Burwell Lesson Plans Focus/Objectives: For the Week of March 3-7 Reading



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Burwell Lesson Plans

Focus/Objectives: For the Week of March 3-7

Reading:

Objective/We will…Use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.

Product/Task: I will…Identify the details or facts that support the main idea. Summarize information in text, maintaining meaning and logical order.

Make inferences about text and use textual evidence to support understanding. Draw conclusions from presented in text

Academic Language: main idea, author’s purpose, inference

POP: None

Summative Assessment: Nonfiction Reading Passage
Social Studies:

Objective/We will…Use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.

Product/Task: I will…Use NUBS-P strategies while reading nonfiction texts to help me comprehend what I am reading. Define terms related to the Underground Railroad. Create a timeline of Harriet Tubman’s life. Analyze maps of the Underground Railroad and determine the routes that Harriet Tubman might have taken.

Academic Language: achievement, slavery, north, south, civil rights, underground railroad

POP: T-Chart- What I Think I Know about Hariett Tubman/What I learned about Harriet Tubman, Tree Map Thesis Outline

Summative Assessment: Essay


Writing:

Objective/We will…. Determine the question that is being asked and strategies in responding correctly- answering all parts of the question, while using evidence to support our thinking.

Product/Task: I will…. Respond to the entire question, applying strategies and text evidence to support my thinking.

Academic Language: none

POP: none

Formative Assessment: published piece of writing graded to a writing rubric, based on response.


Monday

8:00-8:30 & 11:15-11:45

Reading Groups, Book Clubs, IRT



8:30-9:50 & 12:55-2:15

Reading/Writing Block



9:50-10:10 & 2:15-2:35

Skills Block- grammar, geography, spelling, word work



Flex Grouping- mixed skills
*Cover commonly missed TEKS in reading comp class practice.

Anticipatory Hook- What was Harriet Tubman’s Greatest Achievement?

Lesson: Looking at the evidence to answer the DBQ/Mini-Q essential question

**Ask students to look at the 4 buckets and choose which bucket they think is the most important to answering the essential question. Bucket 1, 2, 3,4

**Have the kids write, My feeling is that ___________ is the most important reason for blah blah

*Example: My feeling is that the bad relations with the Indians is the most important reason why so many colonists dies at early Jamestown.

**Now break the kids into 4 groups based on what bucket they feel is the most important. Have them discuss the reasons why they think this.

*Have kids pick one person to defend (thrash-out) their thinking to the other groups. Each group has one minute to make their case. (The purpose of this is for the kids to get ideas to write about in their essay).

*After the thrash-out, ask students if they would like to move to another group after listening to each speaker defend their ideas.

Repeat the thrash-outs a couple of more times…..again providing kids with ideas to use when writing their essay.


Spelling
Unit 23
Take spelling pre-tests

Discuss weekly spelling rule



Tuesday

8:00-8:30 & 11:15-11:45

Reading Groups, Book Clubs, IRT



8:30-9:50 & 12:55-2:15

Reading/Writing Block



9:50-10:10 & 2:15-2:35

Skills Block- grammar, geography, spelling, word work



Flex Grouping- mixed skills
*Cover commonly missed TEKS in reading comp class practice.

Anticipatory Hook- What was Harriet Tubman’s Greatest Achievement?

Lesson: Form a thesis and introduction for their essay

*Have kids write a sentence making a claim based on their choice of most important reason- but they cannot say the reason for blah blah blah.

***IE: Many colonists did not survive the colonization of Jamestown because of bad relations with the indians. *then add on the other two titles for the remaining buckets.

*To create the introduction, take the following and combine. Thesis + Summary + Re-phrased title from day 3

***Thesis: Many colonists did not survive the colonization of Jamestown because of bad relations with the indians, bad water, and poor settler skills.

***Summary: Jamestown was thought to be the first permanent English colony. Founded between the years of 1607-1611, many young inexperienced and unprepared people left England to find the three G’s (God, Gold, and Glory).

***Re-phrased title: Why did so many early American settlers die?

*Introduction for student essay: Many colonists did not survive the colonization of Jamestown because of bad relations with the indians, bad water, and poor settler skills. Jamestown was thought to be the first permanent English colony. Founded between the years of 1607-1611, many young inexperienced and unprepared people left England to find the three G’s (God, Gold, and Glory). Why did so many early American settlers die?

Formative: Thesis and introduction


Grammar

Anticipatory Set/Hook: How do we combine sentences?

Objective/We will: Use the rules to combining sentences and identify distractors.

I Will/Product/Task: 1. I will apply the combining sentence rules and show understanding through the justification of my answer choice.

2. Independently practice combining sentences (formative grade)

POP:


Academic Vocabulary: FANBOYS- for and nor but or yet so, conjunction, complete and incomplete sentence, phrase, distractor

Wednesday



8:00-8:30 & 11:15-11:45

Reading Groups, Book Clubs, IRT



8:30-9:50 & 12:55-2:15

Reading/Writing Block



9:50-10:10 & 2:15-2:35

Skills Block- grammar, geography, spelling, word work



Flex Grouping- mixed skills

Anticipatory Hook- What was Harriet Tubman’s Greatest Achievement?

Lesson: DBQ- Organizing Information from buckets into a graphic organizer (pre-writing)



  • Review the information in all 4 buckets.

  • Choose the order in which they plan to write (buckets)

  • Choose evidence from documents to include in the essay

Formative: Pre-write graphic organizer

Students write their essay to answer the essential question.



  • Paragraph 1: Students have an introduction

  • Paragraph 2: Have them write about the bucket that they felt was most important first (b/c they have a lot to say about it)

  • Paragraph 3: Pick one of the 2 remaining buckets, remind the kids to use ideas they heard from the thrash-out sessions and evidence from the documents to write a paragraph.

  • Paragraph 4: Using the last bucket, use evidence from the documents and remind the kids to use ideas they heard from the thrash-out sessions to write a paragraph.

Paragraph 5: Closing- have the kids restate their claim and the essential question.

Spelling/Word Work practice
Answer questions based on spelling rules, context clues, and inferences
*use spelling books page:

Thursday


8:00-8:30 & 11:15-11:45

Reading Groups, Book Clubs, IRT



8:30-9:50 & 12:55-2:15

Reading/Writing Block



9:50-10:10 & 2:15-2:35

Skills Block- grammar, geography, spelling, word work



Book Club Discussion

Anticipatory Hook- What was Harriet Tubman’s Greatest Achievement?

Lesson: DBQ- Draft a thesis from graphic organizer



  • Review the information from graphic organizer

  • Write a draft of the essay

Anticipatory Hook- What was Harriet Tubman’s Greatest Achievement?

Lesson: DBQ- Revise and edit the draft of our thesis


  • Review the information from graphic organizer

Revise and edit the essay for mistakes and sentence variety.


Grammar

Anticipatory Set/Hook: How do we combine sentences?

Objective/We will: Use the rules to combining sentences

I Will/Product/Task: I will apply the combining sentence rules and show understanding through the justification of my answer choice.

Academic Vocabulary: FANBOYS- for and nor but or yet so, conjunction, complete and incomplete sentence, phrase

Assessment: Combining Sentences Quiz (summative)



Friday


8:00-8:30 & 11:15-11:45

Reading Groups, Book Clubs, IRT



8:30-9:50 & 12:55-2:15

Writing Block



9:50-10:10 & 2:15-2:35

Skills Block- grammar, geography, spelling, word work


Book Club Discussion



Anticipatory Hook- What was Harriet Tubman’s Greatest Achievement?

Lesson: DBQ- Publish the draft of our thesis



  • Review the information from graphic organizer

  • Publish our essay in our best handwriting

Summative Assesessment: Thesis
Early Finishers-

Ipad, Telegami app to create summary of HT’s greatest achievemnt and why. Save to Dropbox



Spelling
Unit 23
Play Sparkle to review

Take spelling tests



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