ELA Plan (90 Minute Block)
1st 9 Weeks: Week 5
Day 1
10 minutes
Set the
Stage
10:20-10:30
DEAR Time
10 minutes
10:30-10:40
Spelling
/Grammar
Mini-Lesson
10 minutes
10:40-10:50
Whole
Group MiniLesson
15 minutes
Reading
Groups /
Centers
Flashback
Overview of Learner Outcome
Independent Reading – Choice short reader or vocabulary reader from
the teacher’s basket
Spelling:
Grammar: irregular plural nouns
10:50-11:05
40 minutes
11:05-11:45
Writing
MiniLesson
15 minutes
12:35-12:50
Writer’s
Workshop
20 minutes
Closure &
Homework


12:50-1:10
10 minutes
1:10-1:20
Read Knots on a Counting rope, review the character traits of the boy
and his grandfather. As a group come up with 3 characteristics for each.
Centers
Groups (1&2)
Introduce another story that honors grandfathers: Through Grandpa’s
Eyes. As students finish the book, have them work with the same partner
to list at least 3 characteristics of each character in the new story.
How are the grandparents similar or different?
How are the grandchildren similar or different?
 What is the message of each book? What do you think the author
might have wanted you to know?
Talk about all of the different animals represented so far in the
fables/folktales read. Make a list as a whole group.
Explain to students that they will research characteristics about these
animals in groups. Each group will have one animal to research and then
explain in their opinion why this animal was a good representation of the
character in the folktale they were represented in. RESEARCH
 Oral discussion (Think Pair Share) have students discuss or prove to
their partners that they can demonstrate understanding of the
learner outcome
 Pass out Reader’s Theater Script Assign Parts
Day 2
10 minutes
Set the
Stage
10:20-10:30
DEAR Time
10 minutes


Independent Reading – Choice short reader or vocabulary reader from
the teacher’s basket
10:30-10:40
Spelling
/Grammar
Mini-Lesson
10 minutes
10:40-10:50
Whole
Group MiniLesson
15 minutes
Reading
Groups /
Centers
Spelling:
Grammar: irregular plural nouns
Create a class concept map (whole group) of both stories!
10:50-11:05
40 minutes
11:05-11:45
Writing
MiniLesson
15 minutes
12:35-12:50
Writer’s
Workshop
20 minutes
Closure &
Homework
Flashback
Overview of Learner Outcome
Centers
Groups (3&4)
Introduce another story that honors grandfathers: Through Grandpa’s
Eyes. As students finish the book, have them work with the same partner
to list at least 3 characteristics of each character in the new story.
How are the grandparents similar or different?
How are the grandchildren similar or different?
 What is the message of each book? What do you think the author
might have wanted you to know?
Write the piece in groups for 15 minutes.
Each group will share their piece with the other groups.
12:50-1:10
10 minutes


Oral discussion (Think Pair Share) have students discuss or prove to
their partners that they can demonstrate understanding of the
learner outcome
Assign journal prompt for homework.


Flashback
Overview of Learner Outcome
1:10-1:20
Day 3
10 minutes
Set the
Stage
10:20-10:30
DEAR Time
10 minutes
Independent Reading – Choice short reader or vocabulary reader from
the teacher’s basket
10:30-10:40
Spelling
/Grammar
Mini-Lesson
10 minutes
10:40-10:50
Whole
Group MiniLesson
15 minutes
Reading
Groups /
Centers
Grammar: irregular plural nouns
Introduce various digital fables
10:50-11:05 http://home.freeuk.net/elloughton13/fableindex.htm
Look at several.
40 minutes
11:05-11:45
Writing
MiniLesson
15 minutes
12:35-12:50
Writer’s
Workshop
20 minutes
Closure &
Homework
Spelling:
12:50-1:10
10 minutes
Centers
Groups (3&4)
 Read the Tortoise and the Hare –Trophies p. 396
 Read the Young Rooster – p. 398
 Compare both stories
Show students a graphic organizer and the parts of a friendly letter.
Write a letter to the HARE telling him what you think he should do
differently if he enters another race.


Oral discussion (Think Pair Share) have students discuss or prove to
their partners that they can demonstrate understanding of the
learner outcome
Have students read each other’s homework response from their
journals.
Assign vocabulary words for students to do Frayer Model with.


Flashback
Overview of Learner Outcome
1:10-1:20

Day 4
10 minutes
Set the
Stage
10:20-10:30
DEAR Time
10 minutes
10:30-10:40
Spelling
/Grammar
Mini-Lesson
10 minutes
10:40-10:50
Whole
Group Mini-
15 minutes
Independent Reading – Choice short reader or vocabulary reader from
the teacher’s basket
Spelling:
Grammar: irregular plural nouns
Watch more versions of digital fables and discuss them.
10:50-11:05 http://home.freeuk.net/elloughton13/fableindex.htm
Lesson
Reading
Groups /
Centers
40 minutes
11:05-11:45
Centers
Groups (1&2)
 Read the Tortoise and the Hare –Trophies p. 396
 Read the Young Rooster – p. 398
 Compare both stories
Writing
MiniLesson
15 minutes
12:35-12:50
Proofread a writing piece. Go over how students should proofread
a writing piece. Show a video clip
Writer’s
Workshop
20 minutes
Proofread your neighbor’s letter. Give them feedback.
Closure &
Homework
12:50-1:10
10 minutes
1:10-1:20
Revise and edit your piece based on your partner’s comments. Make
sure your piece includes at LEAST 1 plural noun, which you should
underline.
 Oral discussion (Think Pair Share) have students discuss or prove to
their partners that they can demonstrate understanding of the
learner outcome