Region: __________________
District: ________________________
School: ___________________
Reform Strategy: _________________
Unit Theme: 5.4 Community Celebrations
Teacher:
Week: # 2
Grade: 5th
Subject: English
Date: From ________________ to __________________ 20____
Desired Result
Durable Comprehension (Key Understanding)
A1. Identify and describe characters and setting, distinguishing main characters from supporting characters, both orally and in writing.
A2. Compare and contrast character traits and concepts/ideas, both orally and in writing.
A3. Write complete, grammatically correct sentences using appropriate punctuation and language usage, constructing longer pieces of narrative writing.
A4. Identify and use figurative language, including common idioms and sayings that employ non-literal language.
Assessment Evidence
Summative evaluation
Reading Response Letter, Personal Narrative
Monday
Writing
Standards
Expectations
Academic Strategy
Instructional Strategy and
Phase
Objective
Depth of Knowledge (DOK)
Learning Plan
Suggested Learning Activities:
Tuesday
Wednesday
Writing
Writing
5.R.2L 5.S.3, 5.S.6a
5.R.2L, 5.S.3, 5.W.4
___ PBL _X_ Coop. Learning.
_____Literacy ___ Others
______________________
___ PBL ___ Coop. Learning.
___Literacy ___Others
_Language Experience
___ PBL ___ Coop. Learning.
____Literacy ___Others
_____________________
___ PBL ___ Coop. Learning.
____Literacy ___Others
______________________
___ E
X__ E
___ E
___ E
___ E
_X_ A
___ C
___ A
5.R.2L, 5.S.3, 5.W.4
Friday
5.S.3, 5.W.4, 5.LA.2, 5.LA.3,
5W.8
___ PBL ___ Coop. Learning.
____Literacy ___ Others
_______________________
___ C
5.L.1a, 5.S.6b, 5.W.4,
Thursday
Reading
_X_ C
___ A
___ C
___ A
___ C
___ A
After discussing about Christmas
traditions, the student will outline
the different parts of the topic to
organize their thoughts using 5.4
Celebrations 5W Graphic
Organizer for the Reading
Response Letter.
After reviewing the parts of the
topics read in class, the student
will, write the first draft of the
reading response letter of 2
paragraphs or more.
After discussing the rubric, the
student will write the final draft of
the reading response letter using
the 5.4 Reading Response Letter
Model as guide
After reading the story, the
student will summarize the
story by completing 5.4 Story
Map.
After reviewing the elements of
the story, the student will
demonstrate he/she masters
the elements of the story usage
by completing 75% of the test,
correctly.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Desired Result
Durable Comprehension (Key Understanding)
A1. Identify and describe characters and setting, distinguishing main characters from supporting characters, both orally and in writing.
A2. Compare and contrast character traits and concepts/ideas, both orally and in writing.
A3. Write complete, grammatically correct sentences using appropriate punctuation and language usage, constructing longer pieces of narrative writing.
A4. Identify and use figurative language, including common idioms and sayings that employ non-literal language.
Assessment Evidence
Summative evaluation
Reading Response Letter, Personal Narrative
Initial Activities
Development Activities
Closing Activities
Formative Assessment – Other
evidence
1. The teacher will give a practice
to the students on a grammatical
skill.
2. The students write on the
Dialogue Journal for 5 to 10
minutes about why traditions are
important to different
communities.
1. Review parts of the reading
response letter.
2. The students will go over the
model of the 5.4 Reading
Response Letter
Discuss the ideas the students
might have of the readings
discussed, for the letter.
Discussion of the reading
response.
The students will construct an
outline using 3 or more the
different aspects on Christmas
traditions discussed in class using
5.4 Celebrations 5W Graphic
5.4 Celebrations 5W Graphic 5.4
Reading response Letter – letter
writing
Learning Plan
Suggested Learning Activities:
1. The teacher will give a practice
1. The teacher will review the
to the students on a grammatical
grammatical skill given.
skill.
2. The teacher will introduce to
2. The teacher will discuss the
reading literature
rubric for the Reading Response
Letter answering and asking
questions for comprehension.
1. Share with their peers the ir
experiences for possible topics.
2. The students the writing
process,, begin the writing plan
The students will write the 2
paragraph Reading response letter
using these questions as guide:
Why do we celebrate special
events?
What do our celebrations say
about us?
1. The students will write in
their Dialogue Journal about
their opinion on the topic of the
informational text.
1. The teacher will give practice
to some of the vocabulary given
in class.
2. The teacher will review by
asking questions on the
different elements to analyze
the stories.
1. The student selects another
student to revise the writing.
2. The students will talk about the
suggestions and corrections made
to the letter. (They will correct each
other)
3. The students revise the writing
and share suggestions.
1. The students will read
another story (literature) using
the strategy Think Aloud.
2. The students will discuss as
a class the answers to the
questions generated during
the Think Aloud.
3. The students identify the
theme and summarize the
reading by retelling it.
. The students will go over by
recalling, some of the elements
used to analyze the different
stories read in class.(e. g
character traits, setting, etc.).
The student will write the final draft
of the Reading Response Letter
using the rubrics discussed in
class as a guide. The teacher will
go around helping and checking
task.
The students will fill out the 5.4
Story Map, using complete
sentences.
The students will complete the
test. The teacher will collect the
test for evaluation.
5.4 Story Map.
Test
Desired Result
Durable Comprehension (Key Understanding)
A1. Identify and describe characters and setting, distinguishing main characters from supporting characters, both orally and in writing.
A2. Compare and contrast character traits and concepts/ideas, both orally and in writing.
A3. Write complete, grammatically correct sentences using appropriate punctuation and language usage, constructing longer pieces of narrative writing.
A4. Identify and use figurative language, including common idioms and sayings that employ non-literal language.
Assessment Evidence
Summative evaluation
Reading Response Letter, Personal Narrative
Learning Plan
Suggested Learning Activities:
Materials
Homework
Differentiated Instruction
Strategies
___ Special Education
___ LSP’
___ Section 504
___ Gifted
Teacher Reflection