GESD Template for Weekly Lesson Planning K-8
Name:
Sample
2nd
grade Plan
Grade
1
2
3
4
5
6
7
8
Date
Proficiency Level
Pre-emergent
1
Emergent
ELD Oral English/Conversation & Vocabulary-60 min
Mon., Tues, Thurs., Fri. 9:30-10:10
3
Basic
8
Intermediate
12
Proficient
Content: Life Cycle of a Butterfly
W 9:00- 9:20
Application/Academic Vocabulary (40 min.)
IILS1:HI-2 summarizing main ideas and supporting details from read-alouds in complete sentences.
IIL2:HI-4 using grade specific academic vocabulary and symbols within context.
ELP Standard(s)
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
TSW identify targeted tier 3
vocabulary words
(metamorphosis, pupa,
larva, hatch, emerge) in text
read aloud by teacher.
TSW retell with a partner the
details of a read aloud in
complete sentences.
TSW orally rehearse their
writing plan using “self-talk”.
(p.82 WFTB)
Returning to the text, TSW
participate in class
discussion analyzing the life
cycle of a butterfly to tell the
difference between the
stages.
TSW independently
explain to a small group
the life cycle of a butterfly
using a self-made graphic
organizer.
Learner Evidence
Pictures matched correctly
to vocabulary words on a
graphic organizer.
PE, E, B: Repeat
vocabulary, reference
pictures for support
TSW justify placement of
pictures on the graphic
organizer using the
appropriate academic
vocabulary and transition
words.
Learner Evidence
Learner Evidence
Learner Evidence
Sentences are complete and
include details from the text,
appropriate academic
vocabulary, and subject/verb
agreement.
Sentences are complete and
use appropriate academic
vocabulary, transition words,
and the conjunction
“because”.
Notes written in journal
demonstrate comprehension
of the differences between
the stages of the butterfly
life cycle.
Learner Evidence
Appropriate academic
vocabulary is used.
Sentences use correct
syntax.
PE, E, B: May reference
concept chart and
sentence frames for
support and will match
vocabulary to pictures to
demonstrate
understanding.
ELD Oral English/Conversation & Vocabulary
Mon., Tues., Thurs., Fri. 10:10 – 10:30
OPR
W 9:20 – 9:30
Sequential Processing (20 min.)
ELP Standard(s)
IILS2:HI-1: Articulate the 44 phonemes accurately.
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
TSW orally read and
answer questions about
phonograms with correct
pronunciation.
Language Objective
Language Objective
Language Objective
Language Objective
TSW orally read and answer
questions about phonograms
with correct pronunciation.
TSW orally read and answer
questions about phonograms
with correct pronunciation.
TSW orally read and answer
questions about phonograms
with correct pronunciation.
TSW orally read and
answer questions about
phonograms with correct
pronunciation.
Learner Evidence
Learner Evidence
Learner Evidence
Learner Evidence
Learner Evidence
TSW use correct
pronunciation of the
phonograms and respond
to questions with 75%
accuracy.
TSW use correct
pronunciation of the
phonograms and respond to
questions with 80%
accuracy.
TSW use correct
pronunciation of the
phonograms and respond to
questions with 80%
accuracy.
TSW use correct
pronunciation of the
phonograms and respond to
questions with 85%
accuracy.
TSW use correct
pronunciation of the
phonograms and respond
to questions with 90%
accuracy.
1
GESD Template for Weekly Lesson Planning K-8
ELD Reading Block- 40 min
Content: Life Cycle of a Butterfly
Mon.,Tues., Thurs., Fri. : 8:30-9:10 W: 8:30 – 8:50
Whole Group Reading (Life Cycle of a Butterfly)
ELP Standard(s)
IIR4:HI-7 summarizing the main idea and details from text, using complete sentences
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
TSW identify the topic of
an expository passage by
finding the subject of
each sentence.
TSW organize facts about
the main idea in a bubble
map.
TSW transfer facts about
the main idea into a flow
map to show sequence.
Learner Evidence
Learner Evidence
Subject of each sentence
will be highlighted.
Completed bubble map
containing the main idea
(life cycle of a butterfly) and
at least 5 facts.
RTI - Reading - 40 min
Learner Evidence
Facts contained in the
bubble map will be
transferred accurately into
the flow map.
TSW apply knowledge of
transition words used to
show order and label a
flow map accordingly.
Learner Evidence
A minimum of 4 transition
words used in the correct
sequence.
TSW independently
create a graphic organizer
depicting the life cycle of
a butterfly which includes
key vocabulary and
transition words.
Learner Evidence
Correctly completed life
cycle of a butterfly using
key vocabulary and
transition words.
Content: Life Cycle of a Butterfly
Mon.,Tues., Thurs., Fri. : 9:10 - 9:50 W: 8:50 – 9:10
Small Group Reading (95% Group Materials)
IIR2:HI-1 distinguishing between initial, medial, and final sounds
ELP Standard(s)
IIR2:HI-9 reading…applying the most common letter-sound correspondences…consonant/vowel digraphs and dipthongs
Monday
Tuesday
Wednesday
Thursday
Friday
Groups and Skills
Groups and Skills
Groups and Skills
Groups and Skills
Groups and Skills
Group A – PA Skill 5.2
Group A – PA Skill 5.3
Group A – PA Skill 5.4
Initial Phoneme
Identification
Sorting by Initial Phoneme
Sorting by Exclusion
Group B – PLL Skill 4.1
Initial digraphs (ch/sh)
Group C – PLL Skill 9
Silent Letters (kn / gn)
Group A – PA Skill 4.6
Onset-Rime, Substitution
Group B – PLL Skill 4.1
Initial digraphs (ch/sh)
Group A – PA Skill 5.1
Initial Phoneme Isolation
Group C – PLL Skill 9
Silent Letters (kn / gn)
2
GESD Template for Weekly Lesson Planning K-8
ELD Writing Block- 60 min
Mon., Tues., Thurs., Fri.. 9:50 – 10:50
WPR
Wed. 9:10 – 9:40
Sequential Processing (10 min.)
ELP Standard(s)
IIW2:HI-1: Legibly writing all upper and lower case letters and numerals attending to form and spatial alignment.
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
TSW write phonogram
sounds with handwriting
elements.
TSW orally read sounds and
blend them into words.
TSW write and read a simple
sentence.
TSW write phonogram
sounds with handwriting
elements.
TSW orally read sounds and
blend them into words.
TSW write and read a simple
sentence.
TSW write phonogram
sounds with handwriting
elements.
TSW orally read sounds and
blend them into words.
TSW write and read a simple
sentence.
TSW write phonogram
sounds with handwriting
elements.
TSW orally read sounds and
blend them into words.
TSW write and read a simple
sentence.
TSW write phonogram
sounds with handwriting
elements.
TSW orally read sounds and
blend them into words.
TSW write and read a simple
sentence.
Learner Evidence
TSW write 10 phonograms,
10 words, and 1 sentence
with 75% accuracy.
Learner Evidence
TSW write 10 phonograms,
10 words, and 1 sentence
with 80% accuracy.
Learner Evidence
TSW write 10 phonograms,
10 words, and 1 sentence
with 85% accuracy.
Learner Evidence
TSW write 10 phonograms,
10 words, and 1 sentence
with 90% accuracy.
Learner Evidence
TSW write 10 phonograms,
10 words, and 1 sentence
with 95% accuracy.
Writing Elements (50 min.)
ELP Standard(s)
Content: Life Cycle of a Butterfly
IIW1:HI-3: completing a written summary of the key events or ideas of informational text using simple sentences.
IIW4:HI4: organizing a student generated text using transitional words to indicate a beginning, middle, and end.
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
TSW use the writing process
to write an opening sentence
and extend with details to
clarify. (p.81 WFTB)
TSW add transition words
and phrases to the flow map
and write a closing sentence.
(p.82-83 WFTB)
Learner Evidence
Flow map includes opening
sentence and 3 details and
reasons. (p.81 WFTB)
Learner Evidence
Flow map with appropriate
transition words and closing
sentence summarizing the
topic. (p.82-83 WFTB)
TSW write the 5 paragraphs
using the flow map as a
guide. (p.84-88 WFTB)
Learner Evidence
Completed opening
paragraph and first reason
paragraph following the flow
map. (p.84-88 WFTB)
TSW write the 5 paragraphs
using the flow map as a
guide. (p.84-88 WFTB)
Learner Evidence
Remaining 2 paragraphs and
closing paragraph following
the flow map. (p.84-88
WFTB)
Content: Life Cycle of a Butterfly
Mon, Tues., Thurs., Fri. 1:00-1:40
ELP Standard
IIL1(N):HI-4 using singular
possessive nouns.
Learner Evidence
Finished 5 paragraph essay
graded according to the
WFTB rubric on p. 90.
PE/E: Pictoral draft with
labels (words and phrases)
PE/E: Picture matched to
the appropriate transition
word.
ELD Grammar 40 min
TSW edit and evaluate their
writing piece using the WFTB
rubric on p. 90.
W 9:40-10:00
ELP Standard
IIL1(Adj.):HI-4 using
singular and plural
possessive adjectives.
ELP Standard
IIL1(prep.): HI-6
differentiating among
prepositions.
ELP Standard
IIL1(V):HI-5 producing
declarative, negative, and
interrogative sentences using
simple present tense verbs with
subject-verb agreement.
ELP Standard
IIL1(Q):HI-11 producing
interrogative sentences
beginning with “Why”.
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
TSW use prepositions telling
why (for, to) giving reasons
for particular questions.
Vocabulary Frames
Why do we use a stapler?
What would you use ice for?
TSW develop 3 simple present
tense declarative sentences
including either a possessive
noun or possessive adjective and
a preposition telling why (for, to)
to tell facts about the life cycle of
a butterfly.
Using sentences written on
Thursday, TSW change the
simple present facts into
interrogatives.
TSW identify possessive
nouns and code sentences
to show the subject of the
sentence.
Learner Evidence
5 sentences coded correctly.
TSW identify possessive
adjectives and code
sentences to show the
subject of the sentence.
Learner Evidence
5 sentences coded
correctly.
(e.g. butterfly’s wings )
(e.g. its wings )
Learner Evidence
4 correctly formed
sentences using the
prepositions will be orally
spoken to team members
and written in grammar
journals.
Learner Evidence
Learner Evidence
3 simple present tense sentences
including either a possessive
noun or possessive adjective and
a preposition telling why (for, to)
telling facts about the life cycle of
a butterfly.
3 simple present
interrogative sent. including
either a possessive noun or
possessive adjective and a
preposition telling why (for,
to) asking “why” questions
about the life cycle of a
3
GESD Template for Weekly Lesson Planning K-8
butterfly.
1. Building background before text is read is critical to front-load
concrete learning experiences (pre-teaching vocabulary, using
pictures, films, or real objects) in the selected text thus students are
able to comprehend the main concepts of the text, which many times
are presented abstractly.
2. If there are Pre-Emergent/Emergent students in the classroom, check the ELP
standards to see the scaffold of each standard for them. Remember, you will not be
planning something “different” for PE/E students. The same standard will be assessed
with a different approach (See writing – Friday).
3. Relate the writing assignment to the content (Life Cycle of a Butterfly) throughout the
four ELD blocks.
4