Date: February 27, 2017

Time: 8:00-8:30
Subject: Writing
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Writing
Summary of previous lessons you are building upon:
Narrative Writing or Research
Context (size of groups, where lesson will take place):
Individual or small group (student choice)
Students will seat where they feel they will work most effectively
Materials:
Writers Notebook
Vocabulary (kid-friendly):
Edit
Proofread
Revise
Punctuation
Objectives:
SWBAT revise a story to ensure it includes all the writing musts.
*ELP Standard(s)/ Performance Indicator (s):

Revising a student draft as a class, in small groups and independently with audience and
purpose in mind for: word choice sequence of ideas (introduction, body, conclusion) adding/deleting/
moving supporting details effective transitions sentence structure (combining/adding/ deleting,
complete and varied sentences) using revision tools. (checklists, rubrics, and reference materials) III-
W-3:HI-4 5.W.4;5
Standards:
5.W.2a-e Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to
aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
Procedure:
1. Anticipatory Set
2. Activity
a. Students will continue to add to, revise, edit, and proofread their current stories.
3. Closing
Evaluation/Assessment:
Language Support:
Students can use their native language to write in if needed
Date: February 27, 2017
Time: 9:00-9:20
Subject: Grammar
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Paragraphs
Summary of previous lessons you are building upon:
Working from punctuation
Context (size of groups, where lesson will take place):
Whole class
In Library
Materials:
White Board
Pre-made T.E.E.E.C
Vocabulary (kid-friendly):
Paragraph: group of sentences about one main idea or one topic
Objectives:
SWBAT discuss and explain the basic structure of a paragraph.
*ELP Standard(s)/ Performance Indicator (s):
Revising a student draft as a class, in small groups and independently with audience and
purpose in mind for: word choice sequence of ideas (introduction, body, conclusion) adding/deleting/
moving supporting details effective transitions sentence structure (combining/adding/ deleting,
complete and varied sentences) using revision tools. (checklists, rubrics, and reference materials) III-
W-3:HI-4 5.W.4;5
Standards:
5.W.2a-e Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group
related information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
Procedure:
1. Anticipatory Set
a. Talk about what a paragraph is supposed to look like
b. Go over definition
2. Activity
a. Introduce idea of T.E.E.E.C
i. Topic sentence
ii. Explain in more detail (x3)
iii. Concluding sentence
b. Look at example paragraph
 3. Closing
a. Re-cap T.E.E.E.C format
Evaluation/Assessment: Will be done in next lesson
Language Support:
Use of Elmo Board
Use students own language for support
Date: February 27, 2017
Time: 9:20-9:40
Subject: Picture Book Read-Aloud
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Picture Book Read-Aloud
Summary of previous lessons you are building upon:
NA
Context (size of groups, where lesson will take place):
Whole Class
In Class Library
Materials:
Martin's Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport
Vocabulary (kid-friendly):
Theme: Main idea/point of a story
Objectives:
SWBAT identify theme in a text.
*ELP Standard(s)/ Performance Indicator (s):

Identify main idea and 2 to 3 details from text III-R-4:B-7 5.RI.2

Standards:
5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.
Procedure:
1. Anticipatory Set
2. Activity
a. Read Martin's Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen
Rappaport
3. Closing
Evaluation/Assessment:
Language Support:
Date: February 27, 2017
Time: 9:50-10:20
Subject: Daily 5 (Read to Self)
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Read to Self
Summary of previous lessons you are building upon:
Just-Right Book Choice and encouraging love of reading
Context (size of groups, where lesson will take place):
Independent Reading
Students will seat where they feel they will work most effectively
Materials:
Independent Reading Book
Vocabulary (kid-friendly):
Theme
Objectives:
SWBAT identify the main idea in a text.
*ELP Standard(s)/ Performance Indicator (s):
Answer literal (i.e., Yes/No, who, what, where, when, why, which and how) and/or personal
response questions about text III-R-4:B-HI-3 5.RL.9
Identify main idea and 2 to 3 details from text III-R-4:B-7 5.RL.2
Standards:
5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.
Procedure:
1. Anticipatory Set
2. Activity
a. Students will choose an independent book and read to themselves while looking
for the main idea of the text.
3. Closing
Evaluation/Assessment:
Language Support:
Date: February 27, 2017
Time: 10:20-10:40
Subject: Chapter Book Read-Aloud
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Chapter Book Read-Aloud
Summary of previous lessons you are building upon:
Read past chapters
Context (size of groups, where lesson will take place):
Whole Class
In Class Library
Materials:
Scar Island by Dan Gemeinhart
Vocabulary (kid-friendly):
Theme: Main idea/point of a story
Objectives:
SWBAT identify theme in a text.
*ELP Standard(s)/ Performance Indicator (s):

Identify main idea and 2 to 3 details from text III-R-4:B-7 5.RI.2

Standards:
5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.
Procedure:
1. Anticipatory Set
2. Activity
a. Read Scar Island by Dan Gemeinhart.
3. Closing
Evaluation/Assessment:
Language Support:
Date: February 27th, 2017
Time: 10:40-11:20
Subject: Social Studies
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Acts of injustice from All Time periods
Summary of previous lessons you are building upon:
Slavery to Now Lesson
Context (size of groups, where lesson will take place):
Whole class discussion
In seats so they can see presentation
Materials:
Close Picture Reading Slideshow of 6 photos
https://docs.google.com/presentation/d/13ECsmUNrJJ6DrmGN8HaRHXdB7q845
7gHeOTOH4G89lY/edit#slide=id.p
Vocabulary (kid-friendly):
Injustice: when someone of a group of people are treated unfairly based on things they cannot
control
Objectives:
SWBAT think critically about what acts of injustice are and how we can change them.
*ELP Standard(s)/ Performance Indicator (s):
Summarize the main idea/concept and key points/details of a presentation using complete
sentences. (math, science, social studies) III-LS-1:B-HI-4 5.SL.2
Demonstrate relationships among facts, ideas or events using academic vocabulary in
classroom discussions (e.g., problem/solution, cause/effect, etc.) III-LS-1:B-HI-5 5.SL.1;4
Respond to comprehension questions by demonstrating relationships among facts, ideas or
events and extending the information to other relevant contexts using appropriate academic vocabulary.
(e.g., problem/solution, cause/effect, compare/contrast, etc.) III-LS-1:B-HI-6 5.SL.1c
Respond to social conversations by rephrasing and repeating information, asking questions,
offering advice, sharing ones experiences, and expressing ones thoughts. III-LS-1:B-HI-8 5.SL.1
Communicate orally by presenting dialogue, skits and drama using appropriate rhythm, rate,
phrasing and expression. (math, science, social studies) III-LS-2:B-HI-2 5.SL.6

Standards:
Describe the different perspectives (e.g., Native Americans, settlers, Spanish, the U.S.
government, prospectors) of Manifest Destiny.
Procedure:
1. Anticipatory Set
a. Discuss prior knowledge based on last lesson
b. Discuss the word injustice
2. Activity
a. View pictures and discuss
i. 2 images of the riot in Birmingham, AL (African-Americans being
hosed and beaten by police)
ii. Sylvia Mendez & Separate is Never Equal
iii. Picture of emaciated men and their bunks in Internment Camps
3. Closing
a. Ask what we found in common with all of these photos and acts of injustice
 b. Ask if it was fair and how we could have changed it
c. Ask if we know of any groups that are being targeted in this way now
Evaluation/Assessment:
Discussion within class
Language Support:
Lots of pictures
Think-pair-share
Can use native language for discussion
Date: February 27, 2017
Time: 11:20-12:00
Subject: Daily 5
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Reading or Writing
Summary of previous lessons you are building upon:
Students will read or write stories they are reading or writing respectively.
Just-Right Book Choice and encouraging love of reading
Context (size of groups, where lesson will take place):
Individual or small group (student choice)
Students will seat where they feel they will work most effectively
Materials:
Independent Reading Book
Writers Notebook
Vocabulary (kid-friendly):
Edit
Proofread
Revise
Punctuation
Theme
Objectives:
SWBAT revise a story to ensure it includes all the writing musts.
SWBAT identify the main idea in a text.
*ELP Standard(s)/ Performance Indicator (s):

Revising a student draft as a class, in small groups and independently with audience and
purpose in mind for: word choice sequence of ideas (introduction, body, conclusion) adding/deleting/
moving supporting details effective transitions sentence structure (combining/adding/ deleting,
complete and varied sentences) using revision tools. (checklists, rubrics, and reference materials) III-
W-3:HI-4 5.W.4;5
Answer literal (i.e., Yes/No, who, what, where, when, why, which and how) and/or personal
response questions about text III-R-4:B-HI-3 5.RL.9
Identify main idea and 2 to 3 details from text III-R-4:B-7 5.RL.2
Standards:
5.W.2a-e Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to
aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
 5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a
topic; summarize the text.
Procedure:
1. Anticipatory Set
2. Activity
a. Students will continue to add to, revise, edit, and proofread their current stories.
b. Students will choose an independent book and read to themselves while looking
for the main idea of the text.
3. Closing
Evaluation/Assessment:
Language Support:
Students can use their native language to write in if needed
Date: February 27, 2017
Time: 12:00-12:20 and 1:00-1:45
Subject: Math
*Proficiency Level (s): PEE B I
*Time Allocation: Oral English/Conversation and Vocabulary Grammar Reading Writing
Topic: Class Culture
Summary of previous lessons you are building upon:
New Lesson
Context (size of groups, where lesson will take place):
Whole Class
In seats
Materials:
Self
Vocabulary (kid-friendly):
NA
Objectives:
NA
*ELP Standard(s)/ Performance Indicator (s):
Respond to comprehension questions by demonstrating relationships among facts, ideas or
events and extending the information to other relevant contexts using appropriate academic vocabulary.
(e.g., problem/solution, cause/effect, compare/contrast, etc.) III-LS-1:B-HI-6 5.SL.1c
Respond to social conversations by rephrasing and repeating information, asking questions,
offering advice, sharing ones experiences, and expressing ones thoughts. III-LS-1:B-HI-8 5.SL.1
Standards:
NA
Procedure:
1. Anticipatory Set
a. Ask the class how they think the class has been going
2. Activity
a. Create a new expectation set for class culture
3. Closing
a. Start tomorrow off on a better foot
Evaluation/Assessment:
Whether or not the students are engaging and staying with the class
Language Support: