Unit 1 Week 5 Ela

HAMADEH EDUCATIONAL SERVICES
District Wide Curriculum Lesson Plan Template

BACKWARDS Planning
Objectives Weekly Lesson Plans

Week Monday: *Monday:
1 No School
No School- Labor Day
Tuesday: *Tuesday: First Day of School 9/6/16

Objective: Activity: Read Aloud
I Can discuss/ make -Students participate in a read aloud of First Day Jitters, while listening
predictions throughout students discuss predictions. Discussion on who was able to correctly
a text. predict the ending of the book. Discuss first day feelings with the
remainder of the class
Learning Objective: * Introduce Daily 5 strategy- Three Ways to Read a Book
I can listen to a read Formative Assessment: Feelings Graphic Organizer
aloud story and write Technology: Graphic Organizer projected on the SmartBoard.
down their feelings Differentiation: Brainstorm a list of feelings. Teacher will write them on
about the first day of the whiteboard for students to reference.
school. Tutorial Notes: Recommended students will be given leveled reader
books and practice the reading strategy: predicting. Have students
draw their reactions or feelings throughout the read aloud ( getting
students prepared for learning retelling).
Activity: Introduce newspaper vocabulary to students

Objective: (headings, article, captions, etc.). Model what a newspaper
I can locate various looks like completed, and discuss best work in writing. Explain
text features on their expectations for completing the Scholastic All About Me
All About Me Newspaper
newspaper. Formative Assessment: All About Me Posters
Technology: N/A
Language Objective: I Homework: Finish newspaper if not completed in school.
can write in paragraphs Differentiation: For students who struggle with ADHD/ADD I
and sections; including may begin to set check points for the poster. Certain aspects of
formatting, illustrations, the poster will be given deadlines, so students may remain on
and multimedia task. They may also have less to complete.
Tutorial Notes: Recommended students will be given graphic
organizers to help develop their thoughts and sentences.
BACKWARDS Planning
Tutorial staff members will work with students to aid the

correct writing components essential for completing their All
About Me Posters. Make sure to reinforce the text features on
the page (title, heading, captions, etc.)
Wednesday: *Wednesday:
Objectives: I can Activity: Students take time selecting a book from the reading
describe in depth a area that they would like to read. Ask students what would
character (character reading to self look like if we walked into the classroom.
analysis), setting, orWhat key traits would we look for in a good reader? While
event in a story or discussing traits of a good read to self partner, teacher
drama, drawing on creates a t-chart to document ideas. Modeling- Students
specific details in the
model what a good reader looks like when they get started
text. SWBAT right away.
determine and ** IPICK Good Fit Books
analyze the meaning Formative Assessment: Fist-to-Five informal assessment (how
of words and well did they do at reading) Guided reading practice
phrases in context Technology: Timer
Homework: N/A
Language Objective: Differentiation: Based on student ability students may be
I can read a good fit reading at separate intervals, and for different periods of time
book for me Tutorial Notes: Recommended students can have discussions
and model to tutorial staff what read-to-self looks like.
Students can also find good fit books with tutorial staff.
Activity: Writing portfolio. Discuss what this looks like at the

end of the year as well as expected goals. Students work to
create their own writing portfolio, by decorating a file folder.
Objectives: I can Self-Reflective Writing- students work on writing a letter to
describe in depth a themselves to set their own personal goals for the year. If time
character, setting, or permits, have students continue working on All About Me
event in a story, Poster.
using details in the Formative Assessment: Letter to Self and writing portfolio
text Technology: N/A
Engage effectively in Homework: Letter to Self
a range of Differentiation: Students can write at their own pace for their
collaborative letter, also the amount that they write is up to them
discussions (one-on- Tutorial Notes: Recommended students will be given graphic
BACKWARDS Planning
one, in groups, and organizers to help develop their thoughts and sentences.
teacher-led) with Tutorial staff members will work with students to aid the
diverse partners and correct writing components essential for completing their
follow agreed-upon letters to themselves.
rules for discussions
and carry out
assigned roles.
Thursday: *Thursday:
Objectives: I can Activity: Students gather to participate in a shoe model
determine and demonstration. Compare- Teacher relates how the different
analyze the meaning types of shoes, and your choices for shoes, are just like picking
of words and out a good book. Creates T-Chart with students. Modeling-
phrases in context. How do you pick a good fit book. What should you look for as
Describe in depth a a reader? Guided Practice- Students practice reading good fit
character (character books during Daily Five, while working on gaining stamina for
analysis), setting, orreading to self.
event in a story or **Song and hand motions for IPICK (Daily 5)
drama, drawing on Formative Assessment: Hand signals (thumbs up, thumbs
specific details in the
down)
text Technology: IPICK Song
Homework: Starting Reading Log
Language Objective: Differentiation: Students may read different books and leveled
I can read a good fit books at this time. Each student should begin reading, but
book for me. practicing building stamina
Tutorial Notes: Tutorial staff members can work closely with
students to review components of picking a just right book
with student and seeing if student can reiterate key
components
Objectives: I can
describe in depth a Activity:
character (character Students will put the finishing touches on their All About Me
analysis), setting, or Newspaper. Students will review expectations and quality work
BACKWARDS Planning
event in a story or before completing the project. This should be the final day
drama, drawing on students have to work on their All About Me Poster.
specific details in the Formative Assessment: Brown Paper Bag. If poster is not
text completed, it must be taken home for homework
Language Objective: Technology: N/A
I can write about me Homework: All About Me Poster if not finished
and recall past Differentiation: Students who struggle with the writing
information. component, may need to complete a graphic organizer to help
thoughts
Writing Prompt. Brown Paper Bag. If poster is not completed,
it must be taken home for homework
Tutorial Notes: Tutorial staff will work closely with students to
aid with writing components of writing prompt, along with
their posters.
Friday: *Friday:
Activity: Students begin to brainstorm ideas of what should we
Objectives: I can expect to see for read to someone (daily 5)
describe in depth a Students create T-Chart with teacher for approved ideas. Set
character (character expectations of behavior for the students
analysis), setting, or Students model good and bad behavior.
event in a story or Formative Assessment: Hand Signals of Improvement. Sticky
drama, drawing on Note with one key connection that they made during centers
specific details in the Technology: Timer
text Homework: N/A
Differentiation: Based on student needs, students are given the
Language Objective: opportunity to choose what area that they would like to focus
I can write down on. Students are given plenty of time to respond, and choose
expectations for options for their centers
Read to Someone Tutorial Notes: Tutorial staff member can work with students to
station and reflect develop T-Chart of good and poor behavior to exhibit during
on our practice. centers
Activity: Discuss with students what are some positive feedback

BACKWARDS Planning
Language Objective: we can give students. Review two stars and a wish criteria
I can orally tell facts when addressing peers. Model expectations of what a gallery
about me to my walk should look like. Students participate in a Gallery Walk of
peers. their About Me Posters.
Formative Assessment :All About Me posters. Brown Paper Bag
Technology: N/A
Homework: N/A
Differentiation: Students, who may not like to share their
poster, can choose not to. They are always recommended, but
if not they can always just participate with the viewing aspect
Tutorial Notes: Tutorial staff member can work closely with
students to review writing components and to review posters
with students

2 Objectives: Activity:
I can create strong MiELA Reading 1.1
habits to make their Teacher will begin mini-lesson discussing what would be a weak or
reading the best it strong reading habit. Create a thinking map to document student
can be responses. Model what would be a weak reading habit or a strong
reading habit.
Language Objective: *Introduce vocabulary and spelling words

I can write down
Daily Five
what makes me a
Read to Self: Students practice reading to self and in their readers
strong reader. notebook they document what would make them better readers
Read to Someone: Students will partner up and read a select reading
passage / and checking for understanding
Word Work- Flipbooks
Ms. Miles- Reading Groups
Formative Assessment Readers Response Notebook
Technology: Timer
Homework: Flipbook if not finished
Differentiation Differentiated reading passages/reading groups
Tutorial Notes Tutorial staff will pull tier 2 students and work with
students on picking what is a good fit book. Discussing the 5
BACKWARDS Planning
Objective: components and applying those skills in order to finding a great fit
I can demonstrate book.
writing
components by
brainstorming Activity:
Introducing the writers notebook
Review of the writing process.
Language Objective: I Read Aloud: The Best Story
can write down ideas Introducing Brainstorming and graphic organizer
of what I like to write Guided Practice- Heart Brainstorm Activities
about Students present their brainstorming heart to the class.
Teacher selects three students to share their work
Formative Assessment Writer's Notebook
Technology: Heart Brainstorm scanned onto the
SmartBoard
Homework: Heart Brainstorm if not finished
Differentiation Extended amount of time to complete activity
and brainstorming, per student need
Tutorial Notes: Tutorial staff can work closely with students
to activate prior knowledge on what each student likes
writing about
Tuesday: *Tuesday:
Objectives: Activity:
I can create and set MiELA 1.2
goals regarding their 1. Review what makes a strong reader/characteristics
reading for the school 2. Discuss Readers setting goals. Every great reader needs to set
year a personal reading goal. Model setting a reading goal using
student data binder.
Language Objective: I 3. Students will take a reading survey and attempt to set their own
can write a goal to help reading goals, then share with a partner.
me become a better
reader. Daily Five
1. Read to Self- Reading Survey/Setting Goals
2. Read to Someone- Reviewing their Goals/Partner Reading with
checking for understanding
3. Word Work- Silly Sentences
4. Ms. Miles- Reading Groups
Formative Assessment: Reading Survey/Setting Goals

Technology: N/A
BACKWARDS Planning
Homework: Reading Log

Differentiation: Guided Reading Groups/Centers
Tutorial Notes Tutorial staff will work closely with students on the
reading survey, and reviewing what great goals look like.
Activity:
MiEla- Writing
Language Objective: I 1. Introduce personal narratives- Discuss how narrative tells a
can explain the story from beginning/middle/end.
components of a 2. Read Aloud- Too Many Tamales
personal narrative https://www.youtube.com/watch?v=UPxEbbrM6rU
3. Modeling brainstorming about potential topics for personal
narratives / Anchor Chart- Collecting Story Ideas
4. Students will use writing workshop time to brainstorm
Formative Assessment Brainstorming web for personal narrative
Technology: Online Read Aloud
https://www.youtube.com/watch?v=UPxEbbrM6rU
Homework: N/A
Differentiation: Differentiated Writing Amounts
Tutorial Notes : Tutorial staff will work with students on how to
brainstorm and narrow down topics. Tutorial Staff can read some
narratives to students to help them see the style of that type of writing.
I can choose just- 1. Review with students the IPICK Rap/ How to choose the right fit
right books so they book
can be strong 2. Introduce/Review writing with complete sentences (Step up to
readers. writing mini lesson TE 158) *Use sandwich example for parts of
sentences
3. https://www.youtube.com/watch?v=fdUXxdmhIsw
I can begin writing a 4. http://exchange.smarttech.com/details.html?id=f826231f-9f6f-
45f1-9d1f-74de8b9df577
draft of their
personal narrative
Daily Five:
5. Read to Self: Introduce Question Stems in Readers Notebook/
Language Objective: 1 paragraph
I can write using 6. Read to Someone: Cookie Subject Predicate/ TPT
complete sentences. 7. Word Work: Subject/Predicate Cut and Paste Superteacher
8. Ms. Miles: Reading Groups
BACKWARDS Planning
9. Technology: storylineonline.org / sheppardsoftware.com
Formative Assessment Subject/Predicate Cut and Paste

Technology: SmartExchange
Homework: Subject and Predicate
Differentiation: Guided Reading/Centers
Tutorial Notes : Tutorial staff will write and model how to identify
subject and predicates within a sentence. Discuss what a sentence
fragment is and how to identify them using the cookie sort.
Activity:
MiELA Writing 1.2
1.Reviewing with students great brainstorming ideas that other
students made during previous writing time
2.Model how writers generate stories from personal ideas that they
wished were written.
3.Review the Drafting stage of the writing process,
by using their original web to create text
4.Teacher Models how to take a web and begin the
drafting stage of the writing process
5.Guided Practice- Students work individually on
beginning stages of the drafting
6.During this time teacher begins conferencing with
students and helping with ideas
Formative Assessment Student narrative writing draft

Differentiation:: Differentiated graphic organizers for
paragraph organization
Tutorial Notes :: Tutorial Staff works on discussing how to
implement concept web in order to begin drafting ideas of
what they want to write their narrative about. Focus on
adjectives and details while writing
Objectives: MiELA 1.4
I can determine a
goal for Activity:
words/pages read. 1. Review with students the running analogy of how we set goals.
Introduce how we are going to set a fluency goal of reading
Language Objective: words in a minute.
BACKWARDS Planning
I can write using 2. Model for students how to calculate their fluency
complete sentences. 3. Discuss with students that this is NOT a race
4. Review Subject/Predicate
http://exchange.smarttech.com/details.html?id=6462c157-2f7e-4a91-
b46d-963c4fed0577
Daily Five:
Read to Self: Students will work on completing their reading
paragraph/Reaching Minute goals
Read to Someone: Cookie Subject/Predicate Sort
Word Work: Subject/Predicate W.S. Superteacherworksheets
Ms. Miles: Reading Groups
Technology: storylineonline.org/ sheppardsoftware.com
Formative Assessment Reaching Minute Goals

Technology: SmartExchange
Homework: Readers Response Notebook
Differentiation: Differentiated Reading Groups/QRI
Tutorial Notes :: Tutorial Staff will review with students subjects and
predicates and practice identifying them with another subject/predicate
w.s.
Activity:
MiEla- Writing 1.3
1. Review with students how we brainstormed ideas.
2. Discuss how you narrow down what is your best idea to begin
working on your drafts. Also how writers will have to live inside
the characters.
3. Model how to write character traits for each of the person in the
story
4. Students will then begin copying the organizer within the story
to analyze their character
Formative Assessment Writers Notebook Graphic Organizer
Technology: N/A
Homework: N/A
Differentiation : Differentiated Writing Amounts
Tutorial Notes :: Assess through observation of the post-it which
students have not chosen a story idea and assist as needed
BACKWARDS Planning
Friday: *Friday:
I can demonstrate 1. Review with students spelling words by playing Sparkle
understanding of 2. Go over regulations for spelling tests/rules and guidelines
vocabulary and 3. Administer Spelling Test
spelling words
Formative Assessment Spelling Test
Technology: Test projected on SmartBoard
Homework: Study new spelling words
Differentiation: Differentiated tests/times
Tutorial Notes :Tutorial Staff will work with students on vocabulary
words and spelling prior to administering exams
Week Monday: 9/19/16 *Monday:

Objective: Activity:
3
I can define vocabulary 1) Introduce spelling words and vocabulary for the week
words found in a text 2) Display context cards
selection. 3) Read Aloud: Because of Winn Dixie (Journeys pg 22) Stop
throughout to ask comprehension questions
Language Objective: 4) Whole group: Fill out the graphic organizer to practice story
I can use vocabulary structure for the book
words in complete 5) Introduce the station Word Work Review expectations (how to
sentences. get out materials)
6) Students will practice the word work station using an activity
from the word work bin/ Introduce flipbooks
7) Exit ticket: Frayers Model of a vocabulary word
Formative Assessment: Graphic Organizer/ Frayers Model
Technology: Story projected on the SmartBoard for a visual
Homework: Practice/study spelling words
Differentiation: Amount of spelling words required to know
Tutorial Staff: Tutorial Staff can help students practice their spelling
words with whiteboards. Review vocabulary and what the words mean.
Use frayers model
Tuesday: *Tuesday:
Objective: Activity: Reading- Summarize
I can summarize a text 1) Review expectations for Daily 5
and locate key details. 2) Introduce Readers Response Notebooks
3) Set a reading goal for the beginning of the year
Language Objective: 4) Model how to summarize with a read aloud
I can write a summary * While reading aloud, model how to Back Up and Re-Read
for a given text. if you dont understand something (Caf Strategy)
BACKWARDS Planning
Daily 5 Stations
Read to Self: Reading Goal/ Good Fit Book
Read to Someone: Check for Understanding/ Practice
Summarizing
Word Work: Word Work Bin/ Proofreading Spelling
(Journeys Practice Book)
Ms. Miles- Reading Groups (Story Structure)
Formative Assessment: Observations/ Reading Goal
Technology: Timer/ Station rotations
Differentiation: Leveled Groups/ Different options in the word work bin
Tutorial Staff: Tutorial Staff can practice reading with students and
summarizing at the end of the story together. *Have students grab
check marks so they can check for understanding every couple of
pages while reading
Objective:
I can identify complete Activity: Writing- Complete Sentences/ Parts of a Sentence (Step up
sentences and to writing 158)
fragments. 1) Engage: Imagine that you are going to make a sandwich
Language Objective: 2) Discuss how the parts of a sandwich is like a sentence (who
I can write complete and what) and we add extra ingredients to make it more
sentences. interesting
3) Model identifying the parts of a sentence (Tool E2-29a)
4) Go through examples on the chart, guide students in finding the
parts of a sentence
5) After a prompt, students will try to write complete sentences
independently
Formative Assessment: Complete Sentence Independent Practice
Technology: N/A
Homework: N/A
Differentiation: Some students will be given sentence stems to help
them start sentences. Advanced students will work on adding detail
words to their sentences.
Tutorial Staff: Tutorial Staff can work with students on writing quality
sentences. Talk about writing in detail. Have students look through
pictures and create sentences for what they see.
BACKWARDS Planning
Objective: Activity: Reading- Summarize/ Story Structure
I can summarize a text. 1) Review expectations for Daily 5
Language Objective: 2) Introduce station Listen to Reading Show students how to
I can write a summary navigate MyOn
after reading a text. 3) Whole group: Read Aloud, students will summarize together in
table groups
4) Share summaries and provide feedback
Daily 5
Read to Self- Read and Summarize (Independent Practice)
Read to Someone- Check for Understanding
Word Work: Draw it, Label it
Listen to Reading: MyON
Ms. Miles- Reading Groups
Formative Assessment: Summaries
Technology: MyON
Differentiation: Leveled Groups/ Book levels
Tutorial Staff: Tutorial Staff can read with students and help them
practice writing summaries.
Objective: Writing
I can explain the Step-Up to Writing Lesson E2-9 pg. 116
writing process. I can - The writing process lesson
demonstrate how to 1. Discuss with students times where they have used a
brainstorm ideas. process or series of steps to get something done.
Language Objective: 2. Introduce the Writing Process
I can write down 3. Display and glue the steps of writing process down in
narrative brainstorm writers notebooks
ideas. 4. Explain what each step does within the classroom.
Objective: Activity: Reading- Complete Sentences
I can identify fragments 1) Introduce/Review writing with complete sentences
and complete 2) https://www.youtube.com/watch?v=fdUXxdmhIsw
sentences. 3) http://exchange.smarttech.com/details.html?id=f826231f-9f6f-
45f1-9d1f-74de8b9df577
Language Objective: Daily 5
I can write a complete Read to Self:
BACKWARDS Planning
sentence. Read to Someone:

Word Work: Subject and Predicate cut and paste/ cookie game
Listen to Reading: MyON
Ms. Miles: Reading Groups (Review spelling and vocab)
Formative Assessment: Subject and Predicate cut and paste
Technology: MyON, Smart Exchange, Youtube
Homework: Readers Response Letter/ Any Daily 5 not finished
Differentiation: Leveled Groups/ Books for reading activities
Tutorial Staff: Tutorial Staff can review with students what makes a
complete sentence.
Step up to Writing Lesson E2-11 Prewriting pg. 119

4) Ask students to brainstorm what might have if they had to follow
directions out of order.
5) Discuss the importance of having details in a logical order
6) Discuss how prewriting involves brainstorming and organizing.
7) Play the Organization Game found in Tool E2-11a
8) Discuss the strategies students used to organize information
9) Relate this to when we organize information within our draft.
Friday: *Friday:
I can demonstrate 1. Review with students spelling words by playing Sparkle
vocabulary and 3. Administer Spelling Test
spelling words
Technology: Test projected on SmartBoard
Homework: Study new spelling words
Differentiation: Differentiated tests/times
Tutorial Notes : Tutorial Staff will work with students on vocabulary

Objective: Activity: Reading- Whole Group
4
I can identify the 1) Introduce spelling and vocabulary
authors purpose for 2) Display vocabulary cards. Check mark if students can read
writing a story. word, double check if students can define the word before
learning about it
Language Objective: I 3) Vocabulary Game: Splat (Fly Swatters)
can read a book and 4) Read Aloud: My brother Martin. Stop and ask questions
BACKWARDS Planning
write down the authors throughout reading

purpose. 5) Introduce the term PIE (anchor chart) to help students
remember authors purpose
6) Students will fill out a graphic organizer to determine the
authors purpose of the read aloud
Daily 5
Read to Self: Reading and authors purpose sticky notes
Read to Someone: Journeys partner read with comprehension
questions
Word Work: Flipbook
Listen to Reading: MyOn
Ms. Miles- QRI
Formative Assessment: Graphic Organizer (Journeys)
Technology: Story on the SmartBoard
Homework: Reading, Identifying authors purpose
Differentiation: Leveled groups for Daily 5/ Shortened vocabulary
words to know
Tutorial Staff: Tutorial Staff can practice vocabulary words with
students and spelling on their whiteboards. Talk about authors purpose
(to persuade, to inform, or to entertain) Read with students in their
journeys book. Have students determine the authors purpose.
Tuesday: *Tuesday:
Objective: Activity: Reading- Summarizing
I can summarize a text 1) Review the structure of a story
2) Review how we summarize
Language Objective: 3) Introduce Readers Response Notebook
I can write a letter 4) Model how to write a letter (summary) after doing a read aloud
showing a summary of from a chapter of Tales of a Fourth Grade Nothing
what I have read. 5) Students will help write the summary for the chapter using
graphic organizers
Daily 5
Read to Self: Readers Response Journals
Read to Someone: Summarizing/ Authors Purpose Game Cards
Word Work: Flipbook/Subject and Predicate Cookie Game
Listen to Reading- MyON
Ms. Miles- QRI
Formative Assessment: Readers Response Letter
Technology: Rotations for Daily 5 on SmartBoard
Homework: Flipbook if not finished, reading log
Differentiation: Leveled Groups, length of writing
Tutorial Staff: Tutorial Staff can read with students and practice
BACKWARDS Planning
writing a summary after they have read.
Objective: MiEla- Writing

I can identify the parts 1. Introduce personal narratives- Discuss how narrative tells a
of a personal narrative story from beginning/middle/end.
Language Objective: 2. Read Aloud- Too Many Tamales
I can label parts of a https://www.youtube.com/watch?v=UPxEbbrM6rU
personal narrative. 3. Modeling brainstorming about potential topics for personal
narratives / Anchor Chart- Collecting Story Ideas
4. Students will use writing workshop time to brainstorm
Formative Assessment: Brainstorming web for personal narrative
Technology: Read Aloud
Homework: N/A
Tutorial Staff: Tutorial staff will work with students on how to
brainstorm and narrow down topics.
Objective: Activity: Grammar- Subjects and Predicates
I can identify the 1) Introduce complete subjects and predicates. Review simple
subject and predicate subject and predicates
of a sentence. 2) https://www.brainpop.com/english/grammar/subjectandpredicat
e/
Language Objective: *Whole group quiz
I can write a complete 3) Play subject/predicate game on the SmartBoard
sentence using a http://www.cccs.k12.in.us/userfiles/10/Subject%20and%20Predicate.s
subject and a wf
predicate. Daily 5 Stations
Read to Self: Readers Response Notebooks
Read to Someone: Authors Purpose Game
Word Work: Subject and Predicate Activity (superteachers)
Listen to Reading- Myon or typing practice
Ms. Miles- QRI
Formative Assessment: Subject and Predicate Activity
Technology: Brainpop/ Smartboard Game
Homework: Subject and Predicate (superteachers)
Differentiation: Leveled Groups/ Different subject and predicate
activities
Tutorial Staff: Tutorial Staff can help students write sentences and
find the subject and predicate. Show students the simple subject and
BACKWARDS Planning
simple predicate.
MiELA Writing 1.2

Objective: 1.Reviewing with students great brainstorming ideas that other
I can identify the parts students made during previous writing time
of a personal narrative 2.Model how writers generate stories from personal ideas that they
Language Objective: wished were written.
I can label parts of a 3.Review the Drafting stage of the writing process, by using
personal narrative. their original web to create text
4.Teacher Models how to take a web and begin the drafting
stage of the writing process
5.Guided Practice- Students work individually on beginning
stages of the drafting
6.During this time teacher begins conferencing with students
and helping with ideas
Formative Assessment: Student narrative writing draft
Technology: Model on SmartBoard
Differentiation: Differentiated graphic organizers for paragraph
organization
Tutorial Notes: Tutorial Staff works on discussing how to implement
concept web in order to begin drafting ideas of what they want to write
their narrative about. Focus on adjectives and details while writing
Objective: Activity: Reading- Authors Purpose
I can identify the 1) Display Anchor Chart
purpose of an authors 2) https://www.youtube.com/watch?v=F0XziDwFE-g
writing 3) Smart Exchange:
Language Objective: http://exchange.smarttech.com/details.html?id=7d54ca8e-5fff-470f-
I can write down an 9259-157bae2532cd
authors purpose after 4) Authors Purpose Reading Activity
reading a text. Formative Assessment: Authors Purpose Activity
Technology: Youtube
Homework: Authors Purpose (Journeys Practice Journals)
Differentiation: Length of writing
Tutorial Staff: Tutorial Staff can write notes with students about
Authors Purpose (why authors write). Students can remember using
Objective: the term PIE (Persuade, Inform, Entertain) Find books in our classroom
I can explore personal that do each of these things.
narratives and their
good qualities. Writing
BACKWARDS Planning
Language Objective: Activity:

I can read a variety of Step-Up To Writing E6-25 Color Coding Personal Narratives pg. 520
personal narratives. 1. Remind students that all narratives tell stories
2. Review the three types of narratives using the Tool E6-1a
3. Point out that we have all told personal narratives
4. Examine the structure of a personal narrative
5. Model finding the story structure that all narratives have using
the model in Tool E6-25a.
6. Have students practicing color-coding portions of the personal
narratives.
7. Discuss what transition words, details did you like, did they have
the beginning.
Formative Assessment: Color Coding Personal Narratives
Technology: Pages displayed on SmartBoard. Modeling
Homework: N/A
Differentiation: Differentiated text amounts
Tutorial Staff: Will review with students portions of the stories
(beginning, middle, and end). Work together to read and determine the
portions in the stories
Friday: *Friday:
I can demonstrate my 1. Review with students spelling words by playing Sparkle
spelling and 3. Administer Spelling Test
vocabulary words.
Language Objective: Technology: Test projected on SmartBoard
I can write my spelling Homework: Study new spelling words
and vocabulary words. Differentiation: Differentiated tests/times
Tutorial Notes :Tutorial Staff will work with students on vocabulary

Objective: Activity: Reading- Whole Group
5
I can identify the cause 1) Introduce spelling and vocabulary
and effect of what 2) Display vocabulary cards. Check mark if students can read
happens in a story. word, double check if students can define the word before
learning about it
BACKWARDS Planning
Language Objective: 3) Vocabulary Game: Splat (Fly Swatters)

I can draw or write the 4) Read Aloud: How Tia Lola Came to Stay (stop to ask
cause and effect of a comprehension questions)
story on a flow map. 5) Cause and Effect Graphic Organizers T-Chart(Projectable 3.3
a)
6) If time, practice vocabulary booklets
Formative Assessment: Graphic Organizer for Cause and Effect
Differentiation: Reading with a partner
Technology: Read Aloud displayed on the Smartboard (Think Central)
Homework: Cause and Effect Reading (Superteachers)
Tutorial Staff: Tutorial Staff can assist students on completing their
graphic organizer for cause and effect. Use pictures instead of words if
necessary. If time, play a cause and effect game with students.
Tuesday: *Tuesday: **QRI Testing/ Sub Day**
Objective: Activity: Cause and Effect
I can label cause and 1) Engage:
effects in different https://jr.brainpop.com/readingandwriting/comprehension/cause
situations. andeffect/
2) Whole Group Quiz
Language Objective: 3) Cause and Effect Interactive Game
I can read a sentence Daily 5 Stations
and determine the Read to Self: Readers Response Journal
cause and effect. Read to Someone: Cause and Effect Game (Knock you block
off)
Word Work: Flipbook
Listen to Reading: Typing
Ms. Miles- QRI
Formative Assessment: Observation
Technology: Brainpop
Homework: Cause and Effect Story Practice
Differentiation: Leveled Reading Groups/ Graphic Organizer to help
readers response
Tutorial Staff: Tutorial Staff can read a short story with students and
find the cause and effect. Staff may use a graphic organizer with
students to help further understanding.
Objective: Writing
I can narrow down a Activity:
topic for my personal Step-Up to Writing- E6-26 Preparing to Write Personal Narratives pg.
narrative. 523
BACKWARDS Planning
Language Objective: 1. Remind students that a personal narrative is a true story about
I can write down my an experience from the writers life
topic for my personal 2. Explore with students why people tell personal narratives
narrative and add 3. Examine qualities of a good personal narrative by showing Tool
details. E6-26a
4. Make sure to point out the voice, feelings, descriptions, and
messages
5. Read the story aloud from Tool E6-26b. With students identify
parts of the personal narrative
6. Model identifying the quality of voice and feelings within the
passage
7. Have students work in groups to identify the final quality of the
story
8. Model and guide deciding on a story and message to write
about using told E6-26c
9. ** Students will narrow down their topic
Formative Assessment: Personal Narrative Prompts
Technology: Read Alouds and prompts on SmartBoard
Homework: N/A
Tutorial Staff: Tutorial staff will review how to write a complete
sentence from a prompt.
Objective: Activity: Kinds of Sentences
I can identify and Engage:
determine when to use https://jr.brainpop.com/readingandwriting/sentence/typesofsentences/
different kinds of SMART Exchange- Sentences
sentences. Practice Interrogative, Exclamatory, Declarative, and Imperative
Language Objective: *Students will create a flipbook in their writers notebook.
I can write sentences Daily 5 Stations
ending with the correct Read to Self: Reader Response Journal
punctuation. Read to Someone: Journeys Read with comprehension questions
Word Work: Vocabulary Book
Ms. Miles: QRI
Formative Assessment: Punctuation Marks (Superteachers)
Technology: Brainpop/ Smart Exchange
Homework: Any work not finished
Differentiation: Partner work
Tutorial Staff: Tutorial Staff can practice creating different types of
BACKWARDS Planning
sentences with students
Objective:
I can create a good Writing
hook for my personal Activity:
narrative MIELA Writing (Good Hooks and Topic Sentence)
Language Objective: 1. Discuss with students that good writers hook their reader into their
I can write the first story and make them want to read more. Give examples of good hooks
paragraph of my and not good hooks. Have students decide which one they like better
personal narrative as readers.
2. Make an anchor chart of all the possible story starters (hooks)
3. Show students examples of hooks from various pieces of literature.
Model for students how to write a good hook.
4. Have students practice writing a good hook/ Introduction Paragraph
to their story
5. Conference with students as they are writing
Formative Assessment: Writers Notebook
Technology: Modeling on the SmartBoard
Homework: N/A
Differentiation: Conferencing/ Graphic Organizers
Tutorial Staff: Tutorial staff can work with students on coming up with
a hook to start their story and grab their readers attention.
Objective: Activity: Visualize
I can visualize what I Introduce Caf Strategy (Tune Into Interesting Words)
am reading. 1) Read Aloud: Where the Wild Things Are
2) Stop every few pages and have students sketch pictures of
Language Objective: what they visualize from the story
I can read a story and 3) Write down on the board any words that are interesting or help
visualize what is us visualize while we read
happening. 4) Share pictures
Daily 5 Stations
Read to Self: Visualize Sticky Notes
Read to Someone: Comprehension Questions
Word Work: Vocabulary Book
Ms. Miles- QRI
Formative Assessment: Visualize Comic Strip
Technology: Stations on SmartBoard
Homework: N/A
Differentiation: Reading Groups/ Pictures instead of writing
BACKWARDS Planning
Tutorial Staff: Tutorial Staff can help students visualize what they are
reading. Talk about different moods you can feel and different words to
look for when your reading to help you see what is going on. Read a
story with students and have them draw pictures of what they are
visualizing.
Activity:
MIELA Writing
1. Pick students to share their hooks from yesterday.
2. Explain that after we think of a way to get the attention of our
readers, we need to think about adding the details of what happened to
our story.
3. Discuss the elements of a good story: Beginning, Middle, End
4. Tell students that today we are going to be working on the middle of
our story.
5. Make an anchor chart of transition words that should be used.
6. Model for students how to write in middle of your story
(Chronological Order!)
7. Give students time to practice organizing their ideas onto a graphic
organizer
Formative Assessment: Graphic Organizer
Technology: Modeling on the SmartBoard
Homework: N/A
Differentiation: Differentiated writing amounts
Tutorial Staff: Tutorial staff can help students complete their graphic
organizer.
Friday: *Friday:
I can demonstrate my 1. Review with students spelling words by playing Sparkle
spelling and 3. Administer Spelling Test
vocabulary words.
Language Objective: Technology: Test projected on SmartBoard
I can write my spelling Homework: Study new spelling words
and vocabulary words. Differentiation: Differentiated tests/times
Tutorial Notes : Tutorial Staff will work with students on vocabulary
BACKWARDS Planning
Tuesday: *Tuesday:
Friday: *Friday:

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HAMADEH EDUCATIONAL SERVICES

District Wide Curriculum Lesson Plan Template

Objectives Weekly Lesson Plans

Tuesday: *Tuesday: First Day of School 9/6/16

Activity: Introduce newspaper vocabulary to students

Tutorial staff members will work with students to aid the

Activity: Writing portfolio. Discuss what this looks like at the

Activity: Discuss with students what are some positive feedback

Week Monday: *Monday:

Language Objective: *Introduce vocabulary and spelling words

Formative Assessment: Reading Survey/Setting Goals

Homework: Reading Log

9. Technology: storylineonline.org / sheppardsoftware.com

Formative Assessment Subject/Predicate Cut and Paste

Formative Assessment Student narrative writing draft

Formative Assessment Reaching Minute Goals

Week Monday: 9/19/16 *Monday:

sentence. Read to Someone:

Step up to Writing Lesson E2-11 Prewriting pg. 119

Week Monday: *Monday:

write down the authors throughout reading

writing a summary after they have read.

Objective: MiEla- Writing

MiELA Writing 1.2

Language Objective: Activity:

Week Monday: *Monday:

Language Objective: 3) Vocabulary Game: Splat (Fly Swatters)

sentences with students

Week Monday: *Monday:

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