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Grammar Week 3 Lesson Plan

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WEEKLY BLOCK PLAN

Name: Rebekah Bell Dates: 2/5-2/9 Class Period or Subject: ELA

Topic: Grammar Grade Level: 4th Co-op initials with date:

Monday
PA Anchor/Standard or Standard CC.1.4.4.F - Demonstrate a grade-appropriate
Eligible Content command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling.
Eligible Content E04.D.1.1.4 – Order adjectives within
sentences according to conventional patterns (e.g., a small red
bag rather than a red small bag).
Lesson Objectives OBJECTIVE #1 – Following the teacher instruction, TSWBAT
correctly order adjectives according to conventional patterns, by
completing the worksheets for completion.
Sequence of activities The teacher will instruct the students to clear their desks of all
materials.

The teacher will introduce students to Adjectives and adjective


conventions using the Adjectives PowerPoint Day 1.

- What is an adjective?
- Who can give me an example of an adjective?

Following the instruction, the teacher will lead the students in


completing pg. 199 and 200 in their Grammar and Spelling
packets. The teacher will lead the students through pg. 199
through whole group instruction. The students will then
complete pg. 200 on their own. This will be reviewed as a class
when students finish.

When the students are finished, they will be asked to clear their
desks and take out their Reading books to prepare for Reading.
Differentiation Bentley, Tanner, and Jorden – Complete ELA in Learning
Support
Jackson – Redirection when off-task
Kayden Harmon – prompting and redirecting to keep on task
Daniel – Redirects and prompting, allow breaks as needed
John – clarify directions as needed, unlimited time on
assessments, quiet reminders when off-task
Evan – Prompting to take his time on assignments
Assessment ASSESSMENT #1 – pg. 199, 200
Tuesday
PA Anchor/Standard or Standard CC.1.4.4.F - Demonstrate a grade-appropriate
Eligible Content command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling.
Eligible Content E04.D.1.1.4 – Order adjectives within
sentences according to conventional patterns (e.g., a small red
bag rather than a red small bag).
Lesson Objectives OBJECTIVE #1 – Following the teacher instruction, TSWBAT
correctly order adjectives according to conventional patterns, by
completing the worksheets for completion.
Sequence of activities The teacher will instruct the students to clear their desks of all
materials.

The teacher will introduce students to Adjectives and adjective


conventions using the Order of Adjectives Video
( https://www.youtube.com/watch?v=IuWhaA7P22Y )
and the Adjectives PowerPoint Day 2.

Following the instruction, the teacher will lead the students in


completing pg. 201 in their Grammar and Spelling packets. The
teacher will lead the students through pg. 201 through whole
group instruction.

The teacher will then introduce the students to the I spy


adjectives activity. The class will complete the first one
together, and the rest will be completed in groups. When all
students have completed the activity, the class will go over the
answers.

When the students are finished, they will be asked to clear their
desks and take out their Reading books to prepare for Reading.
Differentiation Bentley, Tanner, and Jorden – Complete ELA in Learning
Support
Jackson – Redirection when off-task
Kayden Harmon – prompting and redirecting to keep on task
Daniel – Redirects and prompting, allow breaks as needed
John – clarify directions as needed, unlimited time on
assessments, quiet reminders when off-task
Evan – Prompting to take his time on assignments
Assessment ASSESSMENT #1 – pg. 201
Wednesday
PA Anchor/Standard or Standard CC.1.4.4.F - Demonstrate a grade-appropriate
Eligible Content command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling.
Eligible Content E04.D.1.1.4 – Order adjectives within
sentences according to conventional patterns (e.g., a small red
bag rather than a red small bag).
Lesson Objectives OBJECTIVE #1 – Following the teacher instruction, TSWBAT
correctly order adjectives according to conventional patterns, by
completing the worksheets for completion.
Sequence of activities The teacher will instruct the students to clear their desks of all
materials.

The teacher will introduce students to Adjectives and adjective


conventions using the Adjectives PowerPoint Day 3.

Following the instruction, the teacher will lead the students in


completing pg. 203 in their Grammar and Spelling packets. The
teacher will lead the students through pg. 203 through whole
group instruction.

Differentiation Bentley, Tanner, and Jorden – Complete ELA in Learning


Support
Jackson – Redirection when off-task
Kayden Harmon – prompting and redirecting to keep on task
Daniel – Redirects and prompting, allow breaks as needed
John – clarify directions as needed, unlimited time on
assessments, quiet reminders when off-task
Evan – Prompting to take his time on assignments
Assessment ASSESSMENT #1 – pg. 203
Thursday
PA Anchor/Standard or Standard CC.1.4.4.F - Demonstrate a grade-appropriate
Eligible Content command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling.
Eligible Content E04.D.1.1.4 – Order adjectives within
sentences according to conventional patterns (e.g., a small red
bag rather than a red small bag).
Lesson Objectives
Sequence of activities
Differentiation Bentley, Tanner, and Jorden – Complete ELA in Learning
Support
Jackson – Redirection when off-task
Kayden Harmon – prompting and redirecting to keep on task
Daniel – Redirects and prompting, allow breaks as needed
John – clarify directions as needed, unlimited time on
assessments, quiet reminders when off-task
Evan – Prompting to take his time on assignments
Assessment ASSESSMENT #1 – Adjectives Game
Friday
PA Anchor/Standard or Standard CC.1.4.4.F - Demonstrate a grade-appropriate
Eligible Content command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling.
Eligible Content E04.D.1.1.4 – Order adjectives within
sentences according to conventional patterns (e.g., a small red
bag rather than a red small bag).
Lesson Objectives OBJECTIVE #1 – Following the teacher instruction, TSWBAT
correctly order adjectives according to conventional patterns, by
completing the test with at least 70& accuracy.
Sequence of activities The teacher will instruct students to clear their desks, take out a
pencil, and get a divider. The teacher will then quickly explain
the expectations of the test, allow students who test in small
groups to go out with Mrs. Chaffey, the paraprofessional, to
have their tests read to them.

ASSESSMENT #1 – The students will take the weekly ELA


test. This is a cumulative test that addresses all the content
learned in ELA throughout the week. The students will turn this
into the bin on the teacher’s desk.

With remaining time, the students are instructed to work quietly


on any homework, makeup work, quiet reading, or AR quizzes.

When the test is complete, the teacher will transition the


students into any remaining Enrichment/Intervention time.
During this time, students will catch up on any missed work,
continue any personal reading, AR quizzes, or homework.
Differentiation Bentley, Tanner, and Jorden – Complete ELA in Learning
Support
Jackson – Small Group testing, reduced choices on multiple
choice
Kayden – Small Group Testing, extended time (up to time and a
half), Test read aloud (exception: Cold Reads), reduced choices
on multiple choice
George – Eliminate all up to multiple choice up to three,
highlighted key terms, small group testing, all assessments read
aloud except cold reads, directions will be repeated/clarified
Trinity – assessments given in small groups; all assessments will
be read aloud with exception to cold reads, reduced multiple
choice answers to three, time and a half permitted to complete
John – Reduce an answer choice to three, highlight directions
and key terms, clarified and repeated directions, time and a half
to complete
Evan – chunking of test (given on page at a time)
Assessment ASSESSMENT #1 – Test

Modification/Accommodation (Generalized across the week):


General Classroom Setting -
Bentley, Tanner, and Jorden – Complete ELA in Learning Support
Jackson – Redirection when off-task
Kayden Harmon – prompting and redirecting to keep on task
Daniel – Redirects and prompting, allow breaks as needed
John – clarify directions as needed, unlimited time on assessments, quiet reminders when off-
task
Evan – Prompting to take his time on assignments
Test Setting –
Bentley, Tanner, and Jorden – Complete ELA in Learning Support
Jackson – Small Group testing, reduced choices on multiple choice
Kayden – Small Group Testing, extended time (up to time and a half), Test read aloud
(exception: Cold Reads), reduced choices on multiple choice
George – Eliminate all up to multiple choice up to three, highlighted key terms, small group
testing, all assessments read aloud except cold reads, directions will be repeated/clarified
Trinity – assessments given in small groups; all assessments will be read aloud with exception
to cold reads, reduced multiple choice answers to three, time and a half permitted to complete
John – Reduce an answer choice to three, highlight directions and key terms, clarified and
repeated directions, time and a half to complete
Evan – chunking of test (given on page at a time)
End of the week self-evaluation:

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