Karen Driesbach
Lesson Plan
March 17-21, 2014
Carver Middle School
Day of Week
Date
Monday
Tuesday
Wednesday
Thursday
Friday
5th/6th Period
Language Arts
Benchmark: LACC.6.L.1.2
Demonstrate command of
the conventions of
standard English
capitalization, spelling and
punctuation
LACC6.L.2.3 use knowledge
of language and its
conventions when writing,
speaking, reading or
listening
Benchmark: LACC.6.L.1.2
Demonstrate command of
the conventions of standard
English capitalization,
spelling and punctuation
LACC6.L.2.3 use knowledge
of language and its
conventions when writing,
speaking, reading or
listening
Benchmark: LACC.6.L.1.2
Demonstrate command of
the conventions of standard
English capitalization,
spelling and punctuation
LACC6.L.2.3 use knowledge
of language and its
conventions when writing,
speaking, reading or listening
Benchmark: LACC.6.L.1.2
Demonstrate command of
the conventions of standard
English capitalization,
spelling and punctuation
LACC6.L.2.3 use knowledge
of language and its
conventions when writing,
speaking, reading or listening
Benchmark: LACC.6.L.1.2
Demonstrate command of
the conventions of standard
English capitalization,
spelling and punctuation
LACC6.L.2.3 use knowledge
of language and its
conventions when writing,
speaking, reading or
listening
Essential Question: what
does a sentence need to
make it interesting?
Learning Goals: students will
use correct sentence
structure to complete simple
sentences using nouns,
verbs, adjectives
Measurable Objective:
When asked to write a
sentence, the students will
complete a simple sentence
using nouns, verbs and
adjectives 90% of the time.
Bell Ringer:
Vocabulary: adjective, noun,
verb
Group 1: working on
matching sequence of
pictures, handwriting,
spelling activities,
Group 2: unscrambling
sentences and writing a 3 to
4 word sentence, spelling,
vocabulary activity
Group 3: writing a complete
sentence or paragraph with
Essential Question: what
does a sentence need to
make it interesting?
Learning Goals: students will
use correct sentence
structure to complete simple
sentences using nouns,
verbs, adjectives
Measurable Objective:
When asked to write a
sentence, the students will
complete a simple sentence
using nouns, verbs and
adjectives 90% of the time.
Bell Ringer:
Vocabulary: adjective, noun,
verb
Group 1: working on
matching sequence of
pictures, handwriting,
spelling activities,
Group 2: unscrambling
sentences and writing a 3 to
4 word sentence, spelling,
vocabulary activity
Group 3: writing a complete
sentence or paragraph with
Essential Question: what
does a sentence need to
make it interesting?
Learning Goals: students
will use correct sentence
structure to complete
simple sentences using
nouns, verbs, adjectives
Measurable Objective:
When asked to write a
sentence, the students will
complete a simple
sentence using nouns,
verbs and adjectives 90%
of the time.
Bell Ringer:
Vocabulary: adjective,
noun, verb
Group 1: working on
matching sequence of
pictures, handwriting,
spelling activities,
Group 2: unscrambling
sentences and writing a 3
to 4 word sentence,
Essential Question: what
does a sentence need to
make it interesting?
Learning Goals: students
will use correct sentence
structure to complete
simple sentences using
nouns, verbs, adjectives
Measurable Objective:
When asked to write a
sentence, the students will
complete a simple sentence
using nouns, verbs and
adjectives 90% of the time.
Bell Ringer:
Vocabulary: adjective,
noun, verb
Group 1: working on
matching sequence of
pictures, handwriting,
spelling activities,
Group 2: unscrambling
sentences and writing a 3 to
4 word sentence, spelling,
vocabulary activity
Group 3: writing a complete
Essential Question: what
does a sentence need to
make it interesting?
Learning Goals: students
will use correct sentence
structure to complete
simple sentences using
nouns, verbs, adjectives
Measurable Objective:
When asked to write a
sentence, the students will
complete a simple sentence
using nouns, verbs and
adjectives 90% of the time.
Bell Ringer:
Vocabulary: adjective,
noun, verb
Group 1: working on
matching sequence of
pictures, handwriting,
spelling activities,
Group 2: unscrambling
sentences and writing a 3 to
4 word sentence, spelling,
vocabulary activity
Group 3: writing a complete
spelling, vocabulary
activity
Group 3: writing a
complete sentence or
paragraph with correct
punctuation and grammar.
Agenda:
I Do: Teacher directed
activity
We do: practice activity
You do: Daily writing
assignment
Summarizing activity :
sentence or paragraph with
correct punctuation and
grammar.
Agenda:
I Do: Teacher directed
activity
We do: practice activity
You do: Daily writing
assignment
Summarizing activity :
Tell one thing you have
learned today
correct punctuation and
grammar.
correct punctuation and
grammar.
Agenda:
I Do: Teacher directed
activity
We do: practice activity
You do: Daily writing
assignment
Summarizing activity :
Agenda:
I Do: Teacher directed
activity
We do: practice activity
You do: Daily writing
assignment
Summarizing activity :
Tell one thing you have
learned today
Tell one thing you have
learned today
ESE Modifications:
Cooperative groups
Extended time
Preferential seating
Verbal and written directions
Hands-on activities
Assignment reduction
Oral presentations
Picture cue cards
ESE Modifications:
Cooperative groups
Extended time
Preferential seating
Verbal and written directions
Hands-on activities
Assignment reduction
Oral presentations
Picture cue cards
sentence or paragraph with
correct punctuation and
grammar.
Agenda:
I Do: Teacher directed
activity
We do: practice activity
You do: Daily writing
assignment
Summarizing activity :
Tell one thing you have
learned today
Tell one thing you have
learned today
ESE Modifications:
Cooperative groups
Extended time
Preferential seating
Verbal and written
directions
Hands-on activities
Assignment reduction
Oral presentations
Picture cue cards
ESE Modifications:
Cooperative groups
Extended time
Preferential seating
Verbal and written
directions
Hands-on activities
Assignment reduction
Oral presentations
Picture cue cards
ESE Modifications:
Cooperative groups
Extended time
Preferential seating
Verbal and written
directions
Hands-on activities
Assignment reduction
Oral presentations
Picture cue cards