TLW: -Use multi sensory CPQ: How do the TEKS: Making Text PP# p. 316 Lesson Readiness Multi Sensory Grammar (red book) exercises to learn grammar ideas/experiences 7.10D, Connections exercises: Color code Group Discussion Text Name: concepts; described by 7.13A, Making Inferences nouns, verbs, adjectives, Media/Tech -Identify literary elements Dickinson, Zolotow, 7.8A & Predictions prepositions, prepositional Presentation Workbook -Read poetry passages for and Cruz compare Creating Mental phrases (understanding PP# Guided Practice comprehension and in with your ELPS: 2E, Images movement). order to make connections experiences? 3H, 4J Asking Questions Check for Teacher Master Understanding with previous texts and Determining Identify literary elements PP# with personal experiences. within a narrative. CCRS: Importance & Inquiry Method -How Questions: Summarizing Independent Practice Language can severe weather Monitoring and Read: "Nature" from Emily Equip Teacher Modeling Objective: -Use visuals and impact the lives of Clarifying Dickinson; "Change" from context to understand those who must Charlotte Zolotow; and Manipulatives Teacher Notes people who are using endure it? "Problem with Hurricanes" Cooperative Learning complex language when -Name two from Victor Hernandez Cruz Advanced Question/Answer they speak. examples of severe --Reading for Tech : Discovery Learning -When narrating, weather occurences commprehension "Noticing describing, or explaining, and describe their what you notice" and to Other the learner will use formal impact. make connnections/make language more and more. -How does a mental images with 4 -Improve reading landscape appear previous and personal comprehension by before, during, and experience. practicing inferencins skills after a severe Week such as: predicting, making connections, making inferences, drawing conclusions, and finding text evidence.
Week 4 TLW: -Use multi sensory exercises to learn grammar concepts; -Identify literary elements -Read poetry passages for comprehension and in order 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? 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 Readiness Group Discussion Media/Tech Presentation Guided Practice Check 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 and personal experience.
cpq-ttt_lesson_plan_-_esl_4th_six_weeks.docx