GESD Template for Weekly Lesson Planning K-8
Name
Sample Lesson Plan
Date
Grade
K
2
3
4
5
6
7
8
Monday, August 18, 2014
Proficiency Level
Emergent
6
Basic 11
Intermediate
7
ELD Oral English/Conversation & Vocabulary-60 min
08:15-08:45 Language Warm-Up about Camouflage and Mimicry
ELP Standard(s)
See below
Monday
Tuesday
Wednesday
Thursday
Friday
Standard
Standard
Standard
Standard
Standard
III:L2:HI-4: explaining
the meaning and usage
of grade-specific
academic vocabulary
and symbols.
III:L2:HI-7:
analyzing the
effect of affixes on
base/root words
(e.g., adding -ful
to beauty makes it
an adjective).
III:LS1:HI-1:
distinguishing
between
phonemes in the
initial, medial, and
final positions of
words, phrases
and sentences.
Language Objective
Language Objective
Read aloud pages 284285 of StoryTown.
Language Objective
Read aloud page
292-293
Language WarmUp
TSW define and apply
the verbs “to mimic” and
“to camouflage”.
TSW apply affixes
to create
sentences using
the base word to
mimic through
Morph House and
analyze how the
affix changed the
meaning/POS of
the word.
Students will be
able to
demonstrate a
skill by hearing,
producing, and
differentiating
between sounds
through language
warm-up.
III:L2:HI-13:
analyzing gradelevel content
words in context
to determine
meaning.
Language Objective
Students read
poems on pages
302-303
The students will
work in groups to
write sentences
that describe the
actions of the
animals by using
the vocabulary
words.
III::LS1:HI-5:
demonstrating
relationships among
facts, ideas or events
using academic
vocabulary in
classroom discussions.
(e.g., problem/solution,
cause/effect, etc.)
Language Objective
The students will
describe animals’
survival habits by
mimicry or camouflage
using This or That
frames.
The _(plant/animal)___
uses mimicry or
camouflage___ by
___evidence______
and __evidence_____.
The students will
share in groups.
Learner Evidence
Marzano’s four-frame
vocab pages for the
following words:
Predator, Traits, To
lure, To resemble, To
avoid
Learner Evidence
Collaborative
Morph House
chart with at least
3 morphed words
Orally stated complete
sentences that
demonstrate
understanding and
application of mimicry
and camouflage.
Differentiation
Focus on key words,
symbols, or operations
with instructional
support
Differentiation
Identify the
base/roots and
affixes (prefixes
and suffixes) of
known words with
instructional
support.
08:45-09:15 Stations (Daily 5)
Learner Evidence
Learner Evidence
Learner Evidence
Learner Evidence
Students will say
the sounds of /a/ /z/, short cuts /an/,
/en/, /in/, /on/, /un/,
/ack/, /eck/, /ick/,
/ock/, /uck/, 2 for 1
sounds /th/, /sh/,
/ch/, /wh/, /ar/, /or/,
/er/, /ir/, /ur/.
4-5 sentences
written that
accurately use the
target vocabulary
At least 4 sentences
created that accurately
describe the
camouflage or mimicry
by following the This or
That sentence frame.
Differentiation
Differentiation
Differentiation
(only words…no
phrases or
sentences)
Identify (not
interpret) with
instructional
support
respond to discussions
using key words and
phrases
GESD Template for Weekly Lesson Planning K-8
ELD Reading RTI 40 min
09:15-09:55 Daily 5
Small Group Reading (95% Group Materials)
ELP
Standard(s)
IIIR3:HI-1: orally producing new words by manipulating initial, final and medial sounds in single-syllable
words.
IIIR3:HI-3: segmenting syllables in multi-syllabic words.
Monday
Tuesday
Wednesday
Thursday
Friday
Groups and Skills
Groups and Skills
Groups and Skills
Groups and Skills
Groups and Skills
Group B – PLL Skill 4.1
Initial digraphs (ch/sh)
Group A – PLL Skill 10.1
Closed, Single Syllable
Group B – PLL Skill 4.1
Initial digraphs (ch/sh)
Group B – PLL Skill 4.1
Initial digraphs (ch/sh)
Group C – PLL Skill 9
Silent Letters (kn / gn)
Group A –
PLL Skill 10.1
Closed, Single
Syllable
Group B – PLL
Skill 4.1 Initial
digraphs (ch/sh)
Group C – PLL Skill 9
Silent Letters (kn /
gn)
Group B – PLL Skill 4.1
Initial digraphs
(ch/sh)
ELD Reading 40 min
09:55-10:35 Cause and Effect Camouflage and Mimicry
ELP Standard(s)
III:R4:HI-10: locating signal words that indicate cause and effect. (i.e., as a
result of, consequently, so that, because of, since)
III:R4:HI-12: identifying the cause and effect relationship of two related
events in a literary selection.
(science, social studies)
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
Read aloud 289291
Read aloud page
294-295
Read aloud page
298-299
TSW define the text
structure of Cause
and Effect and
identify key words
by taking guided
notes.
TSW identify
cause and effect
relationships of
camouflage and
mimicry about
animals and
insects through
reading and oral
discussions.
TSW analyze
cause and effect
relationships
about mimicry and
camouflage by
determining which
description is the
cause and which
is the effect and
placing it in a flow
map graphic
organize.
Students utilize
entire passage
(284-299)
TSW extend their
cause and effect
relationships from
the day before to
brainstorm
possible additional
causes and
effects with a
multi-flow map.
Learner Evidence
Learner Evidence
Learner Evidence
All definitions and
key words written
on guided notes.
Oral conversations
that summarize
these terms in their
own words.
4-5 animals from
the text that have
mimicry or
camouflage
description
indicating cause
and effect.
4/5 accurate
cause and effect
relationships for
animals using flow
map organizer to
differentiate
between the
cause and effect.
Differentiation
Differentiation
Differentiation
Differentiation
Differentiation
Identify two
events that are
related and put
them in a flow
Identify two
events that are
related and put
them in a flow
Identify two
events that are
related and put
them in a flow
With instructional
support
Identify two
events that are
related
Learner Evidence
TSW evaluate
which animal they
believe has the
most effective
survival strategy
of mimicry or
camouflage and
write a persuasive
paragraph to
support their
belief.
Multi flow map
that indicates the
student can
brainstorm
possible
predictions of
additional effects
or make
inferences about
previous causes.
Learner Evidence
1 paragraph with
a thesis statement
and at least three
supporting details
to support their
argument about
which animal most
effectively uses
camouflage or
mimicry to survive.
GESD Template for Weekly Lesson Planning K-8
map with
instructional
support
map with
instructional
support
map with
instructional
support
GESD Template for Weekly Lesson Planning K-8
ELD Grammar Block- 40 min
10:35-11:00 Simple Present
ELP Standard(s)
III:L1(PH/CL):HI-6: using a prepositional phrase in a complete sentence.
III:L1(V):HI-6: producing declarative, negative, and interrogative sentences
using simple present tense verbs with
subject-verb agreement.
(math, science, social studies)
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
TSW write simple
present
declarative
sentences about
mimicry and
camouflage.
TSW write simple
present negative
sentences about
mimicry and
camouflage.
Learner Evidence
Learner Evidence
3/4 declarative
sentences written
accurately about
the topic (mimicry
and camouflage)
in the simple
present tense with
subject-verb
agreement (see
rubric on exit
ticket).
3/4 negative
sentences written
accurately about
the topic (mimicry
and camouflage)
in the simple
present tense with
subject-verb
agreement (see
rubric on exit
ticket).
TSW write
declarative and
negative
sentences and
expand their
sentences with
how expanders
starting with the
preposition “by +
_____ (verb+ing)”.
Learner Evidence
TSW write simple
present negative
sentences about
mimicry and
camouflage.
TSW write simple
present sentences
of all types about
mimicry and
camouflage and
accurately
distinguish
between the three
sentence types.
Learner Evidence
Learner Evidence
4/5 sentences
accurately written
and expanded
with the word by
3/4 interrogative
sentences written
accurately about
the topic (mimicry
and camouflage)
in the simple
present tense with
subject-verb
agreement (see
rubric on exit
ticket).
5/6 sentences
(two for each
sentence type)
written accurately
about the topic
(mimicry and
camouflage) in the
simple present
tense with
subject-verb
agreement (see
rubric on exit
ticket).
Differentiation
Differentiation
Differentiation
Differentiation
Differentiation
repeating simple
present tense regular
verbs with
instructional support.
selecting simple
present tense
regular verbs
(jump, jumps) with
instructional
support.
choosing a simple
present tense verb
to complete
declarative,
negative, and
interrogative
sentences
(subject-verb
agreement).
choosing a simple
present tense verb
to complete
declarative,
negative, and
interrogative
sentences
(subject-verb
agreement).
choosing a simple
present tense verb
to complete
declarative,
negative, and
interrogative
sentences
(subject-verb
agreement).
w/o prep phrase
repeating prep
phrase
using prep phrase in
a sentence frame
w/o prep phrase
w/o prep phrase
GESD Template for Weekly Lesson Planning K-8
11:00-11:15 Syntax Surgery of Camouflage and Mimcry Sentence
ELP
III:L1(PH/CL):HI-6: using a prepositional phrase in a complete sentence.
Standard(s)
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
TSW categorize
the given words of
a sentence into
the correct parts
of speech with a
focus on
prepositional
phrases.
TSW assemble the
sentence by using
their knowledge of
the parts of
speech and basic
syntax rules.
TSW shuffle and
vary a sentence
by changing the
tense and
moving the
prepositional
phrase.
TSW take an
assessment that
shows they can
categorize words
by parts of speech,
assemble a
sentence, and vary
sentence by
changing the tense
and manipulating
the prepositional
phrase.
N/A
Same sentence as
Monday
Same sentence
as Monday
Syntax rule:
prepositional
phrase telling how
by + gerund (verb
+ing).
Hornet moths,
wasp beetles, and
hover-flies threaten
animals by having
markings of the
common wasp.
The pebble plant
escapes the
attention of
ostriches and
other animals by
mimicking stones
on the desert
floor.
Learner Evidence
Learner Evidence
Learner Evidence
Learner Evidence
Learner Evidence
Students identify
the words by part
of speech and
justify their
categorization for
the word.
Students
accurately
assemble the
sentence and
justify word
placements using
knowledge of parts
of speech and
syntax.
N/A
Students
accurately write
three varied
sentences by
moving the
prepositional
phrase and by
changing the
tense to future
and past.
Accurately
categorized words,
assembled
sentence, and
varied
sentences/shuffles
(see rubric on
assessment)
Differentiation
Differentiation
Differentiation
Differentiation
Differentiation
repeating words in
each part of speech
category
repeating phrases
based on syntax
rules (adjective +
noun, subject +
verb, Preposition
+noun etc.)
N/A
identifying base
part of sentence
(subject + verb)
Build base part of
sentence
GESD Template for Weekly Lesson Planning K-8
ELD Writing Block - 60 min
12:00-01:00 Expository Writing about Camouflage and Mimicry
Expository
HI-4: writing essays and reports, based on a synthesis of research, using topic
sentences, main ideas, relevant facts, details, and concluding statements.
(math, science, social studies)
ELP Standard(s)
Research
HI-1: writing essays and reports, based on research, using topic sentences, main
ideas, relevant facts, details, and concluding statements.
(science, social studies)
Prompt
Writing Process
See below
Describe one animal and how it uses mimicry and/or camouflage to survive.
Monday
Tuesday
Wednesday
Standard
Standard
Standard
III:W3:HI-1: generating,
organizing, maintaining
and evaluating ideas
for pre-writing.
III:W4:HI-1: writing
clearly focused text
suited to an audience
and purpose that
incorporates relevant
supporting details.
III:W3:HI-2:
determining the
purpose (e.g., to
entertain, to inform, to
explain, to persuade)
of a writing piece.
Language Objective
Language Objective
Language Objective
Thursday
Standard
HI-2: writing paragraphs
that use a structure that
fits the type of writing,
smooth and effective
transitions, and a
conclusion that provides
a sense of resolution.
Language Objective
Friday
Standard
HI-3: evaluating
information on a prewriting plan (e.g.,
graphic organizer, KWL
chart, log) to develop a
draft with main idea.
Language Objective
WFTBB
WFTBB
WFTBB
WFTBB
WFTBB
TSW analyze the
prompt using
RAFTS and then
brainstorm using a
Circle Map.
TSW sequence
their writing by
using a flow map
and write an
opening
paragraph.
TSW extend their
details using a
combination of
horizontal and
vertical
elaboration.
TSW select
transition words
and phrases.
TSW write a
closing paragraph.
TSW orally
rehearse opening
paragraph with a
partner.
TSW share their
flow map and
extended details
with a partner.
TSW circle each
part of their own
Flow Maps in a
different colored
pencil and write
their narrative
using the Flow
Map as a guide.
TSW share circle
maps with a
partner
Learner Evidence
Learner Evidence
Learner Evidence
TSW orally
rehearse the entire
Flow Map with their
pairs.
Learner Evidence
Learner Evidence
RAFTS analysis
of prompt and
Circle Map with
several relevant
ideas listed from
brainstorming.
Flow Map with
three focused
ideas selected
from the Circle
Map.
Flow Map with
three extended
details, using a
combination of
horizontal and
vertical
elaboration.
Transition words
and phrases for
each of the three
boxes and one
closing paragraph.
Correctly circled
sections in
different colors.
Differentiation
Differentiation
Differentiation
Differentiation
Differentiation
with instructional
support
opening sentence
with instructional
support
1-2 extended
details
closing sentence
with instructional
support
one paragraph
essay
Draft of narrative
with correctly
structured
paragraphs.