Trousdale County Schools Weekly Lesson Plan
Teacher:
Ellen Kemp
Pacing Guide Week #: 7
Dates: Sept. 15-19, 2014
Subject: ELA
Common Core Standard(s) to be taught: (Write the entire standard)
 RF.2.3f- Recognize and read grade-appropriate irregularly spelled words.
 L.2.2d- Generalize learned spelling patterns when writing words.
 L.2.2a-Capitalize holidays, product names, and geographic names.
 RL.2.7-Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its
characters, setting, or plot.
 W.2.2 – Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and
provide a concluding statement or section
SPI(s) to be taught: (Write the entire SPI)
 n/a
Daily practice activity for citing text based evidence in conversation and/or writing:
 Discussion of story and essential question
I Can Statements :
Student Agenda:
 I can sound out and spell words using consonant vowel
 Posted daily but NOT included in Lesson Plan
consonant (CVC) patterns.
 I can capitalize proper nouns.
 I can use illustrations to tell about characters, setting, and
plot of a story.
Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given,
include in the Teacher’s Lesson Plan Notebook.
Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan
Notebook.
Instruction: In outline form, describe each day of instruction.
Day 1
 Phonics :Double Consonants and ck
 Reader’s Notebook Workbook page (Double Consonants and ck)
 Spelling : Double Consonants and ck
 Reader’s Notebook Workbook page (Double Consonants and ck)
 Grammar: ( Proper nouns)
 Reader’s Notebook Workbook page (Proper nouns)
 Reader’s Notebook Workbook page (homophones)
 READING:
 Intro.Vocabulary
 Teacher Read Aloud “ Trouble in the Lily Garden” (TM pgs. 112-113)
 Preview the story, “The Ugly Vegetables”
 Discuss Genre (Realistic Fiction))
 Discuss Essential Question (“What can you learn from planting a garden?)
 Read and Comprehend (TM pg.120)
 Preview the topic (TM pg. 121)
 Set the Purpose
 Oral read of story by teacher
 Ask Think Through Text Questions for FIRST READ
 Complete Comprehension Questions: For pages 227-229, pages 230-233, and
234-235
Formative Assessment:
 Small group observation
 Lap board responses
 Center work
 Workbook pages:
 Phonics- wbp. 91, check
 Spelling- wbp. 94, check
 Grammar- wbp. 92, check
 Reading- wbp. 102, check
 Spelling aerobics
 Graph Spelling words
 Check Comprehension
Questions 1, 2, 3
 Projectables 7.2 , 7.8
 Thumbs up, thumbs down
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Day 2
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Phonics : Double Consonants and ck
Reader’s Notebook Workbook page (Double Consonants and ck)
Spelling : Double Consonants and ck
Reader’s Notebook Workbook page (Double Consonants and ck)
Grammar: Proper Nouns
Reader’s Notebook Workbook page (Proper nouns)
READING:
Review Vocabulary
Dig Deeper: How to Analyze the Text (Conclusions) TMp.142
Graphic Organizer on conclusions (use students text pages 230-231)
Students read 2nd READ of the story, “The Ugly Vegetables”
Discuss 2nd read questions
Fluency
Reader’s Notebook Workbook page Focus Trait: Organization Retelling Events in
Order
 Complete Comprehension Questions: For pages 236-237 and 238-239
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Day 3
 Phonics : : Double Consonants and ck
 Reader’s Notebook Workbook page : (Double Consonants and ck)
 Spelling: Proofread for Spelling and Worksheet on double consonants and ck
 Reader’s Notebook Page (Proofread for spelling)
 Practice Dictation Sentences
 Grammar: Writing Proper Nouns
 Reader’s Notebook Workbook page (Proper Nouns)
 READING:
 Review Vocabulary
 Weekly Test- Vocabulary Part
 Apply Voc. Knowledge (TM pgs. 156-157)
 Enrich Vocabulary (agriculture, nurture, sensory)
 Listen to Student Book Audio
 Comprehension Question: For pgs. 240-243, 244-249
 Weekly Test- (Phonics and Vocabulary )
Day 4
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Day 5
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Phonics Activity on making and reading Words (TM 162)
Spelling Dictation Sentences Spelling Test (Double Consonants and ck)
Grammar: Proper Nouns and Complete Sentences
Reader’s Notebook Workbook page (Parts of a Sentence and Proper Nouns)
READING:
Review Vocabulary
Guided Reading /Fluency
Student Retell
Weekly Test (Comprehension and Grammar)
Graphic Organizer on writing a summary paragraph
Informative Writing (Summary Paragraph)
Phonics (Cut and Paste Activity on Double Consonants and ck)
Spelling Worksheet
Grammar- Combining Sentences with and
Reader’s Notebook page (Combining Sentences with and)
READING:
Vocabulary Review
Listen to Student Book Audible
Reader’s Notebook page (Independent Reading)
Finish Weekly Reading Test
Graphic Organizer on writing summary paragraph
Informative Writing (Summary Paragraph)
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Small group observations
Lap board responses
Center work
Workbook pages :
Phonics – wbp. 93- check
Spelling – wbp. 100-check
Grammar – wbp. 95-grade
Check graphic organizer
Reading: wbp. 96- check
Check Comprehension
Questions 4 and 5
 Projectables 7.5 and 7.4
 Thumbs up and thumbs
down
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Small group observations
Lap board responses
Center Work
Workbook pages :
Phonics- wbp. 97-grade
Spelling-wbp. 103
Grade spelling worksheet
Grammar-wbp. 101 -grade
Check Comprehension
Questions 6 and 7
 Thumbs up and thumbs
down
 Grade Weekly
Comprehensive Test
(Vocabulary and Phonics)
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Small group observations
Lap board responses
Center work
Workbook pages:
Grammar- wbp. 104- Grade
Grade Weekly
Comprehensive Test
(Comprehension and
Grammar)
 Writing and graphic
organizer checked
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Small group observations
Lap board responses
Center work
Workbook pages:
Grammar- wbp. 105- Grade
Grade Weekly
Comprehensive Test
(Comprehension and
Grammar)
 Writing and graphic
organizer checked
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Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 Small Group Tutoring
 Use Strategic Interventions Section in Teacher’s manual
 Use Literacy Centers
 Use Daily Assessment Suggestions in Manual
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 Technology Carts- Use of Elmo for visual modeling
 Discovery Education and Brain Pop – for further enhancement of the lesson with an additional visual and auditoria with real
life experiences.
 Thinkcentral.com- resources for our reading series.
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