Weekly Lesson Plan Template
Participating ELLs: / Grade: 4th grade
Teacher(s) Responsible: Mrs. Victoria Carpenter / Date: June 22-26, 2009
Required Areas
(4 Hours Daily) / ELL Proficiency Standard(s)
(Language Objective) / Discrete Skills Inventory (DSI)
(Grammar) / Materials / Activities
(SIOP Strategies) / Assessment(s)
Listening & Speaking / Student will (S/W) orally express own thinking and ideas. – Participate in social conversations held in pairs or in small groups; discusses personal experiences, abilities, and needs; expresses likes, dislikes, and wants; gives invitations and apologies; and describes common events and routines, using phrases, clauses, and sentences in correct and meaningful patterns. (LS-F1) / Student will (S/W) communicate in classroom discussion, & written examples to indicate thoughts on a variety of topics while asking for or conveying new information through comparisons, descriptive sentences, and focused questions. /
The Arizona Story
“Early People of the Americas-Chp. 3”Focus Skill = Summarize
Focus Strategy = Timeline –Graphic Organizer
The Arizona Story Chapter 3
Avenues / Explicitly link concepts to students’ background experience
Make clear links between students’ past learning and new concepts
Emphasize key vocabulary
Provide variety of instructional modes with grouping – whole class, small group, partnering. / Active Listening Strategies are demonstrated.
Guided Reading annotations
Retell in Sequence or Summarize with words & pictures
As needed, retell with act-it-out.
Time: 15 to 30 minutes
Oral English
Conversation Instruction
Reading / Student will (S/W) acquire English language vocabulary and use it in relevant contexts. – Develop basic sight vocabulary (76 to100 words). (3R 1-3: PO2)
S/W identify & manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts. –
Identify the early peoples of Arizona and the artifacts they left as clues to understanding each culture. / S/W be able to produce complete sentences using a variety of subject and predicate structures while correctly using pronouns, different verb tenses, and subject-verb agreement.
Present participles as
adjectives
(“is interesting”; “was not boring”)
Past participles as adjectives
(“was tired”; “is married”) /
The Arizona Story
“Early People of the Americas-Chp. 3”Focus Skill = Summarize
Focus Strategy = Timeline –Graphic Organizer
The Arizona Story Chapter 3
Avenues / Explicitly link concepts to students’ background experience
Make clear links between students’ past learning and new concepts
Emphasize key vocabulary
Provide variety of instructional modes with grouping – whole class, small group, partnering. / The Arizona
story, Chapter 3 test
Guided Reading annotations
Retell in Sequence or Summarize with words & pictures in a timeline
As needed, retell with act-it-out.
Time: 60 minutes
Grammar
Reading –
Decoding &
Comprehension
Vocabulary
Writing / S/W express thinking and ideas in a variety of writing genres. – Recognize and use correct spelling, including high frequency words, word families, simple CVC words, regular plurals, and simple prefixes and suffixes.
Identify and use, with few errors, nouns, verbs, and adjectives in simple sentences. / Sentence Structure: Active Sentences
(“Nomads gathered plants and hunted large animals.”) / Use of graphic organizers and/or card sorting to:
Link clues (artifacts) to the ancient people groups
Identify similarities & differences / Use graphic organizers and/or sorting cards (for trait descriptions/category descriptions) / The Arizona
story, Chapter 3 test
Written responses with connected workbook pages & comprehension responses.
Time: 30 to 45 minutes
Revised 11/14/08