ELA Plan (90 Minute Block)
1st 9 Weeks: Week 2
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
/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: nouns
10:50-11:05
40 minutes
11:05-11:45
15 minutes
12:35-12:50

Show students the cover of The 3 Little Pigs (be sure to use an
illustrated version of Grimm’s original version) of the traditional tale.
 Before reading the story ask students to talk about the title and
illustrations on the front and back covers and opposite the major
page title page. Discuss the mood that is depicted with the
illustrations of the setting and characters. This will set the stage for
them to draw on their prior knowledge of the well-known story and
to engage in inferential thinking to interpret the traits, feelings, and
motives of the central characters, based on the clues in the pictures.
 Make a group list of the characters they see in the picture walk.
Discuss who they think are the “main” characters and what it means
to be a main character.
 As the story unfolds, ask students to continue to talk about the
textual and visual portrayal of each character in the story: pig 1, pig
2, pig 3, and the wolf.
 Tell students they will be looking at other “versions” of the 3 Little
Pigs story in their small groups. Explain that they will be looking at
how these different versions are alike or different.
Centers
Groups (1&2)
 Read a different version of the story with your group. Ask them to
focus on the way the words and pictures provide clues about the
traits, feelings, and motives of the characters in the books that they
have chosen.
 Ask them to identify interesting differences found in these retellings
and record the in their journals. They can make a Venn-Diagram
where they also identify similarities.
 Discuss the moral of the story or the “central theme”.
Explain to students that many folktales have animals as characters. Talk
about the “wolf” character in both the 3 Little Pigs and Little Red Riding
Hood. Brainstorm with the class reasons authors might choose the
animal – WOLF for that character. What are a wolf’s characteristics?
Writer’s
Workshop
Closure &
Homework
20 minutes
12:50-1:10
10 minutes
1:10-1:20
Students will need to work in groups for shared research. Have groups
research trade books, encyclopedias, internet sources, etc. to gain
information on wolves.
They should then circle all the NOUNS in their writing piece. (grammar
link). Above each noun they should write another noun that could
replace the circled word but would still make sense.
 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
Writing
MiniLesson
Flashback
Overview of Learner Outcome
Spelling:
Grammar: nouns
10:50-11:05
40 minutes
11:05-11:45
15 minutes
12:35-12:50

Begin by having the students help you write a BRIEF summary of
where you sequence the events in the story (use bullets and phrases,
not necessarily sentences or a paragraph)
 Read a version of the story from another culture (list provided). Ask
students to predict how the story will compare to those they have
already read just by looking at the cover and/or pictures.
 Read the story aloud and make comparisons of the two stories.
 Ask students what surprised them about the story.
Centers
Groups (3&4)
 Read a different version of the story with your group. Ask them to
focus on the way the words and pictures provide clues about the
traits, feelings, and motives of the characters in the books that they
have chosen.
 Ask them to identify interesting differences found in these retellings
and record the in their journals. They can make a Venn-Diagram
where they also identify similarities.
 Discuss the moral of the story or the “central theme”.
Explain to students that people often write to express an opinion. These
opinions are often based on some factual knowledge they have. Read a
few excerpts of opinion pieces for students. Explain that they will be
researching wolves and writing an opinion piece based on their research.
Writer’s
Workshop
Closure &
Homework
20 minutes
12:50-1:10
10 minutes
1:10-1:20
As a group, have students write an opinion piece as to why they believe
these authors chose to use the wolf as the character, based on the
information they gained from factual text. They should cite their reasons
and reference their research.
 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.
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
Flashback
Overview of Learner Outcome
Spelling:
Grammar: nouns
10:50-11:05
40 minutes
11:05-11:45
Writing
MiniLesson
15 minutes
12:35-12:50
Writer’s
Workshop
20 minutes
12:50-1:10

Show a version of the 3 Little Pigs in Digital Text form. Below is more than
one. Compare the multimedia version seen with the print versions students
read. Discuss how they are alike or different. Discuss how the character’s
looked and talked in the digital version…is it what they expected them to
look and sound like? Ask students if the digital version followed the same
story line. Was the problem and solution the same? Were the characters
and setting the same?
You Tube:
Centers
Groups (3&4)
 Discuss with students how watching a digital version of the story adds
to the tone, mood or beauty of the story.
 Discuss those words with students in reference to the digital story.
Complete a story map.
Review rules for being active listeners. Explain to students that they will
be hearing from various groups as they read their informational pieces.
After each group reads their piece other groups will provide them with
written feedback as to what they did well or what they need to work on.
Students get in the same group and one group at a time present. Allow
for 2 minutes between presentations for groups to write their feedback
on an index card (one card for each group they give feedback to)
After all groups have gone, have the groups share the feedback they gave
by passing the index cards to the proper groups.
Closure &
Homework
10 minutes


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 MiniLesson
15 minutes
Reading
Groups /
Centers
Writing
MiniLesson
Writer’s
Workshop
Independent Reading – Choice short reader or vocabulary reader from
the teacher’s basket
Spelling:
Grammar: nouns
10:50-11:05
40 minutes
11:05-11:45
15 minutes
12:35-12:50
20 minutes
12:50-1:10
Read a different version of the 3 Little Pigs aloud.
Discuss similarities and differences in the characters, setting, mood, etc.
Complete a 3 column chart if time allows outlining key similarities and
differences.
Centers
Groups (3&4)
 Discuss with students how watching a digital version of the story adds
to the tone, mood or beauty of the story.
 Discuss those words with students in reference to the digital story.
 Complete a story map.
Read aloud the story Ish by Peter H Reynolds. Then talk about how
some drawings aren’t perfect. Instead they are “ish-like.” Tell
students we are going to use ish drawings to help us with our stories.
Model a think aloud in choosing a story topic. Choose something
that isn’t boring and too specific (like flowers) because they can
draw it really well. Instead model showing an event. For example I
might use when we found my cat, Daisy.
Model for students how to sketch in the tiny blank white space at
the top of the notebook paper. The drawings don’t need to be
perfect- remember they are “ish-like.” Spending 25 minutes on the
drawing is NOT ok. Then show students how to draw from the
picture they wrote on the notebook paper below
Remind students what to do if they get stuck. Remind them to use
the resources in our room (heart maps and class brainstorm list) to
help them. Then I send them off for time to write. Do not
conference yet, but do walk around and check up on kids,
especially ones who are stuck and try to help them find an idea.
Meet together at the end to share some of our ideas.
Closure &
Homework
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
Tell students they are to decorate their writer’s notebook over the
next few days.