King
ELA Plans
01/8/2023
Reading
Date
Standards
Character Motivation/Sustained Plot(Boy’s Don’t Dance)
Monday, January 9th, 2023
I Can
Statement…
Phonics
Over multiple days, I can explain and track the events that make up the story’s plot.
Video
Character - BrainPOP Jr.
Materials
Charts:
Direct
Instruction
Today scholars, we will be learning all about Character Motivation and Plot. Let’s read our “I can”
statement together. 1, 2, 3…(We read aloud together the I can statement)
3R3 In literary texts, describe character traits, motivations, or feelings, drawing on
specific details from the text.
3R5 In literary texts, identify parts of stories, dramas, and poems using terms such as
chapter, scene, and stanza.
Spellings of /j/, /s/, and /k/
1.
2.
3.
4.
5.
6.
TW annotate the “ I can “ statement with the class and discuss what we will be doing today.
TW asks scholars to define parts of the “I can” statement.
TW say Today, we are going to read a story about a boy who thinks that boys shouldn’t
dance, but he must take his sister to dance class. Raise your hand if you ever had to
do something you didn’t want to?
TW demonstrate to scholars how to track the events that make up a story in the first
chapter of “Boy’s Don’t Dance”, using the anchor chart.
7. TW annotate the parts of the plot from “Boy’s Don’t Dance”.
8. TW go over the following information with scholars about Plot:
Sustained Plot over Multiple Days
What: Plot is the order of important events in a story that lead to the resolution of the
problem. Some stories have more than one problem and more than one plot happening at
the same time.
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King
ELA Plans
01/8/2023
How:
1. Identify the Exposition (characters and setting).
2. Identify the Rising Action (conflicts and attempts to resolve).
3. Identify the Climax (conflict at its peak and there seems to be no possible
solution).
4. Identify the Falling Action (solution).
5. Identify the Resolution (how the story ends).
Why: Good readers identify and keep track of the important events in each plot in the story
Guided
Instruction
to see how multiple conflicts are resolved.
1. TW do guided instruction on the Up and Down Story with the class.
2. Scholars will work on the guided instruction section of the handout.
3. TW explain what scholars will be working on independently on the teacher created handout
and scholars will answer questions relating to plot and the story. Scholars will work on
Check for Understanding as well.
4. TW walk around the room checking in with scholars in the group, inquiring if there are any
questions.
Differentiated
Small Group
Instruction
based on
Interim 1
Ms. King’s Group:
Mr. Bonner’s Group:
●
Erin
1. Emani
●
Mary
2. Imani
●
Sanaa
3. Erika
●
David
4. Malachi
●
Jela
5. Chad
●
Justin
6. Zaniah
●
Janae
7. Clarissa
●
Neriah
8. Angelina
●
Kai
9. Jasslyn
●
Skylla
10. D’marko
●
Jaheim
●
Jojo
●
Ziona
●
Danika
●
Jayden
●
Alyssa
●
Kamille
2
King
Check for
Understanding
Early Finishers
Reflection
Homework
ELA Plans
01/8/2023
Both groups will work on group work/partner work.
Exit Ticket-Up and Down Story
Character Motivation
Wrap up Your Day!
-Ask scholars to recap what they learned today.
Spelling
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King
ELA Plans
Reading
Date
Standards
Character Motivation/Sustained Plot(Boy’s Don’t Dance)
Tuesday, January 10th, 2023
I Can
Statement…
Phonics
I can explain and track the events that make up the story’s plot.
Video
Materials
Character - BrainPOP Jr.
Charts:
Direct
Instruction
Character Motivation
01/8/2023
3R3 In literary texts, describe character traits, motivations, or feelings, drawing on
specific details from the text.
3R5 In literary texts, identify parts of stories, dramas, and poems using terms such as
chapter, scene, and stanza.
Spellings of /j/, /s/, and /k/
What: Character motivation is the reason why a character does something, says
something, or thinks something, and it’s tied to a problem. Sometimes the character’s
motivation changes throughout the text.
How:
1. Use characters’ actions, dialogue, thoughts, and feelings to tell us what
they want.
2. Identify the problem.
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King
ELA Plans
3. Ask, “Why do they want it?”
01/8/2023
4. Notice when the problem changes. Ask, “Does this change what they want
and why they want it?”
Why: If we figure out the characters’ motivation, then we will be able to understand
why they are doing the things they are doing, saying, and thinking.
Guided
Instruction
●
●
Check for Understanding. Teacher will check each scholar’s CFU.
Scholars will complete the Group Work section with a partner. Teacher will check and ask
scholars.
Independent Practice-Scholars will work on the teacher created worksheet on Pushing Up to the
Sky, Short Response.
Differentiated
Small Group
Instruction
based on
Reading Levels
Ms. King’s Group:
Mr. Bonner’s Group:
●
Erin
1. Emani
●
Mary
2. Imani
●
Sanaa
3. Erika
●
David
4. Malachi
●
Jela
5. Chad
●
Justin
6. Zaniah
●
Janae
7. Clarissa
●
Neriah
8. Angelina
●
Kai
9. Jasslyn
●
Skylla
10. D’marko
●
Jaheim
●
Jojo
●
Ziona
●
Danika
●
Jayden
●
Alyssa
●
Kamille
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King
ELA Plans
Check for
Understanding
Pushing Up the Sky-Day 1-Short Response
Early Finishers
Reflection
Plot Worksheet
Wrap up Your Day!
-Ask scholars, what they did as good readers today and how they did that.
Spelling
Homework
Reading
Date
Standards
Boy’s Don’t Dance
Wednesday, January 11th, 2023
I Can
Statement…
Phonics
I can explain cause and effect in a text.
Video
Cause and Effect
01/8/2023
3R3 In informational texts, describe the relationship among a series of events, ideas, concepts, or
steps in a text, using language that pertains to time, sequence, and cause/effect.
Prefixes
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King
Direct
Instruction
ELA Plans
01/8/2023
This week, we have been learning all about Cause and Effect. We read two different texts that
showed Cause and Effect relationships. Today, we will be reading a new text, called “The Lorax”.
●
●
●
●
Guided
Instruction
TW preview what the Lorax will be about by asking scholars to predict what will happen.
TW explains to scholars that Cause is why something happened and Effect is what
happened.
TW read aloud the Lorax for the class.
TW review Cause and Effect anchor chart with scholars before doing “Each Kindness” text.
TW will read aloud with scholars Each Kindness text and explain how to find the cause and effect
relationship through annotating and using key words.
Check for Understanding. Teacher will check each scholar’s CFU.
Scholars will complete the Group Work section with a partner. Teacher will check and ask
scholars.
Scholars will work on short response.
Differentiated
Small Group
Instruction
Ms. King’s Group:
TW work with the following students simultaneously:
Mr. Bonner’s Group:
●
Erin
1. Emani
●
Mary
2. Imani
●
Sanaa
3. Erika
●
David
4. Malachi
●
Jela
5. Chad
●
Justin
6. Zaniah
●
Janae
7. Clarissa
●
Neriah
8. Angelina
●
Kai
9. Jasslyn
●
Skylla
10. D’marko
●
Jaheim
●
Jojo
●
Ziona
●
Danika
●
Jayden
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King
ELA Plans
●
Check for
Understanding
Early Finishers
Reflection
01/8/2023
Alyssa
● Kamille
Exit Ticket
Homework
Cause and Effect
What did you do as good readers today? How are the events organized and connected in the texts
we read today?
Spelling
Reading
Date
Spelling Test-Assessment Training
Friday, January 6th, 2023
8
King
Standards
ELA Plans
01/8/2023
3R3 In informational texts, describe the relationship among a series of events, ideas, concepts, or
steps in a text, using language that pertains to time, sequence, and cause/effect.
I Can
Statement…
Phonics
I can explain cause and effect in a text.
Video
Direct
Instruction
Cause and Effect
This week, we have been learning all about Cause and Effect.
● TW will administer spelling test to scholars. Scholars will answer the spelling test on their
own.
● TW will call out each word aloud for scholars to write down.
● TW collect the spelling tests.
● TW will then hand out an Assessment training paper.
Guided
Instruction
Prefixes
Check for Understanding. Teacher will check each scholar’s CFU.
Scholars will complete the Group Work section with a partner. Teacher will check and ask
scholars.
Scholars will work on Assessment Training.
Differentiated
Small Group
Instruction
Ms. King’s Group:
TW work with the following students simultaneously:
Mr. Bonner’s Group:
●
Erin
1. Emani
●
Mary
2. Imani
●
Sanaa
3. Erika
●
David
4. Malachi
●
Jela
5. Chad
●
Justin
6. Zaniah
●
Janae
7. Clarissa
●
Neriah
8. Angelina
●
Kai
9. Jasslyn
●
Skylla
10. D’marko
9
King
Check for
Understanding
Early Finishers
Reflection
Homework
ELA Plans
●
Jaheim
●
Jojo
●
Ziona
●
Danika
●
Jayden
●
Alyssa
01/8/2023
● Kamille
Exit Ticket
Cause and Effect
What did you do as good readers today? How are the events organized and connected in the texts
we read today?
Spelling
10
King
ELA Plans
01/8/2023
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