ELA Plan (90 Minute Block)
1st 9 Weeks: Week 4
Day 1
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:
Spelling
/Grammar
Mini-Lesson
10 minutes
10:40-10:50
Whole
Group MiniLesson
15 minutes

10:50-11:05

Reading
Groups /
Centers
Grammar: regular plural nouns
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
Discuss with students that as we’ve learned…folktales are intended to teach
a lesson and have a “moral”.
Read the Grasshopper and the Ant and discuss with the class the moral of
the story and or lesson (Procrastination)
Centers
Groups (1&2)
 Read the Empty Pot with Students and have students discuss what
they believe the moral of the story is (Honesty)
 Discuss the character’s actions (make a group list)
 Connect their actions with the sequence of events in the tale.
 Discuss what would happen if in the middle of the tale, the character
would have chosen to behave differently or chose a different path.
 What was the character’s motivation in the story?
Have students work on their final drafts for their trickster tales. They
should make an illustrated book of their trickster tale. (FINAL DRAFT –
PUBLISH) Have students volunteer to read their story aloud if time
allows.
12:50-1:10
10 minutes

1:10-1:20

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: regular plural nouns
Read …Why Koala has a stumpy tail (teamwork)
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
12:50-1:10
10 minutes
Discuss the character’s actions and motivations.
Centers
Groups (3&4)
 Read the Empty Pot with Students and have students discuss what
they believe the moral of the story is (Honesty)
 Discuss the character’s actions (make a group list)
 Connect their actions with the sequence of events in the tale.
 Discuss what would happen if in the middle of the tale, the character
would have chosen to behave differently or chose a different path.
 What was the character’s motivation in the story?
Talk with students about how a character’s action at any point in the
story determines how the story will end. Demonstrate how changing the
decision a character makes at a specific point in the story changes the
outcome. Use a common tale like Cinderella, Little Red Riding Hood,
etc... and change the action of the character midway, thereby writing a
new ending.
Students are to choose any folktale they have read or heard about and
change a character’s action and thus the stories ending in a writing
journal.


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
Set the
Stage
10 minutes
10:20-10:30
DEAR Time
Independent Reading – Choice short reader or vocabulary reader from
the teacher’s basket
10 minutes
10:30-10:40
Spelling
/Grammar
Mini-Lesson
10 minutes
10:40-10:50
Whole
Group MiniLesson
15 minutes
Reading
Groups /
Centers
Writing
MiniLesson
Spelling:
Grammar: regular plural nouns
Read the Crowded House – Trophies p. 137
10:50-11:05
40 minutes
11:05-11:45
15 minutes
12:35-12:50
Centers
Groups (1&2)
Preview the play…predict how the play will be different from the
folktale.
 Read aloud the play (The Crowded House) Trophies p. 121
 What were the similarities and differences between the story and play?
Topic: Generating Ideas
Tell students that they can write about things that happened a
long time ago.
Read aloud Aunt Flossie's Hats by Elizabeth Fitzgerald Howard. In
the book, Aunt Flossie says that the hats are her memories and
that each one tells a story.
After reading the book aloud, have students think about the
things they have in their houses that tell a story. It could be a
stuffed animal they got at the fair, or a baseball that went
through the neighbor's window, or a shirt they wore on a special
occasion.
Writer’s
Workshop
Closure &
Homework
20 minutes
12:50-1:10
10 minutes
Have students record their ideas on their topic lists.
Think through three objects that you have at home and the
memories connected to them. Choose 1 to write about in their
journals.

1:10-1:20


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.
Day 4
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
Writing
MiniLesson
Flashback
Overview of Learner Outcome
Spelling:
Grammar: regular plural nouns
Complete a character analysis of the main characters in the
story including their motivation and actions.
10:50-11:05
40 minutes
11:05-11:45
15 minutes
12:35-12:50
Centers
Groups (3 and 4)
Preview the play…predict how the play will be different from the
folktale.
 Read aloud the play (The Crowded House) Trophies p. 121
 What were the similarities and differences between the story and play?
Topic: Generating Ideas
Writing About People in Your Life
Tell students they have people in their lives who would make
good writing topics. Read aloud several sections from books,
such as My Mother's Chair and My Great Aunt Arizona. Call
their attention to the way the author shows how the
characters are special even though they are ordinary people.
Writer’s
Workshop
Closure &
Homework
20 minutes
12:50-1:10
10 minutes
1:10-1:20
Have the students add the names of people who are special to
them to their topic lists. Then have students brainstorm using a
bubble map why these people are special. If time allows they
can write a short story about why their person is special. Have
them illustrate the story with the person doing an activity that is
special to them.

Oral discussion (Think Pair Share) have students discuss or prove to
their partners that they can demonstrate understanding of the
learner outcome