Week 2 Lesson Plans

Emergent Readers--Blue Room Group-Sharell

Day 1

1. Lesson 3 and 4 in Teaching a Child to Read in 100 Days

2. Match name select words see and baby
3. Koom Boom game
4. Play race game
5. Reader Notebook
6. Probe—use assistant
7. Introduce Main Idea

Day 2

1. Lesson 5 in Teaching a Child to Read in 100 Days

2. Match name select words I and children
3. Koom Boom game
4. Play race game
5. Reader Notebook
6. Probe
7. Introduce Main Idea

Day 3

1. Lesson 6 in Teaching a Child to Read in 100 Days

2. Match name select words family and me
3. Koom Boom game
4. Play race game
5. Reader Notebook
6. Read Animal Babies
7. Probe
8. Introduce Main Idea

Day 4

8. Lesson 7 in Teaching a Child to Read in 100 Days

9. Match name select words cow and horse
10. Koom Boom game
11. Play race game
12. Reader Notebook
13. Probe
14. Introduce Main Idea
 Week 2 Lesson Plans

Grade 1 Readers – Orange Room—Karon

Story: Poppy’s Park

vocabulary

home picking picky sounds whoa cannot

cave father garden idea kitchen living
maybe mother outside people

Day 1

1. Making Words –
1. Introduce Knowledge Rating Guide
a. Ask students to place a check in the column that best describes what they know about
the new word. If they are unclear about the directions, model the procedure for them. For
example, you could say, “The one word on this list is cave. I know that a cave is a dark
place, and I have heard the word many times, but I’m not exactly sure if I could define
the word. I think I’ll place a check under the column Have seen/heard. On the other hand,
I do know what home is. It’s a place where family live together. I’ll check Can define for
that word.
b. After students have filled out the Knowledge Rating Guide, discuss the words with
them. Ask which words were difficult, which were easy, and which most of the students
knew, and which words few students knew. As you discuss the words, ask students to
share their background knowledge and experience with the words.
c. From the class discussion, ask students to make predictions about further meanings of
the words and how they would be used in a text.

3. Read Poppy’s Park as a group

Day 2

1. Making Words –
2. Read Poppy’s Park silently
3. Answer comprehension questions
4. Pull students individually and practice fluency
a. Read once by themselves—time for one minute, record results
b. Read two times with you increasing the speed
c. Read once by themselves—time for one minute, record results
5. Choose some vocabulary words and have students cut out pictures to match
words. Write the word on the construction paper and glue the picture beside it.

Day 3-4
 1. Making Words—
2. Take pictures and ask, “What is picture mostly about?” Discussions can
be used to develop an understanding of main idea and important
supporting details.
3. Follow attached plans for introducing main idea—it will take two days.
Day 4

4. Making Words—
5. Finish the main idea project from yesterday

Writing

Week 2 Day 1-2 – Younger students

Journal

My favorite book is … because…

A person I look up to is … because

(Please do not monitor journal writing as to appropriateness. Their true thoughts will be a
reflection of change during the week of teaching.)

Editing Activity

Review as a group

Persuasive Writing

1. Show students the editorial. Read it to the students.

2. Tell the students that the editorial they read is an example of persuasive writing. Write
the words “Persuasive Writing” on the board. Tell the students the purpose of persuasive
writing is to persuade or convince the reader to believe and/do something.

3. Ask students what they think the author’s purpose was for composing the editorial.
Guide students to discover that the main purposes of the editorial were:
*
*
4. Tell the students that the author has a specific audience in mind when writing. Explain
that the audience is the person, group of people, or type of person for whom the author is
writing. Ask students to identify possible audiences for the editorial. Write their ideas on
the chalkboard.

5. Discuss cues that helped students identify possible audiences. Guide the students to see
that the audience is_______________________.
6. Explain to students that authors of persuasive writing use many words and phrases that
are persuasive or convincing. Provide time for students to reread the editorial. Tell them
to jot down any words or phrases that were very persuasive or convincing to them as
readers.

7. Have students share their findings. Discuss why these words or phrases were
persuasive or convincing to them. If necessary, direct students’ attention to word and
phrases such as_____.

8. Tell students that persuasive writing presents an argument. The author identifies his or
her position, provides evidence, and encourages the reader to reach a specific conclusion
or take action.

9. Tell students that the class will be writing its own editorial in response to the one they
just read.

10. Ask students if they agree or disagree with the editorial. Have students vote on the
position they should take in their editorial.

11. Have students identify the purpose of their writing and their audience. An example of
a purpose and an audience is the following:

Purpose:

Audience:

12. Tell students they can use ideas from the original editorial and their own opinions
and knowledge to write the new editorial. Ask students to brainstorm their arguments.
Record their ideas on the chalkboard. Encourage students to suggest facts, examples and
reasons to support their ideas.

13. Create a semantic map to organize the students’ ideas.

14. Explain to the students that each of the key areas of the semantic map will become a
paragraph in the editorial. Discuss how the key ideas will be presented in their editorial.
Discuss the order of ideas to be presented. Tell the students that editorials often present
the most convincing ideas last so the reader will remember them. Ask students to
prioritize the ideas from the semantic map.

15. Tell student the center of the semantic map should become their first sentence.
Encourage them to think of persuasive ways to state their position.

16. Refer to the semantic map to determine what information will be presented next.
Encourage students to suggest persuasive, convincing language and facts as they
contribute to the class editorial.
17. After a first draft has been written, provide time for students to work with a partner to
read, discuss, and suggest revisions to the editorial. Discuss students’ suggestions as a
group. Make revisions are appropriate.

Week 2 Day 3-4 – Younger students

Journal

Day 3 - My favorite book is … because…

Day 4 - I had the most horrible day when…

(Please do not monitor journal writing as to appropriateness. Their true thoughts will be a
reflection of change during the week of teaching.)

Editing Activity

Review as a group

Persuasive Writing

As a class choose an essay prompt, create a position, semantic map and finally an essay.
Make revisions.
 Week 2
Knowledge Rating Guide

Can define Have seen/heard Unknown

home ____ ____ ____

picking ____ ____ ____

picky ____ ____ ____

sounds ____ ____ ____

whoa ____ ____ ____

cannot ____ ____ ____

cave ____ ____ ____

father ____ ____ ____

garden ____ ____ ____

idea ____ ____ ____

kitchen ____ ____ ____

living ____ ____ ____

maybe ____ ____ ____

mother ____ ____ ____

outside ____ ____ ____

people ____ ____ ____

 Week 2 Lesson Plans

Grade2/3 Readers – foyer—Scott

Story: Wendy’s World—Regions

vocabulary

beautiful fit granddaddy nickname region lines

sounds soccer divide mosquito join east
different north idea town

Day 1

2. Making Words –
3. Introduce Knowledge Rating Guide
a. Ask students to place a check in the column that best describes what they know about
the new word. If they are unclear about the directions, model the procedure for them. For
example, you could say, “The first word on this list is beautiful. I know that beautiful is
how you describe someone, and I have heard the word many times, but I’m not exactly
sure if I could define the word. I think I’ll place a check under the column Have
seen/heard. On the other hand, I do know what mosquito is. It’s a small insect that eats
blood. I’ll check Can define for that word.
b. After students have filled out the Knowledge Rating Guide, discuss the words with
them. Ask which words were difficult, which were easy, and which most of the students
knew, and which words few students knew. As you discuss the words, ask students to
share their background knowledge and experience with the words.
c. From the class discussion, ask students to make predictions about further meanings of
the words and how they would be used in a text.

6. Read Wendy’s World – Regions as a group

Day 2

6. Making Words –
7. Read Wendy’s World—Regions silently
8. Answer comprehension questions
9. Pull students individually and practice fluency
d. Read once by themselves—time for one minute, record results
e. Read two times with you increasing the speed
f. Read once by themselves—time for one minute, record results
10. Choose some vocabulary words and have students cut out pictures to match
words. Write the word on the construction paper and glue the picture beside it.

Day 3-4
 4. Making Words—
5. Take pictures and ask, “What is picture mostly about?” Discussions can
be used to develop an understanding of main idea and important
supporting details.
6. Follow attached plans for introducing main idea—it will take two days.
Day 4

7. Making Words—
8. Finish the main idea project from yesterday

Writing

Week 2 Day 1-2 – Younger students

Journal

My favorite book is … because…

A person I look up to is … because

(Please do not monitor journal writing as to appropriateness. Their true thoughts will be a
reflection of change during the week of teaching.)

Editing Activity

Review as a group

Persuasive Writing

1. Show students the editorial. Read the editorial to the students. Have them follow
along.

2. Tell the students that the editorial they read is an example of persuasive writing. Write
the words “Persuasive Writing” on the board. Tell the students the purpose of persuasive
writing is to persuade or convince the reader to believe and/do something.

3. Ask students what they think the author’s purpose was for composing the editorial.
Guide students to discover that the main purposes of the editorial were:
*
*
4. Tell the students that the author has a specific audience in mind when writing. Explain
that the audience is the person, group of people, or type of person for whom the author is
writing. Ask students to identify possible audiences for the editorial. Write their ideas on
the chalkboard.
5. Discuss cues that helped students identify possible audiences. Guide the students to see
that the audience is_______________________.

6. Explain to students that authors of persuasive writing use many words and phrases that
are persuasive or convincing. Provide time for students to reread the editorial. Tell them
to jot down any words or phrases that were very persuasive or convincing to them as
readers.

7. Have students share their findings. Discuss why these words or phrases were
persuasive or convincing to them. If necessary, direct students’ attention to word and
phrases such as_____.

8. Tell students that persuasive writing presents an argument. The author identifies his or
her position, provides evidence, and encourages the reader to reach a specific conclusion
or take action.

9. Tell students that the class will be writing its own editorial in response to the one they
just read.

10. Ask students if they agree or disagree with the editorial. Have students vote on the
position they should take in their editorial.

11. Have students identify the purpose of their writing and their audience. An example of
a purpose and an audience is the following:

Purpose:

Audience:

12. Tell students they can use ideas from the original editorial and their own opinions
and knowledge to write the new editorial. Ask students to brainstorm their arguments.
Record their ideas on the chalkboard. Encourage students to suggest facts, examples and
reasons to support their ideas.

13. Create a semantic map to organize the students’ ideas.

14. Explain to the students that each of the key areas of the semantic map will become a
paragraph in the editorial. Discuss how the key ideas will be presented in their editorial.
Discuss the order of ideas to be presented. Tell the students that editorials often present
the most convincing ideas last so the reader will remember them. Ask students to
prioritize the ideas from the semantic map.

15. Tell student the center of the semantic map should become their first sentence.
Encourage them to think of persuasive ways to state their position.
16. Refer to the semantic map to determine what information will be presented next.
Encourage students to suggest persuasive, convincing language and facts as they
contribute to the class editorial.

17. After a first draft has been written, provide time for students to work with a partner to
read, discuss, and suggest revisions to the editorial. Discuss students’ suggestions as a
group. Make revisions are appropriate.

Week 2 Day 3-4 – Younger students

Journal

Day 3 - My favorite book is … because…

Day 4 - I had the most horrible day when…

(Please do not monitor journal writing as to appropriateness. Their true thoughts will be a
reflection of change during the week of teaching.)

Editing Activity

Review as a group

Persuasive Writing

In partners have students choose an essay prompt, create a position, semantic map and
finally an essay. Make revisions.
 Week 2
Knowledge Rating Guide

Can define Have seen/heard Unknown

beautiful ____ ____ ____

fit ____ ____ ____

granddaddy ____ ____ ____

nickname ____ ____ ____

region ____ ____ ____

lines ____ ____ ____

sounds ____ ____ ____

soccer ____ ____ ____

divide ____ ____ ____

mosquito ____ ____ ____

join ____ ____ ____

east ____ ____ ____

different ____ ____ ____

north ____ ____ ____

idea ____ ____ ____

town ____ ____ ____

Week 2 Lesson Plans

Grade 6/7 Readers – basement—Jesse

Story: Me Speak, You Speak

vocabulary

sightseers observers leadership politics executive dealing

foreman entertainment perceive better speaker effective
valuable debate chief clergy

Day 1

1. Making Words –
1. Introduce Knowledge Rating Guide
a. Ask students to place a check in the column that best describes what they know about
the new word. If they are unclear about the directions, model the procedure for them. For
example, you could say, “The first word on this list is beautiful. I know that beautiful is
how you describe someone, and I have heard the word many times, but I’m not exactly
sure if I could define the word. I think I’ll place a check under the column Have
seen/heard. On the other hand, I do know what mosquito is. It’s a small insect that eats
blood. I’ll check Can define for that word.
b. After students have filled out the Knowledge Rating Guide, discuss the words with
them. Ask which words were difficult, which were easy, and which most of the students
knew, and which words few students knew. As you discuss the words, ask students to
share their background knowledge and experience with the words.
c. From the class discussion, ask students to make predictions about further meanings of
the words and how they would be used in a text.

2. Read Me Speak, You Speak silently

Day 2

1. Making Words –
2. Read Me Speak, You Speak silently
3. Answer comprehension questions
4. Pull students individually and practice fluency
5. Read once by themselves—time for one minute, record results
6. Read two times with you increasing the speed
7. Read once by themselves—time for one minute, record results
8. Choose some vocabulary words and have students cut out pictures to match
words. Write the word on the construction paper and glue the picture beside it.

Day 3-4
 7. Making Words—
8. Take pictures and ask, “What is picture mostly about?” Discussions can
be used to develop an understanding of main idea and important
supporting details.
9. Follow attached plans for introducing main idea—it will take two days.
Day 4

9. Making Words—
10. Finish the main idea project from yesterday

Writing

Week 2 Day 1-2 – Older Students

Journal

Day 1 -- My favorite movie is … because…

Day 2 – I am concerned about …

(Please do not monitor journal writing as to appropriateness. Their true thoughts will be a
reflection of change during the week of teaching.)

Persuasive Writing

1. Show students the editorial. Provide time for the students to read the editorial silently.

2. Tell the students that the editorial they read is an example of persuasive writing. Write
the words “Persuasive Writing” on the board. Tell the students the purpose of persuasive
writing is to persuade or convince the reader to believe and/do something.

3. Ask students what they think the author’s purpose was for composing the editorial.
Guide students to discover that the main purposes of the editorial were:
*
*
4. Tell the students that the author has a specific audience in mind when writing. Explain
that the audience is the person, group of people, or type of person for whom the author is
writing. Ask students to identify possible audiences for the editorial. Write their ideas on
the chalkboard.

5. Discuss cues that helped students identify possible audiences. Guide the students to see
that the audience is_______________________.

6. Explain to students that authors of persuasive writing use many words and phrases that
are persuasive or convincing. Provide time for students to reread the editorial. Tell them
to jot down any words or phrases that were very persuasive or convincing to them as
readers.

7. Have students share their findings. Discuss why these words or phrases were
persuasive or convincing to them. If necessary, direct students’ attention to word and
phrases such as_____.

8. Tell students that persuasive writing presents an argument. The author identifies his or
her position, provides evidence, and encourages the reader to reach a specific conclusion
or take action.

9. Tell students that the class will be writing its own editorial in response to the one they
just read.

10. Ask students if they agree or disagree with the editorial. Have students vote on the
position they should take in their editorial.

11. Have students identify the purpose of their writing and their audience. An example of
a purpose and an audience is the following:

Purpose:

Audience:

12. Tell students they can use ideas from the original editorial and their own opinions
and knowledge to write the new editorial. Ask students to brainstorm their arguments.
Record their ideas on the chalkboard. Encourage students to suggest facts, examples and
reasons to support their ideas.

13. Create a semantic map to organize the students’ ideas.

14. Explain to the students that each of the key areas of the semantic map will become a
paragraph in the editorial. Discuss how the key ideas will be presented in their editorial.
Discuss the order of ideas to be presented. Tell the students that editorials often present
the most convincing ideas last so the reader will remember them. Ask students to
prioritize the ideas from the semantic map.

15. Tell student the center of the semantic map should become their first sentence.
Encourage them to think of persuasive ways to state their position.

16. Refer to the semantic map to determine what information will be presented next.
Encourage students to suggest persuasive, convincing language and facts as they
contribute to the class editorial.
17. After a first draft has been written, provide time for students to work with a partner to
read, discuss, and suggest revisions to the editorial. Discuss students’ suggestions as a
group. Make revisions are appropriate.

Week 2 Day 3-4 – Older students

Journal

Day 3 - My favorite book is … because…

Day 4 - I had the most horrible day when…

(Please do not monitor journal writing as to appropriateness. Their true thoughts will be a
reflection of change during the week of teaching.)

Editing Activity

Complete independently – review as a group

Persuasive Writing

With a partner choose an essay prompt, create a position, semantic map and finally an
essay. Make revisions. Check in with students. Have them hand in all parts.
 Week 2
Knowledge Rating Guide

Can define Have seen/heard Unknown

sightseers ____ ____ ____

observers ____ ____ ____

leadership ____ ____ ____

politics ____ ____ ____

executive ____ ____ ____

dealing ____ ____ ____

foreman ____ ____ ____

entertainment ____ ____ ____

perceive ____ ____ ____

better ____ ____ ____

speaker ____ ____ ____

effective ____ ____ ____

valuable ____ ____ ____

debate ____ ____ ____

chief ____ ____ ____

clergy ____ ____ ____

Week 2 Lesson Plans

Grade 8-10 Readers – prayer room—Alicia

Story: Sir Edmund Hillary

vocabulary

banknote contingent beekeeper foreigners coronation undeterred

scaling navigator humanitarian honorary motivation achievement
dubbed summit exceptional knighthood

Day 1

1. Making Words –
3. Introduce Knowledge Rating Guide
a. Ask students to place a check in the column that best describes what they know about
the new word. If they are unclear about the directions, model the procedure for them. For
example, you could say, “The first word on this list is beautiful. I know that beautiful is
how you describe someone, and I have heard the word many times, but I’m not exactly
sure if I could define the word. I think I’ll place a check under the column Have
seen/heard. On the other hand, I do know what mosquito is. It’s a small insect that eats
blood. I’ll check Can define for that word.
b. After students have filled out the Knowledge Rating Guide, discuss the words with
them. Ask which words were difficult, which were easy, and which most of the students
knew, and which words few students knew. As you discuss the words, ask students to
share their background knowledge and experience with the words.
c. From the class discussion, ask students to make predictions about further meanings of
the words and how they would be used in a text.

4. Read Sir Edmund Hillary silently

Day 2

1. Making Words –
2. Read Sir Edmund Hillary silently
3. Answer comprehension questions
4. Pull students individually and practice fluency
5. Read once by themselves—time for one minute, record results
6. Read two times with you increasing the speed
7. Read once by themselves—time for one minute, record results
8. Choose some vocabulary words and have students cut out pictures to match
words. Write the word on the construction paper and glue the picture beside it.

Day 3-4
 1. Making Words—
2. Take pictures and ask, “What is picture mostly about?” Discussions can
be used to develop an understanding of main idea and important
supporting details.
3. Follow attached plans for introducing main idea—it will take two days.
Day 4

1. Making Words—
2. Finish the main idea project from yesterday

Writing

Week 2 Day 1-2 – Older Students

Journal

Day 1 -- My favorite movie is … because…

Day 2 – I am concerned about …

(Please do not monitor journal writing as to appropriateness. Their true thoughts will be a
reflection of change during the week of teaching.)

Persuasive Writing

1. Show students the editorial. Provide time for the students to read the editorial silently.

2. Tell the students that the editorial they read is an example of persuasive writing. Write
the words “Persuasive Writing” on the board. Tell the students the purpose of persuasive
writing is to persuade or convince the reader to believe and/do something.

3. Ask students what they think the author’s purpose was for composing the editorial.
Guide students to discover that the main purposes of the editorial were:
*
*
4. Tell the students that the author has a specific audience in mind when writing. Explain
that the audience is the person, group of people, or type of person for whom the author is
writing. Ask students to identify possible audiences for the editorial. Write their ideas on
the chalkboard.

5. Discuss cues that helped students identify possible audiences. Guide the students to see
that the audience is_______________________.

6. Explain to students that authors of persuasive writing use many words and phrases that
are persuasive or convincing. Provide time for students to reread the editorial. Tell them
to jot down any words or phrases that were very persuasive or convincing to them as
readers.

7. Have students share their findings. Discuss why these words or phrases were
persuasive or convincing to them. If necessary, direct students’ attention to word and
phrases such as_____.

8. Tell students that persuasive writing presents an argument. The author identifies his or
her position, provides evidence, and encourages the reader to reach a specific conclusion
or take action.

9. Tell students that the class will be writing its own editorial in response to the one they
just read.

10. Ask students if they agree or disagree with the editorial. Have students vote on the
position they should take in their editorial.

11. Have students identify the purpose of their writing and their audience. An example of
a purpose and an audience is the following:

Purpose:

Audience:

12. Tell students they can use ideas from the original editorial and their own opinions
and knowledge to write the new editorial. Ask students to brainstorm their arguments.
Record their ideas on the chalkboard. Encourage students to suggest facts, examples and
reasons to support their ideas.

13. Create a semantic map to organize the students’ ideas.

14. Explain to the students that each of the key areas of the semantic map will become a
paragraph in the editorial. Discuss how the key ideas will be presented in their editorial.
Discuss the order of ideas to be presented. Tell the students that editorials often present
the most convincing ideas last so the reader will remember them. Ask students to
prioritize the ideas from the semantic map.

15. Tell student the center of the semantic map should become their first sentence.
Encourage them to think of persuasive ways to state their position.

16. Refer to the semantic map to determine what information will be presented next.
Encourage students to suggest persuasive, convincing language and facts as they
contribute to the class editorial.
17. After a first draft has been written, provide time for students to work with a partner to
read, discuss, and suggest revisions to the editorial. Discuss students’ suggestions as a
group. Make revisions are appropriate.

Week 2 Day 3-4 – Older students

Journal

Day 3 - My favorite book is … because…

Day 4 - I had the most horrible day when…

(Please do not monitor journal writing as to appropriateness. Their true thoughts will be a
reflection of change during the week of teaching.)

Editing Activity

Complete independently – review as a group

Persuasive Writing

With a partner choose an essay prompt, create a position, semantic map and finally an
essay. Make revisions. Check in with students. Have them hand in all parts.
 Week 2
Knowledge Rating Guide

Can define Have seen/heard Unknown

banknote ____ ____ ____

contingent ____ ____ ____

beekeeper ____ ____ ____

foreigners ____ ____ ____

coronation ____ ____ ____

undeterred ____ ____ ____

scaling ____ ____ ____

navigator ____ ____ ____

humanitarian ____ ____ ____

honorary ____ ____ ____

motivation ____ ____ ____

achievement ____ ____ ____

dubbed ____ ____ ____

summit ____ ____ ____

exceptional ____ ____ ____

knighthood ____ ____ ____

Orange Room

1. Making Words – mysterious

2. Read Speaking on my Feet
3. Record words you don’t know
4. Practice Fluency
5. Knowledge Rating Guide
6. Comprehension

Prayer Room
1. Spelling activity
2. Read It’s Time to Motivate
3. Record words you don’t know
4. Practice fluency
5. Knowledge Rating Guide
6. Comprehension