LESSON PLANS
Week/Date: March 21, 2017Grade/Subject: 6-8 Language Arts Prepared by: Mrs. Eaton & Mrs. Ruff
Learning Goal:Students will build grade-appropriate vocabulary using strategies including context clues and study of word parts. / Daily Objective: LAFS.6.W.2.AP.4aProduce a clear, coherent, permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform) and audience (e.g., reader).Monday / Tuesday / Wednesday / Thursday / Friday
SPECIAL NOTES / Unit 7- Real-World ELA
FSAA testing through April 15 / Unit 7- Real-World ELA
FSAA testing through April 15 / Unit 7- Real-World ELA
FSAA testing through April 15 / Unit 7- Real-World ELA
FSAA testing through April 15 / Unit 7- Real-World ELA
FSAA testing through April 15
Bell Ringer / Teacher workday
No School / Introduce new vocabulary words. / Journal writing / Daily Language Sentences / Journal Writing
Procedure / I Do: Use K-W-L Chart to determine students’ prior knowledge of text/topic.
We Do: In small group, build vocabulary skills and introduce “Eagle Watch” story.
You Do: Practice vocabulary words and any unfamiliar words. / I Do: Model appropriate vocabulary using strategies including context clues and study of word parts.
We Do:In small group, read “Eagle Watch” story.
You Do: Practice vocabulary words and any unfamiliar words. / I Do: Review/practice appropriate vocabulary using strategies including context clues and study of word parts.
We Do: In small group, practice new vocabulary words and continue reading.
You Do: Practice vocabulary words and any unfamiliar words. / I Do: Review/practice appropriate vocabulary using strategies including context clues and study of word parts.
We Do: In small group, practice new vocabulary words and continue reading.
You Do: Practice vocabulary words and any unfamiliar words.
Essential
Question / Why are directions important? / What are different types of real-world reading? / What are different types of real-world reading? / What are different types of real-world reading?
Assessment / . / After reading a nonfiction text, create a bubble map to describe the characteristics of the text type. / After reading a nonfiction text, create a bubble map to describe the characteristics of the text type. / After reading a nonfiction text, create a bubble map to describe the characteristics of the text type. / After reading a nonfiction text, create a bubble map to describe the characteristics of the text type.
Materials / PCI Materials for differentiated instruction, News-2-You materials, Dolch sight words. / PCI Materials for differentiated instruction, News-2-You materials, Dolch sight words. / PCI Materials for differentiated instruction, News-2-You materials, Dolch sight words. / PCI Materials for differentiated instruction, News-2-You materials, Dolch sight words.
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: product, details, context clues, word parts, nonfiction, fiction, purpose, wildlife officer, binoculars, fly, bird, nest, migrate, watch, bald eagle, protect, endangered animal, state park
Chart: holds information
Graph: holds information
Real-world: things you can see in your everyday life
Assemble: to put something together
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: