PSD Lesson Plan Template (EATS)
Week Of:
March 16-20
Focused
Standard/
Element (s)
Focus
sound:
Long a
i ___e
adjectives
WIDA
Standard
Teacher: ___first grade_____________________________ Course/Level: _____L.A./Grammar_____lesson 22__________
Monday ______3-16-15________
Tuesday ______3-17-15__________
Wednesday ____3-18-15___________
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable
words.
c. Know the final –e and common
vowel team conventions for
representing long vowel sounds.
g. Recognize and read gradeappropriate irregularly spelled words.
ELACC1RF2: Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes)
a Distinguish long from short vowel
sounds in spoken single-syllable words
Grammar:
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
f. Use frequently occurring adjectives.
ELACC1L5: Demonstrate understanding
of word relationships and nuances in
word meanings
d. Distinguish shades of meaning among
verbs differing in manner and
adjectives differing in intensity by
defining or choosing them by acting out
the meanings.
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable
words.
c. Know the final –e and common
vowel team conventions for
representing long vowel sounds.
g. Recognize and read gradeappropriate irregularly spelled words.
ELACC1RF2: Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes)
a Distinguish long from short vowel
sounds in spoken single-syllable words
Grammar:
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
f. Use frequently occurring adjectives.
ELACC1L5: Demonstrate understanding
of word relationships and nuances in
word meanings
d. Distinguish shades of meaning among
verbs differing in manner and
adjectives differing in intensity by
defining or choosing them by acting out
the meanings.
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in decoding
words.
b. Decode regularly spelled one-syllable
words.
c. Know the final –e and common vowel
team conventions for representing long
vowel sounds.
g. Recognize and read grade-appropriate
irregularly spelled words.
ELACC1RF2: Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes)
a Distinguish long from short vowel sounds
in spoken single-syllable words
Grammar:
ELACC1L1: Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
f. Use frequently occurring adjectives.
ELACC1L5: Demonstrate understanding of
word relationships and nuances in word
meanings
d. Distinguish shades of meaning among
verbs differing in manner and adjectives
differing in intensity by defining or
choosing them by acting out the meanings.
Standard 2 ELL communicate
information, ideas, and concepts
necessary for academic success in the
Standard 2 ELL communicate
information, ideas, and concepts
necessary for academic success in the
Standard 2 ELL communicate information,
ideas, and concepts necessary for academic
success in the area of language arts.
Essential
Question
Activating
Strategy
Instructional
Technology
and Resources
Teaching
Opening (1015 min)
Work-Time
Activities (4555 min)
area of language arts.
Phonemic Awareness/Spelling:
How can I tell if a word has a long
vowel sound?
How can I tell the difference
between short and long vowel words?
I can tell if a word has a long vowel
sound. I can tell the difference
between short and long vowel words.
Grammar:
How can I use an adjective to make a
better sentence?
How can I identify an adjective in a
sentence?
I can use an adjective to make a better
sentence. I can identify an adjective in
a sentence.
Teacher Meet: whole group
For Spelling and Grammar lessons today
Phonemic Awareness/Spelling:
https://www.youtube.com/watch?v=YEV
PVf5jptI
area of language arts.
Phonemic Awareness/Spelling:
How can I tell if a word has a long
vowel sound?
How can I tell the difference
between short and long vowel words?
I can tell if a word has a long vowel
sound. I can tell the difference
between short and long vowel words.
Grammar:
How can I use an adjective to make a
better sentence?
How can I identify an adjective in a
sentence?
I can use an adjective to make a better
sentence. I can identify an adjective in
a sentence.
Brainstorm & Categorize: whole group
Anchor chart of spelling pattern
Anchor chart of grammar skill
Phonemic Awareness/Spelling:
https://www.youtube.com/watch?v=Es
WtEYF3HCY
Grammar:
Feelings song:
https://www.youtube.com/watch?v=UsI
Sd1AMNYU
Grammar:
Grammar:
Sing about feelings:
Adjectives for emotion words
https://www.youtube.com/watch?v=Po5l https://www.youtube.com/watch?v=zEk4Q
HYJJQfw
QSPo4
Spelling:
Video clip- introduce word pattern
Spelling:
Video clip
Spelling:
Video clip
Grammar:
Smart exchange lesson
Spelling:
Activity with spelling pattern
Grammar:
Grammar:
Video clip
Spelling:
Activity with spelling pattern
Grammar:
Grammar:
Smart Exchange lesson
Spelling:
Activity with spelling pattern
Grammar:
Phonemic Awareness/Spelling:
How can I tell if a word has a long vowel
sound?
How can I tell the difference between
short and long vowel words?
I can tell if a word has a long vowel sound. I
can tell the difference between short and
long vowel words.
Grammar:
How can I use an adjective to make a
better sentence?
How can I identify an adjective in a
sentence?
I can use an adjective to make a better
sentence. I can identify an adjective in a
sentence.
Review of essential questions and anchor
charts
Phonemic Awareness/Spelling:
http://www.starfall.com/n/make-aword/long-i/load.htm?f
Grammar activity
Grammar activity
Whole group lessons today
Grammar activity
For ESL or low students who don’t hear
or understand the sound you can give
visual clues or study guide
Abcmouse.com, reading eggs,
classworks, abcya, starfall, spelling
city, myon,
(whole group lessons- lesson
introduced today)
Ticket out the door: for spelling and
grammar lessons
For ESL or low students who don’t hear
or understand the sound you can give
visual clues or study guide
Abcmouse.com, reading eggs,
classworks, abcya, starfall, spelling
city, myon,
(whole group lessons- lesson
introduced today)
Exit slipComplete the activity
The important thing about __ is ____.
For ESL or low students who don’t hear or
understand the sound you can give visual
clues or study guide
Abcmouse.com, reading eggs, classworks,
abcya, starfall, spelling city, myon,
leveled differentiation offered during
small group / centers
Thursday ____3-19-15_________
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable
words.
c. Know the final –e and common
vowel team conventions for
representing long vowel sounds.
g. Recognize and read gradeappropriate irregularly spelled words.
ELACC1RF2: Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes)
a Distinguish long from short vowel
sounds in spoken single-syllable words
Grammar:
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
Friday _______3-20-15_______
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable
words.
c. Know the final –e and common
vowel team conventions for
representing long vowel sounds.
g. Recognize and read gradeappropriate irregularly spelled words.
ELACC1RF2: Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes)
a Distinguish long from short vowel
sounds in spoken single-syllable words
Grammar:
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
Whole group lessons today
Differentiation
Offered
Summarizing
Closure
Activity (20-30
min)
Focused
Standard/Ele
ment (s)
Focus
sound:
Long a
i___e
adjectives
Ticket out the door activities for spelling
and grammar
Additional Notes
Whole group lessons
for spelling and
grammar: Monday and
Tuesday
Differentiation
offered: Wednesday
and Thursday through
small group instruction
and centers-teacher
choice
WIDA
Standard
Essential
Question
Activating
Strategy
Instructional
Technology
and Resources
f. Use frequently occurring adjectives
ELACC1L5: Demonstrate understanding
of word relationships and nuances in
word meanings
d. Distinguish shades of meaning among
verbs differing in manner and
adjectives differing in intensity by
defining or choosing them by acting out
the meanings.
Standard 2 ELL communicate
information, ideas, and concepts
necessary for academic success in the
area of language arts.
Phonemic Awareness/Spelling:
How can I tell if a word has a long
vowel sound?
How can I tell the difference
between short and long vowel words?
I can tell if a word has a long vowel
sound. I can tell the difference
between short and long vowel words.
Grammar:
How can I use an adjective to make a
better sentence?
How can I identify an adjective in a
sentence?
I can use an adjective to make a better
sentence. I can identify an adjective in
a sentence.
In The Hot Seat:
Take turns answering the essential
questions for spelling and grammar
Phonemic Awareness/Spelling:
https://www.youtube.com/watch?v=e_f
zTjOM5Zg
f. Use frequently occurring adjectives.
ELACC1L5: Demonstrate understanding
of word relationships and nuances in
word meanings
d. Distinguish shades of meaning among
verbs differing in manner and
adjectives differing in intensity by
defining or choosing them by acting out
the meanings.
Standard 2 ELL communicate
information, ideas, and concepts
necessary for academic success in the
area of language arts.
Phonemic Awareness/Spelling:
How can I tell if a word has a long
vowel sound?
How can I tell the difference
between short and long vowel words?
I can tell if a word has a long vowel
sound. I can tell the difference
between short and long vowel words.
Grammar:
How can I use an adjective to make a
better sentence?
How can I identify an adjective in a
sentence?
I can use an adjective to make a better
sentence. I can identify an adjective in
a sentence.
Think-Pair-Share:
Work with partner to share thoughts
about what a pronoun is- share answers
with class
Phonemic Awareness/Spelling:
https://www.youtube.com/watch?v=tlW
_FP-8Q58
Assessments are varied
by ability and offered
through small group
instruction or on an
individual basis
Variety of assessments will
be offered for spelling and
grammar standards
Varied Assessments:
Paper assessments
Oral assessments
Performance tasks
Exit slips
Study Island
Classworks
Teaching
Opening (1015 min)
Work-Time
Activities (4555 min)
Differentiation
Offered
Summarizing
Closure
Activity (20-30
min)
Grammar:
https://www.youtube.com/watch?v=W6
ml8KW5F5Q
Spelling:
Smart exchange lesson/video clip
Grammar:
https://www.youtube.com/watch?v=L4b
flA6iTJE
Spelling:
Practice spelling pattern/video review
Play Sparkle to review words
Grammar:
Smart exchange lesson/video clip
Grammar:
Review with video clips/ smart
exchange lesson
Spelling:
Activity with spelling pattern
Spelling:
Spelling Test (variety of assessments
offered)
Grammar:
Complete performance task for
grammar skill (variety of tasks offered
for assessment)
Whole group activities and
assessments
For ESL or low students who don’t hear
or understand the sound of use visual
clues or study guide
Grammar:
Activity with grammar lesson
For ESL or low students who don’t hear
or understand the sound use visual
clues or study guide
Abcmouse.com, reading eggs,
classworks, abcya, starfall, spelling
city, myon,
leveled differentiation offered during
small group / center
ticket out the doorreflection/journaling:
Variety of testing offered to children
as teacher feels it is needed
Re-test as needed
Read to as needed
Share your performance task with class