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Lesson Plan 010817

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Lesson Plan 010817

  1. 1. Al Ahad C1 English Lesson Plan Teacher: Dr. Steven Grade: 5 Boys Week 01/08/17 WeeklyOutcomes  5SLCC3 speak with appropriate expression,tone and pitch to engage the listener  5RTT3 read fluently at independent /instructional level with attention to punctuation  5RRM4 evaluate texts for author’s purpose, points of view, characterization, setting, plot  5RRM3 evaluate the use of figurative language  5WTT3write narratives to develop real or imagined experiencesor eventsusing descriptive details and figurative language to support meaning  5WWP1 generate and expand ideas through a variety of sources during prewriting
  2. 2. Al Ahad C1 English Lesson Plan Teacher: Dr. Steven Grade: 5 Boys Week 01/08/17 Lesson 1 5 a b c d e Lesson 2 5 a b c d e Lesson 3 5 a b c d e Notes for each class: Silent Reading – 10 minutes to start the class Centers: Center 1: Reading Center 2: Word/Prefix/Suffixes Center 3: Listening Center 4: Writing Reading Groups: Leopards Tigers Lions Daily Schedule and Routines:  Silent Reading – 10 min  Reading Groups/Centers (Narrative Reading Focus) 30 min  Speaking Listening Poem/speech 10 min  Read Aloud – 5-10 min  Author’s Point of View (character, plot, setting) 10 min  Narrative Writing20 min Daily Warm- Up Silent Reading – 10 minutes to start the class Silent Reading – 10 minutes to start the class Silent Reading – 10 minutes to start the class Classactivity Center 1: Reading Center 2: Word/Prefix/Suffixes Center 3: Listening Center 4: Writing Reading Groups: Leopards Tigers Lions Speaking/Listening Day 1: Model Poem/Speech and explain the project Read Aloud – Goldilocks and the Three Bears. Initial Reading and Listening. Introduce Character, Plot, and Setting Center 1: Reading Center 2: Word/Prefix/Suffixes Center 3: Listening Center 4: Writing Reading Groups: Leopards Tigers Lions Speaking/Listening Day 2: Guided Practice with Poem/Speech and explain the project Read Aloud – Goldilocks and the Three Bears. Shared Reading and Listening. Review Character, Plot, and Setting Center 1: Reading Center 2: Word/Prefix/Suffixes Center 3: Listening Center 4: Writing Reading Groups: Leopards Tigers Lions Speaking/Listening Day 3: Independent/Pair Practice with Poem/Speech and explain the project. Teacher works with small groups. Read Aloud – Goldilocks and the Three Bears. Pair Reading and Listening. Complete
  3. 3. Al Ahad C1 English Lesson Plan Teacher: Dr. Steven Grade: 5 Boys Week 01/08/17 Author’s Point of View Model forming the chart with the character, plot, and setting Narrative Writing Model the writer’s workshop with brainstorming and student’s form their own brainstorm based on the Goldilocks Read Aloud Author’s Point of View Guide students with the Tic Tac Story Game (Character, plot, and setting). Checking for comprehension. Writing Shared Writing withdraft on Goldilocks from the brainstorm. Students write their own brainstorm based on the Goldilocks Read Aloud. Author’s Point of View Independent Practice completing their own Story organizer (character, plot, and setting) Character, Plot, and Setting Plot Writing Independent Writing and small group/pair/individual work with students on their Goldilocks draft Assessment Suggestions: ● Exit Ticket ● Thumbs up/down  Quick Write ● Think/Pair/Share ● Checklist ● Observation ● Anecdotal Notes ● Other __________________________ Suggestions: ● Exit Ticket ● Thumbs up/down ● Quick Write ● Think/Pair/Share ● Checklist ● Observation ● Anecdotal Notes ● Other __________________________ Suggestions: ● Exit Ticket ● Thumbs up/down ● Quick Write ● Think/Pair/Share ● Checklist ● Observation ● Anecdotal Notes ● Other __________________________ Resourc es Flashcards Worksheets –5 simple stepsto learn spelling Games Videos(If possible) Template of a camel Brainstorming–scaffolding Template fortheirlostposter
  4. 4. Al Ahad C1 English Lesson Plan Teacher: Dr. Steven Grade: 5 Boys Week 01/08/17 Differentiation **ContentProcess Product**  SDAIE  Thinking Maps  Total Physical Response  Modeled Reading/Writing  Share Reading/Writing  Independent/PairWork Homework:  Read 10 minutes and Reading log  Practice Speech Poem  Write two sentences for their home story  SDAIE  Thinking Maps  Total Physical Response  Modeled Reading/Writing  Share Reading/Writing  Independent/PairWork Homework:  Read 10 minutes and Reading log  Practice Speech Poem  Write two sentences for their home story **Small group instruction **Flexiblegroups, using data**  SDAIE  Thinking Maps  Total Physical Response  Modeled Reading/Writing  Share Reading/Writing  Independent/PairWork Homework:  Read 10 minutes and Reading log  Practice Speech Poem  Write two sentences for their home story Reflections What worked well? what could be improved?Further learning Strengths  Buildingon their sense of curiosityand verbal language  Improvements 

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