WEEK ONE. Lesson Objectives & Demonstrations of Learning LO: I will use context to determine the meaning of a word.

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1 Teacher: Carlos Hernandez Subject: SLA Grade Level: 2nd Six Week: 1 st 2 nd 3 rd 4 th 5 th 6 th WEEK ONE TEKS List vocabulary and use it when reading and writing. (B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words. vocabulary and use it when reading and writing. Students are expected to: (C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning. 2.3 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. Figure Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. Students are expected to: (D) make inferences about text using textual evidence to support understanding. 2.3 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. Figure Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. Students are expected to: (D) make inferences about text using textual evidence to support understanding. 2.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure I will use context to determine the meaning of a word. After reading the main selection and through the use of context clues, the learner will define the meaning of an assigned vocabulary word and complete the Frayer Model. I will make infer a conclusion based on supporting details from text. After reading a short fictional text, the learner will use an Inference Map to infer a conclusion based on supporting evidence. I will make infer a conclusion based on supporting details from text. After discussing this week s main selection, the learner will use an Inference Map to list key details and then form a conclusion based on the text evidence.. I will describe the main characters traits using text evidence to support my understanding. Plan and (please list them) Journeys Lesson 11

2 TEKS List and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe main characters in works of fiction, including their traits, motivations, and feelings. Lesson 11 Using a graphic organizer, the learner will use text evidence to describe the main characters traits and feelings. Plan and WEEK TWO vocabulary and use it when reading and writing. (B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words. (C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning. 2.3 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. I will use context clues to determine the meaning of a word. After reading the main selection and through the use of context clues, the learner will define the meaning of an assigned vocabulary word and complete the Frayer Model. I will locate details to support the problem in the story. After reading a fictional short story, the learner will locate 4 details in the text to support the problem identified in the story. Plan and

3 2.3 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. 2.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe main characters in works of fiction, including their traits, motivations, and feelings. 2.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: (A) distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: (B) use complete sentences with correct subject-verb agreement. I will construct a Story Map using text evidence to support my findings. After constructing a Story Map organizer, the learner will use text evidence to locate characters, setting, and plot. I will describe the main characters traits using text evidence to support my understanding. Using a graphic organizer, the learner will use text evidence to describe the main characters traits and feelings. I will be able to distinguish between questions, exclamations, statements, and commands. Given the opportunity to use worksheet pg.171, the learner will distinguish features of a sentence to determine what type of sentence it is. Plan and (please list them) WEEK THREE 2.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: (A) distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks). Lesson 12 I will be able to distinguish features of exclamation and command sentences. Given the opportunity to distinguish the features of exclamation and command sentences, the learner will compose of each type of sentence with 80% accuracy. Plan and

4 Plan and (please list them)

5 WEEK FOUR vocabulary and use it when reading and writing. (B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words. vocabulary and use it when reading and writing. Students are expected to: (C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) identify the topic and explain the author's purpose in writing the text Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) identify the topic and explain the author's purpose in writing the text. Lesson 13 I will use context to determine the meaning of a word. After reading the main selection and through the use of context clues, the learner will define the meaning of an assigned vocabulary word and complete the Frayer Model. I will use context evidence to determine the author s purpose for writing Pgs Given the opportunity to reread pgs , the learner will use an Inference Map to provide evidence for their conclusion. I will use context evidence to determine the author s purpose for writing Pg. 393 Given the opportunity to reread pg. 391, the learner will use an Inference Map to infer the author s purpose and evidence to support their conclusion. Plan and Third Week End of Six Week (please list them)

6 WEEK FIVE vocabulary and use it when reading and writing. (B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words. vocabulary and use it when reading and writing. Students are expected to: (C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to: (A) identify the main idea in a text and distinguish it from the topic. (B) locate the facts that are clearly stated in a text. (C) describe the order of events or ideas in a text. Six Week Test I will use context to determine the meaning of a word. After reading the main selection and through the use of context clues, the learner will define the meaning of an assigned vocabulary word and complete the Frayer Model. I will determine the main in a text using facts to support my conclusion. After rereading pg. 421, the learner will use a graphic organizer to infer the main idea and locate details to support their conclusion. Plan and (please list them) 2.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe main characters in works of fiction, including their traits, motivations, and feelings Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand I will describe the main character s traits using text to support my understating. The learner will use a graphic organizer to, list some of the main character s traits in terms of motivations and feelings. I will describe the order of events using facts from the story.

7 expository text and provide evidence from text to support their understanding. Students are expected to: ELPS (4) Cross-curricular second language acquisition/reading. (I) demonstrate Spanish comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs. (B) locate the facts that are clearly stated in a text. (C) describe the order of events or ideas in a text. Using a graphic organizer, the learner will describe the order of events using facts from the story. Plan and

8 WEEK SIX Plan and (please list them)

9 WEEK SEVEN Plan and (please list them)