This weekly block plan outlines grammar instruction focused on ordering adjectives for a 4th grade ELA class. Over the course of the week, students will learn about adjectives through instructional videos, powerpoints and worksheets. Differentiation strategies are provided for various students. Assessments include daily worksheets and a cumulative weekly test on Friday to evaluate learning.
This weekly block plan outlines grammar instruction focused on ordering adjectives for a 4th grade ELA class. Over the course of the week, students will learn about adjectives through instructional videos, powerpoints and worksheets. Differentiation strategies are provided for various students. Assessments include daily worksheets and a cumulative weekly test on Friday to evaluate learning.
This weekly block plan outlines grammar instruction focused on ordering adjectives for a 4th grade ELA class. Over the course of the week, students will learn about adjectives through instructional videos, powerpoints and worksheets. Differentiation strategies are provided for various students. Assessments include daily worksheets and a cumulative weekly test on Friday to evaluate learning.
This weekly block plan outlines grammar instruction focused on ordering adjectives for a 4th grade ELA class. Over the course of the week, students will learn about adjectives through instructional videos, powerpoints and worksheets. Differentiation strategies are provided for various students. Assessments include daily worksheets and a cumulative weekly test on Friday to evaluate learning.
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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:
