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III-W-1:B-HI-4 The student will express his or her thinking and ideas by using a
variety of writing genres, as demonstrated by writing expository essays and
informational reports that include topic sentences, main ideas, and relevant
supporting details, using appropriate transitions, varied sentence structure and
precise academic vocabulary.
Monday Lesson Tuesday Lesson Wednesday Lesson Thursday Lesson Friday Lesson
Text features Text features
Whole Group Instruction Whole Group Instruction Whole Group Instruction Whole Group Instruction
Whole Group Instruction Culminating Activity
Anticipatory Set: Anticipatory Set: Anticipatory Set:
Introduce Vocabulary Anticipatory Set: Let’s review yesterday’s chart. What did How are diagrams helpful? Anticipatory Set:
Title, subtitle, picture, What did you we do? Think-pair-share Discuss the checklist.
caption, sidebar, Learn from the panda Article S: A diagram is helpful ▫ Identify 5 text features.
diagrams, highlighted Lesson: Teacher/students reads the article because.... ▫ In your words, explain why 3
words. of those 5 text features are
Lesson: Teacher reads the article important and what
students will listen Lesson: information they provide.
Lesson: The teacher will
Teacher explains the Life Cycle ▫ In your presentation
do a walkthrough of the of the Giant Panda diagram. o Share 2 text feature
text with the students Practice & Application: Teacher explains the different examples
Practice & Application:
highlighting the text Small Group (w/teacher) ages and how the panda o Share one
Small Group (w/teacher)
features and discussing the Independent Group: changes over time. explanation
Independent Group:
purpose SWBAT to complete the chart from
SWBAT complete the chart with the
teacher and define the vocabulary Tuesday and giving examples of the Application:
feature What it does article Students will share out the text features
Guided Practice/student Practice & Application: they identified and their explanations.
Title Tells what
to student practice: Feature Ex What it does in Small Group (w/teacher)
passage is
Students work with from the article Independent Group
about
partners to demonstrate the On their own, students work to Review & Assessment:
Heading Shows what
where a specific text article answer questions about ● School City formative
part of the
feature can be found. Title Tells what diagram of the life Cycle of a ● On a blank sheet of paper,
passage is
passage is about Panda. students will write about two
about
text features that they find
Key word Calls attention
Checking for useful and why.
to an
understanding/Closure: important
Mrs. Holman & Mrs. Tapia 3er trimestre
Planes de lecciones
key
word
Fecha: 11/3/19-14/3/19
Mrs. Holman & Mrs. Tapia 3er trimestre
Planes de lecciones
Estándar(es):
3.OA.A Represent and solve problems involving whole number multiplication and division.
Práctica y aplicación:
El número va en medio,
después el número que
Repaso y evaluación: va a multiplicar, y
Repaso y evaluación: después la respuesta.
Práctica y aplicación:
Repaso y evaluación:
Mrs. Holman & Mrs. Tapia 3er trimestre
Planes de lecciones
Monday Lesson Tuesday Lesson Wednesday Lesson Thursday Lesson Friday Lesson
Whole Group Instruction Whole Group Instruction Whole Group Instruction Whole Group Instruction Whole Group Instruction
Anticipatory Set: Book Walk Anticipatory Set: Oh, the Anticipatory Set: Anticipatory Set:
thinks you can think! The Lorax Pre Writing Anticipatory Set:
Read the objective, define
vocabulary words. How our our thoughts Lesson: Lesson: Inspired book
formed? Guiding questions, what can What have you all noticed Dr.
Fun Facts about Dr. Suess we do to help out planter stay Seuss has in his books? Lesson:
Lesson: clean?
Lesson: What does a story need
Students share their Teacher reads to students 1. Why does the Lorax Practice & Application: to have?
favorite books from Dr. the book, guiding leave the word "UNLESS" Small Group (w/teacher)
Seuss questions on a pile of rocks? What Independent Group Setting
does "unless" mean? Characters
1. Why can we think What are the important parts of a Message
Guided Practice/student to of things that don't 2. The Once-ler's business making story? Begging
student practice: actually exist? Why and selling Thneeds is very Middle
can Dr. Seuss draw successful. Is the Once-ler's Think of how his books rhyme? End
Each student reads a part them? success a good thing? Why or why Do they have a rhythm?
of the book. 2. Can we think of not? What might make it good? WHat are some of the main Practice & Application:
What might make it bad? characters he has in all of them? Small Group (w/teacher)
things that can't
Students partner up and read Dr. Independent Group
possibly exist? Can Do his books have themes? Or
Suess book, trade books as well. Dr. Seuss draw 3. Was it harmful when the Once- main messages?
them? Why? ler cut down the first tree? If so, Students will work on
who, or what did it harm? Checking for creating their own short
3. Are there some inspired Dr. Seuss story.
Checking for things it is understanding/Closure:
understanding/Closure: impossible for us
Students start to write an Create illustrations as
to think about? Practice & Application:
whole group discussion of inspired story from Dr. Seuss. well.
What are they? Small Group (w/teacher)
the reading. Why can't we think Independent Group
Checking for
about them?
understanding/Closure:
Writing prompt: Write a letter
shares with the class
to Mother Earth
Checking for
understanding/Closure:
Fecha: 3/4/19-3/8/19
Estándar(es):
3.LI.3 Describen la relación entre una serie de acontecimientos históricos, ideas o conceptos científicos, o pasos de los procedimientos
técnicos en un texto, usando un lenguaje que se refiere al tiempo, secuencia y causa/efecto.
3.LL.1. Hacen y contestan preguntas para demostrar comprensión de un texto, haciendo referencia explícita del texto como base para las
respuestas.
Objetivos de área de conocimiento: Objetivos de lenguaje:
Yo puedo contar una causa y un efecto. Yo puedo escribir una causas y un efecto.
Yo puedo relacionar que es la causa y el efecto Yo puedo hacer preguntas y oraciones sobre como puedo
de no cuidar el planeta. cuidar nuestro planeta.
Monday Lesson Tuesday Lesson Wednesday Lesson Thursday Lesson Friday Lesson
Whole Group Instruction Whole Group Instruction Whole Group Instruction Whole Group Instruction Whole Group Instruction
transitional words
Mrs. Holman & Mrs. Tapia 3er trimestre
Planes de lecciones
Monday Lesson Tuesday Lesson Wednesday Lesson Rodeo Days Rodeo Days
Whole Group Instruction Whole Group Instruction Whole Group Instruction
Lesson: Lesson:
Lesson: Writing facts or opinions Writing about yourself or a sport.
Writing Sentences. Fact or about different topics Then circle a fact or opinion
opinion
Estándar(es):
3.LI.7 Usan la información obtenida de las ilustraciones (ejemplo: mapas, fotografías) y las palabras en un
texto para demostrar la comprensión del mismo (ejemplo: dónde, cuándo, por qué y cómo ocurren los
acontecimientos clave).
Objetivos de área de conocimiento: Objetivos de lenguaje:
Repaso y evaluación:
Mrs. Holman & Mrs. Tapia 3er trimestre
Planes de lecciones
Estándar(es):
3.NF.2ab
3.NF.3cd
Vocabulario: sonidos, vibración, orejas, cuerdas Materiales: libros para alumnos, hojas de actividad, caja
vocales de ciencia
Motivación: Predicción del Motivación: Repaso del libro y Motivación: Motivación: leer lel libro y usar
cuento Introducir el objetivo (el ilustraciones para referir al texto
propósito: que, porque, como) Introducir el objetivo (el
Introducir el objetivo (el propósito: Introducir el objetivo (el propósito: que, porque, como) Introducir el objetivo (el
que, porque, como) propósito: que, porque, como) propósito: que, porque, como)
Presentación:
Elementos de SIOP
Presentación – objetivos de lenguaje y del contenido, introducción comprensible, estrategias, interacción, refleja y responde
Práctica y Aplicación – actividades válidas, interacción, estrategias, práctica y aplicación, refleja y responde
Fecha:
Estándar(es):
Vocabulario: Materiales:
Mrs. Holman & Mrs. Tapia 3er trimestre
Planes de lecciones
Presentación:
Presentación: Presentación:
Presentación: Presentación:
Práctica y aplicación:
Repaso y evaluación: Lección 19 Repaso y evaluación:
Monday Lesson Tuesday Lesson Wednesday Lesson Thursday Lesson Friday Lesson
Whole Group Instruction Whole Group Instruction Whole Group Instruction Whole Group Instruction Whole Group Instruction