STANDARD LESSON PLAN FORMAT

CCRA.R.3 Analyze how and why individuals, events, and ideas

develop and interact over the course of a text

Wonders Unit: Unit 5 Week 5 (1 week rotation)

 
Phonics Pattern: short vowel digraphs
 
Objectives:

Identify the main purpose of a text, including what the author

wants to answer, explain, or describe.
Know and apply grade-level phonics and word analysis skills in
decoding words.
·
Essential Question: Why are rules important?
 
Materials: Stories: "Town Rules", "Visiting the Past", "Setting the
Rules", and "American Symbols", Google slides presentation,
wonders online DI materials
 
Assessment: unit 5 week 5 weekly selection assessment, Grace for
President selection assessment, and 1 formative assessment of
center activity choice.
 
Exit Ticket: alphabetical order with two letters
 
EL Strategies:
 
I DO
Display the Word-Building Cards ea. Say: This is lowercase e, a. The
letters ea can stand for the /e/ sound. I am going to trace the letters ea while I
say /e/, the sound that letters ea can stand for. Trace the letters ea while
saying /e/.
WE DO
Say: Now do it with me. Have children trace the lowercase ea on the Word-
Building Cards while saying /e/. Trace the letters ea five times, and say /e/
with children. Repeat the process with /u/ spelled ou and /i/ spelled y.
YOU DO
Have children connect the letters ea to the sound /e/ by tracing
lowercase ea while saying /e/. Write the letters ea as you say /e /. Have
children write ea while saying /e/ . Repeat with /u/ spelled ou and /i/ spelled y.
Repeat, connecting the letters ea to /e/, ou to /u/, and y to /i/ through tracing
and writing the letters throughout the week.
Sound/Spellings Fluency Display the following Word-Building Cards: ea,
ou, y, au, aw, augh, ough, oo, ou, oo, ui, ew, ue, u, ou, oe, oi, oy, ou,
ow. Have children chorally say each sound. Repeat and vary the pace .
 
Home Learning: Homework Menu, iReady (reading, math), ST
Math
 
Spelling Words:
 
dead My plant is dead because I forgot to water it.

ahead Kat biked ahead of the others.

lead The lead weight is very heavy.

thread Use thread to stitch the cloth.

bread Do you like to eat whole wheat bread?

breath I had trouble catching my breath after the

race.

touch Touch the flower gently.

trouble Sometimes my little sister makes trouble.

gym Do we have gym class today?

myth We read a Greek myth.

small The kitten is so small!

chalk Use chalk to write on the board.

 instea May I have milk instead of juice?
d

whole I read a whole book today!

words What words did you learn to spell?

 
ELA Whole Group Daily Focus
• Introduce essential question and objective
• Read interactive read aloud "Town Rules"
• Introduce phonics pattern with pretest and high frequency
Monday words
• Introduce alphabetical order
• DI groups (if time)
Tuesday
(afternoo
n in
place of • Review essential question and objective
• Read "Visiting the Past" with emphasis on identifying main
DI
idea of author's purpose
groups • Review phonics pattern and high frequency words 
due to • Review alphabetical order
iready
diagnosti
c)
◦ Review essential question and objective
◦ Read "Setting the Rules" with emphasis on identifying main
Wednesd idea
ay ◦ Review phonics pattern and high frequency words 
◦ Review alphabetical order
◦ DI groups
 Thursday
(afternoo
n in
place of • Review essential question and objective
• Reread "Setting the Rules" with emphasis on identifying
DI author's purpose
groups • Review phonics pattern and high frequency words 
due to • Exit ticket of alphabetical order
iready
diagnosti
c)
• Unit 5 week 5 selection assessment
Friday • Spelling test
• DI groups

Differentiated Instructional Small Groups:

Approaching
On Level Beyond Level
Level
Activity:
work on reading
Activity: word Activity:
with decodable
work mark it up PBL
reader and
phonics pattern