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

PRESIDENT’S DAY 

Tues

RL 3.1

W3.8

Students generate a listf

questions about The Sign Painter based on the story

and illustrations. 

Students write a summary of the story

using the  Somebody-Wanted-But-So

strategy.

Students watch  a video on www.watchknowlearn.org

Students work with a partner to come up

with questions and answers about the story. 

How does the main character

exhibit traits of being creative or inventive? Give text evidence.

Wed

RL3.3

W3.2

Students examine the power

of creative inspiration in

Emma’s Rug 

Students write a paragraph about the

illustration on p. 7 explaining why

Emma stares into the rug and what she sees in it. 

Students identify the source of her

inspiration and explore the reasons

for her scream.

Students examine her response to her crisis. 

What was Emma’s response to the attention she receives?

What is the meaning of the illustrations at the end of the story?

What does Emma discover at the end of the story?

Thurs

L 3.1

RI 3.4

MEETING WITH COACH

1:00-1:30 

Students apply conjunctions to complex and compound sentences to write sentences

in a cause/effect graphic organizer.

                   Students respond to questions based on

 their research on a notable person:

What caused him to invent (or create) this?

What were the effects of the invention

(or creation)?

     Students discuss appropriate conjunctions

that can be used to answer these questions.

eg. because, since, as a result, so.

therefore, in order to, consequently.

Students create sentences using these conjunctions. 

What other conjunctions can you think of that could be used to answer these questions?

Give an example based on your research.

Fri

PBL: 

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. summary                  6.note taking

2.  inspiration               7.cause  &  effect

3.   creative                  8.complex sentence

4.  inventive                9.compound sentence

5.   notable                   10.research

Use of Technology:

   ____ Smartboard

   ____ Student Response System