OUR LADY QUEEN OF MARTYRS SCHOOL WEEKLY LESSON PLAN
Teacher’s Name__Ms. Saville____________________ Subject ______ELA_________________________________ Grade _______3______________
Week of ______9/22 to 9/26________________________ Unit _____1______ Week_____3_______
Unit Title__Stories Worth Retelling Again and Again_____________________ Essential Question___Why are stories handed from one generation to another?_______
Resources used: New York Progress : English Language Arts* (Common Core Workbook)
| 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 |
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Tues
| L3.3 | ELA Weekly Quiz(rescheduled) Students identify compound sentences and coordinating conjunctions. | Formative assessment Students complete parts of interactive quiz on www.grammarworshop.com for lesson 5. | Students distinguish between simple sentences and compound sentences both using conjunctions. Students correct punctuation in compound sentences. Students combine sentences to make compound sentenced. | Can you change a simple sentence into a compound sentence? What makes the difference? |
Wed
| L3.3 | Students identify complex sentences and subordinating conjunctions. | Students complete parts of interactive quiz on | Students distinguish between compound sentences and complex sentences. Students use appropriate conjunction in complex sentences. Students record notes in notebook. | Can you add a clause to a simple sentence to create a complex sentence? |
Thurs
| RL 3.2 | Students cite evidence from text to answer questions. | Short responses on pp. 13 and 15 in New York Progress:ELA
| Students reread fable on pp. 12 to 15. Students learn voc. words: condition, swooped, commotion, stealthy. Students answer text questions in workboook. | What text evidence is there that Ant is grateful? Do you believe the given moral correct? Why or why not? Why does Ant think she’s in trouble? |
Fri
| RL3.2 | ELA Weekly Quiz Students cite evidence from text to answer questions. | Formative assessment Short responses on p. 17 in New York Progress:ELA | Students reread fable on pp.16-17. Students learn voc. words: despair, grief, pitcher, faint. Students answer text questions in workbook. | What three details show Crow is clever? What would have happened if Crow had not put pebbles in the pitcher? |
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| 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. compound sentence 6.stealthy 2.complex sentence 7.despair 3. condition 8.grief 4.swooped 9.pitcher 5. commotion 10.faint | Use of Technology: ____ Smartboard ____ Student Response System |