WEDNESDAY
TUESDAY
MONDAY
LE PERA LESSON PLANSWEEK: Jan 16-20, 2012Teacher: Mrs. Costabile
8th grade reading 8:00 –
8:50
8th grade language 8:559:45
7th grade reading 9:50-10:40
& 12:10-1:00
7th grade language 10:4511:35 & 1:05-1:55
Obj: use reading strategies to
comprehend 1-6-7
Procedure:Bell work – vocab
go over new wordsReading The Diary of Anne Frank
vocab – examples; ½ class read
Act 1, Scenes 4-5 & complete
DRTA; ½ class Study Island
practice assignment
Closure: Make connection to
story
Instructional Practices:
student learning
conversations/interaction
Cognition Level:
comprehension; analysis
Assessment: DRTA
Obj: use reading strategies to
comprehend 1-6-7
Procedure: Bell work – vocab
read around/sortReading-The
Diary of Anne Frank vocab –
non examples; ½ class read
Act 1, Scenes 4-5 & complete
DRTA; ½ class Study Island
practice assignment
Closure: Make connection to
story
Instructional Practices:
student learning
conversations/interaction
Cognition Level:
comprehension; analysis
Assessment: DRTA
Obj: analyze plot
development 1-2-1
Procedure: Bell work – vocab
read around/sort Reading The Diary of Anne Frank
vocab – describe a time;
identify conflict & type so far,
what complicates the plot
(subplot) & begin plot
diagram(Buckle Down lesson 6
Obj: write summary 3-2-2
Procedure: Bell work – Daily
Language Step Up to Writing –
continue summary writing
Diary of Anne Frank Act 1,
Scenes 3-5 Spelling – new
word sort 1) #37 2) #47 3) #67
4) #84 5) #90 6) choose own
words from literature
Closure: verbalize spelling
pattern/sort categories
Instructional Practices:
student work
Cognition Level:
comprehension
Assessment: summary
prewriting
Obj: write sentences2-5-1
Procedure:Bell work – Daily
LanguageStep Up to Writing –
writing meaningful vocab
sentences lesson 2-5 (use one
from previous week’s vocab to
transform)Spelling – write sort
Closure: review talk
Instructional Practices:
student work
Cognition Level:
comprehension
Assessment: sentences
Obj: summarize main idea &
details 3-1-2
Procedure: Bell work – vocab
go over new wordsReading –
read The Moon and create
summary informal outline
Closure: review talk
Instructional Practices:
student work
Cognition Level:
comprehension
Assessment: informal outline
Obj: write informational report
3-6-2
Procedure: Bell work – Daily
Language Step Up to Writing –
writing reports step-by-step
lesson 5-2Spelling – new word
sort 1) #37 2) #47 3) #67 4) #84
5) #90 6) choose own words
from literature
Closure: as a team write the
steps – write robin
Instructional Practices:
teacher led
Cognition Level: knowledge
retrieval
Assessment: none
Obj: summarize main idea &
details 3-1-2
Procedure: Bell work – vocab
read around/sortReading – write
The Moon summary from
informal outline
Closure: What did you learn
about the moon? About
summary writing?
Instructional Practices:
student work
Cognition Level: knowledge
utilization
Assessment: summary
Obj: write informational report
3-6-2
Procedure: Bell work – Daily
Language Step Up to Writing –
report writing – 2 sentence
introductions lesson 5-4
Spelling – write sort
Closure: share intro w/team
Instructional Practices:
student work
Cognition Level: knowledge
utilization
Assessment: report
introduction
Obj: write sentences 2-5-1
Procedure: Bell work – Daily
Language Step Up to Writing –
write more meaningful vocab
sentences lesson 2-5Spelling –
justification sentences
Closure: share best sentence
w/team
Instructional Practices:
student work
Cognition Level:
comprehension
Assessment: sentences
Obj: determine author’s
purpose 3-1-4
Procedure: Bell work – vocab
read around/sortReading –
Buckle Down lesson 9 author’s
purpose - round robin
w/whiteboards
Closure: review standard &
how it applies to them
Instructional Practices:
student interaction
Cognition Level:
comprehension
Assessment: informal
whiteboard answers/discussion
Obj: write informational report
3-6-2
Procedure:Bell work – Daily
Language Step Up to Writing –
report writing – blocking out
reports (planning) lesson 55Spelling – justification
sentences
Closure: How does blocking
out help the writer?
Instructional Practices:
teacher led/student work
Cognition Level:
comprehension
Assessment: blocking out
planning
for reference AIMS type questions)
Closure: 3-2-1 plot
Instructional Practices:
student learning
conversations/interaction
Cognition Level:
comprehension
Assessment: plot diagram
THURSDAY
FRIDAY
Notes:
Obj: use reading strategies to
comprehend 1-6-7
Procedure:Bell work – vocab
draw images Reading –The
Diary of Anne Frankdiscuss
Act 1, Scene 4-5 DRTA&
review for test/study guide
Closure: TOD – prediction
for next scene
Instructional Practices:
teacher led
Cognition Level: knowledge
retrieval
Assessment: DRTA
Obj: write sentences 2-5-1
Procedure: Bell work – Daily
Language Step Up to Writing –
write more meaningful vocab
sentences lesson 2-5Spelling –
word hunt
Closure: What have you
learned about writing
meaningful sentences this
week?
Instructional Practices:
student work
Cognition Level:
comprehension
Assessment: sentences
Obj: comprehend expository
text 3-1-4
Procedure: Bell work – vocab
draw images Reading –
determine author’s purpose &
attitude/tone The Moon &
Buckle Down practice passage
lesson 9 (rally coach)
Closure: 3-2-1 author’s
purpose
Instructional Practices:
student interaction
Cognition Level:
comprehension
Assessment: practice passage
Obj: test
Procedure: Bell work – vocab
draw images Reading - The
Diary of Anne Frank Act 1test
Closure: TOD-prediction for
next Act
Instructional Practices:
student work
Cognition Level:
comprehension
Assessment: test
Obj: use spelling patterns 2-68
Procedure:Bell work – Daily
Language quizSpelling – test
Closure: quiz results
Instructional Practices:
student work
Cognition Level: knowledge
retrieval
Assessment: quizzes
Obj: comprehend expository
text 3-1-3,4,12
Procedure: Bell work – vocab
draw images Reading – create
questions to go with The Moon
based similar to Buckle Down
Instructional Practices:
student interaction
Cognition Level: knowledge
utlilzation
Assessment: questions
Obj: write informational report
3-6-2; utilize organization
strategies 1-1-5
Procedure:Bell work – Daily
Language Step Up to Writing –
report writing – createinformal
outline lessons 5-6 & 57Spelling – word hunt
Closure: What does the
informal outline do for the
writer?
Instructional Practices:
student work
Cognition Level:
comprehension
Assessment: informal outline
Obj: write informational report
3-6-2; utilize organization
strategies 1-1-5; use spelling
patterns 2-6-8
Procedure:Bell work – Daily
Languagequiz Step Up to
Writing – report writing –
continue informal
outlineSpelling – test
Closure: review talk
Instructional Practices:
student work
Cognition Level:
comprehension
Assessment: informal outline