|
TEACHER: Ms. L. Wells |
Week: |
Subject: Reading |
Grade: 4th |
|
Objective |
Procedures |
Material |
Evaluation |
M
O
N
D
A
Y |
·
The student will
use word recognition and vocabulary skills to communicate.
·
The student will
use context to determine the meaning of unfamiliar or multiple meaning words. |
AS- The teacher will write the following sentence
on the board. His head is as big as a watermelon.
Ask students what they notice about the sentence. After several responses,
introduce to the students the meaning of figurative language.
M- The
teacher will use the overhead w/transparencies from MCT2 to introduce the following:
(1) simile (2) metaphor (3) hyperbole. The teacher will provide example of each.
GP- Students
will work in small groups to find examples of figurative language from short passages from Study Island and share with the rest of the class. |
·
Textbooks
·
Handouts
|
·
Observation
·
Teacher-Made Test |
T
U
E
S
D
A
Y |
·
The student will
use word recognition and vocabulary skills to communicate.
·
The student will
use context to determine the meaning of unfamiliar or multiple meaning words. |
M- The teacher will review figurative
language by using meaning from transparencies. The teacher will provide additional
examples of simile, metaphor, and hyperbole.
GP- The students will use a tree map to label
the three different kinds of figurative language from the lesson.
C- The teacher will review with the class they
types of figurative language.
IP- The students will complete the independent
practice worksheet. |
·
Overhead/ Transparencies
·
Maps |
·
Observation
·
Teacher-Made Test |
W
E
D
N
E
S
D
A
Y |
·
The student will
use word recognition and vocabulary skills to communicate.
·
The student will
use context to determine the meaning of unfamiliar or multiple meaning words. |
M- The teacher will read the story “ The
Giving Tree”. The teacher will ask students to retell the portions of the
story that give examples of a simile.
AS- The teacher will show the students a picture of a comic strip on the overhead. The teacher will explain the meaning of personification that is found in the comic
strip.
GP- The students will work with a partner and
be given a comic strip to tell whether or not their comic has simile or personification. |
·
Handouts |
·
Observation
·
Teacher-Made Test |
T
H
U
R
S
D
A
Y |
·
The student will
express, communicate, or evaluate ideas effectively.
·
The students will
use an appropriate composing process to compose or edit. |
AS- The teacher will show the students two pictures: one product and one famous person
that endorse that product. The student will be asked who would use this product
if they knew that particular famous person used it. The teacher will explain
to the students the meaning of endorsement along with the rules for tools of persuasion.
M- The teacher will use the overhead w/transparencies to provide examples
from MCT2.
GP- The students will work in small groups using magazines and newspapers
to find examples of tools of persuasion. |
·
Textbooks
·
Handouts
·
Overhead/ Transparencies |
·
Observation
·
Teacher-Made Test
|
F
R
I
D
A
Y |
·
The student will
express, communicate, or evaluate ideas effectively.
·
The students will
use an appropriate composing process to compose or edit. |
M- The teacher will review the tools of persuasion by asking students’
response to complete a tree map identifying the (6) different types.
GP- The student will work with a partner to match the different types
of tools of persuasion with the correct samples.
C- The teacher will review the different types of tools of persuasion
by giving example and having students provide more examples
IP- Students will complete independent practice work sheet. |
·
Textbooks
·
Handouts
·
Overhead/ Transparencies |
·
Observation
·
Teacher-Made Test |