GESD Template for Weekly Lesson Planning K-8
Name
Sample Lesson Plan
Grade
K
2
3
4
5
6
7
8
Date
Proficiency Level
Pre-emergent
11
Basic 5
Intermediate 6
ELD Oral English/Conversation & Vocabulary- 60 min
Mon., Tues, Thurs, Fri. 8:10-9:10 W 8:10- 8:45
Language Warm-Up for Living Things and Non-living Things 8:10-8:30 (20 min)
ELP Standard(s)
ILS1:LI-1: distinguishing between similar sounding phrases dictated by the teacher.
ILS1:LI-2: counting the number of words said in complete sentences dictated by the teacher.
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
TSW correctly
distinguish the sounds
for the target letters,
words or phrases
during the Language
Warm-Up routine
TSW correctly
distinguish and repeat
the sounds for the
target letters, words or
phrases during the
Language
Warm-Up routine
TSW apply their
knowledge of sounds
for the target letters,
words or phrases by
responding to the
teacher’s prompts.
TSW analyze the
number of words in a
given sentence during
the Language
Warm-Up routine
Learner Evidence
Learner Evidence
Learner Evidence
Learner Evidence
Students’ ability to
pronounce letter
sounds, words and
sentences with 75%
accuracy.
Students’ ability to
pronounce letter
sounds, words and
sentences with 80%
accuracy.
Students’ ability to
pronounce letter
sounds, words and
sentences with 85%
accuracy.
Students’ ability to
pronounce letter
sounds, words and
sentences with 95%
accuracy.
8:30-9:10 (40 min)
ELP Standard(s)
TSW analyze the number
of words in a given
sentence during the
Language
WarmUp routine
Learner Evidence
Students’ ability to
pronounce letter sounds,
words and sentences
with 100% accuracy.
Content: Living and Non-Living Things
ILS1:LI-3: responding to read alouds by identifying main ideas/concepts and details using key words in
complete sentences.
ILS2:LI-9: naming and organizing objects, people, and events, into predetermined categories in context.
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
SWBAT represent
what living things are
by participating in a
“Charades” game.
(cont’d from yesterday)
SWBAT identify the
concept of Living
Things by utilizing key
words when listening
and singing the read
aloud book:
Are you Living?
by Laura Purdie Salas
SWBAT categorize and
name living things and
non-living things as they
organize them into a Tree
Map.
SWBAT state what
living things are after
watching the YouTube
video:
“Living and Nonliving
Things Lesson for
Kids”
SWBAT justify their
answers when
identifying the concept
of living things when
shown a set of pictures
or objects.
Learner Evidence
Justification of living
things using a
complete sentence.
“This is a living thing
because it can _____.”
PE/Em:
“A living thing can___.”
SWBAT represent
what living things are
by participating in a
“Charades” game
(two-day objective)
Learner Evidence
Learner Evidence
Groups of students will
correctly mimic a living
thing. SWBAT express
their answers in a
complete sentence.
“We think you are
representing
a____because_____.”
PE/Em:
“A living thing can___.”
Groups of students will
correctly mimic a living
thing. SWBAT express
their answers in a
complete sentence.
“We think you are
representing
a____because_____.”
PE/Em:
“A living thing can___.”
Learner Evidence
Correct usage of key
words to describe
themselves as a living
thing
“I am a living thing
because______”.
(I can breathe, I can
eat, I can sleep, etc.)
PE/Em:
“I can___.”
Pre-Emergent/Emergent students will use a simplified sentence frame for each respective activity.
For the Charades game, a gesture or mimic will be accepted as a response. For Thursday’s activity,
they will be given a bank of key words to complete their sentences.
Basic and Intermediate students will use the original sentence frames.
1
Learner Evidence
Tree Map correctly
completed.
PE,EM,B: With teacher
assistance as necessary
GESD Template for Weekly Lesson Planning K-8
ELD Reading 40 min
Content: Living and Non-Living Things
M, T, TH, F 9:10-9:50 W- 8:45-9:05 (20 min.)
ELP Standard(s)
Is it Living?
IR3:LI-5: identifying facts from text read aloud, with instructional support
IR3:LI-10: locating information from a completed graphic organizer.
IR3:LI-3: using key words, phrases, and complete sentences to answer comprehension questions in
response to text, heard or read.
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
SWBAT identify the
concept of Living
Things by utilizing key
words in complete
sentences after
listening and
discussing about the
read aloud story: I Am
a Living Thing
by Bobby Kalman
SWBAT identify living
things by using a circle
map to brainstorm
possible living things.
SWBAT decide
whether an object is
living or not by
analyzing its
characteristics.
TW post a chart with
all the characteristics
of living things across
the top. SW decide
whether each object is
living or not.
SWBAT use key words
like “wiggle”, “move”
and “eat” to answer
comprehension
questions from text.
Learner Evidence
Learner Evidence
Correct identification of
characteristics for each
object (based on given
criteria from the chart).
Key words used
accurately to respond
to a comprehension
question.
Ex:
Q- Can a rock be a
living thing?
A- No, a rock cannot
“move”.
PE,E,B: Having the
picture for each object
will help these students
to decide if each object
is a living or non-living
thing.
PE,E,B will use the
sentence frames:
Yes, a___ can ____.
RTI- Reading 40 min
SWBAT create a TChart to sort picture
cards into living and
non-living things.
ie,
Living things’ facts;
“they grow”, “they
move”, “they breathe”,
etc.
Correct usage of key
words to describe
themselves as a living
thing
“I am a living thing
because______”.
(I can breathe, I can
eat, I can sleep, etc.)
Correct identification of
living things for the
circle map.
PE/Em:
Simplified sentence;
“I can___.”
SWBAT identify and
orally provide living
things’ facts from text
read aloud.
Learner Evidence
Learner Evidence
Learner Evidence
Facts about living
things stated correctly.
T-Charts
Completed correctly
PE,E,B;
Provided with teacher
support.
PE,E,B;
Provided with teacher
support.
No, a____cannot____.
Content: Living and Non-Living Things
M, T, TH, F 9:50-10:30 W- 9:05-9:25 (20 min.)
IR2:HI-4 orally forming words by substituting simple onsets (/c/) with given rimes (/at/)
IR2:HI-8: producing new words when initial sound(s)…are changed (i.e., word families).
IR1:HI-1 demonstrating the command of left to right, top to bottom directionality, and return sweep
ELP Standard(s)
when “reading” books.
Monday
Tuesday
Wednesday
Thursday
Friday
Groups and Skills
Groups and Skills
Groups and Skills
Groups and Skills
Groups and Skills
Group A – PA Skill 2.1
Words in Phrases
(Noun Phrases)
Group B- PA Skill 2.2
Simple Sentences
Group A – PA Skill 2.1
Words in Phrases
(Noun Phrases)
Group B- PA Skill 2.2
Simple Sentences
Group A – PA Skill 2.2
Simple Sentences
Group B- PA Skill 2.3
Manipulation: Deletion
and Addition
Group A – PA Skill 2.2
Simple Sentences
Group B- PA Skill 2.3
Manipulation: Deletion
and Addition
Group A – PA Skill 2.3
Manipulation: Deletion
and Addition
Group B – PA Skill 2.4
Manipulation:
Substitution
2
GESD Template for Weekly Lesson Planning K-8
ELD Grammar Block- 40 min
M, T, TH, F 10:30-11:10
Content: Living and Non-Living Things
W- 9:25-9:45 (20 min.)
To Be Living or Not To Be Living using the Verb Tense Study Methodology
ELP Standard(s)
L1(SC):LI-4: forming a sentence with S-V-C construction with given nouns and forms of “to be”.
L1(V):LI-2: using the present tense of the verb “to be” (e.g., am, is, are) with instructional support.
L1(ADJ):LI-1: using color/shape/quantity/size adjectives with nouns.
L1(SC):LI-9: forming a sentence using “to be” and “not” to form a sentence in the negative
construction.
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
SWBAT form a
sentence in the present
tense of the “to be”
verb “is” using nouns
from the previously
generated “Living
Things Circle Map”
(Use preview chart to
teach the “to be” verb
“is”)
SWBAT use an
adjective to describe a
given living thing
(noun).
Learner Evidence
One completed
sentence using the
appropriate formula.
SWBAT discuss
possible living thing
nouns based on the
picture for the
collaborative chart.
“The boy is tall.”
“A flower is yellow.”
Learner Evidence
Correct use of
adjectives to describe
a noun.
Learner Evidence
Nouns correctly
identified as living
things.
SWBAT produce
complete sentences in
the present tense
using at least two
adjectives.
e.g:
“The cat is brown and
fat”
Learner Evidence
Three complete
sentences using two
adjectives.
SWBAT write their
sentences from
yesterday in the
negative form.
e.g:
“The cat is not brown
and fat.”
Learner Evidence
Three complete
sentences in the
negative form.
PE, E, B: Teacher support when needed, pair with more proficient students, one complete sentence instead of
three.
ELD Writing Block- 60 min
M, T, TH, F 11:50-12:50 W- 9:45-10:15 WPR 15 min.
IW2:LI-1 writing legibly and with correct formation, a minimum of 22 lower case letters of the alphabet.
ELP Standard(s)
IW2:LI-7 using left to right directionality in writing with instructional support.
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
SW practice writing the
letter Ww using the
smartboard and a
writing practice
worksheet.
SW identify and
compile a list of
everyday objects that
start with the /w/
sound.
SW practice writing the
letter Hh using the
smartboard and a
writing practice
worksheet.
SW identify and
compile a list of
everyday objects that
start with the /h/ sound.
SW recognize letter
Ww and Hh objects
and complete a
classification
assessment.
-Letter Ww finger
writing
-Letter Ww smartboard
writing practice
Letter Ww writing
worksheet
-Letter Ww first sound
anchor chart
-Letter Ww first sound
sort (multistep
directions)
-Letter Hh finger
writing
-Letter Hh smartboard
writing
-Letter Hh writing
worksheet
-Letter Hh first sound
anchor chart
-Letter Hh sound sort
(multistep directions)
-Letter Ww and Hh
object sort, say it, spell
it, write it activity.
Learner Evidence
Write the letter Ww
independently.
Learner Evidence
Identify the letter Ww
first sound
independently.
Learner Evidence
Write the letter Hh
independently.
3
Learner Evidence
Learner Evidence
Identify the letter Hh
first sound
independently.
Complete a
classification and
sorting assessment
based on letters Ww
and Hh sound and
symbol.
GESD Template for Weekly Lesson Planning K-8
Writing Elements (45
min.)
ELP Standard(s)
Content: Living and Non-Living Things
IW2:LI-5: using a capital letter at the beginning of sentences and proper nouns with instructional
support.
IW2:LI-6: using ending punctuation with instructional support.
IW3:LI-1: generating ideas through class discussion by drawing pictures in graphic organizers. (e.g.,
storyboard)
IW1:LI-2: writing expository responses using phrases or simple sentences that include sight words,
CVC words, and phonetic spelling to describe, explain, or inform.
Monday
Tuesday
Wednesday
Thursday
Friday
Language Objective
Language Objective
Language Objective
Language Objective
Language Objective
TSW copy a Teacher’s
modeled drawing and
writing in their “living
and nonliving things
journal”
(p.22 WFTBB think
aloud)
TSW make a drawing
about living things and
write a complete
sentence in the
present tense that
includes one or more
adjectives.
(p.23 WFTBB)
SWBAT use the same
key words from the
Reading block to write
two complete
sentences in their
“living and nonliving
things journal”
SWBAT decide the
characteristics of living
things and nonliving
things (one picture per
page) in their journal.
For ex., “cat”
Does it move? “yes” or
“no”
TSW demonstrate
individual mastery of
the WFTBB
procedures to
independently write to
explain “Why”, in
response to the
teacher question.
“What is your favorite
living thing?”
Learner Evidence
Learner Evidence
Learner Evidence
Learner Evidence
Learner Evidence
Journal entry that
includes a detailed
illustration and
appropriate attempts to
incorporate elements
of the WFTBB
structure.
(p.22 WFTBB think
aloud)
Accurate drawing of a
living thing and one
complete sentence that
includes at least one
adjective.
“Living things” key
words appropriately
used to write two
complete sentences in
the present tense.
Appropriate response
for each characteristic
for each object/picture.
Writing piece that
includes an illustration
in response to the
question and one
complete sentence
with every word
represented, capital
letter at the beginning
of the sentence and
spaces between the
words.
(p.23 WFTBB)
(Refer to WFTBB
rubric on p. 35)
PE,E: provide students with pictures of living things and non-living things so they can copy them for their journals. One on one
teacher support when writing the sentences.
4