Lesson Plan (Monday)

Topic: DLR, Spelling, Writing

Standard: CCSS.ELA-LITERACY.WHST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.

Objectives: To improve basic writing and spelling skills.

Assessment Plan: Observe student answers and ask them relevant questions.

Materials Needed: Worksheets, whiteboard, dry erase markers

Vocabulary: Spelling words: August, morning, four, quart, pour, popcorn, before,
autumn, corner, storm, door, floor, north, born, fork, sport

Anticipatory Set:
For these lessons, it will just be a matter of reconvening the class and peer tutors.
Explaining that they should be on lesson 27 and explaining they need to start with DLR,
then letting them loose.

Guided Practice/modeling:
Peer tutors will work with students to complete their DLR for the day. This should only
be limited prompts, not giving them the answer.
Activities:
Spelling: They will begin their spelling packet by completing the first page. They can
complete this with the assistance of their peer tutor or a teacher in the classroom. They
will be practicing sorting the words and using them in context.

Closure/Modeling:
Do DLR together as a class. We will have the questions prewritten on the board and we
will go through each question. I will call on students one at a time to give an answer. I
will try to balance it out so that every student gets a turn answering.

Independent practice/application:
Journal Worksheet: They will have a peer tutor there if they need it but the goal is for
them to do it on their own. They need to come up with a topic and multiple sentences
explaining what happened during that topic/event.

Differentiation:
● Every one of my students are extremely different with different needs. Give
students more time or more hints depending on where they are at in spelling.
This will also work and is necessary for DLR.
 Lesson Plan (Tuesday)

Topic: DLR, Spelling, Comprehension

Standard: CCSS.ELA-LITERACY.WHST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.

Objectives: To improve basic writing, spelling and reading comprehension skills.

Assessment Plan: Observe student answers and ask them relevant questions.

Materials Needed: Worksheets, white board, white board markers

Vocabulary: Adjective, past, present, future

Spelling words: August, morning, four, quart, pour, popcorn, before, autumn,
corner, storm, door, floor, north, born, fork, sport

Anticipatory Set:
For these lessons, it will just be a matter of reconvening the class and peer tutors.
Explaining that they should be on lesson 27 and explaining they need to start with DLR,
then letting them loose.

Guided Practice/modeling:
Peer tutors will work with students to complete their DLR for the day. This should only
be limited prompts, not giving them the answer.
Activities:
Spelling: Today they will complete the rest of their spelling packet. They may do this
with the assistance of a peer tutor or other classroom teacher.

Closure/Modeling:
Do DLR together as a class. We will have the questions prewritten on the board and we
will go through each question. I will call on students one at a time to give an answer. I
will try to balance it out so that every student gets a turn answering.

Independent practice/application:
Students will do a comprehension sheet. The story and comprehension questions are
read aloud as a class. Then each student must answer the comprehension questions
independently. Their peer tutors can give no assistance, even if they get it wrong.

Differentiation:
● Every one of my students are extremely different with different needs. Give
students more time or more hints depending on where they are at in spelling.
This will also work and is necessary for DLR.
 Lesson Plan (Wednesday)

Topic: DLR, Spelling, Reading

Standard: CCSS.ELA-LITERACY.WHST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.

Objectives: To improve basic writing, spelling and reading comprehension skills.

Assessment Plan: Observe student answers and ask them relevant questions.

Materials Needed: Worksheets, white board, white board markers

Vocabulary: Contraction
Spelling words: August, morning, four, quart, pour, popcorn, before, autumn,
corner, storm, door, floor, north, born, fork, sport

Anticipatory Set:
For these lessons, it will just be a matter of reconvening the class and peer tutors.
Explaining that they should be on lesson 27 and explaining they need to start with DLR,
then letting them loose.

Guided Practice/modeling:
Peer tutors will work with students to complete their DLR for the day. This should only
be limited prompts, not giving them the answer.
Activities:
Spelling Review Game:
Students will be divided up into two teams and sat at two different tables. They will use
letter tiles to create their spelling words. I will announce a word and they will take turn
with who spells. When the student has spelled the word, all team members must raise
their hands. If they get the word right, they get a point. Which ever team gets it right first
gets an extra point. We play until we are out of spelling words.
*as needed, words will be given in a sentence as well.

Closure/Modeling:
Do DLR together as a class. We will have the questions prewritten on the board and we
will go through each question. I will call on students one at a time to give an answer. I
will try to balance it out so that every student gets a turn answering.

Independent practice/application:
Students will do a comprehension sheet. They have to read the paper independently to
their peer tutor. Then they must answer comprehension questions on their own, without
help from a peer tutor, even if they are answered wrong. At the end they write a brief
summary of what they read, which can be told to a peer tutor to write.

Differentiation:
● Every one of my students are extremely different with different needs. Give
students more time or more hints depending on where they are at in spelling.
This will also work and is necessary for DLR.
● Each student has their own read naturally sheet that is generated to their level.
 Lesson Plan (Thursday)

Topic: DLR, Spelling, IEP Goals

Standard: CCSS.ELA-LITERACY.WHST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.

Objectives: To improve basic spelling, writing and various IEP goals.

Assessment Plan: Observe student answers and ask them relevant questions &
spelling test

Materials Needed: Worksheets, white board, white board markers

Vocabulary: plural possessive

Spelling words: August, morning, four, quart, pour, popcorn, before, autumn,
corner, storm, door, floor, north, born, fork, sport

Anticipatory Set:
For these lessons, it will just be a matter of reconvening the class and peer tutors.
Explaining that they should be on lesson 27 and explaining they need to start with DLR,
then letting them loose.

Guided Practice/modeling:
Peer tutors will work with students to complete their DLR for the day. This should only
be limited prompts, not giving them the answer.
Activities:
Spelling test: Each student will get out a sheet of paper and pencil. I will tell them the words, use
it in a sentence and they will write it on their paper. The students will number the words as they
go.
After we have finished all the words, we will switch to pens. We will go around the room and
take turns spelling the words. I will call on them, give them the word and they will spell it. If it is
wrong, I will correct it. I repeat each spelling so all the students hear it. Peer tutors will then
score the test and the student will put it away in their folder.

Closure/Modeling:
Do DLR together as a class. We will have the questions prewritten on the board and we
will go through each question. I will call on students one at a time to give an answer. I
will try to balance it out so that every student gets a turn answering.

Independent practice/application:
Students have binders with worksheets pertaining to their specific IEP goals. They are
individualized and can be worked on with a peer tutor if needed. However, we need to
see their progress independently so it should be done mostly this way.

Differentiation:
● Every one of my students are extremely different with different needs. Give
students more time or more hints depending on where they are at in spelling.
This will also work and is necessary for DLR.
 Lesson Plan (Friday)

Topic: DLR, News

Standard: CCSS.ELA-LITERACY.WHST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.

Objectives: To improve basic writing skills and work on understanding world news and
issues.

Assessment Plan: Observe student answers and ask them relevant questions.

Materials Needed: Worksheets, white board, white board markers

Vocabulary: Capitalization, punctuation

Spelling words: August, morning, four, quart, pour, popcorn, before, autumn,
corner, storm, door, floor, north, born, fork, sport

Anticipatory Set:
For these lessons, it will just be a matter of reconvening the class and peer tutors.
Explaining that they should be on lesson 27 and explaining they need to start with DLR,
then letting them loose.

Guided Practice/modeling:
Peer tutors will work with students to complete their DLR for the day. This should only
be limited prompts, not giving them the answer.
Activities:
New to You: There is a different subject addressed each day. The one for the day will
be printed and distributed. It will be read together and activities within it will be
completed together as a class.

Closure/Modeling:
Do DLR together as a class. We will have the questions prewritten on the board and we
will go through each question. I will call on students one at a time to give an answer. I
will try to balance it out so that every student gets a turn answering.

Independent practice/application:
Answer questions from the News to You reading without the help of a peer tutor first.
Then they can be reviewed and fixed with a peer tutor.

Differentiation:
● Every one of my students are extremely different with different needs. Give
students more time or more hints depending on where they are at in spelling.
This will also work and is necessary for DLR.
 Lesson Plan (Monday)

Topic: DLR, Spelling, Writing

Standard: CCSS.ELA-LITERACY.WHST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.

Objectives: To improve basic writing and spelling skills.

Assessment Plan: Observe student answers and ask them relevant questions.

Materials Needed: Worksheets, whiteboard, dry erase markers

Vocabulary: Spelling words: house, flower, town, sound, ground, tower, found, brown,
about, hour, power, down, around, count, our, owl

Anticipatory Set:
For these lessons, it will just be a matter of reconvening the class and peer tutors.
Explaining that they should be on lesson 28 and explaining they need to start with DLR,
then letting them loose.

Guided Practice/modeling:
Peer tutors will work with students to complete their DLR for the day. This should only
be limited prompts, not giving them the answer.
Activities:
Spelling: They will begin their spelling packet by completing the first page. They can
complete this with the assistance of their peer tutor or a teacher in the classroom. They
will be practicing sorting the words and using them in context.

Closure/Modeling:
Do DLR together as a class. We will have the questions prewritten on the board and we
will go through each question. I will call on students one at a time to give an answer. I
will try to balance it out so that every student gets a turn answering.

Independent practice/application:
Journal Worksheet: They will have a peer tutor there if they need it but the goal is for
them to do it on their own. They need to come up with a topic and multiple sentences
explaining what happened during that topic/event.

Differentiation:
● Every one of my students are extremely different with different needs. Give
students more time or more hints depending on where they are at in spelling.
This will also work and is necessary for DLR.
 Lesson Plan (Tuesday)

Topic: DLR, Spelling, Comprehension

Standard: CCSS.ELA-LITERACY.WHST.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.

Objectives: To improve basic writing, spelling and reading comprehension skills.

Assessment Plan: Observe student answers and ask them relevant questions.

Materials Needed: Worksheets, white board, white board markers

Vocabulary: Adjective, past, present, future

Spelling words: house, flower, town, sound, ground, tower, found, brown, about,
hour, power, down, around, count, our, owl

Anticipatory Set:
For these lessons, it will just be a matter of reconvening the class and peer tutors.
Explaining that they should be on lesson 28 and explaining they need to start with DLR,
then letting them loose.

Guided Practice/modeling:
Peer tutors will work with students to complete their DLR for the day. This should only
be limited prompts, not giving them the answer.
Activities:
Spelling: Today they will complete the rest of their spelling packet. They may do this
with the assistance of a peer tutor or other classroom teacher.

Closure/Modeling:
Do DLR together as a class. We will have the questions prewritten on the board and we
will go through each question. I will call on students one at a time to give an answer. I
will try to balance it out so that every student gets a turn answering.

Independent practice/application:
Students will do a comprehension sheet. The story and comprehension questions are
read aloud as a class. Then each student must answer the comprehension questions
independently. Their peer tutors can give no assistance, even if they get it wrong.

Differentiation:
● Every one of my students are extremely different with different needs. Give
students more time or more hints depending on where they are at in spelling.
This will also work and is necessary for DLR.