Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Weekly
Lesson
Plans
Instructional
Chunk
Monday
Tuesday
Wednesday
Thursday
Friday
GLET
• 3.b
(use
standard
• 6.a
(read
and
respond
• 6.a
(read
and
respond
• 6.a
(read
and
respond
• 3.b
(use
standard
English
in
writing
to
a
variety
for
lit
that
to
a
variety
for
lit
that
to
a
variety
for
lit
that
English
in
writing
including
represents
represents
represents
including
pronoun/antecedent
perspectives
from
perspectives
from
perspectives
from
pronoun/antecedent
agreement,
sub/verb
places,
people
and
places,
people
and
places,
people
and
agreement,
sub/verb
agreement,
events
that
are
events
that
are
events
that
are
agreement,
reg/irregular
verbs)
familiar
and
familiar
and
familiar
and
reg/irregular
verbs)
unfamiliar)
unfamiliar)
unfamiliar)
• 6.a
(read
and
respond
• 3.c
(writes
in
• 1.g
(infer
by
making
• 1.g
(infer
by
making
to
a
variety
for
lit
that
complete
sentences)
connections
within
connections
within
represents
and
among
texts)
and
among
texts)
perspectives
from
places,
people
and
events
that
are
familiar
and
unfamiliar)
CO
SWBAT
identify
and
use
SWBAT
engage
with
a
SWBAT
begin
coding
their
SWBAT
use
coding
to
SWBAT
engage
with
their
the
different
types
of
short
story
by
using
active
novel
of
choice
by
using
understand
the
plot
and
reading
by
tracking
text‐
nouns
by
writing
reading
coding
strategies
active
reading
coding
progression
of
their
N
of
to‐self
connections.
sentences
focused
on
strategies
C
by
writing
gist
nouns.
statements
from
their
coding
notes
Formative
Assessment
Sentence
construction
Individual
coding
during
Coding
of
Novel
of
Choice
Gist
Statements
Quiz
on
Nouns
You
Do
Key
Vocabulary
Noun,
common
noun,
Coding,
active
reading,
Dewey
Decimal
System
Gist
Text‐to‐Self
connection
• Use
realia
proper
noun,
singular
vocab
from
text
• Label
the
room
noun,
plural
noun,
• Preteach
vocabulary
compound
noun
• Connect
two
• Word
sorts
• Concept
maps
• Picture
dictionaries
• Dramatize
vocabulary
Warm‐ups
Brainstorm:
Why
is
Write
the
sentences
in
Brainstorm:
How
can
I
use
Change
the
nouns
from
Write
down
any
questions
Motivation/Building
grammar
taught?
Why
is
your
notebook
and
the
library
effectively?
singular
to
plural
and
you
have
about
nouns.
Background/Anticipatory
it
important?
identify
which
words
are
from
common
to
proper.
Set
(Why
do
we
want
to
nouns.
learn
this?)
• Think/Pair/Share
• K‐W‐L
• Making
predictions
• Dyad/Journal
• Activate
Prior
Knowledge
• Engaging
scenario
• Posing
an
essential
question
Lesson
for
1st
Time
• PowerPoint
on
• Explain
why
coding
• Library
• Class
long
• Model
how
to
Instruction
(How
best
different
types
of
is
helpful.
Procedures
and
formative
make
T‐to‐S
might
we
learn?)
nouns.
• Review
different
how
to
find
a
assessment
using
connections
I
Do
• Discussion
on
why
categories
of
codes.
book
coding
skills
for
using
“One
More
Modeled
tasks
you
need
to
know
• Read
and
model
• Review
of
the
the
book
chosen
Lesson”
• Think
Aloud
the
different
types
beginning
of
“The
different
types
of
the
previous
day.
• Modeled
Writing
of
nouns.
Lady
or
the
Tiger”
codes
• Read
Aloud
+
Think
• Finding
the
noun
in
a
Aloud
sentence
and
• Visualization
identifying
which
• Story
Frames
type
of
noun
it
is.
• Modeled
Brainstorming
We
Do
• A
sentence
is
cut
• In
partners,
read
• Discuss
one
• Ss
and
Teacher
• SQP2RS
into
individual
the
following
example
of
each
create
T‐to‐S
for
(Survey,
words
and
then
paragraph
and
code
from
“Ice”
“Ice”
Question,
reconstructed.
code
it.
Once
Predict,
Read,
• Identify
the
this
is
done,
Respond,
nouns
of
the
share
out
with
Summarize)
sentence.
class.
• Heads
Down
(Butts
• Discuss
the
• Read
the
Up)
pattern
of
where
following
• Carousel
nouns
are
found.
paragraph
and
• Concentric
Circles
use
a
different
• Gallery
Walk
code.
• Jigsaw
• Round
Table
Round
Robin
• Interactive
writing
• Brainstorming
• Reciprocal
teaching
• Socratic
Seminar
You
Do
• Ss
identify
the
• Finish
the
story
• Ss
begin
reading
• Quiz
on
nouns
• Small
Skills
Group
types
of
nouns
in
independently
their
novel
of
• T‐to‐S
connection
Pull
Outs
a
paragraph.
and
use
every
choice
and
in
N
of
C
• Journaling
Individual
code
at
least
practice
coding
or
Interactive
once
independently
• Selective
underlining
• 2‐Column
Notes/
Cornell
Notes
• Jigsaw
• Gallery
Walk
• Role
Plays
• Group
Summaries
• Double
Entry
Journals
• Socratic
Seminar
Closure
• Ss
write
one
• What
does
• Which
code
do
• Of
which
code
do
• Why
are
T‐to‐S
• Review
Content
and
sample
sentence
“active
reading”
you
find
most
I
need
more
connections
Language
for
each
type
of
mean
to
you?
effective
in
clarification?
important?
Objectives
noun
covered
How
is
coding
helping
you
stay
How
can
I
• Summarize
useful
to
you?
engaged?
Why?
develop
this
skill?
• Response
Boards
Which
code
helps
• Individual
reflection
you
comprehend
journal
the
most?
Why?
• Cloze
activity
• Outcome
Statements
Differentiation
for
• St:
Review
the
• St:
Based
on
the
• St:
Small
Group
• St:
small
group
• St:
small
group
struggling
or
advanced
characteristics
of
We
Do,
review
of
coding
instruction
instruction
learners:
nouns,
compile
a
struggling
procedures
and
• Ad:
write
gist
• Ad:
create
text‐
list,
apply
to
students
are
then
one‐on‐one
statements,
to‐text
and
text‐
paragraph.
pulled
into
small
help
as
needed.
develop
a
theme,
to‐world
• Ad:
Ss
are
given
a
group
instruction
• Ad:
Continue
identify
textual
connections
more
difficult
to
have
more
reading
novel
support
for
the
paragraph
with
guided
practice
theme
exceptions
to
with
coding.
rules.
• Ad:
Ss
write
gist
statements
(based
on
codes‐
specifically
“clarify”)
for
each
section.
Resources:
Noun
ppt,
noun
handout,
Coding
sheet,
copies
of
“Ice”,
novel
of
choice
Novel
of
choice
“One
More
Lesson”,
paragraph
for
“One
More
Lesson”,
“Ice”,
N
of
C
identification,
Language
“Ice”
Network