| A | B | C | D | E | F | |
|---|---|---|---|---|---|---|
1 | Positive Feedback & Personification (SAB pg. 25-26) | Personification (SAB pg. 27-29) *Centers | First Real San Giving pg. 9-13 (Whole class) & SAB pg. 31-33 | My Moment Narrative & Positive Feedback- SAB pg. 35-37 | Writing Prompt, HOB, Fun Friday | |
2 | Week of: | Monday (begin lesson 3) | Tuesday | Wednesday | Thursday | Friday |
3 | Standard/s | |||||
4 | Learning Target/s | - I am learning how to write sentences using strong (descriptive and specific) verbs and adjectives - I am learning how to provide specific and positive feedback to my peers - I am learning how to understand figurative language, word relationships and differences in word meanings. (personification) - I am learning how to use a quote from a text to support my thinking. - I am learning how to write stories with good technique, details, and descriptions and a clear sequence. | - I am learning how to write sentences using strong (descriptive and specific) verbs and adjectives - I am learning how to provide specific and positive feedback to my peers - I am learning how to understand figurative language, word relationships and differences in word meanings. (personification) - I am learning how to use a quote from a text to support my thinking. - I am learning how to write stories with good technique, details, and descriptions and a clear sequence. | - I am learning how to write sentences using strong (descriptive and specific) verbs and adjectives - I am learning how to provide specific and positive feedback to my peers - I am learning how to understand figurative language, word relationships and differences in word meanings. (personification) - I am learning how to use a quote from a text to support my thinking. - I am learning how to write stories with good technique, details, and descriptions and a clear sequence. | - I am learning how to write sentences using strong (descriptive and specific) verbs and adjectives - I am learning how to provide specific and positive feedback to my peers - I am learning how to understand figurative language, word relationships and differences in word meanings. (personification) - I am learning how to use a quote from a text to support my thinking. - I am learning how to write stories with good technique, details, and descriptions and a clear sequence. | - I am learning how to respond to a writing prompt in my writing journal. - I am learning how to respond to a read aloud |
5 | Success Criteria | - I can write sentences using strong (descriptive and specific) verbs and adjectives - I can provide specific and positive feedback to my peers - I can understand figurative language, word relationships and differences in word meanings. (personification) - I can use a quote from a text to support my thinking. - I can write stories with good technique, details, and descriptions and a clear sequence. | - I can write sentences using strong (descriptive and specific) verbs and adjectives - I can provide specific and positive feedback to my peers - I can understand figurative language, word relationships and differences in word meanings. (personification) - I can use a quote from a text to support my thinking. - I can write stories with good technique, details, and descriptions and a clear sequence. | - I can write sentences using strong (descriptive and specific) verbs and adjectives - I can provide specific and positive feedback to my peers - I can understand figurative language, word relationships and differences in word meanings. (personification) - I can use a quote from a text to support my thinking. - I can write stories with good technique, details, and descriptions and a clear sequence. | - I can write sentences using strong (descriptive and specific) verbs and adjectives - I can provide specific and positive feedback to my peers - I can understand figurative language, word relationships and differences in word meanings. (personification) - I can use a quote from a text to support my thinking. - I can write stories with good technique, details, and descriptions and a clear sequence. | - I can write at least 5 sentences in 7 minutes - I can answer questions related to a book that I am reading/listening to |
6 | Barriers & Possible Misconceptions | 1. Inappropriate peer feedback | 1. Unfocused talking during centers 2. Flocabulary video too loud 3. Students not working well together | 1. Students struggling to answer questions on their own 2. Students struggling to write during the Showing, Not Telling activity | 1. Students struggling to write during the My Moment Narrative 2. Inappropriate peer feedback | 1. Student(s) not writing at all or writing very little during the writing prompt 2. Student(s) falling behind in the notetaking for the read aloud |
7 | Scaffolds to address Barriers | 1. Teacher will model how to provide postive feedback and will provide sentence frames. | 1. Teacher will go over center rotation expectations and model correct behavior using student volunteers. Teacher will give reminders to students who are struggling to follow the expectations. 2. Students can use headphones, watch at an extremely low volume so only they can hear it, or watch on mute to read/watch the lyrics. 3. Any expected groups to have this issue will start at the teacher table to build a strong foundation together. If problems occur afterwards, the teacher may speak to those students individually. | 1. Students may ask for help if they are stuck. The teacher can talk through the question with the student. 2. The teacher may pull a group of students to the teacher table if there are multiple students struggling. Students may ask for help from the teacher or from their peers. | 1. The teacher may pull a group of students to the teacher table if there are multiple students struggling. Students may ask for help from the teacher or from their peers. 2. Teacher will model how to provide postive feedback and will provide sentence frames. | 1. Teacher will quietly get down to the student's level and ask if they are stuck and need some help. Teacher will use guiding questions to help the student come up with some ideas. If many students are struggling, teacher will bring the whole class together to brainstorm on the board. 2. Teacher will take notes on the whiteboard as the students answer the questions out loud. Teacher will check in with students before erasing the board. Students can ask each other for notes or help if they need to. |
8 | Resources/Schoology | - Student Activity books - Student Readers - Amplify online & physical teacher manual | - Student Activity books - Flocabulary, Chromebooks - Amplify online & physical teacher manual | - Student Activity books - Student Readers - Amplify online & physical teacher manual | - Student Activity books - Student Readers - Amplify online & physical teacher manual | - Home of the Brave book |
9 | Lesson Overview & Activities | 1. Students will have a few minutes to look over their verbs & adjectives pages from last week. After some time has passed, the students will be directed back to their Personal Narrative (First Time) writing. They will go through and try to add or change any descriptive verbs and adjectives. 2. Next, the teacher will explain that some students will be sharing their First Time Narratives thus far. The teacher will going over Speaking & Listening guidelines. The teacher will tell students that in order to help them provide feedback that is positive and focuses on the specific language of the narrative, during sharing sessions you will display sentence frames that provide suggestions on how to comment on their classmates’ feedback. The teacher will then display Project 2.4. The teacher will also tell students that today you will comment first on all the narratives that are shared and then call on one or two students to comment. She will also remind students that their comments should be about specific language, so they need to pay close attention in order to offer feedback. 3. If time allows, students can practice giving Richard Blanco positive feedback. 4. After this, the teacher will introduce personification using the Unit 1, Lesson 3 slides. Students will work in their books and following along on Activity 3.1. 5. Next, students will work in groups to complete Activity 3.2. The teacher will work with a specific group at the back table to help students who may need extra support. 6. Next, the teacher will hand out vocabulary sheets and project the words and definitions on the board. Students will copy the definitions and come up with a picture for each word. 7. Then, the class will have a discussion about what has happened thus far in the story, The First Real San Giving Day. | 1. First, students will work in groups to complete center rotations. Center 1: Independent Reading. Center 2: Flocabulary- Personification. Center 3: Activity 3.2 in workbooks. Center 4: Teacher table. At the teacher table, some groups will get support with Activity 3.2, while others will get support on their page 6 First Time Narratives. The teacher will have the definition of personification on the board so students can copy that into their notebooks. 2. Next, the teacher will hand out vocabulary sheets and project the words and definitions on the board. Students will copy the definitions and come up with a picture for each word. 3. Then, the class will have a discussion about what has happened thus far in the story, The First Real San Giving Day. | 1. The teacher will hand out vocabulary sheets and project the words and definitions on the board. Students will copy the definitions and come up with a picture for each word. 2. Then, the class will have a discussion about what has happened thus far in the story, The First Real San Giving Day. The teacher will project on the board, "-Read and listen for personification in the narrative. -Read and listen for the repeating idea of the conflict between Cuban culture and American culture." 3. As a class, student volunteers will read pages 9-13, and the teacher will step in to read at times as well. (Start at the words, "I hopped," on page 9, and stop at the word "freezer," on page 13.) 4. Students will work in page 31 (activity page 3.3). They will answer the following questions on page 32 (blank page): 1. Literal. Why didn’t Richard Blanco bring the turkey home with the rest of the Thanksgiving groceries? 2. Inferential. Describe the relationship between Blanco’s mother and grandmother. 3. Before we move on to Writing, imagine that you are the frozen turkey mocking Blanco. Write down one or two sentences of what the turkey would say to him. 5. The teacher will project slide 16-18 on the board, explaining what Showing, Not Telling is all about. 6. Students will complete Activity pages 3.4 and 3.5. 3.5 will most likely be moved to tomorrow. | 1. The teacher will review the "Showing, Not Telling" slides with the class, and they will look back at Activity page 3.4. 2. The teacher will go through slides 20-23 to explain the "My Moment Narrative". It can be the same as your first time narrative, or a different story altogether. 3. They will practice & brainstorm on page 36 of their books after viewing the example on page 35. 4. The students can talk to each other for ideas & questions as the teacher walks around to help. 5. On slide 23, the teacher will introduce the next activity where students will be practicing speaking & listening- some students will volunteer to share their writing and other students will respond with feedback using the provided sentence frames. | 1. Students will start class by opening their writing journals and preparing the title & date for today's writing prompt: (Title here) Students will have 7 minutes to respond in their writing journals. Their goal is to write at least 5 sentences, and may draw a picture if they have extra time. When time is up, the teacher will ask for volunteers to share what they wrote out loud to the class. 2. The teacher will ask the students to get out their Home of the Brave packets. As a whole class, they will discuss what has happened in the story so far. The teacher will take notes on the board. After the discussion, the teacher will read the next section. The students will follow along by taking notes/anwering questions in their packet. The teacher will go over the answers with the class and have an ending discussion about where they left off. |
10 | Differentiation/Groups | - The teacher will project the pages onto the board, as well as write notes/ideas onto the board for students to see - The teacher will use a powerpoint slideshow with videos and examples for students to come up to the board to show their answers - Students will use think-pair-share to work together - Teacher will model how to provide positive feedback | - Students working in groups based on acadience level - Students getting the opportunity to work with the teacher on specific parts of the lesson (personification workbook pages) - Students getting teacher input about their personal narrative writing piece | - The teacher will project the pages onto the board, as well as write notes/ideas onto the board for students to see - Students may work together - Teacher will work with specific students or groups of students to help them with their writing | - The teacher will project the pages onto the board, as well as write notes/ideas onto the board for students to see - Students may work together - Teacher will work with specific students or groups of students to help them with their writing | - Students may draw a picture to go along with their writing response if they are struggling to come up with more ideas or sentences for the writing prompt - The teacher will write the notes on the board for students to visually see (for the Home of the Brave questions) - Students will talk in groups to help each other remember the events that took place in the story from last week - Brain breaks when needed |
11 | Lesson Assessment | Activity page 3.1 | Activity page 3.2 | Activity pages 3.3 & 3.4 | Activity pages 3.5 and 3.6 | - Teacher walks around during the writing prompt activity to check in with students who look like they may be stuck or have not reached 5 sentences at the halfway point - Students will answer questions in a packet related to the reading |
12 | Reflection | Not enough time!!! Block 2 was getting very bored with the Personification video. I noticed a few students in Block 3 getting sleepy, so I skipped over some parts of the video to keep up the engagement throughout the lesson. | We only had time for centers but the students LOVED it and it went so well!!! I grouped them based on their Acadience data. | We did not finish :( The firedrill messed up the timing in my first class, and I did not want to go too far ahead with the other classes, so we will continue tomorrow. We finished step 4 up until question 3, so we'll start with #3 tomorrow. | Dialogue quizzes weren't looking too great as I was grading, but they did very well with personification. |