Guam District Level Lesson Plan Quarter 1 : ELA Grade...

GuamDistrictLevelLessonPlan

Quarter1

Content:ELA Grade/Course:5th Timeline:45minutesStandard(s):GDOE:5.5.1Identifyandcorrectlyusemainclausestoexpressacompletethought.CCSS:L1DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.LessonOverview:Thefocusofthislessonisidentifythe4typesofsentences,andrunonsentences,andbeabletowriteacompoundsentence.

LessonObjective(s):Inthislesson,studentswillbeableto

• Identifysubjectsinimperativeswith80%accuracy.• Writecompletesentencesusingand,or,andbutwith

80%accuracy.• Writecompoundsentenceswith80%accuracy.

Vocabulary:1.conjunctions2.imperatives3.Interrogative4.Declarative5.Exclamatory6.compoundsentences7.runonsentences

FocusQuestion(s):Whatarethedifferencesbetweenthe4typesofsentences,run-onsentences,andacompoundsentences.

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Havestudentswatchtheyoutubevideo:https://www.youtube.com/watch?v=8Gv0H-vPoDcInstructionandStrategies:Day1:Introducenewconcepttostudents.Explainthefourdifferentkindsofsentences.Day2:Introduceconjunctionsand,or,andbut.Usethepowerpointtoexplainthepartsofacompoundsentence.Day3:Reviewwritingcompoundsentences.Day4:GivesamplesofRun-onsentencesandmodeltostudentshowtofixthosesentenceswithselfthinkaloud.Day5:GroupReviewGuidedPractice:

1. Studentswillcompleteworksheetsindividuallyandwholegroup.FormativeAssessments:Q&A, Individual work Closure:Studentswillwritethedifferenttypesofsentences.IndependentPractice:Studentswillworkonworksheets.Accommodations/Modifications:Peer Tutoring, One-to-one, Simplified Directions Resources(TextbookandSupplemental):WorksheetsReflection:


Quarter1

Content:ELA Grade/Course:5th Timeline:45minutesStandard(s):GDOE:5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge CCSS:5.RL.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.10.Bytheendoftheyear,readandcomprehendliterature,includingstories,dramas,andpoetry,atthehighendofthegrades4–5textcomplexitybandindependentlyandproficiently.RF.5.4.Readwithsufficientaccuracyandfluencytosupportcomprehension.LessonOverview:Thefocusofthislessonistoidentifycluesfromtexttoinferwhatisgoingtohappennextortoinferwhatplaceisbeingdescribed.


• Drawinferenceswith80%accuracy.• Answerstoryquestionswith80%accuracy.

Vocabulary:1.Infrences

FocusQuestion(s):Whataresomecluestolookforwhenmakinginferencesandhowcanourpriorknowledgehelp?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Teacherwillaskthefollowingquestions:Everyoneissinginghappybirthdayfortheboywhiletheboyissitsinfrontofhiscakewithcandles,aftertheyaredone,whatisgoingtohappennext?Possibleanswers:blowthecandleAlicewascarryingalargeclothesbasketfromthebedroomdownthestairstothelaundryroom.Shestruggledundertheweightofthebasket.Shewishedheryoungerbrotherswouldhelpher.Instead,theywereplaying.Shehadheardthemthrowingabaseballinthehouseearlier.Shehadtoldthemtogooutside.Theyhadgonetothebackyard,buttheyhadleftthebaseballonthestairs.Whatwillhappennext?Alicemighttripontheball.InstructionandStrategies:Day1:Explainwhatinferencesmeanandhowweusecluesandpriorknowledgetohelpus.Goovertheworksheetsandhavestudentsanswer.Day2:Studentswillreadpart1ofTheDoughnutsonpage2oftheRM6Book.Whenstudentsaredone,theywillfillupthegraphicorganizertoinferwhatwillhappennext.Studentswillanswerquestionsonpage1fromtheRM6Workbook.Day3:Teacherwillpicksomestudentstoreadwhattheywroteonthegraphicorganizer.Studentswillthenreadpart2oftheDoughnuts.Teacherandstudentswilldiscussiftheywereabletoinferwhatwillhappennext.Studentswillanswerquestionsonpage2fromtheRM6Workbook.GuidedPractice:

2. Studentswillcompleteworksheetsindividuallyandwholegroup.FormativeAssessments:Q&A, Individual work, and graphic organizer. Closure:Studentswillwritethedifferenttypesofsentences.IndependentPractice:Studentswillworkonworksheets,fillinthegraphicorganizerformakinginferences,answercomprehensionquestions.Accommodations/Modifications:Peer Tutoring, One-to-one, Simplified Directions Resources(TextbookandSupplemental):RM6Textbookandworkbook,andWorksheetsReflection:


Quarter1

Content:ELA Grade/Course:5th Timeline:52minutesStandard(s):CCSS: L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 5.W. 10 Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. 5.L.2a-b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: a. Use punctuation to separate items in a series; b. Use a comma to separate an introductory element from the rest of the sentence. GDOE: 5.5.1 Identify and correctly use main clauses to express a complete thought.LessonOverview:Thefocusofthislessonisidentifythe4typesofsentences,andrunonsentences,andisabletowriteacompoundsentence.


• Identifysubjectsinimperativeswith80%accuracy.• Writecompletesentencesusingand,or,andbutwith

80%accuracy.• Writecompoundsentenceswith80%accuracy.

Vocabulary:1.conjunctions2.imperatives3.Interrogative4.Declarative5.Exclamatory6.compoundsentences7.runonsentences8.Phrase9.Clause

FocusQuestion(s):Whatarethedifferencesbetweenthe4typesofsentences,run-onsentences,andacompoundsentences.

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Havestudentswatchtheyoutubevideo:https://www.youtube.com/watch?v=8Gv0H-vPoDc***Teacherswillgive10to15minfordailyjournals.InstructionandStrategies:Day1:Introducenewconcepttostudents.Explainthefourdifferentkindsofsentences.Extraresource:EnglishBookpage34.***Teacherswillintroducedailyjournalsandgoovertherubric.Teacherwillchoosefromthefollowingwritingprompts:Therearemanydifferentkindsofentertainment,suchasmusic,games,books,ormovies.Explainyourfavoritetypeofentertainmentandwhyyoulikeit.Supposeyouhadtheopportunitytotravelanywhereyouwanted.Writetoexplainwhereyouwouldgoandwhy.Thinkaboutsomethingyouwouldliketochangeaboutyourschool.Writetoexplainwhatyouwouldchangeandwhy.Thinkaboutaspecialeventyouexperienced.Writetoexplaintheeventandwhyitwasimportanttoyou.Day2:Introduceconjunctionsand,or,andbut.Usethepowerpointtoexplainthepartsofacompoundsentence.Extraresource:Englishbookpage44Day3:GivesamplesofRun-onsentencesandmodeltostudentshowtofixthosesentenceswithselfthinkaloud.ExtraResourceEnglishbookpage48Day4:Introducecommasandhowitisusedtoseparateitemsinaseries.Extraresource:Englishbookpage184.Day5:Reviewonhowcommasareusedtoseparateitemsinaseries.Explaintotheclasshowcommasareusedtoseparateelementsinasentence.Englishbookpage188.GuidedPractice:

1. Studentswillcompleteworksheetsindividuallyandwholegroup.

FormativeAssessments:Q&A, Individual work Closure:Studentswillwritethedifferenttypesofsentences.IndependentPractice:Studentswillworkonworksheets.Accommodations/Modifications:Peer Tutoring, One-to-one, Simplified Directions Resources(TextbookandSupplemental):WorksheetsReflection:


Quarter1

Content:ELA Grade/Course:5th Timeline:52minutesStandard(s):CCSS: 5.RL.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RI.3 – Analyze how and why individuals, events and ideas develop and interact over the course of a text. RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. RF.5.4. Read with sufficient accuracy and fluency to support comprehension. GDOE: 5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge 5.3.3 Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme (loyalty, selfishness, conscientiousness).�LessonOverview:Thefocusofthislessonistoidentifycluesfromtexttoinferwhatisgoingtohappennextortoinferwhatplaceisbeingdescribed.Forthesecondpartofthelessonplan,thefocusistodescribetheinteractionandrelationshipbetweentwocharactersfromthestory.


• Drawinferenceswith80%accuracy.• Answerstoryquestionswith80%accuracy.

Vocabulary:1.Infrences


DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Teacherwillaskthefollowingquestions:Everyoneissinginghappybirthdayfortheboywhiletheboyissitsinfrontofhiscakewithcandles,aftertheyaredone,whatisgoingtohappennext?Possibleanswers:blowthecandleAlicewascarryingalargeclothesbasketfromthebedroomdownthestairstothelaundryroom.Shestruggledundertheweightofthebasket.Shewishedheryoungerbrotherswouldhelpher.Instead,theywereplaying.Shehadheardthemthrowingabaseballinthehouseearlier.Shehadtoldthemtogooutside.Theyhadgonetothebackyard,buttheyhadleftthebaseballonthestairs.Whatwillhappennext?Alicemighttripontheball.InstructionandStrategies:Day1:Explainwhatinferencesmeanandhowweusecluesandpriorknowledgetohelpus.Goovertheworksheetsandhavestudentsanswer.Studentswillreadpart1ofTheDoughnutsonpage2oftheRM6Book.Whenstudentsaredone,theywillfillupthegraphicorganizertoinferwhatwillhappennext.Studentswillanswerquestionsonpage1fromtheRM6Workbook.Day2:Teacherwillpicksomestudentstoreadwhattheywroteonthegraphicorganizer.Studentswillthenreadpart2oftheDoughnuts.Teacherandstudentswilldiscussiftheywereabletoinferwhatwillhappennext.Studentswillanswerquestionsonpage2fromtheRM6Workbook.Day3:Teacherwillreviewinferencesbyhavingstudentsdotheworksheets.Studentswillreadpart3ofTheDoughnuts.Activity:partnerreading.Whenstudentsaredone,theyaretoanswerquestionsonpage3fromtheRM6Workbook.Day4:Teacherwillintroducetothestudentsthefollowingactivity:CharacterJournal.Acharacterjournalisawrittendiarykeptbythereaderass/heassumestheroleofacharacterinthebookandkeepsanongoingjournalbywritingaboutoneepisodethatoccursduringeachbookchapter.Thereaderwritesinthefirst-personvoiceofthecharacterandshareshis/herthoughtsandfeelingsinresponsetotheunfoldingeventsofthebook.Studentswillchoosetwocharactersfromthestorytowritecharacterjournals.Outofthetwo,theywillwriteonecharacterjournaltogetfamiliarwiththeactivity.Day5:Studentswillcontinuefromday4andwriteanotherjournalfortheothercharacterchosen.Studentswillthenwriteoneparagraphdescribingtheinteractionsandrelationshipbetweenthetwocharacters.

GuidedPractice:

1. Studentswillcompleteworksheetsindividuallyandwholegroup.2. Studentswillcreatetwocharacterjournalstoassistwithfindingtherelationshipbetweenthetwocharacters.

FormativeAssessments:Q&A, Individual work, and graphic organizer. Closure:Studentswillwritethedifferenttypesofsentences.IndependentPractice:Studentswillworkonworksheets,fillinthegraphicorganizerformakinginferences,answercomprehensionquestions.Accommodations/Modifications:Peer Tutoring, One-to-one, Simplified Directions Resources(TextbookandSupplemental):RM6Textbookandworkbook,andWorksheetsReflection:


Quarter1

Content:ELA Grade/Course:5th Timeline:52minutesStandard(s):CCSS: L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 5.W. 10 Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. 5.L.2a-b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: a. Use punctuation to separate items in a series; b. Use a comma to separate an introductory element from the rest of the sentence. GDOE: 5.5.1 Identify and correctly use main clauses to express a complete thought.LessonOverview:Thefocusofthislessonistousecommasappropriately.


• Usecommasduringserieswith80%accuracy.• Usecommastoseparateelementsofasentencewith

80%accuracy.Vocabulary:1.conjunctions2.compoundsentences3.runonsentences4.Phrase5.Clause

FocusQuestion(s):Whendoweusecommas?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Teacherswillgive10to15minfordailyjournals.InstructionandStrategies:Day1:Teacherwillintroducethewritingpromptfortheweek:Imagineyourschoolclosesfortheday,andyoucandoanythingyouwant.Whatwillyoudo?Writeastoryaboutwhathappens.Teacherandstudentswillfollowthefollowingactivityforwritingprompts:WritersWindwoDay1:PreWriting:Studentwillbrainstormideas.Theycanwriteitasbulletpoints.Theyarenotyetwritingsentences.Day2:Draft:Studentswillusetheirideastobeginontheirdraft.Studentswillwriteonetotwoparagraphs.Day3:Revise/Edit:Teacherwillcollecttheirwritingprompttomakegrammaticalcorrectionsontheirdraft.Day4:Publication:Studentswillrewritetheirwritingpromptstakingintoaccounttheteacher’scorrections.Theymayaddmoretotheirwriting.Day5:Presentation:Teacherwillcallsomestudentstoreadtheirjournaltotheclass.Day2:Introducecommasandhowitisusedtoseparateitemsinaseries.Extraresource:Englishbookpage184.Day3:Reviewonhowcommasareusedtoseparateitemsinaseries.Explaintotheclasshowcommasareusedtoseparateintroductoryelementsinasentence.Englishbookpage188.Day4:Reviewhowcommasareusedtoseparateitemsinaseries,andintroductoryelementsinasentence.Explainhowcommasareusedwithinterrupters.Day5.Studentswillworkonworksheetsindividually.GuidedPractice:

1. Studentswillcompleteworksheetsindividuallyandwholegroup.2. Studentswillwriteonetotwoparagraphsonthisweekswritingprompt.

FormativeAssessments:Q&A, Individual work Closure:Studentswillwritethedifferenttypesofsentences.IndependentPractice:Studentswillworkonworksheets.

Accommodations/Modifications:Peer Tutoring, One-to-one, Simplified Directions Resources(TextbookandSupplemental):WorksheetsReflection:


Quarter1

Content:ELA Grade/Course:5th Timeline:52minutesStandard(s):CCSS: 5.RL.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RI.3 – Analyze how and why individuals, events and ideas develop and interact over the course of a text. RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. RF.5.4. Read with sufficient accuracy and fluency to support comprehension. GDOE: 5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge LessonOverview:Thefocusofthislessonistoidentifycluesfromtexttoinferwhatisgoingtohappennextortoinferwhatplaceisbeingdescribed.


• Drawinferenceswith80%accuracy.

Vocabulary:1.Infrences2.Predictions


DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Teacherwillplaythefollowingyoutubevideo:https://www.youtube.com/watch?v=to30AJm2epQInstructionandStrategies:Day1:Teacherwillreviewbyprojectingthe“Makinginferences”PDFfile.Day2:Teacherwillhavethestudentsworkinpairsorgroupstoanswerquestions.Usethe“Makinginferences”powerpointfile.Day3:Teacherwillreviewinferencesbyhavingstudentsanswerquestionsfromthefollowingsite.Teachercanreadthequestionsandgivethemthechoicestoanswer.Studentswillwritetheiranswerontheirnotebook.Site:http://www.quia.com/pop/43335.html?AP_rand=1793351728Day4:Studentswillworkonworksheetsindividually.Day5:Studentswillworkonworksheetsindividually.

GuidedPractice:

1. Studentswillcompleteworksheetsindividuallyandwholegroup.FormativeAssessments:Q&A, Individual work, and graphic organizer. Closure:Studentswillwritethedifferenttypesofsentences.IndependentPractice:Studentswillworkonworksheets,fillinthegraphicorganizerformakinginferences,answercomprehensionquestions.Accommodations/Modifications:Peer Tutoring, One-to-one, Simplified Directions Resources(TextbookandSupplemental):Computer,Projector,andWorksheetsReflection:

GuamDistrictLevelLessonPlan Quarter1

Content:ELA Grade/Course:5th Timeline:52minutesStandard(s):CCSS: 5.W. 10 Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. 5.L.2a-b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: a. Use punctuation to separate items in a series; b. Use a comma to separate an introductory element from the rest of the sentence. 5.RF.3a Know and apply grade – level phonics and word analysis skills in decoding words: Use combined knowledge skills in decoding words: Use combined knowledge of all letter- sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. 5.L.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. GDOE: 5.5.1 Identify and correctly use main clauses to express a complete thought. 5.4.4 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences and word choice. 5.5.1 Identify and correctly use prepositional phrases, appositives, main clauses (words that express a complete thought), and subordinate clauses (clauses attached to the main clause in a sentence).LessonOverview:Thefocusofthislessonistousecommasappropriately.Counthowmanysyllablesforgivenwordsbyseparatingthewordsintosyllableparts.Understandtheuseofprepositionsandinterjections.


• Usecommasduringserieswith80%accuracy.• Usecommastoseparateelementsofasentencewith

80%accuracy.• Separatewordsbyitssyllableswith85%accuracy.• Identifyprepositionsandinterjectionswith80%

accuracy.Vocabulary:1.Commas2.Syllables3.Prepositions4.Interjections

FocusQuestion(s):Whendoweusecommas?Howdowecountthesyllablesofagivenword?Whatareprepositionsandinterjections.

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:BeginwithKWLactivitywithstudentsinregardstocommas,andonlyansweringtheKandWpart.InstructionandStrategies:Teacherswillgive10to15minfordailyjournals.Teacherwillintroducethewritingpromptfortheweek:Whatissomethingyouwanttolearntodo?Explainwhatyouwouldliketodoandwhy?Teacherandstudentswillfollowthefollowingactivityforwritingprompts:WritersWindowsDay1:PreWriting:Studentwillbrainstormideas.Theycanwriteitasbulletpoints.Theyarenotyetwritingsentences.Day2:Draft:Studentswillusetheirideastobeginontheirdraft.Studentswillwriteonetotwoparagraphs.Day3:Revise/Edit:Teacherwillcollecttheirwritingprompttomakegrammaticalcorrectionsontheirdraft.Day4:Publication:Studentswillrewritetheirwritingpromptstakingintoaccounttheteacher’scorrections.Theymayaddmoretotheirwriting.Day5:Presentation:Teacherwillcallsomestudentstoreadtheirjournaltotheclass.Day1:Reviewonhowcommasareusedtoseparateitemsinaseries.Explaintotheclasshowcommasareusedtoseparateintroductoryelementsinasentence.Englishbookpage188.Day2:Reviewhowcommasareusedtoseparateitemsinaseries,andintroductoryelementsinasentence.Explainhowcommasareusedwithinterrupters.Closure:EndthelessononcommaswithansweringtheLpartintheKWLactivity.AnticipatorySet:Askthestudentshowmanysyllablessupercalifragilisticexpialidocioushave.Day3:Introducethemeaningofsyllablesandeachwordhasanumberofsyllables.Havestudentspracticebyreadingand/orlistingdownwords.Whenstudentsunderstand,passoutworksheetandexplainthedirections.

Day4:Introduceprepositionsandprepositionalphrasesandhowtheyareusedinsentences.EnglishBookpg.256-259.Giveexamplesofcommonprepositions(PDFFile).UsingthePDFfileonprepositions,usethemultimediaandshowthesentences.Asagroup,havethemidentifytheprepositionalphrase.Forhomework,givetheprepositionalworksheet.AdditiontotheHW,havethemwrite10sentencesusingprepositions.Day5:Introduceinterjectionsandsomecommoninterjections.Englishbookpg.192-193.Havethempracticedoingnumbers1-22.Extrapractice:passoutworksheetandhavethemcreatesentencesusinginterjections.GuidedPractice:

1. Studentswillcompleteworksheetsindividuallyandwholegroup.2. Studentswillwriteonetotwoparagraphsonthisweekswritingprompt.

FormativeAssessments:Q&A, Individual work, group activity, KWL, Think-pair-Share Closure:Studentswillcreatesentencesusingprepositions,andinterjections.IndependentPractice:Studentswillworkonworksheets.Accommodations/Modifications:Peer Tutoring, One-to-one, Simplified Directions Resources(TextbookandSupplemental):Worksheets,multimedia,Englishbook.Reflection:


Content:ELA Grade/Course:5th Timeline:52minutesStandard(s):CCSS: 5.W. 10 Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. 5.RF.3a Know and apply grade – level phonics and word analysis skills in decoding words: Use combined knowledge skills in decoding words: Use combined knowledge of all letter- sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. 5.L.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. GDOE: 5.5.1 Identify and correctly use main clauses to express a complete thought. 5.4.4 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences and word choice. 5.5.1 Identify and correctly use prepositional phrases, appositives, main clauses (words that express a complete thought), and subordinate clauses (clauses attached to the main clause in a sentence).LessonOverview:Counthowmanysyllablesforgivenwordsbyseparatingthewordsintosyllableparts.Understandtheuseofprepositionsandinterjections.Compareanobjectusingsimilesandmetaphors.


• Usecommastoseparateelementsofasentencewith80%accuracy.

• Separatewordsbyitssyllableswith85%accuracy.• Identifyprepositionsandinterjectionswith80%

accuracy.• Create5metaphorsand5similes.

Vocabulary:1.Syllables2.Prepositions3.Interjections4.FigurativeSpeech5.Simile6.Metaphor

FocusQuestion(s):Howdowecountthesyllablesofagivenword?Whatareprepositionsandinterjections?Whatarethedifferencesbetweensimilesandmetaphors?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Askthestudentshowmanysyllablessupercalifragilisticexpialidocioushave.InstructionandStrategies:Teacherswillgive10to15minfordailyjournals.Teacherwillintroducethewritingpromptfortheweek:Think about a special event you experienced. Write to explain the event and why it was important to you. Teacherandstudentswillfollowthefollowingactivityforwritingprompts:WritersWindowsDay1:PreWriting:Studentwillbrainstormideas.Theycanwriteitasbulletpoints.Theyarenotyetwritingsentences.Day2:Draft:Studentswillusetheirideastobeginontheirdraft.Studentswillwriteonetotwoparagraphs.Day3:Revise/Edit:Teacherwillcollecttheirwritingprompttomakegrammaticalcorrectionsontheirdraft.Day4:Publication:Studentswillrewritetheirwritingpromptstakingintoaccounttheteacher’scorrections.Theymayaddmoretotheirwriting.Day5:Presentation:Teacherwillcallsomestudentstoreadtheirjournaltotheclass.Day1:Introducethemeaningofsyllablesandeachwordhasanumberofsyllables.Havestudentspracticebyreadingand/orlistingdownwords.Whenstudentsunderstand,passoutworksheetandexplainthedirections.Day2:Introduceprepositionsandprepositionalphrasesandhowtheyareusedinsentences.EnglishBookpg.256-259.Giveexamplesofcommonprepositions(PDFFile).UsingthePDFfileonprepositions,usethemultimediaandshowthesentences.Asagroup,havethemidentifytheprepositionalphrase.Forhomework,givetheprepositionalworksheet.AdditiontotheHW,havethemwrite10sentencesusingprepositions.Introduceinterjectionsandsomecommoninterjections.Englishbookpg.192-193.Havethempracticedoingnumbers1-22.Extrapractice:passoutworksheetandhavethemcreatesentencesusinginterjections.

Day3:Teacherwillexplainwhatfigurativespeechisandgiveexamplesofthemsuchastwopeasinapodandeasyaspieusingthepdffile.Studentswillcreatesentencesusingtheexamplesgiven.Day4:Teacherwillexplainhowthingsarecomparedtosomethingelsebyusingsimilesandmetaphors.Teacherwillexplainthedifferencesandgiveexamplesofeach.http://www.buzzle.com/articles/list-of-similes-and-metaphors.htmlStudentswillcreatefivemetaphorsandfivesimilestodescribesomeoneusingthefollowingadjectives:Kind,tall,mean,stubborn,funny,sneaky,beautiful,ugly,short,scary,smart,loud,quiet,fast,sloworanyotheradjectivesstudentscanthinkof.GuidedPractice:

1. Studentswillcompleteworksheetsindividuallyandwholegroup.2. Studentswillwriteonetotwoparagraphsonthisweekswritingprompt.3. Studentswillcreatesentencesusingfigurativespeech.4. Studentswillcreatesimilesandmetaphors.



Content:ELA Grade/Course:5th Timeline:52minutesStandard(s):CCSS: 5.W. 10 Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. GDOE: 5.1.4: Understand and explain the figurative use of words in similes (comparisons that use like or as: The stars were like a million diamonds in the sky.) and metaphors (implied comparisons: The stars were brilliant diamonds in the night sky.). 5.4.4 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences and word choice. LessonOverview:Compareanobjectusingsimilesandmetaphors.Definefiguresofspeech.Identifycommonfiguresofspeech.


• Create5metaphorsand5similes.• Identifyfiguresofspeech85%accuracy.

Vocabulary:1.FigurativeSpeech2.Simile3.Metaphor4.Personification5.Alliteration6.Hyperbole

FocusQuestion(s):Whatarethedifferencesbetweensimilesandmetaphors?Whatarethedifferentfiguresofspeech?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Showtheyoutubevideo:https://www.youtube.com/watch?v=uoSBVNUO2LUInstructionandStrategies:Teacherswillgive10to15minfordailyjournals.Teacherwillintroducethewritingpromptfortheweek:People often help one another. Write to explain how you or someone you know helps others. Teacherandstudentswillfollowthefollowingactivityforwritingprompts:WritersWindowsDay1:PreWriting:Studentwillbrainstormideas.Theycanwriteitasbulletpoints.Theyarenotyetwritingsentences.Day2:Draft:Studentswillusetheirideastobeginontheirdraft.Studentswillwriteonetotwoparagraphs.Day3:Revise/Edit:Teacherwillcollecttheirwritingprompttomakegrammaticalcorrectionsontheirdraft.Day4:Publication:Studentswillrewritetheirwritingpromptstakingintoaccounttheteacher’scorrections.Theymayaddmoretotheirwriting.Day5:Presentation:Teacherwillcallsomestudentstoreadtheirjournaltotheclass.Day1:Teacherwillexplainwhatfigurativespeechisandgiveexamplesofthemsuchastwopeasinapodandeasyaspieusingthepdffile.Studentswillcreatesentencesusingtheexamplesgiven.Day2/3:Teacherwillexplainhowthingsarecomparedtosomethingelsebyusingsimilesandmetaphors.Teacherwillexplainthedifferencesandgiveexamplesofeach.http://www.buzzle.com/articles/list-of-similes-and-metaphors.htmlStudentswillcreatefivemetaphorsandfivesimilestodescribesomeoneusingthefollowingadjectives:Kind,tall,mean,stubborn,funny,sneaky,beautiful,ugly,short,scary,smart,loud,quiet,fast,sloworanyotheradjectivesstudentscanthinkof.Day4:Teacherwilloverthedifferentfiguresofspeech(personification,hyberbole,alliterationandreviewmetaphorandsimiles)usingthepowerpoint.Studentswilltakenotes.Forpractice,teacherswillbreakstudentsintogroupsandhavethemthink-pair-sharethequestionsonthefollowingsite:http://www.myschoolhouse.com/courses/O/1/103.aspDay5:StudentswillusestoriesfromtheirDItextbooktolookforexamplesofmetaphors,similes,personification,hyperbole,andalliterations.Studentswillwritetheiranswersonday5worksheet.GuidedPractice:


Content:ELA Grade/Course:5th Timeline:52minutesStandard(s):CCSS: 5.W. 10 Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 5.SL.3 Summarize the points a speaker makes and explains how each claim is supported by reasons and evidence. 5.L4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 5 content, choosing flexibly from a range of strategies. GDOE: 5.1.4: Understand and explain the figurative use of words in similes (comparisons that use like or as: The stars were like a million diamonds in the sky.) and metaphors (implied comparisons: The stars were brilliant diamonds in the night sky.). 5.4.4 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences and word choice. 5.1.4 Vocabulary and concept development. 5.4.2 Write responses to literature that demonstrate an understanding of a literary work, support statements, with evidence from the text, and develop interpretations that exhibit careful reading and understanding. LessonOverview:Definefiguresofspeech.Identifycommonfiguresofspeech.Identifyimportantpointswhensummarizingatext.Clarifythemeaningofunknownwordsbyusingdifferentstrategies.


• Create5metaphorsand5similes.• Identifyfiguresofspeechwith85%accuracy.• Summarizeatextsupportedwithreasonsand

evidencewith80%accuracy.Vocabulary:1.FigurativeSpeech2.Personification3.Alliteration4.Hyperbole5.ContextClues6.Summary

FocusQuestion(s):Whatarethedifferentfiguresofspeech?Whatarethekeypointsinsummarizingatext?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Showtheyoutubevideo:https://www.youtube.com/watch?v=b75vli9XF6oInstructionandStrategies:Teacherswillgive10to15minfordailyjournals.Teacherwillintroducethewritingpromptfortheweek:Think of someone or something that is special to you. Write to explain what is special to you and why.

Teacherandstudentswillfollowthefollowingactivityforwritingprompts:WritersWindowsDay1:PreWriting:Studentwillbrainstormideas.Theycanwriteitasbulletpoints.Theyarenotyetwritingsentences.Day2:Draft:Studentswillusetheirideastobeginontheirdraft.Studentswillwriteonetotwoparagraphs.Day3:Revise/Edit:Teacherwillcollecttheirwritingprompttomakegrammaticalcorrectionsontheirdraft.Day4:Publication:Studentswillrewritetheirwritingpromptstakingintoaccounttheteacher’scorrections.Theymayaddmoretotheirwriting.Day5:Presentation:Teacherwillcallsomestudentstoreadtheirjournaltotheclass.Day1/2:Teacherwilloverthedifferentfiguresofspeech(personification,hyberbole,alliterationandreviewmetaphorandsimiles)usingthepowerpoint.Studentswilltakenotes.Forpractice,teacherswillbreakstudentsintogroupsandhavethemthink-pair-sharethequestionsonthefollowingsite:http://www.myschoolhouse.com/courses/O/1/103.aspStudentswillusestoriesfromtheirDItextbooktolookforexamplesofmetaphors,similes,personification,hyperbole,andalliterations.Studentswillwritetheiranswersonday5worksheet.Day3/4:Teacherwillplaytheyoutubevideofromtheanticipatorysetandgooverthecontextcluespowerpoint.Asaclass,teacherwillbreaktheclassintotwogroups.Eachgroupwillgetasetofpingpongballsandpaddle.Theobjectistomatchtheballs(words)withthecorrectpaddles(sentences).Afterbothgroupsaredone,teacherwillgoovertheanswers.Teacherwillpassoutthe

worksheet1andgooverthedirections.Whenstudentsaredone,teacherwillpassoutworksheet2and3andgooverthedirections.Day5:Teacherwillplaythefollowingvideo:https://www.youtube.com/watch?v=-E9V1D2OLkwStudentswillreadachapterfromanynovelsintheirclassroom.Whenstudentsaredone,theclasswilldiscussthechapteransweringquestionsfromthediscussionstarterworksheet.Studentsaregoingtowriteasummaryofthechapterread.GuidedPractice:

1. Studentswillcompleteworksheetsindividuallyandwholegroup.2. Studentswillwriteonetotwoparagraphsonthisweekswritingprompt.3. Studentswillcreatesentencesusingfigurativespeech.4. Studentswillwriteasummary.



Content:ELA Grade/Course:5th Timeline:52minutesStandard(s):CCSS: 5.W. 10 Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. 5.SL.3 Summarize the points a speaker makes and explains how each claim is supported by reasons and evidence. 5.L4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 5 content, choosing flexibly from a range of strategies. GDOE: 5.4.4 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences and word choice. 5.1.4 Vocabulary and concept development. 5.4.2 Write responses to literature that demonstrate an understanding of a literary work, support statements, with evidence from the text, and develop interpretations that exhibit careful reading and understanding. LessonOverview:Identifyimportantpointswhensummarizingatext.Clarifythemeaningofunknownwordsbyusingdifferentstrategies.


• Identifywordsusingcontextclueswith85%accuracy.

• Summarizeatextsupportedwithreasonsandevidencewith80%accuracy.

Vocabulary:1.ContextClues2.Summary

FocusQuestion(s):Whatarethekeypointsinsummarizingatext?Whatarecontextclues?

DescriptionofLesson(IncludingInstructionalStrategies):AnticipatorySet:Showtheyoutubevideo:https://www.youtube.com/watch?v=b75vli9XF6oInstructionandStrategies:Teacherswillgive10to15minfordailyjournals.Teacherwillintroducethewritingpromptfortheweek:What is one item you would like to have? Write to describe the item and explain why you want it.

Teacherandstudentswillfollowthefollowingactivityforwritingprompts:WritersWindowsDay1:PreWriting:Studentwillbrainstormideas.Theycanwriteitasbulletpoints.Theyarenotyetwritingsentences.Day2:Draft:Studentswillusetheirideastobeginontheirdraft.Studentswillwriteonetotwoparagraphs.Day3:Revise/Edit:Teacherwillcollecttheirwritingprompttomakegrammaticalcorrectionsontheirdraft.Day4:Publication:Studentswillrewritetheirwritingpromptstakingintoaccounttheteacher’scorrections.Theymayaddmoretotheirwriting.Day5:Presentation:Teacherwillcallsomestudentstoreadtheirjournaltotheclass.Day1/2:Teacherwillplaytheyoutubevideofromtheanticipatorysetandgooverthecontextcluespowerpoint.Asaclass,teacherwillbreaktheclassintotwogroups.Eachgroupwillgetasetofpingpongballsandpaddle.Theobjectistomatchtheballs(words)withthecorrectpaddles(sentences).Afterbothgroupsaredone,teacherwillgoovertheanswers.Teacherwillpassouttheworksheet1andgooverthedirections.Whenstudentsaredone,teacherwillpassoutworksheet2and3andgooverthedirections.Day3/4:Teacherwillplaythefollowingvideo:https://www.youtube.com/watch?v=-E9V1D2OLkwStudentswillreadachapterfromanynovelsintheirclassroom.Whenstudentsaredone,theclasswilldiscussthechapteransweringquestionsfromthediscussionstarterworksheet.Studentsaregoingtowriteasummaryofthechapterread.Day5:Studentswillwatchanepisodefromthemagicschoolbus:https://www.youtube.com/watch?v=TtNB-7n8iBw.Afterviewingthevideo,studentswillwriteasummary.GuidedPractice:

1. Studentswillcompleteworksheetsindividuallyandwholegroup.2. Studentswillwriteonetotwoparagraphsonthisweekswritingprompt.3. Studentswillwriteasummary.

FormativeAssessments:Q&A, Individual work, group activity, KWL, Think-pair-Share Closure:IndependentPractice:Studentswillworkonworksheets.Accommodations/Modifications:Peer Tutoring, One-to-one, Simplified Directions Resources(TextbookandSupplemental):Worksheets,multimedia,Englishbook.Reflection:

Guam District Level Lesson Plan Quarter 1 : ELA Grade...

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