Standards Target/Objectives (What will your students be able to learn?

)
With prompting and support, identify the main topic and retell key details I will identify the main topic and retell key details.
(LAFS.K.RI.1.2) I will ask and answer questions about key details in a text.
With prompting and support, ask and answer questions about key details in text
(LAFS.K.RI.1.1)
Task/Assessment “Begin with the End in Mind” ESSENTIAL QUESTION(S)
PRE-PLANNING

How will you know whether your students have made progress toward the A higher order question that is directly derived from the benchmark, introduced at
objective? How and when will you assess mastery? the beginning of the lesson, discussed throughout the lesson, and answered by
students at the end of the lesson to show understanding of the concepts taught.
Check for Understanding How can I identify the main topic and key details?
Teacher Observation How can I ask and answer questions about key details in a text?
Student Performance Task
HIGHER ORDER QUESTIONS (3-5) Vocabulary
What questions will be answered to provoke higher order thinking and include Essential vocabulary that should be introduced and/or reviewed.
Moderate to High FCAT Complexity Levels? What would the ideal student
response be for each question?
Refer to vocabulary list for each reading in the anthology.
INTRODUCTION (Set the purpose of the lesson).
 Introduce or review the Essential Question.
 Explain the relevance of lesson and the importance of learning the concept.
 Introduce important vocabulary using the word wall as an interactive learning tool.
Monday 11/28/16 Old Tuesday 11/29/16 With a Wednesday 11/30/16 And a Thursday 12/01/16 Friday 12/02/16
McDonald has a Farm Moo, Moo Here Cluck, Cluck There
Introduce Old McDonald has a Introduce With a Moo, Moo Introduce And a Cluck, Field Trip. Learning for life :
Farm to students. Tell students Here to students. Remind Cluck There to students. Following Rules
that this module we will be students that in this module we Remind students that in this
learning all about farms and will be learning all about module we will be learning
LESSON CYCLE

how important they are. farms and how important they all about farms and how
Introduce new vocabulary to are. Introduce new vocabulary important they are. Introduce
students. to students. new vocabulary to students.
MODELING “I DO” (Explicitly model exactly what students are expected to do during shared practice, guided practice and eventually during independent work.)
 Conduct a think aloud.
 Model the use of a graphic organizer or interactive journal entry.
Monday Tuesday Wednesday Thursday Friday
Tell students that good readers Today we are going to identify Today we are going to Field Trip. Talk to students about the
can ask and answer questions the main topic of the read identify the main topic of the importance of following the
about key details as they read. aloud. Reproduce the graphic read aloud. In order to rules. Explain to them that
Today I am going to model this organizer found in the teacher identify the main topic you they will be doing a number
by using both the text and resource folder for module 5 must listen carefully to the of activities surrounding rules
pictures. onto chart paper. Tell students key details throughout the and their importance.
Read the title and say, “From the title of the selection. Think text.
the title I can think of a question aloud by saying, “I think the
right away. WHO is Old main topic is going to be about
McDonald? I am going to write cows because the tile says with
this on my chart and hopefully a Moo Moo here and I know
as I am reading the text I can cows moo. Let’s see if I’m
answer my question.” right.”
GUIDED PRACTICE “WE DO” (Provide students support while they try doing what was modeled to them; Guide students to independent practice by providing an
opportunity to work in small groups and practice what was taught during the guided portion of the lesson)
 Encourage student accountable talk during discussion.
 Incorporate the use of a collaborative strategy in small groups.
 Perform checks for understanding.
Monday Tuesday Wednesday Thursday Friday
Read the story and stop Read the story and stop Read the story and stop Field Trip. Complete teacher selected
periodically to ask questions periodically to ask questions periodically to ask questions activities.
and check for understanding and check for understanding and check for understanding
(refer to the bottom of the page). (refer to the bottom of the (refer to the bottom of the
page). page).
Vocabulary Word Work: tools
Vocabulary Word Work: Vocabulary Word Work:
grazing feed

INDEPENDENT PRACTICE “YOU DO” (Allow students the opportunity to independently practice what was learned throughout the lesson.)
 Pull small groups or individuals for more intensive support.
 Assign students independent work that is directly aligned with the “I Do”, “We Do” and “They Do” portions of the lesson.
 Provide above-level students with extended practice through the use of higher level activities.
Monday Tuesday Wednesday Thursday Friday
A.) Students who need extra support will…
B.) Students who are working on level and independently will…
Students who need to be challenged or finish early will…
Whole Group: Whole group: identify the Pair up students and figure Field Trip. Complete teacher selected
Before the read aloud make a main topic of the read aloud out three important details activities.
WH chart (T-chart) on one side and provide three key details about chickens.” Have
list questions throughout the from the text that support it. students share their ideas and
read aloud using “wh” question Checks for understanding at place on the chart.
words use the other side to the bottom of the page
answer them. The first question
to add to your chart is Who is
Old McDonald? Answer all of
the questions and write
responses on chart at the end of
the read aloud.
CLOSURE (Wrap up the lesson and help students organize the information learned into a meaningful context.)
 Have students reflect on or answer the Essential Question.
 Help students connect today’s learning to their bigger goal in the course.
Monday Tuesday Wednesday Thursday Friday
 Review essential question and Review essential question and Review essential question Field Trip. No School
objective. objective. and objective.

Lesson 1 Check for Understanding: Thumbs up/Thumbs down: Would this be a good question to ask:
1.Where does Old McDonald play baseball? (thumbs down) Why? (Because the text never talked about baseball.)
2.What kinds of animals live on Old McDonald’s farm? (thumb up) Why? (Because the text told us he raised sheep, cows, pigs, and chickens. There are also pictures of the cows
and sheep.)
3.Why are farms important to us? (thumbs up) Why? (Because the text told us how farms grow many of our foods we eat. There are also pictures of the different foods which
come from the farm.)

Lesson 2 Check for Understanding: Tell students a statement. Students will either stand up to say they agree the statement is a detail about the topic or remain seated to say the
statement is not a detail about the topic.
1. A farm will not survive without cattle. (sit down) Why? (The text never mentioned this.)
2. Male and female cattle have different names. (stand up) Why? (The males are bulls and the females are cows. The text stated this.)
3.You can milk a cow. (stand up) Why? (There is a picture of a little girl milking a cow and the text told us that a cow produces milk and we can drink it.)

Standards Target/Objectives (What will your students be able to learn?)

With prompting and support, compare and contrast similarities and differences. I will compare and contrast two animals..
(LAFS.K.RI.3.9) I will ask and answer questions about key details in a text.
With prompting and support, identify the main topic and retell key details
(LAFS.K.RI.1.2)
With prompting and support, ask and answer questions about key details in text
(LAFS.K.RI.1.1)
PRE-PLANNING

Task/Assessment “Begin with the End in Mind” ESSENTIAL QUESTION(S)

How will you know whether your students have made progress toward the A higher order question that is directly derived from the benchmark, introduced at
objective? How and when will you assess mastery? the beginning of the lesson, discussed throughout the lesson, and answered by
students at the end of the lesson to show understanding of the concepts taught.
Check for Understanding How can I compare and contrast two animals?
Teacher Observation
Student Performance Task
HIGHER ORDER QUESTIONS (3-5) Vocabulary
What questions will be answered to provoke higher order thinking and include Essential vocabulary that should be introduced and/or reviewed.
Moderate to High FCAT Complexity Levels? What would the ideal student
response be for each question?
Refer to vocabulary list for each reading in the anthology.
INTRODUCTION (Set the purpose of the lesson).
CYCLE
LESSO

 Introduce or review the Essential Question.

N

 Explain the relevance of lesson and the importance of learning the concept.
 Introduce important vocabulary using the word wall as an interactive learning tool.
 Monday 12/5/16 Here an Tuesday 12/6/16 Everywhere Wednesday 12/7/16 Thursday 12/8/16 Friday 12/9/16 All Kinds of
Oink, There an Oink a Baa, Baa Pausing Point Crops
Introduce Here an Oink, There Introduce Everywhere a Baa, Review the difference Field Trip. Review the topic and key
an Oink to students. Remind Baa to students. Review chart between comparing and details GO from lesson 2.
students that in this module we from previous lesson. contrasting. Remind students that topic is
are learning all about the farm. Introduce new vocabulary to what the whole text is about.
Introduce new vocabulary to students.
students.
MODELING “I DO” (Explicitly model exactly what students are expected to do during shared practice, guided practice and eventually during independent work.)
 Conduct a think aloud.
 Model the use of a graphic organizer or interactive journal entry.
Monday Tuesday Wednesday Thursday Friday
Today we will be comparing the Today we continue comparing Choose one activity to Field Trip. Talk to students about how
pig and the cow. Introduce the and contrasting. Review review and reinforce the we know the topic of the text.
Compare and Contrast Graphic yesterday’s chart. Recall how standards taught thus far. Explain that the key details
Organizer. Explain the concept you gathered the information are the important details
that when we compare two for the chart. about the topic.
things we are identifying how
they are alike. Also, when we
contrast, we are identifying how
they are different.
GUIDED PRACTICE “WE DO” (Provide students support while they try doing what was modeled to them; Guide students to independent practice by providing an
opportunity to work in small groups and practice what was taught during the guided portion of the lesson)
 Encourage student accountable talk during discussion.
 Incorporate the use of a collaborative strategy in small groups.
 Perform checks for understanding.
Monday Tuesday Wednesday Thursday Friday
Read the story and stop Read the story and stop Recall ways that we use farm Field Trip.
periodically to ask questions periodically to ask questions animals. Students turn and
and check for understanding. and check for understanding talk about how they are alike
Model recording a comparison Vocabulary Word Work: or different
as you read responsibilities
Vocabulary Word Work:
valuable

INDEPENDENT PRACTICE “YOU DO” (Allow students the opportunity to independently practice what was learned throughout the lesson.)
 Pull small groups or individuals for more intensive support.
 Assign students independent work that is directly aligned with the “I Do”, “We Do” and “They Do” portions of the lesson.
 Provide above-level students with extended practice through the use of higher level activities.
Monday Tuesday Wednesday Thursday Friday
C.) Students who need extra support will…
D.) Students who are working on level and independently will…
Students who need to be challenged or finish early will…
 Whole Group:
As a class, discuss and add other
comparisons and contrasts
between pigs and cows.
Students complete page 27
comparing pigs and sheep.
Students choose one farm Field Trip. Students should complete
animal that we have learned page 31 GO.
about thus far. They will tell
how that animal is useful to
people.

CLOSURE (Wrap up the lesson and help students organize the information learned into a meaningful context.)
 Have students reflect on or answer the Essential Question.
 Help students connect today’s learning to their bigger goal in the course.
Monday Tuesday Wednesday Thursday Friday
Review essential question and Review essential question and Review essential question Field Trip. No School
objective. objective. and objective.

Monday: Check for Understanding: Check for Understanding: Stand up/Sit down
1. Both pigs and cows live on a farm (stand up)
2. Both pigs and cows moo. (sit down) Why?
3. We can drink the milk from a pig, but not from a cow. (sit down) Why?
4. A mama pig and cow are called sows. (sit down)
5. Both pigs and cows are called by different names. (stand up) What are they?

Standards Target/Objectives (What will your students be able to learn?)

With prompting and support, ask and answer questions about from the text I will ask and answer questions about key details in a text.
With prompting and support, identify the characters, setting, and beginning,
middle, and end events I will identify the characters, setting, and beginning, middle, and end events of
story.
Task/Assessment “Begin with the End in Mind” ESSENTIAL QUESTION(S)
PRE-PLANNING

How will you know whether your students have made progress toward the A higher order question that is directly derived from the benchmark, introduced at
objective? How and when will you assess mastery? the beginning of the lesson, discussed throughout the lesson, and answered by
students at the end of the lesson to show understanding of the concepts taught.
Check for Understanding How can I ask and answer questions about key details in a text?
Teacher Observation
Student Performance Task How can identify story elements in a text?
HIGHER ORDER QUESTIONS (3-5) Vocabulary
What questions will be answered to provoke higher order thinking and include Essential vocabulary that should be introduced and/or reviewed.
Moderate to High FCAT Complexity Levels? What would the ideal student
response be for each question?
Refer to vocabulary list for each reading in the anthology.
INTRODUCTION (Set the purpose of the lesson).
SS
O
N

Y
C

C
L
E

L
E

 Introduce or review the Essential Question.

 Explain the relevance of lesson and the importance of learning the concept.
 Introduce important vocabulary using the word wall as an interactive learning tool.
Monday 12/12/16 Tuesday 12/13/16 The Wednesday 12/14/16 From Thursday 12/15/16 Friday 12/16/16
Little Red Hen Seasons of Farming Farm to Market Module review Module Assessment
Introduce The Little Red Hen to Introduce The Seasons of Introduce from Farm to Review farms, farm animals, Module Assessment
students. Tell students that this Farming to students. Remind Market to students. Remind and why farms are important.
module we will be learning all students that in this module we students that in this module
about farms and how important will be learning all about we will be learning all about
they are. Introduce new farms and how important they farms and how important
vocabulary to students. are. they are. Introduce new
vocabulary to students
MODELING “I DO” (Explicitly model exactly what students are expected to do during shared practice, guided practice and eventually during independent work.)
 Conduct a think aloud.
 Model the use of a graphic organizer or interactive journal entry.
Monday Tuesday Wednesday Thursday Friday
Review story elements and how Introduce new vocabulary to Introduce new vocabulary to Introduce activities that Module Assessment
to sequence a text. Use a story students. students. Tell students to students will complete.
from a past module to sequence think about a question they
to provide an example for could ask about the text
students. because they will have to
answer it.
GUIDED PRACTICE “WE DO” (Provide students support while they try doing what was modeled to them; Guide students to independent practice by providing an
opportunity to work in small groups and practice what was taught during the guided portion of the lesson)
 Encourage student accountable talk during discussion.
 Incorporate the use of a collaborative strategy in small groups.
 Perform checks for understanding.
Monday Tuesday Wednesday Thursday Friday
Read the story and stop Due to 2016-17 revisions, Read the story and stop Module Review
periodically to ask questions please disregard page 122 in periodically to ask questions Module Assessment
and check for understanding the anthology. and check for understanding
(refer to the bottom of the page). Read the story and stop (refer to the bottom of the
periodically to ask questions page).
Vocabulary Word Work: ripe and check for understanding
(refer to the bottom of the Vocabulary Word Work:
page).

Vocabulary Word Work: pests

INDEPENDENT PRACTICE “YOU DO” (Allow students the opportunity to independently practice what was learned throughout the lesson.)
 Pull small groups or individuals for more intensive support.
 Assign students independent work that is directly aligned with the “I Do”, “We Do” and “They Do” portions of the lesson.
 Provide above-level students with extended practice through the use of higher level activities.
Monday Tuesday Wednesday Thursday Friday
E.) Students who need extra support will…
 F.) Students who are working on level and independently will…
Students who need to be challenged or finish early will…
Students will retell the story Students will complete the Have students think about Students will completed assessment
with key details. (work book Topic and Key Details what they learned about how selected activities.
page 33) Graphic Organizer based upon food got from the farm to the
the seasons of farming found store. Have students write a
on page 39 in the student question and answer the
workbook. Students will draw question on page 40 in the
a picture, label, and write a student workbook.
sentence.
CLOSURE (Wrap up the lesson and help students organize the information learned into a meaningful context.)
 Have students reflect on or answer the Essential Question.
 Help students connect today’s learning to their bigger goal in the course.
Monday Tuesday Wednesday Thursday Friday
Review essential question and Review essential question and Review essential question Module review
objective. objective. and objective.