CCSS

Code

e.g.

RL.K.5

Limit of

3

OUTCOMES

(Lesson Focus)

What will the students know or be able to do at the end of the lesson?

ASSESSMENT - Exit Ticket Questions

How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement.

Maximum of 3 (20 minute segments)

READING IN THE CONTENT AREA

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

L4.5

Students distinguish between synonyms and antonyms. 

1.Students use prior knowledge to give examples of synonyms and antonyms of certain words.

2. Students practice interactive exercises on Synonyms vs. Antonyms on www.smartexchange.com

3.Students use www.ixl.com for assessment.

NAME OF ARTICLE, Periodical, Chapter in book, etc.:

“A Bird Came Down the Walk” poem

on readworks

AUTHOR:

Subject Area (Check one)

____Religion ____Mathematics

____Science ____Social Studies 

Text Length (see chart below) __NA____

Lexile Level _NA____

Two questions that will be asked regarding the aforementioned reading

1.How does the bird feel in the first two stanzas?  Give evidence.

2.How do the bird’s feelings change over the course of the poem? Give evidence.

Tues

RF4.4

Students  read with accuracy to support comprehension of poem

“A Bird Came Down the Walk.”

1.Students read poem “A Bird Came Down the Walk.”

2.Students discuss and give text evidence in responding to questions on the article.  

3.Students review responses & receive feedback.  

Wed

RL4.5

SL4.5

Students interpret poetic techniques

and rhyme scheme used in limericks.

1. Students are assessed on www.ixl.com  on synonyms and antonyms.  

2.What is the main idea of the poem?  What does verse “rowed him safely home” mean?

3.Students identify rhyme scheme & rhythm commonly found in limericks using  numbers and letter to identify the pattern.

1.Students notice common pattern in samples of limericks Edward Lear’s  A Book of Nonsense

2.Students work on interactive exercises on Limericks on www.smartexchange.com.

3.Students identify the rhyme scheme and rhythm pattern commonly found in limericks.

Thurs

SL4.5

Students explain how the illustrations  Lear’s Book of Nonsense add to the theme of each limerick.

1. Students practice reading with fluency to note the rhythmical pattern.
2. Students explain how the illustration is used to demonstrate the theme.
3. Students are assessed  on identifying the rhyme scheme and meter. 

Fri

ELA Weekly Quiz 

(shortened period)

Formative Assessment 

ELA

CCSS Strand Codes K – 12:

RL – Reading: Literature

RI – Reading: Informational Text

RF – Reading: Foundational Skills

RH – Reading: History/Social Studies

RST – Reading: Science & Technical Subjects

W – Writing

WHST – Writing: History/Social Studies, Science & Technical Subjects

SL – Speaking & Listening

L - Language

Math

CCSS Domain Codes K – 5:

CC – Counting & Cardinality

OA – Operations & Algebraic Thinking

NBT – Number & Operations in Base Ten

NF – Number & Operations - Fractions

MD – Measurement & Data

G – Geometry

Math

CCSS Domain Codes 6-8:

RP – Ratios & Proportional Relationships

NS – The Number System

EE – Expressions & Equations

SP – Statistics & Probability

F – Functions

G – Geometry

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1.  synonym                      6.rhythm

2. antonym                       7.meter

3. stanzas                        8.

4. rhyme scheme            9.

5. limerick                     10.