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

COMPUTER  CLASS 

Tues

L3.1

Students explain the function of different parts of speech. 

Students identify  the part of speech of

each word in a sentence.

Students practice identifying nouns, verbs, pronouns, adjectives, and adverbs on

http://www.funbrain.com/grammar/

Students create sentences using the different types of sentences in correct sequence.

 What words  can be used as different parts of speech?  Give examples of how this word  can be used  as noun or verb.

Wed

RL3.2

SL3.1

Spelling/Penmanship  Quiz

Students recount trickster tales from different cultures

and determine the moral. 

Students complete a graphic organizer

listing characters, problem, solution, and moral

of one of the tales. 

Students listen to read aloud of two trickster tales: “A Hill of Beans” from Japan and “Frog and Crow” from China.  Students identify the trickster, the fool, the problem and the solution.

What lesson can be learned  from each of these tales?  Is the moral similar or different?   Explain

Thurs

RL3.2

SL3.1

Students recount trickster tales from additional cultures

and determine the moral.

          Students complete a graphic organizer

listing characters, problem, solution, and moral

of one of the tales. 

Students listen to read aloud of two trickster tales: “The King of All Birds” from Ireland and “Lion and Unicorn” from England.  Students identify the trickster, the fool, the problem and the solution

 Is your topic based on a personal experience you’ve had?

Does your plan show a correct sequence of events?

Would your introduction grab a reader’s attention?

Fri

W3.4

Students write a letter of invitation.

Students complete a letter with all five parts

 and a body of 4 to 5 sentences.

  Students review five letter parts including correct punctuation.  Students write a letter inviting the Pre K and Kindergarten classes

to Halloween festivities.  Students use correct vocabulary (eg. would like to invite; looking forward to seeing you). Students share letters . Students edit and revise their work.

What are example of appropriate language that can be used in letters?  Have you heard any that would be considered inappropriate or incorrect? Explain your reason.

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.noun                          6.trickster  /fool

2. verb                          7.moral

3. pronoun                    8.problem

4.adjective                    9. solution

5.adverb                     10.invitation

Use of Technology:

   ____ Smartboard

   ____ Student Response System