Common Core Lesson Planning Template
Grade Level (circle): 3 4
Content Area (Shared/Integrated)
Teacher/Room: L. Schuyler Room 104
Reading
Writing
Speaking/Listening
Language
Day 1
Day 2
Word Work
Day 3
Day 4
Standard(s):
Standard: 1.E.1.c. – Discuss
reactions to and
ideas/information gained from
reading experiences with adults
and peers in both formal and
informal situations
Standard: 3.A.4.b. – Identify
and explain the meaning of
words, lines, and stanzas
Standard: 1.D.1.a. – Acquire
new vocabulary through listening
to, independently reading, and
discussing a variety of literary
and informational texts
Standard(s):
Standard: 1.D.1.c. – Collect 12-20 new
words for deeper study each week
Standard: 1.D.3.d. – Use new vocabulary
in speaking and writing to gain and extend
content knowledge and clarify expression
Standard: 3.A.4.c. – Identify and explain
sound elements of poetry
Standard(s):
Standard: 4.A.3.c. – Prepare the
final product for presentation to
an audience
Standard: 4.A.6.a. – Revise own
text for word choice
Standard: 3.A.4.c. – Identify and
explain sound elements of poetry
Standard: 1.D.3.d. – Use new
vocabulary in speaking and writing
to gain and extend content
knowledge and clarify expression
Standard(s):
RI.3.7 Use information gained from
illustrations and the words in text to
demonstrate the understanding of
text
RI.3.8 Describe the logical
connection between particular
sentences and paragraphs (e.g.,
comparison, cause/effect,
first/second/third in a sequence)
W.3.1: Write opinion pieces on
topics or texts, supporting a point of
view with reasons
Standard(s):
W.3.2: Write
informative/explanatory texts to
examine a topic and convey ideas
and information clearly
Day 5
Guiding Question: What is an
acrostic?
Guiding Question:
Guiding Question:
Guiding Question:
Guiding Question:
I CAN(s):
1. Learn the structure of acrostic
poetry by viewing examples on
the Internet
2. Understand and apply
knowledge of acrostic poetry by
composing an acrostic poem
about one of their classmates
I CAN(s):
1. Build community in the classroom by
focusing on peers' positive character traits
and applying them to poetry
I CAN(s):
1. Share my acrostic poem with my
peers.
2. Listen to suggestions and try out
different ideas
3. Clean up spelling.
I CAN(s):
1.
2.
3.
I CAN(s):
1.
2.
3.
Academic Language/Vocabulary:
http://www.readwritethink.org/files/
resources/lesson_images/lesson807/
traits-list.pdf
Academic Language/Vocabulary:
http://www.readwritethink.org/files/resources/l
esson_images/lesson807/traits-list.pdf
Academic Language/Vocabulary:
http://www.readwritethink.org/files/r
esources/lesson_images/lesson807/tr
aits-list.pdf
Academic Language/Vocabulary:
http://www.readwritethink.org/file
s/resources/lesson_images/lesson8
07/traits-list.pdf
Academic Language/Vocabulary:
http://www.readwritethink.org/file
s/resources/lesson_images/lesson8
07/traits-list.pdf
Activator/CHETL-3:
"By highlighting the importance
of names and their many
meanings and accents across
cultures, languages, and places,
we can create a space for
acknowledging the identities
children embody and move one
step closer toward genuinely
valuing diversity in classrooms."
By using their own names as a
starting point for writing free-
Activator/CHETL-3:
By highlighting the importance of names
and their many meanings and accents
across cultures, languages, and places, we
can create a space for acknowledging the
identities children embody and move one
step closer toward genuinely valuing
diversity in classrooms." By using their own
names as a starting point for writing freeverse poems, children are using words that
are important to them while learning and
reinforcing initial letter sounds."
Activator/CHETL-3:
Activator/CHETL-3:
Activator/CHETL-3:
Common Core Lesson Planning Template
verse poems, children are using
words that are important to them
while learning and reinforcing
initial letter sounds."
Mini Lesson/CHETL-1&4:
Whole
Guided
Ind
Resource/Materials/Pg:
Go to the ACROSTIC POEMS FOR
CHILDREN website.
(http://www.holycross.edu/depart
ments/socant/dhummon/acrostics/
acrostics.html)
Differentiation(check):
Conte
nt
Proces
s
Product
Description:
Performance Task
EXPLORING ACROSTIC POETRY
1. Lead discussion w/students
about poetry and why
authors choose to write
poems. Review acrostic
poems.
2. Share samples of acrostic
poetry (share thoughts:
each line starts with letter
of word, lines are short,
each line relates to a topic,
poem does not have to
rhyme)
3. Pass out Acrostic Poetry
Web Explorer worksheet
and review.
4. Work with students to
brain storm characteristic
traits about themselves.
5. Model
6. Create silhouette
Mini Lesson/CHETL-1&4:
Resource/Materials/Pg:
Whole
Guided
Mini Lesson/CHETL-1&4:
Resource/Materials/Pg:
Ind
Whole
Guided
Mini Lesson/CHETL-1&4:
Resource/Materials/Pg:
Ind
Whole
Guided
Mini Lesson/CHETL-1&4:
Resource/Materials/Pg:
Ind
(http://www.holycross.edu/departments/soca
nt/dhummon/acrostics/acrostics.html)
(http://www.holycross.edu/departm
ents/socant/dhummon/acrostics/acr
ostics.html)
(http://www.holycross.edu/depart
ments/socant/dhummon/acrostics
/acrostics.html)
Differentiation check):
Differentiation check):
Differentiation check):
Conte
nt
Process
Product
Conte
nt
Process
Product
Description:
Description:
Student will use word list to create acrostic
poem.
Students will be given a word list to go
over and select appropriate words to
describe classmate.
Performance Task
Write 2nd Acrostic Poem
1. Warm-up: Inside/Outside Circle –
Student will use index cards to
create inside and outside circle to
review vocabulary
2. Students are going to select one
student from class and write an
acrostic poem about them.
Performance Task
1. Vocabulary quiz
2. Students will work in
groups to read to each
other. Poems will be
traded for alternative
words and changes in
spelling or
comprehension.
Conten
t
Process
Whole
Guided
Ind
Differentiation check):
Product
Conte
nt
Process
Description:
Description:
Performance Task
Objectives: After reading chapter
5&6 student will be able to do the
following:
• Answer comprehension questions
in their packet.
• Create a title for ch. 5&6 in their
packet.
• Define the word reproachfully.
• Write a prediction for chapter 6.
• Complete the chapter 5&6 journal
entry question in their packet.
Directions:
1. Discuss the assignment from
yesterday.
2. Read ch. 5 together. Student will
read ch. 6 and complete the
assignment outlined in the objective
independently.
Performance Task
Product
Discuss the assignment from
yesterday.
2. Read ch. 5 together. Student will
read ch. 6 and complete the
assignment outlined in the objective
independently.
Common Core Lesson Planning Template
Assessment/CHETL 2&5:
Summative
Formative
Assessment/CHETL 2&5:
Summative
Formative
Assessment/CHETL 2&5:
Summative
Formative
Assessment/CHETL 2&5:
Summative
Formative
Assessment/CHETL 2&5:
Summative
Formative
Description:
Description:
Description:
Description:
Description:
Use informal observation to
assess whether students
participate and demonstrate
understanding of the acrostic
poetry format. If you collected
the Acrostic Poetry Web
Explorer worksheet, you can use
this to assess student
comprehension as well.
Use the Student Checklist to assess final
copies of the poems. In addition, look at
student vocabulary in the completed
poems. Did students use the reference
materials you provided to find original and
creative words? Are the words applied
correctly? Do the poems accurately and
creatively describe the person being
written about?
Wordly Wise Vocabulary Test
Wordly Wise Vocabulary Test
Use the Student Checklist to
assess final copies of the poems.
In addition, look at student
vocabulary in the completed
poems. Did students use the
reference materials you provided
to find original and creative
words? Are the words applied
correctly? Do the poems
accurately and creatively
describe the person being written
about?
Integration:
Media Skills
X Research
Other:
Integration:
Media Skills
X Research
Other:
Integration:
Media Skills
Research
Other:
Integration:
Media Skills
Research
Other:
Integration:
Media Skills
Research
Other:
Description:
Description:
Description:
Description:
Description:
http://www.readwritethink.org/files/
resources/interactives/acrostic/
Use the Acrostic Poem
interactive to publish your
poems. The Acrostic Poem Tool
allows students to type in a word,
create an Acrostic Poem, and
then print out their writing.
http://www.readwritethink.org/files/resources/i
nteractives/acrostic/
Use the Acrostic Poem interactive to
publish your poems. The Acrostic Poem
Tool allows students to type in a word,
create an Acrostic Poem, and then print
out their writing.
http://interactives.mped.org/view_int
eractive.aspx?id=110&title=
Use the ReadWriteThink Printing
Press interactive to publish poems.
The flyer templates will work for
individual poems. Students might
use the booklet template to create
a collection of acrostics.
http://interactives.mped.org/view_i
nteractive.aspx?id=110&title=
Use the ReadWriteThink Printing
Press interactive to publish
poems. The flyer templates will
work for individual poems.
Students might use the booklet
template to create a collection
of acrostics.
Common Core Lesson Planning Template
Homework:
3rd Grade – Study Vocabulary Words,
Lesson 1 “Wordly Wise” book for
vocabulary test Wednesday.
4th Grade – Study Vocabulary Words,
Lesson 1 “Wordly Wise” book for
vocabulary test Wednesday.
Homework:
3rd Grade – Study Vocabulary Words, Lesson 1
“Wordly Wise” book for vocabulary test
Wednesday.
4th Grade – Study Vocabulary Words, Lesson 1
“Wordly Wise” book for vocabulary test
Wednesday.
Homework: Go to link: Work on
nouns, verbs, adjectives and adverbs
http://www.kimskorner4teachertalk.c
om/grammar/menu.html
Homework: Chapter 4 questions
and vocabulary page.