Teacher: DeLaCruz /Ms.

Johnson Week: Week 11 Dates November 8-12

Marker Board Configuration: Resources

MBC SGI Schedule ELA Planning Guide and Example Link

Morning Class (207)
-8:30-8:50: Breakfast, Do Now, SEL *4th-8th CCSS Foundational Skills *PK-3rd CCSS Foundational
-8:50-9:05: Word Study See SGI portion at the bottom of the page. Skills
-9:05 - 9:30: Reading WGI Lesson
-9:30-9:40: RESTROOM *Skyline 3-5th Foundational Skills
-9:40-10:00: Writing
-10-10:50: Independent Reading and SGI with S. Studies*
-10:50-11:15 Social Studies*+
* Skyline Routines, Procedures and Material

Afternoon Class (206) *Instructional Activities for Decoding and Encoding & Word Work
-12:15-12:25: SEL Reset *Seesaw How-to
-12:25-12:40: Word Study
-12:40-1:05: Reading WGI Lesson
-1:05-1:25: Writing *Foundational Skills Scope and Sequence (Make a Copy)
-1:25-2:10: Independent Reading and SGI with S.Studies*
-2:10-2:30 Social Studies*+

*WGI Social Studies lesson taught WGI Friday, and will be included in centers on M,
T, W, and Th.
+On Mondays we pass out and review homework packets at the end of class. On
Mondays students also receive new sight words.

Friday Agenda:
1. Breakfast, Do Now, SEL
2. PBIS DeLaCruz Dollar Store
3. Assessments (Word Study and ELA)
4. MAKEUPS THEN FUN FRIDAY
5. Social Studies WGI Lesson (10:50-11:20)

Day 1
Day 2 Day 3
Monday Day 4 Day 5
Tuesday Wed.
Friday No School

CASEL Competency: Do Now: foundational skills Do Now: foundational skills Do Now: foundational skills Do Now: Foundational
Morning Relationship Building workbook to match word sort workbook to match word sort workbook to match word sort skills workbook page to
Meeting / Communication match word sort (read if
Meeting Sequence: Meeting Sequence: Meeting Sequence: finished)
SEL
 Objective: I will effectively 1. Check-in 1. Check-in 1. Check-in
communicate with my peers. 2. Share-- 2. Share-- 2. Share-- 1. Bucket Filler Shoutouts
3. SEL Activity--self- 3. Activity: Self-awareness 3. Activity: Self-awareness
awareness 4. Announcements and 4. Announcements and Settle 2. Reflection
4. Announcements and Settle In In
Settle In
10 mins

Standards I Do/We Do: introduce new WE DO/THEY DO: YOU DO: Independent sort Formative
Scope and Sequence sound and cut Partner sort and writing and teacher check to glue Assessment:
Link Here 20 mins
15 mins 15 mins
Differentiated word sorts based on
Word Work Quiz
student need displayed on WTW Opening 1 min Opening: used to progress
Student teacher teaching this Spelling Inventory. Teachers will
each lead two groups today. T will
-Set purpose. Explain they’ll be partner -Review journal organization: Flip to the monitor
portion of the lesson. sorting and doing a “my choice next empty page that’s not glue-y.
introduce sounds and allow group writing.”
practice. T will include verbal and -Head your paper with sort name and date. Pink: vowel spelling
Foundational Objectives: non-verbal CFUs and address -Practice building words with pink and
Skills misunderstandings when they arise. yellow group. -Fold your paper for four columns. quiz
-Students will know and apply
(Vocabulary & grade-level phonics and word
Word Work ) DeLaCruz’s Groups: Practice: 10 min Practice
Yellow: digraph
analysis skills in decoding Consonants (pink): Vowels -Students will move to be with groups: -Students write words independent under
15 in headings. Push for neat writing. T monitor spelling quiz
words (RF.3.3) Short Vowel (yellow group):
-Students practice sorting. Then T and have students correct.
Move to digraphs gives the My Choice form.
Materials for each group: Closing Green: blend spelling
-sort Johnson’s Groups: Closing: -Students are all working on different sorts,
-Digraphs: Blends *Closing is dependent on the group so don’t do a group closing.
quiz
-word work packet
-Long Vowels: purple (8 mins):
-journal for writing and gluing
CVVC Purple: vowel team
-scissors
-glue quiz
-anchor charts

CCSS/Objectives: Peace and Me: Close read Peace Peace and Me: Close read Peace and Peace and Me: Paragraph and exit slip Assessment Day and Makeups
and Me Paragraph 1-3 (ri.3) Me paragraph 4-6
Reading Students will be able to determine
Analysis the central message of the text
Materials: Materials:
and explain how it’s conveyed Materials: --copy the section of the text --copy the section of the text
25 min using key details in the text. --copy the section of the text --students need a Peace and Me --students need a Peace and Me packet--
(RL.2) --students need a Peace and Me packet--compass words, organizer, exit slip paper and exit ticket
packet--compass words, organizer, writing sheet
Standards Based Questions from writing sheet Standards-based questions:
the Blueprint RL.3 Standards-based questions:
Standards-based questions:
See blue questions in columns to Paragraph 4: What’s the effect of Opening 2 minutes:
Paragraph 2: Why did Jean go see Jean seeing the men on the
the French president? (RI.3) Explain today’s objective and focus. We
the right. battlefield ? (ri.3) Think Aloud for
Paragraph 3: Point out sequence are going to use what we learned on
meaning of “friend or foe” (RI.4) Monday and Tuesday to write a
words “when Jean arrived.” What Paragraph 5: Point out sequence
Materials: paragraph about the problem , solution,
does “when Jean arrived mean? words “when he returned home”
-Central message part a/b writing Where did he go? (RI.3/Ri.4) What and impact while using compass words.
(RI.3) What caused him to write a
did Jean see? What was his Practice 20 minutes:
book? (Ri.3) What was his purpose
reaction? (RI.3) for writing? What was the effect of Start together by modeling and providing
this book? What was the impact? teacher think alouds to explain the
Opening: 2 minutes (RI.3) process (do the problem section
together).
Paragraph 6: What led to the
1. Explain today’s objective and formation of the Red Cross/ (RI.3)
focus. Then students finish in pairs. Students
Point out the words “international
We’re going to close read our new organization.” Point out the root word are going to partner up with their table
text--Peace and Me. This is a nation and prefix inter. Explain that partners. As I pass out the papers, I will
nonfiction text, so once we finish nations are countries, and inter call out students and their partners. I will
close reading, we will determine the means among. So international also call out the group readers.
main idea. means among all the countries. This
The first step is to focus on is important because it allows
standard 3--how the sentences and Note: The pairs aren’t so they have the
students to see that the Red Cross
events are connected. isn’t just for 1 country. It’s exact same words. Introduce the idea of a
everywhere, so Jean had an impact “thought partner.” A thought partner is
(Today I will work to figure out the on the world. (ri.4) someone working on the same task as
Nobel Prize winner’s problem in the Discussion: What did he win a Nobel you so they can answer questions and
text)
Prize for? How did Jean Henry give ideas, but you shouldn’t be writing
Dunant work to create a stronger the exact same thing.
Point out anchor chart for standard community? (essential question) How I’ll pull the WTW consonants group to my
RI.3. does this connect to the title Peace table for support. We’ll do a shared write.
and Me? Then I’ll have them move to RAZ or ind.
Have a slide that shows the Opening 2 minutes: Word work while others finish.
equation. 1.Explain today’s objective and focus. Closing:
We’re going to close read paragraphs Exit slip: What’s the main idea? What are
--What is the relationship between
the sentences? 4-6. We’ve already determined the key details that support your answer?
--How is the problem solved? main idea and the problem. Today we
--What’s the impact of this idea on are reading to find the solution and
the world? the impact.

Have a slide that shows the equation.

Guided Practice: 20 minutes
--What is the relationship between the
sentences?
2. Read aloud, model fluency and
--How is the problem solved?
Think Alouds. Pause to ask the
--What’s the impact of this idea on the
standards-based questions, using
popsicle sticks. world?

3. Model (I DO) finding evidence of Practice 20 minutes:

the problem, and making a claim
(word compass). 2. Read aloud, model fluency and
Think Alouds. Pause to ask the
TYPE YOUR THINK ALOUDS. standards-based questions.
Closing: 3 minutes
3. Model (WE DO) finding evidence of
the solution and impact, and making a
4. Choose the word compass.
claim (word compass).
ASK: What word
describes the situation Closing:2 minutes
4. Choose the word compass.
Jean Henry Dunant
 saw on the battlefield?
(Point to the evidence
as you are asking this
question.)

You then need to have

kids respond using
habits of discussion.

If a student responds
and doesnt' give an
answer, use the signal.

If a student responds
and it's incorrect what
will you say?

ASK: Who can respond

to _?

**DO NOT GIVE THE

KIDS THE ANSWER.

Writing Objective and Prewriting (topic) Prewriting (mapping the b, m, Drafting: Writing the beginning MAKEUPS: Students
e of the narrative) with sensory details complete drafts
Standard: Materials: Have a completed
With guidance and support exemplar for the prewriting, Materials: Have the B, M, E of
from adults, produce Narrative Planner the narrative planner Materials: Have an exemplar
writing in which the completed as an exemplar draft written
development and
organization are Ms. Johnson teaches writing W.3.5 Students will map Students will draft the beginning
appropriate to task and this week. We made the unit out their narrative with a of their narrative, introducing the
plan Wednesday. LPs will be character and setting.W.3.3B,
purpose. (W.3.4) beginning,middle, and end. W.3.5
in Thursday during prep.
Opening:
End of Unit Writing Task: Opening: Today, we are going to begin writing
SWBAT pick a topic that’s
Students will write a Today, we are going to take our draft, so this is our first piece of
interesting and a topic that
personal narrative. time to prewrite our beginning, writing that we’ll take through the
they can write a lot of details
middle, and end. These will writing process. We are moving away
about. W.3.5, W.3.3
just be quick 1-2 sentences. from our planner and we are going to
CCSS: We are not writing full write in our writers notebooks today.
W.3 W.5, W.10 Opening : paragraphs. This is just so
Remember we talked about that we know what we’re Mini-lesson:
personal narratives? Well, writing about when we start Have my beginning paragraph
Materials: today we are going to start drafting. written. Read it to students.
writing our own personal Ask students how did we
narratives. There are 6 steps
End of Unit Writing Task: Mini-lesson: know this was the beginning,
in the writing process
Students write a personal prewriting, drafting, Show students my BME were my characters
narrative. revisions, editing, final written on my plan. Read each introduced? Was the setting
drafts, and publishing/ part. Ask students what introduced/did you know
Writing Steps to Prep for illustrate. Today, we are temporal words did I use to where I was at? How?
Narrative: going to focus on prewriting. show beginning, middle, and
Prewriting is what we do end. Tell students this is what Remind students that the
-Prewriting: Choose a narrative before we start writing. they are going to complete beginning of our story starts
idea Mini-lesson : today for writing time. with a beginning temporal
-Prewriting: tell story orally Provide an example of how
-Prewriting and Draft: Build and
story and is the very first
I want partener
develop your character-- conversations to look.---- thing that happens in our
dialogue, actions, thoughts, Pull out my topics sheet, Writing Time: story.
feelings, etc. Model an example of me
-Prewriting and Draft: Sequence talking about a topic that Students fill in B, M, E (beginning, WT Writing Time
events--rising events, problem, would be a good topic to middle, and end) boxes on the We are going to write a full
write about and a topic that planner.
falling events, solution. Use paragraph, at least 5 sentences.
temporal words. Provide won’t be good to write Open writers notebooks to try-its
closure. about. I will model this with Author’s Chair:
section. Write today’s date and
-Revisions: word choice, the other teacher or a student
begin writing.
sequence, adding details to in the room. Call on a few students to
Students draft the beginning of
dev. Character Show students where they share their BME. their narrative.
-Edits: conventions-- should be writing in their
punctuation, capitals, spelling topic.
Pull students that need
Writing time: individualized support to back
“Sections 8-13 on p 59 -127 Write down topic (3 minutes) table, have them tell me what
include more than 70 detailed Share with somebody (5 they want to write, write it for
writing lessons. Lessons to minutes) them, and have them rewrite it.
entertain have an E
Then go back and fill our
prewriting sheet. (5 Author’s Chair:
minutes)
Call on a few students to read
Students know that they their paragraph.
have a good topic if it’s
Allow students to go back and
memorable and can provide add a few things to their writing
specific details, recall based on ideas that they may
names, etc. have just gotten from
classmate(s).
 Author’s Chair:

Call on a few students to

share their topics. (5
minutes)

Social Standard: N/A use this time on See PPT deck for text Ms. Johnson Teaches
Studies -ELD Standard 1: Social & Monday to give out and and SBQs
Instructional Language  explain weekly hw Topic: Segregation
-ELD Standard 5: The Language packets.
of Social Studies
-Example Topic: My community
within the world

Objective: SWBAT describe their

community.
---Explore location using maps of the
world, the Midwest region, Illinois, and
Chicago.
---Discover and discuss how to use
maps and map tools.
---Examine economic relationships
between places.
---Use a Chicago map to understand
the people who live there.
---Describe the local community using
geographic language.

SGI CCSS Aligned DeLaCruz: DeLaCruz: DeLaCruz: N/A--No school Friday,

Objective: so this is assessment
-Sight Words 1st rotation: IL 1st rotation:
See TLC center when “Little Red Hen” Guided Pull Gators for Rain School day and “Fun Friday.”
-Give IL and IU the Reading Group Level C book RL.3
this begins in week 7. independent work to SWBAT recount the plot of the
complete from last week’s story including character, Check on IL and IIU
Group colors: guided reading books--Down motivation, problem, solution. independent work with
the Path and Pop, Pop, RL.2 yesterday’s book.
Red Popcorn. (Students will
Orange complete this as I do sight 2nd rotation: IU 2nd rotation: Gators
words.) “The Muddy Mess” Guided
Yellow Reading Level F book Johnson:
Green SWBAT recount the plot of the Pull any students not done with
Johnson: story including character, writing organizer.
Blue -1st rotation:VSU motivation, problem, solution.
Rain School--SWBAT RL.2
describe characters and
explain how they respond to Johnson:
challenges. (RL.3) 1st rotation: Chicago
Finish Rain School
1. Intro (1 min): Explain that Worksheet from previous
today they’ll be describing the day.
character of Thomas and 1. Intro: Review yesterday’s
supporting their ideas with answer and evidence. Explain
evidence. that today we’ll be using this to
write a RACE response. Point
2. Guided practice (9 mins) out anchor chart on wall behind
Pass out worksheet. Have TLC table.
students read question: What
word best describes 2. Guided/independent
Thomas? Go over Word practice:
Compass. Tell students we Write the first sentence
cannot answer without finding together. Then do a CFU to
evidence. Explain that you’ll make sure students know what
give them 5-7 minutes to go to do next. Allow them to write.
back and reread to find
evidence of what Thomas 3. Closing: Pull back together.
says/does/thinks/feels Have a few students share
when he encounters the aloud. Give feedback based on
problem of having no school. whether or not students have
elements of RACE.
**Model writing the first sticky
together. Allow students to revise
(continue this alone at rotation
Give students 7 minutes to 2 if needed.)
write additional evidence.

Pull them back together. 2nd rotation: VSU

Have them read their stickies.
Then ask the question: What Same but provide more
word best describes scaffolds. You may need to
Thomas? Allow students to help them Cite their first piece
discuss and make them of evidence.
respond using evidence on
stickies.

3. Closing: 7 mins
Students write the WORD
COMPASS they chose.
Students write down 2 pieces
of evidence.

-2nd rotation: Chicago

Rain School--SWBAT
describe characters and
explain how they respond to
challenges. (RL.3)

Same as above, but they’ll be

quicker because they’re more
fluent readers. We’ll push this
group to have a more
thorough writing exit slip
tomorrow.
WRITING:

Week 9

Day 1 Smekens Traits of Writing --Organization (p. 48)

-WT: Reflect on how you get ready each morning. Use temporal words. **This sequence work is necessary for the
skyline personal narrative.*

Day 2 Smekens Traits of Writing-Word Choice

-WT: Draw or write about something you are good at. Use WOW words list.

Day 3: Sentence fluency (p. 48) + Skyline L7 sentence vs fragments

-WT: Make revisions? Or is this a conventions lesson instead of writing time?

Day 4: Conventions (p.48) + punctuation practice

-WT: Whisper read and make edits to capitals, punctuation, spelling, grammar, etc.) ?Teach convention editing marks?

Week 10
Day 1 and 2 : Skyline choose a topic.
-WT: See L7 from Skyline
**Scaffold: Use personal narrativ organizer from TPT.

Day 3 and 4: Draft

-Write draft.

Week 11
-revise and edit
Revision focus: add transition words and sensory details (see skyline L 6/7 for fragment work, see skyline L 10 for
transition work)
Edit focus: turn fragments into sentences

Week 12
-continue revising and editing as needed
-publish

Morning Class (207)

-8:30-8:50: Breakfast, Do Now, SEL
-8:50-9:05: Word Study
-9:05 - 9:30: Reading WGI Lesson
-9:30-9:40: RESTROOM
-9:40-10:00: Writing
-10-10:50: Independent Reading and SGI with SS**
-10:50-11:15 Social Studies**++

Afternoon Class (206)

-12:15-12:25: SEL Reset
-12:25-12:40: Word Study
-12:40-1:05: Reading WGI Lesson
-1:05-1:25: Writing
-1:25-2:10: Independent Reading and SGI with SS**++
-2:10-2:30 Social Studies**++
**WGI Social Studies lesson taught WGI Friday, and will be included in centers on Monday, Tuesday,
Wednesday, Thursday.
++On Mondays we pass out and review homework packets at the end of class. On Mondays students also
receive new sight words.

Friday Agenda:
1. Breakfast, Do Now, SEL
2. PBIS DeLaCruz Dollar Store
3. Assessments (Word Study and ELA)
4. MAKEUPS THEN FUN FRIDAY
5. Social Studies WGI Lesson (10:50-11:20)
My Personal Narrative
 PREWRITING with Sentence Starters
Sentence Starter My Ideas

A favorite memory is….

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
I have fun when…
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

Something important to me
is… ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

Something funny that

happened to me was… ______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________