Week 8 RDG.docx - UNIT TITLE and Lesson Plan: Shiloh Grade...

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UNIT TITLE and Lesson Plan:ShilohGrade Level:Fourth GradeTime Frame:One WeekSTANDARDS:CCSS.ELA-LITERACY.RF.4.4.ARead grade-level text with purpose and understanding.CCSS.ELA-LITERACY.RF.4.4.BRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.CCSS.ELA-LITERACY.RF.4.4.CUse context to confirm or self-correct word recognition and understanding, rereading as necessaryCCSS.ELA-LITERACY.W.4.1.AIntroduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped tosupport the writer's purpose.CCSS.ELA-LITERACY.W.4.1.BProvide reasons that are supported by facts and details.Essential Questions:What does it mean to think deeply about acharacter?What are the comprehension strategies (reading tools) thatwe can use to better understand the text?How can we help our partnersto grow their ideasUnit Goals/Enduring Understandings:Launching a Reading LifeDeep thinking about CharactersCreating InterpretationsSkills: Understanding elements of LiteratureUnderstanding thestructure of writing, including both topic, details, and conclusionDemonstration of Learning: Oral discussionComprehensionquestionsFormal and informal assessmentsVocabulary wordsPreand Post AssessmentsObservationsText: Shiloh byPhyllis Reynolds NaylorSocial Studies Mentor Text:TheTechnology Tailby Julia CookInstructional Approaches:“Universal Design for Learning (UDL) provides the opportunity for all students toaccess, participate in, and progress in the general-education curriculum by reducingbarriers to instruction”(Ralabate, 2017)direct instructionindirect instructionexperiential learningindependentstudyinteractive instructionInstructional Activities:Partner ReadingSmall Group InstructionGuided ReadingSharedReadingWhole ClassRead AloudCross Curricular Connections:WritingSocial StudiesFocus of the Week:There are both positive andnegative consequences to whatwe say and do.21st Century Skills: Critical Thinkingand Problem SolvingCommunicationand CollaborationLife and CareerSkillsSocial and Cross-Cultural SkillsModifications/Accommodations:Small group/One to oneLarge printtextbooksAdditional timeReview ofdirectionsStudent restates informationStudent provides oral responsesQuietspace to calm down/relaxPreferentialseatingReduction of distractionsHands-on activitiesFollowa routine/scheduleAlternate quiet and activetimeTeach timemanagement skillsRestbreaksVerbal and visualcues regarding directionsand staying on taskChecklistsImmediatefeedbackDAY ONE:DAY TWO:DAY THREE:UNIT JUSTIFICATION:
Reading Components:(20min)1.Word of the Day text-based vocabularyflipbooks2.Vocabulary word wallcards3.Daily vocabulary wordsto picture matchinggameReading and Writing: (20min)1.

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Term
Summer
Professor
N/A
Tags
Writing, Summative assessment, Reading Berkshire

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