Green, Edna / January - February Lesson Plans

Miss Green
Lesson Plan
Reading
January 6, 2015 – February 27, 2015

Objectives to be covered:
TEKS
RE.9.1.A- Apply knowledge of letter-sound correspondences, language structure, and context to recognize words.
RE.9.2.A – Expand vocabulary by reading, viewing, listening and discussing.
RE.9.2.B – Determine word meanings through the study of their relationships to other words and concepts such as content, synonyms, antonyms and analogies.
RE.9.2.D – Apply the knowledge of roots, affixes, suffixes and word origins to infer meaning.
RE.9.2.E – Use available reference guides such as dictionary, glossary, thesaurus and available techilogy to determine or confirm the meanings of new words and phrases.
RE.9.3.D – Read to gain content/background knowledge as well as insight about oneself, others, or the world.
RE.9.4.D – Summarize texts by identifying main ideas and relevant details.
RE.9.4.G – Use questioning to enhance comprehension before, during, and after reading.
RE.9.5.A – Find similarities and differences across texts such as explanations, point of view, or themes.
Figure 19 (Inferencing)
Writing
ELA.9.17C – Use a variety of correctly structured sentences.
ELA.9.1A- Spell correctly, including using various resources to determine and check correct spellings.
Tuesday 1/6
SSR & Response: Students will read chosen novel.
Students will complete iStation exam all 1B-2R readers will be conferenced for possible mobility into other levels.
Wednesday 1/7
Mock STAAR Test
SSR & Response: Students will read chosen novel.
Students will complete iStation exam all 1B-2R readers will be conferenced for possible mobility into other levels.
Thursday 1/8
SSR & Response: Students will read chosen novel.
Students will complete iStation exam all 1B-2R readers will be conferenced for possible mobility into other levels.
Friday 1/9
SSR & Response: Students will read chosen novel.
Students will complete iStation exam all 1B-2R readers will be conferenced for possible mobility into other levels.
Monday 1/12
SSR & Response: Students will read chosen novel and share their current progress in chosen novel with peers.
Students will complete Gradespeed Login setup and iStation exam if they did not finish last class period.
Tuesday 1/13
Mock STAAR TEST
Wednesday 1/14
Mock STAAR TEST
Thursday 1/15
SSR & Response: Students will read chosen novel and share their current progress in chosen novel with peers.
Students will complete Gradespeed Login setup and iStation exam if they did not finish last class period.
Friday 1/16
SSR & Response: Students will read chosen novel and share their current progress in chosen novel with peers.
Students will complete Gradespeed Login setup and iStation exam if they did not finish last class period.
Tuesday 1/20
SSR & Response: Students will read chosen novel and share their current progress in chosen novel with peers.
Direct Teach: (Mini-Lesson) The educator will model how to use Road Map strategy and allow students the opportunity to use it as they journey into STAAR preparation.
The educator will also introduce Expository writing strategy and model how to unpack the prompt.
Independent Practice: Students will be given 20-25 minutes to utilize Road Map Strategy and discuss their understanding the pros and cons on its use and proceed to create the modeled writing folder to begin expository writing piece.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
Wednesday 1/21
SSR & Response: Students will read chosen novel and share their current progress in chosen novel with peers.
Direct Teach: (Mini-Lesson) The educator will model how to use Road Map strategy and allow students the opportunity to use it as they journey into STAAR preparation.
The educator will also introduce Expository writing strategy and model how to unpack the prompt.
Independent Practice: Students will be given 20-25 minutes to utilize Road Map Strategy and discuss their understanding the pros and cons on its use and proceed to create the modeled writing folder to begin expository writing piece.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
Thursday 1/22
SSR & Response: Students will read chosen novel and share their current progress in chosen novel with peers.
Direct Teach: (Mini-Lesson) The educator will model how to use Predictable Vocabulary strategy and allow students the opportunity to use it as they journey into STAAR preparation.
The educator will also allow students to move into groups to begin working to develop Expository writing piece using the strategies introduced last class period to unpack meaning of prompt and develop thesis.
Independent Practice: Students will be given 20-25 minutes to utilize Predictable Vocabulary Strategy and discuss their understanding the pros and cons on its use and proceed to continue working on expository writing piece.
CFU: Students will create an exit paragraph containing 3 to 5 sentences explaining what they learned, how they plan to use I and whether or not it helps their comprehension.
Friday 1/23
SSR & Response: Students will read chosen novel and share their current progress in chosen novel with peers.
Direct Teach: (Mini-Lesson) The educator will model how to use Road Map strategy and allow students the opportunity to use it as they journey into STAAR preparation.
The educator will also introduce Expository writing strategy and model how to unpack the prompt.
Independent Practice: Students will be given 20-25 minutes to utilize Road Map Strategy and discuss their understanding the pros and cons on its use and proceed to create the modeled writing folder to begin expository writing piece.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
Monday 1/26
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will answer 2 questions about research lab to add to information bank about their chosen ecosystem.
Direct Teach: (Mini-Lesson) The educator will model how to use Revv Up Your Vocabulary strategy and allow students the opportunity to use it as they journey into STAAR preparation.
The educator will also continue Expository writing strategy and model how to unpack the prompt.
Independent Practice: Students will be given 20-25 minutes to utilize Revv Up Your Vocabulary Strategy and discuss their understanding the pros and cons on its use and proceed to create the modeled writing folder to begin expository writing piece.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
KAHOOT! Game that reviews what students learned
Tuesday 1/27
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will answer 2 questions about research lab to add to information bank about their chosen ecosystem.
Direct Teach: (Mini-Lesson) The educator will model how to use Revv Up Your Vocabulary strategy and allow students the opportunity to use it as they journey into STAAR preparation.
The educator will also continue Expository writing strategy and model how to unpack the prompt.
Independent Practice: Students will be given 20-25 minutes to utilize Revv Up Your Vocabulary Strategy and discuss their understanding the pros and cons on its use and proceed to create the modeled writing folder to begin expository writing piece.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
KAHOOT! Game that reviews what students learned
Wednesday 1/28
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will answer 2 questions about research lab to add to information bank about their chosen ecosystem.
Direct Teach: (Mini-Lesson) The educator will model how to use Inferencing strategy and allow students the opportunity to use it as they journey into STAAR preparation.
The educator will also continue Expository writing strategy and model how to unpack the prompt.
Independent Practice: Students will be given 20-25 minutes to utilize Inference Strategy and discuss their understanding the pros and cons on its use and proceed to create the modeled writing folder to begin expository writing piece.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
KAHOOT! Game that reviews what students learned
Thursday 1/29
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will answer 2 questions about research lab to add to information bank about their chosen ecosystem.
Direct Teach: (Mini-Lesson) The educator will model how to use Inference strategy and allow students the opportunity to use it as they journey into STAAR preparation.
The educator will also continue Expository writing strategy and model how to unpack the prompt.
Independent Practice: Students will be given 20-25 minutes to utilize Inference Strategy and discuss their understanding the pros and cons on its use and proceed to create the modeled writing folder to begin expository writing piece.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
KAHOOT! Game that reviews what students learned
Friday 1/30
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will answer 2 questions about research lab to add to information bank about their chosen ecosystem.
Direct Teach: (Mini-Lesson) The educator will model how to use I Need More strategy and allow students the opportunity to use it as they journey into STAAR preparation.
The educator will also continue Expository writing strategy and model how to unpack the prompt.
Independent Practice: Students will be given 20-25 minutes to utilize I Need More Strategy and discuss their understanding the pros and cons on its use and proceed to create the modeled writing folder to begin expository writing piece.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
KAHOOT! Game that reviews what students learned
Monday 2/2
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will answer 2 questions about research lab to add to information bank about their chosen ecosystem.
Direct Teach: (Mini-Lesson) The educator will model how to use I Need More strategy and allow students the opportunity to use it as they journey into STAAR preparation.
The educator will also continue Expository writing strategy and model how to unpack the prompt.
Independent Practice: Students will be given 20-25 minutes to utilize I Need More Strategy and discuss their understanding the pros and cons on its use and proceed to create the modeled writing folder to begin expository writing piece.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
KAHOOT! Game that reviews what students learned
Tuesday 2/3
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will answer 2 questions about research lab to add to information bank about their chosen ecosystem.
Direct Teach: The educator will talk with students about the previously introduced strategies and guide student in a discussion about which strategy they enjoy most.
The educator will introduce SAR strategy and writing skills.
Independent Practice: Students will be given 20-25 minutes to utilize previously introduced strategies on new STAAR related passage.
Students will also work independently to begin building SAR to displayed prompt.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
KAHOOT! Game that reviews what students learned
Wednesday 2/4
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will answer 2 questions about research lab to add to information bank about their chosen ecosystem.
Direct Teach: The educator will talk with students about the previously introduced strategies and guide student in a discussion about which strategy they enjoy most.
The educator will introduce SAR strategy and writing skills. Students will be given the A in ACE to begin answering the prompt.
Independent Practice: Students will be given 20-25 minutes to utilize previously introduced strategies on new STAAR related passage.
Students will also work independently to begin building SAR to displayed prompt using A part of ACE Strategy.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
KAHOOT! Game that reviews what students learned
Thursday 2/5
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will answer 2 questions about research lab to add to information bank about their chosen ecosystem.
Direct Teach: the educator will introduce C of the ACE strategy.
Independent Practice: Students will also work independently to begin building SAR to displayed prompt using C part of ACE Strategy.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
KAHOOT! Game the reviews what students learned
Friday 2/6
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will answer 2 questions about research lab to add to information bank about their chosen ecosystem.
Direct Teach: the educator will introduce C of the ACE strategy.
Independent Practice: Students will also work independently to begin building SAR to displayed prompt using C part of ACE Strategy.
CFU: Students will use question stems to answer whether the introduced strategy was helpful in their reading and will also list what they are confused by or have questions about.
KAHOOT! Game the reviews what students learned
Monday 2/9
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Direct Teach: the educator will introduce Thinking Map #1 to students and reassign groups by ecosystem and interests.
The educator will explain the expository process as well as note taking for informational and expository texts so that students fully understand the purpose and development of writing skills for research lab.
The teacher will model possible research questions and topics and assist students in deciding which group they fit in or which topic they would prefer working on.
The educator will introduce Hook, Bridge, Thesis power point for expository essay.
Independent Practice: Students will also work independently to begin building answers to thinking map #1
Students will choose which group they prefer working in and participate in a guided conversation about their chosen topic.
CFU: Students will use question stems to answer whether they are confused by or have questions about the introduced strategy for writing and the research lab.
Tuesday 2/10
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Direct Teach: the educator will introduce Thinking Map #1 to students and reassign groups by ecosystem and interests.
The educator will explain the expository process as well as note taking for informational and expository texts so that students fully understand the purpose and development of writing skills for research lab.
The teacher will model possible research questions and topics and assist students in deciding which group they fit in or which topic they would prefer working on.
The educator will introduce Hook, Bridge, Thesis power point for expository essay.
Independent Practice: Students will also work independently to begin building answers to thinking map #1
Students will choose which group they prefer working in and participate in a guided conversation about their chosen topic.
CFU: Students will use question stems to answer whether they are confused by or have questions about the introduced strategy for writing and the research lab.
Wednesday 2/11
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Direct Teach: The educator will continue HBT powerpoint and introduced Writing Roulette activity to help students build their introduction.
Independent Practice: Students will work in groups to build expository essay introduction paragraph.
CFU: Students will use question stems to answer whether they are confused by or have questions about the introduced strategy for writing and the research lab.
Thursday 2/12
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Direct Teach: The educator will continue HBT powerpoint and introduced Writing Roulette activity to help students build their introduction.
The educator will also introduce Thinking Map #2 for students to get into more details in writing about their ecosystem.
Independent Practice: Students will work in groups to build expository essay introduction paragraph.
CFU: Students will use question stems to answer whether they are confused by or have questions about the introduced strategy for writing and the research lab.
Friday 2/13
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Direct Teach: The educator will continue HBT powerpoint and introduced Writing Roulette activity to help students build their introduction.
The educator will also introduce Thinking Map #2 for students to get into more details in writing about their ecosystem.
Independent Practice: Students will work in groups to build expository essay introduction paragraph.
CFU: Students will use question stems to answer whether they are confused by or have questions about the introduced strategy for writing and the research lab.
Monday 2/16
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will complete RQ 1 graph and work with group to research more information on laptops.
Direct Teach: The educator will continue HBT powerpoint and introduce Writing Roulette activity to help students build their introduction.
HOT Question: What differences exist between the ecosystem you are researching and the general area around you on a daily basis?
Independent Practice: Students will work in groups to build expository essay introduction paragraph. Students will also complete color coded HBT on index card for submission and checking by peers.
CFU: Students will use question stems to answer whether they are confused by or have questions about the introduced strategy for writing and the research lab.
Tuesday 2/17
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will complete RQ 1 graph and work with group to research more information on laptops.
Direct Teach: The educator will continue HBT powerpoint and introduce Writing Roulette activity to help students build their introduction.
HOT Question: What differences exist between the ecosystem you are researching and the general area around you on a daily basis?
Independent Practice: Students will work in groups to build expository essay introduction paragraph. Students will also complete color coded HBT on index card for submission and checking by peers.
CFU: Students will use question stems to answer whether they are confused by or have questions about the introduced strategy for writing and the research lab.
Wednesday 2/18
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will complete RQ 1 graph and work with group to research more information on laptops.
Direct Teach: The educator will continue HBT powerpoint and introduce Writing Roulette activity to help students build their introduction.
HOT Question: What differences exist between the ecosystem you are researching and the general area around you on a daily basis?
Independent Practice: Students will work in groups to build expository essay introduction paragraph. Students will also complete color coded HBT on index card for submission and checking by peers.
CFU: Students will use question stems to answer whether they are confused by or have questions about the introduced strategy for writing and the research lab.
Thursday 2/19
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will complete paragraph stem using RQ2 chart and work with group to research more information on laptops.
Direct Teach: The educator will begin Thesis statement and body paragraph powerpoint and introduce Writing Roulette activity to help students build their introduction.
HOT Question: What differences exist between the ecosystem you are researching and the general area around you on a daily basis?
Independent Practice: Students will work in groups to build expository essay introduction paragraph. Students will also complete color coded HBT on index card for submission and checking by peers.
CFU: Students will use question stems to answer whether they are confused by or have questions about the introduced strategy for writing and the research lab.
Friday 2/20
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will complete paragraph stem using RQ2 chart and work with group to research more information on laptops.
Direct Teach: The educator will begin Thesis statement and body paragraph powerpoint and introduce Writing Roulette activity to help students build their introduction.
HOT Question: What differences exist between the ecosystem you are researching and the general area around you on a daily basis?
Independent Practice: Students will work in groups to build expository essay introduction paragraph. Students will also complete color coded HBT on index card for submission and checking by peers.
CFU: Students will use question stems to answer whether they are confused by or have questions about the introduced strategy for writing and the research lab.
Monday 2/23
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will complete paragraph stem using RQ2 chart and work with group to research more information on laptops.
Direct Teach: The educator will begin Thesis statement and body paragraph powerpoint and introduce Writing Roulette activity to help students build their introduction.
HOT Question: What differences exist between the information you thought you knew about your ecosystem and the information you have researched?
Independent Practice: Students will work in groups to build expository essay body paragraphs. Students will also complete color coded HBT on index card for submission and checking by peers.
CFU: Students will build a quick HBT on padlet.
Tuesday 2/24
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will complete paragraph stem using RQ2 chart and work with group to research more information on laptops.
Direct Teach: The educator will begin Thesis statement and body paragraph powerpoint and introduce Writing Roulette activity to help students build their introduction.
HOT Question: What differences exist between the information you thought you knew about your ecosystem and the information you have researched?
Independent Practice: Students will work in groups to build expository essay body paragraphs. Students will also complete color coded HBT on index card for submission and checking by peers.
CFU: Students will build a quick HBT on padlet.
Wednesday 2/25
Early Dismissal
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will complete paragraph stem using RQ3 chart and work with group to research more information on laptops.
Direct Teach: The educator will work with students to complete Energy Pyramid for their ecosystem.
Independent Practice: Students will work in groups to build expository essay body paragraphs. Students will also complete color coded HBT on index card for submission and checking by peers.
Thursday 2/26
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will complete paragraph stem using RQ3 chart and work with group to research more information on laptops.
Direct Teach: The educator will continue focusing on body paragraphs and assist students with building conclusion paragraphs.
HOT Question: What differences exist between the information you thought you knew about your ecosystem and the information you have researched?
Independent Practice: Students will work in groups to build expository essay body paragraphs. Students will also complete color coded HBT on index card for submission and checking by peers.
CFU: Students will respond to ecosystem question on padlet.
Friday 2/27
SSR & Response: Students will read chosen Ecosystem book and share their current progress with peers/group.
Do Now: Students will complete paragraph stem using RQ3 chart and work with group to research more information on laptops.
Direct Teach: The educator will continue focusing on body paragraphs and assist students with building conclusion paragraphs.
HOT Question: What differences exist between the information you thought you knew about your ecosystem and the information you have researched?
Independent Practice: Students will work in groups to build expository essay body paragraphs. Students will also complete color coded HBT on index card for submission and checking by peers.
CFU: Students will respond to ecosystem question on padlet.

Miss Green