Peachtree Charter Middle School
Teacher:
Co-Teacher/Para:
Course:
Priority Standards:
(content specific)
Supporting Standards:
(content specific)
Non-Content Standards:
(WIDA, Interdisciplinary
standards, literacy, etc.)
Learning Targets:
(what learners will be able to do
at the end of the learning
activity)
Essential Question(s):
(addresses philosophical
foundations; contains multiple
answers; provide inquiry)
Big Idea(s):
(main ideas, foundational
understandings, conclusions or
generalizations0
Academic Vocabulary:
STEM
Interdisciplinary Integration:
Engaging Performance Scenario:
Resources:
(weekly materials chosen to
support teaching and learning)
Pre-Instructional Activity:
Opening (ENGAGE):
(introduces the lesson;
summarizes previous lesson;
clarifies misconceptions)
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
(contains the mini lesson; allows
students to practice concept;
assesses student learning
CLOSING: (EVALUATE):
(summarizes the lesson; ensures
understanding, clarifies
misconceptions)
HOMEWORK
Pre-Instructional Activity:
Opening (ENGAGE):
Alexander Silva Week of: 04/30/18 Unit Implementation Week: 6
Example: Week 6
ELT Unit Name: Reading
comprehension and
Developing writing
.
ELAGSE6RL2 – Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the
text distinct from personal opinions or judgments.
ELAGSE6RI5 – Analyze how a particular sentence paragraph, chapter, or section fits into the overall structure of a text and
contributes to the development of the ideas.
ELAGSE6W3 – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured sequences.
ELAGSE6RL1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
ELAGSE6RLI3 – Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.
through examples and anecdotes).
ELAGSE6RI4 – Determine the meanings of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings.
ELAGSE6RL3 – Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters
respond or change as the plot moves towards a resolution.
ELAGSE6W1 – Write an argument to support claims with clear reasons and relevant evidence.
In this section, the teacher will specify what the students will specify what the students will know and be able to do at the end of
the weekly lesson. Targets can be pulled directly from the DCSD curriculum unit plans (unwrapped priority standards).
In this section, the teacher will document the overarching essential questions that guide the unit/weekly lesson. Guiding
questions are not necessary. Essential questions can be copied directly from the DCSD curriculum unit plans.
In this section, the teacher will document the big ideas that that guide the unit/weekly lesson. Big ideas convey the value of
learning. Big ideas can be copied directly from the DCSD curriculum unit plans.
Academic Vocabulary: In this section, the teacher will provide students with the academic vocabulary that supports the
daily/weekly lesson.
Unit Specific Vocabulary: In this section, the teacher will provide students with the unit specific vocabulary that supports the
daily/weekly lesson.
In this section, the teacher will provide students with the STEM/interdisciplinary connections that supports the daily/weekly
lesson.
In this section, the teacher will specify the following for the weekly lesson: INTRODUCTION TO ENGAGING SCENARIO, TASK 1,
TASK 2, TASK 3, TASK 4, Georgia Framework Task , OR Other
Textbooks Lab Materials Manipulatives Other: (List the other resources below.)
Audio/Visual Aids Course syllabus Internet (Tech)
Handouts X Dictionaries Electronic Devices
White Boards Video Clips Promethean Board
Daily Lesson Plan for Monday
Math: Work out math problems in digital format with varying operations
Opening Details:
TW introduce the math activity in Math Munchers.
SW practice the various math problems in this lesson and ask questions.
Work Period Details:
TW describe the activity and directions.
SW solve the various problems as a practice in preparation for future virtual learning activities.
Closing Details:
TW conduct a review of this assignment.
SW make corrections of this activity and prepare for future virtual learning activities.
None
Daily Lesson Plan for Tuesday
Writing:
Writing a short story using a given prompt and rubric.
Opening Details: SW receive a writing prompt to write a short story on:
https://www.scholastic.com/teachers/student-activities/.
TW explain the writing prompt in order to ensure student understanding of the procedures for
writing the short story.
SW receive a writing prompt in order to initiate writing of short story on their Chromebook.
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
CLOSING: (EVALUATE)
HOMEWORK
Pre-Instructional Activity:
Opening (ENGAGE):
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
CLOSING: (EVALUATE)
HOMEWORK
Pre-Instructional Activity:
Opening (ENGAGE):
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
CLOSING: (EVALUATE)
HOMEWORK
Pre-Instructional Activity:
Opening (ENGAGE):
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
CLOSING: (EVALUATE)
Work Period Details:
TW read the prompt to the students and answer any question in order to ensure student
understanding of the prompt.
SW use correct punctuation and capitalization according to the Writing Conventions rubric in
order to demonstrate knowledge and understanding of writing procedures
Closing Details:
TW make corrections and grade according to the Writing Convention of the student product in
order to give student feedback.
SW make corrections of their short story in order to implement the feedback recommended by
the teacher. Corrections and grade according to the Writing Convention of the student
product in order to give student feedback.
SW make corrections of their short story in order to implement the feedback recommended by
the teacher.
None
Daily Lesson Plan for Wednesday
Social skills: Code.org
Opening Details:
TW share coding idea and concepts.
SW participate in the code.org lesson.
Work Period Details:
TW ask students questions in order to determine understanding of the topic viewed.
SW will enter into discussion of the topic covered in the video in order to further develop
understanding.
Closing Details:
TW review the topic covered in the topic and some of the discussion in order to reinforce
student understanding.
SW repeat the covered information with the class in order to further their understanding.
None
Daily Lesson Plan for Thursday
Reading: The introduction to the reading will be done by the teacher along with the required
instruction to complete the assignment.
Opening Details: Given a reading for comprehension in Main Idea
Work Period Details:
In this section, the TW explain how he/she will develop a foundation for knowledge before
introducing the daily concept. The teacher will explain his /her role and the student’s role
during the opening.
Closing Details:
TW…Direct students to highlight any unknown words and read the sentence they are found in
order to develop the meaning of the word.
SW… complete the highlighting activity and attempt to get meaning of the passage read.
None
Daily Lesson Plan for Friday
Vocabulary: Vocabulary .com
Opening Details
TW introduce direct the students to the Vocabulary.com website.
Work Period Details
TW monitor student progress and address problems students may encounter
SW engage the vocabulary they encounter and respond appropriately to questioning.
Closing Details
TW question students concerning their progress and strategies they choose to improve.
 SW discuss their experience with Vocabulary .com and their outcome.
HOMEWORK None
Differentiated Instruction Assessment Evidence
(content, process, product) (formative, summative)
In this section, the teacher will provide a description of the way in which they In this section, the teacher will identify any planned assessments and explain
differentiate their lesson for their students-content, process or product. The the assessments that were used during the week.
description does not need to be student specific. Also, teachers who have co- Common Assessments
teachers can summarize their lesson contribution here. Unit Assessments
Summative/Formative Assessments
Illuminate
Paper/Pencil
Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17

Additional Resources as Needed

in the areas below, place an “x” in the boxes to indicate selected strategies and resources
Research Based Instructional OPENING: Activate Prior Questioning Clarify Previous Phenomenon
Strategies: Engaging Knowledge (Raises questions) Lesson
(weekly strategies chosen to guide instructional Provide Scaffold Create Interest Other:
teaching and learning) activity Feedback Instruction

WORK PERIOD: Facilitate Academic Cooperative Other:

Exploring, Learning Discussions Learning
Explaining, Demonstrate/ Generating and Independent Other:
Extending, and Model Testing Learning
Elaborating Hypotheses
Explain/Apply/ High-Level Interdisciplinary Other:
Extend concepts Questioning Writing
and skills

CLOSING: Summarize Provide Alternate Respond to EQs Other:

Evaluating Lesson Explanations
Allow students Quick Write 3-2-1/K-W-L Other:
to assess their
own learning

Intervention Strategies
Intervention Strategies Specifically Designed Instruction for the Exceptional Strategies for English Language Learners
(Tiers 1, 2.3) Education Students
Additional Support in the Classroom
Re-voicing Conferencing Visuals/ Realia
Explaining Additional time Front-loading
Prompting for participation Small group collaboration Echoing/Choral Response
Challenging or countering Modify quantity of work Color-coding
Asking “Why?” “How” Take student’s dictation Multiple exposures in different media
Reread Scaffold Information Pair-share
Practice new vocabulary Differentiated content/process/product Modeling
Assistive technology Consistent reward system Language scaffolds: eg, sentence frames
Pre-teach & re-teach in a different way Refer to student’s IEP or 504 Plan Deconstruct complex sentences
Use of manipulatives Assistive technology Increase student-to-student talk
Collaborative work Strategies vocabulary instruction
Create differentiated text sets Additional Think Time
Gifted-Extensions for Learning
Tier 1
Flexible-Learning Groups Varied Pacing with Anchor Options Varied Supplemental Materials
Choice of Books Work Alone or Together Computer Mentors
Homework Options Flexible Seating Think-Pair-Share
Use of Reading Buddies Varied Scaffolding Open-Ended Activities
Various Journal Prompts Varied Computer Programs Explorations by Interest
Student/Teacher Goal Setting Design-A-Day
Tier 2
Gifted Educ Cluster Classes Alternative Assessments Community Mentorships
Gifted Educ Collaboration Classes Subject Advancement within class Stations
Tiered Activities and Products Curriculum Compacting Group Investigations
Use of Literature Clubs Tiered Centers Assess Students in Multiple Ways
 Multiple Testing Options Spelling by Readiness Student Choice
Multinple Texts Varying Organizers Simulations
Tier 3 Tier 4
Advanced Content( all core content) Above grade level accelerated (all core content)
Resource Classes Advanced Placement Classes
Independent/Directed Study International Baccalaureate Classes
Socratic Seminars Internships/Mentorships
21st Century Learning Teamwork and Collaboration Innovation and Creativity Accessing and Analyzing Information
Skills: (weekly Initiative and Leadership Critical Thinking and Problem- Effective Oral and Written Communication
strategies chosen to Solving
guide student Curiosity and Imagination Flexibility and Adaptability Other:
engagement)
Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17