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

L2.1

Students do independent work on using  adjectives and verbs (due class split up)

   On loose leaf answer: ELA Workbook pp. 126, 127, 129

and pp. 92,93, 94.

Students describe objects using suitable adjectives . Students use linking verbs:

is, are, am, was, were.

Tues

W2.11

Students describe the illustrations in an informational book*

Students write three adjectives with three nouns

to describe the fall season. 

Students listen to read aloud of :  How Do You Know It’s Fall?

Students focus on use of apostrophe in contraction: It’s…

Students use adjectives and create sentences to describe a season based on the illustrations.   

Are some adjectives better than others in describing the season?

Do these adjectives appeal to the senses?  What other sensory words can you think of?

Wed

RI2.6

 Students distinguish between the different features related to each of the seasons.

Students write a paragraph on one of the

seasons and create an illustrations based

on what is described in the paragraph. 

Students listen to read aloud of

  Seasons: First Facts** 

Students describe animal behavior, weather factors, plants, activities related to each season.

Can you describe a season using clues so others can guess it?

Compare/contrast the seasons.

Thurs

RL2.4

Students analyze the poem  “Summer Song” on http://www.moundsparkacademy.org/headsmessage/2009/05/summer-song.shtm

Students answer questions about the use of

repetition, rhyme scheme and rhythm pattern in the poem. 

Students detect use of repetition (“By the…”)

label rhyme scheme  (AABBB) and

describe rhythm pattern

How is a poem different from a story?  Compare chapter and stanza. Describe difference in use of capitals, line structure.

Fri

ELA /Spelling Quiz

Students review vocabulary definitions for the Unit.

   Students identify Unit 2 vocabulary terms

Students show understanding of terms listed below: 

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. author/illustrator             6.poetry

2.   introduction                    7.stanza

3. conclusion                       8.repetition

4.  rhyme scheme                  9.chapter

5.  rhythm                             10.paragragh

Use of Technology:

   ____ Smartboard

   ____ Student Response System