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