Duncanville ISD Daily Lesson Plan
Teacher/Course Vargas ~ ELAR/ SLAR
Date: 10/28/19
HMH Module 3, Week 3 Lesson 11
Student Expectations:
TEKS
2.2B(vii) identify/read high-frequency words;
2.2C(i) spell words with open/closed syllables, VCe syllables,
vowel teams,r-controlled syllables, final stable syllables;
2.4 use appropriate fluency when reading;
2.2B(i) decode words with short/long/variant vowels,
trigraphs, blends;
2.2B(iii) decode words with open/closed syllables, VCe
syllables, vowel teams, r-controlled syllables, final stable
syllables;
2.3A determine meaning/pronunciation of unknown words;
2.3C identify meaning of words with affixes;
2.3D identify/use/explain meaning of antonyms, synonyms,
idioms, homographs in context;
2.6A establish reading purpose;
2.8A discuss topics/determine theme using text evidence;
2.6C make/correct/confirm predictions;
2.7C use text evidence to support response;
ELPS
1C use strategic learning techniques to acquire vocabulary
3A practice sounds/pronunciation of English words
3E share information in cooperative learning interactions
4D use prereading supports to comprehend texts
SE History/Data:
(benchmarks, campus assessment, DAs, STAAR)
Framing The Lesson:
We will explain central idea and supporting evidence.
Closing Task:
I will create a graphic organizer to show the central
idea and supporting evidence.
Assessment:
(How am I checking for understanding?):
Graphic organizer 13 during station work time
Guided reading discussion/ questioning
Teaching Points and Activities:
Vocabulary Associated with this Lesson:
High Frequency Words T104 (5 minutes) T will use Word Cards are, humor, admit, terrible, immediately, probably
across, car, down, fell, full, held, mountain, pull, push, and spell. Use Strategies I will use to teach these terms:
Use the: I do, We do, You do format from the
routine: Teach the Words
Phonological Awareness T105 (5 minutes) T will need Picture cards Read Aloud Serious Farm
Vocabulary routine. There is an ELL supports
ready to display Picture Cards Produce Rhymes: Add, Manipulate
Phonemes: Delete. Point to Picture Card web and say the word. and redirection. p. T186–T187
Model how to identify the beginning and endings sounds There is an Writing in the Content:
ELL supports and redirection. (Reflective writing, reinforcing concepts, etc.)
Phonics T106-107 (5 minutes) T will work on Double Final During station work.
Consonants: Spotlight on Sounds
SENTENCE STEM
Spelling T108-T109 (10 minutes) Administer pretest: Spell words The theme of the story is…
with Double Final Consonants. There is an ELL supports and It is that because..
redirection.
Mini lesson T36-T37 (20 minutes) Step 1-T will review anchor chart
20 Theme. Step 2- T will Read and Comprehend Read Three Hens
and a Peacock aloud to children, pausing occasionally to ask the
questions on BookStix 3.2. Lead children to identify the topic (working
out differences) and the theme (walking in someone else’s shoes
helps you appreciate them more) using clues in the text. Refer
back to the Anchor Chart as needed to discuss the steps that
will help them to determine the theme in Three Hens and a
Peacock.Step 3 - Remind children that in the Read Aloud Book Three
Hens and a Peacock, the peacock realizes that all along, he has been
helping everyone on the farm by doing something he knows
how to do well. Have each child choose a character from the story and
draw a picture to show what that animal does well. Have children
write a sentence to explain why that animal is important to Resources and Materials:
everyone on the farm. Encourage them to use evidence from Vocabulary cards
the book to craft their responses. Ask partners to share their pictures Sound/ Spelling cards
and responses. Encourage them to retell parts of the story that they Anchor Chart 20
drew and wrote about. Read Aloud – Meet Me Halfway
Small Group Instruction/ Rotations T112-T113 (30 minutes) Word Copies of Graphic Organizer 12
Work, Creativity Corner, Digital Station, Teamwork Time, Reading Student journals
Corner Plus Teacher table and Independent Work T26-T27 ideas for
stations
Writing Lesson (30 minutes) Persuasive Text, p. W44
Revising III: Integrating Adverbs
Differentiation:Scaffold and Extend T38-41 there are suggestions Considerations for Special Populations:
for students struggling and those who are ready for more. (designated supports, visuals, sentence stems,
Correct and redirect notes on various pieces of the lesson. small groups, etc.)
*GT, BIL/ESL, SPED, RtI, 504
Some students may require additional support or
partner support of ELL support.

Teacher/Course Vargas ~ ELAR/ SLAR
Date: 10/29/19
HMH Module 3, Week 3 Lesson 12
Student Expectations:
TEKS
2.2B(vii) identify/read high-frequency words;
2.2C(i) spell words with open/closed syllables, VCe
syllables, vowel teams,r-controlled syllables, final
stable syllables;
2.2B(i) decode words with short/long/variant vowels,
trigraphs, blends;
2.6B generate questions before/during/after reading;
2.7C use text evidence to support response;
2.7E interact with sources in meaningful ways;
2.10E listen to/experience first- and third-person text
2.11A plan first draft/generate ideas for writing;
2.11B(ii) develop idea with specific/relevant details;
ELPS
1C use strategic learning techniques to acquire
vocabulary
3A practice sounds/pronunciation of English words
3E share information in cooperative learning
interactions
4D use prereading supports to comprehend texts
SE History/Data:
(benchmarks, campus assessment, DAs, STAAR)
Framing The Lesson:
We will explain how to listen to/experience first- and
third-person text.
Closing Task:
I will compare how to listen to/experience first- and
third-person text.
Assessment:
(How am I checking for understanding?):
Graphic organizer 17 during station work time
Guided reading discussion/ questioning
Duncanville ISD Daily Lesson Plan
Teaching Points and Activities: Vocabulary Associated with this Lesson:
wrinkled, frown, yanked, dragged, mumbled,
High Frequency Words T44 (5 minutes) T will use Word Cards are, nearby, excuses, hesitant
hand, kept, king, land, long, sing, thing, think, and wish. Use routine: Strategies I will use to teach these terms:
Picture It I will need to get Vocabulary Cards. Use the: I do,
Phonological Awareness T45 (5 minutes) T will need Picture cards
We do, You do format from the Read Aloud Pepita
ready to display Picture Cards Manipulate Phonemes: Add, and the Bully. p. T200–T201 Vocabulary routine.
Manipulate Phonemes: Delete. Point to Picture Card web, and say the
There is an ELL supports and redirection.
word. Model how to identify the beginning and endings sounds There
is an ELL supports and redirection. Writing in the Content:
Phonics T46-47 (10 minutes) T will need letter cards and words with (Reflective writing, reinforcing concepts, etc.)
Final Blends ready to display. Use the I do, We do, You do format. T During station work.
will have students words with short and long vowel sounds. There is SENTENCE STEM
an ELL supports and redirection. The story is written in 1st / 3rd person because…
Mini lesson T50-T51 (20 minutes) Step 1-T will review anchor chart
19 Point of View. Step 2- T will read aloud The Mango, Abuela, and Me
p. 148-161 use the questions on Book Stix 3.1. Step 3- Independent
practice Read and Comprehend Read Mango, Abuela, and Me aloud
to children, pausing occasionally to ask the questions on BookStix 3.1
and to note clues in the text and the illustrations they can use to figure
out the point of view. Refer back to the Anchor Chart to discuss how
they determined the story’s point of view.
Small Group Instruction/ Rotations T56-T57 (30 minutes) Word
Work, Creativity Corner, Digital Station, Teamwork Time, Reading
Corner Plus Teacher table and Independent Work T26-T27 ideas for
stations
Writing Lesson W24 (30 minutes) Persuasive Text, p. W45
Editing: Peer Proofreading Resources and Materials:
Grammar (10 minutes) Patterns of Power: Lesson 8.1 Vocabulary cards
Sound/ Spelling cards
Anchor Chart 19
Read Aloud – The Mango, Abuela, and Me
Copies of Graphic Organizer 17
Student journals
Differentiation:
Considerations for Special Populations:
Scaffold and Extend T52-T55 there are suggestions for
(designated supports, visuals, sentence stems,
students struggling and those who are ready for more.
small groups, etc.)
Correct and redirect notes on various pieces of the lesson.
*GT, BIL/ESL, SPED, RtI, 504
Some students may require additional support or
partner support of ELL support.

Teacher/Course Vargas ~ ELAR/ SLAR
Date: 10/30/19
HMH Module 3, Week 3 Lesson 13
Student Expectations:
TEKS
2.2B(vii) identify/read high-frequency words;
2.2C(i) spell words with open/closed syllables, VCe
syllables, vowel teams,r-controlled syllables, final
stable syllables;
2.2B(i) decode words with short/long/variant vowels,
trigraphs, blends;
2.6I monitor comprehension/make adjustments
2.1C share information and ideas about topic/speak
with appropriate pace/use conventions of language;
2.1D work collaboratively by following rules for
discussion;
2.11B(ii) develop idea with specific/
relevant details;
ELPS
1C use strategic learning techniques to acquire
vocabulary
3A practice sounds/pronunciation of English words
3E share information in cooperative learning
interactions
4D use prereading supports to comprehend texts
SE History/Data:
(benchmarks, campus assessment, DAs, STAAR)
Framing The Lesson:
We will describe monitor comprehension/make
adjustments
Closing Task:
I will modify how to monitor comprehension/make
adjustments.
Assessment:
Graphic organizer 2 during station work time
Guided reading discussion/ questioning
Short evaluation of the story
Duncanville ISD Daily Lesson Plan Template
Teaching Points and Activities: Vocabulary Associated with this Lesson:
wrinkled, frown, yanked, dragged, mumbled,
High Frequency Words T58 (5 minutes) T will use Word Cards are, nearby, excuses, hesitant
hand, kept, king, land, long, sing, thing, think, and wish. Use routine: Strategies I will use to teach these terms:
Simon Says T will need to get Power Words. Use the: I do, We do,
 Phonological Awareness T58 (5 minutes) T will tell students that You do format. p. T214–T215 Read aloud: Pepita and
today they will be blending syllables. Explain that you will say two the Bully
words at a time, and children will say whether the sounds at the ends
Writing in the Content:
of the words are the same or different.
 Fluency T59 (10 minutes) T will need Start Right Reader 2 page 5-10 (Reflective writing, reinforcing concepts, etc.)
During station work.
(Sad King Ben), Use the I do, We do, You do format.
SENTENCE STEM
 Phonics T60-61 (10 minutes) T will work on closed syllables, Use the I understand…
I do, We do, You do format. There is an ELL supports and redirection. I don’t understand…
Mini lesson T64-T65 (20 minutes) Step 1-T will review anchor chart Then I have to…
2 Monitor and Clarify. Review the four things children can do if they do
not understand what they are reading: (1) reread the part of the text
they do not understand; (2) use what they already know about what is
happening in the story, or background knowledge; (3) look for clues
they see in the text; and (4) ask questions about what they do not
understand. Step 2- T will read aloud Big Red Lollipop. Use questions
from Teacher Pal pages 14–32. Guide children to read the selection
all the way through. Pause occasionally, using the prompts in your
Teaching Pal to gauge children’s understanding and to have them
apply monitoring and clarifying. As children stop to figure something
out, have them refer back to the Anchor Chart to find a strategy to
help. Ask children to explain how they clarified something that was
confusing, including eliciting examples using visual clues in the text
and illustrations. Step 3- Independent practice Use the TURN AND
TALK routine with the questions on Teaching Pal and myBook page
33. Remind children to use details from the text and pictures as Resources and Materials:
evidence to explain their responses. Vocabulary cards
Small Group Instruction/ Rotations T70-T71 (30 minutes) Word Sound/ Spelling cards
Work, Creativity Corner, Digital Station, Teamwork Time, Reading Anchor Chart 2
Corner Plus Teacher table and Independent Work T26-T27 ideas for Read Aloud – Big Red Lollipop
stations Copies of Graphic Organizer 2
Writing Lesson (30 minutes) Persuasive Text, p. W46 Student journals
Publishing I: Writing the Final Copy
Grammar (10 minutes) Patterns of Power: Lesson 8.2
Differentiation: Considerations for Special Populations:
Scaffold and Extend T66-69 there are suggestions for students (designated supports, visuals, sentence stems,
struggling and those who are ready for more. small groups, etc.)
Correct and redirect notes on various pieces of the lesson. *GT, BIL/ESL, SPED, RtI, 504
Some students may require additional support or
partner support of ELL support.

Teacher/Course Vargas ~ ELAR/ SLAR
Date: 10/31/19
HMH Module 3, Week 3 Lesson 14
Student Expectations:
TEKS
2.2B(vii) identify/read high-frequency words;
2.2C(i) spell words with open/closed syllables, VCe
syllables, vowel teams,r-controlled syllables, final
stable syllables;
2.2B(i) decode words with short/long/variant vowels,
 Phonics T73 (10 minutes) T will work on review, Use the I do, We
trigraphs, blends;
2.6B generate questions before/during/after reading;
2.7C use text evidence to support response;
2.7E interact with sources in meaningful ways;
2.10E listen to/experience first- and third-person text
2.11A plan first draft/generate ideas for writing;
2.11B(ii) develop idea with specific/relevant details;
ELPS
1C use strategic learning techniques to acquire
vocabulary
3A practice sounds/pronunciation of English words
3E share information in cooperative learning
interactions
4D use prereading supports to comprehend texts
SE History/Data:
(benchmarks, campus assessment, DAs, STAAR)
Framing The Lesson:
We will explain how to listen to/experience first- and
third-person text.
Closing Task:
I will compare how to listen to/experience first- and
third-person text.
Assessment:
(How am I checking for understanding?):
Graphic organizer 17 during station work time
Guided reading discussion/ questioning
The Great Fuzz FrenzyDuncanville ISD Daily Lesson Plan Template
Teaching Points and Activities: Vocabulary Associated with this Lesson:
Words About Communication
High Frequency Words T72 (5 minutes) T will use Word Cards are, Strategies I will use to teach these terms:
hand, kept, king, land, long, sing, thing, think, and wish. Use routine: T will need to get Power Words. Use the: I do, We do,
Chant and Cheer You do format. p. T226–T227 Read aloud: Be a
Phonological Awareness T72 (5 minutes) T will tell students that
Hero! Work It Out!
today they will be Blending Syllables. Explain that you will say two
words at a time, and children will say whether the sounds at the ends
of the words are the same or different.
Writing in the Content:
(Reflective writing, reinforcing concepts, etc.)
do, You do format. There is an ELL supports and redirection. During station work.
Vocabulary T75 (5 minutes) T will work on Prefixes un-, re-, Use the SENTENCE STEM
I do, We do, You do format. There is an ELL supports and redirection. I see…
Mini lesson T76-T77 (20 minutes) Step 1-T will review anchor chart 19 Point I hear …
of View. Step 2- T will READ prompts to guide children to apply the Point of
I smell…
View skill to Big Red Lollipop. Children may refer to the questions on Know It,
Show It page 69 as you discuss them. Read aloud the first question on
I taste…
Teaching Pal page 16. Remind children to look for clue words to identify the I picture…
narrator. (Rubina, the character who has been invited to the party) Then read
the follow-up question. Help children use text evidence to describe Rubina’s
thoughts and feelings.
Read aloud the question on Teaching Pal page 20. Guide children to see that
the story is still told in first person because Rubina continues to be the narrator.
After you read the follow-up question, point out that other words, in addition to
those on the Anchor Chart, can signal first-person. (mine, I’m) Refer back to
the Anchor Chart to support the discussion. Have children discuss how they
determined the point of view of Big Red Lollipop. Remind children that each
character has his or her own point of view about story events. Guide children to
think about how the main characters’ thoughts and feelings about the major
events in Big Red Lollipop differ. Step 3- Read aloud the prompt on Teaching Resources and Materials:
Pal page 34. In the Plan section after selecting the event, have children think Vocabulary cards
about what Sana would do, say, and think to complete the chart. Then have Sound/ Spelling cards
children write their journal entries. Remind them to think about what they know Anchor Chart 19
about Sana and use text evidence as they write from her point of view. Tell Read Aloud – Big Red Lollipop
them to think about how Sana’s point of view differs from Rubina’s.
Copies of Graphic Organizer 17
Small Group Instruction/ Rotations T82-T83 (30 minutes) Word
Student journal
Work, Creativity Corner, Digital Station, Teamwork Time, Reading
Corner Plus Teacher table and Independent Work T26-T27 ideas for
stations
Writing Lesson (30 minutes) Persuasive Text, p. W47
Publishing II: Persuasive Tex
\Grammar (10 minutes) Patterns of Power: Lesson 8.3
Differentiation: Considerations for Special Populations:
Scaffold and Extend T78-T81 there are suggestions for (designated supports, visuals, sentence stems,
students struggling and those who are ready for more. small groups, etc.)
Correct and redirect notes on various pieces of the lesson. *GT, BIL/ESL, SPED, RtI, 504
Some students may require additional support or
partner support of ELL support.

Teacher/Course Vargas ~ ELAR/ SLAR
Date: 11/1/19
HMH Module 3, Week 3 Lesson 15
Student Expectations:
TEKS
2.2B(vii) identify/read high-frequency words;
2.2C(i) spell words with open/closed syllables, VCe
 Spelling T85 (15 minutes) T will give assessment
syllables, vowel teams,r-controlled syllables, final
stable syllables;
2.2B(i) decode words with short/long/variant vowels,
trigraphs, blends;
2.1E develop social communication
2.1C share information and ideas about topic/speak
with appropriate pace/use conventions of language;
2.1D work collaboratively by following rules for
discussion;
2.11B(ii) develop idea with specific/
relevant details;
ELPS
1C use strategic learning techniques to acquire
vocabulary
3A practice sounds/pronunciation of English words
3E share information in cooperative learning
interactions
4D use prereading supports to comprehend texts
SE History/Data:
(benchmarks, campus assessment, DAs, STAAR)
Framing The Lesson:
We will explain how to develop social communication.
Closing Task:
I will summarize how to develop social
communication.
. Writing Lesson (30 minutes) Persuasive Text, p. W38
 Prewriting I: Choosing a Topic
Assessment:
(How am I checking for understanding?):
Graphic organizer Social Communication during
station work time
Guided reading discussion/ questioning
Duncanville ISD Daily Lesson Plan Template
Teaching Points and Activities:
Vocabulary Associated with this Lesson:
High Frequency Words T84 (5 minutes) T will use Word Cards are,
Cumulative Vocabulary Review
hand, kept, king, land, long, sing, thing, think, and wish. Use routine: Strategies I will use to teach these terms:
Children’s Choice T will need to get Power Words. Use the: I do, We do,
Phonological Awareness T84 (5 minutes) T will work on Teacher’s
You do format. p. T162–T163 Read aloud: Module
Choice
Wrap-Up
Mini lesson T88-T89 (20 minutes) Step 1-T will review Anchor Chart 48
Social Communication. Tell children that when they have conversations or
Writing in the Content:
discussions with each other, they both listen and speak. Explain that there are
listening and speaking tips they can follow to make certain this social
(Reflective writing, reinforcing concepts, etc.)
communication is polite and respectful whether it’s in the classroom, at home, During station work.
or on the playground. Remind children that people may have ideas and SENTENCE STEM
opinions that are different from their own. Part of being respectful is showing To have a collaborative conversation…
value for everyone’s ideas by listening carefully and thinking about different To answer someone correctly I have to …
points of view. Step 2- T will Have children revisit Big Red Lollipop and make a
list of the conversations in the story. Then have partners select one of the
conversations and prepare to role-play having a similar conversation with each
other. Have partners summarize the feelings, ideas, needs, or thoughts they
will communicate. Remind them to think about how each speaker’s point of
view differs. Before they begin to role-play the conversation, have partners
discuss if they will use informal or formal language and whether they will ask or
tell when they want their partner to do something. Remind children to follow the
Listening Tips and
Speaking Tips. As partners have their conversations, circulate and praise
children when they are using one of the tips. Offer support and encouragement
when children need help. Step 3 - Option 1 Provide an opportunity for
reflection. Refer to the tips for social communication. Have children think about
the role-play conversations they had with partners. Then ask each child to write
a sentence about something they did well and explain how it helped during the
conversation. Model an example: When I nodded, Tyler knew I was listening.
Then have children write about something they need to work on when they Resources and Materials:
communicate with others. Option 2 Have children complete Know It, Show It Vocabulary cards
pages 71–72.
Sound/ Spelling cards
Small Group Instruction/ Rotations T94-T95 (30 minutes) Word
Anchor Chart 48
Work, Creativity Corner, Digital Station, Teamwork Time, Reading
Read Aloud – Water Rolls, Water Rises
Corner Plus Teacher table and Independent Work T26-T27 ideas for
r Student journals
stations
Differentiation: Considerations for Special Populations:
Scaffold and Extend T90-T93 there are suggestions for (designated supports, visuals, sentence stems,
students struggling and those who are ready for more. small groups, etc.)
Correct and redirect notes on various pieces of the lesson. *GT, BIL/ESL, SPED, RtI, 504
Some students may require additional support or
partner support of ELL support.