Lesson Plans Student Teaching

Date/Subj
ect
2/8/2016
Language
Arts
Figurative
Language

Standard

Objective

42.) Demonstrate
understanding of
figurative
language, word
relationships, and
nuances in word
meanings. [L.4.5]

The
student will
be able to
identify
and explain
the
meanings
of similes
and
metaphors
in context
with 80%
accuracy.

Procedure

Assessmen
t
Engagement:
The student
will read 10
Students will make
sentences
their foldable.
and
Students will take
determine if
notes about similes.
the sentence
Read passages with
contains a
and without
simile or a
figurative language
metaphor.
from Owl Moon.
The student
Teaching:
is required to
Discuss what
get 8/10
figurative language
correct to be
is and why it is
considered
important.
at a mastery
Teach simile and
take notes. Read and level. Any
interpret examples in lower will
require reI do and we do
teaching.
format.
Teach metaphor and
take notes. Use I do
We do format.
Differentiate
between metaphors
and similes.
Practice:
Students will work in
groups to write their
own similes and

Differentiatio
n
Extend: Simile
and Metaphor
Self-Portrait

Materials

Re-teach: Small
group work
during practice
time at the
back table. OR
Prescription on
Odyssey.

Theres a
Frog in My
Throat by
Loreen
Leedy

Owl Moon
by Jane
Yolen

Assessment
Worksheet
Practice
Worksheet
Paper for
foldable
Pencils
Projector
Computer
Document
Camera
Written

Lesson Plans Student Teaching

2/9/2016
LA
Figurative
Language

42.) Demonstrate
understanding of
figurative
language, word
relationships, and
nuances in word
meanings. [L.4.5]

The
students
will be able
to
explain the
meaning of
idioms
(figurativel
y and
literally)

metaphors using
basic sentences.
Each group will be
allowed to share one
they wrote.
Assessment:
Students will
complete a short 10
question worksheet
differentiating
between simile and
metaphor.
Closure:
Make sure the
students dont have
any more questions.
Remind them that
they will be using
what they learned
today in their poems
next week.
Engagement: Read a
book with idioms.
Teaching:
Tell students the
definition of an
idiom. Write it on
chart paper. An
idiom is a word or
phrase which means
something different

Examples
to give the
class

Have
students
select their
favorite
idiom from
the list and
draw a
figurative
and literal
drawing. Of

Extend:
Students could
find idioms in a
local
newspaper, in
poetry, or in
song lyrics (the
teacher should
gather these
materials in

Chart Paper
Idiom Poem
Examples of
Idioms to
read to the
class
Paper for

Lesson Plans Student Teaching

with a
score of
80% on a
teacher
made
rubric.

from its literal

meaning.
Allow students to
talk about idioms
that they have heard
before.
To remind students
that we are working
towards using
figurative language
in poetry we will
read an idiom poem
and highlight the
idioms in the poem
together as a class.
'You can't cry over
spilled milk! 'my
mother always said.
'Life's not a piece of
cake! 'she
hammered in my
head.
'That's the way it
goes,
' that's the way the
cookie crumbles'
On chart paper make
a list of idioms that
the students came
up with.
Make a t-chart of

the idiom.
Have them
write the
idiom on the
back of their
sheet. The
teacher will
grade these
using a
teacher
made rubric.

advance). The
students can
work to explain
the meaning
(figurative and
literal) of the
idioms.
Students could
create their
own list of
idioms and
explain their
meanings.
Re-teach:
Prescription on
Odyssey.

art work
T-chart
(individual)
Pencils
Colored
Pencils

Lesson Plans Student Teaching

idioms. On the left
write the figurative
meaning and then
on the right write the
literal meaning.
Practice a few as a
class.
Practice:
Students will work
with a clock buddy to
work on the
individual idiom tchart.
Come back together
as a class to discuss
the answers.
Assessment:
Have students select
their favorite idiom
from the list and
draw a figurative and
literal drawing. Of
the idiom. Have
them write the idiom
on the back of their
sheet.
Allow students to
share their pictures
in small groups.
Closure:
Students will take a

Lesson Plans Student Teaching

2/10/2016

2/12/2016
Opinion
Writing

22.) Write opinion

pieces on topics
or texts,
supporting a point
of view with
reasons and
information.
[W.4.1]
42.) Demonstrate
understanding of
figurative
language, word
relationships, and
nuances in word
meanings. [L.4.5]

The
student will
write an
opinion
poem using
figurative
language
with a
score of
80% on a
teacher
made
rubric.

gallery walk to view

each others artwork.
Engagement:
Read an opinionated poem
to the class.
Teaching:
Discuss what an
opinion is. Talk about
how to back up your
opinions since they
are not fact.
Read students the
opinion poem on the
opinion poem
organizer. Discuss
figurative language
used in the poem.
Practice:
Students will use the
format on the
opinion poem sheet
to write a poem
using the topic of
earth.
Assessment:
Students will choose
a food that they
dont like or a topic
that interests them
to write their own
opinion poem. (I may

The students
will be
graded using
a teacher
made rubric.
The students
will be
graded for
using
figurative
language,
correct
spelling, and
for
completing
all parts of
the writing
process.

Opinion
Poem
Worksheet
Access to
the
computer
lab to
publish
Paper
Pencil
Colored
Pencils
Example
Poems

Lesson Plans Student Teaching

require it to be about
a food so that all 5
senses can be
utilized.
Closure:
Students will edit,
revise, and publish
their poem. They will
draw a picture to go
along with the poem.
Students will share
their poems in a
gallery walk.

February 15 19, 2016

Reading

Monday
NO SCHOOL

Tuesday

Wednesday
TSW listen to the
Gettysburg Address
and define
unfamiliar terms.

Thursday
TSW discuss the
Gettysburg Address
in a Socratic circle.
Each student will
participate in an
inner and outer
circle. The questions
for the inner circle
are:
If you were a
slave or an
immigrant
how would
you have felt

Friday

Lesson Plans Student Teaching

Writing

TSW write the final

copy of the opinion
poem following a
teacher made
rubric.
Use
computer
paper and
colored
pencils.
Give
students
time to
complete
final copy.
8:55 9:40 Library
with Renfro

TSW use the

writing process to
complete their
snowflake story.
(narrative)
Review and
Revise

10:20 Special
12:20 Lunch

about the
speech?
What was the
author trying
to accomplish
in the speech?
What was the
main idea?
Who do you
think was the
audience for
the speech
when it was
given?
TSW use the writing
process to complete
their snowflake story.
(narrative)
Edit

12:20 Lunch
1:55 - PE

TSW use the

writing
process to
complete
their
snowflake
story.
(narrative)
Final
Copy
in
Chrom
e Book
Lab
9:05 to 10:05
GRC

Lesson Plans Student Teaching

10:20 Special
12:20 Lunch
1:55 PE

1:55 - PE

12:20 Lunch
1:55 PE

February 22 26, 2016

Reading

Writing

Monday
TSW discuss,
pronounce,
and define
words related
to the close
read.
Use list
generat
ed from
the
district
s close
read
plan for
John
Muir
Words
and
definiti
ons in
reading
journal

Tuesday
TSW demonstrate
good listening
skills during the
reading of John
Muir
Teacher read
aloud story.
Ask
comprehensi
on check
questions
from the
basal reader.

Wednesday
TSW read grade
level appropriate
text.
Student
pairs read
John Muir.
Teacher will
work with a
small group
on the
activity for
the day.

Thursday
TSW re-read grade
level appropriate
text.
Close read
Independent
re-read.

Friday
Thursdays
lesson will
carry over
into today.

TSW respond to

TSW respond to

TSW respond in

Final written

Lesson Plans Student Teaching

what the text says
implicitly.
Partner
answer
questions
related to
the text.
Independent
written
response.
Use for
assessment.

SSR/Interven
tion
AL History

Running
Records
TSW become
familiar with
Alabamians
who made
significant
contributions
to the state in
the late 19th
and early 20th
century.
Read
cover

Running Records
TSW build domain
specific knowledge
by defining terms
related to the
weeks theme.
Populist
Party
Tariff
Braille
Motto

text explaining
how the text said
certain words and
phrases.
Patner
answer
questions
related to
the text.
Then discuss
answers as
a whole
class.
Independent
written
response for
assessment.
Running Records

writing to how and

why the author
writes the text the
way it is written.
Independentl
y answer
short answer
questions
Collaborate
with partner
to discuss the
answers.
Independentl
y answer
written
response for
assessment.
Running Records

TSW read about

the Alabamians
who made
contributions to
our state during
the late 19th and
early 20th century.
Read main
article
List people
who were
important

TSW demonstrate
knowledge of
material covered in
AL Studies Week
18.
Use company
made quiz.

response for
summative
assessment.

Running
Records
TSW create
a Blast Box
Biography.
Use
the
teach
er
suppl
emen
t for
week
18.

Lesson Plans Student Teaching

and
Alabam
a
Advent
ures
Story in
AL
Studies
8:05 11:05
GRC
12:20 Lunch
1:55 - PE

and their
contribution
s to our
state.

8:55 9:40 Library

with Renfro
10:20 Special
12:20 Lunch
1:55 PE
Kona Ice and Book
Fair Preview

10:20 Special
12:20 Lunch
1:55 - PE

8:50 to 9:35
Computers
11:00 to 11:45
Computers
12:20 Lunch
1:55 - PE

9:05 to
10:05 GRC
12:20 Lunch
1:55 PE

February 29 March 4, 2016

Subject

Monday

Tuesday

Wednesday

Thursday

Friday

Renfro 11:05
to 12:10
Zeiss 1:00 to
1:50

Renfro 8:10 to
8:50 & 9:45 to
10:15
Zeiss 11:05 to
11:50 & 1:00 to
1:50

Renfro 8:10 to
10:15
Zeiss 11:05 to
11:50 & 1:00 to
1:50

Renfro 8:10 to
8:50 & 9:40 to
10:25
Zeiss 11:00 to
11:50 & 1:00 to
1:50

Zeiss 8:00 to
9:05 & 11:20 to
11:45
Renfro 10:10
to 11:20

Lesson Plans Student Teaching

ELA

TSW create a skit

about the
character trait
perseverance.
TSW define and
give an example
of perseverance.

TSW create a list

of civil rights in
our classroom.
TSW write in a
journal about
what they
learned about
perseverance.

TSW write in a
journal about
what they
learned about
perseverance.

AL History

TSW learn that

perseverance can
be related to
events during the
civil rights
movement.

TSW define and

give examples of
civil rights in
relation to the
United States
Government.

TSW read a
passage and
answer
comprehension
questions about
Black Codes and
Jim Crow Laws.
TSW write in a
journal about
what they
learned about
perseverance.

TSW define
segregation in
relation to Jim
Crow Laws and
explain why they
were important in
Alabama.

TSW write a
persuasive letter
as if they were
Linda Brown to
the Supreme
Court.

TSW actively
listen to If a Bus
Could Talk. They
will answer
comprehension
questions.

TSW write in a
journal about
what they
learned about
perseverance.

TSW write a letter

as if they were
Rosa Parks.

TSW define
integration in
relation to Brown
vs. Board of
Education.
TSW be able to
explain why
Brown v. Board of
Education was
important in
Alabama.

TSW write in a
journal about
what they learned
about
perseverance.
TSW be able to
explain the
impact Rosa
Parks and the
Montgomery Bus
Boycott had on
Alabama.

Lesson Plans Student Teaching

Intervention

Running Records
(See Lesson
Plans)

Running Records
(See Lesson
Plans)

Running Records
(See Lesson
Plans)

Running Records
(See Lesson
Plans)

Running Records
(See Lesson
Plans)

Extra

8:05 11:05 GRC

(ABC Book)
12:20 1:00
Lunch
1:55 2:30 PE
Vision Screening

8:55 9:40
Library (Renfro)
10:20 11:05
Special
12:20 1:00
Lunch
1:55 2:30 PE

10:20 11:05
Special
12:20 1:00
Lunch
1:55 2:30 PE

8: 50 9:35
Computers
(Choice Board)
10:30 to 11:00 Guidance
11:00 11:45
Computers
(Choice Board)
12:20 1:00
Lunch
1:55 2:30 PE

9:05 10:05 GRC

(In Renfro)
12:20 1:00
Lunch
1:55 2:30 PE

Monday

Tuesday

Wednesday

Thursday

Friday

Renfro 11:05
to 12:10
Zeiss 1:00 to
1:50

Renfro 8:10 to
8:50 & 9:45 to
10:15
Zeiss 11:05 to
11:50 & 1:00 to
1:50

Renfro 8:10 to
10:15
Zeiss 11:05 to
11:50 & 1:00 to
1:50

Renfro 8:10 to
8:50 & 9:40 to
10:25
Zeiss 10:30 to
11:50 & 1:00 to
1:50

Zeiss 8:00 to
9:05 & 11:20 to
11:45
Renfro 10:10
to 11:20

March 7 10, 2016

Subject

Lesson Plans Student Teaching

ELA

AL History

TSW read and

highlight
important
information in an
informational
story. They will
answer
comprehension
questions
independently.

TSW do research
and create a
concept map on
Martin Luther
King Jr.

TSW be able to
explain MLK Jr.s
importance to the
Civil Rights
Movement in
Alabama.

TSW be able to
explain MLK Jr.s
importance to the
Civil Rights
Movement in
Alabama.
TSW write in a
journal about
what they
learned about
perseverance.

TSW write a plan

for a protest and
compare and
contrast their
nonviolent
protest to the
other protests.
TSW practice
note taking skills
using a graphic
organizer.
TSW define
nonviolence and
protest.
TSW understand
the importance of
protests and
marches during
the Civil Rights
Movement.
TSW write in a
journal about
what they
learned about
perseverance.

TSW complete a
cause and effect
chart.

TSW complete a
timeline.

TSW understand
the importance of
the Civil Rights
Acts on Alabama.

TSW complete a
timeline.

TSW write in a
journal about
what they
learned about
perseverance.

Lesson Plans Student Teaching

Intervention

Running Records
(See Lesson
Plans)

Running Records
(See Lesson
Plans)

Running Records
(See Lesson
Plans)

Running Records
(See Lesson
Plans)

Running Records
(See Lesson
Plans)

Extra

8:05 11:05 GRC

12:20 1:00
Lunch
1:55 2:30 PE
Vision Screening

8:55 9:40
Library (Renfro)
10:20 11:05
Special
12:20 1:00
Lunch
1:55 2:30 PE

10:20 11:05
Special
12:20 1:00
Lunch
1:55 2:30 PE

12:20 1:00
Lunch
1:55 2:30 PE

9:05 10:05 GRC

12:20 1:00
Lunch
1:55 2:30 PE