DAILY PLAN Day Objective (s) DOK LEVEL Activities / Teaching Strategies Grouping Materials / Resources Assessment of Objective (s) Unit 2 Week 1 1 Students will: -interpret information presented in diverse media formats and explain how it contributes to a topic, text, or issue under study. -engage effectively in a range of collaborative discussions. -cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -acquire and use-accurately general academic and domain-specific words and phrases. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. 1 -Build background knowledge on contributions made by early civilizations through whole-group discussions and interactive videos -Listen for a purpose to a read-aloud (“The Builders of Ancient Egypt”) -Identify characteristics of expository text -Gather vocabulary knowledge when considering a word in text -Distinguish common and proper nouns -Identify concrete and abstract nouns -Use capital letters, abbreviations, and colons correctly -Spell irregular plurals correctly -Focus on Weekly Skills through daily read of Esperanza Rising Direct Instruction Interactive Instruction W -McGraw-Hill Interactive “Early Civilizations” video -McGraw-Hill “The Builders of Ancient Egypt” Read Aloud text -McGraw-Hill Visual Vocabulary Cards & Online Interactive Activities -McGraw-Hill Grammar Activities -Daily Language Activity -Spelling Starter -Word Work -PDN/WOD -Document Camera -PSSA Released Items -Short expository passages -Esperanza Rising Formative- Please Do Now Thumbs up/Thumbs down Turn and Talk Student Self - Assessment- Daily Language Activity Spelling Starter Word Work Word of the Day 2 Students will: -cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or 1, 2 -Visualize to enhance understanding while reading “Empire of the Sea” -Close read of “Empire of the Sea” identifying problem and solution using a graphic organizer -Recognize the characteristics of expository text through “Empire of the Sea” -Explore the Latin root of a word to strengthen W S -McGraw-Hill Reading/Writing Workshop “Empire of the Sea” -Problem and Solution Graphic Organizer -McGraw-Hill Your Turn Practice book -Daily Language Activity Formative- Please Do Now Thumbs up/Thumbs down Turn and Talk
accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. -describe how a text presents information. -use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. Indirect Instruction Independent Study -Document Camera -PSSA Released Items -Short expository passages -Elijah of Buxton Spelling Starter Word Work Word of the Day 14 Students will: -cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. -determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source. -analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of theme, setting, or plot. -describe how a text presents information. -use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. -demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. -demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing. 1,2,3 -Develop comprehension through close read of “Who Created Democracy” -Analyze compare and contrast through story structure and use of a graphic organizer using assigned text -Assess author’s purpose -Connect ideas -Recognize characteristics of expository text -Gather vocabulary knowledge when considering a word in text - Distinguish singular and plural nouns -Use capital letters, abbreviations, and colons correctly -Spell inflectional endings correctly -Focus on Weekly Skills through daily read of Elijah of Buxton Direct Instruction W I -McGraw-Hill Anthology “Who Created Democracy” -Problem and Solution Graphic Organizer -McGraw-Hill Your Turn Practice book -Daily Language Activity -Spelling Starter -Word Work -PDN/WOD -Document Camera -Elijah of Buxton Formative- Please Do Now Turn and Talk Collins Type 1 Response Student Self - Assessment- Daily Language Activity Spelling Starter Word Work Word of the Day