Subject: ESL Middle Sch. Grade Level: 6-8 Campus: Teacher Name: Objective/TLW CPQ/TTT TEKS/ Cognitive Materials/ Lesson Strategies Student Activity/ ELPS/ CCRS Strategy Resources Assessment Routine TLW: -Use sensory CPQ: TEKS: 7.10D, Making Text PP# p. 316 Lesson Focus/ Multi Sensory Grammar How do the (red book) Readiness exercises to learn ideas/experiences 7.13A, 7.8A Connections exercises: Color code Text Name: described by grammar concepts; Making nouns, verbs, adjectives, Discussion Dickinson, Zolotow, -Identify literary ELPS: 2E, 3H, Inferences & prepositions, Media/Tech Workbook and Cruz compare elements 4J Predictions prepositional phrases Presentation PP# with your -Read poetry passages Creating Mental (understanding Guided Practice experiences? for comprehension and CCRS: Images movement). Teacher Master for Understanding in to make Asking Questions PP# Think-Turn-Talk connections with Determining Identify literary Inquiry Method Questions: -How previous texts and with Importance & elements within a Independent Practice Equip can severe weather personal experiences. narrative. Summarizing impact the lives of Teacher Modeling Monitoring and Teacher Notes those who must Language Clarifying Read: "Nature" from Manipulatives endure it? Objective: Emily Dickinson; -Use visuals Cooperative Learning Advanced -Name two and context to "Change" from Charlotte Tech : Question/Answer examples of severe understand people who Zolotow; and "Problem weather occurences Discovery Learning are using complex with Hurricanes" from Other and describe their language when they Victor Hernandez Cruz 5 impact. speak. --Reading for -How does a -When narrating, commprehension describing, or explaining, landscape appear "Noticing what you Week the learner will use formal before, during, and notice" and to make language more and more. after a severe connnections/make -Improve reading mental images with comprehension by previous texts and practicing inferencins personal experience. skills such as: predicting, making connections, making inferences, drawing conclusions, and finding text evidence.
Subject: ESL Middle Sch. Grade Level: 6-8 Campus: Teacher Name: Objective/TLW CPQ/TTT TEKS/ ELPS/ CCRS Cognitive Strategy Routine Materials/ Resources Lesson Strategies Student Activity/ Assessment Week 5 TLW: -Use sensory exercises to learn grammar concepts; -Identify literary elements -Read poetry passages for comprehension and in to make connections with previous texts and with personal experiences. Language Objective: -Use visuals and context to understand people who are using complex language when they speak. -When narrating, describing, or explaining, the learner will use formal language more and more. -Improve reading comprehension by practicing inferencins skills such as: predicting, making connections, making inferences, drawing conclusions, and finding text evidence. CPQ: How do the ideas/experiences described by Dickinson, Zolotow, and Cruz compare with your experiences? Think-Turn-Talk Questions: -How can severe weather impact the lives of those who must endure it? -Name two examples of severe weather occurences and describe their impact. -How does a landscape appear before, during, and after a severe TEKS: 7.10D, 7.13A, 7.8A ELPS: 2E, 3H, 4J CCRS: Making Connections Making Inferences & Predictions Creating Mental Images Asking Questions Determining Importance & Summarizing Monitoring and Clarifying Text PP# p. 316 (red book) Text Name: Workbook PP# Teacher Master PP# Equip Teacher Notes Advanced Tech : Other Lesson Focus/ Readiness Discussion Media/Tech Presentation Guided Practice for Understanding Inquiry Method Independent Practice Teacher Modeling Manipulatives Cooperative Learning Question/Answer Discovery Learning Multi Sensory Grammar exercises: Color code nouns, verbs, adjectives, prepositions, prepositional phrases (understanding movement). Identify literary elements within a narrative. Read: "Nature" from Emily Dickinson; "Change" from Charlotte Zolotow; and "Problem with Hurricanes" from Victor Hernandez Cruz --Reading for commprehension "Noticing what you notice" and to make connnections/make mental images with previous texts and personal experience.