CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

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

ASSESSMENT

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.

3 HOTS QUESTIONS

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

Mon

L4.1

Students  use different examples of modal auxiliaries in cloze activities. 

Students choose the correct modal auxiliary verb

in a set of sentences on web site* 

Students practice selecting the correct verb:

http://busyteacher.org/16652-woeksheet-modal-verb.html*   and                      http://www.towson.edu/ows/aux_verbs.htm

Which context clues helped you select your answer?  Can there be more than one correct answer? Explain.

Tues

L4.4

Students discover meaning of unfamiliar words by identifying its root and affixes.

Students complete p. 256 in

Common Core Progress ELA

Students write the root of each word and explain the meaning of the word.

Students identify any  clues they used to identify the meaning of the word.

What other affixes do you know that have a similar meaning?

Can either one be used with the same root word? (eg. un-  dis-)

Wed

L4.5

Students distinguish between

proverbs and idioms.

Students distinguish between

synonyms and antonyms.                                                                                                    

Students complete p.212  and

p. 174 in Common Core Progress ELA

Students identify each statement as proverb or adage and explain why. Students rewrite

figurative statements in their own words.

Students determine if word pair are synonyms or antonyms. Students write a synonym and antonym for each given word.

What other similar expressions have you used or heard that have  a similar meaning?

What clues in the saying help you discover its meaning?

Is any synonym found in the thesaurus suitable when used in context? Why or why not?

Thurs

L4.5

RI4.4

Students explain the meaning of Ben Franklin’s idioms in

Poor Richard’s Almanac and

circumstances in which they can be applied.

Students explain the meaning of one

of Franklin’s idioms.

Students examine selected citations

from Poor Richard’s Almanac on

www.lifeabirch.org/quotes/poorrich.php

How can you modernize some of Ben Franklin’s sayings?

Can they still be applied to situations today? How?

Fri

L4.5

Students interpret the literal

and figurative meaning of idioms.l

Students create illustrations contrasting

the literal and figurative meaning of an idiom.

Students listen to read-aloud of

It’s Raining Cats and Dogs.

Students record list of idioms in Journal.

Students compare literal and figurative

meaning of these idioms.  

How can you use humor and imagination to convey meaning in your illustrations?

Compare your interpretation  of the meanings to that of your partner’s.

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1. proverb  (adage)            6.antonym

2.idiom                          7.root (base) word

3. literal  meaning          8.affix

4 figurative meaning      9.prefix / suffix

5.synonym                 10.modal auxiliaries

Use of Technology:

   ____ Smartboard

   ____ Student Response System