Alvarado Intermediate School
Teacher:
Suzan Case
Grade & Subject:
Reading/Writing
TEKS/Learning Objectives:
Week of:
8-12-2014
Unit & Essential Questions:
 What kind of information can you find in an nonfiction article?
 How does a nonfiction article present the information?
 What information did you learn about from “Amazing Animals?
 In what ways do we change as we grow older?
 What does David’s choice of the name Ali Baba tell you about
his character?
 What does Ali Baba learn from meeting the other David
Bernsteins at his party?
 How many students named David are in Ali Baba’s third grade
class?
 David tries to read the phone book for his book report.
 What Book does he read next?
 How does Ali Baba’s curiosity influence the events of the plot?
 What message or lesson is the author communicating through
the story of Ali Baba’s party?
 How are Emily and Ali Baba similar? How are they different?
 What do the characters discover?
 What questions can you make about your “Character with
character feelings and choices they have make?
 What clues from the story can you use to figure out Johanna
Hurwitz Purpose?
 What is the connection between your character and Dr’s Sews
quote?
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Analyze story structure 4.6 (A) (B)
Make inferences 4.6 (B)
Fiction Expository 4.11 4.6
Vocabulary 4.2 (B)
Synonyms 4.2(C)
Long a 3.1 (E) 3.24 (A)
Subjects and Predicates 4.20 (B)
Punctuate types of subjects and predicates 4.21 (c) (i)
Writing process- Prewriting, Magnifying, telescope. 15
(A)
Dual Language Support: 30 minutes
Monday- Spelling words in English and Spanish- Bilingual pairs will
play a game to spell and pronunciation the word correctly.
Tuesday- Spanish Reading by pairs “Here and there”
Spanish – Making inferences Cuaderno de practice Pg. 10
Libro de destrezas Pg. 8,9,10
English- Learning verbs in Spanish.
WednesdaySpanish- Write 6 different types of sentences divide them in subject
and predicate. C.P. Pg 19
English- Read aloud a simple book in Spanish. (Guided practice)
Thursday
Spanish- Reading by pairs CP pg.24
English-Bilingual pairs simple conversation in Spanish practice.
Customized Learning:
Academic Vocabulary of Instruction:
Frequently
curious
Policy
Temporary
Several
Ranged


Frecuentemente
Curisos
Politica
Temporal
Varios
Rangos
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
A
Foldable- Reading Diagram
Centers- Leveled Students- Students will write three sentences
telling what they learned about Ali Baba;s adventures. Students
will identify as a group the subject and the predicate.
Students will answer questions using vocabulary in context.
Students will read words chorally. Students will repeat several
times. Words with the long a.
Reading- Bilingual pairs will be rephrasing some paragraphs in
the story. They will share with the class how this will help them
to understand better, what they have read.
Engage
Explore
Explain
Elaborate/Extend
Essential Question(s) &
Instruction and
Guided Practice:
Independent Practice
Evaluate/Assess
Hook
Mini-Lesson
Guided Practice: Students
will discuss the question “In
what ways do we change as
we grow older?
Spelling game- Bilingual
pairs.
Students will
learn and
practice the
proofreading
marks.
Guided practice-Students will
complete the
analogies using
the spelling
words.
Guided PracticeMake inferences
using the spelling
words to solve
the riddle.
The teacher will
explain how to
add suffices and
use synonyms,
using the spelling
words.
MONDAY
TUESDAY
MagnifyingStudents will
learn how to
eliminate ideas
and writing to
have a specific
topic.
Students will talk
about the story
Writing- Review the brain
line they will use
storm-Student will talk with
Students will
their bilingual pair about their write five
brain storm. The bilingual
sentences using
pair will make questions
different types of
about their partners brain
sentences.
storm diagram
Students will use
(I do, we do, you do)
I do- Model how to write
the long vowels words.
We do- Standardized test
“Making a school” Spelling
connections Pg. 7
You do- New spelling
words in cursive. Write the
spelling words in cursive.
Bilingual pairs- Practice
words in Spanish and in
English.
Game- Make plural
words using your spelling
words.
I do- Teacher
demonstrates how to
magnify a subject.
We do- Students will write
three story lines and then
they will Magnify to find
the topic of their writing.
You do- Students will
implement vocabulary and
spelling words in the
process of prewriting their
story.
Students will start the
prewriting process. They
will practice staying on
Students will present
topic, using their
the first draft of their
telescope.
story.
Spelling words test
Students will use at
least five spelling
words in their writing
project.
Prewriting section.
markers to
identify the
subject and the
predicate in each
one.
WEDNESDAY
Reading-”The Adventures of
Ali Baba Bernstein” -FictionAnalyze- Character, Setting,
Plot.
Characters change through
out the story, as the events
affect their actions and
choices.
Students will share in
Bilingual pairs, about a story
with their families on a trip.
Students will tell three events
to their partners that made a
family member have a
reaction. Could be emotions,
actions or words.
THURSDAY
Long A card game.
Question dayTeacher will model how to
write a insightful question.
How a question can help us
to wonder about feelings,
actions and the effect that
choices have in the life of the
character or the history of the
world itself.
Students will
finish their
“character with
character”
reading.
Students will high
light the main
I do- We will learn
Idea in each
vocabulary and use it in
paragraph.
context.
Foldable –Diagram
Analyse the story.
Students will work in
teams of four. They will
We will discuss
We do- We will discuss,
discuss the questions on
the elements of inference, and we will
their reading book. Pg.
fiction.
analyze the story setting
59
The five groups will
We will discuss
You do- Working by
present one question to
vocabulary.
bilingual pairs students will the group and explain it.
Students will
retell the story and they
write different
will discuss how the
Students will use a
types of
events affect the changes thesaurus to find a
sentences, using that the characters
synonym for the word
the vocabulary
undergoes affected by the Curious
Comprehension test
words.
events in the story.
about the story.
Students will
write a question
about their
character.
I do- I will model how to
make a connection from a
third person, using Dr.
Seuss quote.
Students will read “The
surprise” Pg. 41 Students
will analyze the story
structure by pairs.
We do- Students will write
the connection from their
character life to Dr’s
Seuss quote.
They will share it with a
Students will write 5
sentences using
vocabulary in context.
Students will create a
Practice book.- Pg.
12 Comprehension –
Analyze the structure.
partner
You do- Students will
Write the connection and
will write complete
sentences.
FRIDAY
Evaluation Spelling
foldable to show three
clues and the author’s
purpose.
The synonym game on
the smart board.
Students will have to fins
the synonym on 6
different words.
Evaluation
Comprehension
ProjectsOn going project- Language Arts
“What,Who,Where”
Students are working on the second part of this project- Who am I?
Students will read about a character that has shown character in his life.
Students will create a question about the person they are learning. Students will develop higher level thinking questions. ]
Students will make a connection using Dr. Seuss quote “You have brain in you head, you have feet in your shoes, you can steer yourself any
direction you choose” How do you think this quote apply to the life of your character?
Writing Project- Prewrite about your special project. Fictional Narrative.