Brittany N.

George
Language Arts
Block 1
Lesson 21 Day 1
3/10/14

1.1 Integration of Learning Outcomes:
While completing a sort, students will be able to correctly identify the //, and // sound in
their spelling words.
Students will be able to correctly recognize clues to sequence and correctly identify the text
structure specific to sequencing.
Students will be able to correctly define and identify the verb be.
1.2 Standards:
PA.CC.1.1.3.D: Know and apply grade-level phonics and word analysis skills in decoding words.
PA.CC.1.2.3.C: Explain how a series of events, concepts, or steps in a procedure is connected
within a text, using language that pertains to time, sequence, and cause/effect.

1.3 Anticipatory Set: Question of the Day: What kinds of storms or severe weather have you been in?
A. Question of the Day
B. Read Aloud: Blizzards
1.4. Procedures:
Anticipatory Set: Question of the Day
1. Question of the Day
2. Read Aloud: Blizzards
a. What does the selection explain?
b. What is the topic sentence
c. What are some time-order words used in the explanation?
A. Phonics: Vowel Variants: /, and //
1. Introduce vowel variant //, and //. (Lesson 21 Powerpoint)
2. Go over spelling words (Lesson 21 Powerpoint)
3. Vowel variant word sort
B. Introduce Sequencing: (Lesson 21 Powerpoint, pg 160 Student Edition)
C. Read Aloud: Living at the Bottom of the World (og 76 Read Aloud Anthology)
1. How can you tell that Living at the Bottom of the World is nonfiction?
2. Did you learn what you expected to learn? Why or Why not?
3. What facts did you think were most interesting?
4. Did you enjoy this selection? Why or why not?
D. Grammar: Verb Be (Lesson 21 Powerpoint)
1. A verb describes an action or tells how or what something is.
2. Be is a special verb: It tells who, what, or where the subject of a sentence is.
3. The forms of be : am, is are, was were
4. Sing Am, Is, Are, Was, Were to the tune of the YMCA
5. Find the form of be in the sentence (Have students write the verb on their white
boards)
E. Robust Vocabulary: (Robust Vocabulary Lesson 21 Powerpoint)
When introducing the vocabulary, have students turn and talk with their get together partners to
come up with an example, a sentence, a synonym, or antonym.
Brittany N. George
Language Arts
Block 1
Lesson 21 Day 1
3/10/14

1. Conserved
2. Strict
3. Harsh
4. Bleak
5. Absence
6. Shelters
7. Permanently
8. Drifts
9. Scarce
10. Dim
1.5 Differentiation:

For this lesson, I tried to reach all types of learners.
Visual Learners: I used the premade PowerPoint, made individual copies of the lyrics
to Am, Is, Are, Was, Were, and created a //, and // vowel sort.
Auditory Learners: I created a song to help the students remember the forms of be, and
will make sure to repeat information and directions multiple times.
Kinesthetic Learners: kinesthetic learners, I made the vowel sort so the students could
physically place the words into categories, and had the students utilize their white boards.
Enrichment: Have the students create a story using the ten Robust Vocabulary Words.

1.7 Formative/Summative Assessment of Students (P-12):
While students are completing their sort, I will check to make sure that they are putting the
correct vowel variants in the correct category. The students are successful if they correctly
identify which category the words belong to.
While introducing sequencing, I will observe students recognizing and identify the text structure
of sequencing during the powerpoint and the reading passage on page 160. The students are
successful if they correctly identify and recognize the structure and clues of sequencing.
While introducing the verb be, I will be looking for students who successful define and identify
the verb.