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lesson plan-reading strategies6

VIEWS: 66 PAGES: 238

									Name: Megan Click
Class: Reading Strategies
Team: 8
Year:    2011-2012 JCMS Lesson Plans


1st 6 Weeks                             2nd 6 Weeks                              3rd 6 Weeks
Week 1        08/15/11   -   08/19/11   Week 7         09/26/11 - 09/30/11       Week 13
Week 2        08/22/11   -   08/26/11   Week 8         10/03/11 - 10/07/11       Week 14
Week 3        08/29/11   -   09/02/11   Week 9         10/10/11   -   10/14/11   Week 15
Week 4        09/05/11   -   09/09/11   Week 10        10/17/11   -   10/21/11   Week 16
Week 5        09/12/11   -   09/16/11   Week 11        10/24/11 - 10/28/11       Week 17
Week 6        09/19/11   -   09/23/11   Week 12        10/31/11   -   11/04/11   Week 18
                                                                                 Winter Break

                                                                                 Winter Break



4th 6 Weeks                             5th 6 Weeks                              6th 6 Weeks
Week 19       01/02/12   -   01/06/12   Week 25        02/13/12 - 02/17/12       Week 32
Week 20       01/09/12   -   01/13/12   Week 26        02/20/12 - 02/24/12       Week 33
Week 21       01/16/12   -   01/20/12   Week 27        02/27/12 - 03/02/12       Week 34
Week 22       01/23/12   -   01/27/12   Week 28        03/05/12 - 03/09/12       Week 35
Week 23       01/30/12   -   02/03/12   Week 29        03/12/12 - 03/16/12       Week 36
Week 24       02/06/12   -   02/10/12   Spring Break   03/19/12 - 03/23/12       Week 37
                                        Week 30        03/26/12 - 03/30/12       Week 38
                                        Week 31        04/02/12 - 04/06/12
rd 6 Weeks
             11/07/11   -   11/11/11
             11/14/11   -   11/18/11
             11/21/11   -   11/25/11
             11/28/11   - 12/02/11
             12/05/11   - 12/09/11
             12/12/11   -   12/16/11
             12/19/11   - 12/23/11
             12/26/11   - 12/30/11


th 6 Weeks
         04/09/12 - 04/13/12
         04/16/12 - 04/20/12
         04/23/12 - 04/27/12
         04/30/12 - 05/04/12
         05/07/12 - 05/11/12
         05/14/12 - 05/18/12
         05/21/12 - 05/25/12
2011-2012 JCMS Lesson Plans                                   me
                                                           Name Click Click
8/15/2011     -   8/19/2011                                    Gifted
                                                           Class Reading Strategies

                                               Submit your lesson plans by the end of the day Thursday
                                                           (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, understand
purpose of text features and use such features to locate information in and gain meaning from appropriate level texts, use paraphrasing and organizational
skills to summarize information from appropriate level narrative, use knowledge of developmentally appropriate decoding skills when reading unknown words



What do I want my students to know/learn:                                     How will I know if my students have learned/mastered the concepts:
How headings and topic sentences in an informational text help readers        They will correctly distinguish between fact and opinion in the provided
organize the information they read- How to distinguish between fact and       nonfiction texts, they will use the context clues to determine meaning, they will
opinion in a newspaper article- How to continue to use the reading process    identify CVC, CVCe and CVVC patterns and use these patterns in their spelling,
from non-fiction texts- How to identify words that follow the CVC, CVCe,      they will be able to determine the who,what,when,where, and why in a
and CVVC patterns and how this can help them spell more accurately            newspaper article and use signal words to find the 5W's
                                                      What does the indicator look like in my classroom?
    Strategies/Best Practices                      Activities                               Resources                               Assessments
Class discussion, pair/share, guided context clue definitions, focused        paper,highlighters,textbook,journal,col asssessment of written work,
cornell notes,graphic organizers    prompt journal writing, sound/letter      ored pencils,smart board                 observation of class discussion, spelling
                                    identification, actively reading                                                   test, vowel pattern quiz, observation of
                                    nonfiction texts, discussion of                                                    paired oral reading
                                    texts,highlighting information in a
                                    nonfiction text
What am I doing for students who have already mastered this concept:          What I am doing for students who did not meet last weeks objectives:
Students will be given opportunities to give examples from their own          N/A
experiences.




My plan for achieving the above objectives:
Monday, August 15, 2011
Journal prompt/discussion. Go over spelling test answers- Use reading process to determine reason for reading, preview, plan strategy. Read "The World
on the Web" in pairs. After reading with your partner twice, fill in guided cornell note worksheet over "The World on the Web" (changed- read Woody
Guthrie article and follow the guided reading strategy worksheet as you work on it-


Tuesday, August 16, 2011
Hand out planners. Go over changes in our services for this year.




Wednesday, August 17, 2011
journal prompt/discussion. Use reading process to determine reason for reading, preview, plan strategy. Read "World Wide Web" (pgs 8,9,10) together
with the class and then with a partner. Fill in graphic organizer together.



Thursday, August 18, 2011
Go over student handbook inside the planner.-----Remind students to have Internet permission form signed!!!




Friday, August 19, 2011
Go over CAT time procedures for the year including Olweuss days.
2011-2012 JCMS Lesson Plans                                         me
                                                                 Name Click Click                   Click
8/22/2011       -   8/26/2011                                                        Reading Strategies
                                                                 Class Reading Strategies

                                                     Submit your lesson plans by the end of the day Thursday
                                                                 (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, understand
purpose of text features and use such features to locate information in and gain meaning from appropriate level texts, use paraphrasing and organizational
skills to summarize information from appropriate level narrative, use knowledge of developmentally appropriate decoding skills when reading unknown words



What do I want my students to know/learn:                                             How will I know if my students have learned/mastered the concepts:
How headings and topic sentences in an informational text help readers organize the   They will correctly distinguish between fact and opinion in the provided nonfiction texts,
information they read- How to distinguish between fact and opinion in a newspaper     they will use the context clues to determine meaning, they will identify CVC, CVCe and
article- How to continue to use the reading process from non-fiction texts- How to    CVVC patterns and use these patterns in their spelling, they will be able to determine the
identify words that follow the CVC, CVCe, and CVVC patterns and how this can help     who,what,when,where, and why in a newspaper article and use signal words to find the
them spell more accurately                                                            5W's

                                                          What does the indicator look like in my classroom?
     Strategies/Best Practices                            Activities                                  Resources                                    Assessments
Class discussion, pair/share, guided     context clue definitions, focused            paper,highlighters,textbook,journal,col asssessment of written work,
cornell notes,graphic organizers         prompt journal writing, sound/letter         ored pencils,smart board                      observation of class discussion, spelling
                                         identification, actively reading                                                           test, vowel pattern quiz, observation of
                                         nonfiction texts, discussion of                                                            paired oral reading
                                         texts,highlighting information in a
                                         nonfiction text
                                                                              What I am doing for students who did not meet last weeks objectives:
They will be provided additional independent reading time or time to work on Individual support- team w/ students who have demonstrated concept
their spelling contracts or given an opportunity to identify long and short   competency
vowel sounds in more complex words.




My plan for achieving the above objectives:
Monday, August 22, 2011
Journal prompt/discussion. Go over spelling test answers- Use reading process to determine reason for reading, preview, plan strategy. Read "The World on
the Web" in pairs. After reading with your partner twice, fill in guided cornell note worksheet over "The World on the Web" (changed- read Woody Guthrie
article and follow the guided reading strategy worksheet as you work on it-


Tuesday August 23, 2011
Olweuss Day.




Wednesday Aug 24, 2011
journal prompt/discussion. Use reading process to determine reason for reading, preview, plan strategy. Read "World Wide Web" (pgs 8,9,10) together with
the class and then with a partner. Fill in graphic organizer together.



Thursday Aug 25
vocab word wall journal/discussion. Discuss findings, identify long/short vowel sounds in spelling words. Minilesson with smart board over CVC, CVCe and
CVVC long/short vowel pattern. Worksheet assessing pattern understanding/ vowel chart- only fill in long/short aeiou/oo



Friday Aug 26
Journal prompt/ create a minimum five sentence paragraph that uses atleast 6 words that you wrote in response to journal prompt. Review for spelling test/
Take test/ correct any test mistakes with a why you think you made them/ independent reading
2011-2012 JCMS Lesson Plans                                   me
                                                           Name Click Click
8/29/2011     -    9/2/2011                                Class Reading Strategies

                                                Submit your lesson plans by the end of the day Thursday
                                                           (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, understand
purpose of text features and use such features to locate information in and gain meaning from appropriate level texts, use paraphrasing and organizational
skills to summarize information from appropriate level narrative, use knowledge of developmentally appropriate decoding skills when reading unknown words



What do I want my students to know/learn:                                     How will I know if my students have learned/mastered the concepts:
How headings and topic sentences in an informational text help readers        They will correctly distinguish between fact and opinion in the provided
organize the information they read- How to distinguish between fact and       nonfiction texts, they will use the context clues to determine meaning, they will
opinion in a newspaper article- How to continue to use the reading process    identify CVC, CVCe and CVVC patterns and use these patterns in their spelling,
from non-fiction texts- How to identify words that follow the CVC, CVCe,      they will be able to determine the who,what,when,where, and why in a
and CVVC patterns and how this can help them spell more accurately            newspaper article and use signal words to find the 5W's
                                                    What does the indicator look like in my classroom?
    Strategies/Best Practices                       Activities                              Resources                               Assessments
Class discussion, pair/share, guided context clue definitions, focused        paper,highlighters,textbook,journal,col asssessment of written work,
cornell notes,graphic organizers     prompt journal writing, sound/letter     ored pencils,smart board                 observation of class discussion, spelling
                                     identification, actively reading                                                  test, vowel pattern quiz, observation of
                                     nonfiction texts, discussion of                                                   paired oral reading
                                     texts,highlighting information in a
                                     nonfiction text
What am I doing for students who have already mastered this concept:         What I am doing for students who did not meet last weeks objectives:
Read a more advanced article for 5W article. Take regular instead of         Extra teacher support- pairing w/ student who has mastered concept/ modified
guided cornell notes                                                         guided cornell notes/given a different article to do 5w activity




My plan for achieving the above objectives:
Monday, August 29, 2011
Journal prompt/discussion. Go over spelling test answers- Use reading process to determine reason for reading, preview, plan strategy. Read "The World
on the Web" in pairs. After reading with your partner twice, fill in guided cornell note worksheet over "The World on the Web" (changed- read Woody
Guthrie article and follow the guided reading strategy worksheet as you work on it-


Tuesday, August 30, 2011
vocab word wall journal/discussion. Discuss findings, identify long/short vowel sounds in spelling words. Minilesson with smart board over CVC, CVCe and
CVVC long/short vowel pattern. Worksheet assessing pattern understanding/ vowel chart- only fill in long/short aeiou/oo



Wednesday, August 31, 2011
journal prompt/discussion. Use reading process to determine reason for reading, preview, plan strategy. Read "World Wide Web" (pgs 8,9,10) together with
the class and then with a partner. Fill in graphic organizer together.



Thursday, September 01, 2011
vocab word wall journal/discussion- Word chosen from the two newsarticles. Discuss word origin- how words come from other languages. Read "Web of
Lies" and "Web Wins" together as a class. Minilesson over how to determine opinion from fact. Guided practice. Highlight with different colors opinions
and facts in the two articles.


Friday, September 02, 2011
Journal prompt. Spelling test. Read scholastic news article together in class and fill out 5w organizer on article (who,what,where,when,why). Independent
reading w/journal prompt.
2011-2012 JCMS Lesson Plans                                            Name: Megan Click                                                                             Team:       8
9/5/2011        -     9/9/2011                                          Class: Reading Strategies

                                                     Submit your lesson plans by the end of the day Thursday
                                                                 (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, understand purpose of text features
and use such features to locate information in and gain meaning from appropriate level texts,




What do I want my students to know/learn:                                              How will I know if my students have learned/mastered the concepts:
how the suffixes ing,ed,and es affect the pronounciation and meaning of a              students will be able to define words with ing and ed suffixes after they are given the
word, how to use the decoding strategy to decode multisyllabic words, how base word with 70 percent accuracy. Example: when given hoped, they will be able to
to use the reading process to better comprehend what they read, how to                 know that the 'ed' makes hoped a hope made in the past. They will spell correctly with
                                                                                       70 percent accuracy spelling words ending in ed,es and ing. They will use a KLW chart to
use the CVC spelling rule to correctly spell words with the ing suffix, how
                                                                                       guide and document their reading of a biography
to use a KWL to form and follow a purpose for reading
                                                          What does the indicator look like in my classroom?
     Strategies/Best Practices                            Activities                                   Resources                                   Assessments
large class discussion, powerpoint       word wall/context clues, workshop on          large rolled color paper, worksheets,        class discussion, assessment of
presentation, small group                reading comprehension/phonics/word            highlighters, pencils, smart board,          worksheets, spelling test, spelling
discussion, learning log                 study, suffix ing,ed,es collecting in         computer, white board, scissors, glue        contract
                                         newspapers and sorting, independent
                                         reading and log, spelling contract,
                                         spelling test
What am I doing for students who have already mastered this concept:          What I am doing for students who did not meet last weeks objectives:
Alternate worksheet, time to work on independent reading and learning log     extra support, pairing with student who has mastered concepts




My plan for achieving the above objectives:
jh




#VALUE!
word wall/Go over Spelling Test/minilesson over es/ed/ing suffixes.Activity- Search newspaper for words that end in ing,es and ed. Sort them into suffix
categories and glue on large sheet of colored paper.



#VALUE!
journal prompt/discussion. Review ed/es/ing suffixes/ Use reading process to determine reason for reading, preview, plan strategy. Read "Woody's Song "
(pgs 8,9,10) together with the class and then with a partner. Fill in graphic organizer together.



#VALUE!
Word wall/ Workshop day- practice reading comprehension skills and word attack. Student choose one reading comprehension activity at grade 3 or grade 4
and one phonics/word race/word sort activity



#VALUE!
Journal- choose five spelling words from your list and use each one in a sentence- Review for Spelling Test- 5 mins. Spelling test- Independent Reading with
learning log.
2011-2012 JCMS Lesson Plans                                        Name: Megan Click                                                                     Team:       8
9/12/2011     -   9/16/2011                                        Class: Reading Strategies

                                                 Submit your lesson plans by the end of the day Thursday
                                                            (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, understand
purpose of text features and use such features to locate information in and gain meaning from appropriate level texts,




What do I want my students to know/learn:                                         How will I know if my students have learned/mastered the concepts:
The spelling rules for adding "ing", "es", "s" and "ed". The sounds that          They will read words containing ing,es,s,and ed with 95 percent accuracy. They
those prefixes make, to gain fluency through reading along as I read and          will produce writing that follows the spelling rules of words with ing,es and ed
model reading strategies with Bud, Not Buddy, how to use context clues to         endings. They will identify reading strategies to use when I read Bud, Not
determine meaning of unknown words, how to determine the main idea and            Buddy with them.
supporting details in a paragraph, how to interpret paragraph signals, how
to find the subject of a paragraph                    What does the indicator look like in my classroom?
    Strategies/Best Practices                         Activities                                 Resources                               Assessments
discussion, pair and share, graphic   journal, context clue journal, minilesson    Smartboard, bingo cards, calling        worksheets, assessment of class
organizers, minilesson                over ed,ing and es suffixes, suffix         cards, Bud Not Buddy, worksheets,        discussion, spelling test, observation
                                      bingo, Read aloud of Bud Not Buddy,         journal
                                      Spelling Test
What am I doing for students who have already mastered this concept:         What I am doing for students who did not meet last weeks objectives:




My plan for achieving the above objectives:
Monday, September 12, 2011
Word Wall- do one spelling contract activity, read and ensure understanding of spelling words (words ending with 'ive') powerpoint on words ending with ive-
read as class from Wilson 4.3 reader (short article including ive words)- words ending with ive chain (to be hung in my room)



Tuesday, September 13, 2011
Workshop- practice speed drills, phonics worksheets, reading comprehension- student must choose and complete a reading comprehension activity- Journal
for PRESS



Wednesday, September 14, 2011
Reading Strategy activity- Understanding paragraphs- fill out main idea/supporting details graphic organizer together- divide into pairs to work on
individual paragraphs- share with group/ PRESS wordwall



Thursday, September 15, 2011
Workshop- practice speed drills, phonics worksheets, reading comprehension- student must choose and complete 2 different activities- Journal for PRESS




Friday, September 16, 2011
PRESS- Use at least 6 spelling words in 6 separate sentences, 5 min study in pairs,spelling test, Read Aloud- Bud/Not Buddy
2011-2012 JCMS Lesson Plans                                       Name: Click                                                                        Team:      8
9/19/2011     -      9/23/2011                                    Class: Reading Strategies

                                                Submit your lesson plans by the end of the day Thursday
                                                           (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, understand
purpose of text features and use such features to locate information in and gain meaning from appropriate level texts. student…
identifies characteristics of narrative, expository, technical, and persuasive texts, reads expressively with appropriate pace, phrasing, intonation, and
rhythm of speech


What do I want my students to know/learn:                                       How will I know if my students have learned/mastered the concepts:
how to identify narrative, persuasive, expository and descriptive               Students produce a narrative, expository, descriptive or persuasive paragraph
paragraphs. To understand the function of the ive suffix and how no english that follow the rules- content and organization will be assessed- students are
words end with v, how reader's theatre can help them read with more             able to create a chain with atleast 20 ive words (40 if students pair) Students
expression and fluency                                                          will read ive words on powerpoint with 95 percent accuracy


                                                     What does the indicator look like in my classroom?
    Strategies/Best Practices                        Activities                               Resources                               Assessments
discussion, guided                   reader's theatre, notes on ive words,      worksheet, construction paper,          informal assessment based on student
reading/literature circle, graphic   powerpoint lesson with interactive quiz, scissors, smart board, document           discussion and student response to
organizers, modeled active reading, ive word chain, read aloud, think aloud, camera, paper, worksheet                   interactive questions, informal
reader's theatre                     context clue word wall, journal                                                    assessment based on student reading
                                                                                                                        rate and word accuracy, spelling test
                                                                                                                        over ive words
What am I doing for students who have already mastered this concept:          What I am doing for students who did not meet last weeks objectives:
Encouraging student to look in dictionary for more difficult ive words-       encouraging them to pair with stronger readers in guided reading, providing
encouraging them to take leadership in guided reading literature circle-      them roles in readers theatre that allow them to be successful- give them an
giving students a chance to read longer, more involved roles in readers       ive word list for chain activity
theatre




My plan for achieving the above objectives:
Monday, September 19, 2011
Word Wall- do one spelling contract activity, read and ensure understanding of spelling words (words ending with 'ive') powerpoint on words ending with ive-
read as class from Wilson 4.3 reader (short article including ive words)- words ending with ive chain (to be hung in my room), write a ticket out telling me one
thing they remember about ive words


Tuesday, September 20, 2011
Journal- context clue. Finish "ive" word rings




Wednesday, September 21, 2011
Context clue journal entry- powerpoint presentation on types of paragraphs- discuss where we find the types of paragraphs- students choose one of the
paragraph types and write a paragraph either: describing themselves, telling a story about something that happened, trying to convince someone why they
should do something or informing someone about a topic they know about- Share paragraphs if time permits, ticket out telling me one thing about a type of
paragraph
Thursday, September 22, 2011
Journal- Give overview of reader's theatre- students choose as a class a reader's theatre reading to work on- students identify their parts and spend 10
minutes reading and rereading with expression- ticket out- how did it feel reading with an exaggerated voice and body language?



Friday, September 23, 2011
PRESS- write out spelling words and divide them into syllables or write each word 3 times. Oral practice for 4 minutes with partner- Spelling Test- Predict
what will happen in chapter 3 of Bud Not Buddy- Students follow as teacher reads Bud Not Buddy
2011-2012 JCMS Lesson Plans                                        Name: Megan Click                                                                 Team:      8
9/26/2011      -     9/30/2011                                     Class: Reading Strategies

                                                 Submit your lesson plans by the end of the day Thursday
                                                            (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, understand
purpose of text features and use such features to locate information in and gain meaning from appropriate level texts, student…
identifies characteristics of narrative, expository, technical, and persuasive texts, reads expressively with appropriate pace, phrasing, intonation, and
rhythm of speech


What do I want my students to know/learn:                                      How will I know if my students have learned/mastered the concepts:
How to read expressively. How to identify paragraph organization- How to       Students will read text with expression that shows that they understand the
use Cornell Notes to document important information and thoughts and           emotion of the text. Students will identify with atleast 80 percent accuracy
questions about an orally processed text-                                      paragraphs organized by time order, cause-effect order, list order and location
                                                                               order. Students will produce a paragraph that effectively uses location order
                                                                               to communicate. Students will perform their designated literature circle role
                                                      What does the indicatorand document what they have read in a reading log
                                                                              look like in my classroom?
     Strategies/Best Practices                        Activities                                 Resources                            Assessments
Student questioning- Asking "why" a Reader's Theatre, Guided notes,            SmartBoard, Computer, Phonics Bingo      Literature Log, Cornell notes, informal
paragraph has a certain structure     Literature Circle, Literature/Learning   cards, pencil, worksheet, paper,         assessment of discussion, small group
Large group discussion. Repeated      Logs/ Context Clue-Dictionary work/      literature logs                          discussion
reading- Small group discussion in    PowerPoint presentation/ Describe
literature circle- Multiple           your favorite room with a paragraph/
Intelligence(Kinesthetic Learning)    Phonics bingo
with Phonics bingo
What am I doing for students who have already mastered this concept:             What I am doing for students who did not meet last weeks objectives:
Providing them more challenging Reader's Theatre parts, Offering them an         Pairing them with strong readers during lit circle, providing one on one
opportunity to read a more difficult lit circle book                             assistance, reducing the amount of sentences required in location paragraph
                                                                                 and having them caption their picture before creating the paragraph




My plan for achieving the above objectives:
Monday, September 26, 2011
Journal- Word Wall/Context clue. Spelling Words- Go over common prefixes- un, re, in, and im- short powerpoint- guided Cornell notes- Practice with prefix
bingo



Tuesday, September 27, 2011
Journal- How is JCMS like Wayside School? How is it different from Wayside school? Practice for Readers Theatre- 20 mins. Perform 15 mins




Wednesday, September 28, 2011
Journal- word Wall/Context clue- Reading Strategy powerpoint: structure of paragraphs- Guided practice- identify what kind of structure was used in a
selection of paragraphs- Independent practice- Draw a map of your bedroom- Use your map to write a paragraph describing your room that uses location
order.


Thursday, September 29, 2011
Journal Prompt- What word do you find yourself using the most?         Why do you think you use the word so much? Introduction to Literacy Circle roles-
Author background on Frindle- Divide into groups of 3-5- Begin reading in groups



Friday, September 30, 2011
Journal- word wall/context clue- Spelling Test- Read Bud Not Buddy- Student take Cornell notes as they listen to the story
2011-2012 JCMS Lesson Plans                                      Name: Megan Click                                                                   Team:    8
10/3/2011      -     10/7/2011                                   Class: Reading Strategies

                                                Submit your lesson plans by the end of the day Thursday
                                                           (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, understand
purpose of text features and use such features to locate information in and gain meaning from appropriate level texts, student…
identifies characteristics of narrative, expository, technical, and persuasive texts, reads expressively with appropriate pace, phrasing, intonation, and
rhythm of speech


What do I want my students to know/learn:                                     How will I know if my students have learned/mastered the concepts:
How to read expressively. How to identify paragraph organization- How to      Students will read text with expression that shows that they understand the
use Cornell Notes to document important information and thoughts and          emotion of the text. Students will identify with atleast 80 percent accuracy
questions about an orally processed text. How to correctly decode words       paragraphs organized by cause-effect order, list order and compare/contrast
with the /f/ sound spelled f, ff, ph, and gh.                                 order. Students will produce a paragraph that effectively uses
                                                                              compare/contrast order/ students will correctly decode words containing /f/
                                                                             look with 95 percent accuracy
                                                     What does the indicatorsound like in my classroom?
    Strategies/Best Practices                       Activities                               Resources                               Assessments
Student questioning- Asking "why"     Reader's Theatre, Guided notes,         Document Camera, Reading Handbook        Reader's Theatre Rubric, Spelling
a paragraph has a certain structure Context Clue-Dictionary work/             photocopies, Readers Theatre script,     Test, Questioning during Reading
Large group discussion. Repeated      Syllabication / Compare/Contrast        highlighters, paper, pencil,             Strategy lesson, informal assessment
reading- Multiple                     paragraph/Venn diagram/ Phonics bingo Smartboard, Whiteboard, dry erase          of discussion, journal responses
Intelligence(Kinesthetic Learning)                                            markers, bingo cards and markers
with Phonics bingo
What am I doing for students who have already mastered this concept:       What I am doing for students who did not meet last weeks objectives:
Providing more challenging Reader's Theatre parts, pairing them to practice Pairing them with strong readers during Reader's Theatre practice, providing
parts with struggling students, Encouraging students to write              one on one assistance, reducing the amount of sentences required in
compare/contrast paragraph without the scaffolded paragraph worksheet      comparison/contrast paragraph, carefully choosing Reader's Theatre parts




My plan for achieving the above objectives:
Monday, October 03, 2011
Complete one spelling contract activity or free journal. Spelling Words- Go over consonant and consonant blends that make the /f/ sound in words- Practice
with /f/ bingo



Tuesday, October 04, 2011
Journal/Read Rumpelstilstken together as a class/ Discuss/ Hand out Readers Theatre scripts/ highlight given parts




Wednesday, October 05, 2011
Context Clue word journal/ Read Reading Handbook Organizing Paragraphs Part 2- List, Compare/Contrast and Cause-Effect order/Write Compare/Contrast
paragraph



Thursday, October 06, 2011
Journal/Practice Readers Theatre in pairs/Discuss Script whole class




Friday, October 07, 2011
Rewrite each spelling word one time and underline letters that make /f/ sound- Practice with partner/Spelling Test/ Bud, Not Buddy with Cornell Notes
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                  Team:       8
10/10/2011      -   10/14/2011                                      Class: Reading Strategies

                                                   Submit your lesson plans by the end of the day Thursday
                                                              (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, understand purpose
of text features and use such features to locate information in and gain meaning from appropriate level texts, student…
identifies characteristics of narrative, expository, technical, and persuasive texts, reads expressively with appropriate pace, phrasing, intonation, and
rhythm of speech, compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics


What do I want my students to know/learn:                                        How will I know if my students have learned/mastered the concepts:
how to compare and contrast a play and a fable that share the same common        students will be able to identify 3 similarities between "Rumpelstiltskin" and
source, how to read a text expressively, how to read and understand the          "Rumpelstiltskin-Private Eye" Students will be able to discuss the differences
concept of contractions, how to listen to a higher level text and use cornell    in characterization in "Rumpelstiltskin" and "Rumpelstiltskin Private Eye"
notes to understand and retain characterizations                                 Students will read "Rumpelstiltkin Private Eye with appropriate phrasing and
                                                                                 expression
                                                      What does the indicator look like in my classroom?
     Strategies/Best Practices                         Activities                               Resources                               Assessments
Large group discussion. Repeated        Word Wall/Journal/Readers                Document Camera, Reading Handbook        Rubric assessment of Reader's
reading- Multiple                       Theatre/Contraction mini lesson/flash photocopies, Readers Theatre script,        Theatre performance, assessment of
Intelligence(Kinesthetic Learning)      card matching/worksheet/Paragraph        highlighters, paper, pencil,             contraction worksheet/ questioning
with Contraction flash card matching    unit review/Spelling Test                Smartboard, Whiteboard, dry erase        during paragraph unit review/spelling
                                                                                 markers, flashcards                      test/ Assessment of compare/contrast
                                                                                                                          of Rumpelstiltskin and Rumpelstiltskin
                                                                                                                          Private Eye
What am I doing for students who have already mastered this concept:        What I am doing for students who did not meet last weeks objectives:
Encouraging student to look up more information on Rumpelstiltkin and       offering one on one support/pairing with peer/modifying assignment
summarize their findings




My plan for achieving the above objectives:
Monday, October 10, 2011




Tuesday, October 11, 2011
Readers Theatre practice/performance/compare and contrast/hand out spelling words




Wednesday, October 12, 2011
Journal/review spelling words/contractions lesson/contractions flashcard matching/contractions worksheet




Thursday, October 13, 2011
Word wall/paragraph unit review




Friday, October 14, 2011
Journal/Spelling Test/Bud Not Buddy Cornell Notes-Characterization focus
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                  Team:       8
10/17/2011       -   10/21/2011                                     Class: Reading Strategies

                                                  Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, understand purpose
of text features and use such features to locate information in and gain meaning from appropriate level texts, student…
identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text


What do I want my students to know/learn:                                        How will I know if my students have learned/mastered the concepts:
How to make connections to a text- text to self, text to text, text to world     They will show an understanding of how they can use their prior knowledge,
by comparing and contrasting the text with themselves, other texts they have world views and experiences to make meaning out of a text
read and saw and things and people they have seen/heard in their world



                                                       What does the indicator look like in my classroom?
        Strategies/Best Practices                      Activities                              Resources                               Assessments
character mapping, pair and share,     suffix tion,sion,cian brainstorm, bud     whiteboard, dry erase markers, paper,    assessment of spelling test, paragraph
guided reading groups, small group     not buddy listen/cornell notes-focus      The Flunking of Joshua T Bates, Bud      structure quiz, small group discussion
discussion, brainstorming, anticipation character, paragraph structure quiz      Not Buddy, Cornell Notes, highlighter,   and completion of handout
guide                                  making literature connections             pencil
                                       powerpoint, pair share, quickwrite,
                                       read Joshua T Bates.. chapter 1 whole
                                       group-modeling making connections,
                                       read chapter 2 in small groups, discuss
                                       in small groups and in large group,
                                       spelling test
What am I doing for students who have already mastered this concept:           What I am doing for students who did not meet last weeks objectives:
Giving them the discussion leader role for the guided reading group,           Placing them in groups with atleast one strong leader, modifying their handouts
encouraging them to elaborate on their responses on their handouts, silent     for guided reading
reading




My plan for achieving the above objectives:
Monday, October 17, 2011
Word Wall, suffix brainstorm, suffix worksheet, Bud Not Buddy oral reading/cornell notes




Tuesday, October 18, 2011
Journal, paragraph test, quiet reading time




Wednesday, October 19, 2011
Journal/Making connections powerpoint/cornell notes, anticipation guide for Joshua T Bates




Thursday, October 20, 2011
Word Wall, begin reading chapter 1 whole group modeling think aloud techniques, questioning techniques, character mapping




Friday, October 21, 2011
Journal relating to spelling words, spelling text, Bud Not Buddy Cornell notes/characterization focus
2011-2012 JCMS Lesson Plans                                          Name: Megan Click                                                                 Team:      8
10/24/2011       -   10/28/2011                                      Class: Reading Strategies

                                                   Submit your lesson plans by the end of the day Thursday
                                                              (or the next to last day of the week)

Indicator/Curriculum Guideline:
 determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, understand purpose
of text features and use such features to locate information in and gain meaning from appropriate level texts, student…
identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text


What do I want my students to know/learn:                                         How will I know if my students have learned/mastered the concepts:
How to make connections to a text- text to self, text to text, text to world by They will show an understanding of how they can use their prior knowledge,
comparing and contrasting the text with themselves, other texts they have         world views and experiences to make meaning out of a text
read and saw and things and people they have seen/heard in their world



                                                       What does the indicator look like in my classroom?
        Strategies/Best Practices                       Activities                               Resources                             Assessments
character mapping, pair and share,      making literature connections             whiteboard, dry erase markers, paper,   informal assessement of discussion,
guided reading groups, small group      powerpoint, pair share, quickwrite,       The Flunking of Joshua T Bates,         anticipation guides, phonics worksheet,
discussion, brainstorming, anticipation read Joshua T Bates.. chapter 1 whole     highlighter, pencil, flashcards,        connections discussion report
guide                                   group-modeling making connections,
                                        read chapter 2 in small groups, discuss
                                        in small groups and in large group
What am I doing for students who have already mastered this concept:            What I am doing for students who did not meet last weeks objectives:
Encouraging them to take leadership in their small group and share their        Extra support, teacher/para guided reading, helping them use highlighting tape
knowledge and understanding with group members




My plan for achieving the above objectives:
Monday, October 24, 2011
Phonics skill- homophones. Flashcard activity where the teacher uses a homophone in a sentence and the student with the right card raises it. - follow with
word meaning crossword puzzle and word study worksheet



Tuesday, October 25, 2011
Making Connections powerpoint/cluster graphic organizer, anticipation guide for Joshua T Bates, discussion, if time permits- read chapter 1 whole class




Wednesday, October 26, 2011
Read chapter 1 whole class, break up into groups and complete chapter 1 making connections question flashcards




Thursday, October 27, 2011




Friday, October 28, 2011
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                  Team:        8
10/31/2011      -   11/4/2011                                       Class: Reading Strategies

                                                 Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, student…
identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                      How will I know if my students have learned/mastered the concepts:
How to derive the meaning of a word from its context, how to read a            They will answer 90 percent of the context clue vocabulary sheet correctly
"challenge" text and apply the "making connections" strategy to make           with minimal assistance. They will show understanding of basic character traits
meaning and comprehend what they have read                                     and plot events in chapters 1 and 2 and will show an ability to relate their lives
                                                                               and reading/viewing with the character


                                                       What does the indicator look like in my classroom?
     Strategies/Best Practices                         Activities                             Resources                                Assessments
think,pair, share/ highlighting key   "master vowel" activity, practicing      white board, dry erase markers,           spelling test, informal assessment of
parts of words/ small group           transitioning from one syllable vowel    Joshua T Bates text, flashcards,          "master vowel", vowel team speed drill,
discussion/ kinetic learning          team words to multisyllable, making      worksheets, journal, markers              comprehension questions for chapter 2
                                      connections flashcard pair and share,
                                      spelling contract, building words with
                                      vowel teams, vowel team crossword
                                      puzzle
What am I doing for students who have already mastered this concept:          What I am doing for students who did not meet last weeks objectives:
encouraging them to elaborate their explanations in their comprehension       offering an alternate lower level text that they can complete a book contract
questions, encouraging them to lead their small group discussions             with




My plan for achieving the above objectives:
Monday, October 31, 2011
Introduce week 12 spelling words-all have vowel teams- identify vowel teams in a reading selection-use highlighters- practice reading multisyllabic words with
vowel teams- build words using word parts written on white board



Tuesday, November 01, 2011
Read first 4 pages of chapter 1 "Joshua T Bates" whole class, break up into groups and complete chapter 1 making connections question flashcards




Wednesday, November 02, 2011
Chapter 2 and 3 vocab- context clue vocab- students locate words in text (page number given) and pick the best definition




Thursday, November 03, 2011
Read chapter 2- complete graphic organizer- answer comprehension questions




Friday, November 04, 2011
Spelling test over vowel team spelling words- Bud Not Buddy with Cornell Notes
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                 Team:       8
11/7/2011       -   11/11/2011                                      Class: Reading Strategies

                                                  Submit your lesson plans by the end of the day Thursday
                                                               (or the next to last day of the week)

Indicator/Curriculum Guideline:
 determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, student…
identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                       How will I know if my students have learned/mastered the concepts:
how to read words that end with the consonant+le symbol/ how to identify        their reading guide responses will show identification of character that uses
character traits in a story, how to make inferences based on what they          text clues to determine character judgements, their spelling tests will show
already know, how to identify internal and external conflict                    correct use of the consonant+le rule, their reading guides and discussion will
                                                                                show understanding and textual support of conflict in Joshua T Bates..., they
                                                                                will make inferences based on textual info in their reading guides
                                                       What does the indicator look like in my classroom?
     Strategies/Best Practices                         Activities                              Resources                               Assessments
paired reading, annotated reading,     phonics bingo with words ending in       smartboard, computer, projector,         reading guide, chapter 2-4 quiz,
large group discussion, interactive    consonant+le, word building with words whiteboard, dry-erase markers, copied discussion, observation of bingo and
learning                               ending in le, word search for le words   chapters of Zombie Winter and Joshua reading
                                       worksheet, chapter 2                     T Bates.., bingo cards and pieces,
                                       vocabulary,reading guide, chapter 3/4    highlighters, pencil, paper
                                       vocab and reading guide, chapter 2-4
                                       quiz/discussion
What am I doing for students who have already mastered this concept:           What I am doing for students who did not meet last weeks objectives:
encouraging them to draw their favorite scene for extra credit, encouraging    extra teacher/para support, shortened reading
them to help me find vocabulary words for chapter 5




My plan for achieving the above objectives:
Monday, November 07, 2011
Press- come up with 7-10 words that end in le and pick one to define. Play consonant+le bingo




Tuesday, November 08, 2011
Press Journal question- do reading guide on chapter 2- possibly complete supplemental illustration for extra points




Wednesday, November 09, 2011
Vocabulary sheet for chapters 3/4- Complete sheet - work on reading guide for 3/4 if time allows




Thursday, November 10, 2011
Press- Le words crossword puzzle- dictionary wars, spelling test




Friday, November 11, 2011
2011-2012 JCMS Lesson Plans                                          Name: Megan Click                                                                   Team:       8
11/14/2011      -   11/25/2011                                       Class: Reading Strategies

                                                   Submit your lesson plans by the end of the day Thursday
                                                              (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, student…
identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                          How will I know if my students have learned/mastered the concepts:
how to identify characterization in a text/how to identify plot events that        students will be able to accurately describe atleast two characters in the text
contribute to rising action in a plot/how to develop thin (text only) and thick    and defend their opinions with the text/ students will identify events in
(text+understanding) questions for a text/ how to break up multisyllabic           chapters 3 and 4 that contribute to the rising action of the plot/ students will
words and recognize common syllables, prefixes, roots and suffixes                 clap as they read words from their spelling list and an independent, unfamiliar
                                                                                   text
                                                       What does the indicator look like in my classroom?
     Strategies/Best Practices                          Activities                                Resources                              Assessments
kinesthetic learning/small group        complete multisyllable word                pencil, worksheets, cube for tossing,    chapter 3/4 quiz, spelling test over
reading/discussing/ peer tutoring/      worksheets, play hot potato with           highlighters, copies of Zombie           multisyllabic words, thick/thin question
small group discussion/ close           spelling words and other multisyllabic     Winter/flunking of Joshua…chapters 3 worksheet
reading/highlighting                    words, complete chapter 3 and 4 and        and 4
                                        accompanying reading guides, create
                                        thick and thin questions with nonfiction
                                        reading and then with chapters 3 and
                                        4, quiz over chapters 3 and 4- half of
                                        the questions will be chosen from
                                        student questions.
What am I doing for students who have already mastered this concept:             What I am doing for students who did not meet last weeks objectives:
encouraging students to identify vocabulary words for chapter 5/ silent          para/teacher support/ shortening assignment/ reading questions/text aloud
reading




My plan for achieving the above objectives:
Monday, November 14, 2011
Press- divide spelling words into syllables, complete multisyllable worksheet, read and clap out spelling words together, play hot pototoe where the person who
catches the object must spell the next syllable of the indicated spelling word



Tuesday, November 15, 2011
Press- write about a time when you felt like you didn't fit in/ read chapters 3 and 4- do reading guide questions




Wednesday, November 16, 2011
Press- word wall- use word in story- different reading groups receive different word/ read non fiction account of Mt. Rushmore- think about- create thin
(text only) questions for article- create 2 thck (article plus thinking) questions/ re-read chapters 3 and 4 if needed and write 6 thin questions and 3 thick
questions on sticky notes


Thursday, November 17, 2011
Press- What is the difference between thick and thin questions? Take chapter 3/4 quiz/ review answers- discuss plot events and characterization




Friday, November 18, 2011
Press- Spelling words crossword puzzle- study for 5 mins- take spelling test/ play word game with smartboard
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                 Team:       8
11/21/2011     -    11/25/2011                                      Class: Reading Strategies

                                                  Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
 student…
identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                       How will I know if my students have learned/mastered the concepts:
Characterization and how to compare and contrast 2 characters in a film/ gain They will provide accurate description of two characters in Holes, compare and
mastery in writing thin questions and more competency in writing thick          contrast the film characterizations and write atleast 3 thin questions that can
questions                                                                       be answered by only viewing the movies and 2 thick questions that connect to
                                                                                Holes


                                                       What does the indicator look like in my classroom?
     Strategies/Best Practices                         Activities                              Resources                               Assessments
Thick/thin inquiry/ graphic organizer watch holes/fill in characterization      worksheets, projector, VCR, pencil,      compare/contrast worksheet-essay/
                                       chart and thick/thin question chart      whiteboard                               thick/thin question sheet
What am I doing for students who have already mastered this concept:            What I am doing for students who did not meet last weeks objectives:
encouraging them to think of more thick questions                               teacher support/ starting the character worksheet with them




My plan for achieving the above objectives:
Monday, November 21, 2011
watch holes/ fill in 3 characterization traits each for Zero and Stanley




Tuesday, November 22, 2011
watch holes/ fill in 3 nore characterization traits each for Zero and Stanley




Wednesday, November 23, 2011
break




Thursday, November 24, 2011
break




Friday, November 25, 2011
break
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                  Team:       8
11/28/2011      -   12/2/2011                                       Class: Reading Strategies

                                                   Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
 determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, student…
identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                       How will I know if my students have learned/mastered the concepts:
how to identify, decode and define words with the suffix ed, how to identify    they will produce thin questions that specifically refer to the plot events in
cause and effect in a film and a chain of events in a film, how to write thin   their novel, they will correctly pronounce, define and spell words with the ed
questions that refer specifically to the rising action and climax of Zombie     suffix, they will fluently read sentences containing words with ed suffix, they
Winter and The Flunking of Joshua T Bates                                       will identify the chain of events in the film Holes that led to Stanley and Zero
                                                                                finding the treasure
                                                       What does the indicator look like in my classroom?
     Strategies/Best Practices                         Activities                              Resources                               Assessments
think aloud, learning+movement, large fill in cause effect worksheet, domino    computer, paper, worksheets, copies of 5 thin questions over plot development
group discussion                       of events demonstration, read            Joshua T… and Zombie Winter,             in Joshua T and Zombie Winter,
                                       chapters 5/6 and write 5 thin            smartboard, document camera              spelling test, informal assessment of
                                       questions over plot events, spelling                                              class reading of "ed" words and the
                                       test, word game review activity                                                   accompanying sentence/article
What am I doing for students who have already mastered this concept:           What I am doing for students who did not meet last weeks objectives:
reading silently when finished, encouraging them to write their own            providing extra para/teacher assistance, placing them in group with students
cause/event story                                                              who did meet last weeks objectives, shortening assignment




My plan for achieving the above objectives:
Monday, November 28, 2011
"old" ed word review with cube, new "ed" words, read sentences on projector, read article with ed words, play cube game with new "ed " words




Tuesday, November 29, 2011
finish watching "Holes" (10-20 mins) discuss cause and effect/ do chain of events domino demonstration/ work in pairs or alone on cause/event worksheet




Wednesday, November 30, 2011
Write a paragraph over your favorite character in Holes- you may use your character description sheets for help. Read chapters 5 and 6 in small group-
group 1 with para and group 2 with teacher- students who do not abuse the privilege will be given the right to read alone- write 5 thin questions that relate to
plot


Thursday, December 01, 2011
Quiz over chapters 5 and 6- Discuss answers and predictions for the novel




Friday, December 02, 2011
Crossword puzzle using "ed" spelling words, word game on smartboard that reviews concepts previously covered in class
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                   Team:       8
12/5/2011       -    12/9/2011                                      Class: Reading Strategies

                                                  Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
 determine meaning of words using context clues from sentences and paragraphs, determine meaning of words through structural analysis, student…
identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                        How will I know if my students have learned/mastered the concepts:
the role of the 'less' and 'ful' suffix in changing a noun into an adjective, how they will read reading level sentences that contain words with the less and ful
to separate a word containing 'less' or 'ful' into base word + suffix, how to    suffix with fluency and be able to understand the meaning of the words by
identify important information in a narrative and write an inquiry about it,     using their understanding of 'ful' and 'less' suffixes, they will identify
how to identify important information in a narrative regarding character         information in a narrative that shows character information and write text only
(Joshua) and plot development (Zombie)and use this information to write a        and text + personal experience inquiry
'thick' or text + inquiry                              What does the indicator look like in my classroom?
     Strategies/Best Practices                         Activities                               Resources                               Assessments
interactive learning/guided            suffix ful and less smartboard lesson,    smartboard, whiteboard, dry erase        informal assessment of class discussion
reading/large group discussion/small whiteboard filling of less and ful words markers, worksheet, article, scissors,      and guided practice, informal
group discussion                       using personal knowledge and              pencil                                   assessment of student reading as they
                                       dictionary, reading article containing                                             read in small groups, spelling test
                                       less and ful and writing thin and thick
                                       inquiry, reading chapter 8 and 9 of
                                       Joshua T Bates with a focus on
                                       characterization of Joshua and Mrs.
                                       Goodwin, reading chapter 9 and 10 of
                                       Zombie Winter w/ focus on climax
What am I doing for students who have already mastered this concept:            What I am doing for students who did not meet last weeks objectives:
encouraging them to create more thick inquiries during guided reading, pairing modifying assignment length, providing additional teacher/para support,
them with less proficient learners                                              reviewing last week's objective and linking it w/this week's objective, giving
                                                                                guiding words for writing thin inquiry and thick inquiry




My plan for achieving the above objectives:
Monday, December 05, 2011
Professional development




Tuesday, December 06, 2011
Fill whiteboard with known 'less' and 'ful' words, smartboard interactive lesson over 'less' and 'ful' suffix, read sentences containing 'ful' and 'less' words,
read article with ful and less words together- discussing thin and thick inquiry over article, read spelling words and ensure understanding of meaning



Wednesday, December 07, 2011
Students respond to a prompt claiming that the main character of their story is a word with a 'ful' or 'less' suffix (Press), guided reading and thick/thin
inquiry for chapter 7/8 of Joshua or 8/9 of Zombie



Thursday, December 08, 2011
Students write a prediction of how they think their story will end (Press), guided reading and thick/thin inquiry for chapters 9/10 of Joshua or 10/11 of
Zombie



Friday, December 09, 2011
Crossword puzzle with spelling words, spelling test, Weekly Reader
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                  Team:   8
12/12/2011      -   12/16/2011                                      Class: Reading Strategies

                                                   Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
student…
identifies characteristics of narrative, expository, technical, and persuasive texts, reads expressively with appropriate pace, phrasing, intonation, and
rhythm of speech, compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics



What do I want my students to know/learn:                                        How will I know if my students have learned/mastered the concepts:
how to determine theme in a novel- how to read a reader's theatre script with their book as a movie posters will display a theme appropriate for the story
appropriate voice level/expression                                               read/ their read aloud of How The Grinch Stole Christmas will display the
                                                                                 appropriate volume and emotion for their scene/character



                                                      What does the indicator look like in my classroom?
     Strategies/Best Practices                         Activities                               Resources                               Assessments
readers theatre, guided reading        guided reading of chapter 10 of The       Reader's Theatre script of How the        Movie Poster Theme/Essential Conflict
                                       Flunking of Joshua T Bates/discussion, Grinch Stole Christmas, copies of The        poster, Reader's Theatre performance
                                       Work on theme/central conflict book       Flunking of Joshua T Bates and Zombie
                                       as a movie posters, readers theatre       Winter, poster board, markers, pencils,
                                       over Dr. Suess' How the Grinch Stole      smart board, copy of You’re a Mean
                                       Christmas/ Discussion of the theme of One lyrics
                                       How the Grinch/ Identification of
                                       Simile and Metaphor in "Your a Mean
                                       One" song
What am I doing for students who have already mastered this concept:         What I am doing for students who did not meet last weeks objectives:
giving them the option of reading the more complex characters, encouraging   providing extra support in guided reading and poster construction, choosing
them to choose a less obvious theme for their poster, having them write a    shorter reader's theatre parts and providing extra practice
more in depth reflection on the movie/reader's theatre script




My plan for achieving the above objectives:
Monday, December 12, 2011
christmas crossword puzzle/ finish guided reading/discussion of The Flunking of Joshua T Bates/Zombie Winter- Begin planning movie posters




Tuesday, December 13, 2011
Work on The Flunking of Joshua T Bates/Zombie Winter movie posters- must finish in class or take home if not finished




Wednesday, December 14, 2011
You’re a Mean One Simile Hunt- Practice Reader's Theatre of How the Grinch Stole Christmas




Thursday, December 15, 2011
Christmas word search/ Practice/Perform How the Grinch Stole Christmas




Friday, December 16, 2011
Make a character mask/Watch 1966 How the Grinch Stole Christmas/ Discuss theme of story/movie
2011-2012 JCMS Lesson Plans                                        Name: Megan Click                                                                   Team:    8
1/2/2012       -      1/6/2012                                     Class: Reading Strategies

                                                  Submit your lesson plans by the end of the day Thursday
                                                            (or the next to last day of the week)

Indicator/Curriculum Guideline:
student determines meaning of words through structural analysis, student identifies characteristics of narrative, expository, technical, and persuasive texts,
student cites textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the text




What do I want my students to know/learn:                                      How will I know if my students have learned/mastered the concepts:
How to organize information according to main idea and supporting details,     They will correctly fill in their Cornell Guided notes, spell words with 85
how to use the Cornell Note format to guide their thinking. The function of    percent accuracy and the root words with 90 percent accuracy. They will
myths in both Greek/Roman and modern cultures, the key traits of the Roman answer press quiz questions correctly
Greek Gods/Goddesses (Olympians)


                                                     What does the indicator look like in my classroom?
     Strategies/Best Practices                        Activities                              Resources                                Assessments
Use of instructional technology,       Prefix,Suffix, root word part mixup on smartboard, computer, whiteboard,          God's/Goddesses oral quiz, Spelling
Guided Cornell notetaking, word        Smartboard, Greek myth and the          markers, paper, pencil, guided cornell    Test, Guided Cornell Notes completed
segmentation for                       Olympians powerpoint with               notes, powerpoint handout
decoding/comprehension                 corresponding guided cornell notes,
                                       Spelling Test, Spelling word mystery
                                       word puzzle
What am I doing for students who have already mastered this concept:           What I am doing for students who did not meet last weeks objectives:
Encouraging them to share their knowledge with the class in discussion         providing shortened written work, choosing less threatening passages for them
                                                                               to read aloud, providing extra para/teacher assistance, pairing with student
                                                                               who has mastered the concept




My plan for achieving the above objectives:
Monday, January 02, 2012




Tuesday, January 03, 2012
Latin word root worksheet- look up words with the root "port" and determine meaning by locating what all of the definitions share in common- word root
minilesson- Smart board manipulation of word roots and prefix/suffix- use it to create new words



Wednesday, January 04, 2012
KWL chart over myths, discuss class results and create a class KWL chart to later add to. Read powerpoint bullets and record important information in guided
cornell notes



Thursday, January 05, 2012
oral review of powerpoint information- fill in answers on smartboard, continue powerpoint/cornell notes




Friday, January 06, 2012
secret message puzzle with spelling words containing port,aud and dict, Review of spelling words/practice identifying root words, spelling test
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                 Team:       8
1/9/2012       -     1/13/2012                                      Class: Reading Strategies

                                                  Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words through structural analysis, student…
identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                       How will I know if my students have learned/mastered the concepts:
key characteristics of Greek/Roman Gods and Goddesses. The function that        They will show understanding of myth function in class discussion. They will
Greek/Roman myths served in Greek/Roman culture. To identify and define         answer questions about Greek/Roman gods correctly. will display
Latin root words within words and use this skill to decode and comprehend       decoding/comprehension when reading words with known root words
words/to compare characterization in two different versions of a myth/to
identify characterization in a myth
                                                       What does the indicator look like in my classroom?
     Strategies/Best Practices                         Activities                              Resources                               Assessments
Use of instructional technology,       Word root tree, Guided Cornell Notes     White rolled paper, markers, scissors,   Oral quiz, assessment of word root
Paired reading, reading texts tiered   over Greek Gods/Goddesses, Reading 2 smartboard, computer, paper, pencils,        tree, informal assessment of
to student decoding/comprehension      versions of Arachne's web and            copies of tiered Arachne's Web,          comprehension in large group discussion
abilities, large group discussion, hands comparing/contrasting the versions,    highlighters                             of Arachne's Web
on learning, use of graphic organizers comparing/contrasting
                                       characterization
What am I doing for students who have already mastered this concept:            What I am doing for students who did not meet last weeks objectives:
Encouraging them to extend their word root tree. Encouraging to share their providing extra para/teacher assistance, modifying assignment length, providing
knowledge about Greek/Roman myths to classmates                                 modified text




My plan for achieving the above objectives:
Monday, January 09, 2012
Press- Write at least 4 words for each of the root woods- (struct. Cide, spec, photo). Mini-lesson over root words struct, cide, photo and spec. Create a root
word tree (in groups, each group has a different word)



Tuesday, January 10, 2012
Press- Oral review over Greek gods/goddess. Complete guided Cornell notes of Olympians. Write 5 thick questions over what is in guided Cornell note packet.




Wednesday, January 11, 2012
Press- Write about the God/Goddess that you find the most interesting. Include atleast 3 details in your writing. Read Arachne's Web in tier groups-
complete characterization worksheet in tiers. Listen to oral reading of an alternate version of tale and compare accounts



Thursday, January 12, 2012
Press- Answer Question- Do you think that Athena acted fairly with Arachne? Why or why not. Reread Arachne's Web with a partner and answer
comprehension questions- Large class discussion of Arachne's web



Friday, January 13, 2012
Press- Spelling words with root words cide, struct, photo and spec hidden message puzzle- 5 minute review of spelling words and their roots (students will
circle the root words in their spelling words)- Spelling test. Week 19/20 spelling word review bingo
2011-2012 JCMS Lesson Plans                                          Name: Megan Click                                                                    Team:     8
1/16/2012       -    1/20/2012                                       Class: Reading Strategies

                                                   Submit your lesson plans by the end of the day Thursday
                                                              (or the next to last day of the week)

Indicator/Curriculum Guideline:
determine meaning of words through structural analysis, student…
identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                         How will I know if my students have learned/mastered the concepts:
I want my students to recognize the origin or words with greek/latin roots-       Students will correctly identify the taught roots in selected words, students
chron,tele,therm,scope and logy and spell them correctly. I want my students will spell the indicated words correctly, students will underline relevant
to correctly identify character traits in a tiered greek myth. I want my          information in their non-fiction text, students will create thin questions that
students to identify thin questions related to a non fiction science article, I   relate to the main idea in the non-fiction text. Students will create a diagram
want them to create a diagram that shows information presented in text            that represents the information in the text with atleast 80 percent accuracy
                                                       What does the indicator look like in my classroom?
     Strategies/Best Practices                          Activities                               Resources                               Assessments
paired reading, small group discussion, word root bingo, read Echo and            smartboard, bingo cards, tiered echo     spelling test, comprehension
manipulatives, underlining/highlighting Narcissus- comprehension worksheet,       and narcissus copies, echo article,      worksheets
important information, syllabication,   Read nonfiction article over echoes-      paper, whiteboard, dry erase markers
chunking                                answer questions, spelling test,
                                        smartboard manipulatives
What am I doing for students who have already mastered this concept:          What I am doing for students who did not meet last weeks objectives:
Encouraging them to come up with longer words containing the roots,           providing para/teacher assistance, shortening the non-fiction assignment,
encouraging them to re-read the Echo/Narcissus article and write 2 thick      allowing them to highlight information that answers the comprehension
(rather than thin)questions.                                                  worksheets, providing definition for synonym worksheet




My plan for achieving the above objectives:
Monday, January 16, 2012




Tuesday, January 17, 2012
Determine what a chronometer measures based on the definitions of chronic and chronologic. Word match up with chron,ology,scope,therm,tele, Bingo over
words with reviewed root words and new roots



Wednesday, January 18, 2012
Journal Question- Can anyone ever be too proud of their looks, talents or intelligence? When could this cause them or others problems? Minilesson on word
connotations- do word connotation worksheet whole class, Read tiered echo and narcissus- answer characterization comprehension worksheet, write 2 thin, 2
thick questions


Thursday, January 19, 2012
Based on the story we read yesterday, what does Echo mean? Read artice over the cause of Echoes as a class- Reread article and underline information that
helps you answer the questions- answer article comprehension questions, write 3 thin questions



Friday, January 20, 2012
Spelling word crytogram, spelling test, bingo over week 19-21
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                     Team:       8
1/23/2012      -    1/27/2012                                       Class: Reading Strategies

                                                   Submit your lesson plans by the end of the day Thursday
                                                              (or the next to last day of the week)

Indicator/Curriculum Guideline:
use paraphrasing and organizational skills to summarize information from appropriate level narrative, determine meaning of words through structural analysis,
student identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                        How will I know if my students have learned/mastered the concepts:
the hero's journey steps, characteristics of a mythic and real life hero, how    they will be able to tell Jason and the Golden Fleece in their own words, they
to determine characterization in a myth, how to summarize the important          will list atleast 5 characteristics of a real life hero and 5 characteristics of a
events in a myth. How to indentify, chunk and decode words with                  mythic hero, they will be able to provide examples from stories of the phases
ing,ed,d,s,or,er suffixes, reviewed root words and pre,re,mis prefixes           of the hero's journey. They will be able to decode and identify words with
                                                                                 ing,ed,s,er/or suffix and re/pre/ prefixes in a story
                                                      What does the indicator look like in my classroom?
     Strategies/Best Practices                         Activities                               Resources                                Assessments
word chunking, word part analysis,      Read Jason and the Golden Fleece-        paper, computer, projector,               spelling test over reviewed
small group discussion, paraphrasing,   retell story, answer comprehension       highlighters, document camera, copies     prefixes/suffixes/roots,
large group instruction, paired reading questions, characterize characters as    of stories, copy of Christopher Reeve     comprehension questions over Jason
                                        deceivers or truth tellers, watch short article                                    and the Golden Fleece, Story retelling
                                        videos over the heroic journey and how                                             over Jason and the Golden Fleece
                                        our lives can be heroic
What am I doing for students who have already mastered this concept:             What I am doing for students who did not meet last weeks objectives:
encouraging them to work with struggling students, offering them more            providing extra teacher/para assistance, modifying assessment of skills,
challenging words to chunk and decode, encouraging them to find root words       providing document with pre-chunked difficult words
we haven't yet explicitly covered




My plan for achieving the above objectives:
Monday, January 23, 2012
Press- review of prefixes and suffixes, Chunk and decode Echo and Narcissus together




Tuesday, January 24, 2012
Press- fill in the blank review over Echo article read on Tuesday, Finish reading Echo article, answer comprehension questions and write 5 thin questions for
the article



Wednesday, January 25, 2012
Press- Write or draw and label a real life or fictional hero- share heroes- read archetypal hero journey sheet- discuss in large group how different heroes
fulfill or fail to fulfill the archetype- write down shorted form of the heroic archetypal journey (9 steps)



Thursday, January 26, 2012
Press- Draw and label a hero. Read together Intro to Jason and the Golden Fleece- fill in guided cornell note sheet- Read tiered versions of Jason and the
Golden Fleece- Reconvene and do "retelling the story" together as class- Complete comprehension questions if time allows



Friday, January 27, 2012
Press- Week 22 review wordfind. Spelling Test- Cut and Create new words from roots, prefixes and suffixes
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                 Team:      8
1/30/2012       -       2/3/2012                                    Class: Reading Strategies

                                                   Submit your lesson plans by the end of the day Thursday
                                                               (or the next to last day of the week)

Indicator/Curriculum Guideline:
 use paraphrasing and organizational skills to summarize information from appropriate level narrative, determine meaning of words through structural analysis,
student identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                        How will I know if my students have learned/mastered the concepts:
How to summarize a short story- including the 5 W's and the key events How Students will produce a 4-5 sentence summary of Orpheus and Eurydice that
to identify mood in a passage- how to use imagery to visualize a passage. How    answers who,what happened, where it happened, why it happened and how it
to identify, define vocabulary, and fluently decode words with the prefixes      happpened by using a summary graphic organizer. Students will correctly
pre,inter,fore and de                                                            identify mood words in Orpheus and Euryidice. Students will draw a picture
                                                                                 that uses clues from Orphues to visualize a scene in the story. Students will
                                                                              look and in my classroom?
                                                      What does the indicator read like spell words with selected prefixes correctly and fluently
      Strategies/Best Practices                        Activities                               Resources                              Assessments
paired reading, graphic organizer,       Word cut out and glue for prefixes      computers, projector, document          4-5 sentence summary. Mood analysis
large group instruction, small group     pre,inter,fore, and de- make words      camera, big paper,scissors, glue,       worksheet. Spelling test
instruction, learning style variation,   using reviewed root                     pencils, copies of stories, paper
large group discussion                   words,prefixes,suffixes and new
                                         prefixes. Review over hero's journey-
                                         match part of Jason and the Golden
                                         Fleece that shows one of the parts of
                                         the journey. Read Atlanta and the
                                         Golden Apples- Use graphic organizer
                                         to summarize myth whole class. Read
                                         Orpheus and Eurydice in pairs-
                                         highlight who, what, where, why and
                                         how of story. Write 4-5 sentence
What am I doing for students who have already mastered this concept:            What I am doing for students who did not meet last weeks objectives:
Encouraging them to publish their summaries in a children's book version of     Providing extra assistance with reading/picking important information. Pre-
the story                                                                       highlight important information on half of the story- they need to highlight the
                                                                                other half




My plan for achieving the above objectives:
Monday, January 30, 2012
Press- Match excerpts from Jason and the Golden Fleece with heroic journey. Large group lesson- each group works to come up with a definition for one of
the prefixes based on words that share the prefix- each group uses paper sheets to come up with new words with the new prefixes and previously reviewed
word parts. Reconvene and share words


Tuesday, January 31, 2012
Press- Match the definition with the correct week 23 spelling word by using the correct meaning of the prefix. Summary- discuss prior knowledge about
concept- large group instruction with modeled summary that contains who,what,where, why and how of a story- Read Atlanta and the Golden Apples whole
group- higlighting clues for who, circling clues for what, underlining clues for where. Create class summary of story.


Wednesday, February 01, 2012
Press- Fill in the blank summary of a short passage- Show what dreams may come you tube- introduce orpheus and eurydice- Read first two paragraphs whole
class-higlighting who what where how why clues then read story in pairs, stopping every two paragraphs to share what you have highlighted. Use highlighted
text to write summary.


Thursday, February 02, 2012
Press- Fill in the blank summary of a short passage- Show what dreams may come you tube- introduce orpheus and eurydice- Read first two paragraphs whole
class-higlighting who what where how why clues then read story in pairs, stopping every two paragraphs to share what you have highlighted. Use highlighted
text to write summary.


Friday, February 03, 2012
Press- prefix crossword puzzle. Prefix word games. Spelling Test-multiple choice at end of the period
2011-2012 JCMS Lesson Plans                                        Name: Megan Click                                                                   Team:      8
2/6/2012        -    2/10/2012                                     Class: Reading Strategies

                                                  Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
use paraphrasing and organizational skills to summarize information from appropriate level narrative, determine meaning of words through structural analysis,
student identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                       How will I know if my students have learned/mastered the concepts:
how to recognize, decode and understand words with the suffix pre,de,inter      they will properly decode, spell and use the words with the identified prefixes
and fore. How to identify and highlight important information in a narrative    in oral sentences, they will correctly distiguish between important and less
and use this information to write a 3-5 sentence summary of the narrative       important information and use this information to write clear and concise
                                                                                summaries of the narrative


                                                     What does the indicator look like in my classroom?
     Strategies/Best Practices                        Activities                               Resources                               Assessments
whole class instruction, manipulatives, Complete pick the word with the prefix paper, scissors, envelopes,document       Informal assessment of students
whole class discussion, highlighting   worksheet (X out prefix pretenders       camera, projector, markers, pencils,     pairing prefix manipulatives, spelling
key passages                           and use the prefix containing words in   copies of Pandora's Box, Atalanta and    test, informal assessment of class
                                       a sentence) Pair prefixes with base      the Golden Apples and Orpheus and        summary
                                       word manipulative exercise whole class. Eurydice
                                       Read Orpheus and Eurydice whole class-
                                       highlight important story actions that
                                       could be used to write a summary.
                                       Write 4-5 sentence summary using
                                       graphic org. Read Pandora's Box whole
                                       class, highlight key actions, write
                                       individual summary from highlights
What am I doing for students who have already mastered this concept:            What I am doing for students who did not meet last weeks objectives:
Encouraging them to publish their summaries in a children's book version of     nx
the story




My plan for achieving the above objectives:
Monday, February 06, 2012
Press- Identify the word that has the prefixes pre,inter,fore or de. Match word read by teacher with prefix and corresponding base word put together
(manipulatives)- one student will be doing it in front of the document camera



Tuesday, February 07, 2012
NO SCHOOL




Wednesday, February 08, 2012
Press- summarize Atalanta and the Golden Apples using highlighted passages- Show what dreams may come you tube- introduce orpheus and eurydice- Read
first two paragraphs whole class-higlighting who what where how why clues then read story in pairs, stopping every two paragraphs to share what you have
highlighted. Use highlighted text to write summary.


Thursday, February 09, 2012
Press- Fill in the blank summary of Orpheus and Eurydice- use highlighted passages to complete. Discussion over the cause of good and evil. Read Pandora
whole class, highlighting passages that indicate the most important information that would contribute to a summary. Write class summary



Friday, February 10, 2012
Press- cryptogram with spelling words- review using Monday's cut out words- spelling test over words with pre,inter,fore and de prefix
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                  Team:   8
2/13/2012      -    2/17/2012                                       Class: Reading Strategies

                                                    Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
use knowledge of developmentally appropriate decoding skills when reading unknown words. use paraphrasing and organizational skills to summarize information
from appropriate level narrative, student cites textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech, compare and contrast texts in different forms or genres in terms
of their approaches to similar themes and topics.


What do I want my students to know/learn:                                        How will I know if my students have learned/mastered the concepts:
how to decode multisyllabic words that contain r controlled vowels. How to       students will correctly read words with r controlled vowels in the play,
read a leveled script with correct intonation and expression. How to use new     students will read identified words with r controlled vowels correctly.
vocabulary correctly in a sentence. How to compare and contrast two similar      Students will show understanding of their characters values an motivations
stories in different genres. How to understand the motivations of a character
in a drama
                                                      What does the indicator look like in my classroom?
     Strategies/Best Practices                         Activities                               Resources                              Assessments
repeated reading, manipulatives,       Watch Hunger Games trailer and listen Leveled Readers Theatre workbook and spelling test, assessment of readers
paired reading, large group discussion, to short talk about the book and its     script, highlighters, paper, pencils,    theatre performance, assessment of
readers theatre, vocabulary study      influence on the maze of Minos. Build     scissors, glue, paper, projector,        discussion and comic/drama ending
                                       multisyllabic words with syllables that   document camera, computer
                                       are 'r' controlled. Readers Theatre
                                       over Maze of Minos. Spelling Test.
What am I doing for students who have already mastered this concept:           What I am doing for students who did not meet last weeks objectives:
encouraging them to write an ending for the drama, encouraging them to take    giving them leveled parts, encouraging them to work with students who have
the more difficult parts                                                       mastered the concept, using text to speech for struggling writers




My plan for achieving the above objectives:
Monday, February 13, 2012
Press- complete a r controlled vowel poem. Practice reading actual and pretend one syllable words with r controlled vowels. Cut out word parts and create r
controlled words- glue them on a sheet of paper and illustrate each word.- review spelling words



Tuesday, February 14, 2012
Press: Highlight the syllables in the following passage that are 'r controlled'. Vocabulary for the Maze of Minos (readers theatre)- pick 3 words to research
and use in a short sentence. Share words in class. Watch Hunger Games and fill out short q and a worksheet. Give synopsis of play and announce parts.



Wednesday, February 15, 2012
Press- Read the short description and assign a emotion. (3 mins) Practice emotion with choral reading of short sentences that express different emotions(10
mins). Practice Readers Theatre parts



Thursday, February 16, 2012
Spelling word word search. Spelling test. Perform- record with computer final performance.




Friday, February 17, 2012
NO SCHOOL
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                 Team:       8
2/20/2012       -   2/24/2012                                       Class: Reading Strategies

                                                    Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
use knowledge of developmentally appropriate decoding skills when reading unknown words. use paraphrasing and organizational skills to summarize information
from appropriate level narrative, student cites textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text, reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech, compare and contrast texts in different forms or genres in terms
of their approaches to similar themes and topics.


What do I want my students to know/learn:                                       How will I know if my students have learned/mastered the concepts:
How to read and define words with identified Greek roots, How to read a         students will correctly classify and define words with specific greek and latin
leveled script with correct intonation and expression. How to use new           roots. Students will use the new words correctly in a sentence. Students will
vocabulary correctly in a sentence. How to compare and contrast two similar     read their readers theatre parts with intonation and expression and their
stories in different genres. How to understand the motivations of a character reading will correctly identify their character's motivations and emotions.
in a drama, how to read for information and report their findings               Their hero reports will show understanding of read information and express the
                                                                              look reasons for them being
                                                      What does the indicator main like in my classroom? a hero
     Strategies/Best Practices                         Activities                              Resources                              Assessments
kinetic learning, learning through     greek roots body map, greek roots mix computers, paper, pencils, highlighters, spelling test, body maps, readers
technology, large group discussion,    and match, readers theatre, hero         markers, large rolled colored paper,     theatre rubric, my hero presentation
large group instruction, small group   report                                   readers theatre scripts
instruction
What am I doing for students who have already mastered this concept:               What I am doing for students who did not meet last weeks objectives:
giving them the above level reading parts in the leveled reader theatre,           providing para/teacher assistance, modifying required number of greek/latin
pairing them with students still working on mastery, encouraging them to           root origin words for body map, providing guided cornell notes
record more words on their greek/latin roots body map




My plan for achieving the above objectives:
Monday, February 20, 2012
define 5 words from spelling list, greek/latin root body map, greek latin word match up sheet




Tuesday, February 21, 2012
Press- Read the short description and assign a emotion. (3 mins) Practice emotion with choral reading of short sentences that express different emotions(10
mins). Practice Readers Theatre parts



Wednesday, February 22, 2012
Perform Readers Theatre. Answer comprehension questions. Write a paragraph ending to the script




Thursday, February 23, 2012
Qualities of real life heroes powerpoint/cornell notes (first 15 min)- research your own hero




Friday, February 24, 2012
spelling word crossword (15 mins), spelling test, present hero findings to class
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                     Team:     8
2/27/2012        -    3/9/2012                                      Class: Reading Strategies

                                                   Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
use knowledge of developmentally appropriate decoding skills when reading unknown words. use paraphrasing and organizational skills to summarize information
from appropriate level narrative, student cites textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text,



What do I want my students to know/learn:                                         How will I know if my students have learned/mastered the concepts:
how to distinguish between fact and opinion in a non fiction text, how to         they will correctly identify facts and opinions in a non fiction text, they will be
realize that persuasive text combines facts and opinions to persuade the          able to label persuasion techniques, they will identify main idea sentences in
reader, how to identify bias in a persuasive text, how to identify the main idea paragraphs, they will be able to identify implied main ideas in longer texts
in a paragraph in an expository text, how to identify the main idea in a memoir
or short story
                                                       What does the indicator look like in my classroom?
        Strategies/Best Practices                      Activities                                Resources                                Assessments
direct instruction, small group         fact/opinion powerpoint/cornell notes,    cornell notesheets, computers,             assessment of marked articles, large
discussion, paired grouping,            play fact and opinion games, read         projector, highlighter, pencils/pens,      group discussion, root word bingo
technology, cornell notes, large group articles, highlight facts and opinions     bingo cards, markers, copies of articles
discussion                              and answer questions, main idea
                                        powerpoint, main idea computer games,
                                        read article-id main idea, root word
                                        review bingo
What am I doing for students who have already mastered this concept:             What I am doing for students who did not meet last weeks objectives:
providing more difficult articles, encouraging them to focus on persuasion       pairing them with students who have greater mastery, providing guided cornell
techniques                                                                       notes, providing extra teacher/para assistance




My plan for achieving the above objectives:
Monday, February 27, 2012
fact and opinion powerpoint/Cornell Notes, play fact/opinion review games




Tuesday, February 28, 2012
Read fact/opinion article together, highlight fact/opinion together, read fact/opinion in pairs or separately, identify fact and opinion, answer questions




Wednesday, February 29, 2012
main idea powerpoint/Cornell Notes, play main idea review games




Thursday, March 01, 2012
Read article and identify main idea and supporting details whole class, read article separately and identify main idea/supporting details




Friday, March 02, 2012
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                  Team:        8
3/5/2012        -     3/9/2012                                      Class: Reading Strategies

                                                   Submit your lesson plans by the end of the day Thursday
                                                              (or the next to last day of the week)

Indicator/Curriculum Guideline:
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text, Explain the relationships or interactions
between two or more ideas or concepts in a historical, scientific, or technical text. Analyze how a particular sentence, paragraph, section, or chapter fits into
the overall structure of a text.



What do I want my students to know/learn:                                        How will I know if my students have learned/mastered the concepts:
How to identify factual information in a non-fiction, scientific text, how to    They will identify the facts in the article with 80 percent accuracy. They will
use meaning cues to figure out unknown word meanings, how to identify signal     identify the signal words in comprehension questions and use them to answer
words in comprehension questions and use those words to look for important       the questions. They will fill out the venn diagram with information from the
information, how to compare and contrast two things in a compare/contrast        article that is correctly classified
article
                                                      What does the indicator look like in my classroom?
      Strategies/Best Practices                        Activities                               Resources                               Assessments
whole class instruction, guided         Do vocabulary strategy worksheet.        projector, computer, interactive         informal assessment of whole group
practice, small group work              Read Hurricanes from Language Text       textbook copies, textbook copies         discussion, completion of compare and
                                        Book (copy) Complete Answer It from                                               contrast organizer
                                        Interactive Textbook. Read
                                        Tornadoes! From Interactive
                                        Textbook. Complete compare and
                                        contrast organizer in interactive
                                        textbook
What am I doing for students who have already mastered this concept:          What I am doing for students who did not meet last weeks objectives:
Encouraging them to create their own test questions that use appropriate      providing extra teacher/para assistance, reading with them in small groups
signal words




My plan for achieving the above objectives:
Monday, March 05, 2012
Press- main idea/supporting detail review paragraph. Review context clue vocabulary strategy- complete worksheet together. Read Hurricanes! Whole class-
identify topic sentences



Tuesday, March 06, 2012
Press- use context clue vocabulary strategy to figure out unknown word- Read over Signal Words worksheet from independent text- highlight signal words in
each question. Individually- use those highlighted words to help you complete the worksheet. Ticket out- write one signal word that is commonly found in
questions.


Wednesday, March 07, 2012
Read Tornadoes! Together as a class. Fill in compare contrast organizer whole class.




Thursday, March 08, 2012
no school




Friday, March 09, 2012
no school
2011-2012 JCMS Lesson Plans                                 Name: Megan Click                                                         Team:   8
3/12/2012      -   3/16/2012                                Class: Reading Strategies

                                            Submit your lesson plans by the end of the day Thursday
                                                     (or the next to last day of the week)

Indicator/Curriculum Guideline:




What do I want my students to know/learn:                              How will I know if my students have learned/mastered the concepts:




                                              What does the indicator look like in my classroom?
     Strategies/Best Practices                 Activities                           Resources                           Assessments
What am I doing for students who have already mastered this concept:   What I am doing for students who did not meet last weeks objectives:




My plan for achieving the above objectives:
Monday, March 12, 2012




Tuesday, March 13, 2012




Wednesday, March 14, 2012




Thursday, March 15, 2012




Friday, March 16, 2012
2011-2012 JCMS Lesson Plans                                 Name: Megan Click                                                         Team:   8
3/26/2012      -   3/30/2012                                Class: Reading Strategies

                                            Submit your lesson plans by the end of the day Thursday
                                                     (or the next to last day of the week)

Indicator/Curriculum Guideline:




What do I want my students to know/learn:                              How will I know if my students have learned/mastered the concepts:




                                              What does the indicator look like in my classroom?
     Strategies/Best Practices                 Activities                           Resources                           Assessments
What am I doing for students who have already mastered this concept:   What I am doing for students who did not meet last weeks objectives:




My plan for achieving the above objectives:
Monday, March 26, 2012




Tuesday, March 27, 2012




Wednesday, March 28, 2012




Thursday, March 29, 2012




Friday, March 30, 2012
2011-2012 JCMS Lesson Plans                                 Name: Megan Click                                                         Team:   8
4/2/2012       -    4/6/2012                                Class: Reading Strategies

                                            Submit your lesson plans by the end of the day Thursday
                                                     (or the next to last day of the week)

Indicator/Curriculum Guideline:




What do I want my students to know/learn:                              How will I know if my students have learned/mastered the concepts:




                                              What does the indicator look like in my classroom?
     Strategies/Best Practices                 Activities                           Resources                           Assessments
What am I doing for students who have already mastered this concept:   What I am doing for students who did not meet last weeks objectives:




My plan for achieving the above objectives:
Monday, April 02, 2012




Tuesday, April 03, 2012




Wednesday, April 04, 2012




Thursday, April 05, 2012




Friday, April 06, 2012
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                       Team:      8
4/9/2012         -   4/13/2012                                      Class: Reading Strategies

                                                   Submit your lesson plans by the end of the day Thursday
                                                              (or the next to last day of the week)

Indicator/Curriculum Guideline:
 use paraphrasing and organizational skills to summarize information from appropriate level narrative, determine meaning of words through structural analysis,
student identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                           How will I know if my students have learned/mastered the concepts:
how to make inferences about characters in a short story, how to identify           students will make inferences about story characters and be able to use at
plot,character and setting details, how to identify cause and effect in a short least 2 supporting details from the story to support their inference, students
story                                                                               will correctly label story details as primarily contributing to the plot, setting or
                                                                                    characterization, students will distinguish between cause and effect order and
                                                                                    time order and correctly identify story causes in their guided reading packet
                                                      What does the indicator look like in my classroom?
        Strategies/Best Practices                      Activities                                  Resources                                Assessments
guided reading, cooperative learning,   word detective- students identify 6         computer, whiteboard, document            large group discussion, guided reading
minilesson, large group discussion      words that they investigate using           camera, guided reading packet, copies     packet, word detective packet
                                        context clues and a dictionary, guided      of "Cat Lady", folders for each student
                                        reading packet- cloze reading and fill in
                                        the blank questions, to be completed in
                                        groups as group reads story together
What am I doing for students who have already mastered this concept:          What I am doing for students who did not meet last weeks objectives:
placing them in the advanced reading group, encouraging them to look for      providing para-support for decoding, modifying word detective assignment
challenging vocabulary words in the text




My plan for achieving the above objectives:
Monday, April 09, 2012
no school




Tuesday, April 10, 2012
word detective- do example together as class- locate a word in the text and use our word meaning clues to confidently understand the word, students continue
packet in small groups



Wednesday, April 11, 2012
Press- write down one of your word detective words- define it in your own words and draw a picture of the word. Finish pgs 13-20 of "Cat Lady" and reading
packet questions in your small group



Thursday, April 12, 2012
Summarize minilesson- if not finished reading- finish 13-20 of "Cat Lady" in small groups- Create class summary of pages 13-20 using graphic organizer- use
appropriate transition words to write your summary



Friday, April 13, 2012
Summary transition words press (4 questions) Cause/effect minilesson, Read pages 20-29 in small groups, complete accompanying reading packet
2011-2012 JCMS Lesson Plans                                        Name: Megan Click                                                                  Team:       8
4/16/2012       -   4/20/2012                                        Class: Reading Strategies

                                                  Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
use paraphrasing and organizational skills to summarize information from appropriate level narrative, determine meaning of words through structural analysis,
student identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                       How will I know if my students have learned/mastered the concepts:
how to recognize signal words for cause and effect, that in a chain of events- students will correctly categorize cause and effect signal words during
an event may be both a cause and an effect, how to make inferences about        minilesson, students will correctly answer inference questions in their reading
character motives, how to defend an opinon with support from the text, how      guides, students will defend an opinion about a character with textural evidence
to use previous knowledge to predict what will happen in a story, how to use    in their reading guide, students will use context to correctly choose the right
context to understand a word in a sentence                                      meaning in their draw and connect a word presses
                                                     What does the indicator look like in my classroom?
     Strategies/Best Practices                        Activities                               Resources                              Assessments
minilesson, guided reading, large      read "Cat Lady" in small groups and      copies of text, copies of reading guide, reading guide, pg 20-44 quiz, large
group discussion                       answer corresponding questions in        computer, headphones (for guided         group discussion
                                       reading guide, quiz over pgs 20-44 and individual reading), file uploaded to
                                       cause and effect, cause and effect       internet, whiteboard, dry erase
                                       minilesson, choose a word, illustrate    markers, document camera, smart
                                       and connect it to the story              board
What am I doing for students who have already mastered this concept:           What I am doing for students who did not meet last weeks objectives:
allowing them to read faster than the rest of the class, encouraging them to   giving them the option to read along with my recorded voice, so they can stop
make more indepth connections                                                  and restart it if they need it, providing para/teacher support




My plan for achieving the above objectives:
Monday, April 16, 2012
Press- pick word from text, illustrate it and connect it to the text, Cause/effect minilesson with guided notes, cause and effect whole class computer game




Tuesday, April 17, 2012
Press- same as Monday, share words from press, Read pgs 20-24 of "Cat Lady" and complete reading guide




Wednesday, April 18, 2012
Press- same as Monday, share words from press, Read pgs 24-29 of "Cat Lady" and complete reading guide




Thursday, April 19, 2012
Press- same as Monday, share words from press, Read pgs 29-37 of "Cat Lady" and complete reading guide




Friday, April 20, 2012
Press- same as Monday, review for quiz over cause/effect and take quiz
2011-2012 JCMS Lesson Plans                                         Name: Megan Click                                                                    Team:    8
4/23/2012       -   4/27/2012                                       Class: Reading Strategies

                                                  Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
use paraphrasing and organizational skills to summarize information from appropriate level narrative, determine meaning of words through structural analysis,
student identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                          How will I know if my students have learned/mastered the concepts:
how to make inferences about character motives, how to defend an opinon            students will correctly answer inference questions in their reading guides,
with support from the text, how to use previous knowledge to predict what          students will defend an opinion about a character with textural evidence in
will happen in a story, how to use context to understand a word in a sentence,     their reading guide, students will use context to correctly choose the right
how to compare and contrast two works from a similar genre                         meaning in their draw and connect a word presses


                                                      What does the indicator look like in my classroom?
     Strategies/Best Practices                         Activities                                  Resources                               Assessments
minilesson, guided reading, large      read "Cat Lady" in small groups with a      computers, headphones, highlighters,    pg 38-51 quiz, key event poster,
group discussion                       recorded and uploaded reading, answer pencils, document camera, projector,          reading guide
                                       corresponding questions in reading          poster board,
                                       guide, quiz over pgs 38-51 , choose a
                                       word, read in it context, look it up in a
                                       dictionary, illustrate and connect it to
                                       the story, create a story poster by
                                       illustrating an important event in the
                                       story
What am I doing for students who have already mastered this concept:           What I am doing for students who did not meet last weeks objectives:
allowing them to read faster than the rest of the class, encouraging them to   giving them the option to read along with my recorded voice, so they can stop
make more indepth connections                                                  and restart it if they need it, providing para/teacher support




My plan for achieving the above objectives:
Monday, April 23, 2012
Test over pages 20-37, quiet reading after finishing test




Tuesday, April 24, 2012
Key vocabulary graphic organizer- choose one word to find in the story, figure out the meaning by the context, confirm meaning and draw/ Read pgs 38-45
along with the recorded reading then re-read to answer questions in the reading guide



Wednesday, April 25, 2012
Key vocabulary graphic organizer- choose one word to find in the story, figure out the meaning by the context, confirm meaning and draw/ Read pgs 46-51
along with the recorded reading then re-read to answer questions in the reading guide.



Thursday, April 26, 2012
10 minute review over pgs 38-51. Quiz over pgs 38-51. When finished, start work on main event movie poster




Friday, April 27, 2012
Key vocabulary graphic organizer- choose one word to find in the second half of the story, confirm meaning of the word, draw it and tell how it relates to the
story. Finish main event movie poster
2011-2012 JCMS Lesson Plans                                           Name: Megan Click                                                              Team:      8
4/30/2012       -     5/4/2012                                        Class: Reading Strategies

                                                      Submit your lesson plans by the end of the day Thursday
                                                               (or the next to last day of the week)

Indicator/Curriculum Guideline:
tudent identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text




What do I want my students to know/learn:                                        How will I know if my students have learned/mastered the concepts:
how to make inferences about character motives, how to defend an opinon          they will make correct and substantiated inferences about the character traits
with support from the text, how to use previous knowledge to predict what        of characters in The Cat Lady and Something Wicked This Way Comes. They
will happen in a story,how to compare and contrast two works from a similar      will use their knowledge of the horror genre to predict events in Something
genre, they will visualize scenes in "The Cat Lady"                              Wicked This Way Comes. They will correctly fill out a venn diagram graphic
                                                                                 organizer for The Cat Lady and Something Wicked, their Cat Lady posters will
                                                                                look like in my story details
                                                        What does the indicator contain correct classroom? and show an important scene in the book
     Strategies/Best Practices                           Activities                             Resources                             Assessments
small group work, large group           Cat Lady scene movie poster,             computer, whiteboard, dry erase         Cat Lady movie scene poster,
instruction, cornell notetaking/guided Something Wicked This Way Comes           markers, paper, highlighters, cornell   paragraph comparing and contrasting
note taking, use of graphic             Cornell/guided Cornell notes/ start      notes sheets                            The Cat Lady and Something Wicked
organizers,                             independent reading contract, spelling                                           This Way Comes
                                        words review-scary words revisited
What am I doing for students who have already mastered this concept:            What I am doing for students who did not meet last weeks objectives:
providing cornell notes rather than guided cornell notes, encouraging them to   giving them a compare/contrast template paragraph
write one paragraph for comparing and one paragraph for contrasting the two
works, having them research Ray Bradbury




My plan for achieving the above objectives:
Monday, April 30, 2012
press, finish Cat Lady poster and or take Cat Lady test




Tuesday, May 01, 2012
Press- read paragraph about Ray Bradbury and answer questions. Begin watching Something Wicked This Way Comes/complete cornell/guided Cornell notes




Wednesday, May 02, 2012
Something Wicked cause/effect press, watch Something Wicked and complete Cornell/guided cornell notesheet




Thursday, May 03, 2012
Finish Something Wicked…complete venn diagram for Cat Lady and Something Wicked…write paragraph comparing/contrasting the movie and book




Friday, May 04, 2012
no school
2011-2012 JCMS Lesson Plans                                        Name: Megan Click                                                                  Team:     8
5/7/2012         -    5/11/2012                                    Class: Reading Strategies

                                                  Submit your lesson plans by the end of the day Thursday
                                                             (or the next to last day of the week)

Indicator/Curriculum Guideline:
use paraphrasing and organizational skills to summarize information from appropriate level narrative, determine meaning of words through structural analysis,
student identifies characteristics of narrative, expository, technical, and persuasive texts, student cites textural evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text



What do I want my students to know/learn:                                       How will I know if my students have learned/mastered the concepts:
How to read a short novel and recognize the setting, plot climax and language   They will be able to point out the aspects on independent reading contract
features (parts of speech, word choice) and how those aspects affect the        artifacts
impact of the novel



                                                     What does the indicator look like in my classroom?
     Strategies/Best Practices                        Activities                               Resources                              Assessments
minilesson, small group work, one on   Independent Reading Contract             glue, posterboard, computers,            informal assessment through
one assistance                                                                  headphones, markers, crayons, reading observations, peer conference, reading
                                                                                contract, student novels                 contract artifacts
What am I doing for students who have already mastered this concept:          What I am doing for students who did not meet last weeks objectives:
encouraging students to read more challenging novels                          providing them the option of choosing an audio-visual tumblebook to read




My plan for achieving the above objectives:
Monday, May 07, 2012
first 10 min- finish 'Something Wicked This Way Comes'- work on Independent Reading Contracts




Tuesday, May 08, 2012
Work on Independent Reading Contract/skill minilessons in small groups for students that need it




Wednesday, May 09, 2012
Work on Independent Reading Contract/skill minilessons in small groups for students that need it




Thursday, May 10, 2012
Work on Independent Reading Contract/skill minilessons in small groups for students that need it




Friday, May 11, 2012
Work on Independent Reading Contract/skill minilessons in small groups for students that need it
2011-2012 JCMS Lesson Plans                                 Name: Megan Click                                                         Team:   8
5/14/2012      -   5/18/2012                                Class: Reading Strategies

                                            Submit your lesson plans by the end of the day Thursday
                                                     (or the next to last day of the week)

Indicator/Curriculum Guideline:




What do I want my students to know/learn:                              How will I know if my students have learned/mastered the concepts:




                                              What does the indicator look like in my classroom?
     Strategies/Best Practices                 Activities                           Resources                           Assessments
What am I doing for students who have already mastered this concept:   What I am doing for students who did not meet last weeks objectives:




My plan for achieving the above objectives:
Monday, May 14, 2012




Tuesday, May 15, 2012




Wednesday, May 16, 2012




Thursday, May 17, 2012




Friday, May 18, 2012
2011-2012 JCMS Lesson Plans                                 Name: Megan Click                                                         Team:   8
5/21/2012      -   5/25/2012                                Class: Reading Strategies

                                            Submit your lesson plans by the end of the day Thursday
                                                     (or the next to last day of the week)

Indicator/Curriculum Guideline:




What do I want my students to know/learn:                              How will I know if my students have learned/mastered the concepts:




                                              What does the indicator look like in my classroom?
     Strategies/Best Practices                 Activities                           Resources                           Assessments
What am I doing for students who have already mastered this concept:   What I am doing for students who did not meet last weeks objectives:




My plan for achieving the above objectives:
Monday, May 21, 2012




Tuesday, May 22, 2012




Wednesday, May 23, 2012




Thursday, May 24, 2012




Friday, May 25, 2012
2011-2012 JCMS Lesson Plans                                 Name:                                                                    Team:
               -                                            Class:

                                            Submit your lesson plans by the end of the day Thursday
                                                     (or the next to last day of the week)

Indicator/Curriculum Guideline:




What do I want my students to know/learn:                             How will I know if my students have learned/mastered the concepts:




                                              What does the indicator look like in my classroom?
     Strategies/Best Practices                 Activities                           Resources                          Assessments
What am I doing for students who have already mastered this concept:   What I am doing for students who did not meet last weeks objectives:




My plan for achieving the above objectives:
Monday:




Tuesday:




Wednesday:




Thursday:




Friday:
                               Best Practices Check-List

WICR Strategies:                          Marzano’s High Yield Strategies:
Writing                                   Similarities and Differences
  Cornell note-taking                     Summarizing and Note-taking
  Learning Logs                           Reinforcing Effort and Providing Recognition
  Quickwrites and reflections             Homework and Practice
  Process writing                         Nonlinguistic Representations
  Peer evaluation                         Cooperative Learning
  Authentic writing                       Setting Objectives and Providing Feedback
Inquiry                                   Generating and Testing Hypotheses
  Skilled Questioning Techniques          Cues, Questions, and Advance Organizers
  Costa’s Levels of Thinking
  Socratic Seminars                       Bloom’s Taxonomy:
  Investigations                          Knowledge
  Questions that guide research           Comprehension
Collaboration                             Application
  Socratic Seminars                       Analysis
  Philosophical Chairs                    Synthesis
  Group activities and projects           Evaluation
  Peer editing
Reading                                   Kagan Cooperative Learning:
  Deep reading strategies                 Mix-Pair-Share
  Note-taking                             Timed Pair Share
  Graphic organizers                      Rally Robin
  Vocabulary building                     Round Robin
  Summarizing                             Stand-up, hand-up, pair-up
  Reciprocal teaching                     Expert corners
                      Level Three - Off the Page


           Evaluate        Generalize         Imagine


           Judge           Predict            Speculate


           If/Then         Hypothesize        Forecast
                   Level Two - Between the Lines
Compare                    Contrast                       Classify




Sort                       Distinguish                    Explain (Why?)




Infer                      Analyze
                       Level One - On the Page
Complete                   Define                         Describe




Identify                   List                           Observe



Recite                     Select

								
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