Week#: 1 Dates: 08/14-08/16 Grade: 7th Subject: ELA Lesson Primary Standard(s): Primary: Lesson Objectives / Targets: Students and teacher will discuss the syllabus to build rapport To build rapport with students Vocabulary: Syllabus, regulation, Expectations, Identity, details, features Name: Ms. McIntosh Essential Question: Who are you? Higher Order Thinking Questions: (DOK Chart) DOK 1: Read and write DOK 2: Construct a paragraph Daily Lesson for Whole Group / Core Instruction using Gradual Release of Responsibility Opening Routine: 5-8 minutes Monday: Day A Text(s):Common Core (Inside p.11) Grade 7 Learning Strategy:___________________________ Teacher’s planning Staff meetings Resume work in classroom Tuesday: Day B Teacher’s planning Staff meetings Resume work in classroom Wednesday: Attendance Welcome Class introduction Discuss Syllabus Instructional Activity (20-25 minutes): EXPLICIT INSTRUCTION Teacher will introduce herself to students then read the course description and explain to students the aim as the ELA teacher. GUIDED PRACTICE Teacher and students will discuss the content of the ELA syllabus along with the rules and regulations of the class. Students may ask questions, teacher will respond. INDEPENDENT PRACTICE: Independently re-read the syllabus Thursday: Attendance Welcome Friendly reminders about class rules On a scale of 1-10, how would you rate your love for ELA? Instructional Activity (20-25 minutes): EXPLICIT INSTRUCTION: Teacher will ask students to discuss their likes/dislikes for the subject. GUIDED PRACTICE: Students and teacher will then discuss students responses INDEPENDENT PRACTICE: Students will be asked to draft suggestions on ways in which the teacher can make the subject more intriguing Closing Activity (5 minutes): Students will read aloud their suggestions Friday: Attendance Welcome Instructional Activity (20-25 minutes): EXPLICIT INSTRUCTION Teacher will ask each students to briefly describe who they are GUIDED PRACTICE Students and teacher will then read the “Who I Am” poem then discuss and create a paragraph to reflect our identity as a class. INDEPENDENT PRACTICE Students will draft a paragraph of 5-7 sentences to model “who I Am” piece. Data Driven Differentiation: (Highlight data used for Differentiated Instruction & Include in Data Binder) FAIR-FS ORF/Running Record District Baseline/interim Assessment Textbook Standards-Based Assessment iStation Other: __________________ Small Group Teacher-Led Differentiated Instruction Enrichment Focus Skill & Activity Tier 1 Student(s): Re-teaching Focus Skill & Activity Tier 2 Student(s): Independent Center Activities: Activity Standards-Based: Technology: Fluency: Remediation Focus Skill & Activity Tier 3 Student(s): Vocabulary: Assessments/Progress Monitoring: ELL Student Accommodations Student Name(s) with Specific Strategies from Language Classification: ESOL Matrix: Home Learning: ESE Student Accommodations Student Name(s) with Specific Strategies: Exceptionality: Week#: 1 Dates: 08/14-08/16 Grade: 8th Subject: ELA Lesson Primary Standard(s): Primary: To build rapport with students and review Syllabus Vocabulary: Syllabus, regulations, solve, problem, invention, design Name: Ms. McIntosh Lesson Objectives / Targets: Students and teacher will discuss the syllabus to build rapport Essential Question: Do you know what’s unusual about earmuffs? Higher Order Thinking Questions: (DOK Chart) DOK 1: Recall key details from the article read DOK 2: Compare and contrast the first invented earmuffs to the ones we use today DOK 3: Assess the inventors action(s) which led to him being rich Daily Lesson for Whole Group / Core Instruction using Gradual Release of Responsibility Opening Routine: 5-8 minutes Monday: Day A Text(s):Common Core (Inside p.68-69) Grade 8 Learning Strategy:___________________________ Teacher’s planning Staff meetings Resume work in classroom Tuesday: Day B Teacher’s planning Staff meetings Resume work in classroom Wednesday: Attendance Welcome Class introduction Discuss Syllabus Instructional Activity (20-25 minutes): EXPLICIT INSTRUCTION Teacher will introduce herself then read the course description and explain to students the aim as the ELA teacher. GUIDED PRACTICE Teacher and students will discuss the content of the ELA syllabus along with the rules and regulations of the class. Students may ask questions, teacher will respond. INDEPENDENT PRACTICE: Independently re-read the syllabus Closing Activity (5 minutes): Students will advise teacher of their ELA expectations for the year. Thursday: Attendance Welcome Friendly reminders about class rules Instructional Activity (20-25 minutes): EXPLICIT INSTRUCTION: Teacher will ask students the following question: “Do you know what’s unusual about earmuffs? GUIDED PRACTICE: Student’s and teacher will read the article about earmuffs from the Common Core text (p6869) INDEPENDENT PRACTICE: Students will independently answer questions 1-3 from page 69 (Common Core) Friday: Attendance Welcome Can you recall the unusual feature about earmuffs? Instructional Activity (20-25 minutes): EXPLICIT INSTRUCTION Teacher will ask students if they are able to recall the feature that makes the earmuff unusual. GUIDED PRACTICE Teacher and students will discuss questions from their previous independent practice. INDEPENDENT PRACTICE Students will be asked to write the four key vocabulary words from the board (solve, problem, invention, design) and find the meaning in their dictionaries. Closing Activity (5 minutes): Teacher will select four students to place words on the word wall Data Driven Differentiation: (Highlight data used for Differentiated Instruction & Include in Data Binder) FAIR-FS ORF/Running Record District Baseline/interim Assessment Textbook Standards-Based Assessment iStation Other: __________________ Small Group Teacher-Led Differentiated Instruction Enrichment Focus Skill & Activity Tier 1 Student(s): Re-teaching Focus Skill & Activity Tier 2 Student(s): Independent Center Activities: Activity Standards-Based: Technology: Fluency: Remediation Focus Skill & Activity Tier 3 Student(s): Vocabulary: Assessments/Progress Monitoring: ELL Student Accommodations Student Name(s) with Specific Strategies from Language Classification: ESOL Matrix: Home Learning: Students should familiarize themselves with the selected vocabulary words ESE Student Accommodations Student Name(s) with Specific Strategies: Exceptionality: Dates: 08/14-08/16 Grade: 6th Subject: ELA Name: Ms. McIntosh Lesson Primary Standard(s): Primary: To build rapport with students and review Syllabus Vocabulary: Syllabus, regulation, Expectations, Identity, details, features, iSation Lesson Objectives / Targets: Students and teacher will discuss the syllabus to build rapport Essential Question: Who are you? Higher Order Thinking Questions: (DOK Chart) DOK 1: Read and discuss the contents of the syllabus DOK 2: Draft a paragraph describing who they are Daily Lesson for Whole Group / Core Instruction using Gradual Release of Responsibility Opening Routine: 5-8 minutes Monday: Day A Text(s):Common Core (Inside p.11) Grade 6 Learning Strategy:___________________________ Teacher’s planning Staff meetings Resume work in classroom Tuesday: Day B Teacher’s planning Staff meetings Resume work in classroom Wednesday: Attendance Welcome Class introduction Discuss Syllabus Instructional Activity (20-25 minutes): EXPLICIT INSTRUCTION Teacher will introduce herself then read the course description and explain to students the aim as the ELA teacher. GUIDED PRACTICE Teacher and students will discuss the content of the ELA syllabus along with the rules and regulations of the class. Students may ask questions, teacher will respond. INDEPENDENT PRACTICE: Independently re-read the syllabus Closing Activity (5 minutes): Thursday: Attendance Welcome Friendly reminders about class rules Instructional Activity (20-25 minutes): EXPLICIT INSTRUCTION Teacher will ask each student to briefly describe who they are GUIDED PRACTICE Students and teacher will then read the “Who I Am” poem then discuss and create a paragraph to reflect our identity as a class. INDEPENDENT PRACTICE Students will draft a paragraph of 5-7 sentences to model “who I” piece. Friday: Attendance Welcome iStation Instructional Activity (20-25 minutes): EXPLICIT INSTRUCTION Teacher will talk about iStation and the expectations for computer use GUIDED PRACTICE Teacher and students will navigate iStation in groups of 4 INDEPENDENT PRACTICE Students will independently work on iStation Closing Activity (5 minutes): Teacher will remind students about their paragraph (due Monday) and allow students to ask questions. Data Driven Differentiation: (Highlight data used for Differentiated Instruction & Include in Data Binder) FAIR-FS ORF/Running Record District Baseline/interim Assessment Textbook Standards-Based Assessment iStation Other: __________________ Small Group Teacher-Led Differentiated Instruction Enrichment Focus Skill & Activity Tier 1 Student(s): Re-teaching Focus Skill & Activity Tier 2 Student(s): Independent Center Activities: Activity Standards-Based: Technology: Fluency: Remediation Focus Skill & Activity Tier 3 Student(s): Vocabulary: Assessments/Progress Monitoring: Home Learning: Students should complete their “Who I am” paragraph ELL Student Accommodations Student Name(s) with Specific Strategies from Language Classification: ESOL Matrix: ESE Student Accommodations Student Name(s) with Specific Strategies: Exceptionality:
