Teacher: Jennifer K. Summers Unit Name: Unit 1
– Lesson 5: “Teacher’s Pet”
Unit #: 5
Week: August 31,2015
– September 4, 2015
Unit Length: 5 days
Week __ 5 __ of __ 36 __
Subject: ELA
Tennessee State Standard(s) to be taught: (Write the entire standard)
P: 2.RF.3f  Recognize and read grade-appropriate irregularly spelled words.
G: 2.L.1a

Use collective nouns (e.g., group).
RC: 2.RL.5

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
W: 2.W.3  Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
I Can Statements :

I can sound out and spell words using consonant blends

I can use singular and plural nouns correctly.

I can describe the important details of how a story begins and ends.

I can use words like first, next, and then to tell events in order when telling a true story.
Accommodations for students, both regular and special populations :
 small groups
 one-on-one tutoring
 peer tutoring
 pre-made notes/outlines
Unit Vocabulary:
 singular noun, plural noun, character, setting, plot, problem, solution
1

Daily Agenda
Monday – Day 1
 Morning Work: write each word 3 times each


Safety Meeting: whole-class discussion of procedures
Phonics: consonant blends r/l/s

Introduction:
- parrot of words and discussion of meaning

Apply:
sort words according to spelling patterns

Assess:
WB 61 together as a class

Wrap-up:
self-assessment of WB 61 together as a class
 Grammar: one and more than one

Introduction:
- teacher model & student interaction with projectable 5.2

Apply:
WB 62 together as a class

Assess:
- oral questioning of concepts

Wrap-up:
- Daily Proof Reading (Day 1)
 Reading Comprehension:

Vocabulary:
- vocabulary introduction, text 142

Skill:
Read & Comprehend:
- character/setting/plot (page 144)
flocabulary: “5 elements of a story”

Story Time:
audio of story on Think Central, page 146
 95%: Routine 24
 “We Do” section, level 2, page 25 in manual
**SNACK AT SAME TIME**
 Reading Centers:

(1) Silent Reading and AR daily

(2) “Pick 2” daily

(3) Consonant Blends
- sort & record with consonant blends

(4) Teacher Table:
- choral reading of vocabulary reader
 “Focus Time”/Intervention Lesson (ability-grouped):

Practice with high frequency words
Resources, Technology, Formative and/or Summative
Assessments, Assignments, and a Daily Activity for citing text based evidence in conversations and/or writing
Resources: (included throughout daily agenda)
Technology: (included throughout daily agenda)
Formative Assessments: teacher observation, oral questioning, self-assessment, teacher-created worksheet, graphic organizer
Summative Assessments: none
Assignments: (included throughout Daily Agenda)
Text-Based Activity: small-group choral reading with studentled discussion , decodable reader
2

Tuesday
– Day 2


Morning Work: SAT-10 Math Prep
Safety Meeting: teacher read aloud, Llama Llama and the Bully Goat
 Phonics: consonant blends r/l/s

Introduction:
- spellercises with lesson’s words

Apply:
- WB 63 together as a class

Assess:
WB 73 on own

Wrap-up:
- self-assessment of WB 73 as a class
 Grammar: making nouns plural

Introduction:
- teacher model & student interaction with projectable 5.5

Apply:
WB 65 together as a class

Assess:
- oral questioning of concepts

Wrap-up:
- Daily Proof Reading (Day 2)
 Reading Comprehension:

Vocabulary:
- vocabulary review, text 142

Skill:
Dig Deeper:
character/setting/plot (text page 144)
-
Brainpopjr: video, “character/setting/plot”
repetition in writing

Story Time:
audio of story on Think Central, page 146
- discussion of character/setting/plot (text page
168)
 95%: Routine 24
 “We Do” section, level 2, page 25 in manual
**SNACK AT SAME TIME**
 Reading Centers:

(1) Silent Reading and AR daily

(2) “Pick 2” daily

(3) Consonant Blends
- sort & record with consonant blends

(4) Teacher Table:
- choral reading of vocabulary reader
 “Focus Time”/Intervention Lesson (ability-grouped):

Choral reading with above-level readers
Resources: (included throughout daily agenda)
Technology: (included throughout daily agenda)
Formative Assessments: teacher observation, oral questioning, self-assessment, teacher-created worksheet, graphic organizer
Summative Assessments: none
Assignments: (included throughout Daily Agenda)
Text-Based Activity: small-group choral reading with studentled discussion
3

Wednesday
– Day 3


Morning Work: Journeys’ WB pages 67 & 70
Phonics: consonant blends r/l/s

Introduction:
- check morning work together as a class

Apply:
- oral sentence creation with a partner

Assess:
Oral questioning and review of blends

Wrap-up:
- game of “Sparkle”
 Grammar: making nouns plural

Introduction:
-
Brainpopjr: video, “plural nouns”

Apply:
WB 71 together as a class

Assess:
- oral questioning of concepts

Wrap-up:
- Daily Proof Reading (Day 3)
 Reading Comprehension:

Vocabulary: base words with endings –ed/-ing
- model with projectable 5.7
WB 72 together as a class

Story Time:
Teacher read aloud with text beginning on page
174, “See Westburg by Bus!”
 95%: Routine 24
 “I Do” section, page 26 in manual
**SNACK AT SAME TIME**
 Reading Centers:

(1) Silent Reading and AR daily

(2) “Pick 2” daily

(3) Singular or Plural
- sort & record

(4) Teacher Table:
- choral reading of on-level readers
 “Focus Time”/Intervention Lesson (ability-grouped):
 Whole group completion of yesterday’s reader discussion & creation of story map (character, setting, plot)
Resources: (included throughout daily agenda)
Technology: (included throughout daily agenda)
Formative Assessments: teacher observation, oral questioning, self-assessment, teacher-created worksheet, graphic organizer
Summative Assessments: none
Assignments: (included throughout Daily Agenda)
Text-Based Activity: small-group choral reading with studentled discussion, creation of story structure organizer
4

Thursday
– Day 4


Morning Work: SAT-10 Math Prep Practice
Bully Intervention:

Whole group discussion of steps for bullying
 Phonics: assessment day

DICTATION TEST
 Grammar: singular/plural nouns

Introduction:
-
Discovery Education: video segments, “Herman the Chow Down Worm” – segments on s, es, and changing y to ies

Apply:
WB 75 on own

Assess:
- WB 75 will be taken for a grade.

Wrap-up:
- Daily Proof Reading (Day 4)
 Reading Comprehension:

Story Time:
Choral reading with text beginning on page 146
Comprehension questions together as a class with teacher model of text evidence
 95%: NONE ON THURSDAY (due to dictation testing)

Teacher will read aloud from chapter book
**SNACK AT SAME TIME**
 Reading Centers:

(1) Silent Reading and AR daily

(2)
“Pick 2” daily

(3) Singular or Plural
- sort and record

(4) Teacher Table:
- choral reading with on-level reader
 “Focus Time”/Intervention Lesson (ability-grouped):

Closed Read Activity
Resources: (included throughout daily agenda)
Technology: (included throughout daily agenda)
Formative Assessments: teacher observation, oral questioning, self-assessment, teacher-created worksheet, graphic organizer
Summative Assessments: Unit 1
– Lesson 5 dictation test
Assignments: (included throughout Daily Agenda)
Text-Based Activity: small-group choral reading with studentled discussion, closed read activity, use of text based evidence in responses
5

Friday
– Day 5


Morning Work: Math worksheet (comparing numbers)
Phonics: consonant blends r/l/s

Introduction:
- one-onone conferencing with lesson’s dictation testing from previous day

Assess:
Phonics Test

Wrap-up:
re-teach of lesson focus as needed
 Grammar: sentence creations

Introduction:
- teacher model and direction of activity

Apply:
Lesson 5 sentence creations (Duggin Method)

Assess:
partner creation and assessment of partial assignment completion

Wrap-up:
- Daily Proof Reading (Day 5)
 Reading Comprehension:

Assess:
- Lesson 5 Vocabulary/Comprehension Tests
 95%: Routine 24
 “I Do” section, page 26 in manual
**SNACK AT SAME TIME**
 Reading Centers:

Computer Lab:
Website: roomrecess.com
- story structure focus

DIBELS:
-Teacher will complete DIBELS progress monitoring at this time
- small group review and focus with students in
 need (determined by previous center interactions)
“Focus Time”/Intervention Lesson (ability-grouped):

Writing:
- POW + TIDE: introduce summarization of a story with identification of story structure in writing
Resources: (included throughout daily agenda)
Technology: (included throughout daily agenda)
Formative Assessments: teacher observation, oral questioning, self-assessment, teacher-created worksheet, graphic organizer
Summative Assessments: Unit 1 – Lesson 5 Comprehension,
Phonics, and Vocabulary Tests
Assignments: (included throughout Daily Agenda)
Text-Based Activity: state-model writing task with use of
Lesson 5 story guidance
6