / Teacher’s Goals and Objectives:
Monday / Tuesday / Wednesday / Thursday / Friday
SPECIAL NOTES
Bell Ringer
Procedure
Essential
Question
Assessment
Materials
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s IEP
Content and Context Clues/ Gestures Adapted Assignments
Multi media Read aloud while students follow along
Individual Instruction Seating
Peer Tutoring/grouping Visual Aids
Alternative Assessments Strategies / Key Vocabulary: