LESSON PLANNING GUIDE FOR 21ST CENTURY INSTRUCTION
Word Development
(Word
Build/Spelling/
Phonics)
(30 min)
Focus and Review
Writing
(Grammar)
(10 min)
Monday
 Spelling Pretest
 Phonics- Short i and
Final x
 Fry WordsIntroduce new Fry
words using word
wall chant
“Jumping Jacks”**
and place on word
wall.
**To find alternate word
wall chants
http://teachers.net/4bloc
ks/kelley_ww_chants.pd
f
 Grammar- Naming
Parts of Sentences
Grammar Haiku
introduction
Tuesday
 Make-a-word
Follow lesson
on Haiku
 Word Wall Chant
“Snap and Clap”
 Use “Naming
parts of a
sentence” smart
notebook slides 15 to introduce the
naming part
(discuss whole
group)
Wednesday
 Move It and Say
It- use spelling
words. Start by
breaking words
apart by sounds.
Add the letter
name at the end.
 Word Wall Chant
“Clapping
Syllables”
 “Naming parts
of a sentence” smart
notebook slides 610 to introduce the
telling part (discuss
whole group)
Thursday
 Word Wall Chant
“Toe Touches”
 Make-a-word-Follow
lesson on Haiku
 Use resources on
Haiku under Word
Development and Fun
with Phonics to
practice skills with
short a and final -ck
 “Naming parts of a
sentence” smart
notebook slide 11 to
model writing a
sentence with a naming
part and a telling part.
Have students write
their own after drawing
picture to use as an idea
for the sentence.
Students share with
partner and partner tells
the naming part and
telling part of the
sentence.
Friday
 Word Wall
Chant “Pass
the Ball”
 Practice
Spelling
Words with
“Back
Tracer” (sit in
circle and
trace the
letters as you
spell on a
partners back)
 Spelling Test
 Assessment on
Grammar,
Vocabulary,
Comprehensio
n, and
Writing.
 Formative
Assessment
throughout the
week on
Fluency
LESSON PLANNING GUIDE FOR 21ST CENTURY INSTRUCTION
Guided Practice
Teacher Directed
Reading
Using
Literature
(Vocabulary,
Comprehension, 30
minutes)
 Introduce Realism and
Fantasy using powerpoint
slides on Haiku. On SMART
Board review fantasy and
realism on slides 1-2. Use
slides 3-4 to practice skill.
 Introduce “Heart of the
Matter” by reading If you
Give a Pig a Pancake. Have
girls listen for real details
that the pig could do and
have boys listen for fantasy
details. When complete make
a tree map whole group to list
details for realism and
fantasy.
 Read: Set purpose for
reading Pig in a Wig. They
will be reading a story about
a pig who does things that
real pigs cannot do. Have
students picture walk
through story observe things
that a real pig could not do.
Read aloud to students and
have them follow along.
Question using
Blooms/Marzano stems.
 Give students 2-3 minutes to
share with their partner the
events that happen in the
story that a real pig could not
do. When time is up, share
with the class. Next, have a
Bubble Map on the SMART
Board with “Real Pig” in the
middle have students use
words to describe a real pig.
 Review “realism/fantasy”
by doing a mix-pair-share.
Each time students name
one thing that is real and
one thing that is fantasy.
 Introduce
retell/sequence with
brainpopjr. (beginning,
middle, and end). Retell If
you Give a Pig a Pancake
using flow map on smart
board, whole group.
 Read: “The Three Little
Pigs”. After reading ask
students to make a flow
map in their
read/write/talk journal to
retell the events of the
story. Students share
events with partner and
compare.
 Read: Set purpose for
re-reading Pig in a Wig.
Ask students to think of
the events in the
beginning, middle, and end.
Give students 3 sticky
notes, one marked B (for
beginning), one marked M
(for Middle) and one
marked E (for end) When
they hear an important
detail from each part of
the story . Monitor while
reading aloud.
 Have students partner
read Pig in a Wig.
 When reading have
students jot thoughts
about important events
from each part of the
story and share when
finished.
 Model how to take
weekly Scott Foresman
Fresh Read test. (Ex:
Model how to try each
word choice in the
sentence before
choosing the correct
answer. Model bubbling
in answer choice, etc.)
Model looking back in
the text to find the
answer.
Give students copy of
“When Pigs Fly”. Teacher
shows passage on
smartboard. Read passage in
chunks and model CLOSE
reading strategies. Have
students jot thoughts on the
side.
 Reread whole group and use
selective reading and
highlighting. Read and have
students highlight/underline
details that are fantasy in
one color and details that
could be realism in another
color.

↓
LESSON PLANNING GUIDE FOR 21ST CENTURY INSTRUCTION
Teacher Directed
Reading
Using
Literature
(Fluency) (5-7 min)
 Students will complete the
bubble map describing a real
pig independently.
Differentiation: lower level
students can draw pictures
and higher level students can
describe with words.
 Write: In the frame of
reference on the circle map
students will write: I know a
real pig can/is ____
because…
 Students will complete a
journal entry about Pig.
 Write: My favorite part
of the story was in the
(beginning, middle, end)
because
 Talk: Share their
sentence frame with
their face partner when
finished.
 Students will complete
their Scott Foresman
Fresh Read
independently.
Complete error analysis
in PLCs to determine
skills students are
struggling with. Share
strategies for teaching.
Remediate with students
as needed based on
results.
↓
 Talk: Share their sentence
frame with their shoulder
partner when finished.
(10-15
Independent Practice
Writing
min)
Flexible
Reading
Groups (30-40 min)
Self-Selected
Reading (30 min)
Read Aloud (10-15
min)



 Review with students
things that Pig did that a
real pig could not do and
things he really can do.
Have students think about
things they can do. Whole
group, make a circle map
about things we can do.
Have them write about a
time they did one of the
things listed on their circle
map.
 Group students
according to reading
level
 S.S.R
Junie B. Jones: First Grader
at Last (or other
appropriate story)
 Teacher models using
writing flow map to
begin writing story
with student ideas
 Group students
according to reading
level

S.S.R
→
 Teacher continues to
model writing flow
map to begin writing
story with student
ideas
 Group students
according to reading
level

S.S.R.
→
 Teacher completes story by
transferring story from map
on to writing paper and
model sharing story with
an audience.
↓
 Group students according
to reading level
 Group students
according to
reading level

S.S.R.
→
Essential Question: How are people and animals important to one another?
Learning Target: I can tell if a story is realistic or fantasy. I can tell why a story in realistic or fantasy. I can retell a story in my own words.
CCSS Standards: 1.RL.3, 1.W.3, 1.L.2, 1.RFS.3b, 1.RFS.3.a

S.S.R.
→