Teacher Name : TRACY WISDO Subject : ELA Proposed Dates: Dec 22 Jan 9 Grade Level (s) 4th – Building : WHEMS DAILY PLAN DOK Day Objective (s) Activities / Teaching Strategies Materials / Resources Assessment of Objective (s) LEVEL Grouping Student will: 1 McGraw-Hill Resources Formative- Observations, -use grade level academic and -Build background knowledge by showing a video Whole -McGraw-Hill Grasshopper’s questioning, discussion, Thumbs “A domain specific words and and through discussion Differentiated Sad Tale” Read Aloud text up, Daily PDN phrases -learn new vocabulary words by using the Independent -McGraw-Hill Visual Vocabulary In discussions and sentences vocabulary routine (show the picture of the word, Cards -paraphrase portions of the text say the word, read the definition, give an example -McGraw-Hill Grammar Activities routinely over a shorter of the word in a sentence, ask a question about the -student journals Student Self - Assessment- exit time frame for a range of word) -Document camera/projector slip, 1 purposes - vocabulary squares (word, synonym, picture and -McGraw-Hill spelling and discussion -identify singular and plural sentence, antonym) grammar books nouns -shared read of the Fisherman and the Kaha -Your Turn Reading Practice Book “The -spell appropriate words Bird” correctly (digraphs) -take on sentences and sentence fragments and identify sentences and sentence fragments on the board -repeat spelling words out loud -circle phonemic patterns in each spelling word Student will: 1,2 -close reading of The Frog Princess” Whole Formative- Observations, “Ranita, -Ask and Answer questions about -think alouds differentiated -McGraw Hill Resources questioning, discussion, thumbs sections of the text to increase -completion of practice book pages pertaining to independent -McGraw-Hill student practice up/down understanding. skills being taught book -Differentiate differences -make inferences using details from a story -student journals between poems, drama, and -collaboration and discussion -document camera pros. -put spelling words into sentences -McGraw-Hill student web -Determine the theme in the -vocabulary squares (word, synonym, picture and program Student Self - Assessment- 2 drama from details in the text. sentence, antonym) discussion of spelling sentences, -use grade level academic and sharing of journal entries domain specific words and Computer cart phrases -Review and practice on Study Island -write routinely over a shorter -Triumph Learning time frame for a range of purposes -spell appropriate words correctly
Teacher Name : TRACY WISDO Subject : ELA Proposed Dates: Dec 22 – Jan 9 Grade Level (s) 4th Building : WHEMS DAILY PLAN Day Objective (s) DOK LEVEL Activities / Teaching Strategies Grouping Materials / Resources Assessment of Objective (s) 1 Student will: -use grade level academic and domain specific words and phrases In discussions and sentences -paraphrase portions of the text routinely over a shorter time frame for a range of purposes -identify singular and plural nouns -spell appropriate words correctly (digraphs) 1 -Build background knowledge by showing a video and through discussion -learn new vocabulary words by using the vocabulary routine (show the picture of the word, say the word, read the definition, give an example of the word in a sentence, ask a question about the word) - vocabulary squares (word, synonym, picture and sentence, antonym) -shared read of the “The Fisherman and the Kaha Bird” -take on sentences and sentence fragments and identify sentences and sentence fragments on the board -repeat spelling words out loud -circle phonemic patterns in each spelling word Whole Differentiated Independent McGraw-Hill Resources -McGraw-Hill “A Grasshopper’s Sad Tale” Read Aloud text -McGraw-Hill Visual Vocabulary Cards -McGraw-Hill Grammar Activities -student journals -Document camera/projector -McGraw-Hill spelling and grammar books -Your Turn Reading Practice Book Formative- Observations, questioning, discussion, Thumbs up, Daily PDN Student Self - Assessment- exit slip, discussion 2 Student will: -Ask and Answer questions about sections of the text to increase understanding. -Differentiate differences between poems, drama, and pros. -Determine the theme in the drama from details in the text. -use grade level academic and domain specific words and phrases -write routinely over a shorter time frame for a range of purposes -spell appropriate words correctly 1,2 -close reading of “Ranita, The Frog Princess” -think alouds -completion of practice book pages pertaining to skills being taught -make inferences using details from a story -collaboration and discussion -put spelling words into sentences -vocabulary squares (word, synonym, picture and sentence, antonym) Computer cart -Review and practice on Study Island -Triumph Learning Whole differentiated independent -McGraw Hill Resources -McGraw-Hill student practice book -student journals -document camera -McGraw-Hill student web program Formative- Observations, questioning, discussion, thumbs up/down Student Self - Assessment- discussion of spelling sentences, sharing of journal entries
unit%202%20week%202%20lesson%20plans%202014-15.docx