Trousdale County Schools Weekly Lesson Plan
Teacher: Dallas
Pacing Guide Week #: 25
Dates: February 24 - 28, 2014
Unit 5, Story 3, Lesson 23 “Whistle for Willie” T199 – T298
Subject:
RLA
. Reading Literature
RL.1.4Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Reading Informational Text
RI.1.5Know and use various text features to locate key facts or information in a text.
Foundational Skills
RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.
Language
L.1.1d Use personal, possessive, and indefinite pronouns
L.1.4c Identify frequently occurring root words and their inflectional forms
Writing
W.1.3 Write narratives
SPI(s) to be taught: (Write the entire SPI)
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Daily practice activity for citing text based evidence in conversation and/or writing:
 Wkbk: pgs. 100 -101
Student Agenda:
I can read oo words.
 Posted daily but NOT included in Lesson Plan
I can read words with syllables.
I can tell the cause and effect.
I can Monitor/Clarify
I can identify and write possessive pronouns.
I can write a story summary.
Assessment Strategies:
Oral questioning, teacher observation, class participation, white boards, thumbs up thumbs down, manipulatives. Weekly
fluency/word check. Weekly vocabulary test. Weekly phonics test. Weekly comprehension test.
Instructional Materials:
Student Reading Book, Journey’s Readers Notebook, Decodable Readers, Projectables, Learning websites, Computer Lab, flash
cards.
Instruction: In outline form, describe each day of instruction.
Formative Assessment:
Day 1
Oral questioning, teacher observation,
class participation, white boards,
 Story: “Whistle for Willie” ( Realistic Fiction)
thumbs up thumbs down,
 Read Together: “Pet Poems” ( Poetry)
manipulatives
 Phonics skills: oo, syllables, cvc
 High Frequency Words: again, along, began, boy, father, house, nothing,
together
 Spelling words: look, book, good, hook, brook, took, foot, shook, wood, hood,
crook, hoof
 Grammar: Possessive Pronouns
 Comprehension: Cause and effect, figurative language, monitor/clarify
 Writing: Story Summary
 Read Aloud: “Around the World in a Day”
 Vocabulary: behave, sizzling, translated, accent, gooey, siesta
 Decodable Reader/ Homework: ”Look at This”
 Reader’s Notebook: Vol. 2 Pg. 108 - 122
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Day 2
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Day 3
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Day 4
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Story: “Whistle for Willie” ( Realistic Fiction)
Read Together: “Pet Poems” ( Poetry)
Phonics skills: oo, syllables, cvc
High Frequency Words: again, along, began, boy, father, house, nothing,
together
Spelling words: look, book, good, hook, brook, took, foot, shook, wood, hood,
crook, hoof
Grammar: Possessive Pronouns
Comprehension: Cause and effect, figurative language, monitor/clarify
Writing: Story Summary
Read Aloud: “Around the World in a Day”
Vocabulary: behave, sizzling, translated, accent, gooey, siesta
Decodable Reader/ Homework: ”Two Good Cooks”
Reader’s Notebook: Vol. 2 Pg. 108 - 122
Story: “Whistle for Willie” ( Realistic Fiction)
Read Together: “Pet Poems” ( Poetry)
Phonics skills: oo, syllables, cvc
High Frequency Words: again, along, began, boy, father, house, nothing,
together
Spelling words: look, book, good, hook, brook, took, foot, shook, wood, hood,
crook, hoof
Grammar: Possessive Pronouns
Comprehension: Cause and effect, figurative language, monitor/clarify
Writing: Story Summary
Read Aloud: “Around the World in a Day”
Vocabulary: behave, sizzling, translated, accent, gooey, siesta
Decodable Reader/ Homework: ”Whistle for Willie”
Reader’s Notebook: Vol. 2 Pg. 108 - 122
Oral questioning, teacher observation,
class participation, white boards,
thumbs up thumbs down,
manipulatives
Oral questioning, teacher observation,
class participation, white boards,
thumbs up thumbs down,
manipulatives
Oral questioning, teacher observation,
class participation, white boards,
Story: “Whistle for Willie” ( Realistic Fiction)
thumbs up thumbs down,
Read Together: “Pet Poems” ( Poetry)
manipulatives
Phonics skills: oo, syllables, cvc
High Frequency Words: again, along, began, boy, father, house, nothing,
together
 Spelling words: look, book, good, hook, brook, took, foot, shook, wood, hood,
crook, hoof
 Grammar: Possessive Pronouns
 Comprehension: Cause and effect, figurative language, monitor/clarify
 Writing: Story Summary
 Read Aloud: “Around the World in a Day”
 Vocabulary: behave, sizzling, translated, accent, gooey, siesta
 Reader’s Notebook: Vol. 2 Pg. 108 - 122
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
Small group/ leveled reading groups
Targeted tutoring
Teacher conferencing
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
think central.com
united streaming
brainpopjr.com
pbskids.org
starfall.com
computer lab
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