ELA Lesson Plan - Upi Elementary...

ELA Lesson Plan

Teacher: L. Fajardo

Grade: 3rd Grade Date(s): Week 1: Quarter 1

Unit Title: First week of school; Introductions

Corresponding Unit Task:

Essential Question(s): Whyisitimportanttohaveallthedifferentpartsinasentenceinthecorrectorder?

Materials/Resources Essential Vocabulary

Teacher/Student: • http://www.havefunteaching.comKeyword:

phonics

• http://www.education.com/worksheetsfreeworksheetsforphonics

• http://www.corestandards.org/ELA-LiteracyAppendixC:grade-levelwritingsampleswithannotation

• HoughtonMifflinThirdGradeEnglish,pp.H14–H15(PrefixesandSuffixes)

• HoughtonMifflinThirdGradeEnglish,U.2,U.3,U.4,U.6(Nouns,Verbs,AdjectivesandAdverbs,Pronouns)

• HoughtonMifflinThirdGradeEnglish,GettingStarted,TheWritingProcess,pp.7–27

• HoughtonMifflinThirdGradeEnglish,U.1,(Writingsentences),pp.32–47

• HoughtonMifflinThirdGradeEnglish,U.9,(WritingaResearchReport)pp.319–325

• HoughtonMifflinThirdGradeSpellingandVocabulary,U.27,U.28,U.29,pp.174–191(PrefixesandSuffixes)

• HoughtonMifflinThirdGradeSpellingand

Key Vocabulary: Multisyllabic, prefix, suffix, Latin, derivational suffix, pronouns, adjectives, adverbs, abstract nouns, transitional words/ linking words, collaborate Reading Strategies: Predict/Infer,Phonics/DecodingandMonitor/ClarifyandQuestion,EvaluateandSummarize

Vocabulary,StudentHandbook,pp.253–254(Writer’sResources)

• HoughtonMifflinThirdGradeReading,Theme4,WritingModel:AResearchReport,pp.40–43

• SRA Spelling Mastery

• Common Core Supplements

Learning Experience(s) Gradual Release of

Responsibility:

X Modeled X Shared X Guided Practice □ Independent

Reading Standards:3.RF.3a-da.)Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords;b.)Identifyandknowthemeaningofthemostcommonprefixesandderivationalsuffixes;c.)DecodewordswithcommonLatinsuffixes;d.)Decodemulti-syllablewords;Readgrade-appropriateirregularlyspelledwordsI Can Statement(s):Icananalyzewordsandusephonicstohelpmereadthirdgradewords. Instructional Plan:

• Activator:• Day1:Teacherwilldiscusswithstudentswhatgoodreadersdo

whentheyread.Studentswillbrainstormofwhattheydothathelpsthemread.

• Teacherwilldistributeordisplayreadingstrategyguidetostudents.

• Revieweachstrategy.

• Modeled:• Day2:TeacherwillreadaloudwithstudentsTheRule.Teacher

willmodelandexplainthedifferentstrategiesusedastheyarereading.Introducethestrategy:Predict/Infer.TeacherwillreadaloudwithstudentsTheRule.

• Shared:Studentswillrespondtoeachstrategyintheirpracticebookspage1and2.Studentswillwritewhattheythinkwill

happeninthestoryandshareinsmallorlargegroupsetting.• Guided:Studentswillmodelthedifferentstrategieswitheach

otherwithassistancefromteacher.

• Modeled:• Day3:Introducethestrategy:Phonics/DecodingandMonitor/

ClarifyandQuestion.TeacherwillreadaloudwithstudentsTheRule.

• Shared:Studentswillrespondtothisstrategyintheirpracticebookspage3,4,and5.

• Guided:Studentswillwritethestepsofthestrategyanddiscussthedecodingsteps.Studentswillthinkaboutwhytheboyinthestorymightthinkthemushroomslooklikeaforest.

• Modeled:• Day4:Introducethestrategy:EvaluateandSummarize.

TeacherwillreadaloudwithstudentsTheRule.• Shared:Studentswillrespondtothisstrategyintheirpractice

bookspage6and7.• Guided:Studentswilldiscussandmodelthestrategies.

Gradual Release of Responsibility:

Ø Modeled Ø Shared Ø Guided Practice Ø Independent

Language Language3.L.1a-dDemonstratecommandofconventionsofstandardEnglishgrammarusageIcanstatement(s):Icanexplainhownouns,pronouns,verbs,adjectives,andadverbsworkindifferentsentences.Materials:CommonCoresheets,HoughtonMifflinEnglishtextInstructionalPlan:Day1-4:Teacherwillprovidestudentswithworksheetsormaterialresources.Teacherwillexplainanddiscussthedifferentcomponents.Studentswillbegiventimetodiscussandworkonthedifferentpartsofthesentence.


X Modeled Ø Shared Ø Guided Practice X Independent

Writing Standards: 3.W.2cWriteinformative/Explanatorytextstoexamineatopicandconveyideasandinformationclearly:uselinkingwordsandphrases(e.g.,also,another,and,more,but)toconnectideaswithinCategoriesofinformation. I Can Statement: I can write to inform and explain ideas. Instructional Plan:

Day 1-4

Students will use the graphic organizer to write an informative or explanatory text about a chosen topic. Students will then publish their findings in by writing a newspaper article on the topic.



Speaking & Listening Standards: 3.SL.1AEngageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,&teacherled)withdiversepartnersongrade3topics&texts,buildingonothers’ideas&expressingtheirownclearly:Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparation&otherinformationknownaboutthetopictoexploreideasunderdiscussion. I Can Statement(s): I can effectively participate in discussions. Instructional Plan: Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Use the sentence starters to ask questions to check for understanding of information presented, stay on topic, and link their comments to the remarks of others.

Closing/Summarizing

Strategy

Ticket out the door: Students will use a sticky note to identify a strategy they will use for reading and explain whyisitimportanttoknowthepartsofspeech?

Differentiation Strategies Extension Intervention Language Development

Prepare a digital presentation, skit, or role play the habits and strategies that good readers, writers, speakers, and listeners use. Provide tips and advice that will help all students reflect on developing good habits.

Implementanyoftheapplicableinstructionalstrategiesfromthe“benchmarksorshorttermobjectives”sectionforannualgoalsaddressingliteracyfromeachidentifiedstudent’sIEP.Observeandimplementthe“generaleducationprogramaccommodations”oneachidentifiedstudent’sIEP.• Teacher or Peer: Model

good reading, writing, speaking, and listening strategies for small groups of students

• Provide a list of examples and non-examples for students to organize

• Use a graphic organizer • Provide a model/exemplar

of acceptable work (character map)

Struggling readers will need review/intervention for grade

• Focusononepartofspeechatatime.(e.g.,nouns,adjectives,adverbs,verbs).Providestudentswithtextinwhichtheyhighlightthepartofspeechthatisbeingemphasizedforidentification(3.RF.3).

• Whenhighlightingpartsofspeechthatmodify(e.g.,adjectives-nouns,adverbs-verbs,andadjectives)orreplace(e.g.,pronouns),havestudentshighlightthewordandthendrawanarrowtotheworditisreplacingormodifying(3.RF.3).

• Providecardseachwrittenwithadifferentcommonprefix.

level phonics and word analysis skills for decoding. Offer re-teaching for syllabication patterns and morphology to assist with the reading of unfamiliar multisyllabic words in context and out of context.

Studentsworkinpairsorsmallgroups.Astudentdrawsacardandstudentsinthegroupwriteasmanywordsastheycanwiththatprefixintheirwritingjournalornotebook.Studentsshouldshareresponseswitheachothertomaximizetheresource.Theycanalsoillustratethewordbeforeandafteraprefixhasbeenadded(3.RF.3).

• Providecardswithderivationalsuffixes.Studentsworkinpairsorsmallgroups.Astudentdrawsacardandstudentsinthegroupwriteasmanywordswiththederivationalsuffixastheycanintheirwritingjournal.Studentsshouldsharewitheachothertomaximizetheresource(3.RF.3).

• Displayawordbankchartandanchorchartoflinkingortransitionalwordsandphrasesforstudentstousewhiletheyarewriting(3.W.2).

• Havestudentshighlighttransitionalwords/linkingwordsandphrasesthatconnectideasinatext(3.W.2).

• Arrangeseatingchartsforstudentstoworkinpairsorsmallgroups.Allowtheteamsofstudentstocreateaposterofnormstofollowwhen theyarecollaborating(3.SL.1).

Assessment(s) & Reflection

Assessment(s): Q&A(Oral&Writing)StoryReadingWritingActivities/promptsThink,Pair,ShareQuiz Teacher Reflection: (Next steps?)

ELA Lesson Plan

Teacher: L. Fajardo


Unit Title: First week of school; Introductions


Essential Question(s): Whyisitimportanttohaveallthedifferentpartsinasentenceinthecorrectorder?


Teacher/Student: • http://www.havefunteaching.comKeyword:

phonics

• http://www.education.com/worksheetsfreeworksheetsforphonics


• HoughtonMifflinThirdGradeEnglish,pp.H14–H15(PrefixesandSuffixes)

• HoughtonMifflinThirdGradeEnglish,U.2,U.3,U.4,U.6(Nouns,Verbs,AdjectivesandAdverbs,Pronouns)


• HoughtonMifflinThirdGradeEnglish,U.1,(Writingsentences),pp.32–47

• HoughtonMifflinThirdGradeEnglish,U.9,(WritingaResearchReport)pp.319–325

• HoughtonMifflinThirdGradeSpellingandVocabulary,U.27,U.28,U.29,pp.174–191(PrefixesandSuffixes)

• HoughtonMifflinThirdGradeSpellingand

Key Vocabulary: Multisyllabic, prefix, suffix, Latin, derivational suffix, pronouns, adjectives, adverbs, abstract nouns, transitional words/ linking words, collaborate Reading Strategies: Predict/Infer,Phonics/DecodingandMonitor/ClarifyandQuestion,EvaluateandSummarize

Vocabulary,StudentHandbook,pp.253–254(Writer’sResources)

• HoughtonMifflinThirdGradeReading,Theme4,WritingModel:AResearchReport,pp.40–43




Responsibility:

X Modeled X Shared X Guided Practice □ Independent

Reading Standards:3.RF.3a-da.)Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords;b.)Identifyandknowthemeaningofthemostcommonprefixesandderivationalsuffixes;c.)DecodewordswithcommonLatinsuffixes;d.)Decodemulti-syllablewords;Readgrade-appropriateirregularlyspelledwordsI Can Statement(s):Icananalyzewordsandusephonicstohelpmereadthirdgradewords. Instructional Plan:

• Activator:• Day1:Teacherwilldiscusswithstudentswhatgoodreadersdo

whentheyread.Studentswillbrainstormofwhattheydothathelpsthemread.

• Teacherwilldistributeordisplayreadingstrategiestostudents.• Revieweachstrategy.(Predict/Infer,Phonics/Decoding,

Monitor/Clarify,Question,EvaluateandSummarize)

• Modeled:• Day2:Teacherwillreadaloudwithstudentsastory.Teacher

willmodelandexplainthedifferentstrategiesusedastheyarereading.

• Shared:Studentswillwriteordiscusstheirinterpretationofhowtouseeachofthewritingstrategiesinsmallorlargegroupsetting.

• Guided:Studentswillmodelthedifferentstrategieswitheachotherwithassistancefromteacher.

• Activator:• Day3:Reviewthestrategies.Letstudentsknowthatthe

strategywewillbefocusingonthisweekwillbePhonicsandDecoding.

• Modeled:• Explaintostudentsthatoneofthemethodsunderthat

strategywillbetoidentifyhowmanysyllablesawordhas.• Syllable–howawordisnaturallydividedwhenitis

pronounced.• Writeasampleofwordsonboardandmodelhowtodivide

wordsbasedonsyllables.• Shared:Givestudentssetofwordstoidentifysyllables.

(CommonCoreworksheetpages140-144)• Guided:Studentswillexplaintheresultsoftheactivity.• Activator:• Day4:IntroducePrefixesandSuffixes.• Prefix-anaffixplacedbeforethestemofaword.• Suffix-anaffixplacedafterthestemoftheword.• Giveexamples.• Modeled:• Writeasampleofwordsonboardandmodelhowtoidentifyif

astemwordhasaprefixorsuffix.• Shared:Explaintostudentsthattheywillbeidentifyingthe

meaningsofprefixes.DistributetheBarnyardPrefixwordsandexplainthedirectionstostudents.(CommonCorepages145-158)

• Guided:Discusstheresultsoftheactivitywithstudents.• Activator:• Day5:Reviewthedifferentmethodsunderthestrategyof

DecodingandPhonics.• Nextmethodissuffix.• Modeled:• Writeasampleofwordsonboardandmodelhowtoidentifya

suffix.• Shared• Explaintostudentsthattheywillbeidentifyingthemeaningsof

suffixes.DistributetheSuffixMatchandexplainthedirectionstostudents.(CommonCorepages159-173)

• Guided:Discusstheresultsoftheactivitywithstudents.



Language Language3.L.1a-dDemonstratecommandofconventionsofstandardEnglishgrammarusageIcanstatement(s):Icanexplainhownounsworkindifferentsentences.Materials:CommonCoresheets,HoughtonMifflinEnglishtextInstructionalPlan:Day1-4:Teacherwillprovidestudentswithworksheetsormaterialresources.Teacherwillexplainanddiscussnounsasoneofthepartsofspeech.Studentswillbegivenpracticeandactivitieswithnouns.




Day 1-4

Students will discuss and write their thoughts about a given topic in their journal. Students may share their writings with a partner or whole group.



Speaking & Listening Standards: 3.SL.1AEngageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,&teacherled)withdiversepartnersongrade3topics&texts,buildingonothers’ideas&expressingtheirownclearly:Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparation&otherinformationknownaboutthetopictoexploreideasunderdiscussion. I Can Statement(s): I can effectively participate in discussions. Instructional Plan: Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.


Closing/Summarizing Strategy

Ticket out the door: Students will use a sticky note to write their thoughts about what they had learned about Phonics and Decoding. Students will write their meaning of a noun.


Prepare a skit, or role play the habits and strategies that good readers, writers, speakers, and listeners use. Provide tips and advice that will help all students reflect on developing good habits.

Implementanyoftheapplicableinstructionalstrategiesfromthe“benchmarksorshorttermobjectives”sectionforannualgoalsaddressingliteracyfromeachidentifiedstudent’sIEP.Observeandimplementthe“generaleducationprogramaccommodations”oneachidentifiedstudent’sIEP.


• Whenhighlightingpartsof

• Teacher or Peer: Model





Struggling readers will need review/intervention for grade level phonics and word analysis skills for decoding. Offer re-teaching for syllabication patterns and morphology to assist with the reading of unfamiliar multisyllabic words in context and out of context.

speechthatmodify(e.g.,adjectives-nouns,adverbs-verbs,andadjectives)orreplace(e.g.,pronouns),havestudentshighlightthewordandthendrawanarrowtotheworditisreplacingormodifying(3.RF.3).

• Providecardseachwrittenwithadifferentcommonprefix.Studentsworkinpairsorsmallgroups.Astudentdrawsacardandstudentsinthegroupwriteasmanywordsastheycanwiththatprefixintheirwritingjournalornotebook.Studentsshouldshareresponseswitheachothertomaximizetheresource.Theycanalsoillustratethewordbeforeandafteraprefixhasbeenadded(3.RF.3).

• Providecardswithderivationalsuffixes.Studentsworkinpairsorsmallgroups.Astudentdrawsacardandstudentsinthegroupwriteasmanywordswiththederivationalsuffixas

theycanintheirwritingjournal.Studentsshouldsharewitheachothertomaximizetheresource(3.RF.3).

• Displayawordbankchartandanchorchartoflinkingortransitionalwordsandphrasesforstudentstousewhiletheyarewriting(3.W.2).




Assessment(s): Q&A(Oral&Writing)StoryReadingWritingActivities/promptsThink,Pair,ShareQuiz Teacher Reflection: (Next steps?)

ELA Lesson Plan

Teacher: L. Fajardo


Unit Title: Stories and Nouns


Big Idea 2: Students will understand how an author uses characters in fictional text ( i. e., fables, folktales, & myths) to contributes to events & deliver a central message.

Essential Questions: How do we determine an author’s central message? What type of evidence can be used to determine an author’s central message?

Materials/Resources Essential Vocabulary Teacher/Student: Resources & Links to Technology

• http://www.corestandards.org/ELA-Literacy Appendix B: grade-level reading text suggestions

• http://www.kidskonnect.com/343-figurative-language.html (information regarding figurative language)

• Houghton Mifflin Third Grade English, U.7, U.8 (Narrative Writing) pp. 250–317

• Houghton Mifflin Third Grade English, Tools and Tips, p. H11 (Similes)

• Houghton Mifflin Third Grade Spelling and Vocabulary, (Writer’s Resources) pp. 253–254

• Houghton Mifflin Third Grade English, Getting Started, The Writing Process, pp. 7–27



• Direct Instruction Reading Program

Key Vocabulary: Theme, moral, passage, traits, characters, literal, nonliteral language, central message , nouns


Responsibility: Reading

Standards:


3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.2 Recount stories, including fables folktales & myths from diverse cultures; determine the central message, lesson or moral, & explain how it is conveyed through key details on the text. I Can Statement(s): I can ask and answer questions to show that I understand the stories that I am reading.

Instructional Plan: • Activator: • Day1: • Introduce Direct Instruction Program • Modeled: • Day 1: Teacher will follow script • Shared: Students will answer questions in complete sentences. • Guided: Teacher will guide students thru reading program and

assessment resources. • Activator:

Day2-4:Studentswillrecallthestoryfrompreviousday.• Modeled: • Teacher will follow script and actively monitor students

throughout program. • Shared: • Students will answer questions in complete sentences. • Guided: • Teacher will guide students thru reading program and

assessment resources.



Language Language 3.L.1a-d Demonstrate command of conventions of standard English grammar usage I can statement(s): I can explain how nouns work in different sentences. Materials: Common Core sheets, Houghton Mifflin English text, online supplement resources. Instructional Plan:

Day1-5:Teacherwillprovidestudentswithworksheetsormaterialresources.Teacherwillexplainanddiscussnounsasoneofthepartsofspeech.Studentswillbegivenpracticeandactivitieswithnouns.

• Activator:• Day1:Teacherwillintroducesingularandpluralnouns.• Day2:Teacherwillreviewandintroducemoresingularand

pluralnouns.• Day3:Teacherwillintroducesingularpossessivenounsand

pluralpossessivenouns.• Day4:Reviewnounsunit.• Day5:Studywithapartnerfor10minutes.• Modeled:• Day1:Teacherwillshowstudentsitemsinclassroomthatare

nouns.Asagroup,studentswilldiscussthesingularandpluralformsforeachitemthenlabeleachforitssingularformandpluralform.

• Day2-3Teacherwillshowstudentssamplesofsentenceswithsingularandpluralnouns.

• Day4:Teacherwillprovidestudentswithacheckuptoreviewnounskills.

• Day 5: Teacher will read quiz directions out to students. • Shared: • Day 1-4: Students will practice writing verbs in sentences with a

partner and/ or individually. • Guided: • Day1-4: Teacher will have students share their sentences or

answers to class. Students will correct sentences as a group. • Day5: Quiz day. Teacher will actively monitor students

throughout quiz.



Writing Standards: 3.W.2c Write informative/Explanatory texts to examine a topic and convey ideas and information clearly: use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within Categories of information. I Can Statement: I can write to inform and explain ideas.

Instructional Plan:

Day 1-5


• In journals, have the students use the following linking words and/ or phrases: also, another, and, more, but.



Speaking & Listening Standards: 3.SL.1d Engage effectively in a range of collaborative discussions (one-on-one, in groups, & teacher-led) with divers partners on grade 3 topics & texts, building on others’ ideas & expressing their own clearly: Explain their own ideas and understanding in light of the discussion. I Can Statement(s): I can effectively participate in discussions. Instructional Plan: Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.



Ticket out the door: Students will use a sticky note to write a sentence with correct use of nouns.


• Studentswillrefertodetails Implement any of the Studentshaveasked,

founddirectlyintextwhenexplainingthemes,drawinginferences,orsummarizingthetext(4.RL.1,4.RL.2).

Theywillbeabletodescribecharacters,setting,oreventsusingspecificdetailsfromtext.Vocabularydevelopmentwillincludecomprehendingtermsbymakingconnections tosignificantcharactersfoundinmythology(e.g.,Herculean)(4.RL.3).

• Studentswillbeabletodrawconclusionsfromideasexpressedincollaborativediscussions(5.SL.1d).

applicable instructional strategies from the “benchmarks or short term objectives” section for annual goals addressing literacy from each identified student’s IEP. Observe and implement the “general education program accommodations” on each identified student’s IEP. • Teacher or Peer: Model






answered,andrecountedstoriesusingclarifystrategies(e.g.,who,what,why,where,when,how).Theydeterminedcentralmessagesorthemesanddescribedhowcharactersrespondedtomajoreventsorchallenges.Theyanalyzedhowwordsorphrases

• Focus on one part of speech at a time. (e.g., nouns, adjectives, adverbs, verbs). Provide students with text in which they highlight the part of speech that is being emphasized for identification (3.RF.3).

• Establisharoutineofaskingquestionsaboutatextthathasbeenreadbystudents,butinordertoanswerthequestiontheymusthavetheirfingerontheprint.Example:“Pointinthepassagewhenthemaincharacterdecidestochange.”Havestudentsshareandassisteachotherbeforecallingonanindividual(3.RL.1,

3.RL.2,3.RL.3).

• Studentscollectnonliteralphrasesfoundintextandillustratealiteraltranslation(e.g.,rainingcatsanddogs,airhead,runlikethewind).Thiscollectioncanbedisplayedintheroomorcollectedinjournalsandnotebooks(3.RL.4).

• Studentscreatealistofpositivefeedbackresponses(e.g.,Ilikedhowyouexplainedthat,illustrationsreallyhelped)tousewithpeers.Thislistwillbedisplayedwhilestudentsaresharingideasregardingagiventopic(3.SL.1).

• Model(demonstratecompletingwhilethinkingaloud)howtousegraphicorganizerstodisplayinformationfromnarrativetext(e.g.,flowchart-sequence

ofevents,wordweb-charactertraits,causeandeffect-conflictresolution).Aftermodelingwithexplanationonthefirstfewstories,studentswillbeabletocompleteinpairsorsmallgroupswithminimumsupport(3.RL.1,3.RL.2,3.RL.3).

• Display a word bank chart and anchor chart of linking or transitional words and phrases for students to use while they are writing (3.W.2).

• Have students highlight transitional words/linking words and phrases that connect ideas in a text (3.W.2).

• Arrange seating charts for students to work in pairs or small groups. Allow the teams of students to create a poster of norms to follow when they are collaborating (3.SL.1).


Assessment(s): Q&A(Oral&Writing)StoryReading

WritingActivities/promptsThink,Pair,ShareQuiz,Test Teacher Reflection: (Next steps?)

ELA Lesson Plan

Teacher: L. Fajardo


Lesson Title: Characters and Verbs

BigIdea2:Studentswillunderstandhowanauthorusescharactersinfictionaltext(i.e.,fables,folktales,&myths)tocontributestoevents&deliveracentralmessage.

EssentialQuestions:Howdowedetermineanauthor’scentralmessage?Whattypeofevidencecanbeusedtodetermineanauthor’scentralmessage?

Materials/Resources Essential Vocabulary Teacher/Student: • http://www.corestandards.org/ELA-

LiteracyAppendixB:grade-levelreadingtextsuggestions

• http://www.kidskonnect.com/343-figurative-language.html(informationregardingfigurativelanguage)

• HoughtonMifflinThirdGradeEnglish,U.7,U.8(NarrativeWriting)pp.250–317

• HoughtonMifflinThirdGradeEnglish,ToolsandTips,p.H11(Similes)

• HoughtonMifflinThirdGradeSpellingandVocabulary,(Writer’sResources)pp.253–254





Key Vocabulary: theme,moral,passage,traits,characters,literal,nonliterallanguage,centralmessage

Reading Strategies: Predict/Infer,Phonics/DecodingandMonitor/ClarifyandQuestion,EvaluateandSummarizeEnglish:Verbs


Responsibility: Reading

Standards:


• 3.RL.3Describecharactersinastory(e.g.,theirtraits,motivations,orfeelings)andexplainhowtheiractionscontributetothesequenceofevents.

• 3.RL.4Determinethemeaningofwordsandphrasesastheyareusedinatext,distinguishingliteralfromnonliterallanguage.

I Can Statement(s):I can describe characters in stories and explain how their actions affect the story. RL.3.3

I can figure out what an author really means by the words and phrases that are written. RL.3.4

Instructional Plan: • Activator:• Day1:Teacherwillreviewwithstudentswhatgoodreadersdo

whentheyread.• Introducethefollowingconcepts:charactersandauthor’s

message.Letstudent’sknowtokeepthose2conceptsinmindthroughoutthelesson.

• IntroduceDirectInstructionLesson• Modeled:• Day1:Teacherwillfollowscript• Shared:Studentswillanswerquestionsincompletesentences.• Guided:Teacherwillguidestudentsthrureadingprogramand

assessmentresources.• Teacherwillthenaskstudentstoreflectonthecharactersof

thestoryandwhattheythoughttheauthor’smessagewasinthestory.

• Activator:• Day2-5:Studentswillrecallthestoryfrompreviousday.• Modeled:• Teacherwillbrainstormideasaboutthecharactersofthestory.

Thenshowstudentshowtoputthoseideasintosentences.Last,explainthoughtprocessofwhatauthor’smessagemightbebasedoncharacters.

• TeacherwillthenfollowDIscriptandactivelymonitorstudentsthroughoutprogram.

• Shared:• Studentswillanswerquestionsincompletesentences.

• Guided:• Teacherwillguidestudentsthrureadingprogramand

assessmentresources.• Day5:Studentswillcreateacharactergraphicorganizerona

storytheychoosefromthatweek.Atthebottom,theymaysummarizetheauthor’smessageinaparagraphoronesentence.



Language Language3.L.1a-dDemonstratecommandofconventionsofstandardEnglishgrammarusageIcanstatement(s):Icanexplainhowverbsworkindifferentsentences.Materials:CommonCoresheets,HoughtonMifflinEnglishtext,onlinesupplementresources.InstructionalPlan:Day1-5:Teacherwillprovidestudentswithworksheetsormaterialresources.Teacherwillexplainanddiscussverbsasoneofthepartsofspeech.Studentswillbegivenpracticeandactivitieswithverbs.

• Activator:• Day1:Teacherwillintroduceverbs.• Day2-3:Teacherwillreviewandintroducemoreverbs.• Day4:Reviewverbsunit.• Day5:Studywithapartnerfor10minutes.• Modeled:• Day1:Teacherwillmodelverbstostudents.• Day2-3Teacherwillshowstudentssamplesofsentenceswith

verbs.• Day4:Teacherwillprovidestudentswithacheckuptoreview

verbskills.• Day5:Teacherwillreadtestdirectionsouttostudents.• Shared:• Day1-4:Studentswillpracticewritingverbsinsentenceswitha

partnerand/orindividually.• Guided:• Day1-4:Teacherwillhavestudentssharetheirsentencesor

answerstoclass.Studentswillcorrectsentencesasagroup.• Day5:Testday.Teacherwillactivelymonitorstudents

throughouttesting.




Day 1-5


• Injournals,havethestudentsusethefollowinglinkingwordsand/orphrases:also,another,and,more,but.

• Havestudentsfocusonafavoritecharacterfromanymedium.Theymayexplain,describe,orreflectonthecharacter’sactionsand/orpersonality.



Speaking & Listening Standards: 3.SL.1dEngageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrade3topicsandtexts,buildingonothers'ideasandexpressingtheirownclearly:Explaintheirownideasandunderstandinginlightofthediscussion.

I Can Statement(s): I can effectively participate in discussions. Instructional Plan:

Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.



Ticket out the door: (English) Students will use a sticky note to write a sentence with correct use of verbs. (Reading) Students may write a sentence about a character in the story of their lesson.


Prepare a skit, or role play the habits and strategies that good readers, writers, speakers, and listeners use. Provide tips and advice that will help all students reflect on developing good habits. • Theywillbeabletodescribe

characters,setting,oreventsusingspecificdetailsfromtext.Vocabularydevelopmentwillincludecomprehendingtermsbymakingconnections






• Whenhighlightingpartsofspeechthatmodify(e.g.,adjectives-nouns,adverbs-verbs,andadjectives)orreplace(e.g.,pronouns),havestudentshighlightthewordandthendrawanarrowtotheworditisreplacingor



modifying(3.RF.3).

• Establisharoutineofaskingquestionsaboutatextthathasbeenreadbystudents,butinordertoanswerthequestiontheymusthavetheirfingerontheprint.Example:“Pointinthepassagewhenthemaincharacterdecidestochange.”Havestudentsshareandassisteachotherbeforecallingonanindividual(3.RL.1,3.RL.2,3.RL.3).

• Studentscollectnonliteralphrasesfoundintextandillustratealiteraltranslation(e.g.,rainingcatsanddogs,airhead,runlikethewind).Thiscollectioncanbedisplayedintheroomorcollectedinjournalsandnotebooks(3.RL.4).

• Studentscreatealistofpositivefeedbackresponses(e.g.,I

likedhowyouexplainedthat,illustrationsreallyhelped)tousewithpeers.Thislistwillbedisplayedwhilestudentsaresharingideasregardingagiventopic(3.SL.1).

• Model(demonstratecompletingwhilethinkingaloud)howtousegraphicorganizerstodisplayinformationfromnarrativetext(e.g.,flowchart-sequenceofevents,wordweb-charactertraits,causeandeffect-conflictresolution).Aftermodelingwithexplanationonthefirstfewstories,studentswillbeabletocompleteinpairsorsmallgroupswithminimumsupport(3.RL.1,3.RL.2,3.RL.3).

• Displayawordbankchartandanchorchartoflinkingortransitionalwordsandphrasesforstudentstousewhiletheyarewriting

(3.W.2).




Assessment(s): Q&A(Oral&Writing)StoryReadingGraphicOrganizerWritingActivities/promptsThink,Pair,ShareQuiz,Test Teacher Reflection: (Next steps?)

ELA Lesson Plan

Teacher: L. Fajardo


Lesson Title: Persuasive vs. Opinion writing

BigIdea3:Studentswillwriteanessaytosupportanopiniononagiventopic,usingpropersentencemechanics.

EssentialQuestion(s):Howdoespunctuationchangehowwereadapassage?Whatstrategiescanbeusedtosupportanopinion?


Teacher/Student: Resources&LinkstoTechnology

• http://www.corestandards.org/ELA-LiteracyAppendixA:informationregardingopinionandpersuasivewritinginstruction,pp.23–25

• http://www.corestandards.org/ELA-LiteracyAppendixB:grade-levelreadingtextsuggestions


• http://literacy4life.wikispaces.com/Persuasive+Writingpersuasivewritinginstruction

• http://esl.about.comkeyword:Possessive-Nouns

• http://www.education.com/worksheetsfreeworksheetsforgrammarconventions

• HoughtonMifflinThirdGradeEnglish,U.12,WritingtoPersuade,pp.422–444

• HoughtonMifflinThirdGradeEnglish,Section3,OpinionParagraphs,pp.383–410

• HoughtonMifflinThirdGradeEnglish,U.2,Nouns,pp.

Key Vocabulary: bandwagon,argumentative,merit,support,rationale,image,appeal,tactic

Reading Strategies: Predict/Infer,Phonics/DecodingandMonitor/ClarifyandQuestion,EvaluateandSummarizeEnglish:Verbsinthepast,presentandfuture,Verbbe,helpingverbs,irregularverbs,contractionswithnot,andexactverbs

74–77(possessivenouns) , U.3. Verbs pp. 98-122.

• HoughtonMifflinThirdGradeReading,Theme6,WritingModel,pp.338–339(WritingPersuasiveEssay)




Learning Experience(s) Gradual Release of Responsibility:


Reading * Aimsweb testing will be taking place this week, so

the lesson is tentative. Standards:• 3.RL.3Describecharactersinastory(e.g.,theirtraits,

motivations,orfeelings)andexplainhowtheiractionscontributetothesequenceofevents.


Instructional Plan: • Activator:• Day1:Teacherwillreviewwithstudentswhat

goodreadersdowhentheyread.• Reviewthefollowingconcepts:charactersand

author’smessage.Letstudent’sknowtokeepthose2conceptsinmindthroughoutthelesson.

• IntroduceDirectInstructionLesson• Modeled:• Day1:Teacherwillfollowscript• Shared:Studentswillanswerquestionsin

completesentences.• Guided:Teacherwillguidestudentsthrureading

programandassessmentresources.• Teacherwillthenaskstudentstoreflectonthe

charactersofthestoryandwhattheythoughttheauthor’smessagewasinthestory.

• Activator:

• Day2-5:Studentswillrecallthestoryfrompreviousday.

• Modeled:• Teacherwillbrainstormideasaboutthe

charactersofthestory.Thenshowstudentshowtoputthoseideasintosentences.Last,explainthoughtprocessofwhatauthor’smessagemightbebasedoncharacters.

• TeacherwillthenfollowDIscriptandactivelymonitorstudentsthroughoutprogram.

• Shared:• Studentswillanswerquestionsincomplete

sentences.• Guided:• Teacherwillguidestudentsthrureadingprogram

andassessmentresources.• Day5:Studentswillcreateacharactergraphic

organizeronastorytheychoosefromthatweek.Atthebottom,theymaysummarizetheauthor’smessageinaparagraphoronesentence.



Language Language3.L.1a-dDemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting:a)Capitalizeappropriatewordsintitles;b)Usecommasinaddresses;c)Usecommasandquotationsmarksindialogue;d)Formanduseofpossessivesandverbs.

Icanstatement(s):Icanexplainhowverbsworkindifferentsentences.Materials:CommonCoresheets,HoughtonMifflinEnglishtext,onlinesupplementresources.InstructionalPlan:Day1-5:Teacherwillprovidestudentswithworksheetsor

materialresources.Teacherwillexplainanddiscussverbsasoneofthepartsofspeech.Studentswillbegivenpracticeandactivitieswithverbs.

• Activator:• Day1:Teacherwillintroducespellingand

sentencemechanics.• Day2-3:Teacherwillreviewandintroducemore

sentencemechanics.• Day4:Reviewverbslesson.• Day5:Studywithapartnerfor10minutes.• Modeled:• Day1:Teacherwillmodelsentencemechanicsto

students.• Day2-3Teacherwillshowstudentssamplesof

sentenceswithverbsandpossessivenouns.• Day4:Teacherwillprovidestudentswithacheck

uptoreviewskills.• Day5:Teacherwillreadquizdirectionsoutto

students.• Shared:• Day1-4:Studentswillpracticewritingsentence

mechanicsinsentenceswithapartnerand/orindividually.

• Guided:• Day1-4:Teacherwillhavestudentssharetheir

sentencesoranswerstoclass.Studentswillcorrectsentencesasagroup.

• Day5:Quizday.Teacherwillactivelymonitorstudentsthroughouttesting.



Writing Standards: 3.W.1a Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasons:Introducethetopicortexttheyarewritingabout,stateanopinion,andcreateanorganizationalstructurethatlistsreasons.

I Can Statement: I can write to share my opinion.

Instructional Plan:

Day 1-5

Day1: Introduce strategies of persuasion- bandwagon, image appeal and fear factor. Give examples of each. Introduce persuasive and opinion writing samples to students.

Day2: Students will reflect and discuss their thoughts about previous day’s lesson on persuasive strategies and opinion writing. Studentscancompareandcontrastthedifferencesbetweenpersuasivewritingandopinionwriting.

Day3:Mosteffectiveadvertisementsusethreedifferentstrategiesofpersuasion.Showsamplesofproductsandhavestudentsanalyzewhatstrategywasused.Theywillwriteopinionpiecesinwhichtheyintroduceatopic,statetheiropinion,andsupplyalistofsupportingreasons.Modeltostudentshowtowriteanopinionpiecebasedongroupdiscussion.

Day4:Havestudentsreflectonwhatproduct/stheyfavorandwhattypeofstrategywasusedtopromotetheproduct/s.Thenhavestudentschooseaproducttowriteapersuasivepiece.Intheirwriting,theyneedtoindicatewhatstrategywasused.

Day5:Studentsmaypresenttheirwritingaloud.

*Iftimepermitsorifstudentwouldliketoexpand,studentmaycreatemodelproductordrawproducttopresentalongwithwriting.Theymayalsocreateasloganorshortditty.




I Can Statement(s): I can effectively participate in discussions. Instructional Plan: Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.


Closing/Summarizing Strategy Ticket out the door: (English) Students will reflect on a persuasive strategy they will use in their writing.

Differentiation Strategies Extension Intervention Language

Development Studentswillwriteopinionpiecesongrade-leveltopicsinwhichideasarelogicallygroupedandsupportedbyfactsanddetails(4.W.1,5.W.1).Theywillbelinkedusinggrade-levelwords,phrases,andclauses(e.g.,forinstance,inorderto,consequently,specifically)witha

Implementanyoftheapplicableinstructionalstrategiesfromthe“benchmarksorshorttermobjectives”sectionforannualgoalsaddressingliteracyfromeachidentified

• Studentshavewrittenopinionpiecesinwhichtheyintroducedagrade2-level

concludingstatementorsection.Theirwritingpiecewillincludeconventionssuchasusingcommasbeforecoordinatingconjunctionsinacompoundsentence,usingunderlining,quotationmarks,oritalicstoindicatetitlesofworks(4.L.2a-d,5.L.2a-d).

• Havestudentsinpairsorsmallgroupsusequestionpromptstodiscussdifferentadvertisementsfoundinmagazines(e.g.,whatstrategiesareusedintheadvertisement?Howmanystrategiesareused?)(3.W.1).

• Havestudentscreatenotebookscollectingexamplesofstrategiesforpersuasion(e.g.,imagefactor,research,fearfactor,bandwagon)(3.W.1).

• Studentsinpairsorsmallgroupscreatepostersadvertisinganupcomingschoolevent(e.g.,parent’snight,openhouse,studentcouncilelection) usingtwoorthreestrategies.

• Studentsinpairsorsmallgroupswritearesponsetoanissueprovidedinagrade-appropriatenewsletter(e.g.,weeklyreader,socialstudies) (3.W.1).

• Studentsusepagesfrom‘easyreaders’(possiblyfromgrade2or1)torewritebyinsertingdialogueusingcommasandquotationmarks

student’sIEP.Observeandimplementthe“generaleducationprogramaccommodations”oneachidentifiedstudent’sIEP.• Teacher or Peer:

Model good reading, writing, speaking, and listening strategies for small groups of students


• Use a graphic organizer

• Provide a model/exemplar of acceptable work (character map)


topic,statedanopinion,suppliedsupportingreasonsusinglinkingwords(e.g.,because,and,also),andprovidedaconcludingstatement(2.W.1).

• Theirwritingdemonstratedconventionssuchascapitalization,commas,andapostrophestoformcontractionsorpossessives(2.L.2a-d).

• Studentscreatealistofpositivefeedbackresponses(e.g.,Ilikedhowyouexplainedthat,illustrationsreallyhelped)tousewithpeers.Thislistwillbedisplayed

(3.L.2c).

• Studentsusepagesfrom‘easyreaders’(possiblyfromgrade2or1)towritesummariesusingpossessivenounsandpronouns(3.L.2d).

• Provideandpostdailysentencesinwhichstudentsinpairsorsmallgroupscorrectconventions(3.L.2a-d).

whilestudentsaresharingideasregardingagiventopic(3.SL.1).



Assessment(s): Q&A(Oral&Writing)StoryReadingGraphicOrganizerWritingActivities/promptsThink,Pair,ShareQuiz,Test Teacher Reflection: (Next steps?)

ELA Lesson Plan

Teacher: L. Fajardo


Lesson Title: Biographies

BigIdea4:Studentswillwriteabiographyofafamouspersonthatincludescomplexsentencestructures.

EssentialQuestion(s):Whatstructureisneededinwritingabiography?Whatelementsofabiographycaninfluencethereader?



• www.eduplace.com/kids/hmssgradelevel-appropriatebiographies

• http://www.corestandards.org/ELA-LiteracyAppendixB:grade-levelreadingtextsuggestions––biographies


• www.havefunteaching.comkeyword:conjunctions

• HoughtonMifflinThirdGradeReading,FocusonGenre,Biographies,pp.120–147

• HoughtonMifflinThirdGradeEnglish,U.3. Verbs pp. 98-122.


Key Vocabulary: coordinatingconjunctions,subordinatingconjunctions,comparativeadjectives,superlativeadjectives,subject-verbagreement,influence,biography

English:Verbsinthepast,presentandfuture,Verbbe,helpingverbs,irregularverbs,contractionswithnot,andexactverbs




Responsibility:


Reading Standards:• 3.RL.3Describecharactersinastory(e.g.,theirtraits,motivations,

orfeelings)andexplainhowtheiractionscontributetothesequenceofevents.


Instructional Plan: • Activator:• Day1-5:IntroduceDirectInstructionLesson• Modeled:• Day1-5:Teacherwillfollowscript• Shared:Studentswillanswerquestionsincompletesentences.

Studentswillreflectonthecharactersofthestoryandtheiractions.(Characterstoryboard,storyreflectionpaper,etc.)

• Guided:Teacherwillguidestudentsthrureadingprogramandassessmentresources.



Language Language3.L.1e-h

DemonstratecommandofconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking:e)Formandusethesimple(e.g.,Iwalked;Iwalk;Iwillwalk)verbtenses;f)Ensuresubject-verbandpronoun-antecedentagreement;g)Formandusecomparativeandsuperlativeadjectivesandadverbs,andchoosebetweenthemdependingonwhatistobemodified;h)Usecoordinatingandsubordinatingconjunctions.

Icanstatement(s):Icanexplainhowverbsworkindifferentsentences.

Materials:CommonCoresheets,HoughtonMifflinEnglishtext,onlinesupplementresources.InstructionalPlan:Day1-5:Teacherwillprovidestudentswithworksheetsormaterialresources.Teacherwillexplainanddiscussverbsasoneofthepartsofspeech.Studentswillbegivenpracticeandactivitieswithverbs.

• Activator:• Day1:Teacherwillintroducespellingandsentencemechanics.• Day2-3:Teacherwillreviewandintroducemoresentence

mechanics.• Day4:Reviewverbslesson.• Day5:Studywithapartnerfor10minutes.• Modeled:• Day1:Teacherwillmodelsentencemechanicstostudents.• Day2-3Teacherwillshowstudentssamplesofsentenceswith

verbsandpossessivenouns.• Day4:Teacherwillprovidestudentswithacheckuptoreview

skills.• Day5:Teacherwillreadtestdirectionsouttostudents.• Shared:• Day1-4:Studentswillpracticewritingsentencemechanicsin

sentenceswithapartnerand/orindividually.• Guided:• Day1-4:Teacherwillhavestudentssharetheirsentencesor


throughouttesting.



Writing Standards: 3.W.2a-b

Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly:a)Introduceatopicandgrouprelatedinformationtogether;includeillustrationswhenusefultoaidingcomprehension;b)developthetopicwithfacts,

definitionsanddetails.

I Can Statement: I can write to inform and explain ideas. W.3.2

Instructional Plan:

Day 1-5

Day1: Introduce key vocabulary words and give examples of biographies.

Day2: Students will reflect and discuss their thoughts about previous day’s lesson on biographies.

Day3:Showsamplesofbiographiestostudents.Modeltostudentshowtowriteabiographypiece.

Day4:Studentswillchooseafamouspersontowriteabout.Theywillbrainstormideasofwhattheywouldliketowriteabout.Theywillprovideatopicsentence.

Day5:Studentswillwritearoughdraftoftheirbiography.






Closing/Summarizing

Strategy

Ticket out the door: (English) Students will write their thoughts about their writing?


• Studentscanworkinpairsorsmallgroupstocompleteacharacterweb(listingadjectivesandphrasesfromtext)focusingonthepersonofabiography(3.SL.1,3.L.1g).

• Systemsareestablishedbywhichstudentsconductwritingpeerreviews.Theycanfocusononeskillatatime.Forexample:Checkforjustsubjectandverbagreementonthepaper.Checkforcomparativeandsuperlativeadjectivesandadverbs(S.SL.1,3.L.1).

• Studentscancategorizebiographiesaccordingtodistinctivetraits(e.g.,artistic,courageous,






Struggling readers will need review/intervention for grade level phonics and word

• Studentshavewrittentextinwhichtheyintroducedagrade-appropriatetopic,usedfactsanddefinitionstodeveloppoints,andprovidedaconcludingstatement(2.W.2).

• Theirwritingincludedusingadjectives,adverbs,reflexivepronouns,andpasttenseofirregularverbs(2.L.1).

• Studentscreatealistofpositivefeedbackresponses(e.g.,Ilikedhowyouexplainedthat,illustrationsreallyhelped)tousewithpeers.Thislistwillbedisplayedwhile

leadership).

• Studentsworkinpairsorsmallgroupstoprovidealistofelementsinareadbiographythatmayinfluencereaders.Thelistsfromthegroupsare sharedwiththewholeclasstodiscusssimilaritiesacrossthegroup.

analysis skills for decoding. Offer re-teaching for syllabication patterns and morphology to assist with the reading of unfamiliar multisyllabic words in context and out of context.

studentsaresharingideasregardingagiventopic(3.SL.1).


Assessment(s) & Reflection Assessment(s): Q&A(Oral&Writing)StoryReadingGraphicOrganizerWritingActivities/promptsThink,Pair,ShareQuiz,Test Teacher Reflection: (Next steps?)

ELA Lesson Plan

Teacher: L. Fajardo


Lesson Title: Biographies

BigIdea4:Studentswillwriteabiographyofafamouspersonthatincludescomplexsentencestructures.

EssentialQuestion(s):Whatstructureisneededinwritingabiography?Whatelementsofabiographycaninfluencethereader?



• www.eduplace.com/kids/hmssgradelevel-appropriatebiographies

• http://www.corestandards.org/ELA-LiteracyAppendixB:grade-levelreadingtextsuggestions––biographies


• www.havefunteaching.comkeyword:conjunctions

• HoughtonMifflinThirdGradeReading,FocusonGenre,Biographies,pp.120–147

• HoughtonMifflinThirdGradeEnglish,U.3. Verbs pp. 98-122.


Key Vocabulary: coordinatingconjunctions,subordinatingconjunctions,comparativeadjectives,superlativeadjectives,subject-verbagreement,influence,biography

English:Verbsinthepast,presentandfuture,Verbbe,helpingverbs,irregularverbs,contractionswithnot,andexactverbs




Responsibility:


Reading Standards:• 3.RL.3Describecharactersinastory(e.g.,theirtraits,motivations,

orfeelings)andexplainhowtheiractionscontributetothesequenceofevents.


Instructional Plan: • Activator:• Day1-5:IntroduceDirectInstructionLesson• Modeled:• Day1-5:Teacherwillfollowscript• Shared:Studentswillanswerquestionsincompletesentences.

Studentswillreflectonthecharactersofthestoryandtheiractions.(Characterstoryboard,storyreflectionpaper,etc.)

• Guided:Teacherwillguidestudentsthrureadingprogramandassessmentresources.



Language Language3.L.1e-h

DemonstratecommandofconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking:e)Formandusethesimple(e.g.,Iwalked;Iwalk;Iwillwalk)verbtenses;f)Ensuresubject-verbandpronoun-antecedentagreement;g)Formandusecomparativeandsuperlativeadjectivesandadverbs,andchoosebetweenthemdependingonwhatistobemodified;h)Usecoordinatingandsubordinatingconjunctions.

Icanstatement(s):Icanexplainhowverbsworkindifferentsentences.

Materials:CommonCoresheets,HoughtonMifflinEnglishtext,onlinesupplementresources.InstructionalPlan:Day1-5:Teacherwillprovidestudentswithworksheetsormaterialresources.Teacherwillexplainanddiscussverbsasoneofthepartsofspeech.Studentswillbegivenpracticeandactivitieswithverbs.

• Activator:• Day1:Teacherwillintroducespellingandsentencemechanics.• Day2-3:Teacherwillreviewandintroducemoresentence

mechanics.• Day4:Reviewverbslesson.• Day5:Studywithapartnerfor10minutes.• Modeled:• Day1:Teacherwillmodelsentencemechanicstostudents.• Day2-3Teacherwillshowstudentssamplesofsentenceswith

verbsandpossessivenouns.• Day4:Teacherwillprovidestudentswithacheckuptoreview

skills.• Day5:Teacherwillreadtestdirectionsouttostudents.• Shared:• Day1-4:Studentswillpracticewritingsentencemechanicsin

sentenceswithapartnerand/orindividually.• Guided:• Day1-4:Teacherwillhavestudentssharetheirsentencesor


throughouttesting.



Writing Standards: 3.W.2a-b

Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly:a)Introduceatopicandgrouprelatedinformationtogether;includeillustrationswhenusefultoaidingcomprehension;b)developthetopicwithfacts,

definitionsanddetails.

I Can Statement: I can write to inform and explain ideas. W.3.2

Instructional Plan:

Day 1-5

Day1: Introduce key vocabulary words and give examples of biographies.

Day2: Students will reflect and discuss their thoughts about previous day’s lesson on biographies.

Day3:Showsamplesofbiographiestostudents.Modeltostudentshowtowriteabiographypiece.

Day4:Studentswillchooseafamouspersontowriteabout.Theywillbrainstormideasofwhattheywouldliketowriteabout.Theywillprovideatopicsentence.

Day5:Studentswillwritearoughdraftoftheirbiography.






Closing/Summarizing

Strategy

Ticket out the door: (English) Students will write their thoughts about their writing?


• Studentscanworkinpairsorsmallgroupstocompleteacharacterweb(listingadjectivesandphrasesfromtext)focusingonthepersonofabiography(3.SL.1,3.L.1g).

• Systemsareestablishedbywhichstudentsconductwritingpeerreviews.Theycanfocusononeskillatatime.Forexample:Checkforjustsubjectandverbagreementonthepaper.Checkforcomparativeandsuperlativeadjectivesandadverbs(S.SL.1,3.L.1).

• Studentscancategorizebiographiesaccordingtodistinctivetraits(e.g.,artistic,courageous,






Struggling readers will need review/intervention for grade level phonics and word

• Studentshavewrittentextinwhichtheyintroducedagrade-appropriatetopic,usedfactsanddefinitionstodeveloppoints,andprovidedaconcludingstatement(2.W.2).

• Theirwritingincludedusingadjectives,adverbs,reflexivepronouns,andpasttenseofirregularverbs(2.L.1).

• Studentscreatealistofpositivefeedbackresponses(e.g.,Ilikedhowyouexplainedthat,illustrationsreallyhelped)tousewithpeers.Thislistwillbedisplayedwhile

leadership).

• Studentsworkinpairsorsmallgroupstoprovidealistofelementsinareadbiographythatmayinfluencereaders.Thelistsfromthegroupsare sharedwiththewholeclasstodiscusssimilaritiesacrossthegroup.

analysis skills for decoding. Offer re-teaching for syllabication patterns and morphology to assist with the reading of unfamiliar multisyllabic words in context and out of context.

studentsaresharingideasregardingagiventopic(3.SL.1).


Assessment(s) & Reflection Assessment(s): Q&A(Oral&Writing)StoryReadingGraphicOrganizerWritingActivities/promptsThink,Pair,ShareQuiz,Test Teacher Reflection: (Next steps?)

ELA Lesson Plan - Upi Elementary...

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