NMPED
Theme:
1/27/2014 – 1/31/14
Reading Comprehension & Writing
Class/Subject:
Language Arts
Length of Unit: 1 Week
Unit Standards
CCSS Reading for Informational Text
CCSS Writing and Language
CCSS.ELA-Literacy.RL.7.2 – Students will determine a
theme or central idea of a text and analyze its
development over the course of the text; provide an
objective summary of that text.
CCSS-ELA-Literacy.RL.8.2 – Students will determine a
theme or central idea of a text and analyze its
development over the course of the text, including its
relationship to the characters, setting, and plot; provide
an objective summary of that text.
CCSS-ELA-Literacy.W.7.2B – Students will develop the topic
with relevant facts, definitions, concrete details, quotations, or
other information and examples.
Essential Questions:
(meant to be explored,
revised, meant to provoke
thought in students,
genuine questions, various
possible answers)
Designer: E. Wilson
WIDA/ELD Standards 2012
W
ELD Standard 2 – Students will interact with grade-level words
and expressions, such as: main idea and supporting ideas.
CCSS.ELA-LiteracyW.8.2B – Students will develop the topic with
relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples
Students will keep considering:
 How can I identify the main idea in a text? – R
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How can I find supporting details within a text? – R
 What are the 6 traits to a good writing piece? – W
 How can I organize my writing piece? - W
Academic Language (Tier 1, 2, 3 vocabulary):
 Main Idea, supporting details, evidence, label – R
 6 Traits, organize, ideas, planning, rough draft, edit, final draft - W
Learning Target Statements: (Student-Friendly)
Assessments: Formative (F) and Summative (S)
Daily Content Objectives (in student friendly “I will” statements)
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I will determine the central idea of a text and describe how it evolves
over the course of the text. – R
1
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Key Vocabulary & Definitions – F
Book Discussions – F
NMPED
1/27/2014 – 1/31/14
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I will summarize what the text says without including my own opinion.-R
I will introduce a topic clearly and develop it with relevant details. – W
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Students will be given materials based on their academic abilities.
Grades taken each week are highlighted. Plus I will insert the
highest score on class assignments each week for each student.
Teacher Conference – F
Peer Discussions – F
Writing Rubrics – S
Reading Comprehension Quizzes - S
Ideas for Differentiating
Activities:
(Must include a
Hook, Closure, and
Assignments)
M
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1/27
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1/28
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Do Now: Make sure you have your agenda and library book. Begin reading your book silently until after attendance is
taken.
Work on class assignments with assistance to maintain good academic grades. – AI
Check your grades & agenda with Ms. Wilson. – AI
Work on incomplete or incorrect assignments. – AI
Read silently. – AI
Complete a reader response entry in your journal. - AI
Review the steps to being a good reader. – R
Review literature unit, “The Lone Ranger.” R
As a whole class, chapters 19-21 of “The Lone Ranger.” R
Begin Comprehension activity. R
Review the editing procedures and symbols for writing. W
Model with the class the editing process with a paragraph. W
Have the Students begin editing a paragraph . W
Go over the answers for the edited paragraphs. - W
Closure: Sit with small groups/or one-to-one and review student performance/what needs improvement. R
Closure: Sit with small groups/or one-to-one and review student performance/what needs improvement. Have students
place their writing in their writing portfolio to be continued tomorrow. W
Do Now: Make sure you have your agenda and library book. Begin reading your book silently until after attendance is
taken.
Work on class assignments with assistance to maintain good academic grades. – AI
Check your grades & agenda with Ms. Wilson. – AI
Work on incomplete or incorrect assignments. – AI
Read silently. – AI
2
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NMPED
1/27/2014 – 1/31/14
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1/29
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TH
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1/30
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Complete a reader response entry in your journal. - AI
Review the steps to being a good reader. – R
Introduce new literature unit, “The Lone Ranger.” R
As a whole class, review unit of “The Lone Ranger.” Take Quiz - R
Review the editing procedures and symbols for writing. W
Model with the class the editing process with a paragraph. W
Have the Students begin editing a paragraph . W
Go over the answers for the edited paragraphs. - W
Closure: Sit with small groups/or one-to-one and review student performance/what needs improvement. R
Closure: Sit with small groups/or one-to-one and review student performance/what needs improvement. Have students
place their writing in their writing portfolio to be continued tomorrow. W
Do Now: Make sure you have your agenda and library book. Begin reading your book silently until after attendance is
taken.
Work on class assignments with assistance to maintain good academic grades. – AI
Check your grades & agenda with Ms. Wilson. – AI
Work on incomplete or incorrect assignments. – AI
Read silently. – AI
Complete a reader response entry in your journal. - AI
The Lone Ranger Movie - R
Review the editing procedures and symbols for writing. W
Model with the class the editing process with a paragraph. W
Have the Students begin editing a paragraph . W
Go over the answers for the edited paragraphs. - W
Closure: Sit with small groups/or one-to-one and review student performance/what needs improvement. R
Closure: Sit with small groups/or one-to-one and review student performance/what needs improvement. Have students
place their writing in their writing portfolio to be continued tomorrow. W
Do Now: Make sure you have your agenda and library book. Begin reading your book silently until after attendance is
taken.
Work on class assignments with assistance to maintain good academic grades. – AI
Check your grades & agenda with Ms. Wilson. – AI
Work on incomplete or incorrect assignments. – AI
Read silently. – AI
Complete a reader response entry in your journal. - AI
The Lone Ranger Movie - R
3
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
NMPED
1/27/2014 – 1/31/14
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F
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1/31
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Review the editing procedures and symbols for writing. W
Model with the class the editing process with a paragraph. W
Have the Students begin editing a paragraph . W
Grade the edited paragraphs. - W
Closure: Sit with small groups/or one-to-one and review student performance/what needs improvement. R
Closure: Sit with small groups/or one-to-one and review student performance/what needs improvement. Have students
place their writing in their writing portfolio to be continued tomorrow. W
Do Now: Make sure you have your agenda and library book. Begin reading your book silently until after attendance is
taken.
Work on class assignments with assistance to maintain good academic grades. – AI
Check your grades & agenda with Ms. Wilson. – AI
Work on incomplete or incorrect assignments. – AI
Read silently. – AI
Complete a reader response entry in your journal. - AI
The Lone Ranger Movie - R
Review the editing procedures and symbols for writing. W
Model with the class the editing process with a paragraph. W
Have the Students begin editing a paragraph . W
Grade the edited paragraphs. - W
Closure: Sit with small groups/or one-to-one and grade quiz/discuss progress. See ticket out the door. R
Closure: Sit with small groups/or one-to-one and review student writing performance/what needs improvement. Have
students place their writing final/graded copy in their writing portfolio in the finished section. See ticket out the door. W
4
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.