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

RL2.3

Sl2.1

L2.2

Students use periods at the end of telling sentences. 

Students review words from  Poppleton in Winter  and

make connections with the

essential question.

Students match five  words from story with

their definitions. 

Students practice using periods in ELA text p. 14 and record work in Grammar notebook.

Students record definitions of words in Vocabulary notebook. 

1. Why is a chapter book  challenging?

2. What would make it easier to connect the chapters?

3. What central theme do you see connecting the chapters?

Tues

RL2.3

Sl2.1

L2.2

Students use periods at the end of command sentences.

Students compare what makes a strong beginning as opposed to a weak one.                                                      

Students answer  multiple choice questions on

details from the story. 

Students practice using periods in command

sentences in ELA text p. 16 and record work in  

 Grammar notebook.

Students record beginning of story and

list what contributes to making a strong  

beginning.              

1. What did Poppleton do each morning to the icicles?

2. What did finch help Poppleton to make?

3. Why did Poppleton keep visiting Cheery Sue.

Wed

RL2.3

Sl2.1

L2.2

Students use question marks at the end of asking                                                                                                                                                                                                              sentences .

Students compare what makes a story ending as opposed to a weak one.

Students answer completion question on what makes a good  beginning and a good ending.

Students practice using question marks for asking sentences in ELA text p. 19 and record work in notebook.

Students record ending of story and list what

contributes to making a strong ending,

. What makes for a strong beginning?

2. What would be an example of a weak beginning?

3. What beginning would you create if the book were about summer?

Thurs

 RL2.3

Sl2.1

L2.2

Students use exclamation points at the end of exclaiming sentences.  

Students compare the beginnings in  Frog and Toad All Year and   Poppleton in Winter

Students describe similarities and differences

between the books.

Students practice using exclamation points in ELA text p. 21 and record work in notebook                                  .

Students record similarities and

differences between books.

1. How are the beginnings different?

(narrative / dialog)

2. How are the endings similar?

(theme: value of friendship)

Fri

 ELA WeeklyTest

Students know title, author, illusrtator, setting, genre, chracters, etc,

Formative Assessment

Students begin filling in story mao=

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.  question mark            6.bust

2.  exclamation point      7.tweaked

3. command

4.     icicles                           9.molding

5.    finch                           10.fiction

Use of Technology:

   ____ Smartboard

   ____ Student Response System