Brookhaven Elementary School

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Lesson Plans


 

 

 

 

 

Teacher: Dean       Date: February 20-23, 2018     Subject: Language Arts/ SS   Topic: Reading Skills

 

Standard(s)






RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

W.3.1, W.3.2, W.3.3- During power hour.

W.3.4 I can write with purpose, organize thoughts, and produce a finished piece of writing with help from an adult.

W.3.5 I can plan, revise, and edit my writing.

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

Learning Target(s)

(based on the language of the standard)








I can ask and answer questions to understand a text.

I can recount fables, folktales, and myths and determine their theme.

I can compare and contrast the themes, settings, plots, and characters of two stories.

I can read and comprehend literature on grade level.

I can compare and contrast two texts on the same topic.

I can write all modes of writing.

I can write with purpose, organize thoughts, and produce a finished piece of writing with help from an adult.

I can plan, revise, and edit my writing.

I can engage effectively in a range of collaborative discussions.

I can determine main ideas and supporting details from a text read aloud or information I hear from a speaker.

I can ask and answer questions about information from a speaker using appropriate details.

I can speak in complete sentences to provide details or explanations.

Procedures (with general times)

8:15-9:10-Reading Instruction

9:10-10:00- Activity

10:00-11:20-Reading Instruction

Swap classes

11:35- 12:00- Lunch

12:00- 12:20- Recess

12:25-1:45-Reading Instruction

1:45-2:05 A.R.

2:05-2:35-Reading Instruction

2:35- 2:50- Snack and pack up

Monday- No School

  • Prior knowledge
  • Activities/Centers

Phonics:

Vocabulary:

Comprehension:

Language/Writing:

·         Closure  

 Power Hour starts on Tuesday, and will also be on Wednesday and Thursday. This will be the first hour of class

Tuesday

  • Prior knowledge

TTW say that this week we will begin to cover our last set of skills for the nine weeks. Today we will review how we can ask and answer questions about a text. Does anyone remember the 5 W’s? TSW answer. TTW then say that today we will think about those to help us ask and answer questions about a text.

  • Activities/Centers

Phonics: The class will read a poem aloud together.

Vocabulary: TTW introduce the vocabulary for the week.

Comprehension: TTW instruct students to turn to page 78 of their Ready books. The class will read page 78 together. TTW then guide students through page 79. TSW then read page 80 and do the close reader activity as a group. TTW then say for them to use what they did in the close reader activity to help them complete the chart on page 81. TTW help students where needed as they work through the page.

Language/Writing: TTW review with students the meaning of nonliteral and literal language on page 456 of their Ready book. Students will then complete page 457 individually. TTW review answers with students. TTW handout to students a passage and prompt for an informational writing. She will review all the components that go with an informational writing. Students will then work on the writing independently.

·         Closure

TTW tell students that tomorrow we will continue to work on your writing. We will also use what we reviewed today about asking and answering questions to a text to help us recount stories tomorrow.

Centers

1. Phonics 2. Vocabulary 3. Comprehension 4. Fluency 5. Writing

Wednesday

  • Prior knowledge

TTW read to students “The Lion and the Mouse”. TTW then say does anyone know what type of story this is. TSW answer. TTW say that today we will review fables, folktales, and myths. We will also look at how to recount or retell these stories.

·         Activities/Centers

Phonics:  The class will read a poem aloud together.

Vocabulary: TTW use two of the vocabulary in a question. TSW tell the teacher how the words are used and their meaning.

Comprehension: TTW tell students to remember that fables, folktales, and myths are all types of fiction stories. These stories were told to entertain people. We will use these stories today to learn how to retell a story. TTW then tell students to turn to page 106 in their Ready book. TTW read this page with students. She will then guide students through page 107. The class will then read page 108 and students will work page 109 in groups. TTW go over the answers with students.

Language/Writing: TTW say that the custodian is helpful. Janie’s is a friendly place to eat. She will then ask the students if they can use the words helpful and friendly. TSW answer. TTW say these are words we can make real-life connections too. These are the words we should use as we speak and write. TSW then complete page 461 of their Ready book. TTW go over the answers. Students will then continue to work on their informational writing.  

·         Closure

TTW tell students that your writing must be done by Friday. TTW then tell students that tomorrow we will continue to work on recounting stories.

Centers

1. Phonics 2. Vocabulary 3. Comprehension 4. Fluency 5. Writing

 

Thursday

  • Prior knowledge

TTW read a Shel Silverstein poem. She will ask students what happened in the poem. TTW remind students that poems are what we are reading in our phonics this week. Continue to look for words that rhyme so that it helps you to read the poem.

·         Activities/Centers

Phonics:  The class will read a poem aloud together.

Vocabulary: TTW use two of the vocabulary in a question. TSW tell the teacher how the words are used and their meaning.

Comprehension: TTW instruct students to turn to page 110. TTW give students directions and then students will work independently to complete pages 110-111. TTW remind students of how they recounted stories the day before. TTW then review answers with the students.

Language/Writing: TTW ask students if words that mean the same can be stronger and weaker. TSW answer yes. TTW say that is right, these words of different shades of meaning. TTW then guide students through 462. TSW then work 463 independently. TTW go over the answers. TSW then finish up their writing and begin typing if they are far enough along.

·         Closure

TTW tell students to keep in mind how we looked for the key details to recount stories. Tomorrow we will use those key details to compare and contrast two texts.

Centers

1. Phonics 2. Vocabulary 3. Comprehension 4. Fluency 5. Writing

Friday

  • Prior knowledge

TTW review comparing and contrasting and looking for key details. The students will practice by using their crayons to find key details in a text.

·         Activities/Centers

Phonics:  The class will read a poem aloud together.

Vocabulary: TSW create their own question using a vocabulary word.

Comprehension: TTW instruct students to log into their google classroom. TTW then guide students through a comparison and contrast of two texts on google classroom. TSW then compare and contrast two other text on their own.

Language/Writing: Students will complete and type their writings for the week.

·         Closure

TTW say that next week we will continue to compare and contrast texts.

Centers

1. Phonics 2. Vocabulary 3. Comprehension 4. Fluency 5. Writing

 Homework

Monday- No School

Tuesday- Read AR

Thursday- Comprehension Sheet

Example of an Assessment Item Related to the Standard





Which quotation from the story supports the idea that Bob is a good skier?

Which of the following is a summary of the story?

Which two quotations from the passages “Lebron” and “Curry” support the idea that they are both great basketball players?

How are the settings of “Vampires Don’t Wear Polka Dots” and “Ogres Don’t Hunt Easter Eggs” similar?