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					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 ClickClick
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
opinion in a newspaper article- How to continue to use the reading      will identify CVC, CVCe and CVVC patterns and use these patterns in their
process from non-fiction texts- How to identify words that follow the   spelling, they will be able to determine the who,what,when,where, and why
CVC, CVCe, and CVVC patterns and how this can help them spell more      in a newspaper article and use signal words to find the 5W's
accurately
                                                What does the indicator look like in my classroom?
   Strategies/Best Practices                    Activities                             Resources                            Assessments
Class discussion, pair/share,      context clue definitions, focused      paper,highlighters,textbook,journal,c asssessment of written work,
guided cornell notes,graphic       prompt journal writing, sound/letter   olored pencils,smart board            observation of class discussion,
organizers                         identification, actively reading                                             spelling test, vowel pattern quiz,
                                   nonfiction texts, discussion of                                              observation 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 ClickClick                    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   They will correctly distinguish between fact and opinion in the provided nonfiction
the information they read- How to distinguish between fact and opinion in a       texts, they will use the context clues to determine meaning, they will identify CVC,
newspaper article- How to continue to use the reading process from non-fiction    CVCe and CVVC patterns and use these patterns in their spelling, they will be able
texts- How to identify words that follow the CVC, CVCe, and CVVC patterns and     to determine the who,what,when,where, and why in a newspaper article and use signal
how this can help them spell more accurately                                      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,         context clue definitions, focused           paper,highlighters,textbook,journal,c asssessment of written work,
guided cornell notes,graphic          prompt journal writing, sound/letter        olored pencils,smart board            observation of class discussion,
organizers                            identification, actively reading                                                  spelling test, vowel pattern quiz,
                                      nonfiction texts, discussion of                                                   observation 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        Individual support- team w/ students who have demonstrated concept
work on their spelling contracts or given an opportunity to identify long   competency
and short 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 ClickClick
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
opinion in a newspaper article- How to continue to use the reading      will identify CVC, CVCe and CVVC patterns and use these patterns in their
process from non-fiction texts- How to identify words that follow the   spelling, they will be able to determine the who,what,when,where, and why
CVC, CVCe, and CVVC patterns and how this can help them spell more      in a newspaper article and use signal words to find the 5W's
accurately
                                                What does the indicator look like in my classroom?
    Strategies/Best Practices                    Activities                            Resources                            Assessments
Class discussion, pair/share,      context clue definitions, focused      paper,highlighters,textbook,journal,c asssessment of written work,
guided cornell notes,graphic       prompt journal writing, sound/letter   olored pencils,smart board            observation of class discussion,
organizers                         identification, actively reading                                             spelling test, vowel pattern quiz,
                                   nonfiction texts, discussion of                                              observation 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/
guided cornell notes                                                     modified 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       students will be able to define words with ing and ed suffixes after they are given
a word, how to use the decoding strategy to decode multisyllabic words,       the base word with 70 percent accuracy. Example: when given hoped, they will be
how to use the reading process to better comprehend what they read,           able to know that the 'ed' makes hoped a hope made in the past. They will spell
how to use the CVC spelling rule to correctly spell words with the ing        correctly with 70 percent accuracy spelling words ending in ed,es and ing. They will
suffix, how to use a KWL to form and follow a purpose for reading             use a KLW chart to guide and document their reading of a biography

                                                   What does the indicator look like in my classroom?
    Strategies/Best Practices                       Activities                               Resources                                Assessments
large class discussion, powerpoint word wall/context clues, workshop     large rolled color paper, worksheets, class discussion, assessment of
presentation, small group          on reading comprehension/phonics/ highlighters, pencils, smart board,       worksheets, spelling test, spelling
discussion, learning log           word study, suffix ing,ed,es          computer, white board, scissors, glue contract
                                   collecting in 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    extra support, pairing with student who has mastered concepts
log




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.
those prefixes make, to gain fluency through reading along as I read and They will produce writing that follows the spelling rules of words with
model reading strategies with Bud, Not Buddy, how to use context clues ing,es and ed endings. They will identify reading strategies to use when I
to determine meaning of unknown words, how to determine the main idea read Bud, Not Buddy with them.
and 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,       journal, context clue journal,         Smartboard, bingo cards, calling     worksheets, assessment of class
graphic organizers, minilesson    minilesson over ed,ing and es         cards, Bud Not Buddy, worksheets,     discussion, spelling test, observation
                                  suffixes, suffix bingo, Read aloud of journal
                                  Bud Not Buddy, 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
paragraphs. To understand the function of the ive suffix and how no          paragraph that follow the rules- content and organization will be assessed-
english words end with v, how reader's theatre can help them read with       students are able to create a chain with atleast 20 ive words (40 if students
more expression and fluency                                                  pair) Students 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 reading/         reader's theatre, notes on ive words, worksheet, construction paper,            informal assessment based on student
literature circle, graphic          powerpoint lesson with interactive    scissors, smart board, document           discussion and student response to
organizers, modeled active          quiz, ive word chain, read aloud,     camera, paper, worksheet                  interactive questions, informal
reading, reader's theatre           think aloud, context clue word wall,                                            assessment based on student reading
                                    journal                                                                         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 Students will read text with expression that shows that they understand the
to 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 and document what they have read in a reading log
                                                What does the indicator look like in my classroom?
    Strategies/Best Practices                     Activities                              Resources                             Assessments
Student questioning- Asking "why"   Reader's Theatre, Guided notes,        SmartBoard, Computer, Phonics Bingo Literature Log, Cornell notes,
a paragraph has a certain           Literature Circle, Literature/Learning cards, pencil, worksheet, paper,    informal assessment of discussion,
structure Large group discussion.   Logs/ Context Clue-Dictionary work/ literature logs                        small group discussion
Repeated reading- Small group       PowerPoint presentation/ Describe
discussion in literature circle-    your favorite room with a paragraph/
Multiple Intelligence(Kinesthetic   Phonics bingo
Learning) 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    Pairing them with strong readers during lit circle, providing one on one
an 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   Students will read text with expression that shows that they understand the
to 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       paragraphs organized by cause-effect order, list order and compare/
words with the /f/ sound spelled f, ff, ph, and gh.                     contrast order. Students will produce a paragraph that effectively uses
                                                                        compare/contrast order/ students will correctly decode words containing /
                                                                        f/ sound with 95 percent accuracy
                                                 What does the indicator look 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            Context Clue-Dictionary work/         photocopies, Readers Theatre script,   Test, Questioning during Reading
structure Large group discussion.    Syllabication / Compare/Contrast      highlighters, paper, pencil,           Strategy lesson, informal assessment
Repeated reading- Multiple           paragraph/Venn diagram/ Phonics       Smartboard, Whiteboard, dry erase      of discussion, journal responses
Intelligence(Kinesthetic Learning)   bingo                                 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       Pairing them with strong readers during Reader's Theatre practice,
practice parts with struggling students, Encouraging students to write   providing one on one assistance, reducing the amount of sentences required
compare/contrast paragraph without the scaffolded paragraph              in comparison/contrast paragraph, carefully choosing Reader's Theatre
worksheet                                                                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             students will be able to identify 3 similarities between "Rumpelstiltskin" and
common source, how to read a text expressively, how to read and                "Rumpelstiltskin-Private Eye" Students will be able to discuss the
understand the concept of contractions, how to listen to a higher level text   differences in characterization in "Rumpelstiltskin" and "Rumpelstiltskin
and use cornell notes to understand and retain characterizations               Private Eye" 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 Theatre/Document Camera, Reading Handbook             Rubric assessment of Reader's
reading- Multiple                     Contraction mini lesson/flash card photocopies, Readers Theatre script,         Theatre performance, assessment of
Intelligence(Kinesthetic Learning)    matching/worksheet/Paragraph unit highlighters, paper, pencil,                  contraction worksheet/ questioning
with Contraction flash card           review/Spelling Test               Smartboard, Whiteboard, dry erase            during paragraph unit review/spelling
matching                                                                 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      world views and experiences to make meaning out of a text
have 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,       assessment of spelling test, paragraph
guided reading groups, small group    not buddy listen/cornell notes-focus    paper, The Flunking of Joshua T      structure quiz, small group discussion
discussion, brainstorming,            character, paragraph structure quiz     Bates, Bud Not Buddy, Cornell Notes, and completion of handout
anticipation guide                    making literature connections           highlighter, 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
encouraging them to elaborate on their responses on their handouts, silent   handouts 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   They will show an understanding of how they can use their prior knowledge,
by comparing and contrasting the text with themselves, other texts they        world views and experiences to make meaning out of a text
have 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,            informal assessement of discussion,
guided reading groups, small group     powerpoint, pair share, quickwrite,   paper, The Flunking of Joshua T           anticipation guides, phonics
discussion, brainstorming,             read Joshua T Bates.. chapter 1 whole Bates, highlighter, pencil, flashcards,   worksheet, connections discussion
anticipation guide                     group-modeling making connections,                                              report
                                       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
knowledge and understanding with group members                               tape




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
meaning and comprehend what they have read                                  traits 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
discussion/ kinetic learning          team words to multisyllable, making    worksheets, journal, markers           drill, comprehension questions for
                                      connections flashcard pair and share,                                         chapter 2
                                      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
questions, encouraging them to lead their small group discussions          contract 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      whiteboard, dry-erase markers,        discussion, observation of bingo and
learning                            words ending in le, word search for copied chapters of Zombie Winter        reading
                                    le words worksheet, chapter 2         and Joshua T Bates.., bingo cards and
                                    vocabulary,reading guide, chapter 3/ pieces, highlighters, pencil, paper
                                    4 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,            extra teacher/para support, shortened reading
encouraging 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
contribute to rising action in a plot/how to develop thin (text only) and     text and defend their opinions with the text/ students will identify events in
thick (text+understanding) questions for a text/ how to break up              chapters 3 and 4 that contribute to the rising action of the plot/ students
multisyllabic words and recognize common syllables, prefixes, roots and       will clap as they read words from their spelling list and an independent,
suffixes                                                                      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 Winter/multisyllabic words, thick/thin
small group discussion/ close         spelling words and other multisyllabic flunking of Joshua…chapters 3 and 4 question worksheet
reading/highlighting                  words, complete chapter 3 and 4 and
                                      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/ They will provide accurate description of two characters in Holes, compare
gain mastery in writing thin questions and more competency in writing thick and contrast the film characterizations and write atleast 3 thin questions
questions                                                                   that can 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           watch holes/fill in characterization   worksheets, projector, VCR, pencil,     compare/contrast worksheet-essay/
organizer                             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            they will produce thin questions that specifically refer to the plot events in
identify cause and effect in a film and a chain of events in a film, how to    their novel, they will correctly pronounce, define and spell words with the
write thin questions that refer specifically to the rising action and climax   ed suffix, they will fluently read sentences containing words with ed
of Zombie Winter and The Flunking of Joshua T Bates                            suffix, they 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,       fill in cause effect worksheet,      computer, paper, worksheets, copies         5 thin questions over plot development
large group discussion                domino of events demonstration, read of 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 cause/ providing extra para/teacher assistance, placing them in group with students
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,   they will read reading level sentences that contain words with the less and
how to separate a word containing 'less' or 'ful' into base word + suffix,      ful suffix with fluency and be able to understand the meaning of the words
how to identify important information in a narrative and write an inquiry       by using their understanding of 'ful' and 'less' suffixes, they will identify
about it, how to identify important information in a narrative regarding        information in a narrative that shows character information and write text
character (Joshua) and plot development (Zombie)and use this information        only and text + personal experience inquiry
to write a 'thick' or text + inquiry
                                                   What does the indicator      look like in my classroom?
    Strategies/Best Practices                       Activities                                Resources                             Assessments
interactive learning/guided reading/ suffix ful and less smartboard       smartboard, whiteboard, dry erase            informal assessment of class
large group discussion/small group lesson, whiteboard filling of less and markers, worksheet, article, scissors,       discussion and guided practice,
discussion                           ful words using personal knowledge pencil                                         informal assessment of student
                                     and dictionary, reading article                                                   reading as they read in small groups,
                                     containing less and ful and writing                                               spelling test
                                     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,      modifying assignment length, providing additional teacher/para support,
pairing 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     their book as a movie posters will display a theme appropriate for the story
with 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
                                      Flunking of Joshua T Bates/            Grinch Stole Christmas, copies of The Conflict poster, Reader's Theatre
                                      discussion, Work on theme/central      Flunking of Joshua T Bates and        performance
                                      conflict book as a movie posters,      Zombie Winter, poster board,
                                      readers theatre over Dr. Suess' How    markers, pencils, smart board, copy
                                      the Grinch Stole Christmas/            of You’re a Mean One lyrics
                                      Discussion of the theme of 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        answer press quiz questions correctly
Roman 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 smartboard, computer, whiteboard,    God's/Goddesses oral quiz, Spelling
Guided Cornell notetaking, word      on Smartboard, Greek myth and the markers, paper, pencil, guided cornell Test, Guided Cornell Notes completed
segmentation for decoding/           Olympians powerpoint with            notes, powerpoint handout
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           They will show understanding of myth function in class discussion. They
that Greek/Roman myths served in Greek/Roman culture. To identify and         will answer questions about Greek/Roman gods correctly. will display
define Latin root words within words and use this skill to decode and         decoding/comprehension when reading words with known root words
comprehend 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     smartboard, computer, paper, pencils,    tree, informal assessment of
to student decoding/comprehension      2 versions of Arachne's web and        copies of tiered Arachne's Web,          comprehension in large group
abilities, large group discussion,     comparing/contrasting the versions,    highlighters                             discussion of Arachne's Web
hands on learning, use of graphic      comparing/contrasting
organizers                             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       providing extra para/teacher assistance, modifying assignment length,
their knowledge about Greek/Roman myths to classmates                       providing 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            will spell the indicated words correctly, students will underline relevant
students to correctly identify character traits in a tiered greek myth. I      information in their non-fiction text, students will create thin questions that
want my students to identify thin questions related to a non fiction science   relate to the main idea in the non-fiction text. Students will create a
article, I want them to create a diagram that shows information presented      diagram that represents the information in the text with atleast 80 percent
in text                                                                        accuracy
                                                   What does the indicator     look like in my classroom?
     Strategies/Best Practices                      Activities                               Resources                              Assessments
paired reading, small group            word root bingo, read Echo and       smartboard, bingo cards, tiered echo spelling test, comprehension
discussion, manipulatives,             Narcissus- comprehension worksheet, and narcissus copies, echo article,   worksheets
underlining/highlighting important     Read nonfiction article over echoes- paper, whiteboard, dry erase markers
information, syllabication, 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,     they will be able to tell Jason and the Golden Fleece in their own words,
how to determine characterization in a myth, how to summarize the             they will list atleast 5 characteristics of a real life hero and 5
important events in a myth. How to indentify, chunk and decode words with     characteristics of a mythic hero, they will be able to provide examples from
ing,ed,d,s,or,er suffixes, reviewed root words and pre,re,mis prefixes        stories of the phases 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 prefixes/
small group discussion,               retell story, answer comprehension      highlighters, document camera, copies   suffixes/roots, comprehension
paraphrasing, large group             questions, characterize characters as   of stories, copy of Christopher Reeve   questions over Jason and the Golden
instruction, paired reading           deceivers or truth tellers, watch       article                                 Fleece, Story retelling over Jason
                                      short videos over the heroic journey                                            and the Golden Fleece
                                      and how 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        providing document with pre-chunked difficult words
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      Students will produce a 4-5 sentence summary of Orpheus and Eurydice that
How to identify mood in a passage- how to use imagery to visualize a        answers who,what happened, where it happened, why it happened and how it
passage. How to identify, define vocabulary, and fluently decode words      happpened by using a summary graphic organizer. Students will correctly
with the prefixes 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 read and spell words with selected prefixes correctly and
                                                    What does the indicator look like in my classroom?
                                                                            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
                                         summary using graphic org.- Analyze
                                         myth for mood and character
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                   they will properly decode, spell and use the words with the identified
pre,de,inter and fore. How to identify and highlight important information      prefixes in oral sentences, they will correctly distiguish between important
in a narrative and use this information to write a 3-5 sentence summary of      and less important information and use this information to write clear and
the narrative                                                                   concise summaries of the narrative


                                                  What does the indicator look like in my classroom?
     Strategies/Best Practices                      Activities                               Resources                              Assessments
whole class instruction,              Complete pick the word with the           paper, scissors, envelopes,document    Informal assessment of students
manipulatives, whole class            prefix worksheet (X out prefix            camera, projector, markers, pencils,   pairing prefix manipulatives, spelling
discussion, highlighting key passages pretenders and use the prefix             copies of Pandora's Box, Atalanta      test, informal assessment of class
                                      containing words in a sentence) Pair      and the Golden Apples and Orpheus      summary
                                      prefixes with base word manipulative      and Eurydice
                                      exercise whole class. 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     students will correctly read words with r controlled vowels in the play,
to read a leveled script with correct intonation and expression. How to use students will read identified words with r controlled vowels correctly.
new vocabulary correctly in a sentence. How to compare and contrast two Students will show understanding of their characters values an motivations
similar 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          Leveled Readers Theatre workbook      spelling test, assessment of readers
paired reading, large group           listen to short talk about the book     and script, highlighters, paper,      theatre performance, assessment of
discussion, readers theatre,          and its influence on the maze of        pencils, scissors, glue, paper,       discussion and comic/drama ending
vocabulary study                      Minos. Build multisyllabic words with   projector, document camera,
                                      syllables that are 'r' controlled.      computer
                                      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      giving them leveled parts, encouraging them to work with students who have
take 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
leveled script with correct intonation and expression. How to use new         latin roots. Students will use the new words correctly in a sentence.
vocabulary correctly in a sentence. How to compare and contrast two           Students will read their readers theatre parts with intonation and
similar stories in different genres. How to understand the motivations of a   expression and their reading will correctly identify their character's
character in a drama, how to read for information and report their            motivations and emotions. Their hero reports will show understanding of
findings                                                                      read information and express the main reasons for them being a hero
                                                  What does the indicator     look like in my classroom?
     Strategies/Best Practices                      Activities                             Resources                             Assessments
kinetic learning, learning through     greek roots body map, greek roots    computers, paper, pencils,              spelling test, body maps, readers
technology, large group discussion,    mix and match, readers theatre, hero highlighters, markers, large rolled     theatre rubric, my hero presentation
large group instruction, small group   report                               colored paper, readers theatre
instruction                                                                 scripts
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/
pairing them with students still working on mastery, encouraging them to     latin 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
realize that persuasive text combines facts and opinions to persuade the        be able to label persuasion techniques, they will identify main idea
reader, how to identify bias in a persuasive text, how to identify the main     sentences in paragraphs, they will be able to identify implied main ideas in
idea in a paragraph in an expository text, how to identify the main idea in a   longer texts
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           cornell notesheets, computers,          assessment of marked articles, large
discussion, paired grouping,          notes, play fact and opinion games,       projector, highlighter, pencils/pens,   group discussion, root word bingo
technology, cornell notes, large      read articles, highlight facts and        bingo cards, markers, copies of
group discussion                      opinions and answer questions, main       articles
                                      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
techniques                                                                   cornell 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
use meaning cues to figure out unknown word meanings, how to identify         will identify the signal words in comprehension questions and use them to
signal words in comprehension questions and use those words to look for       answer the questions. They will fill out the venn diagram with information
important information, how to compare and contrast two things in a            from the article that is correctly classified
compare/contrast 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
                                      Book (copy) Complete Answer It from                                           and 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 least 2 supporting details from the story to support their inference, students
short 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           word detective- students identify 6      computer, whiteboard, document        large group discussion, guided
learning, minilesson, large group     words that they investigate using        camera, guided reading packet,        reading packet, word detective
discussion                            context clues and a dictionary,          copies of "Cat Lady", folders for     packet
                                      guided reading packet- cloze reading     each student
                                      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         students will correctly categorize cause and effect signal words during
events-an event may be both a cause and an effect, how to make inferences      minilesson, students will correctly answer inference questions in their
about character motives, how to defend an opinon with support from the         reading guides, students will defend an opinion about a character with
text, how to use previous knowledge to predict what will happen in a story,    textural evidence in their reading guide, students will use context to
how to use context to understand a word in a sentence                          correctly choose the right 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     reading guide, pg 20-44 quiz, large
group discussion                      answer corresponding questions in        guide, computer, headphones (for      group discussion
                                      reading guide, quiz over pgs 20-44       guided individual reading), file
                                      and cause and effect, cause and          uploaded to internet, whiteboard, dry
                                      effect minilesson, choose a word,        erase markers, document camera,
                                      illustrate and connect it to the story   smart 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           their reading guide, students will use context to correctly choose the right
sentence, 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     computers, headphones, highlighters, pg 38-51 quiz, key event poster,
group discussion                      a recorded and uploaded reading,         pencils, document camera, projector, reading guide
                                      answer corresponding questions in        poster board,
                                      reading 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
with support from the text, how to use previous knowledge to predict what traits of characters in The Cat Lady and Something Wicked This Way
will happen in a story,how to compare and contrast two works from a       Comes. They will use their knowledge of the horror genre to predict events
similar genre, they will visualize scenes in "The Cat Lady"               in Something 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 contain correct story details and show an important
                                                                          scene in in book
                                                  What does the indicator look likethe my classroom?
     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/      Something Wicked This Way Comes        markers, paper, highlighters, cornell   paragraph comparing and contrasting
guided note taking, use of graphic    Cornell/guided Cornell notes/ start    notes sheets                            The Cat Lady and Something Wicked
organizers,                           independent reading contract,                                                  This Way Comes
                                      spelling 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 giving them a compare/contrast template paragraph
to 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          They will be able to point out the aspects on independent reading contract
language features (parts of speech, word choice) and how those aspects        artifacts
affect the 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,          observations, peer conference,
                                                                              reading contract, student novels       reading 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:
 How to read a leveled script with correct intonation and expression. How to use new vocabulary correctly in a sentence. How to compare and contrast
two similar stories in different genres. How to understand the motivations of a character in a drama




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 leveled script with correct intonation and expression, how to they will read their parts with the correct expression and intonation
understand character motivation in a drama




                                                 What does the indicator look like in my classroom?
     Strategies/Best Practices                     Activities                             Resources                             Assessments
reader's theatre, large group        reader's theatre, watch Robin Rood     computer, copy of The Plot Against     Readers Theatre performance,
discussion, small group work         movie, discuss similarities and        Robin Hood, highlighters, pencils,     discussion
                                     differences                            dictionaries
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:
Assigning the above level reading parts                                    Assigning at and below level reading parts, providing extra assistance




My plan for achieving the above objectives:
Monday, May 14, 2012
Readers Theatre vocabulary, discuss prior understandings of Robin Hood, assign parts and read over script together




Tuesday, May 15, 2012
Finish reading script as a class, work on parts in small groups




Wednesday, May 16, 2012
Readers Theatre performance, answer comprehension questions




Thursday, May 17, 2012
Watch Robin Hood film, discuss similarities and differences with the readers theatre script




Friday, May 18, 2012
Conclude Robin Hood film, fill out Venn Diagram that compares/contrasts script and film
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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