This document provides the lesson plan for an ELA teacher for the week of July 23-27, 2012. The objectives for the week include understanding spelling patterns, multiple meaning words, synonyms, and making inferences while reading. Activities include vocabulary practice, guided reading of a selection, modeling comprehension strategies, and independent practice with worksheets. Assessment includes tests, checklists, and teacher observation of students. Differentiation strategies include grouping students by ability and reading level, and addressing different learning styles.

1. Teacher: M . Willia Subject: ELA  Week of: July 23-27, 2012
MATERIALS/ QUESTIONS/
OBJECTIVE ACTIVITIES
ASSESSMENT DIFFERENTIATION
Indicator: Spelling 3 Pretest p. 77I Resources: Questions:
MONDAY
5-3.1Use context clues (for example, those Period 1 Library 8:30 Orientation Skills Practice 1. What do they know about how Asians
that provide an example, a definition, or a Period 2 Library 9:30 Orientation pp.29-30 were treated in the U.S. during
restatement) to generate the meanings of Skills Practice 1 World War I. (Students share)
unfamiliar and multiple meaning words. (p. Vocabulary warmup pp. 37-42 What do they know about Japanese
Have students review the selection vocabulary words in Guided reading Dance or Sahomi Tachibana. (Students
60O)
the Vocabulary warm-up. Have students model making Questions share)
Inferences with a partner while reading the selection. Interactive
5-3.2Use base words and affixes to Guided Practice Notebook Differentiation:
determine the meanings of words within 1. The teacher will tell the students the words in Listening Library Ability – Students are grouped in
texts. Prefix un and en (p. 60Q) line one are multiple- meaning words. Have Transparencies 3, pairs.
students provide at least two definitions for each 11, 12 Teacher will read aloud for
. remaining words. Engage students by having KWL Period 5-4.)
Objective: them use each word in an original sentence. Assessment
TSW understand the spelling patterns of un Have students create one sentence for each Worksheet-
and en. meaning. Test
TSW understand multiple-meaning words. 2. Build background p. 60S, Preview and prepare. Checklist Learning Styles – auditory, visual
TSW understand synonyms. P. 60T, Selection Voc. Pp. 60-61, Rubric
3. Discuss the Selection, Genre Review, p. 73A KWL Content-
TSW understand the selection vocabulary 4. 1st Read: Model and prompt the use of Teacher
word before reading, use the comprehension comprehension strategies: making connections, Observation
strategies as they read the selection the first visualizing, and clarifying. Student created
time, use comprehension skills as the read the 5. work
selection the second time. Independent Activity-
Have students create one sentence for each meaning
Reading: Students will be grouped for reading aloud.
S
Students will share their analysis notes.
Homework-

2. TUESDAY Indicator: Word Structure : Resources: Questions:
5-3.2 Use base words and affixes to Practice prefix un and en Vocabulary sheet What did the selection make you
determine the meanings of words within • 2nd read pp. 64-73. Students will read in a group Guided reading wonder about? How important is it that
texts. Prefix un and en (p. 60Q) and apply comprehension skills: author’s point questions traditions, like these dances, are carried
of view, making inferences. Skill practice pp. on?
Model/ Guided Practice 33-34
5.1.1 Analyze literary texts to draw
Guided vocabulary practice Ability – Students are grouped in pairs.
conclusions and make inferences. Assessment Block 5-4 requires read aloud
Model making inferences. Remind students making
inferences is similar to drawing conclusions, but is also Worksheet Learning Styles – auditory, visual
5-1.7 Create responses to literary texts Test
requires them to use their prior knowledge to make
through a variety of methods. statements about characters, events, or situations from Checklist Content-
the text. Guided Practice: Have students complete skills Rubric
Objective: practice pp. 33-34 Teacher
TSW Understand synonyms Observation
TSW understand making inferences as I read Independent Activity- Student created
the text. Making inferences (Worksheet) work
Students will complete the Apply section on their own.
Note: Check for understanding in each group When student s have completed the Apply section, have
by Q&A and checklist. several students share the paragraphs they wrote with the
rest of the class.
Homework- Students will record the selection vocabulary
and their definitions in the interactive notebook.

3. WEDNESDAY Indicator: Model Resources: Questions:
Instruct on adjectives using p. 77K. The teacher will use What does summarizing involve?
Objective: questions and answers to guide discussion of how to use Transparences 13 How did their Venn Diagram help them
TSW learn about adjectives and adverbs. adjectives. Skill practice 1 organize their drafts? How can spelling
TSW review sentence types. p. 37 help when editing?
TSW learn how to use an inference chart. Guided Practice
Learn how to view culture and media.. Have students practice using adjectives to describe things Assessment Differentiation:
around them in the classroom. Write their answers on a Test Ability – Students are grouped in pairs.
index card. Checklist Period 5-4 requires read aloud
Model Rubric Learning Styles – auditory, visual
Instruct on adverb using p. 77K. The teacher will use Teacher
questions and answers to guide discussion of how to use Observation Content—2 blocks have library
adverbs. Student Created orientation and book check out.
Work
Guided Practice
As a class, complete page 41 in Skills practice 1.
Independent Activity-
Students will complete p. 42 in Skills practice 1.
Homework – Vocabulary practice crossword and read
20 minutes

4. THURSDAY Indicator: Word Structure line 3 and 4 Resources: Questions:
5-1.1 Analyze literary texts to draw Review Vocabulary What does summarizing involve?
conclusions and make inferences. Model Transparences 13 How did their Venn Diagram help them
Teach: using a compare/contrast organizer p.77E Skill practice 1 organize their drafts? How can spelling
5.1.6 Compare/contrast main ideas wit and Ask students to recall their summary writing from lesson p. 37 help when editing?
across literary texts. 2. Summaries are brief and to-the-point descriptions of
the main ideas or events of a text. Tell students this week Assessment Differentiation:
5-1.7 Create responses to literary texts they will be writing summaries that compare and contrast Test Ability – Students are grouped in pairs.
through a variety of methods. two texts. Checklist Period 5-4 requires read aloud
Display the Model of Good Writing for a summary of two Rubric Learning Styles – auditory, visual
texts. Teacher
Objective: Guided Practice Observation Content—2 blocks have library
TSW write summaries of two texts, identify Remind students it is always important to consider your Student Created orientation and book check out.
main idea and events and distinguish them audience and purpose before you begin writing. Discuss Work
from supporting details, compare and contrast possible audiences and purposes for comparing and
text in their summaries with 80% accuracy. contrast “Our Song” and “The Dancing Bird of Paradise.”
Have students fill out the Think section of Skills Practice 1
p. 37
Independent Activity-
Students should brainstorm other similarities and
differences between the two texts and finish filling in the
Venn Diagram on Skills Practice 1 p. 37
Homework – Vocabulary practice crossword and read
20 minutes

5. FRIDAY Indicator: Spelling 3 Posttest. Resources: Questions:
All indicators taught this week. Vocabulary Test Assessments: Differentiation:
Adjectives and adverbs Test Language Wk 2 Ability – A few students will need
Reading Selection Test Vocabulary 10-18 assistance reading a few words on the
Objective: Comprehension test.
TSW complete weekly assessments with 80% Model-Guided Practice- Chap. 6-16
accuracy. poetry Learning Styles – auditory, visual
Assessment
Independent Activity- Test
Teacher
Observation
Reading Selection: The Dancing Bird of Paradise
Vocabulary Words:
Kimono, n. a loose robe that is tied with a sash (p.64)
Phonograph, n. an instrument that reproduces sound from records (p. 64)
Startled, adj. excited by sudden surprise or alarm (p.64)
Internment, adj. confined or impounded, especially during a time of war (p.68)
Barrack, adj. providing temporary housing, very plain and uniform (p.69)
Sweltered, v. past tense of swelter; to suffer, sweat, or become faint from heat (p. 69)
Ascend, v. to climb (p. 71)
Donned, v. past tense of don; to put on (p. 72)
Soloed, v. past tense of solo; to dance or to perform alone (p.72)
Enrich, v. to make better by adding something (p. 73)
Materials:
Teacher created vocabulary sheets Teacher created comprehension questions
4-squared writing templates Weekly Assessments Student created work
Skill Practice 1 Transparencies